yr 1 nursing 3-yr handbook s09 cohort - city, … (hons) adult nursing..... 6 rn/diploma/bsc (hons)...

© City University London Produced: August 2009

RN/Diploma/BSc (Hons) Nursing

Programme Handbook Year 1 – September 2009 Cohort September 2009 – August 2010

School of Community and Health Sciences

© City University London

Produced: August 2008 Cohort: September 2008 2006 Curriculum

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Table of Contents

DETAILS OF PROGRAMME DIRECTORS....................................................................................... 3

WELCOME TO THE PRE-REGISTRATION PROGRAMMES.......................................................... 4

INTRODUCTION TO THE PRE-REGISTRATION NURSING PROGRAMME ................................. 5

RN/DIPLOMA/BSC (HONS) ADULT NURSING................................................................................ 6

RN/DIPLOMA/BSC (HONS) CHILDREN’S NURSING...................................................................... 9

RN/DIPLOMA/BSC (HONS) MENTAL HEALTH NURSING.............................................................. 12

YEAR 1 OF THE PROGRAMME....................................................................................................... 15

PROGRESSION FOR STUDENTS WHO HAVE OUTSTANDING ASSESSMENTS....................... 15

PROGRESSION FOR STUDENTS WHO HAVE OUTSTANDING PRACTICE HOURS.................. 15

STANDARDS OF BEHAVIOUR......................................................................................................... 15

INTRODUCTION TO THE CURRICULUM THEMES........................................................................ 16

1. FUNDAMENTAL ASPECTS OF CARE (FACT) ........................................................................... 16

2. PSYCHOSOCIAL SCIENCES & PUBLIC HEALTH (PSPH) ........................................................ 16

3. PROFESSIONAL NURSING & MIDWIFERY KNOWLEDGE (PNMK)......................................... 16

4. APPLIED BIOLOGICAL SCIENCES (ABS).................................................................................. 16

5. PRACTICE.................................................................................................................................... 17

6. RESEARCH .................................................................................................................................. 17

INTERPROFESSIONAL EDUCATION (IPE)..................................................................................... 17

USER AND CARER INVOLVEMENT IN NURSING EDUCATION ................................................... 17

LEARNING AND TEACHING STRATEGIES .................................................................................... 18

ASSESSMENTS ................................................................................................................................ 19

CALCULATION OF FINAL AWARD .................................................................................................. 20

PROFESSIONAL REGISTRATION................................................................................................... 21

APPENDIX 1 – NMC NURSING PROFICIENCIES (2004) ............................................................... 22



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DETAILS OF PROGRAMME DIRECTORS

ADULT NURSING

Programme Director: Adult Nursing Cheryl Holman

Room and site Room 317, West Smithfield

Telephone number 0207 040 5938

Email address [email protected]

Deputy Programme Director: Adult Nursing Year 1 Melissa Chamney

Room and site Room 324, West Smithfield



Deputy Programme Director: Adult Nursing Year 2 Linda Cook

Room and site Room 1.14, Whitechapel



Deputy Programme Director: Adult Nursing Year 3 Anne McLeod




CHILDREN’S NURSING

Programme Director: Children’s Nursing David Anderson

Room and site Room B5, Whitechapel



MENTAL HEALTH NURSING

Programme Director: Mental Health Nursing Lynny Turner






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WELCOME TO THE PRE-REGISTRATION PROGRAMME

Welcome to your Pre-registration Nursing (Adult, Mental Health or Child Health) programme. We are delighted that you have chosen to undertake your nursing studies at the School of Community and Health Sciences and we hope that you have an enjoyable, stimulating and successful time during your studies with us. One of the main benefits of studying at City University is the location of the City of London and its surrounding areas. The University has strong links with major teaching and district general hospitals, community healthcare trusts, mental health units, professional bodies and specialist institutions. The City and surrounding areas have a diverse population that provide a great opportunity to experience interesting encounters with people with varied mental health needs and to explore the needs of multicultural communities. This handbook contains information for the first year of your programme and should be used as a useful reference and guide. You should also visit http://www.city.ac.uk/sonm/students/index.html for student plans, module handbooks and assessment guidelines. We are pleased that you have decided to join us at the School to undertake your training and look forward to meeting you all and wish you all the very best of luck for what may be a challenging but also a happy, successful and rewarding time. Professor Susan Procter Associate Dean for Pre-registration and Undergraduate Programmes School of Community and Health Sciences



