Faculty of Health and Life Sciences Programme Handbook Programme Title: BSc (Hons) Nursing (Adult)

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1 Faculty of Health and Life Sciences Programme Handbook Programme Title: BSc (Hons) Nursing (Adult) Academic Year: 2012 /2013 Last Updated: September

2 Contents Introduction 3 Contact Details 4 General points to note 5-6 Programme Structure 7-10 Overview of Modules Programme Specific Regulations Faculty Academic Standards Aims Of the Programme 20 Progression Points Modular Structure Transferring 31 The personal portfolio 31 EU requirements 32 Assessment Schedule Notification of results 34 Student representation 35 Timetable Information 36 Placement 36 Electives/Erasmus opportunities 37 Supervision of learning days (SOLD) 37 Attendance 38 Support Additional Information

3 Introduction We would like to welcome you to the Nursing and Midwifery Department in the Faculty of Health and Life Sciences at the University of the West of England and, in particular, to the Adult Nursing Programme. We hope you will enjoy your course and find it challenging, stimulating and rewarding. These innovative programmes (validated in 2011) reflect the changing role of Adult Nursing and Adult Nursing careers. These changes mean that the breadth and scope of Adult Nursing practice continues to evolve and expand responding to changing health and social care need in a range of care contexts. (NMC, 2007, 2008, 2008a, 2009b, 2010, DH 2006, 2008ab, 2009, Maben and Griffiths 2008). The modular course includes Generic and field specific competencies A variety of clinical placements The opportunity to apply for a 4 week elective placement The opportunity to apply to apply for a 12 week Erasmus placement The course is designed so that 50% of the time is spent on theory and 50% in practice. The Programme fulfils both the requirements of the first level registration (NMC) and the academic award of the institution (UWE, Bristol). The Adult Nursing Programmes are part of the Faculty s Interprofessional framework which also includes Mental Health, Learning Disability and Children s Nursing, as well as Midwifery, Social Work, Physiotherapy, Occupational Therapy and Radiography Programmes. Information You will be provided with a great deal of information about the course, the Faculty and the University. It is recommended that you keep these documents together and throw away old versions when they are updated. These documents are available on line at: Documents include; The Programme Handbook (This document). The handbook provides an overview of the whole of the course, and will be supplemented by additional newsletters as required. HSC Department Student Online Handbook This is available on the Student Net. It contains a wide range of material on all matters about the student experience, including all the rules and regulations. It is updated every year. Student Information Pack. This is compiled by the Student Advisors, and contains contact details for the range of assistance and services at UWE. Graduate Development Programme. Information in your Student Portfolio of Learning Achievement provides details of this University Wide Initiative for all undergraduates. Information for Practice including your Ongoing Achievement Record (OAR) document 3

4 Contact details Pro-Vice Chancellor and Executive Dean - Helen Langton Head of Department Nursing and Midwifery Associate Heads for Adult nursing Programme Manager Co Programme Manager Adult Nursing Placement Coordinator; HLS Placement Team Leader; Sarah Green Rakhee Rankin Tel: Room 2C07 Glenside Virginia Mitton Tel: Room: 2B28 Glenside Angela Vowles Tel: Room 2B28 Glenside Jan Perrington Nicola Liles 4

5 General Points to Note Programme Leader The Programme leader is responsible for the delivery of the programme. This role includes developing the curriculum in liaison with module leaders and colleagues from Practice. GDP Tutors (GDP) The Graduate Development Programme is a University-wide common approach to student learning and experience that aims to develop a distinct UWE Graduate. It focuses on learning skills and dispositions, GDP development, employability and academic achievement. In the Adult Nursing Programme your GDP is designed to complement your development towards professional practice as an Adult Nursing For more information about GDP please visit: On entry to the programme, you will be assigned a named GDP Tutor. It is intended, although it cannot be guaranteed, that the GDP Tutor will remain the same for the duration of the programme. The GDP tutor system provides tutoring and support for a particular group of students in each cohort of students. This may be through timetabled group tutorials to encourage discussion around the academic process, levels of academia and study skills or on an individual basis to provide appropriate support for individual problems. The GDP Tutor will facilitate your professional and GDP development through the use of your Portfolio of Learning Achievement on an annual basis and negotiate a yearly learning action plan if required. The Adult branch GDP Tutor is responsible for the yearly tracking using the students Professional Portfolio of Learning Achievement and Graduate Development Programme (GDP). The role and its associated responsibilities are; To provide the support to allow students to develop academically, personally and professionally To provide an appropriate level of emotional support for personal issues when these are adversely affecting student s academic performance. Students need to be able to relate to their GDP tutors and need to be able to access them on an individual basis. To advise the students on other resources that are available to support them, for example the faculty student advisor or the university counselling service. To facilitate group sessions as part of your Graduate Development Programme. This will include supporting and enabling you to settle into your undergraduate university studies and, when you are approaching graduation, helping you to prepare for the world of work as a professional, qualified nurse. To monitor your progress through practice learning using the Ongoing Achievement Record Outlined below are the students responsibilities in this relationship: You are expected to identify with your GDP Tutor the need for individual tutorials. You must make yourself aware of your GDP Tutor s availability for GDP tutorials. Both you and your GDP tutor will make university addresses available during the first weeks of the programme and make use of to contact each other. You must attend both group and individual tutorials and make available your portfolio of learning to your tutor in order to monitor your progress. Your attendance at timetabled tutorials/gdp will be monitored and fed back to the Year Tutor. 5

