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Faculty of Health and Social Care

COURSE GUIDE Pre-Registration Nursing Programme: Adult Field Course Code: 3975 BSc (Hons) Adult Nursing September 2012 Cohort

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Welcome to Adult Nursing A warm welcome is extended to all Adult field students in the September 2012 cohort on both the Southwark and Havering Campuses who have commenced from the Adult Nursing Field Programme. We are sure you will find the three years of your programme rewarding. The purpose of this Programme Guide is to provide you with key information about years one, two and three of the programme in order that you can make the most of the learning opportunities available both within the University and within practice. Your preparation to become a qualified adult nurse is a shared responsibility between the University and our partner NHS Trusts and we work closely together to ensure that you are fit for practice when you take the important step of registering with the Nursing and Midwifery Council after successful completion of the course. The programme you are undertaking is a demanding one. This is in part because in addition to being an academic course, it is also a professional course with commensurate expectations of students. For this reason it is important that you are familiar with the different sources of support and guidance available. These are detailed within this Course Guide. Please read the information in this document carefully and seek clarification if you need to. Please be aware that from time to time the regulations and assessments applying to your course may be reviewed and revised. When this happens you will be informed via the Adult Blackboard Community site. Best wishes Beverly Joshua Course Director Pre-registration Adult Nursing (Southwark Campus) and Brenda Cooper Course Director Pre-registration Adult Nursing (Havering Campus) and Marie Culloty Principal Lecturer, Adult Nursing

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CONTENTS 1. Introduction 2. Course Information 3. Aims and Learning Outcomes of the Course 4. Course Structure

4.1 Course Plan 4.2 Organisation of Modules

5. Summary of Modules 6. Learning support

6.1 Summary of Roles 6.2 Department of Adult Nursing

7. Learning, Teaching and Assessment 7.1 Learning and Teaching 7.2 Blackboard 7.3 Submitting Assignments via Turnitin 7.4 Assessment Support 7.5 Assessment Schedule 7.6 Marking Criteria 7.7 Getting the most from your feedback

8. Practice Learning 8.1 Practice Learning and Assessment Portfolio 8.2 Practice Assessment Submission Process 8.3 Post Practice Discussion

9. Relevant Policies

10. Contributing to the Development of your Course 10.1 Student representatives 10.2 Course Board 10.3 Student Affairs Committee 10.4 Module evaluation 10.5 Practice Learning evaluation

11. Personal Development Planning and Employability

12. Useful resources 12.1 Where to go for help?

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1. INTRODUCTION This Course Guide is designed to help you to understand the Adult Nursing Course, to help you get the most out of years one, two and three and to ensure that you are aware of the range of resources available to support you. It contains important information about the course, about who’s who in the Adult Nursing Course team, and what roles people undertake. It is important that you familiarise yourself with the content of this Course Guide and keep it accessible for future reference. The answers to many of your questions are likely to be contained here, however, your Personal Tutor, Link Lecturers, Cohort Leader and Course Director will all be available to you throughout the programme to answer your queries. You should read this guide in conjunction with the 2012/2013 Student Handbook http://www.lsbu.ac.uk/current.student/pdfs/student_handbook.pdf in which you will find essential information including:

Academic regulations which govern your course; but please note that there are additional specific regulations which are applicable to the Pre-registration Nursing programme.

Services to you as a student

Financial support available

Information about the student union

University codes which you are required to work within as a student of the University

Regulations related to plagiarism, cheating and other disciplinary matters

You are also advised to access the following documents relevant to your particular course via the Blackboard site;

Practice Learning and Assessment Guidelines (2012)

Regulations on Assessment and Progression (September 2011)

New and Expectant Mothers policy The course is modular and comprises 4,600 hours of theory and practice, as required by the Nursing and Midwifery Council, and a holiday requirement of seven weeks per year. The programme is organised as far as possible around university academic semesters and there are two semesters per year. Within each semester, there are a range of modules of learning and each module comprises 20 credits. The programme is designed to incorporate a balance (after annual leave) of 50% theory and 50% practice. There are normally no more than 45 programmed weeks in any one-year. Practice modules are equally valued with theoretical modules and attract equivalent academic credit.

The Nursing and Midwifery Council requires that programmes ‘shall be completed in not more than 5 years, including interruptions’ (Nursing and Midwifery Council (2010). You must therefore, have completed the academic and professional requirements of the named award within a period of registration of 5 years. Students who are likely to exceed the five year registration period will normally be withdrawn from the course. Practice Learning and Assessment Guidelines (2012) These contain all the information you require for the time that you will be spending in practice. You can find all this publication on the Adult Community Blackboard site in the Course Information folder under Adult Nursing Policies and Procedures. These publications are updated annually, and when this happens, you will be informed via the Blackboard Adult Community site.

http://www.lsbu.ac.uk/current.student/pdfs/student_handbook.pdf

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Module Guides These are distributed by your Module Co-ordinator in hard copy (and are located on the Module site on Blackboard) at the start of each module and contain all the information you need to know about the modules you are studying. They include an indicative timetable indicating what you will be studying each week. Module Guides are also published on the relevant Blackboard module/Cohort site.

2. COURSE INFORMATION Adult field students undertaking this course progress through different academic levels and years of the course. The degree progresses from academic Level 4 to academic Level 6. Year one modules will be delivered at academic level 4. Successful completion of year 1 allows you to progress to year 2. Modules in year 2 are delivered at academic level 5. Successful completion of year 2 allows you to progress to year 3 and modules in year 3 are delivered at Level 6. The student journey which is described below provides an insight into your next three years. Year One Adult students attend an enrolment followed by an Orientation Programme which lasts for two-weeks. Students are encouraged to take advantage of the study skills and Information Technology support appropriate to your needs. You will be made aware that modules are supported by online learning materials and will become acquainted with the Blackboard virtual learning environment. You will be introduced to your Personal Tutor, who will be a registered nurse from the Adult field of practice. The personal tutor will support you in the integration of theory and practice throughout the three years. All students will be introduced to their academic development groups, which are timetabled and cross field groups. These groups support your development as scholars, further developing your study skills, academic writing and integration of reflection and evidence into academic work. Additionally you will be alerted to student services and to the course and module teams. Semester one: following enrolment and orientation Adult field students will have 8 weeks of the Introduction to life sciences module (generic) and then undertake the Theory and practice for adult nursing module and the Practice skills for nursing module. These modules will prepare you for your first practice learning opportunity in an adult hospital or out of hospital setting. This first 12-week practice learning opportunity aims to provide a sound basis in practice skills and working with adults/young people, their families and carers.

Semester two: All students will undertake the Professional values, law and ethics module (generic) and a further generic module on Social sciences and nursing. These modules together with Communication in health care will be studied over a 6 week period for approximately 20 hours weekly for each. Adult field students will then have a practice learning experience based in an adult care environment. In this setting you will have 37.5 hours of practice learning per week for 6 weeks. You will receive Preparation for Practice prior to each practice learning opportunity and will meet with your Personal Tutor following each experience to reflect on your practice, review your Practice Learning and Assessment Portfolio and begin to plan your learning outcomes for the next practice experience. The academic development groups continue to meet twice per semester for 2 hours throughout the first year. You will submit your academic work at the end of each semester and the practice portfolio at the end of the year.

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At the end of year one all adult field students who have successfully progressed are invited to complete online re-enrolment in readiness for the start of Year 2. This will be during the Transition week, when year 1 is consolidated and preparation for year 2 commences. Year Two Entry to the second year is dependent on successful completion of year one. Adult Field students will continue to share modules with students from all fields of practice and will balance this with modules of study specific to the Adult nursing field. During year two you will continue to develop your practice skills in hospital and out of hospital settings, increasing your competence and becoming more confident in carrying out essential skills. The academic development groups continue to meet twice per semester for 2 hours across the year. Semester one: students undertake the module Mental wellbeing and physical health (generic) and the Field specific module Life sciences and medicines management. The third module in semester one is Care of the adult patient. Across year two there are three 8-week practice learning opportunities which offer you the opportunity to work in acute, specialist and community settings. You can then gain further experiences with a variety of inter-professional practitioners. An example of this might be the medical, radiologist, consultant nurse, dietician, nurse specialists, pharmacist, and Health Visitor. During one of the three 8-week practice learning opportunities, you will undertake a 4 week virtual Mother and Newborn experience, which along with the experience in the community settings will allows you to meet the EU Directives (2008)

Semester two: All students undertake the Research methods and use of evidence module and the Public health and health policy module which are both generic modules. Alongside these modules Adult Field students undertake the End of life and palliative care module which is field specific. Adult field students will submit their academic work at the end of the first and second semesters and the practice portfolio at the end of the year. At the end of year two all students who have successfully progressed are invited to complete their re-enrolment online in readiness for the start of Year 3. This will be during the transition week, when year 2 is consolidated and preparation for year 3 commences. Year Three Entry to the third year is dependent on successful completion of the second year. Adult Field Students will continue to attend the university and undertake two practice learning opportunities which address adult patients with more complex needs. Semester one: Adult field students undertake a generic module Politics and health and two field specific modules, Rehabilitation and health promotion of the adult and Pharmacology and medicines management. In semester one Adult field students have an 8-week practice learning opportunity which is based in the hospital setting and addresses adults with increasingly more complex needs. You will continue to have scheduled Preparation for Practice prior to each practice learning opportunity and your personal tutor continues to meet with you on a one-to-one basis to support the integration of theory and practice as you begin your transition to a professional. Semester two: Adult field Students undertake the module Complex care of the adult patient and Best practice in adult nursing, both of which are field specific modules. The generic module Leadership, management and supervision completes your module studies. The final practice learning opportunity is undertaken in the students’ Host Trust with identified sign-off

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mentors. All students have a 4-week elective in which you can develop your knowledge and skills in an area of particular interest. Options for this might be international experience overseas, an international perspective without travelling overseas, experience gained with charitable organisation and national centres of expertise. Adult field Students submit their academic work at the end of the first and second semesters and their practice portfolio at the end of the year. At the successful conclusion of your journey through the programme you will be eligible for registration in chosen field and for the academic award of a BSc Honours degree in Adult Nursing.

3. AIMS AND LEARNING OUTCOMES OF THE COURSE Central to adult nursing is a commitment to patient-centred care that recognises the need to assess physical, social, psychological and spiritual needs to maximise potential for health and well-being. This is underpinned by a philosophy which embraces partnership working with patients, carers and the multi-professional team. This approach enhances the development of values that promote independence, autonomy and reciprocity in adult health care. Adult nurses need to understand the differing health care needs of adults within age groups that span adolescence, adulthood and older people.

Course Aims

The aims of the programme are to:

Ensure that the graduate nurse achieves the competencies for pre-registration nurse

education specified in the NMC Standards (2010)

Develop confident and competent practitioners who practise autonomously,

compassionately, skilfully and safely whilst maintaining dignity and promoting health

and wellbeing

Develop a graduate nurse who is a critical consumer of research and

evidence

Foster independence in learning and commitment to lifelong learning

Develop the qualities and transferable skills necessary for employment Course Learning Outcomes A. Students will acquire knowledge and understanding of: A1. The life, behavioural and social sciences as applied to health, ill-health and disability A2. Common physical and mental health problems, treatments and management in the

students own field of practice, including co-morbidity and physiological and psychological vulnerability

A3. Nursing theory and theoretical perspectives underpinning nursing practice in the students own field

A4 Working in partnership with other health and social care professionals and agencies, service users, carers and families

A5 The critical use of research and governance processes to maintain and improve nursing practice and standards of healthcare

A6 How people’s lifestyles, environments and the location of care within and outside of hospital settings, influence their health and wellbeing

A7 When people have a disability, working with service users and others to obtain the information needed to make reasonable adjustments that promote optimum health

B. Students will develop their intellectual skills such that they are able to:

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B1. Evaluate the impact the impact of social, cultural, spiritual, legal, political and economic factors on care and care delivery

B2. Demonstrate a critical understanding of contemporary research that underpins nursing practice within and outside of the hospital setting

B3. Demonstrate independent thinking, critical thinking, problem solving and creativity B4. Critically examine the impact of political and social contexts on the provision of healthcare B5. Appraise relevant research and theoretical evidence to inform delivery of best

practice B6. Demonstrate research awareness and a commitment to evidence based practice. C. Students will acquire and develop practical skills such that they are able to:

C1. Practice within The Code: Standards of conduct, performance and ethics for nurses and midwives (NMC 2008) to meet public and professional expectations

C2. Confidently meet the competencies for pre-registration education (NMC 2010) to ensure delivery of safe nursing care

C3. Act with professionalism and integrity, and work within agreed professional, ethical and legal frameworks and processes to maintain and improve standards

C4 Assess, plan, deliver and evaluate care in hospital and out of hospital settings using the best available evidence

C5. Practice in a compassionate, respectful way, maintaining dignity and well being and communicating effectively using a wide range of strategies and interventions including communication technologies.

