COMMON FOUNDATION PROGRAMME STUDENT PROGRAMME HANDBOOK

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1 UNIVERSITY OF PLYMOUTH Faculty of Health DIPLOMA OF HIGHER EDUCATION, NURSING CURRICULUM 2006 COMMON FOUNDATION PROGRAMME STUDENT PROGRAMME HANDBOOK

2 If you require any part of this publication in larger print, or an alternative format, please contact Programme Administration at:- Faculty of Health University of Plymouth Drake Circus Plymouth. PL4 8AA Telephone number: Faculty of Health University of Plymouth Knowledge Spa, Royal Cornwall Hospital Truro.TR1 3HD Telephone number: Faculty of Health University of Plymouth Somerset Centre Wellington Road Taunton. TA1 5YD Telephone number:

3 Dear Student Important: please note If you have a disability The University is very supportive of students with disabilities, and year onyear we are making adjustments to assist students with special needs. It may be that we have already put in place changes which will assist you but unless we know what your needs might be, we cannot guarantee that that will be the case. If we can identify your needs sufficiently far in advance of when you intend to start a course at the University, we are better able to put in place appropriate arrangements or, if there is a health and safety issue or an issue about the expectations of students on the course, to advise you on alternative options. However, we may not be able to do so if we do not know in advance. If you have not told us about your disability Please do contact the University s Disability Assist Services on Plymouth to discuss your needs. While we are making reasonable adjustments to our provision, we may not be able to meet your individual needs if we do not have the opportunity to assess them in advance, and that could impact negatively on your experience on the course or even your ability to take up your place. If you have told us about your disability you may be asked for additional information or invited to attend an interview with Disability Assist Services. This is in order that we can properly assess your individual needs and ensure that we have the best possible chance of meeting them. Please do provide any information requested and come in to see staff if asked to do so, since otherwise you and we - could find ourselves in a position in which it is difficult or even unsafe for you to take up your place. So please tell us about any disability even if you do not think it will affect you while you are at the University and respond positively to any requests for further details or for an information interview. If you do not do so, you may find yourself unable to take up your place or unable to complete the course because we have not been able adequately to meet your particular needs. 1

4 Contents 1. Welcome 4 2. Programme Details 5 3. Entry Requirements 7 4. Programme Overview Support for Learning Policy and Guidelines Student Liaison, Evaluation & Representation Assessment Strategy Links to Source Material Assessment 55 Appendices 66 Appendix 1 Assess 09 (Please see separate document linked with the General Student Handbook) Appendix 2 Letter from Disability Assist Appendix 3 Example Answer sheet for multiple choice Tests Appendix 4 Formative Feedback Form Appendix 5 Feedback Guildlines Appendix 6 Summative Assignment Feedback Form Appendix 7 Feedback Continuation Form Appendix 8 Feedback Action Plan example of good practice Appendix 9 Occupational Health Information Appendix 10 Module Codes & Breakdowns Appendix 11 Comments on the Student Programme Handbook 2

5 DISCLAIMER PLEASE NOTE: All students undertaking programmes delivered by the Faculty of Health are reminded that any alteration to University documentation, including practice portfolios, involving forgery/falsification of a mentors comments or signature/initialling will be investigated. This investigation could lead to disciplinary action, which may lead to a student s being unable to achieve professional registration. All the information in this Handbook is correct at the time of printing. Courses are regularly reviewed and updated so details may change. Occasionally, a module listed in the Handbook may be replaced or withdrawn. The University of Plymouth is proud of its teaching and research and it undertakes all reasonable steps to provide educational services in the manner set out in this Handbook and in any documents referred to within it. It does not, however, guarantee the provision of such services. Should industrial action or circumstances beyond the control of the University interfere with its ability to provide educational services, the University undertakes to use all reasonable steps to minimise the resultant disruption to those services. 3

6 1. Welcome! The School of Nursing and Midwifery, academic, clinical and administrative staff welcomes you to the Diploma of Higher Education Nursing programme. The following information is provided to help you understand the structures and processes involved with the Diploma of Higher Education Nursing Programme. The next three years will be both challenging and busy and reading this handbook now and from time to time throughout the programme will help you to manage your time well. The Faculty of Health successfully developed an innovative outcomes-based, competency curriculum for pre-registration nursing with key stakeholders. This has been revised in 2005 to take account of changes in service delivery, evaluations of the professional body (NMC) feedback from previous students, staff and clinical colleagues. The DipHE Nursing will ensure you are competent to practice as a registered nurse and register with the NMC. Competence is concerned with specific nursing skills which you need to acquire and be able to demonstrate by the end of the three year programme. You will experience a variety of care settings in which you will gradually gain your confidence and competence in practice during your programme. You will be supported by a range of academic, administrative and clinical staff in your placements and theory. You will have the opportunity to gain an insight into your own feelings and abilities through reflection, about yourself and others. You will gain most from the next three years by actively participating in the learning process. By the processes of inquiry, curiosity and application you will discover how rewarding working with others in health care contexts can be. Team NHS describes the way all the many professional in health and social care work together, you will become a key part of this team. The academic and administrative staff of the School and the Faculty of Health will work with you as you gain understanding of the theory and skill and confidence in the practice involved in professional nursing care. However, it is important that you accept responsibility for your own learning from the commencement of the programme, and use every opportunity available. The next three years will form the foundation of your professional knowledge, which is the beginning of an exciting professional working life. On behalf of the Faculty of Health staff, we wish you every success with your studies and welcome you to the DipHE Nursing programme. Dr Ann Humphreys, Head of School of Nursing and Midwifery 4

