Faculty of Health and Life Sciences
Department of Nursing, Midwifery & Healthcare Practice
BSc (Hons) Mental Health Nursing
Programme Specification
Final – June 2013 Amended – May 2014
CONTENTS
Part 1: Programme Specification Page
Introduction 2
1 – 10 Basic Programme information 4
11 Educational Aims of the Programme 5
12 Intended Learning Outcomes 6
13 Programme Structure and Requirements 9
14 Support for Students and their Learning 15
15 Criteria for Admission 16
16 Methods for Evaluating and Enhancing the Quality and Standards of Teaching and Learning
18
17 Regulation of Assessment 19
18 Indicators of Quality and Standards 19
19 Additional Information 20
20 Modules within the Programme 22
21 Curriculum Map 25
22 Capabilities Map 29
Part 2: Programme Specification 30
1 Relationship to the National Qualifications Framework, Subject Benchmarks and
Professional/Statutory Body requirements 30
2 Teaching and Learning Strategy 31
3 Assessment Strategy 37
4 Course Management and Administration 38
5 Entry Requirements and Selection Procedures 40
6 Compliance with University’s Academic Regulations and Current Legislation 40
Appendices
Appendix 1 - QAA Subject Benchmark Statements
Appendix 2 - QAA Subject Benchmarks – Mapping against Nursing modules Appendix 3 - Essential Skills Clusters for Pre-registration Nursing
Programmes
Introduction
The programme specification presented here for the BSc (Hons) Mental Health Nursing sets out the educational aims and structure of a course of study which will enable successful graduates to attain registration as a Nurse with the Nursing and Midwifery Council (NMC) at the conclusion of their programme. The programme has been
underpinned throughout by the Standards for Education set by the NMC (NMC 2010) and QAA Subject Benchmark Statements for Health Care Programmes in Nursing (QAA 2004) as well as a range of government policy drivers (e.g. DoH 2006, DoH 2008a and 2008b, Prime Ministers Commission 2010, DoH 2012).
The aim of this course is to prepare students for a dynamic and fast changing health and social care system. The mental health nursing course has been specifically designed to meet all the requirements of the NMC Standards for Pre-registration Nursing Education (NMC 2010). The course aims to ensure that newly qualified graduate mental health nurses will be equipped to think critically and make evidence informed clinical decisions. The mental health nursing course aims to develop the students’ professional skills in response to the recommendations of the Francis report (Francis 2013) and incorporating the six ‘C’s model: communication, commitment, courage, care, competence and
compassion (NHS Commissioning Board 2012).
Engaging in effective communication and team-working are significant themes within professional practice and as such prominent threads running throughout the programme. Indeed, in order to support students to develop into competent professionals, this
innovative programme is structured around a three year collaborative curriculum which consists of a number of inter-professional modules across years 1-3 to develop students’ skills in communication, co-ordination and collaboration. In addition, students will also engage in the development of a set of ‘collaborative capabilities’ to ensure that graduates emerging from this programme are caring, but also assertive and emotionally resilient, secure in their professional role and yet competent collaborators and leaders and finally, capable of ensuring ethical practice and decision making.
The curriculum has been developed to fully embrace the notion of collaboration across all areas of health and social care whilst maintaining the professional identity of each field of nursing. Therefore some modules will be studied collaboratively (in conjunction with other health and social care professionals), some generically (with the other three fields of practice) and some as field specific modules relating to discipline specific issues. The mental health nursing course will prepare students to provide high quality care in rapidly changing environments. The curriculum will enable students to develop their knowledge and skills to provide person-centred care through building therapeutic
relationships and through the use of recovery-focussed approaches to support the needs of people with mental health problems. On completion of the course, newly qualified mental health nurses will be equipped to practice autonomously and compassionately to support people with mental health problems across all ages.
As a Faculty, our aim is to support the development of registered nurses who will be proud to represent their profession. We also aim to ensure that graduate nurses from Coventry University will have the ability to respond to changing population health needs and the dynamic nature of health service provision in the coming decades.
Health policy and legislation has been incorporated throughout the curriculum reflecting
the government drive to integrate health, social care and education services. The course will remain dynamic responding to changes in health policy and legislation ensuring that students are made aware of relevant key issues within associated modules, whilst
Finally, the programme continues to build on the success of the current 2008 curriculum, whilst taking into account the NMC standards for pre-registration education (2010) and other contemporary key drivers impacting on mental health and social care such as the Francis Report (2013), the Winterbourne View Report (DH, 2012), the Willis Report (RCN, 2012), Department of Health ( 2011) No health without mental health, The
Schizophrenia Commission (2012) The abandoned illness: a report from the Schizophrenia
Commission. London: Rethink Mental Illness. Available at:
Part 1: Programme Specification for BSc (Hons) Mental Health Nursing
1 Available Award(s) and Modes of Study
Title of Award Mode of
attendance* UCAS Code FHEQ Level* BSc (Hons) Mental Health Nursing
Diploma of Higher Education (Fallback award) Certificate of Higher Education (Fallback award)
F/T 3 years (up to 5 years) P/T 4½ years (up to 7 years) B760 6 2 Awarding
Institution/Body Coventry University 3 Collaboration 4 Teaching Institution and Location of delivery Coventry University 5 Internal Approval/Revie w Dates Date of approval: 05/2013
Date for next review: Academic year 2019/2020
6 Programme Accredited by
Nursing and Midwifery Council
7 Accreditation Date and Duration 8 QAA Subject Benchmark Statement(s) and/or other external factors
QAA (2001) Subject Benchmark Statements: Health Care Programmes Nursing NMC (2010) Standards for Pre-Registration Nursing Education
Confidential Enquiry into Maternal and Child Health (CEMACH). (2007)Saving Mothers’ Lives: Reviewing Maternal Deaths to Make Motherhood Safer – 2003-2005. The Seventh Report on Confidential Enquiries into Maternal Deaths in the United Kingdom. London: CEMACH
Department of Health ( 2011) STATEMENT OF GOVERNMENT POLICY ON ADULT SAFEGUARDING. Available at:
http://www.dh.gov.uk/prod_consum_dh/groups/dh_digitalassets/documents/dig
italasset/dh_126770.pdf
Department of Health ( 2011) No health without mental health
A cross-government mental health outcomes strategy for people of all age. Available at: www.dh.gov.uk/mentalhealthstrategy
Department of Health (2012) Compassion in Practice: Nursing, Midwifery and Care Staff: Our Vision and Strategy London, HMSO
Francis, R. (2013) The Mid Staffordshire NHS Foundation Trust Public Inquiry. Available at http://www.midstaffsinquiry.com/documents.html
Health and Social Care Act (2012) available at
Girls: Action Plan. London: Cabinet Office
Nursing and Midwifery Council (2010) Standards for Pre-registration Nursing Education. London. NMC
NHS Local learning (2012) Making Every Contact Count, available at
http://learning.nhslocal.nhs.uk/courses/areas-care/health-management-resources/making-every-contact-count
The Schizophrenia Commission (2012) The abandoned illness: a report from the Schizophrenia Commission. London: Rethink Mental Illness. Available at:
http://www.schizophreniacommission.org.uk/
Willis Commission (2012) Quality with compassion: the future of nursing education. Report of the Willis Commission on Nursing Education, 2012. Available at: http://www.williscommission.org.uk/
University of Manchester. ( 2012) National Confidential inquiry into suicide and homicide by people with mental illness
Available at: http://www.medicine.manchester.ac.uk/cmhr/centreforsuicideprevention/nci/rep orts/annual_report_2012.pdf. 9 Date of Programme Specification March 2013 10 Course
Director Fazilah Twining
11 Educational Aims of the Programme
The overall aim of the BSc (Hons) Mental Health Nursing Degree is to meet the co-joined outcomes of both the NMC and the academic relevant benchmark. As such, the programme satisfies the QAA (2004) Health Care Programme Benchmark Statements, NMC (2010) Standards for Pre-registration Nursing Education and Coventry University’s Code of Practice for Academic and Professional Skills Development.
