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STUDENT PROGRAMME HANDBOOK 2016/2017

STUDENT PROGRAMME HANDBOOK

2017/2018

Faculty of Health and Well Being

School of Nursing

BSc (Hons) Interprofessional Learning

(Adult Nursing)

YOUR

PROGRAMME

HANDBOOK

This handbook sets out a range of information and, where applicable, points to a number of

other important documents to help support you through your studies at the University.

The purpose of this handbook is to provide information about your programme of study.

This should be read in conjunction with ‘My Essential Information’, which sets out general

information relevant to all students at the University.

This information is designed to support you throughout your studies and it is important to

familiarise yourself with all the contents of both this handbook and ‘My Essential Information’.

IF YOU FIND THAT YOU HAVE ANY QUERIES AFTER READING THIS GUIDE,

PLEASE CONTACT EITHER YOUR PROGRAMME DIRECTOR (FOR PROGRAMME

SPECIFIC QUERIES) OR THE I-ZONE FOR ANY OTHER QUERIES:

CANTERBURY

[email protected]

01227 782222

BROADSTAIRS

[email protected]

01843 609888

MEDWAY

[email protected]

01634 894444

If you have any suggestions for how this handbook may be improved for future students,

please email your suggestion to: [email protected]

STUDENT PROGRAMME HANDBOOK 2016/2017

mailto:[email protected]




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Contents

WELCOME FROM THE PROGRAMME DIRECTOR……………………………………………………………..5

PROGRAMME OVERVIEW ....................................................................................................................5

KEY STAFF AND CONTACT DETAILS .....................................................................................................9

KEY DATES AND TIMETABLING ......................................................................................................... 10

MODULES ......................................................................................................................................... 12

ASSESSMENT .................................................................................................................................... 59

TUTORIALS / PERSONAL ACADEMIC TUTORING ................................................................................. 61

REGULATORY ARRANGEMENTS ......................................................................................................... 62

EXTERNAL EXAMINER ....................................................................................................................... 62

ADDITIONAL INFORMATION .............................................................................................................. 63

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WELCOME FROM THE

PROGRAMME DIRECTOR

WELCOME

Welcome to the Adult Nursing Pathway. The team hope that you will enjoy your time on the Programme,

whether you are based at the Canterbury or Medway (Chatham) Campus. The programme provides a

variety of practical and University based learning experience to enhance your experiences and prepare you

to qualify and register as a nurse. The University is eager to support you and enable you to make the most

of your studies.

Adult Nursing is a caring science as well as an applied vocational and academic discipline that is often

practised in a variety of complex situations across the health-illness continuum. The Adult Nursing pathway

is intended to develop practitioners who can respond to a diverse and challenging service context in which

traditional health and social service and associated professional roles are changing rapidly in response to

broader political, social, economic and demographic change. Graduates of the Programme will be fit for

practice and purpose, academic award and professional registration in a service environment in which

health and social care delivery is dynamic and changing. The Programme aims to develop graduate nurses

who are able to lead in increasingly complex and rapidly changing environments across care sectors.

Nursing offers a unique contribution to the health and wellbeing of people in need of health and social

care. However, the interprofessional nature of the programme should promote understanding of how

each profession can work together to provide a quality service.

The team wish you success throughout the Programme and look forward to meeting you throughout your

studies.

Jo Kelly – Programme Director

PROGRAMME OVERVIEW

Faculty and Department(s) responsible Faculty of Health and Wellbeing

School of Nursing

Title of the programme award BSc (Hons) Nursing (Adult)

Primary Exit Point(s) BSc (Hons)

Other Exit Points(s) CertHE Health & Social Care;

DipHE Health & Social Care;

BSc Health & Social Care;

Graduate Diploma

UCAS code B740

Credit rating 360 credits

ECTS 180 credits

Academic Framework Undergraduate Academic Framework

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Scheme/Protocols Interprofessional Learning Scheme

Programme Director Jo Kelly (Adult Nursing Pathway)

Mode of attendance (full time/part

time/blended learning/distance learning,

etc)

Full-time

Details of accreditation by a

professional/statutory/regulatory body (if

applicable)

Nursing & Midwifery Council

Subject Benchmark Statements QAA Health Care Programmes - Nursing

Date at which this programme

specification becomes effective (i.e. first

intake under it)

September 2012, Major Modification

September 2015

General introduction to the pathway

The Adult Nursing pathway is one of three nursing pathways. The other nursing pathways are Child and

Mental Health. The Pre-Registration Nursing pathways sit within an overall Programme which is the

Interprofessional Learning Programme (IPL). Upon successful completion you will be awarded a BSc (Hons)

Nursing (Adult). The IPL programme also prepares students to become occupational therapists, social

workers, and radiographers; paramedics, operating department practitioners or midwives.

This pathway will equip you not only to safely and effectively provide care to a range of adult service users

but also to deliver fundamental care to others including children and young people, people with learning

disabilities and people with mental health problems.

If you are successful in passing all parts of this Programme you will be eligible to apply for registration with

the Nursing and Midwifery Council (NMC). This is the regulatory body whose function is to protect the

public by maintaining a register of nurses and midwives and by setting and monitoring standards of nursing

education. Once you are registered you will be a Registered Nurse (Adult) and you will be able to work in

this capacity in any health care setting. Typically graduates go on to work in a variety of care settings

including the community (working in peoples’ homes), hospitals, care homes, GP surgeries and clinics.

Some of our students find employment outside Kent & Medway including some in other parts of Europe

and further afield.

What should you achieve at the end of the pathway?

Your Programme is divided into three equal parts which means one part is equal to one year. You will need

to pass all aspects of the first year of the Programme in order to progress into the second year. By the end

of the first year – the first progression point - you will have developed knowledge of the various theories

and principles of Adult Nursing. You will have an understanding of how to work within legal and

professional frameworks and under supervision be able to develop effective relationships. You will start to

be aware of your own professional identity, the roles of other professionals such as social workers,

occupational therapists, child and mental health nurses, and the importance of working together. You will

be able to reflect on your own development both in working with service users and your study skills.

In order to progress into the third and final year of the Programme, you will need to pass all aspects of the

second year. By the end of the second year – the second progression point – you will have gained a more

thorough understanding of the theories and principles that underpin Adult Nursing. You will be able to

act with professionalism, working within appropriate boundaries and under supervision deliver safe and

compassionate care which ensures shared decision making with your patients, their carers and other

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professionals. You will begin to learn the skills of leadership, supervision and management of other people.

Further, you will have a good understanding of National and local policies that affect health care.

In order to become eligible to enter the register of the Nursing and Midwifery Council (NMC) and become

a Registered Nurse (Adult), you will be required to pass all aspects of the third year. By the end of the

third year, you will be able to critically consider appropriate care for your patients ensuring that it is based

on a solid and reliable research base. You will be able to work on your own, supervise, lead and manage

other professionals including nurses and be able to protect the public at all times by ensuring the highest

standards of care.

What will you study?

You will study a range of subjects. Each year starts with a Professional Development module to help you

with studying at University and develop your academic skills. You will also study one module each year

with other health and social care professionals, in the first year it’s about what it means to be a health and

social care practitioner, in year 2 it’s about team working and in year 3 it’s about how teams work together

in today’s challenging health and social care arena (please refer to IPL Programme specification). These

themes can also be seen in the Adult Nursing specific modules.

In year 1 you will study two generic nursing modules – Principles of Nursing Practice and Promoting Health

through Interpersonal Relationships. These will provide you with knowledge of the professional aspects of

nursing such as the legal and ethical frameworks that guide nurses’ practice and also the communication

skills required to help someone maintain their health and wellbeing. Also in year 1 you will study the Human

Anatomy and Physiology module that examines normal anatomy and physiology and the Developing

Practice Skills module that enables you to practice nursing skills in a safe environment within the University

to prepare you for placement.

In year 2 communication skills will be further developed in Enhancing Person Centred Care and you will

start to learn about what can go wrong with the body and how medicines can assist in treatment in

Pathophysiology, Pharmacology and Medicines Management. Two further modules – Experiences of Health

& Illness 1 and 2 – will develop your knowledge of the care and management of patients with long term

and acute care needs within any setting.

In year 3 the Delivering Safe and Effective Care 1 and 2 modules enable you to bring together everything

that you have learnt so far to get to grips with the complex nature of a patients’ journey. The Leadership

for Professional Practice and Transition into Professional Practice modules help you to move from student

nurse to registered nurse with confidence.

Further information regarding the Nursing modules can be found later in this handbook.

In your placements you will work with a variety of nurses and also service users to develop your skills and

expertise in Adult Nursing. Placements will be varied and will encourage you to apply the theory from

University to your clinical practice.

How will you be taught?

Whilst in University, a variety of teaching methods will be used throughout your Programme. These will

range from taught sessions to independent, self-directed learning using PowerPoint presentations; group

discussions; debates, seminar groups; clinical/nursing skills practice, student/peer presentations and

technology enhanced learning (TEL) such as the creation of digital stories and the use of electronic patient

records (available via the internet). Whilst in placement, you will learn by observation, under supervision

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and by practice. In each of your placements, you will be allocated an experienced registered Adult Nurse.

This nurse will be your “mentor” whose role is to work with you and guide your learning and development

of your clinical practice. Your “mentor” will have undertaken a course, approved by the NMC, to prepare

them for their role as a mentor. Your personal tutor is also a key contact for you during your time in

placement, therefore if you have any concerns they should be your first point of contact. Your personal

tutor will also make contact with you during your placement time.

Aims of the Pre-Registration BSc (Hons) Nursing (Adult) Pathway

This nursing pathway aims to prepare you to be a graduate nurse who, at the point of entry to the register,

is a safe, reflective, compassionate and caring nurse who practices with the highest level of evidence based

skills. You will deliver care in true partnership with service users and their carers/family and will be able to

collaborate with other health and social care professionals. It aims to prepare you to promote dignity and

respect when working with all people who are experiencing health problems in whatever context their care

is given. It further aims to prepare you to be autonomous, pro-active, and politically aware, be able to

challenge other nurses and professionals and be able to undertake effective clinical governance. You will

be able to role model and deliver dynamic leadership, management and delegation skills and be able to

uphold the highest standards of care delivery by both yourself and others in any health and social care

setting.

Pathway Learning Outcomes

The following learning outcomes are generic across the three nursing pathways; however, they will be

contextualised to the Adult Nursing pathway leading to the award BSc (Hons) Nursing (Adult).

Pathway Learning Outcomes - Progression point 1 (end of year 1)

On successful completion of year 1 (level 4), you will be able to:

1. demonstrate knowledge of the principles, theories and evidence base that underpin nursing

practice

2. demonstrate an understanding of how to work within legal, ethical and professional

frameworks and local policies

3. safeguard the public and, under supervision, recognise the importance of effective

communication skills in the delivery of safe, compassionate and dignified person-centred

nursing care

4. develop an awareness of their own professional identity and understand the principles of

working together

5. have an awareness of how people’s lifestyles, environments, cultural beliefs and the location

of care delivery influences their health and wellbeing, identifying the importance of health

promotion and the prevention of illness

6. have an awareness of the impact of health and social care policy on service delivery

7. maintain their individual personal and professional development through reflection and

lifelong learning

8. demonstrate achievement of the NMC minimum requirements for progression point 1

Pathway Learning Outcomes - Progression point 2 (end of year 2)

On successful completion of year 2 (level 5), you will be able to:

1. explain the principles, theories and evidence base that underpin nursing practice

2. act with professionalism and integrity whilst practicing safely and with increasing

independence within the boundaries of legal, ethical and professional frameworks

3. safeguard the public and, under supervision, deliver safe, compassionate and dignified

person-centred nursing care

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4. explore and review theories underpinning collaborative practice and shared decision-

making when communicating and working with service users, carers, families, professionals

and other relevant groups

5. recognise the importance of leadership skills in the supervision and management of others

6. develop an understanding of how people’s lifestyles, environments, cultural beliefs and the

location of care delivery influences their health and wellbeing whilst seeking opportunities

to promote health and prevent illness under supervision

7. explore and review the impact of health and social care policy on service delivery


lifelong learning

9. demonstrate achievement of the NMC minimum requirements for progression point 2

Pathway Learning Outcomes - BSc (Hons) Nursing (Adult) (end of programme)

On successful completion of the programme (level 6), you will be able to:

1. analyse, apply and critically evaluate the principles, theories and evidence base that

underpin nursing practice

2. act with professionalism and integrity whilst practicing competently and safely within the

boundaries of legal, ethical and professional frameworks

3. safeguard the public and be responsible and accountable for safe, compassionate and

dignified person-centred nursing care

4. deliver high quality essential care to all whilst delivering complex care to service users within

their field of practice

5. critically evaluate and utilise theories underpinning collaborative practice and shared

decision-making when communicating and working with service users, carers, families,

professionals and other relevant groups

6. use leadership skills to supervise and manage others and contribute to planning, designing,

delivering and improving sustainable future services

7. act on their understanding of how people’s lifestyles, environments, cultural beliefs and the

location of care delivery influences their health and wellbeing whilst seeking opportunities

to promote health and prevent illness

8. critically analyse the impact of health and social care policy on service delivery


lifelong learning

10. demonstrate achievement of the NMC standards of competence for entry to the

professional register

KEY STAFF AND CONTACT DETAILS

Jo Kelly

[email protected] Medway,RWs41 Extn 4449 Programme Director

David Sturgeon Canterbury,NT17 Extn 3135 A17 Cohort Lead

Karen Daniels Canterbury, Ns13 Extn 3843 Practice Lead

Kerie Winstanley Canterbury, Nf14 Extn 2597 Personal Tutor

Anna Johnstone Canterbury, Hf11 Extn 2736 Personal Tutor

Christine Wright Canterbury, CCs16 Extn 4566 Personal Tutor

Paul Elliott Medway, RWs31 Extn 4534 Personal Tutor

Jane Brindley Medway RWf22 Extn 4411 Personal Tutor

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Admin Team Canterbury [email protected]

Admin Team Medway [email protected]

[email protected]/medway-

healthadmin@

Placements Canterbury, Jf49 [email protected]

KEY DATES AND TIMETABLING

2 0 1 7 2 0 1 8

Apr May June July Aug Sept Oct Nov Dec Jan Feb March Apri l

17 24 1 8 15 22 29 5 12 19 26 3 10 17 24 31 7 14 21 28 4 11 18 25 2 9 16 23 30 6 13 20 27 4 11 18 25 1 8 15 22 29 5 12 19 26 5 12 19 26 2 9

34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33

CP1 CP CP H H H H SSW CP H H A H SSW

PD1 PD PD PD PD A PD PPMM

HAP HAP A

DPS DPS A

PHI PHI A

PNP PNP A

PRACTICE P1 FA H H H H SSW P2 H H SA RSA H SSW

1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 T T T 18

2 0 1 8 2 0 1 9

Apr May June July Aug Sept Oct Nov Dec Jan Feb March Apri l

16 23 30 7 14 21 28 4 11 18 25 2 9 16 23 30 6 13 20 27 3 10 17 24 1 8 15 22 29 5 12 19 26 3 10 17 24 31 7 14 21 28 4 11 18 25 4 11 18 25 1 8

34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32

CP2 CP CP H H H SSW CP CP A H H H H SSW

PD2 PD PD A PD PD A PD

PPMM PPMM A

EHI1 EHI1 A

EHI2

EPC EPC A

PRACTICE FA H H H FA SSW H H H SA RSA H SSW

1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 21

2 0 1 9 2 0 2 0

Apr May Jun July Aug Sept Oct Nov Dec Jan Feb Mar Apri l

15 22 29 6 13 20 27 3 10 17 24 1 8 15 22 29 5 12 19 26 2 9 16 23 30 7 14 21 28 4 11 18 25 2 9 16 23 30 6 13 20 27 3 10 17 24 2 9 16 23 30 6

33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32

CP3 CP CP CP H H H H CP SSW H A H H

PD3 PD PD PD PD A PD

SEC1 SEC1 FA SA1 SA2 SA3

SEC2 SEC2 FD A

LPP LPP A

TPP TPP A

PRACTICE FA H H H H SSW FA H SA RSA H H

1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 T T T 24

PD - Profess ional Development EHI - Experiencing Health & Il lness 1 and 2 H - hol iday 63

CP - Col laborative Practice EPC - Enhancing Person Centred Care SSW - sel f-s tudy week

HAP - Human Anatomy & Phys iology SEC - Del ivering Safe & Effective Care 1 and 2 A - assessment date hours

DPS - Developing Practice Ski l l s LPP - Leadership for Profess ional Practice P - placement Week 2325

PNP - Principles of Nurs ing Practice TPP - Trans i tion into Profess ional Practice FA - formative assessment 28 Exam Board

PHI - Promoting Health Through Interprofess ional Relationships VS - Voluntary Services placement SA - summative assessment 31 Resubmiss ion Week

PPMM - Pathophys iology, Pharmacology & Medicines Management IC VLE - Infection Control/Prevention VLE RSA - res i t summative assessment

T - Trans i tion Weeks

P

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2

P

D

3

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IND

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P

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1

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Your academic timetable is available to view at any time via the ‘University Calendar’ tab on the online

student portal.

