pre-registration nursing bsc (hons) nursing studies ... · embedded within contemporary nursing,...

PRE-REGISTRATION

NURSING

BSc (HONS) NURSING STUDIES

PROGRAMME HANDBOOK

MENTAL HEALTH NURSING FIELD

JANUARY 2017

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Programme Handbook.docx 1 ©TU-SOHSC (2017)

CONTENTS Page

1 WELCOME 1 1.1 Your Programme Handbook 1 2 OVERVIEW OF THE PRE-REGISTRATION PROGRAMME AND

FREQUENTLY ASKED QUESTIONS 1 3 WHAT DOES THE PROGRAMME OFFER YOU? 8 4 WHAT ARE THE AIMS OF THE PROGRAMME? 9 5 HOW WILL YOU ACHIEVE THESE AIMS? 10 6 LEARNING AND TEACHING STRATEGIES 16 7 THE PLACEMENT ALLOCATION JOURNEY FOR YOUR FIELD

TOGETHER WITH THE FIELD PHILOSOPHY UNDERPINNING YOUR LEARNING 19

7.1 Diagram Illustrating the Relationship between the Hub and Spoke Placements Each Year, and Learning 24 8 ASSESSMENT 25 9 NON-COMPENSATABLE MODULES 26 10 ASSESSMENT AND HAND-IN DATES 26 11 WHAT STUDENT SUPPORT WILL YOU RECEIVE DURING THE

PROGRAMME? 26 12 STUDENT FEEDBACK 29

12.1 Student Lifecycle Feedback Map 30 13 STUDENT REPRESENTATION 33 14 ATTENDANCE REGULATIONS/SICKNESS AND ABSENCE 33 15 STUDENTS’ RESPONSIBILITIES REGARDING CONTACTING PLACEMENT AREAS AND ACCESSING PLACEMENTS 35 16 PROGRAMME EVALUATION 36 17 USEFUL CONTACT NUMBERS 38 18 REFERENCES 40



APPENDICES 41 Appendix 1 Programme and Stage Outcomes 42 Appendix 2 University Undergraduate Marking Criteria 49 Appendix 3 Assessment Grid 53 Appendix 4 Sickness and Absence Policy 57 DISCLAIMER The information contained in this handbook is, as far as possible, accurate and up to date at the time of printing. The express permission of Teesside University must be obtained to reproduce any, or all of this publication, other than for personal use or for those purposes permitted by law.



1 WELCOME Welcome to the Teesside University School of Health & Social Care (SOHSC) and the BSc (Hons) Nursing Studies programme. The programme has been developed in partnership with colleagues from the local NHS Trusts and Independent Sector who provide students with placement experiences, nursing students and service users and carers. It will provide you with a wealth of learning experiences which are designed to enable you to develop the knowledge, skills and competence required to provide high quality person-centred care which meets people’s needs across the range of community and hospital care environments. The programme is firmly embedded within contemporary nursing, health and social care practice, and we are confident that it will provide you with an enjoyable and rewarding learning experience.

1.1 Your Programme Handbook This handbook provides you with essential information about your programme, which we hope you will find helpful. It should be read in conjunction with the SOHSC Student Essential Guide (School Handbook), the University Undergraduate Assessment Regulations, which can be located on the internet site https://sohsc.tees.ac.uk/sites/handbook/. If there are any changes to the programme following receipt of this handbook, you will be informed and provided with the relevant information. The first section of the handbook provides an overview of the programme. This is followed by more detailed information regarding the course and the field of practice you have chosen to follow (Section 3 onwards).

2 OVERVIEW OF THE PRE-REGISTRATION NURSING PROGRAMME AND

FREQUENTLY ASKED QUESTIONS The pre-registration BSc (Hons) Nursing Studies award is a three-year programme. It enables successful students who meet all of the programme’s professional and academic requirements to register with the Nursing and Midwifery Council (NMC) on the Nurses’ part of the NMC Professional Register in their relevant field of practice. Q: How long does it take to complete the course? A: The majority of students complete the programme in three years; however

some individuals may need to take time out from their studies for a variety of reasons. This is referred to as an “interruption”. Interruptions are negotiated with the Field Leader and authorised by the Programme Director.

Q: What are the Fields of Practice? A: When you applied to join the programme you will have identified the field of

practice you wished to follow. There are four fields: Adult, Children’s, Learning Disabilities and Mental Health nursing. Please note, that opportunities for students who wish to transfer to a different field of nursing practice to the one they enrolled on are very limited. This is because each field has specific enrolment numbers and students undertake a

https://sohsc.tees.ac.uk/sites/handbook/



field-specific module from Week 5 onwards. Any application to transfer must be made to the Field Leader within the first four weeks. This opportunity is not guaranteed and places will probably not be available.

Q: How is the programme organised? A: The programme is divided into three stages of learning each of which equates

with one year of study. Unlike many University programmes the academic year is spread across a 52-week period and holidays are set at designated points within the year. Each stage of the programme comprises of University-based contact sessions, study weeks and placement allocations:

University contact/non-contact time is front-loaded within the year, to prepare you for your practice learning experiences and assessments.

Study weeks have been distributed across each year to help you prepare for assignment submissions.

A consolidation week at the end of each year is used to evaluate your learning and prepare you for the next stage of the programme/your career.

The diagram on Page 24 illustrates the sequencing of the theory and practice experiences, together with the modules you will study and the focus of each placement allocation.

Q: How many hours per week am I expected to complete? A: You are required to work a 37.5 hour week during practice and theory time. A

week-by-week breakdown of the programme including annual leave can be found on the student e-directory. In order to register with the NMC and meet the programme requirements you must complete the required number of hours.

The teaching week during theory/study blocks is Monday to Friday and may involve some evening sessions. During practice allocations you will be required to complete the shift patterns allocated to you by your mentor/ supervisor and these will include early starts (for example a shift may start at 7am and finish at 8pm), night duty and weekend shifts. The structure and sequencing of University and placement-based learning means that holidays are fixed and it is not possible to take holidays outside of the set dates.

Q: Where will my Practice Placements be? A: A range of placements are used within the programme and these provide

diverse and rewarding learning experiences. Placements may not be near to your home or within your “home” Trust and you will be expected to travel to different areas. The majority of placements used are within the Durham and Tees Valley and parts of North Yorkshire.



Q: When will I learn about my chosen field of nursing practice? A: The design of the programme enables you to develop field-specific knowledge

and skills from the outset. This will enable you to focus upon your chosen client group and field of nursing practice within each stage, together with the generic knowledge and competences required of all nurses.

Q: What modules will I undertake? A: The programme is made up of modules of learning, some of which are shared

with students from all four nursing fields and some are field-specific. During each year you will undertake a number of modules. Each module is awarded 10, 20, 40 or 60 academic credits. These credits are weighted according to the academic level required at each stage. Equal credits are given to theory and practice. There is one 60-credit practice module in each stage of learning and the remaining 60 credits are allocated to theory modules. The diagram below provides an overview of the module sequence for your programme. It also illustrates which modules are specific to your nursing field and which modules are shared with students from the other fields of practice.

Stage 1: Academic Level 4

All Fields: The Foundations of Nursing: Care, Compassion & Communication (10 credits)

All Fields: An Introduction to Human Development and Functioning across the Age Continuum (10 credits)

All Fields: The Role of the Nurse in Improving Health and Wellbeing (20 credits)

Field-specific: Decision-making module (20 credits)

All Fields: The Fundamentals of Caring and Professional Nursing Practice (Practice module 60 credits)


All Fields: The Role of the Nurse in Promoting Evidence-based Health and Service Improvement (20 credits)


Field-specific: Improving Service User Outcomes module (20 credits)

Field-specific: Practice module (60 credits)


All Fields: Developing the Nursing Contribution to Continuous Improvement in Health and Social Care Practice (40 credits)


Field-specific: Practice module (60 credits)

You must pass all of the modules within each stage of the programme and meet the required stage outcomes in order to progress on the course. Please see the Undergraduate Assessment Regulations and programme variances which can be located on the internet site: https://sohsc.tees.ac.uk/sites/handbook/. Where exceptional circumstances prevent a student from completing outcomes within a stage, any outstanding



outcomes must be met and confirmed within 12 weeks of the beginning of the next stage. If this is not possible students are interrupted and back grouped. Students who fail a module will be discontinued from the programme.

Q: Who will I study with? A: During each year you will learn alongside other students from your chosen

field of practice and ones from the alternative nursing fields. You will also engage in Inter-professional Learning (IPL) with students following other professional programmes within the School, such as midwifery, social work, radiography, physiotherapy, clinical psychology and occupational therapy. During your Practice Placements you will work within multidisciplinary/multi-agency teams and this will give you the opportunity to learn with and alongside other professional groups, in addition to learning supported by registered nurses.

Q: What should I do if I have a disability, specific educational needs, or

require advice and support during the programme? A: There are a number of support services and mechanisms in the School of

Health & Social Care and wider University. If you have concerns about your specific needs at the beginning of the programme please contact the Programme Director, or your Programme or Field Leader. You will be allocated a Personal Tutor during the induction period and they will provide you with individual support throughout your studies. Any of these individuals will be able to offer advice and support to you, and if appropriate liaise with the relevant services.

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YEAR 2/STAGE 2

The Fundamentals of Caring and Professional Nursing Practice All Fields (60 credits)

CONSOL

STUDENT JOURNEY FOR BSc (HONS) NURSING STUDIES PROGRAMME: MENTAL HEALTH

YEAR 1/STAGE 1

8/52 practice period Hub Placement Com MH team or in patient unit) incl: associated spokes and insight visits Focus: Assessing and meeting the fundamental physical and mental health needs of people of all ages; and introduction to own nursing field

8/52 practice period Hub Placement cont’d Focus: Assessing and meeting the fundamental physical and mental health needs of people of all ages and development of knowledge and skills within own nursing field

4/52 Re-assessment or preferred option placements

An Introduction to Decision-making in Mental Health

Nursing (20 credits)

PROGRESSION

PROGRESSIO

N

The Role of the Nurse in Promoting Evidenced-Based Health and Service Improvement

All Fields (20 credits)

Developing Decision-making in Mental Health Nursing Practice (20 credits)

Promoting Positive Outcomes of Mental Health Nursing Care for People Effected by Mental

Health Issues (20 credits)

7/52 practice period Specialist Mental Health Service or Forensic Mental Health Services Focus: Assessing and meeting the fundamental physical and mental health needs of people of all ages and the more complex and co-existing needs of people from own nursing field

9/52 practice period Forensic Mental Health Services OR Specialist Mental Health Services Focus: Assessing and meeting the fundamental physical and mental health needs of people of all ages and the more complex and co-existing needs of people from own nursing field

PRESENTATION

S

4/52 Re-assessment or preferred option placements

PREP & CONSOL

PROGRESSION

Promoting Caring and Professional Practice in Mental Health Nursing (60 credits)

YEAR 3/STAGE 3

PROGRESSIO

N

Enhancing Clinical Decision-making in

MH Nursing Practice (20 credits)

Developing the Nursing Contribution to

Continuous Improvement in Health & Social Care All Fields

(40 credits)

2/52

PRACTIC

E

Enhancing Clinical Decision-making in

MH Nursing Practice Cont’d

(20 credits)

Developing the

Nursing Contribution to Continuous

Improvement in Health & Social Care


9/52 practice period 1 Com MH team (if hub is in-patients) OR in-patients unit/nursing home (if hub is community mental health team). Focus: Developing leadership and management skills Enhancing personal effectiveness to safeguard the health and wellbeing of the public

8/52 practice period 2 Return to hub placement from Year 1(community mental health team or in-patient unit locality based) (8/52 period)

Focus: Nursing leadership and management Enhancing personal effectiveness to safeguard the health and wellbeing of the public

P D P

4/52 practice

Further development and consolidation of nursing leadership and management skills and personal effectiveness

&

Re-assessment

period

PDP & CONSO

L

Leading Professional and Caring Practice in Mental Health Nursing (60 credits)

INDUCTIO

N

The Foundations of Nursing: Care, Compassion & Communication


An Introduction to Human Development and Functioning Across the Age Continuum


The Role of the Nurse in Improving Health and Wellbeing All Fields (20 credits)



Q: What are the professional requirements and expectations student nurses are expected to adhere to?

A: At the end of the programme successful students will be able to register with the NMC. This programme therefore requires that you adhere to professional codes/rules of professional conduct or spirit thereof at all times. The NMC is the regulatory body for Nursing. Their requirements regarding professional conduct and the expectations placed upon student nurses and NMC registrants can be found on the NMC website http://www.nmc-uk.org. The programme team will also discuss these expectations with you during the induction week. From that point onwards professional conduct will be one of the central components of your learning experiences. It will also be an integral part of your module assessments and the competencies you are expected to achieve within the practice environment. During the pre-registration nursing course you will be expected to work to the spirit of the NMC Code (2015) at all times: The Code (2015) Professional Standards of Practice and Behaviour for Nurses and Midwives, Nursing and Midwifery Council London: http://www.nmc.org.uk/globalassets/sitedocuments/nmc-publications/revised-new-nmc-code.pdf You will find a wealth of useful information for both nursing students and registrants on the NMC website. In order to help you develop your understanding of the role of the NMC and professional conduct, you should log on to the website within the first few weeks of the programme and access:

The Code: Professional Standards of Practice and Behaviour for Nurses and Midwives (NMC, 2015) and http://www.nmc.org.uk/education/becoming-a-nurse-or-midwife/when-studying-to-be-a-nurse-or-midwife/

Please remember that as soon as you become a student nurse the public, profession and University expect you to behave professionally at all times, not just during programme hours. It is therefore essential that you understand what this means and read the NMC and University guidance. This includes guidance regarding for example the appropriate use of social networking sites which can be found using the following link http://www.nmc-uk.org/Nurses-and-midwives/Advice-by-topic/A/Advice/Social-networking-sites/. Information can also be found in the Student Essential Guide (School Handbook). The School of Health & Social Care has a responsibility to ensure that students following professional education programmes are fit for Practice Placements and fit to practise at the point of registration with the relevant Professional/Statutory/Regulatory Body (PSRB) on completion of their programme. These responsibilities and the School’s Fitness to Practise Framework can be found on the student intranet https://sohsc.tees.ac.uk/sites/handbook/.

http://www.nmc-uk.org/

http://www.nmc.org.uk/globalassets/sitedocuments/nmc-publications/revised-new-nmc-code.pdf

http://www.nmc.org.uk/globalassets/sitedocuments/nmc-publications/revised-new-nmc-code.pdf

http://www.nmc.org.uk/education/becoming-a-nurse-or-midwife/when-studying-to-be-a-nurse-or-midwife/

http://www.nmc.org.uk/education/becoming-a-nurse-or-midwife/when-studying-to-be-a-nurse-or-midwife/

http://www.nmc-uk.org/Nurses-and-midwives/Advice-by-topic/A/Advice/Social-networking-sites/

http://www.nmc-uk.org/Nurses-and-midwives/Advice-by-topic/A/Advice/Social-networking-sites/

https://sohsc.tees.ac.uk/sites/handbook/



Q: What must I do if there are changes to my Health and/or DBS Enhanced Disclosure Status during the programme? A: You have a professional responsibility to inform us of any changes to your

health or DBS status (including any current allegations/ investigations) which may affect your progression on the course and/or impact upon your learning. This will enable us to make any reasonable adjustments to your studies, identify any additional support needs, and in some instances determine whether your fitness to practise needs to be explored via the School’s Fitness to Practise procedures. You must let the Programme Director and/or Programme Leader/Field Leader know of any changes/investigations as soon as they occur. This should as far as reasonably possible be within one working day.

