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The Pre-registration Nursing

Programme

BSc (Hons) Nursing

Adult, Mental Health, Child

Pathway Handbook:

September 2011 Cohort

School of Health and Social Sciences

Programme Leader:

Student Name:

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Contents

SECTION 1- PURPOSE OF YOUR HANDBOOK...........................................................................................5

SECTION 2 - WELCOME TO THE SCHOOL.................................................................................................6

WELCOME FROM THE DEAN............................................................................................................................6WELCOME TO YOUR PROGRAMME PATHWAY – BSC (HONS) NURSING ADULT, MENTAL HEALTH, CHILD........................9PHILOSOPHY OF THE PROGRAMME...................................................................................................................11

SECTION 3 - PROGRAMME STAFF......................................................................................................... 12

SECTION 4 - PROGRAMME SPECIFICATIONS..........................................................................................14

BSC (HONS) NURSING ADULT FIELD PATHWAY..................................................................................................15BSC (HONS) NURSING MENTAL HEALTH FIELD PATHWAY....................................................................................29BSC (HONS) NURSING – CHILD PATHWAY........................................................................................................43

SECTION 5 – CALENDAR....................................................................................................................... 57

SECTION 6 - ACCREDITATION OF PRIOR LEARNING (APL)......................................................................58

SECTION 7 - LEARNING, TEACHING AND ASSESSMENT WITHIN YOUR PROGRAMME.............................60

LEARNING AND TEACHING METHODS...............................................................................................................60INTERPROFESSIONAL LEARNING.......................................................................................................................61MONITORING AND ENHANCING THE PRACTICE LEARNING ENVIRONMENT.................................................................65ASSESSMENT STRATEGY.................................................................................................................................66MARKING AND MODERATION.........................................................................................................................67ASSESSMENT FEEDBACK.................................................................................................................................68RESUBMISSIONS...........................................................................................................................................70DEFERRAL...................................................................................................................................................70EXTENUATING CIRCUMSTANCES......................................................................................................................70ASSESSMENT OFFICER SUPPORT......................................................................................................................70ACADEMIC DISHONESTY AND PLAGIARISM.........................................................................................................71ASSESSMENT MAP BSC (HONS) NURSING........................................................................................................72

Adult Nursing Years 1-3.......................................................................................................................72Mental Health Nursing Years 1-3........................................................................................................74Children’s Nursing Years 1-3................................................................................................................76

PROGRESSION..............................................................................................................................................78MAPPING OF YEARS 1-3 AGAINST NMC STANDARDS.........................................................................................78PROGRESSION CRITERIA.................................................................................................................................79EMPLOYABILITY SKILLS...................................................................................................................................79

SECTION 8 - STUDENT SUPPORT........................................................................................................... 82

COMMUNICATION PROCESSES.........................................................................................................................82MISIS - ACCESSING YOUR OWN RECORDS.........................................................................................................82MIDDLESEX E-MAIL – YOUR ACCOUNT FOR LIFE................................................................................................82LETTER REQUESTS........................................................................................................................................83LEARNER DEVELOPMENT UNIT........................................................................................................................83OASISPLUS.................................................................................................................................................84

STUDENT PORTAL 24/7................................................................................................................................84ACADEMIC SUPPORT.....................................................................................................................................85SPECIALIST ADVICE AND SUPPORT....................................................................................................................86COUNSELLING..............................................................................................................................................86DISABILITY SUPPORT SERVICE.........................................................................................................................87MONEY AND WELFARE ADVICE........................................................................................................................88THE CAREERS SERVICE...................................................................................................................................88

SECTION 9 - PROFESSIONAL REQUIREMENTS FOR PRE-REGISTRATION NURSING PROGRAMMES...........89

THE NMC CODE..........................................................................................................................................89CRIMINAL RECORDS BUREAU (CRB) CLEARANCE................................................................................................89OCCUPATIONAL HEALTH CLEARANCE................................................................................................................89FITNESS FOR PRACTICE..................................................................................................................................90COMPLETION OF YOUR PROGRAMME...............................................................................................................90GOOD HEALTH AND CHARACTER DECLARATION...................................................................................................90CONFIDENTIALITY IN WRITTEN WORK................................................................................................................90ATTENDANCE...............................................................................................................................................91MANDATORY TRAINING.................................................................................................................................92LEAVE ENTITLEMENTS...................................................................................................................................92RECORDING ATTENDANCE TO MEET PRACTICE LEARNING HOURS............................................................................94IMPLICATIONS OF SICKNESS AND ABSENCE........................................................................................................94SUPPORT FOR ILL HEALTH..............................................................................................................................94MANAGEMENT OF REPEATED NON-ATTENDANCE...............................................................................................95RECORDING AND REPORTING SICKNESS AND ABSENCE.........................................................................................95RETRIEVAL OF MISSED PROGRAMME HOURS.....................................................................................................96STEPPING OFF YOUR PROGRAMME...................................................................................................................96STEPPING BACK ONTO YOUR PROGRAMME........................................................................................................96STUDENTS UNDERTAKING PAID WORK IN ADDITION TO PROGRAMME HOURS.........................................................97CHANGE OF FIELD OF PRACTICE.......................................................................................................................97

SECTION 10 - QUALITY ASSURANCE AND ENHANCEMENT OF YOUR PROGRAMME................................98

STUDENT REPRESENTATIVES...........................................................................................................................98BOARDS OF STUDY.......................................................................................................................................99SCHOOL BOARD OF STUDY.............................................................................................................................99PROGRAMME EVALUATION FORMS..................................................................................................................99NATIONAL STUDENT SURVEY (NSS)...............................................................................................................100OTHER SURVEYS.........................................................................................................................................100SUGGESTIONS AND COMPLAINTS...................................................................................................................100HEALTH, SAFETY AND WELFARE....................................................................................................................101PERSONAL EVACUATION PLANS.....................................................................................................................101MIDDLESEX UNIVERSITY STUDENTS UNION.....................................................................................................101

SECTION 11 - YOUR MODULES YEARS 1- 3..........................................................................................103

COLOUR INDEX FOR MODULE NARRATIVES IN EACH YEAR:.................................................................................103

APPENDICES...................................................................................................................................... 166

APPENDIX 1 - NMC STANDARDS FOR PRE-REGISTRATION NURSING EDUCATION 2010..........................................166APPENDIX 2 - ACCESSING UNIVERSITY IT SYSTEMS............................................................................................184APPENDIX 3 – HEALTH AND DISABILITY PANEL PRE-REGISTRATION NURSING AND MIDWIFERY.................................186APPENDIX 4 - DISCLOSURE OF CRIMINAL RECORD............................................................................................187APPENDIX 5 - FITNESS TO PRACTICE PANEL.....................................................................................................189APPENDIX 6 - STUDENTS UNDERTAKING PAID WORK IN ADDITION TO PROGRAMME HOURS...................................193Appendix 7 - Policy for movement between fields of practice and pathways.......................................194

Section 1- Purpose of your handbook

The purpose of this handbook is to provide you with information about your Programme of study and to direct you to other general information about studying at Middlesex University.

This handbook must be read in conjunction with the University Regulations at www.mdx.ac.uk/regulations/. The material in this handbook is as accurate as possible at the date of production.

Your comments on any improvements to this handbook are welcome - please put them in writing (with name of handbook) to:

Programme Leaders:

Adult Nursing

Georgina [email protected]

Mental Health Nursing

Justin [email protected]

David [email protected]

Children’s Nursing

Dee [email protected]

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http://www.mdx.ac.uk/regulations/

Section 2 - Welcome to the School

Welcome from The Dean

Welcome to the University and to the School of Health and Social Sciences. This pathway handbook should be treated as though it is our contract with you – keep it safely so that you may refer to it throughout your time here at Middlesex. It contains an overview of the framework of your programme and the content of its modules. It signposts key contacts and information you need to progress your studies and to get the most out of student life.

From our side we will deliver the best student experience we can, so that you can build on your skills and knowledge and reach your full potential. that you can. In return, we expect you to engage actively in the learning process, to be fully committed to your studies and determined to succeed.

In your early weeks, this includes reading through this handbook and consulting the other information sources flagged here. You are not expected to absorb everything in detail, but to be aware of the main resource documents and their contents. In particular as an enrolled Middlesex student, you have certain rights but also specific responsibilities. See the full University Regulations http://www.mdx.ac.uk/regulations in particular ‘University Membership’, and if you have not already done so, explore http://www.24-7.mdx.ac.uk, the student portal which contains detailed advice and support to assist you further.

We know it takes time to settle in to University life. If you still have questions to ask, your first port of call should be your Student Office. Staff there will be pleased to help and direct you. We wish you well in your future studies. Here at Middlesex we are very proud of our academic programmes and students, and we look forward to working with you over the next 3 years of your programme.

Jan [email protected]

Hendon Campus

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mailto:[email protected]

http://www.24-7.mdx.ac.uk/

http://www.mdx.ac.uk/regulations

Introduction to the Pre-Registration Nursing Programme

Your pathway is one of three within the Pre-registration Nursing Programme and prepares you for admission to a chosen part of the Nursing and Midwifery Council (NMC) Register, and to achieve the academic award for which you are enrolled.

You will be facilitated to become a competent nurse, who is able to deliver high quality, safe, essential care to everyone, and more complex care within your own field of practice. You will work with a range of other professionals and service users/carers and families within the context of a range of settings where health care is delivered. You will become a professional nurse, who will learn to work with and lead teams within agreed professional, ethical and legal frameworks and processes, to maintain and improve standards of care. Your care will be evidence based and re-flect contemporary knowledge, practice, research and technology.

The programme is guided by the NMC Standards for Pre-registration Nursing Edu-cation (NMC 2010) which focuses on safe-guarding the public.

It is a competency based approach which prepares you for safe and effective prac-tice at the point of registration. The competencies are set out under four domains and support the development of learning outcomes.

The four domains are;

Professional ValuesCommunication and Inter-personal SkillsNursing Practice and Decision MakingLeadership, Management and Team Working.

These domains are reflected within theory and practice in your programme.

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Welcome to your programme pathway – BSc (Hons) Nursing Adult, Mental Health, Child

We would like to welcome you to Middlesex University and to your career as a nurse!

You will have come to the start of this programme from a variety of backgrounds, and with a wide range of useful life experiences. We want to help you build upon your experiences so far, and make these contribute to the successful completion of your programme, thereby ensuring you have developed the appropriate employability skills.

The programme will provide you with a strong foundation on which to build the rest of your nursing and academic career. We will assist you in developing vital skills to do this, i.e. skills to learn, and skills to care for others. Your skills for caring will commence from the start of the programme. Caring for patients / clients is central to nursing. In order to do that effectively we need you to be healthy and prepared for this. A number of measures will be introduced throughout your programme to enable this to be achieved.

The programme is three years in length and prepares you for your chosen field of nursing, Adult, Mental Health or Child. The programme and the programme team will support your learning needs, which will change through the three years as you progress to becoming a more independent learner. The programme is developed and delivered, both within the University and in the NHS and independent sector. It comprises 50% theory and 50% practice learning in terms of programme hours required for registration. However theory and practice are integrated throughout your programme and there is equal weighting in the assessment of practice and theory in contributing to your final award. With our Placement provider partners we will ensure that your programme meets the competencies at each Progression point (i.e. end of Year 1 and end of Year 2) and at the point of registration, within both theory and practice.

Fields of PracticeAll students share learning within Year 1 of the programme irrespective of your fields of practice. There are both generic and field components in this first year that are is studied by all students. Theory and practice are integrated through all modules within each year of the programme pathways.

Adult NursingThis field of nursing leading to registration as an Adult nurse, will help you to acquire the knowledge, skills, and attitudes to be able to practice autonomously, compassionately, skilfully and safely whilst maintaining dignity and promoting health. It will enable you to meet the essential physical and mental health needs of people of all ages and abilities who come into your care.

The ethos of Adult nursing is patient-centred, acknowledging the differing needs, values and beliefs of people from ethnically diverse communities and an age group ranging from young adulthood to the older person. You will be working in partnership with other health and social care professionals and agencies, and service users and carers in a range of community and hospital based settings.

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In addition to the NMC competencies (2010) all Adult nursing students will be required to meet specific EC directives (European Directive 2005/36/EC) and these are incorporated into your programme pathway.

Mental Health NursingThis field of nursing leading to registration as a Mental Health nurse, will help you to acquire the knowledge, skills and attitudes to be able to practice autonomously, compassionately, skilfully and safely whilst maintaining dignity and human rights. It will enable you to work with people of all ages using a values-based mental health framework. This is to promote positive relationships focusing on social inclusion, human rights and recovery. The programme pathway will help you develop your work in partnership with other health and social care professionals and agencies, service users and their carers, fostering decisions about care that are shared.

Children’s NursingThis field of nursing leading to registration as a Children’s nurse, will help you to acquire the knowledge, skills and attitudes to be able to practice autonomously, compassionately, skilfully and safely whilst maintaining dignity and human rights within the context of the child and family. The programme pathway will help you understand the role of the Children’s nurse as an advocate for children, young people and their families, who work in partnership with other health and social care professionals and agencies, to promote health and well-being, and to plan and deliver child and family centred care, education and support.

The academic and professional requirements are detailed within this handbook and you are strongly advised to read this from the start of your programme.

It is important to the programme team that you enjoy your student experience at Middlesex University, whilst ensuring you become competent and safe practitioners. We will seek feedback from you and make every effort to support and guide you in your achievement of this.

We wish you well for the next three years and your future nursing career.

The Pre-registration Nursing Programme Team 2011

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Philosophy of the programme

Our philosophy of this nursing programme was developed in partnership with academic staff, clinicians, service users / carers and students. This is reflected below:

Our aim is to produce a nurse who is able to provide safe and effective care, is self aware and willingly takes responsibility for self and others. This nurse will tailor care to the individual but will always consider the social context of care and be able to assess and manage risks in that environment. She/he will demonstrate warmth and empathy and will develop emotional intelligence and cultural competence. She/he will be committed to working in partnership with service users and colleagues and demonstrate a personal commitment to life-long learning.

The curriculum will place the highest value on learning in practice and relate every aspect of the student experience to this goal. From recruitment to graduation our processes intend to role model the professional behaviours and values we seek to develop in our students and all our interactions will be considered learning opportunities for building the knowledge, skills and attitudes for safe practice.

On completion of the programme the student nurse will be able to integrate their learning in theory and practice and demonstrate the competence and confidence required of a registered nurse. They will possess the ability to make an equal contribution in a dialogue with other health and social care professionals and use their critical thinking skills to support decisions which are made in the best interest of the patient/client/service user.

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Section 3 - Programme Staff

Your programme is delivered by a team of enthusiastic, experienced academic and clinical practitioners across various campuses. Their details are listed below;

Title Director of Programmes for Pre-qualifying and Undergraduate Nursing Programme

Name Charmagne BarnesCampus Archway Campus, Room 612 Telephone 020 8411 6725Email [email protected]

Title Head of Practice based LearningName Kathy WilsonCampus Archway Campus, Room 201Telephone 020 8411 6676Email [email protected]

Year 1 of the programme:

Title Director of Programmes Initial Nursing and CPDName Marion TaylorCampus Hendon Campus, Town Hall/Annex/3rd floorTelephone 020 8411 4320Email [email protected]

Years 2 and 3 of the programme:

Adult NursingTitle Director of Programmes Name Lynne HenshawCampus Archway Campus, Room 607 Telephone 020 8411 6474Email [email protected]

Programme Leader – Georgina Cox

Mental Health NursingTitle Acting Director of Programmes Name Janet HolmshawCampus Archway Campus, Clerkenwell Building, 2nd Floor

Room CTelephone 020 8411 4507Email [email protected]

Programme Leader – Justin McDermott David Price

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Children’s NursingTitle Director of Programmes Name Venetia BrownCampus Archway Campus, Room 507Telephone 020 8411 6732Email [email protected]

Programme Leader – Dee Anderson

Departmental Administrators:

Premila Kara, Pre-qualifying Nursing Programme Assessment & Review [email protected], 0208 411 4461, Furnival Building, Room 538, Archway Campus

Russell Freedman, Department and Programme Administrator, [email protected] 0208 411 6261, Town Hall, Annex T304, Hendon Campus

Colin Allison, Department and Programme Administrator [email protected], 0208 411 6261, Town Hall, Annex T303, Hendon Campus

Athena Bradley, Department and Programme Administrator [email protected], 0208 411 6756, Furnival Building, Room 538, Archway Campus

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Section 4 - Programme specifications

The following programme specifications (Adult, Mental Health, Child) give you the necessary detail to understand how the 3 years of your programme are structured. The curriculum map allows you to understand the programme outcomes you are required to achieve and how these are assessed within the modules of study. You will also see a diagrammatic representation of your programme, which will make the 3 years easier to understand.

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BSc (Hons) Nursing Adult Field Pathway

1. Programme title BSc(Hons) Nursing - Adult

2. Awarding institution Middlesex University

3. Teaching institution Middlesex University

4. Programme accredited by The Nursing and Midwifery Council

5. Final qualification BSc(Hons) with NMC Professional Registration – RN Adult

6. Academic year 2011 – 2012

7. Language of study English

8. Mode of study Full Time

9. Criteria for admission to the programme

5 GCSEs including Maths and English Language grade A-C, plus 2 A-levels at grade C or above.

Access to Health and Social Care (or similar) Diploma with the maximum award of 60 credits overall (45 at Level 3 and 15 at Level 2).

10. Aims of the programme

The BSc (Hons) Nursing programme pathway aims to produce the graduate nurse who is able to provide safe and effective care, is self aware and willingly takes responsibility for self and others. This nurse will tailor care to the individual but will always consider the social context of care context in which she/he is providing personalised care and will demonstrate the ability to assess and manage risks in diverse healthcare settings. She/he will demonstrate warmth and empathy and will develop emotional intelligence and cultural competence; be committed to working in partnership with service users and colleagues and demonstrate a personal commitment to life-long learning.

Students accessing this programme pathway will be provided with learning activities including assessment to integrate their learning in theory and practice within diverse healthcare settings; develop self-confidence to engage in equal contribution to dialogue with other health and social care Care professions; use critical thinking skills to support decisions which are made in the interest of the patient / client / service user. This will enable development of their confidence to contribute to effective and ethically sound decision-making in collaboration with other health and social care professionals.

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Programme Specification

On completion of the programme pathway students will be able to demonstrate the required competencies for registration as an Adult Nurse.

11. Programme outcomesA. Knowledge and understandingOn completion of this programme the successful student will have knowledge and understanding of :

The NMC domains

1) Leadership, management and teamwork

2) Communication and inter-personal skills

3) Professional values4) Nursing Practice and decision mak-

ing

Teaching/learning methodsThe programme development of knowledge and understanding in this programme is developed with 50% of learning occurring in the practice setting and 50% theory based in the University.Core knowledge and understanding is acquired from seminar group work, simulated learning, practice placements, lectures, tutorials, e-learning, support from the Professional Development Tutor and guided independent study.

The learner is encouraged to develop a deep approach to learning through year-long modules that encourage independent reading alongside taught components. This approach assists with a broadening of knowledge and an understanding of subject matter.

Assessment methodsStudents’ knowledge and understanding is assessed by a range of formative assessment techniques to prepare the students for summative testing. Specific assessment methods are specified in each module outline. All learning outcomes in a module are assessed and the mode of assessment is specified and mapped against each outcome.

Overall, modules are assessed using a variety of approaches to assessment - self, peer, group, mentor and online assessments.

B. Cognitive (thinking) skillsOn completion of the programme the successful students will be able to:

1) Critically reflect on theory and prac-tice related to nursing.

2) Critique evidence from a range of

Teaching/learning methodsIntellectual skills are developed through problem solving, debating, reflection and role modelling individually and in groups, both in the practice environment and in the University.

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sources related to health and social care.

3) Analyse concepts and principles re-lated to nursing.

4) Articulate the argument for a hol-istic approach to nursing.

5) Exercise significant judgment in de-cision making.

Learning to apply knowledge and skills to nursing practice is facilitated via case studies, placement learning and simulated learning. Students are engaged in discussion of the key issues, in consideration of applying theoretical and practical concepts and undertake this orally, in writing and in practice.

Assessment methodsStudents’ cognitive skills are assessed formatively and summatively using a variety of methods including: presentations, essay writing, care planning, report writing, written examination and practice assessment

C. Practical skillsOn completion of the programme the successful student will be able to:

1) Demonstrate caring, compassion and empathy.

2) Deliver care consistent with profes-sional, ethical and legal values.

3) Practice safe and competent care based on evidence using generic and specialist skills.

4) Demonstrate effective management of themselves and others.

5) Utilise a range of skills which foster effective interpersonal relation-ships.

6) Adopt a problem solving approach to the nursing process.

Teaching/learning methodsEmphasis is placed throughout the programme on the development of practical skills. Practical skills are promoted through placement learning and simulated learning in collaboration with mentors and clinical placement facilitators. Role modelling plays a significant part in the student’s skills development.

Independent learning is provided as part of the skills section of the Practice Learning Document. This contains a number of activities which facilitate the student’s understanding and development of nursing skills and serves as a tool for use with staff in their practice learning. Skills sessions will be taught and rehearsed throughout the programme in skill labs and in the clinical environment.

Assessment methodsStudents’ practical skills are assessed formatively and summatively. Methods of assessment include the use of Objective Structured Clinical Examination (OSCE) and the Practice Learning Document (PLD) to assess the student’s progress in practice. The PLD comprises of a formative skills workbook with summative assessment of core clinical skills and NMC domains in the Practice Assessment Tools (PAT). The student uses 1 PLD per year at novice, advanced, beginner and competent levels and there will be grading of practice

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at advanced beginner and competent level. Maintaining a Personal Professional Portfolio reflecting on practice learning will be a requirement for all students that will form part of the summative assessment of practice at the end of Year 2 and 3 to meet the requirements for ongoing record of achievement at progression. Evidence from the portfolio will be required for summative assessment in Year 3 of the programme.

D. Graduate skillsOn completion of the programme the successful student will be able to demonstrate a range of graduate skills including:

1) Communication2) Teamwork3) Personal and career development4) Effective learning5) Information technology6) Numeracy

Teaching/learning methodsStudents have a structured approach to the development of graduate, transferable and employability skills throughout their programme, with these skills embedded in the modules across Year 1 of the programme and explicit modules in the form of NIP 1000 (Foundations for the Field of Practice); NIP 2203 (Approaches to Health and Social Care Research) and NIP 3330 (Dissertation module).

These skills are also applied and developed progressively through the remaining modules and clinical practice.

Assessment methodsAssessed formatively and summatively. Methods include: portfolio development, reflective writing, poster presentations, practice assessment, drug calculations, e-learning and report writing.

12. Programme structure (levels, modules, credits and progression requirements)

12. 1 Overall structure of the programme pathway: BSc (Hons) Nursing - AdultThe programme pathway comprises 3 academic years each being 45 weeks in length exclusive of annual leave. The student will take 120 credits (4 modules) each academic year at Levels 1, 2 and 3 respectively. The programme consists of 50% theory and 50% practice to make 4600 hours across the three years of the pathway. Theory and Practice are integrated and reflected in the learning outcomes of each module.

There is shared learning with Mental Health and Child branches fields across the BSc programme pathways for all of the generic modules across Levels 4, 5 and 6.

The programme runs over the Autumn, Spring and Summer terms with all theoretical modules taken concurrently to ensure knowledge is built upon across the year. The programme will be delivered in alternating blocks of classroom based theory and clinical practice in a range of clinical practice placements. Clinical practice is undertaken each year to include 225 hours of simulated learning across Years 1-3 of the programme.

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Progression from Years 1 to 2 is dependant on achievement of all credits and meeting the progression criteria at Progression point 1. Similarly, progression from Years 2 to 3 is dependant on achievement of all credits and meeting the progression criteria at Progression point 2. The latter is a professional requirement for this programme (NMC 2010).

BSc (Hons) Nursing – Adult Field

12.2 Levels and modulesStarting in academic year 2010/11 the University is changing the way it references modules to state the level of study in which these are delivered. This is to comply with the national Framework for Higher Education Qualifications. This implementation will be a gradual process whilst records are updated. For the purpose of this document the Higher Education levels are used with the FHCQ levels bracketed.Level 1 (4)

COMPULSORY OPTIONAL PROGRESSION REQUIREMENTS

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Students must take all of the following:

Year 1 (Level 4)

NIP 1003 (4)Foundations for Professional Practice 30 cr

NIP 1002 (4)Foundations for Nursing Practice 30 cr

NIP 1000 (4)Foundations for Field of Practice 30 cr

NIP 1004 (4)Practice Learning 1 30 cr

No optional modules Progression from Year 1 to 2 is dependent on achievement of all credits (120 per year), and meeting the progression criteria at Progression point 1. This is a professional requirement for this programme (NMC 2010).

Students need to have met the attendance requirements for theory and clinical practice outlined in the attendance policy for the Pre-registration Nursing Programme.

Students need to demonstrate good health and character and must declare this at the start of each year of study and must complete a self-declaration of good health and character each year of the programme.

Students need to have attended all mandatory training sessions, simulated learning hours and structured sessions with their Personal and Professional Development Tutor, for each academic year of study.

Level 2 (5)


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Year 2 Level 2 (5)

NIP 2000 (5)Nursing the Acutely Ill Patient 30 cr

NIP 2001 (5)Caring for Patients with long-term Conditions 30 cr

NIP 2203 (5)Approaches to Health and Social Care Research30 cr



No optional modules As per Year 1 and in addition, progression from Year 2 to 3 is dependent on achievement of all 120 credits and meeting the progression criteria at Progression point 2. The latter is a professional requirement for this programme (NMC 2010).

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Level 3 (6)



Year 3 Level 3 (6)

NIP 3012 (6)Caring for Patients with Complex Care Needs 30 cr

NIP 3013 (6)Preparation for Registration and Professional Practice as an Adult Nurse 30 cr

NIP 3330 (6)Dissertation 30 cr


NIP 3034 (6) Practice Learning 5 15 cr

No optional modules As per Year 2. Except if a student fails NIP 3330 (Dissertation) the exit award will be BSc Nursing with NMC registration.

At the end of the programme all students are required to have a written Declaration of Good Health and Character signed by the Programme Leader, indicating that to the best of their knowledge the student is eligible to register as a nurse with the NMC. Accumulated unauthorised absence may impact on the confirmation of good character required by the NMC.

12.3 Non-compensatable modules (note statement in 12.2 regarding FHEQ levels)Module level Module codeLevel 1 (4) NIP 1003, 1002, 1000, 1004

Level 2 (5) NIP 2000, 2001, 2203, 2002, 2003

Level 3 (6) NIP 3012, 3013, 3330, 3033, 3034

13. Curriculum map See attached.

14. Information about assessment regulationsAssessment regulations follow Middlesex University’s Academic Regulations. In addition the programme requires that:

This programme does not allow students to re-take modules. although students can re-take modules at additional cost. All modules are compulsory and non compensatable.

Within modules, where there is more than one component to a module assess-ment, the marks are aggregated and a grade given using the Middlesex Univer-sity 20 point scale.

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Practice modules will be graded using the University 20 point scale in Years 2 and 3 only.

Students must achieve a pass grade for all the modules within the programme, to progress.

Students must meet the attendance and mandatory training requirements of the programme. Students accumulating sickness or absence exceeding 10 days per year may be discontinued or deferred.

Infringement of assessment regulations/academic misconduct (section F1) - may require Fitness for Practice Panel.

CRB and Occupational Health clearance is required prior to commencing clinical placement.

Automatic deferral is not permitted for students on these programmes.

15. Placement opportunities, requirements and support (if applicable) Students must satisfy the NMC requirements to have achieved a minimum of

2300 hours in practice during the whole of their programme, in order to gain pro-fessional registration with the NMC. In the BSc Adult field pathway, 225 hours have been allocated for Simulated Practice Learning across the three years to fa-cilitate placement learning. All Adult students must also meet the requirements for clinical supervision set out by the EU directive 2005/36/EC.

Practice experiences can take place in an approved learning environment in any of the NHS Trusts that are part of NHS London and in the independent and Private Sector.

Staff within the School of Health and Social Sciences work in partnership with practice placement providers to ensure that the practice learning environment is conducive to meeting the individual learning needs of the student and a robust process of quality monitoring of the learning environment is in place.

Students are given notification of their allocated placement in advance and it is their responsibility to contact the placement as instructed, for details of their duty rota. Contact details are made available prior to placements.

Nursing is a profession that is required to work 37.5 hours throughout the 24 hour period over any days of the week, including weekends. Duty rotas will reflect this and will include early, late, night, weekend and Bank Holiday shift patterns.

All students will be given an induction at the start of each new learning experi-ence and support and guidance will given to students with diverse needs.

Each practice area has an allocated link lecturer and practice placement informa-tion folder to further support practice learning and to guide students and mentors on key policy documents such as the attendance policy and complaints proced-ure Practice learning is assessed using the Practice Learning Document.

Students are required to work under direct or indirect supervision and have ac-cess to a mentor for 40% of their assessed learning period in practice. Students must work with a qualified mentor for a minimum of 4 weeks towards the end of progression point 1 and 2 and be supervised and assessed by a sign-off mentor during a 12 week period of continuous practice at the end of Year 3.

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Meetings with your Personal and Professional Development Tutor at regular in-tervals will further support your practice learning.

16. Future careers (if applicable)On successful completion of the programme students are eligible to enter the professional register for Nursing.

Students will receive career guidance within Personal and Professional Development groups. Workshops to discuss jobs within the various Trusts is organised during the final year of the programme.Successful graduates will be able to progress to a range of taught Masters programmes including the MSc Nursing & MSc Nursing Studies. They also have the opportunity to undertake work based learning studies at Post Graduate level.

17. Particular support for learning (if applicable) Personal and Professional Development Tutor (PPDT)

Personal and Professional Development Groups (PPD)

Link Tutor/Mentors in clinical practice

Clinical Placement Facilitators

Clinical Skills laboratories at Archway and North Middlesex Campuses

Learning Development Unit

Disability Unit and special learning needs support

Dissertation supervision (individual/group)

Use of OASISplus for directed learning activities

18. JACS code (or other relevant coding system)

B740 Adult Nursing

19. Relevant QAA subject benchmark group(s)

Nursing

20. Reference points

Critical Review of Pre-Registration Nursing Provision at Middlesex University 2005-2010Department of Health (2010) Equity and excellence: Liberating the NHSEuropean Union Directive 2005/36/EC Recognition of professional qualificationsInter-professional Capability Framework (CUILU 2004)Knowledge and skills Framework (DoH 2004)Middlesex University (2006) The Learning Framework, London, MUMiddlesex University Regulations (2010/11), London, MU

25

Middlesex University (2010/11) Learning and Quality Enhancement Handbook, London, MUNational Service Framework (DoH 1999, 2000. 2001, 2004)Nursing Midwifery Council (2007) Essential Skills Clusters for Pre-registration Nursing programmesNursing and Midwifery Council (2008) Standards to support learning and assessment in practice.Nursing and Midwifery Council (2008) The code: Standards of conduct, performance and ethics for nurses and midwives.Nursing and Midwifery Council (2009) Guidance on professional conduct for nursing and midwifery studentsNursing and Midwifery Council (2010) Standards for pre-registration nursing education.

Quality Assurance Agency (2000) Framework for Higher Education Qualifications, London : QAAQuality Assurance Agency (2001) Code of practice on placement learning, London : QAAQuality Assurance Agency (2001) Subject benchmark statement for nursing, London : QAASchool of HSSC (2002/5) Maintenance and enhancement of quality and standards, HSSC School of HSSC Curriculum policy and strategy framework (2002/5) University Student Charter

UCEA (2009) health and safety guidance for the placement of higher education students

21. Other informationNone

Please note programme specifications provide a concise summary of the main features of the programme and the learning outcomes that a typical student might reasonably be expected to achieve if s/he takes full advantage of the learning opportunities that are provided. More detailed information about the programme can be found in the rest of your programme handbook and the university regulations.

26

Curriculum map for BSc Nursing Adult Field Pathway

This section shows the highest level at which programme outcomes are to be achieved by all graduates, and maps programme learning outcomes against the modules in which they are assessed.

Programme learning outcomes

Knowledge and understanding Practical skills

A1 Demonstrate leadership, management and team-working skills

C1 Demonstrate caring, compassion and empathy

A2 Utilise effective communication and inter-personal skills

C2 Deliver care consistent with professional, ethical and legal values

A3 Demonstrate appropriate professional values C3 Practice safe and competent care based on evidence using generic andspecialist skills

A4 Critically reflect on all aspects of nursing practice and decision making

C4 Demonstrate effective management of themselves and others

C5 Utilise a range of skills which foster effective interpersonal relationships

C6 Adopt a problem solving approach to the nursing process

Cognitive skills Graduate Skills

B1 Critically reflect on theory and practice related to nursing

D1 Communication

27

B2 Critique evidence from a range of sources related to health and social care

D2 Teamwork

B3 Analyse concepts and principles related to nursing D3 Personal and career development

B4 Articulate the argument for a holistic approach to nursing

D4 Effective learning

B5 Exercise significant judgment in decision making D5 Information technology

D6 Numeracy

Programme outcomes A1 A2 A3 A4 B1 B2 B3 B4 B5 C1 C2 C3 C4 C5 C6 D1 D2 D3 D4 D5 D6Highest level achieved by all graduates6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6

28

Module Title Module Codeby Level

A1 A2 A3 A4 B1 B2 B3 B4 B5 C1 C2 C3 C4 C5 C6 D1 D2 D3 D4 D5 D6

Foundations for Professional Practice

NIP 1003 X X X X X X

Foundations for Nursing Practice

NIP 1002 X X X X X X X X X

Foundations for Field of Practice

NIP 1000 X X X X X X X X X X X X

Practice Learning 1 NIP 1004 X X X X X X X X X X XADULT Year 2Nursing the Acutely Ill Patient NIP 2000

X X X X X X X X

Caring for Patients with long- term Conditions

NIP 2001 X X X X X X X X

Approaches to Health and Social Care Research

NIP 2203 X X X X X

Practice Learning 2 NIP 2002 X X X X X X X X X X X X XPractice Learning 3 NIP 2003 X X X X X X X X X X X X X X X X X XADULT Year 3Caring for Patients with Complex Care Needs

NIP 3012X X X X X X X X

Preparation for Registration and Professional Practice as an Adult Nurse

NIP 3013 X X X X X X X X X X

Dissertation NIP 3330 X X X X X X X X

Practice Learning 4 NIP 3033 X X X X X X X X X X X X X X X X X X X XPractice Learning 5 NIP 3034 X X X X X X X X X X X X X X X X X X X X X

BSc (Hons) Nursing Mental Health Field Pathway

1. Programme title BSc (Hons) Nursing - Mental Health




5. Final qualification BSc (Hons) with NMC Professional Registration – RN Mental Health

6. Academic year 2011 – 2012


8. Mode of study Full Time


5 GCSEs including Maths and English Language grade A-C, plus 2 A-levels at grade C or above. Access to Health and Social Care (or similar) Diploma with the maximum award of 60 credits overall (45 at Level 3 and 15 at Level 2).


The BSc (Hons) Nursing programme pathway aims to produce the graduate nurse who is able to provide safe and effective care, is self aware and willingly takes responsibility for self and others. This nurse will tailor care to the individual but will always consider the social context of care and be able to assess and manage risks in that environment. She/he will demonstrate warmth and empathy and will develop emotional intelligence and cultural competence. She/he will be committed to working in partnership with service users and colleagues and demonstrate a personal commitment to life-long learning.

Students accessing this programme pathway will be able to integrate their learning in theory and practice using critical and analytical skills; develop confidence to engage in equal contribution to dialogue with other health and social care professions; use critical thinking skills to support decisions which are made in the interest of the patient/client/service user.

On completion of the programme pathway students will be able to demonstrate the required nursing competencies for registration in their chosen field of practice, Mental Health Nursing.

