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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 - Master's Degree

Date of Programme Specification Approval

2024-08-12

Version Number

2024.03

Educational Aims of the Course

This 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 Nursing (Blended Learning) programme will draw on existing technologies to enhance student learning. The course team, with a dedicated technical support group, will develop … For more content click the Read More button below.   The MSc Pre-Registration Nursing (Blended Learning) course will enable students to meet the proficiencies, and programme outcomes for pre-registration nursing set out in three parts. standards for education, standards for student supervision and assessment and programme specific standards (NMC, 2018 a,b,c,d).    The course design prepares the future nurse to be confident, competent, caring, and compassionate in a rapidly changing health and social care environment.  By the end of the course, graduates will be able to manage the complex role of the nurse in one of the four fields of nursing: adult, child, learning disabilities and mental health.  They will also be prepared to progress to a prescribing qualification following registration and to be a practice supervisor for future student nurses.  They will be able to care for people throughout their lifespan, within and across organisations and settings.  Future nurses will be prepared to work with a range of other professionals confidently.  Importantly, the primary aim is to ensure all nurses can respond to the needs of people from any field in a variety of settings, with additional and in-depth field-specific proficiency in one field.   The course is designed to enable students to learn about their own personal and professional field identity from the beginning of the course.  Current healthcare services require the future nurse to be resilient and self-aware of their well-being to enable them to be in an excellent position to promote and support people in their care to care for their well-being.  The themed module's design is to help students to reflect and develop their confidence as future nurses while acknowledging their values, beliefs, and their own field 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 attention.     The course team aim to provide a contemporary and dynamic course, which has considered current and previous student feedback while acknowledging the changing landscape of healthcare in all fields.  Inclusivity and diversity are at the forefront of the module and course design to enable students from diverse backgrounds to engage fully in their learning while acknowledging the cultural diversity of the people with whom they care.    

Learning Outcomes

On successful completion you will be able to:
1.
Systematically describe and differentiate anatomy and physiology across the lifespan.
2.
Critically identify and distinguish between different types of knowledge to support nursing practice
3.
Critically outline the differences in caring approaches for people across the lifespan and with a range of physical, mental health and cognitive care needs.
4.
Evaluate critically the links between theoretical learning and practice experience
5.
Recognise the importance of inter-professional working for the benefit of people requiring nursing care
6.
Evaluate critically caring approaches to safe and effective person-centred care in the child field of nursing
7.
Critically apply principles of a holistic assessment of physical, mental health and cognitive care needs to the individual in their care
8.
Comprehensively identify how theoretical principles of health promotion and care delivery apply to people in the field of nursing.
9.
Comprehensively search for relevant literature and sources of evidence.
10.
Critically and systematically appraise the literature for its value and relevance to nursing practice
11.
Reflect on and analyse their learning needs to facilitate the transition to further academic study and becoming a registrant.
12.
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
13.
Achieve the proficiencies as set out in the Midlands, Yorkshire and East Practice Assessment Document and Ongoing Achievement Record.
14.
Critically reflect on the range of professionals who contribute to care delivery
15.
Safely calculate medicines at level 1
16.
Appreciate and critically discuss professional issues relating to working as an accountable nurse.
17.
Identify and critically apply the principles and importance of maintaining the physical and mental wellbeing of themselves and others.
18.
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
19.
Critically analyse the impact of their own values and beliefs on the people in their care.
20.
Critically understand developmental and disease processes and apply to the ways in which these manifests in people in the field
21.
Critically analyse the suitability and appropriateness of quantitative, qualitative, literature reviews and audit research methods.
22.
Comprehensively understand and apply appropriate methods of data collection and analysis
23.
Systematically identify ethical issues arising out of research involving human participants and be able to apply them appropriately.
24.
Critically outline the differences in caring approaches for people across the lifespan and with a range of physical, mental health and cognitive care needs.
25.
Identify critically the links between theoretical learning and practice experience
26.
Critically understand the importance of inter-professional working for the benefit of people requiring nursing care.
27.
Evaluate critically the links between theoretical learning and practice experience
28.
Systematically and critically evaluate the safety and effectiveness of care when planning and implementing care for the child field of nursing.
29.
Systematically and safely respond to an alteration in the condition of a patient/service user from the field of nursing.
30.
Skilfully plan and develop a proposal for a field specific research project
31.
Creatively contribute to a group presentation of the research proposal
32.
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
33.
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
34.
Achieve the proficiencies as set out in the Midlands, Yorkshire and East Practice Assessment Document and Ongoing Achievement Record.
35.
Critically reflect on the range of professionals who contribute to care delivery
36.
Safely calculate medicines at level 2
37.
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
38.
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
39.
Critically and comprehensively apply underlying principles to the safe administration of medicines to people in the field of nursing.
40.
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.
41.
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.
42.
Systematically outline the legal requirements for medicines administration across a range of settings to meet the specific service needs.
43.
Critically and systematically review appropriate literature and relate it to the research area.
44.
Demonstrate comprehensive and critical understanding of the method used in their research.
45.
Critically outline the differences in caring approaches for people across the lifespan and with a range of physical, mental health and cognitive care needs
46.
Evaluate critically the links between theoretical learning and practice experience
47.
Critically reflect on the importance of inter-professional working for the benefit of people requiring nursing care
48.
Critically evaluate the links between theoretical learning and practice experience.
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.
Systematically and comprehensively understand the role of the qualified nurse in influencing quality care within and beyond an organisation.
59.
Critically evaluate learning and assessment theories and apply to the learning needs of others
60.
Appreciate and expertly apply underlying legal principles to the safe administration of medicines to people in the field of nursing.
61.
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.