C6 Recognise when a person is at risk and in need of extra support and protection and take all reasonable steps to protect them from abuse

C7 Reflect on and in practice D. Students will acquire and develop transferable skills such that they are able to: D1. Demonstrate self awareness and recognise how the students’ own values, principles

and assumptions may affect their practice D2. Confidently present information orally, in writing and, where appropriate through the

use of technology, to provide coherent and logical arguments to support decision making

D3. Use leadership skills to supervise and manage others and contribute to planning, designing, delivering and improving future services

D4. Maintain the students’ own personal and professional development, learning from experience, through supervision, feedback, reflection and evaluation

D5. Work effectively across professional and agency boundaries, and co-ordinate smooth effective transition within and between services and agencies.

4. PROGRAMME STRUCTURE The programme is full-time and extends over a period of three calendar years, inclusive of holidays. The overarching framework of design is known as the programme. The individual pathway that a student follows to an award is known as a course. The three-year programme is designed to be a continuous educational programme with an appropriate balance between health and illness, between the educative, restorative and rehabilitative aspects of nursing and between hospital and out of hospital settings. An integrated framework is used as much as possible in order to promote sharing and working together across professional disciplines, academic subjects and, where possible, across graduate courses.

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The following themes will run throughout the programme as cross-curricular themes: • Inter-professional learning and working • Reflective practice • Research and evidence based practice Practice experience is gained within both hospital care and community settings and will include a range of experiences in order to comply with NMC and European Union Directives. Generic modules common to all fields of Nursing are offered in all years of the programme, that is the students attending the modules will be a mix of adult nursing, children’s nursing, learning disability nursing and mental health nursing. The subject areas are shared, such as practical skills or ethical issues. The field modules are specific to the field of adult nursing, children’s nursing, learning disability nursing or mental health nursing, that is there is no mixing of students in these modules. As such the subjects will be specific, such as child development, care of ill adults, services for people with learning disability or mental ill health. The first year has four generic modules and two Adult field specific modules, year two has equal numbers of generic and Adult field specific modules and in the final year there are two generic modules and four Adult field specific modules. There are three types of modules in the faculty; Core modules are core to all students undertaking pre-qualifying programmes in the Faculty, Generic modules are shared by all students undertaking the Nursing programme and Field Specific modules are intended for students undertaking a specific Field of practice. Each module has included hours to account for student self-managed study. Each module will draw on students' practice experience, firmly reflecting theory in and on practice.

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4.1 Course Plan A more detailed version is available on your Blackboard site

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4.2 Organisation of Modules Year 1

S1 S2

Generic module: Introduction to Life Sciences Module Co-ordinator Shirley Lambert (Adult)

Generic module: Practice module Practice Skills for Nursing Module Co-ordinator Matt Lester (Child)

Field specific module: Theories and Practice for Adult Nursing Module Co-ordinator Chioma Onyedinma-Ndubueze

Core module: Professional Values, Ethics and Law Module Co-ordinator Jane Horrex (Mental Health)

Generic module: Social Sciences and Nursing Module Co-ordinator Jane Murphy (Learning Disability)

Field specific module: Practice module Communication in Health Care Module Co-ordinator Jo Carroll

Year 2

S1 S2

Field specific module: Care of the Adult Patient Module Co-ordinator John Barclay

Generic module: Practice module Mental Wellbeing and Physical Health Module Co-ordinator Lynn Coutts (Adult)

Field specific module: Life Sciences and Medicines Management Module Co-ordinator Chris Caldwell

Core module: Research Methods and Use of Evidence Module Co-ordinator Margaret Harper (Child)

Field specific module: Practice module End of Life and Palliative Care Module Co-ordinator Jane Crussell

Generic module: Public Health and Health Policy Module Co-ordinator Gill Dransfield (Adult)

Year 3

S1 S2

Field specific module: Pharmacology and Medicines Management

Generic module: Politics and Health

Field specific module: Practice module Rehabilitation and Health Promotion of the Adult

Field specific module: Best Practice in Adult Nursing

Field specific module: Complex Care of the Adult Patient

Core module: Practice module Leadership, Management and Supervision

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5. SUMMARY OF MODULES – CORE, GENERIC AND ADULT FIELD The following are summaries of the modules of the course. Detailed Module Guides will be available from module co-ordinators and will be posted in your Cohort folder on the Adult Blackboard Site. Year 1

Module Title Introduction to Life Sciences

Semester Year 1 – Semester 1

Ref No: HAP_4_001

Student Study hours Classroom contact: 40 hours

Directed blended learning: 10 hours

Student managed learning: 150 hours Total hours: 200

Module Co-ordinator Shirley Lambert (Adult Nursing)

Description

This module provides an introduction to the functioning of the human body. It focuses on macro-systems, considering structure and function of all systems at a preliminary level to equip nursing students with necessary underpinning knowledge to inform first year nursing practice. Students are introduced to essential concepts such as organisation of the body, homeostasis, anatomy and physiology. Emphasis at this stage is on breadth of knowledge. Students are supported in their learning with extensive use of tools such as e-learning, workbooks and key lectures. This module introduces the life-sciences content which is then developed further throughout the 3 year curriculum.

Assessment method

Formative assessment: On-line MCQs and SAQs via Blackboard Completion of workbooks Summative assessment: Unseen examination - 2 hours Comprising: Multiple Choice Questions – 25% Weighting Short Answer Questions –75% weighting 40% Pass mark

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Module Title Practice Skills for Nursing


Ref No: HAP_4_002

Student Study hours

Classroom contact: 40 hours



Module Co-ordinator

Matt Lester (Children’s Nursing)

Description

This module is designed to prepare students to perform essential nursing skills to the standards required for the generic core element of the programme. Using safe, simulated environments, supervised placement experiences, and independent learning opportunities, students will be enabled to merge knowledge, practical ability and professional attitudes in promoting quality patient/client care. The module will focus on the development and use of appropriate professional values; clinical, problem solving and interpersonal skills that underpin safe caring practices.

Assessment method

Formative assessment: OSCEs – Asepsis & BLS Summative Assessment: 1. Numeracy Skills - 20 questions. 20% weighting Pass mark 80%

2. Successful completion of Practice Learning and Assessment Document

which contributes to the overall course portfolio. 80% Weighting Pass/Fail Students are required to pass both elements in order to pass this module. Pass/Fail

Module Title Theories and Practice for Adult Nursing

Semester Year 1 - Semester 1

Ref No: NAD_4_001

Student Study hours




Module Co-ordinator

Chioma Onyedinma-Ndubueze

Description

This module will introduce the student to the different models and frameworks utilise to deliver care. The module will give the students and understanding of the general principles of care of adult patients in a variety of health care settings. The module will introduce the student to the use of reflection and the utilisation of different tools to assess the quality of care.

Assessment method

Formative Assessment: Care plan which addresses one identified patient issue. Summative Assessment: Discuss and explain the care given to a patient you have nursed that identifies 3 patient problems and a related care plan. 3000 words 40% Pass mark 100% Weighting

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Module Title Professional Values, Ethics and Law


Ref No: HAP_4_003

Student Study hours




Module Co-ordinator

Jane Horrex (Mental Health Nursing)

Description

This module is designed to ensure students develop a foundational understanding of their professional, ethical and legal responsibilities. The focus is on developing an appreciation of the professional codes, ethical values and legal frameworks which underpins health care practice. Emphasis will be placed upon understanding of the need to use up-to-date knowledge including ethical, legal and professional obligations to assess, plan, deliver and evaluate care, communicate findings, influence change and promote health, welfare and best practice.

Assessment method

Formative Assessment: Essay plan Summative Assessment: Written reflection of an episode of care, exploring the legal and ethical issues that underpin the care given. All written work will be submitted via TurnitinUK 3000 words 100% Weighting 40% Pass mark

Module Title Social Sciences and Nursing


Ref No: HAP_4_004

Student Study hours



Student managed learning:150 hours Total hours: 200

Module Co-ordinator

Jane Murphy (Learning Disability Nursing)

Description

This module will take a sociological and physiological focus that introduces the students to the theories that explain people’s behaviour and their response to social situations within the context of health and social care. Taking a life course approach the module aims to explain which groups are vulnerable and how adopting a person centred approach to practice and concepts of empowerment might enable these groups to maintain autonomy.

Assessment method

Formative Assessment: Student group presentation of one issue in seminar Summative Assessment: Patient / Client Journey Discuss with a patient, client parent or carer (with consent) their journey. Write up the narrative with captures their journey. All written work will be submitted via TurnitinUK 3000 words 100% Weighting 40% Pass mark

15

Module Title Communication in Health Care


Ref No: NAD_4_002

Student Study hours



Student managed learning: 150 hours

Total hours: 200

Module Co-ordinator

Jo Carroll

Description

This module will enable the student to explore a variety of communication methods used in health care delivery. The module will explore different communication styles and will seek to further develop the students own communication styles through reflection on practice. The module will introduce the student to the use of health care informatics utilise in different health care settings.

Assessment method

Formative Assessment: Communication exercise with tutor and peer feedback Summative Assessment: Successful completion of Practice Learning and Assessment Document which contributes to the overall course portfolio. 100% Weighting Pass/Fail

Year 2 Modules

Module Title Life Sciences and Medicines Management


Ref No: NAD_5_002

Student Study hours




Module Co-ordinator

Chris Caldwell

Description

This module will enhance the students’ knowledge and understanding of physiology and pathophysiology of body systems. The module aims to increase the student’s knowledge and understanding of disease process and build on their existing knowledge of disease management. The module will also develop the principles of medicines management in a variety of health care settings.

Assessment method

Formative Assessment: On-line MCQs and SAQs via Blackboard Completion of workbooks Summative Assessment: Unseen Examination – 2 hours Part A: 20 Drug Calculations and 4 Short Answer Questions related to medicines management. 60% weighting Part B: 20 Multiple Choice Questions and 4 Short Answer Questions related to physiology and pathophysiology. 40% weighting 40% Pass mark

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Module Title Mental Wellbeing and Physical Health


Ref No: HAP_5_001

Student Study hours

Classroom contact: 30 hours Directed blended learning: 20 hours Student managed learning: 150 hours Total hours: 200

Module Co-ordinator

Lynn Coutts (Adult Nursing)

Description

From a lifecourse perspective the bio psychosocial outcomes of the experience of health and illness will be explored from all field perspectives within the context of the delivery of care. So that the experience of mental health, physical illness and learning disabilities will be explored within the context of children’s and adults lives and the impact these may have on physical and mental wellbeing.

Assessment method

Formative Assessment: Student group seminar presentation Summative Assessment: Successful completion of Practice Learning and Assessment Document which contributes to the overall course portfolio. 100% Weighting Pass/Fail

Module Title Care of the Adult Patient


Ref No: NAD_5_001

Student Study hours




Total student hours: 200

Module Co-ordinator

John Barclay

Description

This module supports the students’ development of evidence-based nursing care

for patients with prevalent Adult conditions and operative procedures. Students

will understand the importance of early recognition and reporting of the

deteriorating patient.

Assessment method

Formative Assessment: Short answer questions relating to care situations through blended learning. Summative assessment: Scenario based assignment Using a scenario based approach address five conditions/operative procedures which impact on adults. 100% Weighting 40% Pass mark

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Module Title Public Health and Health Policy


Ref No: HAP_5_002

Student Study hours



Student managed learning:150 hours Total hours: 200

Pre-requisite learning

Successful completion of Year 2

Module Co-ordinator

Gill Dransfield (Adult Nursing)

Description

This module explores National and International health policies, incorporating all fields of nursing further enhancing the professional, legal and ethical concepts already developed in year 1. It allows the student to investigate issues that have an impact on the health of individuals and communities, recognising the importance of supportive social, physical and cultural environments to promote good health. It will examine the broader social, economic, environmental and political factors that impact health and well being, it also explores the relationship between theory and practice and analyses the factors that shape the nations’ health care policies.

