Mental Health & Learning Disability

Nursing (Pre-Registration) Learning Disability (Blended Learning) - UH-000631

Leading to eligibility to apply for registration on the Nursing and Midwifery Council (NMC) Professional Register.

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: https://www.hud.ac.uk/international/
For courses targeting international students – English Language Requirements are as follows:
Postgraduate Taught Courses (including MSc Pre-Registration Nursing) IELTS 6.5 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).  
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 Working Time Directives. We require students 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: https://www.hud.ac.uk/policies/registry/regs-taught/ 
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-users 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: https://students.hud.ac.uk/help/disability/
In addition this course leads to eligibility to apply for registration with the Nursing and Midwifery Council.  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:
<ul>
<li>Applicants must meet the required standards for NMC APL as per NMC requirements (NMC 2018c standards, republished in 2023). These are set out within the specific NMC APL tool.</li>
<li>Applications must be made directly to the university through the University's postgraduate online applications system.</li>
<li>All entrants must meet the NMC 2018 standards, republished in 2023, entry requirements in respect of literacy and numeracy (usually evidenced at interview), good character and good health.</li>
<li>Provide 2 references, 1 of which should be from a referee who has known the candidate for a minimum of 6 months.</li>
<li>All candidates will complete a Rehabilitation of Offenders form and have a Disclosure and Barring (DBS) check.</li>
<li>All candidates will require Occupational Health clearance.</li>
<li>All successful applicants will be required to attend an interview.</li>
<li>Evidence of practice experience within a healthcare, social care or educational setting.</li>
</ul>
Academic Criteria
The course requires:
<ul>
<li>A first degree (2:2 or above).</li>
<li>Evidence of recent study (within 5 years, but will consider if more than 5 years).</li>
<li>The applicants are required to successfully demonstrate that they have completed 550 hours of theory through studying/reading and 700 hours of practice before they start the course using Accreditation of Prior Learning (APL) (Nursing and Midwifery Council requirement). A broad range of experience can be used for this including observations and reading. The candidate experience of learning may have occurred outside a typical ‘practice’ area but is still applicable, for example they may have cared for a family member or a friend and as a result observed different aspects of nursing/care on an informal basis. If they are successful at interview support will be provided on how to complete this document</li>
</ul>
Admissions Process
All shortlisted applicants will be asked to complete the NMC APL document prior to interview. The interview process will consist of an interview. Service-users may also be involved in the interview process as per NMC 2018a standards, republished in 2023, recommendations. Candidates may further support their NMC APL evidence through the interview and will be given further guidance following interview as appropriate.
Professional/Statutory Body Requirements for Admission
Learning Disability nursing students must have undertaken 10 years of general education followed by a vocational nursing training pathway.
(Although only compulsory for adult nursing student applicants, this has been applied for all fields, in order that nursing student applicants reduce risks when considering transfer between fields and for parity.)
<ul>
<li>All entrants must meet the NMC 2018c standards, republished in 2023, 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>