7 2. Programme Details Award Title: Diploma of Higher Education, Nursing Exceptions to University Regulations: This diploma may NOT be awarded unless all the requirements for the Award are met. Should they not be met then the appropriate CATS award may be awarded. The normal University Regulations in respect of progression and assessment are followed, with specific exceptions, due to the structure and professional nature of the programme, as noted below: (a) The programme is exempted from the automatic compensation rule. There is no compensation at any stage in the programme (b) All practice-based assessments will be awarded a Pass or Fail Grade. (c) Successful completion of a module is defined as the achievement of a pass in both theory and practice, where this is appropriate. (d) The diploma may only be awarded to students who have successfully completed all elements designated as contributing to the diploma. e) If a student fails more than 60 credits at Stage One (year one of the programme), the Award Assessment Board may, at its discretion:- require the student to repeat the failed modules with attendance; or exceptionally allow the student to resit/resubmit the appropriate assessments at the next available opportunity, based on a judgement of the student's overall performance and potential; or require the student to withdraw from the programme (f) If a student fails more than 40 credits at the progression point of year two or the progression point of year three, the Award Assessment Board may, at its discretion:- require the student to repeat the failed modules with attendance; or exceptionally allow the student to resit/resubmit the appropriate assessments at the next available opportunity, based on a judgement of the student's overall performance and potential; or require the student to withdraw from the programme (g) The maximum duration of the course will be five years full time and seven years part-time in line with NMC requirements. 5

8 Professional Accrediting Body; Nursing and Midwifery Council Key Contacts The key staff are listed in the following table: Names of Key Contacts Role Address Professor Richard Dean of Faculty of Health Faculty of Health Nancy Astor Building University of Plymouth Plymouth, PL4 8AA Dr Ann Humphreys uk Claire Shuter / Michelle Leeson uk / ac.uk Maria Bennallick uk Tel Andy Carberry Tel Jenny Haydon Tel Head of School of Nursing and Midwifery Programme Administrator(s) Pathway Lead (Common Foundation Programme) Pathway Lead (Mental Health) Pathway Lead (Adult) Faculty of Health University of Plymouth Nancy Astor Building Plymouth, PL4 8AA Faculty of Health Nancy Astor Building University of Plymouth Plymouth, PL4 8AA Faculty of Health University of Plymouth Knowledge SPA Royal Cornwall Hospital Treliske, Truro, TR1 3DH Faculty of Health University of Plymouth Wellington Road Taunton, Somerset TA1 5YD Faculty of Health University of Plymouth, Wellington Road Taunton, Somerset TA1 5YD Table one: Key Programme Contacts 6

9 3 Entry Requirements Normally 5 GCSE passes (grade C or above) subjects, which include English, Science and Maths are requested at Grade C or above. Or ONE of the following: BTEC National Diploma: overall pass AGNVQ/AVCE in a health related subject NVQ level 3 in a health related subject NNEB (National Nursery Nurses Examination Board) Access to Higher Education: courses approved by the Nursing and Midwifery Council. Successful completion of an OCN approval, QAA recognised, science or health related Access to Higher Education course (biology components preferred). A minimum of 15 credits at level 3 is required and successful completion of level 2 Maths and English are required for those students who do not have the GCSE or equivalent qualifications. Outcomes to be achieved for entry to the Branch Programme Domain Professional /ethical practice Care delivery Learning Outcomes 1.1 Discuss in an informed manner, the implications Of professional regulation for nursing practice. 1.2 Demonstrate an awareness of the NMC Code of Professional Conduct: standards for conduct, performance and ethics. 1.3 Demonstrate an awareness of, and apply ethical principles to, nursing practice. 1.4 Demonstrate an awareness of legislation relevant to nursing practice. 1.5 Demonstrate the importance of promoting equity in patient/client care by contributing to nursing care in a fair and anti-discriminatory way. 2.1 Discuss methods of, barriers to and boundaries of effective communication and interpersonal relationships. 2.2 Demonstrate sensitivity when interacting with and providing information to patients/clients. 2.3 Contribute to enhancing the health and social well being of patients/clients by understanding how, under the supervision of a registered practitioner to 1. Contribute to the assessment of health needs 2. Identify opportunities for health promotion 3. Identify networks of health and social care services. 2.4 Contribute to the development and documentation of nursing assessments by participating in comprehensive and systematic nursing assessment 7

