1.BASIC FRAMEWORK / PROGRAMME DATA€¦ · Web view120 Level 4 credits (60 ECTS) Duration Full time Minimum 3 years - Maximum 5 years Full time with part time practice Minimum 3.5

Faculty of Health and Social Sciences

Pre-Registration Nursing Framework

BSc (Hons) Adult Nursing

PROGRAMME SPECIFICATION

v7.2-0918

September 2018

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© 2016 Bournemouth University

Document date: September 2018

Circulation: General

Bournemouth University undertakes to encourage the recognition, protection and exploitation of intellectual property rights generated by participants in this

programme, to the benefit, as appropriate, of students, staff, industrial/other third parties/partners and the University.

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CONTENTS

Contents1. BASIC FRAMEWORK / PROGRAMME DATA........................................................................4

1.1 Aims of the document............................................................................................5

2. Academic and professional contexts..................................................................................6

3. Programme overview.........................................................................................................9

3.1 Overall aims of the adult nursing programmes.......................................................9

3.2 Overall intended learning outcomes (ILOs) of the adult nursing programmes.....10

4. Learning and Teaching Strategies and Methods..............................................................14

5. Assessment Strategies and Methods...............................................................................15

6. Placement learning..........................................................................................................15

7. Programme diagrams.......................................................................................................17

8. Admission Regulations.....................................................................................................18

8.1 Entry requirements...............................................................................................18

8.2 Accreditation of Prior Learning; Cross Conversion and Second Level Conversion 18

9. Assessment Regulations...................................................................................................18

10. Programme profiles.........................................................................................................20

11. NMC Competences mapped against units.......................................................................21

12. Programme ILO’s mapped against units...........................................................................31

13. Points of Reference for Programme Design.....................................................................36

14. Adult nursing points of reference and references used in this document.......................37

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1. BASIC FRAMEWORK / PROGRAMME DATA

Originating institution(s) Bournemouth UniversityFaculty of Health and Social Sciences

Award(s) and title(s) BSc (Hons) Adult NursingBSc Health Care StudiesDip HE in Health Care StudiesCert HE in Health Care Studies

UCAS Programme Code(s)

External reference points(s) Framework for Higher Education Qualifications Nursing & Midwifery Council: Standards for Pre-

registration Nursing Programmes (2010) Nursing & Midwifery Council: Standards to

Support Learning & Assessing in Practice (2008)Professional, Statutory and/or Regulatory Body links Nursing & Midwifery Council: co-joint validation

Place(s) of delivery Bournemouth University

University Centre, Yeovil

Mode(s) of delivery Full-time

Full time with part-time practice over 3.5 years

Credit structure 120 Level 6 credits (60 ECTS)

120 Level 5 credits (60 ECTS)

120 Level 4 credits (60 ECTS)

Duration Full time Minimum 3 years - Maximum 5 years

Full time with part time practice Minimum 3.5 years Maximum 7 years

Date of original approval(s) 1990

Date of first intake September 2013

Student numbers Determined by NHS contract

Placements NHS Trusts in South West SHA; private & voluntary sector providers

Partner institution(s) and model(s) None

Date and version number of this Programme Specification

September 2018V7.2-0918

Regs141506 - This Programme Specification was revised in July 2015 following the approval of updated assessment regulations to bring the programme in line with NMC requirements. It takes effect from September 2015 and applies to all current students and new enrolments.FHSS 1516 15, approved 30/03/2016. Previously version 6.2 E1617013, approved 30/11/2016, previously version 6.3FHSS 1617 21, approved 31/05/2017. Previously version 7.0-0917

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FHSS 1718 03: Approved by FASC 14/03/2018, previous version 7.1-0918

1.1 Aims of the documentThe aims of this document are to:

Define the structure of the BSc Adult Nursing Programme and how this programme fits within the HSC Nursing Framework

Specify the programme award titles and interim awards Identify the programme and level outcomes for the BSc programme Articulate the regulations governing the awards including the specific

requirements contained within the Nursing and Midwifery Council 2010 standards for pre-registration nursing education (2010) and related EU directives that pertain to Adult Nursing (Directive 2005/36/EC).

Set out the amendments to the BU standard undergraduate and postgraduate regulations in order to comply with the Nursing and Midwifery Council requirements.

The programme structure has been designed to comply with NMC requirements for programmes leading to professional registration as a nurse. To fit with professional requirements the programme is three years duration and students must complete within five years of commencing the course. Graduates have five years from the date of programme completion to register with the Nursing and Midwifery Council. The course is planned to ensure that students complete the requisite number of hours in both theory and practice. Students must achieve the requisite academic credit and specified practice competencies in order to be eligible for the appropriate academic award and professional registration as an adult nurse.

The programme design takes account of a number of publications that detail the specific requirements for professional nursing practice (see points of reference for programme design). The design ensures that all students achieve the additional statutory requirements for professional nursing, including:

Experience of each designated area of practice Experience and diversity of practice in order to meet EU directives Completion of the required hours in theory and practice Confirmation of personal integrity via a declaration of good character,

and declarations of good health, annually within the programme and prior to entry to the Professional Register

The full time BSc (Hons) programme is a minimum of three years duration, the part time BSc (Hons) programme is a minimum of 3.5 years duration. Both consist of 50% of time spent in practice (not less than 2,300 hours) of which no more than 180 hours will be simulation. Practice learning opportunities will be in local NHS organisations and private & voluntary sector agencies. Theoretical and practical assessments contribute to assessment of the whole programme.

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2. Academic and professional contexts

This review will be principally responding to the requirement for all pre-registration nursing programmes commencing from September 2013 to be in line with the Standards for pre-registration nursing education (Nursing and Midwifery Council (NMC) 2010) but is also driven by specific policy changes which are impacting upon Adult Nursing such as the Prime Ministers Commission on the future of Nursing in England (Department of Health 2011), the Health Ombudsman (2011) and the Department of Health Safeguarding Adults (2011) which identify the importance of high quality compassionate nursing care, the provision of care to those with long term conditions, enhancing the health and wellbeing of the population and to promote innovations in nursing and nurse leadership. The Prime Ministers commission is reflecting upon the changing nature of health care in the UK which has to respond to changing demographics, increasing diversity and an increase in individuals with complex long term conditions who are cared for in the community rather than an acute hospital setting.

Since the extant programmes were approved in 2008/2009 a number of significant changes have emerged that impact upon the nursing profession and thus the currency of those programmes. As a result of considerable changes in health care policy set out in the Governments Health and Social Care legislation (Health and Social Care Act 2012) which introduces changes to commissioning of service, a greater patient voice and increasing focus upon public health. Thus a rapidly changing health economy is emerging following significant re-organisation to the NHS sector which impacts upon future nursing roles and changes in professional regulation standards require the team to review the course design (Department of Health 2010).

