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: [email protected] Carol Wylie: Tel: [email protected] 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: [email protected] 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: [email protected] 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: [email protected] 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: [email protected] Rachel Morris: Tel: [email protected] 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: [email protected] 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: [email protected] 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: [email protected] 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: [email protected] 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: [email protected] 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: [email protected] 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: [email protected] 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 [email protected]. 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

23 nurses developing expertise in working with families, service users and carers, enabling service users to maximise their care options and choices. The increasing integration of services between acute, primary, secondary, independent and private care is a further challenge for the adult nurse of the future. Pivotal to the programme is an appreciation of diverse cultures, environments and contexts, as adult nurses work across the service user journey in diverse areas of practice encompassing hospital and home care environments. This is reflected in the student journey experience as each year has dedicated time allocated to a community placement. For example, in the acute respiratory care environment the student experience will include one day per week working alongside a respiratory nurse specialist in the community. The registered adult nurse will have further opportunities to develop areas of specialist interest in order to advance their practice with the aim of promoting the best possible outcome for their clients. The aim is to develop nurses who will inspire others through personal effectiveness demonstrating excellence and leadership. Nursing is a dynamic profession and needs to be visionary and responsive in adapting to the needs of service users, the public and society. These challenges will be met by providing innovative, educational nursing programmes that are adaptable and relevant. The changing nature of health care delivery therefore requires greater emphasis on the adult nurse of the future to be flexible and adaptable with critical thinking and clinical decision-making skills. Adult nurses will require complex assessment skills with a particular emphasis on risk, ensuring service user safety. On completion of the programme students will be fit for purpose and practice with the requisite skills and knowledge to be competent, professional practitioners. The vision of the adult nursing team is to prepare student nurses, who upon qualification can meet the demands and challenges of the future. Adult Nursing Students Journey through the Practice Experience The placement structure supports the concept of the service user journey and incorporates nursing in the home and in patient settings, preventative, acute and long-term provision. You will be allocated to placements in community and hospital care environments in each stage of the programme. A hub and spoke approach will be adopted to demonstrate the service user journey across services. In all long placements you will be allocated to a designated hub. Shorter spoke placement experiences have been identified for each hub to enable you to appreciate the service user journey across service provision and the contribution of specialist nurses and the multidisciplinary team to their health and social care. For example, a hub placement on a respiratory medical ward may include a spoke experience with for example, an asthma nurse, respiratory nurse specialist or out-patient clinic. Throughout your placement allocation journey you will have opportunities to gain experience with the alternative client groups, which you will be expected to record on a Learning Log. Year 1 Placements In Year 1 you will be allocated to a hub placement in either an acute medical or surgical ward. Spoke experiences linked to these areas will develop your TU-SOHSC (2015) 20

24 understanding of the service user s journey across hospital and community provision, specialist nursing services, care closer to home and caring for people with long-term conditions. The hub placement associated spokes and the short Year 1 placement allocations introduce you to adult nursing practice and essential care skills. They also enable you to develop your understanding of the health needs of people across the age continuum and management of acute and long-term conditions across all fields of practice. During the 16-week placement period you will spend nine weeks in a hospital setting and seven weeks in settings which facilitate care closer to home. These will include three weeks with a community nurse, one week in a care of the older person with mental health needs nursing home/care setting, two weeks in a learning disability placement allocation and one week in a nursing home caring for older people. These shorter spoke placements are designed to help you develop your understanding of home nursing, family-centred and community care. They also enable you to focus upon the needs of particular client groups and their families and carers. This includes people with learning disabilities, older people and individuals with mental health needs, including dementia. During the consultation process service users stressed the importance of adult nurses spending time with older people during the programme, similarly a number of key health and social care reports highlight the importance of nurses developing their understanding of vulnerable groups including people with dementia and people with learning disabilities (CQC, 2011, Michael, 2008). Although Adult students will care for people from these groups when they access community and hospital services, it was felt that focused allocations within the first year will help you develop foundation knowledge and skills, particularly in areas such as communication, which you can then build upon during subsequent stages of the programme. The final five weeks of the 16-week placement will be spent within the hub placement. At the end of the first year there is a four-week practice period. If you have referred in your practice assessment you will remain in the hub placement to undertake reassessment. Otherwise you will be able to negotiate option placements for this period using a two-week + two-week approach. Year 2 Placements There are two long placements in Year 2. These are a critical care placement and an acute medical or surgical placement. If you have completed medicine in Year 1 you will do surgery in Year 2 and vice versa. There is also a one-week placement in a GP practice or walk-in centre and a one week placement with a health visitor. This will enable you to develop skills caring for people across the age continuum including children and young people. Emergency/critical care settings used within Year 2 will include accident and emergency, coronary care, intensive therapy units and operating theatres. This will enable you to develop more complex skills relating to service user assessment, recognition of the deteriorating patient and immediate care interventions. The surgical/medical experience will develop skills in caring for service users undergoing planned, acute and emergency interventions. These placements together with the emergency/critical care allocations will enable you to further TU-SOHSC (2015) 21

25 develop your knowledge of the service user s journey. This will include a more detailed understanding of specialist medical and surgical care. Short spoke experiences will be related to the area of surgical or medical nursing practice. These will enable you to follow the service user s journey across community and hospital service provision, and develop your knowledge and understanding of the role of other members of the health and social care team and their contribution to the service user s care and that of their family/carers. Maternity Care Component In Year 2 you will be allocated to a maternity care service for one day. This includes a visit to an antenatal clinic and observation of the midwife s role in providing antenatal care. You will also have the opportunity to observe the midwife s role in providing postnatal care during home visits or in a postnatal clinic. A number of simulation and workshop activities which will enable you to meet the EU directives for maternity care, and the related essential skills clusters are also included in the practice modules. At the end of the second year there is a four-week practice period. If you have referred in your practice assessment you will remain in the hub placement to undertake re-assessment. Otherwise you will be able to negotiate option placements for this period using a two-week + two-week approach. Year 3 Placements In Year 3 you will have two long placements with allocated spokes. You will also have a two-week placement at the beginning of the year which will enable you to gain experience in an area of particular interest and reflect upon an aspect of practice which could be enhanced and used for your service improvement project. You will be given a designated list from which you can select an area of interest. This approach will enable you to develop your understanding of services and changes within service provision, which will contribute to your understanding of governance and service improvement. This will also help you understand the service user s experience of service delivery and how this can be used to enhance services. The two long placements within Year 3 will be a hospital placement which enables you to develop your leadership/management skills and a district nursing placement. Students who do a district nursing placement for Placement 5 will have a hospital placement for Placement 6 and vice versa. You will be given the opportunity to negotiate whether you undertake a hospital or community experience in Placement 6, although this choice is dependent upon placement availability. There is one allocated spoke placement in the first placement period (Placement 5) which is with a paramedic service. This will enable you to gain a range of knowledge and skills with a variety of service users across the age continuum and all fields of practice. This approach will help reinforce the links between home nursing and acute and emergency care. The focus of Year 3 is upon leading and managing care, organisation of care in the community and acute areas, managing a caseload, and developing leadership, management and learning and teaching skills. Thus the final placement must be one which enables you to manage a caseload. TU-SOHSC (2015) 22

26 7.1 Diagram Illustrating the Relationship between the Hub and Spoke Placements Each Year and Learning Year 1 Placements Placement periods 1 and 2 Hub placement: Medicine or surgery (16/52 period). To include 9 weeks hospital care and 7 weeks in spoke allocations which span care closer to home within the community sector. Preferred option/re-assessment period: (4 weeks) Spoke allocations Care closer to home: 3/52 Community nursing placement 1/52 care of the older person with mental health needs 2/52 LD 1/52 Nursing home Examples of learning opportunities Acute care General and specialist surgery Home nursing Supporting lifestyle changes Emergency/unscheduled care Caring for older people Children s nursing Caring for people with learning disabilities Caring for people with dementia Caring for people with mental health needs Inter-professional working Service user journeys Year 2 General and specialist medicine Long- term conditions Hospital care End-of-life care Palliative care Family-centred care Placements: Placement period 1: Medicine/surgery or critical care (7/52) Placement period 2: Medicine/surgery or critical care (7/52) plus 1/52 walk in- centre/urgent care/gp and 1/52 with a Health visitor, Plus maternity care experience Preferred option/re-assessment period: (four weeks) Spoke allocations Plus one day per week allocations (maximum five days) with nurses spanning hospital and community provision linked to medical or surgical placement. Examples include: Heart failure nurses specialists MS nurses Renal nurse specialists Parkinson nurses Day care Tissue viability nurses Falls risk assessment teams Stoma care Gastro/colorectal FAST team Social services Occupational therapist Heart failure nurse Drug and alcohol liaison service Respiratory nurse Smoking cessation Smoking cessation Out-patient user clinics Diabetes nurse specialist Intermediate care services Breast care Pain specialist nurse Year 3 Placements: Service improvement placement from options (two weeks) 9/52 practice period: District nurse or hospital (8/52) & 1/52 paramedic placement 12/52 practice period: District nurse or hospital Spoke allocations Short day placement experiences with transition services Specialist nurses Senior nurses Examples of learning opportunities More complex care Critical care Acute care Maternity care General and specialist medicine General and specialist surgery Long-term conditions Home nursing Hospital care Supporting lifestyle changes End-of-life care Emergency/unscheduled care Palliative care Caring for older people Family-centred care Children s nursing Caring for people with learning disabilities Caring for people with dementia Caring for people with mental health needs Inter-professional working Service user journeys Examples of learning opportunities Leadership and management Safeguarding Risk management Governance Community and home care Hospital care Teaching Acute care and immediate care General and specialist medicine General and specialist surgery Long-term conditions Supporting lifestyle changes End-of-life care Emergency/unscheduled care Palliative care Caring for older people Family-centred care Children s nursing Caring for people with LD Caring for people with dementia Caring for people with mental health needs Inter-professional working Service user journeys TU-SOHSC (2015) 23