The NMC has produced guidance for good health and good character with respect to entry to education, continued participation and registration requirements. Please contact Jill Foley, the Programme Director, if you want to discuss any issues relating to this. If she is not available then please speak to your Programme or Field Leader, and Jill as soon as possible.

Q: How do I register with the NMC on successful completion of the

programme? A: Students who successfully complete the programme are eligible to register

with the NMC. The Programme Director is required to confirm their support for each student’s eligibility for registration. Please ensure that you make Jill Foley aware of any investigations, convictions or cautions that you have been subject to.

You will have five years in which to register following successful completion of

the programme. Where there is a delay of six months or more between completion of the programme and your application for registration however, the NMC has additional requirements. In these circumstances your application must also be supported by a nurse registered in the same part of the register to which you are applying. The registered nurse must have known you for at least a year and have been in contact with you during the previous six months. This requirement is in addition to the confirmation of good health and good character supplied by the designated person (the Programme Director) within Teesside University.

Q: What happens if I don’t pass all of the programme modules? A: Students who are deemed to have failed one or more programme module by

the Exam Board will be discontinued from the programme and awarded a University fallback award. The fallback award is dependent upon the number and level of academic credits successfully achieved at the point in the programme when the student discontinues. The awards are generic Health and Social Care qualifications. There is no option to register with the NMC unless you successfully complete all programme requirements and have been awarded a BSc (Hons) Nursing Studies.



Q: When will I receive my bursary payment? A: Once NHS Student Bursaries receive and process the confirmation from

Teesside University that you have enrolled on your course and attended your first day, your first bursary payment will be made to you, within 10 working days (as long as your application has been approved). New students always receive a double bursary instalment in the first month and then the next payment is made in month three. Bursary payments (apart from your first) are made on the third Friday of each month. NHS Bursaries are paid in 12 monthly instalments each year, except in your final year of study when the bursary will be paid over the number of months you will be in study. For example if your final year commences 16 September and ends 20 June, your bursary will be paid in 10 instalments (September – June).

Continuing students: All students have to reapply for their bursary before the start of their next academic year. Invitations to reapply for a student bursary for continuing students whose next academic year begins winter, spring or autumn 2016 are sent out according to dates available on the NHS Bursaries website. Invites are sent by email with a letter attached. Please note that there may be a slight delay in activating your bursary at the beginning of subsequent years. This is because all your results need to be processed and your progression into the next stage/year of the programme completed prior to your University re-enrolment being activated. This cannot be done until your results have been confirmed and published by the Assessment Board.

3 WHAT DOES THE PROGRAMME OFFER YOU? The Teesside University pre-registration nursing programme is recognised locally and nationally for the high quality and the value placed upon it by students and practitioners (NMC, 2009). This programme therefore offers you the opportunity to study nursing in supportive, high quality academic and practice learning environments; and ultimately to register with the NMC and pursue a highly rewarding career. The learning you will engage in during the programme will help you develop personally and professionally. To be a nurse and to share people’s health care experiences in sometimes very difficult and emotional times is a privilege. The public places high expectations and levels of trust upon nurses, and the programme aims to develop practitioners who can meet these expectations. It will therefore be hard work and challenging. Nursing, health and social care are undergoing a significant period of change. For nursing this provides new opportunities in terms of career development and the roles that will be available to nurses in the future. The programme has been designed to prepare you for the changes that are taking place. Recent key reports from the Prime Minister’s Commission on the Future of Nursing and Midwifery in England (2010) to the Chief Nursing Officer for England’s latest nursing strategy: NHS England (2016) Leading Change Adding Value: A Framework for Nursing, Midwifery and Care Staff. London: NHS England https://www.england.nhs.uk/wp-content/uploads/2016/05/nursing-framework.pdf, identify the significant contribution nurses make to the provision of health and social care, the increasing responsibilities placed upon nurses and their potential to further enhance and positively influence

https://www.england.nhs.uk/wp-content/uploads/2016/05/nursing-framework.pdf

https://www.england.nhs.uk/wp-content/uploads/2016/05/nursing-framework.pdf



people’s health and health services. Pre-registration nursing education is responsible for ensuring that graduates have the foundation knowledge, skills and vision required to meet the professions’ potential, which is to provide the highest quality nursing care in accordance with public expectations and professional requirements, and to take a leading role in developing nursing and health care provision. 4 WHAT ARE THE AIMS OF THE PROGRAMME? The overall aims of the programme are to provide a professional education that meets the requirements for entry to the Nurses’ part of the NMC Professional Register (Adult or Mental Health or Learning Disabilities or Children’s Nursing) (R5.3.1); EC Directives (Adult Field); and the award of BSc (Hons) Nursing Studies from Teesside University by: 1. Ensuring nurses graduating from the programme are fit-for-practise, purpose

and award; and prepared for the challenges and demands of contemporary and future nursing, health and social care practice.

2. Facilitating the acquisition of the knowledge, skills, values, attitudes and behaviours which underpin professional nursing practice.

3. Facilitating the development of nurses whose practice is underpinned by an in-depth understanding of professional accountability, safeguarding and the mechanisms of clinical governance within health and social care.

4. Facilitating the development of nurses who are able to practice autonomously and deliver high quality, compassionate person-centred care, which helps people feel safe and cared for and respects and upholds their dignity, privacy and human rights.

5. Developing nurses who are able to meet the fundamental nursing needs of people across all fields of nursing practice and across the life continuum, and the more complex and co-existing needs of people from their own field of nursing practice.

6. Developing nurses who through self-awareness, reflexivity and enhanced communication strategies can develop therapeutic relationships with service users based upon reciprocity, respect and trust.

7. Developing graduates who can use critical thinking skills and best available evidence to support their decision-making and service provision, and who can apply these skills to a range of settings.

8. Developing nurses who are able to facilitate health improvement by identifying and utilising every opportunity to promote health and wellbeing with individuals, families and communities.

9. Facilitating the development of nurses who are able to foster and work in partnership with service users, the public, agencies, and health and social care professionals across all care settings, to promote service user choice and positive health outcomes.

10. Developing nurses who are able to challenge inequality, inequity and cultures of acceptance and promote safeguarding, inclusion, access to care, and health and wellbeing.



11. Developing nurses who are committed to life-long learning and able to facilitate their own professional development and that of others through reflective practice, education, supervision, feedback and evaluation.

12. Enabling nurses to recognise the value of innovation and enterprise within health and social care and to contribute to service improvement.

13. Developing nurses who are able to promote and enhance the quality of service provision and standards of nursing practice through effective leadership.

The programme outcomes for each stage of learning can be found in Appendix 1. 5 HOW WILL YOU ACHIEVE THESE AIMS? Your programme comprises of 4,762.5 hours of full-time study. Fifty percent of your learning time will be spent engaging in University or self-managed learning activities (theory) and 50% of your time within placement allocations (practice). Because of the NMC requirements regarding programme hours the nursing programme does not follow the usual University terms. The modules in each stage of the programme provide you with the opportunity to meet the stage outcomes and progress towards the final award. All of the modules are designed to help you link and apply your learning to practice. Generic and field-specific content is introduced from the beginning of the programme and your learning becomes increasingly focused upon your own field of nursing, and the development of leadership and management skills as the programme progresses. Periods of practice-based learning are included within each programme stage. There are two long practice learning periods within the first and second year, each of which is followed by a further four-week period towards the end of each stage. These four-week periods are used either for reassessments if required or if not required, to enable you to follow a particular area of interest from a selection of placement choices. You are expected to divide these “preferred option” periods into two allocations, and within the second year this can include an international observational placement. The International Placement Co-ordinator (Jan Harris) oversees the organisation of placements abroad, and supports students during the process of identifying and arranging their allocation, in accordance with University procedures. Within the final stage you will undertake a two-week allocation which enables you to focus upon service improvement and clinical governance frameworks within provider services. This placement is followed by a period of University contact/non-contact and two long placement allocations. In order to progress to the next year you must pass the modules for each programme stage. An overview of the modules and their assessments is given below. More detailed information will be provided by the Module Leaders at the start of each stage.



The Stage 1/Year 1 Modules During this stage all of the modules are studied at Level 4. There are four core modules and one field-specific module focusing upon decision-making. The core modules commence in Week 1 of the programme, the decision-making module starts in Week 5.

Module The Foundations of Nursing: Care, Compassion & Communication (10 Credits)

Overview This core module aims to enable you to develop the knowledge and interpersonal skills which underpin caring, compassionate nursing practice; and those required to communicate effectively with all service users, carers and members of the multidisciplinary team. The foundations of therapeutic nursing, utilising appropriate interpersonal skills, and the development of nurse-patient relationships will be explored. The importance of effective communication across the age continuum, irrespective of illness or ability, will also be examined, together with the need for self-awareness and personal effectiveness within the caring role. This will facilitate the development of the fundamental leadership skills and strategies required to effectively manage challenging situations.

Assessment The summative assessment requires you to complete a 360-degree interpersonal skills assessment tool whilst in Clinical Placement 1 and write a 2,000-word reflective account focusing upon the development of your communication skills and feedback received within the assessment tool.

Module Leader

Jacquie Horner and Carol Wylie

Contact Details

(J Horner) Tel: 01642 384440 Email: [email protected] (C Wylie) Tel: 01642 384947 Email: [email protected]

Module An Introduction to Human Development and Functioning Across the Age Continuum (10 credits)

Overview This core module aims to provide you with an introduction to functional anatomy and physiology with links to developmental milestones, common conditions and health needs across the age spectrum and fields of nursing. A study guide, introduced in Week 1, will be used to direct learning and help you make meaningful connections between module content: anatomy, physiology, developmental theory and factors contributing to health and wellbeing.

Assessment An unseen 60-minute multiple choice questions paper, consisting of questions covering module content.

Module Leader

Graham Jones

Contact Details

Tel: 01642 738755 Email: [email protected]

mailto:[email protected]





Module The Role of the Nurse in Improving Health and Wellbeing (20 credits)

Overview This core module enables you to explore the factors and issues which impact upon people’s health, wellbeing, access to care and experience of illness and recovery; together with the nurse’s role in designing, delivering and monitoring services to ensure high quality care. It also aims to develop your ability to use best available evidence to support practice decisions and promote innovation.

Assessment The summative assessment requires you to construct a 4,000-word geographically determined community profile.

Module Leader

Kathryn Potts

Contact Details


Module An Introduction to Decision-making in Mental Health Nursing (20 credits)

Overview This field-specific module aims to provide you with the foundation knowledge essential to decision-making in mental health nursing; and to enable you to apply the essential knowledge underpinning mental health nursing across the continuum of care, considering legal, ethical, professional and clinical governance issues.

Assessment Summative assessment will be an unseen written exam. You will be given a scenario one week prior to the exam via the e-learning site. The scenario will assess decision-making, care pathways and legal, ethical and professional aspects of care.

Module Leader

Dominic Wake

Contact Details


Module The Fundamentals of Caring and Professional Nursing Practice (Practice module 60 credits )

Overview This core module aims to facilitate development of the fundamental nursing knowledge and skills required in order to meet service user’s physical, mental health and emotional care needs. It also introduces you to your field of nursing practice.

Assessment The module assessment comprises of:

A mid-point practice based assessment of competency benchmarks towards the end of the first placement period addressing attitudinal and professional issues and

Achievement of the first year practice competencies and submission of an integrated Portfolio of Evidence towards the end of the first year. This includes a pass mark in the Drug Calculation exam.





Module Leader

Mark Wheatley

Contact Details

(M Wheatley) Tel: 01642 384623 Email: [email protected]

The Stage 2/Year 2 Modules During this stage all of the modules are studied at Level 5. There is one core module called The Role of the Nurse in Promoting Evidence-based Health and Service Improvement. The remaining modules are field-specific; however some of the learning activities in them will be shared with students from the other nursing fields.

Module The Role of the Nurse in Promoting Evidence-based Health and Service Improvement (20 credits)

Overview This module builds on the knowledge and skills developed in Year 1 of the programme, and aims to further develop your ability to critique and use evidence to support the delivery of high quality nursing care, health and service improvement. To achieve this, the module content consists of three core themes including exploration of some of the contextual factors that influence service delivery, organisational cultures, leadership and the reform/service improvement agenda. The influence and importance of service user engagement in this process will be emphasised, while some of the more influential professional, economic, health and social policy drivers will also be explored. During the module, you will be expected to attend a Trust, governors or governance board meeting in order to gain insights into local health care priorities and agendas and how these may influence health care provision.