6 Your GDP Tutor will also monitor the number of occasions you are sick and absent from the programme and your individual progress, liaising with the Year Tutor as appropriate. The GDP Tutor will provide an academic reference to your future employers at the end of the course. Prior to graduation and registration the Year Tutor will confirm your completion of the programme including completion of studies to meet the NMC Standards for Pre-registration Nurse Education standards for pre-registration nurse education (NMC 2010). Module Leader The Module Leader is responsible for the delivery of each individual theory or practice module within the programme. They are supported by academic staff within the module team. If you have a query about an individual module, you should seek advice from the Module Leader in the first instance. BSc (Hons) / BSc / Nursing (Adult) Philosophy It is our intention that the nursing pre-registration curriculum of 2011 will prepare individual learners to be caring, competent, critical and creative practitioners. People who receive care from the UWE, Bristol nursing and midwifery graduate will have their particular experience, needs and expectations placed at the centre of any care provided. They can expect to receive care from a practitioner who is a skilled communicator, who is highly competent and knowledgeable in his/her field and is able to provide excellent care in whatever setting is most appropriate. UWE, Bristol recognises that excellence in nursing and midwifery practice often requires involvement of a range of professionals and agencies. The nursing and midwifery programmes will prepare practitioners with the knowledge and skills to respond to the complex, diverse and evolving nature of health and social care need and provision. Nurses and midwives have a unique role to play in contemporary health care practice (NMC 2008). This is particularly the case with regard to vulnerable individuals and marginalised groups. The nursing programmes will ensure that graduates are equipped to care in a compassionate, respectful and non discriminatory way. It is recognised that nurses and midwives have an important contribution to make in improving services and in ensuring quality in all aspects of care. Our programmes will equip graduates with the evidence based knowledge and skills to respond critically and creatively to practice challenges and to work in partnership with others to bring about change. The nursing and midwifery curriculum will embrace the student contribution to the learning process, value prior experience and will apply a philosophy of adult learning that is responsive to individual experience and expectations. Students will be equipped with academic skills to support their need for lifelong learning. This experience will be underpinned by a commitment to excellence in teaching and assessment for theory and practice based learning, both as graduates of UWE, Bristol and as professionally registered nurse and midwifery practitioners. Structure of Programmes 6

7 The curriculum structure is based on a model of nursing that puts service users and their carers at the centre of practice and education. The structure also reflects and recognises the development of roles and responsibilities experienced by students in placement learning as they progress through the programme, identifying these as participator (year1), implementer (year2) and manager (year3) of care. The Programme structure is designed to ensure that theory underpins practice. The curriculum takes into account changes in government health and social policy for service organisation and delivery and the Special Education Needs Disability Act (SENDA). Students will have the opportunity for an Elective (4 weeks) or Erasmus (12 weeks) experience at the beginning of year 3 in which their practice learning will take place in another locality in the UK, or abroad. The aim is to extend the student s knowledge of adult nursing in the wider or global context of health care delivery. The full time BSc (Hons) Adult Nursing Programme lasts for three years. The academic year is 40 weeks (averaged over the course) and there is annual leave at Christmas, Easter and during the summer months. Annual leave is pre-planned and non-negotiable. For course structure and dates see over the page. 7

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10 Modules The Adult Nursing Programmes consist of a number of different types of modules: - Professional Pathway modules (Uni-Professional-Theory and Practice). These are modules that focus on adult nursing where you will develop the core skills, knowledge and attitudes required of adult nurses. These are practice and theoretical modules. Interprofessional modules. These are modules where, all health and social care programmes study together to develop knowledge skills and attitudes that actively promote interprofessional and interagency collaboration. There is an Interprofessional module in years 2 and 3. Shared learning modules. These are modules where you share the same knowledge base as some but not all other health and social care professionals and therefore learn together. For the Adult Nursing Programmes, shared learning modules are undertaken with the other Nursing Programmes during Years 1, 2 and 3. 10

