Nursing (Blended Learning) Child

Please note

This document only provides information for the academic year selected and does not form part of the student contract

Awarding Institution

University of Huddersfield

Final Award

BSc(Hons) Bachelor of Science with Honours

Teaching Institution

University of Huddersfield

School

School of Human and Health Sciences

Date of Programme Specification Approval

2023-09-18

Version Number

2022.01

Educational Aims of the Course

This BSc (Honours) Nursing Blended Learning course provides an alternative route to nursing by offering a predominantly online experience combined with face to face skills and simulation with traditional placements. The Nursing programme will draw on existing technologies to enhance student learning. The course team, with a dedicated technical support … For more content click the Read More button below. The BSc (Hons) Nursing (Blended Learning) course will enable students to meet the proficiencies, and programme outcomes for pre-registration nursing set out in three parts. standards for education, standards for student supervision and assessment and programme specific standards (NMC, 2018 a,b,c,d). The course design prepares the future nurse to be confident, competent, caring, and compassionate in a rapidly changing health and social care environment. By the end of the course, graduates will be able to manage the complex role of the nurse in one of the four fields of nursing: adult, child, learning disabilities and mental health. They will also be prepared to progress to a prescribing qualification following registration and to be a practice supervisor for future student nurses. They will be able to care for people throughout their lifespan, within and across organisations and settings. Future nurses will be prepared to work with a range of other professionals confidently. Importantly, the primary aim is to ensure all nurses can respond to the needs of people from any field in a variety of settings, with additional and in-depth field-specific proficiency in one field. The course is designed to enable students to learn about their own personal and professional field identity from the beginning of the course. Current healthcare services require the future nurse to be resilient and self-aware of their well-being to enable them to be in an excellent position to promote and support people in their care to care for their well-being. The themed module's design is to help students to reflect and develop their confidence as future nurses while acknowledging their values, beliefs, and their own field identity. They will develop an in-depth understanding of other fields, other professionals involved in care within and across organisations to enable them to influence the quality of care with the person as the central focus of attention. The course team aim to provide a contemporary and dynamic course, which has considered current and previous student feedback while acknowledging the changing landscape of healthcare in all fields. Inclusivity and diversity are at the forefront of the module and course design to enable students from diverse backgrounds to engage fully in their learning while acknowledging the cultural diversity of the people with whom they care. This section continues in the attachment.

The BSc (Hons) Nursing (Blended Learning) course will enable students to meet the proficiencies, and programme outcomes for pre-registration nursing set out in three parts.

standards for education,
standards for student supervision and
assessment and programme specific standards (NMC, 2018 a,b,c,d).

The course design prepares the future nurse to be confident, competent, caring, and compassionate in a rapidly changing health and social care environment. By the end of the course, graduates will be able to manage the complex role of the nurse in one of the four fields of nursing: adult, child, learning disabilities and mental health. They will also be prepared to progress to a prescribing qualification following registration and to be a practice supervisor for future student nurses. They will be able to care for people throughout their lifespan, within and across organisations and settings. Future nurses will be prepared to work with a range of other professionals confidently. Importantly, the primary aim is to ensure all nurses can respond to the needs of people from any field in a variety of settings, with additional and in-depth field-specific proficiency in one field.

The course is designed to enable students to learn about their own personal and professional field identity from the beginning of the course. Current healthcare services require the future nurse to be resilient and self-aware of their well-being to enable them to be in an excellent position to promote and support people in their care to care for their well-being. The themed module's design is to help students to reflect and develop their confidence as future nurses while acknowledging their values, beliefs, and their own field identity. They will develop an in-depth understanding of other fields, other professionals involved in care within and across organisations to enable them to influence the quality of care with the person as the central focus of attention.

The course team aim to provide a contemporary and dynamic course, which has considered current and previous student feedback while acknowledging the changing landscape of healthcare in all fields. Inclusivity and diversity are at the forefront of the module and course design to enable students from diverse backgrounds to engage fully in their learning while acknowledging the cultural diversity of the people with whom they care.

This section continues in the attachment.

Learning Outcomes

On successful completion you will be able to:

Describe and differentiate anatomy and physiology across the lifespan.

Identify and distinguish between different types of knowledge and evidence to support nursing practice.

Outline the differences in caring approaches for people across the lifespan and with a range of physical, mental health and cognitive care needs.

Identify links between theoretical learning and practice experience.

Recognise the importance of inter-professional working for the benefit of people requiring nursing care.

Apply the principles of a holistic assessment of physical, mental health, and cognitive care needs to the individual in their care.