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INTRODUCTION TO THE PRE-REGISTRATION NURSING PROGRAMME

Welcome to the first year of your programme. The main function of the first year of the programme is to lay the foundation stones for nursing to be developed further during your two years in your chosen branch programme. As a year one nursing student you will be studying and learning both theoretical and clinical skills and knowledge on how to care for people who are sick, but also start to develop the skills to become health educators and become involved in disease prevention and management. The Nursing programme is designed using a thematic modular approach. The programme consists of three years (except for those with Advanced Standing and AP(E)L). The three years are divided into two parts related to the NMC (Nursing & Midwifery Council) standards and proficiencies for these programmes (NMC 2004 – see appendix 1 for proficiencies). This first year is Part 1 and consists of five modules totalling 120 credits at HE Level 1. Three modules are worth 15 credits, one worth 30 credits and the remaining worth 45 credits. This part of the programme is known as the common foundation programme. The second and third years of the programme are Part 2 and are known as the Branch programme. Diploma students will undertake seven modules in Part 2, totalling 195 credits all at HE Level 2. Four of the modules are worth 15 credits each and the remaining three modules are worth 45 credits each. Degree students will undertake nine modules in Part 2, totalling 120 credits at HE Level 2 and 120 credits at HE Level 3. Of the four HE Level 2 modules, two are worth 15 credits each and two are worth 45 credits each. Of the five HE Level 3 modules, three are worth 15 credits each, one is worth 30 credits and the remaining is worth 45 credits. All modules except where exception is permitted are compulsory. There are two additional optional AP(E)L modules which are compulsory only if you are following a permitted shortened programme. For those following the AP(E)L three year programme there is a module of this title which is the only compulsory module in Part 1, then you must follow all modules in Part 2. For those of you following a shortened programme through Advanced Standing you do not undertake Part 1 but you must complete the AP(E)L Advanced Standing module in Part 2 and then complete all the compulsory modules in year- 3.



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RN/DIPLOMA/BSC (HONS) ADULT NURSING

Welcome to the Adult Nursing Route

Welcome to the Adult Nursing programme route. We believe with our colleagues that the Adult Nursing Programme here at City will offer you the opportunity to care for people in a wide variety of hospitals and community care settings. As an Adult Nursing student, you will be studying and learning how to care for people who are sick, but you will also be developing the skills to become health educators and understand the role of disease prevention. When you complete this programme you will not only be caring and clinically proficient, but able to teach patients and be responsible and accountable for the care that you deliver. We hope you enjoy the programme and your time here at City University London. Have a successful and happy time. For details of the structure of the Adult Nursing programmes, please see the curriculum framework charts on the following pages – note there are some differences between the diploma and degree programmes, so each has a separate chart.

Shared modules with branch-specific seminars Adult Nursing-specific modules

ABS Applied Biological Sciences FACT Fundamental Aspects of Care

PNMK Professional Nursing and Midwifery Knowledge PSPH Psychosocial Sciences and Public Health



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3-Year Adult Nursing Pre-registration Diploma Programme

September 2009 Cohort

YEAR 1 Common Foundation Programme (September 2009 – September 2010)

Module Code

Level Credits Award

Weighting Theme Module Title Module Leader(s) Assessment

NM1704 1 15 n/a PNMK Building Professional Knowledge Anne Manning Case Study/Report

NM1705 1 15 n/a PSPH Health and Society Hanna Weir Locality Project

NM1706 1 15 n/a ABS Essentials of Applied Human Biology Maria Dingle Biology Exam

NM1726 1 30 n/a FACT An Introduction to Practice Knowledge and Skills Tracey Bowden Nursing Exam

OSCE

NM1729 1 45 n/a Practice Introduction to the Delivery of Professional Care n/a Record of Achievement in Practice (Portfolio)

YEAR 2 (Branch Programme): Developing an identity as a nurse and health care practitioner (September 2010 – September 2011)

Module Code

Level Credits Award


NM2710 2 15 6.25% PSPH The Experience of Health and Illness Ermine Woodley Client Study

NM2711 2 15 6.25% PNMK Progressing Professional Knowledge Anne Manning EBL Paper/Essay

NM2761 2 45 18.75% ABS & FACT

Developing Adult Nursing Practice, Pathology and Related Pharmacology

Peter Bentley (ABS) & Janet Hunter (FACT

Biology Exam

OSCE

NM2770 2 45 18.75% Practice Delivery of Professional Care in the Wider Context n/a Record of Achievement in Practice (Portfolio)

YEAR 3 (Branch Programme): Working as a nurse & health care practitioner – developing professional autonomy (September 2011 – September 2012)

Module Code

Level Credits Award


NM2728 2 15 10% PNMK Consolidating Professional Knowledge Janet Hunter & Karen Rawlings-Anderson

