COURSE TITLE: BSc Hons IN SPECIALIST NURSING PRACTICE 1 AWARDING INSTITUTION/BODY: UNIVERSITY OF ULSTER 2 TEACHING INSTITUTION: UNIVERSITY OF ULSTER 3 LOCATION: JORDANSTOWN/COLERAINE/MAGEE CAMPUS ONE (certain modules) 4 COURSE ACCREDITED BY: NIPEC (on behalf of NMC) 5 FINAL AWARD: BSc Honours in Specialist Nursing Practice 6 MODE OF ATTENDANCE: FULL-TIME/PART-TIME 7 SPECIALISMS: Critical Care Nursing Cardiac Nursing: Coronary Care Cardiac Surgery Cardiac Assessment* Neurosciences Nursing Neurorehabilitation Brain Injury Rehabilitation Emergency Care Surgical Nursing Surgical Nursing: Operating Theatre Urological Nursing Burns and Reconstructive Surgery Nursing Care of People with Diabetes Care of People in Later Life (short course only) Rheumatology Care Stroke Care Palliative Care Pain Management Dementia Care Drug and Alcohol Misuse Eating Disorders Forensic Health Care Cognitive Behavioural Therapy Working with People with Learning Disability who Challenge (Mental Health) Working with People with Learning Disability who Challenge (Challenging Behaviours) *Nurse Practitioner 8 COURSE CODE: G771UC / G771UJ / G771UM G325UC / G325UJ / G325UM 9 HESA CODE: B7 10 EDUCATIONAL AIMS AND OBJECTIVES OF THE COURSE The overall aims of this programme are as follows: 1. to enhance the knowledge and skills of nurses working within specialised areas of practice. 2. to prepare competent specialist nurses who are able to reflect systematically upon their practice and to contribute to the development of nursing practice. 3. facilitate the provision of a high quality, evidence based, cost effective service for patients/clients within specialist areas of practice. 4. to enable students to meet the NMC requirements for a recorded specialist nursing qualification. 1
11 MAIN LEARNING OUTCOMES The course provides opportunities for students to achieve and demonstrate the following learning. 11K K1 K2 K3 SUBJECT RELATED QUALITIES Knowledge and Understanding demonstrate a high level of knowledge about clinical care in their specialised area; demonstrate a high level of knowledge pertaining to their specialist area of practice; draw on global developments within their area of specialisation and use this understanding in developing innovative practice. Learning and Teaching Methods: A range of teaching/learning methods are used within this programme to enable students to develop knowledge and understanding related to these learning outcomes and to provide the foundation for other learning outcomes below. Methods used include lectures, seminars/discussions, guided reading and use of web sites. Videos and other materials are used to support these. In some modules, elearning is used to provide or support the theoretical instruction. Assessment Methods: Assessment methods require demonstration of the application of knowledge through, for example, care plans or case studies, essays, development of portfolios. The School of Nursing Assessment Schedule used in the School of Nursing evaluates knowledge and comprehension/application, as well as other aspects of intellectual skills. 11I I1 I2 I3 I4 I5 I6 INTELLECTUAL QUALITIES integrate theory with practice and explore differing relationships between theory and practice in nursing; evaluate the effectiveness of care against planned outcomes and implement amended care as necessary; meet the clinical governance agenda in relation to the effectiveness of care; evaluate published research and other evidence based materials; identify scope for health education and promotion activities within their specialist area of practice and plan appropriate interventions; assess the merits and demerits of an entrepreneurial approach to service planning and provision. Learning and Teaching Methods: these qualities will be developed through activities which require students to relate their knowledge to clinical practice and vice versa. These include contributing to discussions drawing upon clinical experience, engaging in debate, developing care plans and evaluating their effectiveness in clinical practice, exploring the literature related to their area of practice. Assessment Methods: the major approaches which contribute to the assessment of these outcomes are as follows: 1. assessment of competency development in relation to clinical practice as specified for their level of development; 2. the School of Nursing Assessment Schedule assesses intellectual qualities such as analysis, synthesis and evaluation in written coursework; 3. the coursework required will require demonstration of I1, I3, I4, I5 and I6. 2
