Programme Specification

Transcription

1 Faculty of Health and Life Sciences Department of Nursing, Midwifery & Healthcare Practice BSc (Hons) Learning Disabilities Nursing Programme Specification Final June 2013 Amenede May 2014

2 1 CONTENTS Part 1: Programme Specification Page Introduction Basic Programme information 4 11 Educational Aims of the Programme 5 12 Intended Learning Outcomes 5 13 Programme Structure and Requirements 9 14 Support for Students and their Learning Criteria for Admission Methods for Evaluating and Enhancing the Quality and Standards of Teaching and 18 Learning 17 Regulation of Assessment Indicators of Quality and Standards Additional Information Modules within the Programme Curriculum Map Capabilities Map 30 Part 2: Programme Specification 31 1 Relationship to the National Qualifications Framework, Subject Benchmarks and 31 Professional/Statutory Body requirements 2 Teaching and Learning Strategy 33 3 Assessment Strategy 38 4 Course Management and Administration 39 5 Entry Requirements and Selection Procedures 41 6 Compliance with University s Academic Regulations and Current Legislation 41 Appendices Appendix 1 Appendix 2 Appendix 3 Appendix 4 - QAA Subject Benchmark Statements - QAA Subject Benchmarks Mapping against Nursing modules - Essential Skills Clusters (ESCs) for Pre-registration Nursing Programmes - Competencies for entry to the register: Learning Disabilities Nursing

3 2 Introduction The programme specification presented here for the BSc (Hons) Learning Disabilities Nursing sets out the educational aims and structure of a course of study which will enable successful graduates to attain registration as a Nurse with the Nursing and Midwifery Council (NMC) at the conclusion of their programme. The programme has been underpinned throughout by the Standards for Education set by the NMC (NMC 2010) and QAA Subject Benchmark Statements for Health Care Programmes in Nursing (QAA 2004) as well as a range of government policy drivers (e.g. DoH 2006, DoH 2008a and 2008b, Prime Ministers Commission 2010, DoH 2012). The aim of this course is to prepare students for a dynamic and fast changing health and social care system. The Learning Disability Nursing course has been specifically designed to meet all the requirements of the NMC Standards for Pre-registration Nursing Education (NMC 2010). The course aims to ensure that newly qualified graduate learning disability nurses will be equipped to think critically and make evidence informed decisions. The learning disability nursing course aims to develop the students professional skills in response to the recommendations of the Francis report (Francis 2013) and incorporating the six C s model: communication, commitment, courage, care, competence and compassion (NHS Commissioning Board 2012). Engaging in effective communication and team-working are significant themes within professional practice and as such prominent threads running throughout the programme. Indeed, in order to support students to develop into competent professionals, this innovative programme is structured around a three year collaborative curriculum which consists of a number of inter-professional modules across years 1-3 to develop students skills in communication, co-ordination and collaboration. In addition, students will also engage in the development of a set of collaborative capabilities to ensure that graduates emerging from this programme are caring, but also assertive and emotionally resilient, secure in their professional role and yet competent collaborators and leaders and finally, capable of ensuring ethical practice and decision making. The curriculum has been developed to fully embrace the notion of collaboration across all areas of health and social care whilst maintaining the professional identity of each field of nursing. Therefore some modules will be studied collaboratively (in conjunction with other health and social care professionals), some generically (with the other three fields of practice) and some as field specific modules relating to discipline specific issues. The learning disability nursing course will prepare students to provide high quality care in rapidly changing environments. The curriculum will enable students to develop their knowledge and skills to provide person-centred care through building therapeutic relationships and through the use of recovery-focussed approaches to support the needs of people with a learning disability, their families, carers, and friends. On completion of the course, newly qualified learning disability nurses will be equipped to practice autonomously and compassionately to support people with a learning disability across all ages, regardless of personal characteristics or aspects of their lifestyle and circumstances. As a Faculty, our aim is to support the development of registered nurses who will be proud to represent their profession. We also aim to ensure that graduate nurses from Coventry University will have the ability to respond to changing population health needs and the dynamic nature of health service provision in the coming decades. Health policy and legislation has been incorporated throughout the curriculum reflecting the government drive to integrate health, social care and education services. The course

4 3 will remain dynamic responding to changes in health policy and legislation ensuring that students are made aware of relevant key issues within associated modules, whilst preparing them for future new ways of working. Finally, the programme continues to build on the success of the current 2008 curriculum, whilst taking into account the NMC standards for pre-registration education (2010) and other contemporary key drivers impacting on learning disabilities health and social care such as the Francis Report (2013), the Winterbourne View Report (DH, 2012), the Willis Report (RCN, 2012), Department of Health (2009) Valuing people now: a new three-year strategy for people with learning disabilities. London. DH, Mencap (2007) Death by indifference. London: Mencap, Scottish Government (2012) Strengthening the commitment: the report of the UK Modernising Learning Disabilities Nursing Review. Edinburgh: Scottish Government.