27 8 ASSESSMENT A variety of forms of assessment will be used to measure your progress and achievement. Examples include reflection, case studies, examinations, poster presentation, projects and the assessment of competence in practice. You will be assigned to one of the lecturers in the module team at the outset of each module who will provide academic guidance and support. We strongly recommend that you seek early tutorial advice to ensure that you are addressing the assignment guidelines and criteria. There are two types of assessment. Formative assessments are used to help you prepare for the summative assessment in each module and give you feedback on your development. The summative assessment is the assessment which will determine whether or not you have passed the module. All modules are assessed and you must achieve a pass in all modules in order to progress through the programme. You will be provided with written assignment feedback indicating areas of strength and weaknesses following submission of your work, and you are encouraged to discuss your feedback with your tutor for the purpose of future development. All written feedback can be accessed via the Student Intranet, including unratified feedback (results which have not been presented to and agreed at an Assessment Board). Further information regarding assessment can be found in The Student Essential Guide (School Handbook). In order to pass the module assignments you must meet the assessment criteria in addition to meeting the required academic level. The pass mark for most pieces of work is 40%, however some components of the practice modules have a higher pass mark. These are the Drug Calculation Exam in Stage 1 which has a pass mark of 80%, the Drug Calculation Exam in Stage 2 which has a pass mark of 90% and the one in Year 3 which requires students to achieve 100% in order to pass. The academic level descriptors which you will be marked against are included in Appendix 2 of this document. External Examining Students often ask questions about how we know that their degree is broadly of the same standard as degrees awarded for similar courses by other universities. In the UK we have a system called external examining, which is one of several ways that we confirm that standards are met. An External Examiner is generally an experienced lecturer from another university who offers an independent view as to whether the work of students on the course is of the correct standard. The External Examiner does this by looking at a sample of work (e.g. assignments, exam answers, and dissertations), discussing the work with your lecturers and attending the assessment boards to endorse results. They then produce an annual report which tells us about any concerns they have and any good practice they have identified. The External Examiners reports are made available to student representatives and School representatives. You can also request the relevant External Examiner report for your course by ing: [email protected] The main External Examiners for your course are is Philip Clissett who works at the University of Nottingham, Julie Moody from Middlesex University and Jo Rixon from Buckingham University. Sometimes your modules may have a different External TU-SOHSC (2015) 24

28 Examiner and your Module Leader can provide details, on request. Please note that students are not permitted to contact External Examiners directly and External Examiners will not respond to any communication from individual students. If you have any concerns about your course, then please speak to your Programme Leader. 9 NON-COMPENSATABLE MODULES All of the modules in the programme are non-compensatable. This means that you are required to pass every module within each stage of learning. For further guidance please refer to the student E-directory, Assessment, Award and Progression Regulations for Undergraduate Programmes. 10 ASSESSMENT AND HAND-IN DATES The assessment schedule can be found in Appendix 3. You must familiarise yourself with the formative and summative requirements for each module, and use the study time included within the programme stages in a co-ordinated way. This will help you plan your learning and work on assignments/prepare for exams in a structured way. If you are having difficulty doing this please speak to your Personal Tutor. You can also access the Learning Hub within the Library for additional advice and support. 11 WHAT STUDENT SUPPORT WILL YOU RECEIVE DURING THE PROGRAMME? A comprehensive system of support is available to you throughout the programme. The key features of this are identified below: The Programme E-learning@tees Sites The programme has a designated e-learning@tees site. This provides information about the course and includes discussion boards which you can use to contact peers and the programme team. Please note, that information regarding any changes to scheduled sessions, invitations to take part in placement-based activities and messages are posted on this site. Each of the modules within the programme also has a designated e-learning@tees site. The Learning Hub The Learning Hub is located on the ground floor of the Library. Guidance is offered to all students on developing their skills as independent learners and on related areas including maths and statistics. Drop-in workshops on topics such as referencing, finding information and writing essays are available throughout the year. Learning Hub staff collaborate with your School to ensure that in-depth help is available to you. Online information on topics such as referencing, writing essays TU-SOHSC (2015) 25

29 and information literacy can be accessed via the Library website at or telephone Programme Management, Support Roles and Responsibilities The Programme Director for Pre-registration Nursing The Programme Director Jill Foley is responsible for co-coordinating and taking the lead on pre-registration nurse education within the School of Health & Social Care. She will meet with the cohort group at different points in the programme. She has an open door approach should you wish to discuss any issues regarding the programme with her. Jill is based in room H1.39 on the first floor of the Centuria Building at Teesside University and can be contacted by telephone on or by at The Programme Leader Each student intake is allocated a Programme Leader who co-ordinates the day-today running of your programme and monitoring of student progress. The Field Leader The Field Leader is responsible for issues relating to field-specific learning for your cohort group. They will liaise with the Programme Director and Programme Leaders with regard to any issues arising from your field-specific learning or programme of study. The Personal Tutor A Personal Tutor is allocated to you during induction week. They will be a Lecturer/ Senior Lecturer within the School and are available to provide support and guidance to you throughout the programme. You are expected to meet with your Personal Tutor at least twice a year. The Module Leader/Teacher The Module Leader is responsible for managing the individual module learning experience. They or a member of the module team will provide individual and/or group tutorials and assignment feedback relevant to their module. Module Guides Detailed guidance about modules, timetabling and assessments is included within Module Guides which will be provided to you by the Module Leader. Support for Students with Disabilities/Specific Educational Needs If you have concerns about your specific needs and your ability to access module learning in either theory or practice, you are advised to discuss these with the relevant module tutor and contact the School s Disability Co-ordinator Mary van Loo for advice. Mary will see you by appointment or at one of her weekly drop-in sessions. She can be contacted on or by [email protected]. Student Buddies The buddy system is a student-led support mechanism which offers guidance and encouragement to students who enrol on the nursing programme. The system is TU-SOHSC (2015) 26

30 predominantly led by student nurses and is also supported by a designated member of the nursing programme team. The student buddies will introduce themselves to you during the induction week and offer continued support throughout your training. They will also signpost you to other support networks within the University. Student nurses are actively encouraged to join the system and become a buddy to assist with their own personal development throughout the programme. The buddy system is supported by a designated e-learning@tees site. Student Support and Guidance within the Practice Areas You will be supervised in practice by your Practice Mentor or Placement Supervisor. You can also access support from your Zoned Academic Mentor, Personal Tutor and module teachers during allocations, and via e-learning@tees sites, and tutorials. The Zoned Academic Mentor The Zoned Academic Mentor is the lecturer attached to the practice area. They visit the area for tripartite meetings and other educational activities, and provide support to you and your Practice Mentor. A zone is defined as a specified geographical area where nursing care is provided. The Practice Mentor and Sign-off Mentor The Practice Mentor is an experienced qualified nurse on the appropriate part of the NMC Professional Register and the Mentor database. You will be allocated to a Practice Mentor during each long period of practice learning. They will be your primary support in the practice setting and will be available to you for at least 40% of your practice learning time. They will be supported in their role by Associate Mentors and other members of the health and social care team. The Practice Mentor/Sign-off Mentor (as appropriate) will: Facilitate your learning Supervise, support and guide you in practice Implement approved assessment procedures Within the final placement period in Stage 3, you will be supported in practice by a Sign-off Mentor. Supervisors for Spoke Placements As part of your learning experiences, you will spend time with other members of the nursing, health and social care team, including registered nurses from different fields of practice, registered midwives, and teachers when working in schools and educational establishments. This is a feature of the spoke placements and shorter practice experiences. Practitioners in these roles will be classed as supervisors. The Practice Placement Facilitator (PPF) The PPF is a senior nurse based in your Home Trust who is responsible for monitoring the quality of practice learning experiences, in partnership with the University. Additionally, they offer support and a point of contact for students and Practice Mentors. TU-SOHSC (2015) 27

