Download Volume D1 - Student Handbook - Adult

SCHOOL OF NURSING AND MIDWIFERY
FACULTY OF MEDICINE AND HEALTH
SCIENCES
VOLUME D1
Bachelor of Science (Hons)
ADULT FIELD
STUDENT HANDBOOK
September 2011
© Copyright University of East Anglia, 2011
This material may not be reproduced in whole or in part without the written permission of the Head
of the School of Nursing and Midwifery of the University
Page 1 of 47
CONTENTS
Page No
A Letter from the Course Director
3
1.1
1.2
1.3
1.4
1.5
1.6
1.7
1.8
1.9
1.10
1.11
1.12
PART ONE
Key Features of All Programmes
Introduction
Glossary
Structure and Hours of the Programme
Overview of Adult Field Programme
Interprofessional Learning
What will learning in practice be like?
What will School-based learning be like?
How will you be summatively assessed?
What will formative assessment be like?
How will you be supported?
Will you be able to transfer to another field of nursing?
Vacations
5
5
5
7
9
10
11
12
13
15
16
16
16
2.1
2.2
2.3
2.4
PART TWO
The Adult Field
Adult Field Programme Aims
Learning Outcomes for the Programme
European Union Directive
Module Overviews
18
18
18
20
22
Programme Reading
44
1.0
2.0
3.0
Page 2 of 47
A Letter from the Course Director
Dear Student
I am pleased that you have chosen the Adult Field of Nursing and hope that you will
find this field of nursing fulfilling and rewarding.
As we move further into the 21st century it is increasingly clear that Adult Field nurses
have a very important part to play in promoting health and in identifying the health
needs of people across the age range experiencing a wide variety of physical and
mental health needs and disabilities. Your programme aims to enable you to develop
relevant and appropriate knowledge, essential skills and attributes so that you are
able to make a significant contribution to the health needs of individual service users
and their carers.
The programme enables the development of your professional identity as a nurse.
Amongst other things, your programme will help to increase your self-awareness, so
that you are more conscious of your values, beliefs and attitudes, and the effect that
these can have on others. You will learn how to communicate in a skilful,
professional and therapeutic manner with service users and their carers, and to be
aware of the boundaries that must exist between nurses and service users/carers.
You will also become skilled at working effectively in collaboration with other
professionals involved in health care to protect the public.
Adult Field nurses practice in a variety of hospital and community settings with
people of different ages who are in need of emergency care as well as those whose
needs are just as important but less urgent and longer-term. The aim of the
programme is to enable you to play your part in the provision of effective, evidencebased nursing practice of the highest quality.
Within this handbook you will find information related to the modules that you will be
studying in any particular year. This information will also be available on
“Blackboard”, the virtual-learning environment that you will be using during the
programme. This is to ensure that you are well informed about your programme.
You are encouraged to make use of your Academic Adviser. We ensure that from
the very beginning of your programme you are allocated an Adult field lecturer who
will undertake this role. You will be informed of this person’s name and also how to
contact him or her. More information on the role of the Academic Adviser and more
support networks can be found in the core student handbook.
I wish you every success with your studies and I trust that your programme will form
the foundation of a satisfying career in nursing. Remember that we are here to assist
you with your learning and development throughout your programme and beyond.
Yours sincerely
Catherine Delves-Yates
Course Director - Adult Field
Page 3 of 47
For ease of reference this handbook is divided into the following sections:
• Part 1- Contains general information for all nursing students studying any field of
nursing
• Part 2 - Contains information specific to your field of nursing. This section will
include your field specific content and programme reading list.
You should read this handbook in conjunction with the School of Nursing and
Midwifery (NAM) Pre-Registration Core Student Handbook (2011) which covers
general issues relating to programmes of study within the School. In particular, it
contains important regulations concerning attendance, assessment, interruption from
the programme and there is also useful information relating to the support systems
available. While lecturers are here to guide and help you to achieve your learning
outcomes, as a student you also have a personal responsibility to make use of the
extensive support facilities available.
Page 4 of 47
PART ONE
KEY FEATURES OF ALL PROGRAMMES
1.1 Introduction
There is a four week induction at the commencement of your programme. This
involves an overview of various aspects of the programme including our
teaching and learning strategy, with an introduction to Enquiry-Based Learning
(EBL), an overview of the assessment strategy and access to learning
resources. You will be introduced to the variety of theoretical subjects that
underpin your programme and begin to develop essential practical skills.
During the induction programme you will also have the opportunity to meet a
variety of staff, including your Course Director and Academic Adviser.
You will also be allocated to a mixed nursing field EBL facilitation group during
this time.
The induction period also involves both orientation to the School of Nursing and
Midwifery (NAM) and to the University, with opportunities to learn about the
student-staff liaison committee, the Union of Students, recreational facilities and
health and safety procedures. Additionally you will visit Occupational Health to
complete screening procedures.
1.2 Glossary
At this point it might be helpful to clarify some of the terminology used in this
handbook.
Blended learning: This is the programme team’s teaching and learning
strategy which involves a range of approaches such as lecturer led learning
activities and experiential student led learning strategies which will help you to
identify and develop your own learning needs.
Carer: An individual providing personal care for a person or people who, due to
illness, infirmity or disability, are unable to care for themselves without this help.
Directed Study: Individual or group study where the focus of inquiry is
determined by a member of academic staff.
Essential Skills Clusters (ESCs): Five essential skills clusters as defined by
the Nursing and Midwifery Council (NMC) inform the development of your Skill
Development Profile. These include: care, compassion and communication,
organisational aspects of care, infection prevention and control, nutrition and
fluid management and medicines management.
Field placement learning opportunity: A practice environment that facilitates
the acquisition of knowledge, skills and attributes that you must acquire in order
that you can practise in the field of Adult Nursing.
Formative assessment: A self reflective process which enables you to identify
strengths and weaknesses in your own learning and build on these experiences
in preparation for summative assessment. Examples include feedback on class
presentations, practice exam questions and drug calculation exercises.
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Generic placement learning opportunity: Relates to a practice environment,
where skills, attributes and technical abilities required by all student nurses can
be acquired and demonstrated.
Hub and Spoke: The “Hub” forms a primary placement learning opportunity
where you will spend the majority of your clinical time during a Module
placement allocation. The “Spoke” is any additional placement learning
opportunities you need in order to experience relevant patient journeys and
achieve the placement learning outcomes.
Independent learning weeks: A period of time at the end of each academic
year in which you, should you need to, can make up practice or theory time,
undertake independent study/reading and at the end of the second year use as
time for a 3 week local, national or international elective placement learning
opportunity.
Interprofessional Learning: An interactive process of learning which you
undertake with students or registered professionals from a range of health and
social care professions learning with and from each other.
Mentor: A nurse who following successful completion of a Mentor Preparation
Programme is eligible to supervise and assess you in a practice setting.
Module: A self-contained period of teaching and learning which within this
programme is equal to a semester in length.
Ongoing Achievement Record (OAR): Throughout the programme you will be
required to maintain an ‘Ongoing Achievement Record’ (NMC 2007) which will
take the form of a record of learning experiences together with supporting
evidence of achievement and comments from mentors on your performance,
including areas where further support and supervision is required. This record
will consist of all assessment of practice documents to date, along with the Skill
Development Profile. It will be available to the named mentor at the beginning
of each placement experience in order to facilitate discussion of learning needs
and support.
Objective Structured Clinical Examination (OSCE): This is a series of highly
focused and structured clinical assessment tasks through which you rotate in a
systematic fashion. It comprises a series of timed stations where examinees
are required to perform clinically orientated skills including; recognition,
interpretation and recording skills.
Placement learning opportunities: the time you spend learning about and
experiencing nursing practice. It can take place in hospital; peoples’ own
homes, in general practice, nursing homes and other residential facilities, walkin centres, schools and workplaces.
Progression point: There are 2 progression points that divide the preregistration nursing programme into three parts. Progression requirements
must be met to enable you to progress onto the next stage of the programme.
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NMC Progression Requirement (1)
In order to progress to Year 2 of the programme, a student must achieve 120
credits at Level1, with the proviso that the students subject to reassessment
may progress pending the results of the reassessment. Reassessment for any
Year 1 module shall be completed and results confirmed by the Board of
Examiners within 12 weeks of entering Year 2. Failure to complete
reassessment satisfactorily within the defined timescales shall result in the
student being withdrawn from the programme.
NMC Progression Requirement (2)
In order to progress to Year 3 of the programme, a student must achieve 120
credits at Level1 and 120 credits at Level 2, with the proviso that the students
subject to reassessment may progress pending the results of the reassessment.
Reassessment for any Year 2 module shall be completed and results confirmed
by the Board of Examiners within 12 weeks of entering Year 3. Failure to
complete reassessment satisfactorily within the defined timescales shall result
in the student being withdrawn from the programme.
Self-directed study: Individual or group study where the focus of inquiry is
determined by you.
Semester: The two distinct teaching and learning periods which form the
academic year.
Service users: People across the life span, using health or social care services
in all sectors that require the professional services of a nurse. Service users
include in-patients, out-patients, clients and residents. Nurses also work with
other individuals and groups to which the service user belongs or is closely
connected.
Shared Learning: A broad term that refers to opportunities for learning
between you and students from different fields of nursing and between nursing
students and those from other professions.