To enable students to explore issues related to achieving effective and appropriate inter-professional working in practice in order to improve the quality of care for service users. To enable students to explore, where relevant and appropriate, both generic and collaborative
curricula during their pre-registration education and training.
To ensure that students meet the field specific knowledge, skills and nursing understanding as identified by the statutory professional body, professional association and, where relevant, QAA benchmark statements.
To provide a theoretical underpinning knowledge, values and attributes in order to facilitate safe, compassionate care.
To ensure that the NMC guidance in relation to fitness for practice, purpose and award and maintaining appropriate standards of proficiency including accountability and responsibility is upheld.
12 Intended Learning Outcomes
This programme satisfies the QAA (2004) Health Care Programme benchmark statements and Coventry University’s Code of Practice for Academic and Professional Skills Development.
Section 21 maps the intended learning outcomes as described in the next section to the programmes mandatory and option modules (as listed in section 20)
Section 22 shows the capabilities that students will be taught, given the opportunity to practise and will be assessed in.
The principal teaching, learning and assessment methods normally used on the programme to achieve these learning outcomes are identified in the next section.
12.1 Knowledge and Understanding
On successful completion of the programme a student should be able to demonstrate knowledge and understanding of:
KU1 The implications of current legislation, professional regulation, standards of performance and the NMC Code: standards of conduct, performance and ethics for nurses.
KU2 The legal and ethical implications for nursing practice.
KU3 The nurses’ role in the enhancement of public health and biological, psychological and social wellbeing of service users.
KU4 Actual and potential risks to service users and carers to oneself and others.
KU5 The roles of others by participating in collaborative practice to establish appropriate referral, specialist or expert advice or decision-making concerning service user care.
KU6 Effective individual and team leadership skills.
KU7 Biological, physiological, pharmacological, psychological and sociological knowledge, which underpins all nursing practice across the lifespan.
KU8 Leadership theories and their application in nursing practice. KU9 Quality monitoring initiatives and their impact on service user care. KU10 The evidence base for nursing practice.
Teaching and Learning Assessment KU1 to
KU10
Enquiry based approaches, Lecture, Seminar, discussion groups, Interprofessional collaborative activity, CUonline, practice learning, simulation practice and workshop, independent learning
Written Coursework, care study, reflective critique, poster presentations, portfolio, practice assessment grid, project development, skills inventories
12.2 Cognitive (thinking) Skills
On successful completion of the programme a student should be able to
CS1 Discuss service user and carer needs in respect of equity, fairness, antidiscrimination, rights, values, customs, culture, beliefs, sensitivity, diversity, lifestyle and environment.
CS2 Utilise and disseminate current research findings and other forms of evidence that underpin nursing practice.
CS3 Transfer knowledge and skills to a variety of settings and adapt practice to meet varying, unpredictable and complex circumstances.
CS4 Seek clinical supervision to develop safe and effective nursing practice.
CS5 Contribute to the creation of positive learning climates and experiences for others by facilitating the mutual sharing of knowledge and experience.
CS6 Critically evaluate relevant research, possible interventions and the most up-to-date technology to support quality care delivery.
CS7 Critically analyse situations and incidents through reflective practice activities. CS8 Undertake a small-scale project related to one aspect of nursing practice.
The principal teaching, learning and assessment methods normally used to enable outcomes to be achieved and demonstrated are identified below.
Teaching and Learning Assessment CS1 to
CS8
Enquiry based approaches, Lecture, Seminar, discussion groups,
Interprofessional collaborative activity, CUonline, practice learning, simulation practice and workshop, independent learning
Written Coursework, care study, reflective critique, poster presentations, portfolio, practice assessment grid, project development, skills inventories
12.3 Practical Skills
On successful completion of the programme a student should be able to
PS1 Demonstrate compassionate, effective, sensitive, appropriate communication and interpersonal skills.
PS2 Conduct a comprehensive and systematic health assessment of service users’ needs across the lifespan using a range of appropriate assessment tools.
PS3 Plan, implement, and monitor nursing care, involving service users and carers.
PS4 Evaluate and revise expected outcomes, nursing interventions and priorities in accordance with changes in the individual’s condition, needs or circumstances across the lifespan. PS5 Demonstrate a range of essential nursing skills.
PS6 Seek supervision to develop safe, compassionate, skilful and autonomous nursing practice. PS7 Consult with service users and carers to identify and respond to their need and desire for
health promotion advice, education, support and the development of services. PS8 Delegate aspects of nursing care to others in a safe and appropriate manner.
PS9 Co-ordinate the delivery of nursing and health care within one’s sphere of professional accountability, including people with complex and co-existing needs.
PS10 Provide safe and effective immediate care to all people.
PS11 Lead others in the practice of nursing and wider health and social care. PS12 Demonstrate assertive skills when acting as the service user’s advocate. PS13 Maintain dignity and promote health and wellbeing.
The principal teaching, learning and assessment methods normally used to enable outcomes to be achieved and demonstrated are identified below.
Teaching and Learning Assessment PS1 to
PS13
Workshops, clinical practice, simulated practice and workshop, independent learning, portfolio compilation, , Interprofessional collaborative activity, CUonline
Objective Structured Clinical Examination, reflective critique, portfolio, practice assessment grid, skills inventories, ongoing record of achievement, written coursework
12.4 Transferable Skills
On successful completion of the programme a student should be able to
TS1 Recognise and initiate one’s own professional development needs through the development of portfolio activities and personal development plans.