30


11. Programme outcomesA. Knowledge and understandingOn completion of this programme the successful student will have knowledge and understanding of :

The NMC domains

1) Leadership, management and teamwork

2) Communication and inter-personal skills

3) Professional values4) Nursing Practice and decision mak-

ing

Teaching/learning methodsThe programme development of knowledge and understanding in this programme pathway is developed with 50% of learning occurring in the practice setting and 50% theory based in the University.Core knowledge and understanding is acquired from seminar group work, simulated learning, practice placements, lectures, tutorials, E-learning, support from the Professional Development Tutor and guided independent study.

The learner is encouraged to develop a deep approach to learning through year long modules that encourage independent reading alongside taught components. This approach assists with a broadening of knowledge and an understanding of subject matter.


Overall, modules are assessed using a variety of approaches to assessment - self, peer, group, mentor and online assessments.

B. Cognitive (thinking) skillsOn completion of the programme the successful students will be able to:

1) Critically reflect on theory and prac-tice related to nursing.

2) Critique evidence from a range of sources related to health and social care.

3) Analyse concepts and principles re-lated to nursing.


5) Exercise significant judgment in de-cision making.


Learning to apply knowledge and skills to nursing practice is facilitated via case studies, placement learning and simulated learning. Students are engaged in discussion of the key issues, in consideration of applying theoretical and practical concepts and undertake this

31

orally, in writing and in practice.

Assessment methodsStudents’ cognitive skills are assessed formatively and summatively using a variety of methods including: presentations, essay writing, care planning, report writing, written examination and practice assessment.

C. Practical skillsOn completion of the programme the successful student will be able to:




4) Demonstrate effective management of themselves and others.



Teaching/learning methodsEmphasis is placed throughout the programme on the development of practical skills. Practical skills are promoted through placement learning and simulated learning in collaboration with mentors. Role modelling plays a significant part in the student’s skills development.

Independent learning is provided as part of the Skills section of the Practice Learning Document. This contains a number of activities which facilitates the student’s understanding and development of nursing skills and serves as a tool for use with staff in their practice learning. Skills sessions will be taught and rehearsed throughout the programme in skill labs and in the clinical environment.

Assessment methodsStudents’ practical skills are assessed formatively and summatively. Methods of assessment include the use of Objective Structured Clinical Examination (OSCE) and the Practice Learning Document (PLD) to assess the student’s progress in practice. The student uses 1 PLD per year at novice, advanced beginner and competent levels and there will be grading of practice at advanced beginner and competent level. The PLD will comprise of learning agreements, achievement of competencies at each year to meet progression points 1 and 2 and competencies for registration, and achievement of skills in clinical practice. In addition, maintaining a Personal Professional Portfolio reflecting on practice learning will be a requirement for all students that will form part of the summative assessment of practice at the end of Year 2 and 3 to meet the requirements for ongoing record of achievement at progression. Evidence

32

from the portfolio will be required for summative assessment in year 3 of the programme.

D. Graduate skillsOn completion of the programme the successful student will be able to demonstrate a range of graduate skills including:

1) Communication2) Teamwork3) Personal and career develop-

ment4) Effective learning5) Information technology6) Numeracy

Teaching/learning methodsStudents have a structured approach to the development of graduate, transferable and employability skills throughout their programme, with these skills embedded in the modules across Year 1 of the programme (NIP/MHR/PHC 1000) and explicit modules in the form of: NIP2203(Approaches to Health and Social Care Research) and NIP 3330 (Dissertation module).


Assessment methodsAssessed formatively and summatively. Methods include: portfolio development, reflective writing, poster presentations, practice assessment, drug calculations, e-learning and report writing.


12. 1 Overall structure of the programme pathway: BSc (Hons) Nursing – Mental Health

The programme pathway comprises 3 academic years, each being 45 weeks in length exclusive of annual leave. The student will take 120 credits (4 modules) each year, at Levels 4, 5 and 6 1, 2 and 3 respectively. The programme pathway consists of 50% theory and 50%practice to make 4600 hours across the three years of the programme. Theory and practice are integrated and reflected in the learning outcomes of each module.

Clinical practice is undertaken each year to include 225 hours of simulated learning across years 1-3 of the programme.

Progression from Years 1 to 2 is dependant on achievement of all credits and meeting the progression criteria at Progression point 1. Similarly, progression from Years 2 to 3 is dependant on achievement of all credits and meeting the progression criteria at Progression point 2. The latter is a professional requirement for this programme (NMC 2010).

There is shared learning of all modules between this pathway and the BSc (Hons) European Nursing pathways for Year1 Level 4. Year 2 Level 5 is shared in the main with students within the field of practice. However there is shared learning across Levels

33

2 and 3 for all the generic modules.

12.2 Levels and modulesStarting in academic year 2010/11 the University is changing the way it references modules to state the level of study in which these are delivered. This is to comply with the national Framework for Higher Education Qualifications. This implementation will be a gradual process whilst records are updated. For this programme spec the old coding is used (i.e. HE levels) with FHEQ levels in brackets.

34

Level 1(4)



Year 1 (Level 4)

NIP 1003 (4)Foundations for Professional Practice 30 cr

NIP 1002 (4)Foundations for Nursing Practice 30 cr

MHR 1000 (4)Foundations for Field of Practice 30 cr

NIP1004 (4)Practice Learning 1 30 cr

Year 2 (Level 2 5)


MHR 2000 (5)Developing an Understanding in Mental Health 30 cr

MHR 2001 (5)Assessment, Treatment & Interventions in Mental Health 30 cr

NIP 2203 (5)Approaches to Health and Social Care Research30 cr

MHR 2002 (5)Practice Learning 2 15 cr

MHR 2003 (5) Practice Learning 3 15 cr

No optional modules Progression from Years 1 to 2 is dependant on achievement of all credits (120 per year), and meeting the progression criteria at Progression point 1. Similarly, progression from Years 2 to 3 is dependant on achievement of all credits and meeting the progression criteria at Progression point 2. The latter is a professional requirement for this programme (NMC 2010).

Students need to have met the attendance requirements for theory and clinical practice outlined in the attendance policy for the Pre-registration Nursing Programme.

Students need to demonstrate good health and character and must declare this at the start of each year of study.

Students need to have attended all mandatory training sessions, simulated learning hours and structured sessions with their professional development tutor, for each academic year of study.

Students must complete and pass all modules to progress to Year 3.

Level 3 (6)

35



Year 3 (Level 3 6)

MHR 3031 (6)Meeting Complex Care Needs in Mental Health 30 cr

MHR 3032 (6)Preparation for Mental Health Practice 30 cr

NIP 3330 (6)Dissertation 30 cr

MHR 3033 (6)Practice Learning 4 15 cr

MHR 3034 (6) Practice Learning 5 15 cr

As per Year 2. Except if a student fails NIP 3330 Dissertation the exit award will be BSc Nursing with NMC registration.

At the end of the programme, all students are required to have a written Declaration of Good Health & Character signed by the Programme Leader, indicating that to the best of their knowledge the student is eligible to register as a nurse with the NMC.

Accumulated unauthorised absence may impact on the confirmation of good character required by the NMC.

12.3 Non-compensatable modules (note statement in 12.2 regarding FHEQ levels)Module level Module codeLevel 1 (4)

Level 2 (5)

NIP 1003, 1002, 1004; MHR 1000

NIP 2203, MHR 2000, 2001, 2002, 2003

Level 3 (6) MHR 3031, MHR3032, MHR 3033, MHR 3034, NIP 3330


14. Information about assessment regulationsAssessment regulations follow Middlesex University’s Academic Regulations. In addition the Programme requires that:

This programme does not allow students to re-take modules. although students can re-take modules at additional cost. All modules are compulsory and non compensatable within the Mental Health programme.


Practice modules will be graded using the University 20 point scale in Years 2 and 3 only.

Students must achieve a pass grade for all the modules within the programme, to

36

progress. Students must meet the attendance, meetings with the professional development

tutor and all mandatory training requirements of the programme. Students accu-mulating sickness or absence exceeding 10 days per year may be discontinued or deferred.


CRB and Occupational health clearance is required prior to commencing clinical placement.


15. Placement opportunities, requirements and support (if applicable) Students must satisfy the NMC requirements to have achieved a minimum of

2300 hours in practice during the whole of their programme, in order to gain pro-fessional registration with the NMC. In the Mental Health field, 225 hours have been allocated for Simulated Practice Learning across the three years to facilitate placement learning.






Each practice area has an allocated link lecturer and practice placement informa-tion folder to further support practice learning and to guide students and mentors on key policy documents such as the attendance policy and complaints proced-ure Practice learning is assessed using the Practice Learning Document.

Students are required to work under direct or indirect supervision and have ac-cess to a mentor for 40% of their assessed learning period in practice. Students must work with a qualified mentor for a minimum of 4 weeks towards the end of progression point 1 and 2.

Meetings with your Personal and Professional Development Tutor at regular in-tervals in each year, will further support your practice learning.

16. Future careers (if applicable)

37

On successful completion of the programme students are eligible to enter the professional register for Nursing.

Students will receive career guidance within Personal and Professional Development groups. Workshops to discuss jobs within the various trusts is organised during the final year of the programme.Successful graduates will be able to progress to a range of taught Masters programmes including the MSc Nursing Studies and the MSc Mental Health Studies. They also have the opportunity to undertake work based learning studies at Post Graduate level.

17. Particular support for learning (if applicable)

Personal and Professional Development Tutor groups



School Learning Development Unit


Link Tutor/Mentors/other qualified health care professionals in clinical practice




B 760 Mental Health


Nursing


Critical Review of Pre-Registration Nursing Provision at Middlesex University 2005-2010

CSIP, Royal College of Psychiatrists and Social Care Institute for Excellence (2007) Position Paper 08: A Common Purpose: Recovery in Future Mental Health Services

Dept Education and Skills (2005) Hidden Harm: Government Response to Hidden Harm

Dept Education and Skills (DfES) and DH (2004) Every Child Matters: Change for

Children: Supporting Local Delivery

Department of Health (1999) National Service Framework for Mental Health

Department of Health (2000) No Secrets Guidance DoH (2001) The NHS Plan

Department of Health (2001) Mental Health Policy Implementation Guide

38

Department of Health (2001) The Journey to Recovery: the Government's Vision for Mental Health Care Department of Health (2002) Mental Health Policy Implementation Guide: Dual Diagnosis Good Practice Guide

Department of Health (2004) National Service Framework for Children

Department of Health (2004) Knowledge and Skills Framework.

Department of Health (2004) Personality Disorder: No Longer a Diagnosis of Exclusion.

Department of Health (2004) The Ten Essential Shared Capabilities: A Framework for the Whole of the Mental Health Workforce.

Department of Health (2006) From Values to Action: The Chief Nursing Officer’s Review of Mental Health Nursing

Department of Health (2006) Report on the Implementation of Standard 9 of the National Service Framework for children, Young people and Maternity services.

Department of Health (2007) Capabilities for Inclusive Practice

Department of Health (2009) New Horizons: A shared vision for Mental Health

Department of Health (2009) Work, Recovery and InclusionDepartment of Health (2009) Living Well with Dementia: A National Dementia Strategy DoH UKDepartment of Health (2010) Equity and excellence: Liberating the NHS

Future Vision Coalition (2009) A Future Vision for Mental Health Inter-professional Capability Framework (CUILU 2004)Knowledge and skills Framework (DoH 2003)

Mental Capacity Act 2005

Mental Health Act 1983, 2007Middlesex University (2006) The Learning Framework, London, MUMiddlesex University (2010/11) Regulations, London, MU Middlesex University (2010/11) Learning and Quality Enhancement Handbook, London, MUNational Institute for Health and Clinical Excellence (2006) Dementia. Supporting People with Dementia and Their Carers in Health and Social Care. NICE UKNational Service Framework (DoH 1999, 2000. 2001, 2004)NIMHE (2005) Guiding Statement on RecoveryNursing and Midwifery Council (2008) Standards to support learning and assessment in practice.Nursing and Midwifery Council (2008) The code: Standards of conduct, performance and ethics for nurses and midwives.Nursing and Midwifery Council (2010) Standards for pre-registration nursing education.Nursing Midwifery Council (2007) Essential Skills Clusters for Pre-registration Nursing programmesNursing Midwifery Council (2010) Guidance on professional conduct for nursing and midwifery student.Quality Assurance Agency (2000) Framework for Higher Education Qualifications, London : QAAQuality Assurance Agency (2001) Code of practice on placement learning, London : QAAQuality Assurance Agency (2001) Subject benchmark statement for nursing, London : QAA

39

Safeguarding Vulnerable Groups Act 2006School of HSSC (2002/5) Maintenance and enhancement of quality and standards, HSSC School of HSSC Curriculum policy and strategy framework (2002/5)

SCIE/GSCC (2007) Eight Principles for involving service users and carers

Social Exclusion Unit (2004) Mental Health and Social Exclusion 2004University Student CharterUCEA (2009) health and safety guidance for the placement of higher education students

21. Other information

Please note programme specifications provide a concise summary of the main features of the programme and the learning outcomes that a typical student might reasonably be expected to achieve if s/he takes full advantage of the learning opportunities that are provided. More detailed information about the programme can be found in the rest of your programme handbook and the university regulations.

40

Curriculum map for BSc (Hons) Nursing Mental Health Pathway



Knowledge and understanding Practical skills

A1 Demonstrate leadership, management and teamwork C1 Demonstrate caring, compassion and empathy.

A2 Utilise effective Communication and inter-personal skills C2 Deliver care consistent with professional, ethical and legal values.

A3 Demonstrate professional values C3 Practice safe and competent care based on evidence using generic and specialist skills.

A4 A reflective approach to nursing practice and decision making

C4 Demonstrate effective management of themselves and others.

A5 C5 Utilise a range of skills which foster effective interpersonal relationships.

A6 C6 Adopt a problem solving approach to the nursing process.

A7 C7

Cognitive skills Graduate Skills

B1 Critically reflect on theory and practice related to nursing. D1 Communication

B2 Critique evidence from a range of sources related to health and social care.

D2 Teamwork

B3 Analyse concepts and principles related to nursing and underpinning theoretical perspectives derived from other disciplines

D3 Personal and career development

B4 Articulate the argument for a holistic approach to nursing. D4 Effective learning

B5 Exercise significant judgment in decision making. D5 Information technology

41

B6 D6 Numeracy

B7 D7

Programme outcomes A1 A2 A3 A4 A5 A6 A7 B1 B2 B3 B4 B5 B6 C1 C2 C3 C4 C5 C6 D1 D2 D3 D4 D5 D6 D7Highest level achieved by all graduates6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6


Programme outcomesA1 A2 A3 A4 B1 B2 B3 B4 B5 C1 C2 C3 C4 C5 C6 D1 D2 D3 D4 D5 D6

YEAR 1Foundations for Professional Practice





MHR 1000 X X X X X X X X X X X X

Practice Learning 1 NIP 1004 X X X X X X X X X X XMENTAL HEALTH YEAR 2Developing an Understanding in Mental Health

MHR 2000

X X X X X X X X X X X X X X X

42

Assessment, Treatment and Interventions in Mental Health

MHR 2001 X X X X X X X X X X X X X X X X


NIP 2203 X X X X X

Practice Learning 2 MHR 2002 X X X X X X X X X X X X XPractice Learning 3 MHR 2003 X X X X X X X X X X X X X X X X X XMENTAL HEALTH YEAR 3Meeting Complex Care Needs in Mental Health

MHR 3031 X X X X X X X X X X X X X

Preparation for Mental Health Practice

MHR 3032 X X X X X X X X X X X X X X

Dissertation NIP 3330 X X X X X X X X

Practice Learning 4 MHR 3033 X X X X X X X X X X X X X X X X X X XPractice Learning 5 MHR 3034 X X X X X X X X X X X X X X X X X X X X X

43

BSc (Hons) Nursing – Child Pathway

1. Programme title BSc (Hons) Nursing - Child




5. Final qualification BSc (Hons) with NMC Professional Registration - RN Child

6. Academic year 2011 - 2012


8. Mode of study Full time


5 GCSEs including Maths and English Language grade A-C, plus 2 A-levels at grade C or above.

Access to Health and Social Care (or similar) Diploma with the maximum award of 60 credits overall (45 at Level 3 and 15 at Level 2).


The BSc (Hons) Nursing programme pathway aims to produce the graduate nurse who is able to provide safe and effective care, is self aware and willingly takes responsibility for self and others. This graduate nurse will tailor care to the individual but will always consider the social context of care and be able to assess and manage risks in that environment. She/he will demonstrate warmth and empathy and will develop emotional intelligence and cultural competence. She/he will be committed to working in partnership with service users and colleagues and demonstrate a personal commitment to life-long learning.

Students accessing this programme pathway will be able to integrate their learning in theory and practice using critical and analytical skills; develop confidence to engage in equal contribution to dialogue with other health and social care professions; use critical thinking skills to support decisions which are made in the

44


interest of the patient/client/service user.

On completion of the programme students will be able to demonstrate the required Nursing competencies for registration in their chosen field of practice of Children’s Nursing.

11. Programme outcomes

A. Knowledge and understanding

On completion of this programme the successful student will have knowledge and understanding of:

1) Demonstrate leadership, manage-ment and team-working skills

2) Utilise effective communication and inter-personal skills

3) Demonstrate appropriate profes-sional values

4) Critically reflect on all aspects of nursing practice and decision mak-ing

Teaching/learning methodsThe programme development of knowledge and understanding in this programme is developed with 50% of learning occurring in the practice setting and 50% theory based in the University.

Core knowledge and understanding is acquired from seminar group work, simulated learning, practice placements, lectures, tutorials, E-learning, support from the Professional Development Tutor and guided independent study.

The learner is encouraged to develop a deep approach to learning through year-long modules that encourage independent reading alongside taught components. This approach assists with a broadening of knowledge and an understanding of subject matter.


Overall, modules are assessed using a variety of approaches to assessment; self, peer, group, mentor and online assessments.

45

B. Cognitive (thinking) skills

On completion of the programme the successful students will be able to:

1) Critically reflect on theory and practice related to nursing.

2) Critique evidence from a range of sources related to health and so-cial care.

3) Analyse concepts and principles related to nursing.


5) Exercise significant judgment in decision making.


Learning to apply knowledge and skills to nursing practice is facilitated via case studies, placement learning and simulated learning. Students are engaged in discussion of the key issues, in consideration of applying theoretical and practical concepts and undertake this orally, in writing and in practice.

Assessment methodsStudents’ cognitive skills are assessed formatively and summatively using a variety of methods including; presentations, essay writing, care planning, report writing, written examination and practice assessment.

C. Practical skills

On completion of the programme the successful student will be able to:




4) Demonstrate effective manage-ment of themselves and others.



Teaching/learning methodsEmphasis is placed throughout the programme on the development of practical skills. Practical skills are promoted through placement learning and simulated learning in collaboration with mentors. Role modelling plays a significant part in the student’s skills development.

Independent learning is provided as part of the Skills section of the Practice Learning Document. This contains a number of activities which facilitates the student’s understanding and development of nursing skills and serves as a tool for use with staff in their practice learning. Skills sessions will be taught and rehearsed throughout the programme in skill labs and in the clinical environment.

Assessment methodsStudents’ practical skills are assessed formatively and summatively. Methods of assessment include the use of Objective Structured Clinical Examination (OSCE) and the Practice Learning Document (PLD) to assess the student’s progress in practice. The PLD comprises of a formative skills workbook with summative

46

assessment of core clinical skills and NMC domains in the Practice Assessment Tools (PAT). The student uses 1 PLD per year at novice, advanced, beginner and competent levels and there will be grading of practice at advanced beginner and competent level. Maintaining a Personal Professional Portfolio reflecting on practice learning will be a requirement for all students that will form part of the summative assessment of practice at the end of Year 2 and 3 to meet the requirements for ongoing record of achievement at progression. Evidence from the portfolio will be required for summative assessment in year 3 of the programme.

47

D. Graduate skills

On completion of the programme the successful student will be able to demonstrate a range of graduate skills including:

1) Communication2) Teamwork3) Personal and career develop-

ment4) Effective learning5) Information technology6) Numeracy

Teaching/learning methodsStudents have a structured approach to the development of graduate, transferable and employability skills throughout their programme, with these skills embedded in the modules across Year 1 of the programme and explicit modules in the form of: NIP2203 (Approaches to Health and Social Care Research) and NIP 3330 (Dissertation module).


Assessment methodsAssessed formatively and summatively. Methods include; portfolio development, reflective writing, poster presentations, practice assessment, drug calculations, e-learning and report writing.


12. 1 Overall structure of the programme pathway: BSc (Hons) Nursing – Child

The programme pathway comprises 3 academic years, each being 45 weeks in length exclusive of annual leave. The student will take 120 credits (4 modules) each year, at Levels 1, 2 and 3 4, 5 and 6 respectively. The programme consists of 50% theory and 50% practice to make 4600 hours across the three years of the programme. Theory and practice are integrated and reflected in the learning outcomes of each module.

Progression from Years 1 to 2 is dependant on achievement of all credits and meeting the progression criteria at Progression point 1. Similarly, progression from Years 2 to 3 is dependant on achievement of all credits and meeting the progression criteria at Progression point 2. The latter is a professional requirement for this programme(NMC 2010).

BSc (Hons) Nursing Pathway – Child

48

12.2 Levels and modulesStarting in academic year 2010/11 the University is changing the way it references modules to state the level of study in which these are delivered. This is to comply with the national Framework for Higher Education Qualifications. This implementation will be a gradual process whilst records are updated. For this programme spec the old coding is used (i.e. HE levels) with FHEQ levels in brackets.

49

Level 1 (4)



Year 1 (Level 4)NIP 1003 (4) - FoundationsFor ProfessionalPractice 30 cr

NIP 1002 (4) - Foundations for Nursing Practice 30 cr

PHC 1000 (4) – Foundations for Field of Practice 30 cr

NIP 1004 (4) - Practice Learning 1 30 cr

No optional modules. Progression from Years 1 to 2 is dependant on achievement of all credits (120 per year), and meeting the progression criteria at Progression point 1. Similarly, progression from Years 2 to 3 is dependant on achievement of all credits and meeting the progression criteria at Progression point 2. The latter is a professional requirement for this programme (NMC 2010). Students need to have met the attendance requirements for theory and clinical practice outlined in the attendance policy for the Pre-registration Nursing Programme.

Students need to demonstrate good health and character and must declare this at the start of each year of study. Students need to have attended all mandatory training sessions, simulated learning hours and structured sessions with their Personal and Professional Development Tutor, for each academic year of study.

Level 2 (5)


50

Year 2 (Level 5)

NIP 2203 (5) - Approaches to Health and Social Care Research 30 cr

PHC 2000 (5) - Developing Knowledge and Skills in Caring for the Ill Infant, Child, Young Person and their Family 30cr

PHC 2001 (5) - Developing Knowledge and Skills in Caring for the Infant, Child, Young Person and their Family with Long Term Conditions 30 cr

PHC 2002 (5) – Practice Learning 2 15 cr

PHC 2003 (5) - Practice Learning 3 15 cr

As per Year 1.

In addition progression from Years 2 & 3 is dependant on achievement of all 120 credits and meeting the progression criteria at Progression point 2. The latter is a professional requirement for this programme (NHC 2010).

Level 3 (6)COMPULSORY OPTIONAL PROGRESSION

REQUIREMENTS

51

Year 3 (Level 6)

NIP 3330 (6)– Dissertation module 30 cr

PHC 3000 (6) - Preparing for Registration:ICYP Professional Nursing Practice 30 cr

PHC 3001 (6) - Consolidationof Knowledge and Skills in the Nursing of the ICYP Nursing 30 cr



As per Year 2. Except if a student fails NIP 3330 Dissertation module the exit award will be BSc Nursing with NMC Registration.

At the end of the programme all students are required to have a written Declaration of Good Health and Character signed by the Programme Leader, indicating that to the best of their knowledge the student is eligible to register as a nurse with the NMC. Accumulated unauthorised absence may impact on the confirmation of good character required by the NMC.

12.3 Non-compensatable modules (note statement in 12.2 regarding FHEQ levels)Module level Module codeLEVEL 1 (4) NIP 1001, NIP 1002, PHC 1000, NIP 1004LEVEL 2 (5) NIP 2203, PHC 2000, PHC 2001, PHC 2002, PHC 2003LEVEL 3 (6) NIP 3330, PHC 3000, PHC 3001, PHC 3033, PHC 3034


14. Information about assessment regulationsAssessment regulations follow Middlesex University’s Academic Regulations. In addition the Programme requires that:

This programme does not allow students to re-take modules. although students can re-take modules at additional cost. All modules are compulsory and non compensatable.


Practice modules will be graded using the University 20 point scale in Years 2

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and 3 only.

Students must achieve a pass grade for all the modules within the programme to progress.

Students must meet the attendance and mandatory training requirements of the programme. Students accumulating sickness or absence exceeding 10 days per year may be discontinued or deferred.


CRB and Occupational Health clearance is required prior to commencing clinical placement.


15. Placement opportunities, requirements and support (if applicable)

Students must satisfy the NMC requirements to have achieved a minimum of 2300 hours in practice during the whole of their programme, in order to gain pro-fessional registration with the NMC. In the Child field, 225 hours have been alloc-ated for Simulated Practice Learning across the three years to facilitate place-ment learning.






Each practice area has an allocated link lecturer and practice placement informa-tion folder to further support practice learning and to guide students and mentors on key policy documents such as the attendance policy and complaints proced-ure. Practice learning is assessed using the Practice Learning Document.

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Students are required to work under direct or indirect supervision and have ac-cess to a mentor for 40% of their assessed learning period in practice. Students must work with a qualified mentor for a minimum of 4 weeks towards the end of progression point 1 and 2.

16. Future careers (if applicable)

On successful completion of the programme students are eligible to enter the professional register for nursing.

Students will receive career guidance within Personal and Professional Development groups. Workshops to discuss jobs within the various trusts is organised during the final year of the programme.Successful graduates will be able to progress to a taught Masters programme i.e. the MSc Nursing Studies. They also have the opportunity to undertake work based learning studies at post graduate level.

17. Particular support for learning (if applicable)

Personal and Professional Development groups (PPD)

Link Tutor/Mentors in clinical practice



School Learning Development Unit





B 730 child


Nursing


Critical Review of Pre-Registration Nursing Provision at Middlesex University 2005-2010Department of Health (2010) Equity and excellence: Liberating the NHSInter-professional Capability Framework (CUILU 2004)

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Knowledge and skills Framework (DoH 2003)Middlesex University (2006) The Learning Framework, London, MUMiddlesex University (2010/11) Regulations, London, MU Middlesex University (2010/11) Learning and Quality Enhancement Handbook, London, MUNational Service Framework (DoH 1999, 2000. 2001, 2004)Nursing Midwifery Council (2007) Essential Skills Clusters for Pre-registration Nursing programmesNursing and Midwifery Council (2008) Standards to support learning and assessment in practice.Nursing and Midwifery Council (2008) The code: Standards of conduct, performance and ethics for nurses and midwives.Nursing and Midwifery Council (2010) Standards for pre-registration nursing education.Nursing Midwifery Council (2010) Guidance on professional conduct for nursing and midwifery student.

Quality Assurance Agency (2000) Framework for Higher Education Qualifications, London : QAAQuality Assurance Agency (2001) Code of practice on placement learning, London : QAAQuality Assurance Agency (2001) Subject benchmark statement for nursing, London : QAASchool of HSSC (2002/5) Maintenance and enhancement of quality and standards, HSSC School of HSSC Curriculum policy and strategy framework (2002/5) University Student Charter

UCEA (2009) health and safety guidance for the placement of higher education students

Achieving equity and excellence for children (DoH 2010)Children Act 1989 (c.41) (DoH 1989)Every Child Matters (DfES 2003)Every Child Matters – Next Steps (DfES 2004)Getting it right for children and young people: Overcoming cultural barriers in the NHS so as to meet their needs. (D.o.H 2010)Healthy Child Programme: pregnancy and the first five years of life (2010)Healthy Lives, Brighter Futures: the strategy for children and young people’s health. (DoH 2009)National Service Framework for Children, Young People and Maternity Services (DoH)

National Service Framework for Children Young People and Maternity Services:Promoting the health and wellbeing of looked after children - revised statutory guidance (DoH 2009)The Children Act 2004

21. Other information

Please note programme specifications provide a concise summary of the main features of the programme and the learning outcomes that a typical student might reasonably be expected to achieve if s/he takes full

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advantage of the learning opportunities that are provided. More detailed information about the programme can be found in the rest of your programme handbook and the university regulations.

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Curriculum map for BSc (Hons) Nursing Pathway - Child



Knowledge and understanding Practical skillsA1 Demonstrate leadership, management and team-

working skillsC1 Demonstrate caring, compassion and empathy

A2 Utilise effective communication and inter-personal skills

C2 Deliver care consistent with professional, ethical and legal values

A3 Demonstrate appropriate professional values C3 Practice safe and competent care based on evidence using generic and specialist skills

A4 Critically reflect on all aspects of nursing practice and decision making

C4 Demonstrate effective management of themselves and others

A5 C5 Utilise a range of skills which foster effective inter-personal relationships

A6 C6 Adopt a problem solving approach to the nursing process

A7 C7

Cognitive skills Graduate SkillsB1 Critically reflect on theory and practice related to

nursingD1 Communication

B2 Critique evidence from a range of sources related to health and social care

D2 Teamwork

B3 Analyse concepts and principles related to nursing and underpinning theoretical perspectives derived from other disciplines

D3 Personal and career development

B4 Articulate the argument for a holistic approach to D4 Effective learning

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nursing

B5 Exercise significant judgment in decision making D5 Information technology

B6 D6 Numeracy

B7 D7

Programme outcomes

A1 A2 A3 A4 A5 A6 A7 B1 B2 B3 B4 B5 B6 C1 C2 C3 C4 C5 C6 D1 D2 D3 D4 D5 D6 D7

Highest level achieved by all graduates6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6


A1 A2 A3 A4 B1 B2 B3 B4 B5 C1 C2 C3 C4 C5 C6 D1 D2 D3 D4 D5 D6

Foundations for Professional Practice





PHC 1000 X X X X X X X X X X X X

Practice Learning 1 NIP 1004 X X X X X X X X X X X

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CHILD YEAR 2Developing Knowledge and Skills caring for the Acutely Ill ICYP and their Families

PHC 2000 X X X X X X X X X X

Developing Knowledge and Skills caring for ICYPwith long-term Conditions

PHC 2001 X X X X X X X X X


NIP 2203 X X X X X

Practice Learning 2 PHC 2002 X X X X X X X X X X X X XPractice Learning 3 PHC 2003 X X X X X X X X X X X X X X X X X X

CHILD YEAR 3Preparing for Registration:ICYP Professional Nursing Practice

PHC 3000 X X X X X X X X X

Consolidationof Knowledge and Skills in ICYP Nursing

PHC 3001 X X X X X X X X

Dissertation Module NIP 3330 X X X X X X X XPractice Learning 4 PHC 3033 X X X X X X X X X X X X X X X X X X XPractice Learning 5 PHC 3034 X X X X X X X X X X X X X X X X X X X X X

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Section 5 – Calendar

BSc Hons Nursing Pathways September 2011 cohortYear 1 Calendar dates

Induction Week 19th September

Theory Block / Practice Placements 26th September

Holiday 19th December – 1st January (2 weeks)

Theory Block / Practice Placements 2nd January – 19th August

Holiday 20th August – 2nd September (2 weeks)

Year 2 commences on 17th September 2012

NB Dates for Assessment weeks (3), Placement Learning (2), and 3 further AL weeks will be provided at Induction

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Section 6 - Accreditation of Prior Learning (APL)

APL is described as the process for identification, assessment and formal acknowledgement of prior learning and achievement (QAA, 2004) to which academic credit can be awarded. The Pre-registration Nursing Programme includes opportunities for using APL within your programme pathway. The amount of learning that can be accredited is up to 50% of the total 3 year programme (NMC 2010). APL can be in the form of accreditation of prior certificated learning (APCL) and / or accreditation of experiential learning (APEL).

APCL is the recognition to of learning which has been formally assessed and for which certificates have been awarded.

APEL relates to the learning and capabilities gained from experience gained through your experiences within the work place or other experiences. This type of learning is more difficult to identify and evidence.

To gain academic credit in recognition of your previous learning / experience, you will be required to go through a profiling interview with the relevant Programme Leader. You will be asked to submit a portfolio, detailing evidence of learning, which will be presented at the University’s Accreditation Board. This Board will determine the exact amount of credit that will be awarded. Not all awards are recognised in Higher Education and you will be advised on your claim by your Programme Leader.

Only prior learning which is an equivalent or higher level to the programme currently under study will be accepted. You will need to provide as much evidence as possible to support your claim. Evidence could be a transcript of your course / programme; learning outcomes; a summary of learning that is relevant to your claim. Remember, when you are seeking accreditation of your prior learning, the board will need to be assured that the learning derived form from your past programme / experiences is equivalent to that of the learning that might have otherwise been achieved if your were to undertake those specific modules.

Relevant awards that may be considered for APL could include:

A graduate or post-graduate award in a related subject, e.g. Biology, Social Sciences, Psychology.

A previous nursing qualification with live registration on the NMC Professional Register.

A cadet nursing award recognised by the University. An NVQ at level 3 or 4 in Health or Social Care or accredited NVQ training

qualification recognised by the University. Experience of practice

Normally the award should have been achieved within five years of the claim. You should note that award of credits can only be used on one single occasion.

If you wish to claim for learning through experience you will need to provide a portfolio that is broken down into ‘areas of learning’ (AOL). These AOL give you the opportunity to discuss how your learning has developed over time. Possible content for AOL include communication; management; interpersonal skills; teaching.

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Following a decision, you will be supported by the relevant Programme Leader to map out your individual programme; ensuring that the programme meets both your individual needs and professional standards, required for registration.

It is anticipated that your claim for APL will have been identified at the point of recruitment and selection. If this has not happened, you will need to contact your Programme Leader within the first few days of commencing the programme.

Exemption Students with accredited education and / or experience may be eligible for certain exemptions. This means you would not be awarded the credits for that module (so you would need to undertake the assessment and some of the learning activities) but you would not be required to attend all the sessions / participate in all the learning activities. More information can be obtained from the University Regulations published annually.

Accreditation, Registration and Academic Award Middlesex University operates a credit accumulation and transfer scheme that gives you credits for each module that you undertake. This is explained in detail in the Uni-versity Regulations. These indicate that students may be awarded a Certificate of Higher Education once they have attained 120 credits at Level 1, a Diploma of Higher Education once they have achieved a minimum of 120 credits at Level 2, and an Hon-ours Degree once 120 credits at Level 3 are attained.

Reference The Quality and Assurance Agency of Higher Education (2004) Guidelines of the Accreditation of Prior Learning. QAA. Gloucester

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Section 7 - Learning, Teaching and Assessment within your programme

Learning, Teaching and Assessment approaches will encourage you to be actively involved in your learning and to co-operate with other students. We aim to give you prompt feedback on your learning and opportunities to reflect upon and learn from that feedback.

You will be involved in a range of learning, teaching and assessment approaches as part of your Pre-registration Nursing Programme. Such learning These approaches puts you at the centre of your learning where you are actively involved and engaged in all aspects of learning and assessment. Your programme will require your participation in learning activities and engagement with your peers, both individually and collaboratively, working and learning with other students as part of a small group.

Your learning will also be supported by technology. Increasingly your Tutors will be using existing and emerging learning technologies to engage you in e-learning activities. Your programme will be facilitated using a variety of media and online tools (OASISplus, podcasts, wikis, etc.) which will allow you flexible access to a diverse range of online resources, quizzes and learning materials as well as collaborative tools with which you can engage and learn with your peers. Not confined by time and space you will be able to take part in online discussions and learning activities from wherever you are studying. By engaging with e-learning you will also be developing skills which are essential for your learning and are also highly valued by employers. These include but are not limited to; working flexibly, communication, understanding of IT, team working and creating shared understandings based on quality resources and access to global expertise.

A variety of learning, teaching and assessment strategies are employed across your programme to assist you to get the most from your studies. The School acknowledges that a variety of Learning, Teaching and Assessment methods will be necessary, in order to meet the needs of a diverse student population within the University and practice settings.