31 Your Home Trust You will be allocated to a Home Trust at the beginning of the programme. This is where many of your placement experiences will be located. The practice locations are: Tees, Esk and Wear Valleys NHS Trust - Hartlepool and East Durham, Stockton-on-Tees, Middlesbrough, East Cleveland and North Yorkshire; County Durham, Darlington, Bishop Auckland, Stanley, Crook, Chester-le- Street, Consett and Houghton-le-Spring. NB: This is the only Home Trust for students following the Mental Health and Learning Disabilities Fields. North Tees and Hartlepool Foundation Trust South Tees Acute Hospitals Foundation Trust County Durham and Darlington Foundation Trust These are the Home Trust choices for Adult and Children s nursing students. Because of the nature of Children s Service Provision in the area, the Children s nursing students will be moved across the Trusts for their placements. 12 STUDENT FEEDBACK The School of Health & Social Care relies on student feedback as a key method of assuring and enhancing the quality of its learning and teaching. Your feedback is very important to us and we will invite you to give constructive feedback on your learning experiences both formally and informally at various points in your programme of study, for example by evaluating your University teaching during and at the end of each module. You will also be given feedback from your programme team and Personal Tutor and we expect you to take note of and act upon feedback received. Please note, that feedback is not limited to comments on your assessed work, though of course you will receive feedback on this. It also includes feedback on your ongoing progress on the module, as well as actions that have been taken as a result of your evaluation of your programme of study, and actions taken as a result of the evaluations made by previous student cohorts. The following table gives you an overview of when and how you will contribute to and receive feedback. TU-SOHSC (2015) 28

32 12.1 Student Lifecycle Feedback Map When you will receive feedback Induction Annual Induction (Academic) Annual Induction (Practice) Taught Sessions Within Academic Modules Examples of the type of feedback you will receive Verbal or electronic information (via e- VLE) on what the programme team has done as a result of feedback from previous cohorts Verbal or VLE information on what the programme team has done as a result of feedback from your cohort Where applicable, written results of any diagnostic tests (e.g. Individual Learning Styles; Study Skills) and details of what you need to do next Verbal or written information on what the programme team has done as a result of feedback from previous cohorts Verbal or written information on what the programme team has done as a result of feedback from your cohort Verbal or VLE feedback on your progress Verbal or VLE feedback on your cohort s progress Self-assessment of your progress (e.g. quizzes, online exercises) VLE feedback on what the programme team has done as a result of feedback from previous cohorts If you have completed an interim module evaluation, VLE feedback on what the programme team has done Who will give you this feedback Programme Leader Programme Leader Module Leader Practice Modules Leader/Co-ordinator Practice Modules Leader/Co-ordinator Module team Module Leader You Module Leader Module Leader TU-SOHSC (2015) 29

33 Within Practice Modules At the End of Academic Modules At the End of Practice Modules During Preparation For Placement At the End of Each Stage of Your Programme On Assessment After Submission of Formatively Assessed Work After Submission of Summatively Assessed Work as a result of your feedback Verbal and/or written feedback on your progress Self-assessment of your progress (e.g. portfolios) Information on what the practice area team has done as a result of feedback from previous cohorts Verbal or VLE feedback on your progress Verbal or VLE feedback on your cohort s progress VLE feedback summarising the results of your cohort s evaluation of the module and any action planned in response to it Verbal feedback on your progress Written feedback on your progress Verbal or VLE feedback on what the practice area team has done as a result of feedback from previous cohorts VLE feedback summarising the results of your cohort s evaluation of the stage and any action planned in response to it Verbal and/or written feedback on your assignment VLE generic feedback on your cohort s performance on the assignment The opportunity for verbal feedback and discussion of your assignment Electronic feedback on your assignment VLE generic feedback on your cohort s performance on the assignment Practice Mentor & Module Leader You Practice Mentor, Module Leader, PPFs Module team Module team Module Leader Practice Mentor & Module team Practice Mentor & Module team Practice Mentor & Module Leader Programme or Stage Leader Module team Module Leader Module team or Personal Tutor or Practice Tutor Module Leader Module Leader TU-SOHSC (2015) 30

34 The opportunity for verbal feedback and discussion of your assignment In Class Activities Feedback on your activities Student/Staff Meetings Student/Staff Liaison Meetings Verbal feedback on action taken as a result of students comments Programme Boards Information on what the programme team has done as a result of feedback from previous cohorts At Appropriate Points in Your Programme of Study Information on what the programme team has done as a result of feedback from your cohort External Examiners comments on your programme of study Feedback on professional behaviour, attendance, personal and professional development Module team or Personal Tutor or Practice Tutor Module team Your fellow students Year Tutor or Stage Leader or Programme Leader Course Representatives Course Representatives Course Representatives Personal Tutor; Practice Mentor 13 STUDENT REPRESENTATION As a student on the programme you will have opportunity to be a representative for your field or group intake on all or any of the following: Programme Board for all pre-registration nursing programmes School of Health & Social Care Students Council Student Representative Forum specific to your programme The Student Representative Forum includes pre-registration students from each group/intake. They meet at least twice a year with the Programme Leaders and staff from the programme teaching team, to discuss any matters relating to the course. The Programme Board also meets twice per year. This group includes members of staff form the partnership sites as well as the programme team. 14 ATTENDANCE REGULATIONS/SICKNESS AND ABSENCE In order to complete the pre-registration nursing programme and to meet the requirements for entry to the NMC professional register, you must complete the required number of theory and practice hours. TU-SOHSC (2015) 31

35 Attendance on all modules is compulsory and you are expected to attend all sessions unless prior agreement has been made with the module tutor. Registers of attendance will be kept and an accumulated record of four unauthorised absences will be followed up by your Personal Tutor. You are required to inform the Student Records and Placements Office when you are absent from theory or practice. If the absence is supported by a doctor s note, the note should be sent or given to the Student Records and Placements office as soon as possible after the period of sick leave commences. If you are absent during a placement allocation you should inform both the School of Health & Social Care Student Records Office and the practice staff in your placement area. If necessary someone may telephone on your the behalf (please refer to the Sickness and Absence Policy, Appendix 4, you can also [email protected] by 10am). Absenteeism, for whatever cause, will be strictly monitored. Students who do not meet the attendance requirement for any module may not be allowed to progress into practice and the Fitness to Practise procedure may be invoked if appropriate. You are expected to arrive promptly for the beginning of each session. Failure to do so may result in you being marked absent for the session. Attendance requirements for nursing modules are as follows: Clinical placement 100% All other modules 100% ALL ABSENCES without exception are recorded and contribute to your overall accumulated total absence. It is your responsibility to access and check your absence record via e-vision at least every three months. If you believe there is an inaccuracy on the record, then you must contact your Field or Programme Leader/Director at the earliest opportunity to discuss this. You will be asked to provide evidence to support any alteration to the sickness absence record. Where an inaccuracy is agreed, your Field/Programme Leader/Director will complete the Removal of Student Absence form which will be returned to the Student Records office and the record will be changed. You should then re-check your record after 20 days, and, if you still believe your record to be inaccurate, contact your Field/Programme Leader/Director again. If you have 21 days continuous sickness or absence, for whatever reason, you may automatically be interrupted from the programme. Similarly if your accumulated sickness/absence impacts upon your learning then the Field Leader in conjunction with the Programme Leader/Director may advise that an interruption is necessary. During practice allocations you work 37.5 hours per week. You must ensure that there is transparency in how these hours have been achieved. The recording of the student attendance sheet whilst on placement is your responsibility. The record of attendance must be verified by your Practice Mentor and will be monitored by the Academic Mentor. TU-SOHSC (2015) 32