Assessment A 4,000-word essay in which you will review and critically appraise the evidence base that underpins a primary care plan/ pathway used to guide an episode of care

Module Leader Dave Turnbull

Contact Details Tel: 01642 384914 Email: [email protected]

Module Developing Decision-making in Mental Health Nursing Practice (20 credits)

Overview This module will introduce you to the complexity of mental health nursing practice in a range of mental health care settings. The module will further develop the knowledge and understanding of the key theoretical aspects required to meet the physiological, psychosocial, and cultural needs of service users and their families. The emphasis of the module will be upon the evidence base required to assist students with clinical and ethical decision-making processes involved in planning and providing effective care to patient service users and their families.

Assessment Seen scenario with four unseen questions: three-hour exam reflecting practice experience and taught element. Students answer all four questions.





Module Leader Susan Hutchinson


Module Promoting Positive Outcomes in Mental Health Nursing Practice (20 credits)

Overview This module will focus on the journey of people affected by mental health issues and the facilitation of positive outcomes. This module will enable you to build upon the foundational knowledge and understanding attained within the first year of the programme and will prepare you for your second year Practice Placements. Adopting a recovery-orientated philosophy, the module will explore positive outcomes in the journeys through health and social care services of people affected by mental health issues across the age continuum. Students will critically appraise key national policy drivers for the delivery of high quality services and demonstrate a critical awareness of the unique and distinctive role that nurses have in promoting positive outcomes for people affected by mental health issues. Within this, you will explore the dynamic nature of multidisciplinary and multi-agency collaboration.

Assessment Summative assessment will be a 4,000-word assignment; you will select one critical incident (from three predetermined options) and critically explore the management of risk in relation to the patient and their carers’, and the nurse’s role and responsibility in relation to safeguarding and promoting positive outcomes.

Module Leader Steve Kirby

Contact Details Tel: 01642 384100 ext 5120 Email: [email protected]

Module Promoting Caring and Professional Practice in Mental Health Nursing (60 credits)

Overview This module builds upon learning from Year 1 and aims to facilitate further development the knowledge and skills underpinning mental health nursing practice across a range of diverse health settings. The focus of the module will be to enable you to holistically assess and meet the fundamental physical and mental health needs of people of all ages and the more complex and co-existing needs of people within the mental health field of practice and their families/carers.

Assessment Achievement of the second year practice competencies and submission of an integrated Portfolio of Evidence towards the end of the second year. This includes a pass mark in the Drug Calculation exam.





Module Leader Susan Hutchinson


The Stage 3/Year 3 Modules During this stage all of the modules are studied at Level 6. There is one core module called Developing the Nursing Contribution to Continuous Improvement in Health and Social Care Practice. The remaining modules are field-specific, however there is some shared learning within these.

Module Developing the Nursing Contribution to Continuous Improvement in Health and Social Care Practice (40 credits)

Overview The module is designed to enable you to contribute to improving services in practice within the context of the nursing role, based upon critical evaluation of the evidence regarding a focused, student determined area of practice. The current context of health and social care improvement will be explored within the module, as will contemporary care quality issues such as the Francis Report (2010) and the Patients' Association Report and CARE Campaign (2011).

Assessment An 8,000-word major project.

The focus of the major project is a comprehensive evaluation of a potential enhancement to nursing care, and the development of realistic recommendations for improving the quality of care and the user/carer experience and further spreading of good practice. This evaluation will include critical reflection on the personal and professional knowledge and skills required to achieve this. The area selected for study must be agreed with a member of the module team and the Academic Supervisor.

Module Leader Jean Milburn


Module Enhancing Clinical Decision-making in Mental Health Nursing Practice (20 credits)

Overview This module builds upon previous learning and focuses upon complex decision-making within mental health nursing practice. Risk management and the decision-making process will be explored. Emphasis will also be placed upon developing an enhanced awareness of how clinical decision-making can impact on self, service users, their families/carers, health and social care professionals and the service being delivered.

Assessment 4,000-word case study which analyses best available evidence to support decision-making.

Module Leader Shaun Grainger







Module Leading Professional and Caring Practice in Mental Health Nursing (60 credits)

Overview The module aims to develop your ability to lead and manage the care of patients with complex needs in diverse care environments. You will be provided with the opportunity to develop your role in caseload management and associated skills including prioritising care, negotiating, decision-making, delegation, time management, team building and the teaching of others. Emphasis will be placed up on challenging practice where appropriate in order to safeguard the health and wellbeing of people. These aspects of practice will promote your understanding of inter-professional learning and will provide further opportunities to work with other professional groups and fields of practice. The content of the module will consist of some shared key lectures with other fields of nursing practice. This shared learning relates to teaching others, leadership and management.

Assessment Achievement of the third year practice competencies and submission of an integrated Portfolio of Evidence towards the end of the third year. This includes a pass mark in the Drug Calculation exam.

Module Leader Shaun Grainger


6 LEARNING AND TEACHING STRATEGIES Overview You will experience a wide range of approaches to learning and teaching during the programme. These include teacher-led methods such as lectures, discussions and tutorials, and student-led activities such as group work, seminar presentations and student-led debates and dialogue. Other key learning and teaching strategies include skills workshops within the University’s skills laboratories, e-learning, experiential workshops which may include role-play and simulation, service user-led activities and field work to identify and explore service provision and the perceptions and needs of service users and their families/carers. Learning from reflection upon significant events is also a prominent part of the programme within both the academic and practice setting. The level and depth of reflection required increases as you move through the stages of learning. It is your responsibility to ensure that confidentiality and the anonymity of service users, carers, relatives and colleagues is maintained at all times. A framework will be provided to guide you through the reflective process. All of the methods used have been selected to complement the learning outcomes of respective modules and promote your achievement. As the programme progresses there is less emphasis on teacher-led activities and you will be expected to become more self-directed in your learning. There is consequently less University-based




contact time as you move through the different stages. The timetable has also been organised to try and ensure that your workload is manageable and study time has been included within modules to help you prepare for sessions. Inter-professional Learning Inter-professional learning activities have been organised at certain points within the programme and within different modules. These aim to prepare you for inter-disciplinary and integrated team-working by developing your understanding of collaborative working and by promoting team-working values and skills. Attendance at Service User/Carer Support Groups and Trust or Governors/ Governance Board Meetings Within Stage 2 of the programme you are required to attend the above meetings and feedback to your peer group. Please ensure that you arrange to attend these in a timely way. The Module Leaders in Year 2 will provide further information regarding these requirements when you enter that stage. Key Skills Development The programme’s learning and teaching strategy recognises that students’ learning needs and confidence in relation to areas such as academic writing, information retrieval, and using electronic and web-based mediums and resources will differ. Therefore within the first University-based contact block, drop-in sessions will be provided to help those students who feel they need to focus upon these areas. These will be in addition to the core sessions delivered as part of the induction and first year modules. The Library also provides a number of resources which support key skills development and you can access these at any time during the programme. You may also find the Moving Forward e-learning@tees site useful. Skills Workshops You will participate in skills workshops during each year of the programme. The majority of these take place during the skills modules, however you may also participate in practical and simulation activities during other modules or preparation for practice sessions. Your responsibilities during skills workshops, simulation and practical sessions: At the beginning of each academic year you will be asked to sign a consent form agreeing to participate in some practical-based sessions and some classroom experiential learning activities. For all classroom-based practical assessments e.g. CPR, students are required to wear uniform. For all other practical sessions students are required to wear sensible clothing and footwear e.g. full size t-shirts, trousers, jeans, trainers. You will be expected to take part in practical sessions such as manual handling and Cardio Pulmonary Resuscitation training. These sessions will be supervised and it is the responsibility of the student to highlight any cause of concern to the lecturer for example previous injury and pregnancy. Further information is available in the Student Essential Guide (School Handbook).



During all sessions you will be expected to present yourself in a professional manner. This includes attention to the way you dress and conduct yourself. We ask that:

You do not chew gum/sweets during these lessons.

Your clothing is respectable, clean and well presented.

You think of your mannequin (or the individual acting as a client/ patient) as a client/patient, and think of their comfort and needs during the practical/clinical activities.

Appropriate measures should be taken during the practical session to maintain the modesty of the individual acting in a patient/client role.

Jewellery and watches are removed for practical sessions as these can potentially cause injury.

Fingernails are kept short to reduce the risk of injury whilst performing practical skills.

You leave all unnecessary articles (bags and coats) at the back of the practical rooms.

You leave the practical room tidy. Learning and Teaching in the Practice Setting During practice allocations your learning will be supported through the tripartite relationship. This involves the establishment of a relationship in the practice environment between you, the Practice Mentor allocated to you and the Academic Mentor linked to the placement area. This relationship is formalised through tripartite meetings held in the practice setting during each of the long practice periods. Information regarding this process can be found in your Practice Portfolio.

A hub and spoke approach is used within the majority of placement allocations. This means that for each of the six long placement periods in the programme you will be allocated to a designated ‘hub’ and a Practice Mentor. Short “spoke” placement experiences have been identified for each hub to help you develop your understanding of service user journeys across care provision and integrated working. These spoke placements also facilitate the development of particular skills sets such as communication with individual client groups. The hub and spoke approach ensures that you are provided with opportunities to meet the programme outcomes and practice competencies, and have direct contact with healthy and ill people and communities. Placement allocations for all fields include experience across a range of settings including community and hospital provision within each stage of the programme. The placement allocation journey for your field together with the field philosophy underpinning your learning can be found on Page 19. Your learning and the practice hours you complete during each placement period must be documented within your Practice Portfolio. You are supernumerary throughout your allocations. This means that you are not part of the areas designated staffing numbers. Your practice learning experiences also ensure that you experience 24-hour/7-day care which is an NMC requirement. You are required to work the shift patterns allocated to you by your Practice Mentor and this includes working night duty.



The local NHS Trusts and independent sector service providers, offer a wide range of community and hospital experience within a varied geographical area. There are opportunities for you to move between Trusts within the area but most of your practice experience will usually be gained within your Home Trust. Independent sector and education and social care providers will also be utilised where appropriate. If you have any queries/questions about your placements please email [email protected]. Your enquiry will be forwarded to the appropriate member of academic staff. Placement Inductions and Orientation You will be allocated to a Home Trust at the beginning of the programme and you are required to attend a Trust induction prior to your first placement experience. You can access information relating to each of your placement allocations via the online placement allocation system (Arc PepNet module). This provides information relating to learning opportunities, placement audit and access to the care environment. Placement allocations are available four weeks prior to the start date to help you prepare for the particular experience and contact the area for advice. At the beginning of each practice placement experience your Practice Mentor will orientate you to the care environment. Travel to and from Placements using your own Transport It is your responsibility to ensure that any vehicle you use to travel to, from and in between Practice Placement areas is properly insured for this purpose. If you are in any doubt that your car insurance covers you for this, then you must seek prior advice from your insurance company on this matter. Please note that you must not convey patients/clients and any service user/carer in your own vehicle. Year 3 Practice Experiences and Lone Working Please note that during the final stage of your programme there may be an element of ‘Lone Working’ in some placements. This will always be supervised and negotiated with your Mentor/Sign-off Mentor and will be dependent upon the placement area. If this is the case the Module Leader for the practice module will organise preparatory sessions for you. You must always follow the lone working policy, which can be found on the E-directory. 7 THE PLACEMENT ALLOCATION JOURNEY FOR YOUR FIELD

TOGETHER WITH THE FIELD PHILOSOPHY UNDERPINNING YOUR LEARNING

The Mental Health Nursing Philosophy Major changes have occurred in mental health nursing practice since the development of the previous curriculum. Two of the most significant of these changes are the Department of Health (2010) publication of ‘The NHS Outcomes Framework 2011/12’ and the development of the Department of Health (2011) policy framework ‘No Health without Mental Health’. Standards for Pre-




registration Nursing Education (NMC, 2010) identify the knowledge, skills and attitudes the mental health nurses require at the point of registration. These key competencies are organised in four domains central to good mental health nursing practice.

Professional values emphasise the need for mental health nurses to work within values-based mental health frameworks; engaging people, and working to promote positive relationships focused on social inclusion, human rights and recovery.

Communication and interpersonal skills emphasises the importance of mental health nurses focusing on the therapeutic use of self to develop and maintain therapeutic relationships. This highlights that mental health nurses must work alongside people, using a range of interpersonal approaches and skills, to help them explore and make sense of their experiences in a way that promotes recovery.

Nursing practice and decision-making highlights the importance of mental health nurses drawing on a range of evidence-based psychological, psychosocial and other complex therapeutic skills and interventions to provide person-centred support and care, to support self-determination and aid recovery. This domain emphasises the need for mental health nurses to promote both physical and mental health and wellbeing; providing care to meet the physical and mental health needs of people affected by mental health problems

Leadership, management and team working emphasises the need for mental health nurses to contribute to the leadership and management of mental health services. This domain highlights the need for mental health nurses to work with service users, carers, other professionals and agencies to design services, aid recovery and challenge discrimination and inequality.

Central to the mental health field is the belief in the service user’s ability to live a meaningful life within the constraints and limitations of their illness problems (Repper and Perkins, 2003). On all stakeholder agendas (service user, clinician and national policymakers) the rhetoric of recovery is coming to the fore increasingly in the mental health arena. Contrary to the focus on services and interventions, the recovery model considers each individual and that individual’s journey through illness. The goal of mental health nursing care is to understand the meaning that the experience of mental illness has for each individual, and to help them recover meaning and purpose in their life. Thus the aim of nursing care is not the paternalistic caring for but the more collaborative, person-centredness of caring about and caring with the individual to define, determine and develop this meaning and purpose (Olthuis, 2001: 52). The majority of recovery authors write of the need for hope to be able to lead. A key to caring with the service user is the nurse’s self-awareness and ability to express empathy and to instil hope. These are fundamental components of the therapeutic relationship which is the foundation of the good mental health practitioner.