10 of the physical, psychological, social and spiritual needs of patients/clients. 2.5 Contribute to the planning of nursing care, involving patients/clients and where possible their carers, demonstrating an understanding of helping patients/clients to make informed decisions. Care management Personal/professional development 2.6 Contribute to the implementation of a programme of nursing care, designed and supervised by registered practitioners. 2.7 Demonstrate evidence of a developing knowledge base that underpins safe nursing practice. 2.8 Demonstrate a range of essential nursing skills, under the supervision of a registered nurse, to meet individuals needs, which include: maintaining dignity, privacy and confidentiality; effective observational and communication skills, including listening; safety and health, including moving and handling and infection control; essential first aid and emergency procedures; administration of medicines; emotional, physical and personal care. 2.9 Contribute to the evaluation of the appropriateness of nursing care delivered 2.10 Recognise situations in which agreed plans of nursing care no longer appear appropriate and refer these to an appropriate accountable practitioner. 3.1 Contribute to the identification of actual and potential risks to patients/clients and their carers, to oneself and others and participate in measures to promote and ensure health and safety. 3.2 Demonstrate an understanding of the role of others by participating in interprofessional working practice 3.3 Demonstrate literacy; numeracy and computer skills needed to record, enter, store, retrieve and organise data essential for care delivery 4.1 Demonstrate responsibility for one s own learning through the development of a portfolio of practice, and recognise when further learning may by required. 4.2 Acknowledge the importance of seeking supervision to develop safe nursing practice. 8

11 Reference: Nursing & Midwifery Council (2004) Standards of proficiency for pre-registration nursing education. London: NMC pp26-34 The standards of proficiency to be achieved for entry to the NMC Professional Register are Domain Competencies for entry to the Register 1.1 Manage self, one s practice, and that of others, Professional/ethical in accordance with the NMC Code of practice Professional Conduct, recognising one s own abilities and limitations. 1.2 Practice in accordance with an ethical and legal framework that ensures the primacy of patient/client interest and well-being and respects confidentiality. 1.3 Practise in a fair and anti-discriminatory way, acknowledging the difference in beliefs and cultural practices of individuals or groups. 2.1 Engage in, develop and disengage from Care Delivery therapeutic relationships through the use of appropriate communication and interpersonal skills. 2.2 Create and utilise opportunities to promote the health and well being of patients/clients and groups. 2.3 Undertake and document a comprehensive, systematic and accurate nursing assessment of the physical, psychological, social and spiritual needs of patients/clients/communities 2.4 Formulate and document a plan of nursing care, where possible in partnership with patients, clients, their carers and family and friends within a framework of informed consent. 2.5 Based on best available evidence, apply knowledge and an appropriate repertoire of skills indicative of safe and effective nursing practice. 2.6 Provide a rationale for the nursing care delivered that takes account of social, cultural, spiritual, legal, political and economic influences. 2.7 Evaluate and document the outcomes of nursing and other interventions. 2.8 Demonstrate sound clinical judgement across a range of differing professional and care delivery contexts. 9

12 Care Management 3.1 Contribute to public protection by creating and maintaining a safe environment of care through the use of quality assurance and risk management strategies. 3.2 Demonstrate knowledge of effective interprofessional working practices that respect and utilise the contributions of members of the health and social care team. 3.3 Delegate duties to others, as appropriate, ensuring they are supervised and monitored. 3.4 Demonstrate key skills: literacy presenting information that is comprehensible to others numeracy interpreting data and their significance for care delivery the application of information technology and management that takes account of legal and ethical considerations problem solving extending to situations where clinical decision making has to be made on the basis of limited information. 10

13 Branch Aims and Outcomes The Adult Branch Aims to: Promote health and prevent ill health whilst acknowledging and respecting the rights of the individual Provide effective care, with knowledge and understanding to meet the needs of adult clients, their families and carers both within primary care, secondary care and wider social settings Meet the technological advances in current health care and within the wider social setting Promote critical awareness of professional issues that impact upon the quality of care for the adult patient Continue to develop the philosophy of lifelong learning Develop the academic skills of critical evaluation, interpretation, discrimination and of application Meet the directives of the European Union To ensure the student demonstrates achievement of the NMC standards of proficiency for entry to the professional register. The Mental Health Branch Aims to: Fulfil statutory criteria to enable students to be eligible for registration as mental health nurses Demonstrate competencies for entry to the register in the domains of practice outlined by the NMC (2004) Demonstrate the knowledge, skills and attitudes outlined by the national Mental Health Nursing Review (Butterworth) Demonstrate capabilities; ethical practice, knowledge, process of care, interventions and applications according to the Capable Practitioner Framework (Sainsbury Centre 2001). Branch Learning Outcomes: Adult Branch: A. Knowledge and understanding of: The key concepts of the disciplines that underpin the education and training of all health care professionals and detailed knowledge of. Biosciences; related physiology and anatomy Psycho-social care Political strategies Public health Health Promotion Spiritual dimension of care Care delivery Care management 11

