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Please note

This document only provides information for the academic year selected and does not form part of the student contract

Awarding Institution

University of Huddersfield

Final Award

MSc Master of Science

Teaching Institution

University of Huddersfield

School

School of Human and Health Sciences

Department

Department of Nursing & Midwifery

Subject Benchmark Statement

Characteristic Statement - Higher Education in Apprenticeships, Characteristic Statement - Master's Degree, NQF - Level 7

Date of Programme Specification Approval

2024-10-21

Version Number

2023.01

Educational Aims of the Course

Learners to meet the proficiencies and programme outcomes for registered nursing, which are set out in 3 parts and include standards for education, standards for student supervision and assessment, and programme-specific Nursing and Midwifery Council (NMC) standards (NMC 2018 a,b,c,d, republished in 2023). They will also be prepared to complete … For more content click the Read More button below. The course enables learners to learn about their own personal and professional identity from the beginning of the course. Current healthcare services require the future nurse to be resilient and self-aware of their own wellbeing to enable them to be in a good position to promote and support people in their care. Themed modules are designed to help learners to reflect and develop their confidence while acknowledging their own values, beliefs and their own identity. They will develop an in-depth understanding of other fields, other professionals involved in care within and across organisations to enable them to influence the quality of care with the person as the central focus of care.   The course team aims to provide a contemporary and dynamic course, which has taken into account current and previous learner feedback while acknowledging the changing landscape of healthcare. Inclusivity and diversity are at the forefront of the module and course design to enable learners from diverse backgrounds to engage fully in their learning while acknowledging the cultural diversity of the people we will be caring for. provide learning opportunities for learners to ensure they can achieve the NMC’s proficiencies and outcomes to allow eligibility to apply for registration on the NMC’s Register as a Registered Nurse – Adult. provide high-quality teaching from professional role models who inspire learners to become autonomous practitioners and leaders of the future. produce nurses who are equipped to comprehensively meet present and future challenges in health and healthcare delivery across the lifespan and in any setting. enable nurses to develop a systematic and critical understanding of the values and theoretical concepts underpinning contemporary nursing practice. develop nurses who can act to safeguard the public with appropriate responsibility and accountability. develop nurses who are exceptional professional role models, act with candour and in the best interests of the people they care for, taking into account the diversity of people in their care. produce nurses who act as an excellent role model without discrimination at all times in personal and professional life. equip nurses with a comprehensive range of transferable skills who are able to promote and improve health and wellbeing and improve the quality and safety of care. Enhance the learner’s capacity to expertly influence service-improvement and drive policy for the benefit of individuals, communities and society (globally). create nurses who can provide exceptional person-centred compassionate, essential and complex care to a high standard using the best evidence and technology. produce nurses who can work inter-professionally, in partnership with other health and social care professionals, service-users and carers to achieve a high level of shared care and decision-making. create nurses who can skilfully lead and manage nursing care and use leadership skills to supervise and manage others to ensure effective care management and delivery. produce nurses who act with exceptional professionalism and within legal and ethical frameworks whilst responding to changing demands. create nurses who recognise the complexity inherent within the management of risk and systematically and consistently demonstrate a safe response to situations as they arise. produce nurses who are able to use critical reflection to develop their own wellbeing and practice as well as influencing health improvement for people in their care. develop nurses who have a wide range of excellent communication and interpersonal skills to enable them to care for people across the lifespan and in a range of diverse settings. create nurses who are able to skilfully integrate practice, education and research to challenge and develop practice for the benefit of the service-user. produce nurses with the confidence and a high level of competence to enable evidence-based research to contribute to care. produce nurses who have a high level of self-direction, are self-aware and able to develop strategies to promote and maintain emotional resilience and who fulfil their professional responsibility to continuously update their knowledge and skills. develop nurses who are prepared to become skilled practice supervisors for future nurses. equip learners with comprehensive knowledge and skills to progress to the completion of a prescriber qualification following registration. 

