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PROGRAMME HANDBOOK

Community Specialist Practice (District Nursing)

HE7

Full-time 2015-2016

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Contents

WELCOME ....................................................................... 3

Introduction ....................................................................... 4

1. Programme Details and Calendar ....................................................................... 4

1.1 Programme Overview .............................................................................................. 4

1.2 Programme Aims ....................................................................................................... 5

1.3 Programme Structure ................................................................................................. 5

.......................................................................................................................................... 6

1.4 Programme Calendar ................................................................................................. 7

ACADEMIC CALENDAR 2015/16 – Semesters ................................................................. 7

1.5 Programme Timetable ................................................................................................ 8

1.6 Personal Development, Employability Skills Development and Professional Body Recognition ........................................................................................................................ 9

2. Communications ......................................................................10

2.1 Communication Systems ..........................................................................................10

2.2 Contacting Staff ........................................................................................................11

2.3 Attendance ................................................................................................................11

2.4 Opening Times of Offices ..........................................................................................11

2.4 Key Programme Staff ................................................................................................12

3. Student Support ......................................................................13

3.1 Programme Support ..................................................................................................13

3.2 Other Student Support ..............................................................................................13

3.3 Support for Students with Disabilities, Learning Difficulties or Specific Needs ...........14

3.4 Support for Part-Time Students .................................................................................15

4. The Student Voice ......................................................................15

4.1 Student-Staff Liaison Committees and Student Representatives ..............................15

4.2 Programme Feedback...............................................................................................15

4.3 Students’ Union.........................................................................................................16

5.Learning Resources ......................................................................16

5.1 Resources .................................................................................................................16

5.2 Library Support .........................................................................................................17

5.3 BISSTO – Bolton Interactive Study Skills Tutorial Online. .........................................17

6. Mitigating Circumstances, Appeals and Complaints .........................................................18

6.1 Mitigating Circumstances ..........................................................................................18

6.2 Appeals .....................................................................................................................18

6.3 Complaints ................................................................................................................18

7. Health and Safety ......................................................................19

7.1 First Aid ....................................................................................................................19

7.2 Accident Reporting ....................................................................................................19

7.3 Smoke Free Policy ....................................................................................................19

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7.4 Fire Evacuation Procedure ........................................................................................19

8. The Role of the External Examiner ......................................................................20

9. Protocol for Raising Concerns ......................................................................20

9.1 Professional Recognition ..........................................................................................20

9.2 Insufficient Progress by the Student ............................................................................21

a) Competence Issues ......................................................................................................21

b) Performance as an employee or professional conduct ..................................................22

9.3 Inadequacy of the provision of practice experience/teaching and learning in the Practice Setting ......................................................................23

9.4 The Practice Teacher/Specialist Practice Mentor ...........................................................23

9.5 Raising Concerns about standards of client care ............................................................23

Mapping learning outcomes against the (NMC 2001 Standards for Specialist Education and Practice) ....................................................................................................................29

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Frequent reference is made throughout this Programme Handbook to University of Bolton policies, procedures, regulations and guidance which apply to you. Parts of these are sometimes summarised here for your benefit. In all cases, these summaries are subject to the full University versions referred to. In the case of any conflict between the latter and any summaries presented here, it is the full University versions which apply.

WELCOME

Welcome to the School of Health and Human Sciences at the University of Bolton, the home of the PGd Community Specialist Practice (District Nursing). The aim of this programme is to provide you with the opportunity to study for the qualifications and experience to equip you for the best jobs in your field. We can be confident in this aim, because each of our programmes provides academic perspectives alongside practice based insights from the professional field. We hope you will enjoy your time with us and use the learning to improve District Nursing services for others.

The programme is specifically tailored to meet your professional and personal development needs within The Standards for Specialist Education and Practice (NMC, 2001). We intend your programme to educate you, challenge you and stimulate your personal and professional growth. While developing professional practice is obviously a core aim of your study, in all our programmes there is an emphasis on personal development and planning for this. Personal Development Planning (PDP) in respect of this programme may be defined as, “a structured and supported process undertaken by an individual to reflect upon their own learning, performance and/or achievement and to plan for their personal, educational and career development”. You will find this is a key feature of your programme supported by module design, content, and the facilitation of learning and assessment. In this handbook we have tried to draw together all the programme specific information that you will need whilst studying for your PGd in Specialist Community Practice. I hope you find the handbook useful. Lastly, I hope you find your time with us rewarding and stimulating and wish you every success in the months ahead. Jane Howarth

Dean of School-Health and Human Sciences

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Introduction Welcome to the 2015/16 academic year and the Community Specialist Practice (District Nursing) programme. This Programme Handbook is designed to ensure that you can find key information about your programme of study. It should be read in conjunction with Student Handbook webpages: http://www.bolton.ac.uk/Students/Handbook/Home.aspx. These contain details of key information you may need as a student at the University of Bolton including links to policies, procedures and guidance. This undergraduate degree is delivered and assessed at levels HE6 and complies with the Assessment Regulations for Undergraduate Programmes. These are accessible via the Student Information-Policy Zone on the web: http://www.bolton.ac.uk/Students/PoliciesProceduresRegulations/AllStudents/Home.aspx

1. Programme Details and Calendar

1.1 Programme Overview

Community Specialist Practice Nursing acknowledges the contribution of nurses, to the delivery of high quality health care and health promotion to a diverse range of patients and clients in varied settings within the community. Community Specialist Practice is the exercising of higher levels of judgment, discretion and decision making in clinical care, enabling you to develop and innovate community nursing services.

