1

Foundation Degree Nursing

Associate

Course Handbook

2017-2018

School Blog address https://velocityuog.wordpress.com

www.glos.ac.uk

Course Leader

Selina Saveker

2

Contents

WELCOME AND INTRODUCTION ................................................................................ 4

About the University, School and Course ................................................................... 6

The School of Health and Social Care ............................................................................................. 6

Course Context and Description.................................................................................. 6

Our Philosophy ........................................................................................................................................... 11

The Team ..................................................................................................................... 12

Key Personnel ............................................................................................................................................. 12

Supervision and Standards in Practice ....................................................................................... 13

Overview of Assessments ................................................................................................................... 15

School of Health and Social Care Assessment Strategy .................................................. 16

Communications ......................................................................................................... 21

Methods of communication ................................................................................................................ 21

The University Internet ........................................................................................................................... 21

Moodle.............................................................................................................................................................. 21

Student records .......................................................................................................................................... 21

Student Support .......................................................................................................... 22

Student Helpzone ...................................................................................................................................... 22

Equality and Diversity ............................................................................................................................ 22

Students with disabilities ..................................................................................................................... 22

Student Achievement Team ................................................................................................................ 23

Counselling ................................................................................................................................................... 23

Course Entry Requirements ....................................................................................... 23

Course Management ................................................................................................... 23

Quality Assurance Processes ........................................................................................................... 23

Module Boards Examiners (MBE) ................................................................................................... 24

Award and Progression Boards ....................................................................................................... 24

Student Representatives ...................................................................................................................... 25

Module Evaluation - Student Led Changes ............................................................................... 25

External Examiners .................................................................................................................................. 25

Progression and Award ......................................................................................................................... 26

Teaching and students' learning expectations ....................................................................... 26

Module Guides ............................................................................................................................................ 27

STUDENT SUPPORT ................................................................................................... 27

Attendance Monitoring Reporting Process and Links to Web Pages....................... 27

The Higher Education Achievement Report (HEAR) ........................................................... 27

Keeping in Touch - Alumni .................................................................................................................. 28

Student Societies ...................................................................................................................................... 28

3

RESOURCES AND FACILITIES .................................................................................. 28

Libraries .......................................................................................................................................................... 28

Course Specific Support Services .................................................................................................. 28

Access the library when we are closed ....................................................................................... 29

Journals .......................................................................................................................................................... 29

Online Resources ...................................................................................................................................... 29

University Archives and Special Collections ........................................................................... 29

IT Provision ................................................................................................................................................... 29

ICT Skills Training ..................................................................................................................................... 29

Appendices .................................................................................................................. 30

Appendix 1 – Programme Specification ...................................................................................... 30

Appendix 2 – Module Descriptors ................................................................................................... 43

Appendix 3: Guide to Referencing and Presentation ......................................................... 88

Appendix 4: – Assignment Preparation and Assessment Grid .................................... 90

4

WELCOME AND INTRODUCTION

Welcome to the School of Health and Social Care. We are delighted that you have chosen to

study with us. The programme has been developed and coproduced with our partners:

Gloucestershire Hospitals NHS Foundation Trust, the 2gether Trust, Gloucestershire Care

Services, and Gloucestershire Clinical Commissioning Group, to drive forward and deliver

training for Nursing Associates education together.

The creation of the Nursing Associate is a landmark innovation for the nursing and care

professions. The introduction of this new role has been welcomed by a broad spectrum of

health and social care stakeholders, all of whom want a defined highly trained support role to

help Registered Nurses deliver effective, safe and responsive care. The Nursing Associate

will also play a key part of the multi-disciplinary workforce that is needed to respond to the

future needs of the public and patients. The new role will serve as a scaffolding role to

enable linear and lateral career progression across the care and nursing workforce, a key

vision as part of HEE’s response to the Shape of Caring Review (Raising the Bar 2015) to

ensure we provide careers that are attractive and accessible.

The National Curriculum Framework for Nurse Associate Training has been developed by

Health Education England in partnership with Skills for Health and Skills for Care. The

framework provides a benchmark for all providers to deliver training programmes which

equip Nursing Associates with the breadth of skills and professional competence to support

Registered Nurses and other professionals to deliver high quality care now and in the future.

Nursing Associates must be able to work independently, within defined parameters of

practice, under the direction of a registered nurse, to deliver care in line with an

agreed/defined plan of care. This is planning for the future success of the NHS – in and out

of hospital care, integration of health and social care, person centred care – all require a

defined, nursing specific support role competent in delivering care functions at scale and

pace.

The University and your employer have made a joint commitment to support your

professional development through the academic and practice approach to teaching, learning

and assessment, but in return we ask for your commitment:

• to embrace every opportunity,

• give constructive feedback to enable the programme to continually improve, and

• take responsibility for your own learning at all times.

We share and promote the NHS Vision:

“that everyone has greater control of their health and wellbeing, supported

to live longer, healthier lives by high quality health and care services that are

compassionate, inclusive and constantly-improving”

To this end the programme has been designed to support you to consider and develop your

own resilience and maintain a strong work life balance. You will live the values and

contribute to the NHS purpose to create the culture and conditions for health and care

services, and staff, to deliver the highest standard of care and ensure that valuable public

resources are used effectively to get the best outcomes for individuals, communities and

5

society for now and for future generations. We will achieve this through best use of

resources across organisations, to enable shared governance to support the development of

learners who understand their accountability, the duty of candour, and their role and

responsibility to drive service improvement.

We have built on the University initiative ‘Your Future Plan’ to ensure that as a learner

you build a portfolio of practice that ensures your ‘employability’ and demonstrates your

readiness to deliver high quality, evidence based and safe care at the point of registration

as a Nursing Associate. From day one you will begin to understand yourself as a

practitioner and future leader of care. You will be required to:

Take responsibility for and coproduce your learning and development,

Work with your mentor/supervisor to identify your learning needs,

based on your strengths and weaknesses,

Understand your role and integrate into the care team.

The University and our partners commit to delivering a curriculum that empowers and

develops you as a learner within a ‘Culture of Care’ driven by ‘Shared Governance’.

The programme will be delivered with a strong focus on work based learning, so that

learning in practice is maximised. It has been developed in the spirit of the ‘Five Year

Forward View’ ‘Raising the Bar’ and ‘Leading Change and Adding Value’. It will ensure that

the academic and practice learning undertaken by you as a learner meets professional and

academic standards and requirements expected by the Nursing and Midwifery Council,

(NMC) Health Education England and Strategic Workforce Development Partnership

Board. As a new member of the nursing family, you will be expected to meet the

expectations for behaviour and attitudes expected of registered nursing associates by the

Nursing and Midwifery Council.

This handbook has been prepared to cover the information you will need to guide you

through your programme and to assist you as a Nursing Associate Trainee. Please read it

thoroughly and use it as your first point of reference.

On behalf of the University and our partners, I wish you an enjoyable and successful

programme of study, here, at the University of Gloucestershire.

Lorraine Dixon, Head of School of Health and Social Care

6

About the University, School and Course

The University of Gloucestershire gained university status in 2001 but has been a location

for study for the past 200 years. The university currently has roughly 12,000 full and part-

time students located across four campus sites, with the Oxstalls Campus in Gloucester

being the most recent addition. The other three sites are situated at Hardwick, Francis Close

Hall and Park Campus in Cheltenham. Nursing is primarily located at Oxtalls Campus.

When appropriate, however, students will be required to travel to other campuses. The

current Vice-Chancellor is Stephen Marston, Lorraine Dixon is the Head of the School for

Health and Social Care and Joy Darch, is the Academic Subject Lead for Nursing.

The School of Health and Social Care

The Nursing Associate Programme is located within The School of Health & Social

Care, The school offers a range of professional undergraduate and postgraduate

programs within the field of nursing, health, social care and youth work and we work

with various external professional bodies including:

Nursing and Midwifery Council

Health & Care Professions Council (HCPC)

National Youth Agency

The range of disciplines within one school enables the cross-disciplinary teaching

and collaborative working. The school aims to provide students with the knowledge,

skills and values to enter their professional field. The aim is to develop the nursing

workforce that will deliver an excellent service to individuals and families accessing

health care services. This programme is part of the Nursing portfolio within the

school.

As a University we are proud of our history and our record of success, but are a committed

and innovative team that is constantly striving to improve what we offer and are continually

moving forward; building on the past, looking to the future and working in the present.

Course Context and Description

The programme has been developed at a time when many new developments and changes

are taking place in nurse education which includes preparation for new standards of

education by the Nursing and Midwifery Council (NMC), development of Higher Degree

Apprenticeships and the creation of the Nursing Associate role. Currently there is not a

formalised progression route upon completion of the programme. However, it is envisaged

that in the near future progression will offer entry to both the BSc (Hons) Nursing and The

Nursing Degree Apprenticeship for which University of Gloucestershire has submitted a

declaration of intent to the NMC for future development. This programme has been

developed with a view to such progression.

Higher Apprenticeship Standards for Nursing Associate Training are currently being

developed and are predicted to be available later this year to give employers the benefits of

7

higher apprenticeships to support engagement between employers and educational

providers to equip apprenticeships with the skills and knowledge that they will need following

qualification.

Higher apprenticeships offer a work-based learning programme that will lead to a nationally

recognised qualification at one of the following:

Level 4 and 5 - equivalent to a Higher Education Certificate, Higher Education

Diploma or a Foundation Degree

Level 6 - equivalent to a Bachelor Degree

Further information can be found in the Employer Guide to Higher Apprenticeships

The programme, which adheres to the national curriculum framework for Nurse Associate

Training combines and integrates both academic and work-based learning through close

collaboration between employers and education providers. A trainee nursing associate will

be based, as an employee, in a particular organisation, in a specific setting, but will

experience working in alternative settings in order that they gain a wide appreciation of many

health and care contexts and are able to fulfil all the requirements of the programme.

The programme is intended as a self-standing qualification, at academic level 5, but will also

provide the basis for further, life-long study and progression into higher level qualifications.

The Nursing Associate Training Programme has been developed to provide an outcome-

based programme of academic and work-based learning that will develop the wide-ranging

skills and capabilities required in this new role.

The programme builds on the traditions, experience and values of a progressive profession

that looks to the provision of the highest quality, person-centred care in the 21st century. In a

fast-paced world of change, the programme places compassionate care at its core whilst

promoting the enthusiastic adoption and promotion of those technologies and innovations

that support improvements in service.

The programme emphasises the role that nursing associates can play in life-course (pre-

conception to end of life) approaches towards health and well-being and the ways in which

they actively contribute to the delivery of holistic care. Holistic care is a whole-person

approach which considers and equally values:

physical needs,

psychological needs,

public health needs,

learning disabilities needs,

social, economic, spiritual and other factors in the assessing, planning and delivery of

care.

Programme Aims

The overall outcome from the programme is a Nursing Associate that is fit to practice in the

widest range of settings as well as being equipped with specific knowledge and skills. The

8

programme aims to produce compassionate, competent and confident nursing associates at

academic level 5, qualified to deliver a wide range of clinical care and inter-personal skills

underpinned by a systematic knowledge base. They will be able to practice safely and

effectively within their parameters of practice, demonstrating appropriate values and

behaviours in a wide range of health and care settings.

The programme comprises of both academic and work-based learning through close

collaboration between employers and education providers.

At the end of the programme, the trainee nursing associate will be equipped with the

knowledge, understanding, skills, attitudes and behaviours relevant to employment as a

Nursing Associate and will work to a nationally recognised code of conduct that will be

developed during the test phase of the introduction of the Nursing Associate Training

Programme.

The programme is outcome-based ensuring that:

1. Trainee Nursing Associates must experience placements in each of the three health care

settings: hospital, at home and close to home settings. Their primary placement, where they

are employed, will be based in one of these training contexts but they must have experience

of at least one other placement in each of the other two settings (other than that in which

they are employed). This ensures that the Trainee Nursing Associate experiences as wide a

range of learning opportunities and contexts as necessary to fully deliver the required

learning outcomes.

2. The learning environment in all placements will provide and support learning activities

designed to achieve the desired learning outcomes. This will support trainees in the

construction of their own learning through those activities.

3. Trainee Nursing Associates will successfully achieve outcomes on the basis of

appropriate assessment tasks and criteria. Successful completion of the programme will be

based on achievement of all learning outcomes.

4. A blended learning approach, designed to encourage Trainee Nursing Associates to

behave in ways most likely to achieve the necessary outcomes, is used with teaching,

learning and assessment activities aligned to the learning outcomes.

5. The learning outcomes are not seen as the only possible outcomes. A creative and

flexible approach recognising and promoting unintended outcomes that support the overall

aim of the programme in developing a compassionate, competent and confident Nursing

Associate and a motivated, autonomous, life-long learner, will be encouraged.

6. Outcomes are not regarded as the threshold at which a pass may be obtained but rather

that they are aimed at the typical Trainee Nursing Associate in order that the highest levels

of achievement can be aimed for by all.

A compassionate, competent and confident Nursing Associate will possess the essential

knowledge, skills, experience, attitudes and behaviours required and will work to an

established code of conduct that will be developed during the pilot phase of the Nursing

Associate Training Programme to meet the 8 Domains:

9

Domain 1: Professional Values and Parameters of Practice:

Domain 2: Person-Centred Approaches to Care:

Domain 3: Delivering Care:

Domain 4: Communication and Inter-Personal Skills:

Domain 5: Duty of Care, Candour, Equality and Diversity:

Domain 6: Supporting Learning and Assessment in Practice:

Domain 7: Team-working and leadership:

Domain 8: Research, Development and Innovation:

Specific Programme Learning Outcomes below aim to meet the overall programme outcomes to meet the 8 Domains. By the end of Level 4 you should be able to: 1. Apply knowledge gained about professional and personal development for health and

well-being, to identify strategies for personal resilience

2. Identify the skills, attitudes and conduct to deliver person centered care to all those in your

care including children, individuals with a learning disability or mental health illness

3. Reflect on and apply essential skills required by the nursing associate, commensurate

with level of education

4. Recognise how the normal structure and function of the human body reacts to external

influences and a range of illnesses

5. Explain how evidence based care supports clinical practice

By the end of Level 5 students you should be able to: 6. Outline the needs of a person from a holistic perspective across the lifespan

7.Illustrate the Nursing Associate role in caring and supporting individuals, and their carers,

with long term and complex conditions

8. Explain what ‘risk’ is and how to manage it in the clinical environment

9. Examine leadership and management styles and identify constructive approaches to

apply in practice

10. Analyse the principles of shared decision making in healthcare practice

11. Identify the role of the Nursing Associate in promoting public health; priorities and

practice

The programme is subject to the regulations of the University’s Academic Regulations for

Taught Provision. See Appendix 1 for the Programme Specification.

