Please note
Awarding Institution
Final Award
Teaching Institution
School
Date of Programme Specification Approval
Version Number
Educational Aims of the Course
Course Structure
Teaching, Learning and Assessment
Support for Students and their Learning
- Personal Academic Tutor (PAT)
The University has implemented a personal tutor system. All undergraduate and postgraduate students on taught courses (PGT) at the University will have a named PAT. The system aims to both improve the learner experience of learning and teaching, and increase learner retention and achievement rates. Specifically, Personal Academic Tutors:
- Provide a personal contact for the learner within the University and the School.
- Act as a liaison between the learner and course leaders to seek any improvements required
- Offer guidance, assistance and support in managing the learners’ academic experience
- Recognise when the problems presented are beyond the personal tutors’ competence and seek guidance and support for the learner through the University and/or School referral processes.
- Work with learners to review and reflect upon their own progress and if necessary on ways to improve it.
- Take part in supportive training events.
All learners should be offered a minimum five meetings a year with their PAT. Some of those meetings might be in small group tutorials, but it is expected that at least three of these meetings will be on a one-to-one basis to discuss the individual’s progress. Further information about the PAT role, frequency and recording of PAT sessions is available at:
https://www.hud.ac.uk/media/policydocuments/Personal-Academic-Tutoring-Policy.pdf
- Module Leader
The module leader is responsible for teaching, learning and assessment of the modules within this course.
- Course Leader
The course leader is responsible for the entire quality assurance arrangements for the course.
Clinical supervisor(s) and Assessor
As identified in 14.6, learners will be learning in their own practice areas under the supervision of occupationally competent Clinical Educators. Alongside the Clinical Educator, learners may also be supervised by other practitioners to develop aspects of their practice and achieve relevant competence. Supervision and assessment are centred on learners achieving the standard of competency outlined in the Institute for Apprenticeships Advanced Clinical Practitioner standard so that they are fit to practice at the end of their course. The verification of competency in practice will be undertaken by an occupationally competent assessor. Tripartite meetings will be undertaken with the learner/apprentice, the Clinical Educator and a member of the course team to review progress. These meetings will be held at a maximum of 12 weekly intervals (or earlier if required).
Criteria for Admission
The University of Huddersfield seeks and encourages applicants in order to widen participation, improve access and apply the principles of equal opportunities. We provide support for applicants who require additional assistance in order to select the right course of study and make a successful transition to studying at University. We encourage applications from local and national learners who meet the admission criteria.
The University provides opportunities for the accreditation of prior learning (APL) as stated at the following link:
As an apprenticeship course, an Initial Needs Assessment (INA) will be undertaken to check prior learning as part of the admissions process prior to enrolment. This will be documented in the learner’s Commitment Statement (Individual Learning Plan). As funding is not available for skills already attained, learners will be asked to provide evidence of prior learning relevant to achievement of the apprenticeship and, where appropriate, the university will support the learner to complete the University’s APL process.
Further information related to the School APL process can be found on the School web pages http://www.hud.ac.uk/hhs/apl/
The University’s general minimum entry requirements are specified in Section D of the Regulations for Awards which can be found on the University website as follows:
http://www.hud.ac.uk/registry/regulationsandpolicies/awards/
Every person who applies for this course and meets the minimum entry requirement-regardless of any disability will be given the same opportunity in the selection process. General advice and information regarding disability and the support the University can give can be found by contacting student services as follows:
Telephone: 01484 472675
Email: disability@hud.ac.uk
Further information is available at their website at:
http://students.hud.ac.uk/wellbeing-disability-services/disabilityservices
Further advice on the specific skills and abilities needed to successfully undertake this course can be found by visiting our website at
and by contacting the admissions tutor
Entry requirements include:
- Current registration on Part 1 of the Nursing and Midwifery Council Register, Health and Care Professions Council or the General Pharmaceutical Council.
- A period of 3 years post-registration experience.