Sign-off mentor: A nurse mentor who has met additional NMC requirements in
order to be able to make judgements about whether you have achieved the
overall standard of competence for entry to the professional register at the end
of your programme.
Summative assessment: This is assessment of learning where academic
credit is awarded, for example, exams, course work and assessment of
practice.
1.3 Structure and Hours of the Programme
All programmes share a common structure of two modules a year for the three
year period. For each module you will work together, with other nursing
students, no matter what field you have joined, for a significant proportion of
your school-based learning. You are required by the NMC to achieve a total of
4600 hours learning; 2300 hours in theory and 2300 hours in practice.
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A typical working week for each year of the programme is shown below.
Year 1 Working Week (Theory) from Week 7
Monday
School: Theory
session
Tuesday
Directed Study
Wednesday
Thursday
School Simulated Directed Study
Practice session
Self directed study
following IPL
Friday
School: Theory
session
Year 2 Working Week (Theory) from Week 1
Monday
Directed study
Tuesday
School: Theory
session
Wednesday
Thursday
Friday
Self directed study School: Theory Directed study
session
Year 3 Working Week (Theory) from Week 1
Monday
School: Theory
session
Tuesday
Directed study
Wednesday
School: Theory
session
Thursday
Self directed
study
Friday
Self directed
study
In year one you have a high level of contact time with lecturers which gradually
decreases over the 3 year period as you become a more independent learner. Year
one includes simulated practice weeks in school and you will also return to school
once a week during placement learning opportunities for further simulated practice
sessions.
In the first 8 weeks of each year two placement learning opportunity, you will return to
School for one day a week for theory/practice integration.
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1.4 OVERVIEW OF ADULT FIELD PROGRAMME
Year 1 Certificate Level
Module 1
Year 2 Diploma Level
Module 2
Year 3 Degree Level
Module 3
Module 4
Module 5
Module 6
Meeting
complex
needs
Preparation
for future
practice
60 credits
60 credits
Foundations of
Nursing
Essential
Nursing Practice
Health &
Wellbeing
Long Term
Conditions
60 credits
60 credits
60 credits
60 credits
Page 9 of 47
1.5 Interprofessional Learning
The Centre for Interprofessional Practice (CIPP) was founded in 2002 with the
aim of developing an Interprofessional Learning (IPL) programme at both preand post-registration levels, working with current existing clinical teams across
Norfolk and Suffolk and between students from different health professional
training programmes at UEA. CIPP is thus committed to improving standards of
patient care through collaboration in learning and practice.
The IPL programme here at UEA offers you the unique opportunity to develop
professional relationships with peer healthcare students, providing you with
foundations for successful interprofessional team working throughout your
career.
CIPP runs a pre-registration IPL programme in which students from all health
professional training programmes have the opportunity to work together. The
principal aim of the programme is to foster the skills, knowledge, attitudes and
behaviour required for effective interprofessional team working.
The learning objectives of the IPL programme are for you to:
i identify key principles that facilitate successful interprofessional team
working;
i understand why improvements in interprofessional practice are important to
patient care;
• describe your own role as a health professional as part of a multiprofessional
team;
• learn about the role of other healthcare professions and how they would
collaborate to provide the best patient care;
• begin to understand the benefits of and constraints on interprofessional team
working.
IPL1 (First Year)
In the first (compulsory) level of the IPL programme (IPL1), you will work in an
interprofessional group around a case scenario and discuss issues relating to
interprofessional working. Student groups work together over 7 weeks and are
supported by an educational facilitator who will be present at alternate IPL
group meetings. Professions represented in the student IPL groups will include
Nursing, Midwifery, Medicine, Pharmacy, Occupational Therapy, Physiotherapy,
Speech and Language Therapy, Operating Department Practice and Paramedic
Science.
IPL2 (Second Year)
In the second (compulsory) level of the IPL programme (IPL2), you will be
allocated to a new interprofessional group, which meets for three workshops
over the course of the academic year, and is supported by an educational
facilitator. The focus of IPL2 is reflecting on ‘communication between members
of the multiprofessional team’ and ‘communication with the patient/significant
other(s)’. In addition to the workshops you will carry out a discussion with peer
healthcare students or patients and also a half-day shadowing visit with a
qualified health professional from a different profession to your own.
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IPL3 (Third Year)
In the third (voluntary) level of the IPL programme (IPL3), all healthcare
students in their third year (or second year for two-year programmes) across the
Faculty of Medicine and Health Sciences and School of Pharmacy are invited to
attend a one day interprofessional student conference. The conference builds
upon interprofessional learning at levels 1 and 2, and involves service users
and practitioners to offer students a wider perspective on interprofessional
practice, enabling them to discuss and debate these issues with all major
stakeholders. For many students, this will be a new style of learning, but one
that will play a role in future continuing professional development and
preparation for the transition from student to practitioner.
IPL4 (Final Year)
In the fourth (voluntary) level of the IPL programme (IPL4), all final year
healthcare Students (or second year for two-year programmes) across the
Faculty of Medicine and Health Sciences, School of Pharmacy and School of
Social Work and Psychology are invited to attend two half-day topic based
workshops. IPL4 involves service users and practitioners with a specialist
interest in caring for that particular service user group. The topics for 2009/10
were ‘health and social care issues related to domestic abuse’ and ‘health and
social care issues related to alcohol abuse’. You will be contacted during your
final year regard ng the topics.
For more details regarding the IPL programme at UEA please contact Dr
Suzanne Lindqvist at 01603 591274 ([email protected]).
IPL Assessment
Assignments that you undertake during the IPL1 and IPL2 experiences, which
form part of the formative assessment for the interprofessional sessions in
Years 1 and 2 respectively, may be used as evidence of your ability to work
across professional boundaries.
IPL1 and IPL2 are compulsory for all students undertaking pre-registration
programmes within the School of Nursing and Midwifery. If you fail you are
required to undertake remedial work to demonstrate your knowledge and
understanding of interprofessional working. You should seek advice for
remedial work within your School and submit your completed work to your
academic advisor on a date agreed between yourselves. Once completed this
work should be retained in your portfolio.
1.6 What will learning in practice be like?
• All modules include practice learning opportunities.
• You may be placed in a variety of practice settings across the East Anglia
region and at times may be required to stay in accommodation away from
your usual base.
• Practice learning opportunities are organised using a “Hub and Spoke”
approach which allows you to effectively experience the service user’s
journey through the health care services.
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• You will not be counted in the workforce numbers during practice. This is
known as ‘Supernumerary Status’.
• Practice learning opportunities are preceded by school-based preparation
which will include simulated practice.
• The first module provides a 2 week taster placement with a further 7 weeks
of practice at the end of the Module. Both periods of practice will include
weekly simulated practice study days, usually on a Wednesday.
• Exposure to placement learning opportunities throughout the rest of the
programme involves periods of 12 weeks. In the first and second years
these will be supported by weekly study or simulated practice days.
• Within the independent learning weeks at the end of year 2 you will have an
elective placement either locally, nationally or internationally.
• You will experience the ‘24 hour and seven-day week’ nature of health
care. Further information can be found on the School’s Intranet Site at
www.uea.ac.uk/nam/ueanetwk.
• Where the practice learning environment operates a shift system, you are
required to work the shifts to which you are allocated, facilitating at least 40%
access to your mentor.
• Please be mindful that service users have the right to decline the opportunity
for you to be involved with their nursing interventions.
1.7 What will school-based learning be like?
• The school working day is 9.00 am – 5.00 pm.
• A blended approach to learning is used to prepare you for practice and to
help you to develop the clinical reasoning, teamwork and lifelong learning
skills needed to practise as a nurse.
• Using a blended learning approach a typical school-based week consists of
direct contact time in class, directed and self-directed study, equating to 37.5
hours of effort.
• The programme requires you to take responsibility for your learning with
periods of time devoted to directed and self-directed learning.
• Direct contact time gives you the opportunity to meet in groups and interact
with subject specialists, including practitioners, service users and carers.
• High quality resources will be used to support your learning. These will
include the library, electronic and web based programmes, and a well
equipped skills laboratory.
Programme Reading
• You are encouraged to read widely using the library catalogue, a variety of
bibliographic and full text databases, and internet resources. A range of
electronic journals and a wide variety of websites and information gateways
can be accessed remotely via UEA Portal.
• It is expected that your assignment, bibliographies and reference lists will
reflect the range and depth of reading carried out.
• This programme offers you an opportunity to develop your information
gathering skills. At the start of the programme you will attend a workshop on
selection of appropriate databases and search skills. After this you can
access additional workshops offered by the library in relation to search skills
https://portal.uea.ac.uk/.
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1.8 How will you be summatively assessed?
Summative assessments are those which must be passed in order to progress
through the programme and to complete it successfully.
There is an equal weighting between theory and practice. Some assessments
test applied theory, others are practice-based, and others take an integrated
approach to the assessment of theory and practice.
Practice-Based Assessments
• Practice-based assessment uses a system of continuous assessment over
the period of each practice learning opportunity. You will have a preliminary
interview during the first week of your placement followed by a formative
assessment and a summative assessment at predetermined dates. You are
expected to assess your own performance and share this with the Placement
Mentor before they make the final assessment.
• The module outcomes have been developed to encompass all aspects of
nursing practice.