Learning and Teaching Methods You will experience a variety of learning and teaching methods to fulfil the learning outcomes of modules within your programme. In the main these include;

Seminar Presentations and Discussion which aim to increase knowledge and en-hance your skills of presentation and communication. It will help develop your ability to work as part of a team, exchange ideas and share experiences with your col-leagues. This will assist in developing your knowledge and widening your exposure to the literature. It will allow you to develop self-confidence in making your views known in group situations; a vital skill for nurses. Seminar presentations will be co-fa-cilitated by service users / carers as appropriate, giving you the opportunity to identify the needs of service users / carers and how these may be met within the current con-text of care.

Group work will be used throughout the programme to enable students to share their experiences and perceptions, to share good practice and discuss challenges faced within set time frames. It will allow you to develop the ability to work as an individual within a team, a skill that is vital for the graduate nurse.

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Skills and Practical Workshops will focus on developing clinical skills and abilities utilising underpinning theory. You will have the opportunity to practice and rehearse within secure and safe environments such as skills laboratories. This will be suppor-ted via your practice learning experiences, the Practice Learning Document and OAS-ISplus. These sessions will be delivered in partnership with practice staff and service users / carers as appropriate.

Individual and Group tutorials may be used by your Module Leader, Seminar Group Leader and Personal and Professional Development Tutor to provide individual or a small group tutorial to support the student. This allows for identifying issues, clarification of possible solutions and exchanging ideas on a one to one or small group basis so as to support the student in their academic, personal and professional development.

Lectures will be used primarily to introduce key information, concepts and theories; although with increasing use of technology, these may also be introduced using technology based material such as web based module information and content, and Internet References. To achieve optimum learning it is advisable to undertake background reading prior to attending lectures / accessing technology based material and to follow up each learning experience with further reading or discussions with colleagues and / or teachers. When used they will be followed up with seminars and group work to ensure clarity and understanding of the concepts introduced, and to maximise the integration of theory and practice.

Simulated learning In accordance with NMC circular (NMC 2007) students will experience a range of activities that simulate practice learning. These experiences will support the development of direct care skills and the achievement of learning outcomes. This can be seen as an adjunct to practice learning which builds upon your previous experience. It will help provide a safe and effective means of supporting learning and enhancing evidence-based direct care, across the 3 fields of practice.

Simulated learning within your programme comprises 75 hours within each year of the programme, and is based on the following themes;

Year 1 – Fundamental Practice skillsYear 2 – Communication skillsYear 3 – Clinical decision making skills

Each theme will be articulated through learning outcomes that relate to the Practice Learning Modules. Each of these module handbooks will detail how you will learn, where this will take place, and the assessment scheme that tests the learning outcomes. Simulated learning will be delivered in partnership with mentors and practice colleagues and service users / carers. This approach to learning will be evaluated and reviewed on a yearly basis for the first 3 years of the programme.

Interprofessional LearningThe nurse works with other health and social care professionals, organisations and agencies to ensure a person centred approach to care for all individuals, across the lifespan. This approach supports individual choice and demonstrates respect and ensures that the individual, family or carers are at the centre of all decisions. A key component of this approach will be the concept and application of interprofessional learning, which will emphasise the diverse needs, differing values and reflection for the student. This will help to create the nurse who is able to promote care that is integrated, individualised and holistic in its broadest sense.

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Interprofessional learning and working will happen in theory and practice across all years of your programme, increasing in depth and application as you progress through academic levels of study. Concepts of interprofessional learning will be addressed through specific learning outcomes and syllabus within some of the generic modules and field modules in your programme. They will be taught to you with nursing students from the other fields of practice, whilst some concepts will be addressed within your own field of practice. You will enjoy taught sessions from other health and social care professionals and service users at various points in your programmes. This will facilitate your understanding and application of the benefits of working in a multidisciplinary team and a team approach to care.

Your practice experiences will give you the opportunity to work with other health and social care professionals caring for individuals across the lifespan. This will further help you recognise and value shared knowledge and experience. Each practice experience has a record of interprofessional learning opportunities available and a list of the interprofessional team that you will have the opportunity to work with. These interprofessional learning opportunities are also indentified at ward induction.Your interprofessional learning experiences from theory and practice will be further explored and reflected upon, in your PPDT groups that run through each year of the programme.

Practice Learning As nursing is a practice based profession your programme of study focuses on preparing you for future roles and responsibilities within a range of practice settings. Your programme is directed towards the achievement of professional competency with a requirement that you complete 50% of your programme in practice settings. This relates to a minimum of 2300 hours of practice in order to support you in meeting the ‘Standards for Pre-registration Nursing Registration‘ (NMC 2010).

In each year of your programme of study your practice learning will be supported by your Practice Learning Document (PLD) which has components that enable you to develop your knowledge, skills and attitudes across each year and from years 1-3 of the programme. You will work at Novice level in Year 1, Advanced Beginner in Year 2 and Competent in Year 3.

A number of individuals are involved in preparing you prior to your practice learning experiences, supporting you during these experiences and facilitating you to reflect on and learn from these experiences.Some of these include:

Programme Leader and Module teams Nurse mentor - a qualified member of nursing staff who has met the NMC

requirements for Mentorship (NMC 2008) Link Lecturer – a member of the University staff whose role is to support

the nurse mentor in facilitating your learning and assessment in practice Clinical Placement Facilitator / Manager – a member of the placement

provider (NHS) staff who has a key role in supporting learning in practice Others qualified health care professionals who have been appropriately

prepared to support your learning in practice Professional Development Tutor

Further reference to their roles will be included in the below sections.

Preparation for practice experiences Throughout your programme one of the Module Lecturers will prepare you for practice and help you begin to make the links between theory and practice, while mentors will help you in applying theoretical perspectives to practice. Practical skills sessions are timetabled to allow you to practise and develop certain core skills, e.g. measuring vital

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signs. You will also have mandatory training to include basic life support and moving and handling prior to practice. You must familiarise yourself with your PLD during each year of the programme to ensure you also take responsibility for your own learning and prepare effectively.

If you have specific needs we will consider how reasonable adjustments can be made in line with current equality and diversity legislation. Any decisions will be made in partnership with the placement provider to ensure both your safety as well as that of the patient / service user.

Trust Induction and Orientation A Trust induction is arranged for all first year students at the beginning of the programme. This is organised for students prior to commencement of their first placement and is facilitated by the placement facilitator / manager in each Trust. These days are essential components of preparing you for practice as important issues related to Health and Safety and other relevant policies are included.

You will also have a specific local induction at the beginning of each practice experience and each practice area has a student induction / orientation pack that outlines key local Health and Safety information as well as a profile of the practice area environment. You will be informed of the learning opportunities within that environment as well as support mechanisms and key policies and procedures.

Each practice area also has a Middlesex University ‘Information for Student Placements Folder’ which provides you and your mentors with information about your programme, your Practice Learning Document and key policies.

Practice experiences in your programmeWithin the Pre-registration programme you will have access to a range of learning opportunities to meet the required programme outcomes. This will include a number of hospital and community based experiences across each year of the programme.In Year 1 of the programme Adult nursing students may gain experiences in nursery placements, learning disability, mental health as well as field specific areas. In Year 2 and 3 learning opportunities will be made available to enable you to care for the expectant mother and new born as well as adults across the age range with acute and long term conditions in medical, surgical, high dependency and community settings.

In Year 1 of the programme Mental Health nursing students may also gain experiences in nursery and learning disability as well as adult and field specific areas. In Year 2 and 3 of your programme learning opportunities will be made available in rehabilitation, older people services and adolescences with mental health needs and also acute, community based and specialist services.

In Year 1 of the programme Child Health nursing students may gain experiences in adult, mental health, special schools / health visiting as well as acute paediatric ward areas. In Years 2 and 3 of your programme learning opportunities will be made available in neonatal, acute paediatric areas, ambulatory care as well as a range of community based services including special schools, school nurses and Community Paediatric Nurses.

It is an NMC requirement that practice learning should provide you with experience of 24-hour and 7 day care and so you will be required to work a range of shift patterns with a 37.5 hour week. This will include night duty for all students except those on their first practice experience in Year 1.

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Your practice experiences will include working with other health and social care professionals, organisations, and agencies to ensure individualised care across the lifespan.

Student exchangesYou can make your programme more interesting and exciting by going on a student exchange. This is an incredible and quite an exceptional experience. You could spend up to 12 weeks in one of our partner institutions abroad and the credits gained whilst on your exchange would count towards your Middlesex degree. We have many established partners with whom we carry out nursing exchanges, including Pori (Finland), Malta, and Florence (Italy). If you are interested you should contact the Socrates Subject Advisor for Nursing to discuss this opportunity. The Subject Advisor / Programme Leader will give you further information about the exchange countries and will be able to direct you to students who have already undertaken exchanges, should you wish to talk to them about the possibilities. You will also be helped in arranging the exchange and advised on how you can be supported by the University to enable you to maximise the experience. For more information and a full list of exchange opportunities consult the Student Exchanges section on 24/7.

Learning support in practiceIn your practice area you will be allocated a mentor and usually a co-mentor. Your mentor is there to support your learning and assessment in practice and has been prepared for this role under the NMC Standards to Support Learning and Assessment in Practice (NMC 2008). You are expected to identify what you need and would like to achieve from your practice experience and discuss this with your mentor. Through working with your mentor and being supervised in your student role you will be enabled to develop the necessary knowledge and skills to achieve the required NMC criteria for Progression point 1 (end of Year 1) and Progression point 2 (end of Year 2).

In Year 3 of the programme you will be allocated to work with a sign-off mentor during a continuous 12 week placement. The sign-off mentor is a mentor with years of experience who has met additional NMC requirements and is responsible for making judgements about your ability to practice safe and effective care. It is imperative that you reflect on your nursing practice during your practice experiences and you can expect to be guided in this by your mentor / co-mentor so that you can effectively integrate practice and theory.

Assessment of Practice All students will be issued with a Practice Learning Document (PLD) for each year of the programme and the purpose of the PLD is to provide an overall picture of your learning and achievement in practice.

The PLD will be made up of 3 components:1) A learning agreement – you are required to discuss the available learning

opportunities with your mentor and negotiate your learning objectives for the individual learning experience.

2) A range of competencies highlighted by the NMC in their Standards which reflect the progression points and the 4 domains.

3) A number of specific skills which you must achieve in each year of the programme. These reflect the Essential Skills Clusters (ESC’s) which have been identified by the NMC. You will be required to demonstrate the individual skill safely as well as discuss the underpinning knowledge by undertaking supervised practice and a range of written activities.

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Throughout your programme your mentor will be required to make a judgement on the level of your knowledge and performance in practice. This will be indicated as - excellent, very good, good, adequate/safe or unsafe/refer. You will also be required to undertake a self assessment which you will discuss with your mentor. Specific guidance on the meaning of each of these descriptors will be given within your PLD. In Year 1 of the programme these descriptors will not relate to a specific percentage grade but will do so in Years 2 and 3 of the programme. This grade will be converted to the 20 point scale by the Module Leader. This means that the grade awarded for your practice learning modules in Year 2 and 3 of your programme will contribute to your overall degree classification.

Further details on your practice learning and assessment are included in your Practice Learning Document and support and guidance will be given by the module team prior to each practice experience. Further information regarding placements and practice learning is also available on OASISplus.

Monitoring and enhancing the practice learning environmentAll practice areas must meet statutory and professional body requirements and there is continued emphasis on improving and developing these to ensure that: You are provided with relevant learning opportunities – to include a range of oppor-

tunities for you to learn with and from other health care professionals. Learning opportunities are of a good quality and learning outcomes are achievable You are given adequate support and supervision from suitably qualified practition-

ers You are provided with continuous feedback on your performance Staff within the School of Health and Social Sciences work in partnership with practice placement providers to ensure that the practice learning environment is conducive to meeting the individual learning needs of the student and a robust process of quality monitoring and enhancement of the learning environment is in place. This process is continuous though does require us to formally visit each practice area and undertake a review of the learning environment every two years as a minimum. One aspect of this process, which is updated regularly, is the Practice Environment Profiles (PEP) which details the number and qualifications of available mentors to support your learning in practice.In order to review the consistency and reliability of your practice assessments a number of processes are in place. This includes regular mentorship updates and support from Link Lecturers as well as visits from the External Examiner. In addition to these a specific assessment panel which comprises both clinical and academic members of staff is convened 3 times a year to review your PLD’s. This is known as the Quality Monitoring Panel for Practice Assessments (QMPPA).

Evaluating your practice experience will also aid us in monitoring and enhancing the learning environment. In order to ensure the quality of the placement learning environment we ask you as students to provide us with feedback. You will be required to complete a placement evaluation form on the practice area at the end of your placement experience. These forms are available in the practice areas and can also be accessed via OASISplus if you feel unable to complete one in practice or have not been given the opportunity. The feedback will be monitored and actioned accordingly. Furthermore, students will also receive opportunities to evaluate their practice experiences through an on-going basis via student forums.

This is a process of constructive feedback and not a complaints procedure. If you wish to make a complaint about your practice area or identify poor practice please discuss with your Ward Manager, Link Lecturer or Professional Development Tutor as

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appropriate who will advise you further on the process to follow. A copy of the complaints process in available in the ‘information for student placement’ folder which is available in each practice area as well as in your placement handbook.

Assessment Strategy The aim of assessment is to support and enhance your learning. Within the context of the profession, assessment will also measure the extent to which you have acquired the necessary competencies, enabling your registration on the appropriate part of the NMC professional register.

You will experience a diverse range of assessment methods in both theory and practice. These will be formative and summative in nature, both being valuable tools for learning. Formative assessment is primarily developmental in nature, and is designed to give feedback to you on your performance and how it can be improved. Formative assessment is a key part of the learning process, and has been shown to contribute to enhancement of learning and the raising of standards. Summative assessment is designed to measure the extent to which you, the learner has achieved the intended learning outcomes of a module. The summative component of an assessment task is designed solely to provide a measure of the achievement of a learning outcome. Summative assessment is designed to assess achievement of all learning outcomes, in a secure, fair and accurate manner.

Assessment may also involve self, peer or group approaches, which could be formative and / or summative in nature. For example, you may be asked to self-assess your own work, indicating where you feel you have clearly demonstrated your understanding, and also identifying areas where you can see you have room to improve. Assessment may also be a peer process where with peers individually, or as groups, offer feedback on one another’s work. Group assessment may also be part of your programme, where part of the assessment process requires you to demonstrate your ability to work as part of a group or team, and possibly receive a group mark.

Whilst the main aim of assessment is to enhance learning, this broad aim encompasses a number of purposes:

Enabling you to demonstrate that you have met the outcomes and skills appropriate to the level of study

Providing feedback to enable you to learn from mistakes and build on your achievements

Consolidate your learning Assist you in applying abstract principles to practical contexts Motivate you and allow you to see how you are progressing Classify and grade your achievements Encourage you to research and work independently Provide the lecturers with feedback on the effectiveness of teaching and

learning Give an indication on the general achievement of standards that provide

performance indicators for meeting the professional standards required by the University and the Professional Bodies

Emphasis will be placed on assessment as a means demonstrating the integration of theoretical knowledge with practice. You can expect to receive clearly defined criteria for assessments that relate to the learning outcomes, learning and teaching strategies and academic level of the module being studied. In order to develop diverse skills,

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you will be exposed to a range of assessment methods that will enhance your learning.

E-assessment within your programmeE-assessment uses electronic means for you to submit your written work, via OASISplus, and the feedback from the marker will be provided to you electronically. You will be supported via your programme team, the module teams and information on OASISplus demonstrating step by step how this process works for the relevant modules.

Assessment methods in your programme The following are examples of the types and range of assessment you may undertake during your programme of study. The nature of assessment in the programme endeavours to support and enhance your learning and develop your employability skills.

Learning Log which is a compilation of small written pieces that illustrate the integration of theory and practice

A report – a structured written piece of work that develops the ability to write in a concise manner using the appropriate evidence base

Care plans that illustrate your ability to utilise nursing frameworks, pro-cesses and decision making strategies to provide and record evidence based care

Essays that allow investigation of depth of knowledge and understanding and demonstrate your ability to develop ideas and arguments supported by literature

Case Studies that demonstrate application, analysis and integration of the-ory and practice and supports problem-solving skills

Seen and Unseen Exams which test knowledge and its application under timed conditions

Presentations that confirm both and visual communication skills along with knowledge and understanding of the information delivered

Peer-assessed role-play to further develop skills of feedback, judgement and decision-making

Reflective writing that demonstrate understanding and identification of learning needs

Compilation of portfolio evidence illustrating the integration of theory and practice, and the ability to self-assess your own ability and plan future de-velopment needs

Demonstration of clinical skills which support the development of essential skills within a safe environment

Practice assessments that fosters the development of graduate, transfer-able and employability skills and particularly focuses on the development of knowledge and skills related to care planning, critical reflection, self as-sessment, the integration of theory and practice and the development of psychomotor skills

Each module has its own assessment strategy that includes continuous learning opportunities as well as summative assessment. All modular assessment reflects an integration of theory and practice.

Marking and moderation This takes place following submission of coursework and examinations. You can ex-pect your work to be marked and graded according to the criteria for assessment that

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you will have been given for each module. Members of the module team mark all as-sessments submitted. Scripts that are referred or failed are second marked, as are scripts that have been awarded a first (grades 1-4). The scripts are subject to moder-ation. Moderation means that a panel of Lecturers will randomly sample work across the whole cohort of students who have undertaken the assessment, to ensure that there has been consistency in marking and feedback.

A sample of all work at Level 2 and 3 only, is sent to an External Examiner who com-ments on the quality and consistency of the marking and the feedback to students, in relation to the stated criteria for a given assessment. Grading of practice learning has been referred to in Section 7. External Examiners sample PLDs and undertake visits to practice areas, at least once per year. This is agreed with the programme team and the relevant area of clinical practice. Through this process we ensure your pro-gramme is quality assured and that all students are treated equitably within practice based assessment. The role of External Examiners is to ensure that standards are consistent across Institutions at a National level. Scripts at Level 1 are subject to in-ternal moderation only.

Assessment Feedback Assessment feedback provides the opportunity for you to engage with feedback on your assessed work, to reflect on it, and to use this feedback as the basis for learning and to improve your work. Feedback can take many forms, and may be informal. For example, it may be offered and discussed in classroom sessions either collectively or individually. It may also be more formal and delivered for example in written or audio form from peers, academic or clinical staff. All forms of assessment (formative and summative) are part of the learning process. Receiving feedback on your work is an essential and important part of your learning, and all module teams will provide you with regular opportunities to assess your work formatively, and provide feedback on it. Understanding your feedback is very important, to achieve this you are encouraged to discuss feedback with your peers, academic and clinical staff.

You will find further information in the Assessment Policy and Strategy (HSSc October 2008). You will normally be provided with feedback within 15 working days of the published coursework component submission date.

Feedback on Assessed work will be offered in a variety of forms and all work will be marked and moderated in line with the University Regulations Code of Assessment Practice: http://www.web.mdx.ac.uk/regulations/allprogs/sectionm.htm.

Grading ScaleThe University grading scale is used in relation to, and in conjunction with, the University grade criteria guide and guidance on the generation and use of module level descriptors (see Regulations “Module Level Descriptors” and “Grade Criteria Guide” www.mdx.ac.uk/regulations/).

Further information on the use of the University grading scale can be found on 24-7 (www.mdx.ac.uk/24-7/assess/grading.htm ).

Module GradesGrades 1 to 16, are all pass grades. If you do not get one of these grades in any of your modules it is very important that you check the exact details of what you need to

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do in order to pass. Therefore, if you are given any of the following grades, you will need to take action: grades 17 to 20, X, I or U.

A student has the right to be reassessed once only, in any module, with a grade of 17 to 20. Reassessment will be taken at the next available opportunity, unless deferred (see below).

For modules at Levels 0/1 the overall grade following reassessment will be the grade achieved at the second attempt. For example:1st attempt – grade 172nd attempt – grade 12Overall module grade – grade 12

For modules at Levels 2/3 (Years 2 and 3) following reassessment, a maximum grade of 16 is applied to the reassessed component only, for example using the 20 point scale;

Component A (50%) Component B (50%) Overall grade

1st attempt 8 17 17RC2nd attempt 8 (as before) 10 (capped at 16) 12

An example in percentages:

Component A (50%) Component B (50%) Overall grade

1st attempt 55% 22% 39%2nd attempt 55% 60% but capped at 40% 48%It is really important that students complete all assessed work (coursework, presentations, exams etc.) that is required per each module. Failure to do so will result in failure in the component or the module concerned (grade 20 – failure incorporating failure to undertake all assessment components; compensation not allowed) should the required learning outcomes not be met.

Please note all modules on your programme are non-compensatable. This means that if you achieve a grade of 17-20 after your second attempt you have failed that module. If you fail a module at any stage of the programme you will not be able to continue with your programme. You will be discontinued from the programme and your bursary stopped from the point of discontinuation. It is very important to contact your Module Leader / Programme Leader if you find it difficult to understand your grades on MISIS for the modules you have taken.

Students who achieve a 17-20 grade (as explained above) following second attempt at a module will not be able to progress on the programme. In this instance the student is stepped OFF or discontinued from the programme and bursary stopped at this point.

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For more information on the X grade (fail – incomplete without good reason: may not be re-assessed) see the section on “Attendance Requirements” below.

For more information on the I grade (deferred assessment) see below.

For more information on the U grade (academic misconduct allegation being investigated) see “Plagiarism” below.

ResubmissionsYou are allowed two attempts at each assessment. Failure to achieve an overall grade of 16 on second submission may result in your discontinuation from the programme. If you are required to resubmit, you will do so at the next assessment opportunity, as specified by your Programme Leader / Module Leader.

DeferralYou may seek permission to defer all or part of the assessment in a module to the next available opportunity. The full Deferral Policy is available at http://www.24-7.mdx.ac.uk/assess/defer.htm . This can only be granted where exceptional circumstances prevent you from completing assessment through no fault of your own and where documentary evidence is supplied. Deferral requests should be submitted to the School Student Office counter on your base campus by completing the relevant form and attaching supporting documentation, e.g. medical certificates. The deferral form is available at:http://www.mdx.ac.uk/24-7/assess/defer.htmIf students have difficulties accessing resources (eg. access to the University network, library, OASISplus etc.) after deferral, contact the web helpdesk at http://webhelpdesk.mdx.ac.uk .

Extenuating CircumstancesIf you do not wish to defer assessment, but are concerned that exceptional personal circumstances (e.g. ill health) might affect your performance in assessment, you should complete an extenuating circumstances form and attach supporting documentary evidence. This form should be submitted to the School Student Office.The extenuating circumstances will be summarised by the Assessment Officer and brought to the attention of the appropriate Assessment Board. Extenuating circumstances are only considered when determining the progression or the final classification of borderline students. They are not used to change the grade in a module. The extenuating circumstances form is available at:http://www.24-7.mdx.ac.uk/assess/extenu.htm.

Assessment Officer SupportAssessment is an important aspect to your programme but you may find that at times personal circumstances can impact on your studies. Should you have circumstances which mean you need to defer your assessment you will find valuable guidance on 24-7, but you can also contact the Assessment Team, e-mail: [email protected] , who will guide you through the process. The full Deferral Policy is available at http://www.24-7.mdx.ac.uk/assess/defer.htm .

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http://www.24-7.mdx.ac.uk/assess/defer.htm

In addition, your Module Leaders will be more than happy to assist you with any queries you may have about assessment of a particular module.

Academic Dishonesty and PlagiarismPlagiarism is the presentation by a student, as his or her own work, of a body of material (written, visual or oral) which is wholly or partly the work of another. In fact, plagiarism extends to cover one's own work previously assessed or published which is also required to be properly referenced. Taking unfair advantage over other authors, students or oneself in this way is considered by the University to be a serious offence. The University will take serious action against any student who plagiarises whether through negligence, foolishness or deliberate intent. Make sure written material, ideas, theories, formulae, etc. are acknowledged through the use of quotation marks, references and bibliographies. Information on the correct way of acknowledging work from other sources is available from campus Learning Resource Centres. Academic misconduct also covers cheating in examinations. Detailed information can be obtained at www.mdx.ac.uk/24-7/assess/plagiarism.htm

Return of courseworkYou are expected to keep a copy of your coursework. As the marked copy is not normally returned to you, retention of a copy is important so that you can relate feedback to your work.

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Assessment Map BSc (Hons) Nursing

Adult Nursing Years 1-3

Module Code & TitleYear 1 Formative assessment Summative assessment

NIP 1003Foundations for Professional Practice 30cr

Plan for learning logLearning log 100%

NIP 1002Foundations for Nursing Practice 30cr

In class quizzes, online numeracy – need to achieve 70%

Workbook 25%Report 25% Skill demonstration 25%

NIP 1000 30crFoundations for Field of Practice

Essay outline Essay 100%

NIP 1004 Practice Learning 1 30cr

Record of simulated learning opportunities and reflections on outcomes

Learning agreement for individual placement area opportunities

Nursery placement workbook

Practice Learning Document at novice level 100%

Year 2

NIP 2000Nursing the Acutely Ill Patient 30cr

Self and peer assessed short answer questions

Seen exam based on a scenario 100%

NIP 2001Caring for the Patient with long-term Conditions 30cr

Poster outlinePeer assessed presentation of preparation for discharge

Online poster presentation 50%Discharge report 50%

NIP 2203Approaches to Health and Social Care Research 30cr

Review of portfolio development

Portfolio reflecting achievement of learning outcomes 100%

NIP 2002Practice Learning 2 15cr



Feedback from members of the MDT and service users

Practice Learning Document at advanced beginner level 100%

NIP 2003Practice Learning 3 15cr


Learning agreement for individual placement area


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opportunities


Personal development planning and professional portfolio

Year 3

NIP 3012 Caring for Patients with Complex Care Needs 30cr

Peer assessed practice OSCE’s

Objective Structured Clinical Examination (OSCE) 100%

NIP 3013Preparation for Registration and Professional Practice as an Adult Nurse 30cr

Self assessed interview for employment

Reflective essay 100%

NIP 3330Dissertation 30cr

Log book and project plan, with audio feedback

Literature Review 100%





Practice Learning Document at competent level 100%







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Mental Health Nursing Years 1-3

Module Code & Title Formative assessment Summative assessment

NIP 1003 Foundations for Professional Practice 30cr


NIP 1002 Foundations for Nursing Practice30cr

In class quizzes, online numeracy – target 70%

Workbook 25%Report 25% Skill demonstration 25%

MHR 1000 Foundations for Field of Practice 30cr

Mental health: Essay outline

Essay 100%




Nursery placement workbook


Year 2

MHR 2000Developing an understanding in Mental Health 30cr

Multiple choice questionsCase scenarios

MHR 2001Assessment, Treatment and Interventions in Mental Health 30cr

Comparison of own answers with model answers

Seen exam based on a scenario 100%

NIP 2203 Approaches to Health and Social Care Research 30cr



MHR 2002 Practice Learning 2 30cr






Record of simulated learning opportunities and

Practice Learning Document at advanced

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reflections on outcomes




beginner level 100%

Year 3

MHR 3031 Meeting Complex Care Needs in Mental Health 30cr

Explore a case scenario with peer feedback

OSCE 100%

MHR 3032 30cPreparation for Mental Health Practice

Self directed activity comparing answers with model answers

Draft essay plans with peer and lecturer feedback

Essay 50% 100%Role play 50%

NIP 3330Dissertation 30cr











Feedback from members of the MDT and service usersPersonal development planning and professional portfolio


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Children’s Nursing Years 1-3

Module Code & TitleYear 1 Formative assessment Summative assessment

NIP 1003 Foundations for Professional Practice 30cr


NIP 1002 Foundations for Nursing Practice30cr

In class quizzes, online numeracy – target 70%

Workbook 25%Report 25% skill demonstration 25%

PHC 1000 Foundations for Field of Practice 30cr

Child: Essay outline Essay 100%




Mental Health placement workbook


Year 2

PHC 2000 Developing Knowledge and Skills in Caring for the Acutely Ill Infant, Child, Young Person and their Families (ICYP) 30cr

Team quizOn line exercises relation to drug calculations and medicines management

Scenario based seen exam

100%

PHC 2001 Developing Knowledge and Skills in Caring for the ICYP with long-term Conditions and their Families 30cr

Peer assessed presentation

Presentation of a case study (50%)Discharge / transition plan (50%)

Nip 2203 Approaches to Health and Social Care Research 30cr



PHC 2002 Practice Learning 2 15cr



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Year 3

PHC 3000Preparing for Registration: ICYP Professional Nursing Practice30 cr

Interview and application process for employmentTeaching pack/skills

Reflective essay 100%

PHC 3001Consolidation of Knowledge and Skills in the Nursing of the ICYP30 cr

Presentation and practice OSCE

OSCE 100

NIP 3330Dissertation 30c











Feedback from members


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of the MDT and service users


ProgressionStudent progression is the responsibility of the Programme Progression Committee. The committee comprises the Associate Dean for Learning, Quality and Enhancement, Directors of Programmes, and Programme Leaders. This committee receives all the module grades ratified by the Subject Assessment Boards for those students based on the campus who are not being considered for an exit award i.e. those progressing from Years 1 to 2, and 2 to 3. It is the only committee that can take into consideration any documented circumstances that have led to non-submission of assessments.

The progress of all students will be reviewed regularly throughout your programme. In order to proceed from one year of study to the next all students must:

Successfully complete all module assessments Meet professional requirements for progression Students who carry 60 or more credit deficits may be asked to step off the pro-

gramme until such deficits are made up. In this situation, individual circumstances will be discussed with the Programme Leader and Director of Programmes.

Students may not progress to the following year of the programme unless they have completed all the requirements of Progression points 1 and 2 (NMC 2010). Please see the following section for details of this. Failure to progress may result in discontinuation or stepping off the programme for a minimum period of 1 year or until all criteria for progression are met. Your bursary is stopped at the point of discontinuation or when you are stepped off the programme. Please note, your whole programme must still be completed within 5 years of commencing the programme (NMC 2010).

All nursing students on the programmes involving registration with the Nursing and Midwifery Council should note regulations G6.1 & G6.2 which, for professional reason, do not apply. Should a nursing student fail any assessment at second attempt that is related to assessment of practice or skills modules, permission to enter or continue on placement pending the outcome of an appeal will NOT be given. The student will be required to step off the programme until the outcome of the appeal is known and, if appropriate, until a reassessment opportunity is available. It is essential that any failed practice based component is successfully passed before progressing further on the programme.

Modules on the pre-registration programme cannot normally be re-taken if failed, when all re-submission opportunities have been exhausted.

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Mapping of Years 1-3 against NMC Standards The NMC has reviewed Pre-registration Nursing Education to make sure the nurses of the future are fit for practice reflecting changes in health care delivery, and are able to meet the needs of patients and the public safely and effectively with compassion (NMC 2010). To ensure that this happens effectively, your programme must meet the requirements of the Standards for Pre-registration Nursing Education and competence. Hence, your programme has been mapped against all standards for education and competence. For details please see Appendix 1.

Progression criteriaThe NMC has set minimum requirements that must be met by first (the end of Year 1) and second (end of Year 2) Progression points. This is to continue to ensure that a student is safe and adequately prepared to take part in the full range of practice learning opportunities without risk to the public (NMC 2010).

First progression pointThe NMC has identified skills and professional behaviour that a student must demonstrate by the first progression point. In your programme this will occur in practice and through simulation.

These criteria cover:

Safety, safe-guarding and protection of people of all ages, their carers and their families

Professional values, expected attitudes and the behaviour that must be shown towards people, their carers, their families and others

If a student is unable to demonstrate these skills and behaviours by Progression point 1, through the assessment as set out in your modules, they will not normally be allowed to progress to the 2nd part of the programme.

Second progression pointThe NMC has also set minimum requirements that must be demonstrated by the2nd Progression point. Students within Year 2 must show they can work more independently, with less direct supervision, and in a safe and increasingly confident way to extend their knowledge and practice skills.

Progression point two criteria:

Works more independently, with less direct supervision, in a safe and increasingly confident manner

Demonstrates potential to work autonomously, making the most of opportunities to extend knowledge, skills and practice

Within Year 3 of the programme students will be making safe and effective use of practice learning, with less direct supervision. Students will be aiming to be working as autonomous practitioners, and will be confident and fit for practice to enter the register at the end of their programme.

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Employability SkillsEmployability refers to the potential the student has for obtaining, and succeeding in, graduate level positions. Achievement of your programme outcomes contribute to your employability as a graduate.

The aim of the programme is to produce a graduate nurse who is able to provide safe and effective care as defined by the NMC ( 2010), and is committed to working in partnership with service users, colleagues and other health and social care agencies to provide a patient / client focussed service. This embodies a nurse who is employable within the current context of health and social care. Middlesex University has developed an institutional approach to the development of employability skills. This includes the development of graduate and transferrable skills.

Graduate and transferable skillsThe six key transferrable skills identified within your programme outcomes, and to be developed at each year of the programme are:

Personal career development Effective learning Communication Teamwork Information technology Numeracy

These skills are addressed both explicitly and implicitly within your programme. They are made specific to your field of practice where appropriate.

You are initially introduced to these skills in NIP / MHR / PHC 1000 Foundations for Field of Practice, where you will clearly address, self assess and develop your ability in the transferable skills detailed above. You will continue to develop these skills in Year 2 through development of your research understanding in NIP 2203 Approaches to Health and Social Care Research. Your critical and analytical skills will be enhanced through NIP 3330 Dissertation Module, facilitated by a supervision process.

Professional Portfolio / Personal Development Planning (PDP)In order to help students reflect on, and record evidence of their personal and profes-sional development, all students will be required to maintain a Professional Portfolio / PDP which is introduced in Year 1. PDP’s provide you with an opportunity to assess the value of the skills you are developing and identify future development needs. It offers you a structured way to reflect on your graduate and transferrable skills as well as your clinical knowledge and skills. It has sections that will support your career planning, encourage you to reflect on your assessments and on what you have learned from different situations and environments including your theoretical and practice learning, voluntary work and other activities. As part of a professional pro-gramme your portfolio has a wider impact, in that it is a professional requirement of the Nursing and Midwifery Council, as it fulfils and reconciles both professional and personal learning requirements. The Professional Portfolio / PDP is assessed throughout your programme. This will be done by both your practice mentor and your Personal and Professional Development Tutor at various points in your programme. In addition evidence from the portfolio will be required as part of summative assess-ment in Year 3.

On completion of your programme and registration, your PDP will be a valuable aid for marketing your skills to employers in recruitment and selection processes.

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Learning ResourcesLearning Resources (LR) provides library and academic computing services to support student learning. Middlesex University has a Learning Resource Centre (library) on each campus. The Museum of Design and Domestic Architecture (MODA) is also part of Learning Resources. Details of all our opening hours, services, facilities and resources can be found at http://www.lr.mdx.ac.uk.

Learning materials and resourcesLR provides electronic and print books and journals, DVDs, CDs, etc. to support you in your studies. We also provide materials listed in your module handbooks. You can access these resources via the LR website and you can also find specialist resources from the Library Subject Guides at http://libguides.mdx.ac.uk. Many of our resources are web-based so you can access them from wherever you are.

Equipment and facilitiesThe libraries (Learning Resources Centres) supply the computers and other equip-ment you will need for study on the programmes at that site. This could include video cameras, Mac computers, and DVD players; printing and copying facilities; small study rooms with projectors so you can practice presentations; or space to cut, paste and cover your project report.

Help and supportLearning Resources staff are there to help and support you throughout your studies providing IT, and media support, and help with your information / research needs. We provide one-to-one support at the Enquiry Desk, group training in library workshops and online help through the Web Helpdesk (http://webhelpdesk.mdx.ac.uk) and Ask a Librarian http://askalibrarian.mdx.ac.uk.

You can get specialist subject support from your Liaison Librarian (http://libguides.mdx.ac.uk) who also provides information and research skills workshops relevant to your subject. Librarians work closely with your Lecturers to ensure that the resources and support that you need are available. Contact your librarian if you require individual support or if you would like to suggest a book / DVD etc. for the library etc.

