Report of Programme Validation Panel

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Panel Visit: 12th_{June 2013}

Named Award: Bachelor of Science (Honours)

Programme Title(s): Bachelor of Science (Honours) in General Nursing

Exit Awards: Bachelor of Science in Health Studies

Higher Certificate in Science in Health Studies

Award Type: Honours Bachelor Degree

Award Class: Major

NFQ Level: 8, 7, 6

ECTS / ACCS Credits: 240, 180, 120

First Intake: September 2013

Panel Members

Dr. Michael Hall Chair Registrar, Tralee Institute of Technology Ms Jacqueline Burke Academic University College Dublin (UCD)

Ms Louise McBride

Kavanagh Academic Letterkenny Institute of Technology (LyIT) Dr Michael Shannon Industry Director, Nursing and Midwifery Services Ms Tara Westby Graduate Sligo Institute of Technology

Ms. Ann Campbell Secretary to

Panel Registrar, Dundalk Institute of Technology(DkIT)

Programme Development Team

Dr. Edel Healy Ms Briege King Mr Mark Cunningham Mr Myles Hackett Ms Geraldine McDaid Ms Sinead Costello Ms Ann Evert-Reynolds Ms Kathleen Rooney Mr Raymond Boyle Dr Geraldine O’Connor Ms Lorraine McGeough Ms Marina O’Connor Ms Louise Wayenburg Dr John Dallat Dr Moira Maguire Dr Gerry McTaggart Ms Audrey Donnelly Ms Ailish McArdle Ms Brid Delahunt Dr Brid Moloney

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The following report to Academic Council is a validation panel report from an expert panel of assessors on a proposal from the School of Health and Science at Dundalk Institute of Technology to design the following programmes:

 Bachelor of Science (Honours) in General Nursing  Bachelor of Science in Health Studies (Exit Award)

 Higher Certificate in Science in Health Studies (Exit Award)

The evaluators would like to thank the members of the development team for engaging generously and openly with the review process.

The report is divided into the following sections:  Background to Proposed Programme

 General Findings of the Validation Panel  Programme-Level Findings

 Module-Level Findings

2 Background to Proposed Programme

This is an amendment of an existing programme. See programme submission for more detailed information

3 General Findings of the Validation Panel

The panel would like to commend the programme development team for the quality and comprehensiveness of the documentation submitted. The engagement and commitment of the team was evident on the day of the validation panel and a high level of team work was evident. ‘The validation panel acknowledged and commended the General Nursing Team’s high quality and thorough preparation which was evident in the revised curriculum document prepared and presented for validation’.

Having considered the documentation provided and discussed it with the programme development team, the validation panel recommends the following:

Bachelor of Science (Honours) in General Nursing

Accredited for the next five academic years or until the next programmatic

review, whichever occurs sooner X

Accredited subject to conditions and/or recommendations X Re-designed and re-submitted to the same validation panel after additional

developmental work Not Accredited

Bachelor of Science in Health Studies (Exit Award)

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Not Accredited

Higher Certificate in Science in Health Studies (Exit Award)

Note(s):

 Conditions and recommendations described for the parent award apply equally for the specified exit awards.

Approval is conditional on the submission of a revised programme document that takes account of the conditions and recommendations outlined below and a response document describing the actions of the Department to address the conditions and recommendations made by the programme validation panel. In this report, the term Condition is used to indicate an action or amendment which in the view of the validation panel must be undertaken prior to the commencement of the programme. Conditions are mandatory if the programme is to be approved. The term Recommendation indicates an item to which the Programme Board should give serious consideration for implementation at an early stage and which should be the subject of on-going monitoring.

4 Programme-Level Findings

This section of the report addresses the following programme level considerations:  Demand

 Award

 Institute strategy alignment  Entry requirements

 Access, transfer and progression  Standards and Outcomes

 Programme structure

 Teaching and Learning Strategies  Assessment Strategy

 Resource requirements  Quality Assurance.

4.1 Demand

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Recommendation(s):

 Reference in the programme document the 2011 Nurses and Midwives Act;

 Reference also the Programme for Government 2011-2016 with reference to the new policy on Acute Hospitals Trust;

 Reference further the HSE Service Plan.

4.2 Award

Validation Criterion: Is the level and type of the award appropriate?

Overall Finding: Yes

Condition(s):

 None.

4.3 Institute Strategy Alignment

Validation Criterion: Is the proposed programme aligned to the Institute’s strategy and are the strategic themes of entrepreneurship, sustainability and internationalisation embedded in the proposed programme as appropriate?

Condition(s):

 None.

4.4 Entry Requirements

Validation Criterion: Are the entry requirements for the proposed programme clear and appropriate?

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4.5 Access, Transfer and Progression

Validation Criterion: Does the proposed programme incorporate the procedures for access, transfer and progression that have been established by the NQAI and does it accommodate a variety of access and entry requirements?

Condition(s):

 None.

4.6 Standards and Outcomes

Validation Criterion: Does the proposed programme meet the required award

standards for programmes at the proposed NFQ level (i.e. conform to QQI Award Standards)?

Overall Finding: For parent award? – Yes

For exit award? - Yes

The awards standards requirements for programmes on the NFQ Framework can be found athttp://www.hetac.ie/publications_pol01.htm

Condition(s):

 None.

 Consider the terminology used to describe learning outcomes in Stage 1 and 2 to reflect their status as level 8 modules.

 Clarify Institute’s position on exit awards, in respect of students exiting at level 6 or level 7, when all modules are delivered at level 8.

4.7 Programme Structure

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Condition(s):

 None.

 The Panel approves the elective choice but caution against the duplication of essential content within elective modules, or relying on electives to cover essential content going forward.

 Include reference in the programme document to clinical placement arrangements with The Hermitage.

4.8 Teaching and Learning Strategies

Validation Criterion: Have appropriate teaching and learning strategies been provided for the proposed programme?

Condition(s):

 None.

4.9 Assessment Strategies

Validation Criterion: Have appropriate programme assessment strategies been provided for the proposed programme (as outlined in the QQI/HETAC Assessment and Guidelines, 2009)?

Assessment strategies are required in line with HETAC’s Assessment and Standards and should form a substantial part of the documentation to be considered by the programme validation panel. See (HETAC (2009) Assessment and Standards, Section 4.6.1, page 33). Accordingly the assessment strategy should address the following (See (HETAC (2009) Assessment and Standards, Section 2.2.5, page 13) :

 Description and Rationale for the choice of assessment tasks, criteria and procedures. This should address fairness and consistency, specifically their validity, reliability and authenticity;

 Describe any special regulations;

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 Relate to the teaching and learning strategy;

 Demonstrate how grading criteria will be developed to relate to the Institutional grading system.