5 4 Part 1: Programme Specification for BSc (Hons) Learning Disabilities Nursing 1 Available Award(s) and Modes of Study Title of Award BSc (Hons) Learning Disabilities Nursing Diploma of Higher Education (Fallback award) Certificate of Higher Education (Fallback award) 2 Awarding Institution/Body 3 Collaboration 4 Teaching Institution and Location of delivery 5 Internal Approval/Review Dates 6 Programme Accredited by 7 Accreditation Date and Duration 8 QAA Subject Benchmark Statement(s) and/or other external factors Coventry University Coventry University Date of approval: 05/2013 Mode of attendance F/T 3 years (up to 5 years) P/T 4½ years (up to 7 years) Date for next review: Academic year 2019/2020 Nursing and Midwifery Council UCAS Code B761 6 FHEQ Level QAA (2001) Subject Benchmark Statements: Health Care programme NMC (2010) Standards for Pre-registration Nursing Education Department of Health (2009) Valuing people now: a new three-year strategy for people with learning disabilities. London, DH Department of Health (2012) Transforming care: A national response to Winterbourne View Hospital. Department of Health Review: Final Report. London, DH. Francis, R. (2013) The Mid Staffordshire NHS Foundation Trust Public Inquiry. Available at Health and Social Care Act (2012) available at Her Majesty s Government (2011) Call to End Violence Against Women and Girls: Action Plan. London: Cabinet Office Mencap (2007) Death by indifference. London: Mencap Micheal J (2008) Healthcare for all: report of the independent inquiry into access to healthcare for people with learning disabilities. London: Department of Health NHS Local learning (2012) Making Every Contact Count, available at Nursing and Midwifery Council (2010) Standards for Pre-registration Nursing Education. London. NMC Scottish Government (2012) Strengthening the commitment: the report of

6 5 the UK Modernising Learning Disabilities Nursing Review. Edinburgh: Scottish Government Willis Commission (2012) Quality with Compassion: the future of nursing education. London. Royal College of Nursing. 9 Date of Programme Specification March Course Director John Lahiff 11 Educational Aims of the Programme The overall aim of the BSc (Hons) Learning Disabilities Nursing Degree is to meet the co-joined outcomes of both the NMC and the academic relevant benchmark. As such, the programme satisfies the QAA (2004) Health Care Programme Benchmark Statements, NMC (2010) Standards for Preregistration Nursing Education and Coventry University s Code of Practice for Academic and Professional Skills Development. To enable students to explore issues related to achieving effective and appropriate interprofessional working in practice in order to improve the quality of care for service users. To enable students to explore, where relevant and appropriate, both generic and collaborative curricula during their pre-registration education and training. To ensure that students meet the field specific knowledge, skills and nursing understanding as identified by the statutory professional body, professional association and, where relevant, QAA benchmark statements. To provide a theoretical underpinning knowledge, values and attributes in order to facilitate safe, compassionate care. To ensure that the NMC guidance in relation to fitness for practice, practice and award and maintaining appropriate standards of proficiency including accountability and responsibility is upheld. 12 Intended Learning Outcomes This programme satisfies the QAA (2004) Health Care Programme benchmark statements and Coventry University s Code of Practice for Academic and Professional Skills Development. Section 21 maps the intended learning outcomes as described in the next section to the programmes mandatory and option modules (as listed in section 20) Section 22 shows the capabilities that students will be taught, given the opportunity to practise and will be assessed in. The principal teaching, learning and assessment methods normally used on the programme to achieve these learning outcomes are identified in the next section.

7 Knowledge and Understanding On successful completion of the programme a student should be able to demonstrate knowledge and understanding of: KU1 KU2 KU3 KU4 KU5 KU6 KU7 KU8 KU9 KU10 The implications of current legislation, professional regulation, standards of performance and the NMC Code: standards of conduct, performance and ethics for nurses. The legal and ethical implications for nursing practice. The nurses role in the enhancement of public health and biological, psychological and social wellbeing of service users. Actual and potential risks to service users and carers to oneself and others. The roles of others by participating in collaborative practice to establish appropriate referral, specialist or expert advice or decision-making concerning service user care. Effective individual and team leadership skills. Biological, physiological, pharmacological, psychological and sociological knowledge, which underpins all nursing practice across the lifespan. Leadership theories and their application in nursing practice. Quality monitoring initiatives and their impact on service user care. The evidence base for nursing practice. KU1 to KU10 Teaching and Learning Enquiry based approaches, Lecture, Seminar, discussion groups, Interprofessional collaborative activity, CUonline, practice learning, simulation practice and workshop, independent learning 12.2 Cognitive (thinking) Skills On successful completion of the programme a student should be able to CS1 CS2 CS3 CS4 CS5 CS6 CS7 CS8 Assessment Written Coursework, care study, reflective critique, poster presentations, portfolio, practice assessment grid, project development, skills inventories Discuss service user and carer needs in respect of equity, fairness, antidiscrimination, rights, values, customs, culture, beliefs, sensitivity, diversity, lifestyle and environment. Utilise and disseminate current research findings and other forms of evidence that underpin nursing practice. Transfer knowledge and skills to a variety of settings and adapt practice to meet varying, unpredictable and complex circumstances. Seek clinical supervision to develop safe and effective nursing practice. Contribute to the creation of positive learning climates and experiences for others by facilitating the mutual sharing of knowledge and experience. Critically evaluate relevant research, possible interventions and the most up-to-date technology to support quality care delivery. Critically analyse situations and incidents through reflective practice activities. Undertake a small-scale project related to one aspect of nursing practice. The principal teaching, learning and assessment methods normally used to enable outcomes to be achieved and demonstrated are identified below.

