Handbook for Practice Supervisors And Practice Assessors

Handbook for

Practice Supervisors

And Practice Assessors 2020/21

For BSc (Hons) Adult Nursing

BSc (Hons) Children’s Nursing BSc (Hons) Learning Disabilities Nursing

BSc (Hons) Mental Health Nursing

Contents

Introduction to the Programme ................................................................................................. 1 BSc (Hons) Nursing ................................................................................................................................... 1 UCAS Entry Students (Non-apprentices) ........................................................................................... 1

Practice Learning ............................................................................................................................ 2 Disclosure and Barring Service Checks ............................................................................................. 3 Occupational Health Clearance ............................................................................................................. 3 Reasonable Adjustments ......................................................................................................................... 3 Statutory and Mandatory Training ..................................................................................................... 3 Dress Code and Uniforms ........................................................................................................................ 4 Placement Induction ................................................................................................................................. 4 Supernumerary Learning ....................................................................................................................... 4 Attendance in Practice ............................................................................................................................. 4 Monitoring Attendance in Practice ..................................................................................................... 5 Concerns regarding student conduct or performance ................................................................. 5 Raising Concerns ........................................................................................................................................ 5 Providing students with practice learning opportunities across the four fields of nursing ........................................................................................................................................................... 6 Examples of Outreach/Placements/Practice Learning Experiences in each Field ............ 8

Supervision and Assessment in Practice ................................................................................ 9 Introduction ................................................................................................................................................. 9 Practice Supervisor responsibilities................................................................................................... 9 Practice Assessor responsibilities ....................................................................................................... 9 Academic Assessor responsibilities .................................................................................................. 10 Resources for Practice Supervisors, Practice Assessors and Academic Assessors .......... 10 The collaboration for assessment between the practice assessor and academic assessor ....................................................................................................................................................... 11 The shared roles and responsibilities for the nominated practice assessor and academic assessor ................................................................................................................................... 12 Managing a student not meeting the progress expected ........................................................... 13

Support Arrangements ................................................................................................................ 14 Support for Students ............................................................................................................................... 14

Useful Contacts at the University ............................................................................................. 15 Key Staff Contact Details ....................................................................................................................... 16

Overview of the Programme and Progression .................................................................... 17 Progression through the programme............................................................................................... 17

Programme Modules Framework ........................................................................................... 18 BSc (Hons) Adult Nursing ..................................................................................................................... 18 BSc (Hons) Children’s Nursing ............................................................................................................ 18 BSc (Hons) Learning Disabilities Nursing ....................................................................................... 19 BSc Mental Health Nursing ................................................................................................................... 19

Year One Module Summaries .................................................................................................... 21 Introduction to life sciences (All fields) .......................................................................................... 21 Introduction to adult nursing .............................................................................................................. 21 Introduction to children’s nursing .................................................................................................... 21 Introduction to learning disability nursing ................................................................................... 21 Introduction to mental health nursing ............................................................................................ 22 Introduction to public health and health promotion (All fields) ........................................... 22

Introduction to professional practice (All fields) ........................................................................ 22

Year Two Module Summaries ................................................................................................... 24 Therapeutic interventions in nursing: bio-psycho-social approaches ................................ 24 Assessment and care process for the acutely ill person ............................................................ 24 Collaborative working for health and well-being in adults with long term conditions . 24 Assessment and care process for acutely ill children ................................................................. 25 Community and public health nursing for children .................................................................... 25 Assessment and care process in learning disability nursing ................................................... 25 Collaborative working for health and well-being in learning disability nursing ............. 25 Assessment and care process in mental health nursing ............................................................ 26 Collaborative working for health and well-being in mental health nursing ...................... 26 Developing professional practice (All fields) ................................................................................ 26

Year Three Module Summaries ................................................................................................ 28 Safe and effective quality care in adult nursing............................................................................ 28 Co-ordinating the care of adults with complex health care needs ......................................... 28 Leadership in adult nursing ................................................................................................................. 28 Safe and effective quality care in children’s nursing .................................................................. 29 Co-ordinating the care of children with complex and palliative care needs ...................... 29 Leadership in children’s nursing ....................................................................................................... 29 Safe and effective quality care in learning disability nursing ................................................. 30 Co-ordinating the care of people with learning disabilities with complex health care needs ............................................................................................................................................................ 30 Leadership in learning disability nursing ...................................................................................... 31 Safe and effective quality care in mental health nursing .......................................................... 31 Co-ordinating the care of people with complex mental health care needs ........................ 31 Leadership in mental health nursing ............................................................................................... 32 Advancing professional practice (all fields) .................................................................................. 32

References ....................................................................................................................................... 35

1

Introduction to the Programme

This handbook has been designed to be used in conjunction with the guide to using

the Pan London PAD (PLPAD V2.) available on the Pan London Practice Learning

Group website https://plplg.uk/plpad-2-0/

This handbook outlines specific elements that apply to students undertaking pre-

registration undergraduate programmes at Kingston University and St George’s

University of London and provides information reading practice and general

information about the course itself.

BSc (Hons) Nursing This course has been designed in partnership with local employers and service

users and is based on the NMC Standards of proficiency for registered nurses

(NMC, 2018a) It will enable students to apply for entry to the NMC Register as a

Registered Nurse in the field of practice they have studied.

UCAS Entry Students (Non-apprentices) UCAS entry students are full-time, fee-paying university students who have applied

through UCAS for entry to the programme. They are required to fulfil the NMC

requirements for a minimum of 2300 hours of theory and 2300 hours of practice

learning and all other NMC and programme requirements in order to be able to

register as a Registered Nurse upon completion of the course.

The programme plan for UCAS entry students will consist of the equivalent of two to

three days university attendance per week and two days directed/self-directed/online

learning, along with scheduled blocks of practice placement learning. UCAS entry

students are supernumerary throughout their course.

https://plplg.uk/plpad-2-0/

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Practice Learning

The requirement for students to undertake two or more placements within each

academic year means that some theory modules tend to span across two semesters

rather than being delivered within a specific semester. All practice modules (except

for MSc in year one) are year-long and the assessment for each is through the Pan

London Practice Assessment Document (PLPAD V2.0) which only requires a

pass/fail result. All students undertake an Objective Structured Clinical Assessment

in semester one of the first year to ensure they have achieved competence in core

areas of practice before their first placement.

Throughout the programme, students will have the opportunity to undertake a range

of practice learning opportunities which will ensure that they develop the necessary

knowledge and skills to be meet the growing health and social care demands as

detailed in the Long-Term Plan (NHS, 2019). Students will experience learning

across social and geographical boundaries, with placements in acute and community

sectors in the NHS, social care and private, voluntary and independent sector

environments in city and rural locations.

To manage placement allocations the Faculty has recently invested in a new

software system ‘InPlace’. This enables the allocation and monitoring of appropriate

allocations to meet programme, NMC and EU Directive requirements. Placement

Evaluations will be completed on-line through InPlace with students unable to see

their next placement until the evaluation is completed.