The Institute resource entitled Assessment and Learning: A Policy for Dundalk Institute of Technology (Nov 2010) ( https://www.dkit.ie/celt/documents-and-policies/assessment-and-learning-guidelines-dundalk-institute-technology) should also be consulted.

Condition(s):

 Ensure consistency and clarity of re-assessment strategies to ensure module descriptors accurately describe re-assessment requirements.

 Clarify nature of assessments in module descriptors.

 None

4.10Resource Requirements

Validation Criterion: Does the Institute possess the resources and facilities necessary to deliver the proposed programme?

Condition(s):

 None.

4.11Quality Assurance

Validation Criterion: Does the proposed programme demonstrate how the Institute’s quality assurance procedures have been applied and that

satisfactory procedures exist for the on-going monitoring and periodic review of programmes?

The Institute’s Quality Assurance Procedures are published in the Academic Quality Assurance Manual available at: https://www.dkit.ie/registrar/policies/academic-quality-manualand include approved procedures for the on-going monitoring and periodic review of Programmes.

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 Describe in greater detail the stakeholder input to the programme, referring in particular to PSP.

4.12Programme Management

Validation Criterion: Are the programme management structures adequate?

Overall Finding: yes

The introduction of programme directors (including first-year convenors) has had a significant impact on the efficiency of and communication within the programme management structure. This should be retained into the future.

Condition(s):

 None.

 Provide glossary to define the roles of Stage Convenor, First Year Convenor and Programme Director, Link Lecturer and other relevant terms utilised in the curriculum and support documents.

5 Module-Level Findings

Condition(s):  None. Recommendation(s):  None.

5.1 Assessment Strategies

Validation Criterion: Have appropriate module assessment strategies been included in the proposed programme?

Condition(s):

 See 4.9 above in respect of applying a consistent approach to re-assessment.

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Condition(s):

 None.

Validation Panel Report Approved By:

Signed:

______________________________________________________ Dr. Michael Hall, Chairperson.

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Panel Visit: 12th_{June 2013}

Named Award: Bachelor of Science (Honours)

Programme Title(s): Bachelor of Science (Honours) in General Nursing

Exit Awards: Bachelor of Science in Health Studies (Level 7; 180 credits)

Higher Certificate in Health Studies (Level 6; 120 credits)

Award Type: Bachelor of Science (Honours)

Award Class: Major

NFQ Level: 8

ECTS / ACCS Credits: 240

First Intake: September 2013

Panel Members

Dr. Michael Hall Chair Registrar, Tralee Institute of Technology Ms Jacqueline Burke Academic University College Dublin (UCD)

Ms Louise McBride

Kavanagh Academic Letterkenny Institute of Technology (LyIT) Dr Michael Shannon Industry Director, Nursing and Midwifery Services Ms Tara Westby Graduate Sligo Institute of Technology

Ms. Ann Campbell Secretary to

Panel Registrar, Dundalk Institute of Technology(DkIT)

Programme Development Team

Dr. Edel Healy Ms Briege King Mr Mark Cunningham Mr Myles Hackett Ms Geraldine McDaid Ms Sinead Costello Ms Ann Evert-Reynolds Ms Kathleen Rooney Mr Raymond Boyle Dr Geraldine O’Connor Ms Lorraine McGeough Ms Marina O’Connor Ms Louise Wayenburg Dr John Dallat Dr Moira Maguire Dr Gerry McTaggart Ms Audrey Donnelly Ms Ailish McArdle Ms Brid Delahunt Dr Brid Moloney

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The following report to Academic Council is a validation panel report from an expert panel of assessors on a proposal from the School of Health and Science at Dundalk Institute of Technology to design the following programmes:

 Bachelor of Science (Honours)in General Nursing  Bachelor of Science in Health Studies (Exit Award)  Higher Certificate in Health Studies (Exit Award)

The evaluators would like to thank the members of the development team for engaging generously and openly with the review process.

The report is divided into the following sections:  Background to Proposed Programme

 General Findings of the Validation Panel  Programme-Level Findings

 Module-Level Findings

2 Background to Proposed Programme

This is an amendment of an existing programme. See programme submission for more detailed information

3 General Findings of the Validation Panel

The panel would like to commend the programme development team for the quality and comprehensiveness of the documentation submitted. The engagement and commitment of the team was evident on the day of the validation panel and a high level of team work was evident. ‘The validation panel acknowledged and commended the General Nursing Team’s high quality and thorough preparation which was evident in the revised curriculum document prepared and presented for validation’.

Having considered the documentation provided and discussed it with the programme development team, the validation panel recommends the following:

Bachelor of Science (Honours) in General Nursing

Bachelor of Science in Health Studies (Exit Award)

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Not Accredited

Higher Certificate in Health Studies (Exit Award)

Note(s):

 Conditions and recommendations described for the parent award apply equally for the specified exit awards.

Approval is conditional on the submission of a revised programme document that takes account of the conditions and recommendations outlined below and a response document describing the actions of the Department to address the conditions and recommendations made by the programme validation panel. In this report, the term Condition is used to indicate an action or amendment which in the view of the validation panel must be undertaken prior to the commencement of the programme. Conditions are mandatory if the programme is to be approved. The term Recommendation indicates an item to which the Programme Board should give serious consideration for implementation at an early stage and which should be the subject of on-going monitoring.

4 Programme-Level Findings

This section of the report addresses the following programme level considerations:  Demand

 Award

 Institute strategy alignment  Entry requirements

 Access, transfer and progression  Standards and Outcomes

 Programme structure

 Teaching and Learning Strategies  Assessment Strategy

 Resource requirements  Quality Assurance.

4.1 Demand

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 Reference in the programme document the 2011 Nurses and Midwives Act;

 Reference also the Programme for Government 2011-2016 with reference to the new policy on Acute Hospitals Trust;

 Reference further the HSE Service Plan.

School Response:

The 2011 Nurses and Midwives Act and the Programme for Government 2011-2106 are already referenced in the document, page 15- (See Appendix 1). The HSE Service Plan shall be reviewed and appropriate content included in the document.

4.2 Award

Validation Criterion: Is the level and type of the award appropriate?

Condition(s):

 None.

4.3 Institute Strategy Alignment

Validation Criterion: Is the proposed programme aligned to the Institute’s strategy and are the strategic themes of entrepreneurship, sustainability and internationalisation embedded in the proposed programme as appropriate?

