general course information...based learning over 2 years to be eligible to rpl onto year two of the...

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Course information form (CIF) - 2016 - QAP0164 of 21

Course Information Form This Course Information Form provides the definitive record of the designated course

General Course Information

Course Title Foundation Degree Nursing Associate

Qualification Foundation Degree FdSc

FHEQ Level Level 5

Intermediate Qualification(s) None

Awarding Institution University of Bedfordshire

Location of Delivery AA, AB, AC, Off Campus in workplace settings

Mode(s) of Study and Duration

Full time over 2 years

Professional, Statutory or Regulatory Body (PSRB) accreditation or endorsement

Not applicable

UCAS Course Code Not applicable

External Benchmarking

FHEQ qualification descriptors for level 5: foundation degree (QAA 2014)

Nursing Associate Curriculum Framework domains (HEE 2016)

QAA Characteristic Statement for Foundation Degrees (QAA, 2015)

Entry Month(s) February and October

Why study this course

This course will equip you with the knowledge and skills required of a nursing associate. The prime focus of the nursing associate role is to support Registered Nurses to deliver safe, responsive and effective care to service users and patients. You will be provided with opportunities to work within multi-disciplinary teams and with multi-agencies.to deliver high quality care to people with diverse needs. As a nursing associate you will work to a nationally recognised code of conduct. This course meets the requirements of the national Nursing Associate Training programme curriculum, and adopts a work-based learning approach to enable you to develop the wide-ranging skills and capabilities you require for this role. During the course you will gain

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experience in a range of practice settings alongside your employment in a healthcare setting and attend University for the equivalent of a day a week. Throughout the course you will be supported by both a practice mentor and a personal academic tutor.

Educational Aims

The course has been designed to meet Health Education England requirements for a qualified Nursing Associate. The aim of this course is to produce a compassionate, competent and confident nursing associate at academic level 5 (equivalent to the second year of a degree programme), qualified to deliver a wide range of clinical, care and inter-personal skills underpinned by a systematic knowledge base, whilst practising safely and effectively within parameters of practice, demonstrating appropriate values and behaviours in a wide range of health and care settings (page 12 of the National Nursing Associate Training Curriculum Framework, Health Education England, 20161)

Course Structure

The Units which make up the course are:

Unit Code Level Credits Unit Name Core or option

ASP006-1 4 15 Introduction to study skills Core

tbc 4 15 Project Preparation for Nursing Associates Core

ASP008-1 4 30 Health and Well-being: Improving Lives Core

ASP010-1 4 30 Person-centred Care Core

tbc 4 30 Developing Values-based Practice for Nursing Associates (WBL)

Core

ASP006-2 5 30 Safeguarding Health and Wellbeing Core

ASP007-2 5 30 Healthcare Policy and Quality Core

tbc 5 30 Enhancing Nursing Associate Practice (WBL)

Core

tbc 5 30 Embedding NHS Values in Nursing Associate Practice (Project)

Core

Course-Specific Regulations

Variation to University regulations is required for: - entry criteria - assessment regulations: there will be no aggregation within units that contain practice

based assessments. This is to enable the course to be mapped against professional standards so that students who successfully complete the course can apply via the

1 HEE 2016 Nursing Associate Curriculum Framework, programme aims page 12)

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Recognition of Prior Learning (RPL) process to be accepted onto year two of the pre-registration nursing course.

- engagement requirements: students must complete a minimum of 675 hours of work-based learning over 2 years to be eligible to RPL onto year two of the pre-registration nursing course.

