Programme Specification

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1 Programme Specification Title: Nursing Final Award: Bachelor of Science with Honours (BSc (Hons)) With Exit Awards at: Certificate of Higher Education (CertHE) Diploma of Higher Education (DipHE) Bachelor of Science with Honours (BSc (Hons)) To be delivered from: Level Date Level 1 or Certificate of Higher Education (CertHE) Level 2 or Diploma of Higher Education (DipHE) Level 3 or Bachelor of Science with Honours (BSc (Hons)) Page 1/43

2 Table Of Contents 1. Introduction Basic Programme Data Programme Description Overview Aims and Objectives Variations to Standard Regulations and Guidance Programme Outcomes Knowledge and Understanding Subject Specific Practical Skills Transferable Skills and Attributes Learning, Teaching and Assessment Strategies Learning and Teaching Strategy Assessment Strategy Programme Structure Appendix I - Curriculum Map Appendix II - Assessment Map Appendix III - Benchmark Analysis Appendix IV - Benchmark Statements(s) Page 2/43

3 1. Introduction This document describes one of the University of Lincoln's programmes using the protocols required by the UK National Qualifications Framework as defined in the publication QAA guidelines for preparing programme specifications. This programme operates under the policy and regulatory frameworks of the University of Lincoln. Page 3/43

4 2. Basic Programme Data Final Award: Programme Title: Exit Awards and Titles Bachelor of Science with Honours (BSc (Hons)) Nursing Certificate of Higher Education (CertHE) Diploma of Higher Education (DipHE) Bachelor of Science with Honours (BSc (Hons)) Subject(s) Nursing Mode(s) of delivery Full Time Is there a Placement or Exchange? UCAS code Awarding Body Campus(es) School(s) Programme Leader Relevant Subject Benchmark Statements Professional, Statutory or Regulatory Body Accreditation Yes B710 University of Lincoln Lincoln Campus Programme Start Date School of Health and Social Care Nicki Walsh (nwalsh) Nursing and Midwifery Council (NMC) Page 4/43

5 3. Programme Description 3.1 Overview The BSc (Hons) Nursing aims to provide Pre-registration Nurse Education and Training to the performance standards, quality framework and performance criteria outlined by the East Midlands Strategic Health Authority and which will meet the standards laid down by the Nursing and Midwifery Council (NMC). The BSc (Hons) Nursing programme at the University of Lincoln is distinctive in that it was the first pre-registration programme in England designed to focus on the delivery of nursing services with a public health perspective, across a full range of health settings. It is commissioned by the East Midlands Strategic Health Authority (EMSHA). Aspects of the programme are currently delivered alongside the BSc (Hons) Professional Practice, BSc (Hons) Social Work and BSc (Hons) Health and Social Care undergraduate degree programmes to optimise opportunities for interdisciplinary learning and inter-disciplinary working on and off campus, by students on these programmes. 3.2 Aims and Objectives The overall aim of the programme is to ensure that on graduation nursing students are fit for practice in accordance with the newly published standards for pre-registration nursing education (NMC 2010). The revalidated programme will incorporate six core themes. These themes will be reflected in the theory and practice experiences of the students at all stages of the programme. To this end the key components and underpinning philosophy that guided the planning of the existing public health focussed programme were discussed with current academics, external partners and students to determine whether the programme was still fit for purpose in light of current and planned regional requirements, national changes for nurse training and health care policy. As a result of these discussions, six core themes were identified to underpin both theory and practice components of the revalidated programme. These are: 1. Public health 2. Interprofessional learning 3. User and carer involvement 4. Communication skills 5. Evidence based practice and research (research for health care practice, research in health care practice) 6. Essential clinical skills These core themes will be developed via the theory and practice components throughout all levels of the award but may be evidenced differently as the student progresses through each level of the programme. The changing level of complexity required in activities attributed to these core themes will reflect the progressive development of specific associated key skills from level 4-6 as students work towards becoming an independent practitioner (see table below page 7). Planning of activities and associated outcomes to demonstrate the key skills at each level within theoretical modules and practice placements will denote contribution towards or demonstration of at least one of the above themes. By the end of the programme, the students will have had an opportunity to engage in theory and practice learning using a variety of methods including blended learning, e-learning, self direction, lectures, practice placements and student or tutor led seminars please refer to specific module Page 5/43

6 descriptors for more details. These activities will enable students to demonstrate competence in relation to the identified keys skills at each level as listed below. Level 4 key skills: a) Understanding professional practice b) Communication and interpersonal skills c) Service user participation d) Contexts of health and social care Level 5 key skills: a) Personal agency and leadership b) Practice management c) Service improvement and patient safety d) Professional awareness and development e) Reflective practice and self direction Level 6 key skills: a) Professional Leadership b) Practice management c) Personal agency d) Life long learning synthesis and progression e) Professional studies f) Service improvement and innovation 3.3 Variations to Standard Regulations and Guidance Yes - see the Approved Variations to the University's Undergraduate Regulations: Page 6/43