TS2 Demonstrate literacy, numeracy, IT, problem solving and decision making skills. TS3 Access health care research, appropriate evidence and literature databases. TS4 Demonstrate leadership, management and teamworking skills.
TS5 Demonstrate analytical and critical thinking skills.
TS6 Demonstrate the ability to influence the design and delivery of health and social care services. TS7 Demonstrate the ability to work collaboratively.
TS8 Demonstrate presentation of communication skills.
Transferable/key skills are generally incorporated within modules (see annex 3) and related to relevant assessments as appropriate. Self-directed learning forms an element of all modules and the necessity to work within tight deadlines is an essential requirement across the curriculum. The ability to communicate orally and in writing will be developed across the range of modules.
The wide range of assessment techniques will ensure that students are given every opportunity to demonstrate their skills in these areas.
Teaching and Learning Assessment TS1 to
TS8
clinical practice, simulated practice and workshop, independent learning, portfolio compilation, ,
Interprofessional collaborative activity, CUonline
reflective critique, portfolio, practice assessment grid, skills inventories, ongoing record of
13. Programme Structure and Requirements 2 3 -S e p -1 3 3 0 -S e p -1 3 7 -O c t-1 3 1 4 -O c t-1 3 2 1 -O c t-1 3 2 8 -O c t-1 3 4 -N o v -1 3 1 1 -N o v -1 3 1 8 -N o v -1 3 2 5 -N o v -1 3 2 -D e c -1 3 9 -D e c -1 3 1 6 -D e c -1 3 2 3 -D e c -1 3 3 0 -D e c -1 3 6 -J a n -1 4 1 3 -J a n -1 4 2 0 -J a n -1 4 2 7 -J a n -1 4 3 -F e b -1 4 1 0 -F e b -1 4 1 7 -F e b -1 4 2 4 -F e b -1 4 3 -M a r-1 4 1 0 -M a r-1 4 1 7 -M a r-1 4 2 4 -M a r-1 4 3 1 -M a r-1 4 7 -A p r-1 4 1 4 -A p r-1 4 2 1 -A p r-1 4 2 8 -A p r-1 4 5 -M a y -1 4 1 2 -M a y -1 4 1 9 -M a y -1 4 2 6 -M a y -1 4 2 -J u n -1 4 9 -J u n -1 4 1 6 -J u n -1 4 2 3 -J u n -1 4 3 0 -J u n -1 4 7 -J u l-1 4 1 4 -J u l-1 4 2 1 -J u l-1 4 2 8 -J u l-1 4 4 -A u g -1 4 1 1 -A u g -1 4 1 8 -A u g -1 4 2 5 -A u g -1 4 1 -S e p -1 4 8 -S e p -1 4 1 5 -S e p -1 4 2 2 -S e p -1 4 2 9 -S e p -1 4 6 -O c t-1 4 1 3 -O c t-1 4 2 0 -O c t-1 4 2 7 -O c t-1 4 3 -N o v -1 4 1 0 -N o v -1 4 1 7 -N o v -1 4 2 4 -N o v -1 4 1 -D e c -1 4 8 -D e c -1 4 1 5 -D e c -1 4 2 2 -D e c -1 4 2 9 -D e c -1 4 5 -J a n -1 5 1 2 -J a n -1 5 1 9 -J a n -1 5 2 6 -J a n -1 5 2 -F e b -1 5 9 -F e b -1 5 1 6 -F e b -1 5 2 3 -F e b -1 5 2 -M a r-1 5 9 -M a r-1 5 1 6 -M a r-1 5 2 3 -M a r-1 5 3 0 -M a r-1 5 6 -A p r-1 5 1 3 -A p r-1 5 2 0 -A p r-1 5 2 7 -A p r-1 5 4 -M a y -1 5 1 1 -M a y -1 5 1 8 -M a y -1 5 2 5 -M a y -1 5 1 -J u n -1 5 8 -J u n -1 5 1 5 -J u n -1 5 2 2 -J u n -1 5 2 9 -J u n -1 5 6 -J u l-1 5 1 3 -J u l-1 5 2 0 -J u l-1 5 2 7 -J u l-1 5 3 -A u g -1 5 1 0 -A u g -1 5 1 7 -A u g -1 5 2 4 -A u g -1 5 3 1 -A u g -1 5 7 -S e p -1 5 1 4 -S e p -1 5 2 1 -S e p -1 5 2 8 -S e p -1 5 5 -O c t-1 5 1 2 -O c t-1 5 1 9 -O c t-1 5 2 6 -O c t-1 5 2 -N o v -1 5 9 -N o v -1 5 1 6 -N o v -1 5 2 3 -N o v -1 5 3 0 -N o v -1 5 7 -D e c -1 5 1 4 -D e c -1 5 2 1 -D e c -1 5 2 8 -D e c -1 5 4 -J a n -1 6 1 1 -J a n -1 6 1 8 -J a n -1 6 2 5 -J a n -1 6 1 -F e b -1 6 8 -F e b -1 6 1 5 -F e b -1 6 2 2 -F e b -1 6 2 9 -F e b -1 6 7 -M a r-1 6 1 4 -M a r-1 6 2 1 -M a r-1 6 2 8 -M a r-1 6 4 -A p r-1 6 1 1 -A p r-1 6 1 8 -A p r-1 6 2 5 -A p r-1 6 2 -M a y -1 6 9 -M a y -1 6 1 6 -M a y -1 6 2 3 -M a y -1 6 3 0 -M a y -1 6 6 -J u n -1 6 1 3 -J u n -1 6 2 0 -J u n -1 6 2 7 -J u n -1 6 4 -J u l-1 6 1 1 -J u l-1 6 1 8 -J u l-1 6 2 5 -J u l-1 6 1 -A u g -1 6 8 -A u g -1 6 1 5 -A u g -1 6 2 2 -A u g -1 6 2 9 -A u g -1 6 5 -S e p -1 6 1 2 -S e p -1 6
216MHN Assessment and Care Pathways Across The Lifespan (Mental Health)
326MHN Development and Co-ordination of Complex Care (Mental Health) 217MHN Therapeutic Approaches in
Mental Health Care
325MHN Specialist Care in Mental Health Nursing A n n u a l L e a v e
303NHS Practice 6 Year 3 - The Autonomous Practitioner A n n u a l L e a v e S tu d y L e a v e A n n u a l L e a v e S tu d y L e a v e A n n u a l L e a v e S tu d y L e a v e S tu d y L e a v e 302NHS Transition to S tu d y L e a v e A n n u a l L e a v e A n n u a l L e a v e
201NHS Nursing Practice 3 Year 2 - Introduction to Managing Person
Centred Care
202NHS Nursing Practice 4 Year 2 - Managing Person Centred Care
203NHS Legislation, Ethics and Social Policy
201CC Evidence Informed Practice and Decision
Making to Lead Service Improvement Through Evaluation and Research A n n u a l L e a v e the Accountable Practitioner S tu d y L e a v e A n n u a l L e a v e S tu d y L e a v e 302CC Working Together to 301CC Enhancing Practice 301NHS Practice 5 Year 3 -Co-ordinating Collaborative Care
COURSE PLAN : BSc (HONS) Mental Health Nursing September 2013
F R E S H E R S WE E K 102NHS Introduction to Assessment of Health and Wellbeing
105NHS Practice 2 Year 1 - The Foundations of Nursing Practice 101CC Foundations in Communication
and Professionalism 101NHS Introduction to Nursing and
its Fields of Practice 103NHS The Scientific Foundations of
Nursing A n n u a l L e a v e S tu d y L e a v e S tu d y L e a v e
104NHS Practice 1 Year 1 - Introduction
to the Foundations of Nursing Practice & 103CC Social Determinants of Health and
Wellbeing A n n u a l L e a v e S tu d y L e a v e A n n u a l L e a v e
13.1 – Collaborative Curriculum
The Collaborative Curriculum has been developed based upon current thinking regarding the importance of collaboration and the development of interprofessional working within the health and social care workforce. The significance of collaboration and the need to produce professionals who are effective communicators, caring and compassionate has never been so evident (WHO 2010, CAIPE 2012, DH 2012, Francis 2013,). This part of the programme has been created to offer opportunities for collaborative working throughout the programme by the inclusion of a Collaborative Curriculum which will be integrated into the uniprofessional programmes. The Collaborative Curriculum consists of credited theory modules in which a collaborative capability framework is integrated and runs