The acquisition of essential nursing practice skills within a simulated setting is

developed with generic and field specific activities. This allows the student to

experience the context and reality of nursing and to apply, grow and demonstrate

through robust assessment, their professional competence.

Our students are attached to zones for practice placement experiences enabling

them to build a relationship with the placement providers within their zone. Each

student follows a pathway of different placements to ensure they gain experience

across a range of different care settings and that adult students meet EU Directive

requirements.

We have a well-developed preparation for practice programme, delivered prior to

each practice experience. This not only prepares students to plan their own learning,

but also explores the challenges and complexities they may face and the processes

for raising concerns where necessary, with support from a dedicated academic team.

Students are prepared for their practice learning opportunities via an enquiry-based

approach to further support development of their professional identities. Within this

framework students will be supported to prepare themselves for practice learning

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and develop their competence and self- management. Central to this approach is

advocating personal responsibility and self–awareness. The preparation for practice

strategy gradually introduces students to carefully constructed themes of learning in

practice to support their transition from novice to competent practitioners. Themes

that will be explored over the programme will include:

Professionalism in Practice

Practice learning and professional relationships

Reflection on learning in practice

Maintaining patient safety

Professional responsibility and dealing with challenges

Mandatory preparation

Disclosure and Barring Service Checks All students undertaking pre-registration nursing programmes are required to

undertake a disclosure and barring service check (DBS) prior to entry onto our pre-

registration nursing programmes. Students are not permitted to commence any

practice learning opportunity without satisfactory DBS clearance. Where a student

has an interruption to their studies they are required to provide evidence that their

DBS status has not changed or will be required to have an additional DBS check

prior to recommencing. Students are also required to report annually any changes to

their DBS status (and self-report at any time in-between) and reconfirm whether

there have been any changes to their DBS status at the end of the programme.

Occupational Health Clearance

All students must obtain a health clearance from the Occupation Health service prior

to attending practice Students who are deemed not medically fit to enter the practice

learning environment by the OH service may not attend practice and may be

required to either take an interruption or if required be discontinued from their

studies. Students are also required to report any changes to their health status

annually (and any time in-between) and reconfirm this at the end of the programme.

Reasonable Adjustments Students who may require a reasonable adjustment (on health grounds) will have

been seen by the Occupational Health Department who will make recommendations

for any adjustments required. Students who require a reasonable adjustment on

health grounds or for dyslexia, dyspraxia or dyscalculia are asked to register with the

disability team at the university who will develop a statement of support needs. A

separate placement statement is written if adjustments are required in practice which

they are encouraged to share with their practice supervisors, practice assessors and

academic assessors.

Statutory and Mandatory Training Students are required to undertake a range of statutory and mandatory training

activities annually; this includes all relevant modules on the e-Learning for Health

4

website that is used across the NHS. Students are also required to undertake annual

Basic Life Support (BLS) and moving and handling training in our clinical skills and

simulation labs. Some practice learning organisations will also require students to

undertake additional mandatory training and this is usually organised at a local level.

Examples of e-LfH modules undertaken in year one are listed below:

Equality, Diversity and Human Rights Level 1

Health, Safety and Welfare Level 1

Fire Safety Face to face lecture & and Level 1

Conflict Resolution Level 1 (also covered in class year 2)

Data Security Awareness Level 1

Preventing Radicalisation- Basic Prevent Awareness

Safeguarding Adults Level 1 and 2 (also covered in class)

Safeguarding Children (also covered in class)

Infection, Prevention and control Level 1 and 2

Moving and Handling Level 1 and 2 (and in skills lab)

Resuscitation (and in skills labs)

Dress Code and Uniforms All our students are educated as to the need for them to comply with the Dress Code

policy developed with practice partners. A name badge is provided to all students

which must be visible. Students are also issued with a university ID Card and will

which must also be visible, but not contravene infection control and safety policies.

Placement Induction Students are required to undertake a placement induction to their placement zone

prior to the start of their first placement. Placement inductions are organised with

placement managers and the Senior Lecturer for Practice.

Supernumerary Learning

It is an NMC requirement that all students on a Registered Nursing programme are

supernumerary for ALL practice placements. Students must complete a minimum of

2300 hours of practice some of which will be completed through clinical skills and

simulation at the university. The NMC define supernumerary as:

students in practice or work placed learning must be supported to learn without being

counted as part of the staffing required for safe and effective care in that setting. For

apprentices, this includes practice placements within their place of employment; this

does not apply when they are working. (NMC, 2018b)

Attendance in Practice

It is expected that students will attend each practice learning placement for an

average of 37.5 hours per week, and are also awarded 30 minutes per week for

reflection and completion of their PLPAD document (which can take place in or

outside of practice) so will average 40 hours per week on placement. Should a

student miss any hours in practice due to illness or other valid reason for absence

5

(supported by a medical certificate etc. as appropriate), they may still be able to

achieve the requirements in the PLPAD depending on the level of absence. Students

are encouraged to make up any missed hours during placement, but the university

recognises this may not always be possible especially on community placements. If

the student falls short of the total hours for practice required by the NMC, additional

placement experience may be arranged subject to availability to make up all of the

hours required to meet programme and NMC requirements. This would normally

occur towards the end of the programme after their final placement.

Monitoring Attendance in Practice Students are expected to be punctual. They must inform practice and the university if

they are going to be absent from practice. Timesheets in the back of the PLPAD

must be completed and signed by the practice assessor. These hours are checked

as part of the moderation process at the university after each placement and

recorded by the placements team. If the practice supervisor or practice assessor has

any concerns regarding student attendance they should communicate with the Link

Lecturer in the first instance.

Concerns regarding student conduct or performance If there are concerns regarding a student’s conduct or performance the practice

supervisor or practice assessor should contact the Link Lecturer initially who will

inform the academic assessor. If an action plan is required, then following

communication the academic assessor and practice assessor will confirm an action

plan for the student. This may be agreed face to face, telephone or a secure email

system. All processes should include the student, be transparent and all action plans

and other outcomes or objectives must be recorded in the appropriate section of the

student’s Practice Assessment Document (PLAPD 2.0). Please see page 13 in this

handbook for an overview of the raising concerns process.

Raising Concerns Students are informed about the processes for raising concerns in practice as part of

preparation for practice. There is a university policy that students must follow if they

have concerns. Full details and copies of the polices are available on the university

Canvas virtual learning environment and advises that students should raise their

concern locally initially e.g. their practice supervisor/assessor or other member in the

placement, Link Lecturer or Academic Zone Lead or key staff within the organisation

e.g. Lead for Practice, Trust/Organisation Lead. A member of staff from the

university should be present to support the student if they are required to complete a

statement or attend a formal meeting. Where this may be difficult Skype for

Business (or similar) could be used with agreement of all present.

6

Providing students with practice learning opportunities across the four fields of nursing

It is an NMC requirement that students are provided practice learning opportunities that allow students to develop and meet the Standards of proficiency for registered nurses to deliver safe and effective care to a diverse range of people across the four fields of nursing practice: adult, mental health, learning disabilities and children’s nursing (NMC, 2018). In order to achieve this, practice supervisors and assessors are asked to discuss potential out of field experiences available to each student either on their placement or as an outreach placement within the organisation. This should be of sufficient length and where possible relevant to their base placement to be meaningful. For example, a student may spend time in neonatal/PICU as part of a critical care placement or community GP practice placements that care for people from all fields and across the lifespan. It is possible that opportunities are available on the placement e.g.

Children or adults with a learning disability or mental health condition

Mental health service users with a physical health condition

People with a learning disability who have a mental health or physical health

condition.

Some placements may include opportunities to care for clients across fields e.g.

Community and GP practices

Emergency departments with child and adult departments

The following pages offer a flow diagram showing the process for identifying the learning opportunities and recording the student’s experience. Examples of the possible types of experiences are provided. If you need guidance in identifying suitable out of field experiences your Link Lecturer can assist you with this.

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Examples of Outreach/Placements/Practice Learning Experiences in each Field

Examples for each Field

Gaining Adult field experience

Outreach with nurse specialists in acute or community settings, e.g. a child field student could spend time with a diabetic nurse specialist to understand the long-term impact of diabetes for children as they grow to adulthood.

Participation in university Heritage to Health (H2H) events which enables student nurses to successfully work with people with complex disabilities and conditions, such as lung disease, neurological disorders and frail elderly people

Adult field placement (provided to mental health students)

Skills and simulation sessions involving adult role players

Placement in outpatient’s department /GP Practice

Elective on an adult placement

Gaining Child field experience

Health Visitor placement

Outreach with HV as part of community placement/GP Practice

C/O children/babies in A&E/Theatres/OPD

Skills/simulations involving children

Elective with experience of caring for children/babies

CAMHS

Gaining Mental Health field experience

Caring for people with dementia / acute confusional states / mental health conditions, CYP with acute anxiety/suicidal ideation

Outreach with mental health service users (acute/community/ independent/voluntary sector) / GP Practice

Electives caring for/supporting clients with mental illness

CAMHS

Health Visitor placement – mothers with postnatal depression

Gaining Learning Disabilities field experience

C/O service users with a learning disability in acute or community care placements

Outreach with service users with learning disabilities in acute or community settings

Outreach in MH Trusts to LD wards (our MH placement providers have both MH and LD placements)

Participation in the Heritage to Health (H2H) events which enables student nurses to successfully work with people with learning disabilities and complex disability

Elective focussed on people with learning disabilities with a LD

Skills and simulations sessions with role players with learning disabilities e.g. ACT TOO

Experiencing Maternity care (just for Adult students)

Outreach in the community with community midwife

Health Visitor placement

Elective in a maternity unit

Maternity simulation at university (Adult field only)

9

Supervision and Assessment in Practice

Introduction

Practice supervisors and assessors are responsible for supporting the student’s

development in the workplace and for assessing skills, competencies and snapshots

throughout the Programme.

The practice components of the course are informed by the Standards of proficiency

for registered nurses (NMC 2018a). The documents used for this purpose (Practice

Assessment Documents (PLPAD 2.0), and Ongoing Achievement Record) have

been developed for use by HEIs delivering pre-registration nursing programmes

across London.

As per the Standards for Student Supervision and Assessment (NMC 2018c)

students are supported in practice by Practice Supervisors, Practice Assessors and

Academic Assessors. Guidance on these roles in relation to the Practice

Assessment Documents and Ongoing Achievement Record can be found in the

Nursing Practice Assessment Document 2.0 (PAD) Guide to using the PAD

[https://plplg.uk/plpad-2-0/]. The responsibilities of the Student/ Practice

Supervisor/Practice Assessor/ Academic Assessor can be found in full in the

Practice Assessment Documents and are briefly outlined below:

Practice Supervisor responsibilities (Registered nurse/midwife or other registered

health/social care professional)

In many practice areas the student will be supported by a number of Practice

Supervisors. Some areas may adopt a team based approach due to the nature of the

experience. As a Practice Supervisor you have an important role in supporting and

guiding the student through their learning experience to ensure safe and effective

learning. This includes facilitating learning opportunities including any reasonable

adjustments the student may need to get maximum benefit from the placement. It is

your responsibility to contribute to the student’s assessment through the recording of

regular feedback on their progress towards, and achievement of their proficiencies.

Specific feedback must be provided to the Practice Assessor on the student’s

progress.

Practice Assessor responsibilities (Registered Nurse)

As a Practice Assessor you have a key role in assessing and confirming the

student’s proficiency providing assurance of student achievements and competence.

This includes facilitating learning opportunities including any reasonable adjustments

the student may need to get maximum benefit from the placement. You will observe

the student, conduct and record student assessments informed by student

reflections, feedback from Practice Supervisors and other relevant people to confirm

achievement. You will liaise with the Academic Assessor scheduling communication

at relevant points.

Practice Assessors must have appropriate equivalent experience in the student’s

field of practice.

https://plplg.uk/plpad-2-0/

10

There are numerous elements requiring assessment in practice. One or more

Practice Supervisors can contribute to the assessment of some of the proficiencies

in discussion with you, but they must be working in their scope of practice. When

assessing the student, you should take into account sources of evidence that

encompass knowledge, skills, attitudes and the views of those receiving care.

Comments should acknowledge those exceptional students who are exceeding

expectations for their stage in practice or who have particularly commendable

attitudes, behaviours, knowledge or skills.

If the student is not meeting the required standards this should be highlighted as a

development need. If there is a cause for concern or a fitness for practice issue that

requires prompt action, an Action Plan should be instigated to address specific

needs or concerns within a specified timeframe. In the event of this, seek guidance

from the Academic Assessor, Link Lecturer and/or senior practice representative.

Academic Assessor responsibilities

Academic Assessors are Registered Nurses and are nominated for each part of the

educational programme. The same Academic Assessor cannot contribute to the

student assessment in consecutive parts. The Academic Assessor will work in

partnership with the Practice Assessor to evaluate and recommend the student for

progression for each part of the educational programme. The Academic Assessor

will enable scheduled communication and collaboration with the Practice Assessor,

this communication can take a variety of forms: phone, email, Skype, face to face,

through the Practice Assessment Document and Ongoing Achievement Record with

a summary recorded in theses documents.

Resources for Practice Supervisors, Practice Assessors and Academic Assessors

The Pan London Practice Learning Group website has a host of resources available

to you including copies of the Practice Assessment Documents (PLPADs) and

Ongoing Achievement Record, Guide to using the PLPAD workshop materials for

practice supervisors and assessors and Short online Learning Programmes including

Theory, Activities and Case Studies including:

• Understanding students

• Roles and responsibilities

• Assessing learning needs

• Assessing learning in practice

• Raising concerns

• Giving feedback

• Coaching skills

Website: https://plplg.uk/

University website https://www.healthcare.ac.uk/courses/supporting-practice-

resources/ (currently being updated for new programme and standards)

https://plplg.uk/

https://www.healthcare.ac.uk/courses/supporting-practice-resources/

https://www.healthcare.ac.uk/courses/supporting-practice-resources/

11

The collaboration for assessment between the practice assessor and academic assessor

The link lecturer role is well-established and familiar to staff in practice placements and will be the first point of contact for any queries. For students making good progress on their placement it is not expected that the practice assessor will need to contact the academic assessor during the placement. However, if any issues arise that the practice assessor or academic assessor believe could impact on the student’s progress or may have an impact on the ability for a fair and objective assessment to be undertaken there may be a need for communication between the academic assessor and practice assessor. Where this arises, or there is a concern regarding the student’s performance in practice, the academic assessor and practice assessor will communicate by phone/Skype/Email/ face to face. Where a student makes good progress and there are no concerns then communication will be through documentation of comments and feedback in the Practice Assessment Document and Ongoing Achievement Record as advised in the NMC webinar ‘The role of the practice and academic assessor’, February 2019.

The Practice Assessment Document and Ongoing Achievement Record are central to recording communication between the practice assessor and academic assessor. They include names and contact details of the practice assessor and academic assessor and nominated person for practice, action plan templates which can be used where needed and records of communications between the practice assessor, academic assessor and other key staff involved in the student’s learning journey in theory and practice including practice supervisors, service users and carers, link lecturers and personal tutors.

Resources

Nursing and Midwifery Council (2018) Supporting information on standards for student supervision and assessment. Available at: https://www.nmc.org.uk/supporting-information-on-standards-for-student-supervision-and-assessment/

Nursing and Midwifery Council (2019) The role of the practice and academic assessor. Webinar 8th February 2019. https://www.youtube.com/watch?reload=9&v=N3InOolvGUw

https://www.nmc.org.uk/supporting-information-on-standards-for-student-supervision-and-assessment/

https://www.nmc.org.uk/supporting-information-on-standards-for-student-supervision-and-assessment/

https://www.youtube.com/watch?reload=9&v=N3InOolvGUw

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The shared roles and responsibilities for the nominated practice assessor and academic assessor

Role of Academic Assessor The nominated academic assessor collates and confirms student achievement of proficiencies and programme outcomes in the academic environment for the part of the programme assigned to, in partnership with the Practice Assessor.

Role of the Practice Assessor The nominated practice assessor is responsible for the assessment and confirmation of the achievement of proficiencies and programmes outcomes in practice learning for the student(s) they are assigned to in partnership with the Academic Assessor.

The nominated practice assessor works in partnership with the nominated academic assessor

to evaluate and recommend the student for progression for each part of the programme, in line with programme

standards and local and national policies.

The Academic Assessors and Practice Assessor will communicate by phone/Skype/Email/ face to face and through documentation in the Practice Assessment Document and Ongoing Achievement Record.

Communicates with

Practice Assessor,

Personal Tutors,

Link Lecturers,

Year Leads and Course Leaders

to inform the decision made.

Partnership working where concerns are raised regarding a student’s performance in practice

The Practice Assessor will raise their concern with the Student and inform the Academic Assessor (may first discuss with Nominated person for the placement for advice and support who contacts the university).

The Practice Assessor and Academic Assessor will discuss and share information as appropriate (e.g. to the nominated person for the placement). Following the discussion they will jointly agree:

There is a patient safety or public protection issue and the student is failed in practice AND withdrawn from practice. A referral to Fitness for Practice may be required OR

No action plan is required – discussion documented in PAD (ongoing support also provided by Nominated Person for the placement as required) OR

A developmental action plan is required with SMART objectives which are recorded in the PA. At the review point: 1. Academic Assessor and Practice Assessor agree SMART objectives ARE met -> Placement passed OR

2. Academic Assessor and Practice Assessor agree SMART objectives NOT met -> relevant professional values and/or, proficiencies and/or episode of care recorded as a fail in the PAD.

Gathers evidence from

Academic Assessors

Practice Supervisors,

Link Lecturers,

Service Users and Carers,

the Practice Assessment Document (PAD) and

Ongoing Achievement Record (OAR)

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Managing a student not meeting the progress expected

If there are concerns regarding a student’s performance of conduct out of university hours, Practice supervisors/assessors should contact the Education Lead in the organisation the student can be advised to take up to 3 days reflective leave until contact can be made with the nominated person or academic assessor (both identified in the PAD) and concerns discussed.

14

Support Arrangements

Support for Students

Module Leaders

Students frequently want to know how much detail or depth of knowledge is required

in their studies or need clarification relating to their understanding of particular topics.

The Module Leader or module team member responsible for teaching a particular

topic can usually assist with these kinds of queries.

Personal Tutorial System

Every student is allocated a personal tutor, who is there to support the student

through the course by providing academic advice and guidance and an overview of

their progress. They can help the student to find the right support at the University if

they have issues not directly related to their course. Regular meetings are held

across the year with more in year one when more support tends to be required

Academic Problems

Where students are experiencing particular academic writing or numeracy problems,

needing a level of input which cannot be addressed by the Module Leader or

Personal Tutor, they can be referred or self-refer to the following:

The Faculty’s Academic Skills Centre which operates from the ‘Pods’ in the Library

at Kingston Hill. It offers one to one advice on all aspects of writing to any student

from the Faculty.

Learning Support Lecturer (one to one or group support with academic writing skills)

Claire Emery

Email: [email protected]

Tel: 020 8725 0108/ 07876 392674

Kevin Hannigan for academic and numeracy skills

Email: [email protected]

Students with disabilities (including dyslexia)

While it remains the student’s responsibility to make an initial disclosure, the

University tries to make sure there are as many opportunities to disclose a disability

as possible. Students are invited to contact the Disability Advisors to ensure a

smooth transfer of information relating to support needs and potential adjustments to

teaching and learning.

The Disability Advisor can offer advice to staff and students about:

Adjustments to marking schemes for students with disabilities

The need to make adjustments to coursework deadlines

Adjustments to physical aspects of the environment

Negotiate adjustments to exams (subject to receipt of appropriate medical/

other evidence 6 weeks in advance of any assessment).

Offer advice about practical support that may be available to disabled

students, (including study skills support for dyslexic students).

The Disability Advisor can be contacted by calling 020 8417 7314

15

Personal Problems

In addition to discussing issues with the Personal Tutor, the University also offers a

Student Health and Wellbeing Service and can be contacted on 020 8417 2172,

which provides counselling, online self-help resources, workshops on subjects such

as exam stress and time management, and groups including relaxation and

mindfulness.

Useful Contacts at the University

Course Leader:

The Course Leader has overall responsibility for the programme from recruitment

through to completion and employment and is also responsible for quality assurance

including administration, recruitment and selection, practice learning opportunities,

assessment activity and student affairs.

Year Leads (BSc):

Each year of the BSc programme has a Year Lead. Year Leads manage the

programme for the year, have an overview of the coherence and delivery of both the

generic and field teaching and learning of the modules across the year and monitor

the progression of students through the year.

Link Lecturer

Provides support and oversight of practice supervision and assessment to ensure

safe and effective learning. Support students and practice supervisors/assessors in

the process of practice assessment i.e. provision and receipt of feedback and the

development of action plans where a student is not meeting the progress expected in

liaison with the student’s Academic Assessor,

Academic Assessor

The student will have a different academic assessor for each part of their programme

(three for the BSC, two for the MSc). The academic assessor confirms that they

have met the requirements of the course and the NMC to the assessment board for

each progression point in the programme (end of each year). The name of the

academic assessor is recorded in the practice assessment document.

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Key Staff Contact Details All based in the Sir Frank Lampl Building (SFLB), Kingston Hill

Title Name Contact details

BSc Course Leader

Anne Ambridge [email protected] Tel: 0208 417 5091 Mob: 07789 270816

Year Leads (BSc)

Year 1 John Docherty [email protected] Tel: 0208 8417 4629 Mob :07920 070 581

Year 2 Jo Powell

J.Powell @sgul.kingston.ac.uk Mob: 07393 762 507

Year 3 Zoe Clark

[email protected] Tel: 020 8417 5948 Mob: 07775 013606

Programmes Office [email protected] Tel: 020 8417 5739

Placements team [email protected]

Staff are available by phone during office hours (9-5) Monday to Friday but email is generally the preferred mode of contact. You can also phone academic staff using the main University switchboard 020 8417 9000

mailto:[email protected]






17

Overview of the Programme and Progression

Students are required to complete 4 X 30 credit modules each year. One module in each year is a practice module which incorporates the practice assessment document; each module is marked as a pass/ fail by the practice assessors(s) in the clinical area.

Progression through the programme

120 credits at Level 4 in Year 1

Students exiting the course at this point who have successfully completed 120

credits at level 4 or above are eligible for the award of Certificate of Higher Education

in Health and Wellbeing


Students exiting the programme at this point who have successfully completed 120

credits at level 5 or above are eligible for the award of Diploma of Higher Education

in Health and Wellbeing


Students exiting the programme at this point who have successfully completed a

minimum of 60 credits at level 6 are eligible for the award of an Ordinary Bachelor’s

degree in Health and Wellbeing but will not be eligible to register with the Nursing

and Midwifery Council.

To be awarded a BSc Hons AND be eligible to register with the Nursing and

Midwifery Council (NMC) students must have completed and passed all modules

(120 credits at levels 4, 5 and 6) and course requirements and have completed a

minimum of 2300 hours of theory and 2300 hours of practice and have met the

(NMC) requirements for Good Health and Good Character

18

Programme Modules Framework

BSc (Hons) Adult Nursing

Level 4 (all core)

Core modules Module code

Credit Value

Level Teaching Block

Introduction to life sciences NG4103 30 4 1

Introduction to adult aursing NA4104 30 4 1 & 2

Introduction to public health & health promotion

NG4104 30 4 2

Introduction to professional practice NP4100 30 4 1 & 2

Level 5 (all core)


Credit Value


Therapeutic interventions in nursing: bio-psycho-social approaches

NG5105 30 5 1

Assessment and care process in the acutely ill person

NA5107 30 5 2

Collaborative working for health and well-being in adults with long term conditions.

NA5108 30 5 2

Developing professional practice NP5100 30 5 1 & 2

Level 6 (all core)


Credit Value


Safe and effective quality care in adult nursing

NA6110 30 6 1

Co-ordinating the care of adults with complex health care needs

NA6111 30 6 1 & 2

Leadership in adult nursing NA6112 30 6 2

Advancing professional practice NP6100 30 6 1 & 2

BSc (Hons) Children’s Nursing Level 4 (all core)


Credit Value


Introduction to life sciences NG4103 30 4 1 & 2

Introduction to children’s nursing NC4104 30 4 1 & 2

Introduction to public health & health promotion NG4104 30 4 2


Level 5 (all core)


Credit Value



NG5105 30 5 1 & 2

Assessment and process in acutely ill children NC5107 30 5 1 & 2

Community and public health nursing for children NC5108 30 5 2


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Level 6 (all core)


Credit Value


Safe and effective quality care in children’s nursing NC6110 30 6 1

Co-ordinating the care of children with complex and palliative health care needs

NC6111 30 6 1 & 2

Leadership in children’s nursing NC6112 30 6 2


BSc (Hons) Learning Disabilities Nursing Level 4 (all core)


Credit Value



Introduction to learning disabilities nursing Nl4104 30 4 1 & 2


NG4104 30 4 2


Level 5 (all core)


Credit Value



NG5105 30 5 1 & 2

Assessment and care process in learning disabilities nursing

NL5107 30 5 1 & 2

Collaborative working for health and well-being in learning disabilities nursing

NL5108 30 5 2


Level 6 (all core)


Credit Value


Safe and effective quality care in learning disabilities nursing

NL6110 30 6 1

Co-ordinating the care of people with learning disabilities with complex health care needs

NL6111 30 6 1 & 2

Leadership in learning disabilities nursing NL6112 30 6 2


BSc Mental Health Nursing Level 4 (all core)


Credit Value



Introduction to mental health nursing NM4104 30 4 1 & 2


NG4104 30 4 2


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Level 5 (all core)


Credit Value



NG5105 30 5 1 & 2

Assessment and care process in mental health nursing

NM5107 30 5 1 & 2

Collaborative working for health and well-being in mental health nursing

NM5108 30 5 2


Level 6 (all core)


Credit Value


Safe and effective quality care in mental health nursing

NM6110 30 6 1

Co-ordinating the care of people with complex mental health care needs

NM6111 30 6 1 & 2

Leadership in mental health nursing NM6112 30 6 2


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Year One Module Summaries

The following are summaries for each module listed on pages 10-12, with listed content of skills taught for the practice modules.

Introduction to life sciences (All fields) This module is a core requirement for the BSc Nursing students. The content of the

module is designed to help students develop their knowledge and understanding of

human anatomy and physiology in relation to nursing, which is an essential element

of nursing proficiency. Pathophysiology will be explored in relation to common

conditions and students will also begin to develop their knowledge of

pharmacological concepts in preparation for therapeutic interventions explored in

year 2.

The main features of the module are to enable students to apply scientific principles

to nursing care. It will also support students to identify and understand current

nursing practices underpinned by scientific theory.

Assessment: Online MCQ

Introduction to adult nursing This module introduces students to the context of adult nursing practice across a

range of healthcare settings. Students will learn about contemporary healthcare

concepts and a range of common health conditions. Students will be introduced to

The Code (NMC, 2018c) to gain knowledge and understanding of its importance in

guiding the nurse to deliver safe, effective and compassionate care, which is

essential when caring for adults in partnership with families and other healthcare

professionals.

Assessment: Essay

Introduction to children’s nursing This module introduces students to childhood development and to the principles of

contemporary children’s nursing. Students’ will gain knowledge of the application of

child developmental theories related to physical, psychosocial and attachment

development. Childhood policies will be applied to the healthy child and their

families. The core principles of evidence based care of children and their families

across care settings will provide a foundation for quality care. Students will also be

introduced to The Code (NMC, 2018) to gain knowledge and understanding of its

importance in guiding the children’s nurse to deliver safe, effective and

compassionate care, which is essential when caring for children and their families.

Assessment: Essay

Introduction to learning disability nursing

This module introduces students to the context of learning disabilities nursing

practice across a range of care settings. Students will be introduced to The Code

(NMC, 2018) to gain knowledge and understanding of its importance in guiding the

learning disability nurse to deliver safe, effective and compassionate care in

22

partnership with families, carers and other healthcare professionals. The students

will explore the skills and knowledge needed to safeguard vulnerable people,

optimise the quality of care and enhance the experience of people accessing

healthcare.

Assessment: Essay

Introduction to mental health nursing

This module introduces students to the context of mental health nursing practice

across a range of healthcare settings. Students will learn about conceptual

frameworks underpinning contemporary mental health nursing and the attitudes and

qualities necessary for recovery-focused and socially inclusive practice. Students will

be introduced to The Code (NMC, 2018) to gain knowledge and understanding of its

importance in guiding the nurse to deliver safe, effective and compassionate care,

which is essential to develop respectful and collaborative therapeutic alliances with

individuals, families and carers. A range of common disorders within mental health

care and basic assessment processes will be explored.

Assessment: Essay

Introduction to public health and health promotion (All fields)

This module is a core requirement for all students across all fields of the BSc

Nursing programme. As an introductory module it will enable students to develop

knowledge and understanding of the principles of public health and health promotion.

Students will explore the global, social-political-economic and psycho-social forces

on the population’s health and well-being. In addition the student will explore the

evolution of public health, the determinants of health and health inequalities.

Assessment: Essay

Introduction to professional practice (All fields)

This module will prepare students for placements and their learning in practice and

the assessment process during year one of the programme. It will introduce a range

of nursing procedures to enable students to provide skilled, evidence based, person

centred compassionate care to people at any stage of life who may have a range of

physical, mental, cognitive or behavioural health conditions.

Assessment: Practice Assessment Document Part 1 and OSCA

Indicative content of skills covered in this module

Being an accountable professional

The Code (NMC, 2018):

o Demonstrating professional values

o Awareness of limitations in practice

Preparation for practice learning

Reflective practice: self-reflection, seeking and responding to support and

feedback to develop professional knowledge and skills

23

Numeracy, literacy, digital and technological skills to ensure safe and effective

nursing practice

Record keeping including simulated Electronic Patient Records and paper

Skills and strategies to communicate with colleagues and people at all stages of

life and with a range of mental, physical, cognitive and behavioural health

challenges

o Therapeutic relationship with patients and their families – Rapport and

empathy

o Basing decisions regarding care and interventions on people’s needs and

preferences

Evidence-based practice skills and procedures stated in NMC Proficiencies

Annexes A and B.

o Adult, Infant and Child Basic Life Support, Automated External defibrillator

(AED), recovery position

o Assessing and documenting temperature, pulse, respiration and blood pressure

o Moving and Handling to safely move patients in the clinical and community

setting

o Infection Prevention and Control – handwashing and aseptic technique

o Medicines Management:

o understanding a drug chart

o administration of oral medication,

o injection technique

o care of an infusion

o Assessment and care of nutrition and hydration

o Respiratory assessment, care and support

o National early warning score (NEWS)

o Physical symptoms of deterioration – introduction to ABCDE assessment

o Blood glucose monitoring

o Urinalysis and fluid balance charts

o Mental health first aid

o First aid

o Care of the person after death

o Peer assessed skills practice

Assessing needs and planning care

Anatomy and physiology, pharmacology and social and behaviour sciences

underpinning person centred assessments and development of appropriate care

plans

Person centred care: shared assessment, planning, decision making and goal setting

Routine investigations and when to share findings

Documentation of assessment using online resources simulated Electronic Patient Records (EPR) and paper

24

Providing and evaluating care

Meeting needs for safety, dignity, privacy, comfort and sleep

Signs of deterioration in physical health

First aid procedures and basic life support

Administration and optimisation of medicines in accordance with local and

national policies

o Calculating dosages of prescribed medicines

Improving safety and quality of care

The principles of health and safety legislation to maintain safe work and care environments

Year Two Module Summaries

Therapeutic interventions in nursing: bio-psycho-social approaches (All fields)

This module explores a range of therapeutic approaches in nursing. The module

examines evidence-based treatment methods, current practice and nursing

interventions. Students will learn about pharmacology and bio-psycho-social and

alternative treatments. Field specific seminars will enable further application of

module content to the students’ field.

The focus of this module is to enable students to apply evidence-based principles to

administering and applying therapeutic care and develop an understanding and

awareness of safe and effective treatment approaches. Students will learn about

partnership working with healthcare professionals, patients, service users and carers

for administering treatment, as well as enabling students to identify contemporary

nursing practices underpinned by therapeutic procedures.

Assessment: Exam

Assessment and care process for the acutely ill person This module enables students to build on anatomy, physiology and pathophysiology

knowledge acquired in year one to develop the knowledge and skills necessary to

assess and deliver safe and effective care when a person is acutely ill. It will equip

students to recognise people who are acutely ill and at risk of deteriorating,

undertake timely structured assessments, interpret clinical data and use situational

judgement to escalate findings, prioritise care needs and to plan, deliver and

evaluate evidence-based, person-centred care as part of the interdisciplinary team.

Assessment: Reflective report

Collaborative working for health and well-being in adults with long term conditions

This module develops the students’ knowledge and understanding of long term

conditions and the lived experience of adults from a bio-psycho-social perspective.

Students will consider the political agenda and the socio- economic issues impacting

on the management of long term conditions. This will enable students to consider the

role of the community care nurse in promoting self-management, shared decision

25

making and hospital avoidance. It will incorporate professional accountability, social

inclusion, partnership and interdisciplinary working, patient involvement in the

provision of care, leadership and quality assurance in nursing, all of which are

essential elements of nursing proficiency.

Assessment: Health improvement resource with rationale

Assessment and care process for acutely ill children This module enables students to assess, plan, implement and evaluate quality

nursing care for children and young people with acute illness. The nursing care will

be holistic in nature therefore covering physical aspects and addressing

psychological, social and cultural needs of the child and family. Students will explore

how care can be delivered in partnership with families and the interdisciplinary team.

The care discussed will be based on best evidence and tailored to the individualised

needs of the child and family.


Community and public health nursing for children

This module explores local, national and global perspectives on contemporary and

future public health issues related to caring for children and young people in

community and other health, social care and education settings. Students develop

their knowledge, skills and attitudes required to promote health and prevent ill health

for children and young people in partnership with families and wider socio-political

networks.


Assessment and care process in learning disability nursing

This module focuses on assessment and care planning as part of the nursing

process. Students will explore health inequalities and the impact on people with a

learning disability across the lifespan. Students will apply person centred inclusive

approaches to assess and plan care with people with learning disabilities, and their

families and care workers, within legal and ethical frameworks. The skills and

knowledge for assessment and planning will be explored within a framework of work

place culture, utilising evidence based models


Collaborative working for health and well-being in learning disability nursing This module explores the knowledge and skills necessary to implement effective

holistic and collaborative care for people with a learning disability. The student will

learn the importance of reasonable adjustments and health improvement strategies

at individual and local levels to enable delivery of safe person-centred care. Students

will develop the knowledge and skills to support people with a learning disability in

making choices about their health and care and to facilitate equal access. Multi-

disciplinary working and current frameworks will be explored for delivering person-

26

centred care. A range of evaluative techniques to measure clinical outcomes will be

examined.


Assessment and care process in mental health nursing This module focuses on knowledge and skills necessary to deliver safe and

competent practice and recovery focused care. It will focus on assessment and

implementing and evaluating a range of evidence-based care interventions within a

variety of mental health settings. Students will have the opportunity to develop,

practise and reflect upon their knowledge and skills of key evidence-based

interventions designed to meet the holistic needs of service users and carers.

Students will be able to explore the importance of measuring outcomes in care and

evaluating the clinical effectiveness of their own performances through reflective

practice.


Collaborative working for health and well-being in mental health nursing

The module focuses upon the knowledge, skills and attitudes necessary to work

collaboratively with mental health service users, in relation to mental and physical

health and well-being. The concept of shared decision making and collaborative

working will underpin all psychosocial approaches and interventions to improve both

physical and mental health. Students will explore the individual, social and service

factors contributing to poorer physical health outcomes and inequalities experienced

by people with serious and complex mental health needs.


Developing professional practice (All fields) This module will further develop the skills taught and practised in the introduction to

professional practice in year one. Students will be able to assess, plan and

rationalise the nursing care they provide for people in health and social care and

community settings. The emphasis will be on holistic person-centred care covering

physical, psychological, social and cultural care. It will look at evidence based person

centred care being delivered inter- and intra-disciplinary

Assessment: Practice Assessment Document Part 2




Informed consent

Situational awareness to deliver patient care

Reflecting on simulation experience and its translation into practice

Critical thinking when applying evidence and drawing on experience to make

evidence informed decisions in a range of situations

Evidence based care to ensure quality care delivered and documented

27

Awareness of limitations in practice – when to ask for help and to escalate the

deteriorating patients care to team members in person or on the phone

Numeracy, literacy, digital and technological skills to ensure safe and effective

nursing practice

Contributing proactively in an interdisciplinary team

Evidence-based practice skills and procedures stated in Annexes A and B

o Respiratory Assessment

o Cardiac Monitoring

o Moving & Handling

o Hospital Resuscitation and working in a team

o Neurological Observations

o Venepuncture

o NG tubes Insertion Practical

o Monitoring fluid balance

o Elimination continence, catheter insertion (male & female)

o Moving and Handling complex scenarios

o Basic Life Support update

o Developing hospital resuscitation skills using resuscitation equipment and

team work.

Promoting health and preventing ill health

Integrating public health and health promotion when caring for patients and their

families


Rapid recognition of a deteriorating patient using an ABCDE assessment, and

escalating appropriately using SBAR

Advanced assessment skills to plan, deliver and manage patient care:

neurological, cardiac, respiratory

Use of patient assessment tools to evaluate safe care and to make changes as

required

Medicines management as part of patient care through assessment and

discussion of medication needs with pharmacists, safe medication administration

and documentation – including numeracy skills

Assessment and management of complex care needs in the healthcare and

community setting – anaphylaxis, seizures, sepsis

Documentation of assessment and care using online resources Simulated

Electronic patient records and paper

Providing and evaluating care

Signs of deterioration in physical health

Actions to reduce or minimise pain or discomfort

Administration and optimisation of medicines in accordance with local and

national policies

Calculating dosages of prescribed medicines

28

Leading and managing nursing care and working in teams

Roles, responsibilities and scope of practice of all members of the nursing and

interdisciplinary team

Managing person centred care in a hospital and the community setting

Improving safety and quality of care

Principles of health and safety legislation and regulations to maintain safe work

and care environments

Local and national frameworks, legislation and regulations for assessing,

managing and reporting risks

Year Three Module Summaries

Safe and effective quality care in adult nursing

This module will provide the adult nursing student with the theoretical knowledge and

skills required for their future role as a qualified adult nurse when contributing to risk

monitoring, quality care provision and optimised service improvements. The student

will learn to manage and prioritise clinical actions, participate in clinical audit

activities for quality and service improvements and learn to avoid compromising

quality care using evidence-based knowledge and experience from practice.

Regulations essential for maintaining safety at work and in different care

environments will be covered. Students will learn about collaborative multi

professional working, whilst collectively developing effective improvement strategies.

Some sessions will be shared across fields as they are core for all fields

Assessment: Service improvement report

Co-ordinating the care of adults with complex health care needs This module will provide the adult nursing student with the underpinning knowledge

and skills required for their future leadership role in coordinating and managing the

complex nursing and integrated care needs of people at any stage of their lives,

across a range of organisations and settings.

The student will build on their knowledge of partnership and collaborative working

and complexities of physical care through resource management, finances and

patient involvement, all of which are essential elements of nursing proficiency.

Assessment:

Assessment: Poster (PowerPoint Slide) with 5 minute voice over

Leadership in adult nursing

Navigating the transition from student to a professional practitioner who is skilled at

leading teams is critically important to the delivery of safe, effective and high quality

health care. This module is designed to prepare the student for professional nursing

practice by expanding their knowledge and skills to enable them to be an

accountable and compassionate leader within the health and social care system. It

focuses on leadership, team working, and performance management and enables

adult nursing students to reflect on their transition to registered practice and build the

29

evidence base for a career development portfolio. Some sessions will be shared

across fields as they are core for all fields

The module examines what is required to be an accountable professional within the

healthcare system, policies, organisational structures and role, professional

hierarchies, and ethics and values. Theories of leadership and group dynamics and

evidence of the emergence of conflict and stress are examined and applied to

practice. Communication, feedback and performance management are examined in

detail and the module considers both formal and informal approaches to supporting

other healthcare workers. The transition toward professional registration and

employment prepares adult nursing students for their future careers by encouraging

them to reflect on their personal qualities and experiences.

Assessment: Capstone essay and a personal development plan

Safe and effective quality care in children’s nursing This module will provide the student with the theoretical knowledge and skills

required for their future role as a qualified children’s nurse when contributing to risk

monitoring, quality care provision and optimised service improvements. The student

will learn to manage and prioritise clinical actions, participate in clinical audit

activities for quality and service improvements and learn to avoid compromising

quality care using evidence-based knowledge and experience from practice.

Regulations essential for maintaining safety at work and in different care

environments will be covered. Students will learn about collaborative multi




Co-ordinating the care of children with complex and palliative care needs This module will provide the student with the underpinning knowledge and skills

required for their future leadership role in coordinating and managing the complex

and palliative care needs of children in partnership with the family across a range of

organisations and settings. Students will consider, where appropriate, the wishes of

the child/families, their culture and the services available within the political

landscape. The student will build on their knowledge of partnership and collaborative

working and examine the cultural, political, psychosocial and

technological influences on nursing care, resource management and finances.


Leadership in children’s nursing Navigating the transition from student to a professional practitioner who is skilled at






30

the children’s nurse to reflect on their transition to registered practice and build the

evidence base for a career development portfolio. Some sessions will be shared

across fields as they are core for all fields.








employment prepares the children’s nurse for their future careers by encouraging

them to reflect on their personal qualities and experiences.


Safe and effective quality care in learning disability nursing This module will provide the learning disability nursing student with the theoretical

knowledge and skills required for their future role as a qualified learning Disabilities

nurse when contributing to risk monitoring, quality care provision and optimised

service improvements. The student will learn to manage and prioritise clinical

actions, participate in clinical audit activities for quality and service improvements

and learn to avoid compromising quality care using evidence-based knowledge and

experience from practice. Regulations essential for maintaining safety at work and in

different care environments will be covered. Students will learn about collaborative

multi professional working, whilst collectively developing effective improvement

strategies. Some sessions will be shared across fields as they are core for all fields

Assessment: Service improvement report Co-ordinating the care of people with learning disabilities with complex health

care needs This module will provide the student with the underpinning knowledge and skills

required for their future leadership role in coordinating and managing the complex

needs of people with a learning disability across a range of organisations and

settings. The module explores the complex role of the learning disability nurse,

working as a specialist, to enrich the quality of life of people with learning disabilities.

Experts from lived experience will be involved in the learning and teaching,

supporting students through a range of complex case studies and current socio

economical and workforce challenges. The student will build on their knowledge of

partnership and collaborative working and examine the cultural, political,

psychosocial and technological influences on nursing care, resource management

and finances.


31

Leadership in learning disability nursing Navigating the transition from student to a professional practitioner who is skilled at






learning disability nursing students to reflect on their transition to registered practice

and build the evidence base for a career development portfolio. Some sessions will

be shared across fields as they are core for all fields.








employment prepares learning disability nursing students for their future careers by

encouraging them to reflect on their personal qualities and experiences.


Safe and effective quality care in mental health nursing This module will provide the mental health nursing student with the theoretical

knowledge and skills required for their future role as a qualified mental health nurse

when contributing to risk monitoring, quality care provision and optimised service

improvements. The student will learn to manage and prioritise clinical actions,

participate in clinical audit activities for quality and service improvements and learn

to avoid compromising quality care using evidence-based knowledge and experience

from practice. Regulations essential for maintaining safety at work and in different

care environments will be covered. Students will learn about collaborative multi




Co-ordinating the care of people with complex mental health care needs This module will provide the student with the underpinning knowledge and skills

required for their future leadership role in providing, leading and coordinating care

that is compassionate, evidence based and group/person-centred across a range of

organisations and settings.

Experts from practice will be involved in the learning and teaching, supporting

students through a range of complex case studies and current socio economical and

workforce challenges. The student will build on their knowledge of partnership and

collaborative working and examine the cultural, political, psychosocial and

technological influences on nursing care, resource management and finances. It

32

acknowledges that mental health nursing should take into consideration the individual’s

wishes, their culture and the services available within the current political landscape. It

expands the students’ consideration of the care environment and service provision, to

provide enhanced co-ordinated care delivery.

The student will explore current models of health care provision, based on practice

experience, changes in political, economic, technological and social environments. The

student will build on their knowledge of partnership and collaborative working and

examine the cultural, political, psychosocial and technological influences on nursing

care, resource management and finances.


Leadership in mental health nursing Navigating the transition from student to a professional practitioner who is skilled at


health care. This module is designed to prepare the mental health student for

professional nursing practice by expanding their knowledge and skills to enable them

to be an accountable and compassionate leader within the health and social care

system. It focuses on leadership, team working, and performance management and

enables mental health nursing students to reflect on their transition to registered

practice and build the evidence base for a career development portfolio. Some

sessions will be shared across fields as they are core for all fields.








employment prepares mental health nursing students for their future careers by

encouraging them to reflect on their personal qualities and experiences.


Advancing professional practice (all fields) This module advances the skills taught and practiced in years one and two in order

to prepare students for their transition to registered nurse. The module focuses on

the assessment and management of patients with complex health care needs,

working in partnership with other health care professionals. Students will integrate

their clinical and communication skills with evidence based knowledge to become

clinically proficient and confident nurses. It is a generic module where all fields of

nursing learn with and from each other.

Assessment: Practice Assessment Document Part 3. Must also pass numeracy test

at 100%

33




Reflective practice on personal performance in skills, simulations and practice

settings to drawing on experience and feedback / feedforward from peers,

facilitators, service users and carers to make evidence informed decisions across

a range of situations

Evidence based care to ensure quality care delivered and documented

Decision making in routine, complex and challenging situations

Ethical considerations with regard to areas such as DNACPR, organ donation

Communicating as the patient’s advocate

Evidence-based practice skills and procedures stated in NMC Proficiencies

Annexes A and B

o Medication management

o Venepuncture

o Cannulation

o Fluid management/hydration

o Advanced assessment skills

o Interpreting normal and common abnormal blood profiles and venous blood

gases

o Update on Basic Life Support

o Advancing hospital resuscitation

o Clinical communication – difficult conversations


Management of a deteriorating patient using an ABCDE assessment, managing

and delivering care

Escalating care in a timely way and handover using SBAR

Advanced assessment skills of people with co morbidities to plan, deliver and

manage complex care taking into account physical, mental, cognitive and

behavioural challenges

Working intra professionally to deliver safe patient care – learning with, from and

about each other

Developing skills in interpreting diagnostic results to influence decision making

Use of patient assessment tools to evaluate safe care and to make changes to

care delivery as required

Medicines management as part of patient care through assessment and

discussion of health care needs.

Documentation of all aspects of care via the Electronic Patient Record and paper

Providing and Evaluating Care

Medication usage and treatments for people with commonly encountered

physical health conditions

34

Principles of safe and effective administration and optimisation of medicines in

accordance with local and national policies

Calculating dosages of prescribed medicines

Leading and managing nursing care and working in teams

Principles of effective leadership and management applied to team working and

decision-making

The roles, responsibilities and scope of practice of all members of the nursing

and interdisciplinary team

Intra professional working - awareness of the fields of nursing and their roles in

the care of people and their families and carers

Models of partnership working, multidisciplinary/multi-agency

Leading the delivery of patient care in a hospital and the community setting

Working within a team to perform hospital resuscitation

Teaching, learning and supervision in the practice setting

Coordinating Care

Person-centred nursing care for people who have co-morbidities and complex

care needs

Risk assessment and management of patient care and the care setting

35

References

NHS England (2019) NHS Long Term Plan. Available at:

https://www.longtermplan.nhs.uk/

NMC (2018a) NMC Standards of proficiency for registered nurses. Available at:

https://www.nmc.org.uk/standards/standards-for-nurses/

NMC (2018a) NMC Standards for pre-registration nursing programmes. Available at:


NMC (2018c) The Code. Professional standards of practice and behaviour for

nurses, midwives and nursing associates. Available at:

https://www.nmc.org.uk/standards/code/

https://www.longtermplan.nhs.uk/



https://www.nmc.org.uk/standards/code/

Handbook for Practice Supervisors And Practice Assessors

Documents

Transcript of Handbook for Practice Supervisors And Practice Assessors