7 4. Programme Outcomes Programme-level learning outcomes are identified below. Refer to Appendix I Curriculum Map for details of how outcomes are deployed across the programme. 4.1 Knowledge and Understanding On successful completion of this programme a student will have knowledge and understanding of: 1 C: Knowledge, understanding and associated skills that underpin the education and training of nurses C1.1 Nursing: a) the nature of nursing; b) changing philosophical and historical perspectives in nursing and nursing theories appropriate to different client groups; c) the requirements of the statutory regulatory body associated with registration as a nurse; d) nursing, medical and health care language; e) nursing across the lifespan; f) professional nursing issues such as advocacy, accountability, informed consent, autonomy, partnerships, advocacy. 2 C1.2 Natural and life sciences: a) pharmacology; b) immunology; c) microbiology; d) epidemiology; e) nutrition; f) genetics; g) anatomy; h) physiology; i) pathophysiology. Application of these to nursing practice with specific client groups. 2 C1.3 Social, health and behavioural sciences: a) policy and politics; b) psychosocial determinants of health; c) health economics; d) sociology and health; e) psychology and health; f) models of health and illness; g) loss, change and bereavement; h) anti-discriminatory practice including fairness, social inclusion, gender, sexuality, race and culture and health promotion. Application of these to nursing practice. 4 C1.4 Ethics, law and the humanities: a) ethico-legal frameworks within nursing and relevant legislation; b) issues related to spirituality; c) caring and the primacy of patient/client interest. Application of these to nursing practice. 5 C1.5 Management of self and others' reflective practice: a) teaching and learning; b) leadership; c) prioritising care; d) principles of management within organisations; e) clinical governance and maintaining/monitoring standards. Application of all of these to nursing care of clients and client groups. 6 C2 Associated skills C2.1 Communication and interpersonal skills: The award holder should be able to demonstrate: a) counselling skills applied to specific client/patient situations; b) an ability to identify and manage challenging behaviours; c) an ability to recognise anxiety, stress and depression, give emotional support and identify when specialist counselling intervention is needed. 7 C2.2 Information gathering: The award holder should be able to: a) use contemporary physical, and/or psychosocial assessment tools to gather clinical and other data; b) use audit tools; c) seek out research-based evidence related to specific client groups. 8 C2.3 Care delivery: The award holder should be able to demonstrate: a) safe moving and handling of patients within specific client groups; b) cardiopulmonary resuscitation and other emergency first aid interventions; c) observational skills (physical, emotional, social); d) relevant physical, psychological and social caring skills required of specific patients/clients or groups; e) pain management; f) risk management; g) delegate patients' care as appropriate. Page 7/43

8 9 C2.4 Problem solving and data collection and interpretation: The award holder should be able to: a) assimilate and assess new concepts; b) think critically; c) analyse, interpret and assess the value of evidence to inform problem-solving. 10 C2.5 Information technology: The award holder should be able to: a) use word processing, , spreadsheets and databases; b) access health care research and literature databases; c) use the internet as an information source; d) use relevant electronic patient information systems. 11 C2.6 Numeracy: The award holder should be able to: a) understand and carry out drug calculation and administration of drugs via appropriate routes; b) manage information relevant to the particular patient or client group; c) record patient data appropriate to the health care setting; d) report changes in patient information/data appropriately. 4.2 Subject Specific Practical Skills On successful completion of this programme a student will be able to: 12 B: Principles and concepts: applications to nursing practice B1 Identification and assessment of health care need In addition, core to all nursing programmes, regardless of branch, the award holder should be able to: B1.1 Undertake a comprehensive systematic assessment using the tools/frameworks appropriate to the patient/client taking into account relevant physical, social, psychological and spiritual needs 13 B1.2 Discern relevant information from patients/clients/carers to determine and prioritise 14 B1.3 Apply relevant knowledge to the assessment of individuals, families and communities 15 B1.4 Assess the potential for health promotion with patients, clients and carers 16 B1.5 Assess priorities for clinical effectiveness including risk assessment 17 B2 Formulation of plans and strategies for meeting health care needs The award holder should be able to: use evidence-based options to facilitate patient choice and inform nursing interventions; B2.1 plan care delivery to meet identified needs 18 B2.2 demonstrate initiative in planning and organising care 19 B2.3 formulate and document a plan of care in partnership with patient/client/ family/carers and other health care professionals 20 B3 Nursing practice The award holder should be able to: B3.1 provide and document a rationale for nursing management of a patient/client that takes into account all the information gained from assessment 21 B3.2 ensure that the primacy of the patient is upheld at all times 22 B3.3 apply evidence-based knowledge to inform nursing care decisions 23 B3.4 demonstrate standards of competence as laid down by the nursing statutory regulatory body 24 B3.5 engage in appropriate therapeutic relationships using appropriate and sensitive communication and interpersonal skills 25 B3.6 practise in a way that maintains human dignity, rights and responsibilities 26 B3.7 create and use opportunities to promote health and well-being of patient/clients 27 B3.8 demonstrate sound clinical judgements across a range of nursing situations 28 B3.9 recognise potential need and instigate care to prevent or minimise the risk of Page 8/43