Scenario Exam

NM2731 2 15 10% FACT Evaluating and Disseminating Adult Nursing Practice Linda Cook & Marie Hill OSCE

NM2771 2 45 30% Practice Developing Professional Autonomy n/a Record of Achievement in Practice (Portfolio)



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3-Year Adult Nursing Pre-registration Degree Programme



Module Code

Level Credits Award





NM1726 1 30 n/a FACT An Introduction to Practice Knowledge and Skills Tracey Bowden Nursing Exam

OSCE



Module Code

Level Credits Award




NM2761 2 45 18.75% ABS & FACT

Developing Adult Nursing Practice, Pathology and Related Pharmacology

Peter Bentley (ABS) & Janet Hunter (FACT

Biology Exam

OSCE



Module Code

Level Credits Award


NM3710 3 15 6.25% PNMK Consolidating Professional Knowledge Janet Hunter & Karen Rawlings-Anderson

Scenario Exam

NM3713 3 15 6.25% FACT Evaluating and Disseminating Adult Nursing Practice Linda Cook & Marie Hill OSCE

NM3732 3 15 6.25% PSPH Management, Ethics & Law Ursula Smith Media Article Presentation & Essay

NM3733 3 30 12.5% Research Literature Review Project Helen Noble Dissertation

NM3741 3 45 18.75% Practice Developing Professional Autonomy n/a Record of Achievement in Practice (Portfolio)



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RN/DIPLOMA/BSC (HONS) CHILDREN’S NURSING

Welcome to the Child Health Route

The Child Health curriculum is based upon the recommendations for practice contained within the National Service Framework for Children and Families (DOH 2004). The rationale for this choice is that this enquiry will shape the development and delivery of children’s services over the next ten years and for the life of this dynamic curriculum. The first year of the programme will be shared with other branches and will have some specific learning outcomes which will be compulsory for child health students but may also be relevant to other branches. Our philosophy of child health care encompasses a flexible, adaptable and responsive approach to the changing needs of individual children and their families. Recognising that the organisation, management and delivery of services for children and their families’ care is entering a period of intense and dynamic change, the educational strategy that reflects these changes in child health provision as they are represented within the National Service Framework. The emergent, multi-dynamic professional will therefore:

• Deliver evidence-based care in all environments where children and families require it, through enhanced collaboration with other providers at the forefront of children’s services, particularly in areas such as education and social services.

• Be skilled, knowledgeable and competent in undertaking all aspects of nursing care of the child and family, and act as an advocate for children and families in the multi-professional domain.

• Understand the ways of working of all professionals involved in the delivery of services to children and families.

• Use the same language as other professionals and yet retain the essence of child health nursing, breaking down professional barriers in order to enhance appropriate and effective health care delivery

These objectives will be achieved through:

• Shared learning opportunities in a supportive educational environment for multiple professionals involved in the delivery of services to children and families

• Exposure to complex real life situations, encouraging students to look at child and family care from a wide range of cultural and socio-economic backgrounds.

• Mapping the child’s journey from conception to adulthood, focussing on all issues in child health and identifying the myriad of services and structures they may encounter

You are responsible for your own learning and achievement and the Child Health lecturers are here to support you and guide you through your studies. If you have any concerns or queries, please do not hesitate to ask. This handbook is should be used as a useful reference and guide to the overall programme. You have been given the School Handbook, which contains general information about the School. As you progress through the programme, you will also be given details of the modules you undertake. We look forward to working with you in your journey towards Registration as a Children's Nurse. As a team we look forward to meeting you. For details of the structure of the Children’s Nursing programmes, please see the curriculum framework charts on the following pages – note there are some differences between the diploma and degree programmes, so each has a separate chart. Key for curriculum framework chart:

Shared modules with branch-specific seminars Children’s Nursing-specific modules

Shared Child/Mental Health module ABS Applied Biological Sciences

FACT Fundamental Aspects of Care PNMK Professional Nursing and Midwifery Knowledge

PSPH Psychosocial Sciences and Public Health



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3-Year Children’s Nursing Pre-registration Diploma Programme



Module Code

Level Credits Award





NM1726 1 30 n/a FACT An Introduction to Practice Knowledge and Skills TBC Nursing Exam

OSCE



Module Code

Level Credits Award




NM2762 2 45 18.75% ABS & FACT

Developing Children’s Nursing Practice, Pathology and Related Pharmacology

Agnes Kanneh (ABS), David Anderson & Michelle Ellis (FACT)