This programme will equip you with the knowledge, skills and attitudinal qualities necessary, to select and employ a range of soundly-based practices to meet the changing health needs of the population by incorporating the basis for leadership and management of care within a multidisciplinary team.

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1.2 Programme Aims

The PGd Community Specialist Practice programme is a full time NMC approved programme designed to enable registered nurses to meet the Standards of Specialist Education and Practice (NMC 2001) in district nursing at graduate level

1. A high quality professional education that sustains and enhance their professional development, which meets the needs of their sponsoring employers [fitness for purpose], the requirements of the NMC [fitness for practice], and QAA benchmarks applied within the University’s academic regulations [fitness for award];

2. A systematic understanding of key aspects of their field of study, gaining sound knowledge which is informed by defined and innovative aspects of district nursing practice

3. An ability to utilise established techniques of enquiry and analysis within District Nursing.

4. Conceptual understanding that enables students to: i. to devise and sustain arguments and/or to solve problems, using ideas and techniques , some of which are at the forefront of District Nursing ii. to describe and comment upon particular aspects of current research, or equivalent advanced scholarship, in District Nursing

5. An appreciation of the uncertainty, ambiguity and limits of knowledge

6. The ability to manage their own learning and to make use of a range of information sources

7. Apply the methods and techniques they have learnt to review, consolidate, extend and apply their knowledge and understanding, and to initiate and carry out projects

8. The ability to critically evaluate arguments, assumptions, abstract concepts and data to make judgments to support their decision making

9. Communicate information, ideas, problems and solutions to individuals, groups and the wider community

10. The qualities and skills necessary for employment requiring: I. the exercise of initiative and personal responsibility II. decision-making in complex and unpredictable contexts III. the learning ability needed to undertake appropriate further training of a professional or equivalent nature

11.Produce graduates in community specialist practice who are equipped with the specialist knowledge, intellectual aptitude, enhanced professional awareness and key skills to meet the needs of their communities/patients/clients and to rise to the challenge of contemporary community health care nursing.

1.3 Programme Structure

Module Module

No.

Web-link to Module Specification Credits

Critical Evaluation of Evidence and Practice

HLT7010

https://modules.bolton.ac.uk/HLT7010

20

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Principles for Community Public Health Practice

HLT7013 https://modules.bolton.ac.uk/HLT7013 20

Community Nurse Prescribing (V100)

HLT6062 https://modules.bolton.ac.uk/HLT6062

20

Principles and Practice for Community Specialist Practice

HLT7029 https://modules.bolton.ac.uk/HLT7029 20

Leadership and Innovation HLT7056 https://modules.bolton.ac.uk/HLT7056

20

Elective Module

Selected from CPD modules

http://www.bolton.ac.uk/Subjects/HealthSocialCare/ContinuingProfessionalDevelopment.aspx

20

TOTAL

120

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1.4 Programme Calendar ACADEMIC CALENDAR 2015/16 – Semesters *Semester 1 (Part 1) **Semester 2 (Part 2)

W/c *14.9 21.9 28.9 5.10 12.10 19.10 26.10 2.11 09.11 16.11 23.11 30.11 07.12 14.12 21.12 28.12 4.01 11.01 18.01 **25.1 01.02 08.02 15.02 22.02 29.02 7.03 14.03

No. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27

Mon U CRE CRE CRE CRE CRE CRE CRE AL BH AP L&I L&I L&I L&I L&I L&I L&I

Tues U PH PH PH PH PH PH PH AL AL AP

Wed P CNP CNP CNP CNP CNP CNP CNP *CNP AL AL AP

Thurs P P&P P&P P&P P&P P&P P&P P&P AL AL AP

Fri P BH BH AP P&P P&P P&P P&P P&P P&P P&P

+ end of semester 2

21.03

28.03 04.04 11.04 18.04 25.04 02.05 09.05 16.05 +23.05 30.05 06.06 13.06

28 29 30 31 32 33 34 35 36 37 38 39 40

AL BH BH CP CP BH CP CP

AL AL CP CP CP CP CP

AL AL CP CP CP CP CP

AL AL CP CP CP CP CP

BH AL CP CP CP CP U

U=University Part 1 = Semester 1 CRE= Critical Evaluation Evidence and Practice Part 2 = Semester 2 PH = Principles for Community Public Health Practice P&P = Principles and Practice for CSP CNP = Community Nurse Prescribing Summative assessment dates, see schedule *CNP = Community Nurse Prescribing Examination Each part terminates with an Examination Board L&I = Leadership and Innovation

