Senior Lecturer, Adult Nursing

Nursing (Blended Learning) Adult - UH-000667

The University of Huddersfield seeks and encourages applicants to widen participation, improve access and apply the principles of equal opportunities.  We provide support for applicants who require additional assistance 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 is found on:
<a href="http://www.hud.ac.uk/international">http://www.hud.ac.uk/international</a>
 
For courses targeting international students – 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)- <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) as stated at       the following link:  <a href="http://www.hud.ac.uk/registry/regulationsandpolicies/awards/">http://www.hud.ac.uk/registry/regulationsandpolicies/awards/</a>
 
The NMC regulations on APL will apply as follows; a maximum of 50% of the course may be accredited provided all elements met.  Students transferring from one institution to another must ensure mapping of their previous learning 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 found on the School <a href="http://www-old.hud.ac.uk/hhs/apl/">http://www-old.hud.ac.uk/hhs/apl/</a>
 
The University specifies its general minimum entry requirements 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.  Selection of all shortlisted applicants is through online interview undertaken by field-specific admissions teams, usually through online 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.  The general advice and information regarding disability and the support the University can give are 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>
 
Also, 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 undertake this course successfully 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.

UH-000667 - Nursing (Blended Learning) Adult

Honours Compulsory

Honours Optional

Honours Core

Honours Level

Foundation Optional

Foundation Compulsory

Foundation Core

Foundation Level

Intermediate Optional

Intermediate Compulsory

Intermediate Core

Intermediate Level

Sandwich Year Out Optional

Sandwich Year Out

Structure

Identify and apply appropriate methods of data collection and analysis.

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

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

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

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

Identify links between theoretical learning and practice experience.

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

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. 

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. 

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

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

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

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

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

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

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

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

Describe and differentiate anatomy and physiology across the lifespan. 

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

Search for relevant literature and sources of evidence.

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

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

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 student engagement and works actively with the University of Huddersfield Student Union to support this through the representative student 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 through module and course evaluations.  For nursing courses, aYorkshire and Humberweb-based evaluation tool collects statistical evaluations of placement experience.
 
 An effective external examination system is managed by Registry, and all reports 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 enhanced student learning 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).
 
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-000667

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 (PAT)</li>
</ul>
 
The University has implemented a personal academic tutor system for full-time undergraduate students.  This system aims to both improve the student experience of learning and teaching and increase student retention and achievement rates.  In this blended learning programme, each PAT will be allocated a smaller number of students to ensure they can offer the best service possible. Specifically, personal academic tutors:
 
<ul>
<li>Provide personal contact for the student online, 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 students’ academic experience.</li>
<li>Recognise when the problems presented are beyond the personal tutors’ 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 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>Course Leader</li>
</ul>
The course leader is responsible for the entire quality assurance arrangements for the course.
 
<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 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 and 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 nominated for each part of the programme and 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 understand the student’s learning and achievement in practice and schedule communication and collaboration between academic and practise assessors.
 
Practice Learning Facilitator
The Practice Learning Facilitator (PLF) supports students when they are in their placement setting and 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.