- A first degree in nursing, their specialism or another relevant health related subject from a recognised university or comparable institution, or evidence of their ability to study at postgraduate level
In addition, as Apprenticeship courses, applicants must:
- Be chosen by the host organisation where they currently work. The MSc ACP course team will contribute to the process of recruitment and selection to Apprentice ACP posts through confirming with employers about the course entry requirements, jointly reviewing apprentice ACP job applications and/or participating in a joint interview process with employers
- Have GCSE English Language or English Literature and mathematics at grade 4 or above, or grade C or above if awarded under the previous GCSE grading scheme, or Level 2 Functional Skills in mathematics and English
- Complete a Rehabilitation of Offenders form and provide evidence of an Enhanced Disclosure and Barring (DBS) check by their employer
- As part of an Initial Needs Assessment (INA) at recruitment and prior to enrolment, provide evidence of any prior learning relevant to the entry requirements and also achievement of the apprenticeship. An INA and assessment of prior learning will be documented in the student’s Commitment Statement (Individual Learning Plan)
Before the apprenticeship starts and before the apprenticeship agreement is signed, the Course Lead (or Deputy) will check that the apprentice and their employer have signed a copy of the commitment statement (the individual learning plan). This will set out how all three parties (apprentice, employer, and the university) will support the achievement of the apprenticeship.
In routes/modules where support in practice and/or summative assessment requires an occupationally competent supervisor and assessor in order to meet the intended learning outcomes
- The employer and learner are responsible for identifying a suitable person as part of the admissions process and confirming their agreement to support the learner.
- The course leader is responsible for confirming and recording that the person is appropriately qualified, occupationally competent and has agreed to support the learner
- The employer must confirm that they are able to release the learner for ‘off the job training (minimum 20%)
Prior to commencing the assessment tasks of the End Point Assessment (EPA) module, learners are required to meet all Gateway Criteria for the Integrated Degree Apprenticeship. The Course Lead and Employer will seek confirmation from the learner and employer that the learner/apprentice:
- Is registered with a statutory health and/or social care regulator with proof of current registration.
- Has achieved English and mathematics qualification at a minimum of level 2 as per general apprenticeship requirements.
- Has 160 credits accumulated from all compulsory modules of this course prior to the EPA module
- Has confirmation from their employer that the requirements of the apprentice agreement and knowledge, skills and behaviours from the standard has been met within the apprentice’s workplace
- Has confirmation from the employer of the apprentice’s readiness to progress to the EPA.
(Institute for Apprenticeships, 2018, p.6)
Methods for evaluating and improving the quality and standards of teaching and learning
The methods for the validation and annual evaluation of courses, including those validated by external bodies, and for the review of teaching and research and of academic support services are specified in the University Quality Assurance Procedures for Taught Courses and Research Awards which can be found on the Registry website as follows:
https://www.hud.ac.uk/policies/registry/qa-procedures/
The School is committed to comprehensive student engagement and works actively with the University of Huddersfield Student Union to support this through the student representative system. See further information at:
Within the School students are represented at committee level through Student Panels to the School Board. The School also has a Student Council. Individual feedback on the quality and standards of teaching and learning is received through module and course evaluations.
An effective external examination system is managed by Registry and all reports are viewed at University, School and course levels. External examiner and student feedback, as well as statistical data about the course is reported through the course committee structure and scrutinised through the University wide annual evaluation process.
Learner and employers involved in apprenticeships are also able to provide feedback through participation in the respective Apprenticeship Surveys
Please note
University awards are regulated by the Regulations for Awards (Taught Courses) on the University website.
Quick links to the Regulations for Taught Students, procedures and forms can be accessed on the University website.
Indicators of Quality and Standards
This programme specification provides a concise summary of the main features of the course and the learning outcomes that a typical learner might reasonably be expected to achieve and demonstrate if he/she takes full advantage of the learning opportunities that are provided. More detailed information on the learning outcomes, content and teaching, learning and assessment methods of each module can be found in the study module guide and course handbook. The accuracy of the information contained in this document is reviewed by the University and may be checked by the Quality Assurance Agency for Higher Education, and Education and Skills Funding Agency (EFSA) (https://www.gov.uk/topic/further-education-skills/apprenticeships)
The outcome of the most recent institutional audit can be found at: