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School of Health and Social Care Department of Adult Nursing and Midwifery Studies

COURSE GUIDE Pre-Registration Nursing Programme: Adult Field Course Code: 3975

BSc (Hons) Adult Nursing Academic year 2015 - 2016

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Welcome to Adult Nursing A warm welcome is extended to all Adult field students in the September 2015 cohort on both the Southwark and Havering Campuses who have commenced from the Adult Nursing course. We are delighted that you have chosen to study at LSBU and are sure you will find the two years of your programme rewarding. The LSBU Student Portal is your online hub for information and services, will give you access to general information that applies to London South Bank University students and permits you to view and update your personal information and tells you where to go for help and advice. The purpose of this Course Guide is to provide you with key information about years one, two and three of the programme in order that you can make the most of the learning opportunities available within the University and within practice. It specifically identifies variations from the general information published through the Student Portal, including your course academic calendar. In addition to your Course Guide, in due course you will have Practice Placement Guidelines (informing you about your practice placements), a Practice Assessment Document and as each module commences, a Module Guide. The programme you are undertaking is a demanding one. This is because in addition to being an academic course, it is also a professional course with commensurate expectations of students. Your preparation to become a qualified Adult Nurse is a shared responsibility between the University and our partner NHS Trusts and we work closely together to ensure that you are ready for practice when you take the important step of registering with the Nursing and Midwifery Council after successful completion. It is your responsibility to ensure you are familiar with University regulations; these may be accessed through the University web site. Please be aware that some of the profession specific regulations take precedence over university regulations. Please read the information in this document carefully and seek clarification if necessary. From time to time the regulations and assessments applying to your course may be reviewed and revised. When this happens you will be informed via the Adult Nursing Moodle course site. Please ensure that you are familiar with all of these documents, and that you keep them in a safe place. Best wishes Beverly Joshua Course Director Pre-registration Adult Nursing and Marie Culloty Principal Lecturer, Adult Nursing

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CONTENTS 1.0 Introduction 2.0 Course Information 3.0 Aims and Learning Outcomes of the Course 4.0 Course Structure

Course Plan Organisation of Modules

5.0 Summary of Modules 6.0 Learning support

Learning Services Additional Learning Needs Programme Administration Summary of Roles Student Ambassadors The Student union Department of Adult Nursing

7.0 Learning, Teaching and Assessment

Learning and Teaching Moodle Library Assessment Support Coursework Submission Extenuating Circumstances panel Feedback for Assessment Submitting Assignments Electronically Coursework Marking and Return Publication of Results Academic Misconduct Confidentiality Policy Adult Nursing Assessment Schedule Marking Criteria Getting the most from your feedback

8.0 Practice Learning Professional Suitability Practice Assessment Submission of Practice Assessment Document Post Practice Discussion

9.0 Regulations (2015-16) Pass Mark

Coursework Submission Extenuating Circumstances Exam Boards and Publication of Results Progression Honours Classification Provision for Students who have Failed Modules Completion of the Course

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10.0 Relevant Policies

11.0 Contributing to the Development of your Course

Student representation Module Evaluation Practice Learning evaluation Course Board Student Affairs Committee External Examiner Reports Annual Course Monitoring

12.0 Personal Development Planning and Employability

13.0 Useful resources Where to go for help?

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1.0 INTRODUCTION This Course Guide is designed to help you to understand the Adult Nursing Course, to help you get the most out of years one, two and three and to ensure that you are aware of the range of resources available to support you. It contains important information about the course, about who’s who in the Adult Nursing Course team, and what roles people undertake. It is important that you familiarise yourself with the content of this Course Guide and keep it accessible for future reference. The answers to many of your questions are likely to be contained here, however, your Personal Tutor, Link Lecturers, Cohort Leader and Course Director will all be available to you throughout the course to answer your queries. You should read this guide in conjunction with the 2015-16 Student Handbook in which you will find essential information including:

Academic regulations which govern your course

Services to you as a student

Financial support available

Information about the student union

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

Regulations related to plagiarism, cheating and other disciplinary matters

You are also advised to access documents relevant to your particular course via the Moodle site. The course is modular and comprises 4,600 hours of theory and practice, as required by the Nursing and Midwifery Council, and a holiday requirement of seven weeks per year. The programme is organised as far as possible around university academic semesters and there are two semesters per year. The modules of learning span the two semesters and each module comprises 20 credits. The programme is designed to incorporate a balance (after annual leave) of 50% theory and 50% practice. There are normally no more than 45 programmed weeks in any one year. Practice and theory are equally valued.

The Nursing and Midwifery Council requires that once you have completed the course you will have 5 years in which to complete your registration on the NMC Professional Register. Practice Learning Opportunities Guidelines (2015) These contain all the information you require for the time that you will be spending in practice. You can find all this publication on the Adult Nursing Moodle site in the Course Information folder under Adult Nursing Policies and Procedures. These publications are updated annually, and when this happens, you will be informed via the Adult Nursing Moodle course site. Module Guides These are located on Moodle and contain all the information you need to know about the modules you are studying. They include an indication of what you will be studying each week. Equality of Opportunity London South Bank University has an unreserved commitment to facilitating higher education opportunities for people with disabilities. The University's Equal Opportunities Policy sets out ways in which the University seeks to provide equal treatment to all its

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students. The University is committed to ensure that no student in the process of admission, enrolment, teaching and assessment, receives less favourable treatment on grounds of sex, age, race, colour, nationality, ethnic or national origins, marital status, sexual orientation, home responsibility, trade union activity, political or religious belief; that applications from people with disabilities are welcome; that selection and assessment criteria and procedures are kept under review to ensure that individuals are selected and treated on the basis of their relevant merits and abilities alone. With its strong commitment to high quality and continuous improvement in all aspects of its work, the University seeks to offer an education that will satisfy all students including students with disabilities in an environment in which they are supported both academically and pastorally to achieve their prospects for employment and higher study. London South Bank University's commitment to equal opportunities and to facilitating higher education opportunities for people with disabilities is long established. The Disability & Dyslexia Support (DDS) service is specifically dedicated for students with a mental health condition or other medical condition, who are disabled or have specific learning difficulties (including dyslexia). You do not need to be registered to use DDS, but if you have a disability or dyslexia you may be entitled to some additional support to help you cope with any practical, academic or personal needs arising from your disability. The DDS offers a range of services and facilities that can be tailored to meet individual needs and that will enable you to get the most out of your time at London South Bank University.

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

Semester two: All students will undertake the Professional values, law and ethics module (generic) and a further generic module on Social sciences and nursing. These modules together with Communication in health care will be studied over a 6 week period for approximately 20 hours weekly for each. Adult field students will then have a practice

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learning experience based in an adult care environment. In this setting you will have 37.5 hours of practice learning per week for 6 weeks. You will receive Preparation for Practice prior to each practice learning opportunity and will meet with your Personal Tutor following each experience to reflect on your practice, review your Practice Assessment Document and begin to plan your learning outcomes for the next practice experience. You will submit your academic work at the end of each semester and the Practice Assessment Document at the end of the year. At the end of year one all adult field students who have successfully progressed are invited to complete online re-enrolment in readiness for the start of Year 2. This will be during the Transition week, when year 1 is consolidated and preparation for year 2 commences. Year Two Entry to the second year is dependent on successful completion of year one. Adult Field students will continue to share modules with students from all fields of practice and will balance this with modules of study specific to the Adult nursing field. During year two you will continue to develop your practice skills in hospital and out of hospital settings, increasing your competence and becoming more confident in carrying out essential skills. The academic development groups continue to meet twice per semester for 2 hours across the year. Semester one: students undertake the module Mental wellbeing and physical health (generic) and the Field specific module Life sciences and medicines management. The third module in semester one is Care of the adult patient. Across year two there are three 8-week practice learning opportunities which offer you the opportunity to work in acute, specialist and community settings. You can then gain further experiences with a variety of inter-professional practitioners. An example of this might be the medical, radiologist, consultant nurse, dietician, nurse specialists, pharmacist, and Health Visitor. During one of the three 8-week practice learning opportunities, you will undertake a 4 week virtual Mother and Newborn experience, which along with the experience in the community settings will allows you to meet the EU Directives (2008)

Semester two: All students undertake the Research methods and use of evidence module and the Public health and health policy module which are both generic modules. Alongside these modules Adult Field students undertake the End of life and palliative care module which is field specific. Adult field students will submit their academic work at the end of the first and second semesters and the Practice Assessment Document at the end of the year. At the end of year two all students who have successfully progressed are invited to complete their re-enrolment online in readiness for the start of Year 3. This will be during the transition week, when year 2 is consolidated and preparation for year 3 commences. Year Three Entry to the third year is dependent on successful completion of the second year. Adult Field Students will continue to attend the university and undertake two practice learning opportunities which address adult patients with more complex needs. Semester one: Adult field students undertake a generic module Politics and health and two field specific modules, Rehabilitation and health promotion of the adult and Pharmacology and medicines management. In semester one Adult field students have an 8-week practice learning opportunity which is based in the hospital setting and addresses adults with

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increasingly more complex needs. You will continue to have scheduled Preparation for Practice prior to each practice learning opportunity and your personal tutor continues to meet with you on a one-to-one basis to support the integration of theory and practice as you begin your transition to a professional. Semester two: Adult field Students undertake the module Complex care of the adult patient and Best practice in adult nursing, both of which are field specific modules. The generic module Leadership, management and supervision completes your module studies. The final practice learning opportunity is undertaken in the students’ Host Trust with identified sign-off mentors. All students have a 4-week elective in which you can develop your knowledge and skills in an area of particular interest. Options for this might be international experience overseas, an international perspective without travelling overseas, experience gained with charitable organisation and national centres of expertise. Adult field Students submit their academic work at the end of the first and second semesters and their Practice Assessment Document at the end of the year. At the successful conclusion of your journey through the programme you will be eligible for registration in chosen field and for the academic award of a BSc Honours degree in Adult Nursing.