Course Structure

Masters Level

End Point Assessment

Teaching, Learning and Assessment

This course will use recognised learning and teaching strategies that have been demonstrated effective in online environments. The over-arching andragogical approach is a social constructivist model of adult learning. This model centres on Knowle’s (1984) original ideas that education needs to be cooperative with guided knowledge between the student and … For more content click the Read More button below.     Teaching, learning and assessment are designed to offer students a variety of learning and assessment opportunities that align with their module learning outcomes and offer realistic and effective preparation for progression in nursing course.  They aim to be inclusive of diversity, to allow students to actively engage in learning and be successfully assessed in a variety of ways.   Learning and teaching is delivered through a range of face to face and online seminars, group work, simulation and skills practical experiences and lectures.  Student-centred learning is used where appropriate, and its role generally increases throughout the course.  Modules are designed to embed transferable skills and to allow students to progressively increase their knowledge and confidence.  Thus, in lower levels 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 students 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.  Learners are able to utilise their previous knowledge and share this and their experiences with each other and the facilitator.   We are proposing to integrate 3 x 1 week blocks of simulation within each year of the course where students have dedicated weeks for simulation-based learning that have association and context with each module they are studying in each of year of the program.    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.   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/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 a practice based (NMC, 2018a, b, c, d).  This learning takes place in a variety of settings.  Students are required to undertake practice placement experience across the range of 24 hours and seven days. Laboratory sessions, online learning and the use of simulated patients allow students to practice skills in a safe and controlled environment.  To enable learning and assessment of students in real practice settings, 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 practise supervisors and practise assessors.  Assessment centres on students achieving the standard of proficiency outlined by the professional awarding body so that they are fit to practice 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. The practice-based assessment uses a 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).  From September 2005 it has been a QAA requirement that all students have access to PDP.  PDP enables the student 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 students at the commencement of the course and is normally supported through the personal tutor system (Appendix 4a).  PDP also provides a medium for creating an effective C V.  Learning opportunities are identified throughout the course, and are introduced in the first-year modules, specifically becoming a professional module 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.  Students 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 students in preparing for work.  This portfolio of materials is then used in preparing for job applications and/or supporting continuous professional development. Additionally, students complete the university Graduate attributes framework in the “Being a Professional” module to enhance our students’ employability.   The School of Human and Health Sciences uses Turnitin® via the virtual learning environment (VLE) to help both students 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 student learning and assessment.  The strategy and implementation is supported by the Public Partnership Group who prepare and support service users in teaching students.  

Support for Students and their Learning

Personal Academic Tutor (PAT)

The University has implemented a PAT system for full-time UG 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: 

  • Provide personal contact for the student online, within the University and the School.
  • Act as a liaison between the student and course leaders to seek any improvements required.
  • Offer guidance, assistance, and support in managing the student's academic experience.
  • Recognise when the problems presented are beyond the personal tutor's competence and seek guidance and support for the student through the University and or School referral processes.
  • Work with students to review and reflect upon their progress and if necessary, on ways to improve it.
  • Take part in supportive training events.