• The summative assessment is informed by evidence drawn from your
Ongoing Achievement Record which includes the Skill Development Profile.
• You should ensure that you collect a range of evidence from your placement
learning opportunities (hub and spoke).
• All practice learning outcomes and the Nursing Attributes Assessment must
be passed for each module.
• Service users and carers may contribute to your assessment.
• There is a Progression Point at the end of each year of the programme. To
progress and be signed off in practice you must have demonstrated
achievement of the module practice learning outcomes and relevant skills
within the Skill Development Profile.
• At the end of the programme, you will be signed off by a Sign-off Mentor to
confirm that you have met the Nursing and Midwifery competencies for the
programme.
• Once a practice area has identified your Sign-off Mentor this information will
be forwarded to your Course Director who is responsible for checking the
name and live status of the identified Sign-off Mentor against the mentor
database in the school. In the event of any changes in allocation of your
Sign-off Mentor, it is your responsibility to inform your Course Director.
Applied Theory Assessments
• Assessments of applied theory require students to incorporate, and later
integrate, material from nursing, the humanities, the biological sciences and
the behavioural sciences.
• There are various types of applied theory assessment, including essay
assignments and an examination.
• The assessment of theory in Year 3 includes a dissertation of 10,000 words.
The dissertation provides you with an opportunity to explore in depth an
aspect of practice that is of special interest to you.
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Integrated Assessments
• Integrated assessments include an Objective Structured Clinical Examination
(OSCE) and the assessment of your portfolio at key points in the programme.
• The portfolio will provide an important record of your learning and
achievement, and will contribute to assessment at a number of points in the
programme.
• In an Objective Structured Clinical Examination (OSCE), you will move
through various 'stations' (usually lasting ten minutes each) at which you will
demonstrate some of your developing skills and knowledge.
• The assessment item and marking criteria are given to students either prior
to the Module commencing or at the beginning of the Module.
The Summative Assessment Scheme
Module
Time of
submission
Assessment
Credit
weighting
1
Module 2
Week 2
Module 1
final week
Module 1
final week
Module 2
Week 10
Module 2
final week
Module 2
Week 18
Module 4
Week 2
Module 3
final week
Module 3
Week 10
Module 4
Week 17
Module 4
final week
Module 4
final week
Module 5
final week
Module 6
Week 4
Module 6
final week
Module 6
Week 16
Module 6
final week
Communication assignment (3000 words)
20 @ L1
Practice assessment 1
20 @ L1
Portfolio
20 @ L1
Group Presentation (EBL)
20 @ L1
Practice assessment 2
20 @ L1
OSCE
20 @ L1
Empowerment assignment (2500 words +
artefact)
Practice assessment 3
30 @ L2
Clinical Report (1500 words)
10 @ L2
Examination
20 @ L2
Practice assessment 4
20 @ L2
Portfolio
20 @ L2
Practice assessment 5
20 @ L3
Dissertation (10000 words)
40 @ L3
Practice assessment 6
20 @ L3
Service improvement proposal (based on
dissertation)
Portfolio
20 @ L3
2
3
4
5
6
20 @ L2
20@ L3
Page 14 of 47
Key
Applied theory assessment
Practice-based assessment
Integrated assessment
Successful completion of each year contributes 120 credits at Certificate,
Diploma, and Honours Degree level respectively.
It is to be noted that within the application of the applied theory, practice-based,
and integrated assessment there is an equal contribution of theory and practice
to the credit required for the final award.
Grades awarded in Year 1 do not contribute to the classification of the final
award. In Years 2 and 3, all graded assessment elements contribute to the
classification of the final award.
1.9 What will formative assessment be like?
Formative assessment is an important part of the programme’s assessment
strategy offering a valuable opportunity to support your development. Examples
of the formative assessments that you might undertake are:- practice
assessment, feedback on your group participation within the classroom,
quizzes, informal tests, and drug calculation exercises using Safe Medicate.
Overview of Formative Assessment
Module1 – Foundations of Nursing
Module 2 – Essential Nursing Practice
Module 3 – Health & Wellbeing
Module 4 – Long Term Conditions
Module 5 – Meeting Complex Needs
Module 6 – Preparation for Future Practice
Safe Medicate
EBL presentation feedback
Clinicalskills.net
Academic Advisor feedback on
portfolio components
Practice assessment
Group presentation feedback
Mock OSCE
Safe Medicate
Clinicalskills.net
Practice assessment
Portfolio
Mock report
Research critique activities
Mock exam questions
Clinicalskills.net
Practice assessment
Practice exam papers
Safe Medicate
Clinicalskills.net
Practice assessment
Dissertation proposal
Safe Medicate
Clinicalskills.net
Portfolio development
Practice assessment
Dissertation seminar
Safe Medicate
Practice assessment
Page 15 of 47
1.10 How will you be supported?
• A number of people and services are available to support you: Academic
Advisers, Placement Mentors, Link Lecturers, the Student Union, and the
Dean of Students’ Office.
• Additional information about student support can be found on the School’s
Intranet Site at www.uea.ac.uk/nam/ueanetwk.
1.11 Will you be able to transfer to another Field?
• You may request to transfer to another field of nursing at the end of a module
until the end of Module 3 subject to contractual arrangements. An interview
will be arranged with the relevant Course Director and a service
representative from the nursing field you wish to transfer to. The following
criteria have to be met:
• The transfer is in accordance with contractual arrangements between
NAM and the Strategic Health Authority.
• The interview panel which includes service representatives is assured of
your commitment to the nursing field to which you wish to transfer.
• The panel is assured of your satisfactory performance on the programme.
• The panel approves the request.
The policy and procedure for requesting to transfer to another field can be found
on the school’s intranet site at www.uea.ac.uk/nam/ueanetwk.
1.12 Vacations
• You will have 2 weeks vacation at Christmas and another 2 weeks at Easter,
followed by 3 weeks during August/September.
• Vacations shall not be taken at other times.
• As a Degree programme student, you are required to devote 3 weeks of your
vacation time to course reading: This is necessary in order for you to be
eligible to receive the full bursary from the NHS Bursary Scheme.
Programme reading is self directed and not assessed in any way.
• You are required to attend placements on Bank Holidays when these occur
during a placement learning opportunity and you have been allocated a shift.
Sickness
If you are unable to attend theory or practice you should:
Theory:
Contact the relevant Placement Office personnel by 08.30 on the day
concerned in order that relevant lecturing staff can be informed.
Norwich (Administration group A)
Kings Lynn (Administration group B)
01603 597063
01553 613918
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Practice: Contact the person in charge of the clinical area immediately you
become unavailable for the identified shift, and at least one hour
before start time.
ALSO contact the relevant Placement Office as above.
Making up Time
In order to meet NMC requirements, any cumulative periods of absence that
exceed either 8 days of theory or practice over the 3 years must be ‘made up’.
Your Academic Adviser will play a key role in the implementation of this
procedure.
NMC Completion Requirements
The length of the programme is 3 years. Where students have a period of
intercalation/ absence, they must complete the programme in not more than 5 years
(Standard R3.9.1 NMC 2010).
When you complete your programme, there is a process that you must follow in order
to apply for entry to the NMC register. We advise you to do this as soon as possible
as if there is a delay of more than 6 months, there are additional requirements that
must be met. If you do not apply for registration within 5 years of completing the
programme, you will not be eligible to apply to join the register.
Page 17 of 47
PART TWO
FIELD PROGRAMME
2.1 PROGRAMME AIMS
Programme aims give you a broad indication of the intentions of your period of
study. Learning outcomes tell you precisely what you must have achieved to
successfully complete each module.
All pre-registration undergraduate nursing programmes share the same aims.
Adult Field Aims
The aims of the programme are to enable you to:
• achieve the required academic standard and deliver high quality essential
care to all service users.
• become a competent nurse who can deliver complex care to service users
within the Adult Field of nursing.
• act to safeguard the public, and be responsible and accountable for safe,
person-centred, evidence-based nursing practice.
• act with professionalism and integrity, and work within agreed professional,
ethical and legal frameworks and processes to maintain and improve
standards.
• practise in a compassionate, respectful way, maintaining dignity and
wellbeing and communicating effectively.
• act on your understanding of how people’s lifestyles, environments and the
location of care delivery influence their health and well being.
• seek out every opportunity to promote health and prevent illness.
• work in partnership with other health and social care professionals, agencies,
service users, carers and families ensuring that decisions about care are
shared.
• use leadership skills to supervise and manage others and contribute to
planning, designing and improving future services.
2.2 LEARNING OUTCOMES FOR THE PROGRAMME
Knowledge and Understanding
• Analyse and apply relevant life sciences to Adult Nursing practice.
• recognise the significance of the determinants of health and well being, in
Adult Nursing practice.
• analyse and apply interpersonal communication skills and theory
underpinning effective interaction with service users, carers, colleagues and
other healthcare professionals.
• proactively apply teaching and learning theories to Adult Nursing practice and
to continuing personal and professional development.
• critically reflect on clinical governance including evidence-based practice,
clinical effectiveness processes and research methodologies in the provision
of effective and efficient Adult Nursing practice.
Page 18 of 47
• demonstrate understanding, analysis and application of health and social
care policy and the changing nature of organisational settings and
professional roles.
• critically analyse and demonstrate application of the legal, ethical,
professional and moral dimensions and boundaries of Adult Nursing practice.