10

Programme Content and Structure

The programme consists of learning in both academic and practice settings as it is

recognised that learning occurs throughout working. Trainee nursing associates are

expected, over the two-year programme, to have approximately 3,375 hours devoted to

structured learning activities. Placement hours will equate to 300 hours per year of

programme. Theoretical content will be taught in the University to include 45 study days, per

year. The first year commences with a two-week introductory block. Three days per week

the trainee nursing associate will learn in your employment learning placement (hub) and

one day a week (spoke) in a host placement. Trainee nursing associates are required to

undertake applied theory which is directed academic study undertaken within the work place,

supported by the Virtual Learning platform, Mentor and Practice Educator.

The proposed award, Foundation Degree Nursing Associate is equivalent to 240 CAT

points - 120 CAT points level 4 and 120 CAT at level 5. Students wishing to exit at the end of

the first year who have successfully completed each module (120 CAT at level 4) will

graduate with an unnamed Higher Education Certificate.

The award comprises of 12 compulsory modules across Levels 4 and 5 utilising existing

modules recently developed for delivery of the BSc(Hons) Nursing (Adult) programme.

Year 1 Modules

NA4001 Personal and Professional Development for Health and Wellbeing

NA4002 Fundamentals of Person Centred Care in Practice

NA4003 Practice Based Learning 1: Foundations of essential skills

NA4004 Foundations of Anatomy and Physiology to Support Clinical Practice NA4005 Nursing Assessment and Skills Development

NA4006 Practice Based Learning 2: Applying the Evidence Base in Practice

Year 2 Modules

NA5001 Caring for the physical and emotional needs of individuals across their life span

NA5002 Care of People with Long Term and Complex Conditions

NA5003 Practice Based Learning 3 – Managing Risk in Practice

NA5004 Leading & Managing Care within the multi-disciplinary team

NA5005 Shared decision making

NA5006 Practice Based Learning 4 – Leading and Managing Care in Practice

11

Our Philosophy

We believe that for Nursing Associates and Registered Nurses of the future to deliver

evidence based care across a wide range of settings a whole person approach is

required; understanding the physical and emotional needs of individuals across the

lifespan, in an ever increasing ageing population. Such care requires fundamental

understanding of mental health, learning difficulties and childhood within the multi-

disciplinary team.

Nursing is a rewarding and challenging profession, which requires knowledge of public

health promotion to address the rise in preventable conditions. We believe that nurse

associates working in partnership with the public, engaging in shared decision making, as

part of the multi-disciplinary team is vital to meeting the individual needs of patients and their

carers. We regard evidence based practice and promoting health as central to all

aspects of care. These are not lone subjects to be taught in isolation because they

are deeply embedded in all aspects of nursing practice. Our approach is to therefore

integrate such pivotal content into all aspects of the curriculum to build meaningful

knowledge to apply in practice.

Knowledge gained during education about health and wellbeing, when transferred to

personal lifestyles can support students to develop healthy coping mechanisms, which in

turn develops resilience for practice. The Nursing Associate Programme offers learning

opportunities to support trainees to care for themselves in order to care for others during

vulnerable times of their life.

Dr Joy Darch Academic Subject Lead Nursing

12

The Team

Lorraine Dixon Head of School - Health & Social Care (HoS)

ldixon@glos.ac.uk

Dr Joy Darch Academic Subject Leader (ASL) - Nursing jdarch@glos.ac.uk

Selina Saveker Academic Course Leader- Nursing Associate Associate ssaveker@glos.ac.uk

Academic Course Leader- Nursing Associate Associate

ssaveker@glos.ac.uk Rachel Jefferies Academic Course Leader- Adult Nursing

rjefferies1@glos.ac.uk

Nick Oxlade Placements and Operational Lead- Nursing nNursing(Nursing)

noxlade1@glos.ac.uk

Victoria Kiddey Senior Lecturer/Academic Course Leader vkiddey@glos.ac.uk Sue Chilton Senior Lecturer/Academic Course Leader

(ACL) schilton@glos.ac.uk

Elizabeth Foxwell Senior Lecturer/Academic Course Leader bfoxwell@glos.ac.uk

Andy Lloyd Lecturer- Nursing alloyd8@glos.ac.uk

Diane Crone Professor, School of Health & Social Care dcrone@glos.ac.uk

Wendy Collins Lecturer Practitioner wcollins@glos.ac.uk Rachel Edwards Lecturer Practitioner redwards@glos.ac.uk Dena Harvey Lecturer Practitioner dharvey@glos.ac.uk Heather Eldridge Lecturer Practitioner heldridge@glos.ac.uk

Key Personnel

Academic Subject Lead (ASL)

The Academic Subject Lead for Nursing is Dr Joy Darch. The Academic Subject Leader has

oversight of all the courses, manages the academic team in the subject area and leads the

subject area in research and scholarly activity

Course Leader (ACL)

The course leader for the Nursing Associate Programme is Selina Saveker. If you have any

query relating to your Course, you should book an appointment with the Course Leader.

However, if your query relates to a particular module, consult with the Module Tutor in the

first instance.

Personal Tutor

On entry to the University, you will be allocated a Personal Tutor. The role of your Tutor is to

provide guidance, encouragement and advice in relation to your learning and to ensure that

your progress and focus for future work is recorded in your Personal Development Plan

(PDP).

You will be introduced to your Tutor at induction and you should meet with them regularly

thereafter in your first year. Generally, you will keep the same Tutor throughout your studies

at the University. If your Tutor is not available, you should go to the Student Adviser in the

Student Helpzone situated in the Learning Centre.

Module Leaders

13

The Module Leader co-ordinates module-specific learning activities and provides academic

supervision regarding the module specific content. She/he is responsible (with members of

the module team) for marking module assessments. If you have any queries relating to a

module that you are studying, you should book an appointment to see the Module Leader.

If your query relates to a request for an extension on your assessment deadline, you should

take the evidence to support your claim to the ‘Helpzone’ located in the Learning Centre and

inform the Module Tutor as per the guidelines on the University website.

Practice Educator

The relationship between you and your mentor will be supported by a practice educator who

will help to ensure that a link is maintained between the university and practice area. The

Practice Educators main role is to support both yourself and mentors in practice, thus

facilitating an optimum learning environment

Lecturer Practitioners

Lecturer Practitioners are specialist lecturers. They are inspirational senior nurses who act

as role models in providing ‘high quality safe patient care’ and to help you understand the

impact poor quality care can have upon patients.

Supervision and Standards in Practice

As a Nursing Associate Trainee you are required to undertake applied theory which is

directed academic study undertaken within the work place, supported by the Virtual Learning

platform, Mentor and Practice Educator. Trainees are required to work within the policy and

procedure of your employing organisation. Failure to meet expected standards of conduct

may also result in referral to the Fitness to Practice Committee. All trainees will therefore be

expected to uphold the principles of the NMC Code to prioritise people, practise effectively,

preserve safety and promote professionalism and trust.

The University of Gloucestershire has its own Fitness to Practice procedures and a flowchart

can be found at the following link:

http://insight.glos.ac.uk/departments/registry/quality/assessment/Pages/default.aspx

Failure to meet expected standards of conduct may result in referral to the Faculty Fitness to

Practice Committee. The committee responds to concerns about professional conduct raised

regarding students. The committee is designed to ensure students are fit for registration and

fit to practice. A referral to this Committee may be due to conduct demonstrated whilst at

university, on placement, or whilst away from either of these activities, for example during

personal time.

Supervision

The nature of supervision varies depending on the context, competency and activities you

are carrying out as a trainee nursing associate.

Supervision is primarily concerned with:

• sharing, demonstrating and providing support;

• confidence-building;

14

• encouraging and developing reflective practice;

• developing appropriate skills and competence;

• supporting learning;

• providing any required guidance, sign-posting and information and

• helping the trainee nursing associate to make progress.

Supervision must be ongoing within the practice setting and appropriate for your experience,

level of competency and confidence as a trainee nursing associate and the context in which

you are working. Trainee nursing associates will have:

i) appropriate supervision in any/all work-based contexts.

ii) supervision/mentoring across the whole programme that will monitor and direct the trainee

nursing associate’s progress over time. Such supervision will provide proper support in the

trainee nursing associate making the necessary clinical and educational progress.

Supervision might be undertaken by an appropriate manager or registered healthcare

professional. The term ‘manager’ is used to identify an occupationally competent person who

may be in a position to supervise and or delegate to support workers. Supervision in the

workplace maybe Direct or Indirect Supervision.

Practice Modules are designed to enable you to consolidate your understanding of theory

and demonstrate their competence in practice through achievement of Practice Based

Learning Outcomes developed in collaboration between the University and Employer.

Your employing organisation will offer support by:

•Providing support for Supervisors and Mentors in their role of supporting trainees and

assessing the professional competence of students

•Provide confirmation that an audit of practice areas has been successfully completed.

•Having responsibility for maintaining a database of qualified ‘Sign-off mentors’ in their

employment and ensuring that they satisfy the professional requirements (NMC, 2015) to

retain their qualification and remain on that database including regular updates and triennial

review or equivalent for other Professional Statutory and Regulatory Bodies.

•Liaising with the University through the Course Leader and Placement and Operational

Lead

•Work with the University Placement Lead to ensure that placements provide adequate

learning opportunities for trainees to meet learning outcomes

•Providing Sign-off mentors with adequate time, resources and facilities to fulfil their

obligations towards the trainee

•Contributing to curriculum development

•Ensure that those trainees requiring learning support will be provided with adequate time to

attend university for supplementary support from tutors.

15

The course team will offer support in the following ways by:

•Liaising with employers through Course Leader and Placement and Operational Lead

•Providing Practice Educator support as appropriate

•Preparing Mentors and Sign-off mentors for their role in supporting trainees

•Enabling access for Sign-off mentors to the courses’ virtual learning environment as

associate students

•Maintaining contact with trainees via the virtual learning environment and social media

Overview of Assessments

The table below identifies the assessments you will undertake as an evaluation of meeting

the learning outcomes individual modules. Assessments on this programme have been

structured to include a variety of strategies: ranging from examinations, essays, viva voce,

projects, portfolios, presentations and clinical competence. Not all students learn and

demonstrate understanding in the same way; therefore, a range of methods are included in

this programme. The table below identifies the assessments you will undertake as an

evaluation of meeting the learning outcomes for individual modules. All theory assessments

will subsequently require you to apply the knowledge gained in the module to practice.

Year Module CATS Summative Assessment 1 Personal and Professional

Development for Health and Wellbeing (NA4001)

15 Portfolio development on MAHARA including reflective account 2000 words (100%)

Fundamentals of Person- Centred Care in Practice (NA4002)

15 Essay 2000 words (100%)

Practice based learning 1 - Foundations of Essential Skills (NA4003)

30 Individual Portfolio (100%) Reflective account 2000 words

Individual Competency Pass/Fail

Foundations of Anatomy and Physiology to support clinical practice (NA4004)

15 Unseen exam (100%)

Nursing Assessment and Skills Development (NA4005)

15 1.Objective Structured Clinical Examination (20%)

2.Reflective Viva Voce (80%)

Practice Based Learning 2 – Applying the evidence base in practice (NA4006)

30 Individual Portfolio (100%) Reflective account 2000 words

Individual Competency Pass/Fail

16

2 Caring for the Physical and Emotional Needs of Individuals across the Life Span (NA5001)

15 1.Objective Structured Clinical Examination (50%)

2.Reflective writing following OSCE (50%)

Care of People with Long Term and Complex Conditions (NA5002)

15 Case Study100%

Practice Based Learning 3 – Managing risk in practice (NA5003)

30 1.Individual Portfolio (100%) Reflective account 2000 words

2.Individual Competency Pass/Fail

Leading and Managing Care within the Multi-Disciplinary Team (NA5004)

15 Patient Leaflet Submission & Supporting Rationale 2500 word assignment (100%)

Shared Decision-Making (NA5005)

15 Group Presentation- Service User Engagement (100%)

Practice Based Learning 4 – Leading and Managing Care in Practice (NA5006)

30 1.Individual Portfolio (100%) Reflective account 2000 words

2.Individual Competency Pass/Fail

School of Health and Social Care Assessment Strategy

Assessment is a judgement of your performance and is an essential feature of both your

experience and ultimate qualification. It will encompass both formative and summative

assessment, 360 appraisals, verbal feedback and written feedback. The Principles and

Procedures of assessment are in accordance with the University of Gloucestershire:

http://www.glos.ac.uk/docs/download/Business/assessment-handbook-principles-and-

procedures-2015-16.pdf

The School of Health and Social Care is committed to:

Encouraging you to actively engage in your own learning and clinical skills.

Supporting and facilitating assessment activities to improve your learning and

clinical expertise.

Providing assessments that will be accessible and inclusive, both University and

clinically based.

Ensuring that you receive timely, meaningful feedback to progress your learning

and clinical expertise.

Providing you with innovative, enjoyable and engaging methods of assessments

using a variety of mediums.

Ensuring that assessments are linked to the module and course level outcomes

and the learning outcomes for Nursing Associates.

Providing assessments methods that are inclusive of the collaborative partners

and service users.

Assessment Aims:

All students will engage with a range of relevant formative and summative

assessments, clearly linked to the module and programme learning outcomes.

17

All assessments are designed to be accessible, inclusive and aligned with the

University’s Equal Opportunities Statement.

Formative and summative assessments are designed to enable you to demonstrate

the skills and knowledge you have acquired both academically and clinically.

The feedback mechanism in place will include guidance on how to improve

performance.

Assessment processes and outcomes are designed to enhance your personal and

professional development on your journey to Nursing Associate status.

Grade Descriptors and Bands:

Your tutors expect a high standard in the work submitted for assessment at this level. The

pass mark for all modules is 40%. Overall module performance is graded as follows:

Percentage Comment Grade 70-100 Pass A 60-69 Pass B 50-59 Pass C 40-49 Pass D 30-39 Fail but with entitlement to reassessment R 0-29 Fail without entitlement to reassessment F

Reassessment

A student shall be entitled to a single opportunity for reassessment if the overall mark for the

module is in the range 30-39%.

When one or more elements of assessment are submitted as a reassessment opportunity,

the maximum attainable module mark is 40%.

Work must be submitted by the re-assessment date or a date that has been extended as a

result of disability or mitigating circumstances. Re-submission dates are non- negotiable.

A student who has achieved the specified pass mark for the module at the first attempt will

not be able to re-take the module to gain a higher mark.

Retention of Work

The University is required to retain work for review by External Examiners and as an archive

of examined work. To avoid un-necessary retention, course teams will usually attempt to

coordinate the two samples. If the work has been submitted physically this is normally in the

form of a photocopy and you will receive an annotated copy of your work, but this is not

always possible and it may be that your non-photocopied work may be retained. In

anticipation of that you are advised to produce a second copy of the work, either digital or

copied, or, of non-standard, a complete photographic or film record of the submission. If in

doubt speak to your tutor. If archived the work may be retained for several years. In some

18

instances, the tutor may be happy to allow the original to be returned in exchange for an

accurate copy.

This is not an issue for electronic work which will be retained and made available to the

External Examiner electronically.