New students: Initially this will be a provisional timetable, but once you’ve chosen your module options

you will be able to see exactly where and when each of your lectures, seminars, practical’s and other

course-related activities for the forthcoming term are due to take place. In your first term, this will include

all possible sessions you could attend, in case you end up swapping groups.


mailto:[email protected]/medway-


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Continuing students: Prior to the start of the academic year, you will receive access to the timetable for

the full autumn term, to help you manage your work/life balance.

‘University Calendar’ displays your next two programme-related appointments. Any changes or

cancellations will be reflected here, so please take time to review your University Calendar regularly. To

access your full calendar (to which you can add other activities personal to you), simply click on an

appointment or the ‘My calendar’ link.

A ‘lite’ version of My University Calendar is available via the University Calendar tab on the Canterbury

Christ Church mobile app.

Additionally, you can visit OnTime (the timetabling and rooming section of the CCCU website at

https://ontime.canterbury.ac.uk/), select ‘View timetables’ and then choose the module or programme

and dates you want to view. (If you see a choice of tabs, make sure you click on 2016/17.) Please be

aware that changes or cancellations can occasionally occur, so check back regularly.

Timetable information may also be posted by your programme team via the Virtual Learning

Environment.

If you have any issues with your personalised timetable, please report them to the i-zone. The Timetabling

and Rooming Office aims to resolve queries in three working days.

The following is an overview of your Programme.

Year inductions and transition weeks

At the start of the programme all students will have an induction week. The aim of this is to familiarise the

students to the University as well as the adult nursing programme. Students are introduced to the modules

they will be studying in their first year plus an overview of the programme and the placement structure. At

the end of year one and two students attend a transition week. These are designed to discuss with the

students were experiences and reflections of the past year, undertake placement evaluations and are then

introduced to their further coming modules. At the end of your programme there will be your final study

day. This is aimed to prepare you for the completion of your programme.

Safe Medicate

‘Safe Medicate’ is being utilised within the Adult Nursing pathway. This is an online medication dosage

calculation package that develops and assesses the students’ numeracy skills. The package enables students

to develop their numeracy skills from the most basic level to more complex calculations whilst ensuring

application to practice. Students will be tested at the end of year 1 (level 4) (80% pass mark) and at the

end of year 3 (level 6) (100% pass mark). The student will be entitled to two summative attempts and is

classed as part of the students’ practice assessment. The use of this system will be facilitated by the students’

personal tutor and ensures achievement of the NMC Essential Skills Cluster in relation to medication

management and drug calculations. You will also have a formative test in year two but it is vital that you

engage in this package throughout the three years. You will be given a username and password at the start

of your programme.

Year 1

Following the induction week you will undertake 2 full weeks of Professional Development 1 (PD1) (three

facilitated days per week). There is then a further 5 facilitated sessions spread throughout the year for this

particular module allocated to enable appropriate progression and monitoring by the personal tutor and

https://ontime.canterbury.ac.uk/

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integration of this module with others. Following the PD1 module weeks you commence Human Anatomy

& Physiology (HAP) and Developing Practice Skills (DPS) modules. These modules are taught in every

university week and are closely linked in terms of content and delivery. The Principles of Nursing Practice

(PNP) and Promoting Health through Interpersonal Relationships (PHI) modules also commence following

the initial PD1 weeks and will run on alternate weeks ensuring that you are not studying more than 3

modules in any given week (with the exception of the PD1 facilitated session weeks). The Collaborative

Practice 1 (CP1) module runs as per IPL Programme Specification with 2 event weeks and 2 full day seminars.

Year 2

Year 2 commences with a Professional Development 2 (PD2) week and again 5 facilitated sessions spread

throughout the year. The Collaborative Practice 2 (CP2) module has the same delivery pattern as year 1.

The Enhancing Person Centred Care (EPC) module continues the communication thread through the

curriculum and runs in each week of the first term in preparation for your first placement experience of

year 2. There are then follow-up sessions later in the year. The Pathophysiology, Pharmacology and

Medicines Management (PPMM) module runs in each University week of year 2 and closely maps to the

Experiences of Health and Illness 1 and 2 (EHI 1 & 2) modules.

Year 3

The delivery pattern for Professional Development 3 (PD3) and Collaborative Practice 3 (CP3) is the same as

for year 2. The Delivering Safe and Effective Care 1 and 2 (SEC 1 & 2) modules commence in alternate

weeks following the initial PD3 week. You will study the Leadership for Professional Practice (LPP) module

in the first university block prior to placement, returning to university to commence the Transition into

Professional Practice (TPP) module.

Please refer to your OAR for information regarding your placement structure for the three years.

MODULES

Module Title: Professional Development 1

Level 4

Credit Rating: 20 credits (10 ECTS credits)

Duration: 140 hours of student learning time

60 hours of academic direction

Academic Responsibility Elaine Sharp

Module Aims

The aim of this module is to commence the student’s professional development through engagement with

learning activities and University services which will provide an extended induction process that will

familiarise the students with the requirements of being a student of a Health or Social Care profession. This

Professional Development 1 module provides the foundation for two further modules at the beginning of

year 2 and year 3.

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Learning Outcomes

By the end of the module students should be able to study effectively throughout their programme by

using a range of academic, professional, personal and interpersonal skills. In particular, they should be

able to:

1. Plan, organise, undertake and reflect on their learning

2. Locate, gather, store and discriminate between information from a variety of sources to support

professional and academic practice

3. Work with others using a range of communication approaches

Indicative Module Content:

Activities across all areas of level 4 Graduate Skills

A range of induction activities will be used to familiarise students with University requirements and services.

Students will be introduced to both the student and the professional Codes of Conduct. Students will be

encouraged to work collaboratively and develop skills in reflection to aid their personal and professional

growth.

Learning and Teaching Strategies

The underpinning principle of the learning and teaching strategy is to provide the student with the

opportunity to develop a relationship with someone who will be a figure of support for him/her for the

duration of the module. This will normally be the Personal Tutor.

Regular meetings with tutorial staff will enable the development of a fruitful and supportive relationship.

The student will be challenged to reflect on his/her development and identify targets and action plans for

future learning. An early assessment of their strengths and weaknesses across the Graduate Skills will

enable students to begin the process of Personal Development Planning.

The module will use a mixture of core material, delivered either in a large group or within pathway specific

groups, group tasks, guided exercises and seminars. Students will be encouraged to use on-line learning

tools to provide support for each other, collaborate and share ideas with peers, lecturers and their Personal

Tutor. The early opportunity for feedback on writing skills is essential.

Each student will be expected to create a wiki and commence recording his/her development. This will be

a component of a portfolio of evidence that students will create, gathering evidence from both the

theoretical and practice elements of their programme to provide a holistic picture of their development as

a health or social care student. The wiki will enable the student to share regular entries with his/her Personal

Tutor and receive feedback. Engagement with the wiki will contribute to the mark awarded for the reflective

narrative.

Independent learning will be embedded in the module and processes such as formative feedback, peer

assessment and discussions with the Personal Tutor will provide students with a perspective on their

development. Students will be encouraged to access resources and centrally provided workshops, such as

on information skills, which will support this development.

Indicative Assessment

1. A reflective narrative including an action plan (3000 word equivalent / 60% LOs 1, 2 & 3)

2. Assessment of Practice Tool (2000 word equivalent / 40% LOs 2 & 3)

Indicative Resources

Bibliography

Purchase

Cottrell, S. (2008) The Study Skills Handbook. Basingstoke: Palgrave Macmillan.

14

Pears, R. and Shields, G. (2008) Cite them right: the essential referencing guide. 7th

Ed. Northumbria. Pear

Tree Books

Essential

Clarke, A. (2008) E-learning skills. 2nd edn. Basingstoke: Palgrave Macmillan.

Recommended

Fook, J. and Gardner, F. (eds.) (2006) Critical reflection in health and social care. Maidenhead: Open

University Press.

Ghaye, T. (2000) Reflection: Principles and Practice for Healthcare Professionals. Salisbury: Quay Books.

Maslin-Prothero, S. (2005) Balliere’s Study Skills for Nurses and Midwives. 3rd

ed. London: Ballière Tindall.

McMillan, K. and Weyers, J. (2007) The Smarter Student: Skills and strategies for success at University.

Harlow: Prentice Hall.

Background

Cottrell, S. (2003) Skills for Success: The Personal Development Planning Handbook. Basingstoke: Palgrave

Macmillan

Johns, C. (2002) Guided Reflection: Advancing Practice. Oxford: Blackwell.

Moon, J. (1999) Reflection in learning and professional development: theory and practice.

London: Kogan Page.

Schön, D. (1995) Reflective practitioner: how professionals think in action. Aldershot:

Arena.

Websites

Intute

http://www.intute.ac.uk

Open University, Information Communication Technology

http://www.open2.net/ictportal

Open University, Learning Spaces

http://openlearn.open.ac.uk

Module Code: MPLHS1CLP

Parent Programme: Interprofessional Learning Programme

Module Title: Collaborative Practice 1

Level: HE4

http://www.intute.ac.uk/

http://www.open2.net/ictportal

http://openlearn.open.ac.uk/

15

Credit Rating & Duration 20 credits (10 ECTS credits)

140 hours of student learning time


Academic Responsibility: Sue Gibson.

Module Aim

This module is based on the principles of person centred care within the process of collaborative working.

Students will start to develop an awareness of their own professional identity and understand the principles

of working together with others in the context of health and social care. The students will be expected to

demonstrate the application of learning within the practice setting. Students are expected to incorporate

learning outcomes, and support them with appropriate theory covered in the event weeks and student

learning seminars and with further reading you may have undertaken

Intended Learning Outcomes

By the end of the module students will be able to:

1. Explain the role of their profession in relation to collaborative working.

2. Identify the principles of person centred care and how these relate to the experience of people using

Health and Social Care services.

3. Reflect on their own contribution to communication with others in the Health and Social Care

context.

Indicative Module content

Respecting the rights and needs of the service users and cares and the skills required for collaborative

interprofessional practice will be central. Professional values, beliefs, behaviours and stereotypes will be

explored and challenged. This module is underpinned by the development of effective communication skills

and increasing self-awareness.

Learning and Teaching

Learning will be managed through two student learning seminars days (SLS’s). There will also be two

structured interprofessional learning events weeks in which students will attend for two face to face

teaching days and be required to do directed study activities associated with the learning for the remainder

of the week.

During these event weeks the interprofessional learning will be facilitated through strategies such as core

lectures, seminar groups, peer support and feedback and formative assessment. Each seminar group will

have approximately 30 members from a variety of professions and will be facilitated by a member of

academic staff. Blackboard has a section that details the group membership which will remain the same

for the whole running of the module.

The learning is a facilitated process of review and reflection which brings people together in small groups

to discuss a topic. The purpose is to learn from one another and to support the development of professional

identity and communication skills. It is vital the group has a consistent membership that can provide a

supportive, secure environment.


16

1. An essay (2000 word) plus 500 words creative piece of writing attached as an appendix. (LO 1-3)

2. Assessment of practice tool (2500 words equivalent; 50% of module) (LO 2,3).


Barrett, G., Sellman, D., and Thomas, J. (2005) Interprofessional Working in Health and Social Care:

Professional Perspectives. Palgrave Macmillan

Carnwell, R. and Buchanan, J. (2005) Effective Practice in Health and Social Care. A Partnership approach.

Maidenhead: Open University Press

Charlesworth, J.A. (2003) 'Managing across professional and agency boundaries', In: Seden, J and Reynolds,

J. (eds) Managing Care in Practice. Routledge. pp. 139-164

Collyer,H,Helme,M and Jones,I (eds) (2005) The Theory-Practice Relationship in Interprofessional Education

HEA Health Sciences and Practice [online]. Available at:

http://www.health.heasacademy.ac.uk/publications/occasionalpaper

Crow, J. Smith, L. Jones, S. (2005) Using the Patchwork text as a vehicle for promoting interprofessional

health and social care collaboration in Higher Education. Learning in Health and Social Care. 4(3) pp.117-

128

Day, J. (2006) Interprofessional Working: An essential Guide for Health & Social Care Professionals.

Cheltenham: Nelson Thornes

Day, J. and Wigens, l.(ed)(2007) Interprofessional Working: Expanding Nursing and health care. Andover:

Congage Learning

Engel,J.,Prentice.D. and Mchale,J. ( 2013) ‘ The ethics of interprofessional collaboration’Nursing Ethics,

2013, Vol.20(4), pp.426-435

Fitzgerald, D and Kay, J. (2008) Working Together in Children’s Services. Abington: RoutledgeFoley, P. and

Rixon, A. (eds) (2008) Changing Children’s Services working and learning Together. Bristol: Policy Press

Ghaye, T. (2000) Reflection: Principles and Practice for Health Care Professionals. Quay Books, Mark Allen

Publishing

Hammick M., Freeth D.S., Goodsman D., Copperman J.( 2009). Being Interprofessional. Cambridge: Polity

Press.

Koubel, G, Bungay, H. (2008) The Challenge of Person-centred Care, An Interprofessional Perspective,

Palgrave Macmillan



17

Leathard, A. (2003) Interprofessional Collaboration: From Policy to Practice in Health and Social Care.

Brunner- Routledge

Meads, G., and Ashcroft, J. (eds) (2005) The Case for Interprofessional Collaboration. Blackwell

Milburn, P. and Colyer, H. (2008) Professional knowledge and interprofessional practice. Radiography, 14

(4), pp.318-322.

Reeves,S, Lewin,S, Espin,S and Zwarestein,M (2010) Interprofessional Teamwork for Health and Social

Care.Wiley-Blackwell

Social Care.

Siraj-Blactford, I., Clarke, K. and Needham, M. (eds) (2008)The Team Around the Child. Multi-agency

working in the early Years.Stoke on Trent: Trentham Books

Trodd, L. and Chivers, L. (2011) Interprofessional Working in Practice Learning and Working together for

children and families. Maidenhead: Open University press.

Quinney, A. & Hafford-Letchfield, T. (2012) Interprofessional Social Work: Effective Collaborative

Approaches. 2nd

edn .London: Learning Matters/Sage

Journals

Centre for the Advancement of Interprofessional Education Bulletins

Community Care

Journal of Interprofessional Care

Physiotherapy

Radiography

British Journal of Occupational Therapy

Journal of Advanced Nursing

Social Work Today

Websites

Department of Health www.doh.gov.uk/nhs.htm

Centre for the Advancement of Interprofessional Education www.caipe.org.uk

Centre for Interprofessional e-learning www.cipel.ac.uk/

www.caipe.org.uk

www.hcc.uce.ac.uk/virtualplacemnt/About.htm

www.health.heacademy.ac.uk/publications/occasionalpapers

Module Title: Principles of Nursing Practice

Level: 4




http://www.doh.gov.uk/nhs.htm

http://www.caipe.org.uk/

http://www.cipel.ac.uk/


http://www.hcc.uce.ac.uk/virtualplacemnt/About.htm

http://www.health.heacademy.ac.uk/publications/occasionalpapers

18

Academic Responsibility: Nicole South

Module Aim

The aim of this module is to introduce students to the professional values underpinning nursing practice

utilising as a basis, the Principles of Nursing Practice (RCN 2010).