• manage and be proactive in making improvements to personal and service
user safety and its maintenance/promotion in Adult Nursing practice.
Cognitive Skills
• Demonstrate critical appraisal and analysis of a wide variety of evidence.
• be innovative in creating/devising strategies to anticipate, respond
appropriately and adapt to complex care situations.
• reflect in/on practice, modifying practice as appropriate.
• demonstrate ability to construct a coherent argument supported by analysis
of data from a wide range of sources.
• use problem–solving skills to prioritise service user needs in complex
unexpected and changing clinical situations.
• demonstrate initiative in seeking information not readily available to develop
own knowledge base to underpin personal and professional development.
• be proactive in creating/devising strategies to improve and disseminate good
practice.
• apply conceptual frameworks to nursing practice.
Subject Specific Practical Skills
• Provide safe, sensitive, professional and ethical Adult Nursing practice in
accordance with the NMC Code.
• undertake safe and effective essential nursing skills.
• communicate effectively using a wide range of strategies and interventions
including the effective use of communication technologies.
• carry out systematic, accurate and holistic assessments appropriate to the
service user needs, using a range of assessment tools and frameworks.
• formulate, plan, implement, document, monitor and evaluate nursing
interventions in partnership with health/social care professionals, service
users, carers and families.
• demonstrate collaborative communication within the interprofessional team in
a range of health and social care settings.
• conduct relevant diagnostic and monitoring procedures or undertake/arrange
appropriate clinical investigations and treatments.
• prioritise nursing interventions in response to changing service user and
environmental needs.
• work therapeutically within professional relationships.
• carry out effective risk assessment and management.
• practice effective medication management skills.
Key Skills and Attributes
• Warm and compassionate.
• emotional intelligence.
• numeracy including complex drug calculations.
Page 19 of 47
• effective use of IT.
• legible, comprehendible hand written documentation.
• safe and effective information management including documentation and
record keeping.
• prioritises and manages time and resources effectively.
• self-awareness and sensitivity taking account of individual differences,
capabilities and needs.
• life long learning skills.
• undertake effective oral and written presentations.
• effective communication skills.
• works within health and safety regulations.
• effective personal coping strategies.
• undertake project initiation and management.
2.3
EUROPEAN UNION DIRECTIVE
The BSc (Hons) Adult nursing programme meets the criteria identified within the
Directive 2005/36/EC. Therefore, upon successful completion of the
programme students will be eligible to nurse within other European countries.
Page 20 of 47
SEPTEMBER 2011
YEAR 1 MODULE 1
2011
Sept
YEAR 1 MODULE 2
2012
Oct
Nov
Theory
Dec
Theory
Practice
Jan
Feb
V
Practice
March
T
April
Theory
May
V
Theory
August
T
Vacation
Sep
IS
YEAR 2 MODULE 4
2013
Oct
Nov
Theory
Dec
Jan
Practice
Feb
V
Practice
March
Theory
April
V
May
Theory
2013
June
July
Practice
YEAR 3 MODULE 5
Sept
July
Practice
YEAR 2 MODULE 3
2012
Sept
June
August
T
Vacation
Sep
IS
YEAR 3 MODULE 6
2013
Oct
Theory
Nov
Theory
Dec
Practice
Jan
V
Feb
Practice
April
Theory
Theory
Practice
March
May
V
Theory
June
July
Practice
August
Vacation
Sept
IS
Simulated Practice
V
Vacation
Dissertation reading week
Page 21 of 47
PROGRAMME: BSc (Hons) Adult Nursing
YEAR: 1
MODULE: 1
LEVEL: Certificate
MODULE TITLE: Foundations of Nursing
Timetable available on Blackboard
MODULE FOCUS
This module introduces you to the values and evidence base that underpin contemporary nursing
practice encapsulated by the NMC Code (2008). You will begin to develop and harness the skills
of lifelong learning including reflection. Key concepts explored include therapeutic relationships,
professional boundaries, promoting health, clinical governance, interprofessional learning and
systematic approaches to nursing. An emphasis is placed on the acquisition of essential nursing
skills. There will be a focus on the development of your self awareness for effective nursing
practice.
Throughout this module, blended and shared learning approaches will enable you to meet the
learning outcomes. The programme offers more direction in the first than later years as you
commence your learning journey towards attainment of your nursing degree and registration.
This module begins with 4 weeks theory in which core subjects such as physiology, psychology,
sociology, pharmacology and nursing theory including reflection and portfolio development are
introduced. Interprofessional learning will commence in this module.
In addition to school-based learning you will engage with service users, carers and practitioners
through a 2 week taster practice experience in weeks 5 and 6 of the module. During week 12 you
will engage in simulated practice to further prepare you for your next practice experience.
You will be allocated to either a generic or field practice learning experience as your practice Hub.
Together with Spoke learning experiences these will facilitate you to meet the practice learning
outcomes. You will return to school on Wednesdays for simulated practice to enhance skills
development.
ORGANISATION OF THEORY AND PRACTICE TIME
1
2
KEY
•
3
4
5
6
7
8
= Theory
9
MODULE WEEKS
1 1 1 1 1 1 1
0 1 2 3 4 5 6
= Simulated practice
1
7
1
8
1 2
9 0
= Practice
Study day (usually a Wednesday).
Page 22 of 47
Learning Outcomes
By the end of the module you will be able to:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
Recognise the nurse’s role in promoting health and working with people to identify and meet
their health needs.
Demonstrate effective listening and responding skills.
Understand the values that underpin contemporary nursing practice.
Identify the importance of using evidence to underpin nursing practice.
Practise safely, recognising and working within the limitations of their own knowledge and
skills and professional boundaries.
Use reflection to learn from experience and develop self-awareness.
Commit to and uphold the Code (NMC 2008).
Contribute effectively to nursing documentation.
Understand the relevance of a systematic approach to nursing.
Recognise the value of interprofessional working.
Demonstrate safe practice of essential skills.
Demonstrate an awareness of the importance of building a therapeutic relationship within
appropriate professional boundaries.
Begin to develop the skills required for independent learning.
Adhere to the principles of clinical governance and health and safety legislation.
Safely practise medications calculations.
Adult Field Specific
1. Undertake holistic assessments of individuals undergoing a surgical procedure.*
2. Outline an appropriate plan of care for individuals in the pre, peri and post operative periods
of a surgical intervention.*
3. Apply surgical nursing skills to safely meet the physical needs of individuals undergoing a
surgical procedure. *
*These outcomes will be commenced in module 1 but not completed until module 2.
Page 23 of 47
Content
Professional values
NMC Codes of Conduct (Nurses and Students)
(2008, 2009)
Consent and confidentiality
Becoming a student on a professional course
Accountability – including addressing concerns
Equality, diversity, inclusiveness and rights
Partnership working/collaboration
Ethical principles
Developing resilience
Nursing practice and decision making
Person centred approaches
The nurse’s role in promoting health
What is health?
Nursing documentation and record keeping
Introduction to risk assessment and
management
Systematic approaches to nursing
Clinical governance
Health and safety:–
• Fire safety
• Infection control – hand hygiene, dress
code
• Food hygiene
• Manual handling
• Personal safety
• Basic Life Support
• First aid
• Pharmacology and medicines management
• 9 Rights
• Standards for medication administration
• Introduction to Safe Medicate
Nutrition, hydration and fluid management
Physiological measurements
Meeting the essential and immediate needs of
people eg personal care, elimination, end of life
nursing
Life sciences including anatomy and physiology
in health
Social, health and behavioural sciences
Human development
Role of surgery in health practice
Principles of working with service users
undergoing surgical interventions to include
theatre nursing
Routine surgical interventions including related
anatomy and physiology common illnesses,
symptoms, diagnosis and treatment.
Communication and interpersonal skills
Engagement
Effective listening and responding
Models of communication eg Calgary
Cambridge
Therapeutic relationships and boundaries
Empathy and compassion
Leadership management and team working
Assertiveness skills
IPL
Service improvement
Working in groups
Research
Introduction to Research
Evidence based practice
Lifelong learning
Searching skills
Academic integrity
Reading and note taking
Learning styles
Time management
Portfolio development and use
Reflection
Working in learning groups
Role play
Teaching and learning strategies
Numeracy
Literacy
Blackboard
Clinical skills.net
Giving and receiving feedback
Referencing
Presentation skills
Page 24 of 47
Assessment
Summative Assessment: Total 60 credits
Formative Assessment
Communication essay:- 1/3 of credit weighting
Portfolio:- 1/3 of credit weighting
Practice:- 1/3 of credit weighting (a grade will
be awarded for the Nursing Attributes
component)
Safe Medicate
EBL presentation feedback
Clinicalskills.net
Academic Advisor feedback on portfolio
components
Practice assessment
Hand hygiene assessment
Page 25 of 47
MODULE OVERVIEW
PROGRAMME: BSc (Hons) Adult Nursing
YEAR: 1
MODULE: 2
LEVEL: Certificate
MODULE TITLE: Essential Nursing Practice
Timetable available on Blackboard
MODULE FOCUS
Within this module you will explore the health needs of a diverse population. Underpinning theory
will take account of individual physical, psychological, social and spiritual health needs. Recognition
will be given to the importance of working with families, carers, and support networks to address
people’s needs. Key themes within this module will include communication, common physical and
mental health problems, children and young people, dealing with emergency situations. This module
will provide you with the underpinning knowledge related to the nurse’s role in safeguarding children
and vulnerable adults. Interprofessional learning will continue in this module.