In order to ensure the programmes have academic and professional currency we have drawn upon the NMC 2010 Standards, which set out the competencies for entry to the adult nursing register, the 10 standards for education and the essential skills clusters and a wide range of supporting policy documentation already mentioned in this section. In keeping with NMC guidance, for this curriculum design, service user and carers were fully involved throughout (see briefing document). Current adult nursing students were consulted by means of focus groups, tutorial sessions and the Student Experience Curriculum Working Group. We have undertaken this level of consultation with the literature, policy and external stakeholders to endeavour to ensure all the elements of theory, practice and learning and teaching required to equip the new graduate nurse for the future are included. The development is also in line with the Schools Strategic plan which recognises the importance of the Nursing framework as remaining a core part of HSC work.

A number of the distinctive features of the new programme are set out in this section. The adult nursing programme structure is designed in such a way as to meet the requirements for a programme leading to professional regulation as an adult nurse and to equip graduates to function effectively within a rapidly changing health economy. Nurses are likely to be located in a broader range of workplaces, less dominated than is currently the case by NHS provision and acute hospitals (Health and Social Care Act 2012). As a

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consequence the team have explored ways in which students can be exposed to increasing placement learning opportunities in a diverse range of settings which include the growing independent sector as well as care within the community. This programme will also take the opportunity accorded in the 2010 standards to increase the amount of simulation and simulated practice so increasing students’ opportunities to practice in a safe environment and to bridge the gap between theory and practice by integrating simulation activities within theoretical units of study. The amount of simulation in the programmes will be no more than 180 hours. This approach is further strengthened by the implementation of reflective learning sessions during and following placement experiences.

In respect of practice learning opportunities we have integrated the NMC requirement for progression points as well as different models of placement learning. This includes the ‘hub and spoke’ model, which aims to expand access to a greater diversity of placements as well as enable students to comprehend and experience the patient journey.

Future nurses will need to be equipped with an ever-increasing array of clinical practice, judgment and decision-making skills to perform the range of functions which nurses are now required to undertake. The programme will prepare the foundation for graduates to step into advanced practice roles post qualification by ensuring they have the necessary underpinning knowledge and skills to engage in further learning throughout the rest of their career.

One key feature of the shift in NHS healthcare priorities is the development of future clinical leaders who can lead service improvement projects. The new programme will build upon the School’s record in providing students with the opportunity to participate in inter-professional service-focused team working projects, but extend this to all nursing students; this reflects one of the key priorities in the HSC strategic plan.

Our extensive work with practice partners both at a strategic level as well as with mentors has identified that they have been impressed with current students’ professionalism, motivation and commitment. However they would like to see an increased emphasis around core nursing values such as dignity, care and compassion; these will be central to the new educational programme. To that end we will utilise the humanising care philosophy advocated by HSC researchers Todres, Galvin and Holloway (2009) as a core theme within the new curriculum.

Further aspects identified by key stakeholders was the need to ensure graduates were equipped with sound knowledge of pathophysiology, pharmacology, communication skills, promoting health and wellbeing, competence in core nursing skills and the need to prepare nurses to meet the health care needs of an increasing ageing population. These issues are seen as core elements within the re-design of the new programmes.

Recent reports from the Care Quality Commission, the Health Service Ombudsman and the Francis report on Mid Staffordshire Foundation NHS Trust (Francis 2010) have identified that in some cases the care delivered by nurses (and other professionals) is not always to the level and standard expected. Nurses of the future need to be empowered to recognise and be able to challenge such situations and a part of these new programmes is to

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embed the HSC humanising care approach so that core values of nursing such as care, compassion, competence, communication, courage and commitment are highlighted and celebrated as being of key importance to nurses of the future.

Students will be expected to demonstrate an increasing level of skill and confidence in respecting diversity and promoting equality for all in healthcare throughout the course. This is a key assessed outcome in their assessed practice achieved through their placement experience gained through their Practice Units in Years 1, 2 and 3 and for the part time route the practice element that follows the 3rd year. This ability to give care and support that is non-discriminatory and that respects individuals from diverse backgrounds is an essential requirement for entry to the Professional Nursing Register and is a key QAA for HE Subject Benchmark for Nursing: “programmes should enable students to develop an awareness of the cultural diversity, values, beliefs and social factors that affect the context of nursing: (QAA for HE 20011).

Addressing these issues of diversity and equality will be implicit in all units of study, but will be also made explicit in particular parts of the curriculum. Issues around respecting and acknowledging diversity and equality (and recognising and addressing inequalities) will be featured in all the practice assessment units plus in year 1 (Fundamental communication skills), year 2 (Humanising nursing care) and year 3 (Professional role).

For the adult nursing programme we have devised 6 horizontal themes around which the units of the programme are delivered. These themes are:

Communication and team working in practice Reflection and Nursing practice theme Nursing theory and values Personal and Professional Development Anatomy and physiology applied to nursing practice Health, ageing and wellbeing

The BSc programme sits within the HSC Nursing framework. This document and the unit descriptors will set out where adult nursing students will share some common academic elements with other nursing and health care programmes. It will also identify the School’s approach to facilitating interprofessional learning with other undergraduate and postgraduate programmes within HSC in order to meet the need to prepare nurses who are able to work effectively within an interprofessional health care environment. For adult nursing, the requirement to care for a wide range of different client groups will be managed by incorporating Mental Health, Learning Disability, Child Health and Maternity care issues within interprofessional and uniprofessional theme days. Some of these workshops and simulation activities will be integral to unit delivery in order to meet the requirements of EU directive 2005/36/EC.

1 Quality Assurance Agency for Higher Education (QAAforHE) 2001. Subject Benchmarks for Nursing (and Health Related Courses). http://www.qaa.ac.uk/academicinfrastructure/benchmark/health/nursing.pdf [accessed June 2012]

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http://www.qaa.ac.uk/academicinfrastructure/benchmark/health/nursing.pdf

3. Programme overviewBoth programmes will provide students with a planned sequence of theory and practice learning opportunities for them to develop knowledge, skills and attitudes required of a nurse at point of registration. The programmes will meet BU and NMC standards required for a conjoint validated programme that awards an academic award, BSc (Hons), with eligibility to enter the NMC register as an adult nurse. The content and duration of the programme meets the specific standards required by the NMC and statutory legislation.