Assessment Feedback

Tutors will offer feedback in a variety of ways, this may be formative as work progresses,

before and in preparation for submission, this might take the form of informal tutorials in

class or annotation on draft submissions or it may be critique offered at an interim

presentation. Whatever the form, your tutors will endeavour to provide clear constructive

criticism and encouragement.

You will also receive formal summative feedback following the actual submission, many

tutors now type their feedback, some may use more innovative means such as recorded

spoken feedback again that will aim to be constructive. All feedback will use the terminology

of the appropriate Grade and Level Descriptors for the level of study and where appropriate,

indicate where and how the work might be improved.

You are encouraged to engage fully with any feedback opportunities offered to you and you

should discuss implications with your Personal Tutor. Should you have any queries about

assessment feedback you should contact the Module Tutor.

Assessment Offences

Work submitted for assessment is expected to be your own. Practices that compromise this

principle include:

• Plagiarism

• Unauthorised Collusion

• Re-presentation

• Fabrication

• Impersonation

• Cheating in Examination

• Procedural Dishonesty

Where the work of the student is deemed not to be their own the work will be considered

within the category of ‘errors of attribution’ or ‘assessment offences’. Further details are set

out in section 6 of the Academic Regulations for Taught Provision. It should be noted that

academic offences such as plagiarism are also considered a professional issue for those

studying to register as Nurses or Nursing Associates and will result in a fitness to practice

consideration.

When you submit work to us for summative assessment it may be necessary for us to make

it available to third parties in either paper, or electronic form.

19

To allow the fair assessment of your work, it may be necessary to copy it. For example, we

may need to share your work with external examiners, or allow a piece of work to be

independently assessed by more than one assessor or examiner.

To uphold the academic integrity of our awards and ensure our students secure reputable

academic qualifications, we may need to compare your work with that of others to ensure

that it is substantially your own.

Any work submitted to Turnitin® UK will be held on their database and may be used in any

investigation of suspected academic offences and or for the purpose of detecting the future

plagiarism of your own work.

If you have any questions about Turnitin® UK, you should ask your tutor or visit the Turnitin

website at: http://www.turnitinuk.com/en_gb/support/support-services

Referencing

Academic work demands that you read widely and consider the work of other writers and

researchers when you are preparing your essays and other assignments. Using this work

without acknowledgement is to steal the ideas of other people and is called plagiarism. It is,

therefore, very important that you acknowledge these ideas and opinions as belonging to a

particular author, as they are considered to be that author's intellectual property. This

procedure is called citing or quoting references. By doing this you are making it possible for

readers to locate the source material that you have used. It is important that you use the

appropriate referencing convention for your field of study. This University uses the Harvard

system of referencing.

Links for online tutorials can be found at:

https://infonet.glos.ac.uk/departments/lis/Pages/referencing.aspx

Submission of Assessments

General guidance on the standard of work required is provided in the University Academic

Regulations for Taught Provision, in particular section 6. Some of the important issues are

outlined below:

In submitting work for assessment you declare that it is your own work and has not been

submitted for any other assessment. You also confirm that the work does not breach the

University’s Research Ethics: Principles and Procedures.

Students at the University typically undertake three types of assessment - coursework

(including presentations), practical assessments and examinations. Further information on

submissions, feedback, marks and grades and locations of Assignment Rooms and drop

boxes can be found:

https://infonet.glos.ac.uk/departments/registry/studentrecords/studentinfo/Pages/Assignment

Submission.aspx

Late/Non Submission

Late submission of coursework without documented and approved mitigating

circumstances is penalised in accordance with the appropriate regulations:

• Less than seven days late – maximum mark of 40%

20

• Equal to or more than seven days late – mark of 0%

You should always attempt to submit some work for an assignment, even if it is

incomplete as non-submission may result in failure as determined by the appropriate

regulations.

Early Submission

If you submit work prior to the due deadline you do so at your own risk and cannot retract

it even if you have made a mistake

Return of Work.

Unless retained for External Examiners or Archive, coursework that has been submitted

physically will normally be returned to students after marking via the Assignment Room. You

are entitled to written feedback on your work, and this will normally be on the assignment

submission cover sheet. Work that has been submitted electronically will be marked

electronically and there will be written electronic comments. Marks on work are provisional

until they have been agreed by the Boards of Examiners.

Mitigating Circumstances

Mitigating circumstances are unforeseen factors affecting your ability to complete

assessment to the normal schedule. It is the responsibility of the student to submit

evidence, following the published procedures and to the specified deadlines, in support of

any claim for mitigating circumstances that may affect their ability to undertake

assessment. Normally, where a claim for mitigating circumstances affecting Coursework

has been approved, the student will be offered an extension for completion of their work.

There are three classes of Mitigating Circumstance:

- MC1 Students are entitled to one 48 hour extension in a year without providing supporting evidence.

- MC2 for extensions of up to 3 weeks.

- MC3 If your mitigating circumstances are of a long-term or complex nature, the Helpzone may refer you to a Senior Tutor.

In all cases, the Helpzone should be your first point of contact and will provide guidance

and forms as appropriate. See also:

https://infonet.glos.ac.uk/departments/registry/qanda/Pages/default.aspx

Exclusions to Mitigating Circumstances:

Foreseeable difficulties associated with undertaking a University course (such as

combining your full time course with an additional job) would not be considered mitigating

circumstances. Other specific exclusions include:

Problems associated with printing or binding or other presentational issues,

which you should always allow, time for in your preparation of the work.

Problems with backup or corruption of computer data. You should always

store a backup copy of your work and ensure that you take prints on a regular

basis.

21

Communications

Methods of communication

Tutors and administrators in the School are located at The Oxtalls campus and can be

contacted by telephone, e-mail

Tutors and administrators are pleased to see students and to answer any queries you may

have. Please note, however, that tutors are frequently busy and working away from their

office base and, therefore, would prefer to see students by appointment. You can make an

appointment by phone to the tutor direct, or you can contact them by e-mail. Tutors will

respond to student e-mails within three working days. If tutors are not available their Out of

Office message will detail when they will respond to e-mail queries and who to contact in

their absence. Please note the academic and administrative team will only respond to

university e-mail accounts.

The University Internet

The University has a comprehensive web site:

https://infonet.glos.ac.uk/STUDENT/Pages/default.aspx

This site hosts a wealth of information for students. The answers to most questions about

programmes, facilities and support for students can be found there. It is important that you

make time to familiarise yourself with the web site and use it, in the first instance, along with

this Course Guide, to answer any questions you may have. Alongside this page the Student

Charter sets out the University’s vision for students and provides links to all relevant policies

and procedures. Students are required to make themselves familiar with the contents on this

page:

http://www.glos.ac.uk/life/pages/student-charter.aspx

Moodle

Moodle is a web-based site specific to each of the modules which students undertake each

year. The Moodle site will provide you with the core material relating to the module and also

the module guide, announcements and the assessment tasks relating to the module. It is

essential that you utilise the resources on Moodle for self-directed study periods. The Virtual

Learning Environment (Moodle) will also support and formalise learning in practice, utilising

learning analytics, and informatics and creative eLearning to complement learning by the

bedside. The practice based learning module handbooks will provide you with information

about developing a portfolio of work on MAHARA which is required as part of your

summative assessment.

Student records

Personal tutors, course leaders and administrative staff have access to your contact details,

and if you change your name or address it is important to inform the student records team. It

is student’s responsibility to ensure that your personal information is accurate and up to

22

date. Other than direct e mails, all programme announcements will be made via Moodle. It is

the student’s responsibility to ensure that they check their Moodle site on a regular basis.

Student Support

Student Helpzone

All student services can be accessed via the Helpzone. In a crisis there are a number of

people to whom you can turn e.g. student services run an emergency service in relation to

personal issues. You can also speak to the student’s union. The most important thing is to

ensure that you ask for help as quickly as possible. Key staff are listed on the Internet.

These may be accessed via the Student ‘Helpzone’.

https://infonet.glos.ac.uk/departments/ss/helpzone/Pages/default.aspx

On this site you will find details of student services including information relating to:

Accommodation

Chaplaincy

Counselling

Disability Services

Medical Support

Student Finance

Welfare Advice

Childcare Advice

These services to students have recently been extended in order to ensure that you can

enjoy the best possible student experience whilst at University.

Equality and Diversity

The university is committed to providing a quality student and staff experience, to supporting

equality and diversity, and to building a strong sense of community within the university, as

well as supporting our positive links with the local communities in which we are part. Should

you have any particular welfare or support need we have a number of specialist support staff

to offer support. The University website includes useful information and contact details.

Students with disabilities

If you have individual support needs, it would be extremely helpful if you could disclose

these so that we can respond appropriately. You could approach the Disability Adviser

(accessible via student services) for one-to-one support and you could also meet with your

23

Personal Tutor so that they are aware of your needs. For more detailed information, you are

advised to visit the University’s web site.

https://infonet.glos.ac.uk/departments/ss/disability/Pages/default.aspx

Support is available from student services. The academic element of the course does not

present any specific challenges for students with disabilities, but there may be difficulties

with some practice areas. Every effort will be made to ensure reasonable adjustments are

made for students with disabilities, in the case of increasing disability it cannot always be

guaranteed to make a further adjustment.

Student Achievement Team

The Student Achievement Team offers a wide range of interventions and support options

to students seeking to improve their academic work and enhance their study skills.

http://www.glos.ac.uk/life/support/pages/student-achievement.aspx

Counselling

Asking for counselling is not a sign of weakness, but a positive sign that you are facing up to

difficulties and doing something constructive to help yourself. Counselling is an enabling

process, which aims to support you in finding your own resources to cope with the feelings

you are experiencing or the situation you are facing. Talking with a counsellor in a

confidential setting will help you to find a new perspective. For more detailed information,

you are advised to visit the University’s web site.

https://infonet.glos.ac.uk/departments/ss/Counselling/Pages/default.aspx

Course Entry Requirements For successful admission to the programme the University will be confident that trainees are

required to demonstrate:

the ability to work at Level 5

an ability to work at level 2 literacy and numeracy Application for the Nursing Associate Foundation Degree will use a Values Based

Recruitment Interview approach. All students will be required to complete/demonstrate a

Disclosure and Barring Service check and Health check.

Course Management

Quality Assurance Processes

The Course Team is keen to maintain the highest quality of delivery that is possible within

the structures and constraints to which it is subjected. Tutors will operate in accordance with

the Student Charter. You can get a copy of this from the Students’ Union or from the

University’s web site - and it is expected that you will also act in accordance with your

responsibilities as a student as laid out in that charter.

24

Management of the course reflects University Quality assurance processes, contained in

the Quality Assurance Handbook, Academic Regulations for Taught Provision,

Assessment Principles and Procedures and associated sources of advice. All

regulations, policies and procedures are aligned to the QAA reference points and where

relevant those of Professional, Statutory and Regulatory bodies. It abides by the

Standards set by the NMC: https://www.nmc.org.uk/standards/additional-

standards/standards-for-pre-registration-nursing-education/.

The programme will be within the School of Health and Social Care. Externality is

guaranteed via external examiner reports, which enable the University to make

judgements on the quality and standards of its provision. Externality additionally provides

benefits from review during approval and review procedures.

The partners of the programme: Gloucestershire Hospitals NHS Foundation Trust,

2gether Trust, Gloucestershire Care Services, Gloucestershire Clinical Commissioning

Group, are invited to send an observing member to be part of academic award boards,

and represent employers about aspects of the course.

The quality assurance processes feedback cycle from module level are through midpoint

module reviews and Academic Course Evaluations (ACE) student evaluations, external

scrutiny, National Student Survey, and reports to module boards. The ‘Rethinking

Enhancement’ approach enables scrutiny at a Faculty and University level to ensure a

rigorous quality assurance process.

Your programme has a dedicated course leader who has responsibility for the day-to-day

operation of the programme and produces the course report for annual monitoring the

course leader, also attends the Module Board of Examiners (MBE) and the Award and

Examination Boards.

Module Boards Examiners (MBE)

These sit at the end of each semester to consider marks from modules completed that

semester. They are attended by the Course External Examiner, who will have had sight of a

sample of work and will offer comment on the processes and standards of Assessment on

the course. The MBE considers:

the overall performance of the students in relation to their peers in comparable

subjects

the strengths and weaknesses of the student body

the quality of knowledge and skills (both general and subject specific) demonstrated

by the students;

the structure, organisation, design and marking of all assessments;

the quality of teaching as indicated by student performance;

the curriculum, syllabus, teaching methods and resources of the modules and/or

subject;

any other recommendations arising from the assessments;

Award and Progression Boards

These sit after the MBE to confirm student awards. The membership and terms of reference

of the Boards of Examiners are determined by Academic Board and specified in the

Assessment Procedures. The Award Examination Board report focuses on the:

25

efficacy of course regulations;

consistency of subject assessment board recommendations;

comparability of treatment where discretion is exercised or special circumstances

taken into account;

conduct of the award and progression assessment boards.

Student Representatives

Student Representatives will be elected by the student group during induction and will be

briefed about their role by the Academic Course Leader. The dialogue between students and

the academic course leader is pivotal and leads to the enhancement of student learning

opportunities. Your student representative will be able to attend or contribute virtually to each

Board of Studies. Support may be available from the Academic Services Administrator to

gain feedback from the student group, or they may contact the student group directly though

Moodle or e-mail. Students are able to comment on their modules and courses in various

ways including module evaluations, course boards and the NSS.

They have an important role in feeding back comment from their fellow students to the

teaching team. Each year you will be invited to nominate or stand for this role at the start of

the year. Your student reps are your voice, so it is both important that you support them and

that you talk with them on a regular basis. Student reps are given training by the Students

Union.

http://www.yourstudentsunion.com/representation/student_reps/

Module Evaluation - Student Led Changes

All modules are regularly and formally evaluated by students; the University currently use

Moodle as an online tool for collecting evaluation. Such evaluation is reported back to the

PMC. The constructive learning points are feed into improving the module at its next run.

Mid-point evaluations are also undertaken where student are asked to confirm ‘what is going

well’ and ‘even better if’ questions. In this way student will have the opportunity to feedback

to the module tutor to make any adjustments to meet the learning outcomes for the module.

External Examiners

Each course has an External Examiner, who will be an expert appointed from another

University or sometimes a private practitioner. Occasionally, students might be invited to

contribute to an informal discussion with the External Examiner who will be interested in

discussing their experience of the Course (but we stress that this is not part of the

assessment process for those who are asked to meet the External Examiners). The remit of

External Examiners, and procedures for their appointment, are documented in the Quality

Assurance Handbook. See the Academic Regulations for Taught Provision

Students should not contact the External Examiner directly

Addressing and Escalating Concerns in Practice

In the first instance any concerns raised by a student will be discussed and brought to the

attention of the employer

26

University of Gloucestershire aims to support good practice for high quality care and will

endeavour to support trainees when raising a concern and refer them to the escalating

concerns guidance (Appendix C)

The University of Gloucestershire’s Whistleblowing Policy can be found at the following

link:

//infonet.glos.ac.uk/departments/hr/policies/disciplinaryprocedures/Documents/6.4%20

Whistleblowing%20Procedures.pdf.