Biology Exam

OSCE



Module Code

Level Credits Award



Scenario Exam

NM2733 2 15 10% FACT Managing Child Health Care in Acute Situations Polly Lee OSCE




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3-Year Children’s Nursing Pre-registration Degree Programme



Module Code

Level Credits Award





NM1726 1 30 n/a FACT An Introduction to Practice Knowledge and Skills TBC Nursing Exam

OSCE



Module Code

Level Credits Award




NM2762 2 45 18.75% ABS & FACT

Developing Children’s Nursing Practice, Pathology and Related Pharmacology

Agnes Kanneh (ABS), David Anderson & Michelle Ellis (FACT)

Biology Exam

OSCE



Module Code

Level Credits Award



Scenario Exam

NM3715 3 15 6.25% FACT Managing Child Health Care in Acute Situations Polly Lee OSCE


NM3733 3 30 12.5% Research Literature Review Project David Anderson Dissertation




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RN/DIPLOMA/BSC (HONS) MENTAL HEALTH NURSING

Welcome to the Mental Health Branch

Welcome to the Mental Health route. We believe that the Mental Health Nursing Programme here at City will offer you the opportunity to work with people with mental health problems, their carers and families in a wide variety of hospitals and community care settings. As a Mental Health Nursing student, you will be studying and learning how to care for people with mental health problems, but you will also be developing the skills to become health educators and understand the role of illness prevention and mental health promotion. When you complete this programme you will not only be caring and clinically proficient, but able to teach patients and be responsible and accountable for the care that you deliver. We hope that you will have developed and matured as a personality, becoming more self aware, and understanding of yourself, your motives and your own feelings. Additionally we hope that you will be on the road to developing expert communication skills. We hope you will enjoy the programme and that you have a successful and happy time here at City University London. This handbook is should be used as a useful reference and guide to the overall programme. As you progress through the programme you will also be given details of the modules you undertake. As a student, you will of course understand the importance of taking responsibility for your own learning to achieve your qualification. Please remember the lecturers are here to help. If you have any concerns or queries, please do not hesitate to ask and between us we will ensure your time here is profitable and enjoyable. Here’s to our successful partnership. For details of the structure of the Mental Health Nursing programmes, please see the curriculum framework charts on the following pages – note there are some differences between the diploma and degree programmes, so each has a separate chart. Key for curriculum framework chart: Shared modules with branch-specific seminars Mental Health Nursing-specific modules

Shared Mental Health/Child module ABS Applied Biological Sciences

FACT Fundamental Aspects of Care PNMK Professional Nursing and Midwifery Knowledge

PSPH Psychosocial Sciences and Public Health



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3-Year Mental Health Nursing Pre-registration Diploma Programme



Module Code

Level Credits Award





NM1726 1 30 n/a FACT An Introduction to Practice Knowledge and Skills Lorna Saunder Nursing Exam

OSCE



Module Code

Level Credits Award




NM2763 2 45 18.75% ABS & FACT

Developing Mental Health Nursing Practice, Pathology and Related Pharmacology

Bill Blows (ABS) & Jenny Oates (FACT)

Biology Exam

OSCE



Module Code

Level Credits Award



Scenario Exam

NM2735 2 15 10% FACT Essential Mental Health Nursing Skills Lynny Turner OSCE




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3-Year Mental Health Nursing Pre-registration Degree Programme



Module Code

Level Credits Award





NM1726 1 30 n/a FACT An Introduction to Practice Knowledge and Skills Lorna Saunder Nursing Exam

OSCE



Module Code

Level Credits Award




NM2763 2 45 18.75% ABS & FACT

Developing Mental Health Nursing Practice, Pathology and Related Pharmacology

Bill Blows (ABS) & Jenny Oates (FACT)

Biology Exam

OSCE



Module Code

Level Credits Award



Scenario Exam

NM3717 3 15 6.25% FACT Essential Mental Health Nursing Skills Lynny Turner OSCE


NM3733 3 30 12.5% Research Literature Review Project Sarah Eales Dissertation




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YEAR 1 OF THE PROGRAMMES

The first year of the programme commences with a two-week compulsory orientation module (NM1714). During the orientation module you will be introduced to the University, the School and your respective programme of study. This includes obtaining ID cards, being fitted for uniforms, meeting administrative and academic staff and fulfilling health & safety requirements e.g. CRB, fire lecture. You will also be introduced to each of the curriculum themes via a key lecture. Following the orientation module you will then commence modules related to each of the themes. Assessments during the first year of the programme are directly related to the themes and include written coursework and exams. For further details of the assessments, please visit http://www.city.ac.uk/sonm/students/assessments/3-yr.html. Independent study time is also included in the programme to give you dedicated time to prepare for your assessments. Your practice placements commence from week 19 of the first year. You will be allocated to practice placements related to a Community of Practice. The programme has also been designed to ensure that you can demonstrate competence in the NMC Proficiencies required at the end of Year 1 for entry into Year 2 – these proficiencies are listed in Appendix 1 at the back of the handbook.