3.1 Overall aims of the adult nursing programmesThe adult nursing programme builds upon the core values evident in the nursing framework philosophy:

Humanising health care through respecting agency and promoting dignity is central to nursing practice

Nursing is about caring for and caring about people and as such is multifaceted

Nursing is based upon effective, mutually respectful partnerships with service users and carers

Nurses recognise that the person is unique and of intrinsic worth having social, spiritual, philosophical, physiological, sexual, intellectual and emotional needs.

Health, wellbeing, illness and disability are uniquely experienced, influenced by a range of internal and external factors.

Nursing is an intra and interpersonal activity which recognises that all persons have a right to competent care of the highest standard to meet their individual needs, and that this is underpinned by an appropriate ethical and evidence base.

Nursing contributes towards sustaining the health of populations locally, nationally and internationally

Nurses recognise, respect and value the rights and diversity of others.

Nursing is both anti-oppressive and anti-discriminatory.

Nursing involves the promotion of health and wellbeing throughout various life stages between birth to death

Nurses work in inter-professional and inter-agency teams as leaders and team members to ensure integrated, client-centred care

Nurses are self-aware and committed to raising concerns in a timely and appropriate manner

Nursing students are independent, resilient learners and have a responsibility for learning with service users, educators and their peers and engage with education as an active, reflexive, lifelong process.

Nursing education enables nurses to critique and challenge pre-existing values, beliefs and knowledge in order to become critical, reflective and creative thinkers and doers.

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Building on this overarching approach, the adult nursing programmes aim to develop knowledgeable, compassionate, critical thinking, accountable and safe practitioners, who:

Have met the pre-registration nursing education Standards and competencies set by the Nursing and Midwifery Council for entry to the professional register for Adult Nursing.

Have a wide range of interpersonal skills to enable them to work effectively within teams, with a wide diversity of clients and within complex settings.

Use the knowledge of the art and science of nursing to deliver high quality holistic care that is safe, effective and evidence based.

Embrace reflective practice and are able to manage their own personal development and lifelong learning

Demonstrate the core values encompassed within the philosophy of humanising care which respects the dignity and diversity of individuals

Are able to engage in service improvement activities with the aim to improve health outcomes

Are able to promote and sustain health and wellbeing in local, national and international populations

3.2 Overall intended learning outcomes (ILOs) of the adult nursing programmes

3.2.2 BSc (Hons) programme (Level 6) learning outcomes

The BSc Programme provides the opportunities for students to develop and demonstrate knowledge and understanding of:

A Subject knowledge and understandingThis framework provides opportunities for students to develop and demonstrate knowledge and understanding of:

A1 Analyse Communication theory and team-working in health care

A2 Explore Value based and person centred nursing care using a humanizing care approach that respects equality, diversity and anti-oppressive practice

A3 Understand Promotion of holistic health and wellbeing throughout the lifespan

A4 Illustrate the Lifespan approach to anatomy and physiology in evidence based nursing care

A5 Identify Care management approaches to nursing care and related nursing interventions and pharmacology.

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A6 Examine The behavioural science and patho-physiological factors that underlie health, illness and disability

A7 Identify Evidence based practice and service improvement strategies

A8 Critically analyse the Legal and professional base to nursing care

B Intellectual skillsThis programme provides the opportunities for students to:

B1 Critically reflect upon their own performance and develop an action plan

B2 Develop an argument/rationale by analysing information from a diversity of sources

B3 Explore complex scenarios and draw upon clinical decision making skills to make evidence based clinical judgements

B4 Construct in both oral and written form a reasoned argument

B5 Critical analysis of collaborative team working in managing change and service improvement

C Practical skillsThis programme provides opportunities for students to:

C1 Achieve the Nursing and Midwifery Competencies for entry to the register for adult nursing

C2 Work confidently in collaboration and partnership with service users, carers, health professionals, care workers and agencies involved in the delivery of care

C3 Draw up a plan of individualised care based upon a holistic assessment of care needs

C4 Deliver safe and evidence based nursing care to a range of service users

C5 Develop and maintain a portfolio of evidence which records personal and professional learning

D Transferable skillsThis programme provides opportunities for students to:

D1 Communicate clearly, accurately and effectively selecting the most appropriate communication method for a given situation;

D2 Take responsibility for lifelong learning;

D3 Use information technology to communicate, find, retrieve, store and present information

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D4 Undertake the supervision and teaching of others

D5 Locate, select and utilise evidence to assess risk and facilitate problem solving;

D6 Demonstrate respect for different cultures peoples and groups and work in a non-judgemental and anti-oppressive manner

3.2.3 Dip HE (Level 5) (NMC progression point 2) learning outcomes2

The intermediate / end of year two provide the opportunities for students to develop and demonstrate knowledge and understanding of:

A Subject knowledge and understandingThis framework provides opportunities for students to develop and demonstrate knowledge and understanding of:

A1 Discuss Communication theory and team-working in health care

A2 Explain Value based and person centred nursing care using a humanizing care approach that respects equality, diversity and anti-oppressive practice

A3 Describe Promotion of holistic health and wellbeing throughout the lifespan

A4 Illustrate Lifespan approach to anatomy and physiology

A6 Examine the behavioural science and patho-physiological factors that underlie health, illness and disability

A8 Demonstrate the Legal and professional base to nursing care


B1 Critically reflect upon their own performance and develop an action plan

B2 Develop an argument / rationale by analysing information from a diversity of sources

B4 Construct in both oral and written form a reasoned argument


C1 Achieve the Nursing and Midwifery Competencies for second progression point for adult nursing

C3 Draw up a plan of individualised care based upon a holistic assessment of care needs

C4 Deliver safe and evidence based nursing care to a range of service users2 Note the interim learning outcomes keep the same letter / number as the programme outcomes

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D Transferable skillsThis programme provides opportunities for students to:

D1 Communicate accurately and effectively selecting the most appropriate communication method for a given situation;



3.2.4 Cert HE (Level 4) (NMC progression point 1) learning outcomes3

The Certificate end of year one provide the opportunities for students to develop and demonstrate knowledge and understanding of:

A Subject knowledge and understandingThis programme provides opportunities for students to develop and demonstrate knowledge and understanding of:

A1 Communication Skills

A2 Person centred nursing care using a humanizing care approach that respects equality, diversity and anti-oppressive practice

A3 Theories of health and wellbeing

A4 Lifespan approach to anatomy and physiology

A8 Legal and professional base to nursing care


B1 Reflect upon their own performance and identify areas for improvement

B2 Find and understand information from a diversity of sources

B4 Communicate effectively in both oral and written format


C1 Achieve the Nursing and Midwifery Competencies for first progression point for adult nursing