Mental Health Nursing Student Journey through Practice Experience The placement structure supports the concept of the service user journey and incorporates nursing in both the home and in service user settings, preventative, acute and long-term provision. You will be allocated to placements in community and hospital care environments in each stage of the programme. The mental health field will adopt a hub and spoke model, locality-based. The local Trust, and associated independent sector provision, are divided into four localities: North Durham, South Durham, North Tees and South Tees. Each locality has a wide range of equivalent services. The hub and spoke approach will demonstrate the service user journey across services. You will be based in a long hub placement each year; short “spoke” placement experiences have been identified for each hub to enable you to appreciate the service user journey across service provision and the contribution of specialist nurses and the multidisciplinary team to their health and social care. For example, a hub placement in a Community Psychosis Team would include spoke experiences with the crisis team and the associated hospital facility. You will be supported and encouraged to access inter-professional learning opportunities during these placements. Year 1 Placements Each student will be allocated to a hub, either a community placement or an in-patient facility. Each community hub will have an associated in-patient spoke, and vice versa, whether from the NHS Trust or from the independent sector. You will spend the first two weeks of the placement in the hub to allow you time to develop a supervisory relationship with your Sign-off Mentor (SOM) (allocated in the beginning of the hub placement). Weeks 5 to 8 of the placement will be spent with the SOM to allow assessment of the mid-point competencies focussing on communication and professional behaviour. Weeks 12 to 16 will be spent in the hub to allow the SOM a realistic timeframe for assessment. Hub placements will focus on themes of developing core mental health care skills caring for people with learning disabilities (this will be facilitated using a log-based approach), long-term conditions, facilitating healthy lifestyles, inter-professional learning in practice and developing an understanding of safeguarding. Spoke placements will be for up to three weeks in total and include an in-patient or community placement. In placement period 1 the community hub student will spend Weeks 3 and 4 in an in-patient facility; the in-patient hub student will spend the same weeks in a community placement. In placement period 2 the community hub student will spend Weeks 9, 10 and 11 in an in-patient facility; the in-patient hub student will spend the same weeks in a community placement. Insight visits will be to GP clinics, walk-in clinics, for example. The themes of the spoke and insight visit placements will focus upon developing core mental health and physical care skills, acute/planned care and emergency/unscheduled care, long-term conditions, caring for people across the age continuum, inter-professional learning in practice and further development of an understanding of safeguarding. At the end of Year 1 the last four weeks are a reassessment period for students who have referred on end-of-year competencies. For those students that have not referred there will be an opportunity to spend the last four placement weeks in two



“designated option” placements. These “designated option” placements will be from a list provided from each field to broaden the students’ experiences. Students will discuss their choices during their final tripartite meeting and negotiate these with the Field Leader. Students will select a placement from another field in order to develop understanding of access to services and provision of services to meet people’s needs. Year 2 Placements Year 2 will be an ‘emphasis’ year. The emphasis on placements will be the focus of the practice with respect to particular issues and stages of the service user’s journey. The year will consist of a seven and a nine-week placement. One of these placements will be within secure services. You will have the opportunity of experiencing care on a medium secure unit and/or a prison environment. The other placement will be within a focussed service such as Child and Adolescent Mental Health Services (CAMHS), Addictive Behaviour Services, etc. The focus therefore of these placements will be upon not only developing core mental health and physical care skills but also developing specific mental health skills with increasing complexity. You will have opportunity to experience acute/planned care, long-term conditions, facilitating healthy lifestyles and inter-professional learning in practice. At the end of Year 2 the last four weeks are a reassessment period for students who have referred on end-of-year competencies. For those students that have not referred there will be an opportunity to spend the last four placement weeks in two “designated option” placements, as in Year 1. Year 3 Placements In the beginning of the year you will have a two-week placement linked to service improvement. This will not necessarily be within the mental health field but will enable you to gain insight, understanding and experience of real-time service improvement. To broaden the range of experiences, in placement period 1 of this year the community hub student will spend nine weeks in an in-patient facility; the in-patient hub student will spend nine weeks in a community placement. For placement period 2 each student will return to the Year 1 allocated hub. Following the final tripartite and assessment, you will remain in your hub placement to demonstrate your continuing competence, or to reassess your competencies should the need arise. Placements this year, especially within the hub, will focus on further development of core and increasingly complex mental health skills. Physical care skills will be further developed in the in-patient placements and the physical health care visits. There will be a major focus on leadership and management skills with respect to acute/planned care, emergency/unscheduled care and the management of long-term conditions. You will have the opportunity to facilitate and engage in inter-professional learning in practice with particular emphasis on developing skills and knowledge in safeguarding.



Spoke placements and insight visits will consider end-of-life care and caring for people across the age continuum with opportunities for placement in CAMHS placements for those students who have not yet had the opportunity. The emphasis on experiential learning in Year 3 is the use of a client attachment model (Turner, et al., 2004). The use of this model will formalise the students’ allocation of a caseload of clients for which they will lead and manage, under supervision of the SOM, care co-ordination. It is believed that the use of this model in Year 3 allows you to gain clinical experience through forming long-term attachments with individual clients (Jackson and Pogson, 1995). Client attachment actively promotes and enhances the experiences of students in sharing the clients’ journey through the student’s physical presence. This model facilitates spending time in spoke placements and it is expected that this model will also facilitate and create opportunities for insight visits (such as GP clinics, walk-in clinics, perinatal services, etc.) as the clients’ needs dictate. Hospice care will also be explored. Mentorship and Supervision through Placements You will be allocated to your Sign-off Mentor at the beginning of Year 1. This model has evaluated well with both Mentors and students. Therefore, the hub for Year 1 and 3 will be with the SOM. Spoke placements will be facilitated by a registered nurse. Given the Trust and local independent providers’ commitment to the development and maintenance of a large ‘bank’ of Practice Mentors and Sign-off Mentors it is envisioned that each spoke will be facilitated by a qualified Mentor.



7.1 Diagram Illustrating the Relationship between the Hub and Spoke Placements Each Year, and Learning

Year 1

Hub Placements Placement periods 1 and 2: single hub placement (community mental health team or in-patient unit locality based) (16/52 period) Preferred options/reassessment period: (4 weeks)

Spoke allocations Examples of learning opportunities

All Students 2/52 in period 1 and 3/52 in period 2 community mental health team (if hub is in-patients) OR 2/52 in period 1 and 3/52 in period 2 in-patients unit/nursing home (if hub is community mental health team). Plus one day per week allocations (maximum five days) with nurses and services spanning hospital and community provision linked to the hub, for example: Crisis team Assertive outreach team Community psychosis team Community affective disorders team GP clinics Walk-in centre IAPT service Primary mental health care team Voluntary sector provision CAMHS Addictive behaviours service Psychiatric liaison team Social services Occupational therapist Independent Sector Provision

Acute care Long- term conditions Hospital care Supporting lifestyle changes Emergency/ unscheduled care Caring for older people Family-centred care Children’s nursing Caring for people with learning disabilities Caring for people with dementia Caring for people with physical health needs Inter professional working Service user journeys

Year 2

Hub Placements Placement period 1: either forensic mental health care OR focussed mental health care (7/52). Placement periods 2: either focussed mental health care OR forensic mental health care (whichever not done in placement period 1) (9/52) Preferred option/reassessment period: (four weeks)


Plus one day per week allocations (maximum five days) with nurses spanning hospital and community provision linked to hub placement, for example: Custody diversion team Prison service Community forensic team Medium secure in-patient unit Addictive behaviours service Probation service Young offenders’ facilities CAMHS both community-based and in-patient Pupil referral unit Special school Social services Independent Sector Provision Occupational therapist Crisis team Assertive outreach team GP clinics Walk-in centre Maternity care IAPT service Voluntary sector provision such as MIND, Rethink, etc.

More complex care Maternity care Long-term conditions Home nursing Hospital care Supporting lifestyle changes Emergency/ unscheduled care Family-centred care Children’s nursing Caring for people with learning disabilities Caring for people with dementia Caring for people with mental health needs Inter professional working Service user journeys

Year 3

Placements 2/52 Service improvement placement from options Placement period 1 community mental health team (if hub is in-patients) OR in-patients unit/nursing home (if hub is community mental health team). (9/25) Placement period 2 return to hub placement from Year 1(community mental health team or in-patient unit locality based) (8/52 period) Reassessment period in hub placement: (Four weeks)


Plus one day per week allocations (maximum five days) with nurses and services spanning hospital and community provision linked to the hub, for example: Crisis team Assertive outreach team Community psychosis and/or affective disorders team GP clinics Walk-in centre Maternity care IAPT service Primary mental health care team Voluntary sector provision Independent Sector Provision CAMHS Addictive behaviours service Psychiatric liaison team Social services Occupational therapist Specialist nurses Senior nurses Hospice care

Leadership and management Safeguarding Risk management Governance Community and home care Hospital care Teaching Acute care Long- term conditions Supporting lifestyle changes End-of-life care Palliative care Emergency/unscheduled care Caring for older people Family-centred care Children’s nursing Caring for people with LD Caring for people with dementia Caring for people with mental health needs Inter-professional working Service user journeys



8 ASSESSMENT A variety of forms of assessment will be used to measure your progress and achievement. Examples include reflection, case studies, examinations, poster presentation, projects and the assessment of competence in practice. You will be assigned to one of the lecturers in the module team at the outset of each module who will provide academic guidance and support. We strongly recommend that you seek early tutorial advice to ensure that you are addressing the assignment guidelines and criteria. There are two types of assessment. Formative assessments are used to help you prepare for the summative assessment in each module and give you feedback on your development. The summative assessment is the assessment which will determine whether or not you have passed the module. All modules are assessed and you must achieve a pass in all modules in order to progress through the programme. You will be provided with written assignment feedback indicating areas of strength and weaknesses following submission of your work, and you are encouraged to discuss your feedback with your tutor for the purpose of future development. All written feedback can be accessed via the Student Intranet, including unratified feedback (results which have not been presented to and agreed at an Assessment Board). Further information regarding assessment can be found in Section 5 of the Student Essential Guide. In order to pass the module assignments you must meet the assessment criteria in addition to meeting the required academic level. The pass mark for most pieces of work is 40%, however some components of the practice modules have a higher pass mark. These are the Drug Calculation exam in Stage 1 which has a pass mark of 80%, the Drug Calculation exam in Stage 2 which has a pass mark of 90%, and the one in Year 3 which requires students to achieve 100% in order to pass. The academic level descriptors which you will be marked against are included in Appendix 2 of this document. External Examining Students often ask questions about how we know that their degree is broadly of the same standard as degrees awarded for similar courses by other universities. In the UK we have a system called external examining which is one of several ways that we confirm that standards are met. An External Examiner is generally an experienced lecturer from another university who offers an independent view as to whether the work of students on the course is of the correct standard. The External Examiner does this by looking at a sample of work (e.g. assignments, exam answers, dissertations), discussing the work with your lecturers and attending the Assessment Boards to endorse results. They then produce an annual report which tells us about any concerns they have and any good practice they have identified. The external examiners’ reports are made available to students via the ‘courses’ tab in e:vision.

The main External Examiner for your course is Ruth Brown and she works at the University of Huddersfield. Sometimes, your modules may have a Different External Examiner and your Module Leader can provide details on request.



Please note that students are not permitted to contact External Examiners directly and External Examiners will not respond to any communication from individual students. If you have any concerns about your course then please speak to your Programme Leader. 9 NON-COMPENSATABLE MODULES All of the modules in the programme are non-compensatable. This means that you are required to pass every module within each stage of learning. For further guidance please refer to the student E-Directory, Assessment, Award and Progression Regulations for Undergraduate Programmes. 10 ASSESSMENT AND HAND-IN DATES The assessment schedule can be found in Appendix 3. You must familiarise yourself with the formative and summative requirements for each module, and use the study time included within the programme stages in a co-ordinated way. This will help you plan your learning and work on assignments/prepare for exams in a structured way. If you are having difficulty doing this please speak to your Personal Tutor. You can also access the Learning Hub within the Library for additional advice and support. 11 WHAT STUDENT SUPPORT WILL YOU RECEIVE DURING THE

PROGRAMME? A comprehensive system of support is available to you throughout the programme. The key features of this are identified below: The Programme E-learning@tees Sites The programme has a designated e-learning@tees site. This provides information about the course and includes discussion boards which you can use to contact peers and the programme team. Please note, that information regarding any changes to scheduled sessions, invitations to take part in placement-based activities and messages are posted on this site. Each of the modules within the programme also has a designated e-learning@tees site. The Learning Hub The Learning Hub is located on the ground floor of the Library. Guidance is offered to all students on developing their skills as independent learners and on related areas including maths and statistics. Drop-in workshops on topics such as referencing, finding information and writing essays are available throughout the year. Learning Hub staff collaborate with your School to ensure that in-depth help is available to you. Online information on topics such as referencing, writing essays



and information literacy can be accessed via the Library website at http://lis.tees.ac.uk or telephone 01642 342100. Programme Management, Support Roles and Responsibilities The Programme Director for Pre-registration Nursing The Programme Director Jill Foley is responsible for co-coordinating and taking the lead on pre-registration nurse education within the School of Health & Social Care. She will meet with the cohort group at different points in the programme. She has an “open door” approach should you wish to discuss any issues regarding the programme with her. The Programme Leader Each student intake is allocated a Programme Leader who co-ordinates the day-to-day running of your programme and monitoring of student progress. The Field Leader The Field Leader is responsible for issues relating to field-specific learning for your cohort group. They will liaise with the Programme Director and Programme Leaders with regard to any issues arising from your field-specific learning or programme of study. The Personal Tutor A Personal Tutor is allocated to you during induction week. They will be a lecturer /senior lecturer within the School and are available to provide support and guidance to you throughout the programme. You are expected to meet with your Personal Tutor at least twice a year. The Module Leader/Teacher The Module Leader is responsible for managing the individual module learning experience. They or a member of the module team will provide individual and/or group tutorials and assignment feedback relevant to their module. Module Guides Detailed guidance about modules, timetabling and assessments is included within Module Guides which will be provided to you by the Module Leader. Support for Students with Disabilities/Specific Educational Needs If you have concerns about your specific needs and your ability to access module learning in either theory or practice, you are advised to discuss these with the relevant module tutor and contact the School’s Disability Co-ordinators Mary van Loo and Rachel Morris for advice. Mary will see you by appointment or at one of her weekly drop-in sessions. She can be contacted on 01642 384932 or by email [email protected]. Rachel can be contacted on 01642 384521 or by email [email protected] . Student Buddies The buddy system is a student-led support mechanism which offers guidance and encouragement to students who enrol on the nursing programme. The system is predominantly led by student nurses and is also supported by a designated member

http://lis.tees.ac.uk/





of the nursing programme team. The student buddies will introduce themselves to you during the induction week and offer continued support throughout your training. They will also signpost you to other support networks within the University. Student nurses are actively encouraged to join the system and become a buddy to assist with their own personal development throughout the programme. The buddy system is supported by a designated e-learning@tees site. Student Support and Guidance within the Practice Areas You will be supervised in practice by your Practice Mentor or Placement Supervisor. You can also access support from your Zoned Academic Mentor, Personal Tutor and module teachers during allocations, and via e-learning@tees sites, email and tutorials. The Zoned Academic Mentor The Zoned Academic Mentor is the lecturer attached to the practice area. They visit the area for tripartite meetings and other educational activities, and provide support to you and your Practice Mentor. A zone is defined as a specified geographical area where nursing care is provided.

