COMMON FOUNDATION PROGRAMME STUDENT PROGRAMME HANDBOOK

UNIVERSITY OF PLYMOUTH

Faculty of Health

DIPLOMA OF HIGHER EDUCATION, NURSING

CURRICULUM 2006

COMMON FOUNDATION PROGRAMME

STUDENT PROGRAMME HANDBOOK

If you require any part of this publication in larger print, or an

alternative format, please contact Programme Administration

at:-Faculty of Health

University of Plymouth

Drake Circus

Plymouth. PL4 8AA

Telephone number: 01752 586999

Faculty of Health

University of Plymouth

Knowledge Spa, Royal Cornwall Hospital

Truro.TR1 3HD

Telephone number: 01872 256450

Faculty of Health

University of Plymouth

Somerset Centre

Wellington Road

Taunton. TA1 5YD

1 Dear Student

Important: please note If you have a disability

The University is very supportive of students with disabilities, and year–on-year we are making adjustments to assist students with special needs. It may be that we have already put in place changes which will assist you – but unless we know what your needs might be, we cannot guarantee that that will be the case. If we can identify your needs sufficiently far in advance of when you intend to start a course at the University, we are better able to put in place appropriate arrangements – or, if there is a health and safety issue or an issue about the expectations of students on the course, to advise you on alternative options. However, we may not be able to do so if we do not know in advance.

If you have not told us about your disability

Please do contact the University‟s Disability Assist Services on Plymouth 01752 232278 to discuss your needs. While we are making reasonable adjustments to our provision, we may not be able to meet your individual needs if we do not have the opportunity to assess them in advance, and that could impact negatively on your experience on the course or even your ability to take up your place.

If you have told us about your disability

you may be asked for additional information or invited to attend an interview with Disability Assist Services. This is in order that we can properly assess your individual needs and ensure that we have the best possible chance of meeting them. Please do provide any information requested and come in to see staff if asked to do so, since otherwise you – and we - could find

ourselves in a position in which it is difficult or even unsafe for you to take up your place.

So please tell us about any disability – even if you do not think it will affect you while you are at the University – and respond positively to any requests for further details or for an information interview. If you do not do so, you may find yourself unable to take up your place or unable to complete the course because we have not been able adequately to meet your particular needs.

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Contents

5. Support for Learning 28

6. Policy and Guidelines 32

7. Student Liaison, Evaluation & Representation 47

8. Assessment Strategy 48

9. Links to Source Material 50 10. Assessment 55

Appendices 66 Appendix 1 – Assess 09 (Please see separate document linked with the General Student Handbook)

Appendix 2 – Letter from Disability Assist

Appendix 3 – Example Answer sheet for multiple choice Tests Appendix 4 – Formative Feedback Form

Appendix 5 – Feedback Guildlines

Appendix 6 – Summative Assignment Feedback Form Appendix 7 – Feedback Continuation Form

Appendix 8 – Feedback Action Plan – example of good practice Appendix 9 – Occupational Health Information

Appendix 10 – Module Codes & Breakdowns

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DISCLAIMER PLEASE NOTE:

All students undertaking programmes delivered by the Faculty of Health are reminded that any alteration to University documentation, including practice portfolios, involving forgery/falsification of a mentors

comments or signature/initialling will be investigated. This investigation could lead to disciplinary action, which may lead to a student‟s being unable to achieve professional registration.

All the information in this Handbook is correct at the time of printing. Courses are regularly reviewed and updated so details may change. Occasionally, a module listed in the Handbook may be replaced or withdrawn.

The University of Plymouth is proud of its teaching and research and it undertakes all reasonable steps to provide educational services in the manner set out in this Handbook and in any documents referred to

within it. It does not, however, guarantee the provision of such services. Should industrial action or circumstances beyond the control of the University interfere with its ability to provide educational services, the University undertakes to use all reasonable steps to minimise the resultant disruption to those services.

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1. Welcome!

The School of Nursing and Midwifery, academic, clinical and

administrative staff welcomes you to the Diploma of Higher Education Nursing programme.

The following information is provided to help you understand the structures and processes involved with the Diploma of Higher Education Nursing Programme. The next three years will be both challenging and busy and reading this handbook now and from time to time throughout the programme will help you to manage your time well.

The Faculty of Health successfully developed an innovative outcomes-based, competency curriculum for pre-registration nursing with key stakeholders. This has been revised in 2005 to take account of changes in service delivery, evaluations of the professional body (NMC) feedback from previous students, staff and clinical colleagues. The DipHE Nursing will ensure you are

competent to practice as a registered nurse and register with the NMC. Competence is concerned with specific nursing skills which you need to acquire and be able to demonstrate by the end of the three year programme. You will experience a variety of care settings in which you will gradually gain your confidence and competence in practice during your programme. You will be supported by a range of academic, administrative and clinical staff in your placements and theory. You will have the opportunity to gain an insight into your own feelings and abilities through reflection, about yourself and others. You will gain most from the next three years by actively participating in the learning process. By the processes of inquiry, curiosity and application you will discover how rewarding working with others in health care contexts can be. „Team NHS‟ describes the way all the many professional in health and social care work together, you will become a key part of this team. The academic and administrative staff of the School and the Faculty of Health will work with you as you gain understanding of the theory and skill and

confidence in the practice involved in professional nursing care. However, it is important that you accept responsibility for your own learning from the

commencement of the programme, and use every opportunity available. The next three years will form the foundation of your professional knowledge, which is the beginning of an exciting professional working life.

On behalf of the Faculty of Health staff, we wish you every success with your studies and welcome you to the DipHE Nursing programme.

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2. Programme Details

Award Title: Diploma of Higher Education, Nursing

Exceptions to University Regulations:

This diploma may NOT be awarded unless all the requirements for the Award are met. Should they not be met then the appropriate CATS award may be awarded.

The normal University Regulations in respect of progression and assessment are followed, with specific exceptions, due to the structure and professional nature of the programme, as noted below:

(a) The programme is exempted from the automatic compensation rule. There is no compensation at any stage in the programme

(b) All practice-based assessments will be awarded a „Pass‟ or „Fail‟ Grade. (c) Successful completion of a module is defined as the achievement of a pass in both theory and practice, where this is appropriate.