8 7 CS1 to CS8 Teaching and Learning Enquiry based approaches, Lecture, Seminar, discussion groups, Interprofessional collaborative activity, CUonline, practice learning, simulation practice and workshop, independent learning 12.3 Practical Skills On successful completion of the programme a student should be able to PS1 PS2 PS3 PS4 PS5 PS6 PS7 PS8 PS9 PS10 PS11 PS12 PS13 Assessment Written Coursework, care study, reflective critique, poster presentations, portfolio, practice assessment grid, project development, skills inventories Demonstrate compassionate, effective, sensitive, appropriate communication and interpersonal skills. Conduct a comprehensive and systematic health assessment of service users needs across the lifespan using a range of appropriate assessment tools. Plan, implement, and monitor nursing care, involving service users and carers. Evaluate and revise expected outcomes, nursing interventions and priorities in accordance with changes in the individual s condition, needs or circumstances across the lifespan. Demonstrate a range of essential nursing skills. Seek supervision to develop safe, compassionate, skilful and autonomous nursing practice. Consult with service users and carers to identify and respond to their need and desire for health promotion advice, education, support and the development of services. Delegate aspects of nursing care to others in a safe and appropriate manner. Co-ordinate the delivery of nursing and health care within one s sphere of professional accountability, including people with complex and co-existing needs. Provide safe and effective immediate care to all people. Lead others in the practice of nursing and wider health and social care. Demonstrate assertive skills when acting as the service user s advocate. Maintain dignity and promote health and wellbeing. The principal teaching, learning and assessment methods normally used to enable outcomes to be achieved and demonstrated are identified below. PS1 to PS13 Teaching and Learning Workshops, clinical practice, simulated practice and workshop, independent learning, portfolio compilation,, Interprofessional collaborative activity, CUonline 12.4 Transferable Skills On successful completion of the programme a student should be able to TS1 TS2 TS3 TS4 TS5 TS6 Assessment Objective Structured Clinical Examination, reflective critique, portfolio, practice assessment grid, skills inventories, ongoing record of achievement, written coursework Recognise and initiate one s own professional development needs through the development of portfolio activities and personal development plans. Demonstrate literacy, numeracy, IT, problem solving and decision making skills. Access health care research, appropriate evidence and literature databases. Demonstrate leadership, management and teamworking skills. Demonstrate analytical and critical thinking skills. Demonstrate the ability to influence the design and delivery of health and social care services.

9 8 TS7 TS8 Demonstrate the ability to work collaboratively. Demonstrate presentation of communication skills. Transferable/key skills are generally incorporated within modules (see annex 3) and related to relevant assessments as appropriate. Self-directed learning forms an element of all modules and the necessity to work within tight deadlines is an essential requirement across the curriculum. The ability to communicate orally and in writing will be developed across the range of modules. The wide range of assessment techniques will ensure that students are given every opportunity to demonstrate their skills in these areas. TS1 to TS8 Teaching and Learning clinical practice, simulated practice and workshop, independent learning, portfolio compilation,, Interprofessional collaborative activity, CUonline Assessment reflective critique, portfolio, practice assessment grid, skills inventories, ongoing record of achievement, written coursework