11 Level 3 Level 2 Level 1 Overview of Modules for the BSc (Hons) Nursing (Adult) Programme Compulsory modules Communication in a Diverse World UZWSDT-20-1 Essentials of Professional Practice UZWSDU-20-1 Understanding Adult Nursing UZTSG Participating in the Practice of Adult Nursing UZTSG Compulsory modules Planning and Delivering Nursing Care UZTSGA-20-2 Assessment and Clinical Reasoning UZTSG The purpose, scope and context of Interprofessional Collaboration (IPA) UZYSFD-20-2 Evidence Based Practice for Nursing and Midwifery UZWSFS-20-2 Implementing the Practice of Adult Nursing UZTSGC-40-2 Compulsory modules Leadership for Health UZTSGF-20-3 Exploring Quality practice for Interprofessional/inter-agency Collaboration (IP B) UZYSFE-20-3 Managing the Practice of Adult Nursing UZTSGD-40-3 Nursing and Midwifery Dissertation UZWSFU-40-3 Interim Awards: Cert HE Health & Social Studies Credit requirements 120 credits of which not less than 100 credits are at level 1 or above Dip HE Health & Social Studies Credit requirements 240 credits of which not less than 220 credits are at level 1 or above and not less than 100 credits are at level 2 or above BSc Health and Social Studies Credit requirements: 300 credits of which not less than 280 credits are at level 1 or above, not less than 60 are at level 2 or above and not less than 60 are at level 3 or above. Target/highest Award: BSc (Hons) Nursing (Adult) Credit requirements 360 credits of which not less than 340 credits are at level 1 or above, not less than 200 credits are at level 2 or above and not less than 100 credits are at level 3 or above 11

12 Modules: All modules are compulsory. You will undertake 13 modules during the three-year programme consisting of the equivalent of 3 professional practice and 10 theoretical modules. Some of the modules are 20 credits and some 40 credits. In each year the total module credits total is 120 credits. This has been designed to enable you to develop clinical skills in a steady and accumulative manner. The theoretical modules are designed to inform and enhance the professional practice experience of that semester. Clinical skills are taught initially within UWE and then further developed within the clinical areas. Clinical skills sessions require compulsory attendance prior to your clinical placement such as, Manual Handling, Infection Control and Basic Life Support. Failure to attend may prevent student s not entering clinical practice and result in being put back within the programme and possible loss of bursary. In the third year the pattern of practice and theory changes; you will undertake a professional practice module at the beginning of the year. Within this there is an opportunity to undertake an elective experience (4 weeks) or an Erasmus placement (12 weeks). The theoretical modules then proceed followed by the continuation of the professional practice module to give 28 weeks experience in the clinical area. The last 6 weeks are considered transition time to help you consolidate your clinical skills and confidence in the period immediately prior to registration and help you in the transition from student to qualified practitioner. 12

13 Level 2 Level 1 Alternative Entry Pathways BSc (Hons) Nursing (Adult) Foundation Science Degree Health Care Practice (College) Pathway. Compulsory modules Study Skills UZWSD Principles and Theories of Health Care UZWSD Health Wellbeing and the Individual UZWSD Preparation for Health Care Practice UZWSD Health Care Practice 1 UZWSCY-20-1 Compulsory modules Pathophysiology and Assessment for Health Care Practice UZWSD The purpose, scope and context of Interprofessional Collaboration (IPA) UZYSFD Management Skills Development UZWSD Research Methods in the Context of Health and Social Care UZWRFK-20-2 Health Care Practice 2 UZWSD Supporting Individuals with Long Term Conditions UZTS7E-20-2 Interim Awards: Cert HE Health Care Practice Credit requirements 120 credits of which not less than 100 credits are at level 1 or above Target/Highest award: Foundation Science Degree Health Care Practice ( College) Credit requirements 240 credits at level 0 or above of which not less than 220 credits are at level 1 or above and not less than 100 credits are at level 2 or above. The credits must include 40 credits for assessed work based learning of which not less than 20 credits are level 1 or above and not less than 20 credits are at level 2 or above. 13

14 Level 3 Level 2 Entry to second year BSc (Hons) Nursing (Adult) programme Pre requisite requirement Foundation Science Degree Health Care Practice ( College) Compulsory modules Planning and Delivering Nursing Care UZTSGA-20-2 BSc Health and Social Studies Credit requirements: Implementing the Practice of Adult Nursing UZTSGC-40-2 Compulsory modules Leadership for Health UZTSGF-20-3 Exploring Quality practice for Interprofessional/inter-agency Collaboration (IP B) UZYSFE-20-3 Managing the Practice of Adult Nursing UZTSGD-40-3 Nursing and Midwifery Dissertation UZWSFU credits of which not less than 280 are at level 1 or above, not less than 60 credits are at level 2 or above and not less than 60 credits are at level 3 or above. Target/highest Award: BSc (Hons) Nursing (Adult) Achievement of all modules is necessary to obtain the BSc (Hons) Adult Nursing Award and meet Nursing and Midwifery Council requirements 14