Learning Outcomes

By the end of the module students should be able to:

1. Demonstrate knowledge of the Principles of Nursing Practice;

2. Investigate the professional, legal and ethical frameworks that guide nursing practice;

3. Use the principles explored within the module in order to deliver safe and effective person centred

nursing care.

Indicative Module Content (generic)

During this module the Principles of Nursing Practice will be highlighted and discussed. The role of the

nurse in the delivery of safe and effective person centred care will be explored in regard to fundamental

concepts such as respect, equality, individuality and partnership working. The students will explore the

NMC Code of Professional Conduct and related legal and ethical frameworks that guide nursing practice

to include the Mental Capacity Act. Students will discuss the importance of accurate record keeping and

documentation in relation to nursing and the use of the nursing process and nursing models. Risk

assessment and the fundamentals of decision making and management of self will also be explored in

relation to professional practice. Professional issues including boundaries, values, beliefs, conduct and

expectations of behaviour will be discussed.

Indicative Module Content (Adult pathway specific)

Adult Nursing students will discuss and apply the module content to a variety of service users for example

children, individuals with learning disabilities, mental health disorders and older people.


Students will be taught through a combination of lectures, seminars and small group work to enable

discussion and debate around the content of the module. The use of technology enhanced learning, such

as narrated PowerPoint presentations, will enhance the student experience and enable more in-depth

exploration of the topics within facilitated seminar sessions. They will be directed towards appropriate

reading and resources through the University virtual learning environment and key professional WebPages.

Structured independent learning activities will facilitate the learning in scheduled taught sessions and all

materials/resources will be shared across the Nursing pathways to ensure cross-fertilisation of knowledge.

This module complements the interprofessional Collaborative Practice 1 module and helps students to

begin to look at their own professional identity. Reference will be made to the CP1 module however it will

be made very clear that this module is nursing specific and should be considered as working alongside CP1

in order to facilitate the students’ development in an interprofessional context. Students will be expected

to complete a short reflection (500 words) on one of the Principles of Nursing Practice as a formative

assessment of their progress.


1. A written reflection on the Principles of Nursing Practice (RCN 2010) in relation to the students’ practice

experience. (2500 word equivalent / 50%) (LO 1, 2 & 3)

2. Assessment of Practice Tool (2500 word equivalent / 50%) (LO 3)

19


Bibliography

Purchase

Burns, S. and Bulman, C. (eds) (2000) Reflective practice in nursing: The growth of the professional

practitioner. 2nd

edn. Oxford: Blackwell Science

Griffiths, R. and Tengnah, C. (2008) Law and professional Issues in nursing. Essex: Learning Matters

Koubel, G. and Bungay, H. (2009) The challenge of person-centred care: An interprofessional perspective.

Basingstoke: Palgrave Macmillan

Essential

Davies, R. and Davies, A. (2011) Children and young people’s nursing. London: Hodder Arnold

Field, L. and Smith, B. (2008) Nursing care: an essential guide. Essex: Pearson Education Limited

Hinchcliffe, S., Norman, S. and Schober, J. (eds.) (2008) Nursing practice and health care. 5th

edn. London:

Hodder Arnold

Nursing and Midwifery Council (2008) The Code - Standards of conduct, performance and ethics for nurses

and midwives. London: NMC

Recommended

Baughan, J. and Smith, A. (2009) Caring in nursing practice. Harlow: Pearson Education

Brooker, C. and Waugh, A. (2007) Foundations of nursing practice. Edinburgh: Mosby Elsevier

Corking, D., Liggett, L. and Clarke, S. (2011) Care planning in children and young people’s nursing. London:

John Wiley

Gates, B. (ed) (2007) Learning disabilities: towards inclusion. London: Churchill Livingstone

Goodman, B. and Clemow, R. (2010) Nursing and Collaborative Practice. Exeter: Learning Matters

Holland, K., Jenkins, J., Solomon, J. and Whittam, S. (2010) Applying the Roper-Logan-Tierney model in

practice. London: Churchill Livingstone

Hawley, G. (2007) Ethics in clinical practice: An interprofessional approach. London: Pearson Education

Jasper, M. (2003) Beginning reflective practice. Cheltenham: Nelson Thornes

Lawson, L. and Peate, I. (2009) Essential nursing care: A workbook for clinical practice. Chichester: Wiley

Blackwell

Norman, I. and Ryrie, I. (2009) The art and science of mental health nursing. Maidenhead: McGraw Hill

O’Carroll, M. and Park, A. (2007) Essential mental health nursing skills. London: Mosby

29

Snowden, A., Donnelle, A. and Duffy, T. (2010) Pioneering theories in nursing. London: Quay

Stangor, C. (2004) Social groups in action and interaction. Hove: Psychology Press

Background

Benner, P. (1984) From novice to expert. USA: Addison-Wesley Publishing Company

Goodman, B. (2008) Nursing and working with other people. Exeter: Learning Matters

Hall, C. and Ritchie, D. (2012) What is Nursing? Exploring Theory and Practice. Exeter: Learning Matters

Kozier, B., Erb, G., Berman, A., Snyder, S., Lake, R. and Harvey, S. (2008) Fundamentals of nursing. Harlow:

Pearson Education

Wilkinson, R. and Caulfield, H. (2001) The Human Rights Act: A guide for nurses. Chichester: John Wiley

Journals

Nursing Standard

Nursing Times

Journal of Community Nursing

Websites

Nursing & Midwifery Council www.nmc-uk.org

Royal College of Nursing www.rcn.org.uk

Department of Health www.dh.gov.uk

Module Title Promoting Health through Interpersonal Relationships

Level 4

Credit Rating 20 credits (10 ECTS credits)

& Duration 140 hours of student learning time


Academic Responsibility Sonia Page

Module Aim

The aim of this module is to introduce students to the principles and practice of effective communication

to promote health and wellbeing.

Learning Outcomes


1. Discuss health and health promotion from a range of individual and structural perspectives;

2. Explore the impact of the role and values of the nurse in improving health and wellbeing;

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

http://www.rcn.org.uk/

http://www.dh.gov.uk/

21

3. Demonstrate the ability to identify barriers and strategies to overcome these in forming a therapeutic

interpersonal relationship with a service user.

4. Demonstrate safe, effective, compassionate and respectful communication in interpersonal

relationships;

Indicative Module Content (generic)

The students will explore concepts of health and wellbeing from a range of perspectives. The role of the

nurse as health promoter in the context of health and social care will be highlighted, including the

importance of respectful communication skills to promote effective interpersonal relationships for

partnership working and decision making. Students will also examine barriers to communication and

strategies to overcome these including strong emotions, health beliefs, culture and attitudes.

Indicative module content (Adult pathway specific)

The module will enable students to explore definitions of health and understand why definitions matter in

promoting health and wellbeing. Students will identify the relationship between the determinants of health:

social inequalities, lifestyles, environment, social context, health and social care policy and understand their

influence on each other and on health status. Students will explore the relevance of social and psychological

factors to health communication. They will analyse the process of health promotion activity with individuals

and small groups. The module will include strategies for promoting the various dimensions of health such

as physical, emotional, cognitive, sexual, spiritual, social and societal health.


Students will be taught through a combination of lectures and small group work. This will enable

introduction to the topics for discussion and also the opportunity for students to explore and practice

communication skills in experiential workshops. They will be directed towards appropriate reading using

the University virtual learning environment. Key texts will include book chapters, peer reviewed journal

papers and links to relevant journals, podcasts and video downloads. The use of technology enhanced

learning, such as narrated PowerPoint presentations, will enable more in-depth exploration of the content

during facilitated seminar sessions. Students will be expected to watch a video clip of a health related

interaction and critique it as a group as a formative assessment of their progress.


1. Critique of a video clip of an interaction between a health professional and a service user (2500 word

equivalent / 50%) (LO 1, 2 & 3)

2. Assessment of Practice Tool (2500 word equivalent / 50%) (LO 3 & 4)


Bibliography

Purchase

Hargie, O. (2006) The handbook of communication skills. 3rd

edn. London: Taylor Francis

Naidoo J. and Wills, J. (2009) Foundations for health promotion. 3rd

edn. London: Bailliere Tindall

Essential

Arnold, E. and Underman Boggs, K. (2011) Interpersonal relationships: Professional communication skills

for nurses. 6th

edn. St Louis MO: Saunders Elsevier

22

Evans, D., Coutsaftiki, D. and Fathers, C.P. (2011) Health promotion and public health for nursing students.

Exeter: Learning Matters

Koubel, G. and Bungay, H. (eds.) (2009) The challenge of person-centered care. An interprofessional

perspective. Basingstoke: Palgrave Macmillan

Larkin, M. (2011) Social aspects of health, illness and healthcare. Maidenhead: Open University Press

Morrissey, J. and Callaghan, P (2011) Communication for Mental Health Nurses: An Introduction.


Moyse, K. (2009) Promoting health in children and young people. London: John Wiley

Recommended

Green, J. and Tones, K. (2010) Health promotion: planning and strategies. London: Sage

Pilgrim, D. (2009) Key concepts in mental health. 2nd

edn. London: Sage

Pryjmachuk, R. (ed.) (2011) Mental health nursing. An evidence-based introduction. London: Sage

Smith, P., Cowie, H. and Blades, M. (2011) Understanding children’s development: 5th

edn. London: John

Wiley

Journals

Health Education Journal

Journal of Psychiatric and Mental Health Nursing

Learning Disability Practice

Mental Health Practice

Health Psychology

International Journal of Mental Health Promotion

Health Education Journal of the Royal Society for the Promotion of Health

Websites

Department of Health www.dh.gov.uk

Disability Rights Commission www.drc-gb.org.uk

MIND www.mind.org

NHS Choices www.nhs.uk

Time to Change www.time-to-change.org.uk

Module Title: Developing Practice Skills

Level: 4




http://www.dh.gov.uk/

http://www.drc-gb.org.uk/

http://www.mind.org/

http://www.nhs.uk/

http://www.time-to-change.org.uk/

23

Academic Responsibility: Martin Bailey

Module Aim

The aim of this module is to introduce students to a range of essential clinical skills and the underpinning

theory to enable the delivery of safe, effective, person centred care.

Learning Outcomes


1. Apply the relevant physiology underpinning the delivery of essential nursing care.

2. Accurately monitor and record temperature, pulse, respirations, manual blood pressure, fluid balance,

blood glucose monitoring and pain assessment; and communicate these to relevant members of the

health and social care team.

3. Demonstrate a range of essential nursing skills, under the supervision of a registered nurse, to meet the

needs of individual service users in a safe, effective and person centred way.

Indicative Module Content

Students will develop the skills to accurately monitor and record a range of measurements including vital

signs, fluid balance and BMI applying the relevant underpinning physiology. Fundamental assessments

strategies such as the Malnutrition Universal Screening Tool and the Waterlow pressure area assessment

tool will be discussed. Students will also practice a range of clinical skills including meeting personal

hygiene, nutritional and elimination needs, pressure area care, asepsis and hand washing and the safe

administration of medications. Adult Nursing students will also discuss the content in relation to service

users of all ages in order to be able to recognise and respond to the needs of all people who come into

their care, for example, children, individuals with learning disabilities, mental health disorders and older

people. This content with strengthen that taught in the Human Anatomy and Physiology module.


A range of methods will be used. Lectures to deliver core principles, demonstrations will show how gold

standards are maintained in delivering care, seminars will review and explore learning around key themes,

practical sessions will demonstrate core values and procedures in the clinical skills laboratory and online

packages will be used to supplement information given. Students will be able to book themselves into

further supervised practical sessions with the Instructor Demonstrators in the skills laboratory which will

enhance their confidence and competence and self-directed learning packages will be used to support the

taught material. This will give students opportunity to practice for the Objective Structured Clinical

Examination.


1. A FOUR workstation Objective Structured Clinical Examination. Students who fail any workstations only

repeat that/those station/s at a resit opportunity specified date. Students are required to pass all four

workstations (exemplar assessment criteria in appendix 7a) (2500 word equivalent / 50%) (LO 1 & 2)

2. Assessment of Practice Tool (2500 word equivalent / 50%) (LO 2 & 3)


Bibliography

Purchase

Dougherty L, Lister S (2008) The Royal Marsden Hospital Manual of Clinical Nursing Procedures. 7th edition.

London. Wiley-Blackwell.

24

Essential

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

Hastings M (2008) Clinical Skills: Made Incredibly Easy Series. 1st Edition. London. Lippincott Williams and

Wilkins.

Recommended

Alexander M F, Fawcett J N, Runciman P J (2007) Nursing Practice: Hospital and Home. The Adult. 3rd

Edition. London. Churchill Livingstone.

Baillie L (2009) Developing Practical Adult Nursing Skills. 3rd edition. London. Hodder-Arnold.

Brooker, C. & Waugh, A. (2007) Foundations of Nursing Practice. Edinburgh: Mosby Elsevier

Childs L L, Coles, L, Marjoram B. (2009) Essential Skills Clusters for Nurses: Theory and Practice. London.

Wiley-Blackwell.

Gates, B. (ed) (2007) Learning Disabilities: Towards Inclusion. London: Churchill Livingstone

Kozier B, Erb G, Berman A, Snyder S (2002) Kozier and Erb’s Techniques in Clinical Nursing: Basic to

intermediate Skills. 5th Edition. New Jersey. Pearson Prentice Hall.

Lawson, L. Peate, I. (2009) Essential Nursing Care: A Workbook for Clinical Practice. Chichester: Wiley

Blackwell

Norman I & Ryrie I (2009) The Art and Science of Mental Health Nursing. Maidenhead: McGraw- Hill

Background

Kozier, B. Erb, G. Berman, A. Snyder, S. Lake, R. & Harvey, S. (2008) Fundamentals of Nursing. Harlow:

Pearson Education

Journals

British Journal of Nursing

Nursing in Practice

Nursing Older People

Nursing Standard

Nursing Times

Websites

CETL Learning http://www.cetl.org.uk/learning/index.php

Safe Medicate https://www.safemedicate.com/

Other Learning Resources

Blackboard – ClinicalSkills.net

Module Title Human Anatomy and Physiology

http://www.cetl.org.uk/learning/index.php

https://www.safemedicate.com/

25

Level 4

Credit Rating 20 credits

Duration 140 hours of student learning time


Academic Responsibility Gillian Pocock & Barbara Worster

Module Aims

The aims of the module are to introduce students to the structure of the human body and to the key

physiological principles that underpin healthy function and inform the essential clinical observations and

measurements undertaken by nurses.

Learning Outcomes

By the end of this module students should be able to:

1. Demonstrate knowledge of the structure and anatomical organisation of the body.

2. Demonstrate an understanding of the normal physiological mechanisms that underpin healthy body

function in clients at all stages of life.

3. Use knowledge of normal anatomy and physiology to explain key clinical measurements.


The taught content of the module will be based on the organisation of the human body, from cells through

to systems. The structures that make up the major body systems and the functions of these systems within

the body will be explored. Students will also be introduced to the biological changes that take place across

the lifespan with particular emphasis on the significance of these changes for the clinical observations and

measurements carried out by nurses.


Students will be introduced to fundamental physiological concepts by way of lectures, group discussion

and scenarios based around family profiles. An e-learning package, designed to complement the taught

content through self-directed study and revision exercises, will encourage independent learning and

enhance the students’ abilities to apply knowledge to practice. The students’ learning will be supported in

two ways. Firstly, a formative assessment incorporating both multiple choice and scenario based questions

will be carried out halfway through the module. Feedback from this will provide the students with

information about their progress and will guide their preparation for the summative module assessment.