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http://libguides.mdx.ac.uk/

http://www.lr.mdx.ac.uk/

Section 8 - Student Support

Communication processesMiddlesex is committed to keeping students informed about developments and changes and constantly reviews the tools it uses to keep students informed. The University's policy is to make all standard information easily available to students on and off campus. Your University e-mail account is a key tool in communications and it is critical that you check your university e-mail address regularly. Middlesex also has its own website for current students http://www.24-7.mdx.ac.uk and all important information is posted on there. The University will also text you with important and urgent information so ensure that you provide us with an up-to-date mobile phone number when you register as a student. There are also Student Offices on all campuses if you prefer to ask questions face to face.

The University is committed to ensuring communication tools allow students to provide feedback as well as receive information. See section Quality of your programme and experience to find out more about ways to give your feedback.

MISIS - Accessing your own recordsYou can enrol, view your module registrations, academic records (including assessment results) and other information using MISIS (Middlesex Integrated Student Information System). You can access MISIS at https://misis.mdx.ac.uk or by clicking the link via student website 24/7 http://www.24-7.mdx.ac.uk. If you are having problems accessing MISIS, please contact the Computer Helpdesk in the Learning Resources Centre or contact the web helpdesk at http://webhelpdesk.mdx.ac.uk.

Middlesex E-Mail – Your Account for LifeAs an enrolled student, you have your own University e-mail address. This is in the form [email protected], where xx are your initials, and nnn is a number generated by the system. This code will be found on the reverse of your student card. Your initial password is: Student Number + mmm, where mmm is the month (in lower case) of your date of birth. At first login you will be invited to complete a simple registration process. Any students experiencing difficulties accessing their account should contact the web helpdesk at http://webhelpdesk.mdx.ac.uk

Your Middlesex University e-mail is an e-mail address that is available to you for life and will be the principle tool the University will use to communicate with you. Your Tutors, the student support team, the Learning Resource Centre and other areas of administration will use this e-mail address to contact you so it is critical that you check your account regularly (at least twice a week). We’ll also use this account to tell you about events and activities that will help enhance your time at university and enable you to make new friends. The University adheres to the usual data protection policies and will not share your address within any external companies and organisations, except those working with the university to gather your feedback.

To access your email account, go to: http://www.outlook.com or click on the e-mail link on the 24-7 website. Your local computer centre will help you gain access to your account during your Learning Resource Centre induction after enrolment.

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https://misis.mdx.ac.uk/


For quick guides on user accounts and using the network, go to: www.lr.mdx.ac.uk/document.htm and click on Computing Network and Software. If you are having continuing difficulty in its use, consult the web helpdesk at http://webhelpdesk.mdx.ac.uk

Important note on privacyTo ensure security, continuity and privacy, the University discourages the use of private accounts for University business. You should ensure that the MISIS database of personal information about you is accurate and up to date, but you are not required to publicise this private information to other students or individual members of staff.

Letter RequestsFull-time, UK based, students can request Council Tax exemptions letters. Both full and part-time students can request student status and bank letters. These letters are requested via MISIS.

Learner Development UnitThe Learner Development Unit (LDU) is a team of specialists in academic writing and English Language development, Numeracy and Dyslexia Support. You will see us at different times throughout your academic career. During induction week we generate a Learning Development Profile for each new Middlesex student. This is designed to give us information about your academic English and Numeracy skills, and it will help you identify your strengths and also areas for improvement. And it will help us to make sure you get effective and timely support during your studies.

Often we will be in your School working alongside your subject Lecturers to help you understand what is expected of you on your programme. We are likely to work with you in this way on the writing process, preparing for presentations, making the most of feedback, etc. If necessary, we can provide you with an individual programme of support, which could involve intensive courses, self-study materials and close monitoring of your progress. Help with maths is available from our Numeracy Support team, in the form of embedded, small group, on-line and individual provision.

If you are dyslexic, you can receive specialist help from our Dyslexia Support team, who work closely with the Disability Support Service. You will also find support at the University’s Learning Resources Centres, which are equipped with assistive technologies and services, and have disability support representatives.

A guide for practice mentors on supporting students with dyslexia is available in each practice area in the ‘Information for Students Placements’ folder.

We also coordinate the University’s Student Learning Assistants (SLAs), a group of highly motivated peer-mentors, from the 2nd and 3rd years, who are here to help 1st year students in their studies. You may see them helping out in tutorials or seminars, or you may see them offering help with academic writing. You can read more about SLAs at www.sla.mdx.ac.uk.

Contact details Information on what we do can be found on our 24-7 pages at http://www.24-7.mdx.ac.uk/ldu or by contacting us on 020 8411 5116 or at [email protected]. If you have questions about specific teams within LDU, please contact:

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http://www.lr.mdx.ac.uk/document.htm

Academic writing and English Language020 8411 [email protected]

Numeracy Support020 8411 [email protected]

Dyslexia Support020 8411 [email protected]

The School of Health and Social Sciences (HSSC) aspires to becoming a true learning community based on the principles of collaboration, dialogue, equality autonomy and responsibility between all stakeholders.

OASISplusOASISplus is the University’s on-line learning environment where you can find on-line materials, including lecture notes, to support your studies together with: discussion boards, quizzes, module information, announcements and important information.

Most modules and programmes now have an online presence delivered through OASISplus. Your tutors will be providing you with more information about how you will be expected to interact on-line with your peers and your tutors.

Instructions on how to access OASISplus are available on http://www.24-7.mdx.ac.uk/oasisplus/index.htm.

OASISplus in your programme

On OASISplus you find electronic versions of articles, case studies, quizzes, past exam papers, etc.

Like your email you should be logging onto OASISplus at least three times a week. More importantly before your taught sessions to do any pre-sessional work and every Friday for handouts of PowerPoint’s.

Students are expected to interact with each other on-line (i.e. support each other, contribute materials they have found / evaluated, carry out group work, etc.) via the discussions boards set up by your Tutors. Please be aware that (unless you are in a chat room) these discussions will be asynchronous but your questions will be answered although not immediately. For questions of a personal nature please use your MDX Live account.

You are expected to submit some of your coursework online (see module handbooks for deadlines and OASISplus as well as receiving feedback on-line.

Student Portal 24/724-7 is the Middlesex website for current students. It can be accessed whether you are in the University or not and is not password protected. It has the latest news and events from the University, as well as a complete guide to services available to assist you with your studies. At certain times of the year 24-7 is also an important source of key information such as exam timetables. To find out more visit http://www.24-7.mdx.ac.uk.

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Academic Support

Module Leader / Module Group Facilitator: This is the person responsible for helping you learn and assessing you during a particular module. You can expect them to provide you with their name and means of contacting them for help that you may need relating to the learning outcomes and assessment of the module. Module Leaders / Module Group Facilitators often teach on a number of modules so it is important that you contact them to make an appointment if you need help as they may not be available to see you if you arrive without an appointment.

All areas have an identified educational Link Lecturer whose role is to support mentors in supervising and assessing students. The name and contact details of the Link Lecturer will be available in the practice area. If you have concerns/queries that you have been unable to address at practice level do consider contacting your Link Lecturer. Placement Facilitators/co-ordinators who are responsible for placement arrangements at Trust level are now in post in all NHS Trusts and are happy to advise and support you as required.

Role of the Personal and Professional Development Tutor (PPDT) within Pre -Registration Nursing Programmes:The role of the Personal and Professional Development Tutor is to support you, the student, with your personal and professional development while you are being prepared to become a qualified nurse. This is important, if you are to successfully attain the level of knowledge and skills required for practice and prepare for your educational and lifelong learning needs required for nurses (Darzi 2008). The Personal and Professional Development Tutor also ensures that you are supported through your academic and clinical performance, by acknowledging challenges that may arise and addressing these promptly.

Structure

Each cohort will be divided into small personal tutor groups of up to 15 students at the start of the programme for the personal and professional development process which will run for the duration of the programme of studies.

Each Personal and Professional Development group will meet a minimum of 3 times per year, at designated times within your timetable.

Each meeting will last approximately 90 minutes and will be broadly divided into 2 sessions. The first session will examine selected important topics (relevant to your programme of studies), and the second half of the time would be allocated to general discussion, sharing of clinical experiences to promote learning, peer support and supervision.

Meetings will be documented within the student’s Professional Development Portfolio and form a basis for reflection of learning needs and development.

Attendance at the meeting of your Personal and Professional Development group is mandatory and recorded. Failure to attend with no good reason may affect your ability to progress to the next year of your programme.

Evaluation

The Personal and Professional Development group and its effectiveness within the context of the structure and purpose outlined above will be reviewed each year. Feedback will be provided to the Personal and Professional Development

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group by the Personal Development Tutor, and to the programme team / field teams.

Personal and Professional Development Tutors will meet twice per academic year, to ensure a consistency to the content and delivery within groups, share best practice, and explore ways to address challenges that may arise

Programme progress ReviewsIn your first year, you will engage with the Programme Progress Review process with your Personal and Professional Development Tutor, early in Year 1.

The purpose of the meeting is to explore your academic progress i.e. review how you are progressing on the programme - it will cover all aspects of how you are finding your experience on the programme.

The meeting will also review all feedback you have received at each stage, and your Personal and Professional Development Tutor will need to see copies of these, so do take those along to the Review.

Before the Review you are also required to write a short reflective piece as preparation for this meeting. Questions which will assist with this and the paperwork for the Programme Progress Review will be given to you at Induction and it is also available on OASISplus.

Specialist advice and support You can get a wide range of support, advice and information direct from the student website 24-7 (http://www.24-7.mdx.ac.uk) where you can also find the telephone numbers and e-mail addresses of student/programme support team staff. If you need personal advice call the School Student Office, e-mail: (Hendon) [email protected] Tel: 020 8411 5700 (Archway and Hospitals) [email protected] Tel: 020 8411 6600. If they cannot help you, they will refer you to someone who can. Specialist advice is also available from the Disability Support Service, Careers Advice and Placement Services, Accommodation Service, Childcare Service, Sport and Leisure, International Support Services, Money and Welfare Advise Services, Counselling Services, and Financial Services; and from the Middlesex University Students’ Union (MUSU). Ask at your school office for more information.

As these materials are designed to aid your transition into university life they can be referred to throughout the first year.

CounsellingDuring the course of your studies at Middlesex, if you encounter problems concerning your coursework or personal or emotional difficulties, you can consult one of our professional counsellors confidentially. Counselling involves one or more meetings with your counsellor in a safe and confidential setting. You will have the time and space to discuss difficulties in your life which may be interfering with your ability to study and enjoy your time as a student. Students come to counselling for all sorts of reasons but generally it is a good idea to seek help before things start to feel unmanageable. Counselling can give you the opportunity to talk and think things through with someone from outside your social circle. This can feel both supportive and also offer the possibility of developing a fresh perspective on your difficulties. For more information please go to intranet www.24-7.mdx.ac.uk/counsel

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Contacting a counsellor:

Archway & Hospitals: Alison JefferiesRoom 303 Furnival, Archway CampusTel: 020 8411 6152E-mail: [email protected]

Cat Hill & Trent Park: Lindsey Othen-Price

Room 5 Peter Green Building CH, Room 210 The Mansion TPTel: 020 8411 5548E-mail: [email protected]

Caroline Hallett Room 5 Peter Green Building CH, Room 210 The Mansion TPTel: 020 8411 6421 E-mail: [email protected]

Hendon: Sandra Taylor

Room CG24 College BuildingTel: 020 8411 4719E-mail: [email protected]

Bernard ShapleyRoom CG24 College BuildingTel: 020 8411 5779E-mail: [email protected]

Nadina Al-JarrahRoom CG25 College BuildingTel: 020 8411 5779E-mail: [email protected]

Sandra PrimackRoom CG23 College BuildingTel: 020 8411 6169E-mail: [email protected]

Disability Support ServiceIf you have a long term medical condition, physical difficulty, sensory impairment, mental health problems or a specific learning difficulty (e.g. dyslexia) that you feel could impact on your studies, and would like information about support provision that can be made available, please contact the University’s Disability Support Service. You are encouraged to make your situation known at the earliest opportunity to ensure due provision is made. Support can include, but is not restricted to; advice on Programme related study needs, arranging support such as note takers, personal assistants, liaison with tutors and funding authorities and arranging special provision for examinations and undertaking needs assessments for students applying for support through the Disabled Student’s Allowance. Support required for practice learning and any proposed adjustments, is guided by the Health and Disability panel for Nursing and Midwifery (see Appendix 3). Confidentiality will be respected and relevant details will only be disclosed with your permission.

For further details contact the Disability Support Service on 020 8411 4945; e-mail [email protected] or see 24-7 http://www.24-7.mdx.ac.uk/Disability/index.htm.

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Please also refer to the Programme Specification included in this Handbook which will state whether the programme excludes students with particular disabilities. See also Personal Evacuation Plans below.

Money and welfare adviceFinancial, practical and legal assistance is offered by the Money, Welfare and Interna-tional Advice Service (MWIAS) (http://www.24-7.mdx.ac.uk/mwas/index.htm). There are advisers available on a drop-in basis on every campus who can help with issues such as:

Student funding, debt and loans Welfare benefits and housing rights Immigration queries

Contact your adviser via Student Services, or email [email protected].

The Careers Service The Careers Service provides impartial and confidential guidance and information to Middlesex University students and alumni (for up to two years after graduation) to help them in their career planning and job seeking.

The careers advisers can assist you with planning your academic programme and personal development in relation to your career goals from your first year to final year. This includes exploring career and study options, self awareness and decision making. The advisers can also help you to; find full and part-time employment, write CVs, covering letters and application forms, prepare for interviews, psychometric tests and assessment centres, identify voluntary and work experience opportunities and research postgraduate/further study and funding.

You have access to careers information, individual guidance appointments, drop-in advice sessions, careers seminars and workshops, employer presentations, careers fairs, other campus based careers events and alumni links to support students with their career development. The careers advisers also work with tutors to deliver and support careers related activities on course programmes, such as career opportunities for graduates, job study research, the graduate employment market, developing employability skills, sector specific information, pre-placement preparation, job search skills and strategies and post graduate study options.

The main careers library is based at Hendon and careers advisers are available on most campuses offering a flexible service to support the needs and any specific requirements of all students. To check opening times and availability of careers advisers on your campus or to book an appointment please see the website http://www.24-7.mdx.ac.uk/careers/careers.html, telephone 020 8411 5523.

The Careers Service’s website as above (or accessible through the 24-7 website) offers a wide range of information and links to other graduate careers websites.

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Section 9 - Professional requirements for Pre-registration Nursing Programmes

The NMC CodeThe NMC code outlines the standards of conduct, performance and ethics that is expected of nurses and midwives. The NMC describe the code as the foundation of good nursing and midwifery practice, and a key tool in safeguarding the health and wellbeing of the public. As a student on the Pre-registration Nursing programme we and the NMC expect you to adhere to the standards of practice outlined in this code. You will have been given on enrolment a publication from the NMC called ‘NMC and You’ and in this there is a copy of the NMCs guidance for students called ‘Guidance on professional conduct for nursing and midwifery students’. This publication is also available on the NMC website http://www.nmc-uk.org/. It is your responsibility to read this carefully and apply the guidance throughout the programme, making particular note that this guidance applies not only to your time spent in the University or on placement, but to your personal life too. The University is required by the NMC to have established a Fitness for Practice Panel who are responsible for making a judgement on whether a student’s fitness to practise is impaired. Any student who is found to be unfit to practise would be unable to continue on the Pre-registration Nursing programme. A copy of the Fitness for Practice policy is available on request to [email protected].

Criminal Records Bureau (CRB) clearanceAs this is a professional programme, you are required to under go a criminal records check. You are advised to discuss any relevant issues regarding this with your Programme Leader. You are also required to complete a declaration of health and good character form at the commencement of your programme and at yearly intervals. It is essential that you declare any subsequent cautions / convictions / bindovers or social service investigations that are underway and any change in your health status, whilst you are on the programme. If you need to discuss any of these issues, you are advised to discuss this with your Programme Leader urgently. It is essential that you keep your original copy of your CRB clearance which you will receive from the CRB, as you may be required to show this at various practice areas prior to being allowed to commence your placement. You are also strongly advised to keep a separate note of the reference number in case you lose your CRB clearance form. If you do lose it you must contact the CRB, giving them the reference number, and make arrangements for them to send you a new copy. Please note that the University is only allowed to keep their copy of your clearance for a short period, and is not allowed to make a copy for a third party. Therefore we are not able to provide anyone with a copy of your clearance.

Occupational Health Clearance Your place on the programme is conditional on receiving occupational health clear-ance – and this is done in the first part of the programme before your placements commence. Clearance is given once you have attended the occupational health ap-pointment for screening, and have received any immunisations that are required, as identified by the occupational health doctor. If occupational health clearance has not been given you are not allowed to commence placement, so it is vitally important that you attend any appointments that you are given on time. Sometimes the occupa-tional health doctor will advise that certain adjustments are made to allow you to un-

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dertake the course. If this is the case the Health and Disability Panel will take re-sponsibility for reviewing the recommendations and implementing them wherever this is possible.

Fitness for PracticeAll nursing students are required to comply with the professional standards determined by the Nursing and Midwifery Council (NMC). These are clearly stated in the ‘Guidance on Professional Conduct for Nursing and Midwifery Students’ (NMC, 2009). You will have received a copy of this during Induction, and it is your responsibility to read this and comply with the guidance. It is important that you note that this guidance covers not only your behaviour whilst studying at the University or whilst on placements, it also covers your personal life.

If at any time during your programme there are any concerns about your professional conduct, then you may be referred to the Fitness for Practice Panel who are responsible for providing professional judgements on Fitness for Practice issues (see Appendix 5).

There may also be a requirement for students to be referred to the Health and Disability Panel as required.

Completion of your programmeThe NMC requirements are that all students on this full time programme must complete within 5 years from the date of commencement of the programme. The NMC also requires that all students must register with them within 5 years of successful completion of this programme.

Good health and character declarationAt the end of their programme all students are required to have a written Declaration of Good Health and Character signed by the Programme Leader, indicating that to the best of their knowledge the student is eligible to register as a nurse with the NMC. Accumulated unauthorised absence may impact on the confirmation of good character required by the NMC. Students complete a self-declaration of good health and character as they progress to each year of the programme.

Confidentiality in written work The Nursing and Midwifery Council (2008) states that as a professional;

“You must respect people’s right to confidentiality”.

“You must ensure people are informed about how and why information is shared by those who will be providing their care”.

As a Nurse, Midwife or Health Visitor this rule also applies to your written academic work. Within your essays and other academic work any reference to the following MUST be made anonymous so they cannot be identified by the marker or any other person;

Names of patients/clients/service usersNames of relatives/carers

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Ward/Department/Team names Trust/Hospital namesNames of colleaguesIf Trust documents are included as appendices in academic work (e.g. care plans, observation charts, policies) then every effort must be made to ensure these are amended so that the Trust cannot be identified.

Any instance where this is not done is a breach of your professional code.

Examples of how to make the above anonymous, thus not breach confidentiality are;

“I was caring for a patient whom I will call ‘Mary’ in order to maintain confidentiality of my patient”.

“This was particularly difficult for my patient’s husband who was her main carer, I will call him ‘Tom’, in order to maintain their confidentiality.

“I work in a large inner city teaching hospital in a surgical unit”.

“The patient was under the care of a consultant Dr B”.

“The student also had a co-mentor who I will call Staff Nurse B’.

This is an important part of academic writing and has been identified by External Examiners and others who moderate academic work.

Nursing and Midwifery Council 2008 Standards of conduct, performance and ethics for nurses and midwives NMC, London.

Students should ensure that patient/client/staff/Trust confidentiality and anonymity is maintained at all times in written work by following the above guidelines. Failure to adhere to this may result in loss of marks and a lower grade as indicated in the mark-ing criteria for each module.

Attendance This section describes the Attendance requirements for your programme. It takes into account the University’s policy for attendance monitoring (2010).

In order to meet the requirements of the Nursing and Midwifery Council (NMC) all Pre-qualifying Nursing programmes must meet the required level of attendance and demonstrate that the students have met the learning outcomes for both theory and practice. This is vital for entry onto the appropriate part of the NMC Register. All programmes must satisfy the NMC requirements of a minimum of 4600 curricula hours, a minimum of 2300 of which are theory hours and 2300 are practice hours. All pathways in the Pre-qualifying Nursing Programme contain scheduled leave entitlements and there are agreed polices and practices for the management of unscheduled leave requirements.

It is acknowledged that during any period of study there may be times when a student is unable to attend theory or practice due to ill health or personal reasons. Throughout the programme students can access advice and support from the programme team and the University student services which are outlined in the student pack.

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PunctualityYou are expected to attend all scheduled classes and prescribed activities on time. Students who arrive more than 10 minutes late may not be permitted to enter the classroom until the next available opportunity, to ensure classes are not interrupted. Students arriving late will not appear as attended on the register for the session. Please refer to individual module handbooks. Please note that for mandatory sessions, students who arrive later than 10 minutes following commencement of the session are not permitted entry to the session. This will contribute to your overall attendance / non-attendance record.

Mandatory TrainingStudents must attend all scheduled and timetabled mandatory training sessions and annual updates. Such mandatory training and update sessions incorporate moving and handling, emergency life support, first aid, introduction to personal safety, safeguarding children and the vulnerable adults and fire session. In view of health and safety reasons, you will not be permitted to commence your practice placement if you fail to attend such scheduled mandatory sessions and annual updates.

Failure to attend mandatory training will ultimately affect your progression on the programme.

Students who have not attended mandatory sessions are not able to progress on the programme. In this instance the student is stepped OFF the programme for a minimum period of one year. No bursary is paid for this period of time.

Please note attendance at your planned simulated learning sessions and Personal and Professional Development Tutor group is mandatory.

Leave Entitlements

Annual Leave EntitlementStudents are entitled to 17.5 weeks leave during the 2.5 years of their study and pro-rata for shorter programmes which includes annual leave. This leave entitlement incorporates Bank Holidays in recognition that students may work Bank Holidays when in placement. The annual leave dates are pre-programmed into the study timetable and are designed by the Programme team at the University. Confirmation of annual leave dates are given annually by the Programme Leaders.

Bank HolidaysBank Holidays which fall during theoretical study are granted as self-directed study days. Bank Holidays falling during placements are worked as either rostered days or days off as indicted by the clinical placement rota.

Compassionate LeaveThe requirement to take compassionate leave / special leave MUST in the first instance be discussed with the Programme Leader (PL) who will provide advice on the amount of leave that can be taken. The PL may request evidence to support a request for compassionate leave. On occasions where the need for compassionate leave arises outside of normal working hours and / or it is not possible to contact the

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Programme Leader, a message should be left on their telephone answer machine and their e mail, stating the reason for requiring compassionate leave. If possible, an anticipated intended date of return and a contact telephone number should also be communicated.

An extended period of compassionate leave may result in the need for the student to interrupt a programme and rejoin at a later date.

Maternity Leave This policy is based on the ‘The Management of Health and Safety at Work Regulations 1999 (MHSW)’ which include regulations that protect the health and safety of new and expectant mothers that work and the Department of Health Pregnancy Guide (DoH 2006).

Students are advised to consider taking an appropriate period of maternity leave and are now able to keep their bursaries for up to 45 weeks during pregnancy if they interrupt their course. Students who are pregnant and require maternity leave must inform the Placement Manager and the Programme Leader at the earliest possible time following confirmation of the pregnancy. The Programme Leader will advise the student and offer support as required to ensure that the best interests of the mother and baby are considered. Whilst it is not compulsory that a student must inform their employer that they are pregnant in the early stages it is important for the new and expectant mother and child’s health and safety that the university is supplied with written notification as early as possible. Please note that until an employer has received written notification from an individual, they are not obliged to take any action other than those resulting from the risk assessment for all their employees.

Students wishing to continue on the programme after the 28 th weeks of pregnancy must provide the Placement Office with a medical certificate from a registered general practitioner or midwife which states clearly that they are able to undertake ALL activities required of a student nurse for both practice and theory. Failure to do so will mean an interruption to your programme. A further certificate must be submitted at 32 weeks, and 36 weeks. On occasions – particularly during a theory block - a student may wish to continue studying following this period, however a certificate must be submitted on a weekly basis.

Following our risk assessment procedures certain placement areas may be deemed unsuitable for students who are new or expectant mothers so a placement allocation may require changing at short notice. To ensure the ongoing assessment of risk students in placement have a responsibility to inform their placement area prior to each allocation during this period and will be required to present written notification and / or medical certification to the ward / unit manager.

In the interests of safety to the mother and baby a ward / unit manager may ask to see the student’s certification from a registered practitioner or midwife at any stage, following Weeks 28, particularly if he /she has concerns about the student’s level of fitness to continue to work. In line with EU requirements, student must take a minimum of 2 weeks maternity leave post delivery but are requested to give this careful consideration and discuss the implications with their GP or Midwife. Students wishing to return to the programme at any stage following pregnancy must present a certificate from their GP indicating that they are well enough to return to clinical practice and / or theory. Furthermore, if a caesarean section has been performed, the individual must not return to their programme until a six weeks post–natal check has been undertaken and a medical certificate has been submitted to indicate they are fit and well to return to clinical practice and / or theory.

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The Programme Leader will make every attempt at flexibility, however there may be occasions when the programme may need to be interrupted as it is not possible to meet the professional attendance requirements. The implications of this means that an interruption to the programme cannot be avoided.

Paternity leave can be requested. Students are advised to contact their programme leader to discuss their entitlement and the management of this.

Recording attendance to meet practice learning hoursEach student will have an attendance card included within the practice learning docu-ment (PLD) for each year of the programme. All hours worked in your practice areas are to be recorded and verified by your mentor or practice area manager. This is your own personal record of your hours worked. All practice area managers will also be required to complete a ‘weekly return’ form and forward to the Student Office with de-tails of any sickness / absence or time made up by you. Your Programme Leader will monitor the sickness and absence records and will contact you if there are any con-cerns. All sickness or absence days over the 3 years of the programme are recorded on your final reference even though you will have made them up.Your attendance card will also have a section where you record your simulated learn-ing hours and your Personal and Professional Development group hours.

Implications of Sickness and AbsenceIn line with the criteria set by the NMC and Middlesex University, in order for students to progress satisfactorily through their programme of study it should be noted that progression on the programme may be interrupted if:

A student accumulates sickness and / or absence exceeding 10 days in each year of Programme

The student may be required to step off the programme to retrieve the days missed and rejoin with the next cohort. This will result in the bursary being frozen until the student returns to the programme which is usually a period of 12 months.

If non-attendance for the taught component of a module exceeds 25% of the module the student may be excluded from taking the assessment and may have to repeat the module.

Should the student attendance record show sickness / absence exceeding these limits in any of the programmes, the student will receive a letter requesting attendance at a meeting with the Programme Leader and if necessary the Director of Programmes where it will be decided if the student programme will be deferred.

Support for Ill HealthIf any student is experiencing problems with ill health or it is felt that their performance is being affected by a health-related matter, the Programme Leader (PL) should offer the student advice and direct them to the most appropriate source of specific support. All students will be made aware that they can contact their PL for advice and support on health-related issues and concerns. If there are instances of repeated or sustained non-attendance caused by ill health problems, students may be referred for a medical examination with the Occupational Health department. A referral will be made following discussion with the student.

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Management of Repeated Non-attendanceIn instances where persistent non-attendance has occurred for any reason, a student may be required to provide a medical certificate from the first day of absence through sickness. Students who fail to attend class or practice without following the agreed procedures will be marked as absent and an accumulation of absences may lead to their discontinuation from the programme.

Recording and Reporting Sickness and AbsenceWithin the Pre-qualifying Programme sickness is recorded when a student does not attend theory or practice because of ill health and follows the procedure outlined below for notification of sickness.

An absence is recorded if a student is absent from theory or practice and fails to notify the appropriate personnel using the relevant procedure as outlined below. Unauthorised absences should not occur during any part of the nursing programme. Any period of sickness or absence will be recorded on the student’s final reference which is written by their Personal and Professional Development Tutor.

If a student is unable to attend a University class, they must follow this procedure:

Email the seminar group Leader and Programme Leader as early as possible to inform them of their inability to attend class.

If the student is unable to e-mail the Seminar Leader prior to the beginning of class then they should inform a colleague so that they can pass on the message and ensure the non attendance is entered onto the register. This must however be followed up by a confirmation e-mail form the individual student to the Seminar and Module Leader.

It is the student’s responsibility to ensure that the information is relayed promptly and accurately.

If a student is unable to attend a Practice Placement, they must follow this procedure:

Telephone the Practice Placement as early as possible before commence-ment of the shift in line with the local Trust Sickness Policy

Provide anticipated duration of the absence if known Record the name of the person taking the message Record the date and time the telephone call was made Telephone Placement Office providing the relevant information as indicated in

section 4.2.1. When fit enough to return from sickness, the student must contact the practice

placement at least 12 hours before commencement of their next shift. The stu-dent should also telephone the Placement Office prior to returning on the placement.

Failure to notify the Placement Office and Practice Placement area of sickness will result in the student being recorded as absent.

CertificationIf a student is off sick for 1 - 3 days, a certificate will not be normally be required. Students must report their return to the Placement Office on telephone number: 020 8411 6786 / 6787 / 6788 / 6789.

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If a student is off sick for 4 to 7 days of sickness a self-certificate, obtainable from chemist shops or General Practitioners’ surgeries, should be completed and submitted to the Placement Office for inclusion in the students file.

If a student is off sick for 8 or more days, (including Saturdays, Sundays and Bank Holidays), they must obtain a medical certificate from their General Practitioner. This certificate should be sent to the Placement Office where it will be included in the student’s file. For salaried students, the medical certificate should be sent to the relevant Trust Human Resources Office with a copy to the Placement Office.

Retrieval of Missed Programme HoursIf practice hours are missed through sickness / absence or authorised leave the student will be required to make up this time to ensure they meet the NMC prescribed hours to register as a nurse. Whenever possible the student may negotiate with the practice placement the opportunity to make up the hours whilst still in practice. Any negotiations must be reported to the Programme Leader. The decision lies with the practice area as to whether or not they can accommodate the student at that time.If theory hours are missed through sickness / absence or authorised leave the Programme Leader (PL) may request the student to undertake self-directed study with specific learning outcomes linked to the missed theory elements. This study would be formatively assessed. A student may also be required to make up some theory time in practice. This should be discussed and agreed with the PL prior to negotiation with a practice placement. In the event of long periods of absence / sickness / leave the student must meet with the PL to determine how best this time can be retrieved. This may result in deferment from the programme. Deferral from the programme will result in the bursary being frozen. Students who are required to make up missed hours must complete all outstanding hours before the end of the Year 1 of the programme.

No bursary payments will be made after the Programme has officially ended.

Stepping off your programme If you do not complete a full programme of study you will:

Receive a transcript of the credit that you have achieved May be eligible for a Certificate in Higher Education (MU) or Diploma in Higher

Education (Middlesex University) Will be given a statement of achievement of Competency Outcomes for the

year/s that you have successfully completed

No reference to Nursing will be made within these awards. You will not be eligible to register as a nurse with the NMC.

You are strongly advised to speak to the Director of Programmes or Programme Leader you are considering stepping off or discontinuing your programme. You are advised to use the University Services available to you to ensure that you are making the right decision. The Student Counselling Service, the academic staff and other services are available to help you if you are experiencing difficulties.

Stepping back onto your programmeIf you decide to step off the programme, you may at a later date opt to ‘step back on’, following discussion and agreement from your Programme Leader. It should be

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noted that you must complete your programme of study within five years of the original starting date. If you decide to do this, you will be strongly advised to com-plete the year of study prior to deferring. The option to ‘step back’ on will be depen-dent on the places available at the time that you wish to restart your programme and will need to be negotiated with the Programme Leader.

Students Undertaking Paid Work in Addition to Programme HoursThe University has been made aware that some students have been undertaking paid work outside the programme. We cannot condone this practice but need to alert you to some of the implications that this may have for your professional programme. Please see Appendix 6 for detailed guidelines.

Change of field of practice Any student considering a change in their field of practice should see Appendix 7, and discuss this with the Programme Leader.

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Section 10 - Quality Assurance and Enhancement of Your Programme

To ensure the high standards and quality of Middlesex University provision, all Programmes are subject to the University’s academic quality assurance procedures (which include those procedures related to programme approval, monitoring and review). A key feature of these processes is the input from external subject experts who ensure that awards of Middlesex are comparable to those of other UK universities, and that the programme curriculum, teaching, assessment and resources are appropriate. You have a very important role in enhancing Programmes, feeding back on a regular basis via Boards of Study, Module and Programme evaluations, Placement evaluations, and other mechanisms. Your feedback also plays a major role in Programme monitoring and review. Middlesex University, and its Programmes, are subject to periodic audit or review by external quality agencies such as the Quality Assurance Agency for Higher Education (QAA). These audits and reviews place confidence in the quality and standards of provision as operated at Middlesex University. The most recent QAA audit of quality and standards of Middlesex University awards, conducted in 2009, was of those programmes delivered in-house. The outcomes were that confidence can reasonably be placed in the soundness of the University’s current and likely future management of the academic standards of its provision, and, of the quality of the learning opportunities available to students. QAA review and audit reports can be viewed at: www.qaa.ac.uk .

The NMC monitors a sample of provision across Nursing and Midwifery on a yearly basis. This includes programmes such as yours. To date all monitoring events have been very successful indicating confidence in the quality of programmes we deliver for pre-registration nursing.

Student Representatives You may also represent your halls of residence on Campus Forums; for more information and training contact the MUSU Student Representative and Development Co-ordinator on +44 (0)20 8411 6481.

If you are elected as a student representative your role will be to gather the views and opinions of the students you represent and to represent these to either the Board of Study or the relevant Campus Forum and to feed back the results and information to other students following the meeting.

Student representatives should be selected, either by election or self-nomination, by the end of week 2 each year. Training and support throughout the year is provided for student representatives by MUSU – details of times and dates for training can be found on the MUSU website at www.musu.mdx.ac.uk.

As a representative you can receive a certificate that recognises your representational achievement. For the certificate you will have to attend the training sessions and be present at the Board of Study each term. This is a great opportunity to add value to your CV.

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Boards of StudyThe purpose of the Board of Study is to provide a forum for discussion between you and staff involved in all aspects of your Programme.

You elect student members of the Board at the start of each academic year to ensure that all the various interests on the Programme are adequately represented. For advice and training contact the MUSU Student Representative and Development Co-ordinator on 020 8411 6481.

Each Programme holds regular Boards of Study. The membership includes:

Student representatives Director of Programme / Head of Department Academic staff aligned to the delivery of the Programme or Modules Support services representatives

Your student representative represents the Programme or Year group and is responsible for notifying the Board of issues which have been brought to them by you. You should be aware of the function of the Board of Study, and should ensure that representatives are alerted in good time to matters of concern, or to suggest initiatives.

Minutes are made of the discussion and decisions of each Board meeting, and these are circulated to members with outcomes. The minutes are included with the Programme Quality / Annual Monitoring Report for consideration by the University. The points raised at the meeting are carefully recorded for issues arising, and the action taken upon them, and are available at http://www.24-7.mdx.ac.uk and ‘YOU SAID, WE DID’ document on OASISplus.

Terms of referenceFull terms of reference are available in the Learning and Quality Enhancement Handbook which is available from: http://www.mdx.ac.uk/aboutus/Strategy/quality-standards/index.aspxdates, minutes, actions and further information can be found on 24-7 at: www.24-7.mdx.ac.uk/campusforums/index.htm

Dates – to be confirmed

School Board of StudyThe School Board of Studies is the School level committee that deals with issues affecting students. All programme student representatives are invited to attend the School Board of Studies which occurs twice per year. Dates of meetings will be confirmed at the start of the year. Minutes from the meetings can be found on OASISplus.