Entry requirements

“a) On entry, trainee nursing associates should demonstrate an ability to work at level 2 literacy and numeracy. Details of this level can be found on learn direct website at: http://www.learndirect.com/help/about-learndirect/learning-with-learndirect/qualification-equivalency/ A numeracy and literacy test will be undertaken at interview. b) Trainee nursing associates will currently, or on enrolment, be employed in a health or care role. (Trainee nursing associates need to be employed in a setting where they can be appropriately supervised by a registered nurse or other appropriate health or care professional). As the course includes work-based learning, there is a requirement for the student to be employed within the workplace for the duration of the course. Students are advised to review their contractual agreement with their employing organisation on application to ensure they will meet course requirements for work place learning for the duration of their course c) Students will need to demonstrate the ability to study a programme at academic level 4 (equivalent to first year of a degree), with the potential to progress to level 5 (equivalent to year 2 of a degree). d) Individuals will need to demonstrate the appropriate values and attitudes for the programme in line with HEE’s value based recruitment programme.”2

Additional Course Costs

There is no cost to the student for fees for the duration of the course at present. You should discuss travel payments, to other practice placements, with your employer prior to commencing the course. It is left to your employer as to whether or not travel payments are made or whether you will be expected to meet this cost. You will be required to pay for parking costs at both practice placement sites and whilst at the University. You are expected to provide a current DBS clearance (fees and information can be accessed here: https://www.gov.uk/disclosure-barring-service-check/overview) and join the update service at a cost of £13 per year. Other costs include,

a fob watch

stethoscope

stationery (files, paper and pens)

printing of assignments (where necessary)

If your vaccinations are not up-to-date then you will be required to meet the costs to ensure that you are appropriately covered to ensure your safety in the clinical environment.

Graduate Impact Statements

The course has been designed to develop graduates who are able to:

2 HEE 2016 Nursing Associate Curriculum Framework, Entry Requirements, page 16

http://www.learndirect.com/help/about-learndirect/learning-with-learndirect/qualification-equivalency/

http://www.learndirect.com/help/about-learndirect/learning-with-learndirect/qualification-equivalency/

https://www.gov.uk/disclosure-barring-service-check/overview

https://www.gov.uk/disclosure-barring-service-check/overview

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apply knowledge and understanding of the principles of holistic, person-centred care to support the delivery of nursing care in and across a range of health and care settings

work under the leadership and direction of registered nurses and collaborate with them and other colleagues in health and care teams to provide safe, evidence-based, compassionate care that reflects the values of the NHS

be resourceful and creative when suggesting or implementing change intended to make a positive difference to the quality of the patient experience

Course Learning Outcomes

1. Exercise personal responsibility and work independently within defined parameters of practice, taking the appropriate initiative in a variety of situations and performing a range of clinical and care skills consistent with the roles, responsibilities and professional values of a nursing associate;

2. Apply the knowledge, skills, attitudes and behaviours that support the planning, delivery

and evaluation of care that is safe, person-centred, evidence-based and holistic; 3. Work across organisational boundaries in a range of health and care settings and

collaborate with others to achieve the best possible outcomes for patients; 4. Communicate effectively with patients, carers, families, the public and health and care

providers, using a wide range of channels, while conveying inter-personal skills that promote clarity, compassion, empathy, respect and trust;

5. Analyse the principles underpinning values-based practice, duty of care, equality and

diversity and the need for candour and consistently demonstrate the application of these principles in and across a range of settings;

6. Exercise the skills, attitudes and behaviours that underpin personal development and life-

long learning to identify personal development needs and to support the development of others;

7. Apply knowledge of the principles underpinning effective leadership and team-working and

demonstrate a range of leadership competencies, attitudes and behaviours in promoting patient safety and quality of care

8. Evaluate the impact of research, health and social care policy and legislation on care

provision and reflect on your own role in research and innovation in improving patient safety and quality of care within the context of rising public expectations.

PSRB details

Not applicable

Learning and Teaching

The teaching, learning and assessment strategies within this course are intended to foster your development as independent, autonomous learners, able to make informed decisions and contribute to the development of practice across a range of health and social care areas of practice.

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The principles underpinning this course are to ensure that teaching, learning and assessment activities:

have immediate relevance to the students’ role within the workplace;

draw upon expertise-by-experience;

are learner-centred in approach; and

foster active learning.