C3 Conduct a holistic assessment of care needs

C4 Under supervision deliver safe and evidence based nursing care

D Transferable skills

3 Note the interim learning outcomes keep the same letter / number as the programme outcomes

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This programme provides opportunities for students to:

D1 Communicate clearly in a range of settings;



4. Learning and Teaching Strategies and MethodsA key driver for the learning and teaching strategy is the need to more systematically develop the transferable skills associated with ‘graduateness’. The curriculum is very full compared with standard degree programmes (45 as opposed to 30 week academic year), due to the theory and practice hours stipulated by the professional body. The necessity to learn in placements as well as undertake theory blocks means that students have to quickly develop the capacity to self-assess, explore their strengths and needs and to self-manage to meet these. In the current curriculum information literacy skills and self-management skills are not systematically incorporated and developed overtly in units. This will change with the new curriculum in a number of ways; the idea of guided independence will be used as part of the Grow@BU initiative. All students will undertake a personal and professional development unit in year 1 where they will be introduced to the skills involved in information literacy, self-awareness and building resilience and professional codes. These ideas will be revisited as the students’ progress through the second year in the Exploring evidence to guide practice unit for the BSc students and then related to leadership and team working in year 3 and into the extra 6 months on the part-time practice route. In Freshers’ Week, students will also be introduced to the HSS Student Charter which outlines expectations of students undertaking professional programmes such as nursing. The allocation of an academic adviser to a student group normally for the duration of the programme provides continuity for the student whilst enabling assessment of progress towards independent learning.

The learning and teaching philosophy for nurse education (see Briefing document) reflects the values underpinning the humanising care approach, so central to the nursing framework. The team is of the view that promoting a culture of respect, care and compassion in the educational process, will reinforce this approach to students when working with service users and carers in practice.

Students will be introduced to the concept of the relationship between theory and practice. A blended approach to learning will be used, and students will be introduced to a range of self-managed resources within the virtual learning environment. Students will be expected to increasingly develop as learners during the programme and their intellectual skills will be developed through facilitated and self-managed learning activities. Initially this will be in the form of personal enquiry and small group discussion, supported by relevant research and current literature. Students will learn to reflect upon their own learning within written assignments and oral presentations. Specific assessment skills and intervention skills will be taught in practical skills

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sessions. Skill acquisition will be developed in practice settings under the supervision of mentors. Students will be encouraged to develop a user focus within their practice. Students will take increasing responsibility for their work with opportunities in practice to develop skills in negotiation and collaboration through group work.

5. Assessment Strategies and Methods

Assignments will focus on the integration of subject knowledge in both theory and practice, through written assignments, presentations, examinations, the assessment of clinical competence, reflection of practice and the development of a portfolio.

Intellectual skills will be assessed via coursework, including written assignments, case studies and individual and group presentations, and within practice placements.

Subject specific skills are assessed within a range of written assessments and presentations, particularly those that involve case analysis, and through assessment within the practice-learning environment.

Transferable skills will be demonstrated through the presentation of written and oral assignments. Communication skills, collaborative inter-professional working, and skills in leadership and supervision will also be assessed through elements of practice assessment.

6. Placement learning

Students will be supported to rehearse and prepare for their first practice placement during their first term. It is during this period that mandatory training will be delivered to all students, so that they are safe to others and protect themselves. Opportunity to rehearse or simulate practice skills away from care delivery will be a feature of all three years of learning.

Recognition of the validity and value of practice learning is made explicit to students, in part by the attribution of credit devoted solely to practice, where the primary judge of their competence is the mentor. University Placement Learning Advisers support mentors; as educationally prepared registered practitioners the focus of the mentors is the maintenance, support and assessment of practice learning.

Student placements are designed to provide appropriate learning experiences to advance their personal learning, prepare them for registration, and make them ready for a changing field of work. Student practice placements will be of sufficient length to enhance student’s accommodation of essential skills and thereby their transferability in to areas of practice they may not have previously experienced.

A broad range of placement provider organisations, including both NHS and non-NHS settings are engaged in supporting students. All placement settings are subjected to audit prior to students’ placement and then regularly reviewed thereafter. This includes the verification that the placement provides

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a sufficient number of mentors, who are suitably qualified and identification of learning opportunities that enables students to achieve the Standards of competency required.

Nearer the conclusion of their programme, NMC regulations require that students undertake a 12-week consolidation placement. The aim is to enable students to consolidate their previous learning, prepare for leadership and management and to explore more broadly the patient’s care pathway. Students are expected to achieve and maintain competency in all generic and field-specific competency areas (NMC 2010) and this is judged and verified by the ‘sign-off mentor’ at the end of this placement which then concludes the placement element of the programme. Student learning in practice is planned to ensure that the regulator’s minimum of 2,300 hours is completed and the student’s practice attendance is monitored to ensure this is achieved.

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7. Programme diagrams

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Year 3 (plus the extra 6 months for students on the part-time practice route) / Level 6

Year 2 / Level I5

Year 1 / Level 4

Core units (Compulsory)

Exploring adult nursing (20 – level 4)Anatomy & physiology during the lifespan (20 – level 4)Fundamental communication skills (20 – level 4)Identifying knowledge for practice (20 – level 4)Personal & professional development (20 – level 4)My health and wellbeing through the lifespan (20 - level 4)

Progression requirements

Requires 120 Level 4 credits

Exit qualification: Cert HE Health Care Studies



Developing knowledge for practice (20 - Level 5)Therapeutic communication in adult nursing (20 - Level 5)Care of clients with acute & long term conditions (20 – Level 5)Promoting health and wellbeing throughout life (20 - Level 5)Humanising nursing care (20 - Level 5)Exploring evidence to guide professional practice (20 - Level 5)

Progression requirements


Exit qualification: Dip HE Health Care Studies Requires 120 Level 5 credits

& 120 Level 4 credits

Exit qualification: BSc (Hons) Adult Nursing (with professional registration)

Requires 120 Level 6 credits,

120 Level 5 credits &

120 Level 4 credits

PROGRAMME DIAGRAM



Evaluating knowledge for practice (20 - Level 6)Service improvement project (20 - Level 6)Managing complex conditions (20 - Level 6)Reviewing the literature to inform practice (20 - Level 6)Professional role (20 - Level 6)Public health (20 - Level 6)

8. Admission Regulations

8.1 Entry requirementsThe regulations for these programmes are the University Standard Admission Regulations for Undergraduate and Postgraduate programmes with the addition that:

Applicants must also:

satisfy criminal conviction checks with the CRB; and satisfy health checks by student self-declaration, GP statements or

Occupational Health as appropriate.