PROGRESSION FOR STUDENTS WHO HAVE OUTSTANDING ASSESSMENTS

If you have not completed all outstanding assessments for the first year of the programme by week 12 of year 2 of the programme, you will be required to take a break in order to complete these assessments. Upon successful completion of the outstanding assessments, you will continue with Part 2 of your programme with the next appropriate cohort.

PROGRESSION FOR STUDENTS WHO HAVE OUTSTANDING PRACTICE HOURS

In order to progress successfully to Part 2 the programme, you must have achieved all the practice hours required for Year 1. If you have any deficit of hours you will be required to achieve them before moving onto Part 2 of the programme. In some circumstances it may necessitate you taking a break from the programme.

STANDARDS OF BEHAVIOUR

You are advised to ensure that your behaviour is appropriate at all times whilst on University premises or engaged in any University-related activity. Any behaviour that is violent, indecent, threatening or offensive (including offensive language) may be deemed as misconduct and could lead to precautionary suspension from the programme and disciplinary action being taken. (Please see the documents on Misconduct in Part 2 of the Pre-registration School Handbook.)



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INTRODUCTION TO THE CURRICULUM THEMES

The programme is developed around six themes and each module that you undertake in your first year will belong to one of the first five of the themes described below. Please note that the Research theme will only be taken by degree students in Year 3.

1. FUNDAMENTAL ASPECTS OF CARE (FACT)

This theme will facilitate you to develop fundamental aspects of nursing care related to your specific programme. The theme emphasises the need for you to develop practice and communication skills within nursing practice. During these modules you will develop the ability to carry out a range of caring skills. Manual handling and cardio-pulmonary resuscitation are included, attendance at which is mandatory. You will be summatively assessed using examinations, coursework and Objective Structured Clinical Examinations (OSCEs), which take place in the simulated environment in the clinical and communication skills suites. You will be encouraged to practice skills in your student directed time by booking into one of the clinical skills rooms in the Robin Brook Centre at St Bartholomew’s Hospital, on the following website: www.clinicalskillscentre.ac.uk You will explore your own values and beliefs and those of others in the delivery of the fundamental aspects of care. Policy guidelines that underpin clinical and communication skills delivery, particularly National Service Frameworks (NSF) and Essence of Care will be integrated into the teaching so you understand the principles and evidence that underpin your learning and development of clinical and communication skills.

Further information about learning and teaching clinical and communication skills can be found on the CETL website: www.cetl.org.uk

2. PSYCHOSOCIAL SCIENCES & PUBLIC HEALTH (PSPH)

The psychosocial and public health theme will introduce you to different disciplines that provide ways of seeing the individual and their social contexts of health and illness. The modules will help you apply disciplines of sociology, psychology, public health, and policy, management, law and ethics, that help explain and inform the arts and sciences of health and social care practices. It is intended that the modules will provide a robust basis for you to gain critical understanding of the complex social, moral and cultural relationships at the heart of the political ands economic elements of health.

3. PROFESSIONAL NURSING & MIDWIFERY KNOWLEDGE (PNMK)

The theme is designed to facilitate the progression of your knowledge of professional identity and practice. The contribution of theory to the practice of Nursing is emphasised within the fields of health and social care. You will be encouraged to develop an understanding of your contribution to the health and social care of patients/clients in all settings within the health care team. By the completion of the programme you will realise that professional practice involves the ability to make decisions on the basis of knowledge and understanding, and to be prepared to be professionally accountable for those decisions.

4. APPLIED BIOLOGICAL SCIENCES (ABS)

The nature of nursing practice requires strong foundations in the applied biological sciences. The Applied Biological Sciences Theme provides teaching and learning associated with the disciplines of anatomy, biochemistry, embryology, genetics, medicines, microbiology, nutrition, physics, physiology, pathology, and pharmacology, to enable you to gain an appropriate understanding of the human processes in health and illness. During theme activities you will be challenged through various



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educational processes (e.g. laboratory experiments) to encourage understanding of subject matter within the wider health care contexts.