A key feature of the course is developing skills pertinent to the nursing associate. The curriculum enables students to adopt an analytical stance towards existing healthcare practices, examining existing evidence bases and exploring ways of improving healthcare delivery. Your existing expertise will be used as a foundation for future development. Through reflection on and in action, you will be encouraged to integrate theory and practice. Much of the learning activity is case or scenario-based to draw upon your individual experiences from practice.

A learner centred approach is evidenced by the use of a range of teaching and learning methods to meet individual student learning styles. These incorporate interactive lectures, practical sessions including, simulation, workshops, seminars and tutorials to encourage you to learn from each other. There is a general requirement for certain aspects of units to be researched independently through working in small groups. Each unit will be supported by BREO, our on-line learning environment. You will be able to use BREO to access information and learning resources relevant to the unit. Interactive tools such as blogs and discussion boards will be used to support unit delivery. Interactive teaching methods will make use of, case studies and problems from practice to allow you to rehearse decision-making, medicines management, leadership and problem solving skills in the classroom.

Active learning is a key component of the course. With this in mind the foundation degree has been structured to maximise placement learning whereby you will spend as a minimum 22.5 hours per week in practice in your home base, one day per week in the University and one day in an alternative placement. This fosters active learning enabling theory to inform practice and practice to inform theory. Specialist practice skills identified by your employer and/or mentor/assessor, in partnership with you, are added to the Nursing Associate Skills Log. Assessment tasks are relevant to your personal development and service needs.

Your learning will be supported by the University’s Virtual Learning Environment (BREO) and enhanced by the use of simulation. Through the use of case studies and reflection, you will have the opportunity to explore the wider context of health, for example, analysing pertinent health policies, health promotion and healthcare models. There are opportunities for you to learn about service improvement as you will identify and plan a service development proposal that will benefit your workplace and the service user experience. You will be supported during the work-based learning elements of the course by practice mentors and members of the course teaching team who will visit you to offer support to both you and your mentors.

Assessment

The course assessment strategy is closely aligned to the teaching and learning strategy which is designed to have: immediate relevance to practice; draw on expertise-by-experience; foster active learning and be leaner-centred in approach. A distinct feature of the course is the range of assessment tasks, including those that allow you to undertake workplace relevant assessments that can have an immediate impact in practice. Examples include: written assignments ranging from reflective pieces to academic essays culminating in a project at

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Foundation degree level, assessed practice within your workplace; computer based examinations and oral presentations.

Your use of professional and theoretical literature will increase in complexity, depth and breadth as you progress through the course. In the first year, you will be expected to demonstrate knowledge and understanding of the evidence-based literature and apply this to practice. In contrast, the second year will demand deeper analysis and evaluation of the literature and its applications. For example, you will develop your ability to study and practice more independently. You will be expected to identify a subject that particularly interests you based upon the NHS values, and propose a service improvement project supported by appropriate literature. Assessments of your clinical skills will begin with observation of the care you provide to patients/service users during work-based learning experiences. Expectations of the levels of skill you demonstrate will increase over time and by the final assessments you will be expected to manage more complex and challenging encounters in a non-judgemental, empathic manner in accordance with NHS values. The course uses formative and summative assessments:

Formative assessments are assessments that are not graded, but are designed to monitor your learning and provide assist with your learning. These are used within units to enable you to gain feedback from your lecturer, and on occasion peers, to support and enhance your development and progress towards summative assessments.

Summative assessments are those that evaluate your learning, therefore contribute to your overall grade for each unit.

A variety of formative strategies are used and tailored to best suit the summative assessment. An example of a formative assessment used within the course includes a discussion in class with peers and lecturer based on an anonymised case study, which will be developed later within an essay for the summative assessment. In another unit you will engage in a formative in-class reflection on the communication methods you have employed within your work place. The reflective model or framework used during this exercise is relevant to the summative assessment. Confidentiality Maintaining confidentiality of personal or organisational information is an important component of professional practice and must be assured at all times. Information gained in a practice context that is not in the public domain must not be disclosed to others. Where data collected in practice is required for an in-course assessment the consent of the service user must be sought and the information should be presented in such a way that confidentiality is maintained. Anonymity in relation to service users, carers, staff or the care delivery organisation must be maintained at all times in coursework, related appendices, care plans and any work diaries / reflective journals. You will be expected to omit any information which could reveal the identity of service users or carers. Breaches of confidentiality will be treated as a serious matter and may incur penalties in accordance with the School of Healthcare Practice Confidentiality policy. Consent The consent of service users is required for information pertaining to them and their circumstances to be used within your coursework. It should be made clear that refusal to give consent for such purposes will have no implications for care. You must provide written confirmation from your mentor that you have sought service user consent and this must be