Secondly, students will be provided with on-going opportunities to check their knowledge and

understanding on an informal basis, by way of verbal and written quizzes, mini-scenarios, labelling exercises

etc. These will take place during every taught session and tutors will be able to provide immediate feedback

and guidance.


1. The assessment will be in the form of a two-part 2.5 hour unseen written examination. The first part

(1 hour) will consist of multiple choice and short answer questions that will assess factual knowledge

of all the module topics. In the second part (1.5 hours) students will be required to answer questions

on a small number of person-centred scenarios based on normal physiological principles. These will

assess the students’ ability to link the physiology of different systems to normal health and to the clinical

skills used in practice to assess health status. This form of assessment will provide the opportunity to

26

include aspects of normal anatomy and physiology across the lifespan. (2500 word equivalent / 50%

LO 1, 2 and 3)

2. Assessment of Practice Tool (2500 word equivalent / 50% LO 3)


Bibliography

This bibliography has not been PERB’d as it is important for each student to decide on the textbook that

best meets their learning requirements. The list below represents a selection of the many good textbooks

available. Students will need to buy at least ONE anatomy and physiology textbook.

Brooker, C. and Waugh, A. (2007) Foundations of nursing practice: fundamentals of holistic care.

Philadephia: Mosby Elsevier

Colbert, B., Ankney, J., Lee,K., Steggall, M. and Dingle, M (2009) Anatomy and physiology for nursing and

health professionals. Harlow. Pearson Education.

Marieb, E. N. (2012) Essentials of human anatomy and physiology 10

th

edn. London. Benjamin Cummings

(Pearson)

McKissock, C. (2009) Great ways to learn anatomy and physiology. Palgrave Study Skills,

Palgrave Macmillan

Pocock, G. and Richards, C.D. (2009) The human body. An introduction for the biomedical and health

sciences Oxford. Oxford University Press

Richardson, R. (2008) Clinical skills for student nurses – theory, practice and reflection. Exeter: Reflect Press

Waugh, A. and Grant, A. (2010) Ross and Wilson anatomy and physiology in health and illness 11th edn.

London: Churchill Livingstone

Journals


Nursing Times

New Scientist

Nursing Times

Professional Nurse

Websites

In addition to the e-learning resources developed by the module team to complement the taught content

the following websites may provide helpful additional information and self-test materials:

BBC Science www.bbc.co.uk/science

Cells Alive www.cellsalive.com

Medical Textbooks Revealed www.fleshandbones.com

How Stuff Works www.howstuffworks.com

MEDtropolis www.medtropolis.com

http://www.bbc.co.uk/science

http://www.cellsalive.com/

http://www.fleshandbones.com/

http://www.howstuffworks.com/

http://www.medtropolis.com/

27


Level 5




Academic Responsibility John Bilham

Module Aims

This module builds on the foundation for professional development and lifelong learning which

commenced in Professional Development 1and will be sustained in year 3.

A particular aim of the module is to provide students with a framework to assess and evaluate sources of

evidence used in practice settings. Alongside this, it will also continue the development of Graduate Skills

at level 5.

Learning Outcomes

By the end of the module students should be able to access, analyse and critique sources of evidence

effectively by using a range of approaches. They should also continue to study effectively using a range of

academic, professional, personal and interpersonal skills as appropriate for level five. In particular they

should be able to:

1. use appropriate information technology applications and other methods to retrieve evidence to support

practice

2. analyse and evaluate evidence from a range of sources using a critiquing framework based on

established criteria

3. demonstrate a degree of autonomy and independence in learning, monitoring own effectiveness

through reflection and evaluation of outcomes


Sources of evidence in health and social care will be identified. Different frameworks to evaluate these

sources of evidence will be introduced: frameworks to evaluate research-based sources of evidence, practice

based protocols and policies. Critical reading skills will be promoted and practised in a regular journal club.

Specific examples of evidence related to own practice areas will be identified and systematic critiques will

be practised using a range of frameworks. There will be a workshop to practice writing at level five with

formative feedback from the personal tutor. Students will be encouraged to work collaboratively and to

continue to develop skills in reflection to aid their personal and professional growth.

There will be a range of activities undertaken to develop level five Graduate Skills.


As in the Professional Development 1 module, the underpinning principle remains to provide the student

with the opportunity to develop a relationship with someone who will be a figure of support for him/her

for the duration of the module. This will normally be the same person who carried out that role in year 1.

It is desirable that this is the Personal Tutor.

Regular meetings with tutorial staff will enable the continued development of this supportive relationship.

The student will be challenged through individual and group activities to reflect on his/her development

and identify targets and action plans for future learning.

The module will use a mixture of core material, group work and peer assessment. Students will be

encouraged to use on-line learning tools to provide support for each other, collaborate and share ideas

with peers, lecturers and their Personal Tutor. A Journal Club will provide a forum for the exchange of

ideas around the analysing and critiquing of evidence sources.

Independent learning will be embedded in the module and processes such as formative feedback, peer

assessment and discussions with the Personal Tutor will provide students with a perspective on their

development. Students will be encouraged to access resources and workshops which will support this

development.

Students will be required to continue the process of personal development planning through reflecting on

their development, identifying activities to promote further learning and constructing an action plan. They

will be encouraged to continue to use the wiki created in year 1, reflecting regularly on their progress and

identifying ways to develop.

Indicative Assessment:

1. A reflective narrative (1500 word equivalent / 30% LOs 1 & 3) and a critique of a source of evidence

related to an aspect of policy or practice (2500 word equivalent / 50% LOs 1 & 2)

2. Assessment of Practice Tool (1000 word equivalent / 20% LOs 1, 2 & 3)


Bibliography

Purchase

Aveyard, H. (2007) Doing a Literature Review in Health and Social Care: A Practical Guide. Milton Keynes:

Open University Press.

Gomm, R.., Needham, G. and Bullman, A. (eds.) (2000) Evaluating Research in Health and Social Care.

London: Open University in association with Sage.

Essential

Rumsey, S. (2008) How to Find Information. 2nd

ed. Buckingham: Open University Press.

Recommended

Bowling, A. (2008) Research Methods in Health. 2nd

edn. Milton Keynes: Open University Press.

Cottrell, S. (2005) Critical Thinking Skills: developing effective analysis and argument. Basingstoke: Palgrave

Macmillan.

Crookes, P.A., and Davies, S. (eds.) (2004) Research into Practice. 2

nd

edn. Edinburgh: Bailliere Tindall.

Gerrish, K. and Lacey, A. (2006) The Research Process in Nursing. 5th

edn. Oxford: Blackwell Publishing.

Hek, G. and Moule, P. (2006) Making Sense of Research: An Introduction for Health and Social Care

Practitioners. 3rd

edn. London: Sage.

28

Neuman, W.L. (2006) Social Research Methods: Qualitative and Quantitative Approaches. Boston: Pearson

International.

NHS Connecting for Health (2009) Learning to manage health information: a theme for clinical education.

Available at http://www.connectingforhealth.nhs.uk/systemsandservices/capability/health/hidcurriculum

(Accessed on: 4 June 2009).

O’Dochartaigh, N. (2007) Internet research skills: how to do your literature search and find research

information online. London: Sage.

Roberts, A. and Yeager, K. (eds.) (2006) Foundations of evidence-based social work practice. Oxford: Oxford

University Press.

Saks, M. and Allsop, J. (2007) Researching Health: Qualitative, Quantitative and Mixed Methods. London:

Sage.

Background

Brown, B et al. (2003) Evidence Based Research: Dilemmas and Debates in Health Care. Milton Keynes:

Open University.

Chalmers, I., and Altman, D.G. (eds.) (1995) Systematic Reviews. London: BMJ Publishing.

Dey, I. (1993) Qualitative Data Analysis: a user-friendly guide for social scientists. London: Routledge.

Ghaye, T. (2000) Reflection: Principles and Practice for Healthcare Professionals. Salisbury: Quay Books.

Jasper, M. (2006) Professional Development, Reflection and Decision Making. Oxford: Blackwell.

Johns, C. (2002) Guided Reflection: Advancing Practice. Oxford: Blackwell.

Maslin-Prothero, S. (2005) Balliere’s Study Skills for Nurses and Midwives. 3rd

ed. London: Ballière Tindall.

O’Dochartaigh, N. (2007) Internet research skills: how to do your literature search and find research

information online. London: Sage.

Parahoo, K. (2006) Nursing Research, Principles, Process and Issues. 2

nd

edn. Basingstoke: Palgrave

Macmillan

Robson, C. (2002) Real World Research: A Resource for Social Scientists and Practitioner-Researchers. 2

nd

edn. Oxford: Blackwell.

White, S. and Stracombe, J. (2003) Clinical Judgement in the Health and Welfare Professions: Extending

the Evidence Base. Maidenhead: Open University Press.

Websites

29

http://www.connectingforhealth.nhs.uk/systemsandservices/capability/health/hidcurriculum

http://www.medicine.ox.ac.uk/bandolier/ Bandolier

http://www.shef.ac.uk/scharr/ir/netting/ Netting the evidence

http://www.nhs.uk/news/Pages/NewsIndex.aspx Behind the headlines

http://www.library.nhs.uk/Default.aspx National Library for Health


Parent Programme: Pre-registration Interprofessional Learning Programme


Level: HE5




Academic Responsibility: Gayle Le Moine

Module Aims

This module aims to build on the understanding gained through Collaborative Practice 1 and to enable

students to further develop and apply the knowledge, skills and values necessary to contribute to effective

collaborative team working. The students will be expected to demonstrate the application of learning within

the practice setting through completion of an academic assignment and the Ongoing Achievement Record.

Learning Outcomes


1. Evaluate their role and contribution to the interprofessional team.

2. Analyse the ways in which personal, professional and social issues may impact on collaborative

working

3. Explore and discuss critically the negotiated process of decision making with service users/carers

and other members of the interprofessional team.

Indicative Module content

This module addresses the issues of effective team working within the collaborative context. It builds on

the principles, values and learning of the previous Collaborative Practice module at level four. The module

will emphasise within the interprofessional team the importance of good communication, group dynamics,

leadership and developing respect for others. Relevant theories will inform exploration of issues including

communication and information exchange, effective team construction, leadership and the influence this

has on team working, group dynamics, decision-making and problem solving.

Learning and Teaching strategies

Learning will be managed through two student learning seminar days. There will also be two structured

Interprofessional learning weeks in which students will attend university for two face to face teaching days

and undertake directed study activities associated with the teaching content for the remainder of the week.

Within the module the interprofessional learning will be facilitated through strategies such as core lectures,

seminar groups, peer support and (Virtual) collaboration with students from additional university faculties,

such as education. The learning activities in this module are linked to the production of the written

assessment which is a 2500 word essay.

30

http://www.medicine.ox.ac.uk/bandolier/

http://www.shef.ac.uk/scharr/ir/netting/

http://www.nhs.uk/news/Pages/NewsIndex.aspx

http://www.library.nhs.uk/Default.aspx

31

Each seminar group will have members from a variety of professions and will be facilitated by a member of

academic staff. The group membership will remain the same for the entirety of the module.

The Safeguarding Vulnerable Adults training provided via a web-based learning package within the module

is considered a programme requirement and is linked to the student’s clearance for placement. .


1. Using a serious case review as a trigger, analyse the ways in which personal, professional and social issues impact upon collaborative working and the service user and carer experience (2500 words; 50% of module) (LO 1-3).

2. Assessment of practice tool (2500 words equivalent; 50% of module) (LO1-3).


Bibliography

Purchase

Leathard, A. (2003) Interprofessional Collaboration: from policy to practice in health and social care.

London: Routledge

Essential

Barrett G., Sellman D., and Thomas J. (2005) Interprofessional Working in Health and Social Care:

Professional Perspectives. London: Palgrave Macmillan

Douglas, A. (2009) Partnership working London: Abingdon Routledge

Martin, V., and Henderson, E. (2001) Managing in Health and Social Care. London: Abingdon Routledge

Meads, G., and Ashcroft, J. (eds) (2005) The Case for Interprofessional Collaboration. Oxford: Blackwell

Publishing

Warren, M. I., Spangle, M. (2010) Collaborative approaches to resolving conflict California: Thousand Oaks

Sage Publications

Recommended

Freeman, M., Miller, C., and Ross, R. (2000) The impact of individual philosophies of teamwork on

multiprofessional practice. Journal of Interprofessional Care 14 pp.237-247

Hall, P. (2005) Interprofessional teamwork: professional cultures as barriers. Journal of Interprofessional

Care 19 (5) pp.188-196

Molyneux , J. (2001) Interprofessional working: what makes teams work well? Journal of Interprofessional

Care 15(1) pp.29-35

Rushmer, R. (2005) ‘Blurred boundaries damage interprofessional working’. Nurse Researcher: 12(3) pp.74-

78

32

Robbins, H., Finlay, M. (2000) Why teams don’t work: what went wrong and how to make it right 2nd

Edition London Taxere publishing

Background

Winter, R. (2003) ‘Contextualising the Patchwork Text: Addressing Problems of Coursework Assessment in

Higher Education’, Innovations in Education and Teaching International 40 (2), 112-122.

Journals


Community Care

Innovations in Education and Teaching International May 2003 vol.40, no2. The Patchwork Text


Physiotherapy

Radiography



Social Work Today

Websites


Centre for the Advancement of Interprofessional Learning www.caipe.org.uk

The Centre for Interprofessional e-learning www.cipel.ac.uk/

Module Title Enhancing Person Centred Care

Level 5




Academic Responsibility Matt Hart

Module Aim

The aim of the module is to facilitate the development of interpersonal skills required to provide and

enhance person centred care.

Learning Outcomes


1. Critically discuss the evidence base for key strategies that enhance therapeutic communication and the

facilitation of person centred care;

2. Analyse the role of the nurse in the empowerment of service users;

3. Examine their self-awareness concerning professional interpersonal relationships and their development

as facilitators of care;

4. Utilise communication skills in order to facilitate team working to promote person centred care.




33


This module will consider how communication and interpersonal skills can be used to enhance all aspects

of person centred care, including working with patient values and belief systems, patient engagement and

shared decision-making with regard to the expert patient, facilitation, empowerment and partnership

working. Key theorists will be drawn on including, but not restricted; to Peplau, Rogers and Egan. Empathy,

attending, active listening, unconditional positive regard, verbal and non verbal communication will be

discussed and practiced. Barriers to communication and strategies for overcoming these will be examined.

The use of current and future information technologies in facilitating interprofessional collaboration will be

explored and critiqued. Skills such as communication founded on a sympathetic presence and holistic

principles and delegation, effective nursing assessment and history taking will be analysed and practiced in

relation to different groups of people. The module will further explore issues regarding the emotional labour

of caring and health care professional’s mental health and wellbeing.


This module will use a solution focused, experiential approach to learning which views problems as an

opportunity to develop strategies with people for finding optimal solutions that work for them. Students

will be offered a safe environment in which to discuss, analyse and practice person-centred communication

skills and offer peer feedback. They will be encouraged to seek solutions for communicating with different

groups of people in practice through role play, scenario work that draws on exemplar family profiles,

student led discussions, small group seminars and reflection on practice. A blended approach will be used

to help students to progress to more independent learning. Students will be asked to complete technology

enhanced learning activities incorporating the patientvoices website with questions relating to identifying

person-centred approaches within organisational aspects of care and ways of communicating bad news.

Students will also be expected to engage with key theoretical principles of building therapeutic relationships

and communication, through audio narrated PowerPoint slides building on their learning from year one.

Digitally recorded activities will be utilised throughout to develop students understanding and skill in using

person-centred approaches. The service users’ voice will be incorporated into the module through a variety

of strategies. The VLE Blackboard will be used to support this module. To complete the module students

will produce a digital story that records their understanding of person-centred processes in creative and

imaginative ways. There will be a formative opportunity for peer and tutor feedback before final summative

submission of the digital story. This provides opportunity for collaborative learning by the audience and for

developing the professional skills of critiquing and reflecting.