We advise you to join a professional nursing organisation while you are a student. All

organisations have special rates for students, and offer a wide range of services.

The University has no bias to which organisation you choose - we suggest that you check,

and decide for yourself:

• Royal College of Nursing https://www.rcn.org.uk/membership/trainee-nursing-associate

• Unison https://joining.unison.org.uk/join-unison-today

Progression and Award

Where a trainee has completed all modules at year 1 but is unable to complete all

compulsory Modules at year 2 they will be awarded an unnamed Higher Education

Certificate. Students who receive this alternative award will not be eligible to work as a

Nursing Associate.

Course Calendar 2017

Details of the course calendar and timetable will be issued during the Induction Block. They

can also be found on the University website. Changes to the timetable and/or room bookings

will be communicated normally by use of the University e-mail system.

Teaching and students' learning expectations

A variety of teaching methods will be embedded in programme to deliver the curriculum to enable trainees to achieve all the learning outcomes and facilitate their personal and professional development. Methods of teaching and learning will include a flexible and blended approach:

Formal learning that is face-to-face, physical and/or virtual/online

Reading/study periods

Self-directed learning – physical/online etc.

Educational supervision/mentoring

Assessment activities

27

Teaching within the workplace

Action learning sets

Informal learning e.g. blogs, social media etc.

Simulation

Shadowing

Module Guides

Module guides provide further detail on the module content including the assessment brief that explains the task(s) that you need to carry out in order to attain a mark for the module. Sometimes it will also tell you how to go about your assignment, the number of words (or the percentage of words) to allocate to each section, and the relative importance of each section.

STUDENT SUPPORT

Attendance Monitoring Reporting Process and Links to Web Pages

It is a legal requirement that the University must monitor the attendance and progress of

national and international students. All students will be allocated a named staff member act

as a personal tutor, usually one of your regular teaching tutors, who will support you during

your studies and act as a first point of reference as well as helping you fulfil the attendance

requirements. The module lead will monitor all students’ attendance and they will discuss

student’s attendance if any individual is going to fall short of the attendance requirement.

Students are required to inform both the module tutor and course leader if they are going to

be absence from lecturers.

The Higher Education Achievement Report (HEAR)

Each graduating student will be able to access a personal Higher Education Achievement

Report or HEAR. The HEAR will include:

A detailed breakdown of the modules studied and the marks obtained, including the assessment methods used, and the main intellectual, practical and transferable skills, knowledge and understanding that the student should have developed during their studies;

More detail on a wider range of achievement. One section of the HEAR (6.1) will be dedicated to additional information that goes beyond traditional academic achievement. This will be verified and signed off by the university under three heading

Additional Awards – e.g. employability awards;

Additional Recognised Activities – e.g. achievement in such areas as volunteering,

student union activities or representation at university, county or national level in

sport; and

University, Professional and Departmental Prizes

For more detailed information, you are advised to visit the University’s web site.

https://infonet.glos.ac.uk/departments/employability/pages/hear(highereducationachi

evement.aspx

28

Keeping in Touch - Alumni

We are very keen to have news of students after graduation and updates on your

professional progress, find out more about the University Alumni Office at:

http://www.glos.ac.uk/partnerships/pages/alumni.aspx

Student Societies

There is a wide range of student societies for particular interest groups, mostly organised

through the Students’ Union (UGSU). Further information can be accessed via:

www.yourstudentsunion.com

RESOURCES AND FACILITIES

Libraries The Library and Information Services homepage is your essential gateway to a vast range of

materials and assistance to support your studies:

https://infonet.glos.ac.uk/DEPARTMENTS/LIS/Pages/default.aspx

Access to our online resources, including a fast growing collection of eBooks and a large

volume of EJournals, is freely available to students both on and off campus. Journals are

key resources for academic research and an invaluable means of keeping up to date with

events, research, and developments in a particular discipline. We subscribe to over 15,000

online journals.

All of resources provided by the Library have been specially selected by your lecturers and

librarian, and should include any items on your module reading lists.

We have three libraries, each containing resources relevant for the subject taught on that

campus. Designed to provide a welcoming and engaging environment for study either

individual or group work, our Libraries are open 7 days a week in term time and bring

together:

Traditional academic library resources

Electronic information resources

Open access IT, Media facilities and equipment (including laptops)

Choice of study spaces

Archives and special collections

Course Specific Support Services

For support and assistance students can talk to library staff using our online chat service

Askthe Library, contact their subject librarian, book one-to-one appointments or attend group

sessions run throughout the year on topics such as finding literature for your assignments,

using library software and resources, and referencing. For more information:

https://infonet.glos.ac.uk/departments/lis/Pages/AsktheLibrary.aspx

29

Access the library when we are closed

There is Out of Hours computer access via your student swipe card at all libraries during

term time:

Mon - Fri 06.30 - 09.00 and 21.00 - 02.30

Sat & Sun 06.30 - 12.00 and 16.00 - 00.30

Don’t forget that our online resources are available off-campus 24/7. There are out of Hours

Library Computer rooms on each campus will be open during term time for 24 hours a day

(closed Mondays between 12 midnight - 6.30am for IT updates) at Francis Close Hall

TC114, Oxstalls LC023 and Park LC040.

Journals

The library subscribes to many journals relevant to the course. The Subject Librarian can

assist in identifying which ones are held and where they are stored. The use of the

Discovery electronic journal website is very important for students to access to ensure that

they are using the most up to date sources of research accessed via the library website link:

https://infonet.glos.ac.uk/departments/lis/Lists/Online%20Resources/DispForm.aspx?ID=18

Online Resources

University of Gloucestershire’s online resources pulls together a wide range of journal and

other collections for online searching both on and off-site.

https://infonet.glos.ac.uk/departments/lis/Pages/OnlineResources.aspx

University Archives and Special Collections

The University Archives and Special Collections, based at Francis Close Hall, are the official

repository for the historic records of the University of Gloucestershire and also house an

eclectic mix of several special collections relating to Gloucestershire and beyond.

IT Provision

You are encouraged to explore the IT hardware and software available and to use the wider

computer facilities for your studies. You are advised to check opening times as they may

vary.

ICT Skills Training

ICT skills training is offered for all the Microsoft Suite of programs as well as a number of

other specialist applications. Students can access internal training resources and also many

useful links to external websites related to ICT skills development via:

https://infonet.glos.ac.uk/departments/ictservices/icttraining/Pages/default.aspx

30

Appendices

Appendix 1 – Programme Specification

Programme Specification

1 Name of Course and highest award

Foundation Degree Nursing Associate

2 Level of highest award (according to FHEQ)

Level 5

3 Named interim awards

.

Level 4 Exit Award: Higher Education Certificate (unnamed)

4 Awarding/validating institution

University of Gloucestershire

5 Teaching institution

University of Gloucestershire

6 Faculty responsible for the course

Business, Computing and Applied Sciences

7 Mode of study

(full-time, part-time, etc.)

Full-time

8 QAA subject benchmark

statement(s)

The Quality Assurance Agency for Higher Education (2001). Benchmark Statement: Healthcare Programmes Phase 1: Nursing QAA (2008) The Framework for Higher Education Qualifications in England, Wales and Northern Ireland UK Quality Code for Higher Education. Part A: Setting and Maintaining Academic Standards. The Frameworks for Higher Education Qualifications of UK Degree-Awarding Bodies.

31

October 2014

9 Recognition by Professional, Statutory or Regulatory Body (PSRB), to include definition of the recognition

The Nursing and Midwifery Council (NMC) are currently reviewing the curriculum during this pilot phase to prepare for future registration of Nursing Associates.

10 Other external points of reference

Health Education England: Nursing Associate Curriculum Framework https://www.hee.nhs.uk/sites/default/files/documents/Curriculum%20Framework%20Nursing%20Associate.pdf

11 Date of initial validation

21st March 2017

12 Date(s) of revision/confirmation

13 Course aims The aim of this programme is to provide knowledge, understanding, skills,

attitudes and behaviours for trainees/students to become nursing associates. It

aims to produce compassionate, competent and confident nursing associates at

academic level 5 qualified to deliver a wide range of clinical, care and inter-

personal skills underpinned by a systematic knowledge base. They will be able to

practice safely and effectively within their parameters of practice, demonstrating

appropriate values and behaviours in a wide range of health and care settings

(Health Education England, 2017).

The University of Gloucestershire Foundation Degree Nursing Associate has

been developed within the National Curriculum Framework developed by Health

Education England, The programme will be delivered as a ‘fast follower’ site as

part of the English pilot study, to commence in April 2017. The NMC are

developing standards for the Nursing Associate role in preparation for registration

of Nursing Associates to a section of the UK register. A nationally recognised

code of conduct will be developed during the test phase of the introduction of the

Nursing Associate Training Programme.

The programme combines academic and work-based learning through close

collaboration between employers and education providers. A trainee Nursing

Associate will be based, as an employee, in a particular organisation, in a

specific setting, but will experience working in alternative settings in order to gain

a wide appreciation of many health and care contexts.

The programme has been developed to provide an outcome-based programme

of academic and work-based learning that will develop the wide-ranging skills

and capabilities required in this new role.

Collaborative partners for the pilot study include University of Gloucestershire,

32

Gloucestershire Hospitals NHS Foundation Trust, Gloucestershire Care Services, 2Gether NHS Foundation Trust and Gloucestershire Clinical Commissioning Group through the Strategic Workforce Development Partnership Board.

The programme has been adopted in response to the nursing shortage with a

solution for Gloucestershire. It will support the NHS purpose to create the culture

and conditions for health and care services, and staff to deliver the highest

standard of care and ensure that valuable public resources are used effectively to

get the best outcomes for individuals, communities and society for now and for

future generations. The needs of service users are paramount to delivery of

the proposed programme and no student activity or learning opportunity should

compromise the safety of individuals.

An aim of the programme is to empower the development of resilient and competent practitioners, capable of meeting patient expectations of a modern service and the staffing needs of the county’s health employers. The programme aims to produce compassionate, competent and confident Nursing Associates at academic level 5, qualified to deliver a wide range of clinical, care and inter-personal skills underpinned by a systematic knowledge base. They will be able to practice safely and effectively within their parameters of practice, demonstrating appropriate values and behaviours in a wide range of health and care settings.

14 Learning Outcomes of the Course

The programme consists of two years of study. Learning outcomes will be revisited throughout the duration of the course, however trainee nursing associates will be required to complete the learning outcomes aligned to the HEE Nursing Associate Curriculum Framework before progressing onto the second year. Successful completion of this programme will equip Nursing Associates with the knowledge, skills and behaviours that enable them to support the delivery of nursing care in and across a wide range of health and care settings. By the end of Level 4 students should be able to: 1. Apply knowledge gained about professional and personal development for

health and well-being, to identify strategies for personal resilience

2. Identify the skills, attitudes and conduct to deliver person centred care to all

those in your care including children, individuals with a learning disability or

mental health illness

3. Reflect on and apply essential skills required by the nursing associate,

commensurate with level of education

4. Recognise how the normal structure and function of the human body reacts to

external influences and a range of illnesses

5. Explain how evidence based care supports clinical practice

33

By the end of Level 5 students should be able to:

6. Outline the needs of a person from a holistic perspective across the lifespan

7.Illustrate the nurses’ role in caring and supporting individuals, and their carer’s,

with long term and complex conditions

8. Explain what ‘risk’ is and how to manage it in the clinical environment

9. Examine leadership and management styles and identify constructive

approaches to apply in practice

10. Analyse the principles of shared decision making in healthcare practise

11. Identify the role of the nurse in promoting public health; priorities and practice

15 Learning and Teaching Strategy

The approach to learning and teaching for delivery of this programme offers a flexible and blended approach to learning between practice and academic environments, to include theory, applied theory and practice learning. Work Based Learning at higher education level can involve any (or all) of the following work-based learning types; learning through work, learning for work and learning at work. Learning from reflection on practice is a core part of the programme within both academic and practice settings. The overall approach to teaching aims to develop life-long learning which will encourages students to facilitate their own professional development and that of others through reflective practice, education, supervision, feedback and evaluation.

Theoretical content will be taught in the University to inc lude 45 study days , per year . The first year w i l l commence with a two week introductory block. Three days per week the trainee learns in their employment learning placement (hub) and one day a week bespoke in a host placement. The trainee will be required to undertake applied theory which is directed academic study undertaken within the work place, supported by the Virtual Learning platform, Mentor and Practice Educator.

Practice Modules are designed to enable t h e t r a i n e e to consolidate their understanding of theory and demonstrate their competence in practice through achievement of Practice Based Learning Outcomes.

A spiral curriculum approach is utilised to teach: i) research methods and appreciation for evidence based care and ii) promoting personal and public health and wellbeing

The approach to learning and teaching will enable programme learning outcomes to be achieved and demonstrated by the student

Learning Outcome One is achieved through the following modules:

NA4001 Personal and Professional Development for Health and Wellbeing

34

And throughout all course modules in a spiral curriculum approach

Learning Outcome Two is achieved through the following modules:

NA4002 Fundamentals of Person Centred Care in Practice

NA4003 Practice Based Learning 1 – Foundations of Essential Skills

NA4006 Practice Based Learning 2- Applying the Evidence Base in Practice

NA5003 Practice Based Learning 3- Managing Risk in Practice

NA5006 Practice Based Learning 4- Leading and Managing Care in Practice

Learning Outcome Three is achieved through the following modules:

NA4002 Fundamentals of Person Centred Care in Practice

NA4003 Practice Based Learning 1 – Foundations of Essential Skills

NA4005 Nursing Assessment and Skills Development

NA4006 Practice Based Learning 2- Applying the Evidence Base in Practice

NA5003 Practice Based Learning 3 - Managing Risk in Practice

NA5006 Practice Based Learning 4- Leading and Managing Care in Practice

Learning Outcome Four is achieved through the following modules:

NA4004 Foundations of Anatomy and Physiology to Support Clinical Practice

NA5001 Caring for the physical and emotional needs of individuals across the

lifespan

NA5002 Care of people with long term and complex conditions

Learning Outcome Five is achieved through the following modules:

NA4006 Practice Based Learning 2-Applying the Evidence Base in Practice

And throughout all course modules in a spiral curriculum approach

Learning Outcome Six is achieved through the following modules:

NA4003 Practice Based Learning 1 – Foundations of Essential Skills

NA5001 Caring for the physical and emotional needs of individuals across the

lifespan

NA5002 Care of people with long term and complex conditions

Learning Outcome Seven is achieved through the following modules:

NA4002 Fundamentals of Person Centred Care in Practice

NA5002 Care of people with long term and complex conditions

35

NA5006 Practice Based Learning 4-Leading and Managing Care in Practice

Learning Outcome Eight is achieved through the following modules:

NA4002 Fundamentals of Person Centred Care in Practice

NA4005 Nursing Assessment and Skills Development

NA5003 Practice Based Learning 3-Managing Risk in Practice

Learning Outcome Nine is achieved through the following modules:

NA5004 Leading and Managing Care within the Multidisciplinary Team

NA5006 Practice Based Learning 4-Leading and Managing Care in Practice

Learning Outcome Ten is achieved through the following modules:

NA4002 Fundamentals of Person Centred Care in Practice

NA5004 Leading and Managing Care within the Multidisciplinary Team

NA5005 Shared Decision Making

Learning Outcome Eleven is achieved through the following modules:

Throughout all course modules in a spiral curriculum approach

16 Learning and Teaching Methods

Trainee Nursing Associates will experience placements in each of the three health and care settings: hospital, at home and close to home.. Their primary placement, where they are employed, will be based in one of these training contexts but they must have experience of at least one other placement in each of the other two settings (other than that in which they are employed). This is in order to ensure that the trainee Nursing Associate experiences as wide a range of learning opportunities and contexts as necessary to fully deliver the required learning outcomes. Trainee Nursing Associates are expected, over the two-year programme, to have approximately 3,375 hours (or 50% of their time, whichever is greatest) devoted to structured learning activities which include learning in the workplace. A variety of teaching methods will be embedded in programme to deliver the curriculum to enable trainees to achieve all the learning outcomes and facilitate their personal and professional development. Methods of teaching and learning will include a flexible and blended approach:

Formal learning that is face-to-face, physical and/or virtual/online

Reading/study periods

Self-directed learning – physical/online etc.