36 Implications of Accumulated Sickness Absence At the end of the programme a total of all sickness absence is recorded on your student file and this will be requested by and disclosed to any future employer requesting a reference. We appreciate that some students need to take time off for very legitimate reasons due to illness or personal circumstances requiring leave of absence, and most students do have small amounts of authorised absence during the three years. You must be aware however that: Students accumulating sickness/absence hours which impact upon their learning will be required to interrupt from the programme and back group. For example a 1009 student may be back-grouped to You cannot register with the NMC unless you have met all of the programme requirements, this includes programme hours/weeks as follows; o Pre-registration nursing students who have not completed 2,300 hours of theory and 2,300 hours of practice experience and therefore have a deficit in hours must make this deficit good at the end of the programme. This is their time to make up. You cannot make time up during the programme unless the Programme Director for Preregistration nursing programmes has authorised use of the progression weeks for you. This is done on an individual basis only. o Pre-registration midwifery students who have not completed 2,512.5 theory hours and 2,550 practice hours over the 156 programme weeks. The deficit in hours is known as time to make up and will need to be completed at the end of the programme. It is important to note that this time cannot be made up during the programme weeks. If you have time to make up you will be sent a letter towards the end of your scheduled programme identifying the amount of theory and/or practice hours you need to make good. You will also be given information regarding when you can start making the time up, how this time will be made up and a date by which the time must be made good. Please note that the time to make up amount is based upon whether you have completed the required number of theory and practice hours for nursing programmes or theory and practice weeks for midwifery programmes. o Please note within the pre-registration nursing programme only has additional programmed hours which are taken into account when working out whether a student has time to make up. Consequently the sickness absence total and the time to make up total will be different. Your final award will be deferred at the end of programme Assessment Board if you have not completed the required number of programme hours. There is a cut off point for names to be put forward for the awards ceremony. Time to make up at the end of the programme may therefore impact upon whether you are able to attend the awards ceremony for your group. Future employers will take sickness/absence into account when considering candidates and making job offers. A poor or inconsistent sickness/absence/attendance record may affect your future employability. TU-SOHSC (2015) 33

37 15 STUDENTS RESPONSIBILITIES REGARDING CONTACTING PLACEMENT AREAS AND ACCESSING PLACEMENTS Increasing numbers of student nurses means that many areas within the Durham and Tees Valley area are heavily utilised for placements. Often placements are provided despite the pressures of work. It is vital, therefore, that everybody involved in the placements process plays their part in maintaining excellent working relations with such hosts. To enable SOHSC staff to provide an effective service to all parties, you are expected to assist the process by assuming the following responsibilities: Change of Personal Details You are expected to inform the Student Records and Placements Office of any change to your personal details (including term and home address, telephone number) as soon as they arise. This is essential as there may be occasions when a member of the School staff needs to contact you in the event of an emergency, or for example to pass on last-minute changes to a placement allocation. You can change your details by completing the Change of Personal Details form. Blank copies of these forms can be obtained from the Student Records and Placement Office or downloaded from the Student Intranet. Alternatively, you can change your address via the E-vision home page at: using your student log-in and password, and clicking on to the Home tab and then edit details. Contacting Placement Areas You are asked to make contact with your placement area days prior to the start of the allocation. This is so you can introduce yourself and discuss any placement-specific arrangements in a timely manner. If the practice area advises you that they are not expecting a student, you should immediately contact the Students Records and Placements Office, who will investigate. Given the vast amount of information being sent to Trusts and other placement providers, it is perhaps inevitable that some documentation occasionally goes astray. The placements office is usually able to resolve any such queries very quickly. Behaviour Whilst on Placement When you are on placement you are representing the nursing profession and the University. Consequently you are expected to dress appropriately and conduct yourself in an acceptable and professional manner at all times. Any reported incidences of unprofessional behaviour/attitude will affect your progression on the placement and continuation on the programme. 16 PROGRAMME EVALUATION Evaluation provides you with an opportunity to influence how the programme develops and provide feedback regarding your own learning experiences. It is important that you use this opportunity honestly and constructively. The three approaches to evaluation are: TU-SOHSC (2015) 34

38 Module Evaluation You will be asked to complete a module evaluation towards the end of each module. The evaluation aims to identify broad indications of satisfaction and to identify any issues relating to the modules which would potentially enhance student learning and achievement. Additionally module teachers will invite you to take part in an evaluative discussion at the end of each module. Practice Evaluation You will be asked to complete an online evaluation of your practice placement experiences after each allocation. It is really important that you provide this feedback as it is used by the programme team and the clinical areas to monitor and develop placement learning. Programme Evaluation at Specific Points within the Programme At the end of each stage of the programme you will be asked to evaluate your learning experiences using a structured approach. However informal evaluation opportunities are ongoing during classroom discussions, tutorials and tripartite meetings. Issues arising from your evaluations will be discussed at the Programme Board meetings where decisions about modifying the programme will be made. The student representatives attend this meeting on behalf of the cohort groups. How we have used Student Feedback Over the last few years, we have listened to students comments about the preregistration nursing programme and used these to help inform programme development. For example, students on the previous pre-registration programme told us that they would prefer assignment hand-in dates to be spread across the programme rather than clustered together, particularly within Year 2. The assessment schedule for your programme now does this. Students also asked for more field-specific content within Year 1 and the decision-making modules are now all field-specific. We also developed a module focusing upon cognitive and physiological development as, consistently, students asked for this type of content to be increased within the curriculum. Children s and adult nursing students asked for changes to the maternity care content. This is now covered in skills workshops rather than lecture format and students from all four fields spend one day working with a midwife in practice. Student feedback has also influenced placement allocations and preparation for practice. Within the mental health pathway in patient experience has been included in Year 1 and students from the mental health and learning disabilities fields now attend workshops during Trust induction weeks focusing upon breakaway techniques. Adult nursing students have ward-based experiences in all three years rather than the first and third, and children s nursing students have community-based experience each year. We have also made recent changes, in response to student feedback, to the hand-in date for the Year 2 portfolios to give students more study time before submission, and the spoke placements in Year 1 for one of the nursing fields. TU-SOHSC (2015) 35

39 17 USEFUL CONTACT NUMBERS Name Room Telephone Address Jill Foley H Programme Director Rob Carr HS Programme Leader BSc (Hons) January Intakes Rachel Morris H Programme Leader BSc (Hons) September Intakes Ann French H Field Leader Adult (1509, 1501) Dawn Bellwood H Field Leader Adult (1509, 1501) Dave Turnbull H Field Leader Adult (1401,1409) Graham Jones H Field Leader Adult (1401,1409) Scott Godfrey H Field Leader Adult (1301,1309) Mark Wheatley H Field Leader Adult (1301,1309) Linda Nicholson H Field Leader Children s Marie Gressman HS [email protected] Field Leader Learning Disabilities Mike Fleet H [email protected] Field Leader Mental Health Mark Wheatley H [email protected] Buddy Co-ordinator Pauline Yarker H [email protected] Director of Placements Assessment H [email protected] Office Reception Student Records and H0.06a [email protected] Placements Placement enquiries H0.39 Only Please note all enquiries regarding placements must be ed to [email protected] TU-SOHSC (2015) 36

40 PPFs Jean Angus Children s Adult Midwifery Karen Smith Adult & Children s Community Focus Kay Bloomfield Adult & Children s Heather Watson Adult & Children s Community Focus Helen Henderson Bernadette Wallace Learning Disabilities Mental Health Mel Gannon & Wendy Heath Children s Adult Midwifery Senior Nurse Practice Placement Facilitator Work mobile: Bleep: Tel: [email protected] Senior Nurse Practice Placement Facilitator Mobile: [email protected] Senior Nurse Practice Placements [email protected] Tel: ext 4356 Mobile: Senior Nurse Practice Placements [email protected] [email protected] Tel: ext 4356 Mobile: [email protected] Senior Nurse Practice Placement Facilitator [email protected] Tel: Mobile: Secretary: Karen Senior Nurse Practice Placement Facilitator [email protected] [email protected] [email protected] Tel: Fax: North Tees & Hartlepool NHS Foundation Trust North Wing Floor 2 University Hospital of North Tees Hardwick Stockton-on-Tees TS19 8PE North Tees and Hartlepool Foundation Trust Masefield road community base Hartlepool TS25 4JY Co Durham & Darlington NHS Foundation Trust Memorial Hall Darlington Memorial Hospital Hollyhurst Road Darlington Co Durham DL3 6HX Tees, Esk and Wear Valleys NHS Foundation Trust Flatts Lane Centre Flatts Lane Normanby Middlesbrough TS6 0SZ South Tees Hospitals Foundation NHS Trust Directorate of Nursing Development The James Cook University Hospital The Murray Building Marton Road Middlesbrough TS4 3BW *These contact details are correct at the time of production but are subject to change. TU-SOHSC (2015) 37