1. A critical reflective analysis of learning achieved about person-centred care processes through the

creation of a digital story. The marking criteria for the digital story are derived from the University level

5 assessment grading criteria. (2500 word equivalent / 50% LO 1, 2 & 3)



Bibliography

Essential

Hargie, O. (2010) Skilled Interprofessional Communication 5th

edition Oxford: Routledge

Hugman, B. (2009) Healthcare Communication London: Pharmaceutical Press

34

McCormack, B. and McCance, T. (2010) Person-centred nursing theory and practice. Oxford: Wiley-

Blackwell

West, R., Turner, L. (2009) Introducing Communication Theory: Analysis and Application Maidenhead:

McGraw-Hill Education

Recommended

Adams, C., Jones, P. (2010) Interpersonal Communication skills for Health Professionals Maidenhead:

McGraw-Hill Education

Cambridge, P. and Carnaby, S. (eds) (2005) Person-centred care management with people with learning

disabilities. London, Philadelphia: Jessica Kingsley Publishers.

Koubel, G. and Bungay, H. (2009) The challenge of person-centred care: an interpersonal perspective.

Basingstoke: Palgrave Macmillan.

McCarthy, B. (2011) Hearing the person with dementia: person centred approaches for families and care

givers. London, Jessica Kingsley Press

Pörtner, M. (2008) Being old is different: person centred care for old people. PCCS Books

Background

Egan, G. (2010) The skilled helper: a problem management and opportunity development approach to

helping. Belmont California: Brooks/Cole

Peplau, H. (1988) Interpersonal relations in nursing. Macmillan Education.

Rogers, C. (1995) A way of being. Boston: Houghton Mifflin.

Journals

Age and ageing

Communication Research

Communication Theory

Health Communication

Lancet


Journal of Pain and Symptom Management

Patient Education and Counselling

Psycho-Oncology

Websites

Patient Voices Programme www.patientvoices.org.uk

Story Share www.storyshare.net

Module Title Pathophysiology, Pharmacology and Medicines Management

Level 5


http://www.patientvoices.org.uk/

http://www.storyshare.net/

35



Academic Responsibility Barbara Worster

Module Aim

The aim of this module is to enable students to examine the relationship between the patient, the disease

process and the relevant drug therapy and explain how this relates to effective medicine management.

Learning Outcomes


1. Discuss the general principles that underpin disease processes.

2. Analyse the signs and symptoms of core diseases in terms of the underlying pathophysiology.

3. Apply the principles of pharmacokinetics and pharmacodynamics to commonly used drugs, the life

cycle and pathology.

4. Critically discuss the legal, ethical and professional issues in medicine management.

5. Contribute to the provision of safe and effective care by applying knowledge to the administration of

drugs to patients in all clinical settings.


This module will explore the core pathological concepts of inflammation, infection, cancer, pain and nausea

and vomiting, which can impact on all systems of the body and associated pharmacology. Students will

be introduced to basic pharmacological principles and issues of absorption, metabolism, distribution and

excretion (pharmacokinetics) across the lifespan will be explored. The mechanisms of action

(pharmacodynamics) at a cellular level of common therapeutic drugs will be discussed as will dosage, dose

intervals and adverse effects.

The interrelated elements of managing and administering medicines to ensure the provision of safe and

effective patient care will be considered. Accountability, the legal basis for medicine-related practice

including prescribing issues and the concept of concordance with drug therapy will be discussed.

This will adopt a systems approach and will include the pathophysiology and relevant pharmacology of

common adult disorders. Throughout the module the topics will be integrated to enable the understanding

of pharmacology in relation to pathophysiology. The application of this knowledge to effective medicine

management will be considered throughout.


Students will be introduced to core physiological and pharmacological concepts and the principles of

medicine management by way of lectures. The clinical application and analysis of this material will be

considered through narrated PowerPoint presentations, associated scenario based seminars and student

presentations. The material will be revised through the use of verbal and written questions based on patient

scenarios. Students will be directed to published literature and web-based resources to support learning

and teaching. Students will be encouraged to revise normal physiology in preparation for the sessions.


1. The assessment will be in the form of a 2.5 hour examination based on seen patient scenarios. (2500

words equivalent / 50%) (LO 1, 2, 3 & 4)

2. Assessment of practice (2,500 word equivalent / 50%) (LO 5)

36


Bibliography

Recommended or required texts have not been highlighted as it is at the students’ discretion which text

they find most useful and therefore wish to use. All the listed books will help the students achieve the

module learning outcomes.

Barber, P. and Robertson, D. (2009) Essentials of pharmacology for nurses. Maidenhead: Open University

Press

Crouch, S. and Chapelow, C., (2008) Medicine’s management – a nursing perspective. Harlow. Pearson

Education Ltd

Golan, E., Tashjian, A.H., Armstrong, E.J., Galanter, J.M., Wang Armstrong,, A. Arnaout, R.A. and Rose,

H.S. (2007) Principles of pharmacology: the pathophysiologic basis of drug therapy. 2nd

edn. USA:

Lippincott, Williams and Wilkins

Huether, S.E. and McCance, K.L. (2008) Understanding pathophysiology. 4th

edn. London: Mosby Elsevier

Lawson, E. and Hennefer, D. L. (2010) Medicines management in adult nursing. Exeter: Learning Matters

McCance, K.L. and Huether, S.E. (2010) Pathophysiology: the biologic basis for disease in adults and

children. 6th

edn. London: Mosby Elsevier

McGavock, H. (2011) How drugs work: basic pharmacology for healthcare professionals. 3rd

edn.

Abingdon: Radcliffe

Nair, M. and Peate, I. (eds.) (2009) Fundamentals of applied pathophysiology: an essential guide for nursing

students. Chichester: John Wiley and sons

Neal, M. J. (2009) Medical pharmacology at a glance. 6

th

edn. Chichester: Wiley-Blackwell

O’Brien, M., Spires, A. and Andrews, K. (2011) Introduction to medicines management in nursing. Exeter:

Learning Matters

Ogston-Tuck, S. (2011) Introducing medicines management. Harlow: Pearson Education Ltd

Underwood, J. C. E. (2009) General and systematic pathology. 5th

edn. Edinburgh: Churchill Livingstone

Elsevier

Journals

British Medical Journal


Journal of Clinical Pharmacy and Therapeutics


Nursing Standard

Nursing Times

Professional Nurse

37

Websites

British National Formulary www.bnf.org

Concordance www.concordance.org

Drug Information Zone www.druginfozone.org

Electronic Medicines Compendium www.emc.medicines.org.uk

Medicines Online www.medicinechestonline.com

Med Wordlist www.medwordlist.com/drugs_and_medications/index.html

MERCK www.merck.com/mrkshared/mmanual/home.jsp

MIDIRS www.midirs.org

NICE www.nice.org.uk

Module Title: Experiences of Health & Illness 1

Level: 5




Academic Responsibility: Kate Brown

Module Aim

The aim of this module is to enable the student to develop the nursing knowledge and skills required to

provide safe and effective care for service users in a variety of settings, with a particular focus on their acute

care needs.

Intended Learning Outcomes


1. Evaluate the clinical indicators of acutely deteriorating health;

2. Critically discuss the nursing care of an acutely ill person;

3. Examine the experiences of an acutely ill person and their family taking into consideration their

psychosocial needs.

4. Deploy clinical tools competently to recognise and respond appropriately to service users at risk of

deterioration;


This module is designed to expand the students’ knowledge in relation to the assessment and nursing care

of acutely ill patients and associated pathophysiology in a variety of health care settings. The content

focuses on the clinical assessment and the nursing care of the acutely ill adult patient and their family. This

will include: the priorities of assessment and care, the recording and understanding of vital signs, and the

psychosocial issues surrounding acute illness. Reference will be made to contemporary professional

guidelines, legal and ethical issues. The themes of communication will be developed in relation to the

reporting of concerns regarding the acutely ill patient to the Multi-Disciplinary Team, and associated

documentation.


http://www.bnf.org/

http://www.concordance.org/

http://www.druginfozone.org/

http://www.emc.medicines.org.uk/

http://www.medicinechestonline.com/

http://www.medworlist.com/drugs_and_medications/index.html

http://www.merck.com/mrkshared/mmanual/home.jsp

http://www.midirs.org/

http://www.nice.org.uk/

38

This module will be taught in tandem with Experiences of Health & Illness 2. There will be a shared vision

that students will be able to link and apply the taught content of both modules to practice in any care

setting. It is viewed as vital that the students are able to understand the transition of care from primary to

secondary care as well as the long term implications of ill health. Therefore in alternate weeks the students

will be learning about a condition within EHI1 then discussing the long term implications in EHI2. Evidence

based practice will be analysed and critiqued through student participation and discussion.

A variety of learning and teaching strategies will be utilized within the module including: lectures, seminars

and student directed study. These strategies will allow for the delivery of the theory as well as ensure that

the students do engage with the material through in-class discussions and student-led activities. On-going

formative assessment will involve the use of the Virtual Learning Environment on Blackboard where students

will access quizzes relating to the subject matter. The students will receive instant feedback on their

answers with this then being discussed in subsequent facilitated sessions. The module will also utilise family

profiles throughout to aid in the linking of theory to practice and ensure holistic nursing care is applied

when caring for acutely ill patients whilst also considering the needs of the family.


1. An essay based on an acute episode of patient care (2500 word equivalent / 50%) (LO 1, 2 & 3)

2. Assessment of Practice (2500 word equivalent / 50%) (LO 4)


Bibliography

Purchase

Jevon, P. and Ewens, B. (2007) Monitoring the critically ill patient. 2nd

edn. Oxford: Blackwell Publishing

Essential

Alexander, M.F., Fawcett, J.N. and Runciman, P.J. (2006) Nursing practice: hospital and home – the adult.

3rd

edn. Edinburgh: Churchill Livingstone

Bassett, C. and Makin, L. (2000) Caring for the seriously ill patient. London: Arnold

Recommended

Harrison, R. and Daly, L. (2006) Acute medical emergencies: a nursing guide. 2nd

edn. Edinburgh: Churchill

Livingstone

Jevon, P. (2007) Treating the critically ill patient. Oxford: Blackwell Publishing

McArthur-Rouse, F. and Prosser, S. (eds.) (2007) Assessing and managing the acutely Ill adult surgical

patient. Oxford: Blackwell Publishing

Moore, T. and Woodrow, P. (2004) High dependency nursing care, observation, intervention and support.

London: Routledge

Smith, S., Price, A. and Challiner, A. (2009) Ward-based critical care. a guide for health professionals.

London: M&K Publishing

Walsh, M. (ed.) (2002) Watson’s clinical nursing and related sciences 6th


39

Background

Dougherty, L. and Lister, S. (2008) The Royal Marsden Hospital manual of clinical nursing procedures. 7th

edn. Oxford: Wiley Blackwell

Hastings, M. (2009) Clinical skills made incredibly easy. London: Lippincott Williams & Wilkins

Manley, K. and Bellman, L. (2000) Surgical nursing – advancing practice. London: Churchill Livingstone

Metheny, N. M. (2000) Fluid and electrolyte balance – nursing considerations. 4th

edn. USA: Lippincott

Smith, S. F., Duell, D. J. and Martin, B. C. (2008) Clinical nursing skills, basic to advanced skills. 7th

edn.

London: Pearson Prentice Hall

Journals


Evidence Based Nursing


Journal of Clinical Nursing

Nursing Standard

Professional Nurse

Websites

Audit Commission www.audit-commission.gov.uk/reports

Clinical Governance www.cgsupport.org/

Commission for Health Improvement www.chi.gov.uk/

Department of Health www.doh.gov.uk/compcritcare/

www.doh.gov.uk/essenceofcare/contents.htm

www.doh.gov.uk/nhs.htm

National Institute of Health and Clinical Excellence www.nice.org.uk/

NCEPOD www.ncepod.org.uk/reports.htm

UK Resuscitation Council www.resus.org.uk/pages/guide.htm

Module Title: Experiences of Health & Illness 2

Level: 5


Duration: 140 hour of student learning time


Academic Responsibility: Sarah Crouch/Tricia Leadbetter

Module Aim

The aim of this module is to enable the student to develop the nursing knowledge and skills required to

provide safe and effective care for service users in a variety of settings, with a particular focus on their long

term care needs.

http://www.audit-commission.gov.uk/reports

http://www.cgsupport.org/

http://www.chi.gov.uk/

http://www.doh.gov.uk/compcritcare/

http://www.doh.gov.uk/essenceofcare/contents.htm



http://www.ncepod.org.uk/reports.htm

http://www.resus.org.uk/pages/guide.htm

49

Learning Outcomes


1. In relation to long term conditions examine the principles of person centred care based on need;

promoting empowerment, partnership, independence and self-management and demonstrate

application of these to the care of individuals and families with long term conditions.

2. Explore and discuss some of the ‘journeys’ that service users with long term care needs may have across

a variety of health care settings and how this may influence their unique experiences.

3. Critically discuss the theory underpinning the provision of nursing care of individuals with long term

care needs and its application to evidence based practice.

4. Utilise therapeutic nursing interventions competently to optimise health and wellbeing of the service

user with long term care needs.


Students will discuss the provision of care in relation to working with individuals and families with long

term conditions. Furthermore there will be discussion of how current and future health care may be

provided by a contemporary 21st

century health care service. The concept of person centred care and service

provision will be analysed and applied to practice. Ethical challenges that practitioners may encounter,

specifically when promoting autonomy and informed decision making will be explored. This will include

discrimination, stigma and anti oppressive practice and integrate the application of effective management

skills to facilitate the provision of care. The ethos of self-determination and the service users’ perspective

when living with or caring for someone with long term care needs will be discussed and analysed.

Collaborative working will be examined in relation to both professionals and service users which will

promote continuity and transparency of care management across service providers. The module will explore

the complexities associated with individuals and families living with long term care needs, including mental

health issues, learning disability, the role of the carer, rehabilitation, continuing and end of life care. This

module will also explore the importance of knowledge of disease and medicines management when

examining the care of individuals and families with long term care needs. The concept of concordance

linked to the promotion of the self care agenda and the ability to promote evidence based nursing

interventions will also be discussed.


This module will be taught in tandem with Experiences of Health & Illness 1. There will be a shared vision

that students will be able to link and apply the taught content of both modules to practice in any care

setting. It is viewed as vital that the students are able to understand the transition of care from primary to

secondary care as well as the long term implications of ill health. Therefore in alternate weeks the students

will be learning about a condition within EHI1 then discussing the long term implications in EHI2. Family

profiles will be used to encourage understanding of the individual’s ‘journey’ and ‘experience’ and the

application of theoretical principles to practice and across a variety of care settings. Evidence based practice

in relation to working with individuals and families with long term conditions will be analysed and critiqued

through student participation and discussion. Structured learning will be a key feature of the module with

an emphasis on small group work and discussion. Each week the students will apply taught content to

practice by using the family profiles to demonstrate the ‘service user’ experience. Methods will include

lectures, casework analysis, and the use of media, virtual learning environments, enhanced use of computer

technology, and guided reading, and small group work that are appropriate to the taught content. The

use of narrated PowerPoint and podcasting will be included to enable deeper learning within the classroom

via discussion and application of the theory to practice. This will be continued beyond the taught session

with discussion boards via the virtual learning environment.

41

A valuable addition to this module will be the integration of the service user experience. Service users are

invited to all groups of students undertaking this module to explore the ‘experience’ of either having or

caring for an individual long term care needs via a facilitated group discussion.

Peer assessment will be incorporated within the module as a formative exercise to encourage constructive

feedback in relation to group working and continue to develop graduate skills required both within

academia and practice. The summative presentation assessment will enable students to share their learning

and evidence practice with each other.