9 complications 29 B3.10 interpret and present information in a clear and concise manner 30 B3.11 demonstrate a commitment to safe practice for self and others through delegation and supervision of others 31 B3.12 understand and interpret numerical data appropriately 32 B3.13 prioritise one's own work 33 B3.14 communicate effectively to promote partnerships in the planning and delivery of care 34 B3.15 apply a knowledge-base to support and teach others 35 B3.16 use information technology applied to the needs of the patient/client or client group 36 B3.17 contribute to the development of protocols to guide quality provision of care 37 B4 Evaluation The award holder should be able to: B4.1 use reflection on/in practice to appraise and evaluate the effectiveness of nursing care 38 B4.2 interpret and respond to significant changes in health, medical, psychological or social status 39 B4.3 recognise situations in which quality of care might be compromised 53 A3.5 articulate and justify decision-making processes associated with managing practice 4.3 Transferable Skills and Attributes On successful completion of this programme a student will be able to: 40 A: The nurse as a registered health care practitioner; expectations held by the profession, employers and public A1 Professional identity and accountability The award holder should be able to: A1.1 Maintain the standards and practices required of a registered practitioner by the nursing statutory regulatory body 41 A1.2 Adhere to the professional code of conduct for nurses, midwives and health visitors 42 A1.3 Engage in clinical supervision and reflective practice 43 A1.4 Act autonomously whilst acknowledging the boundaries of professional competence 44 A1.5 Apply ethical and legal knowledge to practice ensuring the primacy of patients'/clients'/carers' interests 45 A2 Professional relationships The award holder should be able to: A2.1 Adopt partnership approaches with colleagues, patient/clients, families and carers 46 A2.2 Demonstrate the principles of effective team-working 47 A2.3 Work with professional and support staff and delegate care appropriately 48 A2.4 Generate and maintain effective interactions with relevant external agencies 49 A3 Personal and professional skills The award holder should be able to: A3.1 maintain therapeutic relationships through the use of appropriate communication and interpersonal skills 50 A3.2 recognise moral/ethical dilemmas and issues in patient care 51 A3.3 recognise own learning needs and draw up personal action plans to meet these 52 A3.4 apply the principles of health promotion and health education 53 A4 Professional and employer context The award holder should be able to: A4.1 initiate Page 9/43

10 appropriate actions in emergency situations in accordance with employers' guidelines, policies and protocols 54 A4.2 recognise the need for changes in practice from best available evidence 55 A4.3 contribute to, and maintain, a safe working environment 56 A4.4 maintain accurate records For details of each module contributing to the programme, please consult the module specification document. Page 10/43

11 5. Learning, Teaching and Assessment Strategies 5.1. Learning and Teaching Strategy The learning and teaching strategy adopted within BSc (Hons) Nursing derives from the University Learning and Teaching Strategic Plan and the University s priority to embed research-engaged teaching. Research-engaged teaching involves more research and research-like activities at the core of the undergraduate curriculum. Similarly, the Learning and Teaching Strategic Plan aims to produce independent, enquiring, knowledgeable graduates who enjoy learning, are enterprising, employable, self-aware, seek career and other opportunities in life, and make a positive contribution to society. The following objectives from the plan are of particular relevance to the BSc (Hons) Nursing programme: Develop curricula that are underpinned by research and reflect leading-edge theory and practice; Continuously improve our approaches to teaching, learning and assessment; Offer students work-related experiences and enhance their employment and career development prospects; Support staff in developing their research informed teaching and professional practice; Promote collaboration with selected partners inside and outside of the institution; Provide an environment in which staff and students have challenging, fulfilling and enjoyable learning and teaching experiences. Key to the implementation of the teaching and learning strategy is the Centre for Educational Research and Development (CERD), described in the Teaching and Learning Strategy as a catalyst for change. The Centre is leading on the initiative to embed research-engaged teaching as the organising principle for learning at Lincoln, through a Higher Education Academy funded, institutional project titled Student as Producer ( The focus of Student as Producer is the undergraduate student, working in collaboration with other students and academics. Undergraduate students work alongside staff in the design and delivery of their teaching and learning programmes, and in the production of work of academic content and value. Further to this, CERD s role is to enhance the teaching and learning experience for staff and students through the provision of practical support, funding schemes, research capacity, teacher training and support for continuing professional development. CERD s role as an agent for change operates within the already well established framework for the management and governance of quality and standards for teaching and learning at the University. In addition Principal Teaching Fellows have been appointed across the University and the Principal Teaching Fellow associated with the School of Health and Social Care has worked closely with the Programme team to prepare for revalidation of this programme. The School of Health and Social Care has also made a fundamental contribution to both the strategy and practice with the academic staff team in the school pioneering many University initiatives, such as the staff appraisal scheme, fitness to practice procedures and peer observation of teaching. The approach to teaching and learning adopted for nursing and operating across the School of Health and Social Care derives from the principle that in order to develop students as independent learners, greater emphasis needs to be placed upon effective student learning rather than focusing simply on the activity of teaching; although clearly they are not disconnected activities. Learning is seen as an active rather than passive process with the expectation that students will take responsibility for their own learning. The staff team s approach is to develop and integrate the idea of Student as Producer throughout the BSc (Hons) Nursing programme. This includes for example a commitment to start learning activities where students work in collaboration with other students and Page 11/43