Course Accredited by

Nursing and Midwifery Council

Course Offering(s)

Full Time

Full Time - January

Learning Outcomes

On successful completion you will be able to:
1.
systematically describe and differentiate anatomy and physiology across the lifespan.
2.
evaluate critically caring approaches to safe and effective person-centred care in the adult field of nursing.
3.
critically identify and distinguish between different types of knowledge to support nursing practice.
4.
critically outline the differences in caring approaches for people across the lifespan and with a range of physical, mental health and cognitive care needs.
5.
evaluate critically the links between theoretical learning and practice experience.
6.
Recognise the importance of inter-professional working for the benefit of people requiring nursing care.
7.
critically understand developmental and disease processes and apply to the ways in which this manifests in people in the field.
8.
systematically and critically evaluate the safety and effectiveness of care when planning and implementing care for the adult field of nursing.
9.
critically analyse the suitability and appropriateness of quantitative, qualitative, literature reviews and audit research methods.
10.
comprehensively understand and apply appropriate methods of data collection and analysis.
11.
systematically identify ethical issues arising out of research involving human participants and be able to apply them appropriately.
12.
critically outline the differences in caring approaches for people across the lifespan and with a range of physical, mental health and cognitive care needs.
13.
identify critically the links between theoretical learning and practice experience.
14.
critically understand the importance of inter-professional working for the benefit of people requiring nursing care.
15.
evaluate critically the links between theoretical learning and practice experience.
16.
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.
17.
systematically outline the legal requirements for medicines administration across a range of settings to meet the specific service needs.
18.
critically and systematically review appropriate literature and relate it to the research area.
19.
demonstrate comprehensive and critical understanding of the method used in their research.
20.
critically outline the differences in caring approaches for people across the lifespan and with a range of physical, mental health and cognitive care needs.
21.
evaluate critically the links between theoretical learning and practice experience.
22.
critically reflect on the importance of inter-professional working for the benefit of people requiring nursing care.
23.
critically evaluate the links between theoretical learning and practice experience.
24.
critically apply principles of a holistic assessment of physical, mental health and cognitive care needs to the individual in their care.
25.
comprehensively identify how theoretical principles of health promotion and care delivery apply to people in the field of nursing.
26.
comprehensively search for relevant literature and sources of evidence.
27.
critically and systematically appraise the literature for its value and relevance to nursing practice.
28.
reflect on and analyse their learning needs to facilitate the transition to further academic study and becoming a registrant.
29.
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.
30.
achieve the proficiencies as set out in the Midlands, Yorkshire and East Practice Assessment Document and Ongoing Achievement Record.
31.
critically reflect on the range of professionals who contribute to care delivery.
32.
safely calculate medicines at level 1.
33.
appreciate and critically discuss professional issues relating to working as an accountable nurse.
34.
identify and critically apply the principles and importance of maintaining the physical and mental wellbeing of themselves and others.
35.
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.
36.
critically analyse the impact of their own values and beliefs on the people in their care.
37.
systematically and safely respond to an alteration in the condition of a patient or service-user from the field of nursing.
38.
skilfully plan and develop a proposal for a field-specific research project.
39.
creatively contribute to a group presentation of the research proposal.
40.
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.
41.
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.
42.
achieve the proficiencies as set out in the Midlands, Yorkshire and East Practice Assessment Document and Ongoing Achievement Record.
43.
critically reflect on the range of professionals who contribute to care delivery.
44.
safely calculate medicines at level 2.
45.
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 learners in clinical practice and enhance the learning culture.
46.
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.
47.
critically and comprehensively apply underlying principles to the safe administration of medicines to people in the field of nursing.
48.
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.
49.
critically evaluate interventions for managing acute care in unpredictable and complex situations, dealing with complex issues systematically and creatively.
50.
exercise initiative to make an effective contribution to the work of a group to undertake and present an empirical, or literature-based research project.
51.
skilfully write a fully referenced research report in a style suitable for publication.
52.
critically apply principles of effective teaching and assessment strategies to meet the learning needs of others.
53.
skilfully communicate service improvement needs to a range of audiences.
54.
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.
55.
achieve the proficiencies as set out in the Midlands, Yorkshire and East Practice Assessment Document and Ongoing Achievement Record.
56.
apply and systematically evaluate theories supporting the care of the range of physical, mental health and cognitive care needs across the lifespan.
57.
safely calculate medicines at level 2 with 100% pass mark.
58.
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.
59.
systematically and comprehensively understand the role of the qualified nurse in influencing quality care within and beyond an organisation.
60.
critically evaluate learning and assessment theories and apply to the learning needs of others.
61.
appreciate and expertly apply underlying legal principles to the safe administration of medicines to people in the field of nursing.