P = Practice 88 days in practice/alternative practice SL = Study Leave 88 days in university/study leave AP = Alternative Practice (5 days timetabled)

AL = Annual leave = 17 days (15 planned. 2 flexible). BH = Bank Holiday = 7 days Please note- your elective module will take place in trimester 2 however is not timetabled as this will be dependent on the delivery time of your choice

1.5 Programme Timetable

Module Formative Assessment Summative Assessment

Critical Evaluation of Evidence & Practice HLT6030 / HLT7010

Detailed plan of summative assignment Submission Date: To be confirmed by module leader

HE6: 4,000 word essay HE7: 5,000 word essay Submission Date: 8th January 2016

Non-Medical Prescribing V100 HLT6062

Identified elements of portfolio Submission Date: To be evidenced during practice placement visits Mock Pharmacology exam: 3rd December 2014 Plan of reflection: 8th January 2016

Invigilated pharmacology exam Submission Date: 2nd December 2015 Pharmacology exam resit: TBA 2,000 word reflective case study (hard copy in portfolio plus electronic upload to Moodle) Submission Date: 6th May 2016 Practice log (included in portfolio) Submission Date: 6th May 2016 Portfolio Submission Date: 6th May 2016

Principles for Community Public Health Practice HLT6032 / HLT7013

Outline plan of community profile plus introduction to essay Submission Date: To be confirmed by module leader

HE6: 1,250 words report (Community Profile) HE7: 1,750 words report (Community Profile) Submission Date: 8th January 2016 HE6: 3,000 word essay HE7: 3,500 word essay Submission Date: 8th January 2016

Module Formative Assessment Summative Assessment

Principles and Practice for Community Specialist Practice HLT7029 / HLT6048

Academic Submission of portfolio at the end of semester 1 (22nd January 2016) Submission of an element of their project for formative feedback: 19th February 2016 Practice

HE6: 4000 word/equivalent project Submission date: 6th May 2016 HE6: Portfolio and practice assessment schedule Submission date: 19th June 2016 HE7: 5000 word/equivalent project

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Practice visit semester 1 TBA Practice Visit semester 2 TBA

Submission date: HE7: 6th May 2016 HE7: Portfolio and practice assessment schedule submission date: 19th June 2016

Leadership and Innovation HLT6049 / HLT7056

Outline plan of summative assessment Formative Submission: 6th March 2016

HE6: 4000 word report Submission date: 6th May 2016 HE7: 3500 word project HE7: 1500 word report Submission date: 6th May 2016

Elective module

As outlined in the module specification

Word count and assessment as outlined in the module specification Submission date: TBC ( outlined in individual module handbook)

You can access your individual timetable on the University Student web page see link below: http://www.bolton.ac.uk/Students/Home.aspx

1.6 Personal Development, Employability Skills Development and Professional Body Recognition

The curriculum structure and content is developed around the principles outlined in the NMC (2001) Standards for Specialist Education and Practice. Specialist Practice requires the exercising of higher levels of judgment, discretion and decision making based on four broad areas. These are: • Clinical Practice • Care and Programme Management • Clinical Practice Development • Clinical Practice Leadership

The programme comprises of 50% theory (spent in the University or on directed study) and 50% practice (spent in a practice placement).

Whilst in the practice placement you will have supernumerary status and will be supported and assessed by a sign off practice teacher or specialist practice mentor.

You may also work with experienced practitioners and clinical specialists from the field of health and social care, student practice teachers/specialist practice mentors and qualified practice teachers/specialist practice mentors who are working towards sign off status.

You will develop a practice portfolio whilst on the programme. It acts as a tool to facilitate your learning in the practice placement enabling you to integrate theoretical principles to your practice.

The development of specialist and core modules will give you the opportunity to study alongside colleagues from a range of health and social care services ensuring an inter-professional approach is embedded within the curriculum.

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Input from guest speakers and clinical specialist from the field of health and social care help you develop your knowledge and skills in your defined area of practice.

Service users and carers share their perspectives with you on a regular basis in timetabled sessions.

You will have the opportunity to undertake a week of alternative practice within a relevant health or social care setting other than your own

You will be taught and have access to brand new state of the art clinical and teaching facilities within Bolton One (a collaborative partnership with NHS Bolton and Bolton Metro).

The programme lead is a District Nurse Specialist Practitioner with an NMC approved teacher qualification. All tutors within the programme are also qualified healthcare professionals either with or working towards an NMC approved teacher qualification

2. Communications

2.1 Communication Systems Communication to individual students is usually through e-mail. As a policy the University of Bolton will only respond to student communication sent via e-mail if the student University Outlook e-mail account is used. This is to ensure that data protection legislation is complied with. You can set up your University outlook account to forward emails to a personal email address. See:http://www.bolton.ac.uk/ITSupportServices/Managing-Your-Email.aspx Please note, however, you will need to respond to any University emails using the University outlook account. It is good practice to include your student number on the email. Most Module Tutors will post announcements through Moodle2, the University’s virtual learning environment (VLE). It is important therefore that you familiarise yourself with how to access this electronic information. You will be given a password at the beginning of your programme. In some cases, letters may be sent to your local or home address. Please ensure that your student details are therefore kept up to date on your student record.