The Practice Mentor and Sign-off Mentor The Practice Mentor is an experienced qualified nurse on the appropriate part of the NMC Professional Register and the mentor database. You will be allocated to a Practice Mentor during each long period of practice learning. They will be your primary support in the practice setting and will be available to you for at least 40% of your practice learning time. They will be supported in their role by associate Mentors and other members of the health and social care team. The Practice Mentor/Sign-off Mentor (as appropriate) will:

Facilitate your learning

Supervise, support and guide you in practice

Implement approved assessment procedures

Within the final placement period in Stage 3, you will be supported in practice by a Sign-off Mentor. Supervisors for Spoke Placements As part of your learning experiences, you will spend time with other members of the nursing, health and social care team, including registered nurses from different fields of practice, registered midwives, and teachers when working in schools and educational establishments. This is a feature of the spoke placements and shorter practice experiences. Practitioners in these roles will be classed as supervisors. The Practice Placement Facilitator (PPF) The PPF is a senior nurse based in your Home Trust who is responsible for monitoring the quality of practice learning experiences, in partnership with the University. Additionally, they offer support and a point of contact for students and Practice Mentors.



Your Home Trust You will be allocated to a Home Trust at the beginning of the programme. This is where many of your placement experiences will be located. The Practice locations are:

Tees, Esk and Wear Valleys NHS Trust - Hartlepool and East Durham, Stockton-on-Tees, Middlesbrough, East Cleveland and North Yorkshire; Co. Durham, Darlington, Bishop Auckland, Stanley, Crook, Chester-Le-Street, Consett and Houghton-le-Spring.

NB this is the only Home Trust for students following the Mental Health and Learning Disabilities Fields.

North Tees and Hartlepool Foundation Trust

South Tees Acute Hospitals Foundation Trust

County Durham and Darlington Foundation Trust These are the Home Trust choices for adult and children’s nursing students. You may be allocated to one of these Trusts for your preferred option/ alternative client group placements. 12 STUDENT FEEDBACK The School of Health & Social Care relies on student feedback as a key method of assuring and enhancing the quality of its learning and teaching. Your feedback is very important to us and we will invite you to give constructive feedback on your learning experiences both formally and informally at various points in your programme of study, for example by evaluating your University teaching during and at the end of each module. You will also be given feedback from your programme team and Personal Tutor and we expect you to take note of and act upon feedback received. Please note, that feedback is not limited to comments on your assessed work, though of course you will receive feedback on this. It also includes feedback on your ongoing progress on the module, as well as actions that have been taken as a result of your evaluation of your programme of study, and actions taken as a result of the evaluations made by previous student cohorts. The following table gives you an overview of when and how you will contribute to and receive feedback.



12.1 Student Lifecycle Feedback Map

When you will receive feedback

Examples of the type of feedback you will receive

Who will give you this feedback

Induction

Annual Induction (Academic)

Verbal or electronic information (via e-learning@tees; VLE) on what the programme team has done as a result of feedback from previous cohorts

Verbal or VLE information on what the programme team has done as a result of feedback from your cohort

Where applicable, written results of any diagnostic tests (e.g. Individual Learning Styles; Study Skills) and details of what you need to do next

Programme Leader

Programme Leader

Module Leader

Annual Induction (Practice)

Verbal or written information on what the programme team has done as a result of feedback from previous cohorts

Verbal or written information on what the programme team has done as a result of feedback from your cohort

Practice Modules Leader/Co-ordinator

Practice Modules Leader/Co-ordinator

Taught Sessions

Within Academic Modules

Verbal or VLE feedback on your progress

Verbal or VLE feedback on your cohort’s progress

Self-assessment of your progress (e.g. quizzes, online exercises)

Module team

Module Leader

You



VLE feedback on what the programme team has done as a result of feedback from previous cohorts

If you have completed an interim module evaluation, VLE feedback on what the programme team has done as a result of your feedback

Module Leader

Module Leader

Within Practice Modules

Verbal and/or written feedback on your progress

Self-assessment of your progress (e.g. portfolios)

Information on what the practice area team has done as a result of feedback from previous cohorts

Practice Mentor & Module Leader

You

Practice Mentor, Module Leader, PPFs

At the End of Academic Modules

Verbal or VLE feedback on your progress

Verbal or VLE feedback on your cohort’s progress

VLE feedback summarising the results of your cohort’s evaluation of the module and any action planned in response to it

Module team

Module team

Module Leader

At the End of Practice Modules

Verbal feedback on your progress

Written feedback on your progress

Practice Mentor & Module team

Practice Mentor & Module team

During Preparation For Placement

Verbal or VLE feedback on what the practice area team has done as a result of feedback from previous cohorts

Practice Mentor & Module Leader



At the End of Each Stage of Your Programme

VLE feedback summarising the results of your cohort’s evaluation of the stage and any action planned in response to it

Programme or Stage Leader

On Assessment

After Submission of Formatively Assessed Work

Verbal and/or written feedback on your assignment

VLE generic feedback on your cohort’s performance on the assignment

The opportunity for verbal feedback and discussion of your assignment

Module team

Module Leader

Module team or Personal Tutor or Practice Tutor

After Submission of Summatively Assessed Work

Electronic feedback on your assignment

VLE generic feedback on your cohort’s performance on the assignment

The opportunity for verbal feedback and discussion of your assignment

Module Leader

Module Leader

Module team or Personal Tutor or Practice Tutor

In Class Activities Feedback on your activities

Module team

Your fellow students

Student/Staff Meetings

Student/Staff Liaison Meetings

Verbal feedback on action taken as a result of students’ comments

Year Tutor or Stage Leader or Programme Leader

Programme Boards Information on what the programme team has done as a result of feedback from previous cohorts

Information on what the programme team has done as a result of feedback from your cohort

External Examiners’ comments on your programme of study

Course Representatives





At Appropriate Points in Your Programme of Study

Feedback on professional behaviour, attendance, personal and professional development

Personal Tutor; Practice Mentor

13 STUDENT REPRESENTATION As a student on the programme you will have opportunity to be a representative for your field or group intake on all or any of the following:

Programme Board for all pre-registration nursing programmes

School of Health & Social Care Students’ Council

Student Representative Forum specific to your programme The Student Representative Forum includes pre-registration students from each group/intake. They meet at least twice a year with the Programme Leaders and staff from the programme teaching team, to discuss any matters relating to the course. The Programme Board also meets twice per year. This group includes members of staff form the partnership sites as well as the programme team. 14 ATTENDANCE REGULATIONS/SICKNESS AND ABSENCE In order to complete the pre-registration nursing programme and to meet the requirements for entry to the NMC professional register, you must complete the required number of theory and practice hours. Attendance on all modules is compulsory and you are expected to attend all sessions unless prior agreement has been made with the module tutor. Registers of attendance will be kept and an accumulated record of four unauthorised absences will be followed up by your Personal Tutor. You are required to inform the Student Records and Placements office when you are absent from theory or practice. If the absence is supported by a doctor’s note, the note should be sent or given to the Student Records and Placements office as soon as possible after the period of sick leave commences. If you are absent during a placement allocation you should inform both the School of Health & Social Care Student Records Office and the practice staff in your placement area. If necessary someone may telephone on your behalf (please refer to the Sickness and Absence Policy, Appendix 4, you can also email [email protected] by 10am). Absenteeism, for whatever cause, will be strictly monitored. Students who do not meet the attendance requirement for any module may not be allowed to progress into practice and the Fitness to Practise procedure may be invoked if appropriate. You are expected to arrive promptly for the beginning of each session. Failure to do so may result in you being marked absent for the session. Attendance requirements for nursing modules are as follows:




Clinical placement 100% All other modules 100% ALL ABSENCES without exception are recorded and contribute to your overall accumulated total absence. It is your responsibility to access and check your absence record via e-vision at least every three months. If you believe there is an inaccuracy on the record, then you must contact your field or Programme Leader/Director at the earliest opportunity to discuss this. You will be asked to provide evidence to support any alteration to the sickness absence record. Where an inaccuracy is agreed, your field/Programme Leader/Director will complete the Removal of Student Absence form which will be returned to the Student Records office and the record will be changed. You should then re-check your record after 20 days, and, if you still believe your record to be inaccurate, contact your Field/Programme Leader/Director again. If you have 21 days’ continuous sickness or absence, for whatever reason, you may automatically be interrupted from the programme. Similarly if your accumulated sickness/absence impacts upon your learning then the Field Leader in conjunction with the Programme Leader/Director may advise that an interruption is necessary. ALL ABSENCES without exception are recorded and contribute to your overall accumulated total absence. It is your responsibility to access and check your absence record via e-vision at least every three months. If you believe there is an inaccuracy on the record, then you must contact your field or Programme Leader/Director at the earliest opportunity to discuss this. You will be asked to provide evidence to support any alteration to the sickness absence record. Where an inaccuracy is agreed, your Field/Programme Leader/Director will complete the Removal of Student Absence form which will be returned to the Student Records Office and the record will be changed. You should then re-check your record after 20 days, and, if you still believe your record to be inaccurate, contact your Field/Programme Leader/Director again. During practice allocations you work 37.5 hours per week. You must ensure that there is transparency in how these hours have been achieved. The recording of the student attendance sheet whilst on placement is your responsibility. The record of attendance must be verified by your Practice Mentor and will be monitored by the Academic Mentor. Implications of Accumulated Sickness Absence At the end of the programme a total of all sickness absence is recorded on your student file and this will be requested by and disclosed to any future employer requesting a reference. We appreciate that some students need to take time off for very legitimate reasons due to illness or personal circumstances requiring leave of absence, and most students do have small amounts of authorised absence during the three years. You must be aware however that:



Students accumulating sickness/absence hours which impact upon their learning will be required to interrupt from the programme and back group. For example a 1009 student may be back grouped to 1109.

You cannot register with the Nursing and Midwifery Council unless you have met all of the programme requirements, this includes programme hours/weeks as follows: o Pre-registration nursing students who have not completed 2,300 hours of

theory and 2,300 hours of practice experience and therefore have a deficit in hours must make this deficit good at the end of the programme. This is their “time to make up”. You cannot make time up during the programme unless the Programme Director for pre-registration nursing programmes has authorised use of the progression weeks for you. This is done on an individual basis only.

o Pre-registration midwifery students who have not completed 2,512.5 theory hours and 2,550 practice hours over the 156 programme weeks. The deficit in hours is known as time to make up and will need to be completed at the end of the programme. It is important to note that this time cannot be made up during the programme weeks.

If you have “time to make up” you will be sent a letter towards the end of your scheduled programme identifying the amount of theory and/or practice hours you need to make good. You will also be given information regarding when you can start making the time up, how this time will be made up and a date by which the time must be made good.

Please note that the time to make up amount is based upon whether you have completed the required number of theory and practice hours for nursing programmes or theory and practice weeks for midwifery programmes. o Please note within the pre-registration nursing programme only has

additional programmed hours which are taken into account when working out whether a student has time to make up. Consequently the sickness absence total and the time to make up total will be different.

Your final award will be deferred at the end of programme Assessment Board if you have not completed the required number of programme hours.

There is a cut off point for names to be put forward for the awards ceremony. Time to make up at the end of the programme may therefore impact upon whether you are able to attend the awards ceremony for your group.

Future employers will take sickness/absence into account when considering candidates and making job offers.

A poor or inconsistent sickness/absence/attendance record may affect your future employability.