41 18 REFERENCES Francis, R. QC (2010) Independent Inquiry into Care Provided by the Mid- Staffordshire Foundation Trust. London: The Stationery Office. Prime Minister s Commission (2010) Front Line Care: The Future of Nursing and Midwifery in England. Report of the Prime Minister s Commission on the Future of Nursing and Midwifery in England London: COI. Michael, J. Sir (2008) Healthcare for All; Report of the Independent Inquiry into Access to Health Care for People with Learning Disabilities. London: Department of Health. NMC (2009) Teesside University Monitoring Report. NMC UK Wide Quality Assurance Framework, HLSP. NMC (2010) Standards for Pre-registration Nursing Education. London: NMC. TU-SOHSC (2015) 38

42 APPENDICES TU-SOHSC (2015) 39

43 APPENDIX 1 PROGRAMME AND STAGE OUTCOMES Key: K = Knowledge and Understanding C = Cognitive and Intellectual P = Practical Professional T = Key Transferable [see programme specification] NO Programme Outcome Stage/Level 5(2) Stage/Level 4(1) K1 Demonstrate comprehensive and detailed knowledge and understanding of the discipline of nursing Demonstrate a detailed knowledge of aspects of the discipline of nursing Describe, explain and use key elements of the foundation knowledge and key concepts of the discipline of nursing K2 K3 K4 K5 K6 Evaluate and apply detailed knowledge and understanding of nurse caring and the fundamental principles and values of nursing care Evaluate and apply detailed knowledge and understanding of the mechanisms used within health and social care to assess and manage risk Evaluate key aspects of the professional, political, economic, social and global systems which influence nursing and the delivery of health and social care Demonstrate comprehensive and detailed knowledge of the psychosocial, spiritual, cultural and environmental factors that can impact upon the health and wellbeing of individuals, families and communities Demonstrate comprehensive and detailed knowledge of common physical and mental health problems and treatments in own field of practice, related nursing care and the impact of co-morbidity and physiological and psychological vulnerability upon service user care needs Demonstrate a detailed knowledge of nurse caring and the fundamental principles and values of nursing Demonstrate and apply detailed knowledge and understanding of the mechanisms used within health and social care to assess and manage risk Explore the key aspects of the professional, political, economic, social and global systems which influence nursing and the delivery of health and social care Demonstrate a detailed knowledge of key aspects of the psychosocial, spiritual, cultural and environmental factors that can impact upon the health and wellbeing of individuals and families Critically analyse 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 of practice, and related nursing care Describe and explain nurse caring, and the fundamental principles and values of nursing Demonstrate understanding of the nurse s primary role to care for and safeguard the public and the mechanisms used within health and social care to assess and manage risk Identify and describe key aspects of the professional, political, economic, social and global systems which influence nursing Identify, explain and use key aspects of the psychosocial, spiritual, cultural and environmental factors that can impact upon the health and wellbeing of individuals Identify and explain the common physical and mental health needs of people of all ages accessing health and social care, and related nursing care TU-SOHSC (2015) 40

44 K7 K8 K9 K10 C1 C2 C3 C4 Analyse and evaluate appropriate measures to prevent and control infection and promote the protection of service users, self and others Demonstrate a comprehensive and detailed knowledge of the essential skills clusters Plan, undertake and evaluate a fieldspecific, self-managed major project which synthesises elements of contemporary clinical practice, research evidence and theory to promote service improvement Demonstrate a comprehensive and detailed knowledge of effective nurse leadership at the national and local level Demonstrate intellectual flexibility and openness to new ideas, innovation and enterprise Question orthodoxy using balanced, logical and supported argument to support the development of contemporary nursing practice, health and social care delivery and the promotion of innovative practice Is confident and flexible in identifying and defining complex problems and the application of appropriate knowledge, tools/methods to their solution in nursing practice Synthesise, appraise and evaluate data/evidence from appropriate sources to make independent judgements within a range of nursing contexts Critically review appropriate measures to prevent and control infection and promote the protection of service users, self and others Demonstrate knowledge and understanding of the essential skills clusters Apply an enquiry-based approach to the utilisation of knowledge in nursing Demonstrate understanding of effective nurse leadership and the nurses role within management and leadership structures at the national and local level Demonstrate intellectual flexibility and openness to new ideas Utilise balanced, logical and supported arguments in a range of contexts to contribute to the development of contemporary nursing practice, health and social care delivery Can identify key areas of problems and choose appropriate tools/methods for their resolution in a considered manner Analyse, apply and interpret data/ evidence from a variety of sources Identify and explain appropriate measures to prevent and control infection and promote the protection of service users, self and others Describe and explain the purpose of the essential skills clusters Describe and explain sources of nursing knowledge and an enquiry-based approach to nursing practice Describe the characteristics of an effective leader and recognise the national and local nurse leadership structure Recognise the provisional and changing nature of knowledge Justify conclusions in defined and limited contexts relating to nursing, health and social care Can apply given tools/methods accurately and carefully to a well-defined problem and begin to appreciate the complexity of associated issues Gather, record and describe with guidance evidence/data from a range of sources TU-SOHSC (2015) 41

45 C5 C6 C7 C8 C9 C10 P1 P2 Synthesise and critically appraise the range of evidence underpinning nursing decision-making, improvement and reform Synthesise, appraise and evaluate the legal, ethical, professional and Clinical Governance frameworks that underpin nursing, health and social care practice Synthesise appraise and evaluate the concepts of equity, diversity, inclusion and anti-discriminatory practice Synthesise and critically appraise service user journeys, and the experiences of service users and their family/carers at each point in the care continuum Synthesise and critically appraise key aspects of improvement science and its application within nursing, health and social care to improve service user outcomes Analyse and evaluate the contribution of nursing to the health improvement agenda Demonstrates professional accountability, by practising legally and ethically at all times, including complex and unpredictable contexts Respond to the diverse and changing nature of nursing practice, recognising own competence, accountability and sphere of influence acting autonomously or with limited supervision or direction, as appropriate Explore the evidence used to support nursing decision-making, service improvement and reform Analyse the legal, ethical, professional and Clinical Governance frameworks that underpin nursing, health and social care practice Analyse, apply and interpret the concepts of equity, diversity, inclusion and antidiscriminatory practice Critically analyse service user journeys, and the experiences of service users and their family/carers at each point in the care continuum Analyse, apply and interpret key aspects of improvement science and its application within nursing, health and social care to improve service user outcomes Critically analyse the contribution of nursing to the health improvement agenda Operate ethically in situations of varying complexity and predictability requiring the application of a wide range of techniques and demonstrate professional accountability and ethical practice Demonstrate an increasing awareness of the scope of nursing practice, and recognise and act within the limits of own competence whilst adhering to professional and legal guidelines Describe and explain how different sources of evidence are used to support nursing decision-making, service improvement and reform Identify and describe the legal, ethical, professional and Clinical Governance frameworks that underpin nursing, health and social care practice Describe explain and apply the concepts of equity, diversity, inclusion and antidiscriminatory practice Identify and explain the service user journey and the concept of service usercentred care Describe and explain the role and components of improvement science and how it is used within nursing, to improve service user outcomes Identify and describe the role of nursing in meeting the health improvement agenda Demonstrate understanding of and adherence to ethical practice Recognise and act within the limits of their own competence and adhere to professional and legal guidelines TU-SOHSC (2015) 42

46 P3 P4 P5 P6 P7 P8 P9 Recognise situations which fall outside the scope of nursing practice; recognise the expertise of others and refer appropriately within the health and social care team Champion and promote service user dignity and facilitate empowerment when working with individuals and their families/ carers Facilitates informed consent and choice in all care provision within appropriate legal frameworks Demonstrate practice which recognises and challenges inequality, inequity and cultures of acceptance to promote culturally sensitive, anti-discriminatory health and social care practice Champion the rights of all to health, safety and wellbeing and challenge situations which increase vulnerability; minimise risk, protect the individual and where appropriate implement safeguarding strategies Work within Clinical Governance frameworks to justify nursing practice and promote and ensure service user safety through the management of actual or potential risk Work within information governance frameworks to manage, record and store information Recognise the expertise of other members of the health and social care team and refer appropriately Promote service user dignity and facilitate empowerment when delivering care Implement strategies to promote informed choice and consent when delivering nursing care Demonstrate practice which is sensitive to the diverse range of social and cultural needs and which promotes equity, diversity, inclusion and anti-discriminatory practice Recognise when people are vulnerable and at risk, or in need of support and protection, promote their human rights, health and wellbeing and implement strategies to safeguard where appropriate Demonstrate understanding of Clinical Governance Frameworks used to promote and ensure service user safety through the management of actual or potential risk Demonstrate understanding and adherence to information governance frameworks Recognise the different roles and expertise of other members of the health and social care team in the delivery of health and social care Maintains service users dignity and privacy when implementing care Recognise the mechanisms through which informed consent is obtained and apply this knowledge to own practice Demonstrate awareness of social and cultural diversity and recognise the need to promote anti-discriminatory practice Recognise individuals who are vulnerable and seek advice in order to promote health wellbeing and where appropriate safeguarding Participate in the assessment and management of risk Participate in the recording, storage and management of records TU-SOHSC (2015) 43