Useful web addresses:

University of Bolton website: www.bolton.ac.uk University of Bolton Student Portal: www.bolton.ac.uk/Students University of Bolton Student Record: https://evision.bolton.ac.uk/urd/sits.urd/run/SIW_LGN University of Bolton Library: www.bolton.ac.uk/library University of Bolton Moodle 2 Site: http://moodle2.bolton.ac.uk/

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2.2 Contacting Staff The best way to contact staff is by email. Staff will endeavour to respond to your emails within 2 full working days. If face-to-face discussion is required, you may arrange a mutually convenient appointment with your Programme Leader, Module Tutor or Personal Tutor.

2.3 Attendance In order to progress and achieve the award for which you are registered, you must attend the classes for each individual module regularly and in accordance with any compulsory attendance requirements defined. The University attendance policy is located at: http://www.bolton.ac.uk/Students/PoliciesProceduresRegulations/Home.aspx The NMC (2001) standards require a 100% attendance requirement whilst on the programme which is composed of 88 days in practice and 88 days study. Please contact your Module Tutor if you are absent from a session.

2.4 Opening Times of Offices

Office Location Telephone No. Opening Hours

Student Services http://www.bolton.ac.uk/StudentServices

Chancellor’s Mall

01204 903733 Monday – Friday 8:45 – 17.00 Or email: studentadvisors@bolton.ac.uk

Peter Marsh Library http://www.bolton.ac.uk/library

Chancellor’s Mall via SLZ

01204 903094 The Library is open 24 hours a day during term-time. Please note hours are reduced during the summer vacation (Please check the website). Staffed opening hours (Semester 1 and 2): Mon to Thurs 8.45 - 21.00 Fri 8.45 - 17.00 Sat 9.00 - 12.30 Staffed opening hours (Summer Vacation): Mon to Fri 9.00 - 17.00

Careers Centre & Job Shop http://www.bolton.ac.uk/Careers/Home.aspx

Chancellor’s Mall

01204 903080

Refer to notice outside facility

Sport and Recreation Service

The University Of

01204 903172 Monday – Friday 9.00 – 22.00

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http://www.bolton.ac.uk/Sport/Home.aspx facebook: https://www.facebook.com/boltononesports?ref=aymt_homepage_panel

Bolton Sports Centre

Saturday 10.00 – 17.00 Sunday 10.00 – 20.00

Bolton Student Union http://www.boltonsu.com/

Chancellor’s Mall

01204 900850

Student Union Office Monday – Friday 9.00 – 17.00

2.4 Key Programme Staff The table below identifies key staff associated with your programme along with their locations and contact details.

Staff name Position Location Tel. Email

Nyree Kendall

Senior Lecture and Lead for the Community Specialist Practice District Nursing Programme

T3-12 01204 903776

n.kendall@bolton.ac.uk

Ruth Heffernan

Senior Lecturer and Lead for Specialist Community Public Health Nursing Programme

T3-12 01204 903226

R.heffernan@bolton.ac.uk

Emma Street

Non-medical prescribing lead

T3-12 01204 903780

E.street@bolton.ac.uk

Jane Howarth

Dean of School T3-46 01204

903749

J.howarth@bolton.ac.uk

Joanne Smith

School Co-ordinator: student recruitment and retention

T3-44 01204

903784

Joanne.Smith@bolton.ac.uk

Trish Houghton

School Co-ordinator: Standards, enhancements and lead for quality

T3-08C 01204

903756

T.A.Houghton@bolton.ac.uk

Angela Bommer

Administrator Academic office

01204 903041

A.Bommer@bolton.ac.uk

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3. Student Support

3.1 Programme Support

Programme Leader Programme Leaders are responsible for the management of a programme. In doing so they oversee the scheduling and delivery of modules, support programme developments, co-ordinate marketing and recruitment activities, as well as ensure programme quality standards are maintained.

Module Tutor These are academics who are responsible for the organisation and delivery of a particular module. Module Tutors also design module assessments and mark these. If you have an academic problem with a specific module, the first point of contact should always be your Module Tutor. If your query is not resolved, you should contact the Programme Leader or Student Representative.

Personal Tutor Not very many people arrive at university fully equipped and confidently prepared for university life and study. Most students (new and old) find that, at some point, they need assistance, guidance or reassurance. To meet this need, the University of Bolton operates a proactive Personal Tutoring scheme which aims to ensure that, throughout their time at the university, all students are given the opportunity to meet regularly with an assigned member of academic staff, their Personal Tutor, in order to discuss and improve their personal, academic and career development.

3.2 Other Student Support Student Services The Student Services Team is based in the Student Centre, Chancellor’s Mall. It is staffed by Student Advisors and specialist support staff who provide information, advice and guidance to students (current, past and prospective) and staff. Student Advisors are the first point of contact for the following services:

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Academic Advice and Guidance - General academic advice, Mitigating Circumstances, timetable queries, module choices, appeals process, suspending studies, withdrawing from the University).