Module Leader is responsible for teaching, learning and assessment of the modules within this course.

Course Leader is responsible for the entire quality assurance arrangements for the course.

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 is a registered nurse with current knowledge and expertise who is appropriately prepared for the role. The practice assessor conducts assessments, informed by feedback from practice supervisors and others; makes and records objective decisions, drawing on records, observations, student reflection and other resources. They will periodically observe the student and schedule communication with academic assessors at relevant points

Academic Assessor is a registered nurse and is nominated for each part of the programme and are appropriately prepared for the role. The academic assessor will work in partnership with the practice assessor to evaluate and recommend the student for progression for each part of the programme. They will understand the student’s learning and achievement in practice and schedule communication and collaboration between academic and practice assessors.

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.

Centre for Apprenticeships

The Centre for Apprenticeships team 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

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 can be found on:

http://www.hud.ac.uk/international

 

For courses targeting international students – English Language Requirements are as follows:

  

  • Postgraduate Taught Courses IELTS 6.5 with no element lower than 6.0 in any component (NMC requirement differs at point of registration)

https://www.nmc.org.uk/registration/joining-the-register/english-language-requirements/

 

The University provides opportunities for the accreditation of prior learning (APL) as stated at       the following link:  http://www.hud.ac.uk/registry/regulationsandpolicies/awards/

 

The NMC regulations on APL will apply as follows; a maximum of 50% of the course may be accredited provided all elements are met in full.  Students transferring from one institution to another must ensure their previous learning is mapped against the new course.  Additionally, adult students must still be able to meet the general care requirements of 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 on the School website:    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:

http://www.hud.ac.uk/registry/regulationsandpolicies/awards/

 

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: http://www.hud.ac.uk/disability-services/

 

In addition this master’s Pre-Registration Nursing course can 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.

 

  • Applicants must meet the required standards for NMC APL as per NMC requirements (NMC, 2018c). These are set out within the specific NMC APL tool
  • Applications must be made directly to the university through the University of Huddersfield’s postgraduate online applications system.
  • All entrants 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 candidates will complete a Rehabilitation of Offenders form and have a Disclosure and Barring (DBS) check.
  • All candidates will require Occupational Health clearance.
  • All successful applicants will be required to attend an interview.
  • Evidence of practice experience within a healthcare, social care or educational setting.

 

Academic criteria

The route requires:

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

 

  • Applicants are required to successfully demonstrate that they have completed 550 hours of theory through studying/reading and 325-700 hours of practice before they start the course using Accreditation of Prior Learning (APL) (Nursing and Midwifery Council [NMC] requirement). A broad range of experience can be used for this including observations and reading. Your experience and learning may have occurred outside a typical ‘practice’ area but is still applicable, for example you may have cared for a family member or a friend and as a result observed different aspects of nursing/care on an informal basis. If you are successful at interview support will be provided on how to complete this document face-to-face, by phone or on-line

 

Admissions Process

All shortlisted applicants will be asked to complete the MSc route NMC APL document prior to interview.  The interview process will consist of a face to face interview, including practice partners.  Service users may also be involved in the interview process as per NMC (2018a) recommendations.  Candidates may further support their NMC APL evidence through the interview and will be given further guidance following interview as appropriate.

 

Professional/Statutory body requirements for admission.

Adult nursing learners must have undertaken.

o          10 years of general education followed by a vocational nursing training pathway; or

o          12 years of general education followed by training at university or higher education level (NMC, 2018c).

o          (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).

 

  • All entrants must meet the NMC (2018c) entry requirements in respect of literacy and numeracy, good character and good health.
  • All candidates will complete a Rehabilitation of Offenders form and have an Enhanced Disclosure and Barring (DBS) check. Or if lived overseas, will require a certificate of good conduct/overseas police check
  • All candidates will require Occupational Health clearance.

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:

http://www.hud.ac.uk/registry/regulationsandpolicies/qa

 

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: http://www.huddersfield.su/courserepwebsite

 

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).

 

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.

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.