14 Professional issues Epidemiology Biological changes in illness Symptom Management Infection Control Pharmacology Rehabilitation Role of contributors to health care Complementary therapy Law & Ethics Leadership & Management Quality Methods of enquiry B. Cognitive Skills: Continue to develop analytical approach to examine the evidence that informs adult nursing practice Identify and apply appropriate nursing theory to practice Engage with technology, particularly the effective and efficient use of information and communication technology Demonstrate logical and systematic thinking and draw reasoned conclusions and sustainable judgements in the context of adult nursing practice. C. Key/Transferable Skills: Communicate effectively with a wide range of individuals using a variety of means Evaluate their own academic, professional and clinical performance Use problem solving skills in a variety of theoretical and practice situations. Take responsibility for personal and professional learning and development. Manage time, prioritise workloads and recognise and manage personal emotions and stress Understand career opportunities and challenges ahead and begin to plan a career path. Information management skills. (e.g. IT) Demonstrate literacy & numeracy skills. D. Practical/ Professional qualities and skills: Demonstrate the ability to assess health needs of patients/clients Effectively plan to meet needs Demonstrate effective implementation of a range of therapeutic interventions Evaluation of care/intervention Respond appropriately to a range of incidents and emergency situations Manage the care requirements of a group of patients. Maintain clear and accurate records. 1

15 Demonstrate the ability to carry out practice with due regard to legal, ethical and professional guidelines. Demonstrate competence in those attributes identified as required for entry to the nursing register. Mental Health Branch: A. Knowledge and understanding of: The key concepts of the disciplines that underpin the education and training of all health care professionals and detailed knowledge of. Biosciences; related physiology and anatomy Psycho-social care Political strategies Public health Health Promotion Spiritual dimension of care Care delivery Care management Professional issues Epidemiology Biological changes in illness Symptom Management Infection Control Pharmacology Rehabilitation Role of contributors to health care, social care and agencies. Complementary therapy Law & Ethics Leadership & Management Quality Methods of enquiry B. Cognitive/ skills: Identify and apply appropriate nursing theory to practice Engage with technology, particularly the effective and efficient use of information and communication technology Demonstrate logical and systematic thinking and draw reasoned conclusions and sustainable judgements in the context of mental health practice. C. Key/Transferable Skills: Communicate effectively with a wide range of individuals using a variety of means Evaluate their own academic, professional and clinical performance Use problem solving skills in a variety of theoretical and practice situations. Manage change effectively and respond to changing demands. Take responsibility for personal and professional learning and development. 13

16 Manage time, prioritise workloads and recognise and manage personal emotions and stress Understand career opportunities and challenges ahead and begin to plan a career path. Information management skills. (e.g. IT) Demonstrate numerical skills. D. Practical/Professional qualities and skills: Each learning outcome in practice has specified capabilities. Students will be able to;- 1. create a case formulation and plan of care based upon an appropriate model and evidence of effectiveness 2. communicate the assessment findings, formulation and care plan to the client, appropriate others and colleagues 3. demonstrate a range of effective skills for work with people experiencing mental health crises 4. contribute to the resolution of ethical and legal dilemmas, representing individuals' and families' interests when they are not able to do so themselves 5. respond sensitively to the needs of people with regard for age, culture, race, gender ethnicity, social class, and disability, modifying behaviour appropriately to optimise the helping relationship 6. maintain support, and acknowledge the rights and freedom of choice of individuals and groups in the health/social care setting 7. promote increasing participation by service users in meaningful community activities, respecting their strengths and interests 8. establish, sustain and disengage from therapeutic relationships with clients 9. demonstrate enhanced effectiveness in therapeutic communication with users, carers and families 10. collaborate with users/carers in selecting and applying specific therapeutic interventions to agreed problems and goals 11. contribute to planning, implementing and evaluating specific therapeutic programmes 12. promote the provision and development of active therapeutic cultures and clinical environment 13. participate in the planning and co-ordination of the delivery of health and social care in institutional and community settings 14. establish and maintain collaborative working relationships with members of the health and social care team, service users and their families and carers 15. participate in personal and professional development, and demonstrate knowledge and strategies available to support staff and prevent burnout 16. apply knowledge of local and national policies, evidence based practice and risk management in the planning and delivery of care 17. identify and evaluate information to support effective utilisation of resources to achieve planned outcomes of care 18. actively promote mental health in individuals and population groups contribute to the safe, effective care of people with severe and enduring mental illness. 14