Programme Evaluation Forms Programme feedback forms are distributed throughout the academic year. The forms are completely anonymous. The aim of this feedback process is to elicit your views on the quality of your programme of study.

You can expect to receive a report on any issues that have been identified. The report would also describe the measures taken to resolve any problems. All reports

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will be an item for discussion during Boards of Study and will, where necessary, be reported upon during the quality / annual monitoring process. The whole feedback process will also be reviewed on a regular basis, to ensure that that it is effective in helping provide a good quality experience for students.

The Students Union and the University also conduct periodic surveys of your levels of satisfaction with various University services. Further information will be available from time to time on MISIS and 24-7.

National Student Survey (NSS) The Higher Education Funding Councils for England, Wales and Northern Ireland have commissioned Ipsos MORI, a specialist survey company, to ask finalists in all Higher Education Institutions about the quality of their learning experience. The aim of the National Student Survey (NSS) is to gather feedback on the quality of students' courses, to help inform the choices of future applicants to higher education, and to contribute to public accountability. Most final-year Undergraduate students at these institutions will be asked a series of questions about the quality of their courses. You will be contacted by e-mail, phone or sent a letter and invited to fill in the survey.

Other surveysFrom time to time the University will distribute surveys to elicit your views on the quality of the services offered by the University and your student experience on areas other than your programme of study. These surveys will be completely anonymous.

You can expect to receive a report on any issues that have been identified. The report would also describe the measures taken to resolve any problems. All reports will be an item for discussion during Boards of Study and will, where necessary, be reported upon during the quality / annual monitoring process. This process will be reviewed on a regular basis, to ensure that it is effective in helping provide a good quality experience for students.

Suggestions and ComplaintsWe welcome your suggestions on how we might improve your experience of university life, even when this takes the form of a complaint about a service, a member of staff or another student.

If you have a suggestion or a complaint about any aspect of university life, raise it with the person concerned in the first instance. If you are not satisfied with the outcome you can progress the matter through informal and formal procedures step by step up the management structure of the university. Full details of these steps are available in the University Regulations (www.mdx.ac.uk/regulations/) within the Student Complaints and Grievance Procedures.

If you are not sure who to speak to, seek advice from a school office or advice centre. If the matter is serious, talk directly to your school's Director of Resources. If something goes wrong we aim to put it right as quickly as possible. Your advice and comments are essential.

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Health, Safety and WelfareInformation and advice regarding health, safety and welfare is accessible on a University wide basis at: www.mdx.ac.uk/24-7 . The information resource for Middlesex University students, contains a summary of this advice. On this web site you will find useful information on:

Health related issues such as registering with a doctor, dentist or optician. A summary of key infectious disease and a range of health matters such as minor illnesses, alcohol, drugs and travel.

Health and safety issues such as the University’s Health and Safety policy, first aid arrangements, fire procedures, accident reporting procedures and how to raise concerns. Also, several other key health and safety related policies such as Alcohol and Substance Misuse and No Smoking.

Personal safety related issues such as, reporting and dealing with crime. These are supported by useful numbers to contact while on campus or in halls.

The University strongly advises you to register with a local doctor on enrolment if you have moved away from home. More detailed guidance on the above will be brought to your attention at the start of your studies.

Personal Evacuation PlansIf you have specific long or short-term disabilities, it may be that you will require a specific plan to be agreed and in place so that you can evacuate, or be evacuated from University buildings safely during an emergency. If you think you need to discuss an evacuation plan, please contact your School Student Office in the first instance. Otherwise, if you are registered as disabled, you should independently be contacted by your School safety representative early in the new term to agree an emergency plan.The Health and Safety Officer for the School of Health and Social Sciences is: Graham Shennan, Tel: 020 8411 4260, E-mail: [email protected].

Middlesex University Students UnionMUSU (Middlesex University Students’ Union) is a democratically elected, student-led, not-for-profit organisation to which all enrolled Middlesex students are automatically members. MUSU exists in order to promote, support, respond to, campaign on behalf of and above all represent the student body both to the University and, through its affiliation with the NUS (National Union of Students), nationally and to the wider community as a whole – in essence MUSU aims to be the definitive student voice of Middlesex.

MUSU is a membership organisation with officers elected annually each spring by the student body to represent their interests. These officers, along with the staff team, oversee the day to day running of MUSU and its longer-term strategic direction.MUSU provides a number of services, activities and projects in addition to its democratic function in order to fulfil its mission. These include financial and resource support for Student Clubs and Societies, welfare and academic advice, referral, representation and campaigning via SWIRL (Student Welfare & International Resource Lounge), the Student Course Representative scheme which provides a formal and organised system of feedback on course provision, an online radio station with shows entirely hosted by student presenters (MUD Radio) and a monthly

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http://www.mdx.ac.uk/24-7

magazine written and edited by current, and sometimes former, Middlesex students (MUD Magazine).

The Union also runs a number of specific projects, campaigns and events throughout the year including society, cultural & social event nights, the Freshers’ Fairs during Induction Week, MYfriend the student-to-student buddy scheme and the MUSU Star Awards Ceremony an annual celebration of student volunteering plus many more.

For more information, to access services, support and activities, or to get involved in your Union at any level simply call us on 020 8411 6450, contact one of the MUSU Campus Administration Offices below, or visit musu.mdx.ac.uk.

Hendon MUSU Campus Administration Office Open 10:30am – 4:00pm Monday - FridayTel: 020 8411 4296 Email: [email protected]

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Section 11 – Your Modules Years 1-3

Colour Index for Module Narratives in each year:

Year 1 Modules = Pink

Year 2 Modules for all fields of practice = Yellow

Year 3 Modules for all fields of practice = Green

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Module Code: NIP 1003Module Title: Foundations for Professional PracticeLevel: 4Credit Points: 30Start Term: AutumnSubject: NursingModule Leader: Margaret HerlihyAccredited by: Nursing and Midwifery CouncilPre-Requisites:Programme restrictions: Only students on the Pre-registration nursing programmeLevel Restrictions: Automatic Deferral: Not permitted

AimsThis module begins the process of the developing the graduate learner as a professional nurse. It provides a foundation from which the student nurse can develop the appropriate knowledge, skills, attitudes and conduct necessary for working as a professional nurse. These skills and attributes will be studied and developed throughout the student’s programme and in their professional career.

Learning OutcomesOn completion of this module the successful student will be able to:

1. Demonstrate knowledge of the Nursing and Midwifery Council, and The Code – Standards of conduct, performance and ethics for nurses and midwives (NMC 2008) and the implications of these for the student nurse.

2. Explore and engage with a range of appropriate attitudes for professional con-duct.

3. Identify the key legal and ethical implications for nursing practice and profes-sional working

4. Discuss the development of nursing as a profession within the context of the public, independent and voluntary sectors.

5. Describe the values and concepts that underpin the practice of the graduate nurse

SyllabusProfessional Value s NMC – What? Why? Relation to role The Code (NMC 2008) – explore and understandGuidance on professional conduct for nursing and midwifery students (NMC 2009) Accountability and responsibility of the student

Law- Concept of consent, Human rights act, Right to refuse treatment, Safeguarding (children and vulnerable adults), mental health act, mental capacity act, Duty of care, confidentialityConcept of governance, awareness of risk assessment, 7 pillars, Care Quality CommissionIntroduction to ethics and moralityPatient role – advocacy, empowerment, sick role, self management

Communication and Interpersonal Skills Attitudes for professional practice – courtesy, politeness, respect, teamwork

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Professional conduct and self presentationProfessional relationships and boundaries

Nursing Practice and Decision making Concept of profession, history of nursing Introduction to the NHS and social care provisionIntroduction to the independent and voluntary sectorsThe role of carersConcept of Evidence Based Practice – importance, how to retrieve informationValues based practice Trans-cultural awareness Concept of health, Health promotion models, mental health promotion, public healthDecision making models – an introduction, when do students make decisions, Influences on decision making

Learning, Teaching and Assessment StrategyA variety of teaching, learning and assessment strategies will be employed to facilitate a diverse range of learning styles and abilities within the groups. Students will be encouraged to explore their own learning styles and how they will be able to participate in their own learning and that of others in the group. Seminars, lectures and skills based activities will be used to help develop underpinning knowledge, skills and attitudes. Students will also be engaged in self assessment and group presentations and discussions to help develop their descriptive and narrative skills as the first stage of the reflective cycle. Activities and support will be provided by materials on OASISplus.

AssessmentFormative - LO 1,2,3,4,5Plan for the learning log – chosen topics for each section, and identification of references to be used for each section as an annotated bibliography.

Summative - LO 1,2,3,4,5This is a series of 5 x 600 word narrative accounts that demonstrate the students module learning;

a) Chose an aspect of the law and discuss this in relation to the role of the nurseb) What is the impact of culture on your professional practice? c) Discuss an aspect of health promotion you have seen in practiced) Examine an interaction or event from your clinical placement which has re-

quired you to demonstrate professional conduct (NMC 2008). e) Identify what you have learned from a practice based experience, outside your

chosen field of practice, that will inform your practice .Each section of the learning log should have a minimum of 5 references.

Each log is submitted separately via OASISplus and feedback given (including % grade) in order to inform the next stage of the log.

The % grades for the 5 components of the log will be aggregated to provide an overall grade for the module.

Assessment weighting - 100% Learning Log – 3000 words

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Learning Materials

Essential:

Cottrell S ( 2008) The study skills Handbook 3rd Edition Basingstoke, Palgrave Macmillan

Day J (2006) Inter-professional working; an essential guide for health and social care professionals Nelson Thornes

Glasper, A., McEwing, G., & Richardson J., (editors) (2009) Foundation studies for caring Basingstoke Palgrave Macmillan

Williamson, G Jenkinson T & Proctor-Childs T (2010) Contexts of Contemporary Nursing 2nd Edition. Exeter, Learning Matters Ltd. Recommended:Maslin-Prother S. (2010) Bailliere's Study Skills for Nurses and Midwives 4th Edition Edinburgh, Baillière Tindall.

Neville L. (2009) Interpersonal Skills for the People Professions Reflective Press Ltd UK

Papadopoulos I, Tilki M and Taylor G (1998) Trans-cultural Care: A guide for Health Care: London, Elsevier

Scriven A, (2010) Promoting Health a Practical Guide 6th Edition, Elsevier [e-book]

Tingle J & Cribb A (2007) Nursing Law and Ethics 3rd Edition Blackwell Publishing, Oxford

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Module Code: NIP 1002Module Title: Foundations for Nursing PracticeLevel: 4Credit Points: 30 creditsStart Term: AutumnSubject: NursingModule Leader: Mike Bater and Tessa KingAccredited by: Nursing and Midwifery CouncilPre-Requisites:Programme restrictions: Only students on the Pre-registration nursing programmeLevel Restrictions: Automatic Deferral: Not permitted

AimsThis module aims to equip graduate learners with knowledge in essential biological concepts and evidence based nursing skills. Essential biological concepts included are human anatomy and physiology, microbiology / infection control, and pharmacology. Evidence based nursing skills encompass those shown in the syllabus, and introduce student nurses to medicines management. It provides a foundation from which the student nurse can build and develop their nursing practice throughout their programme and professional career.


1. Describe the anatomy and physiology of the body systems listed in the syl-labus.

2. Demonstrate the ability to carry out a range of evidence based nursing skills and explain the underlying principles.

3. Utilize a problem solving approach to explain how individualized care is planned.

4. Utilize infection control policies including standard precautions in relation to the delivery of care.

5. Identify safe practice in medicines management and the student’s role within this.

Syllabus Professional Values

Introduce the problem solving approach to care.Apply the knowledge to specific scenarios using a problem solving approach.

Nursing Practice and Decision making An introduction to Anatomy and Physiology of the following body systems:Neurological, cardio-vascular, respiratory, renal, digestive, integumentary, muscular-skeletal, endocrine, reproductive, immune, sensory

Introduction to the practice and recording of evidence based nursing skills:Hand washing, temperature, pulse, BP, respirations, urinalysis, peak flow, hygiene and comfort measures, injection technique, aseptic technique, fluid balance

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The principles of infection control and the nurse’s role in the prevention of healthcare associated infection.The local and national policies in relation to standard precautions, specimen collection and aseptic technique.Identify NMC standards for medicines management in relation to the administration of medicines.Numeracy and drug calculations.Apply the key pharmacological principles in relation to the scenarios.Skills and resources for developing drug knowledge

Learning, Teaching and Assessment StrategyA variety of teaching, learning and assessment strategies will be employed to facilitate a diverse range of learning styles and abilities within the groups. Students will be encouraged to explore their own learning styles and how they will be able to participate in their own learning and that of others in the group. Seminars, lectures and skills based activities including skills rehearsal within a safe environment will be used to help develop underpinning knowledge, skills and attitudes. Students will also be engaged in self assessment and group presentations and discussions and will use patient scenarios to assist learning. Numeracy activities and support will also be provided by materials on OASISplus.

AssessmentFormative - LO 1,2,3,4,5In class quizzes, online numeracy

Summative 25% e-workbook (1000 words) (LO 1,5) This will cover the body systems and some medicines management

25% report on a nursing skill (1000 words) (LO 2) Choose a nursing skill and provide a report on this including;

Relevant anatomy Evidence base Essential principles Reflection on your development of this skill

50% demonstration of nursing skills (30 mins) (LO 3,4)This will involve 3 skills stations based around the module scenarios where the student will individually demonstrate the following skillsStation 1 - hand washing (5 mins) Station 2- Temperature, pulse, BP and respiration (15 mins)Station 3 – urinalysis (10 mins)

The % grades for the 3 components of the assessment will be aggregated to provide an overall grade for the module.

Assessment weighting 25% e-workbook - 1000 words25% report on a Nursing Skill - 1000 words50% demonstration of nursing skill – 30 minutes

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Learning Materials

Essential: Waugh A., Grant A., (2010) Ross and Wilson anatomy in health and Illness" 11th edition Elsevier [e-book]

Gatford J D; Phillips N. Nursing calculations, Elsevier [on-line support]

Downie G; Mackezie J; Williams A; Hind C 2009 Pharmacology and Medicines management for Nurses, Elsevier

Glasper, A., McEwing, G., & Richardson J., (editors) (2009) Foundation skills for caring Palgrave

Davis T and Craig T. (2009) ABC of Mental Health. BMJ Publication

Recommended: Dougherty L., Lister S (2008) The Royal Marsden Hospital Manual of Clinical Nursing Procedures for Students 7th Edition Wiley-Blackwell

Downie G; Mackezie J; Williams A. (2010) Calculating Drug Doses Safely, Elsevier Sully P ; Dallas J, 2010 Essential Communication skills for nursing and midwifery, Elsevier [e-book]

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Module Code: NIP 1000Module Title: Foundations for Field of Practice (Adult)Level: 4Credit Points: 30 creditsStart Term: AutumnSubject: NursingModule Leader: Sinna RamonalediAccredited by: Nursing and Midwifery CouncilPre-Requisites:Programme restrictions: Only students on the Pre-registration nursing programmeLevel Restrictions: Automatic Deferral: Not permitted

AimsThis module begins the process of the development of skills required to become a graduate, autonomous and lifelong learner. It provides a foundation from which the identified skills can be developed in relation to the field of nursing practice. These skills will be studied throughout the student’s programme and beyond, in the world of work. In addition this module will specifically introduce the principles of adult nursing theory and practice.


1. Demonstrate an understanding of the importance of verbal and non-verbal communication across a range of health and social care settings.

2. Utilize a range of written and electronic communication methods.3. Identify personal organizational strategies within the context of individual re-

flection and professional development. 4. Discuss key strategic drivers that influence public health and policy.5. Discus principles of care of the adult patient

Syllabus Communication and interpersonal skillsIntroductions to models, theories and concepts of communication: Erikson, Egan, Rogers, Heron’s 6 category intervention and analysis and application to practice. Developing effective communication skills. Inter and intra-disciplinary communication. Establishing engagement skills. Effective listening. Receiving feedback. Communicating empathy and warmth. Non-verbal behavior.

Appropriate and effective use of: IT skills including Patient Information Systems, telephone skills, the web, e-mail, Report writing, documentation,

Nursing practice and decision makingKey NHS policies, drivers and strategies. Key Documents to be discussed:

DOH (2001) NSF for Older people

Social Care Institute for excellence (2006) Dignity in Care:{http://www.scie.org.uk/publications/guides/guide15/index.asp}

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Care Quality Commission (2009) The state of health care and adult social care: A look at the quality of care in England.Adult life cycle, Introduction to care of the adult within the hospital setting and community setting, Introduction to assessment, planning, implementation and evaluation of care of the adult principles of care for the surgical patient, principles of care for the older patient, introduction to pain management.

Leadership, management and teamworking.Management/Organizational Skills – management of self e.g. diary, learning in clinical practice, time keeping, and support structures – who’s who. Role of student; time keeping. Teaching about what is self directed learning/ independent learning, learning to learn. Academic writing skills Self awareness, reflection.

Learning, Teaching and Assessment StrategyA variety of teaching, learning and assessment strategies will be employed to facilitate a diverse range of learning styles and abilities within the groups. Students will be encouraged to explore their own learning styles and how they will be able to participate in their own learning and that of others in the group. Seminars, lectures will be used to help develop underpinning knowledge, skills and attitudes. Students will also be engaged in self assessment and group discussions to help develop their descriptive and narrative skills as the first stage of the reflective cycle. Activities and support will be provided by materials on OASISplus.

Assessment

Formative500 word essay plan

Summative3000 word essay – title to be set ( LOs 1-5)

Learning Materials

Walsh, M. & Crumbie, A. (2007)Watson's Clinical Nursing and Related Sciences (7th edition). Edinburgh Bailliere Tindall Elsevier (Year 1-3) Kraszewski, S. & McEwen, A. (2010) Communication Skills for Adult Nurses. McGraw Hill Milton Keynes Open University Press (Year 1-3) Lloyd, M (2010) A practical guide to care planning in health and social care. McGraw Hill Milton Keynes Open University Press (Year 1-3)

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Module Code : MHR 1000Module Title : Foundations for Field of Practice (Mental Health)Level : 4Credit Points : 30Start Term: AutumnSubject: NursingModule Leader: Justin McDermottAccredited by: Nursing and Midwifery CouncilPre-Requisites:Programme restrictions: Only students on the Pre-registration nursing programmeLevel Restrictions: Automatic Deferral: Not permitted

AimsThis module begins the process of the development of skills required to become a graduate, autonomous and lifelong learner. It provides a foundation from which the identified skills can be developed in relation to the field of nursing practice. These skills will be studied throughout the student’s programme and beyond, in the world of work. In addition this module will specifically introduce the principles of mental health theory and practice.



2. Utilize a range of written and electronic communication methods.3. Identify personal organizational strategies within the context of individual reflec-

tion and professional development.4. Discuss key strategic drivers that influence public health and policy.5. Demonstrate an introductory knowledge of the spectrum of mental health from

prevention to recovery6. Describe the partnership between mental health services, the service user and

their carers in addressing their mental health needs.

Syllabus Communication and interpersonal skills Introductions to models, theories and concepts of communication; developing effective communication skills; inter and intra-disciplinary communication; establishing engagement skills; receiving feedback; communicating empathy and warmth; non-verbal behaviour; appropriate and effective use of IT skills and systems including Patient Information Systems, telephone skills; the web; e-mail; report writing; documentation;

Nursing practice and decision making Key NHS policies, drivers and strategies; current drivers including policies in the areas of health and social care will be introduced; the spectrum of mental health from prevention to recovery; stress vulnerability; recovery; social; medical models; resilience;

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introduction to mental health settings and how care is delivered; introduction to therapeutic interventions/approaches within mental health; user/carer involvement;

Leadership, management and team working Management/Organizational Skills – management of self e.g. diary, learning in clinical practice, time keeping, and support structures – who’s who; role of student; time keeping; teaching about what is self directed learning/ independent learning, learning to learn; academic writing skills; self awareness; reflection;

Learning, Teaching and Assessment StrategyA variety of learning strategies are employed. Lectures are interactive and may include videos, group discussion and practical demonstrations. The delivery will be from a variety of professionals with current experience in the subject areas. Students will be guided to supplement their lectures through additional self directed learning via extensive module related materials on OASISplus.Tutorial time via Personal Professional Development (PPD) Groups will be used by tutors to advise and assist student groups and individuals to develop their assignments, but will also provide means for individual student discussion and support. Personal and Professional Development groups will in addition provide the framework to promote student reflection and self reflection.

Assessment

Formative Students within their Personal and Professional Development (PPD) groups will be expected to present a ‘draft outline’ on the key issues facing individuals and their families experiencing mental health problems for discussion with their peers and academic/clinical facilitators.

Each session has pre and post student activities. These are either on OASISplus or Pebble Pad and can be viewed by the Module tutors. Sessions will be conducted with the student having done prior reading and quizzes.

During the module there will be a dedicated session about the essay. The student will provide an essay plan. Peer and tutor feedback (in groups) will encourage original and quality work together with support and direction.

Summative3000 word essay (LOs 1-5)

This essay will focus on mental health issues and its effects upon the individual, their carers and family and friends

Assessment weighting: 100%, 3000 words

Learning Materials

Davis, T. and Craig, T.K.J. (Editors) (2009) (2nd Edition) ABC of Mental Health. London: BMJ Books

Gelder, M. G., Lopez-Ibor, J.J. and Andreasen, N. (2009) New Oxford Textbook of Psychiatry. Oxford University Press

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American Psychiatric Association (1995) Diagnostic and Statistical Manual of Mental Disorders Arlington, Virginia: APA

Bach, S. and Grant, A. (2009) Communication and Interpersonal Skills for Nurses Poole: Learning Matters

Norman, I. and Ryrie, I. (Editors) (2009) The Art and Science of Mental Health Nursing: A Textbook of Principles and Practice. Maidenhead: Open University Press

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Module Code: PHC 1000Module Title: Foundations for Field of Practice (Child)Level: 4Credit Points: 30 creditsStart Term: AutumnSubject: NursingModule Leader: TBA Caroline Carter and Mary Clark Accredited by: Nursing and Midwifery CouncilPre-Requisites:Programme restrictions: Only students on the Pre-registration nursing programmeLevel Restrictions: Automatic Deferral: Not permitted

AimsThis module begins the process of the development of skills required to become a graduate, autonomous and lifelong learner. It provides a foundation from which the identified skills can be developed in relation to the field of nursing practice. These skills will be studied throughout the student’s programme and beyond, in the world of work. In addition this module will specifically introduce the principles of children’s nursing theory and practice.



2. Utilise a range of written and electronic communication methods.3. Identify personal organizational strategies within the context of individual re-

flection and professional development.4. Discuss key strategic drivers that influence public health and policy.5. Demonstrate knowledge of the physical, psycho-social, emotional, intellectual

and moral development including how deviations in growth and development are identified

6. Examine the impact of illness on the child and family, introduction to care plan-ning and the nature of family nursing in different settings

Syllabus Communication and interpersonal skills, Introductions to models, theories and concepts of communication: Erikson, Egan, Rogers, Heron’s 6 category intervention and analysis and application to practice. Developing effective communication skills. Inter and intra-disciplinary communication. Establishing engagement skills. Effective listening. Receiving feedback. Communicating empathy and warmth. Non-verbal behavior.

Appropriate and effective use of: IT skills including Patient Information Systems, telephone skills, the web, e-mail, Report writing, documentation.

Nursing practice and decision makingKey NHS policies, drivers and strategies. Current drivers including policies in the areas of health and social care will be introduced. For example: DH/DCSF (2009) Healthy child programme: Pregnancy and the first five years of life.

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DH/DCSF (2009) From 5-19yrs old London: DHDH/DCSF (2009) Healthy lives, brighter future. The strategy for children and young people’s health. London: DH DH/DFES (2004) National Service Framework for children and young people and maternity services: Children and young people who are ill. London: DH London Safeguarding Children Board (2007) London child protection procedures 3rd Edition. London: LSB. http://www.londonscb.gov.uk

Growth and development to include Physical -Psycho-social -Emotional-MoralRead and Interpret Centile charts; Developmental conditions e.g. Autism, Cerebral PalsyFamily health promotion Role of the child health nurse and multi-professional team at home and in the ambulatory and acute care settingsIntroduction to family nursing including vulnerable childrenIntroduction to care planning

Leadership, management and teamworking.Management/Organizational Skills – management of self e.g. diary, learning in clinical practice, time keeping, and support structures – who’s who. Role of student; time keeping. Teaching about what is self directed learning/ independent learning, learning to learn. Academic writing skills. Self awareness. Reflection.

Learning, Teaching and Assessment Strategy The LTA underpinning this module supports learning in all contexts. To do this, a variety of teaching and learning strategies will be used to ensure underpinning theory is applied to skills of assessment, planning, care delivery and evaluation. Lectures, skills rehearsal and a problem solving approach within case studies will form the main methods for learning and teaching. Self directed activities will be used through use of OASISplus.Self and peer assessment (formative) in the form of on line quizzes and short answer questions, will be used to help students to apply their knowledge and problem solving skills

Assessment

Formative – On line workbookSummative - 3000 word assessment – Essay 100% (LO 1 – 6)

Learning Materials

Essential:

Berk, L. (2008) Child Development (8th edition), London, Pearson

Glasper, A. and Richardson J.(editors)(2006) A Textbook of Children’s and young Peoples Nursing, London, Churchill Livingstone.

Neill, S. Knowles H (2004) the Biology of C hild Health, A reader in development and assessment, Basingstoke, Palgrave Macmillan.

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http://www.londonscb.gov.uk/

Recommended:

Smith, L. And Colman, V. (2009) Child and Family-centred Healthcare, Concepts, T heory and Practice , Basingstoke, Palgrave Macmillan.

Shribman.S and Billingham. K. (2008) Child health promotion guide, London, Depart-ment of Health

Sheridan, M. (2008) From Birth to 5 years: Child Developmental Progress (3rd edi-tion), London, Routledge

www.everychildmatters.gov.uk

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http://www.everychildmatters.gov.uk/

Module Code: NIP 1004Module Title: Practice Learning 1Level: 4Credit Points: 30Start Term: AutumnSubject: NursingModule Leader: TBA Georgina CoxAccredited by: Nursing and Midwifery CouncilPre-Requisites:Programme restrictions: Only students on the Pre-registration nursing programmeLevel Restrictions: Automatic Deferral: Not permitted

AimsThis module is practice based and provides the student with a variety of practice experiences in line with the NMC requirements for registration. Students will build on the knowledge and skills developed in their other modules and be supported in meeting the generic and specific field standards for competence in order to achieve the NMC criteria for progression point 1.


1. Contribute to the care of patients/service users from a number of practice experiences such as adult, child, mental health and learning disability

2. Demonstrate safe person centred care under supervision and provide rationale for care given.

3. Demonstrate the ability to carry out a range of essential clinical skills and articulate the underpinning knowledge.

4. Reflect on and show awareness of own level of achievement and areas for development through self assessment.

5. Practice honestly and with integrity, applying the principles of The Code: standards for conduct, performance and ethics for nurses and midwifes and the Guidance on professional conduct for nursing and midwifery students.

SyllabusThis will be individualised to the learning needs of the student but will focus on the following areas: Preparation for practice and reflection on learning from practiceThe 4 domains within the competency framework:

Professional values, Communication and interpersonal skills, Nursing practice and decision making, Leadership, management and teamworking.

Essential Skills Clusters (ESC’s)

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Learning, Teaching and Assessment StrategyLearning will take place within and from practice learning. This will include preparation for practice with skills rehearsal and online resources using Oasisplus. Within the various practice setting the students will be supported by a mentor and will be actively involved in care activities under supervision. This will include periods of supervised practice, reflective practice and ongoing feedback to support the achievement of the required learning outcomes.

Assessment

FormativeStudents will have a negotiated learning agreement for each period of practice learning which will be regularly reviewed by a mentor. All students who undertake an experience in a nursery will complete a nursery handbook to support their learning.Reflection on simulated learning opportunities is to be recorded in the PLD

Summative100% Year 1 Practice Learning Document incorporating generic and field standards for competence and essential skills clusters. (LO 1 – 5 6).

Learning Materials

Mental HealthDavies, T. & Craig, T.K.J. (Editors) (2009)(2nd Edition) ABC of Mental Health. London: BMJ Books

Bach, S. and Grant, A (2009) Communication and Interpersonal Skills for Nurses. Poole: Learning Matters.

Norman, I. and Ryrie, I. (Editors) (2009) The Art and Science of Mental Health Nursing: A Textbook of Principles and Practice. Maidenhead: Open University Press.

Child Health Glasper, A. and Richardson J.(editors)(2006) A Textbook of Children’s and young Peoples Nursing, London, Churchill Livingstone.

Sheridan, M. (2008) From Birth to 5 years: Child Developmental Progress (3rd edi-tion), London, Routledge.

Adult NursingWalsh, M & Crumbie, A(2007)Watson's Clinical Nursing and Related Sciences (7th edition). Edinburgh Bailliere Tindall Elsevier Lloyd, M (2010) A practical guide to care planning in health and social care. McGraw Hill Milton Keynes Open University Press.

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Module Code: NIP 2203Module Title: Approaches to Health and Social Care ResearchLevel: 5Credit Points: 30Start Term: AutumnSubject: NursingModule Leader: TBA Raouf KhodabuxAccredited by: Nursing and Midwifery CouncilPre-Requisites:Programme restrictions: Only students on the Pre-registration Nursing programmeLevel Restrictions: Automatic Deferral: Not permitted

AimsTo introduce students of health related subjects to the process of health care research. It is a professional requirement for those working in health related disciplines to underpin their knowledge with research and evidence-based practice. Professionals need to be able to access research findings, and through an understanding of the research process and methodology, be able to critique research and apply this knowledge to practice. The aim of this module is to develop the students' awareness the research process and to equip them with the skills required in the subject area appropriate to their target award and to offer some preparation for the final year project/dissertation.


1. Discuss and debate different sources of knowledge

2. Demonstrate the ability to search and organise a variety of information and lit-erature sources

3. Discuss the individual stages in a research journey that comprise the research process

4. Explore the strengths and weaknesses of the major research approaches and designs used in health and social care

5. Examine a range of data collection, analysis and presentation methods 6. Examine the ethical dimensions arising in the process of health and social

care research 7. Critically evaluate the strengths and weaknesses of published health and so-

cial care research 8. Discuss and construct an appropriate and workable research proposal relev-

ant to the programme of study

Syllabus Knowledge, science, research and theory Quantitative and qualitative research The research process Literature review Formulating a research question Research designs

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Making sense and presentation of data Research ethics applied to health care Dissemination of findings Evaluating research studies Utilisation of findings in clinical practice

Learning, Teaching and Assessment StrategyThis mode of delivery is supported through student led and teacher facilitated seminars. Students will be encouraged to work in small groups both within and outside seminar groups. A blended learning approach will be used with students accessing resource based activities using OASISplus. All the core module content is available on the OASISplus web site, along with discussion groups, presentation areas and course documentation. Students will be required to present their work in class and be an active member of OASISplus.

Assessment Students will be assessed through a portfolio of evidence, which will not exceed 5000 words.

The students engagement with research methods will form part of a portfolio of graduate skills that will span their undergraduate programme.

Formative Each of the module learning outcomes will be assessed formatively. The nature of as-sessment will be decided by the module leader and students will receive formative feedback on their performance. The assessment task and the module leader’s format-ive feedback will form part of the summative research portfolio.

The research portfolio will be submitted three times during the course of the module. The module leader will provide further formative feedback based on the extent to which the student is meeting the module learning outcomes Students may re-work any aspect of the portfolio in response to module leader’s comments.

Summative Students are required to construct a research portfolio which will include eight sec-tions, each of which demonstrates achievement of a specific module learning out-come. The portfolio must contain a research proposal summary demonstrating achievement of learning outcome 8. (LO’s 1-8)

Learning Materials

Blaxter, L, Hughes, C, Tight, M. (2001), How to research. Buckingham Open University Press.

Gomm, R. (2004) Social research methodology: A critical introduction. Basingstoke: Palgrace MacMillan

Lewith, G. Wayne, J. B., Walach, H. (2003). Clinical research in complementary therapies: principles, problems and solutions: London: Churchill Livingstone.

May, T. (2001) Social Research: Issues, methods and processes (3rd edition). Buckingham: Open University Press

Parahoo, K. (2006) Nursing research principles, process and issues (2nd edition.) Basingstoke: Palgrave

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Rees, C. (2001) An introduction to research for midwives. (2nd edition) London: Elsevier

Thomas, J.R, Nelson, J.K. Silverman, S (2005). Research methods in physical activity (5th edition). Human Kinetics

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Module Code: NIP 2000Module Title: Nursing the Acutely Ill PatientLevel: 5Credit Points: 30Start Term: AutumnSubject: NursingModule Leader: TBA Jay Luckraz and Jassen LeeAccredited by: Pre-Requisites: Successful completion of all Level 2 modulesProgramme restrictions: Students on the Pre-registration Nursing programmeLevel Restrictions:Automatic Deferral: Not permitted

AimsThis module aims to prepare the student to assess, plan, implement and evaluate care for the acutely ill adult. The student will be facilitated to build on theoretical, clinical and personal knowledge to provide holistic care using an evidence based approach taking into account underpinning legal and ethical issues. The factors impacting on safe decision making will be explored. The module will address key professional issues that impact on both patient care and the role of the nurse in the acute setting.


1. Examine the underlying patho-physiology of significant acute conditions2. Demonstrate knowledge and skills which can be used in the assessment, plan-

ning, implementation and evaluation of care for acutely ill patients3. Examine how evidence based practice can impact on the quality of care for

the acutely ill patient4. Debate the role of the nurse in the acute care setting within the multidisciplin-

ary team5. Consider the significance regarding health promotion in acute health care set-

tings

SyllabusProfessional Values Code of conduct. (DOLS). Mental capacity. Principles of negligence. Legislation. Safeguarding. Impact of special needs. Impact of mental illness

Communication and Interpersonal Skills Patient education. Communication with relatives. Patients’ role in decision making

Nursing Practice and Decision Making Critical thinking. Prioritisation as a use for decision making, Care planning. Applied pathophysiology relevant for common medical/surgical conditions.Principles of acute care. Tools for assessment: glucose monitoring, pain, wound, fluid balance, nutrition, MEWS, neurological. Inserting and c/o naso –gastric tube. Wound assessment. Preventing & control of infections. Wound care. Care & management of IVI cannulation sites. Taking specimens-CSU, nasal, eye, ear swabs, Medicines management. Care of the unconscious patient. Oxygen therapy/nebulisers

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Leadership, Management and Team Working Risk assessment/management

Learning, Teaching and Assessment StrategyA range of teaching and learning strategies will be used to prepare students to deliver care in practice. Lectures and seminars will develop underpinning knowledge. Use of scenarios in small group work and peer assessment will aid the student to develop confidence and communication skills. Support materials will be provided on OASISplus.

Assessment

FormativeSelf and peer assessed short essay questions related to scenarios LO 1,2,3,4,5

Summative Exam based on seen scenarios, to include numeracy aspects LO 1,2,3,4,5

Assessment weighting Seen exam 100% - 2 hours

Coursework (no examination)

Learning Materials

Essential: Walsh M. & Crumbie A. (2007) Watson's Clinical Nursing and Related Sciences (7th edition). Edinburgh Bailliere Tindall Elsevier

Denny E. & Earle S. (2010) Sociology for Nurses (2 nd Edition.) Cambridge Polity Press

Waugh A. & Grant A. (2010) Ross and Wilson Anatomy and Physiology in Health and Illness Edinburgh, Churchill Livingstone

Recommended: Brazier, M. (2007) Medicine, patients and the law, (4th Edition), London Penguin

Lloyd, M (2010) A practical guide to care planning in health and social care. McGraw Hill Open Milton Keynes University Press

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Module Code: NIP 2001Module Title: Caring for Patients with Long Term ConditionsLevel: 2Credit Points: 30Start Term: AutumnSubject: NursingModule Leader: TBA Beverley BrathwaiteAccredited by: Pre-Requisites: Successful completion of all Level 2 modulesProgramme restrictions: Students on the Pre-registration Nursing programmeLevel Restrictions:Automatic Deferral: Not permitted

AimsThis module aims to prepare the student to assess, plan, implement and evaluate care for adults with long term conditions. The student will be facilitated to develop knowledge and skills in preparation for the care of adults with long term needs. Issues of diversity and patterns of health and illness will be explored. The module will enable to the student to recognize and manage communication needs across the lifespan and in a range of settings.