Identify how theoretical principles of health promotion and care delivery apply to people in the field.

Search for relevant literature and sources of evidence.

Undertake critical appraisal of the literature for its value and relevance to nursing practice.

10.

Reflect on and discuss their learning needs to facilitate their transition to academic life.

11.

Communicate specific care needs for people across the lifespan and with a range of care needs other than those commonly seen in their field of nursing.

12.

Identify and explain professional issues related to working as an accountable nurse and within the NMC Code.

13.

Understand the principles and importance of maintaining the physical and mental wellbeing of themselves and others.

14.

Have an in-depth understanding of their own professional field identity and role when working with others - including people in their care and other professionals.

15.

Recognise the impact of their values and beliefs on the people in their care.

16.

Critically understand developmental and disease processes and how these manifests in people in the field.

17.

Critically understand the suitability and appropriateness of quantitative, qualitative, literature reviews and audit research methods.

18.

Identify and apply appropriate methods of data collection and analysis.

19.

Establish the ethical issues arising out of research involving human participants and be able to apply them appropriately.

20.

Critically explore differences in caring approaches for people across the lifespan and with a range of physical, mental health and cognitive care needs.

21.

Identify links between theoretical learning and practice experience.

22.

Critically understand the importance of inter-professional working for the benefit of people requiring nursing care.

23.

Evaluate links between theoretical learning and practice experience.

24.

Critically review the safety and effectiveness of care when planning and implementing care for individuals and groups of people in the child field of nursing

25.

Recognise and safely respond to an alteration in the condition of a patient/service user from the field of nursing.

26.

Plan and develop a proposal for a field-specific research project.

27.

Contribute to a group presentation of the research proposal.

28.

Critically analyse own role as a member of the multi-professional team working collaboratively to inform decision-making about individual patient care and improving safety and quality in the delivery of care and services to communities.

29.

Effectively communicate the specific care needs for people across the lifespan and with a range of care needs other than those commonly seen in the field of nursing.

30.

Achieve the proficiencies as set out in the Midlands, Yorkshire and East Practice Assessment Document and Ongoing Achievement Record.

31.

Critically reflect on the range of professionals who contribute to care delivery.

32.

Safely calculate medicines at level 2.

33.

Analyse theories of learning, teaching and assessment to inform the delivery of practical teaching/learning opportunities for patients, junior staff, professional colleagues, and students in clinical practice and enhance the learning culture.

34.

Critically discuss the concepts and theories of leadership, management, team working, risk management, clinical governance, and accountability with their professional and inter-professional practice.

35.

Critically apply underlying principles to the safe administration of medicines to people in their care.

36.

Apply clinical decision-making and problem-solving skills to critically examine the professional, legal, ethical, and quality issues relevant to the delivery of care to people in their field of professional practice.

37.

Systematically and critically understand the signs and symptoms concerning altered physiology of a person in their care presenting with acute and complex care needs.

38.

Outline the legal requirements for medicines administration across a range of settings to meet the specific service needs.

39.

Critically review appropriate literature and relate it to the research area.

40.

Critically understand the method used in their literature review or research.

41.

Critically and systematically explore the central role of the nurse in managing and coordinating care delivery for groups of people across the lifespan and with a range of physical, mental health and cognitive care needs.

42.

Identify links between theoretical learning and practice experience.

43.

Critically reflect on the importance of inter-professional working for the benefit of people requiring nursing care.

44.

Critically evaluate links between theoretical learning and practice experience.

45.

Critically, systematically, and safely assess, respond and evaluate care and interventions for managing acute and complex care in unpredictable and complex situations.

46.

Make a useful contribution to the work of a group to undertake and present an empirical or literature-based research project.

47.

Write a fully referenced literature review or research report in a publishable form.

48.

Apply the principles of effective teaching and assessment strategies to meet the learning needs of others.

49.

Communicate service improvement needs to a range of audiences.

50.

Skillfully communicate the specific care needs for individuals and groups of people across the lifespan and with a range of care needs other than those commonly seen in the field of nursing.

51.

Achieve the proficiencies as set out in the Practice Assessment Document and Ongoing Achievement Record and Skills Log.

52.

Apply and systematically evaluate theories supporting the care of the range of physical, mental health and cognitive care needs across the life span.

53.

Safely calculate medicines at level 2 with a 100% pass mark.

54.

Systematically understand the role of the qualified nurse in influencing quality care within and beyond an organisation.

55.

Critically understand learning and assessment theories and apply to the learning needs of others.

56.

Critically apply underlying legal principles to the safe administration of medicines to people in care areas.