11P P1 P2 P3 P4 PROFESSIONAL/PRACTICAL SKILLS demonstrate a high level of skill in clinical care within their specialism; competently assess the holistic needs of patients and families/carers in their specialist area, working in partnership with patients/families/carers as appropriate; plan evidence-based, achievable, culturally sensitive, patient and carer centred, innovative, proactive patient care; work collaboratively within the multidisciplinary/multi-agency care team as appropriate to their specialism, promoting positive and effective relationships; Learning and Teaching Methods: building on previously acquired knowledge and skills, students will continue to develop their clinical skills with the support and guidance of a mentor or practice educator. In addition, lectures and discussion with their specialist lecturer, reflection on practice and clinical supervision will promote their development in these areas. Assessment Methods: the assessment of these learning outcomes will be through: 1. competency assessment in clinical practice with their mentor or practice educator and specialist lecturer; 2. presentation of care plans and case studies demonstrating P2, P3 and P4. 11T T1 T2 T3 T4 T5 T6 T7 TRANSFERABLE/KEY SKILLS demonstrate objective judgement and decision making in relation to their area of practice; demonstrate leadership in developing practice within their area of expertise; continue their own professional development through involvement in clinical supervision, peer support and professional fora; nurture and develop colleagues through caring humanistic approaches, education, supervision, encouraging reflection and acting as a role model; apply moral and legal principles in their area of specialist practice; question current practice within their specialist practice. utilise the skills of innovation to demonstrate an understanding of how to resource and implement new service initiatives. Learning and Teaching Methods: the theoretical modules will provide the relevant knowledge underpinning these learning outcomes and they will develop the skills through supported exposure to situations in practice in which these skills are required. A questioning approach will be encouraged throughout the teaching of all modules. Assessment Methods: these skills are assessed through: 1. competency assessment in clinical practice with their mentor or practice educator and specialist lecturer; 2. presentation of care plans and case studies demonstrating T1, T5, T6 and T7. 3
11 MODULE OUTCOME MAP Please Note: The matrix displays only the main measurable outcomes. There may be other outcomes detailed in the module descriptions which are not assessed. MODULE OUTCOMES TITLES CODE K1 K2 K3 I1 I2 I3 I4 I5 I6 P1 P2 P3 P4 T1 T2 T3 T4 T5 T6 T7 Leadership and Management for Advanced Practice NUR561 Research Design and Methods NUR553 Specialist Practice in Service Settings (with Dissertation) (Level 3) NUR534 Principles of Critical Care Nursing NUR705 Management of the Patient with a Critical Illness (level 3) NUR703 Holistic Practice in Critical Care (level 3) NUR468 Caring for the Patient with Cardiac Illness (level 3) NUR616 Coronary Care Nursing (level 3) Fundamentals of Neurological Disorders (level 3) NUR729 Rehabilitation in Neurosciences Care (level 3) Neurosciences Nursing (level 3) NUR728 Multidisciplinary Assessment and Management in Neurological Care (level 3) Care in Traumatic Brain Injury (level 3) Rehabilitation in Traumatic Brain Injury (level 3) Principles Of Emergency Care NUR724 Assessment and Management in Emergency Care (level 3) NUR725 Emergency Care (with Dissertation) (level 3) NUR726 Assessing the Surgical Patient NUR720 Caring for the Surgical Patient (level 3) Nursing in the Operating Department (level 3) NUR721 4
TITLES CODE K1 K2 K3 I1 I2 I3 I4 I5 I6 P1 P2 P3 P4 T1 T2 T3 T4 T5 T6 T7 Foundations in Urology Nursing People with Urological Disorders (level 3) NUR603 Foundations of Adult Urinary Continence Promotion (level 3) Fundamentals in Burns and Reconstructive Surgery Nursing Aspects of Burns and Reconstructive Surgery Nursing (level 3) Nursing Children with Burns or Undergoing Reconstructive Surgery (level 3) NUR633 NUR653 NUR354 NUR655 Basic Management of Diabetic Complications (level 3 ) NUR569 Communication, Patient Education and Mentorship in Clinical Practice (level M) Knowledge and Practice in Specialist Diabetic Nursing (level 3) NUR534 NUR570 Diabetes Individual Study (with Dissertation) (level 3) Theoretical Principles of Rheumatology (level 3) NUR614 Care of those with Rheumatological Disorders (level 3) NUR615 Multidisciplinary Stroke Care (30 credits) Stroke Nursing (30 credits) Understanding Palliative Care (level 3) NUR617 Advanced Knowledge in Symptom Management (level 3) NUR618 Loss, Grief and Bereavement (level 3) Principles of Pain Management (level 3) NUR619 Dimensions of Pain Management (level 3) NUR620 Understandings of Dementia (level 3) NUR530 Context of Dementia Care (level 3) Approaches to Dementia Care (level 3) Interventions with People with Drug and Alcohol Misuse and Complex Needs (level 3) NUR334 5