Course Structure

Masters Level

End Point Assessment

Interim Award

Postgraduate Certificate

Postgraduate Diploma

Teaching, Learning and Assessment

This MSc Pre-Registration Nursing Apprenticeship (Blended-Learning) course provides an alternative route to nursing by offering a predominantly online experience combined with face-to-face skills and simulation with traditional placements. The course will draw on existing technologies to enhance learning. The course team, with a dedicated technical support group, will develop innovative … For more content click the Read More button below. The course is underpinned by the 2018 NMC standards. Part 1 - Standards framework for nursing and midwifery education (2018a NMC standards, republished in 2023) is composed of five headings: Learning culture, Educational governance and Quality, Student empowerment, Educators and assessors, Curricula and assessment. The standards apply to all NMC approved courses. Part 2 - Standards for student supervision and assessment (2018b NMC standards, republished in 2023) is comprised of 3 headings: Effective practice learning, Supervision of students, Assessment of students, Confirmation of proficiency. These standards apply to all NMC-approved courses. Part 3 - Standards for pre-registration nursing programmes (2018c NMC standards, republished in 2023) includes 5 headings: Selection, admissions and progression, Curriculum, Practice learning, Supervision and assessment, Qualification to be awarded. These standards are specific to pre-registration nursing programmes.   Future Nurse: Standards of proficiency for registered nurses (2018d NMC standards, republished in 2023). These standards are specific to pre-registration nursing programmes and include 7 platforms and 2 annexes. The platforms are: Being an accountable professional, Promoting health and preventing ill health, Assessing needs and planning care, Providing and evaluating care, Leading and managing nursing care and working in teams, Improving safety and quality of care, Coordinating care. Annexe A is Communicating and relationship management skills, and Annexe B is Nursing procedures. The modules are themed and comprises six modules in each year: Professional themed, Developing nursing knowledge and skills module, Research and evidence module, Practice modules. Although, the outcomes in the platforms and annexes feature across the course, Platforms 1, 5, 6, and 7 feature more prominently in the professional-themed modules, platforms 2, 3 and 4 feature more prominently in the nursing knowledge and experience modules. Annexes A and B feature more prominently in the practice modules. Fitness to practise principles and application are embedded throughout the modules but explicitly within the professional-themed modules. As evidence and research supports all aspects of the course (Healey matrix), all platforms and annexes feature in the research modules. All modules are compulsory and condonement is not permitted on this course (NMC requirement). Learners undertake modules totalling 180 credits across the 2 years. 90 credits master's (FHEQ Level 7) credits in Year 1 and Year 2 of the course. University theoretical modules represent 150 hours of learning per 15 credits. However, for practice modules, the hours allocated for placement learning relate to the placement hours required to achieve PSRB requirements for 2,300 practice hours to be completed by the end of the programme (2018a NMC standards, republished in 2023). Learners who leave the course with an exit award (PG Cert. or PG Dip. Health Studies) will not be eligible to register as a nurse with the NMC and will not have completed the apprenticeship. Teaching, learning and assessment are designed to offer learners a variety of learning and assessment opportunities that align with their module learning outcomes and offer realistic and effective preparation for progression in the nursing course. They aim to be inclusive of diversity, to allow learners to actively engage in learning and be successfully assessed in a variety of ways. Learning and teaching is delivered through seminars, group-work, simulation and skills practical experiences and lectures. Learner-centred learning is used where appropriate and its role generally increases throughout the course. Modules are designed to embed transferable skills and to allow learners to progressively increase their knowledge and confidence. Thus, at the beginning, the acquisition of basic skills and the confidence to perform academically and professionally is developed. Simulation-based learning (SBL) It is important that large cohorts of nursing learners are allocated to a much smaller group to enable activity and engagement in immersive simulation supported by facilitation. This type of learning experience is best explained by theories of social constructivism that draw upon the perspectives of experiencing situated activity. Learning evolves within the simulation environment from the activity, social collaboration and facilitation that fosters interaction, reflection and integration of research and evidence to support nursing practice.  