Assessment method

Formative: Self and peer assessment through reflection in workshops/seminars.

Summative assessment: Briefing and policy discussion Identify a key health policy and develop a briefing paper for a non-professional audience that outlines the key aspects of the policy. All written work will be submitted via TurnitinUK 3000 words 100% Weighting, 40% Pass mark

Module Title Research Methods and Use of Evidence


Ref No: HAP_5_003

Student Study hours




Module Co-ordinator

Margaret Harper (Children’s Nursing)

Description

This module will introduce students to the diverse and innovative approaches to research methodologies through which the students will gain knowledge and understanding of the central place of research in nursing practice. The module will equip students with the knowledge to draw on research and research methodologies in order to locate, review and evaluate research findings to enhance evidence-based practice across all fields of nursing. The module content has been systematically designed to enable students develop analytical skills to further deepen their knowledge and improve their practice. Delivery of the module will combine classroom sessions with group seminar activities and electronic activities on blackboard to ensure a blended approach to learning. This module will underpin the ‘Best Practice’ module in year 3.

Assessment method

Formative Assessment: Group presentations and feedback using given critiquing tools Summative Assessment: Systematic critique one field specific research paper using an appropriate tool. Discuss how this paper fits with current evidence. 3000 words 100% Weighting, 40% Pass mark

18

Module Title End of Life and Palliative Care


Ref No: NAD_5_003

Student Study hours

Classroom contact: 30 hours Directed blended learning: 20 hours Student managed learning: 150 hours Total hours: 200

Module Co-ordinator

Jane Crussell

Parent Department

Department of Adult Nursing

Parent Course BSc (Hons) Adult Nursing

Description This module will enhance the students’ knowledge and understanding of palliative care and end of life issues. It will give students an opportunity to explore personal coping strategies and personal beliefs in relation to end of life and palliative care issues. Effective communication strategies in relation to end of life issues will be explored to enhance the student’s knowledge and skills. This module will enable insight into current methods of management of acute and chronic pain and help learners to understand and apply palliative care principles to practice.

Assessment method

Formative Assessment: Group presentation and feedback on a given topic in end of life care Summative Assessment: Successful completion of Practice Learning and Assessment Document which contributes to the overall course portfolio. 100% Weighting Pass/Fail

Year 3 Modules

Module Title Politics of Health


Ref No: HAP_6_001

Student Study hours




Module Co-ordinator

tbc

Description

This unit develops the student’s knowledge of the process of health care policy making. It considers contemporary political influences upon health care policy and the implications for the nursing profession and patient care.

Assessment method

Formative Assessment: Policy analysis plan shared with group, with peer feedback Summative Assessment: Policy Analysis Select a current national policy document, and consider its impact upon the health of your field specific client/patient group. All written work will be submitted via TurnitinUK 3000 words 100% Weighting 40% Pass mark

19

Module Title Pharmacology and Medicines Management


Ref No: NAD_6_001

Student Study hours




Module Co-ordinator

Amanda Armstrong

Description

This module will develop further the principles of pharmacology. It will explore a variety of legal, professional and ethical issues relating to medicines management in a variety of health care settings.

Assessment method

Formative Assessment: Drug calculations. Presentation of an issue related to medicines management. Summative Assessment: Scenario Based Assignment Using a given scenario, analyse the nursing assessment focussing on pathophysiology underpinning the assessment (1500 words) 50% Weighting Using the same scenario, focus on the pharmacology/medicines management (1500 words) 50% Weighting 40% Pass mark

Module Title Rehabilitation and Health Promotion of the Adult


Ref No: NAD_6_002

Student Study hours




Total hours: 200



Module Co-ordinator

Annette Chowthi-Williams

Description

This module will enhance the students’ knowledge of health promotion Models and strategies. The module will enable the student to explore the principles and process of rehabilitation in a hospital and out of hospital.

Assessment method

Formative assessment: Student group seminar focussing on one health promotion model Summative Assessment: Successful completion of Practice Learning and Assessment Document which contributes to the overall course portfolio. 100% Weighting Pass/Fail

20

Module Title Leadership, Management and Supervision


Ref No: HAP_6_002

Student Study hours

Model C:




Module Co-ordinator

tbc

Description

Building on the Communication module in the First Year, this module will develop and build effective leadership and management skills in a complex and multidimensional health care setting. Recognising that leadership skills are predicated on interpersonal skills, the module will address issues of communication. This module will be the theoretical underpinning of leadership and management skills in order to prepare the students for their management placement.

Assessment method

Formative Assessment: Drug calculations. Presentation of an issue related to medicines management. Summative Assessment: Scenario Based Assignment Using a given scenario, analyse the nursing assessment focussing on pathophysiology underpinning the assessment (1500 words) 50% Weighting Using the same scenario, focus on the pharmacology/medicines management (1500 words) 50% Weighting, 40% Pass mark

Module Title Best Practice in Adult Nursing


Ref No: NAD_6_003

Student Study hours




Total hours: 200

Module Co-ordinator

Martina O’Brien

Description

This module will build on the knowledge gained in year 1 and 2 enhancing the students understanding and appreciation of research and evidence based practice. The module will enable students to explore the concepts and application of an evidenced-based approach to decision making and care provision thus increasing their critical reasoning skills. This will enable students to critique research evidence applicable to a variety of health care settings and consider how change management approaches can support the implementation of evidenced based practice.

Assessment method

Formative Assessment: Assignment plan showing skills of critique of evidence. Summative Assessment: Examine the evidence supporting a clinical topic and appraise this evidence underpinning this. Discuss the process of translating this evidence into clinical practice demonstrating an awareness of the factors that may inhibit the implementation of best practice. 3000 words 100% Weighting, 40% Pass mark

21

Module Title Complex Care of the Adult Patient


Ref No: NAD_6_004

Student Study hours




Total hours: 200



Module Co-ordinator

Beverly Joshua

Description

This module will enable the student to explore the care of patients with multiple pathologies, complex conditions and enable the student to develop their critical reasoning skills in caring for the acutely/ chronically ill patient, in a variety of health care settings.

Assessment method

Formative Assessment: Practice OSCE in one skill area Summative Assessment: Objective Structured Clinical Examination 3000 words 100% Weighting Pass/Fail

6. LEARNING SUPPORT Many students, including those undertaking the Adult Nursing course will need support in order to succeed, as the course places both academic and professional demands on you. Student Services at the University provide a variety of services, including financial, accommodation and personal counselling services which students may utilise. Tutorial staff may encourage students to utilise this service if there are difficulties of personal nature. Counselling services can also be accessed within the Trusts served by the University. Learning and Information Services Information regarding the services available at London South Bank University (e.g. Library, Learning Resources Centre, Language Centre) together with opening times can be found in the „Student Handbook 2012/2013 or on the website http://www1.lsbu.ac.uk/current.student/handbook.shtml If you are a student with a disability or dyslexia or think you might need to be assessed for dyslexia, please contact the Learning Skills team as soon as possible. The sooner arrangements can be made, the better equipped you will be to succeed. Disability and Dyslexia Support, 4th Floor Bridge, Perry Library Tel: 020 7815 6250 or http://www1.lsbu.ac.uk/learningsupport/

http://www1.lsbu.ac.uk/current.student/handbook.shtml

http://www1.lsbu.ac.uk/learningsupport/

22

Programme Administration A dedicated administration team supports the students undertaking the Pre-registration Nursing Programme. This includes the placement administration team, named programme and administrator, named programme assessment administrator with support from senior team managers and a Registrar Manager for the Faculty. The team is spread across both the Southwark and Havering campuses and supports face-to-face and online practice learning processes, examinations and assessment procedures and examination boards as well as dealing with day-to-day enquiries. Names and details can be found on the Children’s Nursing Community Blackboard site.

Academic Support Systems for Students Diagnostic assessments are undertaken for all new students in order to determine whether additional core skill tuition is required during the early stages of the course. The Pre-registration Nursing Programme acknowledges the importance of support needs for students who may have limited experience of education and study skills.

6.1 Summary of Roles Within the Department of Adult Nursing there are many avenues for support Peer Support

A system of peer support is in place for students (student mentors) in later years to help new students to integrate and for easy transition to life and study at the University. For the

mentor, it gives the opportunity to support and as such will help personal development and can improve skills such as time management, organisational and communication skills. In

later years you will become mentors as you progress to years two and three

Personal Tutor

All Adult students will be assigned a Personal Tutor who is a member of the academic staff will be registered on the same part of the NMC register. The Personal Tutor will be in place

for the duration of your course and will meet with you prior to and following each practice experience. The personal tutor will monitor your progress in the achievement of

competencies and provide support and pastoral care to a group of Adult students in your cohort. Your Personal Tutor is……………………. (Write name in) Learning Development Groups

A member of the academic staff will undertake sessions with a smaller group of students from all fields and provide support to them. These sessions are student driven and are

generally based on academic development issues and study skills. These sessions enable you to increase your self-awareness and broaden your learning.

Course Director Each Campus site has a Course Director who is responsible for the co-ordination for the whole of the students’ course. The Course Director will liaise with Module Co-ordinators, Principal Lecturers for each Field and for the generic modules, the Heads of Departments for the Pre-registration Nursing Programme and Cohort Leaders to ensure the programmes are delivered as efficiently as possible. This will give additional support to students with regards to progress and issues that arise as result of academic/personal or practice issues that cannot be dealt with by the Personal Tutor. Your Course Director is ................................ (Write name in) Cohort Leader Each Cohort of Adult students on each site will be allocated a cohort leader at the beginning of the course. The responsibility of the cohort leader is to facilitate a cohort of students

23

throughout the three years, focusing more on group and professional issues raised by the cohort, as well as keeping the cohort informed of developments within the University and in professional practice. Your Cohort Leader is……………….. (Write name in) Module Co-ordinator There is a designated module co-ordinator for all modules in the programme. The module co-ordinator takes the responsibility for the leadership of the module team and organisation, planning, implementation and evaluation of the module. Group assignment tutorials will be identified within the module timetable for added support.

6.2 Department of Adult Nursing The contact details of the Pre-registration Adult Field Teaching Team are provided: Designation Name Based at

Havering Based at Southwark

Contact Details Tel / E-mail

Principal Lecturer Adult Field

Marie Culloty

Yes Yes 0207 815 5925 [email protected]

Course Director

Beverly Joshua

Yes 0207 815 8074 [email protected]

Course Director

Brenda Cooper


Senior lecturer John Barclay


Principal Lecturer CPPD

Diana Case Yes 0207 815 8016 [email protected].

Senior Lecturer Roger Newham


Senior Lecturer Sharon Batty Yes 0207 815 8416 [email protected]

Senior Lecturer Jane Brindley

Yes 0207 8156730 [email protected]

Senior Lecturer

Christine Caldwell Yes 0207 815 6172 [email protected]

Senior Lecturer Carmel Courtney Yes 0207 815 5934 [email protected]

Senior Lecturer Jenny Husbands Yes 0207 815 8151 [email protected]

Senior Lecturer Martina O’Brien

yes 0207 815 6174 [email protected]

Senior Lecturer Karen Sanders


Senior Lecturer Shirley Lambert

Yes 0207 8156196 [email protected]

Senior Lecturer Amanda Hesman Yes 0207 819 8435 [email protected]

Senior Lecturer Debra Jones


Senior Lecturer Peter Jones


Senior Lecturer Colin Winter


Senior Lecturer Gary Francis Yes 0207 815 6190 [email protected]

Senior Lecturer Ann Terrell Yes 0207 815 8183 [email protected]

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Senior Lecturer Chioma Onyedinma-Ndubueze


Senior Lecturer Lynn Coutts Yes 0207 815 4792 [email protected]

Senior Lecturer Mynesha Sankar Yes 0207 815 8315 [email protected]

Senior Lecturer Gillian Dransfield Yes 0207 815 8405 [email protected]

Senior Lecturer Allan Gopal


Senior Lecturer Rosetta West


Senior Lecturer Gary Smith Yes 0207 815 4785 [email protected]

Senior Lecturer Jean Woolmer


Senior Lecturer Anna Boyce


Senior Lecturer Annette Chowthi-Williams


Senior Lecturer John Crangle Yes 0207 815 5924 [email protected]

Senior Lecturer Linda Williams


Senior Lecturer Jane Crussell

yes 0207 8155949 [email protected]