You will be supported in further developing your self awareness, using support systems to recognise,
manage and deal with your own emotions. Essential nursing skill development will continue. In the
first 8 weeks of the module blended and shared learning approaches support you to meet the
module outcomes. During week 9 you will engage in simulated practice to further prepare you, prior
to your 11 week practice experience.
As an Adult field student, in this module you will consider the philosophy and policy underpinning
contemporary adult health services. You will learn the underpinning knowledge and skills relating to
building relationships with people in physical and/or mental distress in a range of settings. The
module will include exploration of the power imbalances between professionals and people
experiencing physical and mental health problems. You will develop the knowledge to enable you to
recognise the early signs of illness in individuals of all ages, undertake accurate patient assessment
and develop an understanding of the prompt and appropriate management of patients who are either
acutely ill or have the potential to become so. Through teaching and learning activities you will be
required to demonstrate a willingness to actively consider the significance of and factors affecting
your own physical and mental wellbeing and the importance of this for the therapeutic use of self.
There will be an emphasis on the value and need for clinical supervision in adult practice.
You will be allocated to either a generic or field practice learning experience, which contrasts with
module 1, as your practice Hub. Together with spoke learning experiences this will facilitate you to
meet the practice learning outcomes. You will return to school on Wednesdays for simulated
practice to enhance skills development.
Following this module there are 3 independent learning weeks in which you can, should you need to,
make up practice/theory time or undertake independent study/reading.
1
2
KEY
•
3
4
ORGANISATION OF THEORY AND PRACTICE TIME
MODULE WEEKS
5 6 7 8 9 1 1 1 1 1 1 1 1 1 1 2 2
0 1 2 3 4 5 6 7 8 9 0 1
= Theory
= Simulated practice
= Practice
Study day (usually a Wednesday).
Page 26 of 47
Learning Outcomes
By the end of the module you will be able to:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
Explore the health needs of a diverse population.
Discuss individual health needs, taking account of physical, psychological, social and spiritual
aspects.
Deliver basic care required to meet essential needs for people who are unable to meet their
own.
Use a range of effective strategies to communicate with people with diverse needs.
Demonstrate an understanding of how the environment, culture, religion, spiritual beliefs, age,
gender and sexuality can impact on illness and disability.
Demonstrate respect for people’s rights, promoting dignity, choice and autonomy.
Describe common physical and mental health problems across the lifespan.
Recognise the importance of working with families, carers, and support networks to address
people’s needs.
Have an understanding of the development of children and young people within the family
context and how this affects their individual needs, health, behaviour and communication.
Demonstrate an understanding of how to work within ethical, legal and professional
frameworks and local policies to safeguard and protect vulnerable people.
Use support systems to recognise, manage and deal with own emotions.
Respond appropriately when faced with an emergency or a sudden deterioration in a person’s
physical or psychological condition.
Safely and accurately carry out basic medications calculations.
Develop emotional intelligence and self awareness to enable effective engagement with
people.
Commit to and uphold the code (NMC 2008).
Adult Field Specific
3.1
Recognise and respond to the essential needs of all individuals who access health care
services.
4.1
Consider and apply relationship building skills to engage with and support individuals and
their families.
6.1 Explore the power imbalances between professionals and people experiencing adult health
problems.
9.1 Describe the normal physical, emotional and psychological developmental stages in children.
9.2 Identify normal developmental milestones in children.
9.3 Recognise a vulnerable child and the adult nursing role in relation to safeguarding children.
11.1 Recognise the value and need for clinical supervision in adult health practice.
12.1 Recognise the early signs of illness in individuals of all age
12.2 Undertake accurate assessments and commence appropriate and prompt management for
individuals who are acutely ill, at risk of clinical deterioration or require emergency care.
14.1 Demonstrate a willingness to actively consider the significance of and factors affecting their
own physical and mental wellbeing and the importance of this for the therapeutic use of self.
Page 27 of 47
Content
Professional values
Promoting dignity, choice and respect,
Upholding individual’s rights
Advocacy
Professional identity
Professional and legal frameworks
Nursing practice and decision making
Common physical and mental health conditions
across the lifespan – epidemiology and applied
anatomy and physiology in relation to:
• Diabetes
• Cardiovascular disease - hypertension
• Depression
• Anxiety
• Dementia
• Substance misuse
• Asthma
• Epilepsy
• Infection
• Musculo-skeletal
Co morbidity
Community profile
The relationship between the population and
health needs
Inclusion/exclusion
Child protection
Adult protection
Inequalities and stigma
Holism
Spirituality
Essential nursing practice
Human development
Detecting and dealing with common
emergencies, within own limitations
Communication and interprofessional skills
Overcoming barriers to communication
Augmented and alternative communication
strategies
Working with distress, including handling strong
emotions
Appropriate communication across the lifespan
Working with families and carers
Engagement and self awareness
Self awareness including own value base
Use of written and verbal communication
• telephone communication
• writing letters
• writing reports
• handover
Leadership, management and team working
Support networks
Effective team working
Research
Identifying relevant literature
Applying evidence to practice
Lifelong learning
Clinical supervision
Applied numeracy skills
Emotional intelligence
Adult Field Specific
Introduction to the principles of sick patient
assessment.
Assessing and observing the sick adult or child.
Prompt and appropriate management of the sick
adult or child.
History of adult health practice.
History of the NHS.
Politics of the NHS and impact of governmental
policies.
Role of NICE and NICE guidance.
Administration of medications across the
lifespan.
Service user involvement and experiences of
service users.
Power imbalances within the NHS.
Clinical supervision in Adult practice.
Maintaining own physical and mental wellbeing
in Adult practice.
Page 28 of 47
Assessment
Formative Assessment
Summative Assessment: Total 60 credits
Group presentation feedback
Mock OSCE
Safe Medicate
Clinicalskills.net
Practice assessment
Group presentation:- 1/3 of credit weighting
OSCE including Safe Medicate:- 1/3 of credit
weighting
Practice:- 1/3 of credit weighting (a grade will be
awarded for the Nursing Attributes component)
Page 29 of 47
MODULE OVERVIEW
PROGRAMME: BSc (Hons) Adult Nursing
YEAR: 2
MODULE: 3
LEVEL: Diploma
MODULE TITLE: Health and Wellbeing
Timetable available on Blackboard
MODULE FOCUS
This module explores and applies the concept of empowerment and health promotion in
nursing practice. An emphasis on therapeutic relationships continues. There will be
exploration of the impact of illness and disability on people’s lives across the life span. The
assessment of nursing needs and planning of interventions continues to be a key theme. The
skills and knowledge related to identifying changes in health status, health crises and coping
strategies form a key part of your learning. You will receive support with the transition to
Diploma level studies. Interprofessional learning (IPL2) commences in this module.
Essential nursing skill development will continue. In the first 9 weeks of the Module blended
and shared learning approaches support you to meet the Module outcomes. You will be
allocated to either a generic or field practice learning experience as your practice Hub.
Together with spoke learning experiences this will facilitate you to meet the practice learning
outcomes. During your 12 week practice experience you will have one study day in school per
week to integrate your theory and practice learning.
As an Adult nursing field student you will learn the principles of maintaining and promoting
health and wellbeing across all ages. The context of health and wellbeing for adults will be
grounded in public health principles looking at the relationship between lifestyle and health,
detecting and responding to health changes and exploring the nature of health screening. You
will explore the impact of illness and disability following patient pathways as they move
between primary and secondary care. There will be an emphasis on the ability to safely apply
a range of diagnostic skills and the appropriate technology to assess the needs of the
individual. The complexities of forming therapeutic relationships within a range of adult health
service delivery settings will be explored. The normal physiological and psychological
processes of pregnancy will be focused upon with adult nursing field students and you will gain
experience in pre and postnatal care over the course of this and the following module. In a
similar way you will learn about the normal physical, emotional and psychological development
of children and young people gaining experience in practice over the course of the year.
ORGANISATION OF THEORY AND PRACTICE TIME
MODULE WEEKS
1
2
KEY
•
3
4
5
6
7
8
9
1
0
1
1
= Practice
= Theory
1
2
1
3
1
4
1
5
1
6
1
7
1
8
1
9
2
0
2
1
Study day (usually a Wednesday).
Page 30 of 47
Learning Outcomes
By the end of the module you will be able to:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
Recognise major risks and act quickly in an emergency to secure expert help.
Recognises indicators of unhealthy lifestyles.
Explore and contribute to practice based on an understanding of the impact of illness and
disability.
Where relevant, apply knowledge of age and development when interacting with people.
Collect and interpret routine data, under supervision, related to the assessment and
planning of care from a variety of sources.
Practice safe and holistic nursing to meet essential needs for people who are unable to
meet their own.
Detect record, report and respond appropriately to signs of deterioration or improvement
in people’s health.
Discuss the benefits of health promotion within the contexts of individual and public
health.
Explore and apply the concept of empowerment in nursing practice.
Demonstrate understanding of the nature and significance of therapeutic relationships.