15 Programme Specific Regulations and Professional Standards During the programme, students are required to behave professionally at all times. You will study the many aspects of professionalism throughout your course, during both theory and placement periods. The principal reason for this is the public expectation that Registered Nurses should behave in certain ways. The Nursing and Midwifery Council makes it clear what these standards are in documents such as The Code: Standards of conduct, performance and ethics for nurses and midwives (NMC 2008). You will be given a copy of this document and be required to practice within it at all times. The NMC (2010) standards are concerned to safeguard the public from harm. Your programme places the safety and wellbeing of service users/patients and carers at the heart of all activities. The interests and wishes of individuals who receive care is explored in depth in theory and practice modules from the first year of the programme The learning outcomes of the programme place great emphasis on the need to develop and exercise the qualities of kindness, compassion and sensitivity. As well as a thorough introduction to the NMC code you will also learn the underpinning theory of informed consent, ethical practice, patient dignity and communication in a diverse world prior to your first practice placement. The learning outcomes and skills for practice place the strongest emphasis on the way that students should participate in practice, placing the needs and wishes of patients at the centre of all that you do. The University and our practice partners have robust systems in place to report and promptly respond should students, tutors or mentors have concerns about the well-being or safety of patients or student conduct in practice settings. Examples include: The Practice Support Line, Your Personal Tutor, and the Academic in Practice. But being a professional nurse requires more than just following the standards and the Professional Code while on duty. The code makes it clear that nurses must obey the law, and uphold the reputation of the profession at all times, in both professional and private life, and this includes your professional behaviour at the university.. You will have been required to submit a Criminal Records Bureau (CRB) check before you started the course, and in addition to this, students are now required to make an annual declaration of good character on-line. This is a requirement of the Nursing and Midwifery Council. The guidance about good conduct and character on the NMC website includes the following scenario: Scenario 5: Students on pre-registration courses: Character Dorothy, a student in the beginning of her third year, plagiarised her most recent assignment. This was reported to the External Examiner and would be considered formally by the Examination Board. The programme leader is unsure about whether she can sign the confirming declaration of good health and good character and whether Dorothy should remain on the programme until the Board meets to make a formal decision. She refers the case to the university s fitness to practise panel. The issue Is Dorothy capable of safe and effective practice without supervision? The university needs to consider whether Dorothy knowingly copied another individual s work and then submitted it as her own work. To knowingly plagiarise academic material is the equivalent of fraud. 15

16 Outcome It was established that Dorothy had previously been taught the need to make reference to other people s work when writing assignments. The university s fitness to practise panel interviewed her and her teachers and found that Dorothy had already submitted several pieces of work using the correct approach, demonstrating that she did understand referencing processes. The fitness to practise panel decided that Dorothy had knowingly plagiarised and she was discontinued from the programme. The key feature of the scenario is that Dorothy was knowingly dishonest, and most people would agree that dishonest people should not become nurses. This does not mean that all instances of plagiarism will result in a student being discontinued, and neither the NMC nor the university suggests that conviction or caution for all criminal offences will result in a student being required to leave the University. But the University has a duty to act as a gatekeeper to the profession, and in fulfilling that role students who s personal or professional behaviour falls below the standard required will be called to account and this could involve being removed from the course. The full wording of the annual declaration is; 1) In order for individuals to register as a nurse with the Nursing and Midwifery Council, in addition to successfully completing all elements of a suitable pre-qualifying programme, each prospective registrant is required to have an end of programme declaration of good character. Universities are responsible for providing this and declarations are sent as part of the documentation / education and training record passed to the NMC. The wording states: I believe the above named student s health and character are sufficiently good to enable safe and effective practice and that there is an intention to comply with the Code; Standards of conduct performance and ethics for nurses and midwives. I also support their application to be entered in the professional register for nurses and midwives. You will not be able to register without this declaration of support from the University. 2) In addition, The NMC now requires that students self - declare their good character and health annually (R3.12). The link to the relevant NMC guidance is provided below. =2603 In order for this to be accomplished, all nursing students must therefore complete the following declaration annually. I have read and understand the NMC guidance available on the above link, including the scenarios concerning pre-registration nursing. I understand that I must notify the University of any Police caution or conviction. I have not received a police caution and/or have been convicted of a crime since I started the programme (do not include motoring offences where you receive a fixed penalty unless it lead to your disqualification, or cautions and/or convictions that have already been declared) 16