Applicants for whom English is not their first language, must offer evidence of qualifications in written and spoken English. Acceptable qualifications are IELTS (academic) 7 or direct equivalents.

Applicants must complete the academic version of the IELTS test and achieve:

At least 7.0 in the listening and reading sections At least 7.0 in the writing and speaking sections At least 7.0 (out of a possible 9) overall

8.2 Accreditation of Prior Learning; Cross Conversion and Second Level Conversion

Accreditation of Prior Learning

All applicants for APL will be individually assessed and must also meet the entry requirements of the programme. A student may be admitted to the programme with specific credit provided that they can demonstrate that they have met the intended learning outcomes of the relevant unit(s) at the required level. The total APL permitted will not exceed a maximum of 50% of the programme, provided that all requirements are met in full. For first and second level nurses registered with the NMC, APL is permitted to the maximum allowed in University regulations, provided that all requirements are met in full.

Assessment Regulations9.1 BSc (Hons) Adult Nursing programme

The regulations for this programme are the University’s Standard Undergraduate Assessment Regulations with the following approved exceptions which align the programme with the requirements of the Nursing and Midwifery Council:

Periods of Registration

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The minimum period of registration for full time award is 3 years and for full time with part time practice is 3.5 years.

Pass Mark

A pass will be awarded where the overall unit mark is at least 40% and the mark in each separate element of the unit assessment is not less than 40%.

Compensation

Compensation is not permitted within this programme.

Progression

Students who have successfully completed 120 credits at Level 4 may proceed at risk to Level 5 to allow for commencement of Level 5 study. Students must normally have completed year 1 progression points by the end of Level 4 but in exceptional circumstances may proceed at risk into Level 5 and achieve the year 1 NMC progression points within 12 weeks of commencing Level 5. A student who does not achieve the NMC requirements relating to progression point 1 within the specified timeframe will not be permitted to continue with Level 5 study.

Students who have successfully completed 120 credits at Level 5 may proceed at risk to Level 6 to allow for commencement of Level 6 study. Students must normally have completed year 2 progression points by the end of Level 5 but in exceptional circumstances may proceed at risk into Level 6 and achieve the year 2 NMC progression points within 12 weeks of commencing level 6. A student who does not achieve the NMC requirements relating to progression point 2 within the specified timeframe will not be permitted to continue with Level 6 study.

In addition, students must normally have completed a minimum of 85% of the planned practice hours within a level in order to be eligible to proceed.

Section 8.3

The “Carrying Credit” rules does not apply to this programme, i.e. students who have failed 20 credits, or exceptionally 40 credits, may not progress to the next stage of the programme.

Awards

To be eligible for the award of BSc (Hons), students must have achieved 360 credits; completed a minimum of 4,600 hours of study of which 2,300 hours have been in practice; met the requirements of the European Directive 2005/36/EC article 31 in 2010 NMC standards; been certified of good health and good character; and following a 12 week period of practice learning at the end of the course have been successfully signed off by the sign-off mentor as capable of safe and effective practice.

The award of BSc (Hons) leads to eligibility to apply for registration with the Nursing and Midwifery Council as a registered nurse in the student’s specific field of nursing.

Cert HE, Dip HE, BSc and Aegrotat awards, will not confer eligibility to register and will be titled ‘Health Care Studies’.

Recognition of Prior Learning (RPL)19

The University’s standard RPL limits apply to the programme as a whole.

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10. Programme profilesOriginating Institution(s):

School: HSC

Partner institution: N/A

Place(s) of Delivery:

BU and UCY

Framework Title (in full): Pre-Registration Nursing Framework

Programme Award and Title: BSc (Hons) Adult Nursing

Mode(s) of study 1: Full Time

Expected Length of study 2: 3 Yearsor 3.5 years for the part-time practice route

BU Credit Structure & ECTS 3: Level H 120 (60 ECTS) Level I 120 (60 ECTS) Level C 120 (60 ECTS)

Programme HESA JACS code:

Interim Award and Titles & required credits:BSc Health Care Studies (80 level 6, 120 level 5 and 120 level 4 credits)Dip HE Health Care Studies (120 level 5 and 120 level 4 credits)Cert HE Health Care Studies (120 level 4 credits)

Unit identification Cost Centre(s) 4 Unit Details Assessment Regs 7:

Unit ver.no.

Unit name HESA JACS Subject Code

CC1 % HESA JACS Subject Code

CC2 % Progyear 5

FT

Progyear 5

PT

Core / option

No of credits 6

Level(4, 5, 6, & 7)

Assessment 8 Element Weightings 9

C/Work 1 C/Work 2 C/Work 3 Exam Practice

Fundamental communication skills 1 20 4 100%

Identifying knowledge for practice 1 20 4 25% 75%

Exploring adult nursing 1 20 4 100%

Personal and professional development 1 20 4 100%

Anatomy and physiology during the lifespan 1 20 4 50% 50%

My health and wellbeing through the lifespan 1 20 4 100%

3 Exploring evidence to guide professional practice 2 20 5 100%

Therapeutic communication in adult nursing 2 20 5 100%

Developing knowledge for practice 2 20 5 25% 75%

Humanising nursing care 2 20 5 100%

Care of clients with acute and long term conditions 2 20 5 20% 80%

Promoting health and wellbeing throughout life 2 20 5 100%

Service improvement project 3 20 6 70% 30%

Reviewing the literature to inform practice 3 20 6 100%

Professional role 3 20 6 100%

Managing complex conditions 3 20 6 100%

Public health 3 20 6 100%

Evaluating knowledge for practice 3 20 6 P/F 25% P/F 75%

Effective from 10

Prog Year / Month / YearContact in School: Adult Nursing Programme Date approved 11: TO BE

ADDEDProgramme Specification version no. 12: 6.3

Placement 13: AS per NMC Standards. Placement is Core

21

Leader (tel no. or generic programme specific email)Yr. 1 Sept 2013

Yr. 2 Sept 2014 Name of Professional, Statutory or Regulatory Body (if appropriate) 14: Nursing and Midwifery Council

Diploma Supplement Statement regarding PRSB accreditation 15: TO BE COMPLETEDYr. 3 Sept 2015Yr.4

11. NMC Competences mapped against unitsAdult Nursing (BSc) Field and Generic Competencies: unit codes used in mapping document

Year 1

PPD Personal and Professional Development EAN Exploring Adult NursingFCS Fundamental Communication SkillsHWLS My Health and Wellbeing through the lifespanINP Identifying knowledge for practiceA&P Anatomy & Physiology during the lifespan (inc Clinical Skills and Simulation Lab)Year 2

EEP Exploring Evidence to Guide PracticeHNC Humanizing nursing careTCAN Therapeutic communication in adult nursingPHWL Promoting health and wellbeing throughout lifeDNP Developing knowledge for practiceCCC Care of Clients with acute and long term conditions (Inc Clinical Skills and Simulation Lab)Year 3 (including the extra 6 months for the part-time practice route)

RLIP Reviewing the literature to inform practicePH Public healthPR Professional roleMCC Managing Complex conditions (Inc Clinical Skills and Simulation Lab)ENP Evaluating knowledge for practiceSIP Service Improvement Project

22

Adult Nursing Field and Generic Competencies for Entry to the RegisterYear 3 for all these domains includes the extra 6 months for the part-time practice route.