MSc (Pre-Registration) Nursing Learning Disability progression rules (reflecting University regulations and exceptions from the NMC):
<ul>
<li>Students must pass all components of all modules.</li>
<li>Condonement is not allowed.</li>
<li>The pass mark for theory modules is 50% except for the medicines calculation test in each practice module in which the pass mark is 100%.</li>
<li>Placement-related elements of practice modules are pass/fail. Theory elements of practice modules (where applicable) are pass/refer/fail. Failed practice elements cannot not be trailed.</li>
<li>Practice module 2 must be complete (in-year) before Practice module 3 can be attempted. An administrative module board will take place after the placement for Practice module 2 to verify results before students can progress to Practice module 3 placement. </li>
<li>There is no compensation in assessments across theory and practice learning (NMC, 2018 NMC standards, republished in 2023a).</li>
<li>In order to progress, or be eligible for registration, students are required to pass all theory and  complete the relevant practice assessment document (PAD) and ongoing achievement record.  All proficiencies in the PAD are awarded either pass/fail, for which approval has been granted by the PVC for Teaching and Learning.</li>
<li>To qualify for the award of the MSc (Pre-Registration) Nursing LD, students must complete all the course requirements, and only students who successfully obtain 180 level 7 credits and successfully meet the NMC standards will be eligible to apply for registration and entry to the Professional Register.</li>
<li>Derogation will apply to this course to facilitate individualised assessment schedules where necessary.</li>
<li>On completion of the course students have five years in which to register or record a qualification leading to a mark on the register (NMC 2018 NMC standards, republished in 2023c).</li>
</ul>
Theory Course Assessment Meeting (CAM) (plus repeat year)
<ul>
<li>If all theory modules passed, then confirm pass theory.</li>
<li>If any theory modules (or module components) are referred/deferred, the student will have a referral/deferral attempt before the progression/award CAM.</li>
<li>Theory elements of the practice modules will be presented at the theory CAM.</li>
</ul>
Progression/Award CAM
Theory 
<ul>
<li>If all year credits passed then May Progress.</li>
<li>If all credits have been passed except for one 15-credit theory module which is a fail, refer or defer then the student May Progress with Trail as long as no other modules are left outstanding.</li>
<li>In any other circumstances, the student May Not Progress into year 2 and will need to resolve any outstanding credits in the next academic session.</li>
<li>No more than 15 credits may be trailed.</li>
</ul>
Placement
<ul>
<li>Students must pass placement elements of modules in order to progress. If the student has failed at the point of the course assessment board, then they will not be permitted to progress and will be required to repeat the placement in the next academic session. Referred/deferred/failed theory elements of the practice modules may be trailed in line with theory module detailed above</li>
</ul>
Final year students: any students with any outstanding failed theory/practice modules will be in a repeat year and will repeat in the next academic session.
Final year students with any outstanding referred or deferred work will be able to re-sit 3 weeks after the results are released and marks will be taken to a mop-up CAM. 
We have approved PVC exemption from the standard CAM model. This includes pass/fail for placement assessments and a mid-year module assessment board for MSc year 2 to confirm progression following placement (NMC requirement).

UH-000631 - Nursing (Pre-Registration) Learning Disability (Blended Learning)

Masters Core

Masters Optional

Masters Compulsory

Masters Level

Structure

MSc Pre-Registration Nursing Learning Disability (Blended Learning) progression rules (reflecting University regulations and exceptions from the NMC):
<ul>
<li>Students must pass all components of all modules.</li>
<li>Condonement is not allowed.</li>
<li>The pass mark for theory modules is 50% except for the medicines calculation test in each practice module in which the pass mark is 100%.</li>
<li>Placement-related elements of practice modules are pass/fail. Theory elements of practice modules (where applicable) are pass/refer/fail. Failed practice elements cannot not be trailed.</li>
<li>Practice module 2 must be complete (in-year) before Practice module 3 can be attempted. An administrative module board will take place after the placement for Practice module 2 to verify results before students can progress to Practice module 3 placement. </li>
<li>There is no compensation in assessments across theory and practice learning (NMC, 2018 NMC standards, republished in 2023a).</li>
<li>In order to progress, or be eligible for registration, students are required to pass all theory and complete the relevant practice assessment document (PAD) and ongoing achievement record.  All proficiencies in the PAD are awarded either pass/fail, for which approval has been granted by the PVC for Teaching and Learning.</li>
<li>To qualify for the award of the MSc (Pre-Registration) Nursing Learning Disability (Blended Learning), students must complete all course requirements, and only students who successfully obtain 180 level 7 credits and successfully meet the NMC standards will be eligible to apply for registration and entry to the Professional Register.</li>
<li>Derogation will apply to this course to facilitate individualised assessment schedules where necessary.</li>
<li>On completion of the course students have five years in which to register or record a qualification leading to a mark on the register (NMC 2018 NMC standards, republished in 2023c).</li>
</ul>
Theory Course Assessment Board (CAB) (plus repeat year)
<ul>
<li>If all theory modules passed, then confirm pass theory.</li>
<li>If any theory modules (or module components) are referred/deferred, the student will have a referral/deferral attempt before the progression/award CAB.</li>
<li>Theory elements of the practice modules will be presented at the theory CAB.</li>
</ul>
Progression/Award CAB
Theory 
<ul>
<li>If all year credits passed then May Progress.</li>
<li>If all credits have been passed except for one 15-credit theory module which is a fail, refer or defer then the student May Progress with Trail as long as no other modules are left outstanding.</li>
<li>In any other circumstances, the student May Not Progress into year 2 and will need to resolve any outstanding credits in the next academic session.</li>
<li>No more than 15 credits may be trailed.</li>
</ul>
Placement
<ul>
<li>Students must pass placement elements of modules in order to progress. If the student fails at the point of the CAB, then they will not be permitted to progress and will be required to repeat the placement in the next academic session. Referred/deferred/failed theory elements of the practice modules may be trailed in line with theory module detailed above</li>
</ul>
Final year students with any outstanding failed theory/practice modules will be in a repeat year and will repeat in the next academic session.
Final year students with any outstanding referred or deferred work will be able to re-sit 3 weeks after the results are released and marks will be taken to a mop-up CAB. 
We have approved PVC exemption from the standard CAB model. This includes pass/fail for placement assessments and mid-year module assessment board for MSc year 2 to confirm progression following placement (NMC requirement).