Documentation - Bank letters and official letters, Council Tax exemptions, Student ID Cards

Other services - Accommodation including the Halls of Residence, Chaplaincy, Counselling, Disability Service, Disclosure and Barring Service, Immigration and Welfare, Student Funding, Hardship Fund, Student Liaison Officers).

Student Liaison Officers (SLOs) The SLOs at the University provide:

impartial information, advice and guidance on a wide range of both academic and pastoral issues

support opportunities to develop transferable skills for students via student mentoring opportunities

co-ordinate study skills sessions throughout the academic year to help students succeed academically.

The SLOs can also signpost to other key services as necessary. Please call into the Student Centre or email slo@bolton.ac.uk to make an appointment. Students’ Union (also see section 6.3) Bolton Students’ Union has its own independent Advice Centre. The Advice Centre offers free, impartial and confidential advice to all University of Bolton students on issues such as money concerns, problems with accommodation and housing, as well as academic issues, such as appeals, mitigating circumstances and academic misconduct. If you need somebody talk things through with then please call in at the SU Office in Chancellor’s Mall or email on info@boltonsu.com.

3.3 Support for Students with Disabilities, Learning Difficulties or Specific Needs The University of Bolton welcomes students with disabilities and/or additional support requirements and will make every effort to support your needs. The Disability Service will help you to develop strategies, discover skills and independence by a multi-team, student-centred approach. The service has contacts with local and UK external bodies concerned with inclusion, disability awareness and disability provision. Advice is provided on an individual, strictly confidential basis. If you would like to know more about the support available you can by following this link: http://www.bolton.ac.uk/Students/AdviceAndSupport/ServicesForDisabledStudents/Home.aspx Financial support for full-time and part-time students may be available through the Disabled Students Allowance (DSA). More information is available from the following website: http://www.practitioners.slc.co.uk/media/864997/sfe_dsa_guide_1516_d.pdf If you are not sure whether you qualify for DSA or wish to contact the Student Disability Service for any other matter, you can telephone 01204 903478 or send an

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email to disabilityinfo@bolton.ac.uk. Alternatively call into the Student Centre to make an appointment.

3.4 Support for Part-Time Students If you are a part-time student, you can follow the programme in the same way as full-time students. However, your attendance is restricted to a maximum number of modules each academic year in order to maintain your part-time status. Please contact your Programme Leader or Personal Tutor to clarify your programme requirements. If you experience personal problems which interfere with your academic work, you should also talk to your Personal Tutor, who will help you resolve any difficulties. If you decide to change from part-time to full-time study, you may do so provided you can maintain yourself and find the fees, and provided you have successfully completed your studies to date. If you are thinking about going full-time, again you should discuss the move with your Personal Tutor first.

4. The Student Voice

4.1 Student-Staff Liaison Committees and Student Representatives In relation to the management of the programme, you will be represented by your year’s elected representative on the Student-Staff Liaison Committee (SSLC). As well as student representatives, this committee comprises your Programme Leader, Module Leaders and Module Tutors and representatives from the Library and administration teams. The proceedings of the SSLC are reported to the School Board. Matters raised by student representatives are always an item of business on the agenda of the SSLC and School Board. Information on action being taken on issues raised by students may be found in these minutes and from feedback from Student Representatives. Elections for representatives are held early in the academic year.

4.2 Programme Feedback All students have the opportunity to contribute to the monitoring and enhancement of their course of study. You can approach your Student Representative, the Programme Leader or Module Tutor on an informal level to discuss issues. The SSLC is also an important forum at which elected Student Representatives can speak on behalf of their peers.

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In addition, you are asked to complete a satisfaction questionnaire for each module in each semester. Furthermore, you will be requested to complete a programme questionnaire on an annual basis. Survey feedback is important as it is used by the programme team and other services to enhance the provision and improve the student learning experience. We would therefore be most grateful if you would complete student questionnaires when asked.

4.3 Students’ Union Bolton Students’ Union exists to help all students enjoy their time at the University. The Union will support you by welcoming you to the University at the start of each year, providing you with advice, support and key services, as well as creating a strong community of students who are just like you. You can get involved by:

becoming a Student Representative to work with your lecturers to improve your course

getting advice and support through our student-friendly Advice Unit. We can help you with money concerns, housing concerns and any academic issues

joining one of our many clubs and societies (or creating your own!) standing for election to be the next SU President or NUS representative- we

elect these people in March every year.

The Students’ Union also runs the SU Shop and SU Bar. All University of Bolton students are automatically members of the Students’ Union, unless you choose to opt out. For more information please visit us at www.boltonsu.com, visit us in Chancellors’ Mall (opposite the Student Centre) or email us at info@boltonsu.com. You can also find us at https://twitter.com/Bolton_SU or https://www.facebook.com/BoltonStudentsUnion?fref=ts. Arthur Kaddu SU President 2015-16

5. Learning Resources

5.1 Resources The Library provides integrated library, computing and media facilities with access to a wide range of information and learning resources to support your studies. In addition to 119,800 books, access to over 32,000 print and electronic journals and over 12,000 electronic books, there is a full range of audio-visual material and electronic access to a variety of internet and on-line resources. To improve access to books, essential texts, journals & electronic resources, Discover@Bolton allows searching across multiple platforms and databases,

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including the library catalogue and eBooks. Additionally, the vast majority of modules have highly visible and dynamic Reading Lists Online accessed via moodle. Library management and specialist subject librarians liaise with teaching staff to ensure resources reflect current requirements and help provide users with the information they need.