throughout the programme aiming to prepare students to be collaborative practice ready health professionals (WHO 2010). These modules will be undertaken with other health and social care students to develop their communication skills in year 1, and their co-operation skills in year 2 and their collaboration skills in year 3. This part of the programme is influenced by both an enquiry led and values based blended approach to teaching and learning, with both face to face and online experiences.
The Collaborative Curriculum includes 5 theory modules;
Foundations of Communication and Professionalism (20 credits) Social Determinants of Health and Wellbeing (10 credits) Evidence Informed Practice and Decision Making (20 credits) Working Together to Lead Service Improvement (20 credits) Enhancing Practice Through Evaluation and Research (20 credits)
The Collaborative Curriculum offers opportunities for collaborative working between the following courses from the faculty:
Foundation Degree in Paramedic Science
Diploma of Higher Education for Operating Department Practitioners BSc (Hons) Adult Nursing (September intake)
BSc (Hons) Adult Nursing (February intake) BSc (Hons) Children and Young People's Nursing BSc (Hons) Learning Disabilities Nursing
BSc (Hons) Mental Health Nursing BSc (Hons) Midwifery (Long) Programme BSc (Hons) Physiotherapy
BSc (Hons) Occupational Therapy (full and part time routes) BSc (Hons) Occupational Therapy (In Service Route) BSc (Hons) Dietetics
In order to be awarded the BSc (Hons) Mental Health Nursing students must pass all mandatory modules.
This will enable students to exit the programme with the knowledge, values and skills to be able to work within integrated care settings to enhance the delivery of care for service users, their families and their carers. Equally it recognises the importance of employability and the importance of added value when entering the health and social care workforce of the future.
13.2 Requirements for Progression and Awards
In accordance with EU requirements, the programme shall be no less than three years or 4,600 hours in length, and students must complete the full time programme in not more than five years, including interruptions. Students undertaking the course on an individual part time route shall complete it in not more than seven years, including interruptions. Students undertaking the part-time route will be considered on an individual basis, where circumstances do not permit completion in accordance with
Mental Health students will also be exposed to the other three branches of nursing which will be summatively assessed and continually reviewed through the development of the student’s personal portfolio.
Programme of Study
The following awards are available through this programme of study:
BSc (Hons) Mental Health Nursing, leading to Registration on Part 1 of the NMC Professional Register.
Diploma of Higher Education, without Registration on Part 1 of the NMC Professional Register
Certificate of Higher Education, without Registration on Part 1 of the NMC Professional Register
Regulations for the Individual Modules
Regulations for progression normlly adhere to Coventry University academic regulations. The exception is practice modules where only one re-sit is permitted.
Nursing Practice Modules
Practice modules are those which are primarily undertaken within clinical practice placements. A pass in a nursing practice module requires each student to:
Demonstrate achievement of all the identified learning outcomes
Successfully complete the essential skills at the relevant progression points
Demonstrate achievement of all aspects of the interpersonal profile to the level of either ‘satisfactory’ or ‘very good’
Complete and submit an attendance record
In each of the nursing practice modules, a student will normally be offered one re-sit opportunity to be reassessed. Therefore, students are not normally allowed to repeat practice modules.
If the student fails the practice module for the second time the student will normally be discontinued from the course.
Progression from Year One to Year 2 of the BSc (Hons) Mental Health Nursing Programme
In order to progress from Year One to Year 2 of the programme, a student must pass the 120 credits available in the first year of the programme, by having studied and passed the following modules: Introduction to Nursing and its Fields of Practice (10 Credits)
Introduction to Assessment of Health and Wellbeing (20 Credits) The Scientific Foundations of Nursing (20 Credits)
Practice 1 Year 1 – Introductions to the Foundations of Nursing (20 Credits) Practice 2 Year 1 – The Foundations of Nursing (20 Credits)
Foundations in Communication and Professionalism (20 Credits) Social Determinants of Heath (10 Credits)
In addition, the student’s Personal Tutor will verify that the required practice assessment has been achieved.
However, students will only be allowed to carry over 20 credits into the following year of study but, in line with regulations for progression from Year One to Year Two (NMC, 2010), students will be given until the twelfth week of the Year Two programme to study and pass all modules before being eligible to continue their studies. Students who are referred in Practice Two (Adult) on the first attempt will be offered a resit opportunity during the first 12 weeks of Year Two after which, if the student achieves a pass, they will be interrupted from the course but will be eligible to return at the commencement of the next Year Two programme. A student who fails the second attempt at practice will normally be discontinued from the course.