Educational supervision/mentoring

Assessment activities

36

Teaching within the workplace

Action learning sets

Informal learning e.g. blogs, social media etc.

Simulation

Shadowing

17 Assessment Strategy

The course’s approach to formative and summative assessment enables learning outcomes to be achieved and demonstrated by the student. Learning outcomes at module level will be the subject of summative assessment. Formative assignments will be structured to support progression to summative assessment requirements.

Learning Outcomes are achieved through the following assessment tasks:

Module Assessment

Learning Outcomes

1 2 3 4 5 6 7 8 9 10 11

NA4001 Formative

Summative

NA4002 Formative

Summative

NA4003 Formative

Summative

001

002

NA4004 Formative

Summative

NA4005 Formative

Summative

NA4006 Formative

Summative

001

002

37

NA5001 Formative

Summative

NA5002 Formative

Summative

NA5003 Formative

Summative

001

002

NA5004 Formative

Summative

NA5005 Formative

Summative

NA5006 Formative

Summative

001

002

18

Assessment Methods

The table below outlines the range of assessment methods including exemplar formative

and summative assessments

Year One Modules LEADING AND MANAGING SELF

Credit Rating

Work for Assessment Requirement for Award

NA4001 Personal and Professional Development for Health and Wellbeing

15 CAT Level 4

Formative

Individual Needs Assessment (professional and personal well-being) to be submitted and discussed with personal tutor

Summative Portfolio 100%

Compulsory

NA4002 Fundamentals of Person-Centred Care in Practice

15 CAT Level 4

Formative

750 word reflective writing and peer review exercise (inclusive of references)

Summative

Compulsory

38

Essay Assignment 2000 words 100% NA4003 Practice Based Learning 1: Foundations of Essential Skills

30 CAT Level 4

Formative

1. SWOT Analysis

2. Mid-point mentor assessment in practice areas

Summative

Portfolio:

1. 2X 1000 word pieces of critical reflection detailing key learning points during practice based learning.

2. Work Based Learning Assessment PASS/FAIL

Compulsory

NA4004 Foundations of Anatomy and Physiology to support clinical practice

15 CAT Level 4

Formative

MCQ on line tests via the VLE

Summative Unseen exam (2hour) MCQ, short answers and diagram

Compulsory

NA4005 Nursing Assessment and Skills Development

15 CAT Level 4

Formative

Select a local clinical policy from your practice area (e.g. infection prevention control, adult urinary catheterisation). Access and read the evidence base which informs the practice policy and independently source a relevant research study. Write a brief outline/ abstract of the study in your own words and consider the relevance to informing practice. (750 words excluding references)

Summative Group Objective Structured Clinical Examination (20%) followed by reflective viva voce (80%)

Compulsory

NA4006 Practice Based Learning 2: Applying the Evidence Base in Practice

30 CATS Level 4

Formative

1. SWOT Analysis

2. Mid-point mentor assessment in practice areas

Summative

Portfolio:

1. 2X 1000 word pieces of critical reflection detailing key learning points during practice based learning.

2. Work Based Learning Assessment PASS/FAIL

Compulsory

PROGRESSION POINT 1

Year 2 Modules LEADING AND MANAGING CARE

NA5001 Caring for the physical and emotional needs of individuals across the life span

15 CAT Level 5

Formative

Patient information leaflet or factsheet

Summative Objective Structured Clinical Examination (50%) followed by reflective writing(50%)

Compulsory

NA5002 Care of People with Long Term and Complex Conditions

15 CAT

Level 5

Formative

750-1000 word personal (fictional) account entitled: The emotional burden of living with my long term condition

Summative

Case Study written assignment: a critical account of the physical and psychological needs/care of a patient suffering from a long term condition

Compulsory

NA5003 Practice Based Learning 3: Managing Risk in Practice

30 CAT

Level 5

Formative

1. SWOT Analysis

2. Mid-point mentor assessment in practice areas

Summative

Compulsory

39

Portfolio:

1. 2X 1000 word pieces of critical reflection detailing key learning points during practice based learning.

2. 2. Work Based Learning Assessment PASS/FAIL

NA5004 Leading and Managing Care within the multi-disciplinary team

15 CAT

Level 5

Formative

Patient Information Leaflet

Summative

Patient Leaflet Submission & Supporting Rationale 2500 word assignment

Compulsory

NA5005 Shared decision making

15 CAT

Level 5

Formative

Select and complete one online NHS decision aid and consider the evidence base underpinning the tool. Record and access a selection 5 sources provided and write a brief account of each (no more than 1000 words in total) to upload onto the vle for forum discussion

Summative

Group Presentation. Service User Engagement

Compulsory

NA5006 Practice Based Learning 4: Leading and Managing Care in Practice

30 CAT Level 5

Formative

1. SWOT Analysis

2. Mid-point mentor assessment in practice areas

Summative

Portfolio:

1. 2X 1000 word pieces of critical reflection detailing key learning points during practice based learning.

2. Work Based Learning Assessment PASS/FAIL

Compulsory

Academics in nursing are also registered professionals with a requirement to disclose information if they believe that someone may be at risk of harm. Where an assessment discloses:

• Illegal activity

• Breach of Code of Professional Conduct (e.g. NMC 2008)

• Breach of any Trusts/organisations policies and procedures

• Unsafe practice The marker will discuss concerns with the course leader. The student will be informed and a meeting arranged between the marker and course leader to discuss the nature of the disclosure. Further action will be decided at that point and will be depend upon the nature of the disclosure. The student will be expected to act in accordance with The Code of professional conduct and referral where appropriate to the University of Gloucestershire fitness to practise panel.

19 Location(s) of the

Course’s delivery

Theory components will be delivered at university

campus or university approved site and distance

and/or blended learning mode for practice based

learning and self-directed study.

40

20 Admissions Requirements Students are required to demonstrate:

the ability to work at Level 5

an ability to work at level 2 literacy and numeracy

All students will be required to complete a Disclosure and Barring Service check and Health check.

Values Based Recruitment Interview by

employers prior to application to university.

21 Career and employability

opportunities

i.e. details of any work

experience, work-based

learning, sandwich year or year

abroad

Students stepping off the programme at the end of the first year who have successfully achieved the standards and competency will receive a transcript of training providing details of practice based and theory achievements.

Students successfully completing practice and theory components of the first year will be awarded a Higher Education Certificate (unnamed) Level 4

Students successfully completing practice and theory components of both years will be awarded the Foundation Degree Nursing Associate

22 Management of Quality and Standards

Guidance on the University’s approach to the management of quality and

standards is contained in the Quality Handbook, Academic Regulations for

Taught Provision, Assessment Principles and Procedures, and associated

sources of advice. All regulations, policies and procedures are aligned with QAA

reference points and, where relevant, those of Professional, Statutory and

Regulatory Bodies.

Quality assurance is undertaken as close as possible to the point of delivery.

There is a route from the module level to courses and through to faculty and

University levels so that issues can be addressed and delivery enhanced in the

appropriate arena.

41

Externality is guaranteed via external examiner reports which allow the University

to make judgements on the quality and standards of its provision. The University

also benefits from the input of externals in its approval and review procedures.

Students are able to comment on their modules and courses in various ways

including module evaluations, course boards and the NSS.

23 Support for Students and for Student Learning

At University level, students are able to access information, advice and guidance

on a range of issues as well as contacting most Student Services teams through

the campus based Helpzones, either in person, accessing materials and advice

via the website or by telephone/e-mail contact see

https://infonet.glos.ac.uk/departments/ss/helpzone/Pages/default.aspx

Available support specific to their studies includes Student Employability

(Careers advice and guidance and placement related activity), Disability,

Dyslexia and Learning Support team and the Student Achievement team

(including study skills tutors for academic and numeracy skills). Full details of all

Student Services is available at -

https://infonet.glos.ac.uk/departments/ss/helpzone/Pages/default.aspx

Those students requiring learning support will be provided with adequate time by

employers to attend university for supplementary support from tutors.

Further general and programme specific support is available through the

Libraries, ICT and LTS. Library and Information Services support student

learning by delivering effective, efficient and learner-focused services via the

three campus libraries. These include traditional academic library resources,

electronic information resources, open access IT and media facilities, integrated

learner support, enquiry services, a choice of study spaces and access to the

Archives and special collections. Students have access to expert help and

advice in using the full range of resources to support their studies, whether they

are working on or off campus. Full details of all LIS services are available at

https://infonet.glos.ac.uk/departments/lis/Pages/default.aspx

24 Current Course Map

LEVEL 4 Year 1 (120 CATS) NA4001 Personal and Professional Development for Health and Wellbeing

15 CATS SEM 1 NA4002 Fundamentals of Person Centred Care in Practice 15 CATS SEM 1

42

NA4003 Practice Based Learning 1: Foundations of essential skills

30 CATS SEM 1 NA4004 Foundations of Anatomy and Physiology to Support Clinical Practice

15 CATS SEM 2 NA4005 Nursing Assessment and Skills Development 15 CATS SEM 2 NA4006 Practice Based Learning 2: Applying the Evidence Base In Practice

30 CATS SEM 2

LEVEL 5 Year 2 (120 CATS) NA5001 Caring for the physical and emotional needs of individuals across their life span

15 CATS SEM 1

NA5002 Care of People with Long Term and Complex Conditions

15 CATS SEM 1 NA5003 Practice Based Learning 3 – Managing Risk in Practice

30 CATS SEM 1 NA5004 Leading & Managing Care within the multi-disciplinary team

15 CATS SEM 2 NA5005 Shared decision making 15 CATS SEM 2 NA5006 Practice Based Learning 4 – Leading and Managing Care in Practice

30 CATS SEM 2

43

Appendix 2 – Module Descriptors

Module Descriptor

Code NA4001

Title Personal and Professional Development for Health and Wellbeing

utor TBC

School

School of Health and Social Care

Brief

description

This module is designed to support you in your academic and professional

journey, helping you to build a portfolio of skills to demonstrate your

personal development and the acquisition of lifelong learning skills,

identifying your personal learning needs. In addition to this, the module

will help you explore how to care effectively for yourself to support you in

caring for others, including building your resilience to cope with your

workload, personal emotions and stress.

Level of study

Level 4

CAT points 15

Approved

base location

Theory components will be delivered at university campus or university

approved site and distance and/or blended learning mode for applied

theory learning and self-directed study.

Prerequisites none

Corequisites none

Restrictions none

Indicative

syllabus

Induction to programme

Caring for yourself to support you in caring for others: exercise, diet,

mental health resilience, self-reflection

Managing time, prioritising workload.

Recognising and managing personal/previous emotions and stress

Academic skills (understanding the requirements of the curriculum,

reflective practice and reflective writing skills, academic writing and study

44

skills, Harvard referencing: plagiarism, assignment planning)

Introduction to evidence based practice and research methods: searching

for information, hierarchy of evidence, how to read a paper, library skills

ICT skills (Mahara, Moodle, SITS, presentation skills)

Personal development and lifelong learning skills: Your Future Plan,

SWOT analysis, goal setting, Individual learning needs analysis

Communication and interpersonal skills

Equality and Diversity

Data protection and Confidentiality

The University of Gloucestershire’s Academic Regulations and Fitness for

Practice Procedures

Learning

outcomes

1 Plan study time to recognise and meet your learning needs, whilst

maintaining a healthy work/life balance and understanding what it is to

become a resilient practitioner

2 Adopt an individual approach to learning, identifying your personal

strengths and areas for academic improvement while understanding

the implications of academic misconduct

3 Demonstrate an understanding of the nature of evidence and its

context, demonstrating how to use online resources when searching for

information from a variety of professional sources

4 Evaluate and reflect on your ability to communicate effectively with

others both orally and in writing while understanding and applying the

principles of confidentiality and Data protection

5 Recognises the principles of Equality and Diversity adopting a principled

approach to care underpinned by The NMC Code and respecting the

rights of others

Learning and

teaching

activities

Learning and teaching takes place in both academic (50%) and practice

settings (50%)

Assessment Formative

Individual Needs Assessment (professional and personal well-being) to be

submitted and discussed with personal tutor

Summative

Portfolio 100%

45

Coursework: individual, portfolio

Special

assessment

requirements

None

Indicative

resources Bassot, B. (2015). The Reflective Practice Guide: An interdisciplinary

approach to critical reflection. London: Routledge.

Bowling, A. (2014). Research methods in health: investigating health and

health services. Maidenhead: Open University Press.

Cottrell, S. (2013). Palgrave Study Skills: The Study Skills Handbook.

Basingstoke: Palgrave Macmillan, 4th Ed.

Cottrell, S. (2011). Palgrave Study Skills: Critical Thinking Skills:

Developing Effective Analysis and Argument. Basingstoke: Palgrave

Macmillan, 2nd Ed.

Evans, D. et al. (2014). Health promotion and public health for nursing

students. London: Sage.

Howatson-Jones, L. (2016). Reflective Practice in Nursing. London: Sage,

2nd Ed.

Moule, P. (2015) Making Sense of Research in nursing, health and social

care. 5th ed. London: Sage

Price, B. and Harrington, A (2016). Critical Thinking and Writing for

Nursing Students: Sage, 3rd Ed.

Date of

approval

Revision dates

External

Examiner

46

Module Descriptor

Code NA4002

Title Fundamentals of Person Centred Care in Practice

Tutor TBC

School

School of Health and Social Care

Brief

description

This module begins the process of developing you as a professional nurse. It

provides the foundations from which you will develop your skills, knowledge,

attitudes and conduct in the professional arena and continues the journey of

self-care, including promoting health and wellbeing.

Level of study

Level 4

CAT points 15

Approved base

location

Theory components will be delivered at university campus or university

approved site and distance and/or blended learning mode for applied theory

learning and self-directed study.