earners are able to utilise their previous knowledge and share this and their experiences with each other and the facilitator. We have implemented 3x 1-week blocks of simulation within each year of the course where learners have dedicated weeks for simulation-based learning that have association and context with each module they are studying in each of year of the programme.   The underpinning course philosophy outlines the teaching and learning approaches that were considered and underpin the programme development. These include a transformative learning approach, the research-led approach to curriculum design and delivery and a focus on professional identity throughout the course. All modules are supported by digital resources in the virtual learning environment (VLE). Assessment aims to support learning and to measure achievement. Assessment methods are described in each module specification and module guide. All learning outcomes in a module are assessed and the mode of assessment is specified for each outcome. Assessment is a combination of coursework, practice and proficiency-based learning, reports, presentations and examinations. The nature of the assessment varies from module to module, and mirrors the modes of communication expected of graduates in this field, such as the ability to present to a range of audiences and provide reports to enhance the quality of care. Achievement of proficiencies in practice is a primary requirement for health professional registration such that in nursing at least 50% of all learning is practice-based (2018a,b,c,d NMC standards, republished in 2023).This learning takes place in a variety of settings. Learners are required to undertake practice placement experience across the range of 24 hours and 7 days. Laboratory sessions, classroom-based learning and the use of simulated patients allows learners to practise skills in a safe and controlled environment. To allow learners to learn and be assessed in a real practice setting, NHS Primary Care, Acute and Mental Health Trusts, the private and independent sector and social care settings are used, under the supervision of appropriately qualified practice supervisors and practice assessors. Assessment is centred on learners achieving the standard of proficiency outlined by the professional awarding body so that they are fit to practise by the end of the course. It includes the verification of practice standard and proficiencies achievement by practice supervisors, practice assessors and academic assessors and integration with written modular assessment in the form of essays, reports, case study analysis, presentations, simulation and scenario-based assessments, clinical applied assignment work and examinations. Practice-based assessment is undertaken using Practice Assessment Document (PAD). We will use an electronic portfolio.  Personal Development Planning (PDP) is defined as ‘a structured and supported process undertaken by an individual to reflect upon their own learning, performance and/or achievement and to plan for their personal, education and career development’ (QAA 2001). All learners have access to PDP, which enables the learner to develop and have awareness of their strengths and weaknesses, construct a record of achievement documenting the acquisition of knowledge, skills and competencies and reflect and act upon their personal, professional, academic and long-term career goals. PDP is introduced to learners at the commencement of the course and is normally supported through the personal tutor system. PDP also provides a medium for creating an effective CV. Learning opportunities are identified throughout the course, and are introduced in the first year modules, specifically Becoming a Professional, which is assessed by the development of a PDP. Practice-based assessments also integrate PDP throughout the 3 placements and associated modules over the 2 years. Learners keep a record of their progress through their practice assessment and ongoing achievement record in their individual electronic portfolio. This is accessed and assessed by their practice supervisors, practice assessors, academic assessors and personal academic tutors. Dedicated support is given at School level by the Careers Service to aid learners in preparing for work. This portfolio of materials is then used in preparing for job applications and/or supporting continuous professional development. Additionally, learners complete the Huddersfield Graduate Attributes framework in the Being a Professional module to enhance our learners’ employability. The School of Human and Health Sciences the VLE to help both learners and staff ensures and protects the originality of work submitted for assessment. The University has a strong service-user and carer involvement strategy that is embedded in all aspects of learning and assessment. The service-user and care strategy, which is updated at the end of each academic year team outlines the commitment of the team to integrate service-users as partners in teaching of learners, as experts by experience, with their unique and valuable stories and experiences for learners to learn from. The strategy and implementation is supported by the Public Partnership Group who prepare and support service-users in teaching learners. Examples include, service-users delivering communication skills sessions and in the assessment of learners as part of the team of assessors.