Condition(s):

 None.

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Validation Criterion: Are the entry requirements for the proposed programme clear and appropriate?

Condition(s):

 None.

4.5 Access, Transfer and Progression

Validation Criterion: Does the proposed programme incorporate the procedures for access, transfer and progression that have been established by the NQAI and does it accommodate a variety of access and entry requirements?

Condition(s):

 None.

4.6 Standards and Outcomes

Validation Criterion: Does the proposed programme meet the required award

standards for programmes at the proposed NFQ level (i.e. conform to QQI Award Standards)?

Overall Finding: For parent award? – Yes

For exit award? - Yes

The awards standards requirements for programmes on the NFQ Framework can be found athttp://www.hetac.ie/publications_pol01.htm

Condition(s):

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their status as level 8 modules.

 Clarify Institute’s position on exit awards, in respect of students exiting at level 6 or level 7, when all modules are delivered at level 8.

The Programme Board note the recommendations of the panel. We are of the opinion that these relate to Institute wide policy and shall raise it as a discussion point at the relevant Institute Fora.

4.7 Programme Structure

Validation Criterion: Is the programme structure logical and well designed and can the stated proposed programme outcomes in terms of employment skills and career opportunities be met by this programme?

Condition(s):

 None.

 The Panel approves the elective choice but caution against the duplication of essential content within elective modules, or relying on electives to cover essential content going forward.

The team shall review the elective modules taking into account the comments of this recommendation. The electives however have been chosen because they do not cover essential content.

 Include reference in the programme document to clinical placement arrangements with The Hermitage.

This information shall be included in the document. The clinical placement arrangements in the Hermitage are identical to that in place for HSE sites.

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Validation Criterion: Have appropriate teaching and learning strategies been provided for the proposed programme?

Condition(s):

 None.

4.9 Assessment Strategies

Validation Criterion: Have appropriate programme assessment strategies been provided for the proposed programme (as outlined in the QQI/HETAC Assessment and Guidelines, 2009)?

Assessment strategies are required in line with HETAC’s Assessment and Standards and should form a substantial part of the documentation to be considered by the programme validation panel. See (HETAC (2009) Assessment and Standards, Section 4.6.1, page 33). Accordingly the assessment strategy should address the following (See (HETAC (2009) Assessment and Standards, Section 2.2.5, page 13) :

 Description and Rationale for the choice of assessment tasks, criteria and procedures. This should address fairness and consistency, specifically their validity, reliability and authenticity;

 Describe any special regulations;

 Regulate, build upon and integrate the module assessment strategies;

 Provide contingent strategy for cases where learners claim exemption from modules, including recognition of prior learning;

 Ensure the programme’s continuous assessment workload is appropriately balanced;  Relate to the teaching and learning strategy;

 Demonstrate how grading criteria will be developed to relate to the Institutional grading system.

The Institute resource entitled Assessment and Learning: A Policy for Dundalk Institute of Technology (Nov 2010) ( https://www.dkit.ie/celt/documents-and-policies/assessment-and-learning-guidelines-dundalk-institute-technology) should also be consulted.

Condition(s):

 Ensure consistency and clarity of re-assessment strategies to ensure module descriptors accurately describe re-assessment requirements.

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above. An example of a completed module with the required information is included in Appendix 2.

 None

4.10Resource Requirements

Validation Criterion: Does the Institute possess the resources and facilities necessary to deliver the proposed programme?

Condition(s):

 None.

4.11Quality Assurance

Validation Criterion: Does the proposed programme demonstrate how the Institute’s quality assurance procedures have been applied and that

satisfactory procedures exist for the on-going monitoring and periodic review of programmes?

The Institute’s Quality Assurance Procedures are published in the Academic Quality Assurance Manual available at: https://www.dkit.ie/registrar/policies/academic-quality-manualand include approved procedures for the on-going monitoring and periodic review of Programmes.

Condition(s):

 Incorporate Special Regulations into Programme Schedules. School Response:

Special Regulations have been incorporated into the Programme Schedule (See Appendix 3).

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particular to PSP.

This information has been included in Appendix 9 of the Programme document (See Appendix 1 of this response document).

4.12Programme Management

Validation Criterion: Are the programme management structures adequate?

Overall Finding: yes

The introduction of programme directors (including first-year convenors) has had a significant impact on the efficiency of and communication within the programme management structure. This should be retained into the future.

Condition(s):

 None.

 Provide glossary to define the roles of Stage Convenor, First Year Convenor and Programme Director, Link Lecturer and other relevant terms utilised in the curriculum and support documents.

This information is already included in Appendix 9 of the Programme document (See Appendix 1 of this response document).

5 Module-Level Findings

Condition(s):

 None.

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Validation Criterion: Have appropriate module assessment strategies been included in the proposed programme?

Condition(s):

 See 4.9 above in respect of applying a consistent approach to re-assessment.

All module descriptors shall be updated on Akari Document to include the information indicated above. An example of a completed module with the required information is included in Appendix 1. Recommendation(s):  None.

5.2 Other Findings

Condition(s):  None. Recommendation(s):  None.

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__________________________________________ Dr. Edel Healy,

Head of School of Health and Science.

Date: 1st_{December 2013}

I confirm that the conditions and recommendations contained in the validation panel report have now been met and recommend this programme to the Academic Council at Dundalk Institute of Technology for ratification.

Signed on behalf of the Validation Panel

___________________________________________________ Dr. Michael Hall, Chair.

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School of Health and Science

Department of Nursing, Midwifery & Health Studies

&

Health Service Executive Dublin North East

BSc. (Hons) in General Nursing

MAY 2013

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Page No:

Section 1 General Information

1.1 Provider Profile 6

1.2 Programme Details 7

1.3 Introduction to Dundalk Institute of Technology 8

1.4 Vision Statement 8

1.5 Mission Statement 8

1.6 Organisation of Institute 10

1.7 School of Health and Science 11

Section 2 BSc (Hons) in General Nursing

2.1 General Nursing Education 15 2.2 BSc. (Hons) in General Nursing 19

2.3 Admission Criteria 21

2.4 Demand for the Programme 22

2.5 Programme Review Process 23

2.6 Programme Philosophy 41

2.7 Programme Aim 44

2.8 Philosophy of Education 46

2.9 Learning and Teaching Strategy 47

2.10 Assessment Strategy 63

2.11 Clinical Assessment 74

2.12 Career Opportunities 88

2.13 Graduate Profile 89

2.14 Academic Progression 91

2.15 Resourcing the Programme 92

2.16 Programme Structure 94

2.17 Special Progression Requirements 105

2.18 Progression Eligibility 106

2.19 Award Calculation 107

2.20 Exit Award 108

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Section 3 Student Services Page No:

3.1 Library Services 116

3.2 Learner Support Services 121

Section 4 Programme Management and Quality Assurance

4.1 Programme Management and Quality Assurance 128

Section 5 Learning Outcomes in the Context of the National Qualifications Authority of Ireland (NQAI) Framework

for Level 8 Programmes 135

Section 6 Module Descriptors 136

Section 7 Appendices

1. Structure of Reflective Practice 138

2. Medication Report 144

3. Strategic Themes 155

4. Assessment Strategies (Formative & Summative) 165

5. Assignment Feedback Sheet 169

6. Accommodation Resources 172

7. List of Equipment 174

8. Academic Marking Criteria 177

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Figures

Tables

1 CAO Application Figures 22

2 Membership of the Programme Directors Group 26

3 Membership of the General Nursing Programme Development Group

26

4 Contributors to the Programme Development 26

5 Membership of the Clinical Documentation Partnership Group

27

6 Contributors to the Clinical Documentation Partnership Group

27

7 Overview of Changes made to Programme Structure 32

8 Changes made to Modules 33

9 Key Objectives in the Learning and Teaching Strategy 47

10 Progression in Learning over Four Years 62

11 Programme Assessment Schedule 65

12 Examples of how the range of assessments utilised develop a graduate’s knowledge and skills.

68

13 Clinical Performance Assessment Criteria 84

14 Programme Layout 98

15 Schedules for Programme 99

Page No: 1 Institute Organisation Chart 10

2 Factors influencing the undergraduate nursing curriculum

15

3 Some key policy reports driving change 17

4 Approach to Evaluation and Review of the BSc. (Hons) in General Nursing Programme

24

5 Key Groups and their role in programme development 25

6 Academic Support 73

7 Clinical Placement Support 77

8 Approach undertaken to evaluate and review methods of assessing clinical practice

82

9 Examples of Career Pathways for Nurses 88

10 Graduate Profile 90

11 Academic Progression Flow Chart 91

12 Structure of Programme 94

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Section 1

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Name of Provider: Dundalk Institute of Technology

Address: Dublin Road, Dundalk, Co. Louth.

Name of President: Denis Cummins

Title Mr

Telephone No. +353-42-9370252 Fax +353-42-9326431

e-mail [email protected]

Head of School Dr. Edel Healy

Head of Department

Mr. Myles Hackett

Which of the following best describes the business of the Provider: (a) Non-Profit Education and/or Training:

- College - Institute   - University  - Other  If ‘other’, specify: (b) State Organisation: - Government Department - Semi-State Body  - Other  If ‘other’, specify: (c) Private Commercial Enterprise: Please specify:

Where appropriate, state PAYE/PRSI and VAT numbers:

4598992U _4598992U _IE4598992U

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Proposed Programme Title: Bachelor of Science (Honours) in General Nursing (BSc (Hons) in General Nursing)

(a) Proposed Duration of Programme: Years 4 Months (b) Programme Level: Found 1 2 3 4 Post grad    

(c) Clinical Placement: Yes  No

_{Proposed Commencement Date:} _Day _Month _Year

- September 2013

Programme Status: Full-time  Part-time

Delivery Mode

 Provider Based 

  Out-Reach Centre

  By Distance

  On-line

  Other If ‘other’, specify:



Location of Delivery:

The proposed Programme will be offered by Dundalk Institute of Technology (DkIT). The theoretical component will be delivered at DkIT and the placements will be accommodated off provider’s premises with The Health Services Executive Dublin/North East, The Hermitage Medical Clinic and other associate clinical placement sites within the public and private health care system.

Intake Number(s):

Yr.1 Yr.2 Yr.3 Yr.4

40 40 40 40 Total 40 80 120 160 Admission Criteria: (details on page 21) National Minimum Entry Requirements  Other

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Dundalk Institute of Technology (DkIT) is a major provider of higher education in the North-East region of Ireland. Established in 1970 as the Regional Technical College offering primarily technician and apprenticeship courses, it has evolved since then as a major player in Irish higher education and currently provides a suite of programmes at craft, undergraduate and postgraduate levels to more than 3,500 full-time and 1,500 part-time students.

1.4 Vision Statement

Dundalk Institute of Technology will provide university-level higher education to graduates who will excel in their specialised discipline and have the creativity, confidence, resilience and entrepreneurial flair to thrive in the 21st Century. Working sustainably and with a practical focus, we will help lead the regeneration of the North East region and more widely Ireland by acting locally and thinking globally.

1.5 Mission Statement

DkIT is fully committed to its role in the economic, social and cultural development of the region. This plan has a particular focus on developing learners and graduates with the following qualities:

 Excellent in their discipline

 Able to apply disciplinary and trans-disciplinary knowledge, especially focusing on entrepreneurship and sustainability

 Able to contribute globally as well as locally

 Personal and employability qualities to include an ability to solve complex problems; critical thinking; systems thinking and capacity for on-going learning.

1.6 Organisation of Institute

Under the terms of the Regional Technical Colleges Act 1992, the Institute has, since January 1993, been set up as an autonomous body. The current Management structure of the Institute is depicted in the Institute Organisation is depicted in Fig. 1.

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Figure 1:

Institute Organisation Chart

Governing Body

Academic Council & Sub-Committees Head of Development Mr Gerry Carroll Secretary/Financial Controller Mr Peter McGrath Registrar Ms Ann Campbell Head of School of Informatics & Creative Arts Dr Bob McKiernan Head of School of Business & Humanities Mr Cathal Kearney Head of School of Engineering Mr Eugene Roe External Services Manager Ms Irene McCausland Estates’ Manager Mr. Conor Lait Finance Manager Ms Marie Madigan Human Resources’ Manager Mr. Ger O’Driscoll Assistant Registrar Dr. Brendan Ryder Academic/Student Affairs Manager Ms Linda Murphy I.T. Manager Mr James McCahill Librarian Ms Ann Cleary

Head of Computing & Mathematics Dr. Christian Horn

Head of Music & Creative Media Dr. Eibhlis Farrell Head of Dept. of Business Studies Vacancy Head of Dept. of Management & Professional Studies Mr. Shane Hill Head of Dept. of Humanities Dr David Getty Head of Dept. of Infrastructural and Environmental Studies Mr Pat Mc Cormack Head of Dept. of Electronics & Mechanical Engineering Dr Dan O’Brien Head of Dept. Of Applied Sciences Dr Breda Brennan Head of Dept. of Nursing & Health

