Senior Lecturer

Pre-Registration Nursing Apprenticeship Learning Disability - UH-000640

As this is an apprenticeship course, applicants are employees. Applicant will be considered, if they are selected by the host organisation and will be interviewed for the field of nursing by practice organisation managers (or delegated personnel) and field specific nursing academic staff at 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.  We encourage local and national applications. International applications are not permitted for apprenticeship programmes.
 
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 APEL/APLA (referred to as RPL in NMC standards) 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 as follows:  <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 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="https://www.hud.ac.uk/policies/registry/awards-taught/contents/">https://www.hud.ac.uk/policies/registry/awards-taught/contents/</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.  Having a disability should not be seen as a barrier to becoming a health and care professional. As such the University will consider reasonable adjustments, in line with any disclosed application. 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 Masters Pre-Registration Nursing course leads 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.
 
<ul>
<li>Be selected by the host organisation (as an employee of that organisation).</li>
<li>Applicants must meet the required pre-entry hours as specified in the pre-entry portfolio.</li>
<li>Applications will be made via employers. However, from the point of selection for consideration by employers, applicants will be selected and recruited for the programme as with direct entry students.</li>
<li>All applicants must meet the NMC (2018) 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 applicants will complete a Rehabilitation of Offenders form and have a Disclosure and Barring (DBS) check which is undertaken by the employer and checked by the admissions team to ensure this is less than 6 months old. If the DBS is more than six months old, the applicant is required to complete a new DBS with their employer. This is checked and recorded by the admissions team. Students in exceptional circumstances may be allowed to enrol on the programme (under a registration disclaimer) while awaiting a DBS but are not permitted to attend placement until this has been received, checked and been approved at a DBS panel if there are any recorded criminal cautions or convictions.</li>
<li>All candidates will require Occupational Health clearance which is undertaken by employers and reported and recorded by the university admissions team.</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>
<li>All candidates will be required to complete an Initial Needs Assessment.</li>
</ul>
 
Academic criteria
The route requires:
<ul>
<li>A first degree (2:2 or above).</li>
<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>
<li>Evidence of recent study (within 5 years).</li>
</ul>
 
Admissions Process
The interview process will normally consist of a face to face interview and include practice partners.  Service users are usually involved in the interview process wherever possible as per NMC(2018a) recommendations. Service users have also been involved in developing questions/scenaros for the interviews 
 
Professional/Statutory body requirements for admission.
<ul>
<li>Adult nursing students must have undertaken;</li>
</ul>
<ol>
<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>
</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).
 
Evidence pack 
<ul>
<li>Prior to entry to the apprenticeship, all nursing student 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 UoH as the main education provider for the apprenticeship.</li>
</ul>

UH-000640 - Pre-Registration Nursing Apprenticeship Learning Disability

Masters Optional

Masters Compulsory

Masters Core

Masters Level

End Point Assessment Compulsory

End Point Assessment

Structure

Systematically and critically evaluate the safety and effectiveness of care when planning and implementing care for the adult field of nursing.

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

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

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

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

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

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

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

Evaluate critically the links between theoretical learning and practice experience

Evaluate critically caring approaches to safe and effective person-centred care in the child field of nursing

Critically 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 

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

Critically and comprehensively 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.

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

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

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

Systematically and critically evaluate the safety and effectiveness of care when planning and implementing care for the child field of nursing.

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

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

Critically and comprehensively 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.

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

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

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

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

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

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 

Creatively contribute to a group presentation of the research proposal

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

Comprehensively search for relevant literature and sources of evidence.

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

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

Comprehensively understand and apply appropriate methods of data collection and analysis

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. 

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

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

Identify critically the links between theoretical learning and practice experience

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

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

Evaluate critically caring approaches to safe and effective person-centred care in the mental health field of nursing

Systematically and critically evaluate the safety and effectiveness of care when planning and implementing care for the mental health field of nursing.Critically analyse the suitability and appropriateness of quantitative, qualitative, literature reviews and audit research methods.

Skilfully plan and develop a proposal for a field specific research project

Skilfully communicate service improvement needs to a range of audiences. 

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

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

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

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

Critically evaluate the links between theoretical learning and practice experience. 

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

Critically evaluate learning and assessment theories and apply to the learning needs of others

Safely calculate medicines at level 2 with 100% pass mark

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 and comprehensively 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.

Systematically describe and differentiate anatomy and physiology across the lifespan. 

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

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="https://www.hud.ac.uk/policies/registry/awards-taught/">https://www.hud.ac.uk/policies/registry/awards-taught/</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: https://hudsu.unioncloud.org/
 
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-000640

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 post graduate learners.  This system aims to both improve the learner experience of learning and teaching, and increase student retention and achievement rates.  Specifically, personal academic tutors:
 
<ul>
<li>Provide a personal contact for the learner within the University and the School.</li>
<li>Act as a liaison between the learner 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 learner through the University and/or School referral processes.</li>
<li>Work with learners 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>Programme Lead</li>
</ul>
The programme leader is responsible for the entire quality assurance arrangements for the course.
 
<ul>
<li>Course Leader</li>
</ul>
The course leader is responsible for learner experience and management for that particular   field.
 
<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
 
This section is continued in the attachment.