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

The aims of the programme are to:

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

education specified in the NMC Standards (2010)

Develop confident and competent practitioners who practise autonomously,

compassionately, skilfully and safely whilst maintaining dignity and promoting health

and wellbeing

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

evidence

Foster independence in learning and commitment to lifelong learning

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

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

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

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

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

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

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

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

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

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

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

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

C1. Practice within The Code (NMC 2015) to meet public and professional expectations C2. Confidently meet the competencies for pre-registration education (NMC 2010) to

ensure delivery of safe nursing care C3. Act with professionalism and integrity, and work within agreed professional, ethical

and legal frameworks and processes to maintain and improve standards C4 Assess, plan, deliver and evaluate care in hospital and out of hospital settings using

the best available evidence C5. Practice in a compassionate, respectful way, maintaining dignity and well being and

communicating effectively using a wide range of strategies and interventions including communication technologies.

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

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

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

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

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

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

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

4.0 PROGRAMME STRUCTURE The programme is full-time and extends over a period of three calendar years, inclusive of holidays. The overarching framework of design is known as the programme. The individual pathway that a student follows to an award is known as a course.

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The three-year programme is designed to be a continuous educational programme with an appropriate balance between health and illness, between the educative, restorative and rehabilitative aspects of nursing and between hospital and out of hospital settings. An integrated framework is used as much as possible in order to promote sharing and working together across professional disciplines, academic subjects and, where possible, across graduate courses.

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

Lecturers drawing on research to underpin their sessions

Students being required to draw upon research being undertaken in their workplace

The need to incorporate evidence based concepts into practice

Experienced, active researchers contributing to course delivery

Learning about the research process

Skills of retrieval and appraisal of research literature The Reflective Practitioner The pre-registration courses promote the concept of the reflective practitioner who engages in continual reflection upon practice, which bases practice on current evidence and theoretical perspectives and can modify and extend that theory and practice by further reflection. Reflective practice requires you to think about what you are doing as you are doing it and also to reflect on events and experience. Reflection can therefore be seen as a way to empower you to become fully aware of your own knowledge and actions providing boundless opportunities for you to develop into a competent, self-aware, analytical and confident practitioner of the future. Reflection when

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integrated into the curriculum promotes an understanding that what is learned in practice is meaningful and valid to everyday practice. Central to reflective practice is the concept that it is important to prepare practitioners of the future who are capable of responding to and learning from unique situations in practice.

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Indicative Course Plan - A more detailed and accurate version is available on your Moodle course site. You will be allocated to Group, A, B or C. September 2015 Course Plan

Group A Group A Group B Group B Group C Group C

07.09.15 Enrolment Induction

14.09.15 Induction

21.09.15

Theory S1 – 6 weeks

28.09.15

05.10.15

12.10.15

19.10.15

26.10.15

02.11.15 Preparation for Practice

09.11.15 Practice 6 weeks

Practice 6 weeks

Practice 6 weeks

Theory S2

Theory S2

16.11.15 Skills

23.11.15

30.11.15

07.12.15

14.12.15 AL

21.12.15 Annual Leave (AL) Christmas

28.12.15

04.01.16 Practice

continued 6 weeks

Practice

continued 6 weeks

Theory S2

Practice 6 weeks

Theory S2

AL

11.01.16

18.01.16 Exam week

25.01.16 Exam week

01.02.16

Skills

08.02.16

15.02.16 AL AL

Practice 12 weeks

Practice 12 weeks

Practice 6 weeks

22.02.16

Theory S2

29.02.16 Study

07.03.16

14.03.16

21.03.16 Revision


04.04.16 Study

Resit S1

11.04.16 Study

18.04.16

25.04.16

02.05.16 Revision Revision


AL AL

Practice 12

weeks

Practice 12

weeks

16.05.16 Study Exam week

23.05.16 Revision Revision

30.05.16 Skills

Study

Exam week

06.06.16

13.06.16


27.06.16

04.07.16

Skills

Skills

11.07.16 Resit S2

18.07.15

25.07.15

01.08.15 Annual Leave (AL)

08.08.15

15.08.15

22.08.15 Resit week Resit

29.08.15 Transition week

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Organisation of Modules Year 1

S1 S2

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

Generic module: Practice module Practice Skills for Nursing Module Co-ordinator Vicky Nash (Child)

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

Core module: Professional Values, Ethics and Law Module Co-ordinator Lorraine Highe (Child)

Generic module: Social Sciences and Nursing Module Co-ordinator Lesley Bedford (Learning Disability)

Field specific module: Practice module Communication in Health Care Module Co-ordinator Ann Terrell

Year 2

S1 S2

Field specific module: Care of the Adult Patient Module Co-ordinator Calvin Moorley

Generic module: Practice module Mental Wellbeing and Physical Health Module Co-ordinator Maria Lindholm Ventola (Mental Health)

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

Core module: Research Methods and Use of Evidence Module Co-ordinator Louise Terry

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

Generic module: Public Health and Health Policy Module Co-ordinator Annette Chowthi-Wlliams

Year 3

S1 S2

Field specific module: Pharmacology and Medicines Management Debbie Jones

Generic module: Politics and Health Audley Graham (Mental Health)

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

Field specific module: Best Practice in Adult Nursing Jane Brindley

Field specific module: Complex Care of the Adult Patient John Barclay

Core module: Practice module Leadership, Management and Supervision Liz Crighton (Child)

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

Module Title Introduction to Life Sciences

Semester Year 1 – Semester 1

Ref No: HAP_4_001

Student Study hours Classroom contact: 40 hours

Directed blended learning: 10 hours

Student managed learning: 150 hours Total hours: 200

Module Co-ordinator Shirley Lambert (Adult Nursing)

Description

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

Assessment method

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

Module Title Practice Skills for Nursing


Ref No: HAP_4_002

Student Study hours

Classroom contact: 40 hours



Module Co-ordinator

Vicky Nash (Children’s Nursing)

Description

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

Assessment method

Formative assessment: OSCEs

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Summative Assessment: 1. Numeracy Unseen Exam – 1 hour 2. 20 questions. 20% weighting Pass mark 60%

3. Successful completion of Practice Learning and Assessment Document

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

Module Title Theories and Practice for Adult Nursing

Semester Year 1 - Semester 1

Ref No: NAD_4_001

Student Study hours




Module Co-ordinator

Chioma Onyedinma-Ndubueze (Adult Nursing)

Description

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

Assessment method

Formative Assessment: Undertake one annotated bibliography Summative Assessment: Choosing two articles from a given choice of three, undertake an annotated bibliography. All written coursework will be submitted electronically 3000 words 40% Pass mark, 100% Weighting

Module Title Professional Values, Ethics and Law


Ref No: HAP_4_003

Student Study hours




Module Co-ordinator

Lorraine Highe (Children’s Nursing)

Description

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

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Assessment method

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

Module Title Social Sciences and Nursing


Ref No: HAP_4_004

Student Study hours



Student managed learning:150 hours Total hours: 200

Module Co-ordinator

Lesley Bedford (Learning Disability Nursing)

Description

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

Assessment method

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

Module Title Communication in Health Care


Ref No: NAD_4_002

Student Study hours



Student managed learning: 150 hours

Total hours: 200

Module Co-ordinator

Ann Terrell (Adult Nursing)

Description

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

Assessment Formative Assessment:

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method

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

Year 2 Modules

Module Title Mental Wellbeing and Physical Health


Ref No: HAP_5_001

Student Study hours

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

Module Co-ordinator

Maria Lindholm Ventola (Mental Health Nursing)

Description

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

Assessment Formative Assessment:

Module Title Life Sciences and Medicines Management


Ref No: NAD_5_002

Student Study hours




Module Co-ordinator

Christine Caldwell (Adult Nursing)

Description

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

Assessment method

Formative Assessment: On-line MCQs and SAQs via Moodle Completion of workbooks Summative Assessment: Numeracy unseen exam – 1 hour 80% Pass mark 20% weighting Unseen examination - 2 hours Short Answer Questions (4 questions from a choice of 8). 40% Pass mark 80% weighting Students are required to pass both elements in order to pass this module.

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method

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

Module Title Care of the Adult Patient


Ref No: NAD_5_001

Student Study hours




Total student hours: 200

Module Co-ordinator

Calvin Moorley (Adult Nursing)

Description

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

for patients with prevalent Adult conditions and operative procedures. Students

will understand the importance of early recognition and reporting of the

deteriorating patient.

Assessment method

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

Module Title Public Health and Health Policy


Ref No: HAP_5_002

Student Study hours



Student managed learning:150 hours Total hours: 200

Pre-requisite learning

Successful completion of Year 2

Module Co-ordinator

Annette Chowthi-Williams

Description

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

Assessment Formative:

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method

Self and peer assessment through reflection in workshops/seminars.