Domain 1: Professional valuesYear 1 Year 2 Year 3

Generic standard for competence:All nurses must act first and foremost to care for and safeguard the public. They must practise autonomously and be responsible and accountable for safe, compassionate, person-centered, evidence-based nursing that respects and maintains dignity and human rights. They must show professionalism and integrity and work within recognised professional, ethical and legal frameworks. They must work in partnership with other health and social care professionals and agencies, service users, their carers and families in all settings, including the community, ensuring that decisions about care are shared.

PPDEANFCS

HWLSINP

HNCTCANPHWLCCCDNP

SIPPR

MCCENPPH

Field Standard for competenceAdult nurses must also be able at all times to promote the rights, choices and wishes of all adults and, where appropriate, children and young people, paying particular attention to equality, diversity and the needs of an ageing population. They must be able to work in partnership to address people’s needs in all healthcare settings.

PPDEANFCS

HWLSINP

HNCTCANPHWLCCCDNP

RLIPPHPR

MCCENP

Competencies

1.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.

PPDHWLS

INPFCSEAN

HNCTCANPHWLDNP

PHPR

MCCENP

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.

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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 to care.

PPDEANFCSINP

HNCTCANPHWLDNP

RLIPPR

MCCENP

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, inability to engage, ageing or death. Nurses must act on their understanding of how these conditions influence public health.

PPDEAN

HWLSINPA&P

HNCCCC

PHWLDNP

PHPR

MCCENP

4. All nurses must work in partnership with service users, carers, groups, communities and organisations. They must manage risk, and promote health and wellbeing while aiming to empower choices that promote self-care and safety.

PPDEAN

HWLSINPFCS

HNCTCANPHWLDNP

PHSIP

MCCENP

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.

PPDINPEAN

HWLS

HNCDNP

PHWL

PHPR

ENPSIP

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.

PPDEANFCSINP

HNCEEPCCCDNP

PHPR

MCCENPSIP

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.

PPDEANINP

HNCEEPDNPCCC

RLIPPR

ENPSIP

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.

PPDEANINP

HNCDNP

PRENP

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.

PPDEANINP

EEPHNCDNP

RLIPPR

ENPSIP

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Domain 2: Communication and interpersonal skills

Year 1 Year 2 Year 3

Generic standard for competenceAll nurses must use excellent communication and interpersonal skills. Their communications must always be safe, effective, compassionate and respectful. They must communicate effectively using a wide range of strategies and interventions including the effective use of communication technologies. Where people have a disability, nurses must be able to work with service users and others to obtain the information needed to make reasonable adjustments that promote optimum health and enable equal access to services.

PPDFCSINP

HNCTCANPHWLDNPCCC

SIPMCCPR

ENP

Field standard for competenceAdult nurses must demonstrate the ability to listen with empathy. They must be able to respond warmly and positively to people of all ages who may be anxious, distressed, or facing problems with their health and wellbeing.

PPDFCSINP

HNCTCANPHWLDNPCCC

PHPR

ENPMCC

1

Competencies

All nurses must build partnerships and therapeutic relationships through safe, effective and non-discriminatory communication. They must take account of individual differences, capabilities and needs.

PPDFCSINPEAN

HNCTCANPHWLDNP

SIPPR

ENPMCC

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.

FCSINPEANA&P

HNCTCANDNP

MCCPR

ENP

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 self-care with people with acute and long-term conditions, using a range of communication skills and strategies.

PPDFCSINP

HWLSEAN

HNCTCANDNPCCC

MCCRLIPPR

ENP

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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.

FCSINP

HWLSEAN

HNCTCANPHWLDNP

PRMCCENP

5 All nurses must use therapeutic principles to engage, maintain and, where appropriate, disengage from professional caring relationships, and must always respect professional boundaries.

PPDFCSINPEAN

HNCTCANDNP

PRMCCENP

6. All nurses must take every opportunity to encourage health-promoting behaviour through education, role modelling and effective communication.

HWLSFCSINP

TCANPHWLDNP

PHPRSIP

MCCENP

7 All nurses must maintain accurate, clear and complete records, including the use of electronic formats, using appropriate and plain language.

PPDINPEAN

TCANCCCDNP

PRMCCENP

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.

PPDINPEAN

HNCTCANDNP

PRMCCENP

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Domain 3: Nursing practice and decision-making

Year 1 Year 2 Year 3Generic standard for competence

All nurses must practise autonomously, compassionately, skilfully and safely, and must maintain dignity and promote health and wellbeing. They must assess and meet the full range of essential physical and mental health needs of people of all ages who come into their care. Where necessary they must be able to provide safe and effective immediate care to all people prior to accessing or referring to specialist services irrespective of their field of practice. All nurses must also meet more complex and coexisting needs for people in their own nursing field of practice, in any setting including hospital, community and at home. All practice should be informed by the best available evidence and comply with local and national guidelines. Decision-making must be shared with service users, carers and families and informed by critical analysis of a full range of possible interventions, including the use of up-to-date technology. All nurses must also understand how behaviour, culture, socioeconomic and other factors, in the care environment and its location, can affect health, illness, health outcomes and public health priorities and take this into account in planning and delivering care.

PPDHWLS

INPEANA&PFCS

HNCTCANPHWLCCCEEPDNP

PHPR

RLIPMCCENP

Field standard for competence

Adult nurses must be able to carry out accurate assessment of people of all ages using appropriate diagnostic and decision-making skills. They must be able to provide effective care for service users and others in all settings. They must have in-depth understanding of and competence in medical and surgical nursing to respond to adults’ full range of health and dependency needs. They must be able to deliver care to meet essential and complex physical and mental health needs.

PPDHWLS

INPA&PEAN

HNCPHWLCCCDNP

MCCPR

RLIPENP

1

Competencies

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 their care including babies, children and young people, pregnant and postnatal women, people with mental healthproblems, people with physical disabilities, people with learning disabilities, older people, and people with long term problems such as cognitive impairment.