Studies Mr Myles Hackett Freedom of Information Officer/ Staff Development Ms Loretto Gaughran Head of Department of Building & Surveying

Mr Noel McKenna

Head of School Health & Science Dr Edel Healy Head of Hospitality Studies Ms Brianain Erraught Head of Department of Engineering Trades Mr John Carolan President Mr Denis Cummins

Head of Teaching and Learning Dr John Dallat Head of Research Dr Tim McCormac Head of Midwifery Section Ms Jill Atkinson Manager, Lifelong Learning Centre Mr A. Barrett Diarmuid Cahill Schools Liaison Officer

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1.7 School of Health and Science

The School of Health and Science comprises of the Department of Nursing, Midwifery and Health Studies incorporating the Midwifery Section and the Department of Applied Sciences. It is the second largest school in DkIT with over 1200 students. It also contains three major research centres namely the Netwell Research Centre, the Smooth Muscle Research Centre and the Centre for Freshwater and Environmental Studies. The Department of Nursing, Midwifery and Health Studies has developed close links with the Netwell Centre which focusses on the area of Ageing.

1.8 Department of Nursing, Midwifery and Health Studies

The Department of Nursing, Midwifery and Health Studies at DkIT was established in August 2002, following a decision by the Government to transfer pre-registration nursing education from hospital based Schools of Nursing to third level colleges (Universities and Institutes of Technology). Since its establishment, the Department has gone through a period of phenomenal growth. There are currently over 700 students enrolled on programmes at Levels 7, 8, 9 and 10 of which the majority are at Level 8.

1.9 Staff and Staff Development

Currently, there are 29 members of staff including Head of the Department, lecturing staff, administration staff, allocations officer and clinical skills technician. The Institute encourages its staff to progress within their chosen area of employment. An Bord Altranais (2005) specifies that staff teaching on the BSc (Hons) in General Nursing should be adequately qualified to support the professional and educational level of this programme. Within the Department of Nursing, Midwifery and Health Studies, all staff teaching on the programme have obtained at least a Masters level qualification. The majority of staff have also completed a programme in education and therefore have an additional teaching qualification. Staff are actively encouraged

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to study to PhD level and within the Department several members of staff have achieved a PhD qualification and others are actively engaged in such studies.

Staff development within the Institute and the department is supported by the staff appraisal system, which highlights the required development needs of staff in order to achieve the goals and outcomes of the Department and Institute. Furthermore, staff development is also supported by a range of initiatives that are facilitated by the Human Resource Department, the Centre for Teaching and Learning and the Research Office.

1.10 Existing Programmes offered by the Department of Nursing, Midwifery & Health Studies.

FETAC level 3:

 Skills for Independent Living

HETAC level 6:

 Higher Certificate in Arts in Health Promotion

 Certificate in understanding behaviour associated with Ageing

HETAC level 7:

 BSc in the Prevention and Management of Aggression and Violence

HETAC level 8:

 BSc (Honours) in General Nursing

 Certificate in the Assessment and Management of the Acutely Ill Adult (Special Purpose Award)

 BSc (Honours) in Psychiatric Nursing

 BSc (Honours) in Intellectual Disability Nursing

 BSc (Honours) in Midwifery

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Maternity Services (Special Purpose Award)

 Higher Diploma in Midwifery

 BA (Honours) in Early Childhood Studies

 BSc (Honours) in Health and Physical Activity

HETAC level 9 & 10

 Masters in Midwifery Praxis

 Master of Science in Ageing, Health and Environment

 Masters by Research

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Section 2 BSc (Hons) in General Nursing

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2.1 General Nursing Education

The four year BSc (Hons) in General Nursing first commenced at Dundalk Institute of Technology in September 2002. The rationale for the implementation of this degree programme arose out of the significant changes in nurse education which took place in response to the recommendations of the Report of the Commission on Nursing: A Blueprint for the Future (1998), Nurse Education and Training Evaluation in Ireland (1998), Report of the Nursing Education Forum (2000) and the Report of the Paediatric Nurse Education Review Group (2000). These key reports informed the progression of undergraduate nursing education programmes in Ireland, in particular the move of undergraduate nursing education from Schools of Nursing into the higher education sector. This reflected the move internationally which was supported by the World Health Organisation (WHO, 2001), towards degree level education as a prerequisite for professional practice. Over the last decade the content and structure of the nursing curriculum has been influenced by many factors (see Fig. 2) which led to changes in the nursing undergraduate curriculum.

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Furthermore, in an age of increasing globalisation the WHO published Global

Standards for the Initial Education of Professional Nurses and Midwives (WHO, 2009)

to be used as a benchmark for progressing education and learning systems towards a common competency-based outcome. The goal of these standards is to establish educational criteria and assure outcomes that:

 are based on evidence and competency

 promote the progressive nature of education and lifelong learning

 ensure the employment of practitioners who are competent and who, by providing quality care, promote positive health outcomes in the populations they serve.

At a European level the Bologna Declaration (1999) and the subsequent Bologna Process influenced the delivery of nursing education in Ireland. The Bologna process aimed to harmonise academic degree standards and quality assurance standards throughout Europe. The subsequent Tuning Project intended to implement the Bologna process with a view to standardising nursing education by identifying congruent, generic, and specific learning outcomes and competences for nursing/midwifery graduates at bachelor's, master's, and doctoral levels (Baumann and Blythe, 2008). Furthermore, according to Tuning, learning outcomes are to be obtained by the learner and as such will change education from a staff centred approach to a student orientated approach. The Report of the Review of Undergraduate Nursing and Midwifery Degree Programmes (2012) recommended that the five domains from the Nursing Subject Area of the Tuning Project should inform the competency goals at bachelor degree level. These domains are similar in theme to the five domains of competence that general nursing education is currently based on and are evident strands throughout the programme.

In December 2011 the Nurses and Midwives Act (No. 41 of 2011) was signed into legislation.With effect from October 2 2012, the name of An Bord Altranais has been changed to Bord Altranais agus Cnáimhseachais na hÉireann, or the Nursing and Midwifery Board of Ireland (NMBI). This change of name reflects the recognition of

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midwifery as a separate and distinct profession. Of particular importance to general nursing education are the following key points:

 The introduction of reforms to the regulation of Fitness to Practise proceedings.