Senior Lecturer Amanda Armstrong


Senior Lecturer Vin Foolchand


Senior Lecturer Sue Lattimer Yes 0207 815 5952 [email protected]

Senior Lecturer Sonia Kirby Yes 0207 815 5984 [email protected]

Senior Lecturer Charles Koranteng Yes 0207 815 5947 [email protected]

Senior Lecturer Stephen Trimble Yes

0207 815 4708 [email protected]

Senior Lecturer Elaine Reade Yes 0207 815 5998 [email protected]

Senior Lecturer Jo Carroll Yes 0207 815 5994 [email protected]

Senior Lecturer Anna Boyce Yes 0207 815 4784 [email protected]

Senior Lecturer Barbara Almond Yes 0207 815 4788 [email protected]

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7. LEARNING, TEACHING AND ASSESSMENT 7.1 Learning and Teaching Strategy The learning and teaching strategies aim to create an environment that recognises the need for the adult learner to participate fully in and contribute from their own unique background and experiences. It is anticipated that this approach will provide a context in which motivation will be fostered and personal satisfaction will be achieved thus enhancing the further development of the skills of self-awareness and self-appraisal. The role of the lecturer will be mainly one of facilitation both in individual and group learning situations. It is our belief that adult learners should have a choice about the ways they learn best. The key to this process is the commitment of all staff in facilitating individual learning and the personal tutor system that provides individual student support. The teaching strategy aims to use a combination of traditional, innovative and sound student-centred approaches. It is expected that the teaching and learning strategies will contribute to the development of reflective practitioners who, empowered by the learning experience, will be in a position to empower their own clients/patients and their families. The nature and balance of the learning and teaching strategies will vary between modules. They will be those considered to be the most appropriate for attainment of the aims of the individual modules and of the course as a whole whilst ensuring parity of experience for all Pre-registration Nursing Programme students. 7.2 Blackboard The NHS requires all staff to demonstrate IT skills. Information Technology skills development begins the first semester of the course and continues throughout the course. Focus on the use of evidence will help you to learn the skills necessary to identify and manage information. The Blackboard environment provides a “virtual” classroom where you can develop and enhance you learning experience by:

Exploring new materials

Recapping or replaying materials

Gain background and further information

Reinforce and check learning

Exchange ideas with tutors and other students You can also access core module reading materials and timetables as well as submit assignments on line and obtain your assignment grades. Practice learning support and other communications will also be posted on Blackboard so it is important that you check your sites frequently. There are also “virtual” discussion areas available which allow you to message other students to share experiences and activities The Blackboard environment can be accessed at any time and with any computer connected to the internet. This provides you with flexibility and choice of when and where you study. You will receive an overview of the way your Blackboard sites are structured at the start of your course and a refresher on how to use Blackboard within the first week of each year. Blackboard is an essential part of the learning and teaching strategy therefore you should remember that it is a necessary component to your learning experience. The Learning Resource Centre (LRC) gives additional support and teaching for those who are less familiar

26

with information technology. Blackboard is the virtual learning environment that supports learning activities in the university. It is the main source of all information about the course. Please refer to the help sheets published by the Learning and Information Service (LISA). These may be found on the LSBU website at the address below. Help Sheet IT31 Accessing Blackboard (HSC) http://www.lsbu.ac.uk/clsd/itsupport/helpandsupport/pdfhelp/IT_32.pdf Adult Community Site This site contains general course information, adult department policies and procedures; assessment regulations for theory and regulations for the continuous assessment of practice as well as practice placement guidelines. All practice learning and assessment information and assessment results are also on this site. In addition there is a ‘Coffee Shop’ discussion board. Module Sites on Blackboard Each module has its own separate Blackboard site and you will be enrolled automatically on the sites for years one, two and three at the start of the relevant academic year. 7.3 Submitting Assignments via Turnitin All assignment submissions are submitted via TurnitinUk appropriate on Blackboard and this is set out in the Module Guide. The link to Turnitin is visible when a module is made available to you and this link is accompanied by the following text relating to confidentiality and originality: “By submitting this work via Turnitin you are certifying that:

• The work is your own except where indicated. • All sources are identified and the quotations are marked. • That the work follows the faculty code on confidentiality and does not contain

identifiable information including: patient’s name, address, full post code, date of birth; pictures, photographs, videos, audio-tapes or other images of patients; NHS number and local patient identifiable codes; anything else that may be used to identify a patient directly or indirectly. For example, rare diseases, drug treatments or statistical analyses which have very small numbers within a small population may allow individuals to be identified.” Turnitin is set up to allow you to use it to check your assignment work as many times as you wish up to the cut-off date and time. As well as the submission via Turnitin, course teams will normally ask for a hard copy or an eSubmission based on the type of course and the type of assessment. This will also be stated in the Module Guide. Submission Route: Two identical copies of assignment submitted as an electronic format via “Turnitin” and hard copy (via Student Help Desk, K2 Building, Southwark Campus, London South Bank University). Receipt for Assignment: When you submit your paper to Turnitin you will have the opportunity to save a receipt. When you submit your hard copy you will also need to complete the Course Submission Form which also includes a receipt. It is advisable that you keep both receipts securely. Submission File Format: Microsoft Word document (saved in MS word or rich text format) or pdf file only. The file must be saved using candidate number e.g. 12345678.docx. Please note that only one electronic file can be submitted so all appendices, reference lists, front

http://www.lsbu.ac.uk/clsd/itsupport/helpandsupport/pdfhelp/IT_32.pdf

27

page etc must be merged into a single electronic file. If merging documents is problematic, please discuss this with your module co-ordinator. The following link may answer additional questions that are raised by submitting your work through Turnitin. Understanding Turnitin originality reports (Students). http://www.lsbu.ac.uk/osdt/materials/turnitinguides/origstud.pdf 7.4 Assessment Support All students should be provided with support to provide them with the maximum opportunity to succeed in their theoretical assessments. Support should be twofold. Firstly study skills support and advice should be provided throughout the course in relation to writing at Levels 4, 5 and 6 and exam techniques. Secondly tutorial support should be provided for all written assignments and exams and registers of attendance at these will be recorded. Tutorial Support On commencement of each Module the students should be introduced to the assessment and the task identified. Then for: First Attempt – All students should be provided with one group tutorial. Two/three optional dates may be given to provide the maximum opportunity for every student to attend one of them and avoid any being disadvantaged because of shift systems etc. For exams a mock exam /exercises/workshops using sample papers may replace the tutorial Second Attempt –Following the letter from the examination board, these students undertaking a resubmission should be provided with one group tutorial or an individual tutorial. Optional dates may be provided as above. For exams, similar support to the first attempt will be provided and students allowed to see their original paper. Extension/Late Submission If you are unable to submit coursework by the due date, you must complete an extenuating circumstances application. Extenuating Circumstances Panel A student who believes that his or her assessed work has been affected by circumstances outside his or her control, may draw these circumstances to the attention of the Award and Progression Examination Board by submitting a claim for extenuating circumstances to the relevant Extenuating Circumstances Panel in accordance with published procedures – see Student Gateway for further information. This must be done within 5 days of the submission date for the assessment. http://www1.lsbu.ac.uk/current.student/downloads/extenuating.pdf 7.5 Assessment Schedule The Assessment Schedule provides you with an overview of the assessments you will be required to submit for each year of your course. At the start of each year you will be provided with the assessment schedule for that year.

http://www.lsbu.ac.uk/osdt/materials/turnitinguides/origstud.pdf

http://www1.lsbu.ac.uk/current.student/downloads/extenuating.pdf

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Year 1 Assessment Strategy – September 2012 Cohort

Field/Generic

Year Two

Module Code

Submit by Provisional results

Collect Coursework

Resit Dates Exam Board

Generic Introduction to Life Sciences Unseen exam – 2 hours

HAP-4-001 13.12.12 04.02.13 N/A Automatic resubmission: 28.03.13

The Exam Board for Year 1 will be held July 2013 where a decision will be made regarding

second submissions.

Resit week 19th

August 2013.

The Resit Exam Board for Year 1 will be held September

2013.

Generic Practice Skills for Nursing 1. Numeracy Skills – exam Completion of practice learning and assessment portfolio

HAP-4-002 14.12.12 + Group A 25.03.13 Group B 24.06.13

14.01.13 + Group A 22.04.13 Group B 05.07.13

N/A

Numeracy Automatic resubmission 13.12.12 28.03.13 27.06.13

Adult Theories and Practice for Adult Nursing (E-sub)

NAD-4-001 07.01.13

28.01.13

11.02.13

19.08.13

Children’s Theories of Nursing and Children’s Nursing Practice(E-sub)

NCH-4-001

Learning Disability

Concepts and Theories of Learning Disability Nursing (E-sub)

NLS-4-001

Mental Health

Theories and Practice for Mental Health Nursing (Electronic sub)

NMH-4-001

Generic Social Sciences and Nursing Client/patient journey narrative (3000 words) (E-sub)

HAP-4-004 24.06.13 05.07.13 05.07.13 21.08.13

Generic Professional Values, Ethics and Law Reflective care study (3000 words) (Electronic sub)

HAP-4-003 Group A 24.06.13 Group B 25.03.13

05.07.13 22.04.13

05.07.13 22.04.13

20.08.13

Adult Communication in Health Care NAD-4-002 Group A 1-4 13.05.13 5-8 24.06.13 Group B 1-4 11.02.13 5-8 25.03.13

05.07.13 22.04.13

N/A

N/A

Children’s

Communication with Children and Young People

NCH-4-002

Learning Disability

Communication in Health Care

NLS-4-002

Mental Health

Interpersonal Skills and Therapeutic Effectiveness

NMH-4-002

29


Field/Generic Year Two

Module Code

Submit by Prov. results

Collect Coursework

Resit Dates

Exam Board

Generic Mental Wellbeing and Physical Health

HAP-5-001 23.12.13 20.01.14 N/A N/A The Exam Board for Year 2 will be held July 2014 where a

decision will be made regarding second

submissions.

Resit week 18th

August 2014.

The Resit Exam

Board for Year 2 will be held September

2014.

Adult Life Sciences and Medicines Management

NAD-5-002 27.01.14 (Numeracy)

27.01.14 (Exam)

03.03.14

N/A 18.08.14 (Numeracy)

18.08.14 (Exam)

Children’s Life Sciences and Medicines Management

NCH-5-002

Learning Disability

Assessment, Planning and managing Care

NLS-5-002

Mental Health Partnership Working NMH-5-002

Adult Care of the Adult Patient (E-sub)

NAD-5-001 28.01.14

03.03.13

03.03.13

19.08.14 Children’s Child Development and Childhood

Transitions (E-sub) NCH-5-001

Learning Disability

Health and Wellbeing (E-sub) NLS-5-001

Mental Health Promoting Wellbeing and Recovery (E-sub)

NMH-5-001

Generic Research Methods and Use of Evidence (E-sub)

HAP-5-003 17.06.14 21.07.14

21.07.14

20.08.14

Adult End of Life and Palliative Care NAD-5-003 28.04.13 or

18.08.14

25.11.13 or

31.01.14

N/A N/A

Children’s Common Childhood Illnesses

NCH-5-003

Learning Disability

Supporting People in Mainstream Services

NLS-5-003

Mental Health Recovery in Action – Challenges for Practice

NMH-5-003

Generic Public Health and Health Policy Electronic submission (E-sub)

HAP-5-002 16.06.14 21.07.14 21.07.14 21.08.14

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Field/Generic Year Three

Module Code

Submit by Prov. results

Collect Coursework

Resit Dates

Exam Board

Generic Politics of Health (E-sub) HAP-6-001 17.11.14 23.12.14 23.12.14 17.08.15 The Exam Board for Year 3 will be held July 2015 where a

decision will be made regarding second

submissions.

The Resit Exam Board for Year 3 will be held September

2015.