47 P10 P11 P12 P13 P14 P15 Demonstrate the ability to listen effectively to the service user s story and where appropriate relay this to the multidisciplinary team in order to promote understanding of the service user s experience, needs and choices Communicate effectively with the service user, their families/carers and the multidisciplinary team throughout the service user s journey Act autonomously with limited supervision to develop, sustain and appropriately disengage from therapeutic relationships, which are based upon effective partnerships, sensitivity and compassion Demonstrate the ability to facilitate the acquisition of the knowledge and skills which will enable the service user (and where appropriate their families/ carers) to fulfil their potential to manage their own care, through information sharing, collaborative working, education, advice and support Take a proactive approach to the selection and use of appropriate technology and communication aids to enhance clinical practice within health and social care Respond proactively to service users needs and those of their families/carers Demonstrate the ability to listen actively to the service user s story and where appropriate relay this to the multidisciplinary team in order to promote understanding of the service user s experience, needs and choices Communicate effectively with the service user, their families/carers and the multidisciplinary team throughout the service user s journey Act with increasing autonomy to develop, sustain and appropriately disengage from therapeutic relationships, which are based upon effective partnerships, sensitivity and compassion Implement strategies to promote the development of the knowledge and skills which will enable the service user (and where appropriate their families/carers) to manage their own care Utilise appropriate technology and communication aids to enhance clinical practice within health and social care Anticipate and respond to service users needs and those of their families/carers Describe, explain and use fundamental communication skills when interacting with service users, their families/carers, colleagues and peers Describe, explain and use fundamental communication skills when interacting with service users, their families/carers, colleagues and peers Act with limited autonomy to develop, sustain and appropriately disengage from therapeutic relationships, which are based upon effective partnerships, sensitivity and compassion Assist the registered nurse in providing education to service users and where appropriate their families/carers in order to promote health and wellbeing Demonstrate awareness of appropriate technology and communication aids to enhance clinical practice within health and social care Respond appropriately to service users needs and those of their families/carers TU-SOHSC (2015) 44

48 P16 P17 P18 P19 P20 P21 Demonstrate and apply comprehensive detailed knowledge of normal and altered physiology, psychology, development, life-stage and the impact of comorbidities, in order to undertake accurate nursing assessments and to inform decision-making Demonstrate comprehensive and detailed knowledge of medicines, medicines management and the foundation knowledge for nurse prescribing, and apply this knowledge to service user care Demonstrate effective and dynamic clinical decision-making skills in order to identify and meet through negotiation, service users holistic needs and where appropriate those of their families/carers Evaluate and proactively utilise health promotion/illness prevention strategies to maximise the health and wellbeing of individuals, families and communities across the age continuum and different levels of dependency Synthesise and critically appraise best available evidence to support clinical decision-making, providing a rationale for the delivery and enhancement of care Demonstrate high standards of safe, effective and efficient nursing care skills to meet the fundamental and more complex and co-existing needs of service users in their own field of practice across diverse care settings Demonstrate a detailed knowledge of normal and altered physiology, psychology and development across the life continuum in order to undertake accurate nursing assessments of service user care needs Participate in the safe administration of medication and demonstrate the application of appropriate medicines management knowledge and skills Demonstrate effective clinical decisionmaking skills in order to identify and meet through negotiation, service users holistic needs and where appropriate those of their families/carers Critically review and select appropriate health promotion/illness prevention strategies to maximise the health and wellbeing of individuals and families Question and apply best available evidence to support clinical decisionmaking and provide a rationale for care delivery With increasing autonomy demonstrate a range of safe, effective and efficient nursing skills to meet the fundamental physical and mental health needs of service users and the more complex and coexisting needs of people from own nursing field of practice Describe, explain and apply the key concepts of normal and altered physiology, psychology and development across the life continuum, to service user care Participate in the safe administration of medication and demonstrate the application of appropriate medicines management knowledge and skills Demonstrate understanding of clinical decision-making processes when assisting the registered nurse in the assessment, planning, implementation and evaluation of holistic service usercentred care Identify and explain health promotion/ illness prevention strategies to maximise the health and wellbeing of individuals Identify the nature of evidence used to support nursing care decisions within the clinical environment Demonstrate safe nursing skills to meet the fundamental physical and mental health needs of service users TU-SOHSC (2015) 45

49 P22 P23 P24 P25 P26 T1 T2 Provide safe and appropriate immediate care to all people accessing or referring to specialist services as required irrespective of own field of practice Work in partnership with other members of the multidisciplinary team and other health and social care agencies in order to provide seamless person-centred care according to service users needs and their choice Work with others to influence and inform the improvement and reform agenda Confidently utilise supervision and teaching skills in order to develop the knowledge and practice of other members of the health and social care team Safely, effectively and confidently lead, co-ordinate and manage care delivery Communicate clearly fluently and effectively in a range of styles and through a variety of media, including verbal, written and electronic, appropriate to the context in accordance with professional guidelines Engage effectively in academic and clinical discussion and present arguments in a logical and professional manner Recognise situations which require immediate first aid/intervention, and demonstrate the ability to provide safe first aid and/or support as appropriate, escalating concerns irrespective of own field of practice Work within the multidisciplinary/multiagency team to promote the provision of optimum service user-centred care Recognise situations which require immediate first aid/intervention, and demonstrate the ability to provide safe first aid and/or support as appropriate, escalating concerns irrespective of own field of practice Participate in the provision of multidisciplinary/multi-agency care - - Participate in strategies to identify and meet the learning needs of other members of the health and social care team Demonstrate appreciation of the knowledge and skills required in order to lead, co-ordinate and manage care delivery Select and use appropriately a range of communication methods in accordance with professional guidelines Prepare, deliver and evaluate presentations to an audience Discuss a range of learning styles and teaching strategies to develop the knowledge and skills of others Communicate appropriately in individual and group discussions with peers and professional colleagues Communicate appropriately in individual and group discussions with peers and professional colleagues - TU-SOHSC (2015) 46

50 T3 T4 T5 T6 T7 T8 Recognise and evaluate factors which enhance group processes, team and inter-disciplinary working, and evaluate and develop own personal effectiveness within and across teams Use quality assurance strategies to promote service improvement Demonstrate critical awareness of own values, beliefs and assumptions and implement strategies to ensure that the values and beliefs of others are recognised and responded to in a nonjudgmental manner, and ethical, antidiscriminatory practice is promoted and maintained Analyse and evaluate own leadership style and personal effectiveness and utilise appropriate strategies to facilitate personal and professional growth and achievement of leadership potential Select and evaluate a range of software applications and appropriate technology necessary to support own practice Accurately calculate, interpret and evaluate numerical data and demonstrate accurate numeracy skills Adopt a range of roles within a team and contribute to the effective working of the team Participate in quality assurance strategies used to evaluate practice and promote service improvement Demonstrate awareness of own values, beliefs and assumptions and implement strategies to ensure that the values and beliefs of others are recognised and responded to in a non-judgmental manner, and ethical, anti-discriminatory practice is promoted and maintained Recognise leadership styles in self and others and use this knowledge to promote positive interactions and relationships with others Use a range of specialist software and appropriate technology to support own practice Accurately calculate and interpret numerical data, and demonstrate accurate numeracy skills Engage in team activities to enhance a co-operative approach to learning and working Describe quality assurance strategies used to evaluate practice and promote service improvement Demonstrate awareness of own values, beliefs and assumptions and those of others, and maintain anti-discriminatory practice Describe the qualities of effective leadership and identify and implement strategies to maximise own personal effectiveness Demonstrate appropriate use of basic IT tools (e.g. word-processing, spread sheets, information searching) and appropriate technology to support own practice Accurately calculate, interpret and evaluate numerical data and demonstrate accurate numeracy skills TU-SOHSC (2015) 47