 The Act provides a statutory regime of continuing professional development (CPD) for registered nurses and midwives for the first time.

 The purpose of the Act is to enhance the high standards of professional education, training and competence of nurses and midwives.

The enforcement of this Act and its provision’s will further strengthen nursing as a profession and will have significant implications for graduates from this programme. It will impose a duty on the graduate to maintain his/her professional competence in accordance with a scheme to be adopted by the NMBI.

In addition to the educational goals outlined above, the recent Report of the Review of Undergraduate Nursing and Midwifery Degree Programmes (DOH, 2012) maintains that the curriculum content needs to reflect the significant changes that have occurred in the healthcare environment over the last decade. These changes are driven by changing demographics and epidemiology and the national healthcare reform programme (Programme for Government 2011-2016; HSE, 2013). The national demographic and epidemiological profile indicates that general nurses will require skills to care for an increasing number of people with chronic diseases, cancer and for an ageing population (DOHC, 2008; DOH, 2012; HSE, 2013). Furthermore, it is predicted that the increase in the volume of care delivered in the community will increase (Programme for Government 2011- 2016; HSE, 2011; HSE, 2012). The launch of Future Health: A Strategic Framework for Reform of the Health Service 2012-2015 (DOH, 2012) and the Report on the Establishment of Hospital Groups as a Transition to Independent Hospital Trusts (DOH, 2013) sets out the Governments ambitious and radical plans for further healthcare reform. The

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proposed changes will over time improve services and deliver better outcomes of healthcare for patients.

Some key policy reports which are driving changes in service delivery, models of care and subsequently the development of the nursing undergraduate degree programmes at DkIT are outlined in Fig. 3.

Figure 3: Some key policy reports driving change

The recent Report of the Review of Undergraduate Nursing and Midwifery Degree Programmes (DOH, 2012) concludes that the delivery of care should be driven by high quality evidence-based clinical programmes. The review concurs with the National Strategy for Higher Education to 2030 (Department of Education and Skills, 2011) stipulating that nursing and midwifery programmes must maintain high quality

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teaching and learning for students who are educated to provide safe and effective care to patients in a modern health service. They also emphasise the centrality of high quality research and collaboration as cornerstones of educational systems.

2.2 BSc. (Hons) in General Nursing

The BSc (Hons) in General Nursing programme will prepare nurses to deliver patient focused, equitable, safe, high quality nursing care for the Irish healthcare services promoting health and wellbeing. It will also prepare student nurses with the necessary knowledge, skills, and professional attitudes, in effect they are competent, to carry out their duties as a nurse in accordance with the definition of a general nurse (ABA, 2005). Therefore the programme is built around the following five broad domains of competence:

1. Professional/Ethical Nursing Practice

This programme will facilitate students to practice in accordance with legislation and professional guidelines affecting nursing practice. It ensures that the student practices within the limits of competence and that nursing care is underpinned by a philosophy of nursing.

2. Holistic Nursing Care

Students in this programme will develop knowledge, skills and competencies to practice safely and effectively in a reformed healthcare system. Using a holistic person centred approach, students will assess healthcare needs and plan care with the patient and their family to provide appropriate evidence based care. The care patients require can vary in its complexity and students will be able to recognize and respond to changes which require referral to members of the allied health care team for consultation and intervention.

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3. Interpersonal Relationships

Students will learn how to communicate appropriately and effectively with patients and their families. Students will become proficient in communicating effectively with other members of the multidisciplinary healthcare team. They will recognise and alleviate barriers to effective communication and demonstrate the ability to accurately present and share information with colleagues.

4. Organisation and Co-ordination of Nursing Care

Students will engage with all healthcare professionals to deliver efficient and effective care and assume leadership roles in the evolving healthcare system as partners on the healthcare team (DOH, 2012). As part of their clinical experience students will participate in quality improvement initiatives to improve quality, safety and person-centred nursing care.

5. Personal and Professional Development

Students will act to enhance the personal and professional development of themselves and others through support, supervision and teaching. They will demonstrate a commitment to ongoing professional education and life-long learning.

Overall, through the theoretical components of the programme, students will be equipped with the knowledge and skills necessary to address the overall health and well-being of patients, their families and the wider population. Practical experience gained throughout the programme and particularly in the fourth year will further enhance students’ professional development and provide them with an opportunity to apply and consolidate the knowledge acquired to the practice setting.

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2.3 Admission Criteria

Before admission to the BSc (Hons) in General Nursing the applicant must:

a) Have obtained in the Republic of Ireland Leaving Certificate Examination a minimum grade of C3 in two higher level papers and a minimum grade of D3 in four ordinary or higher level papers in the following subjects:

(i) English or Irish (not foundation level Irish). (ii) Mathematics (not foundation level).

(iii) A laboratory science subject (Biology, Physics, Chemistry, Physics & Chemistry, or Agricultural Science).

(iv) Three other subjects, or

b) Have achieved the equivalent minimum attainment as in a) above. Applicants presenting GC(S)E (England, Wales and Northern Ireland) examinations must have attained 2 GCE A levels at grade C or better plus 4 other passes at GCSE O level grade C or better to include English and Maths (CAO, 2007), or

c) In the case of an applicant who is 23 years of age or over on the 1st January on the year of application, he/she will be required to satisfy Bord Altranais agus Cnáimhseachais na hÉireann regarding suitability to undertake the Programme through the process of a written assessment, or

d) Meet the minimum educational requirements specified by the Institute for entry to the programme provided that such requirements are not of a lower standard than those set out in a) above, or

e) Have attained FETAC/NCVA Level 5 qualifications (FETAC level 5 qualification in Nursing Studies, Community and Health Services or Health Care Support. A minimum of Distinction (80% or greater) in 5 modules must be achieved. The modules must include Anatomy and Physiology, Introduction to Nursing, Human Growth and Development or Biology.

f) Produce Garda/Police clearance on commencement of the programme.

g) Undergo an occupational health check before commencement on clinical placement. If any health issues arise during the Programme of study, the student will be referred back to Occupational Health.

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2.4 Demand for the Programme

The Department of Health (2012, p.16) Report of the Review of Undergraduate Nursing and Midwifery Degree Programmes agreed that

“in order to maintain stability within the health and higher education system the current number of undergraduate nurses and midwives (1570) should continue to be commissioned until the economic and service reform agenda becomes clearer”.

Table 1 below outlines the steady, continuing demand for general nursing places based on CAO standard and mature applications to DkIT for 2010, 2011 and 2012.