1. Explore the factors contributing to long term conditions2. Examine the underlying patho-physiology of significant long term conditions3. Utilize appropriate knowledge and skills to assess, plan and evaluate care for

adults with long term conditions4. Examine the key legal and ethical frameworks underlying the care of adults

with long term conditions5. Discuss communication strategies to support and empower patients and signi-

ficant others living with long term conditions

SyllabusProfessional Values Health inequality. Transcultural knowledge and sensitivity. Values clarification. Principles of health screening. Politics of health and social care. Socialisation in nursing.

Communication and Interpersonal Skills Critical analysis incident. Communication: developing models, theories, concepts. Communicating with families – as members of the ‘team’; recognising the complexities of families. Working with hard to reach/demanding patientsShowing support through empathy, development of trust and compassion. Assessment, history taking and interview skills

Nursing Practice and Decision making Care planning. Applied patho-physiology relevant for common medical/surgical conditions. Principles of long-term care. Principles of rehabilitation care. Principles of care of the dying. Principles of Dementia care. Medicines management. Awareness alternative therapies.

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Leadership, Management and Team Working Multidisciplinary working and how boundaries change between professionals. Introduction to managing others.

Learning, Teaching and Assessment StrategyTeaching and learning strategies are integrated with formative and summative assessment to aid in the preparation of the student for practice. Lectures and seminars will be employed to develop underpinning knowledge. Support materials will be provided via OASISplus.

Assessment

Formative Peer assessed role play of preparing patient for discharge LO 3,4,5Outline of a poster LO 1,2,3 ,4

Summative Poster presentation on line LO 1,2,3,4Discharge report 2000 words LO 3,4,5

Assessment weighting

Coursework (no examination) Poster presentation 50% - 1000 wordsDischarge report 50% - 2000 words

Learning Materials

Essential:Walsh M. & Crumbie A. (2007) Watson's Clinical Nursing and Related Sciences (7th edition). Edinburgh Bailliere Tindall Elsevier

Denny E. & Earle S. (2010) Sociology for Nurses (2 nd Ed.) Cambridge Polity Press

Waugh A. & Grant A. (2010) Ross and Wilson Anatomy and Physiology in Health and Illness (11 th Edition.) Cambridge Churchill Livingston

Recommended: Lawson E. & Hennefor D. (2010) Medicines Management for Adult Nurses. Learning matters.

Kraszewski, S & McEwen, A (2010) Communication Skills for Adult Nurses. McGraw Hill Milton Keynes Open University Press

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Module Code: MHR 2000Module Title: Developing an Understanding in Mental HealthLevel: 5Credit Points: 30Start Term: AutumnSubject: NursingModule Leader: Wil Dsane TBAAccredited by: Nursing and Midwifery Council Pre-Requisites: Completion of modules at Level 1Programme restrictions: Students on the Pre-registration Nursing programmeLevel Restrictions:Automatic Deferral: Not permitted

Aims This module aims to build upon MHR1000 by examining key mental health conditions in-depth and exploring concepts such as health promotion and recovery, and key factors that influence these conditions e.g. social, biological, psychological and political. The student will be able to identify signs and symptoms of mental illness, aetiology and onset, progression of the condition, and prognosis.

Students should be aware that the syllabus of this module is linked with MHR 2001 which runs concurrently. MHR 2001 will explore effective evidenced based interventions, approaches and assessment of these mental health conditions.

Learning Outcomes On completion of this module the successful student will be able to:

1. Demonstrate knowledge of acute mental health conditions including the nurses’ role in care interventions

2. Explain the different diagnostic criteria for personality disorder3. Identify some of the complexities of the journey in a person experiencing de-

mentia 4. Demonstrate an understanding of problematic substance use issues and their

relationship to mental health5. Explore concepts of health promotion and recovery and consider how to incor-

porate these into their developing practice in mental health

Syllabus Professional ValuesLegal framework and policies associated with mental health, substance use, dementia, understanding recovery in mental health: clinical recovery and social recovery; social inclusion and recovery;

Communication and Interpersonal SkillsEffective communication techniques in mental health practice, including working with clients with personality disorder, dementia, substance misuse, learning disabilities

Clinical practice and decision making In depth review of International Classification of Mental Illness (ICD 10, DSM V) and its application to nursing practice; Mental health disorders, epidemiological evidence, incidence, prevalence and their clinical features; personality disorders; dementia,

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problematic substance use (including alcohol, tobacco, illicit drugs and prescription medicines); introduction to mental health promotion and recovery;

Leadership, management and team working The role of the nurse and good practice guidance

Learning, Teaching and Assessment StrategyA variety of learning strategies are employed. Lectures are interactive and may include videos, group discussion and practical demonstrations. The delivery will be from a variety of professionals with current experience in the subject areas. Students will be guided to supplement their lectures through additional self directed learning via extensive module related materials on OASISplus.

Tutorial time via Personal Professional Development (PPD) Groups will be used by tutors to advise and assist student groups and individuals to develop their assignments, but will also provide means for individual student discussion and support. Personal and Professional Development groups will in addition provide the framework to promote student reflection and self reflection.

Assessment

FormativeMCQs on line addressing key knowledge associated with each learning outcome. Students will be encouraged to practice and rehearse their answers to these ques-tions, with the intention of ‘testing knowledge’ on key mental health conditions, per-sonality disorder, problematic substance use, dementia and mental health promotion and recovery concepts. (LOs 1-5)

SummativeStudents will be given four case scenarios addressing the following areas

Acute Mental Health Conditions (LO 1)Personality disorder (LO2)Dementia/memory (LO3)Problematic substance use (LO4)

Each scenario will have a key question requiring the student to demonstrate their understanding of the subject area, with due regard to health promotion and recovery concepts (LO5).

Assessment weightingEach answer will have a limit of 750 words, and will be equally weighted (25% each)

Coursework (no examination): 100%

Learning Materials

Essential: Boardman, J., Currie, A., Killaspy, H. and Mezey, G. (2010) Social Inclusion and Mental Health. London: RCPsych Publications

Davies, T. & Craig, T.K.J. (Editors) (2009)(2nd Edition) ABC of Mental Health. London:

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BMJ Books

Downs, M. and Bowers, B. (Editors) (2008) Excellence in Dementia Care: Research into practice. Maidenhead: Open University Press.

Newell, R. and Gournay, K. (Editors) (2009) Mental Health Nursing: An evidence-based approach. Edinburgh: Churchill Livingstone, Elsevier

Norman, I. and Ryrie, I. (Editors) (2009) The Art and Science of Mental Health Nursing: A Textbook of Principles and Practice. Maidenhead: Open University Press.

Rassool, HG (2010) Addiction for Nurses. Chichester: Wiley-Blackwell.

Recommended:Jensen, L.W. and Wadkins, T.A. (2007) Mental health success stories: finding paths to recovery. Issues in Mental Health Nursing, 28 (4) 325-40

Nolan, P. (1993) A History of Mental Health Nursing. London: Chapman & Hall.

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Module Code: MHR 2001Module Title: Assessment, Treatment and Interventions in Mental HealthLevel: 5Credit Points: 30Start Term: AutumnSubject: NursingModule Leader: Lawrence Dadzie TBAAccredited by: Nursing and Midwifery Council Pre-Requisites: Completion of modules at Level 1Programme restrictions: Students on the Pre-registration Nursing programmeLevel Restrictions:Automatic Deferral: Not permitted

Aims This module aims to build upon MHR 1000 by enabling the student to plan holistic care using evidence based interventions/approaches, taking into account underpinning legal and ethical issues in order to promote recovery and social inclusion. Students will progress their understanding of partnership working with patients/clients/carers/agencies, and be encouraged to challenge their own values, attitudes and prejudices, in order to develop their capability to respect diversity and challenge inequality in mental health care.

Students should be aware that the syllabus of this module is linked with MHR 2000 which runs concurrently. MHR 2000 examines key mental health conditions in-depth and exploring concepts such as health promotion and recovery, and key factors that influence these conditions.


1. Explore the key principles of a mental health nursing assessment, including screening for mental health problems, risk assessment and care planning

2. Demonstrate an understanding of the principles related to physical care in mental illness and be able to undertake basic skills in areas such as physical assessment, homeostasis, diabetes, coronary heart disease, obesity, respirat-ory conditions, skin complaints, sexual health and others.

3. Assess, monitor and manage the pharmacodynamics of psychiatric medica-tion including symptoms, side-effects and non concordance.

4. Discuss the main theories of communication and their application within a mental health context

5. Identify and discuss relevant ethical and legal issues and consider their applic-ation to mental health care.

Syllabus Professional Values Introduction to key ethical principles and their application to mental health practice and care; Introduction to Safeguarding Vulnerable Adults (SOVA); Introduction to law in a mental health context;

Communication and Interpersonal Skills Client/patient focused communication; nurse-focused communication; Theories /concepts of communication; patient centred approach (Rogers); humanistic theory, Egan’s model, Heron’s six category interventions; Theories /concepts of on the self;

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Social and cultural factors; Barriers to effective communication;

Clinical practice and decision making Screening, assessment, mental state examinations, care planning, risk assessment principles, risk management; epidemiology and aetiology of mental illness, evidence based rationales for care and physical health intervention, medication management; pharmacodynamics of main psychiatric medications;

Leadership, management and team working Role of the nurse in the assessment process; CPA process; confidentiality versus shared knowledge of risk; examining referral processes to local acute and primary care services.


Tutorial time via Personal Professional Development (PPD) Groups will be used by tutors to advise and assist student groups and individuals to develop their assignments, but will also provide means for individual student discussion and support. Personal and Professional Development groups will in addition provide the framework to promote student reflection and self reflection.

Assessment

FormativeUsing various self-directed learning activities associated with each learning outcome, students will have the opportunity of comparing own answers to model answers which will be available via OASISplus. In addition online numeracy tests will be available via OASISplus for students to practice.

Summative (LO 1 – 5)Students will undertake a seen examination paper employing clinical scenarios with short answer questions. Scenarios will include nursing assessment, pharmacology, legal aspects, physical care issues, and communication approaches to client, carers, team and other agencies.

Assessment weightingShort answers will be ‘weighted’, hence students can in effect get an ‘aggregate’ score within the exam i.e. they will not have to ‘pass every question’.

Seen examination: 100%

Length of exam: 2 Hours

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Learning Materials

Essential:Bach, S. and Grant, A (2009) Communication and Interpersonal Skills for Nurses. Poole: Learning Matters.

Baille, L. (editor) (2005) Developing Practical Nursing Skills. (2nd edition), London: Hodder Arnold.

Barker, P. (2010) Mental Health Ethics: The human context. London: Routledge

Barber, P., Brown, R. and Martin, D. (2009) Mental Health Law in England & Wales. Exeter: Learning Matters.

Coben, D. and Atere-Roberts, E. (2005) Calculations for Nursing and Healthcare. Hampshire: Palgrave Macmillan

Healy, D. (2008) Psychiatric Drugs Explained (5th Edition.). Edinburgh: Churchill Liv-ingstone.

Nash, M. (2010) Physical Health and Well-Being in Mental Health Nursing. Clinical Skills for Practice Open University Press England

Schultz, J.M. and Videbeck, S.L. (2008) Lippincott’s Manual of Psychiatric Nursing Care Plans. (8th Edition.) Philadelphia: Lippincott, Williams & Wilkins.

Recommended:Richards, S and Mughal, A.F. (2009) Working With the Mental Capacity Act 2005 (2nd Edition). Hampshire: Matrix Training Associates

Burnard, P. and Gill, P. (2009) Culture, Communication and Nursing: A Multicultural Guide. Harlow: Pearson Education Ltd.

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Module Code: PHC 2000Module Title: Developing Knowledge and Skills in Caring for the Acutely Ill

Infant, Child, Young Person and their FamilyLevel 5Credit Points: 30Start Term: AutumnSubject: NursingModule Leader: Caroline Carter and Steve McKennaAccredited by: Nursing and Midwifery CouncilPre-Requisites: Successful completion of modules at Level 1Programme restrictions: Students on the Pre-registration Nursing programmeLevel Restrictions: Automatic Deferral: Not permitted

AimsThis module continues the process of the development of knowledge and skills required to become a graduate, autonomous and lifelong learner. It provides opportunities to develop the identified skills needed to practice as an advanced beginner in providing nursing care for the Infant, Child and Young Person (ICYP) and their families. These skills will be studied throughout the student’s programme both in university and practice. In addition this module will specifically introduce the principles of nursing theory and practice in relation to the care and management of acute conditions in ICYP nursing.


1. Demonstrate the ability to use a range of verbal and non-verbal communica-tion skills effectively across a different range of health care settings when dealing with ICYP in acute needs.

2. Explore the impact of health inequalities and cultural differences when caring for ICYP and their families.

3. Apply knowledge of normal anatomy and physiology and altered physiology in relation to acute illnesses affecting ICYP.

4. Discuss the care of the ICYP and family in hospital and community settings

5. Demonstrate the ability to assess, plan and deliver safe evidence based care in collaboration with other health care professionals.

6. Contribute to the protection of infants, children and young people from danger, harm and abuse.

SyllabusProfessional valuesConsent, competency to consent, refusal and withdrawal of treatment,Health trends, impact of the environment on health, cultural attitudes Communication and interpersonal skills

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Verbal and nonverbal communication skills, responding to distress and anxiety, communication in acute situations, age appropriate decision making Effective handover, accurate record keeping, Communicating with the multidisciplinary team Ensuring a safe environment

Nursing practice and decision makingAetiology of acute illness, risk factors including genetics and the environment.Paediatric anatomy and physiology and identification of the pathological processes in acute illness using a systems approach.Acute mental illness including self harm.Admission and assessment of the acutely ill ICYP, models used to recognise the acutely ill child.Care planning, implementation of evidence based child centred interventions and evaluation of care.Infection control.Pain management, fluid management, temperature management pharmacology, pharmokinetics, drug calculations and safe medicine management.Normal and abnormal vital signs, neurological assessment, neurovascular assessment,Blood glucose monitoring.

Safeguarding Children.

Leadership, management and team workingFamily nursing, partnership, negotiation and empowerment, advocacy and interdisciplinary working. Discharge advice.Strategies for reflection

Learning, Teaching and Assessment StrategyThe LTA underpinning this module supports learning in all contexts. To do this, a variety of teaching and learning strategies will be used to ensure underpinning theory is applied to skills of assessment, planning, care delivery and evaluation. Lectures, skills rehearsal and a problem solving approach within case studies will form the main methods for learning and teaching. Students will be encouraged to develop greater autonomy through self directed activities the use of OASISplus.Self and peer assessment (formative) in the form of on line quizzes and short answer questions, will be used to help students to apply their knowledge and problem solving skills. Formative team quiz (LO 1 – 6)

Assessment

Formative Team quiz. LO 1, 2, 3, 4, 5Numeracy on line test.(Questions set in context) LO 6,

Summative Exam – 2 hours 100 % seen LO 1, 2, 3, 4, 5, 6,

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Learning Materials

Essential:Chamley, C.A. Carson, P. Duncan R, and Sandwell, M (2005) Developmental Anatomy and Physiology of Children: A Practical approach. London: Elsevier Churchill Livingstone.

Coyne, I Freda, N. and Timmins, F (eds) (2010)Clinical skills in Children’s Nursing, Oxford, Oxford University Press.

Downie, G. Mackenzie, J. And Williams A. (2006) Calculating Drug Dosages. London: Elsevier, Churchill Livingstone.

Glasper, A. and Richardson J.(eds)(2006) A Textbook of Children’s and young Peoples Nursing, London, Churchill Livingstone.

Recommended:Monaghan, A. (2005) Detecting and managing deterioration in children, Paediatric Nursing, 17, (1), p.32 – 35.

Smith, L. And Colman, V. (2009) Child and Family-centred Healthcare, Concepts, theory and Practice, Basingstoke, Palgrave Macmillan.

Clinical information Http://www.gosh.nhs.uk/clinical_information/clinical_guidelines/index.html

For clinical recommendations:Http://guidance.nice.org.uk

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http://guidance.nice.org.uk/

Module Code: PHC 2001Module Title: Developing Knowledge and Skills in Caring for the Infant, Child,

Young Person (ICYP) with long term Conditions and their FamiliesLevel: 5Credit Points: 30Start Term: AutumnSubject: NursingModule Leader: Dee Anderson and Brian P RichardsonAccredited by: Nursing and Midwifery CouncilPre-Requisites: Successful completion of modules at level 1Programme restrictions: Students on the Pre-registration Nursing programmeLevel Restrictions: Automatic Deferral: Not permitted

AimsThis module continues the process of the development of knowledge and skills required to become a graduate, autonomous and lifelong learner. It provides opportunities to develop the identified skills needed to practice as an advanced beginner in providing care for the Infant, Child and Young Person (ICYP) and their families. These skills will be studied throughout the student’s programme both in university and practice. In addition this module will specifically introduce the principles of nursing theory and practice in relation to the care and management of long term conditions in ICYP nursing.


1. Demonstrate the ability to use a range of verbal and non-verbal communica-tion skills effectively across a different range of health care settings when dealing with ICYP long term health needs and the importance of professional boundaries. Understand the laws in relation to consent.

2 Explore the impact of social inequalities and cultural differences when caring for ICYP and their families with long term conditions.

3 Discuss the care of the ICYP and family in hospital and community settings and ensure the promotion of good physical and mental health.

4 Demonstrate knowledge of normal anatomy and physiology and altered physiology in relation to chronic illnesses and conditions effecting the ICYP and their families..

5 Demonstrate skills and knowledge in caring for ICYP based on evidence and work collaboratively with other professionals in delivering care.

6 Reflect on and critically assess the care given in order to ensure safe practice

SyllabusNMC Domain 1: Professional ValuesWorking in the Multi Disciplinary Team. Models of cultural awareness.

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Inequalities in society and the impact these have on health. Reflection to promote Safe practice. Principles of Family Centred Care, Advocacy and Empowerment . Con-sent. Death and Dying.

NMC Domain 2: Communication and interpersonal skills.Theories of self awareness. Trust. Empathy and Compassion. Impact of long term illness on the ICYP and family. Professional boundaries. Prin-ciples of Health Promotion – across the age ranges, cultures and disabilities.

NMC Domain 3: Nursing Practice and Decision Making.Anatomy and physiology. Altered physiology. Medication management, pharmaco-logy, pharmacokinetics. Skills and Evidence Based Practice when caring for ICYP in hospital and the community. The Nursing Process. The family’s needs; pregnant wo-men, the elderly, those with mental health problems and those with learning disabilit-ies.

Leadership, management and team working.Care management . Delegation skills. Health and social care policies. Team working. Transition.

Learning, Teaching and Assessment StrategyThe LTA underpinning this module supports learning in all contexts. To do this, a variety of teaching and learning strategies will be used to ensure underpinning theory is applied to skills of assessment, planning, care delivery and evaluation. Lectures, skills rehearsal and a problem solving approach within case studies will form the main methods for learning and teaching. Students will be encouraged to develop greater autonomy through self directed activities the use of OASISplus.A peer assessed presentation will form part of the formative assessment.Feedback from peers and lecturers will form an important part of the student’s learning experience.

Assessment

Formative On line quizzes – Anatomy and Physiology, medication managementPeer Assessed case study presentation

Summative Presentation of a case study 50% - 1500 wordsL O 4, 5, 6Discharge/Transition Plan 50% - 1500 wordsLO 1, 2, 3

Learning Materials

Essential:Chamley , C.A. Carson, P. Duncan R, and Sandwell, M (2005) Developmental Anatomy and Physiology of Children: A Practical approach. London: Elsevier Churchill Livingstone

Downie, G. Mackenzie, J. And Williams A. (2006) Calculating Drug Dosages. London: Elsevier, Churchill Livingstone

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Kelsy, J. And McEwing, G. (Editors) 2008 Clinical Skills in Child health Practice. London: Elsevier, Churchill Livingstone

Sully, P., and Dallas, J. (2005) Essential Communication Skills for Nursing. London: Elsevier Mosby

Recommended:McDougall, T. (Editor.) (2006) Child and Adolescent Mental Health Nursing. Oxford: Blackwell Publishing

Sidey, A. And Widdas, D. (Editors) (2005) Textbook of Community Children’s Nursing. 2nd Edition. London: Elsevier

Valentine, F. And Lowes, L. (Eds) (2007) Nusing Care of Children and Young People with Chronic illness. Oxford: Blackwell Publishing

Warner, A. (2006) Meeting the needs of children with Disabilities London: Routledge

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Module Code: NIP / MHR / PHC 2002Module Title: Practice Learning 2Level: 5Credit Points: 15Start Term: AutumnSubject: NursingModule Leader: NIP – Mariama Seray-Wurie TBA

MHR – Helen Matheson PHC – Caroline Carter and Steve McKenna

Accredited by: Nursing and Midwifery CouncilPre-Requisites: Completion of modules at Level 1Programme restrictions: Only students on the Pre-registration nursing programmeLevel Restrictions: Automatic Deferral: Not permitted

AimsThis module provides the student with a range of practice learning opportunities across a variety of practice experiences in line with the NMC requirements for registration. Students will build on the knowledge and skills developed in year 1 and be supported in meeting the generis and specific field standards for competence in order to progress towards the achievement of the NMC criteria for progression point 2.


1. Assess, plan, implement and evaluate technically safe, person centered care under less direct supervision for people of all ages and abilities with acute and long term conditions.

2. Work in partnership with patients, carers and other healthcare professionals in the delivery of care demonstrating an increasing ability to apply relevant theory and research to their practice.

3. Effectively carry out a range of clinical skills demonstrating understanding of the underpinning knowledge to support care.

4. Reflect on own level of achievement and demonstrate an increasing level of self - awareness regarding areas for development.


SyllabusThis will be individualized to the learning needs of the student but will focus on the following areas:Preparation for practice and reflection on learning from practiceThe 4 domains within the competency framework:

Professional values, Communication and interpersonal skills,

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Nursing practice and decision making, Leadership, management and teamworking.


Learning, Teaching and Assessment StrategyLearning will take place within and from practice learning. This will include preparation for practice with skills rehearsal and online resources using OAISISplus. Within the various practice setting the students will be supported by a mentor and will be actively involved in care activities under supervision. This will include periods of supervised practice, reflective practice and ongoing feedback to support the achievement of the required learning outcomes.

Assessment FormativeStudents will have a negotiated learning agreement for each period of practice learning which will be regularly reviewed by a mentor. Feedback on performance from service users and other healthcare professionals will also be encouraged.

Summative100% Year 2 Practice Learning Document incorporating generic and field standards for competence and essential skills clusters.

Learning Materials

Mental HealthBach, S. & Grant, A (2009) Communication and Interpersonal Skills for Nurses Poole, Learning Matters

Healey, D. (2008) Psychiatric Drugs Explained (5th Edition). Edinburgh: Elsevier, Churchill Livingstone

Schultz, J.M. & Videbeck, S.L. (2008) Lippincott’s Manual of Psychiatric Nursing Care Plans. (8th Edition.) Philadelphia: Lippincott, Williams & Wilkins

ChildMcDougall, T. (Editor.) (2006) Child and Adolescent Mental Health Nursing. Oxford: Blackwell Publishing


AdultDougherty L. & Lister S. (2008) The Royal Marsden Hospital Manual of Clinical Nursing Procedures (Student Edition). Oxford. John Wiley

Endacott R., Jevon P., & Cooper S. (2009) Clinical Nursing Skills: Core and Advanced. Oxford. Oxford University Press

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Module Code: NIP / MHR / PHC 2003 Module Title: Practice Learning 3Level: 5Credit Points: 30 creditsStart Term: AutumnSubject: NursingModule Leader: NIP – Mariama Seray-Wurie TBA

MHR – Helen Matheson PHC – Brian Richardson and Dee Anderson

Accredited by: Nursing and Midwifery CouncilPre-Requisites:Programme restrictions: Students on the Pre-registration Nursing programmeLevel Restrictions: Automatic Deferral: Not permitted

Aims This module provides the student with a range of practice learning opportunities across a variety of practice experiences in line with the NMC requirements for registration. Students will build on the knowledge and skills developed to date and be supported in meeting the generic and specific field standards for competence and in order to achieve the NMC criteria for progression point 2.

Learning OutcomesOn completion of this module the successful Year 2 graduate nursing student will be able to:

1. Assess, plan, implement and evaluate technically safe, person centered care, with less direct supervision, for people of all ages and abilities with acute and long term conditions in an increasingly confident manner.

2. Work in partnership with patients, carers, families and other health and social care professionals in the delivery of care demonstrating the ability to apply relevant theory and research to their practice.

3. Effectively carry out a range of clinical skills, recognize and interpret signs of deteriorating health and act promptly and appropriately as required.

4. Demonstrate the potential to work autonomously by making the most of opportunities to extend their own knowledge and skills



Professional values, Communication and interpersonal skills, Nursing practice and decision making, Leadership, management and teamworking.

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Essential Skills Clusters (ESC’s) Learning, Teaching and Assessment StrategyLearning will take place within and from practice learning. This will include preparation for practice with skills rehearsal and online resources using OASISplus. Within the various practice setting the students will be supported by a mentor and will be actively involved in care activities under supervision. This will include periods of supervised practice, reflective practice and ongoing feedback to support the achievement of the required learning outcomes.


Summative 100% Year 2 Practice Learning Document incorporating generic and field standards for competence and essential skills clusters. (LO 1 – 5).

Learning Materials

Mental HealthBach, S. & Grant, A (2009) Communication and Interpersonal Skills for Nurses Poole, Learning Matters

Healey, D. (2008) Psychiatric Drugs Explained (5th Edition). Edinburgh: Elsevier, Churchill Livingstone

Schultz, J.M. & Videbeck, S.L. (2008) Lippincott’s Manual of Psychiatric Nursing Care Plans. (8th Edition.) Philadelphia: Lippincott, Williams & Wilkins

ChildMcDougall, T. (Editor.) (2006) Child and Adolescent Mental Health Nursing. Oxford: Blackwell Publishing




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Module Code: NIP 3012 Module Title: Caring for Patients with Complex Care NeedsLevel: 6Credit Points: 30 creditsStart Term: AutumnSubject: NursingModule Leader: Marion Hinds TBAAccredited by: Pre-Requisites: Successful completion of all Level 2 modules on this programmeProgramme restrictions: Students on the Pre-registration Nursing programmeLevel Restrictions: Automatic Deferral: Not permitted

AimsThe aim of this module is to prepare the student to manage the care of a patient with complex care needs in a variety of health care settings. It will also enable the student to recognise and respond to changes in the patient condition safely, appropriately and competently. In doing so be able to defend judgements and clinical decisions.


1. Demonstrate the use of the nursing process to prioritise the needs of the pa-tient with complex care needs

2. Critically appraise the decision making process, utilising problem solving skills and formulating an appropriate plan of care for the patient with complex care needs

3. Articulate significant clinical judgement in a variety of care settings4. Demonstrate an appreciation of the complexities of advanced practice

SyllabusProfessional Values Delivering care with individual differences, transcultural negotiation and relationships. Empowerment in health promotion. NMC policy –influences on accountability.

Communication and Interpersonal Skills Communication in a leadership role. Effective communication in emergency situations e.g. major incident. Talking about end of life. Understanding, devising and using health improvement strategies. Conflict resolution.

Nursing Practice and Decision making Evidence based practice. Influences on decision making in practice Conflicts / complexity of decisions. Applied pathophysiology relevant for common medical/surgical conditions. CVP monitoring.Managing infections –implementing local & national policies-assessing needs of infectious patient and implement appropriate measures. Medicines management. Principles of complex care – hospital / home / ambulatory. Principles of ambulatory care. Supporting patient self-care.Cardiac monitoring-principles underlying monitoring system, placing leads (monitoring & 12 lead ECG); Interpretation of common arrhythmias. Under water seal drainage. Care of patient with a PEG. Electrolyte balance.

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Tracheostomy care.Leadership, Management and Team WorkingHow to influence policy as a RN.

Learning, Teaching and Assessment StrategyA variety of teaching and learning strategies will be employed in this module. Lectures and seminars will develop underpinning knowledge. Problem based learning, practice scenarios, self and peer assessment will build on students ability to work independently. Support will be provided by materials on OASISplus.

Assessment

Formative Peer assessed practice OSCEs LO 1,2,3,4

Summative OSCE LO 1,2,3,4

Assessment weighting: 100% OSCE Exam – 30 minutesUnseen exam 100%

Learning Materials

Essential: Walsh M. & Crumbie A. (2007) Watson's Clinical Nursing and Related Sciences (7th edition.) Edinburgh Bailliere Tindall Elsevier

Denny E. & Earle S. (2010) Sociology for Nurses (2 nd Edition.) Cambridge Polity Press

Waugh A. & Grant A. (2010) Ross and Wilson Anatomy and Physiology in Health and Illness (11th Edition.) Cambridge Churchill Livingston

Recommended:Moore T. Woodrow P. (2009) High Dependency Nursing Care (2nd edition), London, RoutledgeBrazier, M. (2007) Medicine, patients and the law, (4th Edition), London, Penguin

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Module Code: NIP 3013 Module Title: Preparation for Registration and Professional Practice as an Adult NurseLevel: 6Credit Points: 30 creditsStart Term: AutumnSubject: NursingModule Leader: David Ring TBAAccredited by: Pre-Requisites: Successful completion of all Level 2 modules on this programmeProgramme restrictions: Students on the Pre-registration Nursing programmeLevel Restrictions: Automatic Deferral: Not permitted

AimsThis module aims to prepare the student for practice as a registered adult nurse. Students will be facilitated to develop awareness and identify the challenges of the newly registered nurse. They will build on professional experience and be encouraged to develop strategies for working in a multidisciplinary health care team.


1. Critically examine legal, professional and ethical frameworks in preparation for registered practice.

2. Explore the role of the nurse as a clinical educator

3. Critically appraise reflective models as a learning tool for safe practice

4. Research the role of clinical governance in practice

5. Compare and contrast management and leadership theories for registered adult nurses working within an multidisciplinary team

SyllabusProfessional Values Understanding and applying for examples Caldicott Principles. Code of conduct – how this informs practice and decision making. Professional dilemmas. Accountability. Refusal of consent – challenging situations. Dilemma’s. End of life and beginning of life – specific issues. Safeguarding. Ethical decision making – theories and application.

Communication and Interpersonal Skills Learning theory. Reflective practice. Interviewing skills in preparation for employment. Presentation skills

Leadership, Management and Team WorkingMentor /role model – receiving and using feedback, assist in mentoring. The concepts of delegation and co-working. Managing competing demands moving responsibility towards lifelong learning. Policies / practice what happens when risk management proves ineffective. Working in inter professional teams. Preparation for team leadership. Developing to teaching and learning skills: peer education.

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Learning, Teaching and Assessment StrategyA problem based approach will be used to facilitate the application of the student’s experiences in practice and further develop independent learning. Seminars and small group work will further develop skills of reflection and ability to work interactively.

Assessment

FormativeSelf and peer assessment of a job interview LO 1,2,3,4,5

Summative Reflection on development of self in relation to one of the NMC domains LO 1,2,3,4,5


Coursework (no examination) Essay 3000 words

Learning Materials

Essential: Nursing and Midwifery Council (2008) The code: Standards of conduct, performance and ethics for nurses and midwives. London, NMC.

Nursing and Midwifery Council (2009) Guidance on professional conduct for nursing and midwifery students London, NMC.

Recommended: Brazier, M. (2007) Medicine, patients and the law, 4th edition, Penguin: London

Kraszewski, S & McEwen, A (2010) Communication Skills for Adult Nurses. Milton Keynes, McGraw Hill Open University Press

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Module Code: MHR 3031 Module Title: Meeting Complex Care Needs in Mental HealthLevel: 6Credit Points: 30 creditsStart Term: AutumnSubject: NursingModule Leader: Claire Lynch TBAAccredited by: Pre-Requisites: Completion of modules at Level 2Programme restrictions: Students on the Pre-registration Nursing programmeLevel Restrictions: Automatic Deferral: Not permitted

Aims This module aims to build upon MHR 2000 by advancing the students’ knowledge and understanding of mental health, in particular severe and enduring conditions, and the consequences/impact when two or more conditions are present. The module will facilitate students’ to critically consider how different mental health conditions can present or be influenced and experienced by different populations subject to age, gender, ethnicity, and clinical setting/service line.


1. Assess the advanced requirements of clients with multiple mental health care needs and critically demonstrate the relevant combination of interventions and skills required to work with them

2. Critically understand the complexities involved when substance use presents in concurrence with mental ill health (i.e. dual diagnosis) and know how to re-spond to these complex needs

3. Challenge received views of forensic mental health nursing and critically re-view the interface between the legal dimension, mental health and mental ill-ness

4. Demonstrate critical understanding and judgment of the nature of working with children and adolescents affected by problematic mental health issues, includ-ing the impact of parental mental health on children and young people.

5. Reflect critically upon relevant issues, policies and practice with regards to mental health promotion and recovery, and integrate these into their own process of learning and practice development

Syllabus Professional Values Attitudes in relation to ‘special populations’ (e.g. dual diagnosis; forensic, CAMHs, older people); Mental Health Act 1983 (parts 2 & 3); Human Rights Act 1998; Care Programme Approach; the role of mental health professionals, especially nurses, in challenging stigma and discrimination;

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Communication and Interpersonal Skills Engaging the complex client e.g. multiple co morbidity including dual diagnosis, physical illness, homeless; working and communicating with children and young people.

Clinical Practice and Decision Making Advanced assessment skills and interventions required for clients who have multiple care needs; co-morbidity; forensic mental health; Child Adolescent and Family Mental; relapse prevention strategies; motivational interviewing; CBT and mindfulness; medication management.

Leadership, management and team working Care Programme Approach for clients who require enhanced care; working with people with special needs who have a learning disability as well as mental health symptoms ; Service models and delivery issues related to specialist areas of clinical practice; developing recovery orientated and socially inclusive services and practice.


Tutorial time via Personal Professional Development (PPD) Groups will be used by tutors to advise and assist students groups and individuals to develop their assignments, but will also provide means for individual student discussion and support. Personal and Professional Development groups will in addition provide the framework to promote student reflection.

Assessment

FormativeApply knowledge and understanding of areas covered to a set case scenario. Peer feedback in small groups.

Employing the platform of PPD Personal and Professional Development students will be encouraged to explore each of the key Learning Outcomes in their 6 weekly dis-cussions

SummativeOSCE (100%). A series of Examination Stations will be set up to correspond with each learning outcome. Students will undertake 5 stations and will be expected to demonstrate a range of knowledge and skills/competencies associated with each area of learning.

Assessment weighting: 100% OSCE (LO’s 1-5)

Exam – 30 minutes

Learning MaterialsGriffith, R. & Tengnah, C (2010) Law and Professional Issues in Nursing

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Poole: Learning MattersMcDougall, T. (2006) Child and Adolescent Mental Health Nursing. Chichester: Wiley-Blackwell.

Newell, R. and Gournay, K. (2009) Mental Health Nursing: An evidenced-based ap-proach. Edinburgh: Churchill Livingstone

Phillips, P., McKeown, O. and Sandford, T. (Editors) (2010) Dual Diagnosis: Practice in context Chichester: Wiley-Blackwell

Stuart, W. and Humphreys, M. (2005) Multidisciplinary Working In Forensic Mental Health Care. Edinburgh: Elsevier, Churchill Livingstone

Thornicroft, G. J. (2006) Shunned: Discrimination Against People with Mental Illness Oxford University Press

Recommended:Slade, M. (2009) Personal Recovery and Mental Illness: A guide for mental health professionals. Cambridge University Press

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Module Code: MHR 3032 Module Title: Preparation for Mental Health PracticeLevel: 6Credit Points: 30 creditsStart Term: AutumnSubject: NursingModule Leader: Albert Odro TBAAccredited by: Pre-Requisites: Completion of modules at Level 2Programme restrictions: Students on the Pre-registration Nursing programmeLevel Restrictions: Automatic Deferral: Not permitted

Aims This module aims to build upon MHR 2001 by advancing the students’ core skills needed for professional practice within the mental health field. The module will assist the student to develop their analytical skills in specific areas of policy, communication, legal and ethical issues. Furthermore key communication/ counselling skills (e.g. leadership, decision making, and therapeutic alliance) required of a graduate mental health autonomous nurse will be enhanced.


1. Critically apply evidence based enhanced communication techniques and psy-cho-social interventions with clients with diverse mental health conditions

2. Reflect critically upon ethical and legal issues relevant to mental health, and integrate these into their own process of learning and practice.

3. Demonstrate understanding and application of the theory underpinning the process of decision making

4. Critically review and articulate the impact of existing mental health policy frameworks and current proposed policy initiatives in relation to political and social contexts

Syllabus Professional Values Values Based Practice; analysis of the efficacy and impact of key overarching policies; personalisation; in depth examination of specific policies relating to particular aspects of mental health; policy in relation to equality and human rights; resource allocation; mental health and the criminal justice system; review of current mental health policy and its impact on mental health practice, including specialist areas of care; consideration of proposed policies initiatives in relation to current political agendas and social developments; future directions for mental health provision

Communication and interpersonal skillsCommunication in context - using the understanding of the theories to critically explore how the nurse communicates with people with dementia; dual diagnosis; people with acute mental health problems; people with enduring mental health problems; Using the understanding of the theories to explore how the nurse communicates: with other professionals within the inter professional environment; carers, relatives/friends/visitors etc

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Clinical Practice and Decision MakingMotivational Interviewing theory; Cognitive Behavioural Therapy (CBT); Dialectic Therapy (DT); Psychodynamic theories; critical thinking, engagement and management of complex arguments; decision making theory in terms of nursing assessments, interventions and evaluation;

Leadership, management and team working.Application and analysis of multiple models of reflection and processes; appraisal of personal learning, professional development and self-awareness; application of organisation and managerial skills for self and others; examining the process of policy making in relation to inter-professional working and shared decisions; exploring personal development processes in terms of career pathways, writing CVs, job application, job interviews, and portfolio development; leadership and team working skills.


Tutorial time via Personal Professional Development (PPD) Groups will be used by tutors to advise and assist students groups and individuals to develop their assignments, but will also provide means for individual student discussion and support. Personal and Professional Development groups will in addition provide the framework to promote student reflection.

AssessmentPreparation of draft essay plans and peer and lecturer feedback during specified seminar groups

Formative Self directed activity comparing answers with model answers

Employing the Personal and Professional Development group process, students will have the opportunity to ‘rehearse their clinical presentation within their peer group and receive feedback from both peers and group academic/clinical facilitators.

Students will also have the opportunity of submitting a 500 word outline of their essay to their academic Personal and Professional Development Tutor.

Summative 3000 word reflective essay LO’s 1-4) 1,2,3,4,5


Summative – Essay 100%, 3000 wordsCoursework (no examination) – 100%

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Timetabled examination required – No

Length of exam – N/A

Learning Materials

Essential:Arkowitz, H., Westra, H.A., Miller, W.R. and Rollnick, S. (2007) Motivational Interviewing in the Treatment of Psychological Problems. Guildford Press

Bach, S. and Grant, A (2009) Communication and Interpersonal Skills for Nurses. Poole: Learning Matters

Grant, A., Townend, M., Mulhern, R. and Short, N. (2010) (2nd Edition). Cognitive Behavioural Therapy in Mental Health Care. London: Sage Publications Ltd.

Jarvis P (2006) Towards a group theory of human learning, lifelong learning and learning society. Vol1. London: Routledge

Moon J (2008) Critical Thinking: An exploration of theory and practice. London Rout-ledge

Richards, S and Mughal, A.F. (2008) Working With the Mental Health Act (2nd edition). Hampshire: Matrix Training Associates

Swanwick, T. and McKimm, J. (2010) ABC of Clinical Leadership (ABC Series). Chichester: Wiley-Blackwell

Thompson, S. and Thompson, N. (2008) The Critically Reflective Practitioner. Hampshire: Palgrave Macmillan

Recommended:Price, B. and Anne, H. (2010) Critical Thinking and Writing for Nursing Students. Southernay, East Exeter: Learning Matters,

Woodbridge, K. and Fulford, K.W.M. (2004) Whose Values? A workbook for values-based practice in mental health care. London: Sainsbury Centre for Mental Health

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Module Code: NIP 3330Module Title: DissertationLevel: 6Credit Points: 30 Credit Points: 30 creditsStart Term: AutumnSubject: NursingModule Leader: Kirstie Dye TBAAccredited by: Nursing and Midwifery CouncilPre-Requisites: Programme restrictions: Level Restrictions: Automatic Deferral: Not permitted

AimsThis module aims to synthesise learning from the students’ undergraduate programme providing an opportunity for students to study independently and investigate a topic in depth. It fosters academic curiosity, an inquiry based approach, the employment and application of research skills thus facilitating the development of a higher level of theorising. Students will select a topic of personal interest they wish to study further and will manage their own learning during this module, with the support of an allocated supervisor for this period of independent study.


1. Critically appraise the fundamental theories and concepts along with contemporary debates underpinning the subject, illustrating understanding of the relationship between theory and research.

2. Demonstrate the systematic searching, organisation, handling, critical selection, analysis and synthesis of a wide variety of different data and information sources.

3. Critically review and evaluate the arguments evident in the literature and/or alternative sources of evidence pertaining to the chosen topic of study.

4. Articulate the research questions or hypothesis/es, select and justify the choice of research methodology and methods appropriate to conduct such inquiry and consider their scientific rigour in reliability and validity.

5. Exhibit critical insight into ethical concerns which may arise when planning, conducting and disseminating both primary and secondary research.

6. Construct critical and reasoned argument which analyses, evaluates and challenges research findings, justifies propositions and elucidates alternatives.

7. Draw meaningful, logical and informative conclusions with emergent recommendations for the future development of theory, practice or policy and the identification of areas requiring further research. Study, through the dissemination of research findings.

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Syllabus As the culmination of the student’s undergraduate programme the syllabus for this module is a synthesis of their subject knowledge and the application of the research skills they have developed during their programme. This module will also illustrate the student’s achievement of the graduate and employability skills of effective learning, communication, teamwork, numeracy, information technology and personal and career development.

Assessment This module is the culmination of the undergraduate programme and demonstrates the development of both the students’ subject knowledge and graduate skills.

The overall learning experience for this module will demonstrate the students’ effective learning skills and ability to manage and direct their own learning independently. Facilitation and support for this learning will be largely through individual supervision with an allocated supervisor from the subject team who shares an interest in the topic under investigation.

To support the learning process and further facilitate learning from constructive formative feedback a ‘learning log’ to support the students learning will be utilised throughout the year.

The learning log will include a range of formative learning opportunities as detailed below, however, the log itself will form a summative component of the overall module assessment and is required to be appended in the submission of the summative work.

The Learning Log will comprise of:

Supervision Record:Students will be required to meet with their supervisors on a minimum of five occasions during the module. The process of supervision will be recorded in the learning log detailing what the student has achieved and facilitating the setting of future goals. It clarifies the student and supervisors roles in the development of the work, how the supervisor facilitates the student’s learning, and the extent to which the student both requires, and utilises the supervision opportunities available (Lo 1-7).

Specialist Support:As part of the supervision process the supervisor may recommend that the student seeks further specialist knowledge or advice. This may be from a range of sources such as clinical specialists, government agencies, charities, or attendance at specific lectures or seminars. Such specialist support will be detailed in the learning log (Lo 2, 5, 6 and 7).

Confirmation of Ethical ApprovalConfirmation that ethical approval has either been granted or is not required will be documented in the learning log and endorsed by the supervisor or proof of approval from the appropriate ethics committee (Lo 5).

Presentation:Students will be given the opportunity to present their developing work to a group of peers from their programme (Lo 1, 3, 4 and 6).

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Peer Review:The presentations will provide the opportunity for peer review of the students work, and using guidelines provided in the students will offer feedback on the work presented (Lo 1, 4, 5 and 6).

Workshops:A programme of subject specific workshops will provide a guide to developing and writing the research project (Lo 1-7).

E-Learning:Materials to support student learning in their final year projects will be available on OASISplus (Lo 1-7)

Assessment

Summative One of the following assessments will be utilised to demonstrate achievement of the module learning outcomes.

The assessment undertaken may be prescribed or restricted for different programmes to meet research governance requirements of some Professional, Statutory and Regulatory Bodies.

A 5000-7000 word Dissertation, the title and methodology of which must be agreed with the supervisor in advance and which may be presented as:

1. The preparation of an Article for PublicationPrepare an article for publication in an academic journal utilising the Journal’s published refereed guidelines, with a supporting critical reflective report detailing the development process and challenges arising.

2. Desktop and Secondary Analysis Review of the Literature A critical discussion and review of the literature utilising a rigorous ‘desktop’ research process in a secondary analysis review of a wide range primary sources pertaining to the subject under investigation.

3. Empirical Research ProjectUndertake an empirical research study on a topic agreed with your supervisor ensuring adherence to research governance processes

4. Laboratory Based Experimental StudyUndertake a laboratory based experimental project on a topic agreed with your supervisor ensuring adherence to research governance processes

Recommended Reading

Bell.J (2005). Doing your research project. (4th ed). Berkshire: OU Press.

Levin.P (2005). Excellent dissertations. Maidenhead: OU Press.

Thomson. A (2001). Critical reasoning. London: Routledge.

Learning materials specific to the students individual area of study will be discussed with supervisor as part of the learning process. Where there are subject specific

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materials to be recommended, these will be inserted as additional reading matter into the programme/module handbook.

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Module Code: PHC 3000Module Title: Preparation for Registration: ICYP Professional Nursing PracticeLevel: 6Credit Points: 30 creditsStart Term: AutumnSubject: NursingModule Leader: Kate Brown and Brian RichardsonAccredited by: Nursing and Midwifery CouncilPre-Requisites:Programme restrictions: Only students on the BSc (Hons) Pre-registration

Nursing programmeLevel Restrictions: Automatic Deferral: Not permitted

AimsThis module consolidates the knowledge and skills required to become a graduate, autonomous and lifelong learner. It provides opportunities to develop the management and leadership skills needed to practice as a competent practitioner in providing nursing care for the Infant, Child and Young Person (ICYP) and their families. It explores the ethical and legal aspects of being a professional nurse and in particular, prepares the student for their role in contributing to the learning of others.


1 Compare and contrast different ways of communicating with other profession-als in the care of ICYP and their families in professional practice.

2 Analyse the differences in the role of the student from that of the registered nurse in relation to professional practice.

3 Discuss the knowledge and skills required to work effectively within both nurs-ing and multi professional team.

4 Demonstrate teaching and learning skills.

5 Critically evaluate their own knowledge and skills in relation to those required for professional practice

SyllabusProfessional ValuesReflect on own knowledge and skills. Skills for independent practice, explore limits of competence and strategies/systems for patient safety. Analysis of Code of Conduct for professional practice.

Communication and interpersonal skills.Communication: verbal, non verbal and written. Recordkeeping as integral to care. Career planning and preparation for interview Communication as part of risk management. Assessment of learning needs, teaching methods and evaluation of learning in relation to patient teaching and teaching students and peers.

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Nursing Practice and Decision Making.The scope of nursing practice and responsibility for public health and working with vulnerable groups. Addressing the challenge of delivering care in diverse settings. Interprofessional working in ICYP nursing. Models of decision making . Decision making in nursing- different challenges.

Leadership, management and team working.Distinguishing between leadership and management. Management styles and the management responsibilities of the registered in relation to self, patients and team. Self awareness in relation to teamwork and strategies for managing conflict. Introduction to preceptorship and principles of clinical supervision, in order to enhance clinical practice and ensure patient safety.

Learning, Teaching and Assessment StrategyThe LTA underpinning this module supports learning in all contexts. To do this, a variety of teaching and learning strategies will be used to ensure underpinning theory is applied to skills of assessment, planning, care delivery and evaluation. Lectures, skills rehearsal and a problem solving approach within case studies will form the main methods for learning and teaching. Students will be encouraged to develop greater autonomy through self directed activities the use of OASISplus..FormativeInterview and completion of an application form/CV.Teaching skills/Teaching package

SummativeReflective Essay related to one of the four NMC domains 100%LO 1, 2, 3, 4, 5Coursework – Essay 100%, 3000 words

Learning Materials

Essential:Griffith R. and Tengarth C., (2010) Law and Professional Issues in Nursing Exeter: Learning matters Limited

Neary M. (2000) Teaching, Assessing and evaluation for clinical competence. Cheltenham: Nelson Thornes

NMC (2008) The Code: Standards of conduct, performance and ethics for nurses and midwives, London, NMC

NMC (2010) Record Keeping: Guidance for nurses and midwives, Lomndon, NMC

Siviter B. ( 2008) The Newly Qualified Nurse’s Handbook London: Bailliere Tindall

Recommended:Driscoll, J (2007) Practising Clinical Supervision: a reflective approach For healthcare professionals. London: Bailliere Tindall/Elsevier

Hinchliff, S (2005) The Practitioner as Teacher (3rd Edition). London: Elsevier

Stuart, C. (2007) Assessment, Supervision and Support in ClinicalPractice: A guide for nurse, midwives a nd other health professionals (2nd Edition).London: Churchill Livingstone/Elsevier

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Module Code: PHC 3001Module Title: Consolidation of Knowledge and Skills in the Nursing of the

Infant, Child and Young PersonLevel: 6Credit Points: 30Start Term: AutumnSubject: NursingModule Leader: Susan Momi and Dee Anderson TBAAccredited by: Nursing and Midwifery CouncilPre-Requisites: Successful completion of Level 2 modulesProgramme restrictions: Students on the Pre-registration Nursing programmeLevel Restrictions: Automatic Deferral: Not permitted

AimsThis module will consolidate the knowledge and skills required to become a graduate, autonomous and lifelong learner. It provides opportunities to enhance knowledge and skills needed to practice as a competent practitioner in providing nursing care for the Infant, Child and Young Person (ICYP) and their families. The graduate student will demonstrate the skills and knowledge necessary to safely nurse and care for the ICYP and their families across a range of settings and with a variety of health needs.


1. Demonstrate competent use of selected theories and models in relation to verbal and non-verbal communication.

2. Utilise appropriate evidence base to assess, plan and deliver safe care to the ICYP and their families. Addressing any social inequalities and cultural differ-ences identified during the nursing process.

3. Rationalise and critically evaluate the care of the ICYP and family in hospital and community settings using evidence based practice.

4. Critically examine and apply knowledge of normal anatomy and physiology and altered physiology in relation to acute and long term conditions affecting the ICYP and their families.

5. Discuss the role of the graduate nurse in relation to education and health pro-motion.

SyllabusProfessional ValuesSafe implementation of the nursing process using Evidence Based Practice.Models of evaluation.Interprofessional family centred care, advocacy and empowerment.

Communication and interpersonal skillsReflection and using models of communication and self awareness.Trust and empathy in the assessment and delivery of care.Conflict resolution.

Nursing Practice and Decision MakingSafe practice, delegation and referral.Anatomy, pathophysiology and methods of treatment.

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Safe medicine management, pharmacology, pharmacokinetics. Decision making in care delivery based upon Evidence Based Practice and own knowledge.

Leadership, management and team workingLocal and national policy and protocols that influence care delivery and information systems.Critical analysis of information from and within the multidisciplinary team.

Learning, Teaching and Assessment StrategyThe LTA underpinning this module supports learning in all contexts. To do this, a variety of teaching and learning strategies will be used to ensure underpinning theory is applied to skills of assessment, planning, care delivery and evaluation. Lectures, seminars, skills rehearsal and a problem solving approach within case studies will form the main methods for learning and teaching. Students will be encouraged to develop greater autonomy through self directed activities with the use of OASISplus.

Assessment

Formative Presentation to raise awareness of different cultures/disabilities/adult/mental

health/pregnancy in relation to the family. Practice OSCE

SummativeAn unseen exam - OSCE related to one of the four NMC domains 100%, 30 minutes LO 1, 2, 3, 4, 5

Learning Materials

Essential:Chamley, C.A. Carson, P. Duncan R, and Sandwell, M (2005) Developmental Anatomy and Physiology of Children: A Practical approach. London: Elsevier Churchill Livingstone

Downie, G. Mackenzie, J., Williams A. (2006) Calculating Drug Dosages. London: Elsevier, Churchill Livingstone

Kelsy, J. And McEwing, G. (Editors) 2008 Clinical Skills in Child health Practice. London: Elsevier, Churchill Livingstone

Neill, S and Knowles, H (Editors) (2004) The Biology of Child Health. Basingstoke: Palgrave Macmillan

Recommended:Novak, B (2011) Child-Centred Pharmacology An introduction for Nurses and Allied Health Professionals. Oxford: Routledge


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Valentine, F. And Lowes, L. (Editors) (2007) Nursing Care of Children and Young People with Chronic illness. Oxford: Blackwell Publishing

Warner, A. (2006) Meeting the needs of children with Disabilities London: Routledge

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Module Code: NIP / MHR / PHC 3033 Module Title: Practice Learning 4Level: 6Credit Points: 15 creditsStart Term: AutumnSubject: NursingModule Leader: NIP – Mariama Seray-Wurie TBA

MHR – Helen Matheson PHC – Brian Richardson

Accredited by: Nursing and Midwifery CouncilPre-Requisites:Programme restrictions: Only students on the Pre-registration nursing programmeLevel Restrictions: Automatic Deferral: Not permitted

AimsThis module provides the student with a range of practice learning opportunities across a variety of practice experiences in line with the NMC requirements for registration. Students will build on the knowledge and skills developed in year 2 and be supported in meeting the generic and specific field standards for competence in order to progress towards the achievement of the NMC criteria for registration.

Learning Outcomes:On completion of this module the successful student will be able to:

1. Utilise local and national guidelines in the provision of technically safe, person centered care for people of all ages and abilities in both community and hospital care settings.

2. Work collaboratively with other health and social care professionals in the delivery of high quality care demonstrating a sound understanding and application of evidence based practice.

3. Recognise and respond appropriately to the changing needs of patients, their families and carers through different periods of health and illness and take an active role in the decision making process.

4. Work autonomously and more independently in managing the complex care needs of people demonstrating leadership and teaching skills.

5. Show professionalism and integrity and work within professional, ethical and legal frameworks.


Professional values, Communication and interpersonal skills, Nursing practice and decision making,

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Leadership, management and teamworking.Essential Skills Clusters (ESC’s)

Learning, Teaching and Assessment StrategyLearning will take place within and from practice learning. This will include preparation for practice with skills rehearsal and online resources using OASISplus. Within the various practice setting the students will be supported by a mentor and will be actively involved in care activities under supervision. This will include periods of supervised practice, reflective practice and ongoing feedback to support the achievement of the required learning outcomes.


Summative 100% Year 3 Practice Learning Document incorporating generic and field standards for competence and essential skills clusters.LOs 1-5.

Learning Materials

Mental Health Phillips, P., Mckeown, O. And Sandford, T. (Eds) (2010) Dual Diagnosis: Practice in context. Chichester: Wiley-Blackwell

Pearson A, Field J and Jordan Z (2007) Evidence-based clinical practice in nursing and health care: A comprehensive approach to evidence-based practice in nursing and health professions. Oxford. Blackwell

Rees, A and Shapiro, D (2005). Effective team working and leadership in mental health progamme: Evaluation feedback report to the NHS Leadership centre. NHS Evaluation Group: Leeds, University of Leeds

ChildNovak, B (2011) Child-Centred Pharmacology An introduction for Nurses and Allied Health Professionals. Oxford: Routledge


Adult Dougherty L. & Lister S. (2008) The Royal Marsden Hospital Manual of Clinical Nursing Procedures (Student Edition). Oxford. John Wiley

Endacott R., Jevon P., & Cooper S. (2009) Clinical Nursing Skills: Core and Advanced. Oxford, Oxford University Press.

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http://www.amazon.co.uk/s/ref=ntt_athr_dp_sr_2?_encoding=UTF8&search-alias=books-uk&field-author=Sara%20Lister

http://www.amazon.co.uk/s/ref=ntt_athr_dp_sr_1?_encoding=UTF8&search-alias=books-uk&field-author=Lisa%20Dougherty

Module Code: NIP / MHR / PHC 3034Module Title: Practice Learning 5Level: 6Credit Points: 15 creditsStart Term: AutumnSubject: NursingModule Leader: NIP - Mariama Seray-Wurie TBA

MHR – Helen Matheson PHC – Steve McKenna and Dee McKenna

Accredited by: Nursing and Midwifery CouncilPre-Requisites: Successful completion of Level 2 modulesProgramme restrictions: Only students on the Pre-registration nursing programmeLevel Restrictions: Automatic Deferral: Not permitted

AimsThis module provides the student with a range of practice learning opportunities across a variety of practice experiences in line with the NMC requirements for registration. Students will consolidate the knowledge and skills developed to date and be supported in meeting the generic and specific field standards for competence in order to achieve the NMC criteria for registration. Students will be assessed by a sign-off mentor during their 12 week period of continuous practice.


1. Utilise local and national guidelines in the provision of technically safe, person centered care for people of all ages and abilities in both community and hospital care settings to achieve the best outcomes for patients.

2. Work collaboratively with other health and social care professionals in the delivery of high quality care demonstrating the use of a range of effective communication strategies in the application of evidence based practice.

3. Recognise and respond appropriately to the changing needs of patients with complex care needs involving the patient, their family and carers in the decision making process to optimize health and well-being. .

4. Take a leadership role in co-ordinating the care of patients with complex care needs and contribute to the planning, designing, delivering future services.

5. Show professionalism and integrity and work within professional, ethical and legal frameworks to maintain and improve standards of care.


Professional values, Communication and interpersonal skills,

167

Nursing practice and decision making, Leadership, management and teamworking.


Learning, Teaching and Assessment StrategyLearning will take place within and from practice learning. This will include preparation for practice with skills rehearsal and online resources using OASISplus. Within the various practice setting the students will be supported by a sign-off mentor and will be actively involved in care activities. This will include periods of supervised practice, reflective practice and ongoing feedback to support the achievement of the required learning outcomes.

Assessment FormativeStudents will have a negotiated learning agreement for each period of practice learning which will be regularly reviewed by their sign-off mentor. Feedback on performance from service users and other healthcare professionals will also be encouraged.

Summative100% Year 3 Practice Learning Document incorporating generic and field standards for competence and essential skills clusters. LOs 1-5.

Learning Materials

Mental HealthRichards, S. and Mughai, A.F. (2008) Working With the Mental Health Act. (2nd Edition). Hampshire: Matrix Training Associates

Srivasta, S. and Cooperrider, D. (1999) Appreciative Management and Leadership. San Francisco: Jossey-Boss

Taylor,, B. (2000) Reflective Practitioner: A guide for nurses and midwives. Buckingham: Open University Press

West, M.A. and Markiewicz, L. (2004) Building Team-based Working. Chichester: Wiley, Blackwell

ChildNovak, B (2011) Child-Centred Pharmacology An introduction for Nurses and Allied Health Professionals. Oxford: Routledge




168

http://www.amazon.co.uk/s/ref=ntt_athr_dp_sr_2?_encoding=UTF8&search-alias=books-uk&field-author=Sara%20Lister

http://www.amazon.co.uk/s/ref=ntt_athr_dp_sr_1?_encoding=UTF8&search-alias=books-uk&field-author=Lisa%20Dougherty

Appendices

Appendix 1 - NMC Standards for Pre-registration Nursing Education 2010

Competencies Year 1 Year 2 Year 3

Domain 1: Professional Values1. All nurses must practise with confidence according to The code: Standards of conduct, performance

and ethics for nurses and midwives (NMC 2008), and within other recognised ethical and legal frameworks. They must be able to recognise and address ethical challenges relating to people’s choices and decision-making about their care, and act within the law to help them and their families and carers find acceptable solutions.

1.1 Adult nurses must understand and apply current legislation to all service users, paying special attention to the protection of vulnerable people, including those with complex needs arising from ageing, cognitive impairment, long-term conditions and those approaching the end of life.

1.2 Children’s nurses must understand the laws relating to child and parental consent, including giving and refusing consent, withdrawal of treatment and legal capacity.

1.3 Mental Health nurses must understand and apply current legislation to allservice users, paying special attention to the protection of vulnerable people, including those with complex needs arising from ageing, cognitive impairment, long-term conditions and those approaching the end of life.

NIP 1003

NIP 1002

NIP 1004

NIP 2000

NIP 2001

MHR 2000

MHR 2001

PHC 2000

PHC 2001

NIP 2002

MHR 2002

PHC 2002

NIP 2003

PHC 2003

MHR 2003

NIP 3013

PHC 3001

NIP 3033

PHC 3033

MHR 3033

NIP 3034

PHC 3034

MHR 3034

2. All nurses must practise in a holistic, non-judgmental, caring and sensitive manner that avoids assumptions, supports social inclusion; recognises and respects individual choice; and acknowledges diversity. Where necessary, they must challenge inequality, discrimination and exclusion from access NIP 1003 NIP 2000 NIP 3012

169

Competencies Year 1 Year 2 Year 3to care.

2.1 Children’s nurses must recognise that all children and young people have the right to be safe, enjoy life and reach their potential. They must practise in a way that recognises, respects and responds to the individuality of every child and young person.

2.2 Mental Health nurses must practise in a way that addresses the potentialpower imbalances between professionals and people experiencing mentalhealth problems, including situations when compulsory measures are used,by helping people exercise their rights, upholding safeguards and ensuring minimal restrictions on their lives. They must have an in depthunderstanding of mental health legislation and how it relates to care andtreatment of people with mental health problems

NIP 1004 NIP 2001

MHR 2000

MHR 2001

PHC 2000

PHC 2001

NIP 2002

PHC 2002

MHR 2002

NIP 2003

PHC 2003

MHR 2003

MHR 3031

PHC 3001

NIP 3033

PHC 3033

MHR 3033

NIP 3034

PHC 3034

MHR 3034

3. All nurses must support and promote the health, wellbeing, rights and dignity of people, groups, communities and populations. These include people whose lives are affected by ill health, disability, ageing, death and dying. Nurses must understand how these activities influence public health.

3.1 Children’s nurses must act as advocates for the right of all children and young people to lead full and independent lives.

3.2 Mental Health nurses must promote mental health and wellbeing, while challenging the inequalities and discrimination that may arise from or contribute to mental health problems.

NIP 1003

NIP 1004

NIP 2001

MHR 2000

PHC 2000

PHC 2001

NIP 2002

PHC 2002

MHR 2002

NIP 2002

NIP 3012

PHC 3001

MHR 3031

NIP 3033

MHR 3033

PHC 3033

NIP 3034

170

Competencies Year 1 Year 2 Year 3PHC 2002

MHR 2002

NIP 2003

PHC 2003

MHR 2003

MHR 3034

PHC 3034

4. All nurses must work in partnership with service users, carers, families, groups, communities and organisations. They must manage risk, and promote health and wellbeing while aiming to empower choices that promote self-care and safety.

4.1 Children’s nurses must work in partnership with children, young people and their families to negotiate, plan and deliver child and family-centred care, education and support. They must recognise the parent’s or carer’s primary role in achieving and maintaining the child’s or young person’s health and wellbeing, and offer advice and support on parenting in health and illness.

4.2 Mental Health nurses must work with people in a way that values, respects and explores the meaning of their individual lived experiences of mental health problems, to provide person-centred and recovery-focused practice.

NIP 1003

NIP 1004

NIP 2000

NIP 2001

MHR 2000

PHC 2000

PHC 2001

NIP 2002

PHC 2002

MHR 2002

NIP 2003

PHC 2003

MHR 2003

NIP 3033

MHR 3033

PHC 3033

NIP 3034

MHR 3034

PHC 3034

5. All nurses must fully understand the nurse’s various roles, responsibilities and functions, and adapt their practice to meet the changing needs of people, groups, communities and populations. NIP 1004 NIP 2000

NIP 2001

NIP 3012

MHR 3031

PHC 3001

171

Competencies Year 1 Year 2 Year 3MHR 2000

MHR 2001

PHC 2000

PHC 2001

NIP 3033

MHR 3033

PHC 3033

NIP 3034

MHR 3034

PHC 3034

6. All nurses must understand the roles and responsibilities of other health and social care professionals, and seek to work with them collaboratively for the benefit of all who need care. NIP 1003

NIP 1004

NIP 2001

MHR 2001

NIP 2002

PHC 2002

MHR 2002

NIP 2003

PHC 2003

MHR 2003

NIP 3012

MHR 3031

PHC 3001

NIP 3033

MHR 3033

PHC 3033

NIP 3034

MHR 3034

PHC 3034

7. All nurses must be responsible and accountable for keeping their knowledge and skills up to date through continuing professional development. They must aim to improve their performance and enhance the safety and quality of care through evaluation, supervision and appraisal. NIP 1004 MHR 2001

PHC 2000

PHC 2001

NIP 3013

MHR 3032

PHC 3000

NIP 3033

172


PHC 3033

NIP 3034

MHR 3034

PHC 3034

8. All nurses must practise independently, recognising the limits of their competence and knowledge. They must reflect on these limits and seek advice from, or refer to, other professionals where necessary.

8.1 Mental Health nurses must have and value an awareness of their own mental health and wellbeing. They must also engage in reflection and supervision to explore the emotional impact on self of working in mental health; how personal values, beliefs and emotions impact on practice, and how their own practice aligns with mental health legislation, policy and values-based frameworks.

NIP 3034

MHR 3034

PHC 3034

9. All nurses must appreciate the value of evidence in practice, be able to understand and appraise research, apply relevant theory and research findings to their work, and identify areas for further investigation. NIP1002 NIP 2000

NIP 2001

MHR 2001

PHC 2000

PHC 2001

NIP 3012

MHR 3031

PHC 3001

NIP 3034

MHR 3034

PHC 3034

Domain 2: Communication and interpersonal skills1. All nurses must build partnerships and therapeutic relationships through safe, effective and non-

discriminatory communication. They must take account of individual differences, capabilities and NIP 1000 NIP 2000

173


needs.

1.1 Children’s nurses must work with the child, young person and others to ensure that they are actively involved in decision-making, in order to maintain their independence and take account of their ongoing intellectual, physical and emotional needs

1.2 Mental Health nurses must use skills of relationship-building and communication to engage with and support people distressed by hearing voices, experiencing distressing thoughts or experiencing other perceptual problems.

1.3 Mental Health nurses must use skills and knowledge to facilitate therapeutic groups with people experiencing mental health problems and their families and carers.

NIP 1004

MHR

1000

PHC

1000

NIP 2001

MHR 2000

MHR 2001

PHC 2000

PHC 2001

NIP 2002

PHC 2002

MHR 2002

NIP 2003

PHC 2003

MHR 2003

NIP 3033

MHR 3033

PHC 3033

NIP 3034

MHR 3034

PHC 3034

2. All nurses must use a range of communication skills and technologies to support person-centred care and enhance quality and safety. They must ensure people receive all the information they need in a language and manner that allows them to make informed choices and share decision making. They must recognise when language interpretation or other communication support is needed and know how to obtain it.

2.1 Children’s nurses must understand all aspects of development from infancy to young adulthood, and identify each child or young person’s developmental stage, in order to communicate effectively with them. They must use play, distraction and communication tools appropriate to the child’s or young person’s stage of development, including for those with sensory or cognitive impairment.

NIP 1000

NIP 1004

MHR

1000

PHC

1000

NIP 2000

NIP 2001

MHR 2000

MHR 2001

PHC 2000

PHC 2001

NIP 3012

MHR 3031

PHC 3001

NIP 3033

MHR 3033

PHC 3033

NIP 3034

MHR 3034

174


3.

All nurses must use the full range of communication methods, including verbal, non-verbal and written, to acquire, interpret and record their knowledge and understanding of people’s needs. They must be aware of their own values and beliefs and the impact this may have on their communication with others. They must take account of the many different ways in which people communicate and how these may be influenced by ill health, disability and other factors, and be able to recognise and respond effectively when a person finds it hard to communicate.

3.1 Adult nurses must promote the concept, knowledge and practice of selfcare with people with acute and long-term conditions, using a range of communication skills and strategies.

3.2 Children’s nurses must ensure that, where possible, children and young people understand their healthcare needs and can make or contribute to informed choices about all aspects of their care.

NIP 1000

NIP 1004

MHR

1000

PHC

1000

NIP 2000

NIP 2001

MHR 2000

MHR 2001

PHC 2000

PHC 2001

NIP 2002

PHC 2002

MHR 2002

NIP 2003

PHC 2003

MHR 2003

NIP 3012

MHR 3031

PHC 3001

NIP 3033

MHR 3033

PHC 3033

NIP 3034

MHR 3034

PHC 3034

4. All nurses must recognise when people are anxious or in distress and respond effectively, using therapeutic principles, to promote their wellbeing, manage personal safety and resolve conflict. They must use effective communication strategies and negotiation techniques to achieve best outcomes, respecting the dignity and human rights of all concerned. They must know when to consult a third party and how to make referrals for advocacy, mediation or arbitration.

4.1 Mental Health nurses must be sensitive to, and take account of, the impact of abuse and trauma on people’s wellbeing and the development of mental health problems. They must use interpersonal skills and make interventions that help people disclose and discuss their experiences as part of their recovery.

NIP 1000

NIP 1004

MHR

1000

PHC

NIP 2001

MHR 2001

PHC 2000

PHC 2001

NIP 2002

NIP 3033

MHR 3033

PHC 3033

NIP 3034

MHR 3034

175

Competencies Year 1 Year 2 Year 31000 PHC 2002

MHR 2002

NIP 2003

PHC 2003

MHR 2003

PHC 3034

5.

All nurses must use therapeutic principles to engage, maintain and, where appropriate, disengage from professional caring relationships, and must always respect professional boundaries.

5.1 Mental Health nurses must use their personal qualities, experiences and interpersonal skills to develop and maintain therapeutic, recovery-focused relationships with people and therapeutic groups. They must be aware of their own mental health, and know when to share aspects of their own life to inspire hope while maintaining professional boundaries.

NIP 1003 NIP 2001

MHR 2000

MHR 2001

PHC 2001

NIP 2003

PHC 2003

MHR 2003

NIP 3033

MHR 3033

PHC 3033

NIP 3034

MHR 3034

PHC 3034

6.All nurses must take every opportunity to encourage health-promoting behaviour through education, role modelling and effective communication.

6.1 Mental Health nurses must foster helpful and enabling relationships with families, carers and other people important to the person experiencing mental health problems. They must use communication skills that enable psychosocial education, problem-solving and other interventions to help people cope and to safeguard those who are vulnerable.

NIP 1003

NIP 1004

NIP 2002

PHC 2002

MHR 2002

NIP 2003

PHC 2003

MHR 2003

NIP 3033

MHR 3033

PHC 3033

NIP 3034

MHR 3034

PHC 3034

7. All nurses must maintain accurate, clear and complete records, including the use of electronic NIP 2001 NIP 3033

176


formats, using appropriate and plain language.

NIP 1004 MHR 2001

PHC 2000

NIP 2003

PHC 2003

MHR 2003

MHR 3033

PHC 3033

NIP 3034

MHR 3034

PHC 3034

8.

All nurses must respect individual rights to confidentiality and keep information secure and confidential in accordance with the law and relevant ethical and regulatory frameworks, taking account of local protocols. They must also actively share personal information with others when the interests of safety and protection override the need for confidentiality.