Prerequisites None

Corequisites None

Restrictions None

Indicative

syllabus

Fundamentals of person centred care

Dignity and privacy

Cultural intelligence

Introduction to promoting health and wellbeing

Professional, legal and ethical issues in practice relating to your scope of

practice, including record keeping and key policy frameworks which govern adult

nursing

Strengthen and build personal resilience

Strategies for resilient practice including Mental Health First Aid

47

Understanding assessments tools

Working as a member of the MDT in health and social care

Sources of evidence to support evidence based practice

Professional and statutory bodies and Nursing and Midwifery Council (The NMC

Code)

The concept of Health

Psychosocial impact of ill health

Learning

outcomes

1 Demonstrate a thorough understanding of the role of the NMC and articulate

the underpinning values of The Code: Professional Standards of Practice and

Behaviour for Nurses and Midwives to ensure public safety

2 Discuss the concepts of ‘person centred care’, considering the fundamentals

of care to meet basic needs of individuals while adopting a principled

approach demonstrating respect for diversity and individual preference

3 Explain the concepts of health promotion and their role in reducing in the

incidence of lifestyle related disease and promote mental wellbeing across the

lifespan

4 Recognise the impact of health care needs on the mental wellbeing of the

individual and the care giver, exploring ways to support whilst developing

strategies for dealing with your own emotions

5 Identify appropriate risk assessment tools and understand the contribution

these make in minimising risk (e.g Waterlow, NEWS)

6 Demonstrate the ability to understand the role and utility of integrated care

service and the input of differing healthcare professionals and the MDT

7 Discuss how sources of knowledge and evidence can inform nursing practice

Learning and

teaching

activities

Learning and teaching takes place in both academic (50%) and practice settings

(50%)

Assessment Formative

750 word reflective writing and peer review exercise (inclusive of references)

Summative

Essay Assignment 2000 words 100%

Coursework: individual, standard written

Special Learning and teaching takes place in both academic (50%) and practice settings

48

assessment

requirements

(50%)

Indicative

resources Boyd, C. (2013) Clinical Skills for Nurses. Oxford: Wiley-Blackwell.

Dougherty, L. and Lister, S. (2015). The Royal Marsden Manual of Clinical

Nursing Procedures. Oxford: Wiley Blackwell.

Evans, D. et al. (2014). Health Promotion and Public Health for Nursing

Students. London: Sage

Howatson-Jones, L. et al (2015). Patient Assessment and Care Planning in

Nursing. London: Sage.

McFerran, T. (2014). Mini dictionary for Nurses. Oxford University Press, 7th Ed.

McCormack, B. and McCance, T. (2017). Person-Centred Practice in Nursing

and Health Care: Theory and Practice. Oxford: Wiley Blackwell.

Naidoo, J & Wills, J. (2016). Foundations for health promotion. London: Bailliere

Tindall Elsevier, 4th Ed.

Potter, P. and Perry, A. (2016). Fundamentals of Nursing. Elsevier.

Roberts GW, Machon A (2015) Appreciative Healthcare Practice: A guide to

compassionate, person-centred care. Keswick. M&K Publishing.

Young, S. and Pitcher, B. (2016). Medicines Management for Nurses at a

Glance. Oxford: Wiley Blackwell.

Date of

approval

Revision dates

External

Examiner

49

Module Descriptor

Code NA4003

Title Practice Based Learning 1 – Foundations of Essential Skills

Tutor TBC

School

School of Health and Social Care

Brief

description

This module is practice based and will be your first experience of the ward

environment. You will build on the theory you have gained over the previous 2

modules and begin to apply your knowledge to practice. This module will further

equip you with the basic skills required of a first year Nursing Associate.

Level of study Level 4

CAT points 30

Approved base

location

Theory components will be delivered at university campus or university

approved site and distance and/or blended learning mode for applied theory

learning and self-directed study.

Prerequisites None

Corequisites None

Restrictions None

Indicative

syllabus

Professional image and accountability

Infection Control

Protecting the public

Informed consent and confidentiality

Admissions and discharges to secondary care settings in practice

Basic nursing skills in practice

Moving and handling

50

Verbal and nonverbal communication skills in practice

Caring for the whole person in practice: the holistic approach

Coping with death and dying

Reflection through practice

Supporting the family, friends and care givers in practice

Local and national policies supported by research

The Nurse as a role model in promoting behaviour in the wider community

Preparing to take basic observations and recognising normal values

Self care in practice

Medicines management (formative workbook 1)

Learning

outcomes

1 Promote a professional image in both your conduct and appearance, adhering

to both the local and national policies set for personal hygiene and dress at all

times to prevent and control infection

2 Demonstrate communication skills which are inclusive of disability and enable

effective and efficient collaborative practice

3 Understand the principles behind the concept of ‘fully informed consent’

articulating the specific importance of protecting children and vulnerable

adults

4 Reflect and evaluate upon the ways in which your own interactions affect the

patient nurse relationship to ensure you do not impact inappropriately on

others

5 Understand and support the family, friends and care givers whilst respecting

the rights of the patient

6 Demonstrate understanding of being a role model in health promoting

behaviour as part of the wider public health agenda

7 Integrate evidence and patient preferences in planning basic care needs

Learning and

teaching

activities

Learning and teaching takes place in both academic (50%) and practice settings

(50%)

Assessment Formative

1.SWOT Analysis

2. Mid-point mentor assessment in practice areas

51

Summative

Portfolio:

1. 2X 1000 word pieces of critical reflection detailing key learning points during

practice based learning.

2. Complete Ongoing Assessment Record required to meet NMC Standards

PASS/FAIL

Coursework: individual, portfolio

Weighting:

001: 100% Coursework - Individual Portfolio

002: 0% Skills portfolio

Individual Competency Portfolio

Special

assessment

requirements

None

Indicative

resources

Boyd, C. (2013) Clinical skills for nurses. Oxford: Wiley-Blackwell.

Dougherty, L. and Lister, S. (2015). The Royal Marsden Manual of Clinical

Nursing Procedures. Oxford: Wiley Blackwell.

Howatson-Jones, L. et al (2015). Patient Assessment and Care Planning in

Nursing. London: Sage

Lapham, R. (2015). Drug Calculations for Nurses: a step-by-step approach.

Boca Raton: CRC Press.

Starkings, S. (2015). Passing Calculations Tests for Nursing Students. London:

Sage, 3rd Ed.

Date of

approval

Revision dates

External

Examiner

52

Module Descriptor

Code NA4004

Title Foundations of Anatomy and Physiology to Support Clinical Practice

Tutor TBC

School

School of Health and Social Care

Brief

description

This module introduces you to the structure and function of the human body.

You will gain insight into how the body reacts to external influences and a

range of illnesses which are commonly seen in today’s communities.

Level of study

Level 4

CAT points 15

Approved base

location

Theory components will be delivered at university campus or university

approved site and distance and/or blended learning mode for applied theory

learning and self-directed study.

Prerequisites None

Corequisites None

Restrictions None

Indicative

syllabus

Psychological influences on altered physiology and implications on health

and well-being: psychoneuroimmunology

Anatomy and physiology across the lifespan including development and the

ageing process

53

Biological concepts of lifespan development

Cardiovascular system

Respiratory system

Nervous system

Renal system

Digestive system

Reproductive system

Endocrine System

Muscular/skeletal system

The skin

Introduction to genetics

Cell structure and function

Homeostasis and fluid balance, physiological measurements of homeostasis

Gate theory and pain

Introduction to genetics

Learning

outcomes

1 Understand, describe and explore the basic anatomy and physiology of

major organ systems within the human body

2 Identify homeostatic control mechanisms

3 Understand the effects of pathophysiological on health and relevance to

conditions and interventions

4 Understand the cause and effect between psychological processes and

the physiological response of the body.

5 Describe aspects affecting health, development and well-being of

individuals including cultural and ethnic factors

54

6 Describe the structure and functions of the human body with reference to

societal impact, behaviour and lifestyle choices and disability

Learning and

teaching

activities

Learning and teaching takes place in both academic (50%) and practice

settings (50%)

Assessment Formative

MCQ on line tests via the VLE

Summative

Unseen exam (2hour) MCQ, short answers and diagram

Written exam: in class, unseen, closed book

Weighting:

001:100% Written Exam in class, unseen, closed book

Special

assessment

requirements

None

Indicative

resources McCormack, B. and McCance, T. (2017). Person-Centred Practice in Nursing

and Health Care: Theory and Practice. Oxford: Wiley Blackwell.

Porth, C.M. (2015). Essentials of Pathophysiology: Concepts of Altered

Health States. Philadelphia: Lippincott Williams & Wilkins.

Tortora, G. and Derrickson, B. (2014). Principles of Anatomy and Physiology.

Wiley, 14th Ed.

VanMeter, K. and Hubert, R. (2014). Gould's Pathophysiology for the Health

Professions. Elsevier.

Waugh, A. and Grant. A. (2014). Ross and Wilson Anatomy and Physiology

55

in Health and Illness. Churchill Livingstone, 12th Ed.

Watson, R. (2013). Anatomy and Physiology for Nurses. Edinburgh: Baliere

Tindall.

Date of

approval

Revision dates

External

Examiner

56

Module Descriptor

Code NA4005

Title Nursing Assessment and Skills Development

Tutor TBC

School

School of Health and Social Care

Brief

description

This module will introduce you to evidenced based healthcare and how it

supports clinical practice. It will aim to give you the theory behind some of

the essential practical skills required in practice to be a safe and effective

practitioner within the scope of your role as a first year Nursing Associate

Level of study

Level 4

CAT points 15

Approved base

location

Theory components will be delivered at university campus or university

approved site and distance and/or blended learning mode for applied theory

learning and self-directed study.

Prerequisites None

Corequisites None

Restrictions None

Indicative

syllabus

Models of Nursing and contemporary practice – Theory and practice

Evidenced based care in practice: Considering the evidence that supports

practice

The principles of assessment and care planning

57

Emergency procedures (Emergency First Aid)

Handover techniques (SBAR)

Good nutrition and fluid intake

Caring for people with catheters and intra venous infusions

Care of the older person

End of life care

Medical devices (Dina map, thermometers, syringe pumps, supportive beds)

Safe disposal of equipment in line with local and national infection control

polices

Learning

outcomes

1 Understand the purpose of Models of Nursing to assess, plan and evaluate

the care of a patient within the scope of your practice, and effectively

deliver hand over of your patient

2 Respond appropriately when faced with an emergency situation and/or a

deteriorating patient and communicate effectively the MDT

3 Understand why it is important to assess and promote good nutritional and

fluid intake and advocate behavioural change influencing good health and

wellbeing beyond discharge

4 Apply the principles of infection control and the underpinning evidence

which supports it when caring for a patient with a catheter and or an

intravenous infusion

5 Understand and respond to the needs of the aging population including the

support to maintain basic care

6 Discuss relevant grief theories and strategies that may be utilised to

support an individual at the end of life and consider your emotional

perspective on death and dying

Learning and

teaching

activities

Learning and teaching takes place in both academic (50%) and practice

settings (50%)

58

Assessment Formative

Select a local clinical policy from your practice area (e.g infection prevention

control, adult urinary catheterisation). Access and read the evidence base

which informs the practice policy and independently source a relevant

research study. Write a brief outline/ abstract of the study in your own words

and consider the relevance to informing practice. (750 words excluding

references)

Summative

Group Objective Structured Clinical Examination (20%) followed by reflective

viva voce (80%)

Coursework: group, other

Practical exam: oral examination

Weighting

001:20% Coursework: group, other

002:80% Practical exam: oral examination

Special

assessment

requirements

None

Indicative

resources

Booker, C. and Waugh, A. (2013). Foundations of Nursing Practice:

Fundamentals of Holistic Care. London: Mosby Elsevier, 2nd Ed.

Bowling, A. (2014). Research Methods in Health: Investigating Health and

Health Services. Maidenhead: Open University Press.

Dougherty, L. and Lister, S. (2015). The Royal Marsden Manual of Clinical

59

Nursing Procedures. Oxford: Wiley Blackwell.

Gerrish, K. & Lathlean, J. (eds). (2015). The Research Process in Nursing.

Oxford: Wiley Blackwell.

Henry, M., Phillips, D. and Traynor, A. (2014). An Introduction to Nursing:

Theory & Practice. Dublin: Gill and Macmillan.

Kubler-Ross, E. (1969). On Death and Dying. New York: Macmillan.

Kubler-Ross, E. (2014). On Death & Dying: What the Dying Have to Teach

Doctors, Nurses, Clergy & Their Own Families. New York: Scribner.

McCormack, B. and McCance, T. (2017). Person-Centred Practice in Nursing

and Health Care: Theory and Practice. Oxford: Wiley Blackwell.

Nicol, J. (2015). Nursing Adults with Long Term Conditions. Los Angeles:

Sage, 2nd Ed.

Roberts GW, Machon A (2015) Appreciative Healthcare Practice: A guide to

compassionate, person-centred care. Keswick. M&K Publishing.

Date of

approval

Revision dates

External

Examiner

60

Module Descriptor

Code NA4006

Title Practice Based Learning 2 – Applying the Evidence Base in Practice

Tutor TBC

School

School of Health and Social Care

Brief

description

This module is the second practice based learning module of the first year

where you will really begin to understand the impact of evidence based

practice. You will be introduced to the basic terminology of research and

look at how research influences public health.

Level of study

Level 4

CAT points 30

Approved base

location

Theory components will be delivered at university campus or university

approved site and distance and/or blended learning mode for applied theory

learning and self-directed study.

Prerequisites None

Corequisites None

Restrictions None

Indicative

syllabus

Introduction to research methodology: the nature and purpose of research

Critical thinking skills and application of evidence based to practice

Considering the hierarchy of evidence and using critical appraisal tools to

61

inform practice: Reliability and validity of research

Introducing principles of quantitative research

Principles of qualitative research

Ethical issues in research

Service user engagement to inform practice

Reflection in practice

Health and wellbeing in the workplace

Local and national policies and procedures to inform practice

Public health initiatives to address health of the nation to reduce harm

(smoking, obesity, alcohol, mental health)

Principles of change management

Managing ‘self’ within the field of evidence base practice

Medicines Management (summative Workbook 2)

Pharmacology 1

Learning

outcomes

1 Demonstrate an understanding of the principles of evidence based practice

and be able to relate this to your clinical practice

2 Identify key features of methodological design in both qualitative and

quantitative approaches to research and discuss ethical considerations

3 Discuss the importance of service user and carer involvement within the

research process for evidence-based practice

4 Understand and demonstrate the importance of reflection and personal

evaluation in practice to support individual development

5 Identify both local and national strategies which promote the health and

wellbeing of the community and explore the evidence base behind these

initiatives analysing the impact of them on your health (e.g. smoking,

alcohol, substance missus, mental health)

62

6 Discuss the principles of change management

Learning and

teaching

activities

Learning and teaching takes place in both academic (50%) and practice

settings (50%)

Assessment Formative

1.SWOT Analysis

2. Mid-point mentor assessment in practice areas

Summative

Portfolio:

1. 2X 1000 word pieces of critical reflection detailing key learning points

during practice based learning.