10 Study Leave Annual Leave Study Leave Annual Leave Study Leave Study Leave Annual Leave Annual Leave 21-Sep Sep-15 5-Oct Oct Oct Oct-15 2-Nov-15 9-Nov Nov Nov Nov-15 7-Dec Dec Dec Dec-15 4-Jan Jan Jan Jan-16 1-Feb-16 8-Feb Feb Feb Feb-16 7-Mar Mar Mar Mar-16 4-Apr Apr Apr Apr-16 2-May-16 9-May May May May-16 6-Jun Jun Jun Jun-16 4-Jul Jul Jul Jul-16 1-Aug-16 8-Aug Aug Aug Aug-16 5-Sep Sep-16 Study Leave Annual Leave Annual Leave Annual Leave Study Leave Study Leave Annual Leave 22-Sep Sep-14 6-Oct Oct Oct Oct-14 3-Nov Nov Nov Nov-14 1-Dec-14 8-Dec Dec Dec Dec-14 5-Jan Jan Jan Jan-15 2-Feb-15 9-Feb Feb Feb-15 2-Mar-15 9-Mar Mar Mar Mar-15 6-Apr Apr Apr Apr-15 4-May May May May-15 1-Jun-15 8-Jun Jun Jun Jun-15 6-Jul Jul Jul Jul-15 3-Aug Aug Aug Aug Aug-15 7-Sep Sep-15 FRESHERS WEEK Study Leave Annual Leave Study Leave Annual Leave Annual Leave Study Leave 23-Sep Sep-13 7-Oct Oct Oct Oct-13 4-Nov Nov Nov Nov-13 2-Dec-13 9-Dec Dec Dec Dec-13 6-Jan Jan Jan Jan-14 3-Feb Feb Feb Feb-14 3-Mar Mar Mar Mar Mar-14 7-Apr Apr Apr Apr-14 5-May May May May-14 2-Jun-14 9-Jun Jun Jun Jun-14 7-Jul Jul Jul Jul-14 4-Aug Aug Aug Aug-14 1-Sep-14 8-Sep Sep Programme Structure and Requirements COURSE PLAN : BSc (HONS) Learning Disabilities Nursing September CC Foundations in Communication and Professionalism 101NHS Introduction to Nursing and its Fields of Practice 103NHS The Scientific Foundations of Nursing 102NHS Introduction to Assessment of Health and Wellbeing 104NHS Practice 1 Year 1 - Introduction to the Foundations of Nursing Practice & 103CC Social Determinants of Health and Wellbeing 105NHS Practice 2 Year 1 - The Foundations of Nursing Practice 217LD Assessment and Care Pathways Across the Lifespan (Learning Disability) 203NHS Legislation, Ethics and Social Policy 218LD Therapeutic Approaches in Learning Disability Nursing 201NHS Nursing Practice 3 Year 2 - Introduction to Managing Person Centred Care 202NHS Nursing Practice 4 Year 2 - Managing Person Centred Care 201CC Evidence Informed Practice and Decision Making 307LD Specialist Care in Learning Disability Nursing 308LD Development and Co-ordination of Complex Care (Learning Disabilities Nursing) 301NHS Practice 5 Year 3 - Co-ordinating Collaborative Care 302CC Working Together to 301CC Enhancing Practice 302NHS Transition to Lead Service Improvement Through Evaluation and Research the Accountable Practitioner 303NHS Practice 6 Year 3 - The Autonomous Practitioner

11 Collaborative Curriculum The Collaborative Curriculum has been developed based upon current thinking regarding the importance of collaboration and the development of interprofessional working within the health and social care workforce. The significance of collaboration and the need to produce professionals who are effective communicators, caring and compassionate has never been so evident (WHO 2010, CAIPE 2012, DH 2012, Francis 2013,). This part of the programme has been created to offer opportunities for collaborative working throughout the programme by the inclusion of a Collaborative Curriculum which will be integrated into the uniprofessional programmes. The Collaborative Curriculum consists of credited theory modules in which a collaborative capability framework is integrated and runs throughout the programme aiming to prepare students to be collaborative practice ready health professionals (WHO 2010). These modules will be undertaken with other health and social care students to develop their communication skills in year 1, and their co-operation skills in year 2 and their collaboration skills in year 3. This part of the programme is influenced by both an enquiry led and values based blended approach to teaching and learning, with both face to face and online experiences. The Collaborative Curriculum includes 5 theory modules; Foundations of Communication and Professionalism (20 credits) Social Determinants of Health and Wellbeing (10 credits) Evidence Informed Practice and Decision Making (20 credits) Working Together to Lead Service Improvement (20 credits) Enhancing Practice Through Evaluation and Research (20 credits) The Collaborative Curriculum offers opportunities for collaborative working between the following courses from the faculty: Foundation Degree in Paramedic Science Diploma of Higher Education for Operating Department Practitioners BSc (Hons) Adult Nursing (September intake) BSc (Hons) Adult Nursing (February intake) BSc (Hons) Children and Young People's Nursing BSc (Hons) Learning Disabilities Nursing BSc (Hons) Mental Health Nursing BSc (Hons) Midwifery (Long) Programme BSc (Hons) Physiotherapy BSc (Hons) Occupational Therapy (full and part time routes) BSc (Hons) Occupational Therapy (In Service Route) BSc (Hons) Dietetics In order to be awarded the BSc (Hons) Learning Disabilities Nursing students must pass all mandatory modules. This will enable students to exit the programme with the knowledge, values and skills to be able to work within integrated care settings to enhance the delivery of care for service users, their families and their carers. Equally it recognises the importance of employability and the importance of added value when entering the health and social care workforce of the future Rules for Progression Programme of Study In accordance with EU requirements, the programme shall be no less than three years or 4,600 hours in length, and students must complete the full time programme in not more than five years, including interruptions. Students undertaking the course on an individual part time route shall complete it in not more than seven years, including interruptions. Students undertaking the part-time route will be