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

Module Title Research Methods and Use of Evidence


Ref No: HAP_5_003

Student Study hours




Module Co-ordinator

Louise Terry (Adult Nursing)

Description

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

Assessment method

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

Module Title End of Life and Palliative Care


Ref No: NAD_5_003

Student Study hours

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

Module Co-ordinator

Jane Crussell

Parent Department

Department of Adult Nursing

Parent Course BSc (Hons) Adult Nursing

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

Assessment method

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

Year 3 Modules

Module Title Politics of Health


Ref No: HAP_6_001

Student Study hours




Module Co-ordinator

Audley Graham (Mental Health Nursing)

Description

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

Assessment method

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

Module Title Pharmacology and Medicines Management


Ref No: NAD_6_001

Student Study hours




Module Co-ordinator

Debbie Jones (Adult Nursing)

Description

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

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Module Title Leadership, Management and Supervision


Ref No: HAP_6_002

Student Study hours

Model C:




Module Co- Liz Crighton (Children’s Nursing)

Assessment method

Formative Assessment: Drug calculations. Presentation of an issue related to medicines management. Summative Assessment: Numeracy unseen exam – 1 hour 100% Pass mark 20% weighting Scenario Based Assignment Using a given scenario, analyse the nursing assessment focussing on pathophysiology underpinning the assessment (1500 words) 50% Weighting Using the same scenario, focus on the pharmacology/medicines management (1500 words) 50% Weighting 80% overall weighting 40% Pass mark Students are required to pass both elements in order to pass this module.

Module Title Rehabilitation and Health Promotion of the Adult


Ref No: NAD_6_002

Student Study hours




Total hours: 200



Module Co-ordinator

Ann Terrell (Adult Nursing)

Description

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

Assessment method

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

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ordinator

Description

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

Assessment method

Formative Assessment: Leadership shadowing activity Summative Assessment: Successful completion of Practice Learning and Assessment Document which contributes to the overall course portfolio. 100% Weighting Pass/Fail

Module Title Complex Care of the Adult Patient


Ref No: NAD_6_004

Student Study hours




Total hours: 200



Module Title Best Practice in Adult Nursing


Ref No: NAD_6_003

Student Study hours




Total hours: 200

Module Co-ordinator

Jane Brindley (Adult Nursing)

Description

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

Assessment method

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

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Module Co-ordinator

John Barclay (Adult Nursing)

Description

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

Assessment method

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

6.0 LEARNING SUPPORT Your wellbeing is important to us and there are many ways in which the University can help you if you find yourself in difficulty. As well as providing social and work spaces, our purpose-built Student Life Centre has a wealth of knowledge on all non-academic issues that can affect you while you are at the University. They will be able to help with the services below plus careers and employability queries, appointments with student advisors and any questions you may have regarding fees and bursaries. If you are not sure where to go, it will be a great place to start as the staff will be very happy to help you find the right person to talk to. Student Advice service provided a free and confidential service for all students, advice and guidance on financial and money management, and help with any personal, emotional or academic issue you may face. Disability & Dyslexia Support (DDS) service is specifically dedicated for students with a mental health condition or other medical condition, who are disabled or have specific learning difficulties (including dyslexia). You do not need to be registered to use DDS, but if you have a disability or dyslexia you may be entitled to some additional support to help you cope with any practical, academic or personal needs arising from your disability. The DDS offers a range of services and facilities that can be tailored to meet individual needs and that will enable you to get the most out of your time at London South Bank University. If you are a student with a disability or dyslexia, or think you might need to be assessed for dyslexia, please contact the Disability and Dyslexia support service as soon as possible. The sooner any necessary arrangements are made, the better equipped you will be to succeed in your course. You are reminded that it is your responsibility to let the module co-ordinator know in advance of the assessment submission of any specific learning needs. Student Mental Health & Wellbeing service offers short-term support and advice to all students who are experiencing personal difficulties, who may be struggling to cope at university or just need someone to talk to. The service is free and confidential and there are a range of appointment days and times available. To assist your personal development and increase motivation, it is important that you develop self-awareness and belief in your abilities. You will be encouraged to share experiences with your peers throughout the course. Personal support will be offered by the

https://my.lsbu.ac.uk/page/student-centre

https://my.lsbu.ac.uk/page/disability-dyslexia-support

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provision of identified personnel with specific roles related to course delivery. The key roles are identified in this document. Programme Administration A dedicated administration team supports the students undertaking the Pre-registration Nursing Programme. The team is spread across both the Southwark and Havering campuses and supports face-to-face and online practice learning processes, examinations and assessment procedures and examination boards as well as dealing with day-to-day enquiries. Names and details can be found on the Adult Nursing Moodle site.

Academic Support Systems for Students Within the Department of Adult Nursing there are many opportunities for support Peer Support

A system of peer support is in place for students (student mentors) in later years to help new

students to integrate and for easy transition to life and study at the University. For the mentor, it gives the opportunity to support and as such will help personal development and

can improve skills such as time management, organisational and communication skills. In later years you will become mentors as you progress to years two and three

Personal Tutor

All Adult Nursing students will be assigned a Personal Tutor who is a member of the

academic staff registered on Part 1 of the NMC register (RN Adult). The Personal Tutor will be in place for the duration of your course and will meet with you prior to and following each

practice experience. The personal tutor will monitor your progress in the achievement of competencies and provide support and pastoral care to a group of Adult Nursing students in

your cohort. Your Personal Tutor is…………………….

Course Director A Course Director is responsible for the co-ordination for the whole of the students’ course. The Course Director will liaise with Module Co-ordinators, Principal Lecturers for each Field and for the generic modules and the Heads of Departments for the Pre-registration Nursing Programme to ensure the programmes are delivered as efficiently as possible. This will give additional support to students with regards to progress and issues that arise as result of academic/personal or practice issues that cannot be dealt with by the Personal Tutor. Your Course Director is Beverly Joshua Cohort Leader Each Cohort of Adult Nursing students on each site will be allocated a cohort leader at the beginning of the course. The responsibility of the cohort leader is to facilitate a cohort of students throughout the three years, focusing more on group and professional issues raised by the cohort, as well as keeping the cohort informed of developments within the University and in professional practice. Your Cohort Leader is……… Module Co-ordinator There is a designated module co-ordinator for all modules in the programme. The module co-ordinator takes the responsibility for the leadership of the module team and organisation, planning, implementation and evaluation of the module. Group assignment tutorials will be identified within the module timetable for added support.

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Student Ambassadors Student Ambassadors have played an important part in the recruitment of students and in supporting new students within the Department for a number of years. Current students who are motivated and enthusiastic about their course undertake the role of Student Ambassador. Student Ambassadors are involved in Open Days, `Fresher’s` activities and the induction course to help introduce new students to the courses and the university. The Student Union Students of the School of Health and Social Care are automatically members of the London South Bank University Students’ Union. LSBU Student Union typically provides support in relation to a wide range of issues around student welfare and in the provision of a sociable environment. LSBU Student Union encourages all students to get to know the union and use it widely meeting students at the commencement of the course during induction and providing contact details. Virtual Learning Environment (VLE) The LSBU Virtual Learning Environment (Moodle) contains sites which will support your learning at LSBU. The VLE can be accessed at any time on and off campus and contains a number of links to resources to enable you to get the most from your course of study.

Electronic copies of the Course Guide will be posted on the VLE and each module folder will contain a link to the relevant module guide. The way in which VLE is used for teaching and support will vary across the courses, between modules and even individual lecturers. You may be required to carry out some activity prior to your taught session, or you may find there is some post teaching work. Discussion boards may feature in some modules and it is really important that you actively engage in all of these activities. If a discussion board is set up as part of the teaching and learning for a module, your involvement is monitored in the same way as your attendance is monitored in the taught sessions.

Help sheets show you how to set up your LSBU IT account; how to log in to the VLE; how to access the VLE for modules and courses that you are registered onto and what to do if you have problems. Information about the location of your lectures will be made available through the VLE; if it is necessary to change the venue, you will also be notified through the VLE. You are required to check the VLE and your LSBU email daily to see whether there are any notices for you. Department of Adult Nursing The contact details of the Pre-registration Adult Field Teaching Team are provided: Designation Name Based at

Havering Based at Southwark

Contact Details Tel / E-mail

Associate Professor

Marie Culloty

Yes Yes 0207 815 5925 [email protected]

Course Director

Beverly Joshua

Yes 0207 815 8074 [email protected]

Senior lecturer John Barclay


Principal Lecturer CPPD

Diana Case Yes 0207 815 8016 [email protected].