15 STUDENTS’ RESPONSIBILITIES REGARDING CONTACTING PLACEMENT AREAS AND ACCESSING PLACEMENTS

Increasing numbers of student nurses means that many areas within the Durham and Tees Valley area are heavily utilised for placements. Often placements are provided despite the pressures of work. It is vital, therefore, that everybody involved in the placements process plays their part in maintaining excellent working relations with such hosts. To enable SOHSC staff to provide an effective service to all parties, you are expected to assist the process by assuming the following responsibilities:



Change of Personal Details You are expected to inform the Student Records and Placements Office of any change to your personal details (including term and home address, telephone number), as soon as they arise. This is essential as there may be occasions when a member of the School staff needs to contact you in the event of an emergency, or for example to pass on last-minute changes to a placement allocation. You can change your details by completing the “Change of Personal Details” form. Blank copies of these forms can be obtained from the Student Records and Placement Office or downloaded from the Student Intranet. Alternatively, you can change your address via the E-vision home page at https://e-vision.tees.ac.uk using your student log in and password, and clicking on to the ‘Home’ tab and then ‘edit details’. Contacting Placement Areas You are asked to make contact with your placement area 10-14 days prior to the start of the allocation. This is so you can introduce yourself and discuss any placement-specific arrangements in a timely manner. If the practice area advises you that they are not expecting a student, you should immediately contact the Students Records and Placements office, who will investigate. Given the vast amount of information being sent to Trusts and other placement providers, it is perhaps inevitable that some documentation occasionally goes astray. The Placements Office is usually able to resolve any such queries very quickly. Behaviour Whilst on Placement When you are on placement you are representing the nursing profession and the University. Consequently you are expected to dress appropriately and conduct yourself in an acceptable and professional manner at all times. Any reported incidences of unprofessional behaviour/attitude will affect your progression on the placement and continuation on the programme. 16 PROGRAMME EVALUATION Evaluation provides you with an opportunity to influence how the programme develops and provide feedback regarding your own learning experiences. It is important that you use this opportunity honestly and constructively. The three approaches to evaluation are: Module Evaluation You will be asked to complete a module evaluation towards the end of each module. The evaluation aims to identify broad indications of satisfaction and to identify any issues relating to the modules which would potentially enhance student learning and achievement. Additionally module teachers will invite you to take part in an evaluative discussion at the end of each module. Practice Evaluation You will be asked to complete an online evaluation of your Practice Placement experiences after each allocation. It is really important that you provide this

https://e-vision.tees.ac.uk/



feedback as it is used by the programme team and the clinical areas to monitor and develop placement learning. Programme Evaluation at Specific Points within the Programme At the end of each stage of the programme you will be asked to evaluate your learning experiences using a structured approach. However informal evaluation opportunities are ongoing during classroom discussions, tutorials and tripartite meetings. Issues arising from your evaluations will be discussed at the Programme Board meetings where decisions about modifying the programme will be made. The student representatives attend this meeting on behalf of the cohort groups. How we have used Student Feedback Over the last few years, we have listened to students comments about the pre-registration nursing programme and used these to help inform programme development. For example, students on the previous pre-registration programme told us that they would prefer assignment hand-in dates to be spread across the programme rather than clustered together, particularly within Year 2. The assessment schedule for your programme now does this. Students also asked for more field-specific content within Year 1 and the decision-making modules are now all field-specific. We also developed a module focusing upon cognitive and physiological development, as consistently students asked for this type of content to be increased within the curriculum. Children’s and adult nursing students asked for changes to the maternity care content. This is now covered in skills workshops rather than lecture format and students from all four fields spend one day working with a midwife in practice. Student feedback has also influenced placement allocations and preparation for practice. Within the mental health pathway “in-patient experience” has been included in Year 1 and students from the mental health and learning disabilities fields now attend workshops during Trust induction weeks focusing upon “breakaway techniques”. Adult nursing students have ward-based experiences in all three years rather than the first and third, and children’s nursing students have community-based experience each year. We have also made recent changes in response to student feedback, to the hand-in date for the Year 2 portfolios to give students more study time before submission, and the spoke placements in Year 1 for one of the nursing fields. We have provided more detailed guidance regarding the preferred option placements and we have brought the service improvement/governance placement forward by two weeks to enhance continuity of the learning experience within the first part of Year 3.



17 USEFUL CONTACT NUMBERS

Name Room Telephone Email Address

Ann French Programme Leader September intakes

H2.33 01642 384968 [email protected]

Mark Wheatley Programme Leader January intakes


David Jackson Field Leader Adult (1509, 1501)

HS2.14

01642 738670 [email protected]

Jacquie Horner Field Leader Adult (1509, 1501)


Dave Turnbull Field Leader Adult (1701,1409)


Paula Hodge Field Leader Adult (1701,1409)


Scott Godfrey Field Leader Adult (1601,1609)


Janice Keating Field Leader Adult (1601,1609)


Linda Nicholson Field Leader Children’s


Marie Gressman Field Leader Learning Disabilities

HS2.17


Shaun Grainger Field Leader Mental Health

HS2.17


Mel Roberts Buddy Co-ordinator


Pauline Yarker Director of Placements


Alison Robinson Placement Co-ordinator


Assessment Office Reception


Student Records and Placements

H0.06a

01642 384184

[email protected]

Placement enquiries H0.39 Email Only Please note all enquiries regarding placements must be emailed to [email protected]

















PPFs

Jean Angus Children’s Adult Midwifery

Senior Nurse Practice Placement Facilitator Work mobile: 07799 698707 Bleep: 07623 625846 Tel: 01642 624105 [email protected]

North Tees & Hartlepool NHS Foundation Trust North Wing Floor 2 University Hospital of North Tees Hardwick Stockton-on-Tees, TS19 8PE

Karen Smith Adult & Children’s Community Focus

Senior Nurse Practice Placement Facilitator Mobile: 07768500941 [email protected]

North Tees and Hartlepool Foundation Trust Masefield road community base Hartlepool TS25 4JY

Kay Bloomfield Adult & Children’s Heather Watson Adult & Children’s Community Focus Helen Henderson

Senior Nurse Practice Placements [email protected] Tel: 01325 380100 ext 43536 Mobile: 07920503623 Senior Nurse Practice Placements [email protected] [email protected] Tel: 01325 380100 ext 43536 Mobile: 07786 277644 [email protected] 0191 3332177/01325 743536/07920 286267

Co Durham & Darlington NHS Foundation Trust Memorial Hall Darlington Memorial Hospital Hollyhurst Road Darlington Co Durham DL3 6HX

Bernadette Wallace Learning Disabilities Mental Health Athia Manawar

Senior Nurse Practice Placement Facilitator [email protected] Tel: 01642 451510 Mobile: 07768 507755 Secretary: Karen 01642 516308 [email protected] 01642 451510 07342055925

Tees, Esk and Wear Valleys NHS Foundation Trust Flatts Lane Centre Flatts Lane Normanby Middlesbrough TS6 0SZ

Mel Gannon, Wendy Heath & Jula Axford Children’s Adult Midwifery

Senior Nurse Practice Placement Facilitator [email protected] [email protected] [email protected] Tel: 01642 854407 Fax: 01642 854438 [email protected]

South Tees Hospitals Foundation NHS Trust Directorate of Nursing Development The James Cook University Hospital The Murray Building Marton Road Middlesbrough, TS4 3BW

Mark Flowers Clinical Lead for Practice Education

[email protected] Office:01423 555739

Harrogate and District Foundation Trust 50 Lancaster Park Road Harrogate HG2 7SX

*These contact details are correct at the time of production but are subject to change.













18 REFERENCES Bradshaw, A. (2001) Competence and British Nursing: A View from History. Journal of Advanced Nursing, 9 (3), 321–329. Callaghan, P., Cooper, L. & Gray, R. (2007) Rethinking Clinical Placements for Mental Health Nursing Students. Mental Health Practice, 10 (5): 18 – 20. Department of Health (2010) The NHS Outcomes Framework 2011/12. London: The Stationery Office. Department of Health (2011) No Health without Mental Health: Delivering Better Mental Health Outcomes for People of all Ages. London: The Stationery Office. Department of Health and Social Security (1979) Report of the Committee of Inquiry into Mental Handicap Nursing and Care. Jay Report (Cmnd 7468). London: HMSO. Prime Minister’s Commission (2010). Francis, R. QC (2010) Independent Inquiry into Care Provided by the Mid-Staffordshire Foundation Trust. London: The Stationery Office. Front Line Care: the Future of Nursing and Midwifery in England. Report of the Prime Minister’s Commission on the Future of Nursing and Midwifery in England 2010. London: COI. Handsley, S. & Stocks, S. (2009) Sociology and Nursing: Role Performance in a Psychiatric Setting, International Journal of Mental Health Nursing, 18: 26–34 Jackson, N. & Pogson, D. (1995) Client Attachment in Learning Disabilities Nurse Education. Nursing Times, 91 (3): 34-35. Michael, J. Sir (2008) Healthcare for All; Report of the Independent Inquiry into Access to Health Care for People with Learning Disabilities. London: Department of Health. NMC (2009) Teesside University Monitoring Report. NMC UK Wide Quality Assurance Framework, HLSP. NMC (2010) Standards for Pre-registration Nursing Education. London: NMC. Olthuis, J.H. (2001) The Beautiful Risk: A New Psychology of Loving and Being Loved. Grand Rapids, Michigan: Zondervan. Repper, J. & Perkins, R. (2003) Social Inclusion and Recovery: A Model for Mental Health Practice. London: BailliereTindall Turner, L., Callaghan, P., Eales, S. & Park, A. (2004) Evaluating the Introduction of a Pilot Client Attachment Scheme in Mental Health Nursing Education. Journal of Psychiatric and Mental Health Nursing, 11: 414-421.



APPENDICES


APPENDIX 1

PROGRAMME OUTCOMES BY STAGE Key: K = Knowledge and Understanding C = Cognitive and Intellectual P = Practical Professional T = Key Transferable

NO Programme Outcome Stage/Level 5(2) Stage/Level 4(1)

K1 Demonstrate comprehensive and detailed knowledge and understanding of the discipline of nursing

Demonstrate a detailed knowledge of aspects of the discipline of nursing

Describe, explain and use key elements of the foundation knowledge and key concepts of the discipline of nursing

K2 Evaluate and apply detailed knowledge and understanding of nurse caring and the fundamental principles and values of nursing care

Demonstrate a detailed knowledge of nurse caring and the fundamental principles and values of nursing

Describe and explain nurse caring, and the fundamental principles and values of nursing

K3

Evaluate and apply detailed knowledge and understanding of the mechanisms used within health and social care to assess and manage risk

Demonstrate and apply detailed knowledge and understanding of the mechanisms used within health and social care to assess and manage risk

Demonstrate understanding of the nurse’s primary role to care for and safeguard the public and the mechanisms used within health and social care to assess and manage risk

K4

Evaluate key aspects of the professional, political, economic, social and global systems which influence nursing and the delivery of health and social care

Explore the key aspects of the professional, political, economic, social and global systems which influence nursing and the delivery of health and social care

Identify and describe key aspects of the professional, political, economic, social and global systems which influence nursing

K5

Demonstrate comprehensive and detailed knowledge of the psychosocial, spiritual, cultural and environmental factors that can impact upon the health and wellbeing of individuals, families and communities

Demonstrate a detailed knowledge of key aspects of the psychosocial, spiritual, cultural and environmental factors that can impact upon the health and wellbeing of individuals and families

Identify, explain and use key aspects of the psychosocial, spiritual, cultural and environmental factors that can impact upon the health and wellbeing of individuals

K6

Demonstrate comprehensive and detailed knowledge of common physical and mental health problems and treatments in own field of practice, related nursing care and the impact of co-morbidity and physiological and psychological vulnerability upon service user care needs

Critically analyse the fundamental physical and mental health needs of people of all ages and the more complex and co-existing needs of people from own nursing field of practice, and related nursing care

Identify and explain the common physical and mental health needs of people of all ages accessing health and social care, and related nursing care

K7

Analyse and evaluate appropriate measures to prevent and control infection and promote the protection of service users, self and others

Critically review appropriate measures to prevent and control infection and promote the protection of service users, self and others

Identify and explain appropriate measures to prevent and control infection and promote the protection of service users, self and others

K8

Demonstrate a comprehensive and detailed knowledge of the essential skills clusters

Demonstrate knowledge and understanding of the essential skills clusters

Describe and explain the purpose of the essential skills clusters


K9

Plan, undertake and evaluate a field-specific, self-managed major project which synthesises elements of contemporary clinical practice, research evidence and theory to promote service improvement

Apply an enquiry-based approach to the utilisation of knowledge in nursing

Describe and explain sources of nursing knowledge and an enquiry-based approach to nursing practice

K10

Demonstrate a comprehensive and detailed knowledge of effective nurse leadership at the national and local level

Demonstrate understanding of effective nurse leadership and the nurses role within management and leadership structures at the national and local level

Describe the characteristics of an effective leader and recognise the national and local nurse leadership structure

C1 Demonstrate intellectual flexibility and openness to new ideas, innovation and enterprise

Demonstrate intellectual flexibility and openness to new ideas

Recognise the provisional and changing nature of knowledge

C2 Question orthodoxy using balanced, logical and supported argument to support the development of contemporary nursing practice, health and social care delivery and the promotion of innovative practice

Utilise balanced, logical and supported arguments in a range of contexts to contribute to the development of contemporary nursing practice, health and social care delivery

Justify conclusions in defined and limited contexts relating to nursing, health and social care

C3 Is confident and flexible in identifying and defining complex problems and the application of appropriate knowledge, tools/methods to their solution in nursing practice

Can identify key areas of problems and choose appropriate tools/methods for their resolution in a considered manner

Can apply given tools/methods accurately and carefully to a well-defined problem and begin to appreciate the complexity of associated issues

C4 Synthesise, appraise and evaluate data/ evidence from appropriate sources to make independent judgements within a range of nursing contexts.