12 11 considered on an individual basis, where circumstances do not permit course completion in accordance with full-time requirements. Learning Disability students will also be exposed to the other three branches of nursing within the common foundation, which will be summatively assessed and continually reviewed through the development of the student s personal portfolio. The following awards are available through this programme of study: BSc (Hons) Learning Disability Nursing, leading to Registration on Part 1 of the NMC Professional Register. Diploma of Higher Education, without Registration on Part 1 of the NMC Professional Register Certificate of Higher Education, without Registration on Part 1 of the NMC Professional Register Regulations for the Individual Modules Regulations for progression normally adhere to Coventry University academic regulations. exception is practice modules where only one re-sit is permitted. The Nursing Practice Modules Practice modules are those which are primarily undertaken within clinical practice placements. A pass in a nursing practice module requires each student to: Demonstrate achievement of all the identified learning outcomes Successfully complete the essential skills at the relevant progression points Demonstrate achievement of all aspects of the interpersonal profile to the level of either satisfactory or very good Complete and submit an attendance record In each of the nursing practice modules, a student will normally be offered one re-sit opportunity to be reassessed. Therefore, students are not normally allowed to repeat practice modules. If the student fails the practice module for the second time the student will normally be discontinued from the course.

13 Progression from Year One to Year 2 of the BSc (Hons) Learning Disabilities Nursing Programme In order to progress from Year One to Year 2 of the programme, a student must achieve the 120 credits available in the first year of the programme, by having studied and passed the following modules: 12 Introduction to Nursing and its Fields of Practice (10 Credits) Introduction to Assessment of Health and Wellbeing (20 Credits) The Scientific Foundations of Nursing (20 Credits) Practice 1 Year 1 Introduction to the Foundations of Nursing (20 Credits) Practice 2 Year 1 The Foundations of Nursing (20 Credits) Foundations in Communication and Professionalism (20 Credits) Social Determinants of Health and Wellbeing (10 Credits) In addition, the student s Personal Tutor will verify that the required practice assessment has been achieved. However, students will only be allowed to carry over 20 credits into the following year of study but, in line with regulations for progression from Year One to Year Two (NMC, 2010), students will be given until the twelfth week of the Year Two programme to study and pass all modules before being eligible to continue their studies. Students who are referred in Practice Two (Adult) on the first attempt will be offered a resit opportunity during the first 12 weeks of Year Two after which, if the student achieves a pass, they will be interrupted from the course but will be eligible to return at the commencement of the next Year Two programme. A student who fails the second attempt at practice will normally be discontinued from the course. Progression from Year Two to Year Three of BSc (Hons) Learning Disabilities Nursing Programme In order to progress from year two to year three of the programme, a student must pass 120 credits available by having studied and passed the following modules: Assessment and Care Pathways across the Lifespan (Learning Disabilities Nursing) (20 Credits) Legislation, Ethics and Social Policy (20 Credits) Practice 3 Year 2 Introduction to Managing Person Centred Care (20 Credits) Practice 4 Year 2 Managing Person Centred Care (20 Credits) Therapeutic Approaches in Learning Disability Nursing (20 Credits) Evidence Informed Practice and Decision Making (20 Credits) In addition, the student s Personal Tutor will verify that the required practice assessment has been achieved. However, students will only be allowed to carry over 20 credits into the following year of study but, in line with regulations for progression from Year Two to Year Three (NMC, 2010), students will be given until the twelfth week of the Year Three programme to study and pass all modules before being eligible to continue their studies. Students who are referred in Practice 4 on the first attempt will be offered a resit opportunity during the first 12 weeks of Year Three after which, if the student achieves a pass, they will be interrupted from the course but will be eligible to return at the commencement of the next Year Three programme. A student who fails the second attempt at practice will normally be discontinued from the course.

14 Requirements for the Award of a BSc (Hons) in Learning Disabilities Nursing, leading to Registration on Part 1 of the NMC Register In order to achieve the award of BSc (Hons) Learning Disabilities Nursing leading to Registration on Part 1 of the NMC Register, a student must have passed all modules in Year one and two of the Programme, and the following modules in Year Three: 13 Transition to the Accountable Practitioner (10 Credits) Development and Co-ordination of Complex Care (Learning Disabilities Nursing) (20 Credits) Specialist Care in Learning Disabilities Nursing (10 Credits) Working Together to Lead Service Improvement (20 Credits) Enhancing Practice through Evaluation and Research (20 Credits) Practice 5 Year 3 Co-ordinating Collaborative Care (20 Credits) Practice 6 Year 3 The Autonomous Practitioner (20 Credits) In addition, the student s Personal Tutor will verify that the required practice assessment has been achieved. The designated sign-off mentor must make the final assessment of practice and confirm that the required proficiencies for entry to the register have been achieved. In order to be awarded the BSc (Hons) in Learning Disabilities Nursing, students must pass all mandatory modules. As well as receiving the academic award as stated above, students will be awarded a Faculty Certificate of Recognition. This certificate will recognise that the Collaborative Capability Framework builds upon previous work to shape health professional students into collaborative practice ready health professionals in preparation for employment. This will enable students to exit the programme with the knowledge, values and skills to be able to work within integrated care settings to enhance the delivery of care for service users, their families and their carers. Equally it recognises the importance of employability and the importance of added value when entering the health and social care workforce of the future. The classification of the honours degree will be based on performance in the modules as specified in Coventry University Mode C Academic Regulations, with the classification normally based upon either of the following calculations, whichever is the higher: i) the average mark of the 100 credits worth of modules with the highest mark at level 3 or above, or ii) the average mark of the 220 credits worth of modules with the highest mark at level 2 and above. The classification boundaries for First Class, Upper Second Class, Lower Second Class and Third Class shall be 70%, 60%, 50% and 40% respectively. Practice modules which do not consist of a percentage marked assessment will not be included in the final degree classification.