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submitted with your assignment This verification must also confirm that any service user referred to in your assignment is someone you have delivered care to and that you have maintained confidentiality.

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Assessment Map

Unit Code

C/O

1- 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 35 40 43

Year 1

ASP006-1

C CW

-Ess

EX-CB

ASP008-1

C CW-CS

Ex-CB

ASP010-1

C PR-Oral

CW-CS

New unit Proj Prep

C WR-I

New unit level 4 WBL

C CW

-RW

PR-Plac

Year 2 ASP006-2

C PR-Oral

Ex-OT

ASP007-2

C PR-Oral

CW

-Ess

New unit Project C

PR-Oral

PJ-Proj


C PR-Port

PR-OT/ PR-Plac

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Developing your employability

Your experiences on this course will equip you with the knowledge, understanding, skills, attitudes and behaviours relevant to employment as a Nursing Associate. Skills such as study skills, communication and interpersonal skills, self-awareness, team working, reflective practice, managing stress and change management will be made meaningful to you in your future employment as a nursing associate through application to healthcare contexts. Responding to the challenges associated with the often complex care needs of patients will provide you with the confidence and competence to deliver effective, safe and responsive care.

After Graduation

Students undertaking this course are already employed in a healthcare role and it is anticipated that you will continue to work within your place of current employment after graduation as a Nursing Associate. Those students who wish to pursue their academic studies and top up their foundation degree to a full honours degree will be eligible to apply for direct entry to year two of the pre-registration nursing course leading to registration with the Nursing & Midwifery Council (NMC). Other courses at the University of Bedfordshire that might interest you include:

BSc (Hons) Operating Department Practice

BSc (Hons) Midwifery (3 year course)

BSc (Hons) Paramedic Science

BSc (Hons) Psychology

BSc (Hons) Health and Social Care

Additional Information

Each unit of study has placement hours attached to facilitate meaningful learning. You will experience placements in a variety of health and care settings including hospital, at the client’s home and close to home. This is to ensure that you experience a wide range of supportive learning opportunities. Your primary placement will be based in one of these training contexts and will be your home base (place of employment).

Student Support during the course

The University of Bedfordshire provides a range of central support services. These include academic advice and support, health and well-being services and guidance with regards to financial matters. All students have access to the University’s Professional and Academic Development (PAD) team and the Student Information Desk (SID), which provides the gateway to a range of specialist advice and assistance. Students may be required to undergo diagnostic testing for academic and/ or professional English language abilities, and may further be required, to participate in academic English support workshops or classes provided by the University. Support services are detailed within the student support area of the University website at: http://www.beds.ac.uk/studentlife/student-support.

Your course team will also provide a range of support with your studies. This includes the allocation of a named Personal Academic Tutor (PAT), who will guide you through your studies. This will involve personal and group tutorials, placement meetings, academic support and monitoring of academic and professional development. The PAT will also provide the link between the University and the work place and ensure that your professional and academic progress is monitored and supported. You will be given timely feedback on assessments, with suggestions on how to further improve your work.

All partner healthcare organisations sending students on the Nursing Associate foundation degree will be required to identify a named work place mentor who is a registered practitioner

http://www.beds.ac.uk/studentlife/student-support

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from the field of practice in which the student works. The role of the mentor is to facilitating the learning of the student during the work-based learning components of the course.