Support for Students and their Learning

Module Leader

The module leader is responsible for teaching, learning and assessment of the modules within this course.

Programme Leader

The programme leader is responsible for the entire quality assurance arrangements for the course.

Course Leader

The course leader is responsible for learner experience and management for that particular field.

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 and for 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 their learning and achievement in practice and schedule communication and collaboration between academic and practice assessors.

Practice Learning Facilitator (PLF)

The 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.

Centre for Apprenticeships

The Centre for Apprenticeships offers advice and guidance to apprentices, employers, staff and other stakeholders to assist them through the apprenticeship process. This includes: quality assurance, compliance, and data-collection requirements necessary to meet ESFA, Ofsted and University regulatory requirements for apprenticeship courses. The team also supports the administrative processes linked to recruitment to the courses, ensuring apprenticeship funding rules and University regulations are followed and evidence packs are completed. The team monitors off-the-job hours, attendance of learners, reviews progress made, supplies data to practice partners as requested, plans and administers End-Point Assessment Gateway and End-Point Assessments with external EPA Organisations (where applicable).

Criteria for Admission

As this is an apprenticeship course, applicants are employees. Applicants 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: https://www.hud.ac.uk/policies/registry/awards-taught/section-c/

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. 
  • Learners 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.

Further information related to the School APL process can be found as follows:  https://www.hud.ac.uk/policies/registry/awards-taught/section-c/       

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/awards-taught/contents/

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. 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 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 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 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.

  • Be selected by the host organisation (as an employee of that organisation).
  • Applicants must meet the required pre-entry hours as specified in the pre-entry portfolio.
  • 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 learners.
  • All applicants must meet the NMC (2018) entry requirements in respect of literacy and numeracy (usually evidenced at interview), good character and good health.
  • Provide 2 references, 1 of which should be from a referee who has known the candidate for a minimum of 6 months.
  • 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. Learners 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.
  • All candidates will require Occupational Health clearance which is undertaken by employers and reported and recorded by the University admissions team.
  • All successful applicants will be required to attend an interview.
  • Evidence of practice experience within a healthcare, social care or educational setting.
  • All candidates will be required to complete an Initial Needs Assessment.

Academic criteria

The route requires:

  • A first degree (2:2 or above).
  • 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.
  • Evidence of recent study (within 5 years).

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/scenarios for the interviews. 

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 training plan, which will be signed by the learner, the employer and the University 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: https://www.hud.ac.uk/policies/registry/awards-taught/

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: https://hudsu.unioncloud.org/ 

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.

Ofsted and inspections

Ofsted inspects the quality of apprenticeships at all levels, which makes it the single body responsible for their quality assurance.

This means that Ofsted carries out inspections of apprenticeship training at universities and colleges registered with the Office for Students (OfS). It then reports its judgements to OfS and the Education and Skills Funding Agency (ESFA).

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.

Regulation of Assessment

NMC-Specific Assessment Rules

Learners must achieve at least 50% in all summative assessments to pass a module. 

However, the medicines calculation test must be achieved at 100% by the end of the course (NMC, 2018c).

Learners are required to pass all components of summative assessments in both theory and practice in order to be awarded MSc Registered Nurse Degree Apprenticeship (Adult).

In order to progress, or be eligible for registration, learners 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 or fail, for which approval has been granted by the PVC for Teaching and Learning.

There is no condonement on this course.

There is no compensation in assessments across theory and practice learning (NMC, 2018a).

To qualify for the award of the MSc Registered Nurse Degree Apprenticeship (Adult), learners must complete all the course requirements, and only learners 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.

On completion of the course learners have five years in which to register or record a qualification leading to a mark on the register (NMC 2018c).

Derogation will apply to this course to facilitate individualised assessment schedules where necessary.