51 T9 T10 Demonstrate commitment to reflective practice, continuing professional development and personal supervision activities in order to enhance own knowledge, skills, values and attitudes and meet the challenges of working in complex and dynamic settings Develop a personal development plan, which takes account of personal, professional and organisational needs and demonstrates employment potential Demonstrate reflective practice and identify and implement strategies to promote self-awareness and continuing professional development Demonstrate a realistic match between career aspirations and personal aptitudes, interests and motivations Explain reflective practice and use reflective models to identify own learning needs and methods of achievement Identify and articulate personal skills, abilities, interests and motivations and relate these to career aspirations TU-SOHSC (2015) 48

52 APPENDIX 2 UNIVERSITY GENERIC MARKING CRITERIA Level 3 Level 4 (Certificate) Level 5 (Diploma) Level 6 (Degree) 90%-100% Exceptional work with presentation of a very high standard. Demonstrates an extremely thorough knowledge and understanding through identification and description of key concepts and principles relevant to the topic area. Evidence of wide and relevant reading, very effective use of appropriate source material and accurate referencing. 90%-100% Exceptional work with presentation of a very high standard. There is coherence of ideas and demonstration of a thorough knowledge and understanding. Arguments are supported by wide reading with very effective use of source material and accurate referencing. 90%-100% Exceptional work with presentation of the highest standard. The work contains coherent arguments and ideas. There is a detailed understanding of subject matter and critical analysis of issues/problems. Points are made clearly and concisely, always substantiated by appropriate use of source material. There is evidence of a sound ability to critically inter-relate theories with examples 90%-100% Exceptional work. Presentation is logical, error-free and, where appropriate, creative. There is an indepth understanding of issues/ problems and excellent critical/deep engagement with the material and concepts involved. Very skilful interpretation of data. Arguments, ideas and, where appropriate, solutions are presented coherently and fully underpinned by thorough 80%-89% Outstanding work with presentation of a very high standard. Demonstrates a very good knowledge and understanding of the key concepts and principles relevant to the topic area. Evidence of significant independent reading and effective use of source material, accurately referenced. 80%-89% Outstanding work with presentation of a very high standard. There is coherence of ideas and demonstration of a thorough knowledge and understanding. Arguments are supported by wide reading with effective use of source material and accurate referencing. from practice where appropriate. 80%-89% Outstanding work with presentation of a very high standard. There is comprehensive understanding of key concepts and knowledge and evidence of critical analysis and insight. Accurate interpretation of data with arguments, ideas and solutions presented effectively and based on strong research and reading. research and reading. 80%-89% Outstanding work with presentation of a very high standard. There is comprehensive understanding of key concepts and knowledge and clear evidence of critical analysis and insight. Accurate interpretation of data with arguments, ideas and solutions presented effectively and based on strong research and reading. 49 TU-SOHSC (2015)

53 70%-79% Extremely good work with presentation of a high standard. Demonstrates strong knowledge and understanding of the key concepts and principles relevant to the topic area. Evidence of independent reading and good use of source material, accurately referenced. 60%-69% The work is well presented. There is evidence of sound knowledge and understanding through identification of key concepts and principles relevant to the topic area. Some evidence of independent reading and use of source material accurately referenced. 50%-59% Presentation acceptable but with some errors. Demonstrates adequate knowledge and understanding through the identification and use of key concepts and principles relevant to the topic area. Some use of source material. 70%-79% Extremely good work with presentation of a high standard. There is coherence of ideas and demonstration of thorough knowledge and understanding. Arguments are supported by wide reading with appropriate use of source material and accurate referencing. 60%-69% The work is well presented and coherently structured. There is evidence of a sound knowledge and understanding of the issues with theory linked to practice where appropriate. Most material used has been referenced/acknowledged. 50%-59% Presentation is acceptable but with some errors. There is knowledge and understanding of issues under discussion and some evidence of the application of knowledge and ideas where appropriate. Some use of relevant source material. 70%-79% Extremely good work with presentation of a high standard. Evidence of strong knowledge and understanding together with some critical analysis and insight. Source material is used effectively to support arguments, ideas and solutions. 60%-69% Very good presentation. Sound knowledge and understanding with an emerging ability to critically engage with and apply the concepts involved linking them to practice where appropriate. Good use of source material which supports most points clearly. Content is wholly relevant and is coherently structured. 50%-59% Presentation is of a good standard but some shortcomings. Evidence of a sound knowledge base but limited critical and practical application of concepts and ideas. Content is largely relevant although points may not always be clear and structure may lack coherence. Contains some critical reflection and some use of source material to illustrate points. 70%-79% Extremely good work with presentation of a high standard. Demonstrates an excellent knowledge base with a clear understanding of the issues and application to practice where appropriate. There is some effective critical and analytical application of relevant research and reading. 60%-69% The work is very good, logically structured and presented to a high standard. Demonstrates a strong knowledge base with a clear understanding of the issues and application to practice where appropriate. There is some critical and analytical application of relevant research. 50%-59% The work is clearly presented and logically structured. It shows evidence of a sound understanding of the topic and addresses major issues. The work contains some discussion and interpretation of relevant perspectives although further development of the arguments presented would be beneficial. There are examples of critical reflection and evidence of application of theory to practice. 50 TU-SOHSC (2015)

54 40%-49% Presentation is acceptable but attention is needed to the structure. There is limited though sufficient evidence of knowledge and understanding through the identification and use of key concepts and principles relevant to the topic area. Some use of relevant source material. 30%-39% Fail The work is poorly structured and presented. Demonstrates inadequate and flawed knowledge and understanding of key concepts and principles relevant to the topic area. Some material is irrelevant. Insufficient use of supporting material. 40%-49% Presentation is acceptable but attention to structure and style is required. The content is relevant but largely descriptive. There is evidence of a reasonable level of knowledge and understanding but there is limited use of source material to support the arguments, proposals or solutions. Some links are made to practice where appropriate. 30%-39% Fail The work is poorly structured and presented. Some material may be irrelevant. Content is based largely on taught elements with very little evidence of reading around the topic and little or no reference to practice where appropriate. 40%-49% Adequate presentation. The work is descriptive and/or lacks critical analysis where required but is relevant with limited though sufficient evidence of knowledge and understanding. There is some evidence of reading although arguments/proposals/ solutions often lack coherence and may be unsubstantiated by relevant source material or partially flawed. Links to practice are made where appropriate. 30%-39% Fail Poorly structured, incoherent and wholly descriptive work. Evidence of a weak knowledge base with some key aspects not addressed and use of irrelevant material. Flawed use of techniques. Limited evidence of appropriate reading and no evidence of critical thought. Little reference to practice where appropriate. 40%-49% Adequate presentation. The work displays basic knowledge and understanding of the topic but is largely descriptive. There is an attempt to bring together different ideas and concepts although this would have been strengthened by the inclusion of further key issues. The structure of the work requires attention to its coherence and logical development of content. The link between theory and practice, where appropriate, is somewhat tenuous and its development would enhance the work considerably. 30%-39% Fail The work is poorly presented and contains numerous errors, inconsistencies and omissions with limited use of source material. The work displays a weak knowledge base and a lack of sufficient understanding of the topic. There is limited evidence of the application of theory to practice where appropriate. It contains many unsupported statements with limited attempts to bring issues together and lacks critical analysis and reflection. 51 TU-SOHSC (2015)

55 20-29% Fail The work is very poorly structured and presented. It demonstrates seriously inadequate and flawed knowledge and understanding of key concepts and principles relevant to the topic area. Much material is irrelevant. Very little use of supporting material. To obtain a mark of 20% the work must show evidence of a genuine attempt to engage with the assessment requirements and with the subject matter % - Fail The work is extremely poorly structured and presented. It demonstrates no real knowledge or understanding of key concepts and principles. Much material is irrelevant. No real use of supporting material. Not a genuine attempt to engage with the assessment requirements and/or subject matter % Fail The work is very poorly structured and presented. Much material is irrelevant. Content is based almost entirely on taught elements with very little evidence of any purposeful reading around the topic. No effective reference to practice where appropriate. To obtain a mark of 20% the work must show evidence of a genuine attempt to engage with the assessment requirements and with the subject matter % - Fail The work is extremely poorly structured and presented. It demonstrates no real knowledge or understanding of key concepts and principles. Much material is irrelevant. No effective use of supporting material. No reference to practice where appropriate. Not a genuine attempt to engage with the assessment requirements and/or subject matter % Fail Very poorly structured, incoherent and wholly descriptive work. Evidence of a very weak knowledge base with many key omissions and much material irrelevant. Use of inappropriate or incorrect techniques. Very little evidence of appropriate reading and no evidence of critical thought. No links to practice where appropriate. To obtain a mark of 20% the work must show evidence of a genuine attempt to engage with the assessment requirements and with the subject matter % - Fail The work is extremely poorly structured and presented. It demonstrates no real knowledge or understanding of key concepts and principles. Much material is irrelevant, incorrect or omitted. No evidence of critical thought. No effective use of supporting material. No links to practice where appropriate. Not a genuine attempt to engage with the assessment requirements and/or subject matter % Fail The work is very poorly presented and contains numerous serious errors, inconsistencies and omissions with little use of source material. The work displays a very weak knowledge base and a lack of sufficient understanding of the topic. There is very little evidence of the application of theory to practice where appropriate. It contains many unsupported statements with very little attempt to bring issues together and there is a complete lack of critical analysis and reflection. To obtain a mark of 20% the work must show evidence of a genuine attempt to engage with the assessment requirements and with the subject matter % - Fail The work is extremely poorly structured and presented. It demonstrates no real knowledge or understanding of key concepts and principles. Much material is irrelevant, incorrect, inconsistent or omitted. No evidence of critical analysis and reflection. No effective use of supporting material. No application of theory to practice where appropriate. Not a genuine attempt to engage with the assessment requirements and/or subject matter. 52 TU-SOHSC (2015)