PPDHWLS

INPA&PEANFCS

HNCTCANPHWLCCCDNP

RLIPPR

MCCENP

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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.

HWLSEANINPA&P

PHWLCCCDNP

MCCPH

ENP

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.

HWLSINPA&PEAN

TCANPHWLCCCDNP

MCCPHPR

ENP

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.

HWLSINPA&PEAN

TCANPHWLCCCDNP

MCCENPPH

RLIP

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.

EANHWLS

INPA&P

TCANPHWLCCCDNP

PHMCCSIPENP

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6. All nurses must practise safely by being aware of the correct use, limitations and hazards of common interventions, including nursing activities, treatments, the calculation and administration of medicines, 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.

EANPPDA&PINP

TCANPHWLCCCDNP

MCCPR

ENPPH

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, actingto 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.

HWLSINPA&PEANFCS

TCANPHWLCCCDNP

MCCPH

ENP

8. All nurses must provide educational support, facilitation skills and therapeutic nursing interventions to optimise health and wellbeing. They must promote self-care and management whenever possible, helping people to make choices about their healthcare needs, involving families and carers where appropriate, 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.

HWLSINPEANFCS

HNCTCANPHWLCCCDNP

PHMCCENPSIP

RLIP

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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 safeguard them against abuse.

HWLSINPPPD

HNCTCANPHWLCCCDNP

PHMCCPR

ENP

10. All nurses must evaluate their care to improve clinical decision-making, quality and outcomes, using a range of methods, amending the plan of care, where necessary, and communicating changes to others.

EANFCSINP

TCANEEPCCCDNP

MCCPR

ENP

Domain 4: Leadership, management and team working

Year 1 Year 2 Year 3Generic standard for competence

All nurses must be professionally accountable and use clinical governance processes to maintain and improve nursing practice and standards of healthcare. They must be able to respond autonomously and confidently to planned and uncertain situations, managing themselves and others effectively. They must create and maximise opportunities to improve services. They must also demonstrate the potential to develop further management and leadership skills during their period of preceptorship and beyond.

PPDINPEAN

EEPHNC

TCANDNP

PRSIPENP

Field standard for competence

Adult nurses must be able to provide leadership in managing adult nursing care, understand and coordinate interprofessional care when needed, and liaise with specialist teams. They must be adaptable and flexible, and able to take the lead in responding to the needs of people of all ages in a variety of circumstances, including situations where immediate or urgent care is needed. They must recognise theirleadership role in disaster management, major incidents and public health emergencies, and respond appropriately according to their levels of competence.

PPDINPEANFCS

EEPHNCCCCDNP

PRSIPENP

1.

Competencies

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.

HWLSPPDINP

EEPHNC

PHWLDNP

SIPRLIPENP

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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.

EANA&PINP

EEPCCCDNP

RLIPENPSIP

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.

PPDINPEAN

EEPCCCDNP

RLIPPR

ENPSIP

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.

PPDINPEAN

EEPHNC

TCANDNP

PRENPSIP

RLIP

5. All nurses must facilitate nursing students and others to develop their competence, using a range of professional and personal development skills.

PPDEANINP

EEPDNP

PRENPSIP

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.

PPDFSCEANINP

EEPTCANHNCDNP

PRMCCENPSIP

7. 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.

PPDFCSEANINP

EEPTCANHNC

PHWLDNP

PHPR

MCCENPSIP

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12 Programme ILO’s mapped against unitsBSc (Hons) Adult Nursing Year One / Level 4

Subject knowledge & understanding

Intellectual skills Practical Skills Transferable Skills

Unit A1

A2

A3

A4

A5

A6

A7

A8

B1

B2

B3

B4

B5

C1

C2

C3

C4

C5

D1

D2

D3

D4

D5

D6

Foundation Communication Skills * * * *

Identifying Knowledge for practice

* * * * * *

Exploring Adult Nursing * * * * *

Personal and Professional Development

* * * * * *

Anatomy and Physiology during the lifespan

* * * *

My Health and Wellbeing through the lifespan

* * *

33


Year Two / Level 5



Unit A1

A2

A3

A4

A5

A6

A7

A8

B1

B2

B3

B4

B5

C1

C2

C3

C4

C5

D1

D2

D3

D4

D5

D6

Therapeutic communication in adult nursing

* * * * * *

Developing Knowledge for practice * * * * * * * * * *

Humanising Nursing Care * * * * *

Exploring Evidence to guide practice * * * *

Care of Clients with acute and long term conditions

* * * * * * *

Promoting health and wellbeing throughout life

* * * * * * *

34


Year Three / Level 6 (including the extra 6 months for the part-time practice route)



Unit A1

A2

A3

A4

A5

A6

A7

A8

B1

B2

B3

B4

B5

C1

C2

C3

C4

C5

D1

D2

D3

D4

D5

D6

Leve

l 6

Service Improvement Project * * * * * * * * *

Evaluating Knowledge for practice * * * * * * * * * * * *

Reviewing the Literature to inform practice * * * * * *

Professional Role * * * * * * *

Managing Complex Conditions * * * * * * * *

Public Health * * * * * * * *

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A Subject knowledge and understanding

A1 Analyse Communication theory and team-working in health careA2 Explore Value based and person centred nursing care using a humanizing care approach that respects equality, diversity and anti-oppressive practiceA3 Understand Promotion of holistic health and wellbeing throughout the lifespanA4 Illustrate the Lifespan approach to anatomy and physiology in evidence based nursing careA5 Identify Care management approaches to nursing care and related nursing interventions and pharmacology.A6 Examine The behavioural science and patho-physiological factors that underlie health, illness and disabilityA7 Identify Evidence based practice and service improvement strategiesA8 Critically analyse the Legal and professional base to nursing care

B Intellectual skills

B1 Critically reflect upon their own performance and develop an action planB2 Develop an argument/rationale by analysing information from a diversity of sourcesB3 Explore complex scenarios and draw upon clinical decision making skills to make evidence based clinical judgementsB4 Construct in both oral and written form a reasoned argumentB5 Critical analysis of collaborative team working in managing change and service improvement

C Practical skills

C1 Achieve the Nursing and Midwifery Competencies for entry to the register for adult nursingC2 Work confidently in collaboration and partnership with service users, carers, health professionals, care workers and agencies involved in the delivery of careC3 Draw up a plan of individualised care based upon a holistic assessment of care needsC4 Deliver safe and evidence based nursing care to a range of service usersC5 Develop and maintain a portfolio of evidence which records personal and professional learning