Adult Pharmacology and Medicines Management

NAD-6-001 18.11.14 (Numeracy Exam)

22.12.14

N/A 18.08.15 (Numeracy Exam)

Children’s Pharmacology and Medicines Management

NCH-6-001

Learning Disability

Interventions for People with Learning Disabilities

NLS-6-001

Mental Health Medication Management NMH-6-001

Adult Rehabilitation and Health Promotion of the Adult

NAD-6-002 02.03.15

16.03.15

N/A N/A

Children’s Care of the Acutely ill Child NCH-6-002

Learning Disability

Providing Support Across the Lifespan

NLS-6-002

Mental Health Advanced Therapeutic Effectiveness

NMH-6-002

Generic Leadership, Management and Supervision

HAP-6-002 22.06.15 29.06.15

N/A N/A

Adult Best Practice in Adult Nursing (E-sub)

NAD-6-003 22.06.15

20.07.15

20.07.15

17.08.15

Children’s Best Practice in Children’s Nursing (E-sub)

NCH-6-003

Learning Disability

Practice Development in Learning Disability Nursing (E-sub)

NLS-6-003

Mental Health Practice Development in Mental Health (E-sub)

NMH-6-003

Adult Complex Care of the Adult Patient NAD-6-004 11 &12.05.15 01.06.15 N/A 18.08.15

Children’s Complex and High Dependency Care of Children

NCH-6-004 13 &14.05.15 01.06.15 N/A 19.08.15

Learning Disability

Complex Needs and Dual Diagnoses (E-sub)

NLS-6-004 15.05.15 22.06.15 22.06.15 17.08.15

Mental Health Working with Challenging Presentations (E-sub)

NMH-6-004 15.05.15 22.06.15 22.06.15 17.08.15

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7.6 Marking Criteria A generic framework for marking course work is identified on the following page. Subsequent to that are marking grids for each of the academic levels 4 – 6. You will note that the major components appear at each level but the relative importance if the component to the work as a whole varies. For example at level 4 the way in which factual knowledge is presented or organised is more important than how it is discussed; while at level 6 the analysis and discussion are more important than how the work is presented. It is anticipated that as you progress through the programmes your skills in all of these areas will improve. Other forms of assessment, for example presentations, will have additional criteria that will be identified within the individual module guide. Students registered with DDS as having a specific learning difficulty (for example, dyslexia, dyspraxia, dyscalculia, ADHD) and who have support arrangements in place will have their work marked in accordance with the University’s DDS Marking Policy.

32

GENERIC FRAMEWORK FOR MARKING Key Category

VALUE/ WEIGHT Min Value

Sub-categories

Level 4

Level 5

Level 6 Level 7

Expression, organisation and coherence

The relative weighting of these sections are designed to reflect the academic level. At level 4 there is relatively more importance placed on expression, organisation and coherence than in analysis and discussion. At level 5 and 6 increasing importance is attached to the ability to analyse and critically evaluate material and issues. The relative weightings in the grids reflect this.

Quality of referencing conforming with instructions clarity of expression presentation (written)

quality of referencing conforming with instructions clarity of expression presentation (written)




Content, Knowledge and evidence

Width and depth of evidence content and range knowledge of theory subjects (topics) limitations and boundaries/relationship to other frameworks application to practice

width and depth of evidence content and range knowledge of theory IF APPROPRIATE application to practice

width and depth of evidence content and range knowledge of theory subjects (topics) limitations and boundaries/relationship to other frameworks IF APPROPRIATE application to practice

width and depth of evidence content and range knowledge of theory subjects (topics) limitations and boundaries/relationship to other frameworks IF APPROPRIATE application to practice

Extensive breadth and depth of contemporary literature appropriate to the topic area. Thorough detailed relevant knowledge with high levels of comprehension and application to professional practice.

Level of analysis, discussion and conclusion

Analysis, discussion + conclusion conceptualisation critical reasoning evaluation synthesis analysis conclusion originality

analysis, discussion + conclusion

conceptualisation critical reasoning evaluation synthesis analysis conclusion

conceptualisation critical reasoning evaluation synthesis analysis conclusion originality

contextualisation critical reasoning evaluation synthesis analysis ability to challenge conclusion originality

ADDITIONAL SKILLS APPROPRIATE TO MODE OF ASSESSMENT

As appropriate in relation to other categories

Reflection (written) OR reflection (verbal) client centred self presentation interactive and group skills communication and presentation method and rationale

As appropriate As appropriate As appropriate As appropriate

33

LEVEL 4 COURSEWORK MARKING GRID

Grade E D C B A Markers

Value Component <35 35-39 40-44 45-49 50-54 55-59 60-64 65-69 70-74 75+ 80+ Assessment

Very Poor Poor Limited - Satisfactory Good Very Good Excellent Exceptional

3

Expre

ssio

n,

Org

anis

ation a

nd C

ohere

nce

Quality of Referencing A ZERO mark will be awarded for NO reference list

Main key sources not cited.

No attempt to use recommended referencing system

Main and or Key sources not used.

Limited use of recommended referencing style

Main key sources cited.

Most references correctly presented

Nearly all references cited:

Generally consistent and accurate referencing

All key sources cited.

Consistent and accurate referencing style

All aspects demonstrated to an exceptional level.

Conforming with instructions

Work submitted late with no allowable reason.

Work deviates significantly from the required parameters

Fails to address the task set.

Some of the work is focused on the aims and themes of the assignment.

Work deviates slightly from the required parameters.

Work mostly addressed the main purpose of the assignment.

Work consistent with required parameters.

Work addresses purpose of the assignment coherently.

Required parameters addressed

Work addresses purpose of the assignment comprehensively.

Required parameters comprehensively addressed.

All aspects demonstrated to an exceptional level

Written presentation and clarity of expression. Grammatical and typographic accuracy.

Understanding of the assignment not apparent.

Lacking a logical and coherent framework.

Topic is undeveloped, confused, disorganised or incoherent.

Frequent grammatical and spelling errors interfere with understanding

Meaning apparent but not always clearly written.

Attempts to demonstrate a logical and coherent understanding of the subject area but aspects become confused or undeveloped

Grammatical or spelling errors interfere with understanding

Demonstrated understanding in a style which is mostly logical, coherent and flowing.

Clear in meaning but lacking in fluency.

Some grammatical or spelling errors - but not detracting from understanding

Framework is explicit with clear logical flow.

Consistent understanding demonstrated in a logical, coherent and lucid manner.

Minor grammatical or spelling errors

Articulate and fluent.

Framework is explicit and is used consistently to organise the study.

Shows a polished and imaginative approach to the topic


4

Conte

nt

and K

now

ledge

(contd

belo

w)

Width / depth of Reading and use of literature A ZERO mark will be awarded for NO evidence of literature being consulted

Very limited in width & depth.

Literature quoted blindly without comment.

Literature irrelevant.

Limited in range AND/ OR depth.

Literature referred to in patchy way.

Limited evidence of critique.

Depth appropriate to topic BUT moderate range.

Literature appropriately linked into study with some criticism apparent.

Good depth & range appropriate to topic.

Literature integrated well.

Able to critically appraise the literature and theory gained from a range of sources

Extensive range AND depth, well integrated into the work.

Thorough critical review of literature used.

Has developed and justified using own ideas based on a wide range of sources


Content and range

Lacks evidence of relevant knowledge.

Inaccurate or inappropriate choice of theory.

Significant misuse of terminology

Evidence of limited knowledge of topic.

Theory selection appropriate but some aspects have been missed or misconstrued

Occasional misuse of terminology

Evidence of an accurate factual, conceptual or theoretical knowledge base

Appropriate terminology used

Good knowledge of topic and an awareness of a variety of ideas, contexts or frame-works

Demonstration of some integration and innovation in the selection and handling of theory

Comprehensive/detailed knowledge of topic with areas of specialisation.

Assignment demonstrates integration and innovation in the selection and handling of theory

Awareness of provisional nature of knowledge


3

Conclu

sio

n a

nd A

pplic

ation t

o p

ractice

Conclusion No relationship to main text.

Unsubstantiated/invalid conclusions based on anecdote and generalisation only, or no conclusions at all.

Wholly descriptive

Limited conclusion (summary of main findings) with partial relationship to main text.

Evidence of some analysis / discussion

Conclusion linked to main text.

Clear rounded discussion

Conclusions linked to theory/literature

Clear conclusions grounded in theory and literature.

Clear and consistent relationship to main text.

Evidence of consideration of impact on practice


Showing development of new concepts.

Application to practice

No attempt to apply to practice

Minimal application to practice

Adequate application to current practice.

Well inked to current practice with some attempt to evaluate

Well inked to current practice with clear evaluation

Well inked to current practice with extensive integration, Interpretation and evaluation

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Grade E D C B A Markers

Value

Component

<35 35-39 40-44 45-49 50-54 55-59 60-64 65-69 70-74 75+ 80+ Assessment


2

Expre

ssio

n,

Org

anis

ation a

nd C

ohere

nce






















Required parameters addressed.




Written presentation and clarity of expression. Grammatical and typographic accuracy.




Frequent grammatical and spelling errors interfere with understanding

Meaning apparent but not always clearly written.


Grammatical or spelling errors interfere with understanding



Some grammatical or spelling errors - but not detracting from understanding



Minor grammatical or spelling errors


Framework is explicit and is used consistently to organise the study.



4

Conte

nt

and K

now

ledge

















Content and range















4

Analy

sis

, D

iscussio

n a

nd C

onclu

sio

n

Analysis Fails to analyse information (just description)

Evidence of the beginning of information analysis within a limited range of content.

Evidence of ability to analyse information within a moderate range of content.

Evidence of ability to analyse a wide range of information

Able to compare alternative theories, methods or techniques

Can analyse new and/or abstract data and situations without guidance using a wide range of techniques appropriate to the topic


Synthesis No organisation of ideas and information

Partially collects and collates and categorises information in a structured way

Can collect and collate and categorise ideas and information in a predictable and standard format

Can reformat a range of ideas or information towards a given purpose

Can transform abstract information or data and concepts towards a given purpose and can propose novel solutions


Conclusion No relationship to main text.



Limited links to theory and literature

Some conclusion with evidence of relationship to main text.

Most grounded in theory/literature

Evidence of future impact/consideration

Clear conclusions which provides summary of arguments/issues in the main text and draws upon theory/literature

Analytical and clear conclusions well grounded in theory and literature showing development of new concepts.



Application to practice

No attempt to apply to practice

Minimal application to practice

Adequate application to current practice.




35


Grade E D C B A Marker

s

Value Component <35 35-39 40-44 45-49 50-54 55-59 60-64 65-69 70-74 75+ 80+ Assessment


1

Expre

ssio

n,

Org

anis

ation a

nd C

ohere

nce






















Required parameters addressed.




Written presentation and clarity of expression. .




Material presented in a disorganised manner Waffly or oversimplistic


Material presented is relevant but lacks structure or visual impact

Minimal order and coherence



Clearly structured and addressed to audience

Pace and audibility satisfactory

Well structured and signposted presentation



Audible and pace appropriate to audience


Framework is explicit and is used consistently to organise the presentation



4

Conte

nt

and K

now

ledge

















Content and range




Unable to answer questions appropriately




Limited ability to answer questions



Answers questions well



Answers questions well




Excellent answering of questions


5

Level of

Analy

sis

, D

iscussio

n a

nd C

onclu

sio

n

Critical Analysis /Clinical reasoning

Fails to analyse information (just description)

No evidence of clinical reasoning

Judgement asserted with no evidence

Evidence of the beginning of information analysis within a limited range of content.

Some evidence of clinical reasoning apparent

Evidence of ability to analyse information within a moderate range of content.

Evidence of clinical reasoning supporting judgements

Evidence of ability to analyse a wide range of information

Clear, consistent and explicit evidence of clinical reasoning underlying good judgements

Can analyse new and/or abstract data and situations without guidance using a wide range of techniques appropriate to the topic

Consistently demonstrates application of critical thinking and evidence of sound judgement


Synthesis No organisation of ideas and information

Partially collects and collates and categorises information in a structured way

Can collect and collate and categorise ideas and information in a predictable and standard format

Can reformat a range of ideas or information towards a given purpose

Can transform abstract information and concepts towards a given purpose and can propose novel solutions


Conclusion

No relationship to main text.



Limited links to theory and literature

Some conclusion with evidence of relationship to main text.

Most grounded in theory/literature

Evidence of future impact/consideration

Clear conclusions which provides summary of arguments/issues in the main text and draws upon theory/literature

Analytical and clear conclusions well grounded in theory and literature showing development of new concepts.