Senior Lecturer Jane Brindley

Yes 0207 8156730 [email protected]

Senior Lecturer

Christine Caldwell Yes 0207 815 6172 [email protected]

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Senior Lecturer Martina O’Brien

yes 0207 815 6174 [email protected]

Senior Lecturer Karen Sanders


Senior Lecturer Shirley Lambert

Yes 0207 8156196 [email protected]

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

Senior Lecturer Debra Jones


Senior Lecturer Peter Jones


Senior Lecturer Colin Winter


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

Senior Lecturer Chioma Onyedinma-Ndubueze


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

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

Senior Lecturer Allan Gopal


Senior Lecturer Rosetta West


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

Senior Lecturer Jean Woolmer


Senior Lecturer Annette Chowthi-Williams


Senior Lecturer Linda Williams


Senior Lecturer Jane Crussell

yes 0207 8155949 [email protected]

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

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

Senior Lecturer Stephen Trimble Yes

0207 815 4708 [email protected]

STUDENT CODE OF PRACTICE The Student Code of Practice sets out responsibilities placed on you as you undertake an LSBU award with regard to enrolment, attendance, conduct and adherence to University regulations, policies and procedures. Attendance Requirements Attendance on your course of study is integral to ensuring fitness for practice. It is a manifestation of professional responsibility towards fellow students, tutors, work colleagues and ultimately the patient or client. In the University, electronic monitoring of your attendance will be undertaken by ‘checking in’ using your ID card and a proximity card reader as you enter classrooms, skills labs and the library. Each time the card touches a reader, an audit log is created in a database which

https://my.lsbu.ac.uk/page/regulations

27

records which reader was touched by whom and the date and time. The system allows audit logs to be generated and matched against the timetable system to identify those present. If the teaching and learning for a module includes activity through the VLE, your participation in this will also form part of your attendance record. In order to correctly notify your attendance you must ‘check in’ no earlier than 10 minutes before the start of a session. You can touch at any time during the session and have your attendance recorded. Please make sure to touch in for all timetabled sessions. This information is collected on your ID card and will need to be uploaded to the attendance monitoring system using the ‘Check Out Points’ located around the University. It is best to do this every day before leaving University. Whilst the system is slightly different at Southwark and Havering campuses, the process is very similar to an oyster card you touch in to register your card and you touch out to have your account updated. The University may contact you for clarification regarding any non-attended sessions and Patterns of unexplained or non-approved absence may be investigated as part of the Professional Suitability/Fitness to Practice process. Absence from the university You should inform, through LSBU email, the relevant Course administrator and module co-ordinator if you are unable to attend planned academic sessions. You should also provide a brief email to the university sickness and absence administrator: [email protected] . This email should include your name, student number, course, all dates of absence and a brief outline of your reasons for absence (Sickness/Appointment/etc). You must also email the date of your return when known. Absence of 20 cumulative days may lead to withdrawal from the programme. Sickness You are required to notify the University if you are unwell. Medical certificates must be produced to the employing authority and copies forwarded to the Sickness and Absence Administrator. If a period of sickness extends beyond six days a medical certificate will be required. Sickness or absences totalling more than seven days will be required to be made up to comply with Statutory Regulations. Study weeks are primarily for study and assessment completion, these are not additional holiday weeks. Failure to attend a session scheduled in these weeks may result in being recorded as absent. Annual leave/ holiday Your course clearly identifies your annual leave/holidays. At all other times you are expected to be either in the academic environment, on identified study or in practice placements. The published dates for practice placements cannot therefore be modified or changed except under exceptional circumstances. Exceptional third submissions occur in late August and may coincide with annual leave/holiday.

Religious festivals Where you need to take time off for religious festivals you should negotiate this with your Course Director well in advance to discuss if, and how, this can be accommodated.

mailto:[email protected]

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Fitness to Practise The Fitness to Practice Procedure applies to all students following pre-registration programmes in the School of Health and Social Care leading to registration either with the Nursing and Midwifery Council (NMC), the British Acupuncture Council (BAcC) or the Health & Care Professions Council (HCPC). Where unacceptable behaviour has taken place outside University premises (for instance in a placement setting) and been considered under the process of another institution (such as the placement provider), the University retains the right to consider that behaviour under this process. Principles informing the procedure Whilst the precise standards vary between professions, in general fitness to practice has four elements:

Suitable conduct;

Suitable competence;

Suitable character;

Suitable health. The University has an occupational health process, and therefore issues of health are not considered under this process. Students’ competencies are demonstrated through the satisfactory completion of academic work and placements, and are therefore not considered under this process. This process is used to review cases where students’ behaviour calls into question whether their conduct or character are suitable for the profession which they have entered or are seeking to enter. The over-riding principle underpinning this procedure is that the safety of service users in placement settings cannot be put at risk. Subject to that principle, students are expected to learn and develop the appropriate standards of conduct whilst they are on the course. The normal approach to behaviour which is inconsistent with the standards of conduct, performance and ethics is therefore to warn the student and give him, or her, a chance to improve and develop. However, if conduct does not improve or develop, or if the safety of others is put at risk, students may be permanently excluded from the University. The University’s Discipline Procedure Behaviour which is covered under this Fitness to Practice Procedure cannot be considered under the University’s Student Discipline Procedure. This process will always take precedence over the Student Discipline Procedure, and if the Student Discipline Procedure is initiated with respect to behaviour which is subsequently seen to fall under this procedure, the disciplinary process will immediately be terminated and action under this procedure taken instead. Directional Statement of Conduct You will be required to sign the School’s Directional Statement of Conduct Principles annually. The Directional Statement clarifies the expected behaviours of you and the process of annually signing up to them ensures that you are clear of the expectations on you. Major and Minor Misconduct Major misconduct is:

Conviction of a criminal offence by any court of criminal jurisdiction; or

Deliberate or intentional conduct which is violent, aggressive, disruptive, abusive, intimidating, indecent, dishonest or corrupt; or

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Using this procedure to make a frivolous or malicious report about a student or students; or

Any action which places the safety of staff or service users in the placement setting at risk.

Minor misconduct is any conduct which contravenes the Directional Statement of Conduct Principles, Codes of Professional Conduct or Ethics or Standards of Conduct, Performance and Ethics which apply to the student, but is not major misconduct. Whilst a conviction is always considered major misconduct, where a student has accepted a police caution, this may constitute either major or minor misconduct, depending on the nature of the offence. The School of Health and Social Care Directional Statement sets the context and behaviours that are acceptable for professional registration that must be met. You will be provided with a copy of this Directional Statement of Conduct Principles for you to sign and return, this year and at the commencement of each successive year of your course. Activities, behaviours and attitudes that impact on professional suitability are those normally associated with the demonstration of commitment, understanding and competence in practice.

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

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The Moodle environment provides a “virtual” classroom where you can develop and enhance you learning experience by:

Exploring new materials

Recapping or replaying materials

Gain background and further information

Reinforce and check learning

Exchange ideas with tutors and other students You can also access core module reading materials and timetables as well as submit assignments on line and obtain your assignment grades. Practice learning support and other communications will also be posted on Moodle so it is important that you check your sites frequently. There are also “virtual” discussion areas available which allow you to message other students to share experiences and activities The Moodle environment can be accessed at any time and with any computer connected to the internet. This provides you with flexibility and choice of when and where you study. You will receive an overview of the way your Moodle sites are structured at the start of your course. Moodle is an essential part of the learning and teaching strategy therefore you should remember that it is a necessary component to your learning experience. IT Support at https://my.lsbu.ac.uk/page/it-support provides additional support and teaching for those who are less familiar with information technology. Moodle is the virtual learning environment that supports learning activities in the university. It is the main source of all information about the course. Adult Nursing Moodle course site This site contains general course information, policies and procedures; as well as Practice Learning Guidelines. All practice learning and assessment information and assessment results are also on this site. Module Sites on Moodle Each module has its own separate Moodle site and you will be enrolled automatically on the sites for years one and two at the start of the relevant academic year. Library There are over 600 study spaces across the two libraries and there are a range of study environments for individual and group/social learning. Wireless internet access available, there are bookable group rooms and laptops and iPads are available for loan. Course materials, online information resources, and the School Information teams are also on hand to provide support for effective researching. Please refer to the Library information published on MyLSBU; https://my.lsbu.ac.uk/general/library.aspx Assessment Support All students should be provided with support to provide them with the maximum opportunity to succeed in their theoretical assessments. Support should be twofold. Firstly study skills support and advice should be provided throughout the course in relation to writing at Level 4, 5 or 6 and exam techniques. Secondly tutorial support should be provided for all written assignments and exams and registers of attendance at these will be recorded. On commencement of each Module you will be introduced to the assessment and the task identified. Coursework Submission It is your responsibility to

Make yourself aware of assessment submission dates; and

https://my.lsbu.ac.uk/page/it-support

https://my.lsbu.ac.uk/general/library.aspx

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Attend examinations for assessment on the dates required. You will be deemed to have made a first attempt at each assessment at the due date, whether or not the attempt has been made, unless a deferral has been agreed by the relevant Award and Progression Board. You MUST submit coursework by the published deadline in accordance with the assessment briefing identified in the module guide. Apart from Practice Assessment Documents all other coursework should be submitted electronically; the date of submission will be recorded by the system. The Module Guide will inform you of the format(s) that you are expected to use. It is your responsibility to ensure that you have back-up copies of any work submitted electronically. Failure of a computer, disk or printer will not be accepted by the Examination Board as a reason for non-submission or incomplete submission of an assessment. In the case of physical submissions to the School Help Desk, the date of submission will be that stamped on the physical coursework receipt. In the case of an electronic submission Please note the special instructions for students with DDS requirements. You will also need to identify that you are registered with DDS when you notify that you will be submitting your coursework late. Any other form of notification such as email is not acceptable. Extenuating Circumstances If you believe that your assessed work (coursework or examination) has been affected by circumstances outside your control, you may draw these circumstances to the attention of the Award and Progression Examination Board by submitting a claim for extenuating circumstances in accordance with published procedures. Extenuating Circumstances Guidance may be located on My.LSBU A claim for extenuating circumstances should only be accepted in Exceptional Circumstances. A successful claim for extenuating circumstances will normally be based on evidence of circumstances that satisfy all of the following criteria, namely that the circumstances are:

non-academic

unexpected

significantly disruptive

arising from matters beyond your control

likely to have affected the your academic (including clinical) performance (or ability to attend in whole or part) to an extent that is material.

You can only claim extenuating circumstances after the events have taken place to which the claim refers.