5. PRACTICE

The practice theme will form 50% of the learning experience during the programme for nursing students. The emphasis will be on you applying and analysing the five components of holistic care which are physical, psychological, spiritual, cultural and social, to nursing practice. Learning experiences will progress from individualised care in the wider context and you will develop as autonomous practitioners which will allow a seamless transition from student to qualified practitioner. You will have placement based reflective sessions to help in your personal and professional development as a practitioner. Each year you will complete a Record of Achievement in Practice (Portfolio) which is a Personal Development Planning (PDP) tool designed to consolidate your learning in the practice setting.

6. RESEARCH

The research theme will only be taken by BSc (Hons) students in Year 3. The module explores health informatics and research and will allow you to understand the nature of the generation of evidence and evidence based practice. We aim to help you become creative problem solvers and critical thinkers through the completion of a literature review at degree level.

INTERPROFESSIONAL EDUCATION (IPE)

Interprofessional education, or IPE, is a relatively new concept, having only been around since the early 1990’s, however, teams and teamworking have been an integral part of health and social care activities since their inception. ‘Interprofessional education/training describes those occasions when two or more professions learn with, from and about each other to improve collaboration and the quality of care’ (Freeth et al, 2005). Essentially, it aims to advance and enhance the educational practices of health and social care professionals. As you begin your training as a health or social care professional, you will find yourself working with people from many different backgrounds and disciplines. Whilst you each have your own specific role, you are also a member of a wider team, a multiprofessional team, who must work together as one unit to provide the best quality of patient care. IPE will be present throughout your training programme. There is a strong focus on IPE within the health and social care services, and it is designed to develop your awareness of other professions, what they do and how you can work with them to enhance your own practice and hence the standard of care you are able to provide. We do hope you enjoy the interprofessional work that you participate in and that you will take what you learn into your practices in the future.

USER AND CARER INVOLVEMENT IN NURSING EDUCATION

The involvement of service users and carers, patients and public in the commissioning, design, delivery and evaluation of health and social care services has led to positive changes in service delivery and staff attitudes. By valuing and listening to ‘experts through experience’, staff can provide the types of interventions perceived to be most appropriate and effective in the manner that is most acceptable to those receiving the service. Involvement of service users and carers is also recommended in all aspects of health and social care education, including recruitment, curriculum planning, teaching and learning, and assessment. By ensuring the user and carer perspective is threaded throughout this programme, it is anticipated that you will be more attuned to working within and developing a consumer-focused service in the future.



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LEARNING AND TEACHING STRATEGIES A range of learning and teaching strategies will be used throughout your programme. This is to facilitate different approaches to learning that suit your differing needs and that of the content of the programme. Outlined below are some definitions of those that will be commonly used. Lead Lectures A lecture enables information to be presented in a logical manner to groups of students. This is a useful method for presenting an overview of new material and in stimulating the student to read further around this subject. Small Groups (including role-play, seminars, debates) Small groups will encourage the application of theory to practice and extend the depth and breadth of students' knowledge. They encourage team working and can be motivating, enhance communication skills and challenge powers of reasoning. Personal Tutorials Tutorials and reflection on learning with personal tutors enables the student to discuss individual progress as well as issues of concern about the programme. Tutorials also offer pastoral support. Enquiry Based Learning (EBL) EBL enables introduction to a ‘trigger’ or situation so that the student can embark on a journey of enquiry related to the issues raised. EBL allows the student to develop as a questioning learner whilst helping them to develop an understanding of the functioning of groups. Clinical Practice The aim of practice experience is for the student to observe, participate and practice their skills in a variety of real life contexts. This experience will facilitate the student to relate theory to practice and enable skills and knowledge to develop through supervised practice. Student Directed Learning During the programme the students will have periods of time that are set aside for them to determine what they will study and the pace. This time will be required for the student to read literature and theory to develop their knowledge, practice their skills and undertake activities to write or revise for their assessments. This time will be given in odd days or as blocks of time which are linked to assessments submission. This time is not annual leave and students are required to be within reach of the University as occasionally supplementary taught sessions may be scheduled within it. Details of the actual periods of time will be given in each year of the programme and on the programme plan. Workbook Using a workbook as the basis of sessions, the workbook may be used by the student as a means of identifying the various ways that the theoretical issues addressed in the module may have particular relevance for their own field of practice. Simulation This enables the student to be placed into situations which simulate real life clinical scenarios. Simulation enables the student to practice skills in a safe environment but assists with the transfer of these skills to the ‘real life clinical setting’. E-Learning E-Learning is about the utilisation of computer and internet technologies to facilitate, distribute and enhance learning. This programme will utilise CitySpace (www.city.ac.uk/cityspace), the University’s Virtual Learning Environment, to enhance the student’s learning experience. Students will also use Reusable Learning Objects created by the programme’s teaching staff, available via the CETL website (http://www.cetl.org.uk/learning/index.php) and a wide range of skills available through www.clinicalskills.net, a web-based learning programme and reference tool.