Table 1: CAO Application Figures to the BSc. (Hons) in General Nursing

Programme, DkIT 2010 2011 2012 General Nursing 913 948 1078 1st choice 120 123 161 Mature 284 310 298 1st choice 68 78 65

This table demonstrates that there has been a consistently high level of demand for the BSc (Hons) in General Nursing programme, with over 1078 applicants in 2012 for the 40 places available. Of these 161 non-mature and 65 mature students nominated DkIT as their 1st choice location.

The geographical location of DkIT, equi-distant from Dublin and Belfast with a commute time of approximately 50 minutes to either city makes it an accessible location for commuting students. Its close proximity to Northern Ireland, particularly to Armagh and Down has resulted in a number of students from Northern Ireland choosing to study general nursing at DkIT.

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2.5 Programme Review Process

Background 2002 – 2008

In 2008 the School of Health and Science underwent a Programmatic Review. This resulted in minor amendments to the BSc. (Hons) in General Nursing Programme due to the fact that in 2005 as part of an Institute wide initiative to facilitate the transfer and progression of students the BSc (Hons) in General Nursing was modularised and semesterised. As part of the modularised and semesterised system the programme changed from six areas of study on a year-long basis to 32 theoretical modules delivered over eight semesters with clinical modules in each semester. While key content in the programme remained unchanged the restructured programme served to further facilitate student learning and assimilation of knowledge. These changes successfully occurred due to the partnership approach adopted by Dundalk Institute of Technology and the Health Service Executive.

Programmatic Review 2013

Programmatic Review is a mandatory quality review process that occurs every five years, providing an opportunity to critically evaluate our programme and plan for the next five years (DkIT, 2012). As part of this review process a detailed evaluation of key stakeholders (students, academic staff, clinical practitioners and employers within the health service provider), was undertaken alongside a review of key driving forces that impact on and guide the education of nurses. The comprehensive approach undertaken to review the BSc. (Hons) in General Nursing Programme is illustrated in Fig. 4.

A fundamental component in the evaluation and review of the programme was the participation of and feedback from all key stakeholders. Feedback on the students’ experience of the programme was provided in a series of focus groups facilitated within the Department and through student representation at Programme Board

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meetings. In addition to this nursing students and nursing graduates were also invited to complete a questionnaire distributed via Survey Monkey. It was also considered essential to receive feedback from employers on graduates from the programme and therefore Directors of Nursing from the 4 clinical sites were invited to participate by undertaking a postal questionnaire. Lecturers in nursing, other lecturers involved in the programme, and clinical partners provided feedback on the programme in a series of meetings conducted within the Department and at clinical partnership meetings.

Figure 4: Approach to Evaluation and Review of the BSc. (Hons) in

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Programme Development 2013

The vital information provided from the evaluation and review process was used to develop the BSc. (Hons) in General Nursing Programme in 2013. Four key groups (see Fig. 5), with specific roles, guided and directed the development of the programme. Central to this was on-going communication within and between the key groups.

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Table 2: Membership of the Programme Directors Group

Jill Atkinson Head of Section of Midwifery,

Acting Head of Department of Nursing, Midwifery and Health Studies (September 2012- February 2013)

Ann Everitt–Reynolds Programme Director for BSc. (Hons) in General Nursing Programme

Myles Hackett Head of Department of Nursing, Midwifery and Health Studies,

Acting Head of School of Health and Science (September 2012- February 2013)

Dr. Edel Healy Head of School of Health & Science (seconded out of the School September 2012 – February 2013).

Kevin McKenna Programme Director for BSc. (Hons) in Psychiatric Nursing Programme

Kathleen Nallen Programme Director for BSc. (Hons) in Midwifery and the Higher Diploma in Midwifery Programmes

Joe Treacy Programme Director for BSc. (Hons) in Intellectual Disability Nursing Programme

Table 3: Membership of the General Nursing Programme Development Group

Brid Delahunt Lecturer in Nursing

Ann Everitt –Reynolds Programme Director for BSc. (Hons) in General Nursing Programme

Ailish Mc Ardle Lecturer in Nursing Geraldine Mc Daid Lecturer in Nursing

Gerry Mc Taggart Senior Lecturer in Nursing Geraldine O’ Connor Lecturer in Nursing

Kathleen Rooney Lecturer in Nursing

Table 4: Contributors to the Programme Development

Ms. Margaret Cotter Lecturer in Nursing Mr. Mark Cunningham Lecturer in Nursing Ms. Attracta Digney Lecturer in Nursing

Ms. Geraldine Killeen Nursing Allocations Officer, DkIT Ms. Patricia Larkin Lecturer in Nursing

Ms Brid Maloney Lecturer in Biochemistry Ms. Moira Maguire Lecturer in Psychology Ms. Lorraine Mc

Geough

Lecturer in Nursing Mr. Frankie Waters Lecturer in Law

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Table 5: Membership of the Clinical Documentation Partnership Group

Lorraine Clarke General Clinical Placement Co-ordinator

Our Lady of Lourdes Hospital, Drogheda

Ann Everitt -Reynolds Programme Director for BSc. (Hons) in General Nursing Programme

DkIT

Catriona Mc Caughey General Clinical Placement Co-ordinator

Our Lady of Lourdes Hospital, Drogheda

Geraldine O’ Connor Lecturer in Nursing DkIT

Table 6: Contributors to the Clinical Documentation Partnership Group

Mr. Darren Behan General Clinical Placement Co-ordinator

Our Lady’s Hospital, Navan

Mr. Raymond Boyle General Clinical Placement Co-ordinator

Cavan General Hospital

Ms. Sonia Carr General Clinical Placement Co-ordinator

Our Lady of Lourdes Hospital, Drogheda Ms. Karen Clarke General Clinical Placement

Co-ordinator

Our Lady of Lourdes Hospital, Drogheda Ms. Brid Delahunt Lecturer in Nursing DkIT

Ms. Geraldine Killeen

Nursing Allocations Officer, DkIT Ms. Ailish Mc Ardle Lecturer in Nursing DkIT Ms. AnnMarie

Murray

General Clinical Placement Co-ordinator

Our Lady of Lourdes Hospital, Drogheda Ms. Colette Patton General Clinical Placement

Co-ordinator

Cavan General Hospital

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Programme Changes

At an Institute level, the Academic Council agreed that “programmes leading to major awards shall have a maximum of 10 modules per stage. A maximum of 2 year-long modules per stage is permitted” (DkIT, 2012, p.7).