Extenuating circumstances forms must be submitted NO LATER THAN 5 DAYS AFTER AN EXAMINATION OR THE SUBMISSION DATE OF AN ASSESSMENT. The form is to be accessed on-line Examination Boards and Publication of Results Examination Boards comprising External Examiners and members of the Academic staff make all decisions about the outcomes of student assessment. The University operates a Subject Area Board and an Award and Progression Board. The Subject Area Board is responsible for agreeing the marks for each student in each module. The Award and Progression Board considers and decides the outcomes for each student at each level of

https://my.lsbu.ac.uk/page/exams-assessments-extenuating-circumstances


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study. External Examiners are appointed in accordance with the requirements of the NMC and the University regulations. When the assessment has been marked, the module leader will publish provisional marks through Moodle, no later than 15 days after the assessment deadline. Following the Subject Area examination board, and subject to external examiner scrutiny, the marks will be ratified (fixed) and feed into your academic profile. Once a year, following the Award and Progression Board you will receive confirmation of the results for the academic year through My.LSBU. At the end of your course you will receive a hard copy Transcript of your studies.

If you have undertaken assessment it is your responsibility to find out your results. If your results do not appear you MUST contact your Course Director.

Progression

Progression means that you may continue on an approved course of study, and may undertake work at a higher level than that previously undertaken. All modules must be successfully completed before you will be allowed to progress to the next stage. Your progression to the next stage of the course occurs in September, at which point if you have been successful, you will pass into the new academic year. Feedback for Assessment All modules are designed to have a formative and summative assessment. Formative assessment Formative assessment is designed to guide you towards successful completion of summative assessment. Formative assessment feedback may be given in writing, verbally one-to-one or in a group, through the VLE or by your own self-assessment. The method of feedback will be determined by the assessment task but should help you to assess your own abilities, gain an understanding of your strengths and weaknesses and prepare you for the summative piece. Summative assessment Summative assessment may take the form of: written examination, oral presentations, clinical practice assessment, OSCEs or coursework. The type of assessment is designed as part of the validation of your course and has been approved by the University and Professional and Statutory bodies such as the Nursing and Midwifery Council and the Health and Care Professions Council. Summative assessment is the task for which you will be given a mark, which will contribute towards your academic profile, and ultimately your award. You will find details of the assessment task, criteria against which you will be assessed and expected timeframe for feedback in your module guides. Formal feedback will be available in writing in the timescale indicated in your module guide. Reading Draft Material In preparation for summative coursework assignments you may wish to submit some draft material to the module co-ordinator for comment. The information below is intended to guide you as to how much draft summative coursework academic staff will read and provide you with feedback. 1. First submission - you may submit to the module co-ordinator or personal tutor or

marker either:

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a. An outline of the broad structure of the intended assessment (no more than one page)

b. 500 words (maximum) from within the assessment (two sides of A4 in no less than 10pt font size).

2. Subsequent submissions – draft material will not be reviewed for second or third submissions – it is expected that the feedback from prior submission combined with a remedial tutorial should be sufficient.

3. You may not submit draft material within two weeks of the final submission date (or for DDS students their extended date)

4. Staff will not give any indication of expected mark or outcome.

Coursework Submission In the interests of equity and effective management, coursework must be submitted on time. It can then be marked and returned with the minimum delay. Coursework is an essential part of the assessment of each module so it is important that you do not fall behind. The procedures below are designed to prevent this happening. You will be given the date for submission of each piece of coursework in the module guides. Please note that the dead-line date is not the first day you may submit your work – it is the last day. You may submit your work prior to the deadline date if you wish. Assessment instructions published within the module guide will clearly state a word count beyond which nothing will be marked. Maximum word count example - 3000 words +10%. What is included in the word count? Word count includes everything in the main body of the text (including headings, in-text citations, quotes, tables, lists, etc.). List of references, appendices or footnotes are not included in the word count. As students of the School of Health & Social Care you must:

use the Harvard referencing system.

keep appendices to a minimum and only contain reference materials illustrating and supporting arguments fully made in the main body of the work. Any other materials included in appendices, except where specifically requested in the coursework instructions, will not be marked.

Penalty for exceeding the maximum word count There is no regulatory/mandatory penalty for exceeding the word limit but you should be aware that the marker will not mark any work after the maximum word limit has been reached. Therefore for a 3000 word assignment, staff will cease to mark any work in excess of 3300 words (word count + 10%). Electronic Submission 1. You will be required to submit an electronic copy of the assignment to the assignment

folder set up on Moodle. Information and a demonstration of how to do this may be found on the VLE site. You will also need to submit a copy to Turnitin.

2. TurnitinUK is a facility that will allow you to upload draft copies of your work and get an originality report. TurnitinUK compares your work with electronic resources on the Web and highlights areas that are not original. This will allow you to check that your work is correctly referenced before its final submission. The following link may answer additional questions Understanding Turnitin originality reports.

3. The electronic copy should be submitted no later than 11:55 p.m. on the identified date.

4. Submission File Format: PDF file only.

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

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Font - Times, size 11; Arial, size 11; Palatino, size 11; Geneva, size 11 Predominant letter style to be Plain Text, using lower case with upper case for Initial

Letters. Double Spaced Margins: 3.0 cm approx. Page numbers: to be provided centrally, at the bottom of the page. The file must be saved using candidate number e.g. 12345678.docx. Please note that only one electronic file can be submitted so all appendices, reference lists, front page etc. must be merged into a single electronic file. If merging documents is problematic, please discuss this with your module coordinator.

Practice Assessment Documents 1. These must be submitted to the School Office in K2 on the date of submission. Latest

time for submission is 16:00 hours: 2. You must fill in a coursework submission front sheet and attach it to your work. 3. The receipt of the work will be recorded at the office. This will record receipt of the work

and will allow tracking of the work through the assessment process. 4. If you believe that your performance in an assessment, or your ability to submit

coursework on time, has been affected by external circumstances, such as illness, you may submit an extenuating circumstances form, with the appropriate independent evidence.

Academic Misconduct The LSBU Student Code of Practice 4 sets out the University’s procedures for dealing with allegations of any type of academic misconduct for example suspected case of cheating, plagiarism or collusion. LSBU Student Code of Practice 4 - Academic Misconduct; https://my.lsbu.ac.uk/assets/documents/academic/SCP4academicmisconduct%20(june%202013).pdf Confidentiality Policy This policy will apply to all academic work submitted by students as part of their course. Exceptions do exist and will vary according to the nature of the assignment. This policy should be read in conjunction with the Department of Health Confidentiality NHS Code of Practice; November 2003 and Professional Codes of Conduct or Codes of Practice; such as the Nursing and Midwifery Council and the Health and Care Professions Council. This policy is applicable to all courses within the School of Health and Social Care portfolio. For the purpose of this document the term ‘patient’ is used to denote anyone who is in receipt of health and social care provision, for example client, service user, customer and carers.

Statement on Confidentiality

Ensuring confidentiality is not just about good practice, it is a right owed to all individuals. ‘Observing the principle of confidentiality means keeping information given by or about an individual in the course of a professional relationship secure and secret from others. This confidentiality is seen as central to the maintenance of trust between professional and service-user’. A key principle associated with confidentiality is that it affects everybody who works in health and social care and all levels of service users.

1. Patients/clients

https://my.lsbu.ac.uk/assets/documents/academic/SCP4academicmisconduct%20(june%202013).pdf

https://my.lsbu.ac.uk/assets/documents/academic/SCP4academicmisconduct%20(june%202013).pdf

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The Department of Health Code of Practice (2003:7) states that ‘Patients entrust us with, or allow us to gather, sensitive information relating to their health and other matters as part of their seeking treatment. They do so in confidence and they have the legitimate expectation that staff will respect their privacy and act appropriately. In some circumstances patients may lack the competence to extend this trust, or may be unconscious, but this does not diminish the duty of confidence. It is essential, if the legal requirements are to be met and the trust of patients is to be retained, that the NHS provides, and is seen to provide, a confidential service’. In keeping with the above principles, it is required that any written, or other such work such as photographs, videos, submitted by students as part of the requirements of a unit of study protect patient/client identity. This includes work submitted for assessment, seminar, and poster presentations. The Code of Practice states that key identifiable information includes:

patient’s name, address, full post code, date of birth;

pictures, photographs, videos, audio-tapes or other images of patients;

NHS number and local patient identifiable codes;

Anything else that may be used to identify a patient directly or indirectly. For example, rare diseases, drug treatments or statistical analyses which have very small numbers within a small population may allow individuals to be identified.