56 APPENDIX 3 Assessment Grid for Pre-Registration Nursing Modules Adult Field September Intake Stage 1 Module Formative Assessment Week Completed (Programme The Foundations of Nursing: Care Compassion and Communication (10 credits) An Introduction to Human Development and Functioning across the Age Continuum (10 credits) The Role of the Nurse in Improving Health and Wellbeing (20 credits) An Introduction to Decision-making in Adult Nursing (20 credits) Student participation in self and peer-assessment of inter-personal and communication skills during classroom activity. Feedback will be provided by the 360-degree tool Weekly self-assessment to identify student s learning in relation to module content 10-minute group presentations on health improvement issues in local community Weeks) Wk 5 N/A Wk 8 N/A Summative Assessment Completion of 360-degree interpersonal skills assessment and 2,000-word reflective account Unseen 60-minute MCQ consisting of 20 questions relating to module content under exam conditions 4,000-word community profile exploring service provision and the nurse s role and responsibilities in health improvement across the health/illness and age continuum Unseen two-hour exam answering three of three questions which focus upon nurse decision-making, pathways of care and professional/ethical issues 1 st Sub (Programme Weeks) Wk 26 Wk 37 Wk 9 Wk 17 Wk 17 Wk 26 Re Sub (Programme Weeks) Wk 26 Wk TU-SOHSC (2015)

57 The Fundamentals of Caring and Professional Nursing Practice (60 credits) Integrated Portfolio Of Evidence (100%) including: Mid-point focus on professional and attitudinal benchmarks Wk 25 N/A Drug Calculation Exam 20 questions pass mark 80% Wk 15 Wk 26 3,000-word case study exploring service usercentred care and how the essential skills clusters have been met Hand-in written Final Tripartite assessment Wk 34 Wk 36 N/A N/A Completion of the competencies and all essential evidence Hand-in Practice Portfolio Wk 37 N/A 54 TU-SOHSC (2015)

58 Stage 2 Module Formative Assessment Week Completed (Programme Promoting Positive Outcomes in Adult Nursing Practice (20 credits) The Role of the Nurse in Promoting Evidence-Based Health and Service Improvement (20 credits) Developing Decision- Making in Adult Nursing Practice (20 credits) Promoting Caring and Professional Practice in Adult Nursing (60 credits) Submission of a draft essay plan, 400 words Mid-point formative review of selected competency/ benchmarks within tripartite meeting Weeks) Wk 8 Wk 23 Summative Assessment Assignment: Select one question from three which explores safeguarding and promoting positive outcomes 4,000-word essay critically evaluating a nursing care plan or pathway Seen scenario with four unseen questions three-hour exam reflecting practice experience and taught element. Students answer all four questions Integrated Portfolio Of Evidence (100%) including: Drug Calculation Exam. 20 questions 90% pass mark In first theory block 1 st Sub (Programme Weeks) Wk 15 Wk 23 Wk 23 Wk 36 Wk 23 Wk 36 Re Sub (Programme Weeks) Wk 23 4,000-word case study exploring the fundamental health needs of a selected service user Case study Wk 37 N/A Completion of the competencies and other essential evidence Final Tripartite assessment Wk 34 N/A 55 TU-SOHSC (2015)

59 Stage 3 Module Formative Assessment Week Completed (Programme Developing the Nursing Contribution to Continuous Improvement in Health and Social Care Practice (40 credits) Enhancing Decision-making in Adult Nursing Practice (20 credits) Leading Professional and Caring Practice in Adult Nursing (60 credits) Poster presentation on selected topic Student group presentation of a problem-based health promotion issue Mid-point formative review of selected competency/ benchmarks within tripartite meeting Weeks) Wk 12 Wk 10 Wk 31 Summative Assessment An assignment of 8,000-words based upon an evaluation of a student-selected innovation in practice 4,000-word case study which critically analyses the best available evidence to support decision-making and evaluation of the care plan Integrated Portfolio Of Evidence (100%) including: A 20-minute simulated Drug Calculation Examination comprising of 10-questions 100% pass mark 1 st Sub (Programme Weeks) Wk 19 Wk 32 Wk 26 Wk 36 Wk 16 Re Sub (Programme Weeks) Wk 32 A one-hour pharmacology examination which consists of 10 questions Wk 18 Wk 32 Critical evaluation and reflection upon their personal effectiveness in leading, caring nursing practice Written component only Final tripartite assessment and portfolio handed-in Wk 38 Wk 40 N/A N/A 56 TU-SOHSC (2015)

60 APPENDIX 4 SICKNESS AND ABSENCE POLICY Responsibilities and Action Required by the Student to Fulfil the Sickness and Other Absence Policy (Pre-registration Nursing and Midwifery Students) (1) Attendance Pre-registration Nursing and Midwifery programmes require 100% attendance by students. (i) (ii) In practice placement: The recording of the Student Attendance Record Sheet is the responsibility of the student and is retained in the Practice Portfolio. (If the Host Trust uses a timesheet for its finance department, students who are Trust employees may include photocopies of these in their portfolio instead). It is the student s responsibility to ask their Practice Mentor to countersign the student attendance record at the end of the month. If the placement ends part way through a month, the student should ask their Practice Mentor to sign up to that date. It is the responsibility of the Personal Tutor/Academic Mentor to periodically review, and countersign, the Student Attendance Record Sheet. Students will submit a copy of the Student Attendance Record Sheet with their travel expense form to verify eligibility of the claim. In the University: Whilst in the University the student must complete the register provided. (2) Action Required By Student at Commencement of Sickness/Absence The student (or someone else on their behalf) must contact the School of Health & Social Care Student Records and Placement Office by 10.00am to inform the department that they are sick or absent for other reasons. The student must also inform the clinical placement/host before/at the start of the shift if they are sick or absent for other reasons during a practice placement. If the student has sickness/absence for more than four days (including a Saturday and Sunday) then a self-certificate sick note is required. If this exceeds beyond the seventh day, then a Doctor s certificate is required. On completion the certificate must be returned to the Student Records and Placements Office. Students who are Trust employees should follow the guidelines issued by the employing Trust for self-certification and medical certificates. 57 TU-SOHSC (2015)

61 (3) Action Required by Student on Return from Sickness/Absence The student must advise the School of Health & Social Care Student Records and Placements Office when they return from sickness/absence (NB: students are recorded as sick/absent until they do report as having returned). The student must also advise the clinical placement/host when they return from sickness/absence (where applicable). (4) Further Follow-up Action The student must be aware that where the Personal Tutor has a concern about the student s sickness/absence record, the following steps may be instigated with the principle underpinning all dealings regarding sickness/ absence being one of support for the student. (a) Step 1 The Personal Tutor will interview the student to highlight the concerns, make clear the consequences of non-attendance, which could include inability to submit summative assessments or go into placement areas and to ascertain whether the student has particular problems which are preventing their attendance. Remedial strategies are to be agreed. The Tutor is to place a note on the student s personal file in the Confidential Record Sheet. (b) Step 2 If the unauthorised absence problem occurs/re-occurs, the student is to meet with the Personal Tutor and the Field/Programme Leader. The Field/ Programme Leader is to again clarify the implications for non-attendance, making it clear that the student s future on the programme could be in doubt. The Professional Conduct/Misconduct procedure may be instigated. A letter is to be written by the Field Leader/Programme Leader to the student and a copy placed in their file. (c) Step 3 If the unauthorised absence problem persists, the Professional Conduct/ Misconduct procedure will be instigated. 58 TU-SOHSC (2015)