NIP 1000

MHR

1000

PHC

1000

NIP 2001

MHR 2001

PHC 2001

NIP 2002

PHC 2002

MHR 2002

NIP 2003

PHC 2003

MHR 2003

NIP 3033

MHR 3033

PHC 3033

NIP 3034

MHR 3034

PHC 3034

Domain 3: Nursing practice and decision-making1. All nurses must use up-to-date knowledge and evidence to assess, plan, deliver and evaluate care,

communicate findings, influence change and promote health and best practice. They must make person-centred, evidence-based judgments and decisions, in partnership with others involved in the care process, to ensure high quality care. They must be able to recognise when the complexity of clinical decisions requires specialist knowledge and expertise, and consult or refer accordingly.

1.1 Adult nurses must be able to recognise and respond to the needs of all people who come into

NIP 1002

NIP 1004

NIP 2000

NIP 2001

MHR 2000

NIP 3012

MHR 3031

PHC 3001

177

Competencies Year 1 Year 2 Year 3their care including babies, children and young people, pregnant and postnatal women, people with mental health problems, people with physical disabilities, people with learning disabilities, older people, and people with long term problems such as cognitive impairment.

1.2 Children’s nurses must be able to recognise and respond to the essentialneeds of all people who come into their care including babies, pregnant and postnatal women, adults, people with mental health problems, people with physical disabilities, people with learning disabilities, and people with long term problems such as cognitive impairment.

1.3 Children’s nurses must use recognised, evidence-based, child-centred frameworks to assess, plan, implement, evaluate and record care, and to underpin clinical judgments and decision-making. Care planning and delivery must be informed by knowledge of pharmacology, anatomy and physiology, pathology, psychology and sociology, from infancy to young adulthood.

1.4 Mental Health nurses must be able to recognise and respond to the needsof all people who come into their care including babies, children and young people, pregnant and postnatal women, people with physical health problems, people with physical disabilities, people with learning disabilities, older people, and people with long term problems such as cognitive impairment.

MHR 2001

PHC 2000

PHC 2001

NIP 3033

MHR 3033

PHC 3033

NIP 3034

MHR 3034

PHC 3034

2. All nurses must possess a broad knowledge of the structure and functions of the human body, and other relevant knowledge from the life, behavioural and social sciences as applied to health, ill health, disability, ageing and death. They must have an in-depth knowledge of common physical and mental health problems and treatments in their own field of practice, including co-morbidity and physiological and psychological vulnerability.

NIP 1002 MHR 2000

MHR 2001

NIP 2002

PHC 2002

MHR 2002

NIP 2003

PHC 2003

NIP 3012

MHR 3031

PHC 3001

NIP 3033

MHR 3033

PHC 3033

NIP 3034

178

Competencies Year 1 Year 2 Year 3MHR 2003 MHR 3034

PHC 3034

3. All nurses must carry out comprehensive, systematic nursing assessments that take account of relevant physical, social, cultural, psychological, spiritual, genetic and environmental factors, in partnership with service users and others through interaction, observation and measurement.

3.1 Adult nurses must safely use a range of diagnostic skills, employing appropriate technology, to assess the needs of service users.

3.2 Children’s nurses must carry out comprehensive nursing assessments of children and young people, recognising the particular vulnerability of infants and young children to rapid physiological deterioration.

3.3 Mental Health nurses must be able to apply their knowledge and skills in a range of evidence-based individual and group psychological and psychosocial interventions, to carry out systematic needs assessments, develop case formulations and negotiate goals.

NIP 1002

NIP 1004

NIP 2000

NIP 2001

MHR 2000

MHR 2001

PHC 2000

PHC 2001

NIP 2003

PHC 2003

MHR 2003

NIP 3012

MHR 3031

PHC 3001

NIP 3033

MHR 3033

PHC 3033

NIP 3034

MHR 3034

PHC 3034

4. All nurses must ascertain and respond to the physical, social and psychological needs of people, groups and communities. They must then plan, deliver and evaluate safe, competent, person-centred care in partnership with them, paying special attention to changing health needs during different life stages, including progressive illness and death, loss and bereavement.

4.1 Adult nurses must safely use invasive and non-invasive procedures, medical devices, and current technological and pharmacological interventions, where relevant, in medical and surgical nursing practice, providing information and taking account of individual needs and preferences.

4.2 Adult nurses must recognise and respond to the changing needs of adults, families and carers during terminal illness. They must be aware of how treatment goals and service users’ choices may change at different stages of progressive illness, loss and bereavement.

NIP 1002

NIP 1004

NIP 2000

NIP 2001

MHR 2001

PHC 2000

PHC 2001

NIP 2003

PHC 2003

NIP 3033

MHR 3033

PHC 3033

NIP 3034

MHR 3034

PHC 3034

179


4.3 Mental Health nurses must be able to apply their knowledge and skills in a range of evidence-based psychological and psychosocial individual and group interventions to develop and implement care plans and evaluate outcomes, in partnership with service users and others.

MHR 2003

5.All nurses must understand public health principles, priorities and practice in order to recognise and respond to the major causes and social determinants of health, illness and health inequalities. They must use a range of information and data to assess the needs of people, groups, communities and populations, and work to improve health, wellbeing and experiences of healthcare; secure equal access to health screening, health promotion and healthcare; and promote social inclusion.

5.1 Children’s nurses must include health promotion, and illness and injury prevention, in their nursing practice. They must promote early intervention to address the links between early life adversity and adult ill health, and the risks to the current and future physical, mental, emotional and sexual health of children and young people

5.2 Mental Health nurses must work to promote mental health, help prevent mental health problems in at-risk groups, and enhance the health and wellbeing of people with mental health problems.

NIP 1003

NIP 1004

NIP 2001

MHR 2000

PHC 2001

NIP 2003

PHC 2003

MHR 2003

NIP 3012

MHR 3031

PHC 3001

NIP 3033

MHR 3033

PHC 3033

NIP 3034

MHR 3034

PHC 3034

6. All nurses must practise safely by being aware of the correct use, limitations and hazards of common interventions, including nursing activities, treatments, and the use of medical devices and equipment. The nurse must be able to evaluate their use, report any concerns promptly through appropriate channels and modify care where necessary to maintain safety. They must contribute to the collection of local and national data and formulation of policy on risks, hazards and adverse outcomes.

6.1 Children’s nurses must have numeracy skills for medicines management, assessment, measuring, monitoring and recording which recognise the particular vulnerability of infants and young children in relation accurate medicines calculation.

6.2 Mental Health nurses must help people experiencing mental health problems to make informed

NIP 1002

NIP 1004

NIP 2000

NIP 2001

MHR 2000

MHR 2001

PHC 2000

PHC 2001

NIP 3012

MHR 3031

PHC 3001

NIP 3033

MHR 3033

PHC 3033

180

Competencies Year 1 Year 2 Year 3choices about pharmacological and physical treatments, by providing education and information on the benefits and unwanted effects, choices and alternatives. They must support people to identify actions that promote health and help to balance benefits and unwanted effects.

NIP 2003

PHC 2003

MHR 2003

NIP 3034

MHR 3034

PHC 3034

7. All nurses must be able to recognise and interpret signs of normal and deteriorating mental and physical health and respond promptly to maintain or improve the health and comfort of the service user, acting to keep them and others safe.

7.1 Adult nurses must recognise the early signs of illness in people of all ages. They must make accurate assessments and start appropriate and timely management of those who are acutely ill, at risk of clinical deterioration, or require emergency care.

7.2 Adult nurses must understand the normal physiological and psychological processes of pregnancy and childbirth. They must work with the midwife and other professionals and agencies to provide basic nursing care to pregnant women and families during pregnancy and after childbirth. They must be able to respond safely and effectively in an emergency to safeguard the health of mother and baby.

7.3 Mental Health nurses must provide support and therapeutic interventions for people experiencing critical and acute mental health problems. They must recognise the health and social factors that can contribute to crisis and relapse and use skills in early intervention, crisis resolution and relapse management in a way that ensures safety and security and promotes recovery.

7.4 Mental Health nurses must work positively and proactively with people who are at risk of suicide or self-harm, and use evidence-based models of suicide prevention, intervention and harm reduction to minimise risk.

NIP 1002

NIP 1003

NIP 1004

NIP 2000

MHR 2001

PHC 2000

NIP 2002

PHC 2002

MHR 2002

NIP 2003

PHC 2003

MHR 2003

NIP 3012

MHR 3031

PHC 3001

NIP 3033

MHR 3033

PHC 3033

NIP 3034

MHR 3034

PHC 3034

8. All nurses must provide educational support, facilitation skills and therapeutic nursing interventions to optimise health and wellbeing. They must promote selfcare and management whenever possible, helping people to make choices about their healthcare needs, involving families and carers where NIP 1002 NIP 2000 NIP 3012

181

Competencies Year 1 Year 2 Year 3appropriate, to maximise their ability to care for themselves.

8.1 Adult nurses must work in partnership with people who have long-term conditions that require medical or surgical nursing, and their families and carers, to provide therapeutic nursing interventions, optimise health and wellbeing, facilitate choice and maximise self-care and self-management.

8.2 Children’s nurses must use negotiation skills to ensure the best interests of children and young people in all decisions, including the continuation or withdrawal of care. Negotiation must include the child or young person, their family and members of the multidisciplinary and interagency team where appropriate.

8.3 Mental Health nurses must practise in a way that promotes the self determination and expertise of people with mental health problems, using a range of approaches and tools that aid wellness and recovery and enable self-care and self management.

NIP 1004 MHR 2000

PHC 2000

PHC 2001

NIP 2003

PHC 2003

MHR 2003

MHR 3031

PHC 3001

NIP 3033

MHR 3033

PHC 3033

NIP 3034

MHR 3034

PHC 3034

9. All nurses must be able to recognise when a person is at risk and in need of extra support and protection and take reasonable steps to protect them from abuse.

9.1 Children’s nurses must understand their central role in preventing maltreatment, and safeguarding children and young people. They must work closely with relevant agencies and professionals, and know when and how to identify and refer those at risk or experiencing harm.

9.2 Mental Health nurses must use recovery-focused approaches to care in situations that are potentially challenging, such as times of acute distress; when compulsory measures are used; and in forensic mental health settings. They must seek to maximise service user involvement and therapeutic engagement, using interventions that balance the need for safety with positive risk-taking.

NIP 1004 NIP 2000

MHR 2000

MHR 2001

PHC 2000

NIP 2003

PHC 2003

MHR 2003

NIP 3033

MHR 3033

PHC 3033

NIP 3034

MHR 3034

PHC 3034

10. All nurses must evaluate their care to improve clinical decision-making, quality andoutcomes, using a range of methods, amending the plan of care, where necessary, and communicating changes to others. NIP 1004 NIP 2000 NIP 3012

182

Competencies Year 1 Year 2 Year 3NIP 2001

MHR 2001

PHC 2001

NIP 2003

PHC 2003

MHR 2003

MHR 3031

PHC 3001

NIP 3033

MHR 3033

PHC 3033

NIP 3034

MHR 3034

PHC 3034

Domain 4: Leadership, management and team working1. All nurses must act as change agents and provide leadership through quality improvement and

service development to enhance people’s wellbeing and experiences of healthcare.

1.1 Children’s nurses must understand health and social care policies relating to the health and wellbeing of children and young people. They must, where possible, empower and enable children, young people, parents and carers to influence the quality of care and develop future policies and strategies.

1.2 Children’s nurses must ensure that, wherever possible, care is delivered in the child or young person’s home, or in another environment that suits their age, needs and preferences.

NIP 3013

MHR 3032

PHC 3000

NIP 3034

MHR 3034

PHC 3034

2. All nurses must systematically evaluate care and ensure that they and others use the findings to help improve people’s experience and care outcomes and to shape future services. NIP 2000

NIP 2001

MHR 2001

NIP 3033

MHR 3033

PHC 3033

183


PHC 2001

NIP 2003

PHC 2003

MHR 2003

NIP 3034

MHR 3034

PHC 3034

3.

All nurses must be able to identify priorities and manage time and resources effectively to ensure the quality of care is maintained or enhanced.

MHR 2001

NIP 2003

PHC 2003

MHR 2003

NIP 3013

MHR 3032

PHC 3000

NIP 3033

MHR 3033

PHC 3033

NIP 3034

MHR 3034

PHC 3034

4. All nurses must be self-aware and recognise how their own values, principles and assumptions may affect their practice. They must maintain their own personal and professional development, learning from experience, through supervision, feedback, reflection and evaluation.

4.1 Mental Health nurses must actively promote and participate in clinical supervision and reflection, within a values-based mental health framework, to explore how their values, beliefs and emotions affect their leadership, management and practice.

NIP 1004 NIP 2003

PHC 2003

MHR 2003

NIP 3013

MHR 3032

PHC 3000

NIP 3033

184


PHC 3033

NIP 3034

MHR 3034

PHC 3034

5.

All nurses must facilitate nursing students and others to develop their competence, using a range of professional and personal development skills.

5.1 Mental Health nurses must help raise awareness of mental health, and provide advice and support in best practice in mental health care and treatment to members of the multiprofessional team and others working in health, social care and other services and settings.

NIP 3013

MHR 3031

PHC 3000

NIP 3034

MHR 3034

PHC 3034

6. All nurses must work independently as well as in teams. They must be able to take the lead in coordinating, delegating and supervising care safely, managing risk and remaining accountable for the care given.

6.1 Children’s nurses must use effective clinical decision-making skills when managing complex and unpredictable situations, especially where the views of children or young people and their parents and carers differ. They must recognise when to seek extra help or advice to manage the situation safely.

6.2 Mental Health nurses must contribute to the management of mental health care environments by giving priority to actions that enhance people's safety, psychological security and therapeutic outcomes, and by ensuring effective communication, positive risk management and continuity of care across service boundaries.

NIP 3033

MHR 3033

PHC 3033

NIP 3034

MHR 3034

PHC 3034

185


All nurses must work effectively across professional and agency boundaries, actively involving and respecting others’ contributions to integrated person-centred care. They must know when and how to communicate with and refer to other professionals and agencies in order to respect the choices of service users and others, promoting shared decision making, to deliver positive outcomes and to coordinate smooth, effective transition within and between services and agencies.

7.1 Children’s nurses must work effectively with young people who have continuing health needs, their families, the multidisciplinary team and other agencies to manage smooth and effective transition from children’s services to adult services, taking account of individual needs and preferences.

NIP 2000

NIP 2001

MHR 2000

PHC 2001

NIP 3013

MHR 3032

PHC 3000

NIP 3033

MHR 3033

PHC 3033

NIP 3034

MHR 3034

PHC 3034

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Appendix 2 - Accessing University IT systems

Logging onto the computer network

This enables you to use computers in the Learning Resources Centres or anywhere else on a Middlesex University Campus. To access a computer you will need:

1. Your IT User ID: this is printed on the back of your student card, con-sisting of your initials and three or more digits, e.g. SO807

2. Your Password: this is your Student Number + mmm, where mmm is the month (in lower case) of your date of birth. e.g. Student Number = M00123456 (If your Student Number is all nu-

meric, please insert an UPPERCASE M at the beginning of your password.)

Date of Birth = 27th June 1989 Password = M00123456jun

3. You will need to change your password the first time you login. Your new password MUST include the following: - at least 8 characters - at least one letter in UPPERCASE - at least one letter in lowercase - at least one number e.g. Sunsh1ne or Monday63

For further information and assistance go to: http://www.24-7.mdx.ac.uk/email/index.htm

Logging onto OASISplus

To access OASISplus take the following steps:1. From the 24-7 website click on the ‘OASISplus’ link or alternatively type

http://oasisplus.mdx.ac.uk/2. Click on the ‘MIDDLESEX UNIVERSITY’ link to take you to the login

page. 3. Enter your Username. This is your Student Number and can be found

on your student card. 4. For the most up to date information about OASISplus passwords please

go to:http://www.lr.mdx.ac.uk/helpsheets/getting_started/Howtologin.pdf. 5. You should now be able to see the list of modules for which you are

registered although only those with content will be listed here. Click on the module name to access the materials, discussions, assignments and other activities within the module.

For more information and troubleshooting advice visit the OASISplus pages on 24-7 at http://www.24-7.mdx.ac.uk/oasisplus/index.htm

Logging onto Athens

Your Athens username and password will enable you to access the full text databases or journal articles that the library subscribe to; wherever you are - on or off-campus; in the UK and abroad.

1. Enter your User ID and Password = these are the same as for the computer network. But please note that the initial password will not work off campus so if you have not yet changed or cannot change your

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http://www.24-7.mdx.ac.uk/oasisplus/index.htm

http://www.lr.mdx.ac.uk/helpsheets/getting_started/Howtologin.pdf

http://oasisplus.mdx.ac.uk/

http://www.24-7.mdx.ac.uk/email/index.htm

password on campus then please apply to a helpdesk for your password.

2. There are two ways to use Athens: you will usually be asked to login when accessing a specific article. Alternatively you can login once to all the resources authenticated by Athens at: http://www.lr.mdx.ac.uk/lib/athens

Logging onto MISIS 1. From the 24-7 website click on the ‘MISIS’ link or alternatively type

http://misis.mdx.ac.uk2. Enter your Username. This is your Student Number and can be found

on your student card. 3. Enter your PIN. If you are logging on for the first time, your default

password will be your date of birth (DDMMYY).4. You will need to change your password the first time you login, and

create a six-digit number.

For further information and assistance go to: http://www.24-7.mdx.ac.uk/misis/

Logging onto your Middlesex University email account 1. From the 24-7 website click on the ‘Student email’ link or alternatively

type http://www.outlook.com2. Your email address and login is: [email protected] 3. Your IT User ID: this is printed on the back of your student card,

consisting of your initials and three or more digits, e.g. [email protected]

4. Your Password: this is your Student Number + mmm, where mmm is the month (in lower case) of your date of birth. e.g. Student Number = M00123456 (If your Student Number is all nu-

meric, please insert an UPPERCASE M at the beginning of your password.)

Date of Birth = 27th June 1989 Password = M00123456jun

5. You will asked to complete a simple registration and change your password the first time you login

For further information and assistance go to: http://www.24-7.mdx.ac.uk/email/login.htm

Logging onto your Sky Drive online file store1. This provides you with 25GB of online storage which can be accessed

at http://www.skydrive.live.com2. Your User ID and Password are the same as your email account

For further information and assistance go to: http://www.24-7.mdx.ac.uk/email/login.htm

Logging onto the Library catalogue1. Access the library catalogue at: http://library.mdx.ac.uk 2. Enter your Borrower ID. This is your Student Number and can be

found on your student card. 3. Enter your PIN. Your password will be your date of birth (DDMMYY). If

you are unsuccessful type in the default PIN number: 111111

If you have difficulties accessing any university system please contact the computing helpdesk on your campus or the Web Helpdesk available online at http://webhelpdesk.mdx.ac.uk/.

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http://www.24-7.mdx.ac.uk/email/login.htm

http://www.skydrive.live.com/

http://www.24-7.mdx.ac.uk/email/login.htm

http://www.outlook.com/

http://www.24-7.mdx.ac.uk/misis/

http://misis.mdx.ac.uk/

http://www.lr.mdx.ac.uk/lib/athens

Appendix 3 – Health and Disability Panel Pre-Registration Nursing and Midwifery

AimTo provide a strategic direction across nursing and midwifery programmes with regard to the management and support for students with a disability or health issue (as identified by Occupational health).

Terms of reference

1. To ensure that students with health and disability issues are given appropriate support and all reasonable adjustments are made to support them on their programme.

2. To regularly review students (pre-registration Nursing and Midwifery) with health and disability issues affecting their programme, and maintain confidenti-ality of such discussions.

3. To support programme leaders with the monitoring of individual students.4. To facilitate the smooth handover of relevant students between CFP and Field

programme leaders.5. To ensure parity and fairness of approach to individual students across the

framework. 6. To consider occupational health reports that make recommendations and re-

quire adjustments in their programme, including practice placements, taking Fitness to Practice into consideration.

7. To refer cases to the Fitness to Practice Panel where occupational health re-port recommendations cannot be accommodated.

Meetings - 6 monthly, suggest October / November (can consider occupational health reports of CFP nursing students / Midwifery students and June, can include handover of CFP students to Field programme leaders).

Membership A Director of Programmes (Chair) Programme Leaders CFP, adult Field, child Field, mental health Field, BSc

Nursing, BSc Midwifery PBLU representative Student Operations Manager Clinical colleague x 1 (E.g. Educational Lead) Members may also be co-opted for specifc advice such as University Dis-

ability Service, Clinical Practice Facilitator from a specific speciality.

Reporting to;NMET, FMT

(Terms of Reference approved by NMET and the Health and Disability Panel)

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Appendix 4 - Disclosure of Criminal Record

A Guide for Nursing and Midwifery applicants and students

Why do I have to disclose any criminal record?It is a legal requirement for anyone who intends to or is working with children or vulnerable adults to disclose their criminal record, and to be subject to an enhanced Criminal Records Bureau (CRB) check. If you fail to disclose a criminal record that is later reported by the CRB this will be considered a breach of University regulations and will be dealt with under the Disciplinary procedure, and is likely to result in your offer of a place being withdrawn.

Will having a criminal record prevent me from becoming a nurse or midwife?Not necessarily, each case is considered on an individual basis. You will be given an opportunity at your selection interview to discuss this with your interviewers.

What do I have to disclose?You must disclose any convictions, cautions, warnings or occasions when you have been bound-over. Sometimes police may have urged those arrested to take a caution or warning and advised that after some years this will not appear on any record. This is normally true, but not for those wishing to enter some professions, including nursing and midwifery. If in doubt - disclose. Any history at all will be apparent when your criminal bureau check is received by the university. You should also disclose whether you are currently being investigated by the police and/or social services even though this may not yet have resulted in a criminal record.

I received a caution for shoplifting when I was 14 (10 years ago) and was told that it is now considered as spent so do I need to disclose this?Nursing and midwifery are professions that are exempt from (ie are required not to abide by) the Rehabilitation of Offenders Act (1975) and therefore you MUST declare any convictions, cautions, warnings or occasions when you have been bound-over no matter how long ago they occurred and whether they were in this country or any other. We consider each case individually, and in this case the failure to disclose would be considered as more serious than the disclosure of a single minor offence committed as a minor 10 years previously.

I’m not sure if I was given a warning or caution – what should I do?Ignorance or uncertainty will not be accepted as excuses for non-disclosure. If you do not remember you should give details of any occasions when you are unsure of the outcome of any interaction with the police so that when your CRB report is received there will be a record of you having made your best attempt to disclose.

What happens to my CRB report?When we receive a copy of your CRB report we will check it against your disclosure, and should there be any discrepancies you will be required to attend a disciplinary meeting at which this will be considered. You will also receive a copy of your CRB report, and you will need to keep this safely as you will be required to present this when you attend every placement. If you do not have your CRB report copy you will not be allowed to start your placement. We strongly recommend that you make a

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photocopy of your CRB report in case the original is lost or damaged – we are not able to provide you with a copy.

What if I get a conviction, caution, warning, or am bound-over once I have started the programme?You must inform your Professional Development Tutor or Programme Leader immediately, and they will advise you how to proceed. You should also be aware that, if the police or social services are in any way concerned about your conduct they are required to contact us directly. If you fail to disclose a criminal record that is acquired during your programme it will be considered a breach of University regulations and will be dealt with under the Disciplinary procedure. Failure to disclose is considered a very serious offence, and if you fail to disclose whilst on the programme, and this is revealed when you apply for a job, this will be reported to the NMC for disciplinary action. At the end of both the first year and the second year you are required to make a signed declaration affirming that you remain of good health and character and free from any further criminal record.

Dr Kay Caldwell – Head of Institute of Nursing and Midwifery (Revised – January 2009)

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Appendix 5 - Fitness to Practice Panel

1.0 Introduction

As education providers responsible for the provision of pre-qualifying nursing and midwifery programmes we have a statutory responsibility to ensure that nurses and midwives that register with the NMC on completion of their pre-qualifying programme are fit for practice (FfP). We also have a contractual responsibility to ensure that our students, on registration, are employable. Thus there are occasions when we are required to exercise professional judgement, outside of the normal assessment and/or disciplinary processes, on whether an individual meets Fitness for Practice requirements. Such decisions need to be made either on recruitment, or during the programme when concerns might be raised and bring into question as to whether an individual is fit to practice. In order to manage this process the School of Health and Social Sciences has set up a Fitness for Practice Panel (FfPP) in accordance with the requirements of the Nursing and Midwifery Council (NMC).

2.0 Current processes and practices2.1 Recruitment

We assess applicants’ FfP prior to admission to a nursing or midwifery programme in several ways:

Self-affirmation of health and criminal record (undertaken at re-enrolment for years 2 and 3)

References Interview Subsequent CRB and occupational health clearance is a condition of any offer

of entry to a programme

We have clearly documented policies and processes in place that align closely with our Trust partners, as to the acceptance or rejection of students with a declared criminal record. Failure to declare a criminal record which is subsequently revealed on CRB check leads to discontinuation from the programme. However there are occasions when individual cases fall into a ‘grey area’ and require professional judgement as to whether a criminal record is acceptable for admission to a programme or not.

Since September 2005 there is a requirement for all students to re-affirm their declaration of good character on an annual basis and there are occasions when a student acquires a criminal record during the programme, and a professional judgement needs to be made as to whether the student should be allowed to continue on the programme or not.

All students, after enrolment will undergo occupational screening by an Occupational Health (OH) Practitioner, who will send a report to the University confirming their clearance status. This report will detail any adjustments that need to be made in order to enable the student to undertake the programme. The Health and Disability Panel (HDP) will review this report and work in partnership with our Disability Services and clinical partners, to ensure that the adjustments are in place before the students commence their first placement. In very few cases it may be found that the adjustments cannot be made or are deemed not to be ‘reasonable’ in accordance with the disability Discrimination Act (DDA). If this proves to be the case the HDP will prepare a detailed report and submit to the FfPP for consideration and recommendation.

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2.2 AssessmentStudent nurses’ Fitness for Practice is assessed throughout the programme as part of the Practice Assessment Tool (PAT). Students who fail to achieve the required standard will fail the module to which the PAT is attached, and a failed practice assessment is not compensatable. This is part of the normal assessment process and does not need to be referred to the FfPP. Student midwives are assessed in a similar way using the Clinical Practice Assessment Document (CPAD), which forms part of their practice modules. Those who fail to achieve the required standard will fail the module, which is not compensatable.

All cases of suspected plagiarism will be reported to and investigated by Academic Registry, who will report their findings and decision to the Associate Dean, Teaching and Quality Enhancement. Serious cases of plagiarism that have been upheld by Academic Registry and found to be at level 2 or above, account for above 20% of the work or involve copying or buying the work from another student/source, will be referred to FfPP.

2.3 Student conduct and disciplineThe University Regulations for student conduct and discipline, as detailed athttp://www.mdx.ac.uk/regulations/allprogs/studcon.htm applies to all nursing and midwifery students (pre or post-qualifying). When any breach of the regulations in relation to student conduct and discipline are being considered the requirements of the Nursing and Midwifery Council (NMC) in relation to good character and public protection will be taken into account. The disciplinary process for nursing and midwifery students (appendix A) clearly identifies the role of staff involved in relation to referring students to the FfPP.

3.0 Principles on which FfPP operates: We need to be transparent, fair and consistent in the way in which profes-

sional judgements on fitness for practice are made We work in conjunction with the Regulations of the University Such judgements should not be left to one person to make in isolation We need to exercise judgement in the same way that our Trust colleagues do,

and by using the same criteria We need a process that enables a decision to be made quickly This panel would only consider issues relating to Fitness for Practice that fall

outside of the normal assessment and/or disciplinary processes and any member of academic staff can refer a student to FfPP, or refer to the FfPP for advice

3.1 Membership of FfP Head of Institute of Nursing and Midwifery (Chair) 4 senior members of Nursing and Midwifery academic staff Student Operations Manager Admissions Manager 4 Trust representatives Supervisor of Midwives Lay member Administrative Officer, Institute of Nursing and Midwifery – Officer to FfPP

On occasion, as part of induction or staff development activity, and with permission of the Chair, an observer may be present, but would not contribute to the decision-making process.

3.2 Terms of reference

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http://www.mdx.ac.uk/regulations/allprogs/studcon.htm

Under the direction of the Head of the Institute of Nursing and Midwifery the Fitness for Practice Panel are responsible for:

Providing professional judgements on applicants’/students’ fitness for practice where issues falling outside of existing admissions, assessment and disciplin-ary procedures are identified

Recording and monitoring the cases that are dealt with by the Panel Advising policy and./or procedural amendments to the appropriate forum

where required Providing professional advice on fitness for practice issues to School staff

3.3 Mode of operation The FfPP will meet three times a year to review the work of the panel, discuss policy issues and make policy decisions. Each case referred to the FfPP will be considered by a sub-panel that is responsible for arriving at a decision as to whether FfP is impaired and what the outcome should be

4.0 Outcomes of FfPP ReferralsA FfPP sub-panel who are considering whether the FfP of an applicant for a nursing or midwifery programme is impaired can make one of 2 decisions:

To recommend that a place on a Pre-registration Nursing/Midwifery Pro-gramme is offered

To recommend that a place on a Pre-registration Nursing/Midwifery Pro-gramme is not offered

A FfPP sub-panel who are considering whether the FfP of an applicant/student who has not yet met the conditions of their offer, is impaired can make one of 2 decisions:

To recommend that the conditional offer of a place on the Pre-registration Nursing/Midwifery programme is withdrawn. In this case the applicant/student will be invited to discuss their options for transferring to another non-profes-sional programme

To recommend that the conditional offer of a place on the Pre-registration Nursing/Midwifery programme is upheld. In this case the applicant may enrol, or the student may continue with their programme of studies. There may be conditions attached to this decision

A FfPP sub-panel who are considering whether the FfP of a student who has been referred to the panel for unprofessional conduct is impaired can make one of two decisions:

To recommend that the student is withdrawn from the Pre-registration Nursing/Midwifery, programme. In this case the applicant/student will be in-vited to discuss their options for transferring to another non-professional pro-gramme

To recommend that the student is allowed to continue on the Pre-registration Nursing/Midwifery. There may be conditions attached to this decision

A FfPP sub-panel who are considering whether the FfP of a student is impaired due to health/disability (and have been referred the case by the Health and Disability Panel, with their recommendations) can make one of two decisions:



A FfPP sub-panel who are considering whether the FfP of a student is impaired due to plagiarism (and have been referred the case by the Associate Dean, Teaching and

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Quality Enhancement, with the recommendations from Academic Registry) can make one of two decisions:



Any recommendation for discontinuation will be made to the Associate Dean, Teaching and Quality Enhancement, who will also be informed of any withdrawal of conditional offers.

5.0 Appeals 5.1 An appeal is a request from a student that a decision of the FfPP should be

reviewed because it is believed that an injustice has occurred. A successful appeal results in the FfPP reconvening to review its decision in the light of the new information although it does not necessarily mean that the original decision of the FfPP is changed. All appeals must be made through the Officer to the FfPP

5.2 An appeal against a decision of the FfPP can only be made on the grounds that:

I. The FfPP process was not run in accordance with the agreed policyII. There was an administrative error affecting the outcomeIII. There is additional and relevant evidence that was not seen or was not

available at the time the decision was made.

5.3 A successful appeal will result in the case being re-submitted to a sub-panel of the FfPP with the inclusion of additional members. This sub-panel will be independently chaired by the Associate Dean, Teaching and Quality Enhancement.

Dr Kay CaldwellHead of Institute of Nursing and Midwifery.Reviewed: January 2010Next Review due: January 2011

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Appendix 6 - Students Undertaking Paid Work In Addition to Programme Hours

Guidance for Students of Nursing & Midwifery

The University has been made aware that some students have been undertaking paid work outside the programme. We cannot condone this practice but need to alert you to some of the implications that this may have on your professional programme.

Academic achievement

The pre-registration nursing programme is made up of practice hours, classroom hours and self directed study hours. This study time is essential to meet the learning outcomes of the modules. Working extra shifts could affect your academic achievement on the programme.

Professional responsibilities

As this is a professional course, working in the capacity of anything other than a supervised student nurse may compromise your ability to appreciate the professional boundaries and integrity of the role. It must be recognised that the role of a care assistant is inherently different to that of a student nurse.

Although efforts are made by local Trusts to limit the number of shifts that students work in addition to practice placements, by engaging in extra work you are potentially putting yourselves, colleagues, and ultimately patients at risk.

The following activities will be considered serious and may require disciplinary action, which may result in you being discontinued from the programme. Students who work consecutive shifts as this may lead to excessive tiredness,

which may endanger patients. This includes working before or after a study day in the University.

Students who have not attended programmed sessions within the University be-cause they have or are working in the clinical area.

Students who are identified on the duty roster in their practice placement and who take sick leave or absence in order to work as agency or bank in that or another Trust.

If you require further advice or guidance on any of the above please contact your personal and professional development tutor.

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Appendix 7 - Policy for movement between fields of practice and pathways

Change of Target Award within the Pre-qualifying Nursing Programme

1. Transfer between fields of practice at the end of year 1Students wishing to change from their chosen field of practice to another are eligible to do so towards the end of year one. Students must be able to identify they have met the relevant learning outcomes within field module in the field they wish to join. For example an adult field student who wishes to transfer into the mental health field needs to demonstrate they have met the learning outcomes specific to mental health, within MHR 1000 (LOs 5 and 6). This is done by a reflective piece, submitted to the Programme leader as detailed below.

2. Transfer between pathways at the end of year 1Students wishing to move from the BSc Hons Nursing to the BSc (Hons) European degree pathway will do so at the end of year 1. They must demonstrate the ability for such transfer. They will need to demonstrate that all professional requirements for progression at progression point 1 are met prior to transfer. Normally, you will have chosen your field of practice at the commencement of year 1. If, in addition to change from BSc Nursing to the BSc European programme, you also wish to change field of practice, point 1above will apply. Please note you will need to have sufficient lan-guage skills to be able to meet the communication requirements in clinical practice in the country of exchange.

Operationalising the Policies for Change of Target Award within the scope of the NHS London Contractual Agreement.

The movement between the 2 degree programmes / fields of practice will inevitably have an impact and “knock-on” effect on the numbers on other programmes and fields of practice. In order to minimise this, and ensure that contracted numbers are retained the following procedure must be followed:

1) Students who seek advice regarding a change of field of practice specifically are advised that this is dependent on the number of requests for movement in view of the limited places on each field of practice. These requests and numbers will be discussed at the end of year 1, and movement cannot be guaranteed.

2) A date will be designated by which all requests for transfer between programmes or change of field of practice must be submitted. The deadline will be set by the your Programme Leader.

3) All requests must be formally submitted as follows:

Transfer between fields of practice

Students who wish to transfer between fields of practice must complete a “T form” (available from the Hendon and Archway Campus Student Office) along with the writ-ten reflective account detailing the rationale for their change request to meet the cri-teria below. This must be submitted to the student office at Archway campus ad-dressed to your Programme Leader.

The transfer requests will be considered, and allocated in relation to the following cri-teria;

- Is the account detailing field of practice choice a reflective account?- Is the reflective account grounded in practice?

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- Does the reflective account integrate academic learning to their request for transfer?

- Does the reflective account offer clear and valid explanations for this re-quest?

Transfer will also be dependant upon the number of placements available upon the requested field of practice. If a number of students meet the above criteria for field of practice transfer, but the demand for places exceeds availability, students will be re-quired to attend for interview.

The deadline for submission of this application for transfer will be posted on the notice boards and via electronic mail. A meeting will be arranged at the end of Year 1 for all Programme Leaders to review these choices and allocate requests in line with the NHS London contract. The con-tract compliance manager will be asked for confirmation of the availability of move-ment within the contract numbers for each Field prior to this meeting. Students will be informed in writing if their request has been successful, thus also facilitating place-ment planning for Year 2. The relevant Programme Leaders will confirm names and overall movement of students with the contract compliance manager, who will update NHS London.

On agreement of movements within the programme, the Programme Leader accepting students on to their programme will authorise these movements by signing the “T form” and forwarding these to Hendon student office. Hendon will change the students target award, and forward a copy of the T form to the Student Office manager, Archway, for the student’s modules / programmes to be updated accordingly. The relevant Programme Leader will inform the Clinical Placements Manager of changes in order to update the student’s clinical placement route.

Approved by NMET:

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