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ASSESSMENTS

The following table gives a brief overview of the assessments to be undertaken in each year of the programme. Further specific detail about the assessments, such as word length, duration of the examination etc. for each individual module will be included in the individual assessment guidelines for each module, available at http://www.city.ac.uk/sonm/students/index.html.

YEAR 1 YEAR 2 YEAR 3

THEME TYPE OF ASSESSMENT TYPE OF ASSESSMENT TYPE OF ASSESSMENT

ABS

Biology Exam – Multiple Choice Questions (MCQ)

Biology Exam – consists of two parts: a drug calculations section and an MCQ section.

n/a

FACT

1. Exam – a mixture of Multiple Choice Questions (MCQ) and short-answer questions

2. OSCE (Objective Structured Clinical Examination)

OSCE (Objective Structured Clinical Examination)

DipHE Nursing Students:

OSCE (Objective Structured Clinical Examination)

BSc Nursing students:

1. OSCE (Objective Structured Clinical Examination)

2. OSCE Reflection

PNMK

Case Study EBL Presentation & Paper Scenario Exam

PSPH

Locality Project Client Study

DipHE Nursing Students:

n/a

BSc Nursing Students:

Media Article

PRACTICE

Record of Achievement in Practice (Portfolio)



RESEARCH n/a n/a BSc Nursing Students:

Dissertation – 6000-word literature review

OSCE – Objective Structured Clinical Examination – this is a practical assessment in the form of a simulation where you are assessed on specific topics at designated stations



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CALCULATION OF FINAL AWARD

Award of Diploma To qualify for the Diploma of Higher Education in Nursing, you must have passed or been exempted from all of the appropriate assessment(s) for Parts 1 and 2. The Overall Aggregate Mark for the Award shall be calculated using the overall percentage marks obtained at the end of Part 2 only. Exempted modules will be excluded from the weighting. The module weighting relates to the credit for each module. The minimum percentage in the Overall Aggregate for recommendation for the award shall be:

With Distinction minimum 70% With Merit minimum 60% Pass minimum 40%

Award of Honours Degree To qualify for the Bachelor of Honours Degree in Nursing, you must have passed or been exempted from all of the appropriate assessment(s) for Parts 1 and 2. The Overall Aggregate Mark for the Honours Degree shall be calculated using the overall percentage marks achieved at the end of Part 2 only. Exempted modules will be excluded from the weighting. The module weighting relates to the credit for each module. The minimum percentage in the Overall Aggregate for recommendation for the award shall be:

Class I minimum 70% Class II Upper Division minimum 60% Class II Lower Division minimum 50% Class III minimum 40%



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PROFESSIONAL REGISTRATION

When you have completed your programme and successfully passed all assessments you are eligible to register your qualification with the Nursing & Midwifery Council (NMC). Registration will confer on you the legal right to use the title Registered Nurse (RN). You will be provided with the relevant form towards the end of your programme, which you are required to complete and send to the NMC. You also need to pay a registration fee. The School is required to complete and send to the NMC a Declaration of Good Character and Health in support of your application to be entered onto the Professional Register, which indicates that you are of good character and fit to practice. If the School feels unable to sign this document you will be informed. A transcript of training is also sent to the NMC. This includes information about your theoretical and practical experience, and sickness and absence during your training. Once your application form, registration fee, Declaration of Good Character and Health and transcript of training have been received, the NMC will then write to you and provide you with a PIN Registration Number. Re-registration will be required at set periods, during which time you will be required to maintain a Professional Portfolio. For Nursing students there are several routes all sharing the first year of the Programme and some unique parts:

1. Diploma and BSc (Hons) in Nursing with Registration in Adult Nursing on Part 1 of the NMC Register.

2. Diploma and BSc (Hons) in Nursing with Registration in Children’s Nursing on Part 1 of the NMC Register.

3. Diploma and BSc (Hons) in Nursing with Registration in Mental Health Nursing on Part 1 of the NMC Register.



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APPENDIX 1 – NMC NURSING PROFICIENCIES (2004)

Nursing Branch Proficiencies for entry to the Branch

Professional and Ethical Practice Domain

1.1 Discuss in an informed manner the implications of professional regulation for nursing practice

- demonstrate a basic knowledge of professional regulation and self-regulation

- recognise and acknowledge the limitations of one’s own abilities

- recognise situations that require referral to a registered practitioner

1.2 Demonstrate an awareness of the NMC code of professional conduct: standards for conduct, performance and ethics

- commit to the principle that the primary purposes of the registered nurse is to protect and serve society

