Senior Lecturer

Nursing (Learning Disability) - UH-000672

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 local, national and international applications.
 
Further information for International Students can be 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:
  
<ul>
<li>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></li>
</ul>
 
 
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 are met in full.  Students transferring from one institution to another must ensure their previous learning is mapped 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 can be 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’s general minimum entry requirements are specified 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.  All shortlisted applicants are selected through interview undertaken by field specific admissions teams.  Students are usually selected through 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.  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: <a href="http://www.hud.ac.uk/disability-services/">http://www.hud.ac.uk/disability-services/</a>
 
In addition 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 successfully undertake this course 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.
 
BSc (Hons) Nursing
Entry Requirements
 
BSc (Hons) Nursing (Adult), BSc (Hons) Nursing (Child), BSc (Hons) Nursing (Learning Disability) and BSc (Hons) Nursing (Mental Health)
 
<ul>
<li>BBB at A Level. The endorsement for practical work is an essential part of Science A-level study and is a requirement for entry to our degree course.</li>
</ul>
 
<ul>
<li>120 UCAS tariff points from a combination of Level 3 qualifications. The endorsement for practical work is an essential part of Science A-level study and is a requirement for entry to our degree course.</li>
</ul>
 
<ul>
<li>DDM in BTEC Level 3 Extended Diploma.</li>
</ul>
 
<ul>
<li>Pass Access to Higher Education Diploma with 45 Level 3 credits 15 at Distinction, 30 at Merit.</li>
</ul>
 
<ul>
<li>NCFE CACHE Technical Level 3 Extended Diploma/Level 3 Extended Diploma at Grade B.</li>
</ul>
 
<ul>
<li>GCSE English Language or English Literature and Maths at grade 4 or above, or grade C or above if awarded under the previous GCSE grading scheme, or Level 2 Functional Skills in Maths and English.</li>
</ul>
 
Professional/Statutory body requirements for admission.
<ul>
<li>Adult nursing students must have undertaken;</li>
</ul>
<ol>
<li>either a person to undertake 10 years of general education followed by a vocational nursing training pathway; or</li>
<li>12 years of general education followed by training at university or higher education level (NMC, 2018c).</li>
</ol>
(Although only compulsory for adult nursing student applicants, has been applied for all field nursing student applicants to reduce risks when considering transfer between fields and for parity)
<ul>
<li>All entrants must meet the NMC (2018c) entry requirements in respect of literacy and numeracy, good character and good health.</li>
<li>All candidates will complete a Rehabilitation of Offenders form and have an Enhanced Disclosure and Barring (DBS) check. Or if lived overseas, will require a certificate of good conduct/overseas police check</li>
<li>All candidates will require Occupational Health clearance.</li>
</ul>

UH-000672 - Nursing (Learning Disability)

Honours Core

Honours Optional

Honours Compulsory

Honours Level

Intermediate Core

Intermediate Optional

Intermediate Compulsory

Intermediate Level

Foundation Compulsory

Foundation Core

Foundation Optional

Foundation Level

Sandwich Year Out Optional

Sandwich Year Out

Structure

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

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

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.

Critically review the safety and effectiveness of care when planning and implementing care for individuals and groups of people in the mental health field of nursing.Critically understand the suitability and appropriateness of quantitative, qualitative, literature reviews and audit research methods.

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

Outline and explain caring approaches to safe and effective person-centred care in the adult field of nursing.

Critically review appropriate literature and relate it to the research area. Critically understand the method used in their literature review or research.

Communicate service improvement needs to a range of audiences. 

Evaluate links between theoretical learning and practice experience.

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

Identify links between theoretical learning and practice experience.

Critically evaluate links between theoretical learning and practice experience.

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

Contribute to a group presentation of the research proposal.

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

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

Outline and explain caring approaches to safe and effective person-centred care in the mental health field of nursing, identify and distinguish between different types of knowledge and evidence to support nursing practice.

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

Safely calculate medicines at level 1 with 100% pass mark.

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

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

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

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

Identify and apply appropriate methods of data collection and analysis.

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

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 your field of professional practice. 

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

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

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

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

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

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

Critically appraise and apply evidence-based principles that support safe and effective care and management of people with mental health care needs presenting with acute and complex care needs within and across organisations. Systematically understand the role of the qualified nurse in influencing quality care within and beyond an organisation. 

Outline and explain caring approaches to safe and effective person-centred care in the learning disability field of nursing.

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

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

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.

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. 

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

Critically discuss the concepts and theories of leadership, management, team working, risk management, clinical governance and accountability in relation to own professional and inter-professional practice. 

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

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

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

Reflect on the range of professionals who contribute to care delivery. 

Critically understand developmental and disease processes and the ways in which this manifests in people in the field.

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

Describe and differentiate anatomy and physiology across the lifespan. 

Search for relevant literature and sources of evidence.

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

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

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. 

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

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

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

Write a fully referenced literature review or research report in a style suitable for publication.  

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

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

Outline and explain caring approaches to safe and effective person-centred care in the child field of nursing.

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

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

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 student representative 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 received through module and course evaluations.  For nursing courses, aYorkshire and Humberweb based evaluation tool is used to gain statistical evaluation of placement experience.
 
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 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 students’ learning was enhanced 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).

UH-000672

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>.

<ul>
<li>Personal Academic Tutor</li>
</ul>
 
The University has implemented a personal academic tutor system for full time undergraduate students.  This system aims to both improve the student experience of learning and teaching and increase student retention and achievement rates.  Specifically, personal academic tutors:
 
<ul>
<li>Provide a personal contact for the student within the University and the School.</li>
<li>Act as a liaison between the student and course leaders to seek any improvements required.</li>
<li>Offer guidance, assistance and support in managing the students’ academic experience.</li>
<li>Recognise when the problems presented are beyond the personal tutors’ competence and seek guidance and support for the student through the University and/or School referral processes.</li>
<li>Work with students to review and reflect upon their own progress and if necessary on ways to improve it.</li>
<li>Take part in supportive training events.</li>
</ul>
 
<ul>
<li>Module Leader</li>
</ul>
The module leader is responsible for teaching, learning and assessment of the modules within this course.
 
<ul>
<li>Course Leader</li>
</ul>
The course leader is responsible for the entire quality assurance arrangements for the course.
 
<ul>
<li>Practice supervisor</li>
</ul>
The practice supervisor is a registered nurse or midwife or registered health or social care professional who has current knowledge and experience and are appropriately prepared for the role.  They are responsible for ensuring that student learning opportunities are facilitated, for contributing to student assessment providing regular feedback to the student.
 
Practice Assessor
The practice assessor is a registered nurse with current knowledge and expertise who is appropriately prepared for the role.  The practice assessor conducts assessments, informed by feedback from practice supervisors and others; makes and records objective decisions, drawing on records, observations, student reflection and other resources.  They will periodically observe the student and schedule communication with academic assessors at relevant points
 
Academic assessor
The academic assessor is a registered nurse and is nominated for each part of the programme and are appropriately prepared for the role.  The academic assessor will work in partnership with the practice assessor to evaluate and recommend the student for progression for each part of the programme.  They will have understanding of the student’s learning and achievement in practice and schedule communication and collaboration between academic and practice assessors.
 
Practice Learning Facilitator
The practice learning facilitator (PLF) supports students when they are in their placement setting and also provides support to practice assessors and practice supervisors as needed. The PLF is based in the placement setting in the clinical education team and works in partnership with the University and the practice placements to ensure that students receive excellent, quality assured clinical placements