2. Complete Ongoing Assessment Record required to meet NMC Standards

PASS/FAIL

Coursework: individual, portfolio

Weighting:

001: 100% Coursework - Individual Portfolio

002: 0% Skills portfolio

Individual Competency Portfolio

Special

assessment

requirements

None

Indicative

resources

Bowling, A. (2014). Research methods in health: investigating health and

health services. Maidenhead: Open University Press.

63

Boyd, C. (2013) Medicine management skills for nurses. Oxford: Wiley-

Blackwell.

Buka, P. (2014). Patients' rights, law and ethics for nurses. London: CRC

Press.

Gerrish, K. & Lathlean, J. (eds). (2015). The research process in nursing.

Oxford: Wiley Blackwell.

Lapham, R. (2015). Drug calculations for nurses: a step-by-step approach.

Boca Raton: CRC Press

LoBiondo-Wood, G. & Haber, J. (2014). Nursing research: methods and

critical appraisal for evidence-based practice. St. Louis: Elsevier Mosby.

McCormack, B. and McCance, T. (2017). Person-Centred Practice in Nursing

and Health Care: Theory and Practice. Oxford: Wiley Blackwell.

Moule, P. & Goodman, M. (2014) Nursing research: an introduction. London:

Sage

Date of

approval

Revision dates

External

Examiner

64

Module Descriptor

Code NA5001

Title Caring for the physical and emotional needs of individuals across the lifespan

Tutor TBC

School

School of Health and Social Care

Brief

description

This module explores the needs of a person from a holistic aspect across the

lifespan. It pays particular attention to children and young people, learning

disabilities and mental health emphasising the importance health and

wellbeing in optimising an individual’s life quality

Level of study

Level 5

CAT points 15

Approved base

location

Theory components will be delivered at university campus or university

approved site and distance and/or blended learning mode for applied theory

learning and self-directed study.

Prerequisites Progression point 1

Corequisites None

Restrictions None

Indicative

syllabus

Illness, mental health and learning disabilities in children and young people

Upholding the rights of children and their families within health care provision

The rights of a minor – a legal and ethical perspective

Introduction to psychosocial theories of lifespan development

65

Psychological impact of altered body image

Promoting health and wellbeing to aid prevention of chronic disease across

the lifespan – applying the evidence

Understanding and supporting a person with dementia

Applied anatomy and physiology of the disease process of wound care

Working in partnerships – the wider MDT, carers and the private sector

EU Workbook- 3.7.2

Learning

outcomes

1 Identifies and analyses the fundamental differences of caring for a child or

young person including a family centred approach and ensuring the rights

of the individual are paramount

2 Understands the differences regarding consent, and medico-legal and ethical perspectives of both a minor and somebody who lacks full capacity

3 Demonstrates an understanding of the psychophysical theories of lifespan development and can apply them to care

4 Evaluates the role of health promotion and wellbeing in reducing chronic disease across the lifespan and is able to source the evidence to promote behavioural change

5 Understands and articulates the disease process of dementia, and can evaluate the holistic impact on the person and their family and promote healthy behaviour to slow the progression of the disease

6 Analyse the importance of working in partnership to deliver care inclusive

of the wider MDT, carers and the private sector: a holistic perspective

Learning and

teaching

activities

Learning and teaching takes place in both academic (50%) and practice

settings (50%)

Assessment Formative

Patient information leaflet or factsheet

Summative

Objective Structured Clinical Examination (50%) followed by reflective writing

(50%)

66

Coursework: group, other

Practical exam: oral examination

Weighting

001: 50% Coursework: group, other

002: 50% Practical exam: oral examination

Special

assessment

requirements

None

Indicative

resources

Avery, G. (2014). Law and Ethics in Nursing and Healthcare: An Introduction.

London: Sage.

Buka, P. (2014). Patients' rights, law and ethics for nurses. London: CRC

Press.

Avery, G. (2014). Law and Ethics in Nursing and Healthcare: An Introduction.

London: Sage.

Griffith, R. and Tengnah, C. (2014). Law and Professional Issues in Nursing.

London: Sage, 3rd Ed.

Howatson-Jones, L. et al (2015). Patient assessment and care planning in

nursing. London: Sage.

Jenkins, C, Ginesi, L. and Keenan, B. (2016). Dementia Care at a Glance.

Chichester: Wiley Blackwell.

Thurston, C. (2013). Essential Nursing Care for Children and Young People:

Theory, Policy and Practice. Oxford: Routledge.

Jenkins, C, Ginesi, L. and Keenan, B. (2016). Dementia Care at a Glance.

Chichester: Wiley Blackwell.

McCormack, B. and McCance, T. (2017). Person-Centred Practice in Nursing

and Health Care: Theory and Practice. Oxford: Wiley Blackwell.

McVeigh, H. (Ed). (2016). Fundamental aspects of long-term conditions: a

guide for students of nursing and health. London: Andrews.

67

Naidoo, J & Wills, J. (2016). Foundations for health promotion. London:

Bailliere Tindall Elsevier, 4th Ed.

Date of

approval

Revision dates

External

Examiner

68

Module Descriptor

Code NA5002

Title Care of people with long term and complex conditions

Tutor TBC

School

School of Health and Social Care

Brief

description

This module looks at long term and complex condition progression and the

nurse’s role in caring and supporting people and their carers. It addresses

some difficult topics: Living with Cancer, and supporting individuals and cares

through end of life transition and aims to equip you with the knowledge to

enhance your professional skills to support those in your care

Level of study

Level 5

CAT points 15

Approved base

location

Theory components will be delivered at university campus or university

approved site and distance and/or blended learning mode for applied theory

learning and self-directed study.

Prerequisites Progression point 1

Corequisites None

Restrictions None

Indicative

syllabus

Supporting individuals with LTC and Complex conditions

Psychological and social impact of LTC

Self-care in LTC and complex conditions: relaxation pain and coping with

depression

69

Prevention and reduction of chronic disease

Understanding care pathways inclusive of Community and primary care: both

adult and children’s: Respiratory, cardiac, renal and dementia

Aetiology and disease progression

The holistic impact of LTC and complex conditions

The nurses’ role in delivering care to the complex patient

Promoting optimal health in individuals with LTC and complex conditions

Supporting the carer

Assistive technology – devices to help with everyday living and the

supporting evidence

Living with cancer

Supporting individuals and carers through end of life transition

Complimentary therapies

Learning

outcomes

1 Explain the aetiology and disease progression of selected age and

condition related anatomy and physiology

2 Identify and discuss the psychological and social implications of living with

a Long Term Condition, complex condition or Cancer, and the impact on a

person’s mental health

3 Reflect on the lived experience of the person with a long term or complex

condition and their experiences through the age continuum assessing the

physical, psychological, social, cultural and self-care needs

4 Assess the implications of the stage of progression of a Long Term

Conditions, complex condition or Cancer for the care needs of an

individual and analyse the elements required for high quality care and how

this impacts on people and their carers

5 Evaluate your role in supporting and promoting the health and wellbeing of

individuals with LTC and complex conditions, and the support offered by

carers, while actively empowering individuals to collaborate in the planning

70

delivery and evaluation of care

6 Understand and evaluate the contribution of assistive technology to

support daily living in relation to disability across the lifespan

7 Critically appraise the key issues surrounding the evidence for

complimentary therapies

Learning and

teaching

activities

Learning and teaching takes place in both academic (50%) and practice

settings (50%)

Assessment Formative

750-1000 word personal (fictional) account entitled: The emotional burden of

living with my long term condition

Summative

Case Study written assignment: a critical account of the physical and

psychological needs/care of a patient suffering from a long term condition

Coursework: individual, standard written

Weighting

001:100% Coursework: individual, standard written

Special

assessment

requirements

None

Indicative

resources

Buka, P. (2014). Patients' rights, law and ethics for nurses. London: CRC

Press.

Evans, D. et al. (2014). Health promotion and public health for nursing

students. London: Sage.

Howatson-Jones, L. et al (2015). Patient assessment and care planning in

nursing. London: Sage.

McCormack, B. and McCance, T. (2017). Person-Centred Practice in Nursing

and Health Care: Theory and Practice. Oxford: Wiley Blackwell.

McVeigh, H. (Ed). (2016). Fundamental aspects of long-term conditions: a

71

guide for students of nursing and health. London: Andrews.

Nicol, J. (2015). Nursing adults with long term conditions. London: Sage.

Porth, C.M. (2015). Essentials of pathophysiology: concepts of altered health

states. Philadelphia: Lippincott Williams & Wilkins.

Date of

approval

Revision dates

External

Examiner

72

Module Descriptor

Code NA5003

Title Practice Based Learning 3- Managing Risk in practice

Tutor TBC

School

School of Health and Social Care

Brief

description

This module will enable you to identify what ‘risk’ is and how to manage it in

the clinical environment. It will facilitate your understanding of near miss and

incident reporting and what tools are common place to assist you in

responding to these and learning from them to affect change and minimise

risk.

Level of study

Level 5

CAT points 30

Approved base

location

Theory components will be delivered at university campus or university

approved site and distance and/or blended learning mode for applied theory

learning and self-directed study.

Prerequisites Progression point 1

Corequisites None

Restrictions None

Indicative

syllabus

Risk management and problem solving in Clinical practice

Supporting Learning and Assessment in Practice

Identifying the risk (including prevention of falls, pressure ulcers, the delivery

of safe nutritional care and the reduction of infections)

73

assessing the frequency and severity of the risk

reducing and eliminating risk

Reporting near misses

Reporting critical incidents

Clinical governance

Supervision

Health and Safety in the workplace

Identification of resources to help deliver safe and effective care (NICE, DoH,

RCN toolkits, HSE)

Whistleblowing

Fitness to practice requirements

Handling complaints, quality assurance and incident reporting: responding to

patients and families

The role of fatigue and its impact on wellbeing

Medicines Management (Workbook 3 formative)

Learning

outcomes

1 Identify and analyse what constitutes risk in the clinical environment and

discuss strategies that help to realise potential opportunities whilst

managing adverse effects

2 Understand how to assess risk, including frequency and severity while

implementing strategies to reduce and eliminate risk

3 Demonstrate a clear understanding of the policies and processes in your

clinical environment for reporting near misses, critical incidences,

complaints and whistleblowing and evaluate their utility

4 Understand the Clinical governance framework and supervision the role it

plays in improving quality and minimise risk to the patient

5 Understands the University of Gloucestershire’s and the NMC’s Fitness for

74

Practice requirements

6 Understand the need for excellent documentation regarding concerns and

information about people who are in vulnerable situations

7 Understand the principles of Supporting Learning and Assessment in

Practice

Learning and

teaching

activities

Learning and teaching takes place in both academic (50%) and practice

settings (50%)

Assessment Formative

1.SWOT Analysis

2. Mid-point mentor assessment in practice areas

Summative

Portfolio:

1. 2X 1000 word pieces of critical reflection detailing key learning points

during practice based learning.

2. Complete Ongoing Assessment Record required to meet NMC Standards

PASS/FAIL

Coursework: individual, portfolio

Weighting:

001: 100% Coursework - Individual Portfolio

002: 0% Skills portfolio - Individual Competency Portfolio

Special

assessment

requirements

None

Indicative

resources

Allen, D., Braithwaite, J., Sandall, J. and Waring, J. (2016). The Sociology of

Healthcare Safety and Quality. Cardiff: Wiley Blackwell.

Avery, G. (2014). Law and Ethics in Nursing and Healthcare: An Introduction.

London: Sage.

75

Boyd, C. (2013) Medicine management skills for nurses. Oxford: Wiley-

Blackwell.

Griffith, R. and Tengnah, C. (2014). Law and Professional Issues in Nursing.

London: Sage, 3rd Ed.

Gottwald, M. and Lansdown, G. (2014). Clinical Governance: Improving The

Quality Of Healthcare For Patients And Service Users. Maidenhead: Open

University Press.

Koubel, G. and Bungay, H. (2012). Rights, Risks and Responsibilities:

Interprofessional Working in Health and Social Care. Basingstoke: Palgrave

Macmillan.

Date of

approval

Revision dates

External

Examiner

76

Module Descriptor

Code NA5004

Title Leading and Managing Care within the Multidisciplinary Team

Tutor TBC

School

School of Health and Social Care

Brief

description

This module will help you to examine what kind of leadership and

management styles are constructive in the clinical arena. It will examine the

role and value of the team and help you to identify the benefits of an effective

multi-disciplinary partnership. It will equip you with the tools to challenge

unsafe practice and apply the NMC’s professional standards

Level of study

Level 5

CAT points 15

Approved base

location

Theory components will be delivered at university campus or university

approved site and distance and/or blended learning mode for applied theory

learning and self-directed study.

Prerequisites Progression point 1

Corequisites None

Restrictions None

Indicative

syllabus

Multidisciplinary teams and effectiveness

Leadership styles

The value of team work

77

Team working and team member well-being

Leadership within a team

Research in team effectiveness

Challenging practice within the team – applying the professional standards

Barriers posed by organisational structure

Team objectives and feedback on performance

Current national health policy (agenda for change, 5 year forward)

World Health Organisation and its position in healthcare

Individual, local and national public health initiatives

Perspectives of public health

Learning

outcomes

1 Evaluate the role of the health professional, the roles and responsibilities

of other health and social care professionals and seek to work with them

collaboratively for the benefit of promoting a safety culture.

2 Explore the theoretical perspectives of leadership styles and evaluate your

role as a leader, including the accountability and responsibility for high

quality and safe care delivery within the setting in which you are working

and the influence that your approach to leadership can have on your team

3 Analyse the context of public health in relation to the clinical setting you

are working in and the benefits of sharing knowledge within the team

4 Identify mechanisms to employ when challenging unsafe/unethical practice

and the application of the NMC Code and evaluate their effectiveness

5 Critically discuss in a professional manner the obstacles posed by organisational structure, environmental and political influences

6 Critically reflect on how you receive and give feedback in a positive

manner which empowers both you and your team members

7 Recognise how international and national policy influences local policy and

understand your role as a leader to implement these initiatives

78

Learning and

teaching

activities

Learning and teaching takes place in both academic (50%) and practice

settings (50%)

Assessment

Special

assessment

requirements

Formative

Patient Information Leaflet

Summative

Patient Leaflet Submission & Supporting Rationale 2500 word assignment

Coursework: individual, standard written

Weighting

001: 100% Coursework: individual, standard written

Indicative

resources

Bach, S and Ellis, P. (2015). Leadership, Management and Team Working in

Nursing. London: Sage, 2nd Ed.

Buka, P. (2014). Patients' rights, law and ethics for nurses. London: CRC

Press.

Finkelman, A. (2016). Leadership and Management for Nurses: Core

Competencies for Quality Care. Pearson, 3rd Ed.