There are PCs available throughout the Library, as well as a self-service laptop-loan service for use in the Library and Social Learning Zone (SLZ). There are also open access computer facilities within the SLZ. The Library and SLZ are wireless enabled, together with other hotspots throughout the campus enabling you to connect your own mobile devices. Scanners, additional to the photocopiers, are also provided. In addition, assistive technology software is available on the network and, where appropriate, within specified rooms.

Several multi-functional machines within the Library provide printing, photocopying and scanning facilities with A4, A3, colour and black and white output. You will not be able to use these facilities without your Student ID Card. You have an initial free quota each semester and this can be topped up online and at a dispenser within the Library.

5.2 Library Support When you enrol you are automatically allocated library and computing 'accounts'. New students should attend an induction to Library facilities within the first few weeks. The Library has extensive web pages available which provide information on library services, access to electronic resources and a wide range of help guides.

As well as delivering inductions, the subject librarian team provide support to students in the form of user education classes, workshops and a range of help guides such as crib-sheets and videos which show how to access electronic books, journals and databases. The videos are available via the following link:

http://www.bolton.ac.uk/library/Study-Skills/Video-Tutorials.aspx Please do not hesitate to approach any member of staff or the Library Help Desk for advice and support.

5.3 BISSTO – Bolton Interactive Study Skills Tutorial Online. This is a particularly helpful resource for information skills, study skills, basic skills and research skills and is located at: http://www.bolton.ac.uk/bissto/Home.aspx. Please note that BISSTO is an open resource and does not require a University login. Students registered with the University as having a need for additional learning support are able to benefit from a range of enhanced services, such as extended loans. The Library has an Assistive Technology room with specialist hardware and software to assist students with disabilities.

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6. Mitigating Circumstances, Appeals and Complaints

6.1 Mitigating Circumstances A Mitigating Circumstances request is one in which a student makes a case that their performance in assessment has been significantly and adversely affected by circumstances that are exceptional, unforeseen and/or outside of their control. Mitigating Circumstances requests must be presented prior to the assessment board and before the deadline specified. If you believe you have grounds for Mitigating Circumstances, please contact your Programme Leader or Personal Tutor. For further details, see: http://www.bolton.ac.uk/Students/PoliciesProceduresRegulations/Mitigating-Circumstances-Regulations-and-Procedures.aspx

6.2 Appeals Appeals are submitted following an assessment board (and before the deadline specified) if a student believes:

that circumstances have affected the their performance which (for a good reason) the assessment board may not have been made aware of when an assessment decision was taken

that there was a material administrative error or procedural irregularity in the assessment process

that there is evidence of prejudice or bias or lack of proper assessment on the part of one or more of the assessors/examiners

For further details, see: http://www.bolton.ac.uk/Students/PoliciesProceduresRegulations/Appeals-Procedure.aspx. Your Programme Leader, Student Services and/or the Students' Union can also advise you on an appeal submission.

6.3 Complaints The University welcomes comments and suggestions about how things might be improved, we also recognise that students and others with a legitimate interest have a right to complain if they feel that something is wrong. Student Services, the Students' Union and the Academic Quality Manager in the Standards and Enhancement Office can help advise you on the procedure for making

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a formal complaint, including whether other procedures are more appropriate. Further details can also be found at: http://www.bolton.ac.uk/Students/PoliciesProceduresRegulations/ComplaintsProcedure.aspx

7. Health and Safety

7.1 First Aid If you require first aid within the University, or you are seeking first aid help for somebody else, please tell any member of staff known to you what you need. Either they or you should request a first aider by dialling the University emergency number: First Aid 666 (any internal phone) or 01204 903666 (any phone). Alternatively, dial 0 from an internal phone to contact reception to ask for a first aider. If for some reason there is no immediate reply on the University emergency number, and you think the incident is serious, you should call for an ambulance by dialling 999 directly yourself. In all cases of collapse where the person seems unresponsive, or where the person is unwell and suffering central chest pain, you should make this clear so that an AED (defibrillator) and AED responder can also be sent to your location.

7.2 Accident Reporting Always report all accidents, no matter how minor, and make sure that an accident report form is filled in. You should report all accidents as soon as possible to your Module Tutor (if in class), or otherwise a relevant member of University Staff e.g. a site supervisor, a library supervisor etc. You can contact a site supervisors by ringing the emergency contact number (666 - internal phone or 01204 903666 - any phone). You should also report accidents which occur off-site when undertaking an activity sanctioned by the University e.g. a field trip.