Application to current practice

No attempt to apply to current practice

Minimal application to current practice

Adequate application to current practice




36

7.7 Getting the Most from your Assignment Feedback If your Module Co-ordinator received your assignment on or before the published submission date, you should receive detailed comments on your assignment within 5 weeks of the assignment submission date. This feedback should give a clear indication of the strengths of your work and also highlight areas where improvements might be made. You are encouraged to contact your Module Co-ordinator for an appointment to discuss specific guidance if you are unclear about what a particular comment means, or if you are uncertain about how you might improve future assignments. You will receive an indicative mark with the feedback form (which can be subject to change following the Exam Board). Whilst your chief concern may understandably be to discover whether your work is considered to be of pass standard, we recommend that you spend a little longer over this feedback since it can offer advice that may be of help in your future writing. We assume that the feedback provided will explain the recommended mark, but believe that it should also assist your future academic development. Creating academic assignments is a skill that can be developed throughout your period of study. Even where an assignment receives a high mark, we encourage not only congratulations, but also greater achievements within your writing. For these reasons, it is worthwhile making brief notes on anything that you do not understand about the feedback offered and ask your Module Co-ordinator about this. It is important to remember that the initial mark you receive alongside the feedback for an assignment is provisional. It can be changed either up or down during the Exam Board process. These processes are extremely important to ensure comparability with other higher education institutions. You will only receive formal confirmation of the mark for an assignment (which determines the overall mark for the unit) after the Subject Area Board has approved the unit results.

8. PRACTICE LEARNING Approximately half of the course experience and course assessment is based in practice. Therefore practice placements are a fundamental component of the course and it is essential students make the most of the learning opportunities available. Your mentor within practice placements plays a vital role. Amongst the role of the Practice Mentor are:

To act as a credible role model in the delivery of care

To safeguard the welfare of the student by ensuring that participation in care is to the student's individual level of competence

To provide support for the student in achieving broad and specific practice learning outcomes

To plan learning programmes with the student, specific to individual needs

To assist the student to develop skills, understanding and abilities through reflection on practice

To formally assess the student and provide constructive feedback

To provide support and assist the student in enlisting other support mechanisms Professional Suitability As individuals responsible for the safety and wellbeing of patients/clients it is necessary that students following programmes of professional study understand and comply with the standards and values of their future profession. This means that students must be able to not only demonstrate the achievement of practice and theoretical learning outcomes and but also demonstrate that they are professionally suitable for their chosen career. Students are

37

therefore expected to demonstrate these standards of behaviour at all times when in contact with clients/patients, carers and other health and social care professionals. At the start of each year of the programme you will be asked to sign a Directional Statement agreeing that you will comply with the guidelines, codes of practice and policies of the Nursing and Midwifery Council in promoting and maintaining standards of professional behaviour.

8.1 Practice Learning and Assessment Portfolio (Portfolio) The Practice Learning and Assessment Portfolio is the one document that students carry between the university and practice learning areas on an ongoing basis for the duration of their programme of study. It provides practice and university staff with evidence of your previous and ongoing performance and is used to record all aspects of the learning and assessment in practice and the development of practice skills. This is in accordance with the Nursing and Midwifery Council’s (NMC) (2008) Standards to support learning and assessment in practice. This also follows the principles for sharing of personal information necessary to maintain continuity of assessment and to ensure safe and effective practice through the Ongoing Achievement Record. Each practice learning opportunity is assessed separately and provides a cumulative record of your progress in practice. Each year, the relevant section of the portfolio for that year will be distributed. For students to progress from year to year within the programme they must achieve all learning and practice outcomes at the end of Year 1, at the end of Year 2 for the final Practice Learning Opportunity of the course in Year 3 all learning and practice outcomes must be achieved. At the end of the programme, your completed portfolio will be submitted for sign off by your sign-off mentor. The Practice Learning Guidelines set out the requirements for assessment of performance in practice ensuring all students are treated in an equitable and fair manner. A copy of this document can be found on the Blackboard site for Practice Learning. The NMC (2008) requires that each of your Practice Learning mentors can see your previous practice achievements. It is your responsibility to keep this Portfolio safely and take it to each new practice area to show to your mentor. NB. The Portfolio should be completed by hand in black pen (and not typed) either by yourself or your Mentor. Any alterations in the document must be clearly signed and dated. The use of correcting fluid is not allowed. The Portfolio contains the following: The Ongoing Achievement Record

A record of Practice Learning Opportunity locations, named mentors and the date of named mentors most recent up-date.

Induction information to be carried out at the commencement of each Practice Learning Opportunity.

The assessment Scoring scheme - outlines the scoring categories and related performance criteria. The Practice Learning and Assessment Guidelines set out the criteria for the assessment of performance. A copy of this document can be found on your Blackboard site.

The level of achievement requirement for each year of the programme – this sets out the minimum level students are expected to perform at within each year of the programme.

38

Learning and Assessment records containing; o Induction to practice o Initial discussion and record of personal learning outcomes o Mid-point assessment and discussion o Final assessment of performance and discussion o Additional information and action plans o The Verification of Competency Form (Year 3) which enables sign-off mentors to

confirm that students are competent in practice and eligible for entry to the NMC Professional Register.

The NMC Standards Each practice learning opportunity is assessed through achievement of selected NMC Standards of competence.

Nursing Skills Record

The nursing skills record is a key component of the practice learning and assessment portfolio and is used by mentors to record and evidence the students’ achievement of the Essential Skills in practice. The Essential Skills Clusters are:

o Care, compassion and communication o Organisational aspects of care o Infection prevention and control o Nutrition and fluid management o Medicines management

Inter-professional learning (2nd year) In your 2nd year of the practice learning and assessment portfolio, is Inter-professional learning (IPL), comprising 3 learning activities. When you complete each activity, ask your mentor to verify this by signing in the IPL section in the Portfolio. Verification of Competency At the end of the 3rd Year the verification of achievement of standards of competency form enables sign-off mentors to confirm students have, during the final Practice Learning Opportunity of the programme, achieved the required level of competency for eligibility for registration with the NMC. Practice Hours Record It is your responsibility to maintain a record of your practice experience hours in the programme. Please ensure that your practice mentor/manager signs this record on a daily and weekly basis. You must be able to provide evidence of your practice hours. A new practice record must be completed for each practice learning opportunity and must be kept up to date. 8.2 Submission of Practice Learning Assessment Portfolio Students must submit their Portfolio on the identified submission date (please see assessment strategy). Submission is to be made in the usual way at the student help desk, Faculty of Health & Social Care. Submission is between 0900-1600 on the due date. Students are to complete the confirmation of submission form and keep this signed copy as a record of submission. It is recommended that you keep a photocopy of your submitted evidence. 8.3 Post Practice Discussion Students are to make individual appointments to see your personal tutor to have your final interview in between the submission date and prior to their next clinical placement. This is your responsibility and failure to do so is considered a student conduct issue and could

39

result in the cancellation of your next placement. You can make this appointment as far in advance as you wish. You will be supported in the university and in practice settings to achieve the learning outcomes of the course. All adult students will have a period at the beginning of the course to allow familiarisation with their new environment and to be introduced to the course and the Trust sites of their Host Trusts. Link Lecturer A Link Lecturer is a member of academic staff responsible for liaising with identified practice areas. They liaise with these areas on a regular basis and are responsible for student support as well as ensuring that qualified staff in the areas are kept informed of curriculum developments that may impact on their role as mentors or assessors.

Mentor The mentor is register nurse who, following successful completion of an NMC approved mentor preparation programme, is entered on a local register, and maintains their knowledge skills and competence and demonstrates this at a triennial review. The mentor has responsibility for monitoring and assessing students’ progress. They supervise, and support students to achieve their learning outcomes and competencies in the practice learning area and liaise with the link lecturer for the practice learning area, who offers them support and development.

Sign-off Mentor A mentor who is a registered nurse who is already an experienced mentor and who has met additional NMC requirements, and is designated by the Trust/organisation to be able to make judgements about whether a student has achieved the overall standards of competence required for entry to the register at the end of an NMC approved programme. A sign-off mentor is assigned to every adult student on the final practice area.

9. RELEVANT POLICIES 9.1 Regulations on Assessment and Progression (Sept 2011) London South Bank University regulations apply to the Pre-registration Nursing and programme except in specific situations. These regulations are in addition to the university’s Academic Regulations for Taught Programmes 2012-2013 and contain variations that are required in order to comply with Statutory Professional Body specifications, regulations and guidelines. Information concerning assessment regulation may also be found in the University Student Portal.

9.2 Professional Conduct

The University takes a very serious view of professional misconduct. This is seen as a breach of the NMC code (2008) and can lead to withdrawal from the course. Professional misconduct can be judged to have taken place in either the University or placement setting. Falsification of any practice documentation will be regarded as gross professional misconduct, and in breach of the Faculty Professional Directional Statement. This will normally result in withdrawal from the course. Failure to adhere to the Practice Learning Guidelines could be regarded as professional misconduct and in breach of the Faculty Professional Directional Statement. This could result in withdrawal from the course.

40

9.3 Attendance Students must attend regularly and punctually all classes for which they have been enrolled. If you are more than 10 minutes late for a classroom session then you must come back at the start of the next session, being marked absent for the time missed. Students must liaise with the Course Director when they have been or are likely to be absent. Attendance is monitored through the electronic swipe in system available in every lecture room. Study weeks are primarily for study and assessment completion, these are not additional holiday weeks. Failure to attend a session scheduled in these weeks may result in being recorded as absent. For any sickness/absence (theory and/or practice) you must also inform the LSBU Sickness /Absence Administrator (tel: 020 7815 8141 for Southwark and 020 7815 5940 /5965 /5966 /5919 for Havering students) when you go off sick and of when you return to either theory or practice. Students may also contact the Placement Office via email on [email protected] The student must complete a Sickness Self-Certificate form (available from the Post Office, GP or LSBU Reception) for the first 6 days of leave and a Doctor’s Certificate must be provided for the remainder of leave. These should be sent directly to the appropriate campus Sickness/Absence Administrator/ Placement Office. Students must also inform the Practice Learning setting prior to the start of the shift. 9.4 Confidentiality Ensuring confidentiality is a right owed to all individuals. Observing the principle of confidentiality means keeping information given by or about an individual in the course of a professional relationship secure and secret from others. This confidentiality is seen as central to the maintenance of trust between professional and service-user. A key principle associated with confidentiality is that it affects everybody who works in health and social care and all levels of service users and it is therefore important that you work within the Faculty’s Confidentiality policy and you can access this policy through your Blackboard site. 9.5 Social Networking Students are reminded that social networking sites such as Facebook and Twitter are in the public domain. Evidence of unprofessional behaviour or content (This includes the identification of Trusts, Staff, Wards, and/or patients) could breach the Directional Statement Guidelines and lead to Disciplinary Procedures being invoked. Students should not invite University or Trust staff, patients, families or carers to be their friends on social networking sites, and should decline any invitations from the above groups to become 'friends'. Students should not discuss University or Trust staff, patients, families or carers on social networking sites. 9.6 Interruption Policy The Pre-Registration Nursing Programme is designed to run over three full calendar years without interruption. The maximum period of enrolment allowed by the University and the Nursing and Midwifery Council is 5 years. Therefore, if you need to step off the programme, interrupt your studies, for any reason, you may only do so with permission and for a maximum period of eighteen calendar months. Additionally, return to the programme will be dependent on a practice learning opportunity being available for you. There are many reasons why students may ask for or be asked to take an interruption and this policy will explain how the process works. You can access this document through your Blackboard site.

9.7 New and Expectant Mothers Policy for Pre-registration Nursing and Midwifery Students (September 2011) In order to support students who become pregnant during the programme, it is essential that you inform your Course Director as soon as the pregnancy and estimated date of delivery

mailto:[email protected]

41

are confirmed. Once you have shared this information, we can work together to ensure your well-being whilst still on the programme. You can access this policy through your Blackboard site. 9.8 Completion of the Course To be awarded the BSc (Hons) Adult Nursing, a student studying on a full-time basis must have completed the academic and professional requirements of the named award within a period of registration of 5 years. Students who exceed the five year registration period will normally be withdrawn from the course. 9.9 Registration with the Nursing and Midwifery Council (NMC) Following completion of the course, you must register your qualification with the NMC within 5 years.