Progression from Year Two to Year Three of BSc (Hons) Mental Health Nursing Programme
In order to progress from year two to year three of the programme, a student must pass 120 credits available by having studied and passed the following modules:
Assessment and Care Pathways across the Lifespan (Mental Health Nursing) (20 Credits) Legislation, Ethics and Social Policy (20 Credits)
Practice 3 Year 2 – Introduction to Managing Person Centred Care (20 Credits) Practice 4 Year 2 – Managing Person Centred Care (20 Credits)
Therapeutic Approaches in Mental Health Care (20 Credits) Evidence Informed Practice and Decision Making (20 Credits)
In addition, the student’s Personal Tutor will verify that the required practice assessment has been achieved.
However, students will only be allowed to carry over 20 credits into the following year of study but, in line with regulations for progression from Year Two to Year Three (NMC, 2010), students will be given until the twelfth week of the Year Three programme to study and pass all modules before being eligible to continue their studies. Students who are referred in Practice 4 on the first attempt will be offered a resit opportunity during the first 12 weeks of Year Three after which, if the student achieves a pass, they will be interrupted from the course but will be eligible to return at the commencement of the next Year Three programme. A student who fails the second attempt at practice will normally be discontinued from the course.
Requirements for the Award of a BSc (Hons) in Mental Health Nursing, leading to Registration on Part 1 of the NMC Register
In order to achieve the award of BSc (Hons) Mental Health Nursing leading to Registration on Part 1 of the NMC Register, a student must have passed all modules in Year one and two of the Programme, and the following modules in Year Three:
Transition to the Accountable Practitioner (10 Credits)
Development and Co-ordination of Complex Care (Mental Health Nursing) (20 Credits) Specialist Care in Mental Health Nursing (10 Credits)
Working Together to Lead Service Improvement (20 Credits) Enhancing Practice through Evaluation and Research (20 Credits) Practice 5 Year 3 - Co-ordinating Collaborative Care (20 Credits) Practice 6 Year 3 – The Autonomous Practitioner (20 Credits)
In addition, the student’s Personal Tutor will verify that the required practice assessment has been achieved.
The student must have submitted registers of attendance of practice for Year three. The designated “sign-off” mentor must make the final assessment of practice and confirm that the required proficiencies for entry to the register have been achieved.
In order to be awarded theBSc (Hons) in Mental Health Nursing, students must pass all mandatory modules. As well as receiving the academic award as stated above, students will be awarded a Faculty Certificate of Recognition. This certificate will recognise that the Collaborative Capability Framework builds upon previous work to shape health professional students into collaborative practice ready health professionals in preparation for employment.
This will enable students to exit the programme with the knowledge, values and skills to be able to work within integrated care settings to enhance the delivery of care for service users, their families and their carers. Equally it recognises the importance of employability and the importance of added value when entering the health and social care workforce of the future.
The classification of the honours degree will be based on performance in the modules as specified in Coventry University Mode C Academic Regulations, with the classification normally based upon either of the following calculations, whichever is the higher:
i) the average mark of the 100 credits worth of modules with the highest mark at level 3 or above, or
ii) the average mark of the 220 credits worth of modules with the highest mark at level 2 and above.
The classification boundaries for First Class, Upper Second Class, Lower Second Class and Third Class shall be 70%, 60%, 50% and 40% respectively.
Practice modules which do not consist of a percentage marked assessment will not be included in the final degree classification.
Diploma of Higher Education without a Professional Award
Students who fail to meet the specific requirements of the programme will be considered for a Diploma of Higher Education in accordance with University academic regulations. Students awarded the Diploma of Higher Education will not be eligible for the NMC Professional Award and will not be eligible to return Coventry University to undertake further nursing studies.
Certificate of Higher Education without a Professional Award
Students who fail to achieve the specific requirements of the programme will be considered for a Certificate of Higher Education in accordance with University academic regulations. Students awarded the Certificate in Higher Education will not be eligible for the NMC Professional Award and will not be eligible to return to Coventry University to undertake further nursing studies.
Additional Requirements for the Award of BSc (Hons)
To be eligible for the above awards, students must achieve the academic requirements outlined above plus the following professional requirements:
attendance requirements for the course be of good health and character
The requirement for a statement of good health and good character is stipulated by the NMC when students gain entry to the Professional Register. The Pre-registration Nursing Course Director is required to make this statement for individual students upon completion of the programme of studies. The criteria for determining health and good character are identified within the following:
Occupational Health process
Policy and procedure on the monitoring of criminal records of students on Health and Social Care professional courses relating to Disclosure and Barring Service (DBS) disclosure
End of course questionnaire
NMC (2008) The NMC Code: standards of conduct, performance and ethics for nurses and midwives
NMC (2008) Good health and good character: Guidance for educational institutions – Protecting the Public Through Professional Standards
To be of good health and character the individual should demonstrate:
Personal suitability for and have a commitment to nursing, from the point of admission and throughout the programme of studies.
Personal suitability is defined as having such qualities as: Reliability
Honesty
Ability to help people face difficult situations Evidence of decision making and sound judgement Demonstration of sensitivity and tolerance
Demonstration of the ability to maintain appropriate personal and professional boundaries Adherence to the NMC Code: standards of conduct, performance and ethics, to which nurses and midwives fully subscribe, is an expectation of student nurses aspiring to join the profession and underpins the outcomes for this programme.
The Course Director, Personal Tutor, Practice Educators/Facilitators and Practice Module Leaders, Clinical Academic in Practice and Mentors undertake monitoring of a student’s suitability to join the profession of nursing. Documentation relating to these qualities can be found in the documentation
14 Support for Students and their Learning
14.1 General Support
The University and Faculty provide a range of support mechanisms to meet the educational and pastoral needs of students
As a minimum, student support mechanisms must be consistent with the University policies on Equal Opportunities (including that on students with disabilities).
The Student’s Union is also available to offer support to all students. Information to students about the available support systems is provided in University guides.
An induction programme will be provided for all students
Students are assigned a personal Tutor for the duration of the programme Module leaders provide specific information and support related to their modules Course Directors provide more general support and monitor students progress
During each academic session timetables are planned to allow students to discuss issues to be put forward to Student Forums and Board of Study.
Of particular support to students is the University’s ‘Mathematics Support Centre’ and the ‘Centre for Academic Writing’.
14.2 Students with disabilities
Reasonable adjustments can be made to the teaching, learning, assessment and support of the course(s) to maximise accessibility to students with disabilities and these are also described in the Programme Specification.
14.3 Theoretical support
Each theoretical module within the programme is led by the module leader who will provide the student with access to the following:
Module guide Module timetable Module reading list
Coursework/assessment brief and guidelines Submission dates for coursework/assessment
Ensure student feedback is provided regarding assessments Provide tutorial support for assessments
14.4 Practice support during placement
Throughout the clinical practice modules students will be able to access support from a number of sources. These include their mentor in practice, other clinicians, Academic in Practice and Practice Facilitators/Educators.
