Please note
Awarding Institution
Final Award
Teaching Institution
School
Department
Subject Benchmark Statement
Date of Programme Specification Approval
Version Number
Educational Aims of the Course
Course Accredited by
Course Offering(s)
Full Time
Course Structure
Teaching, Learning and Assessment
Support for Students and their Learning
- Personal Academic Tutor (PAT)
The University has implemented a personal academic tutor system for full-time undergraduate learners. This system aims to both improve the learner experience of learning and teaching and increase learner retention and achievement rates. In this blended learning programme, each PAT will be allocated a smaller number of learners to ensure they can offer the best service possible. Specifically, personal academic tutors:
- Provide personal contact for the learner online, within the University and the School.
- Act as a liaison between the learner and course leaders to seek any improvements required.
- Offer guidance, assistance, and support in managing the learners’ academic experience.
- Recognise when the problems presented are beyond the personal tutors’ competence and seek guidance and support for the learner through the University and or School referral processes.
- Work with learners to review and reflect upon their progress and if necessary, on ways to improve it.
- Take part in supportive training events.
- Module Leader
The module leader is responsible for teaching, learning and assessment of the modules within this course.
- Course Leader
The course leader is responsible for the entire quality assurance arrangements for the course.
- Practice supervisor
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 learning opportunities are facilitated, for contributing to learner assessment providing regular feedback to the learner.
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, learner reflection and other resources. They will periodically observe the learner 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 learner for progression for each part of the programme. They will have understanding of the learner’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 learners 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 learners receive excellent, quality assured clinical placements
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.
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 learner 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 learners. Good practice related to learner support, the Strategy Map and the work of the computing and library services to meet the diverse needs of learners. There were no mandatory recommendations for action.
The outcome of the most recent institutional audit can be found at:
As this is an apprenticeship, public funds are used to fund apprenticeships and as such this course will be regulated by the Education and Skills Funding Agency to ensure appropriate management of funds and standards of education https://www.gov.uk/government/organisations/education-and-skills-funding-agency/about