Recognise the importance of customer care
Adult Field Specific
1.1
Discuss the normal physiological and psychological processes of pregnancy and
childbirth.*
1.2 With supervision, provide basic nursing care to pregnant women and families during
pregnancy and after childbirth.*
1.3 Discuss how to respond safely and effectively in an emergency to safeguard the health
of the mother and baby.*
5.1 Ability to undertake health screening and referral assessment for individuals across
lifespan.
7.1 Safely apply a range of diagnostic skills and appropriate technology to assess
the needs of individuals.
10.1 Demonstrates understanding of the complexities involved and skills required to build
relationships with people experiencing distress.
*These outcomes will be commenced in Module 3 but not completed until Module 4.
Page 31 of 47
Content
Professional values
Ensuring safe practice
Ethics of health promotion
Ethical theory including utilitarianism and
deontology
Nursing practice and decision making
Risk assessment, applied to crisis situations
The relationship between lifestyle and health
The impact of illness and disability and
implications for nursing practice
• Coping strategies
• Social support
• Sick role
• Social and economic implications
• Family
• Promoting health through community
action
• Political context of health provision
Models of nursing
The use of assessment frameworks and data
in individual health assessment and planning
Principles of holistic nursing practice
Detecting and responding to changes in
health status
Record keeping
The benefits of health promotion
The role of empowerment in health promotion
Physiological and psychological processes of
pregnancy and childbirth
Role of the Midwife.
Obstetric emergencies and the role of the
Adult nurse.
Physical, emotional and psychological
development of children.
Epidemiology of child health.
Genetics and inheritance.
Communication and interpersonal skills
Therapeutic strategies including
• motivational interviewing
• principles of CBT
The nature and significance of therapeutic
relationships
Using communication, language and active
listening to empower individuals
Developing health promotion material
Customer care
Leadership management and team
working
Professional aspects of empowerment
including
• social learning theory
• learned helplessness
• self efficacy and locus of control
• identity
• motivation
Role of the nurse as a health promoter
Research
Literature searching
Critiquing evidence
Development of analytical skills
Lifelong learning
Personal progression towards independent
learning
• Rationale
• Techniques
Dealing with the theory practice gap including
cognitive dissonance
Adult Field Specific
Adolescents and their specific health needs –
including sexual health.
Mental health needs of children and young
people.
Health needs assessment.
Healthy child programme.
Safeguarding children and domestic violence.
Screening in health and immunizations and
immunology.
Role of technology and its application to Adult
practice.
Interpreting patient related data – eg routine
diagnostic tests
Building therapeutic relationships whilst
retaining appropriate boundaries in an Adult
setting.
Communicating with patients in relation to
sensitive issues.
Promoting health in patients with addictive
behaviours.
Adult patients as “customers” of care.
Principles of working with patients in a
community setting.
Role of Health Visitor.
Health needs of individuals from alternative
backgrounds – eg travellers, migrant
population, asylum seekers.
Racial and cultural awareness
Page 32 of 47
Assessment
Summative Assessment: Total 60 credits
Formative Assessment
Empowerment essay and artefact:- 1/2 of credit
weighting
Report:- 1/6 of credit weighting
Practice:- 1/3 of credit weighting (a grade will be
awarded for the Nursing Attributes component)
Portfolio
Mock report
Research critique activities
Mock exam questions
Clinicalskills.net
Practice assessment
Page 33 of 47
MODULE OVERVIEW
PROGRAMME: BSc (Hons) Adult Nursing
YEAR: 2
MODULE: 4
LEVEL: Diploma
MODULE TITLE: Long Term Conditions
Timetable available on Blackboard
MODULE FOCUS
This module explores the unique needs across the lifespan of individuals living with a long-term
condition. Using a strengths based approach you will explore the adjustment needs of people,
including families and carers, living with long term conditions to enable them to function to their
full potential. Key concepts and content will include communication, social inclusion, reasonable
adjustments, legislation, capacity, pharmacology, reflexivity, health and social policy, and end of
life care.
Essential nursing skill development will continue. In the first 8 weeks of the module blended and
shared learning approaches support you to meet the module outcomes. You will be allocated to
either a generic or field practice learning experience as your practice Hub. Together with spoke
learning experiences this will facilitate you to meet the practice learning outcomes. During your
12 week practice learning opportunity you will have one day in school per week to integrate your
theory and practice learning for the initial 9 weeks, followed by 3 weeks of continuous practice.
This is followed by one week of theory.
The adult field focus of this module will be on working in partnership with individuals who have
long-term conditions, their families and carers, to maximise self-care and self-management. The
contemporary care of adults, their families and carers during end of life care will be explored,
including how treatment goals and individual choices may alter during differing stages of
progressive illness, loss and bereavement. As an Adult field student you will continue to gain
experience in pre and postnatal care and child development over the course of this module. Long
term conditions will incorporate patient pathways that involve surgical interventions and involve
journeys through primary and secondary care thus offering surgical opportunities for those who
have not accessed them in the previous module.
The 3 independent learning weeks that follow this module can be used for a local, national or
international elective placement learning opportunity.
ORGANISATION OF THEORY AND PRACTICE TIME
MODULE WEEKS
1
KEY
2
3
4
5
6
7
8
9
1
0
1
1
= Practice
= Theory
1
2
1
3
1
4
1
5
1
6
1
7
1
8
1
9
2
0
2
1
• Study day (usually a Wednesday).
Page 34 of 47
Learning Outcomes
By the end of the module you will be able to:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
Explore the unique needs across the lifespan of individuals living with a long-term condition.
Consider the main types and causes of cognitive impairment and their likely impact on
mental and physical health.
Discuss and apply the legislation relating to mental health, capacity, and human rights and
safeguarding.
Applies the principles of the Code with increasing confidence and less direct supervision.
Explore and respond to the communication needs of people living with a long-term
condition.
Actively involve the person and their family in decisions about reasonable adjustments and
managing risk in a way that helps to minimise the disruption to their lifestyle, where
appropriate promoting their autonomy, wellbeing and inclusion.
Consider the role of the specialists working with more complex needs, using their skills
appropriately.
Enable people to function to their full potential.
Demonstrate the skills of independent learning, including reflexivity.
Discuss and apply the principles of end of life care.
Demonstrate a strengths based approach to nursing.
Explore and respond to the adjustment needs of people, including families and carers, living
with long term conditions.
Assist individuals and families to make successful transitions and transfers.
Demonstrate the potential to work autonomously, in a safe manner, making the most of
learning opportunities.
Safely implements the principles of medication management including drug calculations.
Demonstrate the attributes of an effective team member, contributing to team decisions and
functioning.
Demonstrate an understanding of leadership in nursing.
Discuss the context of nursing within health and social policy.
Demonstrate interagency working.
Adult Field Specific
6.1
Work in partnership with individuals who have long-term conditions, their families and
carers.
6.2 Provide therapeutic nursing interventions, optimise health and wellbeing, facilitate choice
and maximise self-care and self-management.
10.1 Recognise and respond to the changing needs of adults, families and carers during terminal
illness.
10.2 Discuss how treatment goals and service users’ choices may change during different stages
of progressive illness, loss and bereavement.
Page 35 of 47
Content
Professional values
Autonomy versus dependency in the context of
• Capacity
• Human rights legislation
• Mental health legislation
• Inclusion
The principles of the Code applied
Maximising independence and achievement of
potential
Principles of end of life care – a good death
Autonomous practice and its relationship with
safety and accountability
Nursing practice and decision making
Common long term conditions and underlying
anatomy and physiology
Living with long term conditions across the
lifespan including
• Adjustment
• Using strengths based approach
Cognitive impairment, including
• Causes
• Types
• Impact
Reasonable adjustments
• positive risk taking
• disability legislation
• social inclusion
Practice of end of life care
• cultural diversity
• spirituality
• emotional needs
• nursing practice including symptom
management and post death practicalities
• assisted dying, euthanasia, termination,
advance directives
• support for families, friends and carers
Dealing with loss
Palliative care
Carer’s assessment
Transition for example:
• to age appropriate services
• between provider services
Transfer between services including discharge
planning
Principles of medication management
Health and social care policy related to people
living with long term conditions
Pharmacology related to long term conditions
including
• Concordance and concordance aids
•
•
•
•
Polypharmacy
Iatrogenic disease
Across the life span
Medication calculations of increased
complexity
Communication and interpersonal skills
Communication needs in the context of long
term conditions including difficult conversations
and breaking bad news, shared decision
making, giving information and maintenance of
therapeutic optimism
Communication with families, carers and
support networks in a range of settings
Leadership management and team working
Care co-ordination
Working with statutory, private and third sector
agencies and providers
The role of specialists in long term care
Decision making
Attributes of a well functioning team
Leadership styles
Audit and evaluation
Innovation
Research
Research methodologies
Data collection and analysis
Research ethics
Lifelong learning
Reflexivity
Proactive management of own learning
Project management
Revision skills
Adult Field Specific
Significant long term conditions (Coronary
vascular disease, respiratory diseases,
dementia, diabetes, cancers) including related
A&P, common illnesses, symptoms, diagnosis
and treatment.
Role of Adult nurse in working with individuals
and their families with long term conditions.
The contribution of carers and voluntary
organisations in managing long term care.
Medicines management and prescribing.
Nurse and patient concordance and selfmanaged care.
Role of Adult nurse in managing end of life care
in relation to long term conditions.
Rehabilitation.