(d) The diploma may only be awarded to students who have successfully completed all elements designated as contributing to the diploma.

e) If a student fails more than 60 credits at Stage One (year one of the programme), the Award Assessment Board may, at its discretion:-

 require the student to repeat the failed modules with attendance; or

 exceptionally allow the student to resit/resubmit the appropriate assessments at the next available opportunity, based on a judgement of the student's overall performance and potential; or

 require the student to withdraw from the programme

(f) If a student fails more than 40 credits at the progression point of year two or the progression point of year three, the Award Assessment Board may, at its discretion:-

 require the student to repeat the failed modules with attendance; or

 exceptionally allow the student to resit/resubmit the appropriate assessments at the next available opportunity, based on a judgement of the student's overall performance and potential; or

 require the student to withdraw from the programme

(g) The maximum duration of the course will be five years full time and seven years part-time in line with NMC requirements.

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Professional Accrediting Body; Nursing and Midwifery Council

Key Contacts

The key staff are listed in the following table:

Names of Key Contacts Role Address

Professor Richard Stephensonfohdeansoffice @plymouth.ac.uk 01752 586740 Dean of Faculty of Health Faculty of Health Nancy Astor Building University of Plymouth Plymouth, PL4 8AA Dr Ann Humphreys [email protected]. uk 01752 233250 Head of School of Nursing and Midwifery Faculty of Health University of Plymouth Nancy Astor Building Plymouth , PL4 8AA

Claire Shuter / Michelle Leeson [email protected]. uk / michelle.leeson@plymouth. ac.uk 01752 586955 Programme Administrator(s) Faculty of Health Nancy Astor Building University of Plymouth Plymouth, PL4 8AA Maria Bennallick [email protected]. uk Tel. 01872 256470 Pathway Lead (Common Foundation Programme) Faculty of Health University of Plymouth Knowledge SPA

Royal Cornwall Hospital Treliske, Truro, TR1 3DH Andy Carberry [email protected] Tel. 01823 366925 Pathway Lead (Mental Health) Faculty of Health University of Plymouth Wellington Road Taunton, Somerset TA1 5YD Jenny Haydon [email protected] Tel. 01823 366915 Pathway Lead (Adult) Faculty of Health University of Plymouth, Wellington Road Taunton, Somerset TA1 5YD

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3 Entry Requirements

Normally 5 GCSE passes (grade C or above) subjects, which include English, Science and Maths are requested at Grade C or above.

Or ONE of the following:

 BTEC National Diploma: overall pass  AGNVQ/AVCE in a health related subject  NVQ level 3 in a health related subject

 NNEB (National Nursery Nurses Examination Board)

 Access to Higher Education: courses approved by the Nursing and Midwifery Council. Successful completion of an OCN approval, QAA recognised, science or health related Access to Higher Education course (biology components preferred). A minimum of 15 credits at level 3 is required and successful completion of level 2 Maths and English are required for those students who do not have the GCSE or equivalent qualifications.

Outcomes to be achieved for entry to the Branch Programme

Domain Learning Outcomes

Professional /ethical practice

1.1 Discuss in an informed manner, the implications Of professional regulation for nursing practice. 1.2 Demonstrate an awareness of the NMC Code of

Professional Conduct: standards for conduct, performance and ethics.

1.3 Demonstrate an awareness of, and apply ethical principles to, nursing practice.

1.4 Demonstrate an awareness of legislation relevant to nursing practice.

1.5 Demonstrate the importance of promoting equity in patient/client care by contributing to nursing care in a fair and anti-discriminatory way.

Care delivery

2.1 Discuss methods of, barriers to and boundaries of effective communication and interpersonal

relationships.

2.2 Demonstrate sensitivity when interacting with and providing information to patients/clients.

2.3 Contribute to enhancing the health and social well being of patients/clients by understanding how, under the supervision of a registered practitioner to 1. Contribute to the assessment of health needs

2. Identify opportunities for health promotion

3. Identify networks of health and social care services. 2.4 Contribute to the development and documentation of

nursing assessments by participating in

8 2.6 Contribute to the implementation of a

programme of nursing care, designed and supervised by registered practitioners. 2.7 Demonstrate evidence of a developing

knowledge base that underpins safe nursing practice.

2.8 Demonstrate a range of essential

nursing skills, under the supervision of a registered nurse, to meet individuals‟ needs, which include: maintaining dignity, privacy and confidentiality; effective observational and

communication skills, including listening; safety and health, including moving and handling and infection control; essential first aid and emergency procedures; administration of medicines; emotional, physical and personal care.

2.9 Contribute to the evaluation of the

appropriateness of nursing care delivered 2.10 Recognise situations in which agreed

plans of nursing care no longer appear appropriate and refer these to an appropriate accountable practitioner.

Care management

3.1 Contribute to the identification of actual and potential risks to patients/clients and their carers, to oneself and others and participate in measures to promote and ensure health and safety.

3.2 Demonstrate an understanding of the role of others by participating in inter-

professional working practice

3.3 Demonstrate literacy; numeracy and computer skills needed to record, enter, store, retrieve and organise data essential for care delivery

Personal/professional development

4.1 Demonstrate responsibility for one‟s own learning through the development of a portfolio of practice, and recognise when further learning may by required.

4.2 Acknowledge the importance of seeking supervision to develop safe nursing practice.

of the physical, psychological, social and spiritual needs of patients/clients.

2.5 Contribute to the planning of nursing care, involving patients/clients and where possible their carers, demonstrating an understanding of helping patients/clients to make informed decisions.

9 Reference: Nursing & Midwifery Council (2004) Standards of proficiency for pre-registration nursing education. London: NMC pp26 - 34

The standards of proficiency to be achieved for entry to the NMC Professional Register are

Domain Competencies for entry to the Register

Professional/ethical practice

1.1 Manage self, one‟s practice, and that of others, in accordance with the NMC Code of

Professional Conduct, recognising one‟s own abilities and limitations.

1.2 Practice in accordance with an ethical and legal framework that ensures the primacy of

patient/client interest and well-being and respects confidentiality.

1.3 Practise in a fair and anti-discriminatory way, acknowledging the difference in beliefs and cultural practices of individuals or groups. Care Delivery

2.1 Engage in, develop and disengage from therapeutic relationships through the use of appropriate communication and interpersonal skills.

2.2 Create and utilise opportunities to promote the health and well being of patients/clients and groups.

2.3 Undertake and document a comprehensive, systematic and accurate nursing assessment of the physical, psychological, social and spiritual needs of patients/clients/communities

2.4 Formulate and document a plan of nursing care, where possible in partnership with patients, clients, their carers and family and friends within a framework of informed consent.

2.5 Based on best available evidence, apply knowledge and an appropriate repertoire of skills indicative of safe and effective nursing practice.

2.6 Provide a rationale for the nursing care

delivered that takes account of social, cultural, spiritual, legal, political and economic

influences.