10.0 CONTRIBUTING TO THE DEVELOPMENT OF THE ADULT NURSING COURSE A range of processes are in place to ensure that specified standards are maintained and improved on your course and that both the content and delivery are continually enhanced. 10.1 Student Representation Students are required to nominate a representative from within the cohort to represent their peers at various meetings and feedback sessions. The student nominated will need to take responsibility for communicating with the group in advance of the meetings to receive issues of note, present the issues to the board and feed the responses back to the group. A one-day preparation for student representatives is available annually and is provided by the university. 10.2 Course Board These meetings occur once each semester and enable the course team, student representatives and practice representatives to discuss issues about the Adult Nursing course. They are relatively formal meetings with agendas and papers, and they receive the Programme Monitoring report on an annual basis. The issues from these boards will be reported to the Theme Management Group and then to Faculty Academic Standards Committee. 10.3 The Student Affairs Committee The Student Affairs Committee is a formally convened meeting between student representatives and identified members of Faculty staff, which offers a further opportunity to seek in-depth feedback from the student body regarding issues. As such it is an extremely valuable forum which allows greater scope for discussion than the Course Board. A student representative will be sought from within each professional group, although this may not be the student representative who attends the Course Board. 10.4 Module Evaluation You are asked to thoughtfully complete evaluation questionnaires at the end of each Module using a standard Faculty form. Module evaluation is vital to the on-going monitoring of the quality of our courses and gives you the opportunity to identify both positive aspects and areas for improvement in the experience you have had. In this way the course team can refine earning opportunities to continually improve and develop the course. Feedback from module evaluation is reported at the Course Boards.

42

10.5 Practice Learning Evaluation You are asked to complete practice learning evaluations at the end of time in the practice setting. This is vital in ensuring that practice learning opportunities are fulfilling their objectives and providing you with excellent learning opportunities. By actively feeding back to the course team and representing your peers in the ways suggested above you can contribute positively to the improvement of the course both for your own cohort and for future cohorts

43

11. PERSONAL DEVELOPMENT PLANNING This section shows where in the Generic and Field programme the various elements of PDP are being developed.

Approach to PDP

Level 4 Level 5 Level 6

1. Supporting the development and recognition of skills through the personal tutor system.

Allocation of new students at induction to personal tutor

The level and type of support offered through the personal tutor system is outlined Course Guide given to new students

The personal tutor documents academic and practical achievements plus personal and pastoral support on an individual basis

Students are seen by their personal tutor at the entry to the 2

nd year and

have a tutorial following each placement

The personal tutor documents academic and practical achievements plus personal and pastoral support on an individual basis

Students are seen by their personal tutor at the entry to the 3rd year and have a tutorial following each placement

The personal tutor writes a reference on completion of the course

2. Supporting the development and recognition of skills in academic modules.

Essay writing skills at level 4 study skills

Library sessions to support the development of basic literature searching skills

Support provided for dyslexic/ special needs students in relation to their assessed needs

Assignment preparation and tutorials provided

Formative feedback is given to in all modules to support and guide the development of academic assignment requirements

A marking grid is used by all staff

Essay writing skills at level 5 and critical reading

Library sessions to support the development of intermediate literature searching skills.

Support and referral to the Centre for Learning and Development when appropriate

Link Lecturers supports the interface between theory and practice

Written summative feedback provided for theoretical assignments related to specific components of the assignment with stated areas for improvement.

Essay writing skills at level 6 and critical reading and analysis

Library sessions to support the development of advanced literature searching skills.

Assignment preparation is undertaken during the module delivery

Formative verbal feedback given for group presentations

A structured programme of numeracy skills which are linked to clinical competencies to achieve the required 100% by the NMC

3. Supporting the development and recognition of skills through purpose designed modules.

Module Guides clearly identify transferable skills and competencies which are related to the module content and the assignment

Provision of workbooks to facilitate the learning and development of

Each module has a specific Adult Nursing focus to develop a body of skills in Adult nursing which is planned and sequential

The practice-based modules focus on the development of knowledge

Skills development is assessed in the practice environment

Simulation experiences are provided to support students acquiring the advanced skills techniques

Modules underpin the knowledge and

44

Approach to PDP


knowledge in anatomy and physiology as applied to practice

E-learning and blended learning approaches support the underpinning skills acquisition

and skills to care for children and families and achieved through competencies in practice

skills required for a qualified practitioner

4. Supporting the development and recognition of skills through research projects and dissertations work.

Learning Resource Centre support services to support students in literature searching and information retrieval

Faculty librarian provided to teach, guide and support student

All academic assignments require literature searching and the application of theory and practice

Students undertake a module which focuses on Research methods and use of evidence

All academic assignments require literature searching, critiquing and application of theory and practice.

Students undertake a thread through level 6 modules which focuses on research in nursing

5. Supporting the development and recognition of career management skills.

Personal tutor feedback in relation to professional practice in line with professional values assessed in practice

Exit interviews undertaken if students leave before the completion of the course

Career development as well as the management skills and knowledge required of a qualified professional is considered as a thread through level 5 modules

Sound links with Trusts who provide Job Fairs every 6 months for qualifying students.

Modules in the final year of the course focus on students ongoing roles and development as a qualified Adult Nurse

6. Supporting the development and recognition of career management skills through work placements or work experience.

A designated Link Lecturer for every clinical area who undertakes regular visits to monitor student progress and reflect on practice

Post practice interviews in relation to reflection on the experiences objectives for future

A range of experiences in both primary care and acute settings support the learning opportunities

The progressing acquisition of NMC proficiencies is planned and structured in the practice portfolio

Students are supported and encouraged to identify and achieve their personal objectives.

Students are constantly supported by mentors and supervisors in practice and in constant dialogue with peers, colleagues and the MDT.

Post practice interviews in relation to reflection on experiences and setting objectives for future practice

Students are supported and encouraged to identify and achieve their personal objectives and to link this to work opportunities post qualifying

A range of experiences are offered in which students are required to work in an unsupervised way to gain the skills required of a qualified practitioner

7. Supporting the development of skills by recognising that they can be

All students have access to the support and assistance with writing and numeracy skills within the University

Active guidance is provided to

Encouragement provided for the development of coping skills in relation to individual and group experiences

Students advised and referred for

Students are encouraged to act as buddy for new learners, giving advice and help to facilitate the socialisation into the demands of Adult nursing

Advice and referred for skills relating to

45

Approach to PDP


developed through extra curricula activities.

encourage a balance between academic, clinical and personal life

Peer group and budding systems are in place to support learners understand the nature and requirements of the professional course

stress management and counselling to various agencies as appropriate

role of a qualified nurse in respect of management and team working is given to various agencies as appropriate

8. Supporting the development of the skills and attitudes as a basis for continuing professional development.

All students are encouraged to be a member of a professional organisation

Assignment feedback highlights areas of strength and areas for development

Opportunities for reflection throughout the course allow student to develop skills and challenge attitudes and practice

All modules are underpinned by the beliefs, values and practices which are central to Adult nursing

The development of a learning ethos is promoted through the course

A final year module focuses on professional role development

The lifelong learning ethos of the NHS is promoted.

Modules are based on the requirements of the professional publications.

9. Other approaches to personal development planning.

The ability to interrupt from the course is an option should the students circumstances preclude them continuing

Students are encourage to think about their career in nursing in relation to the field of practice from the beginning of the course

All students are encouraged to discuss their first qualified nurse placements in relation to future goals

Students are supported to identify their own strengths and weaknesses to help them to think about the choices for a career pathway

All students are encouraged to discuss their first qualified nurse placements in relation to future goals

Mock interviews are offered and development of CV’s

10. The means by which self-reflection, evaluation and planned development is supported e.g. electronic or paper-based learning log or diary.

Reflection on learning needs and professional development is promoted in the classroom, by personal tutors, by link lecturers and mentors

Electronic and paper based learning, reflective diaries and portfolio development are promoted in relation to professional development

·

Reflection is a key learning tool for maintaining and improving patient care and this is integrated into all final year modules of study

Evaluation of the course, utilising the learning logs and diaries helps the student to focus on their own personal development as well as the knowledge and skills gaining

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12. KEY RESOURCES These are resources that you may find useful during your course. They can be found on the Adult Nursing Blackboard site: Referencing Guidelines Using references accurately is important in the presentation of all written work. The aim of referencing is to let the reader know from where you obtained the information and to permit identification of areas of work included.

start your referencing as soon as you start reading for your assignments

record all the details, in a format that is convenient to you, so that you do not need to search for the information again

suggestions for recording references - loose leaf paper; record cards, on computer. Whatever system you choose it must be one which will allow easy checking or the addition of further material

if you read something useful try to make a note of the page number on which it occurs. By doing this consistently you get into the habit and your final referencing will be easier

Please refer to the help sheets published by the Learning and Information Service (LISA). These may be found on the LSBU web site at the addresses below: Using references accurately is important in the presentation of all written work. The aim of referencing is to let the reader know from where you obtained the information and to permit identification of areas of work included. Please refer to the help sheets published by the Learning and Information Service (LISA). These may be found on the LSBU web site at the addresses below: Help Sheet 04 Plagiarism http://www.lisa.lsbu.ac.uk/helpsheets/hs04.pdf Help Sheet 30 Referencing using the Harvard system: Frequently asked questions - http://www.lisa.sbu.ac.uk/helpsheets/hs30.pdf Help Sheet 31 Referencing electronic sources http://www.lisa.sbu.ac.uk/helpsheets/hs31.pd Where to go for help? The following is a list of roles to contact if you have a specific issue during the Adult Nursing course.

Issue Where to find help

Personal problem/pastoral issue

Personal tutor

Information about Practice Leaning Opportunities

Practice Learning and Assessment Guide Placement team – Helpdesk Southwark/ Havering Blackboard Adult Community

Problem on clinical placement

Link lecturer

Referred in placement Personal tutor and practice module co-ordinator

Problem with bursary Course administrator – Helpdesk Southwark and Havering Campus

Problem with the course Cohort student representative Cohort Leader

Problem with assignment Module Co-ordinator

http://www.lisa.lsbu.ac.uk/helpsheets/hs04.pdf

http://www.lisa.sbu.ac.uk/helpsheets/hs30.pdf

http://www.lisa.sbu.ac.uk/helpsheets/hs31.pd

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Extension to assignment submission

Module Co-ordinator

Assignment return Helpdesk Southwark Reception Havering

Assessments Results Blackboard

Advice on maternity leave Personal tutor, then Course Director

compassionate leave Cohort leader in first instance

Travel claims Personal tutor

Advice on course interruption

Personal tutor then course director

Advice on extenuating circumstances

Course director http://www.lsbu.ac.uk/current.student/extenuating.html

Advice on special assessment arrangements:

http://www.lsbu.ac.uk/current.student/specialAssessment.html

Information on appeals

Course Director http://www.lsbu.ac.uk/current.student/examAppeals.html

Advice on appeals Student Union

Useful Links Current Student Gateway: http://www.lsbu.ac.uk/current.student/ Central Services Academic Regulations: http://www.lsbu.ac.uk/current.student/assessmentExaminations.html Accommodation Office: http://www.lsbu.ac.uk/housing/ Administration Records (links to academic calendars; withdrawal forms; changing names; references; transcripts etc): http://www.lsbu.ac.uk/current.student/administrationRecords.html Fees: http://www.lsbu.ac.uk/fees/howToPay.html Students' Union: http://dev.lsbsu.org/ Useful Forms and Publications (including Student Handbook): http://www.lsbu.ac.uk/current.student/formsPublications.html IT Services Set up your IT account: http://www.lsbu.ac.uk/selfservice/ Blackboard: http://www.lsbu.ac.uk/bb/ Email: http://www.lsbu.ac.uk/email/ IT Resources: http://www.lsbu.ac.uk/current.student/ITResources.html Centre for Learning, Support & Development Library Services: http://www.lisa.lsbu.ac.uk/ Exam Paper Finder: http://www.lisa.lsbu.ac.uk/008_dbresources/exams(wam).htm Unit Guide Finder: http://www.lisa.lsbu.ac.uk/008_dbresources/uguides(wam).htm Student Advice and Guidance: http://www.lsbu.ac.uk/careers/ Disability Dyslexia Support: http://www.lsbu.ac.uk/caxton/lsu/index.html Skills for Learning: http://www.lsbu.ac.uk/caxton/studyskills/index.html Student Advice & Guidance:http://www.lsbu.ac.uk/caxton/pdau/index.html Faculty HSC: http://www.lsbu.ac.uk/health/

http://www.lsbu.ac.uk/current.student/extenuating.html

http://www.lsbu.ac.uk/current.student/specialAssessment.html

http://www.lsbu.ac.uk/current.student/examAppeals.html

http://www.lsbu.ac.uk/current.student/

http://www.lsbu.ac.uk/current.student/assessmentExaminations.html

http://www.lsbu.ac.uk/housing/

http://www.lsbu.ac.uk/current.student/administrationRecords.html

http://www.lsbu.ac.uk/fees/howToPay.html

http://dev.lsbsu.org/

http://www.lsbu.ac.uk/current.student/formsPublications.html

http://www.lsbu.ac.uk/selfservice/

http://www.lsbu.ac.uk/bb/

http://www.lsbu.ac.uk/email/

http://www.lsbu.ac.uk/current.student/ITResources.html

http://www.lisa.lsbu.ac.uk/

http://www.lisa.lsbu.ac.uk/008_dbresources/exams(wam).htm

http://www.lisa.lsbu.ac.uk/008_dbresources/uguides(wam).htm

http://www.lsbu.ac.uk/careers/

http://www.lsbu.ac.uk/caxton/lsu/index.html

http://www.lsbu.ac.uk/caxton/studyskills/index.html

http://www.lsbu.ac.uk/caxton/pdau/index.html

http://www.lsbu.ac.uk/health/

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APPENDIX 1 Competencies for entry to the register: Adult nursing