57.

Critically appraise and apply evidence-based principles that support safe and effective care and management of children and young people presenting with acute and complex care needs within and across organisations.

Course Structure

Foundation Level

Foundation Core

Foundation Compulsory

Foundation Optional

Intermediate Level

Intermediate Core

Intermediate Compulsory

Intermediate Optional

new node

Sandwich Year Out

Honours Level

Honours Core

Honours Compulsory

Honours Optional

Teaching, Learning and Assessment

This course will use recognised learning and teaching strategies that have been demonstrated effective in online environments. The over-arching andragogical approach is a social constructivist model of adult learning. This model centres on Knowle’s (1984) original ideas that education needs to be cooperative with guided knowledge between the student and … For more content click the Read More button below. Teaching, learning and assessment will offer students a variety of learning and assessment opportunities that align with their module learning outcomes and provide realistic and practical preparation for progression in nursing course. They aim to be inclusive of diversity, to allow students to actively engage in learning and assessed in a variety of ways Learning and teaching is delivered through a range of face to face and online seminars, group work, simulation, and skills. Practical experiences, learning and teaching are student-centred where appropriate. Its role generally increases throughout the course—module design embedding transferable skills and to allow students to increase their knowledge and confidence progressively. Thus, in lower levels, the acquisition of necessary skills and the confidence to perform academically and professionally is developed. Students engage in immersive situated activities through simulation-based learning (SBL) supported by facilitation. Knowledge evolves within the simulation environment from the activity, social collaboration and facilitation that fosters interaction, reflection and integration of research and evidence to support nursing practice. Learners utilise their previous knowledge and share this and their experiences with each other and the facilitator. We are proposing to integrate 4 x 1-week blocks of simulation within each year of the course where students have dedicated weeks for simulation-based learning that have association and context with each module they are studying in each of year of the program. The underpinning course philosophy outlines the teaching and learning approaches that were considered and underpin the programme development. These include a transformative learning approach, the research-led approach to curriculum design and delivery and a focus on professional identity throughout the course. All modules are supported by digital resources in the virtual learning environment. The assessment aims to support learning and measure achievement is available in each module specification and module guide. All learning outcomes in a module are assessed, and with a specific mode of assessment for each outcome. Assessment is a combination of coursework, practice/proficiency-based learning, reports, presentations, and examinations. The nature of assessment varies between modules mirroring the modes of communication expected of graduates in this field, such as the ability to present to a range of audiences and provide reports to enhance the quality of care. Achievement of proficiencies in practice is a primary requirement for health professional registration such that in nursing at least 50% of all learning is a practice based (NMC, 2018a, b, c, d). This learning takes place in a variety of settings. Students are required to undertake practice placement experience across the range of 24 hours and seven days. Laboratory sessions, online learning and the use of simulated patients allow students to practice skills in a safe and controlled environment. To enable learning and assessment of students in real practice settings, NHS primary care, acute and mental health Trusts, the private and independent sector, and social care settings are used, under the supervision of appropriately qualified practise supervisors and practise assessors. Assessment centres on students achieving the standard of proficiency outlined by the professional awarding body so that they are fit to practice by the end of the course. It includes the verification of practice standard and proficiencies achievement by practice supervisors, practice assessors and academic assessors and integration with written modular assessment in the form of essays, reports, case study analysis, presentations, simulation and scenario-based assessments, clinical applied assignment work and examinations. The practice-based assessment uses a Practice Assessment Document (PAD). We will use an electronic portfolio. The Personal Development Planning (PDP) is ‘a structured and supported process undertaken by an individual to reflect upon their learning, performance and or achievement and to plan for their personal, education and career development’ (QAA 2001). From September 2005 it has been a QAA requirement that all students have access to PDP. PDP enables the student to develop and have an awareness of their strengths and weaknesses, construct a record of achievement documenting the acquisition of knowledge, skills and competencies and reflect and act upon their personal, professional, academic and long term career goals. PDP is introduced to students at the commencement of the course and typically supported through the personal tutor system (Appendix 4a). PDP also provides a medium for creating a practical C V. Learning opportunities are identified throughout the course and are introduced in the first-year modules, specifically, becoming a professional module which is assessed by the development of a PDP. Practice-based assessments integrate PDP throughout the six placements and associated modules over the three years. Students record their progress through their practice assessment and ongoing achievement record in their electronic portfolio, accessed and assessed by their practice supervisors, practice assessors, academic assessors, and personal academic tutors. Dedicated support is given at School level by the Careers Service to aid students in preparing for work. This portfolio of materials then prepares job applications and or supporting continuous professional development. Additionally, students complete the university Graduate attributes framework (Appendix 12) in the “Being a Professional” module to enhance our students’ employability. The School of Human and Health Sciences uses Turnitin® via the virtual learning environment (VLE) to help both students and staff ensures and protects the originality of work submitted for assessment. The university has a strong service user and carer involvement strategy that is embedded in all aspects of student learning and assessment. The strategy and implementation is supported by the Public Partnership Group who prepare and support service users in teaching students.