2.7 Evaluate and document the outcomes of nursing and other interventions.

2.8 Demonstrate sound clinical judgement across a range of differing professional and care delivery contexts.

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Care Management 3.1 Contribute to public protection by creating and maintaining a safe environment of care through the use of quality assurance and risk

management strategies.

3.2 Demonstrate knowledge of effective inter-professional working practices that respect and utilise the contributions of members of the health and social care team.

3.3 Delegate duties to others, as appropriate, ensuring they are supervised and monitored. 3.4 Demonstrate key skills:

3.4.1 literacy – presenting information that is comprehensible to others

3.4.2 numeracy – interpreting data and their significance for care delivery

3.4.3. the application of information technology and management that takes account of legal and ethical considerations

3.4.4. problem solving – extending to situations where clinical decision making has to be made on the basis of limited information.

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Branch Aims and Outcomes

The Adult Branch Aims to:

 Promote health and prevent ill health whilst acknowledging and respecting the rights of the individual

 Provide effective care, with knowledge and understanding to meet the needs of adult clients, their families and carers both within primary care, secondary care and wider social settings

 Meet the technological advances in current health care and within the wider social setting

 Promote critical awareness of professional issues that impact upon the quality of care for the adult patient

 Continue to develop the philosophy of lifelong learning

 Develop the academic skills of critical evaluation, interpretation, discrimination and of application

 Meet the directives of the European Union

 To ensure the student demonstrates achievement of the NMC standards of proficiency for entry to the professional register.

The Mental Health Branch Aims to:

 Fulfil statutory criteria to enable students to be eligible for registration as mental health nurses

 Demonstrate competencies for entry to the register in the domains of practice outlined by the NMC (2004)

 Demonstrate the knowledge, skills and attitudes outlined by the national Mental Health Nursing Review (Butterworth)

 Demonstrate capabilities; ethical practice, knowledge, process of care, interventions and applications according to the “Capable Practitioner Framework” (Sainsbury Centre 2001).

Branch Learning Outcomes:

Adult Branch:

A. Knowledge and understanding of:

The key concepts of the disciplines that underpin the education and training of all health care professionals and detailed knowledge of.

 Biosciences; related physiology and anatomy

 Psycho-social care

 Political strategies

 Public health

 Health Promotion

 Spiritual dimension of care

 Care delivery

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 Professional issues

 Epidemiology

 Biological changes in illness

 Symptom Management

 Infection Control

 Pharmacology

 Rehabilitation

 Role of contributors to health care

 Complementary therapy

 Law & Ethics

 Leadership & Management

 Quality

 Methods of enquiry

B. Cognitive Skills:

 Continue to develop analytical approach to examine the evidence that informs adult nursing practice

 Identify and apply appropriate nursing theory to practice

 Engage with technology, particularly the effective and efficient use of information and communication technology

 Demonstrate logical and systematic thinking and draw reasoned

conclusions and sustainable judgements in the context of adult nursing practice.

C. Key/Transferable Skills:

 Communicate effectively with a wide range of individuals using a variety of means

 Evaluate their own academic , professional and clinical performance

 Use problem solving skills in a variety of theoretical and practice situations.

 Take responsibility for personal and professional learning and development.

 Manage time, prioritise workloads and recognise and manage personal emotions and stress

 Understand career opportunities and challenges ahead and begin to plan a career path.

 Information management skills. (e.g. IT)

 Demonstrate literacy & numeracy skills.

D. Practical/ Professional qualities and skills:

 Demonstrate the ability to assess health needs of patients/clients

 Effectively plan to meet needs

 Demonstrate effective implementation of a range of therapeutic interventions

 Evaluation of care/intervention

 Respond appropriately to a range of incidents and emergency situations

 Manage the care requirements of a group of patients.

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 Demonstrate the ability to carry out practice with due regard to legal, ethical and professional guidelines.

 Demonstrate competence in those attributes identified as required for entry to the nursing register.

Mental Health Branch:

A. Knowledge and understanding of:

The key concepts of the disciplines that underpin the education and training of all health care professionals and detailed knowledge of.

 Biosciences; related physiology and anatomy

 Psycho-social care

 Political strategies

 Public health

 Health Promotion

 Spiritual dimension of care

 Care delivery

 Care management

 Professional issues

 Epidemiology

 Biological changes in illness

 Symptom Management

 Infection Control

 Pharmacology

 Rehabilitation

 Role of contributors to health care, social care and agencies.

 Complementary therapy

 Law & Ethics

 Leadership & Management

 Quality

 Methods of enquiry

B. Cognitive/ skills:

Identify and apply appropriate nursing theory to practice

 Engage with technology, particularly the effective and efficient use of information and communication technology

 Demonstrate logical and systematic thinking and draw reasoned

conclusions and sustainable judgements in the context of mental health practice.

C. Key/Transferable Skills:

 Communicate effectively with a wide range of individuals using a variety of means

 Evaluate their own academic, professional and clinical performance

 Use problem solving skills in a variety of theoretical and practice situations.

 Manage change effectively and respond to changing demands.

 Take responsibility for personal and professional learning and development.

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 Manage time, prioritise workloads and recognise and manage personal emotions and stress

 Understand career opportunities and challenges ahead and begin to plan a career path.

 Information management skills. (e.g. IT)

 Demonstrate numerical skills.

D. Practical/Professional qualities and skills:

Each learning outcome in practice has specified capabilities. Students will be able to;-

1. create a case formulation and plan of care based upon an appropriate model and evidence of effectiveness

2. communicate the assessment findings, formulation and care plan to the client, appropriate others and colleagues

3. demonstrate a range of effective skills for work with people experiencing mental health crises

4. contribute to the resolution of ethical and legal dilemmas, representing individuals' and families' interests when they are not able to do so themselves

5. respond sensitively to the needs of people with regard for age, culture, race, gender ethnicity, social class, and disability, modifying behaviour appropriately to optimise the helping relationship

6. maintain support, and acknowledge the rights and freedom of choice of individuals and groups in the health/social care setting

7. promote increasing participation by service users in meaningful community activities, respecting their strengths and interests

8. establish, sustain and disengage from therapeutic relationships with clients 9. demonstrate enhanced effectiveness in therapeutic communication with

users, carers and families

10. collaborate with users/carers in selecting and applying specific therapeutic interventions to agreed problems and goals

11. contribute to planning, implementing and evaluating specific therapeutic programmes

12. promote the provision and development of active therapeutic cultures and clinical environment

13. participate in the planning and co-ordination of the delivery of health and social care in institutional and community settings

14. establish and maintain collaborative working relationships with members of the health and social care team, service users and their families and

carers

15. participate in personal and professional development, and demonstrate knowledge and strategies available to support staff and prevent burnout 16. apply knowledge of local and national policies, evidence based practice

and risk management in the planning and delivery of care

17. identify and evaluate information to support effective utilisation of resources to achieve planned outcomes of care

18. actively promote mental health in individuals and population groups contribute to the safe, effective care of people with severe and enduring mental illness.