17 Structure of the Branches Adult Branch Modules Year Two Module Code Module Title Level Two Credits NUR258 Adult Nursing 1 20 credits NUR credits Introduction to Evidence Based Practice in Nursing Care NUR 293 Clinical Skills in Nursing Practice 1 10 credits NUR261 Public Health/Health Promotion 20 credits Year Three NUR262 Adult Nursing 2 20 credits NUR 294 Research Evidence for Nursing Practice 10 credits 1 NUR 293 Clinical Skills in Nursing Practice 2 10 credits NUR269 Management Skills For Quality Practice 20 credits Mental Health Branch Modules Year Two Module Code Module Title Level Two Credits NUR227 Interactive Mental Health Nursing Skills 20 credits NUR224 Clinical Assessment and Problem Solving 20 credits NUR244 Evidence Based Practice and Critical Awareness 20 credits Year Three NUR239 Implementing Contemporary Evidence 20 credits Based Care NUR272 Co-ordination of Mental Health Care 20 credits NURB275 Work Based Learning 20 credits 15

18 Transfers within the Programme. If you wish to request a change in branch programme, you can do so at the end of Common Foundation Programme (CFP). All theoretical and practice learning outcomes are generic within the CFP, such that you would not be disadvantaged if you wish to change branch, irrespective of the placements you have undertaken. You will be required to write to the Pathway Lead requesting the transfer to the chosen branch. You will meet with an academic from the appropriate branch, and discuss the issues. If there is a contracted vacancy in the chosen branch and suitable practice placements the transfer can be authorised. You can request to transfer between sites in the Faculty at any point in the programme. You will be required to write to the pathway lead requesting the transfer to the chosen site. You will meet with an academic from the site, and discuss the issues. If there is a contracted vacancy at the chosen site and suitable practice placements the transfer can be authorised. Transfers to Other Programmes The learning outcomes, in both theory and practice, for the Diploma programme and for the BSc Nursing Programmes at the University of Plymouth, are both congruent and coherent. Because of the different funding streams it is not yet possible to transfer from one to the other. However, it may be possible for students to withdraw from one programme and APCL onto the other at the end of the CFP. Transfers from Other Universities External transfers from other Universities will normally take place at the end of the CFP. The student will be required to write to the pathway lead requesting the transfer to the chosen branch. The student will meet with the pathway lead from the appropriate branch, and discuss the issues. If there is a contracted vacancy in the chosen branch and suitable practice placements the transfer can be authorised. It should also be confirmed with the student s current University that they have successfully completed all academic & practice work to date. Admission of Students with Credit for Prior Learning A process for managing AP(E)L claims has been developed in the Faculty. This is in accordance with existing University procedures and the Standards of proficiency for pre-registration nursing education (NMC 2004) The underlying principles of this process are: Currency evidence of ongoing & up to date learning Validity evidence that is appropriate to the learning outcomes 16

19 Sufficiency a range of evidence to demonstrate achievement of the learning outcomes Authenticity evidence that can be verified that this is the student s own work Reliability evidence that allows for replication and verification by an external assessor Awarding credit for prior learning is the responsibility of the Assessment Board in accordance with the University s Academic Regulations. The smallest unit against which AP(E)L will be given is a module and its learning outcomes. The NMC will permit AP(E)L in the CFP and branch programmes to a maximum exemption of one third of the normal length of the programme i.e. one year (standard 3: NMC 2004). Each applicant making an AP(E)L claim will be considered individually by a sub-committee of the Faculty. This subcommittee is comprised of the pathway leads, AP(E)L administrator and a representative from practice Stepping off points on the programme If you leave the programme at the end of the Common Foundation Programme, and have successfully completed all assessments in both theory and practice, you will be eligible for the award of Certificate in Higher Education. This does not carry any professional award, and you will not be able to register with the Nursing and Midwifery Council. Withdrawing from your programme If you feel that you are unable to continue on your programme, then please discuss this as early as possible with an appropriate member of staff (personal tutor, module teacher, cohort lead or pathway lead). It might be possible in certain circumstances to interrupt your programme and return when you are ready and able to resume your studies. It is best to discuss this with a member of staff who will be able to explain details of intermissions, conditions for return, effects on student bursaries etc. with you Returning to your Programme after an interruption The Faculty of Health has a specific policy if you are on a programme leading to a professional qualification and do not undertake normal programme activities for a period of 6 months or more. This could be due to deferral, interrupt or special leave/study arrangements on health and social care programmes. The FoH policy indicates that you must undergo a renewed enhanced CRB check and a further occupational health assessment before returning to the programme regardless of your rationale for non-attendance. 17

20 In addition, should any concerns arise at any point during a programme of study the programme lead may initiate a referral with Occupational Health Services through the normal channels (the Practice Quality Development Division Co-ordinator) 4. Programme Overview Aims of the Common Foundation Programme. The Common Foundation Programme aims to: 1. Introduce students to life long learning skills. 2. Provide a knowledge base for all of the four branches of nursing 3. Introduce students to the concept of professional practice 4. Introduce students to the knowledge and essential skills necessary for safe practice 5. Introduce students to the principles of inter-professional working 6. Provide flexible entry and exit points acknowledging students previous experience and knowledge. 7. To ensure the student demonstrates achievement of the NMC Outcomes for entry to their branch programme The Diploma of Higher Education aims to: 1. Provide a structured pattern of clinical and theory linked learning opportunities through partnership with health care providers. 2. Provide opportunities to promote responsibility and to develop critical awareness of issues that impact on an individual s health 3. Develop students who are capable of reflection on their own professional and personal development. 4. Develop the principles of inter-professional working. 5. Enable students to analyse issues that relate to the rights of the individual, family and others. 6. Provide professional education that meets the requirements of the Nursing and Midwifery Council s standards for entry to the Nursing part of the NMC professional register. 7. Provide a structured pattern of learning opportunities, which enables the attainment of skills and knowledge that are transferable. 8. Develop a practitioner who is a safe and competent practitioner and who can demonstrate sound clinical judgment in a range of professional settings. Learning Outcomes of the Common Foundation Programme The programme provides opportunities for students to develop and demonstrate knowledge, understanding, skills and other attributes in the following areas to demonstrate the following learning outcomes. These are consistent with the NMC Standards of Proficiency (2004) and QAA Nursing Benchmarking Statements 18

21 Knowledge and Understanding The student will have a factual and /or conceptual knowledge base of: 1. Professional accountability and responsibilities 2. Biological, social and behavioural sciences that inform nursing practice 3. Health promotion and health education 4. Professional, ethical and legal issues 5. The evidence base underpinning practice 6. The theory and practice of nursing 7. Health and social policy 8. Communication 9. The principles of risk assessment and its contribution to a safe care environment Cognitive/Intellectual skills The student will be able to: 1. Use analytical skills, with guidance and within a structured framework to inform care decisions. 2. Collect information related to health care need, in a structured and reliable manner. 3. Begin to evaluate health care data, under supervision. 4. Apply relevant assessment tools/methods accurately and carefully, under supervision Key Transferable Skills The student will: 1. Work effectively with others as a member of a group. 2. Use and access a range of learning resources 3. Evaluate own strengths and weaknesses in relation to the programme, and when to seek help 4. Manage information and collect appropriate data from a range of sources 5. Take responsibility for own learning, with appropriate support 6. Demonstrate effective written and verbal communication 7. Demonstrate essential numeracy skills as required for safe practice 8. Begin to develop problem solving skills. Practical and Professional Skills The student will: 1. Utilise appropriate communication skills with patients/clients and members of the health care team and social care agencies. 19

22 2. Demonstrate sensitivity when interacting with and providing information to patients and clients. 3. Demonstrate fairness and sensitivity when responding to individuals and groups in diverse circumstances. 4. Contribute to assessment, planning, implementation and evaluation of care 5. Demonstrate a range of care skills, under supervision, including: i. Maintaining dignity, privacy & confidentiality ii. Observational skills, including listening and taking physiological measurements iii. Moving and Handling iv. Infection Control v. Essential emergency procedures vi. Administration of medicines vii. Physical and personal care (including comfort measures, hygiene and nutrition) 6. Receive, pass on, record and store information 7. Identify opportunities for health promotion and raising awareness of health issues 8. Recognise situations that require referral to a registered practitioner (Aims and Learning Outcomes related to the Branch Programmes can be found in Appendix 10) Programme Structure As a student on this programme, you will be studying a balanced programme of theory and practical experience within a number of care settings. The programme will enable you to develop your knowledge and practice ensuring that you can contribute effectively to the delivery and quality improvement of care within your chosen area of practice. It will also prepare you to practice within the multidisciplinary workforce of the future. The three-year programme comprises six 20 credit modules in the Common Foundation Programme (CFP) and the accumulation of 120 level one credits. There are three 20 credit, level two modules in year two and three 20 credit level two modules in year three. The progression points are at the end of each programme year. The CFP modules are identified in Tables Two (see appendix 3 for branch modules) The Diploma delivers theory and practice on a forty-five week year basis, which ensures that statutory hours are met. With successful completion this equates to the minimum 4,600 hours required for entry onto the NMC register as a nurse and the 240 credits required for a Diploma of Higher Education. The first year of study is shared between students on all the branches of nursing. At the end of the CFP you will progress to your selected branch pathway. As the first year is shared, it is possible to apply to transfer between branches at the end of year one. Module Code Module Title Level One 20