12 teaching staff, facilitating their development through the provision and management of a range of learning to a point where students can take full responsibility for their own learning. Students play a crucial role engaging in learning activities that promote quality learning; some of these are in the form of workshops that run alongside module teaching and learning. All participants, whether students or staff members, have responsibilities and resources to bring to the programme; these in turn mirror the professional development requirements for nurses as laid down in the NMC Codes of Conduct for Nurses and Midwives and the NMC Student Codes of Conduct. For example, all participants have: Responsibilities to themselves and to others for personal and professional development. Each person has understanding, skills and experience to bring to the programme; The potential to negotiate goals, to plan and to achieve learning for themselves within an atmosphere of co-operation and mutual support; A responsibility to contribute to the learning environment by being open about their own feelings and actions and by being willing to explore the perspectives of others. Another key aspect of professional learning is the development of competencies related to evidence-based care practice. This process is regarded from two perspectives; first that evidence-based care practice consists of the student being capable of handling information and data from academic and professional studies that might have a bearing on, or have importance for the development of best practice in delivery of health care; and secondly that evidence-based care practice also incorporates collecting evidence from one s own practice, keeping it under constant review and, with others, evaluating the effectiveness of practice in the light of that evidence. Both these aspects of evidence-based care practice are regarded as active processes rather than passive or reactive ones. The promotion of active and research-engaged learning is through significant use of problem-based learning that promotes not only engagement with learning, but also prompts students to develop the abilities required to reflect upon their care practice in a critical way. This is developed on the BSc (Hons) Nursing programme through the use of theoretical models for care practice to provide a useful starting point for students to understand the iterative processes that can be involved in almost all human activity. For example, a relatively commonly used model in many professional programmes requires students to Assess (analyse) - Plan - Implement - Evaluate Reflect; otherwise known as the APIER or sometimes APIE model. These expectations are set within the BSc (Hons) Nursing programme through implementation of structured learning opportunities involving staff at the university, professionals in practice and service users engaging with students in a variety of ways including workshops, seminars, tutorials, lectures, open learning, reading. The Nursing programme makes extensive use of Blackboard, the university's Virtual Learning Environment to communicate with students and make electronic learning resources available. Blackboard is an online environment, providing a dedicated space for every module on the programme. The system is widely used for publishing lecture materials and study guides, providing links to external resources, managing communications through and discussion forums, as well as more interactive features such as online tests, wikis and blogs. Staff are continuously reviewing delivery methods, using Blackboard and other online tools to incorporate electronic submission of work, online tutorial support and the development of collaborative online 'webinars'. Teaching and learning on the programme is supported by the Library Service and the Academic Subject Librarian. The vision for the library service is to be at the heart of the University, underpinning Page 12/43

13 all teaching, learning and research activity, by providing: Access to information where, when and how students and staff need it; Support for research activity, by staff and students through expert staff and collections targeted to support the University s research profile; Services based on quality, responsiveness, staff empowerment and flexible delivery; Student centred services which are responsive to new ways of thinking and doing, and which support the Student as Producer ; Learning spaces that facilitate the student experience and enable the relationship between information resource use and learning; Partnership working with academics, professional support services, and external agencies to deliver joined-up services, which support the local community. The role of the Library is to provide the support students need to use information to meet the demands of their study on the programme. The Library offers learning spaces that will enhance the student experience. This includes laptop loans, group rooms and a presentation zone as well as a newly created flexible learning area on the ground floor of the University Library. The Library also provides targeted group and one-to-one support, alongside online support delivered through the VLE (Blackboard) and other relevant channels. A wide range of information resources both printed and electronic is provided through the Library. The School of Health and Social Care receives an annual budget to ensure the library collection is relevant to current teaching and research requirements. In terms of electronic resources, nursing students can access over 40,000 full-text electronic journals and ebooks as well as over 100 databases, including CINAHL, Cochrane Library, Medline, ScienceDirect, via the University Portal. These electronic resources, including ICT support, can be accessed 24 hours a day from both on and off campus. To ensure that students can access specific resources as and when needed, the Library also offers a digitisation service whereby extracts from books or journal articles can be made available via the VLE (Blackboard). The University Library works with local NHS libraries to offer students on placement access to hospital libraries within Lincolnshire. The University is also a member of a number of reciprocal schemes, e.g. SCONUL Access to ensure students can access other university libraries throughout the region and the UK. All students are provided with an induction by the Academic Subject Librarian to facilitate effective use of the service and resources as well as promoting independence in learning. This is developed further through the information literacy sessions that are embedded within the curriculum as well as support for the individual student. In addition the Library also offers a programme of workshops aimed at all students. Topics include: introduction to essay writing, finding journal articles for your assignment and an introduction to Harvard referencing. For students requiring individual support, the Library offers a one-to-one Learning Development Service, whereby students can receive help and advice with their studies, whether it is about finding information to write an assignment or how to structure an essay. provides access to advice and information to support students in their learning and is available at: The University of Lincoln has a long history of welcoming students from a broad range of backgrounds and with a wide range of abilities, including many with specific learning difficulties, Page 13/43