TITLES CODE K1 K2 K3 I1 I2 I3 I4 I5 I6 P1 P2 P3 P4 T1 T2 T3 T4 T5 T6 T7 Developing Skills To Assist People In The Process Of Change (level 3) NUR333 Eating Disorders Introduction (level 3) NUR539 Assessment and Communication Skills in Eating Disorders (level 3) Models of Intervention in Eating Disorders (level 3) Fundamentals of Forensic Health Care (level 3) NUR366 Current Practice In Forensic Health Care (level 3) NUR563 Therapeutic Interventions in Forensic Health Care (level 3) NUR564 Context of Cognitive Behavioural Psychotherapy (level 3) NUR516 Cognitive Behavioural Psychotherapy Theoretical Issues (level 3) Clinical Application of Cognitive Behavioural Psychotherapy (level 3) Principles of Assessing People with Learning Disabilities and Mental Health Problems (level 3) Principles of Working with People with Learning Disabilities who Display Challenging Behaviours (level 3) Therapeutic Approaches to Caring for People with Learning Disabilities and Mental Health Problems (level 3) Therapeutic Interventions with People with Learning Disabilities who Display Challenging Behaviours (level 3) Working within a Service for People who Challenge (with Dissertation) (level 3) NUR558 NUR504 NUR659 NUR660 Health Assessment (level 3) NUR723 Applied Pathophysiology and Pharmacology (level 3) Optional Modules Teaching and Learning Methods 6
12 COURSE STRUCTURE AND REQUIREMENTS FOR THE AWARD This programme leads to both the academic award of BSc Hons and a professional award as a Specialist Practitioner in a named area of practice. Students entering this programme are assessed under CATS and accredited for relevant prior certificated and experiential learning. They will be advised of the required study and practice to gain the BSc Hons and the professional award. Students are required to demonstrate learning in the following areas: Professional Knowledge and Practice Research and the Evidence Base for Practice Contextual Issues in Health and Social Care The professional award is based on the five or six modules specified for the particular Specialist Practice Pathway. The same modules (120 credits) are used in the calculations for the award of the BSc. Honours. Professional practice competencies must be achieved. Some students may need to complete additional modules to make up the 360 credits for the award of a BSc degree. Module Title Credit Level Credit Points Module Status Awards Leadership and Management for Advanced Practice 3 20 Required Research Design and Method 3 20 Required Specialist Practice in Service Setting (or equivalent)(with dissertation) 3 20 Specified Specialist Module 1 3 20 Specified Specialist Module 2 3 20 Specified Specialist Module 3 or Optional Module 3 20 Specified or Optional Additional modules if necessary for award of degree BSc Hons in Specialist Nursing Practice + Specialist Nursing Qualification 7
13 SUPPORT FOR STUDENTS AND THEIR LEARNING Students and their learning are supported in a number of ways: Induction process ensures that they understand the context in which they are studying and develop the academic skills required. Course Director ensures that all necessary information is provided and the course is organised effectively. The Course Director can be approached by students as necessary. Advisers of Studies. Each student is allocated to a Studies Adviser who will provide academic and pastoral support for completion of the programme. Within this programme the Advisor of Studies is normally the Option Leader or specialist lecturer for the particular specialised area. Teacher Practitioner. A nurse experienced in the area of practice will be identified by the student and approved by the University, if suitable, to provide guidance and support for students. She/he will be responsible for arranging the necessary experience for those students undertaking the Specialist Practice Pathway and for assessment of clinical competence with the specialist lecturer. The Teacher Practitioner is prepared for this role and supported throughout. Support will be available to deal with technical issues related to the use of learning. All students will also have