Exception to Regulations

MSc Registered Nurse Degree Apprenticeship (Adult) Progression Rules:

Learners must pass all components of all modules.

Condonement is not allowed.

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%.

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.

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 learners can progress to Practice module 3 placement. 

Theory Course Assessment Meeting (CAM) (plus repeat year)

  • If all theory modules passed, then confirm pass theory
  • If any theory modules (or module components) are referred/deferred, the learner will have a referral/deferral attempt before the progression/award CAM
  • Theory elements of the practice modules will be presented at the theory CAM

 Progression/Award CAM

Theory

  • If all year credits passed then May Progress
  • If all credits have been passed except for one 15-credit theory module which is a fail, refer or defer then the learner May Progress with Trail as long as no other modules are left outstanding
  • In any other circumstances, the learner May Not Progress into year 2 and will need to resolve any outstanding credits in the next academic session
  • No more than 15 credits may be trailed

Placement:

  • Learners must pass placement elements of modules in order to progress. If the learner 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

Final year learners with any outstanding failed theory/practice modules will be in a repeat year and will repeat in the next academic session.

Final year learners 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 Year 2 to confirm progression following placement (NMC requirement).

IMPORTANT

Apprenticeship learners will be required to complete an End-Point Assessment gateway prior to the awarding course assessment board to be eligible for the apprenticeship award.

A the end of year 2 learners will qualify for the award of the MSc Registered Nurse Degree Apprenticeship (Adult), if they have completed all the course requirements (180 credits). 

The End-Point Assessment gateway starts with the examination board and finishes when the AEI makes the required declarations to the NMC. The End-Point Assessment gateway according to Institute of Apprenticeships requires the learners to confirm that they are competent and knowledge, skills and behaviours to meet the occupational standards. 

On completion of the course and End-Point Assessment gateway, learners have five years in which to register or record a qualification leading to a mark on the register (NMC 2018 standards, republished in 2023). 

Indicators of Quality and Standards

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

The  Master’s Registered Nurse Degree  Apprenticeship  (MRNDA) course will follow the same curriculum and study the same modules as a student studying the Master’s Pre-registration Nursing course. 

There are however some key differences to the MRNDA journey, The MRNDA is an apprenticeship programme and the learner, as such, is undertaking the course as an employee of a sponsoring healthcare provider such as NHS, PIVO or health and social care. As employees, apprentices will remain subject to their employing organizations terms and conditions which includes annual holiday entitlements.  

The Education and skills Funding agency (ESFA) administers all apprenticeships including MRNDA courses. ESFA  regulations apply and provide clarity on areas such as eligibility for apprenticeships, apprenticeship salaries,  employment hours and funding regulations. Prior to the MRNDA practical period (start of the course) commencing, an initial needs assessment is carried out to identify and recognize prior learning and to identify current specific learning needs. A training plan is then completed and signed by the apprentice, the employer and the provider and  sets out details of the training to be delivered. Finally, an apprenticeship agreement is signed by the apprentice, the employer, and the provider. These three documents comprise the evidence pack which must be in place prior to commencement of the course. At the end of the apprenticeship an end-point assessment gateway is required and for the PRMA course is integrated into the master’s degree course. An end-point assessment  is a holistic and independent assessment of the knowledge, skills and behaviours which have been learnt throughout a course. The University of Huddersfield is a registered EPA organization and as such can award an EPA to its successful apprentices. Independent scrutiny and quality assurance is undertaken by course-appointed appropriately qualified external examiners prior to the course assessment meeting at end of the course. An apprenticeship will be awarded  after the final course assessment meeting. The PRMA course is also subject to Ofsted (Office for Standards in Education) inspection. The role of Ofsted is to ensure that organisations providing education including apprenticeships do so to a high standard and to ensure this Ofsted will inspect, regulate, and publish reports on findings. To monitor the progress of all apprentices, tripartite reviews of learning are carried out on a quarterly basis for the duration of an apprenticeship – approximately every 12 weeks. Tripartite reviews will be facilitated by clinical nurse educators for the duration of the course.