15 14 Diploma of Higher Education without a Professional Award Students who fail to meet the specific requirements of the programme will be considered for a Diploma of Higher Education in accordance with University academic regulations. Students awarded the Diploma of Higher Education will not be eligible for the NMC Professional Award and will not be eligible to return Coventry University to undertake further nursing studies. Certificate of Higher Education without a Professional Award Students who fail to achieve the specific requirements of the programme will be considered for a Certificate of Higher Education in accordance with University academic regulations. Students awarded the Certificate in Higher Education will not be eligible for the NMC Professional Award and will not be eligible to return to Coventry University to undertake further nursing studies. Additional Requirements for the Award of BSc (Hons) Learning Disability Nursing To be eligible for the above awards, students must achieve the academic requirements outlined above plus the following professional requirements: attendance requirements for the course be of good health and character The requirement for a statement of good health and good character is requested by the NMC when students gain entry to the Professional Register. The Pre-registration Nursing Course Director is required to make this statement for individual students upon completion of the programme of studies. The criteria for determining health and good character are identified within the following: Occupational Health process Policy and procedure on the monitoring of criminal records of students on Health and Social Care professional courses relating to Disclosure and Barring Service (DBS) disclosure End of course questionnaire NMC (2008) The NMC Code: standards of conduct, performance and ethics for nurses and midwives NMC (2008) Good health and good character: Guidance for educational institutions Protecting the Public Through Professional Standards To be of good health and character the individual should demonstrate: Personal suitability for and have a commitment to nursing, from the point of admission to and throughout the programme of studies. Personal suitability is defined as having such qualities as: Reliability Honesty Ability to help people face difficult situations Evidence of decision making and sound judgement Demonstrate sensitivity and tolerance Demonstrate the ability to maintain appropriate personal and professional boundaries Adherence to the NMC Code: standards of conduct, performance and ethics, to which nurses and midwives fully subscribe, is an expectation of student nurses aspiring to join the profession and underpins the outcomes for this programme.

16 The Course Director, Year Tutors, Personal Tutor, Practice Educators/Facilitators and Practice Module Leaders, Clinical Academic in Practice and Mentors undertake monitoring of a student s suitability to join the profession of nursing. Documentation relating to these qualities can be found in the documentation supporting the achievement of practice (profile activities and practice grids). 14 Support for students and their learning General Support The University and Faculty provide a range of support mechanisms to meet the educational and pastoral needs of students As a minimum, student support mechanisms must be consistent with the University policies on Equal Opportunities (including that on students with disabilities). The Student s Union is also available to offer support to all students. Information to students about the available support systems is provided in University guides. An induction programme will be provided for all students Students are assigned a personal Tutor for the duration of the programme Module leaders provide specific information and support related to their modules Course Directors provide more general support and monitor students progress During each academic session timetables are planned to allow students to discuss issues to be put forward to Student Forums and Board of Study. Of particular support to students is the University s Mathematics Support Centre and the Centre for Academic Writing Students with disabilities Reasonable adjustments can be made to the teaching, learning, assessment and support of the course(s) to maximise accessibility to students with disabilities and these are also described in the Programme Specification Theoretical support Each theoretical module within the programme is led by the module leader who will provide the student with access to the following: Module guide Module timetable Module reading list Coursework/assessment brief and guidelines Submission dates for coursework/assessment Ensure student feedback is provided regarding assessments Provide tutorial support for assessments Access to Moodle 14.4 Practice support during placement Throughout the clinical practice modules students will be able to access support from a number of sources. These include their mentor in practice, other clinicians, Academic in Practice and Practice Facilitators/Educators.