14 medical conditions and physical disabilities. Applications from students with disabilities are considered strictly on their academic merit. In 1994 we established the University s Disability Service (DART) specifically to support and promote the inclusion of students with disabilities in all areas of university life. Since then, the number of students assisted by DART has increased significantly each year from 74 in 1994 to almost 1200 this year. Practice Learning: The management of practice learning and its monitoring, evaluation and development, is coordinated via the Practice Liaison Team who link closely with fellow academics, service staff, Local Trust representatives, the Interprofessional Practice Learning Unit (IPLU), students and users of services to ensure the quality of the practice learning experience. There are three periods of practice assessment within the qualifying programmes. Each learning opportunity / placement consists of the formative and summative assessment of practice which fulfils the statutory and professional requirements. The learning outcomes for practice are derived from the standards of proficiency described by the NMC to be achieved for entry to the nurses part of the register, and in accordance with the levels of learning defined by the QAA in The Framework for Higher Education Qualifications in England, Wales and Northern Ireland. The aim of the practice placements is to provide learning opportunities within which students develop the required values, skills and knowledge for Nursing practice, and to have their competence assessed in relation to the NMC and QAA subject benchmarking requirements. Information regarding the aims, organisation and process of practice assessment, together with associated procedures are laid out in the Handbook for Practice. Students are prepared for different practice learning settings by a variety of methods. Firstly, the involvement of service staff in the development of practice learning opportunities and their involvement with students prior to going out on practice ensures that students are well informed about the nature of practice. This process takes into account the diversity of placements. In addition, in the first year of the programme (level 4), students contact with placements is designed to ensure that this diversity is reflected in the students range of experiences. The programme also utilises on-campus skills workshops (delivered as key components of the clinical modules in each year) to ensure that students develop the appropriate level of skills to enable them to take full advantage of the opportunities available to them Assessment Strategy The University regards assessment as a fundamental aspect of the student learning experience and thus the purposes of assessment include: Encouraging students, as independent learners, to engage with their programmes of study. Assisting students learning by setting tasks designed to allow them to demonstrate achievement of one or more of the learning outcomes of a unit, level or programme of study. Through the award of marks and the giving of feedback, indicating to students how well they have achieved the learning outcomes being measured in an assessment task. Allowing students opportunities to remedy, as promptly as possible, those shortcomings in learning that are identified through the inadequate performance of an assessment task. Allowing boards of examiners to decide whether individual students have achieved the required standard to progress within a programme and, where appropriate, to decide the grade or classification of an award to be made to a student. Providing a basis on which academic support is given to students. This is facilitated by the timely Page 14/43

15 publication of results and the giving of feedback. Providing an objective, public measure of each student s achievement of the standards identified in the Quality Assurance Agency for Higher Education s Framework for Higher Education qualifications, the standards identified by the validating body. The BSc (Hons) Nursing programme is divided into three equal parts, separated by two progression points, at the end of year one and the end of year two. Students must meet these progression criteria in order to pass from one part of the programme to the next. The first progression point is at the end of year one. To pass the second progression point, at the end of year two, students will need to demonstrate that they can be more independent and take more responsibility for their own learning and practice. A nurse mentor who has completed specific preparation in assessing students is normally responsible for ongoing supervision and assessment in practice setting and simulation. Other registered professionals who have been suitably prepared can supervise and contribute towards the assessment of pre-registration nursing students. During a period of at least 12 weeks practice learning towards the end of the programme (the management placement), a sign-off mentor (a nurse mentor who has met additional criteria), who is registered in the field of practice that the student intends to enter (adult nursing), makes a final judgement of competence. The evidence required is that the student is safe and effective in practice at the end of the programme. Where all outcomes have not been achieved within the assessed period for that part of the programme, any outstanding outcomes are met and confirmed within 12 weeks of the student entering the next part of the programme. This 12 week period includes holidays and any absences. Students who fail to achieve the outstanding outcomes within the 12 week period must either return to the previous part of the programme to meet the shortfall, or be discontinued. Students have five years from enrolment within which to complete the programme. On completion of the programme, students have five years in which to register their qualification on the NMC Register. The University will nominate to the NMC a designated person who is a registered nurse responsible for directing the undergraduate pre registration nursing programme. In order to register students with the NMC on successful completion of the programme, the designated person must confirm the student's good health and character in support of the student's own self-declaration required for registration. The designated person must know the student and be accountable for the decision to sign the declaration. If there is a delay of six months or more between a student completing the programme and applying to register, there are additional requirements: the student's application to the NMC Register must also be supported by a nurse registered in the same part of the register to which the applicant is applying. The registered nurse must have known the applicant for at least a year, and have been in contact with them during the previous six months. This is in addition to the confirmation of good health and good character supplied by the designated person at the University. One of the concerns with nursing programmes nationally, where there is a requirement to complete a wide range of NMC professional practice competencies as well as QAA approved theoretical components, is the risk of over assessment of students and the stress arising out of assessments at the time of practice placements. In planning the programme, the development team met together to map the planned assessment dates, types and range across all three years of the programme. The aim was to ensure consistency of requirements e.g. weighting and word limits, across modules at all the three levels of the programme as well as to ensure that the spacing of assessments and range of Page 15/43