- accept responsibility for one’s own actions and decisions

1.3 Demonstrate an awareness, and apply ethical principles to, nursing practice

- demonstrate respect for patient and client confidentiality

- identify ethical issues in day to day practice

1.4 Demonstrate an awareness of legislation relevant to nursing practice

- identify key issues in relevant legislation relating to mental health, children, data protection, manual handling, and health and safety, etc

1.5 Demonstrate the importance of promoting equity in patient and client care by contributing to nursing care in a fair and anti-discriminatory way

- demonstrate fairness and sensitivity when responding to patients, clients and groups from diverse circumstances

- recognise the needs of patients and clients whose lives are affected by disability, however manifest

Care Delivery Domain

2.1 Discuss methods of, barriers to, and the boundaries of, effective communication and interpersonal relationships

- recognise the effect of one’s own values on interactions with patients and clients and their carers, families and friends

- utilise appropriate communication skills with patients and clients

- acknowledge the boundaries of a professional caring relationship

2.2 Demonstrate sensitivity when interacting with and providing information to patients and clients

2.3 Contribute to enhancing the health and social well-being of patients and clients by understanding how, under the supervision of a registered practitioner, to:

- contribute to the assessment of health needs

- identify opportunities for health promotion

- identify networks of health and social care services

2.4 Contribute to the development and documentation of nursing assessments by participating in comprehensive and systematic nursing assessment of the physical, psychological, social and spiritual needs of patients and clients

- be aware of assessment strategies to guide the collection of data for assessing patients and clients and use assessment tools under guidance

- discuss the prioritisation of care needs

- be aware of the need to reassess patients and clients as to their needs for nursing care

2.5 Contribute to the planning of nursing care, involving patients and clients and, where possible, their carers; demonstrating an understanding of helping patients and clients to make informed decisions

- identify care needs based on the assessment of a patient or client

- participate in the negotiation and agreement of the care plan with the patient or client and with their carer, family or friends, as appropriate, under the supervision of a registered nurse

- inform patients and clients about intended nursing actions, respecting their right to participate in decisions about their care



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2.6 Contribute to the implementation of a programme of nursing care, designed and supervised by registered practitioners

- undertake activities that are consistent with the care plan and within the limits of one’s own abilities

2.7 Demonstrate evidence of a developing knowledge base which underpins safe and effective nursing practice

- access and discuss research and other evidence in nursing and related disciplines

- identify examples of the use of evidence in planned nursing interventions

2.8 Demonstrate a range of essential nursing skills, under the supervision of a registered nurse, to meet individuals’ needs, which include:

- maintaining dignity, privacy and confidentiality; effective communication and observational skills, including listening and taking physiological measurements; safety and health, including moving and handling and infection control; essential first aid and emergency procedures; administration of medicines; emotional, physical and personal care, including meeting the need for comfort, nutrition and personal hygiene

2.9 Contribute to the evaluation of the appropriateness of nursing care delivered

- demonstrate an awareness of the need to assess regularly the patient’s or client’s response to nursing interventions

- provide for a supervising registered practitioner, evaluate commentary and information on nursing care based on personal observations and actions

- contribute to the documentation of the outcomes of nursing interventions

2.10 Recognise situations in which agreed plans of nursing care no longer appear appropriate and refer these to an appropriate accountable practitioner

- demonstrate the ability to discuss and accept care decisions

- accurately record observations made and communicate these to the relevant members of the health and social care team

Care Management Domain

3.1 Contribute to the identification of actual and potential risks to patients, clients and their carers, to oneself and to others, and participate in measures to promote and ensure health and safety

- understand and implement health and safety principles and policies

- recognise and report situations that are potentially unsafe for patients, clients, oneself and others

3.2 Demonstrate an understanding of the role of others by participating in inter-professional working practice

- identify the roles of the members of the health and social care team

- work within the health and social care team to maintain and enhance integrated care

3.3 Demonstrate literacy, numeracy and computer skills needed to record, enter, store, retrieve and organise data essential for care delivery

Personal and Professional Development Domain

4.1 Demonstrate responsibility for one’s own learning through the development of a portfolio of practice and recognise when further learning is required

- identify specific learning needs and objectives

- begin to engage with, and interpret, the evidence base which underpins nursing practice

4.2 Acknowledge the importance of seeking supervision to develop safe and effective nursing practice

yr 1 nursing 3-yr handbook s09 cohort - city, … (hons) adult nursing..... 6 rn/diploma/bsc (hons)...

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