17 Mentors All students will be allocated a mentor, and work with, throughout their clinical placements. Their role is to: Provide support and guidance to students Act as a role model and teacher of practice Inform and negotiate with the student any specific or additional opportunities that the student wishes to achieve Be familiar with the criteria for assessment and standards to be achieved Be familiar with, and complete the assessment documentation related to the clinical area Liaise with the Academic in Practice regarding student s progress or failure to reach the required level. Attend annual mentor update sessions Verify the hours of student attendance in clinical practice 14.6 Academic in Practice The Academic in Practice role is central to the achievement of learning outcomes in such a way that the relationships of theory to practice are developed throughout the programme. The Academics in Practice are also required to ensure that students consider the need for research on which to base clinical activity. 15 Criteria for Admission 15.1 Requirements The minimum age of entry is in keeping with the European Directive 77/453/EEC. Students must meet the following minimum entry requirements to become eligible for acceptance on the course, these are: Five academic GCSE s, Grades A-C (to include English, Maths and Science) or accredited equivalents OR PLUS ONE OF: A Levels: 3 C s AVCE: CC in an AVCE 12 unit award in Health and Social Care OR BTEC Diploma: Pass all 18 units in a health related course to gain an overall award of MMM OR BTEC Certificate: Pass all 12 units in a health related course to gain an overall award of MM and 1 A Level Access Courses: Minimum of 45 credits at level three to include 15 distinctions in a kite-marked health related access course OR International Baccalaureate 27 points OR Scottish Highers 240 points OR Irish Leaving Certificate 380 points BTEC National Diploma: MMM Pass in 18 unit health related course including a minimum of four distinctions OR BTEC National Certificate: DD Pass in 12 unit health related course including a minimum of four distinctions OR GNVQ (Full Award): Merit in 12 unit health related course PLUS satisfactory health clearance and criminal record disclosure In addition, relevant care experience with adults.

18 Students whose first language is not English are required to have a recognised English Language qualification in order to study at Coventry University. Students must have one of the following: a GCSE or GCE O Level Grade C in English or IELTS Grade 7.0 or TOEFL Grade 213 Computer Based Test or Cambridge Certificate.and, in addition to the academic qualifications, all non EU applicants to the course must and provide evidence of completion of the academic version of the International English Language Test (IELTS) Applicants must complete IELTS test and achieve: At least 7.0 in the listening and reading sections At least 7.0 in the writing and speaking sections At least 7.0 (out of a possible 9) overall Successful candidates will be offered a place subject to satisfactory health screening, enhanced criminal record check and references. References should be academic and/or employment related Admissions Procedure Candidates that gain a place on the learning disability nursing course will have had some experience of working with adults and/or children with learning disabilities. All candidates are screened by the admissions staff and admissions tutor to ensure they meet the necessary entry requirements. Suitable candidates are invited into the University for a face to face interview with a panel. The panel typically comprises of a lecturer, service user and practice representative. The candidates have to pass a numeracy and literacy test and perform satisfactorily during the interview before an offer is made. Any offers are collectively decided on by the panel. Securing a place on the course is dependent on successful CRB, health clearance and satisfactory supporting references. Admission includes a group selection interview and literacy exercise. The selection panel includes representatives of the local NHS Trusts and the Faculty of Health and Social Sciences. Agreed criteria and set standards are used as part of this process. Use of references. All applicants are required to provide details of two referees and admission to the course progresses when both written references have been received and are considered by the panel as acceptable Statement on Equal Opportunities Policy The University affirms its commitment to the equal treatment of all human beings regardless of their sex, age, race, ethnic origins, colour, marital status, sexual orientation, family responsibility, physical and sensory disability, political or religious beliefs and activities unless those activities are contrary to the policies of the University. It is firmly opposed to any form of discrimination, which can be shown to be either directly or indirectly based on these human attributes and values. Students with specific disabilities will be assessed for suitability for nurse training on an individual basis. An occupational health assessment will be required to assess suitability. The University will, therefore, as a provider of educational services offer equal opportunities for access to its course within its Admissions Policy and pursue positive recruitment policies to ensure maximum open access. Selection criteria and procedures will be monitored and reviewed to ensure that students are recruited on the basis of their relevant merits and abilities. Student progress and achievements will similarly depend on their relevant merits and abilities and will be subject to monitoring and review to ensure that discrimination is not occurring in line with the Disability Discrimination Act (1995/2002). The University will take all appropriate disciplinary or legal action to protect staff and students from any discriminatory behaviour, verbal or physical, by any individual or groups from within or outside the institution. 17