1. A group presentation linked to a family profile which will demonstrate a service user/families experience

of living with and /or caring for an individual with a long term condition. (2,500 word equivalent /50%)

(LO 1, 2 & 3)

The group presentation will require innovation and creativity, and promote the use of graduate and

enhanced IT skills. Students will base their presentation upon their given family profile and demonstrate an

understanding of the service users/families experience of living with or caring for someone with a long term

condition using a person centred approach. It will integrate critical analysis of underpinning theories and

concepts and the application of these to the given family profile therefore demonstrating clear links from

theory to practice. If students are absent on the date of the summative assessment they will be expected

to submit a critical narrative in relation to the family profile and their contribution to the summative

presentation. The group members will be awarded individual academic marks.

2. Assessment of Practice Tool (2,500 word equivalent/50%) (LO 4)


Bibliography

Purchase

Carrier, J. (2009) Managing Long-term Conditions and Chronic Illness in Primary Care. Routledge

Randall, S. and Ford, H. (2011) Long term Conditions. A guide for nurses and healthcare professionals,

Wiley –Blackwell, Oxford.

Essential

Koubel, G. and Bungay, H. (2009) The Challenge of Person-Centred Care. An Interprofessional perspective.

Palgrave

Presho, M. (2008) Managing Long Term Conditions – A Social model for Community Practice. West Sussex:

Wiley-Blackwell

Recommended

Davis, S. (2005) Rehabilitation - The Use of Theories and Models in Practice. London: Churchill Livingstone

Lillyman, S, Saxon, A. (2008) Community Matrons: Caring for People with Long Term Conditions, London.

Quay Books

Meerabeau, L, Wright, K (2011) Long-Term Conditions. Nursing care and management, Oxford. Blackwell

Publishing Ltd

42

Nicol, J. (2011) Nursing Adults with Long Term Conditions, Devon. Learning Matters.

Background

Margereson, C, Trenoweth, S (2010) Developing Holistic care for Long term Conditions.Routledge

Meerabeau, L, Wright, K. (2011) Long-term Conditions; Nursing Care and Management, Oxford. Wiley-

Blackwell.

Snoddon, J. (2010) Case management of Long-term conditions; Principles and Practice for Nurses, Oxford:

Wiley-Blackwell

Journals

British Journal of Community Nursing


Independent Nurse



Journal of Adult Protection

Journal of Community Nursing

Journal of Chronic Illness

International Journal of Therapy and Rehabilitation

International Journal of Palliative Nursing

International Journal of Integrated Care

Primary Health Care


Level 6


Duration: 140 hour of student learning time


Academic Responsibility Andy Nazarjuk

Module Aims

This module continues to enhance the student’s personal and professional development and the lifelong

learning capabilities with a view to becoming a qualified Health or Social care professional on completion

of the programme. The particular aim of the module is to undertake a negotiated piece of learning that is

a systematic, reflective, critical enquiry into a relevant aspect of health and social care practice. The exact

focus will be the subject of a learning agreement.

Learning Outcomes


1. Effectively use a wide range of information sources to extract and analyse relevant information

2. Synthesise and apply information from a number of sources to develop a reasoned argument

43

3. Analyse and apply the findings from contemporary evidence to current issues in professional practice

4. Exercise autonomy and initiative in tackling tasks and problems and weighing alternative

interpretations, arguments and values.


Using issues from contemporary practice, further sources of evidence in health and social care will be

identified. The efficient use of the Library and strategies for systematic searching of key sources related to

an identified aspect of practice. The nature and selection of research or policy questions that could be

considered. Frameworks to evaluate sources of evidence will be used to identify and evaluate the strengths

and weakness of research-based sources of evidence, practice based protocols and policies. Specific

examples of different sources of evidence related to the student’s own practice areas will be identified and

systematic critiques will be practised using a range of frameworks. The process of making sense of the

findings and synthesis of the sources of evidence will be explored. There will be a workshop to practice

writing at level six with formative feedback from the personal tutor. Students will be encouraged to work

independently on their own study and collaboratively in peer learning groups to continue to develop skills

in reflection to aid personal and professional growth.


The academic supervisor will provide tutorial support during this module. This will be the Personal Tutor

wherever possible. A learning contract will be agreed between the supervisor and student. Regular

meetings with the supervisor in individual or small group settings will challenge the student to reflect on

his/her development and identify targets and action plans for future learning.

The module will use a mixture of core material, group work and peer learning. There will be an expectation

that students will attend seminars and contribute effectively to the group’s learning. Students will be

encouraged to use on-line learning tools to provide support for each other, collaborate and share ideas

with peers, supervisors and their Personal Tutor.

Independent learning is essential in this module and processes such as formative feedback from peers,

supervisors and the Personal Tutor will provide students with a perspective on their development. They will

be encouraged to continue to use a wiki to record and reflect on their progression and to access resources

and workshops that will support this development.


1. A systematic, reflective, critical enquiry into a relevant aspect of health and social care practice. (5000

word equivalent, LO’s 1-4)


Bibliography

Purchase

Hek, G. and Moule, P. (2006) Making Sense of Research: An Introduction for Health and Social Care

Practitioners. 3rd

edn. London: Sage.

Essential

Aveyard, H. (2007) Doing a Literature Review in Health and Social Care: A Practical Guide. Milton Keynes:

Open University Press.

Gerrish, K and Lacey, A. (2006) The Research Process in Nursing. 5

th

edn. Oxford: Blackwell Publishing.

44

Parahoo, K. (2006) Nursing Research, Principles, Process and Issues. 2nd

edn. Basingstoke: Palgrave

Macmillan.

Pawson, R.., Boaz, A., Grayson, L., Long, A. and Barnes, C. (2003) Types and Quality of Knowledge in Social

Care. London: Social Care Institute for Excellence. [Online]

Available at: http://kcl.ac.uk/schools/sspp/interdisciplinary/evidence/publications/wp17.html

Accessed on 3.11.08.

Recommended

Chalmers, I., and Altman, D.G. (eds.) (1995) Systematic Reviews. London: BMJ Publishing

Corby, B. (2006) Applying Research in Social Work. Milton Keynes: Open University Press.

Crombie, K. (1996) The Pocket Guide to Critical Appraisal London: BMJ publishing.

Crookes, P.A., and Davies, S. (eds.) (2004) Research into Practice. 2nd

edn. Edinburgh: Bailliere Tindall.

Gomm, R.., Needham, G. and Bullman, A. (eds.) (2000) Evaluating Research in Health and Social Care.

London: Open University in association with Sage.

Background

Bowling, A. and Ebrahim, S (eds.) (2005) Handbook of Health Research Methods. Maidenhead: Open

University Press.

Muir Gray, J.A. (2001) Evidence-based Healthcare: How to Make Health Policy and Management Decisions.

Edinburgh: Churchill Livingstone.

Punch, K. (2005) Introduction to Social Research, Quantitative and Qualitative

Approaches. 2nd

edn. London: Sage.

Websites

http://www.library.nhs.uk/Default.aspx National Library for Health


Parent Programme: Pre-registration Interprofessional Learning Programme


Level: HE6




Academic Responsibility: Pauline Franklin

http://kcl.ac.uk/schools/sspp/interdisciplinary/evidence/publications/wp17.html

http://www.library.nhs.uk/Default.aspx

45

Module Aims

This module continues to build upon level four and five learning, preparing the students to work

collaboratively as professionally accountable practitioners within complex and evolving environments of

health and social care. The students will be expected to demonstrate the application of learning within the

practice setting.

Learning Outcomes


1. Critically analyse the constituents of complex environments in health and social care.

2. Critically analyse the significance of competing agendas and motives in maintaining collaborative

relationships

3. Appraise and manage the challenges involved in maintaining a person centred perspective when

working with service users and carers in complex environments.

4. Through critical reflection, synthesise learning to suggest ways in which they may promote and

support person centred collaborative practice in the future

Module content

This module will enable the students to summarise and synthesise their learning from the previous two

modules. Students will consider the drivers and challenges to effective collaborative team working in

complex situations. Theoretical frameworks will be used critically to explore the impact of diverse

organisational agendas and professional perspectives upon person centred practice and partnership

working. Students will be required to analyse issues including awareness of emerging health and social care

agendas and policies, managing diversity, partnership with service users, carers and colleagues. This module

will include how the learning from this programme will inform the potential for maintaining collaborative

relationships.

Learning and Teaching strategies

Learning will be managed through structured interprofessional learning event weeks at the university.

During these event weeks the interprofessional learning is facilitated through strategies like learning groups,

peer support and feedback as well as formative assessment. These event weeks are supported by planned

activities sometimes whilst in placement through student learning seminars days (SLS). Each SLS seminar

group will have approximately 25-28 members from a range of professions and will be facilitated by a

member of academic staff. Each SLS will consist of learning activities directly related to the production of

the written assessment for the module called the Patchwork Text. The learning within these seminars is a

facilitated process of review and reflection which brings people together in small groups to discuss a topic.

The purpose is to learn from one another (i.e. your own student peers) in order to develop your patches,

which will also support the development of team working skills. Of course, seminar leaders will facilitate

and provide support; but the actual development of the patchwork text requires students to actively engage

with their own peers by attending, by giving and receiving constructive feedback on their patches and by

the development of their own academic and professional potential. It is vital that each group has a

consistent membership so that a supportive, positive and secure environment is fostered. This means that

student attendance is compulsory and that confidentiality within the group is of paramount importance.


1. A Patchwork Text which is a 2500 word essay that is composed of 3 pieces of work or patches (LO 1-4)

2. Assessment of practice tool (2500 word equivalent / 50%) (LO 1-4)

46


Barrett G., Sellman D., and Thomas J. (2005) Interprofessional Working in Health and Social Care: Professional

Perspectives. Palgrave Macmillan

Butler, J.(1989) Gender Trouble: Feminism And The Subversion of Identity. London: Routledge

Carnwell, R. and Buchanan, J. (2005) Effective Practice in Health and Social Care. A Partnership approach.


Charlesworth, J.A. (2003) 'Managing across professional and agency boundaries', In: Seden, J and Reynolds,

J. (eds) Managing Care in Practice. Routledge. pp. 139-164

Colyer, H., Helme, M., and Jones, I. (eds) (2005) The Theory-Practice Relationship in Interprofessional

Education HEA Health Sciences and Practice [On-line]. Available at:

http://www.health.heacademy.ac.uk/publications/occasionalpaper

Garnsey, E. McGlade (2006) Complexity and Co-Evolution. Continuity and Change in Socio-Economic

Systems. Edward Elgar, Cheltenham.

Goodman, B & Clemow, R (2010) Nursing and Collaborative Practice. (2nd

ed). Learning Matters.

Hall, P. (2005) ‘Interprofessional teamwork: professional cultures as barriers’, Journal of Interprofessional

Care 19 (5) pp.188-196

Henneman, E et al (1995) Collaboration: a concept analysis. Journal of Advanced Nursing 21 (1) pp.103-

109

Hornby, S. (2001) Collaborative Care 2nd

edition. Blackwell Scientific

Johnson, G, Scholes K (1998) Exploring Corporate Strategy: Text and Cases. Harlow, Pearson Education

Limited

Jones, M. (2005) Cultural Power in Organisations: The Dynamics of Interprofessional Teams. Chapter in

Whiteford, G., and Wright-St Clair, V. Occupation and Practice in Context. Elsevier, Australia

Koubel G, Bungay H (2008) The Challenge of Person-centred Care. An Interprofessional Perspective,

London, Palgrave Macmillan.

Leathard, A. (2003) Interprofessional Collaboration, London, Brunner: Routledge.

Levy D (2009) Gay and Lesbian Identity Development: An Overview for Social Workers. Journal of Human

Behavior in the Social Environment, 19 (8) 978 – 993.

Littlechild, B & Smith, R (2012) A Handbook for Interprofessional Practice in the Human Services. Routledge



http://www.informaworld.com/smpp/content~db%3Dall~content%3Da917596665~frm%3Dtitlelink

47

Macintosh, R., Maclean, D., Stacey, R., Griffin, d. (2006) Complexity and Organisation. Readings and

Conversations. Routledge, London.

Macmillan Pearson, P., and Spencer, J. (Eds.) (1997) Promoting Teamwork in Primary Care. A Research

Based Approach. Arnold

Malin, N. et al (2002) Key Concepts in Health and Social Policy. Open University Press

Meads, G., and Ashcroft, J. (eds) (2005) The Case for Interprofessional Collaboration. Blackwell

Mitchell Waldrop M (1992) Complexity. The Emerging Science At The Edge Of Order And Chaos. Penguin,

London.

Moss,B., Thompson , N. (2007) Spirituality and Equality. Social and Public Policy Review 1 (1)

http://www.uppress.co.uk/socialpolicy_pdf/Thompson.pdf

Ovretveit, J. et al (eds) (1997) Interprofessional Working for Health and Social Care.

Plsek, P, and Greenhalgh., T. (2001) ‘Complexity Science: The Challenge of Complexity in Health Care’, BMJ,

323, p p. 625-628, BMJ [Online]

Plsek, P., and Wilson., T. (2001) Complexity Science: Complexity, Leadership, and Management in Health

Care Organisations ’, BMJ, 323, p p. 746 -749, BMJ

Rushmer, R. (2005) ‘Blurred boundaries damage interprofessional working’. Nurse Researcher 12(3) pp.74-

78

Spender, D. (1985) For the Record. The Making and Meaning of Feminist Knowledge. London: The

Women’s Press.

Sun S (2008) Organisational Culture and its themes. International Journal of Business Management 3(12)

www.ccsenet.org/journal/index.php/ijbm/article/viewFile/760/726

Thompson, N., Thompson, S. (2001) Empowering Older People Beyond the Care Model. Journal of Social

Work 1(1), 61-76.

Thompson, N. (2006) Anti-discriminatory Practice (4th

Ed), Basingstoke: Macmillan

Thompson, N (2011) ‘Promoting equality: working with diversity and difference’. London.

http://www.uppress.co.uk/socialpolicy_pdf/Thompson.pdf

http://www.ccsenet.org/journal/index.php/ijbm/article/viewFile/760/726

http://www.ccsenet.org/journal/index.php/ijbm/article/viewFile/760/726

48

Watts, J. Robertson, N. Winter, R. & Leeson, D. (2013) Evaluation of organisational culture and nurse

burnout. Nursing Management Vol 20 (6) 24-29

Weeks, J., Heaphy, B. and Donovan, C. (1999) ‘Families of Choice: Autonomy and Mutuality in Non-

heterosexual Relationships’ in, McRae, S. (ed.) Changing Britain, Oxford: Oxford University Press.

Weeks, J. (1977) Coming Out. Homosexual Politics From Nineteenth Century To The Present. London:

Quartet.

Weeks, J., Heaphy, B. and Donovan, C. (2001) Same Sex Intimacies. Families of Choice and Other Life

Experiments. London: Routledge.

Wood, J.J. (2001) Agents of Surveillance, at Student Youth Work Online,

http://go.to/youthworkcentral.tripod.com/Agents.htm [Accessed 04.08.10]

Zilbergeld, B. (1999) The New Male Sexuality. The Truth About Men, Sex and Pleasure. London: Bantam.

2nd

edition.

Background reading on The Patchwork Text

Akister, J, Iiles K, Maisch M, McKenzie J, Ovens P, Parker, J, Rees B, Smith & Winter R (2003) ‘Learning from

the Patchwork Text Process- a Retrospective Discussion’, Innovations in Education and Teaching

International 40 (2), 216-230.

Ovens P (2003) ‘Editorial’, Innovations in Education and Teaching International 40 (2), 109-111.

Smith, L, Winter, R (2003) ‘Applied Epistemology for Community Nurses: Evaluating the Impact of the

Patchwork Text’, Innovations in Education and Teaching International 40 (2), 161-173.

Winter, R (2003) ‘Contextualising the Patchwork Text: Addressing Problems of Coursework Assessment in

Higher Education’, Innovations in Education and Teaching International 40 (2), 112-122.