14.5 Mentors
All students will be allocated a mentor, and work with, throughout their clinical placements. Their role is to:
Provide support and guidance to students Act as a role model and teacher of practice
Inform and negotiate with the student any specific or additional opportunities that the student wishes to achieve
Be familiar with the criteria for assessment and standards to be achieved
Be familiar with and complete the assessment documentation related to the clinical area Liaise with the Academic in Practice regarding student’s progress or failure to reach the
required level.
Attend annual mentor update sessions
Verify the hours of student attendance in clinical practice
14.6 Academic in Practice
The Academic in Practice role is central to the achievement of learning outcomes in such a way that the relationships of theory to practice are developed throughout the programme. The Academics in Practice are also required to ensure that students consider the need for research on which to base clinical activity.
15 Criteria for Admission
15.1 Requirements
The minimum age of entry is in keeping with the European Directive 77/453/EEC.
Students must meet the following minimum entry requirements to become eligible for acceptance on the course, these are:
Five academic GCSE’s, Grades A-C (to include English, Maths and Science) or accredited equivalents
PLUS ONE OF:
A Levels: 3 C’s
AVCE: CC in an AVCE 12 unit award in Health and Social Care OR
BTEC Diploma: Pass all 18 units in a health related course to gain an overall award of MMM OR
BTEC Certificate: Pass all 12 units in a health related course to gain an overall award of MM and 1 A Level
Access Courses: Minimum of 45 credits at level three to include 15 distinctions in a kite-marked health related access course OR
International Baccalaureate 27 points OR Scottish Highers 240 points OR
Irish Leaving Certificate 380 points
OR
BTEC National Certificate: DD Pass in 12 unit health related course including a minimum of four distinctions OR
GNVQ (Full Award): Merit in 12 unit health related course PLUS satisfactory health clearance and criminal record disclosure In addition, relevant care experience with adults.
Students whose first language is not English are required to have a recognised English Language qualification in order to study at Coventry University. Students must have one of the following: a GCSE or GCE ‘O’ Level Grade C in English or IELTS Grade 7.0 or TOEFL Grade 213 Computer Based Test or Cambridge Certificate.and, in addition to the academic qualifications, all non EU applicants to the course must and provide evidence of completion of the academic version of the International English Language Test (IELTS)
Applicants must complete IELTS test and achieve: • At least 7.0 in the listening and reading sections • At least 7.0 in the writing and speaking sections • At least 7.0 (out of a possible 9) overall
Successful candidates will be offered a place subject to satisfactory health screening, enhanced criminal record check and references. References should be academic and/or employment related.
15.2 Admissions Procedure
Mental Health Nursing runs 3 block interview weeks across the admissions cycle, with additional dates where required. The Mental Health Nursing course takes tiered approach to selection involving triage of applications by University Admissions team to ensure applicants meet the required academic standards and that personal statements reflect the drive and motivation to become a mental health nurse.
At interview applicants are tested on numeracy and literacy skills, with the numeracy test carrying a compulsory 15/25 pass mark. Upon success at numeracy candidates engage in a time limited
discussion with a current student and service user whose feedback is then recorded and forwarded to the selection panel. Candidates receive a face to face interview with a lecturer and practitioner from the local Trust, and interviewed using non nursing, valued based, scenario questions which measure aspects of communication, problem solving, decision making, critical thinking, care and
compassion. These also incorporate components of emotional resilience and moral
reasoning. Applicants are identified as suitable or unsuitable at interview. Suitable candidates’ applications along with numeracy, literacy and interview scores are forwarded to the selection panel (nurse lecturers) at the end of each block week, here the strongest candidates are offered places on the course. Those successful and unsuccessful are notified by UCAS, some candidates will be carried over to the next selection panel for further consideration. The team generates a reserve list to allow for full recruitment to the cohort.
Admission includes a group selection interview and literacy test. The selection panel includes representatives of the local NHS Trusts and the Faculty of Health and Life Sciences. Agreed criteria and set standards are used as part of this process.
Use of references. All applicants are required to provide details of two referees and admission to the course progresses when both written references have been received and are considered by the panel as acceptable.
15.3 Statement on Equal Opportunities Policy
The University affirms its commitment to the equal treatment of all human beings regardless of their sex, age, race, ethnic origins, colour, marital status, sexual orientation, family responsibility, physical and sensory disability, political or religious beliefs and activities unless those activities are contrary to the policies of the University. It is firmly opposed to any form of discrimination, which can be shown
to be either directly or indirectly based on these human attributes and values. Students with specific disabilities will be assessed for suitability for nurse training on an individual basis. An occupational health assessment will be required to assess suitability.
The University will, therefore, as a provider of educational services offer equal opportunities for access to its course within its Admissions Policy and pursue positive recruitment policies to ensure maximum open access. Selection criteria and procedures will be monitored and reviewed to ensure that students are recruited on the basis of their relevant merits and abilities. Student progress and achievements will similarly depend on their relevant merits and abilities and will be subject to monitoring and review to ensure that discrimination is not occurring in line with the Disability Discrimination Act (1995/2002) and SENDA (2004).
The University will take all appropriate disciplinary or legal action to protect staff and students from any discriminatory behaviour, verbal or physical, by any individual or groups from within or outside the institution.
Allegations of discriminatory behaviour by any member of the University, staff or student, will be dealt with under the appropriate Grievance and Disciplinary Procedures. Proven cases of discrimination against students may form the basis for appeals against the decisions of the Board of Examiners.
15.4 Accreditation of Prior Experiential Learning
For nursing students the following need to be taken into account:
New guidelines on the Accreditation of Prior Learning (QAA 2004)
AP(E)L is permitted for a maximum of 50% of the programme (NMC Standards 2010)
There is no restriction on the amount of AP(E)L awarded to existing registrants undertaking CFP and/or branch (except Registered Midwives) from an NMC perspective. However Coventry University regulations regarding AP(E)L apply.
Students who will be eligible to AP(E)L are those with whom the University has links related to nurse education i.e., students entering with;
Practice experience (Health Care Assistant in NHS Trusts, Residential/Nursing Homes)
Other appropriate and relevant qualifications, for example: Foundation degrees Students transferring from other institutions
16 Method for Evaluating and Enhancing the Quality and Standards of Teaching and Learning
The Programme is managed by the Pre Registration Nursing Programme Board of Study of the Faculty of Health and Life Sciences, Department of Nursing and Health Studies.