‘One consequence of this is that information that can identify individual patients, must not be used or disclosed for purposes other than healthcare without the individual’s explicit consent, some other legal basis, or where there is a robust public interest or legal justification to do so. In contrast, anonymised information is not confidential and may be used with relatively few constraints’. (DH 2003:7) Anonymised information: This is information which does not identify an individual directly, and which cannot reasonably be used to determine identity. Anonymisation requires the removal of name, address, full post code and any other detail or combination of details that might support identification. (DH 2003:3) Practical Hint: When allocating an anonymous name to a patient letters unrelated to the patient’s first, middle or surname etc should be used rather than specific names. For example patient A, or Mr A, patient B or Mrs B. Pseudonymised information: This is like anonymised information in that in the possession of the holder it cannot reasonably be used by the holder to identify an individual. However it differs in that the original provider of the information may retain a means of identifying individuals. This will often be achieved by attaching codes or other unique references to information so that the data will only be identifiable to those who have access to the key or index. Pseudonymisation allows information about the same individual to be linked in a way that true anonymisation does not. (DH 2003:3). While this is acceptable in the clinical or research context in academic work no identifier should be used that would allow disclosure of the individual’s identity. Exceptional assessment requirements: In exceptional circumstances assessments may require, as part of external accreditation, written or recorded information provided by patients. The principle of informed consent should be adhered to in such circumstances and written consent obtained. Every effort should be made to anonymise the work and to this end it is suggested that the consent form

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is held separate to the submitted student work, and a statement confirming that consent has been obtained from the patient provided by the course leader. Where an assessment requires the inclusion of written or recorded information from patients, the validation document and subsequent course documentation must state the reasons why such information must be included in the assessment process and provide a clear statement on how confidentiality will be maintained. Penalties: Students who breach confidentiality by clearly identifying patients/clients will be automatically awarded a mark of 0%. Please note that in the case of modules with more than one element the deduction of marks will only apply to the element where the breach of confidentiality has taken place. For example a module with a presentation and coursework, penalty or breach of confidentiality in the coursework would only apply to coursework. Staff The principles of confidentiality set out in section 1 will also apply to any member of staff working within the health and social care sector. These may be individuals who have had direct contact with the student and/or are identified on documentation (written and visual) which may be accessed by the student for discussion as required by the assessment guidelines. These principles also apply to staff, both academic and administrative, working in further and higher education establishments. In all cases the identity of staff members identified above must be kept secret apart from the exceptions set out in section 4.1. Penalties: Students who breach confidentiality by clearly identifying members of staff not covered by the exceptions listed in section 4 will have 10 marks deducted from the mark awarded. Please note that in the case of modules with more than one element the deduction of marks will only apply to the element where the breach of confidentiality has taken place. For example a module with a presentation and coursework, penalty or breach of confidentiality in the coursework would only apply to coursework. 2. Organisations

The use of the term ‘organisations’ within this policy includes the name of the organisation, and the use of organisational documentation or stationery from which the name of the organisation may be obtained, such as headed note paper, forms etc. The direct naming of an organisation such as an NHS Trust or Primary Care Trust without specific permission will be deemed a breach of confidentiality apart from the exceptions set out in section 4.2. Any organisational documentation included with assessments must clearly be available within the public domain. This means that material is readily accessible to the general public via the internet, or is publicly available within the student’s workplace, for example patient information leaflets. Any such documentation included within the student’s work, either as an appendix or citation must not be directly referenced to any confidential information that the student may have free or privileged access to. The inclusion of any organisational material considered to be located within the public domain must be fully referenced within the students work.

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Any organisational material available via an organisation’s internal intranet which is not automatically available within the ‘public domain’ and the inclusion of such material without prior permission from the organisation in question will be deemed as a breach of confidentiality Penalties: Students who breach organisational confidentiality not covered by the exceptions listed in section 4 will have 10 marks deducted from the mark awarded. Please note that in the case of modules with more than one element the deduction of marks will only apply to the element where the breach of confidentiality has taken place. For example a module with a presentation and coursework, penalty or breach of confidentiality in the coursework would only apply to coursework. 3. Exceptions a. The exception to section 2 (Staff) will apply where the completed document is integral to

the assessment process required by the university to meet both academic and professional requirements. These may include written professional testimonies or objectives/competencies signed off by a mentor, facilitator, practice educator, preceptor etc.

b. The exception to section 3 (Organisations) will apply where the completed document is integral to the assessment process required by the university to meet both academic and professional requirements. This applies specifically to assessed work which requires the submission of a portfolio or work-based proposals and reports. Portfolios and work-based proposals and reports will require students to provide verification and testimonial statements related to the work submitted validating the work as that of the student. Such statements’ must be presented on headed paper of the organisation concerned.

c. Students should always endeavour to apply the principles of confidentiality to academic

work whenever possible and should consult with module co-ordinators if they need further clarification.

Adult Nursing Assessment Schedule The Assessment Schedule provides you with an overview of the assessments you will be required to submit for each year of your course.

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Year 1 Assessment Strategy – September 2015 Cohort

Field / Generic

Year One

Module Code Submit by

Results available on Moodle

Exam Board

Resit / Resub


Exam Board

One exceptional 3

rd attempt

Exam Board

Generic

Introduction to Life Sciences

Unseen exam – 2 hours

HAP-4-001 Exam in week of 18.01.16

10.02.16 SAB

17.02.16

Exam in week of 04.04.16

25.04.16

SAB

29.06.16

Exam 22.08.16

SAB

07.09.16 APB

07.09.16

Generic

Practice Skills for Nursing

1. Numeracy Skills – exam

HAP-4-002

Numeracy exam in week of 18.01.16

Numeracy exam in week of 04.04.16

Numeracy exam 22.08.16

2. Completion of Practice Assessment Document (PAD)

Group A

22.02.16 Group B

16.05.16 Group C

29.07.16

Group A

11.03.16 Group B

03.06.16 Group C

15.08.16

SAB

29.06.16 11.08.16 07.09.16

Discuss with Course Director (CD)

N/A

Adult

Theories and Practice for Adult Nursing

(E-sub)

NAD-4-001 18.01.16 10.02.16 SAB

17.02.16 04.04.16

25.04.16

SAB

29.06.16

22.08.16

Generic

Social Sciences and Nursing

E-sub

HAP-4-004 26.05.16 15.06.16

SAB

29.06.16

21.07.16 05.08.16 SAB

11.08.16

22.08.16

Generic

Professional Values, Ethics and Law

E-sub

HAP-4-003 27.05.16 15.06.16 22.07.16 05.08.16 22.08.16

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Field / Generic

Year One

Module Code

Submit by Results available on Moodle

Exam Board

Resit / Resub


Exam Board

Exceptional 3

rd attempt

Exam Board

Adult Communication in Health Care (PAD)

NAD-4-002 Group A

20.06.16 or 29.07.16 Group B

04.01.16 or 12.02.16 Group C

04.04.16 or 06.05.16

Group A

08.07.16 or 12.08.16 Group B

22.01.16 or 04.03.16 Group C

22.04.16 or 27.05.16

SAB

11.08.16 or 07.09.16 SAB

17.02.16 or 24.06.16 SAB

29.06.16

Discuss with CD

N/A

Marking Criteria A generic framework for marking course work is identified on the following page. You will note that the major components appear at each level but the relative importance if the component to the work as a whole varies. For example, at level 6 the analysis and discussion are more important than how the work is presented. Other forms of assessment, for example presentations, will have additional criteria that will be identified within the individual module guide. Students registered with DDS as having a specific learning difficulty (for example, dyslexia, dyspraxia, dyscalculia, ADHD) and who have support arrangements in place will have their work marked in accordance with the University’s DDS Marking Policy.

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GENERIC FRAMEWORK FOR MARKING Key Category

VALUE/ WEIGHT Min Value

Sub-categories

Level 4

Level 5

Level 6 Level 7

Expression, organisation and coherence

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

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

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




Content, Knowledge and evidence

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

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

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

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

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

Level of analysis, discussion and conclusion

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

analysis, discussion + conclusion

conceptualisation critical reasoning evaluation synthesis analysis conclusion

conceptualisation critical reasoning evaluation synthesis analysis conclusion originality

contextualisation critical reasoning evaluation synthesis analysis ability to challenge conclusion originality

ADDITIONAL SKILLS APPROPRIATE TO MODE OF ASSESSMENT

As appropriate in relation to other categories

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

As appropriate As appropriate As appropriate As appropriate

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Getting the Most from your Assignment Feedback If your Module Co-ordinator received your assignment on or before the published submission date, you should receive detailed comments on your assignment on the published date. This feedback should give a clear indication of the strengths of your work and also highlight areas where improvements might be made. You are encouraged to contact your Module Co-ordinator for an appointment to discuss specific guidance if you are unclear about what a particular comment means, or if you are uncertain about how you might improve future assignments. You will receive an indicative mark with the feedback form (which can be subject to change following the Exam Board). Whilst your chief concern may understandably be to discover whether your work is considered to be of pass standard, we recommend that you spend a little longer over this feedback since it can offer advice that may be of help in your future writing. It is important to remember that the initial mark you receive alongside the feedback for an assignment is provisional. It can be changed either up or down during the Exam Board process. These processes are extremely important to ensure comparability with other higher education institutions. You will only receive formal confirmation of the mark for an assignment (which determines the overall mark for the module) after the Subject Area Board has approved the module results.

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

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

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

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

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

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

To formally assess the student and provide constructive feedback

To provide support and assist the student in enlisting other support mechanisms Professional Suitability As individuals responsible for the safety and wellbeing of patients/clients it is necessary that students following programmes of professional study understand and comply with the standards and values of their future profession. This means that students must be able to not only demonstrate the achievement of practice and theoretical learning outcomes and but also demonstrate that they are professionally suitable for their chosen career. Students are therefore expected to demonstrate these standards of behaviour at all times when in contact with clients/patients, carers and other health and social care professionals. At the start of each year and on completion of the programme you will be asked to sign a Directional Statement agreeing that you will comply with the guidelines, codes of practice and policies of the Nursing and Midwifery Council in promoting and maintaining standards of professional behaviour.

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

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

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

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

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

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

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

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

Nursing Skills Record The nursing skills record is a key component of the Practice Assessment Document and is used by mentors to record and evidence the students’ achievement of the Essential Skills in practice. The Essential Skills Clusters are:

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

Verification of Competency At the end of the 3rd Year the verification of achievement of standards of competency form enables sign-off mentors to confirm students have, during the final Practice Learning Opportunity of the programme, achieved the required level of competency for eligibility for registration with the NMC. Practice Hours Record It is your responsibility to maintain a record of your practice experience hours in the programme. Please ensure that your practice mentor/manager signs this record on a daily and weekly basis. You must be able to provide evidence of your practice hours. A new practice record must be completed for each practice learning opportunity and must be kept up to date. Submission of Practice Assessment Document Students must submit their PAD on the identified submission date (please see assessment schedule). Submission is to be made at the student help desk, School of Health & Social Care. Submission is between 0900-1600 on the due date. Students are to complete the confirmation of submission form and keep this signed copy as a record of submission. It is recommended that you keep a photocopy of your submitted evidence. Post Practice Discussion Students are to make individual appointments to see their personal tutor to have their final interview in between the submission date and prior to their next clinical placement. This

is your responsibility and failure to do so is considered a student conduct issue and could

result in the cancellation of your next placement. You can make this appointment as far in advance as you wish. You will be supported in the university and in practice settings to achieve the learning

outcomes of the course. All Adult Nursing students will have a period at the beginning of the course to allow familiarisation with their new environment and to be introduced to the course

and the Trust sites of their Host Trusts.