Analyse, apply and interpret data/evidence from a variety of sources

Gather, record and describe with guidance evidence/data from a range of sources

C5 Synthesise and critically appraise the range of evidence underpinning nursing decision-making, improvement and reform

Explore the evidence used to support nursing decision-making, service improvement and reform

Describe and explain how different sources of evidence are used to support nursing decision-making, service improvement and reform

C6

Synthesise, appraise and evaluate the legal, ethical, professional and Clinical Governance frameworks that underpin nursing, health and social care practice

Analyse the legal, ethical, professional and Clinical Governance frameworks that underpin nursing, health and social care practice

Identify and describe the legal, ethical, professional and Clinical Governance frameworks that underpin nursing, health and social care practice

C7

Synthesise appraise and evaluate the concepts of equity, diversity, inclusion and anti-discriminatory practice

Analyse, apply and interpret the concepts of equity, diversity, inclusion and anti- discriminatory practice

Describe explain and apply the concepts of equity, diversity, inclusion and anti- discriminatory practice


C8

Synthesise and critically appraise service user journeys, and the experiences of service users and their family/carers at each point in the care continuum

Critically analyse service user journeys, and the experiences of service users and their family/carers at each point in the care continuum

Identify and explain the service user journey and the concept of service user-centred care

C9

Synthesise and critically appraise key aspects of improvement science and its application within nursing, health and social care to improve service user outcomes

Analyse, apply and interpret key aspects of improvement science and its application within nursing, health and social care to improve service user outcomes

Describe and explain the role and components of improvement science and how it is used within nursing, to improve service user outcomes

C10

Analyse and evaluate the contribution of nursing to the health improvement agenda

Critically analyse the contribution of nursing to the health improvement agenda

Identify and describe the role of nursing in meeting the health improvement agenda

P1 Demonstrates professional accountability, by practising legally and ethically at all times, including complex and unpredictable contexts

Operate ethically in situations of varying complexity and predictability requiring the application of a wide range of techniques and demonstrate professional accountability and ethical practice

Demonstrate understanding of and adherence to ethical practice

P2 Respond to the diverse and changing nature of nursing practice, recognising own competence, accountability and sphere of influence acting autonomously or with limited supervision or direction, as appropriate

Demonstrate an increasing awareness of the scope of nursing practice, and recognise and act within the limits of own competence whilst adhering to professional and legal guidelines

Recognise and act within the limits of their own competence and adhere to professional and legal guidelines

P3 Recognise situations which fall outside the scope of nursing practice; recognise the expertise of others and refer appropriately within the health and social care team

Recognise the expertise of other members of the health and social care team and refer appropriately

Recognise the different roles and expertise of other members of the health and social care team in the delivery of health and social care

P4 Champion and promote service user dignity and facilitate empowerment when working with individuals and their families/carers

Promote service user dignity and facilitate empowerment when delivering care

Maintains service users’ dignity and privacy when implementing care

P5 Facilitates informed consent and choice in all care provision within appropriate legal frameworks

Implement strategies to promote informed choice and consent when delivering nursing care

Recognise the mechanisms through which informed consent is obtained and apply this knowledge to own practice

P6 Demonstrate practice which recognises and challenges inequality, inequity and cultures of acceptance to promote culturally sensitive, anti-discriminatory health and social care practice

Demonstrate practice which is sensitive to the diverse range of social and cultural needs and which promotes equity, diversity, inclusion and anti-discriminatory practice

Demonstrate awareness of social and cultural diversity and recognise the need to promote anti discriminatory practice


P7 Champion the rights of all to health, safety and wellbeing and challenge situations which increase vulnerability; minimise risk, protect the individual and where appropriate implement safeguarding strategies

Recognise when people are vulnerable and at risk, or in need of support and protection, promote their human rights, health and wellbeing and implement strategies to safeguard where appropriate

Recognise individuals who are vulnerable and seek advice in order to promote health wellbeing and where appropriate safeguarding

P8 Work within Clinical Governance frameworks to justify nursing practice and promote and ensure service user safety through the management of actual or potential risk

Demonstrate understanding of Clinical Governance Frameworks used to promote and ensure service user safety through the management of actual or potential risk

Participate in the assessment and management of risk

P9 Work within information governance frameworks to manage, record and store information

Demonstrate understanding and adherence to information governance frameworks

Participate in the recording, storage and management of records

P10 Demonstrate the ability to listen effectively to the service user’s story and where appropriate relay this to the multidisciplinary team in order to promote understanding of the service user’s experience, needs and choices

Demonstrate the ability to listen actively to the service user’s story and where appropriate relay this to the multidisciplinary team in order to promote understanding of the service user’s experience, needs and choices

Describe, explain and use fundamental communication skills when interacting with service users, their families/carers, colleagues and peers

P11 Communicate effectively with the service user, their families/carers and the multidisciplinary team throughout the service user’s journey

Communicate effectively with the service user, their families/carers and the multidisciplinary team throughout the service user’s journey

Describe, explain and use fundamental communication skills when interacting with service users, their families/carers, colleagues and peers

P12 Act autonomously with limited supervision to develop, sustain and appropriately disengage from therapeutic relationships, which are based upon effective partnerships, sensitivity and compassion

Act with increasing autonomy to develop, sustain and appropriately disengage from therapeutic relationships, which are based upon effective partnerships, sensitivity and compassion

Act with limited autonomy to develop, sustain and appropriately disengage from therapeutic relationships, which are based upon effective partnerships, sensitivity and compassion

P13 Demonstrate the ability to facilitate the acquisition of the knowledge and skills which will enable the service user (and where appropriate their families/carers) to fulfil their potential to manage their own care, through information sharing, collaborative working, education, advice and support

Implement strategies to promote the development of the knowledge and skills which will enable the service user (and where appropriate their families/carers) to manage their own care

Assist the registered nurse in providing education to service users and where appropriate their families/carers in order to promote health and wellbeing

P14 Take a proactive approach to the selection and use of appropriate technology and communication aids to enhance clinical practice within health and social care

Utilise appropriate technology and communication aids to enhance clinical practice within health and social care

Demonstrate awareness of appropriate technology and communication aids to enhance clinical practice within health and social care


P15 Respond proactively to service users’ needs and those of their families/carers

Anticipate and respond to service users’ needs and those of their families/carers

Respond appropriately to service users’ needs and those of their families/carers

P16 Demonstrate and apply comprehensive detailed knowledge of normal and altered physiology, psychology, development, life-stage and the impact of co-morbidities, in order to undertake accurate nursing assessments and to inform decision-making.

Demonstrate a detailed knowledge of normal and altered physiology, psychology and development across the life continuum in order to undertake accurate nursing assessments of service user care needs

Describe, explain and apply the key concepts of normal and altered physiology, psychology and development across the life continuum, to service user care

P17 Demonstrate comprehensive and detailed knowledge of medicines, medicines management and the foundation knowledge for nurse prescribing, and apply this knowledge to service user care

Participate in the safe administration of medication and demonstrate the application of appropriate medicines management knowledge and skills

Participate in the safe administration of medication and demonstrate the application of appropriate medicines management knowledge and skills

P18 Demonstrate effective and dynamic clinical decision-making skills in order to identify and meet through negotiation, service users’ holistic needs and where appropriate those of their families/carers

Demonstrate effective clinical decision-making skills in order to identify and meet through negotiation, service users’ holistic needs and where appropriate those of their families/ carers

Demonstrate understanding of clinical decision-making processes when assisting the registered nurse in the assessment, planning, implementation and evaluation of holistic service user-centred care

P19 Evaluate and proactively utilise health promotion/illness prevention strategies to maximise the health and wellbeing of individuals, families and communities across the age continuum and different levels of dependency

Critically review and select appropriate health promotion/illness prevention strategies to maximise the health and wellbeing of individuals and families

Identify and explain health promotion/illness prevention strategies to maximise the health and wellbeing of individuals

P20 Synthesise and critically appraise best available evidence to support clinical decision-making, providing a rationale for the delivery and enhancement of care

Question and apply best available evidence to support clinical decision-making and provide a rationale for care delivery

Identify the nature of evidence used to support nursing care decisions within the clinical environment

P21 Demonstrate high standards of safe, effective and efficient nursing care skills to meet the fundamental and more complex and co-existing needs of service users in their own field of practice across diverse care settings

With increasing autonomy demonstrate a range of safe, effective and efficient nursing skills to meet the fundamental physical and mental health needs of service users and the more complex and coexisting needs of people from own nursing field of practice

Demonstrate safe nursing skills to meet the fundamental physical and mental health needs of service users


P22 Provide safe and appropriate immediate care to all people accessing or referring to specialist services as required irrespective of own field of practice

Recognise situations which require immediate first aid/intervention, and demonstrate the ability to provide safe first aid and/or support as appropriate, escalating concerns irrespective of own field of practice

Recognise situations which require immediate first aid/intervention, and demonstrate the ability to provide safe first aid and/or support as appropriate, escalating concerns irrespective of own field of practice

P23 Work in partnership with other members of the multidisciplinary team and other health and social care agencies in order to provide seamless person-centred care according to service users’ needs and their choice

Work within the multidisciplinary/multi-agency team to promote the provision of optimum service user-centred care

Participate in the provision of multidisciplinary /multi-agency care

P24 Work with others to influence and inform the improvement and reform agenda

- -

P25 Confidently utilise supervision and teaching skills in order to develop the knowledge and practice of other members of the health and social care team

Participate in strategies to identify and meet the learning needs of other members of the health and social care team

Discuss a range of learning styles and teaching strategies to develop the knowledge and skills of others

P26 Safely, effectively and confidently lead, co-ordinate and manage care delivery

Demonstrate appreciation of the knowledge and skills required in order to lead, co-ordinate and manage care delivery

-

T1 Communicate clearly fluently and effectively in a range of styles and through a variety of media, including verbal, written and electronic, appropriate to the context in accordance with professional guidelines

Select and use appropriately a range of communication methods in accordance with professional guidelines

Communicate appropriately in individual and group discussions with peers and professional colleagues

T2 Engage effectively in academic and clinical discussion and present arguments in a logical and professional manner

Prepare, deliver and evaluate presentations to an audience

Communicate appropriately in individual and group discussions with peers and professional colleagues

T3 Recognise and evaluate factors which enhance group processes, team and inter-disciplinary working, and evaluate and develop own personal effectiveness within and across teams

Adopt a range of roles within a team and contribute to the effective working of the team

Engage in team activities to enhance a co-operative approach to learning and working

T4 Use quality assurance strategies to promote service improvement

Participate in quality assurance strategies used to evaluate practice and promote service improvement

Describe quality assurance strategies used to evaluate practice and promote service improvement


T5 Demonstrate critical awareness of own values, beliefs and assumptions and implement strategies to ensure that the values and beliefs of others are recognised and responded to in a non-judgmental manner, and ethical, anti-discriminatory practice is promoted and maintained

Demonstrate awareness of own values, beliefs and assumptions and implement strategies to ensure that the values and beliefs of others are recognised and responded to in a non-judgmental manner, and ethical, anti-discriminatory practice is promoted and maintained

Demonstrate awareness of own values, beliefs and assumptions and those of others, and maintain anti-discriminatory practice

T6 Analyse and evaluate own leadership style and personal effectiveness and utilise appropriate strategies to facilitate personal and professional growth and achievement of leadership potential

Recognise leadership styles in self and others and use this knowledge to promote positive interactions and relationships with others

Describe the qualities of effective leadership and identify and implement strategies to maximise own personal effectiveness

T7 Select and evaluate a range of software applications and appropriate technology necessary to support own practice

Use a range of specialist software and appropriate technology to support own practice

Demonstrate appropriate use of basic IT tools (e.g. word-processing, spreadsheets, information searching) and appropriate technology to support own practice

T8 Accurately calculate, interpret and evaluate numerical data and demonstrate accurate numeracy skills

Accurately calculate and interpret numerical data, and demonstrate accurate numeracy skills

Accurately calculate, interpret and evaluate numerical data and demonstrate accurate numeracy skills

T9 Demonstrate commitment to reflective practice, continuing professional development and personal supervision activities in order to enhance own knowledge, skills, values and attitudes and meet the challenges of working in complex and dynamic settings

Demonstrate reflective practice and identify and implement strategies to promote self-awareness and continuing professional development

Explain reflective practice and use reflective models to identify own learning needs and methods of achievement

T10 Develop a personal development plan, which takes account of personal, professional and organisational needs and demonstrates employment potential

Demonstrate a realistic match between career aspirations and personal aptitudes, interests and motivations

Identify and articulate personal skills, abilities, interests and motivations and relate these to career aspirations


APPENDIX 2

UNIVERSITY GENERIC MARKING CRITERIA

Level 3 Level 4 (Certificate) Level 5 (Diploma) Level 6 (Degree)

90%-100% Exceptional work with presentation of a very high standard. Demonstrates an extremely thorough knowledge and understanding through identification and description of key concepts and principles relevant to the topic area. Evidence of wide and relevant reading, very effective use of appropriate source material and accurate referencing.

90%-100% Exceptional work with presentation of a very high standard. There is coherence of ideas and demonstration of a thorough knowledge and understanding. Arguments are supported by wide reading with very effective use of source material and accurate referencing.

90%-100% Exceptional work with presentation of the highest standard. The work contains coherent arguments and ideas. There is a detailed understanding of subject matter and critical analysis of issues/problems. Points are made clearly and concisely, always substantiated by appropriate use of source material. There is evidence of a sound ability to critically inter-relate theories with examples from practice where appropriate.

90%-100% Exceptional work. Presentation is logical, error-free and, where appropriate, creative. There is an in-depth understanding of issues/ problems and excellent critical/deep engagement with the material and concepts involved. Very skilful interpretation of data. Arguments, ideas and, where appropriate, solutions are presented coherently and fully underpinned by thorough research and reading.

80%-89% Outstanding work with presentation of a very high standard. Demonstrates a very good knowledge and understanding of the key concepts and principles relevant to the topic area. Evidence of significant independent reading and effective use of source material, accurately referenced.

80%-89% Outstanding work with presentation of a very high standard. There is coherence of ideas and demonstration of a thorough knowledge and understanding. Arguments are supported by wide reading with effective use of source material and accurate referencing.

80%-89% Outstanding work with presentation of a very high standard. There is comprehensive understanding of key concepts and knowledge and evidence of critical analysis and insight. Accurate interpretation of data with arguments, ideas and solutions presented effectively and based on strong research and reading.

80%-89% Outstanding work with presentation of a very high standard. There is comprehensive understanding of key concepts and knowledge and clear evidence of critical analysis and insight. Accurate interpretation of data with arguments, ideas and solutions presented effectively and based on strong research and reading.


70%-79% Extremely good work with presentation of a high standard. Demonstrates strong knowledge and understanding of the key concepts and principles relevant to the topic area. Evidence of independent reading and good use of source material, accurately referenced.