Domain 1: Professional values Generic standard for competence All nurses must act first and foremost to care for and safeguard the public. They must practise autonomously and be responsible and accountable for safe, compassionate, person-centred, evidence-based nursing that respects and maintains dignity and human rights. They must show professionalism and integrity and work within recognised professional, ethical and legal frameworks. They must work in partnership with other health and social care professionals and agencies, service users, their carers and families in all settings, including the community, ensuring that decisions about care are shared. Field standard for competence Adult nurses must also be able at all times to promote the rights, choices and wishes of all adults and, where appropriate, children and young people, paying particular attention to equality, diversity and the needs of an ageing population. They must be able to work in partnership to address people’s needs in all healthcare settings. Competencies 1. All nurses must practise with confidence according to The code: Standards of

conduct, performance and ethics for nurses and midwives (NMC 2008), and within other recognised ethical and legal frameworks. They must be able to recognise and address ethical challenges relating to people’s choices and decision-making about their care, and act within the law to help them and their families and carers find acceptable solutions.

1.1 Adult nurses must understand and apply current legislation to all service

users, paying special attention to the protection of vulnerable people, including those with complex needs arising from ageing, cognitive impairment, long-term conditions and those approaching the end of life.

2. All nurses must practise in a holistic, non-judgmental, caring and sensitive manner that avoids assumptions, supports social inclusion; recognises and respects individual choice; and acknowledges diversity. Where necessary, they must challenge inequality, discrimination and exclusion from access to care.

3. All nurses must support and promote the health, wellbeing, rights and dignity of

people, groups, communities and populations. These include people whose lives are affected by ill health, disability, ageing, death and dying. Nurses must understand how these activities influence public health.

4. All nurses must work in partnership with service users, carers, families, groups,

communities and organisations. They must manage risk, and promote health and wellbeing while aiming to empower choices that promote self-care and safety.

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5. All nurses must fully understand the nurse’s various roles, responsibilities and functions, and adapt their practice to meet the changing needs of people, groups, communities and populations.

6. All nurses must understand the roles and responsibilities of other health and social

care professionals, and seek to work with them collaboratively for the benefit of all who need care.

7. All nurses must be responsible and accountable for keeping their knowledge and skills up to date through continuing professional development. They must aim to improve their performance and enhance the safety and quality of care through evaluation, supervision and appraisal.

8. All nurses must practise independently, recognising the limits of their competence and

knowledge. They must reflect on these limits and seek advice from, or refer to, other professionals where necessary.

9. All nurses must appreciate the value of evidence in practice, be able to understand

and appraise research, apply relevant theory and research findings to their work, and identify areas for further investigation.

Domain 2: Communication and interpersonal skills Generic standard for competence All nurses must use excellent communication and interpersonal skills. Their communications must always be safe, effective, compassionate and respectful. They must communicate effectively using a wide range of strategies and interventions including the effective use of communication technologies. Where people have a disability, nurses must be able to work with service users and others to obtain the information needed to make reasonable adjustments that promote optimum health and enable equal access to services. Field standard for competence Adult nurses must demonstrate the ability to listen with empathy. They must be able to respond warmly and positively to people of all ages who may be anxious, distressed, or facing problems with their health and wellbeing. Competencies 1. All nurses must build partnerships and therapeutic relationships through safe,

effective and non-discriminatory communication. They must take account of individual differences, capabilities and needs.

2. All nurses must use a range of communication skills and technologies to support

person-centred care and enhance quality and safety. They must ensure people receive all the information they need in a language and manner that allows them to make informed choices and share decision making. They must recognise when language interpretation or other communication support is needed and know how to obtain it.

3. All nurses must use the full range of communication methods, including verbal, non-verbal and written, to acquire, interpret and record their knowledge and understanding of people’s needs. They must be aware of their own values and beliefs and the impact this may have on their communication with others. They must take account of the many different ways in which people communicate and how

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these may be influenced by ill health, disability and other factors, and be able to recognise and respond effectively when a person finds it hard to communicate.

3.1 Adult nurses must promote the concept, knowledge and practice of self-care

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

4. All nurses must recognise when people are anxious or in distress and respond

effectively, using therapeutic principles, to promote their wellbeing, manage personal safety and resolve conflict. They must use effective communication strategies and negotiation techniques to achieve best outcomes, respecting the dignity and human rights of all concerned. They must know when to consult a third party and how to make referrals for advocacy, mediation or arbitration.

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

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

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

8. All nurses must respect individual rights to confidentiality and keep information secure and confidential in accordance with the law and relevant ethical and regulatory frameworks, taking account of local protocols. They must also actively share personal information with others when the interests of safety and protection override the need for confidentiality.

Domain 3: Nursing practice and decision-making Generic standard for competence All nurses must practise autonomously, compassionately, skilfully and safely, and must maintain dignity and promote health and wellbeing. They must assess and meet the full range of essential physical and mental health needs of people of all ages who come into their care. Where necessary they must be able to provide safe and effective immediate care to all people prior to accessing or referring to specialist services irrespective of their field of practice. All nurses must also meet more complex and coexisting needs for people in their own nursing field of practice, in any setting including hospital, community and at home. All practice should be informed by the best available evidence and comply with local and national guidelines. Decision-making must be shared with service users, carers and families and informed by critical analysis of a full range of possible interventions, including the use of up-to-date technology. All nurses must also understand how behaviour, culture, socioeconomic and other factors, in the care environment and its location, can affect health, illness, health outcomes and public health priorities and take this into account in planning and delivering care. Field standard for competence Adult nurses must be able to carry out accurate assessment of people of all ages using appropriate diagnostic and decision-making skills. They must be able to provide effective care for service users and others in all settings. They must have in-depth understanding of and competence in medical and surgical nursing to respond to adults’ full range of health

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and dependency needs. They must be able to deliver care to meet essential and complex physical and mental health needs. Competencies 1. All nurses must use up-to-date knowledge and evidence to assess, plan, deliver and

evaluate care, communicate findings, influence change and promote health and best practice. They must make person-centred, evidence-based judgments and decisions, in partnership with others involved in the care process, to ensure high quality care. They must be able to recognise when the complexity of clinical decisions requires specialist knowledge and expertise, and consult or refer accordingly.

1.1 Adult nurses must be able to recognise and respond to the needs of all people

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

2. All nurses must possess a broad knowledge of the structure and functions of the

human body, and other relevant knowledge from the life, behavioural and social sciences as applied to health, ill health, disability, ageing and death. They must have an in-depth knowledge of common physical and mental health problems and treatments in their own field of practice, including co-morbidity and physiological and psychological vulnerability.

3. All nurses must carry out comprehensive, systematic nursing assessments that take

account of relevant physical, social, cultural, psychological, spiritual, genetic and environmental factors, in partnership with service users and others through interaction, observation and measurement.

3.1 Adult nurses must safely use a range of diagnostic skills, employing

appropriate technology, to assess the needs of service users. 4. All nurses must ascertain and respond to the physical, social and psychological

needs of people, groups and communities. They must then plan, deliver and evaluate safe, competent, person-centred care in partnership with them, paying special attention to changing health needs during different life stages, including progressive illness and death, loss and bereavement.

4.1 Adult nurses must safely use invasive and non-invasive procedures, medical

devices, and current technological and pharmacological interventions, where relevant, in medical and surgical nursing practice, providing information and taking account of individual needs and preferences.

4.2 Adult nurses must recognise and respond to the changing needs of adults,

families and carers during terminal illness. They must be aware of how treatment goals and service users’ choices may change at different stages of progressive illness, loss and bereavement.

5. All nurses must understand public health principles, priorities and practice in order to recognise and respond to the major causes and social determinants of health, illness and health inequalities. They must use a range of information and data to assess the

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needs of people, groups, communities and populations, and work to improve health, wellbeing and experiences of healthcare; secure equal access to health screening, health promotion and healthcare; and promote social inclusion.

6. All nurses must practise safely by being aware of the correct use, limitations and hazards of common interventions, including nursing activities, treatments, and the use of medical devices and equipment. The nurse must be able to evaluate their use, report any concerns promptly through appropriate channels and modify care where necessary to maintain safety. They must contribute to the collection of local and national data.

7. All nurses must be able to recognise and interpret signs of normal and deteriorating mental and physical health and respond promptly to maintain or improve the health and comfort of the service user, acting to keep them and others safe.

7.1 Adult nurses must recognise the early signs of illness in people of all ages they must make accurate assessments and start appropriate and timely management of those who are acutely ill, at risk of clinical deterioration, or require emergency care.

7.2 Adult nurses must understand the normal physiological and psychological processes of pregnancy and childbirth. They must work with the midwife and other professionals and agencies to provide basic nursing care to pregnant women and families during pregnancy and after childbirth. They must be able to respond safely and effectively in an emergency to safeguard the health of mother and baby.

8. All nurses must provide educational support, facilitation skills and therapeutic nursing

interventions to optimise health and wellbeing. They must promote self-care and management whenever possible, helping people to make choices about their healthcare needs, involving families and carers where appropriate, to maximise their ability to care for themselves. 8.1 Adult nurses must work in partnership with people who have long-term

conditions that require medical or surgical nursing, and their families and carers, to provide therapeutic nursing interventions, optimise health and wellbeing, facilitate choice and maximise self-care and self-management.

9. All nurses must be able to recognise when a person is at risk and in need of extra support and protection and take reasonable steps to protect them from abuse.

10. All nurses must evaluate their care to improve clinical decision-making, quality and

outcomes, using a range of methods, amending the plan of care, where necessary, and communicating changes to others.

Domain 4: Leadership, management and team working Generic standard for competence All nurses must be professionally accountable and use clinical governance processes to maintain and improve nursing practice and standards of healthcare. They must be able to respond autonomously and confidently to planned and uncertain situations, managing themselves and others effectively. They must create and maximise opportunities to improve

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services. They must also demonstrate the potential to develop further management and leadership skills during their period of preceptorship and beyond. Field standard for competence Adult nurses must be able to provide leadership in managing adult nursing care, understand and coordinate interprofessional care when needed, and liaise with specialist teams. They must be adaptable and flexible, and able to take the lead in responding to the needs of people of all ages in a variety of circumstances, including situations where immediate or urgent care is needed. They must recognise their leadership role in disaster management, major incidents and public health emergencies, and respond appropriately according to their levels of competence. Competencies 1. All nurses must act as change agents and provide leadership through quality

improvement and service development to enhance people’s wellbeing and experiences of healthcare.

2. All nurses must systematically evaluate care and ensure that they and others use the

findings to help improve people’s experience and care outcomes and to shape future services.

3. All nurses must be able to identify priorities and manage time and resources effectively to ensure the quality of care is maintained or enhanced.

4. All nurses must be self-aware and recognise how their own values, principles and

assumptions may affect their practice. They must maintain their own personal and professional development, learning from experience, through supervision, feedback, reflection and evaluation.

5. All nurses must facilitate nursing students and others to develop their competence,

using a range of professional and personal development skills.

6. All nurses must work independently as well as in teams. They must be able to take the lead in coordinating, delegating and supervising care safely, managing risk and remaining accountable for the care given.

7. All nurses must work effectively across professional and agency boundaries, actively involving and respecting others’ contributions to integrated person-centred care. They must know when and how to communicate with and refer to other professionals and agencies in order to respect the choices of service users and others, promoting shared decision making, to deliver positive outcomes and to coordinate smooth, effective transition within and between services and agencies.

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