Journals


Community Care

Health and Social Care in the Community

Innovations in Education and Teaching International May 2003 vol.40, no2. The Patchwork Text


Physiotherapy

Radiography



Public Policy Review [www.uppress.co.uk/socialpublicpolicyarticles.htm]

Social Work Today

Websites


Centre for the Advancement of Interprofessional Education www.caipe.org.uk

Centre for Interprofessional e-learning www.cipel.ac.uk/

http://go.to/youthworkcentral.tripod.com/Agents.htm

http://go.to/youthworkcentral.tripod.com/Agents.htm

http://www.uppress.co.uk/socialpublicpolicyarticles.htm




49

Solutions4training www.solutions4training.com/30

Student York Work Online www.youthworkcentral.tripod.com/aop_pcs.htm

The Cultural Web www.mindtools.com/pages/article/newSTR_90.htm

Additional Learning Resources

Year 1 and Year 2 Collaborative Practice module resources

Module Title Delivering Safe and Effective Care 1

Level 6




Academic Responsibility Paula Kuzbit

Module Aims

The aim of this module is to facilitate the students understanding of the complex nature of health and ill-

health and to enable the student to deliver safe and effective person-centred nursing care across the health

and social care spectrum, with a particular focus on the patho-physiological, psychological and social

processes of disease and illness.

Learning Outcomes


1. Analyse, and apply critically, knowledge of the pathophysiological, psychological and social processes

of disease and illness to practice.

2. Utilise relevant theoretical knowledge and clinical evidence to discriminately analyse and contextualise

the care requirements of patients in a variety of care settings.

3. Assess, plan, implement and evaluate nursing care interventions for individuals and their families across

the care pathway.


This module will bring together all the students previous learning in order for them to consider the

complexities of health and ill health from a variety of perspectives. Chaos and Complexity theory will be

utilised as a conceptual framework to consider the dynamics of care problems and solutions. The module

will explore such issues as: transition of care; critical life events; Iatrogenesis; interprofessionalism and

partnership working. The module will specifically address; critical and emergency care, planned care, health

promotion, rehabilitation, survivorship, end of life care; and contextualised effective communication.


This module employs a problem based learning (PBL) methodology to consider the complexity of health

care. PBL centres on the discussion and learning that arises from a clinically-based problem. It encourages

independent learning and provides students with an opportunity to tackle puzzling situations and define

their own gaps in understanding in the context of relevant clinical problems, making it more likely that they

will be able to recall the material later in the clinical setting. It is a way of learning which encourages a

http://www.solutions4training.com/30

http://www.youthworkcentral.tripod.com/aop_pcs.htm

http://www.mindtools.com/pages/article/newSTR_90.htm

59

deeper understanding of the material. The small group setting used in PBL incites an inquisitive and detailed

look at all issues, concepts and principles contained within the problem The time spent outside of the group

setting facilitates the development of skills such as literature retrieval, critical appraisal and the seeking of

opinions of peers and specialists. Through the use of realistic triggers, which seed a wide range of explicit

and implicit issues, students will be facilitated to consider the holistic care needs of service users and the

appropriate nursing interventions required. These triggers will make use of and evolve from the family

profiles introduced in years 1 and 2. Students will be required to work independently and in groups to

identify, investigate, plan and present care. Core theoretical content will be delivered using short lectures

and class seminars. Blackboard will be used to support the module both as a repository for core material

(including narrated PowerPoint presentations) and as a conduit for students to work in their groups, for

example through the creation of group wikis. Students will be required to access online learning resources,

such as e-library and e-books, throughout the module.


1. The learning outcomes will be assessed through 3 small group presentations of decision making trees

in response to triggers utilising peer and lecturer assessment. Each student will receive the group mark

and are required to sign a declaration stating they have contributed to the group decision making tree

at each assessment point. The overall module mark will be an aggregate of the 3 summative group

decision making tree presentations. Students who do not contribute to the decision making tree will

be awarded a 0% mark and be directed towards the concessions process where appropriate. The

marking criteria for the decision making tree are derived from the University level 6 assessment grading

criteria. (2500 word equivalent / 50%) (LO 1, 2 & 3)



Bibliography

Essential

Cutler, L. and Cutler, J. (eds.) (2010) Critical care nursing made incredibly easy UK edition London:

Lippincott Williams and Wilkins

Payne, S., Seymour, J. and Ingleton, C. (eds.) (2008) Palliative care nursing; principles and evidence for

practice. 2nd

edn. Oxford: Open University Press

Scriven, A. (2010) Promoting health: a practical guide: Ewles and Simnett. 6th


Smith, S., Price, A. and Challinor, A. (2010) Ward based critical care; a guide for health professionals.

Cumbria: M&K

Recommended

Dolan, B. and Holt, L. (eds.) (2007) Accident and emergency - theory into practice. 2nd

edn. London: Balliere

Tindall

Huether, S. and McCance, K. (2012) Understanding pathophysiology. 5

th

edn. St Louis: Mosby

Jester, R. (2007) Advancing Practice in Rehabilitation Nursing. Oxford: Blackwell Publishing

51

Jevon, P. and Ewens, B. (2007) Monitoring the critically ill patient. London. Blackwell Science

Lees, L. (2007) Nurse facilitated hospital discharge. Cumbria: M&K Update Ltd

Background

Earle, S. and Letherby (eds.) (2008) The sociology of health care Basingstoke: Palgrave McMillan

Kernick, D. (2004) Complexity and healthcare organization: a view from the street.

Radcliffe Medical Press Ltd

Norman, I. and Ryrie, I. (2008) The art and science of mental health nursing: a textbook of principles.


Tschudin, V. (2003) Ethics in nursing. London: Butterworth

Journals

Accident & Emergency Nursing


Intensive and Critical Care Nursing



Journal of Emergency Nursing

Journal of Rehabilitation

Nursing in Critical Care


In-Context learning resources

British Association of Critical care nurses www.baccn.org.uk

British Medical Association www.bma.org.uk

Department of Health www.doh.gov.uk

Intensive care society www.ics.ac.uk

National Institute for Health and Clinical Excellence www.nice.org.uk


Scottish Intercollegiate Guidelines Network www.sign.ac.uk

Module Title Delivering Safe and Effective Care 2

Level 6




Academic Responsibility Paula Kuzbit

Module Aims

http://www.baccn.org.uk/

http://www.bma.org.uk/

http://www.doh.gov.uk/

http://www.ics.ac.uk/



http://www.sign.ac.uk/

The aim of this module is to further facilitate the students understanding of the complex nature of health

and ill-health in order to enable them to deliver safe and effective person-centred nursing care, with

particular focus on clinical decision making

Learning Outcomes


1. Utilising theory evaluate how information is used to make nursing decisions and solve problems in

patient care

2. Correctly interpret and analyse critically, a variety of evidence in order to make patient care decisions.

3. Apply knowledge to appropriately prioritise, communicate and implement the care needs of an

allocated group of patients displaying complex health needs.


This module will continue to bring together and build upon the students’ previous learning in order for

them to consider the complexities of health and ill health from a variety of perspectives. The module will

particularly focus on different types of knowledge and ways of knowing; theoretical models for clinical

decision-making and how the utilisation of theory in practice in order to facilitate person-centred care. The

module will continue to develop knowledge and understanding of critical and emergency care; planned

care; health promotion, rehabilitation, survivorship and end of life care, across all care settings.


This module employs a problem based learning (PBL) methodology to consider the complexity of health

care. PBL centres on the discussion and learning that arises from a clinically-based problem. It encourages

independent learning and provides students with an opportunity to tackle puzzling situations and define

their own gaps in understanding in the context of relevant clinical problems, making it more likely that they

will be able to recall the material later in the clinical setting. It is a way of learning which encourages a

deeper understanding of the material. The small group setting used in PBL incites an inquisitive and detailed

look at all issues, concepts and principles contained within the problem The time spent outside of the group

setting facilitates the development of skills such as literature retrieval, critical appraisal and the seeking of

opinions of peers and specialists. Through the use of realistic triggers, which seed a wide range of explicit

and implicit issues, students will be facilitated to consider the holistic care needs of service users and the

appropriate nursing interventions required. These triggers will make use of and evolve from the Family

Profiles introduced in years 1 and 2. Students will be required to work independently and in groups to

identify, investigate, plan and evaluate care. Core theoretical content will be delivered using short lectures

and class seminars. Blackboard will be used to support the module both as a repository for core material

(including narrated power point presentations) and as a conduit for students to work in their groups, for

example through the creation of group wikis. Students will be required to access online learning resources,

such as e-library and e-books, throughout the module.


1. Students will be required to write an evidence based plan of care based on a trigger and utilising

decision making theory, include a critical analysis of their care decisions (2500 words LO 1 & 2)



Bibliography

Essential

52

53

Lubkin, I. and Larsen, P. (2009) Chronic illness impact and intervention. 7th

edn. Boston: Jones and Bartlett

Moore, T. and Woodrow, P. (eds.) (2009) High dependency nursing care. 2nd

edn. London: Routledge

Mulryan, C. (2011) Acute illness management. London: Sage

Standing, M. (2011) Clinical judgement and decision making for nursing students. Exeter: Learning Matters

Thompson, C. and Dowding, D. (2009) Essential decision making and clinical judgement for nurses. Oxford:

Churchill Livingstone

Recommended

Endacott, R., Jevon, P. and Cooper, S. (eds.) (2009) Clinical nursing skills: core and advanced. Oxford: OUP

Gurbett, R. (2006) Nurses’ Clinical Decision Making. Oxford: Radcliffe Publishing

Hughes, J., Lloyd –Williams, M. and Sachs, G. (eds.) (2009) Supportive care for the person with dementia.

Oxford: OUP

Lloyd, M. (2010) A practical guide to care planning in health and social care. Maidenhead: McGraw-

Hill/Open University

Lugton, J. and McIntyre, R. (eds.) (2005) Palliative care: the nursing role. Oxford: Churchill Livingstone

Skinner, S. (2005) Understanding clinical investigations: a quick reference manual. 2nd

edn. London: Balliere

Tindall

Walsh, M. and Crumbie, A. (eds.) (2007) Watson’s clinical nursing and related sciences. Edinburgh: Bailliere

Tindall

Journals

Accident & Emergency Nursing


Intensive and Critical Care Nursing



Journal of Emergency Nursing

Journal of Rehabilitation

Nursing in Critical Care


In-Context learning resources

British Association of Critical care nurses www.baccn.org.uk

British Medical Association www.bma.org.uk


Intensive care society www.ics.ac.uk

National Institute for Health and Clinical Excellence www.nice.org.uk


Scottish Intercollegiate Guidelines Network www.sign.ac.uk

http://www.baccn.org.uk/

http://www.bma.org.uk/


http://www.ics.ac.uk/



http://www.sign.ac.uk/

54

Module Title Leadership for Professional Practice

Level 6




Academic Responsibility: Kate Devis

Pre-requisites: Not applicable

Co-requisites: Not applicable

Module Aim

The aim of the module is to prepare students to demonstrate the knowledge and skills they will require to

become effective managers and transformational leaders at the point of registration to deliver person

centred, safe and effective care to clients within their organisation.

Learning Outcomes


1. Critique and apply contemporary theories of leadership, management, and quality to everyday practical

management problems they will encounter to enhance service users’ wellbeing and experiences of

health care.

2. Demonstrate an in-depth understanding of the strategies needed to ensure effective delivery of nursing

care that is responsive and adaptable and enables continuous improvement.

3. Analyse the influence of clinical, political and economic influences on the improvement of healthcare

for individual service users and how this impacts on their role as a manager of care.

4. Demonstrate and apply knowledge of effective management of self and leadership of others while co-

ordinating the delivery of care.


This module builds on concepts introduced in Principles of Nursing Practice, Promoting Health through

Interpersonal Relationships, Enhancing Person Centred Care, and Delivering Safe and Effective Care 1 and

2. Contemporary theories of leadership and management will be explored with a focus on transformational

skills needed to manage complexity and rapidly shifting care landscapes and contexts. Factors that impact

on services users and others’ experiences of care and care outcomes will be considered through the use of

frameworks designed to improve clinical care. Frameworks and methodologies that underpin the

development of person-centred safe and effective care will be explored to support the identification of

practice development opportunities, working with teams and individuals to achieve successful change and

maintaining the quality of service user’s experiences and care outcomes. Practical solutions to help the

student deal with every day management situations in ward and community environments will be drawn

upon to enable them to critique their knowledge, skills and areas that require further personal and

professional development in preparation for their role as a Registered Nurse at the point of graduation.

55


The module will draw upon a range of classroom based and self-directed strategies to promote learning

and development. It will use action learning as a means of supporting students to learn in and from their

practice, by taking time to question, understand and reflect, to gain insight and consider how to act in

future.

The module will use practice case studies to help explore solutions to everyday practical management

problems and invite students to bring experiences from practice to discussion groups. Students will be

encouraged to utilise knowledge and understanding in the development of themselves as future leaders

through self-analysis of leadership capability using leadership assessment tools. Active learning methods

will be used to help students to draw upon and analyse complex problems.

Facilitated reflection will be used to support the student to critique their own skills and abilities and

personal development planning used as an active methodology to help them to learn and develop in areas

that require strengthening within their leadership practice. The process will enable individuals and groups

of students to understand the processes they need to go through to change aspects of their behaviour or

attitudes to themselves, their work, or other individuals.


1. Undertake a one hour period of observation of care in the clinical area using a recognised observation

tool (to be included in an appendix). Write a reflective analysis of one issue identified in the delivery of

care during that period of observation and develop an evidence based action plan outlining the

interventions required to improve the quality of care delivered. Integrate a personal reflection on the

aspects of your own leadership and management skills that need to be developed as a result of this

observation activity (2500 word equivalent / 50%) (LO 1, 2 & 3)



Bibliography

Purchase

Porter-O’Grady, T. and Malloch, K. (2012) Leadership in Nursing Practice (forthcoming publication date

May 2012).

Essential

Bach, S. and Ellis, T. (2011) Leadership, Management and Teamworking in Nursing (Transforming Nursing

Practice) London: Learning Matters Series.

Higgs, J., Jones, M. et al (Eds) (2008) Clinical Reasoning in the Health Professions. Australia: Elsevier.

Kouzes, J.M. and Posner, B.Z. (2011) The Five Practices of Exemplary Leadership. 2nd

edition. USA: Pfeiffer.

Manley, K., McCormack, B., and Wilson, V. (Eds) (2008) International Practice Development in Nursing and

Health Care. London: Blackwell Publishing.

Recommended

Clark, C. (2008) Creative nursing leadership and management. London: Jones and Bartlett

56

Gopee, N. and Galloway, J. (2009) Leadership and management in healthcare. London: Sage

Hamer, S. and McNichol, E. (2007) Expanding nursing and health care leadership and management: a 3-

dimensional approach. London: Nelson Thornes

Henderson, J. and Atkinson, D. (2010) Managing care in context. 2nd edition. London: Routledge

Sullivan, E. and Decker, P. (2005) Effective management and leadership in nursing. 6th edn. New Jersey:

Pearson Education

Background

Department of Health (2010) Equity and excellence: liberating the NHS. London: Department of Health

Jones-Devitt, S. and Smith, L. (2007) Critical thinking in health and social care. London: Sage

Journals

Nursing Times

Nursing Standard

Health Service Journal

International Journal of Practice Development


Journal of Nursing Management

Journal of Nursing Care Quality

Journal of Clinical Effectiveness

Websites

Burdett Trust for Nursing www.burdettnursingtrust.org.uk


Care Quality Commission www.cqc.org.uk

Foundation of Nursing Studies www.fons.org.uk

Kings Fund www.kingsfund.org.uk

National Institute for Health & Clinical Excellence www.nice.org.uk

Nursing & Midwifery Council www.nmc-org.uk

Patients Association www.patients-association.org.uk


Social Care Institute for Excellence www.scie.org.uk

The Foundation of Nursing Leadership www.nursingleadership.org.uk

Module Title: Transition into Professional Practice

Level: 6




http://www.burdettnursingtrust.org.uk/


http://www.cqc.org.uk/

http://www.fons.org.uk/

http://www.kingsfund.org.uk/


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

http://www.patients-association.org.uk/


http://www.scie.org.uk/

http://www.nursingleadership.org.uk/

57

Academic Responsibility: Kate Devis

Pre-requisites: Not applicable

Co-requisites: Not applicable

Module Aim

The aim of this module is to develop the students’ understanding of the complexities of professional nursing

practice and facilitate transition to becoming a confident registered nurse.