Course Equality Impact Assessment

Question Y/N Anticipatory adjustments/actions

The promotion of the course is open and inclusive in terms of language, images and location?

Y

Are there any aspects of the curriculum that might present difficulties for disabled students? For example, skills and practical tests, use of equipment, use of e-learning, placements, field trips etc.

Y

We actively encourage applications from people with disabilities and will ensure that reasonable adjustments are made to assessment tasks in order that they are not disadvantaged, where possible given the requirements of clinical practice. Once an applicant with a disability has been accepted on to the course, we will work with them to identify their individual needs in relation to attending and successfully completing the course. Reasonable adjustments to the way the course is delivered and assessed will be made so that students with a disability are not disadvantaged.

If a student has specific needs (e.g. dyslexia, dyspraxia, visual or hearing impairment, mobility issues) that may require additional resources (i.e. aids or adaptations) it is important that they notify the course co-ordinator of these needs at the earliest opportunity so that appropriate arrangements can be made to ensure equality of opportunity.

Are there any elements of the content of the course that might have an adverse impact on any of the other groups with protected characteristics3?

N

If the admission process involves interviews, performances or portfolios indicate how you demonstrate fairness and avoid practices that could lead to unlawful discrimination?

Y All staff involved in interviews have equality and diversity training.

Confirm that you have considered that the course learning outcomes and Graduate Impact Statements are framed in a non-discriminatory way.

Y

Confirm that the course handbook makes appropriate reference to the support of disabled students.

Y

3 Age, Gender reassignment, Marriage and civil partnership, Pregnancy and maternity, Race, Religion

and belief, Sex, Sexual orientation

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Administrative Information – Faculty completion

Faculty Health and Social Sciences

Portfolio Allied Health Professions and Midwifery

Department/School School of Healthcare Practice

Course Coordinator Jackie Cashmore

Trimester pattern of operation The course operates over the following trimesters: Oct (Trimester 1), Feb (Trimester 2), June (Trimester 3)

PSRB renewal date (where recognised)

Not applicable

Version number 1/17

Approved by (c.f. Quality Handbook ch.2)

University Approval Panel

Date of approval (dd/mm/yyyy) 01/03/2017

Implementation start-date of this version (plus any identified end-date)

April 2017

Study model type (e.g. study centre)

Form completed by: Name: Amanda Willetts Date: 11/04/2017 Authorisation on behalf of the Faculty Teaching Quality and Standards Committee (FTQSC) Chair: ………………………………………………………… Date: …..…………………

Course Updates

Date (dd/mm/yyyy)

Nature of Update FTQSC Minute Ref:

1

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Administrative Information – Academic Registry completion

Route code (post approval)

JACS / HECoS code (KIS)

SLC code (post approval)

Qualification aim (based on HESA coding framework)

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Annexes to the Course Information Form These annexes will be used as part of the approval and review process and peer academics are the target audience. General course information

Course Title Foundation Degree Nursing Associate

Qualification Foundation Degree FdSc

Route Code (SITS) FDNUAAAF

Faculty Health and Social Science

Department/School/Division School of Healthcare Practice

Version Number 1/17

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Annex A: Course mapping of unit learning outcomes to course learning outcomes

Unit code ASP006-1 ASP008-1 ASP009-1 New unit Proj Prep


ASP006-2 ASP007-2 New unit Project


Level 4 4 4 4 4 5 5 5 5

Credits 15 30 30 15 30 30 30 30 30

Core or option C C C C C C C C C

Course Learning Outcome (number)

Insert LO1 and/or LO2 for each unit into cell corresponding to the course learning outcome

1 LO2 LO1 LO2 LO2 LO2 LO1 LO1 LO2

2 LO1 LO2 LO2 LO2 LO2 LO1 LO2 LO1 LO2 LO2 LO1 LO2 LO1

3 LO2 LO2 LO1

4 LO1 LO1 LO2 LO2 LO1

5 LO1 LO2 LO1 LO1 LO2 LO2

6 LO1 LO2 LO2 LO2 LO1 LO2

7 LO2 LO2 LO1

8 LO1 LO2

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Annex B: Named exit or target intermediate qualifications This annex should be used when Schools wish to offer intermediate qualifications which sit under the main course qualification as named exit or target awards, rather than unnamed exit/default awards. Section 1: General course information