The Programme Assessment Board (PAB) for Pre-Registration Nursing is responsible for considering the progress of all students and making awards in accordance with both the University and course-specific regulations.
The assurance of the quality of modules is the responsibility of the Boards of Study which contribute modules to the programme.
External Examiners report annually regarding the programme and their views are considered as part of the course quality enhancement mechanism (CQEM). Details of the CQEM process can be found on the Registry's website.
Students are represented on the Student Forum, Board of Study and Faculty Board, all of which normally meet three times per year.
Student views are also sought through module and course evaluation questionnaires.
17 Regulation of Assessment
The University policy requires the internal moderation of assessments.
The Pre Registration Nursing Programme Assessment Board (PAB) is responsible for considering the progress of all students and making awards in accordance with both the University and course-specific regulations.
External Examiners are appointed for all named University awards. The role of the External Examiner at module level is to ensure that academic standards are in line with national norms for the subject. External Examiners undertake the moderation of examination papers, and view representative samples of work for the modules for which they have responsibility. At programme level, External examiners help to ensure fairness in the consideration of student progression and awards. They have the right to comment on all aspects of the assessment system and participate as full members of the assessment boards.
The pass mark for all modules is 40%, (however some numeracy examination marks vary). This overall module mark may comprise more than one component (e.g. coursework and exam). The individual module descriptors give the precise pass criteria and the weighting of the component marks that contribute to the overall module mark.
On undergraduate programmes, the Honours classification boundaries for First Class, Upper Second Class, Lower Second Class and Third Class are 70%, 60%, 50%, and 40% respectively.
18 Indicators of Quality and Standards
The university is subject to a number of annual external audits of quality:
Quality Assurance Agency (QAA) for Higher Education reviews have been consistently positive. The Institutional Audit 2008 reported confidence in the University’s management of the quality of programmes and the academic standards of awards.
Nursing specific audits of quality reflect positive outcomes:
Independent reviews of the quality of educational provision in nursing in the Faculty of Health and Life Sciences by the Nursing and Midwifery Council subject review processes in February 2012 indicated “confidence” in the course provision (by the narratives: Good).
Education Commissioning for Quality (ECQ) by the Strategic health Authority in the period 2011/12 found that in terms of RAG rating, Green was the most prevalent rating for Recruitment to target, Attrition and Completion on time as quantitative ECQ indicators for health courses. Nursing scored amber for the majority of courses.
Nursing students who responded to The National Student Satisfaction Survey in 2012 scored nursing as 5th out of 24 departments in the university with a score of 91%. Scores particularly worthy of emulation were:
Teaching (93%)
Personal development (93%)
This score contributed to placing nursing at Coventry University at number 22 out of 78 providers in the Guardian league tables in 2012.
Confidence can be placed in the soundness of the institutions current and likely future management of the academic standards of its awards.
Confidence can be placed in the soundness of the institutions current and likely future management of the quality of the learning opportunities.
19 Additional Information
International Experience
Coventry University is committed to expose all undergraduate students to an international experience. This course is firmly supportive of that goal which adds value to the overall student experience by providing key insights into cultural diversity and global issues of significance to public health and all fields of nursing practice.
The Nursing and Health Studies department has existing links with universities in Malaysia, China, Hong Kong and Kenya. There are also Erasmus agreements with several European institutions which have been utilised for incoming and outgoing student exchanges. Additionally departmental staffhave made institutional visits under this scheme. Arrangements for students to undertake non-assessed short periods of experience abroad will be facilitated. While not assessed and relatively short e.g.3 to 4 weeks in duration, they will add value to the course. Erasmus supported placements have the advantage of being partially funded. Students may also have opportunities to travel under the university volunteering scheme working on live projects such as orphanage based work in Uganda. Such schemes are fully funded and may be undertaken during inter-sessional breaks.
The undergraduate nursing course will expose students to a wide range of international literature and research indentified as essential or recommended reading within module information documents and individual teaching sessions. Opportunities to study specific issues, such as people trafficking, are facilitated.
An established scheme is in place whereby the department receives associate professors and other senior staff from relevant institutions in India and China for example. Recent secondments have been for 3 to 6 months duration. Students may have some exposure to these professional colleagues providing additional insights into international issues.
Nursing students will be exposed to a form of non-mobility exchange which will involve engagement with similar students from abroad using either synchronous or asynchronous electronic means. This will provide an opportunity for international comparisons and mutual learning.
Both incoming and outgoing students and visiting scholars will add to the international experience our students will have. Coventry University has over 3,000 students from more than 100 countries studying at the University, and by virtue of this diversity within the student body along with staff and service users within the placement circuits, students will gain important insights into international issues.
Key sources of information about the course and student support can be found in:
NMC Annual Report of Pre-registration Nursing 2012
Coventry University Prospectus 2012-2013
http://www.coventry.ac.uk/order-a-prospectus/?theme=main
Faculty of Health and Life Sciences Handbook
https://students.coventry.ac.uk/searchcenter/Pages/Results.aspx?k=faculty%20student%20handbook
Module Information Directory:
https://students.coventry.ac.uk/MID/Pages/default.aspx Student Services: https://students.coventry.ac.uk/StudentServices/Pages/Home.aspx Study Support: https://students.coventry.ac.uk/CentreforAcademicWriting/Pages/Home.aspx
Please note: This specification provides a concise summary of the main features of the programme and the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if s/he takes full advantage of the learning opportunities that are provided.
More detailed information on the learning outcomes, content, and teaching, learning and assessment methods of each module can be found in the Module Information Directory (MID), student module guide(s) and the course handbook. The accuracy of the
information contained in this document is reviewed by the University and may be verified by the Quality Assurance Agency for Higher Education.