D Transferable skills

D1 Communicate clearly, accurately and effectively selecting the most appropriate communication method for a given situation;D2 Take responsibility for lifelong learning;D3 Use information technology to communicate, find, retrieve, store and present informationD4 Undertake the supervision and teaching of othersD5 Locate, select and utilise evidence to assess risk and facilitate problem solving;D6 Demonstrate respect for different cultures peoples and groups and work in a non-judgemental and anti-oppressive manner

36

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13. Points of Reference for Programme DesignQAA Qualifications Framework and BU guidance notes for programme / framework development

This programme is written according to the QAA qualifications framework, and the programme specification differentiates between learning outcomes at the three undergraduate levels of the QAA framework: certificate, intermediate and honours levels. Outcomes are related to the level of learning, with differentiated outcomes for diploma, honours and postgraduate degrees. Stated intended learning outcomes relate to the HSC strategy, and include knowledge and understanding as well as stressing the acquisition of cognitive, practical and professional skills. Interim awards follow QAA guidelines.

QAA Subject Benchmarks for Nursing 2001

The learning outcomes of the programme reflect the QAA Subject benchmark statements for Nursing and articulate with the Framework for higher education qualifications in England, Wales and Northern Ireland. The programme concentrates on ensuring that key principles are addressed:

a commitment to provide high quality patient-centred care; a commitment to the development of new roles that support the interface

between health and social care practice; the application of current knowledge and research to nursing practice

across the health and illness continuum; a commitment to working in partnership with other professionals; an evolution towards role transferability in support of patient-centred care; the development of educational programmes that enable nurses to

demonstrate fitness for practice and a commitment to lifelong learning.

NMC Standards for Pre-Registration Nursing Education 2010

The outcomes of the programme reflect the Nursing and Midwifery Council (NMC) Standards of Competency for Pre-registration Adult Nursing Programmes, which integrate the Essential Skills Clusters and focus on four domains of nursing practice:

Professional values Communication and interpersonal skills Nursing practice and decision-making Leadership, management and team working

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15.Adult nursing points of reference and references used in this document

Bournemouth University 2012. School of Health and Social Care: Strategic Plan 2012-2018

Centre for the Advancement of interprofessional Education (CAIPE). 2012. Interprofessional education in pre-registration courses: A CAIPE guide for commissioners and regulators of education. Fareham. CAIPE.

Commission on Dignity in Care for Older People. 2012. Delivering Dignity: Securing dignity in care for older people in hospitals and care homes. A report for consultation.

Department of Health. 2005. Supporting People with Long Term Conditions: Liberating the Talents of nurses who care for people with long term conditions. London. Department of Health.

Department of Health 2006. Modernising nursing careers; setting the direction. London Department of Health.

Department of Health. 2006. Best Research for Best Health; a new national health research strategy. London. Department of Health.

Department of Health. 2006.Our Health, our care, our say: a new direction for community services. London. Department of Health.

Department of Health. 2006. Safety First. London. Department of Health.

Department of Health 2007. Towards a Framework for Post Registration Nursing Careers. London. Department of Health.

Department of Health. 2008 High Quality Care for All. London. Department of Health.

Dept of Health 2010. Widening participation in pre-registration nursing education.

Department of Health 2010. Advanced level nursing: A position Statement. London. Dept of Health.

Department of Health 2011. Safeguarding adults: the role of health service practitioners. London. Department of Health.

Department of Health 2011. The Governments response to the recommendations in frontline care (Prime Ministers Commission). London. Dept of Health.

Department of Health. 2012. Liberating the NHS: Developing the Healthcare Workforce: From Design to Delivery. London: Department of Health

Health Sciences and Practice Subject Centre. 2011. Developing interprofessional education in health and social care courses in the United Kingdom. Occasional paper 12. London. Higher Education Academy.

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Higher Education Statistics Agency 2012. Higher Education Statistics for the UK 2010/11 available at http://www.hesa.ac.uk/content/view/2601/393

Macleod Clark J. 2007. Ensuring a fit for purpose future nursing workforce. RCN London

NHS Employers 2010. Issue 73: Preparing for change : implementing the new pre-registration standards. London. NHS Employers

NHS Employers 2012. Changes to nursing education: sharing local experiences. London. NHS Employers.

NHS Education for Scotland. 2010. Benchmark assessment of numeracy for Nursing: Medication dosage calculation at point of registration. NHS Scotland.

Nursing and Midwifery Council 2008 Standards to Support Learning and Assessment in Practice 2nd Edition. London. NMC.

Nursing and Midwifery Council. 2010. Advice and supporting information for implementing NMC Standards for pre-registration nursing education. London. NMC.

Parliamentary and Health Service Ombudsman. 2011. Care and Compassion. Report of the Health Service Ombudsman on ten investigations into the NHS care of older people. London.

Royal College of Nursing. 2012. Going upstream: Nursing’s contribution to public health: Prevent, promote and protect. London RCN.

Royal College of Nursing. 2012. Going upstream: Nursing’s contribution to public health: Prevent, promote and protect. London RCN

Todres, L., Galvin, K., and Holloway, I., 2009. The humanisation of healthcare: A value framework for qualitative research. International Journal of Qualitative Studies on health and Wellbeing., 4 (2), 68-77.

The Patients Association. 2012. We’ve been listening, have you been learning? London. The Patients Association.

Quality Assurance Agency for Higher Education. 2001. Nursing Benchmark. Available at http://www.qaa.ac.uk/Publications/InformationAndGuidance/Documents/nursing.pdf

United Kingdom Clinical Research Collaboration. 2007. Developing the best research professionals; Qualified graduate nurses: recommendations for preparing and supporting clinical academic careers of the future. London. UKCRC.

https://staffintranet.bournemouth.ac.uk/media/documents/policiesprocedures/BU%20Strategic%20Plan%202012-18%20FINAL.pdf

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http://www.qaa.ac.uk/Publications/InformationAndGuidance/Documents/nursing.pdf

http://www.qaa.ac.uk/Publications/InformationAndGuidance/Documents/nursing.pdf

https://staffintranet.bournemouth.ac.uk/media/documents/policiesprocedures/Vision%20and%20Values%20Strategy%20Map.pdfhttp://www.dorsethealthcare.nhs.uk/trust/udmh.htmhttp://www.bournemouth.ac.uk/cewqol/index.htmlhttp://blogs.bournemouth.ac.uk/dementia-institute/http://www.bournemouth.ac.uk/cqr/index.htmlhttp://www.bournemouth.ac.uk/cfpd/prresearch.html

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