17 I declare that my health and character are sufficiently good to enable me to practise safely and effectively and that all of the above information is a true and accurate record. I will practice in accordance within the spirit of the Code; Standards of Conduct Performance and Ethics for Nurses and Midwives (NMC 2008) I have read and agree to abide by the principles contained within the Faculty of Health and Life Sciences Academic and Professional Standards and Behaviour a guide to students on health and social care programmes (access the link below). Please note. A false declaration to the above, subsequently discovered, in itself may lead to a student appearing before the Faculty s professional suitability panel. This could, in turn, lead to discontinuation from the relevant programme. 17

18 The Faculty academic standards are; Faculty of Health and Life Sciences Academic and Professional Standards and Behaviour a guide to students on health and social care programmes As a student on health and social care programme I agree to demonstrate - Respect for others by: Showing courtesy and being respectful to colleagues, staff and the public at all times Maintaining the dignity and privacy of individuals in all care situations. Valuing and respecting the views, beliefs, and rights of all individuals. Embracing difference and valuing diversity; taking steps to promote, tolerance, respect, dignity and equality for all. Promoting a work and learning environment free of bullying, harassment and discrimination. Promoting an environment conducive to learning by contributing actively and equitably to learning and teaching activities, whilst minimising the risk of unnecessary disruptions. Professional responsibility by Engaging in actions that benefit others and minimise the risk of harm. Acting in the best interest of individual service users and carers. Demonstrating reliability and punctuality in attendance and adhering to agreed procedure for reporting of non-attendance. Adhering to appropriate dress/uniform code, including, maintaining appropriate hygiene; taking pride in personal appearance. Working collaboratively and harmoniously, as a member of a multi-disciplinary team; respecting the views, expertise and contributions of others. Social responsibility by Respecting and making appropriate use of University, Faculty and practice placement facilities and services; including use of books, computer, and other teaching/learning resources. Ensuring own actions and behaviour enhance the profession s reputation and the public s confidence. Maintaining high personal standards in all settings; refraining from actions that can be construed as dishonest, fraudulent and unprofessional. Professional integrity by Maintaining honesty and openness in all encounters with service users, academic and service staff, and student colleagues. Refraining from accessing and sharing information in practice and academic settings without appropriate authorisation. Accepting responsibility and accountability for own actions. Ensuring that confidentiality and security of information are maintained at all times. Taking appropriate action to report situations and incidents that may harm the safety and well being of others. 18

19 Professional competence by Practicing safely at all times by meeting required standards of competence. Responding appropriately to individuals needs and providing safe and competent care. Accepting responsibility for own learning and responding appropriately to constructive criticisms. Acknowledging limitations in own knowledge, skills and competence; seeking help and guidance as and when necessary. Academic integrity by Ensuring academic honesty in all course work; including examinations, research activities, and assessment of clinical competence. Ensuring academic work submitted reflects own effort with credit given to the work of others. Failure to meet the professional or academic standards will mean that you will be required to withdraw from (leave) the programme. Other important guidance: 1. Please see link below to familiarise yourself with appropriate use of Social Network sites for Student Nurses and Qualified Practitioners. Read carefully and do not put your Education and career at risk 2. See link below for NMC guidance on Professional Conduct for students: 19

20 Aims of the Programme The Adult Nursing programme focuses on preparing individuals to become competent, capable and accountable practitioners based on an ethos of lifelong learning. The ability to deliver evidence based care, to challenge opinions, to evaluate their own work and to cope with the demands of the dynamic nature of adult nursing is fundamental to this preparation. Education leading to initial registration as an adult nurse will prepare the foundation for lifelong learning and enable the nurse to:- Fulfil the requirements for registration Appreciate the broader context of health and social care Be self aware, self directed and sensitive to the needs of others Critically evaluate knowledge which arises from practice Critically evaluate knowledge and practice in relation to theory Develop key skills Develop effective and appropriate relationships with service users, carers, colleagues and other agencies Function effectively within the interprofessional team Be effective in self management approaches Develop leadership potential Develop and promote a value base in practice that respects diversity Understand and implement research based practice to the field/scope of practice Engage in the analysis of academic discourse at the required level Use information and technology skills to retrieve, organise and present information Demonstrate the ability to apply critical evaluation and informed decision making when undertaking adult nursing care Demonstrate the ability to respond appropriately and effectively in changing situations of care, and act independently where appropriate at a competent level Demonstrate confidence and flexibility in identifying and defining complex problems and the application of appropriate strategies in their resolution Demonstrate the ability to engage in debate in a professional manner producing coherent project reports Reflect on self and others in relation to safeguarding the public and work within appropriate boundaries Demonstrate the ability to apply critical thinking skills and independent decision making in the delivery of nursing care in unknown or changing situations of care appropriately, safely and effectively. Demonstrate the ability to undertake an in depth and sustained piece of work with minimal supervision. 20

21 Progression Criteria There are two progression points that divide the pre-registration nursing programme into three equal parts. Students cannot move from one part to the next until they have met all the requirements for the current part. The NMC has set minimum requirements that must be met by the first and second progression points. The Adult Nursing programme has identified additional outcomes that must be achieved by each progression point; these are based on local need, programme design and organisation of learning in practice and will be assessed in theory and practice assessments and in accordance with the university regulations. You will not be able to progress through the programme unless/until you have achieved these minimum requirements. The first progression point (usually at the end of year 1) criteria include: Safety, safeguarding and protection of people of all ages, their carers and their families Professional values, expected attitudes and the behaviours that must be shown towards people, their carers, their families and others. The second progression point criteria (usually at the end of year 2) Working independently with minimum supervision in a safe and increasingly confident manner Demonstrating potential to work autonomously, making the most of opportunities to extend knowledge, skills and practice. Competencies for entry to the register - Adult nursing Domain 1: Professional values Generic standard for competence All nurses must act first and foremost to care for and safeguard the public. They must practise autonomously and be responsible and accountable for safe, compassionate, person-centred, evidence-based nursing that respects and maintains dignity and human rights. They must show professionalism and integrity and work within recognised professional, ethical and legal frameworks. They must work in partnership with other health and social care professionals and agencies, service users, their carers and families in all settings, including the community, ensuring that decisions about care are shared. Field standard for competence Adult nurses must also be able at all times to promote the rights, choices and wishes of all adults and, where appropriate, children and young people, paying particular attention to equality, diversity and the needs of an ageing population. They must be able to work in partnership to address people s needs in all healthcare settings. 1 AAll nurses must practise with confidence according to The code: Standards of conduct, performance and ethics for nurses and midwives (NMC 2008), and within other recognised ethical and legal frameworks. They must be able to recognise and address ethical challenges relating to people s choices and decision-making about their care, and act within the law to help them and their families and carers find acceptable solutions. 21

22 1.1 Adult nurses must understand and apply current legislation to all service users, paying special attention to the protection of vulnerable people, including those with complex needs arising from ageing, cognitive impairment, long-term conditions and those approaching the end of life. 2 All nurses must practise in a holistic, non-judgmental, caring and sensitive manner that avoids assumptions, supports social inclusion; recognises and respects individual choice; and acknowledges diversity. Where necessary, they must challenge inequality, discrimination and exclusion from access to care. 3 All nurses must support and promote the health, wellbeing, rights and dignity of people, groups, communities and populations. These include people whose lives are affected by ill health, disability, ageing, death and dying. Nurses must understand how these activities influence public health. 4 All nurses must work in partnership with service users, carers, families, groups, communities and organisations. They must manage risk, and promote health and wellbeing while aiming to empower choices that promote self-care and safety. 5 All nurses must fully understand the nurse s various roles, responsibilities and functions, and adapt their practice to meet the changing needs of people, groups, communities and populations. 6 All nurses must understand the roles and responsibilities of other health and social care professionals, and seek to work with them collaboratively for the benefit of all who need care. 7 All nurses must be responsible and accountable for keeping their knowledge and skills up to date through continuing professional development. They must aim to improve their performance and enhance the safety and quality of care through evaluation, supervision and appraisal. 8 All nurses must practise independently, recognising the limits of their competence and knowledge. They must reflect on these limits and seek advice from, or refer to, other professionals where necessary. 9 All nurses must appreciate the value of evidence in practice, be able to understand and appraise research, apply relevant theory and research findings to their work, and identify areas for further investigation. 22

23 Domain 2: Communication and interpersonal skills Generic standard for competence All nurses must use excellent communication and interpersonal skills. Their communications must always be safe, effective, compassionate and respectful. They must communicate effectively using a wide range of strategies and interventions including the effective use of communication technologies. Where people have a disability, nurses must be able to work with service users and others to obtain the information needed to make reasonable adjustments that promote optimum health and enable equal access to services. Field standard for competence Adult nurses must demonstrate the ability to listen with empathy. They must be able to respond warmly and positively to people of all ages who may be anxious, distressed, or facing problems with their health and wellbeing. Competencies 1 All nurses must build partnerships and therapeutic relationships through safe, effective and non-discriminatory communication. They must take account of individual differences, capabilities and needs. 2 3 All nurses must use a range of communication skills and technologies to support personcentred care and enhance quality and safety. They must ensure people receive all the information they need in a language and manner that allows them to make informed choices and share decision making. They must recognise when language interpretation or other communication support is needed and know how to obtain it. All nurses must use the full range of communication methods, including verbal, non-verbal and written, to acquire, interpret and record their knowledge and understanding of people s needs. They must be aware of their own values and beliefs and the impact this may have on their communication with others. They must take account of the many different ways in which people communicate and how these may be influenced by ill health, disability and other factors, and be able to recognise and respond effectively when a person finds it hard to communicate. Adult nurses must promote the concept, knowledge and practice of self-care with people with 3.1 acute and long-term conditions, using a range of communication skills and strategies. 4 5 All nurses must recognise when people are anxious or in distress and respond effectively, using therapeutic principles, to promote their wellbeing, manage personal safety and resolve conflict. They must use effective communication strategies and negotiation techniques to achieve best outcomes, respecting the dignity and human rights of all concerned. They must know when to consult a third party and how to make referrals for advocacy, mediation or arbitration. All nurses must use therapeutic principles to engage, maintain and, where appropriate, disengage from professional caring relationships, and must always respect professional boundaries. 23