Learning Outcomes


1. Analyse and apply the concepts of competence and accountability to own and others practice,

considering the legal, ethical and professional issues.

2. Evaluate the processes involved in the transition to registered practitioner, development of future

professional practice and life-long learning.

3. Contribute to the development of competency of others through effective use of professional and

personal development skills and positive role modelling.


This module will build on the learning and understanding developed through the modules Leadership

for Professional Practice and Delivering Safe Effective Care 1 and 2. There will be a focus on the

development of self awareness and the impact and influence of behaviour on others using a personal

development planning approach. The concepts of emotional intelligence, shared beliefs, values and

governance will be discussed, in relation to the development of the student as a nurse with leadership

responsibilities. The importance of recognising behaviours in others that may influence the quality of

patient care will be explored along with the consideration of strategies that can be employed to reduce

the impact on patient care. Frameworks to support the development and assessment of competency

of others will be explored. The module will provide students with opportunities to develop their own

strategies to ensure the safety of patients through careful consideration of professional accountability

taking account of legal, ethical, moral and societal perspectives. Students will be invited to debate the

issues of confidence versus competence of the newly qualified nurse.


The module will draw upon a range of classroom based and self-directed strategies to promote learning

and development. It will use action learning as a means of supporting students to learn in and from

their practice, by taking time to question, understand and reflect, to gain insight and consider how to

act in future.

The module will use practice case studies to help explore solutions to everyday practical problems and

invite students to bring experiences from practice to discussion groups. Students will be encouraged

to utilise knowledge and understanding in the development of themselves as future ward managers

and staff nurses through self-analysis using a variety of self- assessment tools. Active learning methods

will be used to help students to draw upon and analyse complex problems.

Facilitated reflection will be used to support the student to critique their own skills and abilities and

personal development planning used as an active methodology to help them to learn and develop in

areas that require strengthening within their practice. Students will have been introduced to this model

in the Leadership for Professional Practice module previously and thus this represents a continuation of

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development opportunity for them over the year. The process will enable individuals and groups of

students to understand the processes they need to go through to change aspects of their behaviour or

attitudes to themselves, their work, or other individuals.

Students will be invited to discuss and debate key topics relevant to contemporary nursing practice that

is current in the media. Case studies, workshops, role play and simulation exercises will be utilised to

encourage students to explore and challenge their perceptions of their newly qualified status.


1. A critical reflection on development during the Programme in relation to changing accountability,

to include legal, ethical and professional issues and how this development will be maintained

through transition into a registered nurse (2500 word equivalent/50%) (LO 1 & 2)



Bibliography

Purchase

Temple, J. (2012) Becoming a Registered Nurse. Making the Transition to Practice (Transforming

Nursing Practice Series) due for release July.

Essential

Burton, R, Ormrod, G. (Ed) (2011) Nursing: Transition to Professional Practice. Oxford: OU Press.

Jasper, M. (2006) Professional development, reflection and decision making. Oxford: Blackwell

Recommended

Clark, T. and Holmes, S. (2007) ‘Fit for Practice? An exploration of the development of newly qualified

nurses using focus groups’ International Journal of Nursing Studies 44, pp.1210-1220

Dimond, B. (2008) Legal aspects of nursing. 5th edn. Harlow: Pearson Education

Standing, M. (Ed) (2010) Clinical Judgement and Decision Making in Nursing and Interprofessional

Health Care. Berkshire: OU Press.

Background

Billett, S & Henderson, A. (Ed) (2010) Developing Learning Professionals: Integrating Experiences in

University and Practice Settings (Professional and Practice-based Learning). Queensland: Springer.

Lauder, W., Watson, R., Topping, K., Holland, K., Johnson, M., Porter, M., Roxburgh, M. and Behr, A.

(2008) ‘An evaluation of fitness for practice curricula: self-efficacy, support and self-reported

competence in preregistration student nurses and midwives’ Journal of Clinical Nursing 17 pp. 1858-

1867

Robinson, S. and Griffiths, P. (2009) Scoping review Preceptorship for newly qualified nurses: impacts,

facilitators and constraints National Nursing Research Unit King’s College London Available at:

http://www.kcl.ac.uk/content/1/c6/05/06/70/PreceptorshipReview.pdf

http://www.kcl.ac.uk/content/1/c6/05/06/70/PreceptorshipReview.pdf

59

Roberts, D. and Johnson, M. (2009) Editorial ‘Newly qualified nurses: Competence or confidence?’

Nurse Education Today 29 (5) 467-468

Journals



Journal of Clinical Nursing

Nurse Education Today

Nurse Education in Practice

Nursing Times

Nursing Standard

Websites

Burdett Trust for Nursing www.burdettnursingtrust.org.uk


Care Quality Commission www.cqc.org.uk

Foundation of Nursing Studies www.fons.org.uk

Kings Fund www.kingsfund.org.uk

National Institute for Health & Clinical Excellence www.nice.org.uk

Nursing & Midwifery Council www.nmc-org.uk

Patients Association www.patients-association.org.uk


Social Care Institute for Excellence www.scie.org.uk

The Foundation of Nursing Leadership www.nursingleadership.org.uk

ASSESSMENT

Assessment of theory

You will be assessed throughout your three year Programme. In each module you study, the theory is

assessed and counts for half of the assessment (50%) and the clinical practice which relates to the module

is assessed in practice and counts for the other half of the assessment (50%). You will need to pass both

the theory and the clinical practice for every module in order to pass through each progression point. The

theory will be assessed in a variety of ways. These include written essays, presentations, unseen exams and

the development of a ‘digital story’ (online). These assessments are called summative assessments and are

indicated on the above three year plans for each module. The actual dates for submission in those weeks

will be given to you well in advance and will be contained within each of the module handbooks or on the

virtual learning environment where you will access all module information. There will also be earlier

opportunities for formative assessment. This is where you are given feedback on your work as each module

progresses that will help you to see how you are progressing, what you are doing well and areas where

you may need some further help.

Looking at draft work

Tutors can be expected to read level 4 draft work and look at plans and a sample page at level 5 and 6.

This doesn’t include assignments for professional development 3 which is continuously monitored; also,

the work must be given to tutors to read in good time.

Turnitin

http://www.burdettnursingtrust.org.uk/


http://www.cqc.org.uk/

http://www.fons.org.uk/

http://www.kingsfund.org.uk/


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

http://www.patients-association.org.uk/


http://www.scie.org.uk/

http://www.nursingleadership.org.uk/

60

All assignments need to be submitted into Turnitin. Your Personal tutors will go through this with your

during your Professional Development 1 module. Please ensure that submit it into the right Turnitin bucket,

you must supply a receipt at the front of your hard copy of your assignment.

Submission. As a university we are working with electronic submissions (except exams, OSCE’s and

presentations) therefore unless told otherwise all assignments need to be submitted electronically and in

the right turnitin bucket. If you are required to submit both a paper & electronic copy of the same

assessment, the electronic copy will be considered the definitive copy if there are any matters of

discrepancy. Any questions regarding the submission of the work (for example, whether the work was

late or was the correct version) will be resolved based on what was submitted electronically.

System-wide problems with electronic submission. Where there is a significant system outage (defined as

one formally confirmed by the Learning and Teaching Enhancement Unit (LTEU)) on the day of a

submission deadline, the submission deadline for the relevant work will be extended by 24 hours. Where

a systems outage occurs outside of office hours, the outage will be confirmed retrospectively as soon as

possible.

Some modules are using electronic feedback, for these modules you may not be required to hand in a

paper copy too, therefore please read all assessment instructions carefully.

Examination boards

These meetings occur at the end of your academic year; it is where we look at your marks and decisions

are made about your progression to the next year are made. We discuss reassessments and award

degree/diplomas. All your marks are provisional until they are considered at the examination board.

The main dates are as follows:

A17

Main IPL Exam board 7.3.18

Resubmission of work w/c 27.3.18

Resubmission Exam board for all A cohorts 11.5.18

Further level 4 resubmissions, A17 w/c 29.5.18

Resubmission Exam board 6.7.18

At level 4 you will be entitled to a first resit and a second reassessment (this does not include safe

medicate or practice where you are only entitled to one reassessment opportunity). Whilst at level 5 and

6 you will only be entitled to one reassessment opportunity. The awarding of reassessments are entirely

at the discretion of the exam board and the Programme Director or your cohort lead will contact you

before the exam board to discuss the potential outcome if they have any concerns.

Attendance

Attendance is compulsory. We expect you to attend ever session. If you are unable to attend a lecture,

please contact the module lecturer, your personal tutor and the Pre-Registration Programme Admin team

to inform them. IF you are unable to attend placement you must report this via PEMS and inform

placement and your personal tutor.

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Assessment of practice

The information presented here should be read in conjunction with your practice placement handbook and

Ongoing Achievement Record (OAR) that incorporates your Assessment of Practice Tool (APT).

61

When you are in your clinical placements you will be assigned a Registered Nurse who will be your Mentor

(Practice Learning Facilitator is another name that is sometimes used for this person). You will work

alongside your Mentor for at least 40% of your time in practice (either working directly or indirectly

together) and it is your Mentor who has the responsibility of assessing your clinical practice. All

Mentors have been prepared for their role and meet the requirements set out by the NMC for their role.

You will be supported by your personal tutor whilst out in placement. We also have academics who work

strategically with the practice areas called Senior Lecturers Practice Learning; you will come into contact

with them whilst out in placement but your personal tutor is your main point of contact.

In each year there will be an opportunity for a formative assessment followed by a final summative

assessment. Formative assessments are similar to those in the theoretical assessments. It is an opportunity

for you to discuss with your Mentor whether you have met the skills that are expected of you and are given

in your Ongoing Achievement Record (OAR)for that part of your pathway. They are to help you to reflect

on your practice learning, discuss what you are doing well and areas where you may need further help.

At the end of years 1, 2 and 3 you will have a summative assessment of practice. You are required to pass

all of the skills identified in your OARs in order to be able to progress into the next year. At the end of year

3 your “Sign-Off” Mentor will make a decision about whether you have passed all the skills required of you,

met the criteria for each of the progression points (this is explained in your OARs) and are appropriate to

be admitted onto the NMC Register. The date of the assessments is provided in the ‘term date’ section of

this handbook and also on the three year plans (as above).

Please read the Adult Nursing Placement Handbook for more detailed information

TUTORIALS / PERSONAL ACADEMIC

TUTORING

Personal Academic Tutors

You will be allocated a personal tutor as per the information provided in the IPL Programme student

handbook. Your personal tutor will facilitate the Professional Development modules in each of the three

years of your Programme.

Cohort Leads

The Adult Nursing pathway has a cohort lead structure in order to effectively manage your Pathway on a

day-to-day basis. This structure complements the University guidelines on Programme management. The

cohort lead is an academic who is responsible for the overall day-to-day operational and

administrative management of your Pathway for a designated year (Year 1, 2 or 3). Specifically, they will

work directly with the module leaders and module teams to oversee and coordinate the planning, delivery

and evaluation of the Programme, ensure continuity of your experience and support, promote enhanced

communication with academic colleagues who teach across the Programme, and proactively address

quality management enhancement issues. The cohort lead also works directly with the Student Liaison

Officers to enhance the support of students.

Staff-Student Liaison Meetings

Students are actively engaged in the Programme as partners in their learning through the Curriculum

Implementation Group and Pathway Management Committee meetings. Students are an integral member

of each group and represent the student body, contributing feedback and evaluation that informs the

62

development of the curriculum. The cohort leads also hold Student-Staff Liaison Meetings on a termly basis

and minutes of the meetings are uploaded to the cohort Bb and responses feedback to students in

separate cohort sessions.

Use of Social Media

As a programme we engage in social media such as Twitter, Facebook and Flickr. But you need to ensure

that you engage in this medium in a professional manner ensuring that you adhere the Professional Code

of Code.

REGULATORY ARRANGEMENTS

This programme operates within the Regulation and Credit Framework for the Conferment of Awards

which provides the regulatory arrangements for the University’s programmes. This sets out information

such as how your degree classification will be calculated and the requirements for obtaining your award.

You can access it here: www.canterbury.ac.uk/handbook/policies-procedures

EXTERNAL EXAMINER

The University appoints External Examiners to act as an independent check upon the academic standards

of each programme. The details of the External Examiner(s) for this programme are given below.

Name of current External Examiner: Ian Chisholm-Bunting

Position of current External Examiner: : Senior Lecturer

Institution of current External Examiner: : Bucks New University

Name of current External Examiner: Dr Joan Maclean

Position of current External Examiner: : Senior Lecturer

Institution of current External Examiner: : University of Leeds

In due course, you may be asked to meet the External Examiner(s). This meeting will be to enable the

External Examiner to gather information on the quality and standards of the programme. Individual

performance will not be assessed at this meeting. You should not, therefore, raise any issues regarding

individual assessment outcomes with the External Examiner at this time. If you wish to make an

academic or fitness-to practice appeal you should do so through the University's Academic or Fitness-to-

Practice Appeals Process, details of which are provided in ‘My Essential Information’. If you wish to make

a complaint about the quality of your programme you should do so through the University’s Student

Complaints Process, details of which are provided in ‘My Essential Information’. In line with the Quality

Assurance Agency UK Quality Code for Higher Education you should not make direct contact with the

External Examiner(s).

The External Examiner for your programme will submit an annual report. All External Examiner reports

can be accessed via the Student Portal. You can participate in the formal process through which External

Examiner reports are considered and responded to through the programme’s student-staff liaison

committee. Details of these meetings will be available from the Programme Director. The response to

the External Examiner report will also be made available on the Student Portal.

http://www.canterbury.ac.uk/handbook/policies-procedures

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ADDITIONAL INFORMATION

Discontinuing or interrupting from your studies

Some students are unable to continue with their studies due to unexpected external pressures. We would

urge you to talk to your personal tutor so that you can explore possible options for the future. To undertake

any of these you will need to be seen by the Programme Director.

Options:

Transfer to another pathway or programme of study

Interruption of Studies; when you interrupt, your studies are suspended for an agreed

period of time, which is determined by your progress on the programme. You must return

and complete the course within the Nursing and Midwifery Council agreed time frame to

be allowed to register as a Adult Nurse. You must complete the programme within 5 years

of commencement if full-time – if you are unable to do this you may be required to restart

the Programme.

Withdrawal; when you withdraw from the programme, you will leave the University with a

transcript of your achievements in both theory and practice. These may be taken into

consideration should you register on another programme at a later date.

Completion of your Programme

At the end of your last placement will be three weeks in which you will need to submit your assessment

documentation, meet with your personal tutor and celebrate the end of your programme! As with years

one and two, you need to successfully complete both the theory and practice. With this third year, we also

need your “Sign Off Mentor” to declare that you are able to entered into the register. Once all of these

requirements have been met, your results will be considered at the Exam Board. If you have been successful,

the Pathway Director for the Adult Nursing Pathway will sign a declaration of good health and character

which will be sent to the NMC. The Programme Director is a designated registered Adult nurse whose

details are kept by the NMC. They are accountable for the decision to sign the declaration. You will also

be required to sign a self-declaration of good health and good character.

Please note, although it may seem a long way ahead, you need to know that from the end of completing

your programme, you have five years in which to register with the NMC. If there is a delay of six months

or more between you completing your programme and applying to register with the NMC, 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 been in contact with you during the

previous six months. This is in addition to the confirmation of your good health and good character

supplied by the Programme Director.

student programme handbook 2017/2018 - canterbury.ac.uk · the pre-registration nursing pathways...

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