Naidoo, J & Wills, J. (2010). Developing practice for public health and health

promotion. London: Bailliere Tindall Elsevier.

Naidoo, J & Wills, J. (2016). Foundations for health promotion. London:

Bailliere Tindall Elsevier, 4th Ed.

Thomas, J., Pollard, K. and Sellman, D. (2014). Interprofessional Working in

Health and Social Care: Professional Perspectives. Padstow: Macmillan, 2nd

Ed.

79

Date of

approval

Revision dates

External

Examiner

80

Module Descriptor

Code NA5005

Title Shared decision making

Tutor TBC

School

School of Health and Social Care

Brief

description

This module will help you to understand the principles of shared decision

making in practice and what it truly means to ensure patients feel ready and

able to take part in decisions which affect their health, their care and the

quality if the care they receive.

Level of study

Level 5

CAT points 15

Approved base

location

Theory components will be delivered at university campus or university

approved site and distance and/or blended learning mode for applied theory

learning and self-directed study.

Prerequisites Progression point 1

Corequisites None

Restrictions None

Indicative

syllabus

The case for shared decision making

Barriers to shared decision making

Barriers to shared decision making for children and young people

The advantages of shared decision making (healthier lifestyles, improved

confidence and self-efficacy, safer care, greater compliance with ethical

81

standards, reduced costs and better health outcomes)

Ethical considerations in shared decision making

Service user engagement – treatment and location

Empowerment and making health care choices

Patient Decision Support Aids

Motivational interviewing

National and local policies influencing shared decision main (Health and

Social Care Act 2012, Liberating the NHS, Right Care Shared Decision

Making Programme)

The role of Health Watch England- supporting the evidence

Learning

outcomes

1 Analyse the process of shared decision making, and who should to be

involved in the process to aid effective and efficient solutions and the

polices which serve to enable it

2 Evaluate the roles of the professional team in enabling patient choice in

decision making and is able to distinguish between information that is

relevant to care planning and information that is not

3 Identify the barriers to shared decision making in the adult, child and young

person and discuss what, if anything, can be done to overcome them

4 Through individual case studies identify the advantages of shared decision

making in the child, young person, adult and older adult, identifying Service

user engagement and the use of Patient Decision Aids

5 Critically review any ethical considerations which may arise in the process

of shared decision making

6 Discuss the role of motivational interviewing within the process of shared

decision making and behavioural change

Learning and

teaching

Learning and teaching takes place in both academic (50%) and practice

82

activities settings (50%)

Assessment Formative

Select and complete one online NHS decision aid and consider the evidence

base underpinning the tool. Record and access a selection 5 sources

provided and write a brief account of each (no more than 1000 words in total)

to upload onto the vle for forum discussion

Summative

Group Presentation. Service User Engagement

Coursework: group, presentation

Weighting

001:100% Coursework: group, presentation

Special

assessment

requirements

None

Indicative

resources

Berger, A, and Villaume, W. (2013). Motivational interviewing for health care

professionals: A sensible approach. Washington: American Pharmaceutical

Association.

Buka, P. (2014). Patients' rights, law and ethics for nurses. London: CRC

Press.

Elwyn, G., Edwards, A. and Thompson, R. (2016). Shared Decision Making

in Health Care: Achieving evidence-based patient choice. Oxford University

Press, 3rd Ed.

Howatson-Jones, L. et al (2015). Patient assessment and care planning in

nursing. London: Sage.

McCormack, B. and McCance, T. (2017). Person-Centred Practice in Nursing

and Health Care: Theory and Practice. Oxford: Wiley Blackwell.

Naidoo, J & Wills, J. (2016). Foundations for health promotion. London:

Bailliere Tindall Elsevier, 4th Ed.

Standing, M. (2014). Clinical Judgement and Decision Making for Nursing

83

Students. London: Sage, 2nd Ed.

Date of

approval

Revision dates

External

Examiner

84

Module Descriptor

Code NA5006

Title Practice Based Learning 4- Leading and Managing Care in Practice

Tutor TBC

School

School of Health and Social Care

Brief

description

This module will equip you with the tools to assist you in becoming effective

in leading and managing in practice, enabling you to explore your

responsibilities , your expectation and the expectations of others and develop

strategies for coping and building resilience

Level of study

Level 5

CAT points 30

Approved base

location

Theory components will be delivered at university campus or university

approved site and distance and/or blended learning mode for applied theory

learning and self-directed study.

Prerequisites Progression point 1

Corequisites None

Restrictions None

Indicative

syllabus

The skills of Leadership and management

Communication and collaboration

Leading safe and effective practice

Resilience and coping strategies: as a leader and manager

85

Understanding your developing role as a leader/manager and the boundaries

in the clinical arena

Clinical supervision

The responsibilities of leading care

Flexibility in professionalism – managing expectations

Medicines Management (Workbook 4 summative)

Pharmacology

Learning

outcomes

1 Demonstrate an understanding of professional issues associated with

effective collaborative practice and patient safety

2 Recognise the limits of your own capability and accepts delegated

activities within the limitations of their own role, knowledge and skill

3 Critically discuss the concept of resilience and identify strategies to support

your resilience in practice, using supervision as a means of developing

strategies

4 Critically reflect on how you support your colleagues and value the contribution made by them

5 Demonstrate flexibility to ensure quality care is delivered, leading by

example

6 Evaluate the evidence base underpinning skills for safe and effective

practice

7 Understand the principles behind medicines management and successfully

completes the medicine management workbook

Learning and

teaching

activities

Learning and teaching takes place in both academic (50%) and practice

settings (50%)

Assessment Formative

1.SWOT Analysis

86

2. Mid-point mentor assessment in practice areas

Summative

Portfolio:

1. 2X 1000 word pieces of critical reflection detailing key learning points

during practice based learning.

2. Complete Ongoing Assessment Record required to meet NMC Standards

PASS/FAIL

Coursework: individual, portfolio

Weighting:

001: 100% Coursework - Individual Portfolio

002: 0% Skills portfolio - Individual Competency Portfolio

Special

assessment

requirements

None

Indicative

resources

Bach, S and Ellis, P. (2015). Leadership, Management and Team Working in

Nursing. London: Sage, 2nd Ed.

Boyd, C. (2013) Medicine management skills for nurses. Oxford: Wiley-

Blackwell.

Evans, D. et al. (2014). Health promotion and public health for nursing

students. London: Sage

Finkelman, A. (2016). Leadership and Management for Nurses: Core

Competencies for Quality Care. Pearson, 3rd Ed.

Gaut, I. et al (2016). Communication in Nursing and Healthcare. London:

Sage.

LoBiondo-Wood, G. & Haber, J. (2014). Nursing research: methods and

critical appraisal for evidence-based practice. St. Louis: Elsevier Mosby.

87

Date of

approval

Revision dates

External

Examiner

88

Appendix 3: Guide to Referencing and Presentation

Course Referencing Conventions

When you submit work to us for summative assessment it may be necessary for us to make it

available to third parties in either paper, or electronic form.

• To allow the fair assessment of your work, it may be necessary to copy it. For example,

we may need to share your work with external examiners, or allow a piece of work to be

independently assessed by more than one assessor or examiner.

• To uphold the academic integrity of our awards and ensure our students secure

reputable academic qualifications, we may need to compare your work with that of

others to ensure that it is substantially your own.

Any work submitted to Turnitin® UK will be held on their database and may be used in any

investigation of suspected academic offences and or for the purpose of detecting the future

plagiarism of your own work.

If you have any questions about Turnitin® UK, you should ask your tutor or visit the Turnitin

website at: http://www.turnitinuk.com/en_gb/support/support-services

You should also see the University web site on learning and information resources at Current Students → Learning Centres → Welcome to the Learning Centres

After working through this section you will be able to:

understand why resources are cited in assignments

make references within an assignment

set out references at the end of your work

As you write your assignment you will inevitably draw on ideas from a variety of resources. It is

important that you acknowledge these ideas and opinions as belonging to a particular author, as

they are considered to be that author’s intellectual property (see making quotations).

If you fail to make appropriate references it will appear as if you are trying to claim the

ideas as your own. This is known as plagiarism and is viewed as an academic offense.

89

The information you have used can be referenced using a number of different methods. It is

important that you are consistent in your choice and give the full details required to enable any

reader to trace the information you have used. The Social Work Course uses the Harvard

system which is most commonly used in the University.

Making references within an assignment

When you write about other people’s ideas you should make it possible for someone who is

reading your assignment to find the author’s original work. To do this you need to refer the

reader to the resource you used.

Setting out references

There are different variations of setting out a reference, even within the Harvard System. Some

departments in the University use other interpretations or systems so it is advisable to check

with your module tutor as to which system you should use. In order to address the confusion

that exists in relation to the use of the Harvard System, the guidelines for this format have been

revived and extended to include more examples on how to use this referencing system. This

information can be accessed through the Learning Centre web site or via:

Current Students → Learning Centres → Welcome to the Learning Centres → Referencing→ Harvard Referencing

90

Appendix 4: – Assignment Preparation and Assessment Grid

Details of assessment requirements will be given at the beginning of each module.

Developing Study Skills - Preparatory Reading

1. Make use of reading lists or suggested reading given in class, but be prepared to go beyond what is suggested, as this may merely indicate the minimum requirements. The subject librarian, or member of library staff on duty in the reference section can advise on accessing additional material.

It is advisable to plan your work early as it may take several weeks to get access to particular books, journals, articles or video equipment.

2. When you are reading, always note the title, author, publisher and date of publication of any book; quotations should be clearly indicated in your notes by quotation marks and by a page reference for checking later if necessary.

When using journal articles, always note the page numbers identifying the beginning and end of articles.

3. Warning: beware of PLAGIARISM and UNAUTHORISED SYNDICATION as defined in section 9. Plagiarism means taking and using another person's writings as your own, without acknowledgement. It is a form of cheating. Plagiarised work receives a mark of zero, and may result in failure of the whole semester. In general, you should not copy even sentences, and certainly not whole paragraphs from books, journals, etc., without clearly indicating the source of the quotation.

You are strongly advised to familiarise yourself with the academic regulations on plagiarism, syndication and cheating.

You should be constantly aware of the need to acknowledge other people’s work and its influence upon your own thinking. Such acknowledgement is the basis of the best academic work in all Courses and demonstrates the ways in which teaching, learning and independent work relate to each other. In collaborating with others to stimulate their learning and thinking, particularly in the development of group presentations, you should be aware of the need to be clear of the difference between this and unauthorised syndication. For example, when you are assessed as an individual on an individual written summary of a group presentation, this must clearly be the product of your own work.

A Structured Approach

1. Read quite quickly through a general book on your given subject. Then note down the major points that you feel are relevant.

91

2. Prepare a plan or outline, putting points in logical order. It is usual to start with an introduction, which may include definition of terms, and finish with a conclusion which may well indicate the role of the professional in understanding and/or alleviating the problem or issue.

3. Collect other source material. The bibliography from your first book may prove a good introduction to others. Refer to journals, which are generally more up-to-date than books. Ask the librarian for help. Refer to New Society, British Journal of Social Work, Critical Social Policy, etc.

4. For many seminar papers, statistics are essential and policy documents useful. Ask the librarian for help. Visit the experts. (Such visits should be planned well in advance of writing your paper). Plan what you will actually ask them, take notes at the meeting if possible, collect any relevant hand-outs from the experts.

5. Make notes from all your source material under the headings in your plan or outline. Do not read whole books, rather the chapters or sections that are relevant.

Writing the Paper/Essay

1. Read all your notes through and check your outline. Ensure that you have actually covered all the points raised in your plan and that they are in logical order. Try to avoid too much repetition.

2. Start with your introduction, setting out the problem and indicating briefly how you propose to deal with it. (It is sometimes wiser to complete your introduction after you have finished the rest of your paper).

3. Next define any relevant terms. This is important, for example it may not be simple and indeed may be considered an inappropriate use of language, to define ‘single parent family’, or ‘frail elderly’. (This may need discussion of the particular definition you intend to adopt for purposes of the paper. Once a definition is adopted, use this particular one throughout the paper).

4. If statistics are relevant refer to whenever necessary, acknowledging source and giving a key to tables or diagrams.

5. Now make your planned points one at a time. A few sentences on each point, setting out the nature and size of the problem and who it affects etc. Go on to examine what has been done, is being done, etc., with the help of terms already defined and statistics if appropriate. You may conclude with what could be done to reduce/understand or alleviate the problem.

6. Support your arguments with evidence, e.g. quotes from books or articles, statistics etc. Avoid unsupported statements such as ‘it is well known that...’, ‘it

92

has been shown that . . . ‘etc. Indicate who has shown it.

7. Do not simply copy whole sections from books etc., (plagiarism). Use your own words to summarise other people’s arguments and claims (this is known as paraphrasing). Actual quotations can be used but given in inverted commas and acknowledged with page numbers and reference in the text and full bibliographical details at the end of the work.

8. Illustrate a point with examples from your own experience, or with reference to a case study.

9. Your planned conclusions sector of the paper should summarise the problem as set out by yourself and indicate the way ahead. You may well set out the role of the professional or community participant/activist in your conclusion, but be realistic and specific rather than ‘starry-eyed’.

10. Throughout the paper try to be concise, and avoid rambling or drifting off the point.

b) Arrangements for the submission and return of assignments

Stage 1

Handing in the work. You should hand in assignment at the agreed place and on the agreed date and time identified in the module guide provided by the module tutor at the start of the module, with an Assessment Cover Sheet (plus any specific module grids). Any extensions must be formally negotiated in advance of the submission date.

Stage 2

First Marker and Cross-Marker/ Second Marker. The module tutor(s) undertake first marking and sample cross marking (except in the case of Dissertations and practice based modules where there is independent double marking of all materials), and then complete the relevant front sheet and any marking grid with feedback. They will agree a provisional mark.

Stage 4

External moderation. All submitted work is available to External Examiners in the Course with specific work seen by them according to agreed criteria.

Stage 5

The Social Work Course Module Board of Examiners. This meets at the end of each academic year and confirms marks for all students on all modules in the Course. The dates are included towards the beginning of this Course Guide. It takes account of first and second marker comments plus those of the External Examiners. The Module Board of Examiners then ratifies the marks and awards.

93

Stage 6

Examination Board / Award Board. This takes place after the Course Boards and ensures equity of treatment across all undergraduate courses. The Chief External Examiner is in attendance. The marks agreed here are the final ratified marks, which are then processed by Academic Registry. Final marks can be at variance with the provisional mark provided on the feedback sheet.

Stage 7

Communication of Results. Academic Registry undertake to publish your results and disseminate this information to you according to agreed processes published by them. You will be able to access your own record through Student Records On – Line.

Please note – it is against University policy to give results out over the telephone or via e-mail. You must access your feedback and results via the agreed procedure. It is unfair and unacceptable for you to ring or e-mail administrative or academic staff expecting results to be given.

Stage 8

Return of work.

You should check student records; this will indicate when your work is ready for collection.

If you have not collected your work by the end of the following academic year, it will be discarded.