Senior Lecturer, Adult Nursing

Nursing (Blended Learning) Mental Health - UH-000670

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.
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 students must have undertaken:
 
<ol>
<li>either a person to undertake ten years of general education followed by a vocational nursing training pathway; or</li>
<li>Twelve 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)
<ul>
<li>All entrants must meet the NMC (2018c) 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 and an overseas police check</li>
<li>All candidates will require Occupational Health clearance.</li>
</ul>

UH-000670 - Nursing (Blended Learning) Mental Health

Intermediate Compulsory

Intermediate Optional

Intermediate Core

Intermediate Level

Sandwich Year Out Optional

Sandwich Year Out

Foundation Optional

Foundation Core

Foundation Compulsory

Foundation Level

Honours Compulsory

Honours Optional

Honours Core

Honours Level

Structure

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

Communicate service improvement needs to a range of audiences. 

Describe and differentiate anatomy and physiology across the lifespan. 

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

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

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. 

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

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

Identify links between theoretical learning and practice experience.

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.

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

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

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

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. 

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. 

Contribute to a group presentation of the research proposal.

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

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

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

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

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

Identify and apply appropriate methods of data collection and analysis.

Critically review the safety and effectiveness of care when planning and implementing care for individuals and groups of people in the mental health field of nursing.

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

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

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

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

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

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

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

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

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

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

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. 

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

Critically 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.

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. 

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.

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

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 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 evaluate links between theoretical learning and practice experience.

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

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

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

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

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

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

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

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

Search for relevant literature and sources of evidence.

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

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

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

Evaluate links between theoretical learning and practice experience.

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-000670

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>.

To support students/learners, the course team provide detailed information about the programme during induction. Programme plans are provided for students. Students are provided with a detailed assessment board plan, with indication of when results will be released and proposed re-sit dates for planning.
Blended learning students have a dedicated route lead and dedicated team of technical staff and a dedicated Head of Practice Education specifically employed to support blended learning students. The ratio of students to personal tutor is lower to enable Personal Academic Tutors to provide extra support to BL student.
Support for students undertaking this course operates at a University, School and Course level. For Blended Learning students, the majority of support will be offered remotely online.
<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.
 
This section is continued in the attachment.