Intermediate Qualification(s) and titles None

Mode(s) of Study and Duration Not applicable

Type of Intermediate Qualification(s)

Not applicable

Route Code(s) (SITS) of Intermediate Qualification(s)

Not applicable

Section 2: Qualification unit diet One table to be used for each intermediate qualification

Confirmation of unit diet for:

Not applicable

The units to achieve the credits required may be taken from any on the overall diet for the main course qualification

A combination of units from a restricted list must be taken to achieve the credits required (specify the list below)

A specific set of units must be taken to achieve the credits required (specify units below)

List of units (if applicable):-

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Course Information Form (CIF) - October 2016 of 21

Annex C: Course mapping to FHEQ level descriptor, subject benchmark(s) and professional body or other external reference points One set of mapping tables to be produced for the course and each named intermediate qualification

Course (or intermediate) qualification and title

Foundation Degree Nursing Associate FHEQ qualification descriptors for level 5: foundation degree (QAA 2014)

FHEQ Descriptor for a higher education qualification

Level 5

Course Learning Outcome(s)

1 2 3 4 5 6 7 8

Foundation degrees are awarded to students who have demonstrated:

Knowledge and critical understanding of the well-established principles of their area(s) of study, and of the way in which those principles have developed

Ability to apply underlying concepts and principles outside the context in which they were first studied, including, where appropriate, the application of those principles in an employment context

Knowledge of the main methods of enquiry in the subject(s) relevant to the named award, and ability to evaluate critically the appropriateness of different approaches to solving problems in the field of study

An understanding of the limits of their knowledge, and how this influences analyses and interpretations based on that knowledge

Typically, holders of the qualification will be able to:

Use a range of established techniques to initiate and undertake critical analysis of information, and to propose solutions to problems arising from that analysis

Effectively communicate information, arguments and analysis in a variety of forms to specialist and non-specialist audiences and deploy key techniques of the discipline effectively

Undertake further training, develop existing skills and acquire new competences that will enable them to assume significant responsibility within organisations

And holders will have:

the qualities and transferable skills necessary for employment requiring the exercise of personal responsibility and decision-making

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Subject Benchmark Statement(s) QAA Benchmark statement: Healthcare programmes (2001)

Evidence and/or Course Learning Outcome(s)

How the course takes account of relevant subject benchmark statements

A1 Professional autonomy and accountability maintain the standards and requirements of professional and statutory regulatory bodies; adhere to relevant codes of conduct; understand the legal and ethical responsibilities of professional practice; maintain the principles and practice of patient/client confidentiality; practise in accordance with current legislation applicable to health care professionals; exercise a professional duty of care to patients/clients/carers; recognise the obligation to maintain fitness for practice and the need for continuing professional development; contribute to the development and dissemination of evidence-based practice within professional contexts; uphold the principles and practice of clinical governance.

1 and 5

A2 Professional relationships participate effectively in inter-professional and multi-agency approaches to health and social care where appropriate; recognise professional scope of practice and make referrals where appropriate; work, where appropriate, with other health and social care professionals and support staff and patients/clients/carers to maximise health outcomes; maintain relationships with patients/clients/carers that are culturally sensitive and respect their rights and special needs

3, 4 and 5

A3 Personal and professional skills demonstrate the ability to deliver quality patient/client-centred care; practise in an anti-discriminatory, anti-oppressive manner; draw upon appropriate knowledge and skills in order to make professional judgements, recognising the limits of his/her practice; communicate effectively with patients/clients/carers and other relevant parties when providing care; assist other health care professionals, support staff and patients/clients/carers in maximising health outcomes; prioritise workload and manage time effectively; engage in self-directed learning that promotes professional development; practise with an appropriate degree of self-protection; contribute to the well-being and safety of all people in the work place.

