Registered Nurse (Degree Apprenticeship) (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

Department

Department of Nursing & Midwifery

Subject Benchmark Statement

UG Health Studies (2019)

Date of Programme Specification Approval

2023-09-15

Version Number

2022.01

Educational Aims of the Course

The BSc (Hons) Degree Apprenticeship Registered Nurse (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 programme will draw on existing technologies to enhance learning. The course team with a dedicated technical support group will develop innovative and smart materials that will benefit not only nursing students and learners but also practitioners and health care users. We will provide immersive online experiences, simulation (including virtual reality), interactive scenarios with changing outcomes based on learner responses, and elements of gamification. While learners will choose a blended programme, it is essential to recognise the challenges they may face. The course will ensure learners are prepared digitally with personalised learning paths supported by motivational structures such as completion certificates and, use of embedded widgets and gamification to enhance learning beyond the basic functioning of the virtual learning environment (VLE). The course will use a communication strategy that will provide one-touch inbound strategies such as course discussion boards, personalised outbound messaging and meaningful learner-learner interactions, through question and answer sessions and similar.

We offer a 3 year full time (100% off the job) course which has been developed to enable apprentices 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).

They will also be prepared to complete the Degree Apprenticeship - Registered Nurse standards and. The course is designed to prepare 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 equipped 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 confidently work with a range of other professionals. Importantly, the primary aim is to ensure all nurses are able to respond to the needs of people from any field in a range of settings, with additional and in depth field specific proficiency in one field.

The course design prepares the future nurse to be confident, competent, caring, and compassionate in a rapidly changing health and social care environment. Current healthcare services require the future nurse to be resilient and self-aware of their own well-being to enable them to be in a good position to promote and support people in their care to care for their own well-being. The themed modules are designed to help learners to reflect and develop their confidence as future nurses while acknowledging their own 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 care.

The course team aim to provide a contemporary and dynamic course, which has considered current and previous learner 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 learners from diverse backgrounds to engage fully in their learning while acknowledging the cultural diversity of the people we will be caring for.

This section continues in the attachment.

Course Accredited by

Nursing and Midwifery Council

Course Offering(s)

Full Time

Full Time - September

Full Time - January

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.

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

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.

10.

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

11.

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

12.

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.

13.

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

14.

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

15.

Safely calculate medicines at level 1.

16.

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

17.

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

18.

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.

19.

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

20.

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

21.

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

22.

Identify and apply appropriate methods of data collection and analysis.

23.

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

24.

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

25.

Identify links between theoretical learning and practice experience.

26.

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

27.

Evaluate links between theoretical learning and practice experience.

28.

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

29.

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

30.

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

31.

Contribute to a group presentation of the research proposal.

32.

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.

33.

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.

34.

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

35.

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

36.

Safely calculate medicines at level 2.

37.

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.

38.

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

39.

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

40.

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.

41.

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

42.

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

43.

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

44.

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

45.

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.

46.

Identify links between theoretical learning and practice experience.

47.

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

48.

Critically evaluate links between theoretical learning and practice experience.

49.

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

50.

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

51.

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

52.

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

53.

Communicate service improvement needs to a range of audiences.

54.

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.

55.

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

56.

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

57.

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

58.

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

59.

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

60.

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

61.

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

Honours Level

Honours Core

Honours Compulsory

Honours Optional

End Point Assessment

Teaching, Learning and Assessment

This Blended Learning Nursing programme 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 learner and educator. The strategy adopted in the course recognises, the five tenets of andragogy which are that learners are self-directed, bringing a wealth of knowledge and experience with them, ready to learn, problem-oriented and highly motivated (Knowles, 1980). For the course to be successful, it must be meaningful and engage the learner through the five tenets.

Teaching, learning and assessment are designed to offer learners a variety of learning and assessment opportunities that align with their module learning outcomes and offer realistic and effective preparation for progression in nursing course. They aim to be inclusive of diversity, to allow learners to actively engage in learning and be successfully 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 and lectures. Learner-centred learning is used where appropriate and its role generally increases throughout the course. Modules are designed to embed transferable skills and to allow learners to progressively increase their knowledge and confidence. Thus, in lower levels the acquisition of basic skills and the confidence to perform academically and professionally is developed.

Simulation-based learning (SBL).

It is important that large cohorts of nursing learners are allocated to a much smaller group to enable activity and engagement in immersive simulation supported by facilitation. This type of learning experience is best explained by theories of social constructivism that draw upon the perspectives of experiencing situated activity. Learning 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 can 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 learners 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 is outlined in Appendix 6 and 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. Learners 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 learners to practice skills in a safe and controlled environment. To enable learning and assessment of learners 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 learners 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.

Personal Development Planning (PDP) is defined as ‘a structured and supported process undertaken by an individual to reflect upon their own 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 learners have access to PDP. PDP enables the learner to develop and have 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 learners at the commencement of the course and is normally supported through the personal tutor system (Appendix 4a). PDP also provides a medium for creating an effective 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 also integrate PDP throughout the 6 placements and associated modules over the 3 years. Learners keep a record of their progress through their practice assessment and ongoing achievement record in their individual electronic portfolio. This is 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 learners in preparing for work. This portfolio of materials is then used in preparing for job applications and/or supporting continuous professional development. Additionally, learners complete the university Graduate attributes framework in the “Being a Professional” module to enhance our learners’ employability.

The School of Human and Health Sciences uses Turnitin® via the virtual learning environment (VLE) to help both learners 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 learning and assessment. The strategy and implementation is supported by the Public Partnership Group who prepare and support service users in teaching learners

Study Plans

Support for Students and their Learning

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.

Criteria for Admission

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:

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:

https://www.hud.ac.uk/policies/registry/awards-taught/section-c/

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:

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. 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: http://www.hud.ac.uk/disability-services/

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 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.

BSc (Hons) Degree Apprenticeship Registered Nurse (Blended Learning) All routes – Adult, Child, Learning Disability and Mental Health

Entry Requirements

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.

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.

DDM in BTEC Level 3 Extended Diploma.

Pass Access to Higher Education Diploma with 45 Level 3 credits 15 at Distinction, 30 at Merit.

NCFE CACHE Technical Level 3 Extended Diploma/Level 3 Extended Diploma at Grade B.

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.

Professional/Statutory body requirements for admission

Adult nursing learners must have undertaken:

10 years of general education followed by a vocational nursing training pathway; or
12 years of general education followed by training at university or higher education level (NMC, 2018c).

(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)

All entrants must meet the NMC (2018c) entry requirements in respect of literacy and numeracy, good character and good health
All candidates will complete a Rehabilitation of Offenders form and have an Enhanced Disclosure and Barring (DBS) check.
All candidates will require Occupational Health clearance.
All candidates will be required to complete an Initial Needs Assessment.

Evidence pack

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.

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

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.

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.

Course and Module Catalogue