Teaching, learning and assessment will offer students a variety of learning and assessment opportunities that align with their module learning outcomes and provide realistic and practical preparation for progression in nursing course. They aim to be inclusive of diversity, to allow students to actively engage in learning and assessed in a variety of ways

Learning and teaching is delivered through a range of face to face and online seminars, group work, simulation, and skills. Practical experiences, learning and teaching are student-centred where appropriate. Its role generally increases throughout the course—module design embedding transferable skills and to allow students to increase their knowledge and confidence progressively. Thus, in lower levels, the acquisition of necessary skills and the confidence to perform academically and professionally is developed.

Students engage in immersive situated activities through simulation-based learning (SBL) supported by facilitation. Knowledge evolves within the simulation environment from the activity, social collaboration and facilitation that fosters interaction, reflection and integration of research and evidence to support nursing practice. Learners utilise their previous knowledge and share this and their experiences with each other and the facilitator. We are proposing to integrate 4 x 1-week blocks of simulation within each year of the course where students have dedicated weeks for simulation-based learning that have association and context with each module they are studying in each of year of the program.

The underpinning course philosophy outlines the teaching and learning approaches that were considered and underpin the programme development. These include a transformative learning approach, the research-led approach to curriculum design and delivery and a focus on professional identity throughout the course.

All modules are supported by digital resources in the virtual learning environment.

The assessment aims to support learning and measure achievement is available in each module specification and module guide. All learning outcomes in a module are assessed, and with a specific mode of assessment for each outcome. Assessment is a combination of coursework, practice/proficiency-based learning, reports, presentations, and examinations. The nature of assessment varies between modules mirroring the modes of communication expected of graduates in this field, such as the ability to present to a range of audiences and provide reports to enhance the quality of care.

Achievement of proficiencies in practice is a primary requirement for health professional registration such that in nursing at least 50% of all learning is a practice based (NMC, 2018a, b, c, d). This learning takes place in a variety of settings. Students are required to undertake practice placement experience across the range of 24 hours and seven days. Laboratory sessions, online learning and the use of simulated patients allow students to practice skills in a safe and controlled environment. To enable learning and assessment of students in real practice settings, NHS primary care, acute and mental health Trusts, the private and independent sector, and social care settings are used, under the supervision of appropriately qualified practise supervisors and practise assessors. Assessment centres on students achieving the standard of proficiency outlined by the professional awarding body so that they are fit to practice by the end of the course. It includes the verification of practice standard and proficiencies achievement by practice supervisors, practice assessors and academic assessors and integration with written modular assessment in the form of essays, reports, case study analysis, presentations, simulation and scenario-based assessments, clinical applied assignment work and examinations. The practice-based assessment uses a Practice Assessment Document (PAD). We will use an electronic portfolio.

The Personal Development Planning (PDP) is ‘a structured and supported process undertaken by an individual to reflect upon their learning, performance and or achievement and to plan for their personal, education and career development’ (QAA 2001). From September 2005 it has been a QAA requirement that all students have access to PDP. PDP enables the student to develop and have an awareness of their strengths and weaknesses, construct a record of achievement documenting the acquisition of knowledge, skills and competencies and reflect and act upon their personal, professional, academic and long term career goals. PDP is introduced to students at the commencement of the course and typically supported through the personal tutor system (Appendix 4a). PDP also provides a medium for creating a practical C V. Learning opportunities are identified throughout the course and are introduced in the first-year modules, specifically, becoming a professional module which is assessed by the development of a PDP. Practice-based assessments integrate PDP throughout the six placements and associated modules over the three years. Students record their progress through their practice assessment and ongoing achievement record in their electronic portfolio, accessed and assessed by their practice supervisors, practice assessors, academic assessors, and personal academic tutors. Dedicated support is given at School level by the Careers Service to aid students in preparing for work. This portfolio of materials then prepares job applications and or supporting continuous professional development. Additionally, students complete the university Graduate attributes framework (Appendix 12) in the “Being a Professional” module to enhance our students’ employability.