Postgraduate Certificate

Postgraduate Diploma

comprehensively understand and apply appropriate methods of data collection and analysis.

evaluate critically the links between theoretical learning and practice experience.

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

appreciate and critically discuss professional issues relating to working as an accountable nurse.

evaluate 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.

evaluate 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 .

systematically describe and differentiate anatomy and physiology across the lifespan. 

critically analyse and appreciate 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 and comprehensively apply underlying principles to the safe administration of medicines to people in the field of nursing.

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

critically evaluate the links between theoretical learning and practice experience.

reflect on and analyse their learning needs to facilitate the transition to further academic study and becoming a registrant.

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

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

apply and systematically evaluate theories supporting the care of the range of physical, mental health and cognitive care needs across the lifespan.

critically and systematically review appropriate literature and relate it to the research area.

skilfully write a fully referenced research report in a style suitable for publication

critically understand developmental and disease processes and apply to the ways in which this manifests in people in the field.

creatively contribute to a group presentation of the research proposal.

identify critically the links between theoretical learning and practice experience.

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

appreciate and expertly apply underlying legal principles to the safe administration of medicines to people in the field of nursing.

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

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

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

critically evaluate learning and assessment theories and apply to the learning needs of others.

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

comprehensively search for relevant literature and sources of evidence.

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

demonstrate comprehensive and critical understanding of the method used in their research.

skilfully plan and develop a proposal for a field-specific research project.

systematically and critically appraise the signs and symptoms in relation to altered physiology of people in the field of nursing presenting with acute and complex care needs.

critically evaluate interventions for managing acute care in unpredictable and complex situations, dealing with complex issues systematically and creatively.

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

critically analyse the suitability and appropriateness of quantitative, qualitative, literature reviews and audit research methods.

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

have an in-depth understand of their own professional field identity and role when working with others, including people in their care and other professionals.

systematically and safely respond to an alteration in the condition of a patient or service-user from the field of nursing.

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

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

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

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

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

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

systematically and critically evaluate the safety and effectiveness of care when planning and implementing care for the learning disability field of nursing.

critically and systematically appraise the literature for its value and relevance to nursing practice.

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

critically apply clinical decision-making and problem-solving skills to systematically examine the professional, legal, ethical and quality issues relevant to the delivery of care to patients in your field of professional practice.

skilfully communicate service improvement needs to a range of audiences.

identify and critically apply the principles and importance of maintaining the physical and mental wellbeing of themselves and others.

critically identify and distinguish between different types of knowledge to support nursing practice.

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, a Yorkshire 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.

UH-000631

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 subject to external scrutiny.
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>.

Personal Academic Tutor
The University has implemented a personal academic tutor system for full-time postgraduate 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 student's academic experience.</li>
<li>Recognise when the problems presented are beyond the personal tutor's 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>
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 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 (PLF)
The 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