7.3 Smoke Free Policy It is the policy of the University that all its workplaces are smoke free, and all students and employees have a right to work and study in a smoke free environment. Smoking is therefore not allowed in all University buildings and around their entrances and open windows. This ensures that smoke does not enter a building from outside and that people entering or exiting the premises are not exposed to second-hand smoke. Should someone become exposed to second-hand smoke in this way, they have the right to request that the smoker moves and the smoker is expected to respect that request.

7.4 Fire Evacuation Procedure The emergency evacuation alarm is a siren. If the alarm sounds, you should evacuate the buildings following the procedures set out below. 1. As directed by staff, when the alarm sounds close windows and switch off all

machines, gas valves, equipment and electrical appliances (other than LSS computer installations).

2. Leave the building by the nearest designated emergency exit in accordance with the instructions given by staff, closing doors as directed.

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3. Assist disabled students as required. In the event that any disabled student is unable to be evacuated, you should assist the member of staff to ensure the Controller is aware of the location of the disabled student, and any other relevant information which may assist in the evacuation of that student.

4. Do not re-enter unless advised by a member of staff known to you. 5. On no account use lifts. 6. Do not take holdalls, briefcases or any other bulky items which would impede

evacuation. Do not go searching for personal belongings. 7. Report to the designated assembly point irrespective of the exit by which the

building was evacuated. Do not leave the assembly point unless authorised by a recognised member of staff.

8. If concerned that another student has not been able evacuate the building, advise a member of staff of that person's last known location.

7.5 A risk assessment of the practice placement will be completed by your practice teacher/ mentor, a copy of this should be included in your personal portfolio.

8. The Role of the External Examiner All University degree programmes have at least one External Examiner. As the title implies, External Examiners come from other institutions and play a key role in ensuring that marking and the standard of our programmes are in line with other UK Universities. External Examiners are involved in the assessment of student work and are key members of Assessment Boards. They will write an annual report to the University outlining their findings. You can view copies of reports for each programme via the link below: http://www.bolton.ac.uk/Quality/EEE/ExternalExaminersReports/Home.aspx The External Examiner for this programme is: Name: Jayne Foley Position: Senior Lecture University: Cardiff University Please note that the External Examiner details are provided for information only. If you have any comments or issues relating to your programme, please contact your Personal Tutor or Programme Leader

9. Protocol for Raising Concerns

9.1 Professional Recognition

Causes for concern may arise in the practice setting relating to:

Insufficient progress by the student;

Inadequacy of the provision of practice experience/teaching and learning.

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The portfolio of learning/assessment schedule, learning contracts and reflective diaries

are tools, which support constructive critical dialogue between the student and practice

teacher/specialist practice mentor on all matters pertaining to the experience of

practice. This dialogue is the prime focus for identifying and resolving any causes for

concern. However, the named personal tutor for the student and relevant service

manager, also have a responsibility to support both the student and the practice

teacher/specialist practice mentor.

It is recognised that the following guidance cannot take into account all circumstances.

For example when there is concern about unprofessional conduct or threats to health

and safety, the appropriate manager would need to be involved at the outset.

However, when the issues can be characterised as primarily of an educational nature,

the prime responsibility lies with the named personal tutors. All individuals must

accept their personal professional responsibility to exercise judgement and to be

accountable for their decisions. This will be aided by the maintenance of records in the

student’s portfolio of learning and/or personal file and by maintaining, as far as

possible, the principle of transparency with all parties. Action plans should be

developed, agreed, signed and reviewed within an agreed time scale by all parties

involved, with each entitled to retain copies for their own use. Action plans may

include:

Alternative practice experience;

The involvement of other practice teachers/specialist practice mentors or

colleagues in practice teaching, teaching or assessment;

Clinical supervision;

Application of the employer’s policies and procedures;

Academic support;

Other pastoral support including occupational health service referral;

Communication between parties.

9.2 Insufficient Progress by the Student

a) Competence Issues If the practice teacher/specialist practice mentor believes that the student is not

making sufficient progress despite attempts to focus upon the student’s particular

needs (for example through the use of learning contracts) they should make the

student aware of these concerns and inform them that they will share these concerns

with the named personal tutor.

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The tutor will initiate discussion with the student and the practice teacher/specialist

practice mentor to explore the nature of the concerns and support them in the

development of an action plan (utilising learning contracts) to further address the

cause for concern. This will include an explicit statement of what is expected of the

student and the time frame within which the student’s progress will be assessed.

If necessary the tutor will visit the practice placement to initiate such discussion.

If the cause for concern is sufficient to suggest that the student’s potential to reach

the required level of proficiency within the time period of the programme is in doubt,

the appropriate manager or sponsor will be informed and will be involved in

discussions aimed at seeking a successful outcome during the programme time

period. If the student is unable to achieve the required level of proficiency in their

practice placement during the available time they may not be able to continue on the

programme.

The programme leader will maintain a record of discussions and action plans in the

student’s personal file.