19 Allegations of discriminatory behaviour by any member of the University, staff or student, will be dealt with under the appropriate Grievance and Disciplinary Procedures. Proven cases of discrimination against students may form the basis for appeals against the decisions of the Board of Examiners Accreditation of Prior Experiential Learning For nursing students the following need to be taken into account: New guidelines on the Accreditation of Prior Learning (QAA 2004) AP(E)L is permitted for a maximum of 50% of the programme (NMC Standards 2010). 18 Students who will be eligible to AP(E)L are those with whom the University has links related to nurse education i.e., students entering with; Practice experience (Health Care Assistant in NHS Trusts, Residential/Nursing Homes) Other appropriate and relevant qualifications, for example: Foundation degrees. Students transferring from other institutions 16 Method for Evaluating and Enhancing the Quality and Standards of Teaching and Learning The Programme is managed by the Pre Registration Nursing Programme Board of Study of the Faculty of Health and Life Sciences, Department of Nursing and Health Studies. The Programme Assessment Board (PAB) for Pre-Registration Nursing is responsible for considering the progress of all students and making awards in accordance with both the University and coursespecific regulations. The assurance of the quality of modules is the responsibility of the Boards of Study which contribute modules to the programme. External Examiners report annually regarding the programme and their views are considered as part of the Course Quality Enhancement Mechanisms (CQEM). Details of the CQEM process can be found on the Registry's website. Students are represented on the Student Forum, Board of Study and Faculty Board, all of which normally meet three times per year. Student views are also sought through module and course evaluation questionnaires. 17 Regulation of Assessment The University policy requires the internal moderation of assessments. The Pre Registration Nursing Programme Assessment Board (PAB) is responsible for considering the progress of all students and making awards in accordance with both the University and course-specific regulations. External Examiners are appointed for all named University awards. The role of the External Examiner at module level is to ensure that academic standards are in line with national norms for the subject. External Examiners undertake the moderation of examination papers, and view representative samples of work for the modules for which they have responsibility. At programme level, External examiners help to ensure fairness in the consideration of student progression and awards. They have the right to comment on all aspects of the assessment system and participate as full members of the assessment boards. The pass mark for all modules is 40%, (however some numeracy examination marks vary). This overall module mark may comprise more than one component (e.g. coursework and exam). The

20 individual module descriptors give the precise pass criteria and the weighting of the component marks that contribute to the overall module mark. On undergraduate programmes, the Honours classification boundaries for First Class, Upper Second Class, Lower Second Class and Third Class are 70%, 60%, 50%, and 40% respectively. 18 Indicators of Quality and Standards The university is subject to a number of annual external audits of quality: Quality Assurance Agency (QAA) for Higher Education reviews have been consistently positive. The Institutional Audit 2008 reported confidence in the University s management of the quality of programmes and the academic standards of awards. Nursing specific audits of quality reflect positive outcomes: Independent reviews of the quality of educational provision in nursing in the Faculty of Health and Life Sciences by the Nursing and Midwifery Council subject review processes in February 2012 indicated confidence in the course provision (by the narratives: Good). Education Commissioning for Quality (ECQ) by the Strategic health Authority in the period 2011/12 found that in terms of RAG rating, Green was the most prevalent rating for Recruitment to target, Attrition and Completion on time as quantitative ECQ indicators for health courses. Nursing scored amber for the majority of courses. Nursing students who responded to The National Student Satisfaction Survey in 2012 scored nursing as 5th out of 24 departments in the university with a score of 91%. Scores particularly worthy of emulation were: Teaching (93%) Personal development (93%) This score contributed to placing nursing at Coventry University at number 22 out of 78 providers in the Guardian league tables in The report of QAA s Institutional Audit undertaken in November 2008 confirmed that 19 Confidence can be placed in the soundness of the institutions current and likely future management of the academic standards of its awards. Confidence can be placed in the soundness of the institutions current and likely future management of the quality of the learning opportunities.

21 20 19 Additional Information International Experience Coventry University is committed to expose all undergraduate students to an international experience. This course is firmly supportive of that goal which adds value to the overall student experience by providing key insights into cultural diversity and global issues of significance to public health and all fields of nursing practice. The Nursing and Health Studies department has existing links with universities in Malaysia, China, Hong Kong and Kenya. There are also Erasmus agreements with several European institutions which have been utilised for incoming and outgoing student exchanges. Additionally departmental staffhave made institutional visits under this scheme. Arrangements for students to undertake non-assessed short periods of experience abroad will be facilitated. While not assessed and relatively short e.g. 3 to 4 weeks in duration, they will add value to the course. Erasmus supported placements have the advantage of being partially funded. Students may also have opportunities to travel under the university volunteering scheme working on live projects such as orphanage based work in Uganda. Such schemes are fully funded and may be undertaken during inter-sessional breaks. The undergraduate nursing course will expose students to a wide range of international literature and research indentified as essential or recommended reading within module information documents and individual teaching sessions. Opportunities to study specific issues, such as people trafficking, are facilitated. An established scheme is in place whereby the department receives associate professors and other senior staff from relevant institutions in India and China for example. Recent secondments have been for 3 to 6 months duration. Students may have some exposure to these professional colleagues providing additional insights into international issues. Nursing students will be exposed to a form of non-mobility exchange which will involve engagement with similar students from abroad using either synchronous or asynchronous electronic means. This will provide an opportunity for international comparisons and mutual learning. Both incoming and outgoing students and visiting scholars will add to the international experience our students will have. Coventry University has over 3,000 students from more than 100 countries studying at the University, and by virtue of this diversity within the student body along with staff and service users within the placement circuits, students will gain important insights into international issues. Key sources of information about the course and student support can be found in: NMC Annual Report of Pre-registration Nursing 2012 Coventry University Prospectus Faculty of Health and Life Sciences Handbook Module Information Directory: Student Services: