Canterbury Christ Church University. Faculty of Health & Wellbeing

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Canterbury Christ Church University

Faculty of Health & Wellbeing

DipHE / BSc (Hons) / BA (Hons) PRE-REGISTRATION

INTERPROFESSIONAL LEARNING PROGRAMME

ADULT NURSING PATHWAY

DipHE / BSc (Hons) Adult Nursing

And

Additional Registration Adult Nursing

DipHE / BSc (Hons) / Grad Dip Adult Nursing

A10, S10, A11, S11, A12 full-time cohorts

S07, F08, S08, F09, A10 part-time cohorts

Pathway Handbook 2012-2013

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CONTENTS Page No

1. Foreword from the Head of Department 4

2. Introduction 5

2.1 Rationale and Philosophy 6

3. Aims and Intended Learning Outcomes of the Pathway 7

3.1 Intended Learning Outcomes 8

4. Programme Structure 9

4.1 Credit Accumulation 9

4.2 Transfer onto other Pathways 11

4.3 Changing to Part-time 11

5. Programme Content 11

5.1 The Common Foundation Programme 11

5.2 The Adult Nursing Pathway 12

5.3 What modules do I need to study for my award? 14

6. Placement Learning 16

7. Learning, Teaching & Assessment 16

7.1 Blackboard 16

7.2 Simulation 17

7.3 Authentic World 17

7.4 Personal Development Planning 17

8. Support and Guidance 17

8.1 Personal Tutor 18

8.2 Student Liaison Officer 18

8.3 Year Lead 18 8.4 Pathway Director 18 8.5 Module Leader 18 9. General Issues 19 9.1 Attendance at University 19 9.2 Policy on Sickness/Absence 19 9.3 Holidays 19 9.4 Assessment Overview 20 9.5 External Examiner 20

9.6 Plagiarism and Referencing in Assessments 20

9.7 Submitting Assessments 20

9.8 Exceptional Mitigating Circumstances Procedures 20

10. Discontinuing or Interrupting From the Programme 20

11. Professional Requirements for Commencing your Programme 21

12. Professional Requirements for Continuing your Studies 21

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12.2 Maintaining health and wellbeing during the programme 21 12.3 Maintaining appropriate standards of conduct and behaviour 22

13. Professional Requirements for your Future Employment 23

14. Appendices

Appendix 1 – Pathway Plan 24

Appendix 2 – Academic & Administrative Staff Directory 24

Appendix 3 – Role of the Group Representative 27

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1. FOREWORD FROM THE HEAD OF DEPARTMENT, NURSING AND APPLIED CLINICAL STUDIES

I would like to personally welcome you to Canterbury Christ Church University.

As a student nurse you will spend half your time learning in practice and half learning on campus. Our Programme offers you the opportunity to engage with a wide variety of expert Nursing practitioners and lecturers who have a wealth of experience in the field. Additionally you will learn alongside other student health professionals from Occupational Therapy, Midwifery, Mental Health Nursing, Child Nursing, Social Work, Diagnostic Radiography, Paramedic Science and Operating Department Practice. This will give you the opportunity to learn about teamwork and how to work effectively with your colleagues to provide high quality patient/client care in the community and acute hospital setting.

The Programme is demanding and will require you to maintain a professional, balanced and mature approach to your own learning and development at all times. You have the responsibility to turn up to classes and actively engage in learning activities, to work in partnership with us to shape your learning and development needs, and above all to respect your peers, other health professionals and your Programme lecturers. In return we will offer you a rewarding learning experience.

A few ground rules before you go:

When on campus and in class please ………

 Turn up on time

 If you are going to be late have the courtesy to let us know

 Turn your mobile OFF BEFORE you come into class

 Show respect to your peers and your lecturers

 Listen attentively

Good Luck and enjoy your programme!! Yours sincerely

Carrie Jackson Head of Department

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2. INTRODUCTION

Welcome to the Adult Nursing Pathway. The team hope that you will enjoy your time on the Programme, whether you are based at the Canterbury or Medway (Chatham) Campus. The programme provides a variety of practical and University based learning experience to enhance your experiences and prepare you to qualify and register as a nurse. The University is eager to support you and enable you to make the most of your studies. This Adult Nursing Pathway is run in collaboration with the University of Greenwich and some Greenwich students are based with Canterbury Christ Church University students at the Chatham Campus (in September cohorts).

Nursing offers a unique contribution to the health and wellbeing of people in need of health and social care. However, the interprofessional nature of the programme should promote understanding of how each profession can work together to provide a quality service.

Pre-registration adult nursing education consists of a Common Foundation programme and a Branch programme to prepare nurses to work in Adult Nursing. The Common Foundation programme is the core element of knowledge and skill that underpins all the branches of nursing and usually lasts the first year. Within the Branch programmes emphasis is placed on the subject areas most appropriate to the needs of the patient group. Adult nursing is essentially a human activity which has as its core the relationship between the nurse and the patient.

The team wish you success throughout the Programme and look forward to meeting you throughout your studies.

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2.1 Rationale and Philosophy

Nursing is an applied vocational and academic discipline that is often practised in a variety of complex situations across the health-illness continuum. Nursing focuses on promoting health and helping individuals, families and groups to meet their healthcare needs. Nursing work involves assisting people whose autonomy is impaired, who may present with a range of disabilities or health related problems, to perform a range of activities, sometimes acting for, or on behalf of the patient. Nurses practice within a social, political and economic context. Through their Code of Professional Conduct, nurses embrace the concepts of inclusion, equal opportunities, individual rights and empowerment of patients and client groups. Professional and patient/client autonomy is a key feature of the nurses’ role1_.

Pre-registration nursing education consists of a Common Foundation Programme and four Branch programmes to prepare nurses to work in Adult Nursing; Children’s Nursing; Learning Disabilities Nursing; or Mental Health Nursing. The underpinning philosophy of the first year of the 3 nursing pathways undertaken at Christ Church University is based on the belief that there are core elements that form the foundation on which all further nursing preparation is based. This Common Foundation Programme focuses on subjects that can be applied to all fields of practice, whilst allowing each Branch (pathway) to provide the opportunity for added emphasis on profession specific knowledge and application to ensure that you can begin to develop your own discipline specific identity and knowledge base prior to entering the second year of the Programme. Within the branch programmes emphasis is placed on the subject areas most appropriate to the needs of the relevant patient group. All Nursing students will undertake a one year Common Foundation Programme (CFP) and a two year Branch programme.

Safe, proficient and effective practices are key outcomes in year one, two and three, respectively, of pre-registration education. Health care policy has highlighted the importance of team working, with increased flexibility in the role boundaries between health care professionals. Therefore, some modules will be shared with other students involved in care delivery. These include Occupational Therapy, Midwifery, Mental Health Nursing, Child Nursing, Social Work, Diagnostic Radiography and Operating Department Practice.

You need to be prepared for interprofessional working so that you:

 “know about” the roles of other professional groups;

 are able to “work with” other professionals, in the context of a team where each member has a clearly defined role;

 are able to “substitute for” roles traditionally played by other professionals, when circumstances suggest that this would be more effective;

 can provide flexibility in career routes, i.e. “moving across”.

A key element in the development of this curriculum has been acknowledgement of the Collaborative Potential Framework (see main IPL Programme document). The objectives from the framework have been taken into account when designing the Adult Nursing modules to ensure that collaborative working is a common theme running through the entire curriculum. Adult learning and self directed strategies are valued. It is hoped these will foster the development of professional autonomy. The team value critical thinking and reflection in and on clinical practice, as part of the educational process, which will serve to integrate nursing theory and practice. Opportunities for shared learning in interprofessional, clinical and

11_{QAA (2001) Benchmark Statement: Health Care Programmes Available at} http://www.qaa.ac.uk/academicinfrastructure/benchmark/health/nursing.pdf

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agency settings are seen to be important. It is believed that these will promote interprofessional understanding and co-operation.

The curriculum also aims to prepare you to be aware of the opportunities and new roles that will be available to you in the future. This preparation will be built into the modules and will focus on the current, legal, ethical, professional and management/supervision within your programme of study.

This curriculum is based upon the following fundamental principles. We are committed to a curriculum which…

 is student-focused. We wish to engender an adult learning environment where you take responsibility for your learning, receiving guidance and support from Faculty staff where required

 recognises and values equality, diversity and international perspectives of health

 facilitates deep learning and incorporates interdisciplinary ideals whilst developing a professional identity

 enables achievement of all professional statutory requirements for proficiency at the end of the Common Foundation year and end of Programme to ensure your transferability and employability

 develops the skills of leadership, creativity, innovation and collaboration and encourages you to become an agent for change and development

 enables you to move from dependence to independence and from a participant in care to a manager of care

 works to your strengths whilst ensuring balance between knowledge, action and the self Above all the student experience is at the heart of our programme, along with a commitment to bring about mutual trust and respect through an integrated, flexible and coherent curriculum. 3. AIMS & INTENDED LEARNING OUTCOMES OF THE PATHWAY

The Adult Nursing Pathway embraces the aims of the IPL programme and reflects the professional statutory requirements for proficiency as identified by the Nursing and Midwifery Council (NMC 2004)2_{. The aim is to prepare you for entry to the Nursing Register through} achievement and integration of appropriate knowledge, skills and attitude. These attributes will be defined by and measured against the relevant documents including the Quality Assurance Agency’s (QAA) Benchmark statement: Nursing (2001); NMC Standards of Proficiency for Pre-registration Nursing Education (2004) and the Essential Skills Cluster (ESC 2007)3_.

2_{Nursing and Midwifery Council (2004) Standards of proficiency for pre-registration nursing education Nursing and} Midwifery Council: London

3_{Nursing and Midwifery Council (2007) NMC Circular 07/2007: Introduction of Essential Skills Clusters for Pre-registration}

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3.1 Intended Learning Outcomes (ILOs)

The Adult Nursing Pathway intended learning outcomes incorporate the NMC proficiencies, QAA benchmark statements, Skills for Health competencies and NMC ESC. The pathway will provide you with the opportunity to achieve and demonstrate the following learning outcomes: Level 4 (end of year 1)

By the end of the Common Foundation Programme you should be able to:

 Demonstrate knowledge of the essential concepts, principles and assumptions associated with the Common Foundation Programme.

 Develop lines of argument and make sound judgements in accordance with basic theories and concepts of the Common Foundation Programme.

 Evaluate and interpret concepts and principles within the context of the Common Foundation Programme.

 Demonstrate achievement of the end of year 1 NMC Standards and Essential Skills Cluster.

Level 5 (end of year 2)

By the end of year 2 you should be able to:

 Explore the theories and principles underpinning adult nursing practice.

 Review and utilise the evidence base for professional practice.

 In the context of service delivery, explore the impact of health and social care policy.

 Utilise theories underpinning collaborative practice when communicating and working with service users, carers, professionals and other relevant groups.

 Practice safely under supervision within the boundaries of legal, ethical and professional frameworks.

 Under supervision assess, initiate, provide and evaluate appropriate nursing interventions for service users and carers across a range of health and social care settings.

 Maintain your individual personal and professional development through reflection and lifelong learning.

Level 5 (end of programme)

By the end of a diploma award programme you should be able to:

 Analyse the theories and principles underpinning adult nursing practice.

 Evaluate and utilise the evidence base for professional practice.

 In the context of service delivery, analyse the impact of health and social care policy.

 Evaluate and utilise theories underpinning collaborative practice when communicating and working with service users, carers, professionals and other relevant groups.

 Practice competently and safely within the boundaries of legal, ethical and professional frameworks.

 Exercise professional judgement whilst assessing, initiating, providing and evaluating appropriate nursing interventions for service users and carers across a range of health and social care settings.

 Demonstrate achievement of the end of programme NMC Standards and Essential Skills Cluster.

Level 6 (end of programme)

By the end of a degree/graduate diploma award programme you should be able to:

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 Appraise critically the evidence base for professional practice.

 In the context of service delivery, critically analyse the impact of health and social care policy.

 Critically evaluate and utilise theories underpinning collaborative practice when communicating and working with service users, carers, professionals and other relevant groups.

 Practice competently and safely within the boundaries of legal, ethical and professional frameworks.

 Exercise professional judgement whilst assessing, initiating, providing and evaluating appropriate nursing interventions for service users and carers across a range of health and social care settings.

 Demonstrate achievement of the end of programme NMC Standards and Essential Skills Cluster.

4. PROGRAMME STRUCTURE

4.1 Credit Accumulation

Each module consists of 20 credits. Some of these credits are given for assignments, examinations, coursework etc and some by practical experience and reflection/evidence of this. The credits are delivered at 3 levels:

Level 4 (Certificate) Year 1

Ideas and data are being acquired and evaluated but in the context of limited competence and experience.

Level 5 (Diploma) Years 2/3

The complexity of skills, knowledge and understanding shows progression in range and sophistication from level 4. The use of criticism enables the evaluation of knowledge in academic and practical contexts, the use of analysis enables the development of new ideas, and the use of interpretation enables the acquisition and presentation of more complex information and advanced understanding.

Level 6 (Diploma/Degree) Year 3

The academic skills of synthesis and criticism are well developed so that students demonstrate an ability to draw together a variety of data, experience and reading to create novel and/or appropriate responses, test the validity of arguments and explore the inter-relationships of ideas and broader concepts. Students can acquire, interpret and present sophisticated ideas and complex data, evaluating their usefulness to the practice and relevance to the theoretical basis of their professions.

In following the Adult Nursing Pathway towards registration as a Level 1 Nurse, sub-part 1, Field of Practice – Adult on the professional register, you will gain either a Diploma or a Degree. The pathways are essentially the same, although the academic rating given to modules differs depending on which academic award you are working towards. This divergence is achieved by means of assessment rather than content, with the exception of the Professional Development 3 module which is only taken by the Degree pathway students. You will be taught together irrespective of the award you are pursuing.

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Diploma of Higher Education (Adult Nursing):

Year 1 - 120 credits @ level 4 Year 2 - 120 credits @ level 5 Year 3 - 100 credits @ level 5/6

If you are undertaking the Diploma you will be exempt from Professional Development 3. You will have the option to study for 60 academic credits at level 6 in the final year or to transfer to the Degree pathway if you meet the following criteria:

 Successfully completed all modules in years 1 and 2

 Average mark for year 2 is 55% or above

 All elements of practice have been successfully completed

The decision as to whether you should be permitted to study for 60 credits at level 6 within the Diploma Programme or transfer to the Degree pathway will be taken at the main IPL Exam Board and you will be informed at the end of year 2.

BSc (Hons) (Adult Nursing):

Year 1 - 120 credits @ level 4 Year 2 - 120 credits @ level 5 Year 3 - 120 credits @ level 6

If you are undertaking the Degree you will need to successfully complete all modules in order to be awarded the Degree.

If you do not complete all the academic assessments or fail practice assessments you are eligible to be awarded credits for only those parts of the programme for which you have successfully been academically assessed. You will not be eligible for Professional Registration. See main IPL Programme Handbook for additional details.

Additional Registration:

Additional Registration students join the Programme at the start of year 2 and complete 24 months due to the delivery pattern of the Adult Nursing modules and placement structure within the branch. However, you will only study 4 (DipHE) or 3 (BSc Hons, Grad Dip) modules in your first year.

Diploma of Higher Education (Adult Nursing)

Year 1 - 80 credits @ level 5

Year 2 - 100 credits @ level 5 or 40 credits @ level 5 and 60 credits @ level 6

BSc (Hons) (Adult Nursing) and Graduate Diploma (Adult Nursing):

Year 1 - 60 credits @ level 5 Year 2 - 120 credits @ level 6

The overall Programme design no matter what path you follow ensures that you achieve the Competencies and Essential Skills Clusters at the end of the Common Foundation Programme for entry into the Branch programme and the Standards of Proficiency and Essential Skills Clusters at the end of the Branch programme for entry to the Professional Register (as stated in your Placement Handbook).

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4.2 Transfer onto other pathways

Occasionally students are able to transfer between pathways; this normally occurs at the end of the first year of study for nursing. Transfers are subject to;

 Availability of places

 Assessment by interview of your suitability for the new pathway.

 Completion of a successful placement within a designated area.

 A supporting reference from your personal tutor.

If you are considering transfer, please contact your Year Lead or Pathway Director as soon as possible.

4.3 Changing to Part-Time

It may be possible to change to the part time route at certain points in the Programme. Please discuss this option with your Year Lead or Pathway Director. Remember that your bursary will be reduced.

5. PROGRAMME CONTENT

Each year of the programme has an overarching theme which is reflected in the common and profession specific modules. The themes are:

 At level 4: Developing professional identity

 At level 5: Effective collaborative team working

 At level 6: Working collaboratively as professionally accountable practitioners within complex environments

5.1 The Common Foundation Programme

The Common Foundation Programme introduces you to all four branches (pathways) of nursing to ensure that nurses are flexible, fit for practice (increasingly globally) and fit for purpose4_{. As} the CFP is the foundation on which all further nursing preparation is based, the first year has been designed to allow you experience of each area of practice. The design has brought together individual areas of study such as psychology, social sciences, biosciences, law and ethics and nursing to enable you to view nursing in a holistic manner and to ensure the integration of learning in a way that can meet the needs of and enable individuals, families and communities to optimize their health and well being. Module themes are developed incrementally throughout the nursing pathways.

You will receive details of the modules and timetables either via handbooks or ‘Blackboard’ (internet based virtual learning environment) when the module commences.

Year 1 – Common Foundation Programme (level 4)

Professional Development 1 - The aim of this module is to commence the student’s personal development through engagement with learning activities and University services which will provide an extended induction process that will familiarise the students with the requirements of being a student of a Health or Social Care profession. This Professional Development 1 module provides the foundation for two further modules at the beginning of year 2 and year 3.

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Fundamentals of Professional Collaboration - Students will start to develop an awareness of their own professional identity and understand the principles of working together with others in the context of health and social care. The students’ will be expected to demonstrate the application of learning to the practice setting.

Foundations of Nursing Practice - The aim of this module is to introduce students to the philosophies and concepts underpinning nursing practice.

Maintaining Health and Wellbeing - The aim of the module is to introduce students to a range of concepts of health and public health and to the relationship between health needs assessment and the development of health strategies.

Introduction to Biology and Essential Clinical Skills 1 - The aim of the module is to introduce students to the normal structure and function of the human body and the associated practice skills. This will help them to understand how principles of human biology relate to normal health and inform practice.

Introduction to Biology and Essential Clinical Skills 2 - The aim of the module is to introduce students to the normal structure and function of the human body and the associated practice skills. This will help them to understand how principles of human biology relate to normal activities of living and to develop a sound base of physiological knowledge for practice.

Common modules Profession specific modules

5.2 The Adult Nursing Pathway

The Adult Nursing Pathway encompasses the CFP and Branch Programme to provide a holistic approach to the development of the knowledge, skills and attitudes of the nursing students. The curriculum takes a principles approach that will enable you to develop into a safe and effective practitioner able to work in any care setting. The philosophy of collaborative learning will be promoted within the Collaborative Potential Framework and Professional Development modules throughout the entire programme. The Adult Nursing Pathway is designed to reflect the career pathways outlined by Modernising Nursing Careers (DoH 2006) and also acknowledges the many different settings in which care is delivered.

During the Branch programme you will be exposed to and will participate in the care of patients in a variety of contexts and will, by the end of your second year, have begun to identify with your role as an Adult Nurse. The Adult Nursing Pathway modules have been designed so that you are able to build upon the fundamental knowledge gained during the Common Foundation Programme and embrace the holistic nature of contemporary nursing practice. Individual modules have been designed to reflect the dynamic and fluid nature of health care whilst engendering a sense of lifelong learning. The modules undertaken in year 2 will equip you with underlying knowledge regarding disease processes and pharmacological management primarily focusing on patient assessment and identification of need. The Long Term Care Needs and Acute Care modules will provide you with the opportunity to explore the patient pathway whilst examining the delivery of care within primary, secondary and tertiary settings.

Within the third year the Complex Health Needs modules aim to draw upon all previous theoretical and experiential learning when considering the diverse and complex nature of critical life events. The final two modules (Leadership, Management and the Development of Others

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and Transition into Practice) will equip you with the knowledge and skills required to effect, manage and maintain change in patient care whilst considering your own development and transition into professional practice.

Year 2 – Branch Programme (level 5)

Professional Development 2 - This module builds on the foundation for personal and professional development and lifelong learning which commenced at level 1 and will be continued in a further module in year 3. A particular aim of the module is to provide students with a framework to assess and evaluate sources of evidence used in practice settings. Alongside this, it will also continue the development of Graduate Skills at level 2.

Developing Collaborative Team Working - This module aims to build on the understanding gained through level one learning and to enable students to further develop and apply the knowledge, skills and values necessary to contribute to effective collaborative team working. The students’ will be expected to demonstrate the application of learning to the practice setting.

Pathophysiology and Pharmacology for Practice - The aims of this module are to enable students to develop their knowledge of pathophysiology and understanding of drugs, their administration and actions and apply it to practice.

Assessment and Decision Making in Patient Care - The aim of this module is to develop the students’ knowledge of and ability to apply the principles of nursing assessment and care decision making.

Long Term Care Needs - The aim of this module is to enable students to develop an understanding of the needs of individuals and families requiring long-term care (including long term conditions/disability) within a variety of settings.

Acute Care - The aim of this module is to develop the students’ knowledge and ability to identify and apply the principles of clinical assessment and nursing care in the acutely ill patient.

Year 3 – Branch Programme (level 5/6)

Professional Development 3 (Degree students only) - This module continues to enhance the student’s personal and professional development and the lifelong learning capabilities with a view to becoming a qualified Health or Social care professional on completion of the programme. The particular aim of the module is to undertake a negotiated piece of learning that is a systematic, reflective, critical enquiry into a relevant aspect of health and social care practice. The exact focus will be the subject of a learning agreement.

Developing Practice through Collaborative Working - This module continues to build upon level one and two learning, preparing the students to work collaboratively as professionally accountable practitioners within complex and evolving environments of health and social care. The students’ will be expected to demonstrate the application of learning to the practice setting.

(This module can be undertaken at level 6 by diploma students if they are given the option to

undertake level 6 study)

Complex Health Care 1 - The aim of this module is to facilitate students understanding of the complex nature of health and health interventions and the need to consider this holistically across health and social multi-agency boundaries.

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Complex Health Care 2 - The aim of this module is to facilitate students understanding of the complex nature of health and health interventions and explore one issue in depth.

Leadership, Management and Development of Others - The aim of the module is to provide students with an opportunity to explore leadership, management and development of self and others in the context of contemporary Adult Nursing practice so that they can develop a critical awareness of themselves as professionals, who can effect, manage and maintain change in patient care within an ethical and legal framework.

Transition into Practice - The aim of this module is to prepare the student for transition from student nurse to accountable registered practitioner.

Common modules Profession specific modules

5.3 What modules do I need to study for my award?

If you are a student undertaking initial Pre-registration DipHE or BSc (Hons) awards, you will study over 3 (FT) or up to 6 years (PT) and complete the Common Foundation Programme (CFP) successfully before moving into the Adult Branch Programme.

If you are undertaking the Pre-registration DipHE Adult Nursing Programme you will complete the CFP modules:

CFP Modules Credits Level

Professional Development 1 20 4

Fundamentals of Professional Collaboration 20 4

Foundations of Nursing Practice 20 4

Maintaining Health and Wellbeing 20 4

Introduction to Biology and Essential Clinical Skills 1 20 4

Followed by the following modules in branch:

Modules Credits Level

Developing Collaborative Team Working 20 5

Pathophysiology and Pharmacology for Practice 20 5

Assessment and Decision Making in Patient Care 20 5

Long Term Care Needs 20 5

Acute Care 20 5

Developing Practice through Collaborative Working 20** 5/6

Complex Health Care 1 20 5

Leadership, Management and the Development of Others 20** 5/6

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**indicates modules that may be taken at Level 6 by Diploma students

If you are undertaking the Pre-registration BSc (Hons) Adult Nursing Programme you will complete the CFP modules:

CFP Modules Credits Level

Fundamentals of Professional Collaboration 20 4

Foundations of Nursing Practice 20 4

Maintaining Health and Wellbeing 20 4

Followed by the following modules in branch:

Developing Collaborative Team Working 20 5

Assessment and Decision Making in Patient Care 20 5

Acute Care 20 5

Developing Practice through Collaborative Working 20 6

Leadership, Management and the Development of Others 20 6

Transition into Practice 20 6

If you are a UK qualified nurse you can undertake the Adult Nursing Pathway over 24 months as a route to Additional Registration. To gain a DipHE Adult Nursing you will complete:

Acute Care 20 5

Developing Practice through Collaborative Working 20** 5

Leadership, Management and the Development of Others 20** 5

Transition into Practice 20** 5

**indicates modules that may be taken at Level 6 by Diploma students

If you are a UK qualified nurse you can undertake the Adult Nursing Pathway over 24 months as a route to Additional Registration. To gain a BSc (Hons) Adult Nursing or Graduate Diploma Adult Nursing you will complete:

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Developing Practice through Collaborative Working 20 6

Leadership, Management and the Development of Others 20 6

Transition into Practice 20 6

6. PLACEMENT LEARNING

Adult Nursing placements within the Common Foundation Programme  4 week formative placement

 12 week summative placement

 2 week voluntary services placement (with 5 additional days spread through the Maintaining Health and Wellbeing module)

 37.5 hours of simulated practice

Adult Nursing placements within the Branch programme

Year 2

 4 week formative placement

 8 week formative placement (acute care or long term care focus)

 8 week summative placement (long term care or acute care focus) Year 3

 4 week formative placement

 14 week summative placement

 4 week elective placement (with individualised learning outcomes)

For all other information regarding your clinical placement learning please refer to the Adult Nursing Placement handbook.

The overall plan for module delivery and placement pattern can be found on your cohort CLIC Learn board.

7. LEARNING, TEACHING & ASSESSMENT

The outcome of nursing education should be a nurse who at the end of training is ’fit for award’, ‘fit for practice’ and ‘fit for purpose’5_{. This statement requires you to take responsibility} for your own learning and become an independent learner who is able to think critically, apply knowledge and skills and adapt these skills in a variety of contexts. You will need to be able to apply knowledge to new situations, evaluate knowledge, work collaboratively with others and recognise the need for future development of your own learning.

The Adult Nursing pathway includes a wide range of teaching and learning strategies. These strategies are designed to encourage you to develop as independent (life-long) learners. Teaching strategies include, Tutor facilitated learning (taught sessions, workshops, directed e-learning, Group work, Seminars and Self directed learning (action learning sets, learning contracts). In addition the following supportive strategies are used:

5_{Nursing and Midwifery Council (2004) Standards of proficiency for pre-registration nursing education. Nursing and} Midwifery Council: London

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7.1 CLIC Learn

CLIC Learn is a virtual learning environment (VLE) that enables you to access all the information you should need related to the Programme and the modules. You should take time in the first few weeks to look at the site and find the information that is available.

7.2 Simulation

To support the development and application of skills in practice clinical training within a simulated practice learning environment will be utilised. It is intended that you will undertake 37.5 hours of simulated learning in year 1 of the Programme in support of providing direct care in the practice setting. This has been shown to provide a safe and effective means of learning clinical skills. The facilitation of simulated learning will be conducted by academic staff, mentors and other practice colleagues.

7.3 Safe Medicate (previously Authentic World)

You will be given access to an online medication dosage calculation package that develops and assesses your numeracy skills. This is known as Safe Medicate. The package enables you to develop your numeracy skills from the most basic level to more complex calculations whilst ensuring application to practice. You will be tested at the end of year 1 (80% pass mark) and at the end of year 3 (100% pass mark). The use of this system will be facilitated by your personal tutor and ensures achievement of the NMC Essential Skills Cluster6_{in relation to medication} management and drug calculations.

7.4 Personal Development Planning

Personal Development Planning is built into the programme, to develop self- awareness and support lifelong learning abilities. You will compile a portfolio to record your achievements, development and action plans. This will prepare you for the Continuous Professional Development requirements to maintain your registration. See main IPL Programme document for further details.

8. SUPPORT & GUIDANCE

The diagram below demonstrates the lines of support and guidance available through the Adult Nursing pathway.

6_{Nursing and Midwifery Council (2007) NMC Circular 07/2007: Introduction of Essential Skills Clusters for Pre-registration} Nursing programmes Nursing and Midwifery Council: London

Pathway Director

Year 1 Lead

Academic Year 1 Lead Placements Year 2 Lead Academic Module Leaders

Year 1 Module Leaders Year 2

Pathway Management

Committee

Personal tutor

Year 2 Lead

Placements Year 3 Lead Academic Year 3 Lead Placements Module Leaders Year 3 - Student Liaison Officers - Academic Placement Coordinator - Campus Coordinators

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8.1 Personal Tutor

Your personal tutor is a lecturer assigned to a group of students within the University. They should be the first person you contact with queries, problems, and concerns. They may give you advice or refer you to others for relevant information and support. Keeping your personal tutor informed about your progress is important as they will get to know you as a person and should be a constant presence throughout the Programme.

8.2 Student Liaison Officer (SLO)

Within the Nursing and Applied Clinical Studies Department we are determined to offer as much support to our students as is possible. We recognise that sometimes students have to deal with significant health or personal problems. In order to help at such times we have a member of the academic staff who has a specific role in offering support at such times.

The Student Liaison Officer will work closely with your personal tutors, Year Leads and the University Student Support and Guidance department to offer support and guidance at difficult times. Should you have any significant health or personal problems your personal tutor will refer you to the SLO for further assistance. For example, to assist in referrals to Occupational Health, Counselling or financial support, sanction compassionate leave as well as seeing students personally to offer first hand support if needed.

The Student Liaison Officer is:

Simon Rawlings (September Cohorts): simon.rawlings@canterbury.ac.uk Tel 01227 782897, Office NS11

8.3 Year Lead (academic and placement)

The Year Lead is an academic who is responsible for the overall day-to-day operational and administrative management of the programme pathway for a designated year (Year 1, 2 or 3). Specifically they will work directly with the module leaders and module teams to oversee and coordinate the planning, delivery and evaluation of the curriculum, ensure continuity of student experience and support, promote enhanced communication with academic colleagues who teach across the programme, and proactively address quality management enhancement issues. The Year Lead also works directly with the Student Liaison Officer to enhance the support of students.

8.4 Pathway Director

The Pathway Director will monitor the overall progress of the student group and the effectiveness of the support and guidance given to you whilst on the Adult Nursing pathway. The Pathway Director leads the Pathway Team, provides advice and support for the Year Leads/personal tutors/module leaders and deals with complex problems which may directly impact on your progress.

8.5 Module Leader

A lecturer, who has the responsibility for ensuring that the content and delivery of module meets the required standard and outcomes. The module may be interprofessional or a nursing discipline.

9. GENERAL ISSUES

9.1 Attendance at University

It is a requirement of the University and the professional pathway that you attend all sessions in University.

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Where you have followed specific areas of study prior to your Programme you may be allowed exemption from attendance at classes following written agreement with the module leader. The assessments and examinations relating to all themes/modules are compulsory, whether you have attended sessions or not.

9.2 Policy on sickness/absence

If you are unable to attend University (e.g. due to sickness) you should contact the Programme administrator (see contact details in appendix) and complete a self-certificate form available via CLIC. If you miss days or a number of sessions you will receive warning letters highlighting this and will be asked to see your personal tutor, Year Lead and/or Pathway Director.

If you are prevented from attending placements by illness you will be expected to report such sickness, stating the reason, to the Practice Learning Unit (tel. 01227 782698) on the first day of absence. In addition, you will be expected to notify the placement of your absence.

Any practice absence will need to be made up in your own time (subject to a placement repayment plan negotiated with the link lecturer and placement), and you will not be allowed to register with the NMC until this is complete.

If you require leave of absence from lectures or other University commitments due to any other unforeseen circumstances you must apply immediately to the Director of Student Support and Guidance (form available via link below or on Student Support Services WebPages). Leave of absence is normally only granted in an emergency or in exceptional circumstances.

http://www.canterbury.ac.uk/support/student-support-services/students/health/Formal%20leave%20of%20absence%20oct10.pdf#search=%22leave%22

Where absence or sickness is such as to prevent the successful completion of the specific part of the Programme, you may be required to interrupt your Programme. Any individual with significant sickness issues will be seen by the Pathway Director and informed of the decision to interrupt. Your bursary will be stopped and your position with regards to continuation of the Programme will be reviewed when you have returned to full health or have resolved problems which have interfered with your attendance by the Pathway Director. In the case of sickness medical certification of fitness to return will be required and subsequent occupational health clearance.

If your attendance is consistently poor and you thereby fail to fulfil the requirements of your Programme you may be requested to leave the University. A clear formal warning in writing will be given before such action is taken. If you withdraw from any element of the Programme without the permission of the University you may be withdrawn from the Programme.

9.3 Holidays

The dates of holidays and periods of theory and practice are pre-planned and follow a rolling programme. You can only take holiday at the pre-planned times and failure to adhere to this may result in disciplinary action being taken.

9.4 Assessment Overview

A wide variety of assessment activities are used within the programme and the assessment tasks will relate to your practice experiences. The module teams will provide instructional detail, however Appendix 4 provides an overview of the assessments required for each module.

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9.5 External Examiner

The University appoints External Examiners to act as an independent check upon the academic standards of each programme. The details of the External Examiner(s) for this programme are given below.

Name of current External Examiner: Deirdre MacNamee

Position of current External Examiner: Associate Head of School of Nursing Institution of current External Examiner: University of Ulster

Name of current External Examiner: Dr Julie Williams

Position of current External Examiner: Director of Nurse Education Institution of current External Examiner: University of Lincoln You should not make direct contact with the External Examiner(s).

In due course, you may be asked to meet the External Examiner(s). This meeting will be to enable the External Examiner to gather information on the quality and standards of the programme. Individual performance will not be assessed at this meeting. You should not, therefore, raise any issues regarding individual assessment outcomes with the External Examiner at this time. If you wish to make an academic or fitness-to practice appeal you should do so through the University’s Academic or Fitness-to-Practice Appeals Process. If you wish to make a complaint about the quality of your programme you should do so through the University’s Student Complaints Process.

You can participate in the formal process through which External Examiner reports are considered and responded to through the programme’s student-staff liaison committee. A link to the University’s policy on student-staff liaison meetings is available below. Details of these meetings will be available from the Programme Director.

9.6 Plagiarism and Referencing in Assessment

All assessments must be your own work and appropriately referenced. Harvard referencing information is available on the ‘Cite it Right’ referencing guide on CLIC Learn. Full details regarding what constitutes plagiarism are explained in the main IPL Programme handbook.

9.7 Submitting Assessments

It is of utmost importance that you submit your assignments on time and in the correct format. All assessments are submitted to the Faculty Registry/Assessment office at the campus at which your Programme is based. Failure to comply with assessment regulations and process, or late submissions will result in a reduction of marks. See main IPL Programme handbook for assessment regulations and conventions.

9.8 Exceptional Mitigating Circumstances Procedures

Full details regarding these procedures are explained in the main IPL Programme handbook. 10. DISCONTINUING OR INTERRUPTING FROM THE PROGRAMME

As you are aware Nursing is moving to an all graduate profession from 2015. This decision was made by the Nursing and Midwifery Council and applies to all universities in the UK. For this reason the last diploma programme to run here at Canterbury Christ Church University will start in April 2012 and then from September 2012 we will only be accepting people onto the degree programme.

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We expect the majority of students who start the diploma in April 2012 to finish their studies within the standard 3 year period and complete their diploma in April 2015. Sometimes there are occasions when students need to ‘take a break’ during their programme (we call it an “interruption”), usually as a result of health or personal circumstances beyond their control. Many of these students choose to return to the programme at a later date to continue their studies. This may not be possible for diploma students who start in April 2012 (as the diploma route won’t exist) but there are a number of options available to students who find themselves having to interrupt in or at the end of year 1 of the last diploma group.

It is important that you are aware of this and that you have a clear idea of how this may impact upon you and your studies.

There are three possible scenarios:

1. What if a student starts in April 2012 and does not need an interruption?

Then they will graduate with a DipHE (Adult Nursing). We expect this to happen for the majority of students.

2. What if a student starts the diploma in April 2012 completes the first year successfully and then needs to interrupt for a period of time?

Then they will be able to return to continue studying but would have to join the DEGREE programme as there will not be a diploma programme for them to return to (subject to agreement at programme level). Importantly, this may mean a reduction in the amount of bursary they receive as degree bursaries are means-tested.

3. What if a student starts the diploma in April 2012 and needs to interrupt before they have completed the first year?

Then we would need them to restart on the DEGREE programme (subject to agreement and appropriate entry requirements). If the student did not have the correct entry requirements to get onto the degree programme then they will need to gain the entry requirements before reapplying through UCAS.

Some students are unable to continue with their studies due to unexpected external pressures. We would urge you to talk to your personal tutor so that you can explore possible options for the future.

 Options: Transfer to another pathway or programme of study

 Interruption of Studies; You must complete the programme within 5 years of commencement if full-time or 7 years of commencement if part-time – if you are unable to do this you may be required to restart the Programme.

 Withdrawal; when you withdraw from the programme, you will leave the University with a transcript of completed credits. These may be taken into consideration should you register on another programme at a later date.

Finance issues:

If you are in receipt of financial assistance from the NHS Bursary Unit, Student Loan Company or local NHS Trusts (seconded/sponsored students) you are required to inform the organisations if your student status changes i.e. if you transfer to another programme, interrupt or withdraw.

If you have not informed the organisations and continue to receive payments whilst interrupted or withdrawn from the programme it is likely that you will be subject to a Fraud Investigation –

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which could prevent you from attaining the necessary ‘Good Character‘ reference required for professional registration.

If you are considering interrupting you should discuss this with your personal tutor and write a letter to/or arrange an appointment with the Pathway Director explaining the reason for your request. Normally the Pathway Director will arrange a meeting with you to discuss your options. If you decide to discontinue the Programme permanently you will need to write to the Pathway Director explaining your decision.

If you fail to meet the academic or practice outcomes for the Programme you may be required to withdraw. If this situation arises you will attend a meeting with the Pathway Director/Year Lead to discuss the process.

11. PROFESSIONAL REQUIREMENTS FOR COMMENCING YOUR PROGRAMME

Although you have commenced your programme of study, we need to ensure that you are ‘suitable’ for the programme in terms of your occupational health and also that your conduct/behaviour is commensurate with the professional code by which we are legally bound to practice by. To explore these areas your occupational health will be assessed and a check will be performed to determine if you have a criminal record, and if the offences would then make you unsuitable for the programmes. Further information can be found in the main IPL Programme handbook.

12. PROFESSIONAL REQUIREMENTS FOR CONTINUING YOUR STUDIES

In addition to the requirements to pass academic and practice assessments a number of additional features are important for you to continue your studies on this programme.

12.1 Good Health and Good Character

The evaluations of health, conduct and behaviour are on-going features of any healthcare professional programme due to the close contact with vulnerable groups. As a result, every year you will be required to sign a Declaration of Suitability form to ensure that professional requirements are met. If something occurs that may affect your suitability to continue with the programme you must seek the advice of the Pathway Director at your earliest opportunity.

12.2 Maintaining health and wellbeing during the programme

During the Programme, should you or the University/practice staff have any concerns about your physical, emotional or mental health, you will be supported by staff and services within the University (eg Occupational Health, Student Counsellors) who with the Programme team, will explore how/ if your studies can continue.

When there is concern about a students’ state of health, it is common practice to ensure that the student is protected. For many students this means that they would be advised to take a short period of sick leave or advised to interrupt their studies temporarily and return at a later point. However if your illness has the potential to impact on the wider community then you will not, in general, be allowed into the practice area, and may not be allowed to attend University lectures depending on the individual circumstances. This occurs by a process known as ‘neutral withdrawal’ and acknowledges that the student is temporarily unable to proceed with their studies until the illness is resolved. Once normal health has been restored, you will be referred to the Occupational Health department for assessment, and when cleared can rejoin the

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programme either immediately or at a later date. Occasionally students maybe offered the opportunity to transfer to an alternate programme.

12.3 Maintaining appropriate standards of conduct and behaviour as a student

All CCCU Students are expected to adhere to the CCCU Student Code of Professional Conduct. Any failure to do so may result in disciplinary action. For you as a student on a professional programme this has increased importance since you are expected to maintain a satisfactory standard of conduct and demonstrate behaviour commensurate with your developing professional status as per the CCCU Student Code of Professional Conduct; available at:

http://www.canterbury.ac.uk/support/student-support-services/students/cospc.doc

This applies to your life within the university, whilst on professional placements and to your personal life outside of the university.

In the event of evidence suggesting that you have failed to meet the required standard, you will be subject to a referral to the ‘Faculty Student Fitness to Practice Panel’ which will examine your case and make a recommendation to the Head of your Department about your continued suitability for the programme. Should you be referred via the University Disciplinary Code or the Faculty Student Fitness to Practice process, a full support and representation mechanism is available for you via the CCCU student union representation co-ordinators.

At Canterbury you are advised to contact; ellie.martin@canterbury.ac.uk 01227 782272 At Medway you are advised to contact; jill@umsa.org.uk , or paul@umsa.org.uk 01634 888989

To ensure that decisions are equitable and fair, you are able to use the University appeals processes. Please see main IPL Programme handbook for further details.

13. PROFESSIONAL REQUIREMENTS FOR YOUR FUTURE EMPLOYMENT

At the successful completion of your Programme you will receive a University Reference and the Pathway Director will be required to sign a declaration regarding your Fitness to Practice which is required for registration as an Adult Nurse on the Nursing & Midwifery Council register. Your conduct during the Programme will be taken into consideration, and if there are any concerns regarding your suitability, the NMC declaration will indicate this.

From October 2009, the system for CRB altered. This will be implemented in a phased way across the next 5 years, so it is likely that you will only be required to sign the annual declaration of ‘Good Health and Good Character’ as stated earlier. However, when you graduate, if you intend to pursue a career which involves working with vulnerable groups, you will be required to register with the Independent Safeguarding Authority.

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APPENDIX 1 – PATHWAY PLAN

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APPENDIX 2 – ACADEMIC STAFF DIRECTORY

Room Tel. Ext Email

Alex Levine Jf32a 2734 alex.levine@canterbury.ac.uk

Andrew Southgate RWs41 4460 (Med) andrew.southgate@canterbury.ac.uk

Ann Newman Ef06 2799 ann.newman@canterbury.ac.uk

Ann Price Lf12 2608 ann.price@canterbury.ac.uk

Anna Johnstone F6.05 2736 anna.johnstone@canterbury.ac.uk

Annaliese Woods Nt16 2627 annaliese.woods@canterbury.ac.uk

Barbara Worster RWs30 4453 barbara.worster@canterbury.ac.uk

Chloe Griggs Ef15 2029 chloe.griggs@canterbury.ac.uk

Chris Biela Ef13 2466 christopher.biela@canterbury.ac.uk

Curie Scott F6.05 2789 curie.scott@canterbury.ac.uk

David Sturgeon F6.08 3135 david.sturgeon@canterbury.ac.uk

Debbie King (Yr 1 Lead) F6.08 3107 debbie.king@canterbury.ac.uk

Elaine Sharp Ef06 3018 elaine.sharp@canterbury.ac.uk

Gerry Lennon F6.12 3411 gerry.lennon@canterbury.ac.uk

Ian Felstead (Pa Dir) Nt12 2776 ian.felstead@canterbury.ac.uk

Jane Arnott Eg40 3132 jane.arnott@canterbury.ac.uk

Jane Greaves Eg40 2343 jane.greaves@canterbury.ac.uk

Jane McLean Ag10 2060 jane.mclean@canterbury.ac.uk

Jo Gurling RWs31 4449 joanne.gurling@canterbury.ac.uk

Karen Daniels (Yr 2 & 3

lead) Eg38 3843 karen.daniels@canterbury.ac.uk

Karen Lumsden Jf32a 2105 karen.lumsden@canterbury.ac.uk

Kevin Corbett Ccf07 2976 kevin.corbett@canterbury.ac.uk

Lioba Howatson-Jones F509 3187 lioba.howatson-jones@canterbury.ac.uk

Martin Bailey (Yr 1 Lead) Ef10 2725 martin.bailey@canterbury.ac.uk

Martin Bedford Lf12 2527 martin.bedford@canterbury.ac.uk

Mary Brown Eg35 2631 mary.brown@canterbury.ac.uk

Nerys Brick (Pa Dir) Ns12 3892 nerys.brick@canterbury.ac.uk

Paul Elliott RWs31 2098 paul.elliott@canterbury.ac.uk

Paula Kuzbit Lf12 2104 paula.kuzbit@canterbury.ac.uk

Peter Ellis Ag11 2521 peter.ellis@canterbury.ac.uk

Phil Angrave (Yr 2 & 3

Lead) Hf10 2926 phil.angrave@canterbury.ac.uk

Roger Goldsmith F5.08 3093 roger.goldsmith@canterbury.ac.uk

Sarah Pye RWs31 4446 sarah.pye@canterbury.ac.uk

Shelley Scribbins Lf12 2465 shelley.scribbins@canterbury.ac.uk

Simon Rawlings (SLO) Ns11 2897 simon.rawlings@canterbury.ac.uk

Siobhan Atherley RWs29 4406 siobhan.atherley@canterbury.ac.uk

Sue Riddell Nt14 2898 susan.riddell@canterbury.ac.uk

Sue Roberts F204 3005 susan.roberts@canterbury.ac.uk

Tim Clark Ag18 2303 tim.clark@canterbury.ac.uk

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ADMINISTRATION STAFF DIRECTORY Programme Admin Office

General

Nicola Radford - Chatham 2172 4454 Nf11 RWs41 prereg-healthadmin@canterbury.ac.uknicola.radford@canterbury.ac.uk

Registry

All assessment information 2222 Augustine

House i-zone@canterbury.ac.uk Placement Office

General 2698 Jf48 placements@canterbury.ac.uk

Campus Tutor (for Nursing)

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APPENDIX 3

CANTERBURY CHRIST CHURCH UNIVERSITY IPL Programme

Role of the Group Representative

Each Adult Nursing pathway group must elect a group representative and a deputy (if rep is unable to undertake duties). Please inform the programme administrator of names of the rep and deputy and also if the rep changes/relinquished the role for any reason, then a new rep will need to be elected.

The group representative:

 is the contact person for the group;

 may be required to disseminate information/documentation to the rest of the group;

 needs to attend group rep meetings approximately once per semester.

An identified representative of the cohort will also be required to attend the Pathway Management Committee meetings twice a year.

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APPENDIX 4 – THEORETICAL ASSESSMENTS YEAR 1 - LEVEL 4

Module and Code Credits Level Assessment Word

Equivalence Weighting Year 1

Professional

Development 1 20 4 1. A portfolio of supporting evidence to demonstrate achievement of the learning outcomes, including a reflective narrative

3000 60%

2. Two modules of the European

Computer Driving Licence 2000 40%

Fundamentals of Professional Collaboration

20 4 1. Patch work text approach. Students will write three ‘patches’ of

approximately 750-1000 words.

2500 50%

2.Assessment of Practice Tool 2500 50%

Foundations of Nursing

Practice 20 4 1. A reflection on how the module content and associated practice experience has contributed to the students’ development as a nurse.

2500 50%

2. Assessment of Practice Tool 2500 50%

Maintaining Health and

Wellbeing 20 4 1. Presentation _{2. Assessment of Practice Tool} 2500 ₂₅₀₀ 50% _50% Introduction to Biology

and Essential Clinical Skills 1

20 4 1. Written report of practical work

undertaken during the module 2500 50%

2. Assessment of Practice Tool 2500 50%

Introduction to Biology and Essential Clinical Skills 2

20 4 1. Examination 2500 50%

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YEAR 2 - LEVEL 5

Equivalence Weighting Year 2 (diploma & degree)

Professional

Development 2 20 5 1. A portfolio of supporting evidence to demonstrate achievement of the learning outcomes, including a critique of a source of evidence.

3000 60%

2. Two modules of the European

Computer Driving Licence. 2000 40%

Developing Collaborative

Team working 20 5 1. Patch work text approach. Students will write three ‘patches’ of approximately 750-1000 words.

2500 50%

2. Assessment of Practice Tool. 2500 50%

Assessment and Decision

Making 20 5 1. A nursing assessment and care plan. _{2. Written discussion related to the care} 1250 25%

plan. 1250 25%

Pathophysiology and

Pharmacology 20 5 1. Scenario based questions submitted in the form of an assignment. 2500 50%

Long Term Care Needs 20 5 1. Group presentation. 2500 50%

Acute Care 20 5 1. A scenario based unseen written

examination from a specified list of topics.

2500 50%

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YEAR 3 – LEVEL 5 / 6

Equivalence Weighting Year 3 (diploma)

Developing Practice through Collaborative Working

20 5 1. Patch work text approach. Students will write four ‘patches’ of approximately 600-700 words.

2500 50%

Complex Health Care 1 20 5 1. Small group presentations of

decision making trees. 2500 50%

Complex Health Care 2 20 5 1. Literature review. 2500 50%

Leadership, Management and Development of Others

20 5 1. A reflective essay based on an

episode of patient care. 2500 50%

Transition into Practice 20 5 1. Guided reflection of an episode of care.

1500 30%

2. Personal development plan. 1000 20%

Equivalence

Weighting Year 3 (degree)

Professional

Development 3 20 6 1. A systematic, reflective critical enquiry into a relevant aspect of health and social care practice.

5000 100%

Developing Practice through Collaborative Working

20 6 1. Patch work text approach. Students will write four ‘patches’ of approximately 600-700 words.

2500 50%

Complex Health Care 1 20 6 1. Small group presentations of

decision making trees. 2500 50%

Complex Health Care 2 20 6 1. Literature review. 2500 50%

Leadership, Management and Development of Others

20 6 1. A critical reflection based an

episode of patient care. 2500 50%

Transition into Practice 20 6 1. Guided reflection of an episode of

care. 1500 30%

2. Personal development plan. 1000 20%