Senior Lecturer, Adult Nursing

Nursing (Pre-Registration) (Apprenticeship) (Blended Learning) Child - UH-000648

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:
<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:
  
<ul>
<li>Postgraduate Taught Courses IELTS 6.5 with no element lower than 6.0 in any component (NMC requirement differs at point of registration)</li>
</ul>
<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 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:    <a href="https://www.hud.ac.uk/policies/registry/awards-taught/section-c/">https://www.hud.ac.uk/policies/registry/awards-taught/section-c/</a>     
 
The University’s general minimum entry requirements are specified in the ‘Regulations for Awards which can be found on the Registry website as follows:
<a href="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>
 
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 <a href="https://www.nmc.org.uk/">https://www.nmc.org.uk/</a>  and by contacting the admissions tutor.    
 
However, the specific entry requirements and admission criteria for this course are detailed below.
 
<ul>
<li>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</li>
<li>Applications must be made directly to the university through the University of Huddersfield’s postgraduate online applications system.</li>
<li>All entrants must meet the NMC (2018) entry requirements in respect of literacy and numeracy (usually evidenced at interview), good character and good health.</li>
<li>Provide 2 references, 1 of which should be from a referee who has known the candidate for a minimum of 6 months.</li>
<li>All candidates will complete a Rehabilitation of Offenders form and have a Disclosure and Barring (DBS) check.</li>
<li>All candidates will require Occupational Health clearance.</li>
<li>All successful applicants will be required to attend an interview.</li>
<li>Evidence of practice experience within a healthcare, social care or educational setting.</li>
</ul>
 
Academic criteria
The route requires:
<ul>
<li>A first degree (2:2 or above).</li>
<li>Evidence of recent study (within 5 years).</li>
</ul>
 
<ul>
<li>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</li>
</ul>
 
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).
 
<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/overseas police check</li>
<li>All candidates will require Occupational Health clearance.</li>
</ul>

UH-000648 - Nursing (Pre-Registration) (Apprenticeship) (Blended Learning) Child

Masters Core

Masters Compulsory

Masters Optional

Masters Level

End Point Assessment Compulsory

End Point Assessment

Structure

Master of Science

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

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 

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

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

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

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 

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

Systematically describe and differentiate anatomy and physiology across the lifespan. 

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

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

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

Identify critically the links between theoretical learning and practice experience

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

Evaluate critically the links between theoretical learning and practice experience

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

Safely calculate medicines at level 2 with 100% pass mark

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

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

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 

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

Skilfully communicate service improvement needs to a range of audiences. 

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

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

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

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

Comprehensively understand and apply appropriate methods of data collection and analysis

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

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

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. 

Comprehensively search for relevant literature and sources of evidence.

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

Critically evaluate the links between theoretical learning and practice experience. 

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

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

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

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

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

Creatively contribute to a group presentation of the research proposal

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

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

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

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

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

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

Critically 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.

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

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

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

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. 

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

Exercise initiative to make an effective contribution to the work of a group to undertake and present an empirical, or literature-based research project. 

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 student representative 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 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).

UH-000648

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: 
<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 student's academic experience.</li>
<li>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.</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>
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).