Pain management.
Advocacy in Adult practice
Page 36 of 47
Assessment
Summative Assessment: Total 60 credits
Formative Assessment
Exam:- 1/3 of credit weighting
Portfolio:- 1/3 of credit weighting (to include Safe
Mediate)
Practice:- 1/3 of credit weighting (a grade will be
awarded for the Nursing Attributes component)
Practice exam papers
Safe Medicate
Clinicalskills.net
Practice assessment
Page 37 of 47
MODULE OVERVIEW
PROGRAMME: BSc (Hons) Adult Nursing
YEAR: 3
MODULE: 5
LEVEL: Degree
MODULE TITLE: Meeting Complex Needs
Timetable available on Blackboard
MODULE FOCUS
The module facilitates your increasing autonomy with regard to theory and practice learning whilst
supporting your transition to degree level studies. Theory and practice experience focuses on
developing your ability to prioritise the requirements of people with complex needs. Building on
previous skills a focus will be on effective communication in diverse and challenging situations.
Themes will include influencing others, managerial strategies and the effectiveness of the
interprofessional team with the option to attend IPL3 and IPL4 conferences. You will continue to
work in both multi-field and field specific study groups.
In the first 9 weeks of the module blended and shared learning approaches continue to support you
to meet the module outcomes. You will concentrate on the acquisition of field knowledge and skills
to meet the requirements of people with complex needs. Within this year of the programme, as an
increasingly independent learner, you will be expected to use self directed study time to prioritise
your learning in relation to the module outcomes. Your dissertation preparation is supported by
engagement in seminars and a reading week.
Within this module you as an Adult nursing student will be building on the knowledge and skills you
have developed to demonstrate that you can effectively deliver nursing interventions and
communicate with individuals with complex needs. This will include leading assessments of
individuals with complex health issues, promoting informed choice in situations where autonomy is
compromised and demonstrating nursing practice that protects vulnerable individuals. You will
demonstrate your ability to develop appropriate plans of care, critically evaluate the efficacy of
nursing interventions, formulate risk assessment management plans and safely use invasive and
non-invasive procedures, relevant medical technology and pharmacological interventions to provide
information.
You will be allocated to a field practice learning experience as your practice Hub. Together with
spoke learning experiences this will facilitate you to meet the practice learning outcomes during your
12 week continuous practice experience.
ORGANISATION OF THEORY AND PRACTICE TIME
MODULE WEEKS
1
KEY
2
3
4
5
6
= Theory
7
8
9
1
0
1
1
= Practice
1
2
1
3
1
4
1
5
1
6
1
7
1
8
1
9
2
0
2
1
= Dissertation reading week
Page 38 of 47
Learning Outcomes
By the end of the module you will be able to:
1.
Independently apply the principles of the code and the requirements of legal frameworks with
confidence in complex care situations.
2.
Critically analyse and positively influence the functioning of the interprofessional team.
3.
Prioritise and practice safe and holistic nursing to meet the complex needs of people who are
unable to meet their own.
4.
Judge the comparative effectiveness of different managerial strategies and suggest how
these may be improved.
5.
Engage, maintain and where appropriate disengage from therapeutic relationships while
respecting professional boundaries.
6.
Critically evaluate and demonstrate effective communication in diverse and challenging
situations.
7.
Interpret and respond proactively to situations in which people are vulnerable, at risk or in
need of support and protection.
8.
Critically reflect on clinical governance including evidence-based practice, clinical
effectiveness processes and research methodologies in the provision of effective and efficient
nursing practice.
9.
Demonstrate critical appraisal and analysis of a wide variety of evidence.
10. Demonstrate ability to construct a coherent argument supported by analysis of data from a
wide range of sources.
11. Devising strategies to improve and disseminate good practice
12. Critically reflect on practice, providing examples of how practice has been/can be modified as
appropriate.
Adult Field Specific
1.1
1.2
3.1
3.2
3.3
3.4
3.5
6.1
7.1
Promote informed choice regarding care and treatment including in situations where
autonomy is compromised.
Apply current legislation to the care of all adults to demonstrate nursing practice that protects
vulnerable individuals
Promote the concept, knowledge and practice of self-care with individuals using a range of
communication skills and strategies.
Leads assessments with individuals with complex health problems.
Develop plans of care and negotiate goals supported by evidence-based interventions within
a range of adult health contexts.
Critically and collaboratively evaluate the efficacy of nursing interventions.
Safely use invasive and non-invasive procedures, medical devises and current technological
and pharmacological interventions to provide information and take account of individual needs
and preferences.
Demonstrate expertise when communicating and working with individuals who have complex
health needs.
Undertake a risk assessment and formulate a risk management plan which maximises the
opportunities for independence.
Content
Professional values
Application of ethical theory and principles in
order to manage ethical dilemmas
Strategies for challenging other people’s
attitudes
Nursing practice and decision making
Complex field-specific nursing practice
Prioritisation
Risk assessment, risk management and the
Research
Evidence-based practice
Critiquing literature
Writing proposals
Service Improvement Projects
Preparation for writing a dissertation
Lifelong learning
Independence
Employability skills – eg writing CV, interview
skills, self management
Page 39 of 47
protection of the vulnerable person
Adult Field Specific
Communication and interpersonal skill
Therapeutic relationships
Safe and effective management including the
role of clinical supervision
Engagement, maintenance and disengagement
Communication in challenging and diverse
situations, including:
• conflict resolution
• de-escalation
• managing complaints
Providing positive feedback
Constructing a sound persuasive argument
Manual handling techniques in Emergency care.
Role of Adult nurse in Emergency care.
Principles of Emergency care practice (including
child) including related A&P, common illnesses,
symptoms, diagnosis and treatment.
Assessment of potentially critically sick
individuals.
Psychological needs of critically sick individuals
and their families.
Resuscitation.
Management of emergency situations.
Management of MAJAX.
Role of Adult nurse in medical care.
Principles of medical nursing including related
A&P, common illnesses, symptoms, diagnosis
and treatment.
Psychological needs of individuals with medical
illnesses.
Assessing individuals with complex health
needs.
Role of care planning with individuals with
complex needs.
Role of effective communication in working with
individuals with complex needs.
Managing distressed individuals to include anger
management.
Promoting autonomy in Adult practice.
Risk assessment and maintaining safety whilst
maximising independence.
Discharge planning.
Leadership management and team working
Maximising team functioning
Managerial strategies and their strengths and
weaknesses
Change management
Staff support including debriefing following an
incident
Sharing evidence following critical appraisal
Framing appropriate questions to achieve a
solution
Assessment
Summative Assessment: Total 60 credits
Formative Assessment
Dissertation:- 2/3 of credit weighting
Practice:- 1/3 of credit weighting (a grade will be
awarded for the Nursing Attributes component)
Dissertation proposal
Safe Medicate
Clinicalskills.net
Portfolio development
Practice assessment
Page 40 of 47
MODULE OVERVIEW
PROGRAMME: BSc (Hons) Adult Nursing
YEAR: 3
MODULE: 6
LEVEL: Degree
MODULE TITLE: Preparation for Future Practice
Timetable available on Blackboard
MODULE FOCUS
In this module you will critically consider the effective and efficient use of resources required to
deliver nursing outcomes in an interprofessional arena. As you move towards professional
registration you will explore your role in relation to the enhancement of nursing practice and service
delivery. The emphasis will be on the knowledge and skills of a resilient nurse. Key themes will
include change management, service improvement, conflict management, and decision making in
complex situations. The opportunities for your involvement in policy making and implementation
will be critically reviewed.
In the first 9 weeks of the module blended and shared learning approaches continue to support you
to meet the module outcomes. You will concentrate on the acquisition of field knowledge and skills
to prepare you for future practice. Within this year of the programme, as an increasingly
independent learner, you will be expected to use self directed study time to prioritise your learning
in relation to the module outcomes. You will continue to be supported in the development of your
dissertation by seminars and a reading week.
As an Adult field student you will be consolidating and reviewing the knowledge and skills gained
throughout the programme in relation to your field of practice. Contemporary legislation and policy
will be considered in the light of existing knowledge and experience with an emphasis on future
autonomous practice. Self-management in complex and challenging situations will be a key theme.
You will also be expected to contribute to the management of an adult nursing practice learning
environment and use the knowledge gained throughout the programme to act as a resource
regarding best practice to members of the wider interprofessional team.
You will be allocated to a field practice learning experience as your practice Hub. Together with
spoke learning experiences this will facilitate you to meet the practice learning outcomes during
your 12 week continuous practice experience.
The 3 independent learning weeks that follow this module can be used, should you need, to make
up practice/theory time, or independent study/reading.
ORGANISATION OF THEORY AND PRACTICE TIME
MODULE WEEKS
1
2
KEY:
3
4
5
6
= Theory
7
8
9
1
0
1
1
= Practice
1
2
1
3
1
4
1
5
1
6
= Dissertation
reading week
1
7
1
8
1
9
2
0
2
1
2
2
= Simulated
Practice
End of programme study day on the Friday
Page 41 of 47
Learning Outcomes
By the end of the module you will be able to:
1.
Confidently and consistently apply the values that underpin contemporary nursing.
2.
Critically evaluate and respond to opportunities to influence health and social policy to
promote public health.
3.
Competently and confidently meet the NMC (2007) standards for safe medicines
management.