As a result of this and the extensive evaluation and review of the undergraduate general nursing programme changes to the structure (see Table 7 Overview Changes made to Programme Structure) and content of the programme were made to reflect new and changing models of care delivery and to reduce overlap of content within the programme (see Table 8 Changes made to Modules). Key content within the programme remains mainly unchanged; however the restructured programme serves to further facilitate student learning and assimilation of knowledge.

The main changes to the programme are as follows:

1. Restructure of Theoretical Modules

The overall number of modules in the programme has been reduced from twelve to nine modules in Stage 1, from eleven to ten modules in Stage 2, from eleven to six modules in Stage 3 and from six to five modules in Stage 4. This was facilitated by the amalgamation of existing modules were applicable and in such case the ECTS Credits assigned to modules were increased. It was also achieved through the introduction of year-long modules theoretical and /or clinical modules in all stages of the programme which will enhance the assimilation of knowledge.

Module content was restructured to strengthen the existing curricula by avoiding overlap in content and to reflect the continual developments in the practice of nursing across the continuum of care. This was achieved through the amalgamation of modules or parts of modules e.g. Altered Health States (Gastrointestinal Nursing) and Altered Health States (Endocrine, Hepatic and Bilary Nursing) to create the new module Gastrointestinal and Hepato-bilary Nursing. The amalgamation of modules allowed for the development of new modules, such as Palliative Care and End of Life

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Care. These topics were part of other modules but in keeping with evidence recommending greater focus on these elements in the undergraduate curricular, a distinct module is devoted to palliative care and end of life care. The introduction of three elective modules in stage 3 of the programme provides learners with choice, innovative learning opportunity and flexibility (DkIT, 2013), e.g. Civic Engagement has both academic and non-academic benefits for students as it provides them with the opportunity to further enhance their personal and professional development. More emphasis on the competencies required by nurses can be seen through the strengthening of simulated learning within the practice based modules.

2. Restructure of Clinical Modules

Clinical modules were restructured as year-long modules in Stages 1, 2 and 3. A semester long clinical placement in Stage 3 of the programme will allow students to avail of International exchanges. The experience of nursing in another country is seen as a positive and enriching one with immeasurable benefits. Nursing students can fully participate in patient care exposing them to new philosophies of care and sensitising them to cultural differences in terms of caring for patients. They develop transferable academic skills leading to flexible, adaptable, open-minded, independent learners. Nursing students can network with learners and educators from all over Europe and beyond while challenging themselves to live and thrive away from home.

In consultation with our clinical partners, some changes have been made to the clinical documentation. The new clinical assessment of competence workbook focuses more on capturing the student’s competence for practice. Students will be assessed using the clinical performance assessment criteria for the BSc (Hons) in General Nursing as outlined later in this document (see page 84). The assessment criteria will assesses students’ competence in knowledge, skills, attitudes, behaviour and communication. Progression from Assisted Participant in Stage 1, Supported

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Participant in Stage 2, Advanced Participant in Stage 3 and in Stage 4 (Internship) Proficient. Students will be actively encouraged to reflect on their practice by keeping a written record of their reflection(s) during their clinical experience and/or through participation in structured group discussions facilitated by nurse lecturers following clinical placement. Full details of the structure of reflective practice for the BSc (Hons) in General Nursing is described in Appendix 1. These guided reflective group discussions and written reflective entries replace the portfolio currently in the use in the BSc (Hons) in General Nursing.

3. Strengthening of Pharmacology /Medication Management

In October 2012 the Professional Standards Partnership Group in DkIT requested that a Medication Management subgroup be formed to consider, and report on how both the theoretical and clinical perspective of medication management could be enhanced for student nurses and student midwives. As a result of the report presented by the subgroup, the key recommendations (see Appendix 2) were incorporated into new theoretical modules e.g. Palliative Care and End of Life Care and strengthened in the practice based modules through the use of formative MCQ assessments e.g. Gastrointestinal and Hepto-biliary Nursing. From a clinical perspective the students’ involvement in medication administration has been strengthened by making it more visible as learning outcomes in the clinical documentation. The plan to incorporate a medication assessment in Internship will enhance the existing practice, whereby 4th year students must show evidence of successfully completed the e-learning programme Guide to Medication Management on the HSE Learning Centre. Furthermore, these changes are congruent with the suggestions made in the Report of the Review of Undergraduate Nursing and Midwifery Degree Programmes (DOH, 2012). Furthermore, in conjunction to strengthening pharmacology /medication management within existing modules an elective module titled “Applied Pharmacology for Nurses” in year 3 was developed. This module will augment students’ existing knowledge.

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4. Strengthening Research

The research stream underwent changes based on feedback from students, lecturers, and external examiners. Previously, it was thought that students were introduced to research too late in the programme that is year three. Overall the purpose of the changes were to strengthen the student’s experience and engagement with research in an incremental manner. These changes are reflected in Stage 1 in the Learning to Learn module where there is a greater emphasis placed on research, sources of knowledge and evidence based practice. A new module was developed for Stage 2, The Research Process. This new module was created to familiarise students with the steps of the research process, core concepts and the language of research. In Stage 3 the module Evaluating Research replaces the critique module with a greater emphasis on analysis and synthesis of evidence for practice. The development of these skills is supported by the introduction of a journal club where, through shared learning, students should gain confidence in exploring and defending evidence for practice. In Stage 4 the Research Proposal module has little changes based on positive feedback for this module from students, staff and external examiners.

These changes have strengthened weaknesses in the programme without increasing the assessment workload for students.

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Table 7: Overview Changes made to Programme Structure Changes Reason The embedding of Entrepreneurship, Sustainability and Internationalisation into the Programme.

The three themes, as identified on Appendix 3, have been embedded into the programme curriculum.

DkIT has identified these 3 themes as strategic themes to be embedded in all programmes in its Strategic Plan 2011-2016. Please see Appendix 3 for specific details of same.

Change to Number of Module

The overall number of modules in the programme has been reduced from twelve to nine modules in Stage 1, from eleven to nine modules in Stage 2, from eleven to six modules in Stage 3 and from six to five modules in Stage 4.

At an Institute level, the Academic Council agreed that “programmes leading to major awards shall have a maximum of 10 modules per stage. A maximum of 2 year-long modules per stage is permitted” (DkIT 2012, p.7).

Change to Module Level.

Two modules Natural Sciences for Health Professions & Learning to Learn in Stage 1 of the Programme are at Level 7.

The General Nursing team feel that Level 7 more accurately reflects the level of learning outcomes in Stage 1 of the Programme. Furthermore, the knowledge developed in the modules identified will be expanded throughout the programme.