Link Lecturer A Link Lecturer is a member of academic staff responsible for liaising with identified practice areas. They liaise with these areas on a regular basis and are responsible for student support as well as ensuring that qualified staff in the areas are kept informed of curriculum developments that may impact on their role as mentors or assessors.

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

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

9.0 REGULATIONS ON ASSESSMENT AND PROGRESSON (2015-16) The regulations are set out in the University's Academic Regulations for Taught Courses. Information concerning assessment regulation may also be found in the University Student Portal, MyLSBU. In accordance with the University’s regulations on assessment your achievement in each course module is assessed. Assessment will normally take place during the semester in which the module is delivered. All modules will have to be passed in order for you to be eligible for professional registration with the Nursing and Midwifery Council If the assessment of a course module consists of more than one element of assessment, the final module mark is calculated as an aggregate of the marks for all of the elements, based on the weightings set out in the module Guide. If no weighting is stipulated, each element will carry equal weighting. Where a module has both theoretical and practice components both elements will be assessed. Pass Mark The pass mark for course modules is normally 40%. Where elements are assessed on a pass or fail basis then the element must be passed in order to achieve a pass in the module. First attempt at assessment The Course Director will ensure that the dates of examinations and for the submission of coursework are published in the Module Guides. This information will also be available on the VLE. Progression Progression means that you may continue on an approved course of study, and may undertake work at a higher level than that previously undertaken. A stage is a part of a course scheme following which an Award and Progression Board will make a decision regarding your progression or eligibility for an award. For a full-time pre-registration course a stage will normally consist of six standard modules (or equivalent).

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All modules must be successfully completed before you will be allowed to progress to the next stage. Protocol fails or compensated passes are not permitted. In addition and common to all awards, you will be required to successfully meet the practice learning outcomes and hours stipulated Honours Classification The University normally classifies all Bachelors’ degrees with Honours based on the following bands:

1st Class 70%+ 2nd Class (Upper Division) 60 - 69% 2nd Class (Lower Division) 50 - 59% 3rd Class 40 - 49%

The classification is determined by a weighted average of rounded module marks at Levels 5 and 6. The weighted average is stipulated as all:

Level 5 modules weighted at 20%,

Level 6 modules weighted at 80%. Modules assessed by Practice Assessment Document and are Pass/Fail are not included in the calculation.

Provision for Students who have Failed Modules Referral Referral means that you are permitted to redeem failure at an assessment point before the beginning of the next academic year. Dates by which referred module assessments must be completed are built into the course assessment schedules and are documented in the Module Guide. The Award and Progression Board shall decide, on the basis of your academic profile, whether you can progress to the next level of study. If you have been deemed by the Award and Progression Examination Board to have passed a module after referral, you will be awarded an overall mark of no less than 40% (50% for level 7) for the module. Number of attempts at assessment You will not be permitted to have more than two attempts at assessment, including referrals where granted. Compensated passes Compensated passes are not permitted for any courses within Pre-registration nursing programme. Provision for students who have failed practice assessments You will be given the opportunity to redeem an initial failure in a practice assessment within a time frame determined by the Award and Progression Examination Board. If you fail to meet the practice learning outcomes in the profession specific modules (including practice components in modules with both theoretical and practical components) on two separate occasions, you will normally be required by the Award and Progression Examination Board to withdraw from the course.

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Provision for students with extenuating circumstances affecting assessment If the Award and Progression Examination Board is satisfied that your absence from an assessment, failure to submit work at the correct time or poor performance in all or part of the assessment for a module or modules was due to valid and evidenced extenuating circumstances, the Award and Progression Examination Board may take one of the following actions: Deferral means that you may be assessed as if for the first time in any or all of the affected assessments, at the next scheduled assessment point. If the affected assessments were referrals, you will be referred as if for the first time. The Award and Progression Examination Board will decide whether a student who is deferred must attend the modules for which a deferral has been given. Students who pass deferred assessments will be awarded the actual mark achieved, and may progress to the next stage of the course, or to the award for which they are candidates. Withdrawal from the Course If you are not given the opportunity to undertake referral or repeat assessments, have exhausted the permitted number of attempts at assessment, and do not satisfy the Award and Progression Examination Board that there are valid and exceptional reasons for poor performance, you will be required to withdraw from the course. The Examination Board may recommend that an intermediate award within the regulations be conferred. You will receive a transcript detailing credits achieved. Completion of the Course To be awarded the BSc(Hons) Adult Nursing, a student studying on a full-time basis must have completed the academic and professional requirements of the named award within a period of registration of 6 years. Registration with Nursing and Midwifery Council (NMC) Following completion of the course, you must register your qualification with the NMC within 5 years.

10. RELEVANT POLICIES Fire, Health and Safety You are required to comply with fire, safety and health regulations based on the Health and Safety at Work Act 1974 in any environment in which you are undertaking academic or placement studies as part of the course. You must observe smoking policies in all environment in which you are undertaking practice-based learning as part of the course. In the event of accidents, you are required to notify designated personnel promptly in accordance with the policy of the University or Authority in which you are undertaking practice based learning.

School of Health and Social Care Directional Statement

Each year at the start of the year, it is a requirement that students sign the School Professional Directional Statement. This is a self-declaration by the student, of their continued good health and good character.

Fitness to Practise

The Fitness to Practise procedure applies to all students following pre-registration programmes in the School of Health and Social Care leading to registration with the Nursing and Midwifery Council (NMC). Standards of conduct, performance and ethics are set out by

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the NMC who define the standards which our students must meet. It is for the University to determine a procedure within the professional guidelines. Where unacceptable conduct has taken place outside University premises (for instance on a placement setting) and been considered under the process of another institution (such as the placement provider), the University retains the right to consider the conduct under this process. The University takes a very serious view of professional misconduct which is seen as a breach of the NMC Code (2015) and can lead to withdrawal from the course. Social Networking

The NMC provides guidance on the use of social network sites by nurses, midwives and students via its website and the ‘advice by topic’ section. Students are reminded that social networking sites such as Facebook and Twitter are in the public domain. Students should not invite University or Trust staff, patients, families or carers to be their friends on social networking sites, and should decline any invitations from the above groups to become 'friends'. Students should not discuss University or Trust staff, patients, families or carers on social networking sites. Evidence of unprofessional behaviour or content (This includes the identification of Trusts, Staff, Wards, and/or patients) could breach the Directional Statement and lead to the Fitness to Practise policy being invoked. Interruption The BSc(Hons) course is designed to run over three full calendar years. Return to the programme will be dependent on a practice learning opportunity being available for you and return can be facilitated only at specific dates in the year. New and Expectant Mothers Policy (2014) In order to support students who become pregnant during the programme, it is essential that you inform your Course Director as soon as the pregnancy and estimated date of delivery are confirmed. Once you have shared this information, we can work together to ensure your well-being whilst still on the programme. You can access this policy through your Moodle site. Student Complaints Procedure You will have access to the LSBU Student Complaints Procedure 2014 https://my.lsbu.ac.uk/page/course-administration-complaints This procedure is intended to cover the situation where a student has a serious complaint relating to the conduct of a member of staff towards him or her. This normally cannot be resolved by informal and other formal processes or where there are reasons that make it inappropriate to invoke those other processes. Types of complaints:

Persistent failure to supervise a student in accordance with the requirements of the course.

Persistent cancellation of scheduled classes

Threatening behaviour It is important that you provide feedback on learning and teaching through engagement in module, practice learning and course evaluations. Additionally, your student cohort representatives will be key members of Course Boards and contribute to a range of School committees.

https://my.lsbu.ac.uk/page/course-administration-complaints

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11.0 CONTRIBUTING TO THE DEVELOPMENT OF THE ADULT NURSING FIELD COURSE

Student Representation Students are required to nominate a representative from within the cohort to represent their peers at various meetings and feedback sessions. The student nominated will need to take responsibility for communicating with the group in advance of the meetings to receive issues of note, present the issues to the board and feed the responses back to the group. A one-day preparation for student representatives is available annually and is provided by the university.

Module evaluation You are asked to thoughtfully complete evaluation questionnaires at the end of each Module using a standard School form. Module evaluation is vital to the on-going monitoring of the quality of courses and gives you the opportunity to identify both positive aspects and areas for improvement in the experience you have had. Your feedback on a module and subsequent changes to the module are reported in the next module guide to ensure feedback is available. Additionally, module reviews, external examiner comments and student feedback and issues raised, are discussed at Course Boards and action is taken. Module review and external examiner reports all inform the Annual Course Monitoring Report.

Placement evaluation You are asked to complete practice learning evaluations at the end of time in the practice setting. This is vital in ensuring that practice learning opportunities are fulfilling their objectives and providing you with excellent learning opportunities.