4.
Act as a positive role model, facilitating the development of others.
5.
Critically explore opportunities for service improvement and initiate innovative practice based
on best available evidence.
6.
Carry out systematic, accurate and holistic assessments appropriate to the service user
needs, using a range of assessment tools and frameworks.
7.
Be innovative in creating/devising strategies to anticipate, respond appropriately and adapt to
complex care situations.
8.
Proactively contribute to the effective management of resources, reporting any concerns
appropriately.
9.
Actively engage with life-long learning to enable development, change and resilience.
10. Critically apply leadership, influencing and decision-making skills effectively with a range of
agencies and professionals.
11. Devise and recommend a range of solutions to manage situations where a person’s wishes
conflict with nursing interventions necessary to maintain safety.
12. Demonstrate the ability to practice autonomously.
Adult-Field Specific
4.1
6.1
7.1
Act as a resource and provides consultation regarding best practice in adult health to
members of the wider interprofessional team.
Contribute to the management of an adult health care environment conducive to the
wellbeing of all.
Actively make use of and facilitate clinical supervision for themselves and others as part of
adult health practice.
Content
Professional values
Initiating supporting and maintaining change
Managing autonomy where it conflicts with
safety
Maintaining ongoing motivation, professional
values and standards
Preceptorship
Nursing practice and decision making
Safe medications management
• the management of errors and near misses
• avoiding a blame culture
Decision making in complex situations
Leadership in the interagency and
interprofessional context
Autonomous practice
Communication and interpersonal skills
Communicating innovative ideas
Facilitation of clinical supervision
Leadership management and team working
Positive role models
Research
Evidenced-based practice
Service improvement – at a micro level,
including policy change
Disseminating a service improvement project
Lifelong learning
Lifelong learning and resilience
Continuing professional development
Adult Field Specific
Role of Staff Nurse in Adult practice.
Preparation for role of Staff Nurse in Adult
practice.
Clinical Governance in Adult practice.
Acting as a resource and disseminating
knowledge to others.
The teaching role and responsibilities of the
Staff Nurse.
Clinical supervision as a Staff Nurse.
Managing the Adult practice environment.
Supervising and delegating as a Staff Nurse.
Managing own stress and that of others.
Medicines management as a Staff Nurse.
Page 42 of 47
Supporting others to develop – facilitating
learning and assessment
Effecting service improvement
Reporting escalating concerns
Management of staff sickness and unexpected
incidents – eg needle stick injury.
Reflective practice as a Staff Nurse.
Assessment
Summative Assessment: Total 60 credits
Formative Assessment
Service improvement proposal (based on
dissertation):- 1/3 of credit weighting
Practice:- 1/3 of credit weighting (a grade will be
awarded for the Nursing Attributes component)
Portfolio:- 1/3 of credit weighting (to include
Safe Medicate)
Dissertation seminar
Safe Medicate
Practice assessment
Page 43 of 47
3.0
PROGRAMME READING
The following list is offered as an indication of the type and level of
resources you will be expected to consult.
Bach S & Ellis P (2011) Leadership, Management and Team Working in
Nursing. London. Learning Matters.
Barker P (Ed) (2009) Psychiatric and Mental Health Nursing: The Craft of
Caring. London. Hodder-Arnold.
Bee H & Boyd D (2010) The Developing Child. 12th Ed. London. Allyn &
Bacon.
Childs l, Coles L, Marjoram B (2009) (Eds) Essential Skills Clusters for Nurses:
Theory for Practice. Chichester. Wiley-Blackwell.
Clancy J & McVicar A (2009) Physiology and Anatomy for Nurses and Health
Care Practitioners: A Homeostatic Approach. London. Hodder-Arnold.
Crouch C & Chapelhow C (2008) Medicines Management A Nursing
Perspective. Harlow. Pearson.
Department of Health (1998) Signposts for Success in Commissioning and
Providing Health Services for People with Learning Disabilities. London.
Stationery Office.
Department of Health (1999) The National Service Framework: Mental Health.
London. Stationery Office.
Department of Health (2001) National Service Framework for Diabetes:
Standards. London. Stationery Office.
Department of Health (2001) National Service Framework for Older People.
London. Stationery Office.
Department of Health (2001) Valuing People: A New Strategy for Learning
Disability for the 21st Century. London. Stationery Office.
Department for Education and Skills (2003) Every Child Matters. London.
Stationery Office.
Department of Health (2004) National Service Framework for Children, Young
People and Maternity Services. Care Standards. London. Stationery Office.
Department of Health (2008) High Quality are for All: NHS Next Stage Review
Final Report. London. Stationery Office.
Department of Health (2009) Valuing People Now: a new three year strategy for
people with learning disabilities. London. Stationary Office.
Page 44 of 47
Department of Health, Social Services and Public Safety (2009) Delivering the
Bamford Vision: The response of Northern Ireland executive to the Bamford
review of mental health and learning disability: Action plan 2009-2011.
http://www.dhsspsni.gov.uk/bamford_action_plan_2009-2011.pdf
Department of Health (2010) Healthy Lives, Healthy People: Our strategy for
public health in England. London. Stationery Office.
Ellis P (2010) Understanding research for Nursing Students. London. Learning
Matters.
Endacott R, Jevon P, Cooper S (2009) Clinical Nursing Skills: Core and
Advanced. Oxford. Oxford University Press.
Firth G & Barber M (2010) Using Intensive Interaction with a Person with a
Social or Communicative Impairment. Philadelphia. Jessica Kingsley
Publishers.
Gates B (2007) (Ed) Learning Disabilities. Towards Inclusion. 5th Ed. New
York. Churchill Livingstone.
Goodman B & Clomom R (2010) Nursing and Collaborative Practice. 2nd Ed.
London. Learning Matters.
Greenhalgh T (2010) How to Read a Paper. 4th Ed. Oxford: Wiley- Blackwell.
Griffth R & Tongah C (2010) Law and Professional Issues in Nursing. 2nd Ed.
London. Learning Matters.
Ham C (2009) Health Policy in Britain. Basingstoke. Palgrave Macmillan.
Heath H, Sturdy D, Wilcock G (2010) Improving the quality of care of people
with dementia in general hospitals. London. RCN
HMG (2011) No health without mental health: A cross government mental
health outcomes strategy for people of all ages. London: HM Government.
Johns C (2006) Engaging Reflection in Practice – A Narrative Approach.
Oxford. Blackwell Publishing.
Kozier B, Erb G, Berman A, Snyder S, Lake R & Harvey S (2011)
Fundamentals of Nursing. 2nd Ed. Harlow. Pearson Education.
Lapham R & Agar H (2003) Drug Calculations for Nurses. A Step by Step
Approach. 2nd Ed. London. Arnold.
Lindsay B (2007) Understanding Research & Evidence-Based Practice in
Health and Social Care. Exeter. Reflect Press.
Michael J (2008) Healthcare for all: report of the independent inquiry into
access to healthcare for people with learning disabilities.
Page 45 of 47
http://www.dh.gov.uk/en/Publicationsandstatistics/Publications/PublicationsPolic
yAndGuidance/DH_099255
Naidoo J & Wills J (2009) Foundations for Health Promotion (Public Health and
Health Promotion). 3rd Ed. London. Elsevier
National Institute for Health & Clinical Excellence (2008). Antenatal Care –
Routine Care for the Healthy Pregnant Woman. www.nice.org.uk.
Nicol J (2011) Nursing Adults with Long Term Conditions. London. Learning
Matters.
Norman I & Ryrie I (Eds) (2009) 2nd Ed. The Art and Science of Mental Health
Nursing. Berkshire. Open University Press.
Pears R & Shields G (2008) Cite Them Right: The Essential Guide to
Referencing and Plagiarism. Plagiarism Advisory Service. Newcastle upon
Tyne. Pear Tree Books
Price B & Harrington A (2010) Critical Thinking and Writing for Nursing
Students. London. Learning Matters.
Rana D & Upton D (2009) Psychology for Nurses. Essex. Pearson Education.
Robinson S, Kendrick K, Brown A (2003) Spirituality and the Practice of
Healthcare. Palgrave McMillan.
Royal College of Nursing (2004) Caring in Partnership: Older People and
Nursing Staff Working Towards the Future. www.rcn.org.uk.
Royal Marsden (2008) Manual of Clinical Nursing Procedures. 7th Ed. Oxford.
Blackwell Publishing.
Royal Pharmaceutical Society of Great Britain (2011) British National
Formulary. London. RPSGB.
Sheaf F M (2005) Sociology and Health Care: An Introduction for Nurses,
Midwives and Allied Health. Berkshire. Open University Press.
Silverman J, Kurtz S, Draper J (2004) Skills for Communicating with Patients.
Oxford. Radcliffe
Smith B (2010) Student Nurse Infection Control Survival Guide. Harlow.
Pearson.
Standing M (2011) Clinical Judgement and Decision Making for Nursing
Students. London. Learning Matters.
Timmins F (2008) Making Sense of Nursing Portfolios. Maidenhead. Open
University Press.
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Vipond K (2011) Genetics An Introduction for students of Nursing and Health
Care. Exeter. Reflect Press.
Whittaker A & Williamson G (2011) Succeeding in Research Projects, Plans
and Literature reviews for Nursing Students. London. Learning Matters.
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