Senior Lecturer, Adult Nursing

Registered Nurse (Degree Apprenticeship) (Blended Learning) Child - UH-000698

As this is an apprenticeship course, applicants will be considered, if they are selected by the host organisation and will be interviewed by practice organisation managers (or delegated personnel) and nursing academic staff online from the University.
 
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. 
 
For learners who’s first language is not English, the 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="https://www.hud.ac.uk/policies/registry/awards-taught/section-c/">https://www.hud.ac.uk/policies/registry/awards-taught/section-c/</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 learners must still be able to meet the general care requirements of Directive 2005/36.EC.  We require learners from all fields to achieve this for parity.
 
 
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.  Learners 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 disability 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) Degree Apprenticeship Registered Nurse (Blended Learning) All routes – Adult, Child, Learning Disability and Mental Health
 
Entry Requirements
 
<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
Adult nursing learners must have undertaken:
<ul>
<li>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>
</ul>
 
(Although only compulsory for adult nursing learner applicants, has been applied for all field nursing learner 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.</li>
<li>All candidates will require Occupational Health clearance.</li>
<li>All candidates will be required to complete an Initial Needs Assessment.</li>
</ul>
 
Evidence pack 
<ul>
<li>Prior to entry to the apprenticeship, all nursing learner applicants will agree to the terms set in the evidence pack. This will include the commitment statement, which will be signed by the apprentice, the employer and the University of Huddersfield as the main education provider for the apprenticeship.</li>
</ul>

UH-000698 - Registered Nurse (Degree Apprenticeship) (Blended Learning) Child

Foundation Compulsory

Foundation Core

Foundation Optional

Foundation Level

Honours Core

Honours Compulsory

Honours Optional

Honours Level

End Point Assessment Compulsory

End Point Assessment

Intermediate Compulsory

Intermediate Optional

Intermediate Core

Intermediate Level

Structure

Bachelor of Science

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.

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

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. 

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

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

Describe and differentiate anatomy and physiology across the lifespan. 

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

Critically evaluate links between theoretical learning and practice experience.

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.

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

Search for relevant literature and sources of evidence.

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

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. 

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

Achieve proficiencies set in the “Assessment Document and Ongoing Achievement Record”, including in Annexe A and Annexe B. 

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

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

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

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

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. 

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. 

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

Evaluate links between theoretical learning and practice experience.

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

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

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

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

Critically apply underlying principles to the safe administration of medicines to 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.

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

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

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

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

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

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

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

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

Identify and apply appropriate methods of data collection and analysis.

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. 

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

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

Identify links between theoretical learning and practice experience.

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

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

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

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

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

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

Contribute to a group presentation of the research proposal.

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

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

Communicate service improvement needs to a range of audiences. 

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.

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

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

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 learner 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 learners 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, a Yorkshire and Humber web 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 learner 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 learners and external examiners presented at annual evaluation highlighted that 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 learners (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.

UH-000698

The Registered Nurse Degree Apprentice (RNDA) will follow the same curriculum and study the same modules as a student studying the Registered Nurse degree course.
There are however some key differences to the RNDA journey, The RNDA is an apprentice and as such is undertaking the course as an employee of a sponsoring healthcare provider such as NHS, PIVO or health and social care. As employees, apprentices will remain subject to their employing organizations terms and conditions which includes annual holiday entitlements. The Education and skills Funding agency (ESFA) administer all apprenticeships including RNDA courses. ESFA   regulations apply and provide clarity on areas such as, eligibility for apprenticeships, apprenticeship salaries, employment hours and funding regulations. Prior to RNDA practical period (start of the course) commencing an initial needs assessment is carried out to identify and recognize prior learning and to identify current specific learning needs. A training plan known as a commitment statement is then completed and signed by the apprentice, the employer and the provider and sets out details of the training to be delivered. Finally, an apprenticeship agreement is signed by the apprentice, the employer, and the provider. These three documents comprise the evidence pack which must be in place prior to commencement of the course. At the end of the apprenticeship an end point assessment (EPA) gateway is required and for the RNDA course is integrated into the degree course. An end point assessment gateway is a holistic and independent assessment of the knowledge, skills and behaviours which have been learnt throughout a course. The University of Huddersfield is a registered EPA organization and as such can award an EPA to its successful apprentices. Independent scrutiny and quality assurance is undertaken by course appointed appropriately qualified external examiners prior to the course assessment board at end of the course. An apprenticeship will be awarded 7 days after the final course assessment board. The RNDA course is also subject to OFSTED (Office for standards in Education) inspection. The role of OFSTED is to ensure that organisations providing education including apprenticeships do so to a high standard and to ensure this OFSTED will inspect, regulate, and publish reports on findings. To monitor the progress of all apprentices' tripartite reviews of learning are carried out on a quarterly basis for the duration of an apprenticeship. Tripartite reviews will be facilitated by clinical nurse educators for the duration of the course.
 
Support for learners undertaking this course operates at University, School and Course level as follows. The majority of support will be offered remotely online.