The School of Human and Health Sciences uses Turnitin® via the virtual learning environment (VLE) to help both students and staff ensures and protects the originality of work submitted for assessment.

The university has a strong service user and carer involvement strategy that is embedded in

all aspects of student learning and assessment. The strategy and implementation is supported by the Public Partnership Group who prepare and support service users in teaching students.

Study Plans

Support for Students and their Learning

To support students/learners, the course team provide detailed information about the programme during induction. Programme plans are provided for students. Students are provided with a detailed assessment board plan, with indication of when results will be released and proposed re-sit dates for planning.

Blended learning students have a dedicated route lead and dedicated team of technical staff and a dedicated Head of Practice Education specifically employed to support blended learning students. The ratio of students to personal tutor is lower to enable Personal Academic Tutors to provide extra support to BL student.

Support for students undertaking this course operates at a University, School and Course level. For Blended Learning students, the majority of support will be offered remotely online.

Criteria for Admission

The University of Huddersfield seeks and encourages applicants to widen participation, improve access and apply the principles of equal opportunities. We provide support for applicants who require additional assistance to select the right course of study and make a successful transition to studying at University. We encourage local, national, and international applications.

Further information for International Students is found on:

http://www.hud.ac.uk/international

For courses targeting international students – English Language Requirements are as follows:

Undergraduate Taught Courses: IELTS 6.5 overall with no element lower than 6.0 in any component (NMC requirement differs at point of registration)- https://www.nmc.org.uk/registration/joining-the-register/english-language-requirements/

The University provides opportunities for the accreditation of prior learning (APL) as stated at the following link: http://www.hud.ac.uk/registry/regulationsandpolicies/awards/

The NMC regulations on APL will apply as follows; a maximum of 50% of the course may be accredited provided all elements met. Students transferring from one institution to another must ensure mapping of their previous learning against the new course. Additionally, adult students must still be able to meet the general care requirements of Directive 2005/36.EC. We require students from all fields to achieve this for parity.

Further information related to the School APL process found on the School http://www-old.hud.ac.uk/hhs/apl/

The University specifies its general minimum entry requirements in the ‘Regulations for Awards which can be found on the Registry 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. Selection of all shortlisted applicants is through online interview undertaken by field-specific admissions teams, usually through online field-specific group interviews. Applicants must demonstrate the qualities required for the field of nursing through a values-based recruitment approach. Academics, practice partners and service user and carers are involved in the selection process. The general advice and information regarding disability and the support the University can give are by contacting student services as follows:

Telephone: 01484 472675

Email: disability@hud.ac.uk

Further information is available at their website at http://www.hud.ac.uk/disability-services/

Also, this course can lead to eligibility to apply for registration with the Nursing and Midwifery Council (NMC). Further advice on the specific skills and abilities needed to undertake this course successfully can be found by visiting the NMC website at https://www.nmc.org.uk/ and by contacting the admissions tutor.

However, the specific entry requirements and admission criteria for this course are detailed below.

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’s Quality Assurance Procedures for Taught Courses which can be found on the Registry website as follows:

http://www.hud.ac.uk/registry/regulationsandpolicies/qa

The School is committed to comprehensive student engagement and works actively with the University of Huddersfield Student Union to support this through the representative student system see further information at http://www.huddersfield.su/courserepwebsite

Within the School students are represented at committee level from 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 through module and course evaluations. For nursing courses, aYorkshire and Humberweb-based evaluation tool collects statistical evaluations of placement experience.

An effective external examination system is managed by Registry, and all reports viewed at University, School and course levels. External examiner and student feedback, as well as all statistical data about the course, is reported through the course committee structure and scrutinised through the University-wide annual evaluation process.

Feedback from students and external examiners presented at annual evaluation highlighted that enhanced student learning through simulation and skills development in the university. The feedback has informed a new structure of programme delivery to incorporate week-long simulation sessions during theory blocks to enhance learning for students (see 14.3).

The University has a Diversity, Equality and Inclusivity Enhancement Committee (UEDIEC)

and the School has a Diversity Champion, both of which supports and drives forward the

curriculum development

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 student 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.

The most recent QAA report (March 2010) identified confidence in the soundness of the institution management of academic awards and quality of learning opportunities for students. Good practice related to student support, the Strategy Map and the work of the computing and library services to meet the diverse needs of students. There were no mandatory recommendations for action.

The outcome of the most recent institutional audit can be found at:

https://www.qaa.ac.uk/reviewing-higher-education/quality-assurance-reports/University-of-Huddersfield.

Course and Module Catalogue