24 6 All nurses must take every opportunity to encourage health-promoting behaviour through education, role modelling and effective communication. 7 All nurses must maintain accurate, clear and complete records, including the use of electronic formats, using appropriate and plain language. 8 All nurses must respect individual rights to confidentiality and keep information secure and confidential in accordance with the law and relevant ethical and regulatory frameworks, taking account of local protocols. They must also actively share personal information with others when the interests of safety and protection override the need for confidentiality Domain 3: Nursing Practice and decision-making Generic standard for competence All nurses must practise autonomously, compassionately, skilfully and safely, and must maintain dignity and promote health and wellbeing. They must assess and meet the full range of essential physical and mental health needs of people of all ages who come into their care. Where necessary they must be able to provide safe and effective immediate care to all people prior to accessing or referring to specialist services irrespective of their field of practice. All nurses must also meet more complex and coexisting needs for people in their own nursing field of practice, in any setting including hospital, community and at home. All practice should be informed by the best available evidence and comply with local and national guidelines. Decision-making must be shared with service users, carers and families and informed by critical analysis of a full range of possible interventions, including the use of up-to-date technology. All nurses must also understand how behaviour, culture, socioeconomic and other factors, in the care environment and its location, can affect health, illness, health outcomes and public health priorities and take this into account in planning and delivering care. Field standard for competence Adult nurses must be able to carry out accurate assessment of people of all ages using appropriate diagnostic and decision-making skills. They must be able to provide effective care for service users and others in all settings. They must have in-depth understanding of and competence in medical and surgical nursing to respond to adults full range of health and dependency needs. They must be able to deliver care to meet essential and complex physical and mental health needs. Competencies 24

25 1 All nurses must use up-to-date knowledge and evidence to assess, plan, deliver and evaluate care, communicate findings, influence change and promote health and best practice. They must make person-centred, evidence-based judgments and decisions, in partnership with others involved in the care process, to ensure high quality care. They must be able to recognise when the complexity of clinical decisions requires specialist knowledge and expertise, and consult or refer accordingly. 1.1 Adult nurses must be able to recognise and respond to the needs of all people who come into their care including babies, children and young people, pregnant and postnatal women, people with mental health problems, people with physical disabilities, people with learning disabilities, older people, and people with long term problems such as cognitive impairment. 2 3 All nurses must possess a broad knowledge of the structure and functions of the human body, and other relevant knowledge from the life, behavioural and social sciences as applied to health, ill health, disability, ageing and death. They must have an in-depth knowledge of common physical and mental health problems and treatments in their own field of practice, including co-morbidity and physiological and psychological vulnerability. All nurses must carry out comprehensive, systematic nursing assessments that take account of relevant physical, social, cultural, psychological, spiritual, genetic and environmental factors, in partnership with service users and others through interaction, observation and measurement. 3.1 Adult nurses must safely use a range of diagnostic skills, employing appropriate technology, to assess the needs of service users. 4 All nurses must ascertain and respond to the physical, social and psychological needs of people, groups and communities. They must then plan, deliver and evaluate safe, competent, person-centred care in partnership with them, paying special attention to changing health needs during different life stages, including progressive illness and death, loss and bereavement. 4.1 Adult nurses must safely use invasive and non-invasive procedures, medical devices, and current technological and pharmacological interventions, where relevant, in medical and surgical nursing practice, providing information and taking account of individual needs and preferences. 25