access to the full range of student services and facilities provided including: Information Services Department Student Support Department Sport and Recreation Department International Office Students Union Chaplaincy Crèche 14 CRITERIA FOR ADMISSION TO THE COURSE Applicants must satisfy the University s general entry requirements and specific requirements for admission to the course are detailed below: First level Nursing qualification entered on the NMC Register as specified in the Regulations. International students will have to obtain temporary registration Access to current clinical experience within the area of specialist study and agreement of support from the appropriate nurse manager At least three years experience in an area relevant to the specialist study for entry to the programme leading to the Specialist Practice qualification, or as specified for the particular option Satisfactory completion of Research for Practice module or equivalent. provide evidence of their ability to undertake the course through the accreditation of prior experiential learning or previous study; 8
15 EVALUATING AND IMPROVING THE QUALITY AND STANDARD OF LEARNING AND TEACHING The School of Nursing aims to be responsive to health service needs and to feedback from a wide range of sources, and aims to be innovative in continually improving quality. A number of methods are used to obtain feedback and modify the programme accordingly. Staff/student consultation enables students to raise any issues of concern related to their programme. This may be managed in a number of different ways including formal Staff/Student Consultative Meetings, meetings with a class or option group, use of questionnaires, on-line discussions. As necessary issues are forwarded to the Course Committee Annual student questionnaires are used to evaluate the quality of staff teaching Modules are evaluated on each occasion offered Student performance in theoretical assessment in monitored Annual course/subject monitoring occurs External examiners play a key role in monitoring of standards University/Faculty/School strategies support quality of teaching and learning Staff are encouraged to access a range of Staff Development activities 16 REGULATION OF STANDARDS Assessment rules These are detailed in the Course Regulations External examiners Pass mark is 40% Condonement may be permitted as specified in the Regulations The classification of the degree awarded is based on the 120 credits (five or six modules) at level 3 contributing to the specialist practice qualification. All clinical competencies must be passed An external examiner will be appointed with experience in offering comparable programmes elsewhere. His/her responsibilities will be to: review the standard of work produced by students and compare this with work produced by students on comparable courses elsewhere comment on the quality of teaching and learning review the appropriateness of assessment methods comment on any other relevant issues 9
17 INDICATORS OF QUALITY RELATING TO LEARNING AND TEACHING The course will be accredited by NIPEC on behalf of the Nursing and Midwifery Council. It will lead to a professional award recorded on the NMC Professional Register. The Nurse Practitioner programme will be submitted to the RCN for accreditation. 84% of academic staff and 92% of Nursing staff in the School of Nursing are: Registered Nurse Teachers or hold another teaching qualification or are currently undertaking a teaching qualification. Remaining Nurse lecturers are commencing the Nurse teachers course in the next academic year Dr Viv Coates, a Senior lecturer in the School of Nursing, has been awarded a Distinguished Teaching Fellowship, one of two awarded by the University each year. Nursing at the University of Ulster was awarded a score of 22 at QAA Subject Review [2001] The School of Nursing at the University of Ulster gained a score of 4 in the Research Assessment Exercise and is joint 5 th in the UK [2002] The majority of staff contributing to these programmes belong to one of the Recognised Research Groups within the Centre for Nursing Research. These are: Developmental Disabilities and Child Health Life Crisis and Long Term care Primary Care and Public Health Working with Older People At present 24 members of staff hold Doctorates and 21 are currently working towards these awards FDTL4 funding of 250,000 awarded in August 2002 for project on development of role of mentor by University of Ulster in partnership with Universities of Plymouth and Northumbria and in collaboration with Queen s University of Belfast. 10