16 outputs maximised the student s opportunity to demonstrate their competence and achievements to best effect. In addition it was important that in the spirit of promoting student as producer and independent learning that the assessments also encouraged self direction and student led activities through levels 4 to 6. In addition to these general principles, the School of Health and Social Care gives high priority to practice learning on placement and its assessment. The aim of the placements is to provide learning opportunities within which students develop their values, skills and knowledge of Nursing practice at levels 4? 6 of the programme. These opportunities include the assessment of their practice competence in relation to the NMC. In addition to these periods of practice the programme is required to establish that students are fit for practice, in that they have completed the required number, range and assessments of nursing practice as well as operated in accordance with the NMC Student Codes of Conduct. The School of Health and Social Care has significant experience and expertise in assessing students in practice learning settings. The School has developed a range of procedures and practices for supporting that process. Assessment while on practice will be through a Practice Portfolio and an Ongoing Achievement Record (OAR). The Practice Portfolio is a collection of documents which the student builds up whilst undertaking the assessed practice-learning opportunities. These documents form the evidence of students practice competence during each of the practice learning opportunities, and include a range of evidence such as student reflections and self-evaluation, the mentor s comments on the work that their student has carried out which will include observations and service user testimonials. The student learning experience (as evidenced in the OAR) is monitored throughout the period of practice and regular progress meetings will be held between students and staff to ensure that the required number and levels of competencies are acquired at appropriate times during the placement. The Practice Portfolio and OAR provide evidence of the range of experiences that students are required to have in order to meet professional requirements. It also enables students to demonstrate interdisciplinary work in practice. The overall purpose of the Portfolio and OAR is to allow students to demonstrate to the Sign-Off Mentor that by the end of level 6 they have met all the requirements for the professional body (NMC) and are fit for practice. The Practice Liaison Team support aid the development of agreed frameworks and opportunities for joint working with providers of practice learning opportunities to support approved assessment tools and methods in practice. (Page 33) gives a top-level indication of the scheduling and distribution of assessment modes within the programme. Details of module assessment strategy are included within each module specification. Page 16/43

17 6. Programme Structure The total number of credit points required for the achievement of Certificate of Higher Education (CertHE) is 120. The total number of credit points required for the achievement of Diploma of Higher Education (DipHE) is 240. The total number of credit points required for the achievement of Bachelor of Science with Honours (BSc (Hons)) is 360. Level 1 Title Credit Rating Core / Optional Context of Health and Social Care Core Applied Biological Sciences Core Professional Practice in Nursing Core Fundamental Principles of Clinical Nursing Practice Core Level 2 Title Credit Rating Core / Optional Pathophysiology for Nursing Core Ethical, Professional and Legal Frameworks of Nursing Core Research Skills for and in Practice Core Health Promotion and Behavioural Change Core Level 3 Title Credit Rating Core / Optional Independent Study: Dissertation (Nursing) Core Public Health and Inequalities Core Professional Studies and Service Improvement Core Management of Adult Nursing in Practice Core Page 17/43

18 Appendix I - Curriculum Map This table indicates which modules assume responsibility for delivering and ordering particular programme learning outcomes. Key: Delivered and Assessed Delivered Assessed Level 1 Applied Biological Sciences Context of Health and Social Care Fundamental Principles of Clinical Nursing Practice Professional Practice in Nursing Applied Biological Sciences Context of Health and Social Care Fundamental Principles of Clinical Nursing Practice Professional Practice in Nursing Applied Biological Sciences Context of Health and Social Care Fundamental Principles of Clinical Nursing Practice Professional Practice in Nursing Applied Biological Sciences Context of Health and Social Care PO1 PO2 PO2 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12 PO13 PO14 PO15 PO16 PO17 PO18 PO19 PO20 PO21 PO22 PO23 PO24 PO25 PO26 PO27 PO28 PO29 PO30 PO31 PO32 PO33 PO34 PO35 PO36 PO37 PO38 PO39 PO40 PO41 PO42 PO43 PO44 PO45 PO46 PO47 PO48 Page 18/43

19 Fundamental Principles of Clinical Nursing Practice Professional Practice in Nursing Applied Biological Sciences Context of Health and Social Care Fundamental Principles of Clinical Nursing Practice Professional Practice in Nursing PO49 PO50 PO51 PO52 PO53 PO53 PO54 PO55 PO56 Level 2 Ethical, Professional and Legal Frameworks of Nursing Health Promotion and Behavioural Change Pathophysiology for Nursing Research Skills for and in Practice Ethical, Professional and Legal Frameworks of Nursing Health Promotion and Behavioural Change Pathophysiology for Nursing Research Skills for and in Practice Ethical, Professional and Legal Frameworks of Nursing PO1 PO2 PO2 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12 PO13 PO14 PO15 PO16 PO17 PO18 PO19 PO20 PO21 PO22 PO23 PO24 PO25 PO26 PO27 PO28 PO29 PO30 PO31 PO32 PO33 PO34 PO35 PO36 Page 19/43

20 Health Promotion and Behavioural Change Pathophysiology for Nursing Research Skills for and in Practice Ethical, Professional and Legal Frameworks of Nursing Health Promotion and Behavioural Change Pathophysiology for Nursing Research Skills for and in Practice PO37 PO38 PO39 PO40 PO41 PO42 PO43 PO44 PO45 PO46 PO47 PO48 Ethical, Professional and Legal Frameworks of Nursing Health Promotion and Behavioural Change Pathophysiology for Nursing Research Skills for and in Practice PO49 PO50 PO51 PO52 PO53 PO53 PO54 PO55 PO56 Level 3 Independent Study: Dissertation (Nursing) Management of Adult Nursing in Practice Professional Studies and Service Improvement Public Health and Inequalities PO1 PO2 PO2 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12 PO13 PO14 PO15 PO16 PO17 PO18 PO19 PO20 PO21 PO22 PO23 PO24 Page 20/43

21 Independent Study: Dissertation (Nursing) Management of Adult Nursing in Practice Professional Studies and Service Improvement Public Health and Inequalities Independent Study: Dissertation (Nursing) Management of Adult Nursing in Practice Professional Studies and Service Improvement Public Health and Inequalities Independent Study: Dissertation (Nursing) Management of Adult Nursing in Practice Professional Studies and Service Improvement Public Health and Inequalities PO25 PO26 PO27 PO28 PO29 PO30 PO31 PO32 PO33 PO34 PO35 PO36 PO37 PO38 PO39 PO40 PO41 PO42 PO43 PO44 PO45 PO46 PO47 PO48 Independent Study: Dissertation (Nursing) Management of Adult Nursing in Practice Professional Studies and Service Improvement Public Health and Inequalities PO49 PO50 PO51 PO52 PO53 PO53 PO54 PO55 PO56 Page 21/43

22 Appendix II - Assessment Map This table indicates the spread of assessment activity across the programme. Percentages indicate assessment weighting. Level Applied Biological Sciences Context of Health and Social Care Fundamental Principles of Clinical Nursing Practice Professional Practice in Nursing Applied Biological Sciences Context of Health and Social Care Fundamental Principles of Clinical Nursing Practice Professional Practice in Nursing Applied Biological Sciences Context of Health and Social Care Fundamental Principles of Clinical Nursing 100 Practice Professional Practice in Nursing Applied Biological Sciences Context of Health and Social Care Fundamental Principles of Clinical Nursing Practice Page 22/43

23 Professional Practice in Nursing EP Applied Biological Sciences Context of Health and Social Care Fundamental Principles of Clinical Nursing Practice Professional Practice in Nursing Level 2 Ethical, Professional and Legal Frameworks of Nursing Health Promotion and Behavioural Change Pathophysiology for Nursing Research Skills for and in Practice Ethical, Professional and Legal Frameworks of Nursing Health Promotion and Behavioural Change Pathophysiology for Nursing Research Skills for and in Practice Ethical, Professional and Legal Frameworks of Nursing Health Promotion and Behavioural Change Page 23/43

24 Pathophysiology for Nursing Research Skills for and in Practice Ethical, Professional and Legal Frameworks of Nursing Health Promotion and Behavioural Change Pathophysiology for Nursing Research Skills for and in Practice EP Ethical, Professional and Legal Frameworks of Nursing Health Promotion and Behavioural Change Pathophysiology for Nursing Research Skills for and in Practice Level Independent Study: Dissertation (Nursing) Management of Adult Nursing in Practice Professional Studies and Service Improvement Public Health and Inequalities Independent Study: Dissertation (Nursing) Page 24/43

25 Management of Adult Nursing in Practice Professional Studies and Service Improvement Public Health and Inequalities Independent Study: Dissertation (Nursing) Management of Adult Nursing in Practice Professional Studies and Service Improvement Public Health and Inequalities Independent Study: Dissertation (Nursing) Management of Adult Nursing in Practice Professional Studies and Service Improvement Public Health and Inequalities Independent Study: Dissertation (Nursing) Management of Adult Nursing in Practice Professional Studies and Service Improvement Public Health and Inequalities EP Page 25/43

26 Appendix III - Benchmark Analysis This table maps programme learning outcomes to relevant QAA subject benchmark statements or PSRB guidelines. Knowledge and Understanding PO1 PO2 PO2 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO1 PO2 PO2 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 NurseDip01 NurseDip02 NurseDip03 NurseDip04 NurseDip05 NurseDip06 NurseDip07 NurseDip08 NurseDip09 NurseDip10 NurseDip11 NurseDip12 NurseDip13 NurseDip14 NurseDip15 NurseDip16 NurseDip17 NurseDip18 Page 26/43

27 PO1 PO2 PO2 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 NurseDip19 NurseDip20 NurseDip21 NurseDip22 NurseDip23 NurseDip24 NurseDip25 NurseDip26 NurseDip27 PO1 PO2 PO2 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO PO1 PO2 PO2 PO Page 27/43

28 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO1 PO2 PO2 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO Subject Specific Practical Skills PO12 PO13 PO14 PO15 PO16 PO17 NurseDip01 NurseDip02 NurseDip03 NurseDip04 NurseDip05 NurseDip06 NurseDip07 NurseDip08 NurseDip09 Page 28/43

29 PO18 PO19 PO20 PO21 PO22 PO23 PO24 PO25 PO26 PO27 PO28 PO29 PO30 PO31 PO32 PO33 PO34 PO35 PO36 PO37 PO38 PO39 PO53 PO12 PO13 PO14 PO15 PO16 PO17 PO18 PO19 NurseDip10 NurseDip11 NurseDip12 NurseDip13 NurseDip14 NurseDip15 NurseDip16 NurseDip17 NurseDip18 Page 29/43

30 PO20 PO21 PO22 PO23 PO24 PO25 PO26 PO27 PO28 PO29 PO30 PO31 PO32 PO33 PO34 PO35 PO36 PO37 PO38 PO39 PO53 PO12 PO13 PO14 PO15 PO16 PO17 PO18 PO19 PO20 PO21 NurseDip19 NurseDip20 NurseDip21 NurseDip22 NurseDip23 NurseDip24 NurseDip25 NurseDip26 NurseDip27 Page 30/43

31 PO22 PO23 PO24 PO25 PO26 PO27 PO28 PO29 PO30 PO31 PO32 PO33 PO34 PO35 PO36 PO37 PO38 PO39 PO53 PO12 PO13 PO14 PO15 PO16 PO17 PO18 PO19 PO20 PO21 PO Page 31/43

32 PO23 PO24 PO25 PO26 PO27 PO28 PO29 PO30 PO31 PO32 PO33 PO34 PO35 PO36 PO37 PO38 PO39 PO53 PO12 PO13 PO14 PO15 PO16 PO17 PO18 PO19 PO20 PO21 PO22 PO Page 32/43

33 PO24 PO25 PO26 PO27 PO28 PO29 PO30 PO31 PO32 PO33 PO34 PO35 PO36 PO37 PO38 PO39 PO53 PO12 PO13 PO14 PO15 PO16 PO17 PO18 PO19 PO20 PO21 PO22 PO23 PO Page 33/43

34 PO25 PO26 PO27 PO28 PO29 PO30 PO31 PO32 PO33 PO34 PO35 PO36 PO37 PO38 PO39 PO53 Transferable Skills and Attributes PO40 PO41 PO42 PO43 PO44 PO45 PO46 PO47 PO48 PO49 PO50 NurseDip01 NurseDip02 NurseDip03 NurseDip04 NurseDip05 NurseDip06 NurseDip07 NurseDip08 NurseDip09 Page 34/43

35 PO51 PO52 PO53 PO54 PO55 PO56 PO40 PO41 PO42 PO43 PO44 PO45 PO46 PO47 PO48 PO49 PO50 PO51 PO52 PO53 PO54 PO55 PO56 PO40 PO41 PO42 PO43 PO44 PO45 NurseDip10 NurseDip11 NurseDip12 NurseDip13 NurseDip14 NurseDip15 NurseDip16 NurseDip17 NurseDip18 NurseDip19 NurseDip20 NurseDip21 NurseDip22 NurseDip23 NurseDip24 NurseDip25 NurseDip26 NurseDip27 Page 35/43

36 PO46 PO47 PO48 PO49 PO50 PO51 PO52 PO53 PO54 PO55 PO56 PO40 PO41 PO42 PO43 PO44 PO45 PO46 PO47 PO48 PO49 PO50 PO51 PO52 PO53 PO54 PO55 PO Page 36/43

37 PO40 PO41 PO42 PO43 PO44 PO45 PO46 PO47 PO48 PO49 PO50 PO51 PO52 PO53 PO54 PO55 PO PO40 PO41 PO42 PO43 PO44 PO45 PO46 PO47 PO48 PO49 PO50 PO Page 37/43

38 PO52 PO53 PO54 PO55 PO56 Page 38/43

39 Appendix IV: Benchmark Benchmark Statement(s) Page 39/43

40 NurseDip01 - Able to manage oneself, one's practice, and that of others, in accordance with the Code of Professional Conduct, recognising own abilities and limitations. NurseDip02 - Able to transfer knowledge and skills to a variety of clinical settings and unexpected situations. NurseDip03 - Able to work in partnership with patients, clients and families and recognise when this approach to patient care may be inappropriate. NurseDip04 - Able to provide support to patients, clients, carers, families and colleagues in changing and stressful situations. NurseDip05 - Able to practise in accordance with the professional ethical and legal framework. NurseDip06 - Demonstrate sound clinical judgement across a range of situations. NurseDip07 - Able to contribute to public protection by creating and maintaining a safe environment of care. NurseDip08 - Able to delegate care to others, as appropriate, ensuring effective supervision and monitoring. NurseDip09 - Demonstrate understanding of the roles of others, by participating in multi-professional care. NurseDip10 - Able to apply theories, concepts and principles of nursing to deliver patient centred care for individuals, families and communities. NurseDip11 - Able to recognise potential risk and intervene to prevent, where possible, complications occurring. NurseDip12 - Able to analyse and interpret relevant health education/promotion information and use this knowledge to promote the health and wellbeing of patients, clients and groups. NurseDip13 - Able to use appropriate research and other evidence to underpin nursing decisions that can be justified, even when made on the basis of limited information. NurseDip14 - Able to undertake and document a comprehensive, systematic and accurate nursing assessment of the physical, psychological, social and spiritual needs of patients, clients and communities. NurseDip15 - Able to assess priorities in practice and deliver care competently to meet identified need. NurseDip16 - Able to formulate and document a plan of nursing care in partnership with and the consent of patients, clients and where appropriate, their carers and families. NurseDip17 - Demonstrate accountability for nursing care delivered, taking into account social, spiritual, cultural, legal, political and economic factors. Page 40/43

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