1, 2, 4 and 5

A4 Profession and employer context show an understanding of his/her role within health and social care services; demonstrate an understanding of government policies for the provision of health and social care; take responsibility for his/her own professional development; recognise the value of research and other scholarly activity in relation to the development of the profession and of patient/client care

1, 2, 3, 4 and 6

B1 Identification and assessment of health and social care needs gather relevant information from a wide range of sources including electronic data; adopt systematic approaches to analysing and evaluating the information collected; communicate effectively with the client/patient, (and his/her relatives/carers), group/community/population, about their health and social care needs; use a range of assessment techniques appropriate to the situation and make provisional

2, 6 and 8

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identification of relevant determinants of health and physical, psychological, social and cultural needs/problems; recognise the place and contribution of his/her assessment within the total health care profile/package, through effective communication with other members of the health and social care team.

B2 Formulation of plans and strategies for meeting health and social care needs work with the client/patient, (and his/her relatives/carers), group/community/population, to consider the range of activities that are appropriate/feasible/acceptable, including the possibility of referral to other members of the health and social care team and agencies; plan care within the context of holistic health management and the contributions of others; use reasoning and problem solving skills to make judgements/decisions in prioritising actions; formulate specific management plans for meeting needs/problems, setting these within a timescale and taking account of finite resources; record professional judgements and decisions taken; synthesise theory and practice.

2, 3, 4, 5 and 8

B3 Practice conduct appropriate activities skilfully and in accordance with best/evidence-based practice; contribute to the promotion of social inclusion; monitor and review the on-going effectiveness of the planned activity; involve client/patient/members of group/community/population appropriately in on-going effectiveness of plan; maintain records appropriately; educate others to enable them to influence the health behaviour of individuals and groups; motivate individuals or groups in order to improve awareness, learning and behaviour that contribute to healthy living; recognise opportunities to influence health and social policy and practices

1, 2, 3, 4, 5 and 7

B4 Evaluation measure and evaluate critically the outcomes of professional activities; reflect on and review practice; participate in audit and other quality assurance procedures; contribute to risk management activities.

2, 3, 4 and 7

C1 Knowledge and understanding understanding of the key concepts of the disciplines that underpin the education and training of all health care professionals, and detailed knowledge of some of these. The latter would include a broad understanding of: the structure and function of the human body, together with a knowledge of dysfunction and pathology; health and social care philosophy and policy, and its translation into ethical and evidenced based practice; the relevance of the social and psychological sciences to health and healthcare; the role of health care practitioners in the promotion of health and health education; the legislation and professional and statutory codes of conduct that affect health and social care practice.

1, 2, 3 and 5

C2 Skills Information gathering; problem solving; communication; numeracy; information technology

1, 2, 5, 6 and 8

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The format of the following mapping tables may be adjusted.

Qualification Characteristic

QAA Characteristic Statement for Foundation Degrees (QAA, 2015)

Evidence

How the course takes account of relevant qualification characteristics documents

Foundation degree graduates are able to demonstrate:

knowledge and critical understanding of the established principles in their field of study, and understanding of the limits of their knowledge

Course LO 1,2,3,4,5,6,7,8

Tested by all unit assessments

knowledge of the main methods of enquiry in the subject and the ability to use established techniques to undertake critical analysis of information in order to propose solutions

Course LO 2,5,7,8

Tested by unit assessments

the ability to evaluate critically the appropriateness of different approaches to solving problems and to apply these in a work context

Course LO 1,2,5,7,8


the ability to apply their knowledge and skills to new situations, including in the workplace

Course LO 1,2,3,4,5,6,7,8


effective communication skills in a variety of forms and for a range of audiences Course LO 3,4,7


Foundation degree graduates have the qualities necessary for employment in situations requiring the exercise of personal responsibility and decision-making. They are able to undertake further training, develop existing skills and acquire new competences

Course LO 1,2,3,4,5,6,7,8


Professional body or other external reference points

Nursing Associate Curriculum Framework Domains (Health Education England, 2016)