23 Induction Consolidation Annual Leave & Reading weeks Credits NUR125 Personal and Professional Development 20 NUR126 Psychology for Health Care 20 NUR127 Biology for Health Care 20 NUR128 Clinical and Professional Skills 20 NUR129 Social Context of Care 20 NUR130 Professional Issues 20 Table two CFP modules The aim of the first year of the programme is to introduce you to the fundamental principles underpinning nursing theory and practice. The modules are designed to enable an increasing knowledge and skills base that initially is generic. This stage will introduce you to inter-professional collaboration, highlighting shared and generic skills required for contemporary health practice. The modules delivered in year one will provide a sound knowledge base for all four branches of nursing. One of the key features of this stage of the programme is the introduction, rehearsal and acquisition of the skills necessary for safe clinical practice. There will be assessment of both theory and practice to ensure demonstration of achievement of common outcomes for entry to the branch programmes. The structure of the Common Foundation Programme is shown in Figure 1. There will be an induction week at the beginning of the programme, which will introduce the aims, content and structure of the year. The consolidation week at the end of the year will provide opportunity for reflection and review of the CFP learning outcomes Teaching Block 1: Teaching Block 2 wks: NUR125 Personal & Professional Development NUR126 Psychology for Health Care Practice Practice place ment: 1 (Primary care or branch specific) NUR129 Social Context of Care NUR130 Professional Issues Practice place ment : 2 (Primary care or branch specific) 21

24 NUR127 Biology for Health Care NUR128 Clinical & Professional Skills Figure One: Structure of the Common Foundation Programme Gaining Experience of each of the Branch Programmes The Common Foundation Programme provides a firm foundation of the rest of the programme and the achievement of the cross branch learning outcomes are fundamental to the learning outcomes of Year one (see Practice Portfolio) You will be allocated a relevant branch placement to reflect your branch choice, in either teaching block one or teaching block two. The pattern of placement experiences is illustrated in fig one above. The menu of experience for the primary care placement will be outcome driven and provide you with a rich variety of care delivery opportunities. These opportunities will provide an insight into intra-disciplinary care (i.e. Adult, Mental Health, Learning Disability and Midwifery) Cross Branch Learning Outcomes Before entry to the Branch Programme you need to demonstrate experience of all four branches of nursing (NMC, 2004). Adult Child Mental Health Learning Disability More details are in Section 6 of the CFP Practice Portfolio. You will need to demonstrate that you have met the learning outcomes for each of the branches. This can be achieved in a variety of ways including experiences from placements classroom work and discussion multimedia information field work which could be undertaken in personal study time You should seek out learning opportunities whilst on your placements and document your experiences in this section of the portfolio. You may, for example, have a placement with a health visitor which will enable you to meet some of the learning outcomes for the Child section when dealing with children or you may be involved in the care of a woman with post natal 22

25 depression which would help you meet the outcomes of the Mental Health section. Learning Environment The programme is based upon a fundamental belief that the process of learning will be most effective if you appreciate, understand and can subsequently develop the links between practice experience and theoretical concepts. These links will require an integration of theory and practice which will be facilitated by a variety of learning methods, including: Lectures These will form an integral part of teaching to introduce new information and key areas of knowledge and may make use of new technology for interactive satellite delivery from our shared facilities in Portland Square. The student portal will also make lecture notes available and create an interactive e- learning platform. Seminars and workshops These will enable further exchange of information and ideas. Under the guidance of a seminar/workshop leader, and following appropriate preparation, you will be expected to question, debate, evaluate and think about the topic under discussion including providing peer feedback. Working effectively in a group is a key skill for all health professionals and seminars encourage good group working. Clinical skills teaching Lecturers and clinical demonstrators will lead these sessions, which will provide the opportunity for development of clinical skills based on theoretical knowledge and evidence. They will incorporate demonstrations, role play and skill rehearsal. Purpose built clinical skills facilities will enable you to be taught and rehearse your skills in a safe, stimulating and structured environment. Link to Clinical skills is Tutorials The aim of academic support is to promote the development of key skills such that you are empowered to take control of your own learning. The support could be on an individual basis or in groups. On enrolment you will be allocated a named personal tutor. Module teachers provide academic support for each module. You should:- 23