70%-79% Extremely good work with presentation of a high standard. There is coherence of ideas and demonstration of thorough knowledge and understanding. Arguments are supported by wide reading with appropriate use of source material and accurate referencing.

70%-79% Extremely good work with presentation of a high standard. Evidence of strong knowledge and understanding together with some critical analysis and insight. Source material is used effectively to support arguments, ideas and solutions.

70%-79% Extremely good work with presentation of a high standard. Demonstrates an excellent knowledge base with a clear understanding of the issues and application to practice where appropriate. There is some effective critical and analytical application of relevant research and reading.

60%-69% The work is well presented. There is evidence of sound knowledge and understanding through identification of key concepts and principles relevant to the topic area. Some evidence of independent reading and use of source material accurately referenced.

60%-69% The work is well presented and coherently structured. There is evidence of a sound knowledge and understanding of the issues with theory linked to practice where appropriate. Most material used has been referenced/acknowledged.

60%-69% Very good presentation. Sound knowledge and understanding with an emerging ability to critically engage with and apply the concepts involved linking them to practice where appropriate. Good use of source material which supports most points clearly. Content is wholly relevant and is coherently structured.

60%-69% The work is very good, logically structured and presented to a high standard. Demonstrates a strong knowledge base with a clear understanding of the issues and application to practice where appropriate. There is some critical and analytical application of relevant research.

50%-59% Presentation acceptable but with some errors. Demonstrates adequate knowledge and understanding through the identification and use of key concepts and principles relevant to the topic area. Some use of source material.

50%-59% Presentation is acceptable but with some errors. There is knowledge and understanding of issues under discussion and some evidence of the application of knowledge and ideas where appropriate. Some use of relevant source material.

50%-59% Presentation is of a good standard but some shortcomings. Evidence of a sound knowledge base but limited critical and practical application of concepts and ideas. Content is largely relevant although points may not always be clear and structure may lack coherence. Contains some critical reflection and some use of source material to illustrate points.

50%-59% The work is clearly presented and logically structured. It shows evidence of a sound understanding of the topic and addresses major issues. The work contains some discussion and interpretation of relevant perspectives although further development of the arguments presented would be beneficial. There are examples of critical reflection and evidence of application of theory to practice.


40%-49% Presentation is acceptable but attention is needed to the structure. There is limited though sufficient evidence of knowledge and understanding through the identification and use of key concepts and principles relevant to the topic area. Some use of relevant source material.

40%-49% Presentation is acceptable but attention to structure and style is required. The content is relevant but largely descriptive. There is evidence of a reasonable level of knowledge and understanding but there is limited use of source material to support the arguments, proposals or solutions. Some links are made to practice where appropriate.

40%-49% Adequate presentation. The work is descriptive and/or lacks critical analysis where required but is relevant with limited though sufficient evidence of knowledge and understanding. There is some evidence of reading although arguments/proposals/ solutions often lack coherence and may be unsubstantiated by relevant source material or partially flawed. Links to practice are made where appropriate.

40%-49% Adequate presentation. The work displays basic knowledge and understanding of the topic but is largely descriptive. There is an attempt to bring together different ideas and concepts although this would have been strengthened by the inclusion of further key issues. The structure of the work requires attention to its coherence and logical development of content. The link between theory and practice, where appropriate, is somewhat tenuous and its development would enhance the work considerably.

30%-39% – Fail The work is poorly structured and presented. Demonstrates inadequate and flawed knowledge and understanding of key concepts and principles relevant to the topic area. Some material is irrelevant. Insufficient use of supporting material.

30%-39% – Fail The work is poorly structured and presented. Some material may be irrelevant. Content is based largely on taught elements with very little evidence of reading around the topic and little or no reference to practice where appropriate.

30%-39% – Fail Poorly structured, incoherent and wholly descriptive work. Evidence of a weak knowledge base with some key aspects not addressed and use of irrelevant material. Flawed use of techniques. Limited evidence of appropriate reading and no evidence of critical thought. Little reference to practice where appropriate.

30%-39% – Fail The work is poorly presented and contains numerous errors, inconsistencies and omissions with limited use of source material. The work displays a weak knowledge base and a lack of sufficient understanding of the topic. There is limited evidence of the application of theory to practice where appropriate. It contains many unsupported statements with limited attempts to bring issues together and lacks critical analysis and reflection.


20-29% – Fail The work is very poorly structured and presented. It demonstrates seriously inadequate and flawed knowledge and understanding of key concepts and principles relevant to the topic area. Much material is irrelevant. Very little use of supporting material. To obtain a mark of 20% the work must show evidence of a genuine attempt to engage with the assessment requirements and with the subject matter.

20-29% – Fail The work is very poorly structured and presented. Much material is irrelevant. Content is based almost entirely on taught elements with very little evidence of any purposeful reading around the topic. No effective reference to practice where appropriate. To obtain a mark of 20% the work must show evidence of a genuine attempt to engage with the assessment requirements and with the subject matter.

20-29% – Fail Very poorly structured, incoherent and wholly descriptive work. Evidence of a very weak knowledge base with many key omissions and much material irrelevant. Use of inappropriate or incorrect techniques. Very little evidence of appropriate reading and no evidence of critical thought. No links to practice where appropriate. To obtain a mark of 20% the work must show evidence of a genuine attempt to engage with the assessment requirements and with the subject matter.

20-29% – Fail The work is very poorly presented and contains numerous serious errors, inconsistencies and omissions with little use of source material. The work displays a very weak knowledge base and a lack of sufficient understanding of the topic. There is very little evidence of the application of theory to practice where appropriate. It contains many unsupported statements with very little attempt to bring issues together and there is a complete lack of critical analysis and reflection. To obtain a mark of 20% the work must show evidence of a genuine attempt to engage with the assessment requirements and with the subject matter.

0-19 % - Fail The work is extremely poorly structured and presented. It demonstrates no real knowledge or understanding of key concepts and principles. Much material is irrelevant. No real use of supporting material. Not a genuine attempt to engage with the assessment requirements and/or subject matter.

0-19 % - Fail The work is extremely poorly structured and presented. It demonstrates no real knowledge or understanding of key concepts and principles. Much material is irrelevant. No effective use of supporting material. No reference to practice where appropriate. Not a genuine attempt to engage with the assessment requirements and/or subject matter.

0-19 % - Fail The work is extremely poorly structured and presented. It demonstrates no real knowledge or understanding of key concepts and principles. Much material is irrelevant, incorrect or omitted. No evidence of critical thought. No effective use of supporting material. No links to practice where appropriate. Not a genuine attempt to engage with the assessment requirements and/or subject matter.

0-19 % - Fail The work is extremely poorly structured and presented. It demonstrates no real knowledge or understanding of key concepts and principles. Much material is irrelevant, incorrect, inconsistent or omitted. No evidence of critical analysis and reflection. No effective use of supporting material. No application of theory to practice where appropriate. Not a genuine attempt to engage with the assessment requirements and/or subject matter.


APPENDIX 3 Assessment Grid for Pre-Registration Nursing Modules

Mental Health Field January Intake

Stage 1

Module Formative assessment Week completed

(programme weeks)

Summative assessment 1st sub (programme

weeks)

Re sub (programme

weeks)

The Foundations of Nursing: Care Compassion and Communication (10 credits)

Student participation in self and peer assessment of interpersonal and communication skills during classroom activity. Feedback will be provided by the 360-degree tool

Wk 5

Completion of 360-degree interpersonal skills assessment and 2,000-word reflective account

Wk 28

Wk 40

An Introduction to Human Development and Functioning across the Age Continuum (10 credits)

Weekly self-assessment to identify student’s learning in relation to module content

N/A Unseen 60-minute MCQ consisting of 20 questions relating to module content under exam conditions.

Wk 9 Wk19

The Role of the Nurse in Improving Health and Wellbeing (20 credits)

10-minute group presentations on health improvement issues in local community

Wk 8 4,000-word community profile exploring service provision and the nurse’s role and responsibilities in health improvement across the health/illness and age continuum

Wk 19

Wk 28

An Introduction to Decision-making in Mental Health Nursing (20 credits)

N/A Unseen two-hour exam answering three of three questions which focus upon nurse decision-making, pathways of care and professional/ ethical issues

Wk 28

Wk 40


The Fundamentals of Caring and Professional Nursing Practice (60 credits)

Integrated portfolio of evidence (100%) including: Mid-point focus on professional and attitudinal benchmarks Drug calculation exam 20 questions pass mark 80% 3,000-word case study exploring service user-centred care and how the essential skills clusters have been met Completion of the competencies and all essential evidence

Hand in written Final Tripartite assessment Hand in Practice Portfolio

Wk 27 Wk 17 Wk 37 Wk 39 Wk 40

N/A Wk 28 N/A N/A N/A

Stage 2


(programme weeks)


weeks)

Re sub (programme

weeks)

Promoting Positive Outcomes in Mental Health Nursing Practice (20 credits)

Submission of a draft essay plan 400 words.

Wk 8 Assignment: Select one question from three which explores safeguarding and promoting positive outcomes

Wk 16 Wk 24

The Role of the Nurse in Promoting Evidence- based Health and Service Improvement

4,000-word essay critically evaluating a nursing care plan or pathway

Wk 24 WK 37


(20 credits)

Developing Decision-making in Mental Health Nursing Practice (20 credits)

Seen scenario with four unseen questions three-hour exam reflecting practice experience and taught element. Students answer all four questions

Wk 24 WK 37

Promoting Caring and Professional Practice in Mental Health Nursing (60 credits)

Mid-point formative review of selected competency/benchmarks within tripartite meeting

Wk 23 Integrated portfolio of evidence (100%) including: Drug calculation exam. 20 questions 90% pass mark 4,000-word case study exploring the fundamental health needs of a selected service user Completion of the competencies and other essential evidence

In first theory block Case study Final Tripartite assessment

Wk 38 Wk 35

Wk 24 N/A N/A

Stage 3


(programme weeks)


weeks)

Re sub (programme

weeks)

Developing the Nursing Contribution to Continuous Improvement in Health and Social Care Practice (40 credits)

Poster presentation on selected topic

Wk 14

An assignment of 8,000 words based upon an evaluation of a student selected innovation in practice

Wk 18 Wk 33

Enhancing Decision-making in

Student group presentation of a problem-based health promotion issue

Week 10 4,000-word case study which critically analyses the best available evidence to support the decision-making and evaluation of the care plan.

Wk 28 Wk 37


Mental Health Nursing Practice (20 credits)

Leading Professional and Caring Practice in Mental Health Nursing (60 credits)

Mid-point formative review of selected competency/benchmarks within tripartite meeting

Wk 32 Integrated portfolio of evidence (100%) including: A 20-minute simulated drug calculation examination comprising of 10-questions 100% pass mark A one-hour pharmacology examination which consisting of 10 questions. Critical evaluation and reflection upon their personal effectiveness in leading caring nursing practice

written component only final tripartite assessment and portfolio handed in

WK 15 Wk 17 Wk 39 Wk 41

Wk 33 Wk 33 N/A N/A



APPENDIX 4 SICKNESS AND ABSENCE POLICY Responsibilities and Action Required by the Student to Fulfil the Sickness and Other Absence Policy (Pre-registration Nursing and Midwifery Students). (1) Attendance Pre-registration Nursing and Midwifery programmes require 100% attendance by students.

(i) In practice placement:

The recording of the Student Attendance Record sheet is the responsibility of the student and is retained in the Practice Portfolio. (If the Host Trust uses a time sheet for its finance department, students who are Trust employees may include photocopies of these in their portfolio instead.)

It is the student’s responsibility to ask their Practice Mentor to countersign the student attendance record at the end of the month. If the placement ends part way through a month, the student should ask their Practice Mentor to sign up to that date.

It is the responsibility of the Personal Tutor/Academic Mentor to periodically review, and countersign, the Student Attendance Record Sheet.

Students will submit a copy of the attendance record sheet with their travel expense form to verify eligibility of the claim.

(ii) In the University:

Whilst in the University the student must complete the register provided.

(2) Action Required By Student at Commencement of Sickness/Absence

The student (or someone else on their behalf) must contact the School of Health & Social Care Student Records and Placement office by 10.00am to inform the department that they are sick or absent for other reasons.

The student must also inform the clinical placement/host before/at the start of the shift if they are sick or absent for other reasons during a practice placement.

If the student has sickness/absence for more than four days (including a Saturday and Sunday) then a self-certificate sick note is required. If this exceeds beyond the seventh day, then a Doctor’s certificate is required. On completion the certificate must be returned to the Student Records and Placements office.

Students who are Trust employees should follow the guidelines issued by the employing Trust for self-certification and medical certificates.



(3) Action Required by Student on Return from Sickness/Absence

The student must advise the School of Health & Social Care Student Records and Placements office when they return from sickness/absence (NB students are recorded as sick/absent until they do report as having returned).

The student must also advise the clinical placement/host when they return from sickness/absence (where applicable).

(4) Further Follow-up Action

The student must be aware that where the Personal Tutor has a concern about the student’s sickness/absence record, the following steps may be instigated with the principle underpinning all dealings regarding sickness/ absence being one of support for the student.

(a) Step One

The Personal Tutor will interview the student to highlight the concerns, make clear the consequences of non-attendance, which could include inability to submit summative assessments or go into placement areas and to ascertain whether the student has particular problems which are preventing their attendance. Remedial strategies are to be agreed. The tutor is to place a note on the student’s personal file in the Confidential Record Sheet.

(b) Step Two

If the unauthorised absence problem occurs/reoccurs, the student is to meet with the Personal Tutor and the Field/Programme Leader. The Field/ Programme Leader is to again clarify the implications for non-attendance, making it clear that the student’s future on the programme could be in doubt. The Professional Conduct/Misconduct procedure may be instigated. A letter is to be written by the Field Leader/Programme Leader to the student and a copy placed in their file.

(c) Step Three

If the unauthorised absence problem persists, the Professional Conduct/ Misconduct procedure will be instigated.

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