20 Modules within the Programme
Modules within the BSc (Hons) Mental Health Nursing programme are mandatory and are not eligible for condonement Year 1
Module code Title Assessment Credit Level
101NHS Generic Introduction to Nursing and its Fields of Practice 1,500 word Essay 10 1 102NHS Generic Introduction to Assessment of Health and Wellbeing 1,500 word Assignment and 30 minute OSCE 20 1 103NHS Generic The Scientific Foundations of Nursing 1 x 2 hour examination 20 1 104NHS Field Specific Practice 1 Year 1 - Introduction to the Foundations of
Nursing Practice Assessment of Practice document 20 1
105NHS Field Specific Practice 2 Year 1 – The Foundations of Nursing Practice Assessment of Practice document 20 1 101CC Collaborative Foundations in Communication and Professionalism Assessment of practical communication skills
& 1,500 word assignment 20 1 103CC Collaborative Social Determinants of Health and Wellbeing 1,500 word assignment 10 1
PRACTICE HOURS = 800 THEORY HOURS = 800
Year 2
Module code Title Assessment Credit Level
216MHN Field Specific Assessment and Care Pathways across the Lifespan
(Mental Health Nursing) 2,500 word Report 20 2
203NHS Generic Legislation, Ethics and Social Policy 2,500 word Essay and a 30 minute Class Test 20 2 217MHN Field Specific Therapeutic Approaches in Mental Health Care 2,000 word Assignment and a 30 minute
Class Test 20 2
201NHS Field Specific Practice 3 Year 2 - Introduction to Managing Person
Centred Care Assessment of Practice document 1,000 word Reflective Written Report 20 2 202NHS Field Specific Practice 4 Year 2 – Managing Person Centred Care Assessment of Practice document
1,000 word Reflective Written Report 20 2 201CC Collaborative Evidence Informed Practice and Decision Making 2,500 word Assignment and a Group
Presentation
20 2
Year 3
Module code Title Assessment Credit Level
302NHS Generic Transition to the Accountable Practitioner 1,000 word Personal Development Action
Plan and a 30 minute numeracy Examination 10 3 326MHN Field Specific Development and Co-ordination of Complex Care
(Mental Health Nursing) 3,500 word Comprehensive Care Plan 20 3 325MHN Field Specific Specialist Care in Mental Health Nursing 1,000 word Report and a 20 minute
Presentation 10 3
302CC Collaborative Working Together to Lead Service Improvement Team Project (with Peer Assessment) and an
individual 2,000 word Assignment 20 3 301NHS Field Specific Practice 5 Year 3 – Co-ordinating Collaborative Care Assessment of Practice document
1,000 word Reflective Written Report 20 3 303NHS Field Specific Practice 6 Year 3 – The Autonomous Practitioner Assessment of Practice document 20 3 301CC Collaborative Enhancing Practice through Evaluation and Research 5,000 word written Assessment 20 3
PRACTICE HOURS = 800 THEORY HOURS = 800
This curriculum has been developed as a spiral curriculum with assessment as the core. In Year One students will develop foundational level competency in assessment skills. In Year Two, students will develop the ability to interpret assessment data and make an initial nursing diagnosis. In Year Three, students will demonstrate proficiency in assessment skills. This approach will ensure that the curriculum promotes and ensures the increased level of autonomy and responsibility required of Nurses as stated in the NMC Standards. This will ultimately lead to a higher level of cognitive decision making skills which will inform professional judgement.
The curriculum has been developed to fully embrace the notion of collaboration across all areas of health and social care whilst maintaining the professional identity of each field of nursing. Therefore some modules will be studied collaboratively (in conjunction with other health and social care professionals), some generically (with the other three fields of practice) and some as field specific modules relating to discipline specific issues.
20.1 Simulated practice
The increases in patient co-morbidity, and demand for safe, compassionate and caring quality services within the healthcare system has put greater demands on education settings to deliver students who are competent nurses. There is an increasing demand for nursing students to become confident competent nurses. To achieve this aim simulation is being used increasingly as one method to help students gain this expertise and confidence through experience of lifelike simulations; in order to prepare them for real life situations in clinical areas (Aldrich: 2005). Simulated practice has therefore been chosen as part of the repertoire of learning methods within the nursing programme at Coventry University to assist students in their goal to deliver high quality person centred nursing care.
The Coventry University ‘vision’ for simulation is:
‘To provide nursing students with a safe environment to test ideas and help bridge the link between nursing practice and current theoretical models of nursing education. To assist students in building skills of self management and awareness, through use of experiential practice, reflection and team working. To develop nursing leaders for the future through providing examples of good practice, whilst influencing self and others to challenge bad practice in changing services and ways of working’ The use of simulation is aimed at
creating a greater link between professional practice and theoretical models in education. Seen as essential for progressing to the level of competence required in student nursing today the use of simulation will be a key aspect of bridging the gap in competency skills resulting from limited exposure to real patients and clinical situations (Decker et al.: 2008). Providing learning opportunities in safe environments which imitate reality to further enhance
the development of nursing practice and collaborative capabilities.
Provide safe environments to enable the student to work as part of a team while
experiencing realistic scenarios which address key themes such as reflection, communication, assertiveness, emotional resilience and conflict resolution. This will provide students with further opportunities to ‘hone their nursing practice without danger of harming the patient during the learning process’ (Ziv, Wolpe, Small & Glick: 2003).
Supporting nursing students in their achievement of the NMC standards required in ensuring they are ‘fit for practice’ on completion (NMC: 2010)
NHS environment (DH: 2012) and Every Contact Counts (DH: 2011) has led to a major rethink of the way services are commissioned and redesign of clinical service provision. Nursing education needs to imbed patient safety and dignity as a top priority in addition to challenging poor care and loss of public confidence (Willis: 2012, Francis: 2013).
In modern Health & Social care settings nursing students will be increasingly required to work towards becoming autonomous practitioners and take a leadership role in decisions regarding patient care within multi-professional settings. Student Nurses will therefore need to be encouraged to develop an in-depth understanding of the organisation and culture of modern health care systems and take a stronger role in the leadership and management of resources in delivering treatment and healthcare options to patients (Dh: 2012). Nurses routinely have the most frequent and intense contact with patients and must be competent in recognising changes in patient condition requiring collaboration with other members of the Health and Social Care team. Gaining experience through the use of simulation across a range of care settings is aimed at building upon confidence and knowledge about how to act in these situations (Benner: 2001).
21 Curriculum Map
Intended Learning Outcomes
Knowledge and Understanding
Module
codes KU1 KU2 KU3 KU4 KU5 KU6 KU7 KU8 KU9 KU10
101NHS 102NHS 103NHS 104NHS 105NHS 101CC 103CC 201NHS 202NHS 203NHS 216MHN 217MHN 201CC 301NHS 302NHS 303NHS 325MHN 326MHN 301CC 302CC
Intended Learning Outcomes
Cognitive (Thinking) Skills
Module codes CS1 CS2 CS3 CS4 CS5 CS6 CS7 CS8 101NHS 102NHS 103NHS 104NHS 105NHS 101CC 103CC 201NHS 202NHS 203NHS 216MHN 217MHN 201CC 301NHS 302NHS 303NHS 325MHN 326MHN 301CC 302CC
Intended Learning Outcomes Practical Skills Module codes PS1 PS2 PS3 PS4 PS5 PS6 PS7 PS8 PS9 PS10 PS11 PS12 PS13 101NHS 102NHS 103NHS 104NHS 105NHS 101CC 103CC 201NHS 202NHS 203NHS 216MHN 217MHN 201CC 301NHS 302NHS 303NHS 325MHN 326MHN 301CC 302CC