26 Organise your time effectively to meet the academic requirements of your course. Arrange mutually convenient tutorial sessions. Lecturers have a wide range of commitments and it is recommended that you use and other approaches suggested by the module teacher to arrange this. Agree with the lecturer the objectives for your tutorials. Deal with unforeseen circumstances, e.g. lecturer sickness, it is your responsibility to re-organise another tutorial. If the circumstances become protracted for example a long term sickness problem, the Student Co-ordinator for the site will advise you on alternative arrangements. Not expect excessive time. It is anticipated that most tutorials will not exceed 30 minutes and will not normally exceed one hour per module. Bring as much information with you as possible to the tutorial e.g. essay plan, rough draft, areas of concern etc. Realise that support from tutorial staff for the submission of written assignments will normally be available up until one week prior to the published submission date. After this deadline tutorial staff can only advise you on matters of general study, assessment preparation and pastoral issues. The Lecturer will normally:- 1. Review an essay plan or outline of the assignment. It is helpful to have a preview of this before the tutorial as better use can be made of the time allocated. If you are sending a draft for prereading, remember to keep a copy in case it goes missing in the post. 2. Make a review of plans or outlines that are sent by post, fax or without a personal tutorial. 3. Only give formative feedback on one draft version of your assignment. Personal Tutors will keep a record of the advice given to you. E learning/resources All students, on registration, will have access to the Student Portal, which in turn gives access to information and facilities. There are links to folders holding course material as well as , contacts, calendar and tasks. The programme will make full use of the portal, as well as encouraging participation in the FoH satellite seminar sessions, and the use of video conferencing facilities when appropriate. In the CFP, specific innovations will include the use of web based resources in the NUR129 (Social Context of Health). These resources will include reading and discussion activities for seminars which will be arranged around the main themes, and will be accessible to the students throughout the programme to assist later integration of the material with practice and other experiences. On line 24

27 numeracy and IT programmes will also be utilised. Academic staff from a range of specialisms will guide learning through these and other programmes. Practice Experience Practice experiences provide an interdisciplinary arena to facilitate the development of nursing skills and to introduce you the broad context of health care delivery. The aim of the programme is to produce a safe practitioner who can make a positive contribution to the provision of nursing care within a range of settings and as part of a multi professional team. Practice experiences in the CFP will normally be in two areas; one in the Community (in its widest sense) and one within a branch specific area. Placements in years two and three will be branch specific. These professional programmes require students successfully to complete periods of clinical/professional placement as a condition of progression and graduation. These placements are provided by external agencies such as health service providers. The University will take every care in ensuring that providers are advised of requirements in advance and in securing placements for all students at the requisite time. However students should be aware that circumstances beyond the University's reasonable control may occur in which, as a result of changes within the Health Service or other external factors, it is not possible for providers to meet placement requirements. In such circumstances, while the University will use its best efforts to make alternative arrangements for students to meet the requirements of their programme, including identifying suitable alternative placements wherever possible, students should be aware that it is possible that the completion of their programme may be unavoidably delayed and/or that the alternative arrangements put in place may cause them some inconvenience. In such circumstances any student who does not want to accept the alternative arrangements would be entitled to terminate their studies and receive an appropriate refund of fees and recognition of their academic achievements. Guidelines for the Management of Student Practice Experience The purpose of these guidelines is to ensure that all students studying the Diploma of Higher Education (Nursing) Programme have the same framework with which to gain their practice experience. They are guidelines and, as such, some students, in negotiation with their personal tutor and practice placements, may be working with different patterns at any particular time. In this way you are able to take full advantage of all the learning opportunities during a placement to achieve your learning outcomes and to undertake the assessment of practice. These guidelines should be read in conjunction with the Practice Learning and Assessment Guidelines Handbook. Principles: 25

28 1. As a student you have supernumerary status throughout your 3 year programme. This means that you are part of the care team but extra to the staff allocated complement. 2. Whenever possible, you should participate in the same shifts or part of shifts as your named mentor(s). 3. You are expected to work shifts, and in order to experience the 24 hour cycle of care provision, are also expected to attend the hand over meetings at the beginning of shifts. This may include start times of on some occasions. Where this is difficult, and in exceptional circumstances, it may be possible to negotiate an alternative time with your mentor. 4. You are not normally expected to work more than 37.5 hours per week. However individual weeks (e.g. night duty) may exceed this and should be taken into account so that an overall average of 37.5 hours in practice is maintained. 5. Weekend shifts and night duty are part of the 24 hour care provision and you are encouraged to work these shifts. For some experiences, on call arrangements may be appropriate. The aim is to provide you with a realistic experience of care, which involves more than a 9 5 day. Normally a minimum of 14 shifts incorporating on call or night duty experience is expected in your 3 year programme, and this should be recorded in your experience record sheets which are submitted to programme administrators. Some wards and units follow a twelve hour shift system, and, where appropriate, you should follow this pattern. 6. You should not normally work more than two weekends in any four week period during the course. 7. You are responsible for notifying your placements and local Faculty of Health site if you are unable to attend due to sickness, or any other reason. Each site is staffed from and there is an answer phone for hours outside this time. 8. If you feel that your placement allocation is a cause for concern for personal reasons (e.g. your own G.P. practice), you should discuss the situation with your personal tutor so that alternative arrangements can be made. 9. You are responsible for arranging a visit prior to commencement of the clinical experience, in order to make contact with the staff. Support in Practice Figure 2 identifies the sources of support available to you when in the practice setting. 26

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