By actively feeding back to the course team and representing your peers in the ways suggested above you can contribute positively to the improvement of the course both for your own cohort and for future cohorts

Course Board These meetings occur once each semester and enable the course team, student representatives and practice representatives to discuss issues about the Adult Nursing course. They are relatively formal meetings with agendas and papers, and they receive the Course Monitoring report on an annual basis. The issues from these boards will be reported to the Scheme Management Group and to Academic Standards Committee.

The Student Affairs Committee The Student Affairs Committee is a formally convened meeting between student representatives and identified members of School staff, which offers a further opportunity to seek in-depth feedback from the student body regarding issues. As such it is an extremely valuable forum which allows greater scope for discussion than the Course Board. A student representative will be sought from within each professional group, although this may not be the student representative who attends the Course Board.

External Examiner Reports External examiners reports identify good practice as well as issues for improvement. Course teams are required to provide a response and the report and response form part of Annual Course Monitoring.

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Annual Course Monitoring This is a formal process whereby all course developments and progression are reported to the University on an annual basis, enabling an overview of development and strategy. The Course monitoring report will be discussed at the first Course Board of the academic year and will be available to students through the VLE.

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

Approach to PDP

Level 4 Level 5 Level 6

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

Allocation of new students at induction to personal tutor

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

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

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

nd

year and have a tutorial following each placement

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

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

The personal tutor writes a reference on completion of the course

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

Essay writing skills at level 4 study skills

Library sessions to support the development of basic literature searching skills

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

Assignment preparation and tutorials provided

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

A marking grid is used by all staff

Essay writing skills at level 5 and critical reading

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

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

Link Lecturers supports the interface between theory and practice

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

Essay writing skills at level 6 and critical reading and analysis

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

Assignment preparation is undertaken during the module delivery

Formative verbal feedback given for group presentations

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

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

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

Provision of workbooks to facilitate the learning and development of knowledge in anatomy and

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

The practice-based modules focus on the development of knowledge and skills to care for children and families and

Skills development is assessed in the practice environment

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

Modules underpin the knowledge and skills required for a qualified practitioner

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Approach to PDP


physiology as applied to practice

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

achieved through competencies in practice

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

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

School librarian provided to teach, guide and support student

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

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

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

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

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

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

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

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

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

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

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

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

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

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

The progressing acquisition of NMC proficiencies is planned and structured in the Practice Assessment Document

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

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

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

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

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

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

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

Active guidance is

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

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

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Approach to PDP


developed through extra curricula activities.

provided to encourage a balance between academic, clinical and personal life

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

Students advised and referred for stress management and counselling to various agencies as appropriate

nursing

Advice and referred for skills relating to role of a qualified nurse in respect of management and team working is given to various agencies as appropriate

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

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

Assignment feedback highlights areas of strength and areas for development

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

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

The development of a learning ethos is promoted through the course

A final year module focuses on professional role development

The lifelong learning ethos of the NHS is promoted.

Modules are based on the requirements of the professional publications.

9. Other approaches to personal development planning.

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

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

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

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

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

Mock interviews are offered and development of CV’s

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

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

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

·

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

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

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Approach to PDP


skills gaining.

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

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

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

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

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

Please refer to the How to Guides published by the Library. These may be found on the LSBU web site at the following address: https://my.lsbu.ac.uk/page/library-how-to Using references accurately is important in the presentation of all written work. The aim of referencing is to let the reader know from where you obtained the information and to permit identification of areas of work included. Where to go for help? The following is a list of roles to contact if you have a specific issue during the Adult Nursing course.

Issue Where to find help

Personal problem/pastoral issue

Personal tutor

Information about Practice Leaning Opportunities

Practice Learning Guidelines Placement team – Helpdesk Southwark or Reception at Havering Moodle Adult Nursing site Moodle Placement site

Problem on clinical placement

Link Lecturer

Referred in placement Personal tutor and practice module co-ordinator

Problem with bursary Course administrator – Helpdesk at Southwark or Reception at Havering

Problem with the course Student representative

Problem with assignment Module Co-ordinator

Assessments Results Moodle

https://my.lsbu.ac.uk/page/library-how-to

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Advice on maternity leave Personal tutor, then Course Director

Advice on compassionate leave

Course Director

Travel claims Course administrator – Helpdesk at Southwark or Reception at Havering

Advice on course interruption

Personal tutor then Course Director

Advice on extenuating circumstances

Course Director https://my.lsbu.ac.uk/page/exams-assessments-extenuating-circumstances

Advice on special assessment arrangements:

https://my.lsbu.ac.uk/page/disability--dyslexia-support-resources-and-procedures

Information on appeals

Course Director https://my.lsbu.ac.uk/page/appeals-how-to-make-an-appeal

Advice on appeals Student Union

Useful Links Current student portal: https://my.lsbu.ac.uk/ Central Services Academic Regulations: https://my.lsbu.ac.uk/page/exams-assessments Accommodation Office: https://my.lsbu.ac.uk/page/accommodation Administration Records log in (links to academic calendars; withdrawal forms; changing names; references; transcripts etc): https://my.lsbu.ac.uk/secure/course.aspx Students' Union: http://www.lsbsu.org/ All things academic, including useful Forms and Publications (including Student Handbook): https://my.lsbu.ac.uk/page/academic IT Services IT Support: https://my.lsbu.ac.uk/page/it-support Set up your IT account: https://my.lsbu.ac.uk/page/lsbu-password Email: https://my.lsbu.ac.uk/secure/email-files.aspx IT How to Guides: https://my.lsbu.ac.uk/page/it-support-how-to Centre for Learning, Support & Development Library: https://my.lsbu.ac.uk/general/library.aspx Exam Paper Finder: https://my.lsbu.ac.uk/general/examfinder.aspx Reading Lists online: http://readinglists.lsbu.ac.uk/index.html Student Life Centre: https://my.lsbu.ac.uk/page/student-life Disability Support: https://my.lsbu.ac.uk/page/disability-dyslexia-support Maths support: https://my.lsbu.ac.uk/page/maths-support School HSC: http://www.lsbu.ac.uk/faculties-and-departments/health-and-social-care





https://my.lsbu.ac.uk/page/appeals-how-to-make-an-appeal

https://my.lsbu.ac.uk/

https://my.lsbu.ac.uk/page/exams-assessments

https://my.lsbu.ac.uk/page/accommodation

https://my.lsbu.ac.uk/secure/course.aspx

http://www.lsbsu.org/

https://my.lsbu.ac.uk/page/academic

https://my.lsbu.ac.uk/page/it-support

https://my.lsbu.ac.uk/page/lsbu-password

https://my.lsbu.ac.uk/secure/email-files.aspx

https://my.lsbu.ac.uk/page/it-support-how-to

https://my.lsbu.ac.uk/general/library.aspx

https://my.lsbu.ac.uk/general/examfinder.aspx

http://readinglists.lsbu.ac.uk/index.html

https://my.lsbu.ac.uk/page/student-life

https://my.lsbu.ac.uk/page/disability-dyslexia-support

https://my.lsbu.ac.uk/page/maths-support

http://www.lsbu.ac.uk/faculties-and-departments/health-and-social-care

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APPENDIX 1 Competencies for entry to the register: Adult Nursing

Domain 1: Professional values Generic standard for competence All nurses must act first and foremost to care for and safeguard the public. They must practise autonomously and be responsible and accountable for safe, compassionate, person-centred, evidence-based nursing that respects and maintains dignity and human rights. They must show professionalism and integrity and work within recognised professional, ethical and legal frameworks. They must work in partnership with other health and social care professionals and agencies, service users, their carers and families in all settings, including the community, ensuring that decisions about care are shared. Field standard for competence Adult nurses must also be able at all times to promote the rights, choices and wishes of all adults and, where appropriate, children and young people, paying particular attention to equality, diversity and the needs of an ageing population. They must be able to work in partnership to address people’s needs in all healthcare settings. Competencies 1. All nurses must practise with confidence according to The Code (NMC 2015), and

within other recognised ethical and legal frameworks. They must be able to recognise and address ethical challenges relating to people’s choices and decision-making about their care, and act within the law to help them and their families and carers find acceptable solutions.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

3. All nurses must use the full range of communication methods, including verbal, non-verbal and written, to acquire, interpret and record their knowledge and understanding of people’s needs. They must be aware of their own values and beliefs and the impact this may have on their communication with others. They must take account of the many different ways in which people communicate and how these may be influenced by ill health, disability and other factors, and be able to recognise and respond effectively when a person finds it hard to communicate.

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3.1 Adult nurses must promote the concept, knowledge and practice of self-care with people with acute and long-term conditions, using a range of communication skills and strategies.

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

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

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

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

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

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

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

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1. All nurses must use up-to-date knowledge and evidence to assess, plan, deliver and

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

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

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

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

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

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

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

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

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

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

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

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

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

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

5. All nurses must understand public health principles, priorities and practice in order to recognise and respond to the major causes and social determinants of health, illness and health inequalities. They must use a range of information and data to assess the needs of people, groups, communities and populations, and work to improve health, wellbeing and experiences of healthcare; secure equal access to health screening, health promotion and healthcare; and promote social inclusion.

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

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

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

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

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

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

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

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

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

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

Domain 4: Leadership, management and team working Generic standard for competence All nurses must be professionally accountable and use clinical governance processes to maintain and improve nursing practice and standards of healthcare. They must be able to respond autonomously and confidently to planned and uncertain situations, managing themselves and others effectively. They must create and maximise opportunities to improve services. They must also demonstrate the potential to develop further management and leadership skills during their period of preceptorship and beyond. Field standard for competence

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

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

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

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

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

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

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

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

using a range of professional and personal development skills.

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

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