Senior Lecturer, Adult Nursing

Nursing (Blended Learning) Child - UH-000668

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:
<a href="http://www.hud.ac.uk/international">http://www.hud.ac.uk/international</a>
 
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)- <a href="https://www.nmc.org.uk/registration/joining-the-register/english-language-requirements/">https://www.nmc.org.uk/registration/joining-the-register/english-language-requirements/</a>
 
The University provides opportunities for the accreditation of prior learning (APL) as stated at       the following link:  <a href="http://www.hud.ac.uk/registry/regulationsandpolicies/awards/">http://www.hud.ac.uk/registry/regulationsandpolicies/awards/</a>
 
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 <a href="http://www-old.hud.ac.uk/hhs/apl/">http://www-old.hud.ac.uk/hhs/apl/</a>
 
The University specifies its general minimum entry requirements in the ‘Regulations for Awards which can be found on the Registry website as follows:
<a href="http://www.hud.ac.uk/registry/regulationsandpolicies/awards/">http://www.hud.ac.uk/registry/regulationsandpolicies/awards/</a>
 
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 <a href="http://www.hud.ac.uk/disability-services/">http://www.hud.ac.uk/disability-services/</a>
 
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 <a href="https://www.nmc.org.uk/">https://www.nmc.org.uk/</a>  and by contacting the admissions tutor.      
 
However, the specific entry requirements and admission criteria for this course are detailed below.

UH-000668 - Nursing (Blended Learning) Child

Foundation Optional

Foundation Core

Foundation Compulsory

Foundation Level

Intermediate Optional

new node

Intermediate Core

Intermediate Compulsory

Intermediate Level

Sandwich Year Out Optional

Sandwich Year Out

Honours Compulsory

Honours Optional

Honours Core

Honours Level

Structure

Contribute to a group presentation of the research proposal.

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

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

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

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

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

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

Identify links between theoretical learning and practice experience.

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

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

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

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.

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

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

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

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

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

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

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

Critically evaluate links between theoretical learning and practice experience.

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

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

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. 

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

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

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

Search for relevant literature and sources of evidence.

Identify and apply appropriate methods of data collection and analysis.

Evaluate links between theoretical learning and practice experience.

Describe and differentiate anatomy and physiology across the lifespan. 

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

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

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

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

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. 

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. 

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

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. 

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.

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

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. 

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

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

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. 

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

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

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

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

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

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

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

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

Communicate service improvement needs to a range of audiences. 

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.

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:
<a href="http://www.hud.ac.uk/registry/regulationsandpolicies/qa">http://www.hud.ac.uk/registry/regulationsandpolicies/qa</a>
 
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 <a href="http://www.huddersfield.su/courserepwebsite">http://www.huddersfield.su/courserepwebsite</a>
 
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

UHH0000037

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:
<a href="https://www.qaa.ac.uk/reviewing-higher-education/quality-assurance-reports/University-of-Huddersfield">https://www.qaa.ac.uk/reviewing-higher-education/quality-assurance-reports/University-of-Huddersfield</a>.

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.