Evidence

How the course takes account of Professional body or other external reference points

Domain 1: Professional values and parameters of practice By the end of the programme the trainee nursing associate will be able to exercise

personal responsibility and work independently within defined parameters of practice, taking the appropriate initiative in a variety of situations and performing a range of clinical/practical skills consistent with the roles, responsibilities and professional values of a nursing associate

Reflected in course learning outcome 1

Addressed in the following units: - Person-centred Care - Developing Values-based Practice for Nursing

Associates (WBL) - Safeguarding Health and Wellbeing - Health Care Policy and Quality - Embedding NHS Values in Nursing Associate

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Practice (Project) - Enhancing Nursing Associate Practice (WBL)

Domain 2: Person-Centred Approaches to Care

By the end of the programme, the trainee nursing associate will be able to exercise those skills, attitudes and behaviours that support the planning, delivery and evaluation of high quality person-centred, holistic care.


Addressed in the following units: - Introduction to Study Skills unit - Health and Wellbeing: Improving Lives - Person-centred Care - Project Preparation for Nursing Associates - Developing Values-based Practice for Nursing

Associates (WBL) - Safeguarding Health and Wellbeing - Health Care Policy and Quality - Embedding NHS Values in Nursing Associate


Domain 3: Delivering Care By the end of the programme, the trainee nursing associate will be able to work

across organisational boundaries/ in a range of health and care settings and apply, in practice, the range of nursing skills appropriate to their parameters of practice.


Addressed in the following units: - Person-centred Care - Safeguarding Health and Wellbeing - Embedding NHS Values in Nursing Associate

Practice (Project)

Domain 4: Communication and Inter-personal Skills By the end of the programme, the trainee nursing associate will be to communicate

effectively across a wide range of channels and with a wide range of individuals, the public, health and social care professionals, maintaining the focus of communication on delivering and improving health and care services and will possess those inter-personal skills that promote clarity, compassion, empathy, respect and trust.


Addressed in the following units: - Introduction to Study Skills unit - Health and Wellbeing: Improving Lives - Person-centred Care - Developing Values-based Practice for Nursing

Associates (WBL)

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

By the end of the programme, the trainee nursing associate will be able to explain the principles underpinning duty of care, equality and diversity and the need for candour and will demonstrate the application of those principles in a range of settings


Addressed in the following units: - Person-centred Care - Project Preparation for Nursing Associates - Developing Values-based Practice for Nursing

Associates (WBL) - Health Care Policy and Quality

Domain 6: Supporting Learning and Assessment in Practice

By the end of the programme, the trainee nursing associate will be able to exercise those skills, attitudes and behaviours that support personal development and life-long learning together as well as those associated with the development of others.


Addressed in the following units: - Introduction to Study Skills unit - Project Preparation for Nursing Associates - Developing Values-based Practice for Nursing

CIF 2016


Associates (WBL) - Safeguarding Health and Wellbeing - Enhancing Nursing Associate Practice (WBL)

Domain 7: Team Working and Leadership By the end of the programme, the trainee nursing associate will be able to explain the

principles underpinning leadership frameworks and associated team-working and leadership competencies and will demonstrate a range of those competencies, attitudes and behaviours required of a nursing associate.


Addressed in the following units: - Safeguarding Health and Wellbeing - Embedding NHS Values in Nursing Associate

Practice (Project) - Safeguarding Health and Wellbeing

Domain 8: Research, Development and Innovation By the end of the programme, the trainee nursing associate will be able to

demonstrate the importance of being research aware, research and innovation, and their own role in this, across the health and care landscape in improving the quality of patient safety and care and in addressing the challenges faced within the context of rising public expectations.


Addressed in the following units: - Health and Wellbeing: Improving Lives - Person-centred Care - Project Preparation for Nursing Associates - Safeguarding Health and Wellbeing - Health Care Policy and Quality - Embedding NHS Values in Nursing Associate


general course information...based learning over 2 years to be eligible to rpl onto year two of the...

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