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Structure of the Branches Adult Branch Modules

Year Two

Module Code Module Title Level Two

Credits

NUR258 Adult Nursing 1 20 credits

NUR 292

NUR 293

Introduction to Evidence Based Practice in Nursing Care

Clinical Skills in Nursing Practice 1

10 credits

10 credits

NUR261 Public Health/Health Promotion 20 credits

Year Three

NUR262 Adult Nursing 2 20 credits

NUR 294

NUR 293

Research Evidence for Nursing Practice 1

Clinical Skills in Nursing Practice 2

10 credits

10 credits

NUR269 Management Skills For Quality Practice 20 credits

Mental Health Branch Modules

Year Two

Module Code Module Title Level Two

Credits NUR227 Interactive Mental Health Nursing Skills 20 credits

NUR224 Clinical Assessment and Problem Solving 20 credits

NUR244 Evidence Based Practice and Critical Awareness

20 credits

Year Three

NUR239 Implementing Contemporary Evidence Based Care

20 credits

NUR272 Co-ordination of Mental Health Care 20 credits

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Transfers within the Programme.

If you wish to request a change in branch programme, you can do so at the end of Common Foundation Programme (CFP). All theoretical and practice learning outcomes are generic within the CFP, such that you would not be disadvantaged if you wish to change branch, irrespective of the placements you have undertaken. You will be required to write to the Pathway Lead requesting the transfer to the chosen branch. You will meet with an academic from the appropriate branch, and discuss the issues. If there is a contracted vacancy in the chosen branch and suitable practice placements the transfer can be authorised. You can request to transfer between sites in the Faculty at any point in the programme. You will be required to write to the pathway lead requesting the transfer to the chosen site. You will meet with an academic from the site, and discuss the issues. If there is a contracted vacancy at the chosen site and suitable practice placements the transfer can be authorised.

Transfers to Other Programmes

The learning outcomes, in both theory and practice, for the Diploma programme and for the BSc Nursing Programmes at the University of

Plymouth, are both congruent and coherent. Because of the different funding streams it is not yet possible to transfer from one to the other. However, it may be possible for students to withdraw from one programme and APCL onto the other at the end of the CFP.

Transfers from Other Universities

External transfers from other Universities will normally take place at the end of the CFP. The student will be required to write to the pathway lead requesting the transfer to the chosen branch. The student will meet with the pathway lead from the appropriate branch, and discuss the issues. If there is a contracted vacancy in the chosen branch and suitable practice placements the transfer can be authorised. It should also be confirmed with the student‟s current University that they have successfully completed all academic & practice work to date.

Admission of Students with Credit for Prior Learning

A process for managing AP(E)L claims has been developed in the Faculty. This is in accordance with existing University procedures and the Standards of proficiency for pre-registration nursing education (NMC 2004)

The underlying principles of this process are:

 Currency – evidence of ongoing & up to date learning

17  Sufficiency – a range of evidence to demonstrate achievement of the

learning outcomes

 Authenticity – evidence that can be verified that this is the student‟s own work

 Reliability – evidence that allows for replication and verification by an external assessor

Awarding credit for prior learning is the responsibility of the Assessment Board in accordance with the University‟s Academic Regulations. The smallest unit against which AP(E)L will be given is a module and its learning outcomes. The NMC will permit AP(E)L in the CFP and branch programmes to a maximum exemption of one third of the normal length of the programme i.e. one year (standard 3: NMC 2004). Each applicant making an AP(E)L claim will be considered individually by a committee of the Faculty. This sub-committee is comprised of the pathway leads, AP(E)L administrator and a representative from practice

Stepping off points on the programme

If you leave the programme at the end of the Common Foundation

Programme, and have successfully completed all assessments in both theory and practice, you will be eligible for the award of Certificate in Higher

Education. This does not carry any professional award, and you will not be able to register with the Nursing and Midwifery Council.

Withdrawing from your programme

If you feel that you are unable to continue on your programme, then please discuss this as early as possible with an appropriate member of staff

(personal tutor, module teacher, cohort lead or pathway lead). It might be possible in certain circumstances to interrupt your programme and return when you are ready and able to resume your studies. It is best to discuss this with a member of staff who will be able to explain details of intermissions, conditions for return, effects on student bursaries etc. with you

Returning to your Programme after an interruption

The Faculty of Health has a specific policy if you are on a programme leading to a professional qualification and do not undertake normal programme

activities for a period of 6 months or more. This could be due to deferral, interrupt or special leave/study arrangements on health and social care programmes. The FoH policy indicates that you must undergo a renewed enhanced CRB check and a further occupational health assessment before returning to the programme regardless of your rationale for non-attendance.

18 In addition, should any concerns arise at any point during a programme of study the programme lead may initiate a referral with Occupational Health Services through the normal channels (the Practice Quality Development Division Co-ordinator)

4. Programme Overview

Aims of the Common Foundation Programme.

The Common Foundation Programme aims to: 1. Introduce students to life long learning skills.

2. Provide a knowledge base for all of the four branches of nursing 3. Introduce students to the concept of professional practice

4. Introduce students to the knowledge and essential skills necessary for safe practice

5. Introduce students to the principles of inter-professional working 6. Provide flexible entry and exit points acknowledging students‟ previous

experience and knowledge.

7. To ensure the student demonstrates achievement of the NMC Outcomes for entry to their branch programme

The Diploma of Higher Education aims to:

1. Provide a structured pattern of clinical and theory linked learning opportunities through partnership with health care providers.

2. Provide opportunities to promote responsibility and to develop critical awareness of issues that impact on an individual‟s health

3. Develop students who are capable of reflection on their own professional and personal development.

4. Develop the principles of inter-professional working.

5. Enable students to analyse issues that relate to the rights of the individual, family and others.

6. Provide professional education that meets the requirements of the Nursing and Midwifery Council‟s standards for entry to the Nursing part of the NMC professional register.

7. Provide a structured pattern of learning opportunities, which enables the attainment of skills and knowledge that are transferable.

8. Develop a practitioner who is a safe and competent practitioner and who can demonstrate sound clinical judgment in a range of professional settings.

Learning Outcomes of the Common Foundation Programme

The programme provides opportunities for students to develop and demonstrate knowledge, understanding, skills and other attributes in the following areas to demonstrate the following learning outcomes. These are consistent with the NMC Standards of Proficiency (2004) and QAA Nursing Benchmarking Statements

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Knowledge and Understanding

The student will have a factual and /or conceptual knowledge base of: 1. Professional accountability and responsibilities

2. Biological, social and behavioural sciences that inform nursing practice 3. Health promotion and health education

4. Professional, ethical and legal issues 5. The evidence base underpinning practice 6. The theory and practice of nursing

7. Health and social policy 8. Communication

9. The principles of risk assessment and its contribution to a safe care environment

Cognitive/Intellectual skills

The student will be able to:

1. Use analytical skills, with guidance and within a structured framework to inform care decisions.

2. Collect information related to health care need, in a structured and reliable manner.

3. Begin to evaluate health care data, under supervision.

4. Apply relevant assessment tools/methods accurately and carefully, under supervision

Key Transferable Skills

The student will:

1. Work effectively with others as a member of a group. 2. Use and access a range of learning resources

3. Evaluate own strengths and weaknesses in relation to the programme, and when to seek help

4. Manage information and collect appropriate data from a range of sources 5. Take responsibility for own learning, with appropriate support

6. Demonstrate effective written and verbal communication

7. Demonstrate essential numeracy skills as required for safe practice 8. Begin to develop problem solving skills.

Practical and Professional Skills

The student will:

1. Utilise appropriate communication skills with patients/clients and members of the health care team and social care agencies.

20 2. Demonstrate sensitivity when interacting with and providing information to patients and clients.

3. Demonstrate fairness and sensitivity when responding to individuals and groups in diverse circumstances.

4. Contribute to assessment, planning, implementation and evaluation of care 5. Demonstrate a range of care skills, under supervision, including:

i. Maintaining dignity, privacy & confidentiality

ii. Observational skills, including listening and taking physiological measurements

iii. Moving and Handling iv. Infection Control

v. Essential emergency procedures vi. Administration of medicines

vii. Physical and personal care (including comfort measures, hygiene and nutrition)

6. Receive, pass on, record and store information

7. Identify opportunities for health promotion and raising awareness of health issues

8. Recognise situations that require referral to a registered practitioner (Aims and Learning Outcomes related to the Branch Programmes can be found in Appendix 10)

Programme Structure

As a student on this programme, you will be studying a balanced programme of theory and practical experience within a number of care settings. The programme will enable you to develop your knowledge and practice ensuring that you can contribute effectively to the delivery and quality improvement of care within your chosen area of practice. It will also prepare you to practice within the multidisciplinary workforce of the future.

The three-year programme comprises six 20 credit modules in the Common Foundation Programme (CFP) and the accumulation of 120 level one credits. There are three 20 credit, level two modules in year two and three 20 credit level two modules in year three. The progression points are at the end of each programme year. The CFP modules are identified in Tables Two (see

appendix 3 for branch modules)

The Diploma delivers theory and practice on a forty-five week year basis, which ensures that statutory hours are met. With successful completion this equates to the minimum 4,600 hours required for entry onto the NMC register as a nurse and the 240 credits required for a Diploma of Higher Education.

The first year of study is shared between students on all the branches of nursing. At the end of the CFP you will progress to your selected branch pathway. As the first year is shared, it is possible to apply to transfer between branches at the end of year one.

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Credits NUR125 Personal and Professional Development 20

NUR126 Psychology for Health Care 20

NUR127 Biology for Health Care 20

NUR128 Clinical and Professional Skills 20

NUR129 Social Context of Care 20

NUR130 Professional Issues 20

Table two – CFP modules

The aim of the first year of the programme is to introduce you to the fundamental principles underpinning nursing theory and practice. The

modules are designed to enable an increasing knowledge and skills base that initially is generic. This stage will introduce you to inter-professional

collaboration, highlighting shared and generic skills required for contemporary health practice.

The modules delivered in year one will provide a sound knowledge base for all four branches of nursing. One of the key features of this stage of the

programme is the introduction, rehearsal and acquisition of the skills

necessary for safe clinical practice. There will be assessment of both theory and practice to ensure demonstration of achievement of common outcomes for entry to the branch programmes.

The structure of the Common Foundation Programme is shown in Figure 1. There will be an induction week at the beginning of the programme, which will introduce the aims, content and structure of the year. The consolidation week at the end of the year will provide opportunity for reflection and review of the CFP learning outcomes

Teaching Block 1: Teaching Block 2

wks:1 2 – 11 12 – 22 23 – 31 32 – 41 42 In d u c tio n NUR125 Personal & Professional Development NUR126 Psychology for Health Care Practice Practice place ment: 1 (Primary care or branch specific) NUR129 Social Context of Care NUR130 Professional Issues Practice place ment : 2 (Primary care or branch specific) Con so lid a ti o n A n n u a l L e a ve & Re a d in g we e ks

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Figure One: Structure of the Common Foundation Programme Gaining Experience of each of the Branch Programmes

The Common Foundation Programme provides a firm foundation of the rest of the programme and the achievement of the cross branch learning outcomes are fundamental to the learning outcomes of Year one (see Practice Portfolio) You will be allocated a relevant branch placement to reflect your branch choice, in either teaching block one or teaching block two. The pattern of placement experiences is illustrated in fig one above. The menu of

experience for the primary care placement will be outcome driven and provide you with a rich variety of care delivery opportunities. These opportunities will provide an insight into intra-disciplinary care (i.e. Adult, Mental Health, Learning Disability and Midwifery)

Cross – Branch Learning Outcomes

Before entry to the Branch Programme you need to demonstrate experience of all four branches of nursing (NMC, 2004).

 Adult

 Child

 Mental Health

 Learning Disability

More details are in Section 6 of the CFP Practice Portfolio.

You will need to demonstrate that you have met the learning outcomes for each of the branches. This can be achieved in a variety of ways including

 experiences from placements

 classroom work and discussion

 multimedia information

 field work which could be undertaken in personal study time

You should seek out learning opportunities whilst on your placements and document your experiences in this section of the portfolio. You may, for

example, have a placement with a health visitor which will enable you to meet some of the learning outcomes for the Child section when dealing with

children or you may be involved in the care of a woman with post natal

NUR127 Biology for Health Care

23 depression which would help you meet the outcomes of the Mental Health section.

Learning Environment

The programme is based upon a fundamental belief that the process of learning will be most effective if you appreciate, understand and can

subsequently develop the links between practice experience and theoretical concepts. These links will require an integration of theory and practice which will be facilitated by a variety of learning methods, including:

Lectures

These will form an integral part of teaching to introduce new information and key areas of knowledge and may make use of new technology for interactive satellite delivery from our shared facilities in Portland Square. The student portal will also make lecture notes available and create an interactive e-learning platform.

Seminars and workshops

These will enable further exchange of information and ideas. Under the guidance of a seminar/workshop leader, and following appropriate preparation, you will be expected to question, debate, evaluate and think about the topic under discussion including providing peer feedback. Working effectively in a group is a key skill for all health professionals and seminars encourage good group working.

Clinical skills teaching

Lecturers and clinical demonstrators will lead these sessions, which will provide the opportunity for development of clinical skills based on theoretical knowledge and evidence. They will incorporate demonstrations, role play and skill rehearsal. Purpose built clinical skills facilities will enable you to be taught and rehearse your skills in a safe, stimulating and structured environment. Link to Clinical skills is http://intranet.plymouth.ac.uk/eres-hsw/intranet.htm

Tutorials

The aim of academic support is to promote the development of key skills such that you are empowered to take control of your own learning. The support could be on an individual basis or in groups. On enrolment you will be allocated a named personal tutor. Module teachers provide academic support for each module.

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 Organise your time effectively to meet the academic requirements of your course.

 Arrange mutually convenient tutorial sessions. Lecturers have a wide range of commitments and it is recommended that you use email and other approaches suggested by the module teacher to arrange this.

 Agree with the lecturer the objectives for your tutorials.

 Deal with unforeseen circumstances, e.g. lecturer sickness, it is your responsibility to re-organise another tutorial. If the circumstances become protracted for example a long term sickness problem, the Student Co-ordinator for the site will advise you on alternative arrangements.

 Not expect excessive time. It is anticipated that most tutorials will not exceed 30 minutes and will not normally exceed one hour per module.

 Bring as much information with you as possible to the tutorial e.g. essay plan, rough draft, areas of concern etc.

 Realise that support from tutorial staff for the submission of written assignments will normally be available up until one week prior to the published submission date. After this deadline tutorial staff can only advise you on matters of general study, assessment preparation and pastoral issues.

The Lecturer will normally:-

1. Review an essay plan or outline of the assignment. It is helpful to have a preview of this before the tutorial as better use can be made of the time allocated. If you are sending a draft for pre-reading, remember to keep a copy in case it goes missing in the post.

2. Make a review of plans or outlines that are sent by post, fax or email without a personal tutorial.

3. Only give formative feedback on one draft version of your assignment. Personal Tutors will keep a record of the advice given to you.

E – learning/resources

All students, on registration, will have access to the Student Portal, which in turn gives access to information and facilities. There are links to folders holding course material as well as e-mail, contacts, calendar and tasks. The programme will make full use of the portal, as well as encouraging participation in the FoH satellite seminar sessions, and the use of video conferencing facilities when appropriate. In the CFP, specific innovations will include the use of web based resources in the NUR129 (Social Context of Health). These resources will include reading and discussion activities for seminars which will be arranged around the main themes, and will be accessible to the students throughout the programme to assist later integration of the material with practice and other experiences. On line

25 numeracy and IT programmes will also be utilised. Academic staff from a range of specialisms will guide learning through these and other programmes.

Practice Experience

Practice experiences provide an interdisciplinary arena to facilitate the

development of nursing skills and to introduce you the broad context of health care delivery. The aim of the programme is to produce a safe practitioner who can make a positive contribution to the provision of nursing care within a range of settings and as part of a multi – professional team.

Practice experiences in the CFP will normally be in two areas; one in the Community (in its widest sense) and one within a branch specific area. Placements in years two and three will be branch specific.

These professional programmes require students successfully to complete periods of clinical/professional placement as a condition of progression and graduation. These placements are provided by external agencies such as health service providers. The University will take every care in ensuring that providers are advised of requirements in advance and in securing placements for all students at the requisite time. However students should be aware that circumstances beyond the University's reasonable controlmay occur in which, as a result of changes within the Health Service or other external factors, it is not possible for providers to meet placement requirements. In such

circumstances, while the University will use its best efforts tomake alternative arrangements for students to meet the requirements of their programme, including identifying suitable alternative placements wherever possible, students should be aware that it is possible thatthe completion of their programmemay be unavoidablydelayedand/or that the alternative arrangements put in place may cause them some inconvenience. In such circumstances any student who does not want to accept the alternative arrangements would be entitled to terminate their studies and receive an appropriate refund of fees and recognition of their academic achievements.

Guidelines for the Management of Student Practice Experience

The purpose of these guidelines is to ensure that all students studying the Diploma of Higher Education (Nursing) Programme have the same framework with which to gain their practice experience. They are guidelines and, as such, some students, in negotiation with their personal tutor and practice

placements, may be working with different patterns at any particular time. In this way you are able to take full advantage of all the learning opportunities during a placement to achieve your learning outcomes and to undertake the assessment of practice. These guidelines should be read in conjunction with the Practice Learning and Assessment Guidelines Handbook.

26 1. As a student you have supernumerary status throughout your 3 year

programme. This means that you are part of the care team but extra to the staff allocated complement.

2. Whenever possible, you should participate in the same shifts – or part of shifts – as your named mentor(s).

3. You are expected to work shifts, and in order to experience the 24 hour cycle of care provision, are also expected to attend the hand over

meetings at the beginning of shifts. This may include start times of 07.00 on some occasions. Where this is difficult, and in exceptional

circumstances, it may be possible to negotiate an alternative time with your mentor.

4. You are not normally expected to work more than 37.5 hours per week. However individual weeks (e.g. night duty) may exceed this and should be taken into account so that an overall average of 37.5 hours in practice is maintained.

5. Weekend shifts and night duty are part of the 24 hour care provision and you are encouraged to work these shifts. For some experiences, on call arrangements may be appropriate. The aim is to provide you with a realistic experience of care, which involves more than a 9 – 5 day. Normally a minimum of 14 shifts incorporating on call or night duty experience is expected in your 3 year programme, and this should be recorded in your experience record sheets which are submitted to programme administrators. Some wards and units follow a twelve hour shift system, and, where appropriate, you should follow this pattern. 6. You should not normally work more than two weekends in any four week

period during the course.

7. You are responsible for notifying your placements and local Faculty of Health site if you are unable to attend due to sickness, or any other reason. Each site is staffed from 08.30 – 17.00 and there is an answer phone for hours outside this time.

8. If you feel that your placement allocation is a cause for concern for personal reasons (e.g. your own G.P. practice), you should discuss the situation with your personal tutor so that alternative arrangements can be made.

9. You are responsible for arranging a visit prior to commencement of the clinical experience, in order to make contact with the staff.

Support in Practice

Figure 2 identifies the sources of support available to you when in the practice setting.

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Incidents in the Clinical Area:

You may witness an incident whilst in clinical practice as an observer or a participant. Potentially this may involve you as a witness or you may be asked to write a statement of events. This is not something to be worried about but you should seek the advice of your personal tutor. They will advise you on how to manage such situations and accompany you to any necessary meetings which are arranged as a result of the incident.

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Figure 2

STUDENT SUPPORT IN PRACTICE

STUDENT

Placement Development Team

University Support Services Occupational Health

Mentors

(Assessors of Practice)

Ward/Clinical Managers

Senior Managers

Directorate of Workforce Learning or Workforce Development Directorate

Personal Tutor

Link Teacher

Pathway Leader Head of School Faculty Management Group Identified and clarified

at Induction Direct Access Day to day support and management Overall accountability for clinical support Strengthens, supports

and guides practice

Macro level accountability and liaison for clinical placement and support Issues to be

resolved referred to Academic / Student Co-ordinator

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5. Support for Learning Programme Management

The Faculty of Health is one of the six faculties of the University of Plymouth. The Dean of the Faculty is responsible for all health care related programmes managed by the Faculty.

Dean of Faculty of Health Professor Richard Stephenson

The Faculty has three Schools, each with a Head of School and Deputy Head(s) of School:-

School of Health Professions

School of Nursing and Midwifery (SNM)

School of Applied

Psychosocial Studies (SAPS)

Help with Progress on the programme

Members of the Faculty lecturing staff are allocated specific academic roles to assist you in your studies. Some of the key roles are described below:

A pathway leader has overall responsibility for the delivery and co-ordination of his/her specific pathway.

Pathway Lead: Common Foundation Programme Mrs Maria Bennallick Pathway Lead: Adult Nursing Mrs Jenny Haydon Pathway Lead: Mental Health Nursing Mr Andy Carberry

A module leader has overall academic responsibility for their designated modules across all Faculty of Health sites. See section 4.9 for details of module leaders for this programme.

A module teacher is a lecturer who, with other module teachers, delivers and organises the module at your local Faculty of Health site. A module teacher may also be the module leader.

The module team consists of the module leader and the site based module teachers. The module team also includes others (e.g. practicing nurses) who may have a significant teaching input.

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A cohort leader is responsible for general educational matters for an identified intake throughout the three year period of their programme. There is a

designated cohort leader for each intake at each site.

A mentor is a qualified nurse who will support your learning in practice. At the beginning of each practice placement you will be allocated a specific mentor, or mentors, who will monitor record and assess progress in practice (see fig 2)

You will also be allocated a personal tutor, normally during your induction week. This role is for academic and pastoral support. You should negotiate time with your personal tutor in order to receive feedback on your overall

performance, progression and attendance pattern, and a written copy of the main points of this meeting will be kept in your file. You will receive a copy of this written record. Your personal tutor may also arrange group tutorials to discuss cross branch experiences.

At the beginning of the programme you will be allocated an e-mail address. You should check your e-mail regularly as this form of communication will be used to convey important information relating to your programme, modules and placements. You will also find lecturers will be increasingly using e-mail and the

student portal to publish programme, module and placement information. You will be given instruction on the use of this technology.

Assessment Dates

The Assessment Dates (submission dates) for your modules will be published on Sharepoint. It is advised that you should access Sharepoint regularly to obtain the assessment dates but also to monitor if there are any changes.

CFP Modules

The Common Foundation Programme is comprised of six 20 credit modules. Titles of these modules and the associated module leader may be found in Table 3 below. The Definitive Module Records, along with the Programme Specification for the Diploma of Higher Education, Nursing, may be found on the Faculty of Health pages of the Student Portal.

Maria Bennallick Module Leader, NUR 125 Personal and Professional Development

University of Plymouth Truro, TR1 3HD

01872 256470

Tim Ley Module Leader, NUR 126

Psychology for Health Care

University of Plymouth Plymouth

01752 586644

John Bastin Module Leader NUR127

Biology for Health Care

University of Plymouth Truro, TR1 3HD

01872 256471 Frank Strange Module Leader NUR128

Clinical & Professional Skills

University of Plymouth Taunton TA1 5YD 01823 366900

31 Benny Goodman Module Leader NUR129

Social Context of Health

University of Plymouth Truro TR1 3HD

01872 256460

Anji Waring Module Leader NUR130

Professional Issues

University of Plymouth Truro TR1 3DH

01872 256450

Table Three: CFP Module Leaders

NUR125: Personal & Professional Development Learning Outcomes:

1. Demonstrate the principles of academic writing and manipulate basic numerical concepts.

2. Access and use appropriate evidence from a variety of sources.

3. Recognise and describe the importance of evidence based practice and research approaches for health care.

4. Identify the key professional issues inherent within health care practice. 5. Demonstrate competence in those skills/attributes identified in the practice assessment.

This module will enable you to develop personal, academic and professional skills such as are necessary for safe practice. You will begin to develop a personal and professional portfolio to demonstrate acquisition of key skills, including numeracy, academic writing, finding and reading academic literature, professional behaviour and presentation skills. The assessment is the

completion of a workbook that comprises a number of activities related to the learning outcomes. There is also the requirement to pass practice.

NUR126: Psychology for Health Care Learning Outcomes:

1. Identify the elements of theories of social, cognitive, developmental and health psychology.

2. Relate these theories to the behaviour and experience of self and others – e.g. service users, nurses and other health care professionals

Behaviour is a major determinant of health status. This module will provide an introductory understanding of the causes of health related behaviours. You will apply psychological theory to questions related to health care. The assessment will be a multiple choice questionnaire examination.

NUR127: Biology for Health Care Learning Outcomes:

1. Explain the link between patient/client assessment and biological processes. 2. Identify the major structures and processes involved in maintaining

homeostasis.

32 4. Describe how human development and health are influenced by genetic and environmental factors

Health care professionals require a knowledge base and understanding of the biological sciences in order to practice as effective members of the multi-professional health care team. This module provides a foundation in key bioscience topics which underpin health care. The module is assessed using five seen scenarios in timed exam conditions. During the exam, two scenarios must be answered from a choice of three.

NUR128: Clinical and Professional Skills Learning Outcomes:

1. Contribute to meeting the core health needs of patient/client/user 2. Respond appropriately to emergency situations.

3. Describe the importance of infection control in health care practice. 4. Perform a range of monitoring and therapeutic interventions in patient/client/user care.

5. Demonstrate achievement of the summative practice outcomes

This module introduces you to healthcare practice and provides opportunity to develop the core skills that are central to clinical practice. You will be assessed by means of an Objective Structured Clinical Examination (OSCE). There is also the requirement to pass practice.

NUR129: Social Context of Care Learning Outcomes:

1. Demonstrate knowledge of key sociological concepts and their application to health and illness.

2. Demonstrate an awareness of the relationship between social contexts and ethical issues, particularly the implications for addressing inequalities in health status and access to health care.

3. Collate evidence from a range of appropriate sources of data to effectively communicate a convincing argument.

This module provides an introduction to sociology and its application to understanding health and illness, and to key aspects of health policy. It is designed to meet the needs of a range of health professionals, setting a basis for the later development of more discipline-specific issues. Particular attention is given to the context of rising levels of chronic illness. The module is

assessed by course work – a 2000 word essay and some short answer questions – both elements of which need to be passed.

NUR130: Professional Issues Learning Outcomes:

1. Define what is meant by accountability and differentiate between types of accountability.

2. Discuss understanding of quality care and the factors that may influence quality care in practice.

33 3. Demonstrate knowledge of professional regulation and explore how legal and ethical factors may impact upon professional practice.

4. Discuss the importance of inter-professional collaboration in relation to planning and delivery of care.

5. Demonstrate competence in those skills outlined in the practice assessment document.

This module explores the professional, legal and ethical issues related to the delivery of quality care. You will be assessed by a 2000 word essay. There is also the requirement to pass practice.

Mandatory Experience

You will be required to attend training and annual updates in the following core skills, irrespective of branch:

 Moving and Handling  Basic Life Support  Fire Training

 Safeguarding Children

 Mental Capacity Act and Vulnerable Adults

In addition you will be required to attend a general session on the:

 Management of Violence and Aggression: This will include specific de-escalation techniques and the management of risk.

Attendance at these sessions will be recorded on your student record. If you miss any of these sessions you will be required to attend equivalent sessions before progressing to the next programme year. It is your responsibility to make known to the relevant member of the academic staff any sessions that you may have missed. Furthermore, it is your responsibility to ensure that you attend the rescheduled sessions. It is particularly important with manual handling that you

do not participate in manual handling in the clinical area until you have attended the timetabled sessions.

Manual Handling training provided by the Faculty is part of your programme of study to prepare you for your clinical practice experience as a student of

nursing. As such this cannot be transferred to cover you for paid employment. You should not therefore seek confirmation from the Faculty that you have undertaken this training for potential paid employment.

6. Policy and Guidelines

Bursaries and Student Travel Guidelines

For the 2008/2009 academic year there are two groups of nursing students who will be affected by policies in operation. They are

34



sponsoring them to complete the Diploma of Higher Education Nursing.



Policies and procedures for the claiming of payment for bursaries and clinical placement travel costs differ for each group. Information for each group is provided below.

NHS Bursary Students

The NHS Student Grants Unit (SGU) is responsible for assessing, reviewing and paying bursary entitlements to eligible students studying on NHS funded courses. The information regarding student entitlements and methods of payment is in the Department of Health booklet “Financial Help for Healthcare Students” Seventh” Edition.

Copies are available on telephone number 08701 555455 or e-mail

[email protected] It is also available on the Department of Health website www.doh.gov.uk/PublicationsAndStatistics.htm

The payment of student bursary and clinical placement travel expenses for students who have enrolled from September 1999 onwards is managed by the SGU. ALL queries about payment should be directed to the SGU at NHS Student Grants Unit,Hesketh House, 200-220 Broadway, Fleetwood, FY7 8SS. Telephone Contact number for Diploma Students is 0845 3586655. Further contact numbers are available on the Student Notice Boards and students are advised to refer to www.nhsstudentgrants.co.uk/news for more information and updates.

Travel claims

Normal daily travel between your home and college will not be reimbursed. However the cost of journeys between your term time residence and a clinical placement site, which is not part of the Faculty of Health can be reimbursed providing the cost is in excess of your normal daily travel costs from your term time residence to your Faculty of Health base.

Seconded Students

These students will have received confirmation in writing from their seconding employer giving details of entitlements to claim for salary and methods of payment.

All queries concerning entitlements and payments should be directed to their seconding NHS employer.

35 Discretionary payments and benefits which are available to students receiving a bursary, such as travel allowances cannot be claimed from the SGU.

Student Responsibilities

You should obtain relevant travel claim forms from Programme Administration at your respective site. These should be completed and submitted back to Programme Administration (together with timesheets) for checking and

authorisation by the end of the first week of each month at the latest, unless otherwise informed. All receipts for claimable expenditure, i.e. bus tickets, should be firmly attached. Payment cannot be approved without

corresponding tickets and receipts. This includes completed mileage and signature. These claims will then be forwarded onto the SGU who will pay them with the next convenient bursary payment. Students have reported back to us that this can take approximately 8-12 weeks after the claim is submitted.

Personal Details

Change of address or name, or change in name and address of next of kin

The facility exists to amend your address on the portal. However you must

alsoinform Programme Administration of any changes, preferably before the event. Changes of names should be supported by the necessary

documentation e.g. marriage certificate, copy of statement to solicitor etc. Change of address and change of name forms can be obtained from programme administration at your respective site.

We need to be informed of movement within accommodation as well as movement in or out. It is not the Accommodation Officer's responsibility to tell us.

Next of kin

Please make sure you notify Programme Administration immediately of change of address or name of next of kin. This will help you, and us in any emergency.

It is important that the faculty is able to send post to an address where you will receive it without undue delay.

Attendance Policy for Students Introduction

The Faculty of Health has a policy for managing both negotiated and unforeseen student absences from the programme. This is to ensure compliance with the statutory attendance requirements of the Nursing and

36 Midwifery Council (NMC) and the need to demonstrate responsible financial management of public funds.

It is an expectation of the University of Plymouth (UoP), and a programme requirement, that you attend your practice placements on a regular and punctual basis. As evidence of meeting this requirement you are responsible for completing a monthly time sheet of placement

information which is then logged onto your training record. This must be submitted monthly. Please see sections in relation to absence and make up time. You are also expected to attend study sessions. Prolonged and repeated periods of absence threaten the educational viability and continuity of a programme of study and can be disruptive to fellow students. Whilst learning outcomes can be met in a variety of ways, absence may nullify the benefits to be gained from learning activities such as seminar presentations, debates and group work.