26 4.2 Adult nurses must recognise and respond to the changing needs of adults, families and carers during terminal illness. They must be aware of how treatment goals and service users choices may change at different stages of progressive illness, loss and bereavement All nurses must understand public health principles, priorities and practice in order to recognise and respond to the major causes and social determinants of health, illness and health inequalities. They must use a range of information and data to assess the needs of people, groups, communities and populations, and work to improve health, wellbeing and experiences of healthcare; secure equal access to health screening, health promotion and healthcare; and promote social inclusion. All nurses must practise safely by being aware of the correct use, limitations and hazards of common interventions, including nursing activities, treatments, and the use of medical devices and equipment. The nurse must be able to evaluate their use, report any concerns promptly through appropriate channels and modify care where necessary to maintain safety. They must contribute to the collection of local and national data and formulation of policy on risks, hazards and adverse outcomes. All nurses must be able to recognise and interpret signs of normal and deteriorating mental and physical health and respond promptly to maintain or improve the health and comfort of the service user, acting to keep them and others safe Adult nurses must recognise the early signs of illness in people of all ages. They must make accurate assessments and start appropriate and timely management of those who are acutely ill, at risk of clinical deterioration, or require emergency care. Adult nurses must understand the normal physiological and psychological processes of pregnancy and childbirth. They must work with the midwife and other professionals and agencies to provide basic nursing care to pregnant women and families during pregnancy and after childbirth. They must be able to respond safely and effectively in an emergency to safeguard the health of mother and baby. 8 All nurses must provide educational support, facilitation skills and therapeutic nursing interventions to optimise health and wellbeing. They must promote self-care and management whenever possible, helping people to make choices about their healthcare needs, involving families and carers where appropriate, to maximise their ability to care for themselves. 26

27 8.1 Adult nurses must work in partnership with people who have long-term conditions that require medical or surgical nursing, and their families and carers, to provide therapeutic nursing interventions, optimise health and wellbeing, facilitate choice and maximise self-care and selfmanagement. 9 All nurses must be able to recognise when a person is at risk and in need of extra support and protection and take reasonable steps to protect them from abuse. 10 All nurses must evaluate their care to improve clinical decision-making, quality and outcomes, using a range of methods, amending the plan of care, where necessary, and communicating changes to others. Domain 4: Leadership, management and team working Generic standard for competence All nurses must be professionally accountable and use clinical governance processes to maintain and improve nursing practice and standards of healthcare. They must be able to respond autonomously and confidently to planned and uncertain situations, managing themselves and others effectively. They must create and maximise opportunities to improve services. They must also demonstrate the potential to develop further management and leadership skills during their period of preceptorship and beyond. Field standard for competence Adult nurses must be able to provide leadership in managing adult nursing care, understand and coordinate interprofessional care when needed, and liaise with specialist teams. They must be adaptable and flexible, and able to take the lead in responding to the needs of people of all ages in a variety of circumstances, including situations where immediate or urgent care is needed. They must recognise their leadership role in disaster management, major incidents and public health emergencies, and respond appropriately according to their levels of competence. Competencies 1 All nurses must act as change agents and provide leadership through quality improvement and service development to enhance people s wellbeing and experiences of healthcare. 2 All nurses must systematically evaluate care and ensure that they and others use the findings to help improve people s experience and care outcomes and to shape future services. 3 All nurses must be able to identify priorities and manage time and resources effectively to ensure the quality of care is maintained or enhanced. 27

28 4 All nurses must be self-aware and recognise how their own values, principles and assumptions may affect their practice. They must maintain their own personal and professional development, learning from experience, through supervision, feedback, reflection and evaluation. 5 All nurses must facilitate nursing students and others to develop their competence, using a range of professional and personal development skills. 6 All nurses must work independently as well as in teams. They must be able to take the lead in coordinating, delegating and supervising care safely, managing risk and remaining accountable for the care given. 7 All nurses must work effectively across professional and agency boundaries, actively involving and respecting others contributions to integrated person-centred care. They must know when and how to communicate with and refer to other professionals and agencies in order to respect the choices of service users and others, promoting shared decision making, to deliver positive outcomes and to coordinate smooth, effective transition within and between services and agencies Nursing and Midwifery Council (2010) 28

29 Programme details - modules Year 1 /Level 1 Modules Communication in a diverse world The Essentials of Professional Practice Understanding Adult Nursing Participating in the Practice of Adult Nursing Year 2 /Level 2 Modules IPA Assessment and Clinical Reasoning Planning and Delivering Care Evidence based practice for nursing and midwifery Implementing the Practice of Adult Nursing Year 3 Modules IPB Level 3 Leadership for Health Nursing and Midwifery Dissertation Level 3 Managing the Practice of Adult Nursing Level 3 Module Leaders Eric Broussine and Rakhee Rankin Rachel Williams Garfield Griffiths Eirlys Grindrod and Angela Vowles Angharad Hughes and Claire Griffiths Ian Fletcher Una McKay Fiona Bastow and Sue Clompus Martin Lipscomb and Rona Early Rachel Gilbert and Heather Short Matthew Hughes and Mark Dando Caia Francis and Melody Carter Mary Mitchell and Richard Ingram Jayne James and Alison Holman The Module Leader is responsible for the day to day management and organisation of a module within the programme. The Module Leaders play a major role in working with a module team to ensure quality and compatibility of the student experience. They are also responsible for revising and updating the content and assessment of the module including providing support and advice through the available online IT systems. 29

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