Final authority to accept the Practice Teacher’s assessment of the student in practice

remains with the Board of Examiners.

b) Performance as an employee or professional conduct

There may be circumstances in which the practice teacher/specialist practice mentor

has concerns about the student, which relate to the student’s professional conduct or

performance as an employee or registered nurse. In such circumstances these

concerns should be communicated in the first instance to the service manager,

normally with the knowledge of the student. This should be followed up with the

named personal tutor. The manager or placement education facilitator, tutor,

practice teacher/specialist practice mentor and student should then jointly plan action

to be taken.

c) Academic Issues

Students experiencing difficulty in relation to the academic requirements of the

course (for example, referral or failure in one or more modules) are expected to take

responsibility for keeping their practice teacher/specialist practice mentor informed so

that s/he is able to take into account the student’s needs. If such difficulties are

sufficient to suggest that the student is in danger of failing to complete the

programme, the appropriate manager will be contacted by the named personal tutor.

It will be assumed that the student has kept the practice teacher (representing the

employing organisation) fully informed of such difficulties to date. The manager or

placement education facilitator, tutor, practice teacher/specialist practice mentor and

student should then jointly plan action to be taken aimed at supporting the student

towards a successful outcome, if possible.

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9.3 Inadequacy of the provision of practice experience/teaching and learning in the Practice Setting Notwithstanding an adequate audit of the practice placement, difficulties may arise

concerning the adequacy of the provision of practice experience/teaching and

learning. When this does not relate to the performance of the practice

teacher/specialist practice mentor, they may be brought to the attention of the named

personal tutor by the student and/or the practice teacher / specialist practice mentor

who will liaise with all necessary parties to determine how the difficulties may be

resolved.

9.4 The Practice Teacher/Specialist Practice Mentor When difficulties arise in relation to the student’s perception of the performance of

the practice teacher/specialist practice mentor, the named personal tutor will support

the student in addressing the issues with the person concerned.

Should this strategy prove inadequate, the named personal tutor will arrange to

address the issues directly with the practice teacher/specialist practice mentor taking

into account the feelings and views of the student. Should progress prove difficult,

the relevant service manager and / or placement education facilitator will be informed

and if necessary be involved in subsequent planning to ameliorate the difficulties or,

in exceptional circumstances to attempt to make alternative arrangements in respect

of providing a practice placement.

9.5 Raising Concerns about standards of client care By virtue of the fact that you are a student on this programme you are also a registered

nurse or midwife and have a professional duty to put the interests of the people in your

care (all of those people you come across or know about because of your work) first and

to act to protect them if you consider they may be at risk. If you come across a situation

that you are concerned about it is important that you identify and share your concerns

promptly and appropriately. You may find the following guidance useful Raising

Concerns: Guidance for Nurses and Midwives (NMC, 2013) and this should be read and

considered in respect of The Code: Standards of Conduct, Performance and Ethics for

Nurses and Midwives (May 2008)

Because you have student status whilst studying on this programme you should follow

guidance which has been adapted from Guidance on professional conduct for nursing

and midwifery students (NMC, 2009)

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Inform your sign off practice teacher and personal tutor or another member of the

teaching team immediately if you believe that you, a colleague or anyone else

may be putting someone at risk of harm.

Seek help immediately from an appropriately qualified professional if someone for

whom you are providing care has suffered harm for any reason.

Seek help from your personal tutor or another member of the teaching team or

your sign off practice teacher if people indicate that they are unhappy about their

care or treatment.

The programme team recognises that it might not be easy for you to raise a concern; you

may not be sure what to do or the process may seem quite daunting. You will be fully

supported through and following the process of raising any concern with access to a

range of student support mechanisms some of which are outlined on pages 16-19,

others in section 4 of the 5

Please remember if you want advice at any stage, please talk to your personal

tutor or another member of the teaching team, your sign off practice teacher or

another registered nurse such as your manager.

Mapping learning outcomes against the (NMC 2001 Standards for Specialist Education and Practice) Nursing and Midwifery Council (2001) Standards for Specialist Education and Practice.

Domain Outcomes to be achieved

Module Code

HLT6048 Principles and Practice for Community Specialist Practice

HLT6032 Principles for Community Public Health Practice

HLT6030 Critical Evaluation Evidence and Practice

HLT 6062 Community Nurse Prescribing (V100)

HLT6049 Leadership and Innovation

HLT Elective

Cli

nic

al

Nu

rsin

g P

rac

tic

e

1 .Uses skills of observation, discrimination and perceptiveness in order to undertake diagnostic, health screening and health surveillance techniques to individuals/groups/communities (IGC).

2. Demonstrates the ability to utilise a variety of approaches to seek out health and nursing needs of IGC.

3. Develop skills of verbal and non-verbal communication, utilising these in a manner appropriate to the needs, context and culture of individuals and groups demonstrating mutual respect, awareness of self-esteem of patients/clients/groups

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4. Develops the ability to conduct effective consultations with IGC acknowledging their own priorities in their health and social wellbeing and related needs.

5. Recognises and values the therapeutic nature of the Community Health Care Nurse in caring, advice giving, promoting health and

counselling that is sensitive to needs and contexts.

6.Has the ability to communicate effectively through written work, with regard to security and confidentiality

7. District Nursing (Practice Nursing optional) Utilises the principles of prescribing to aid decision making in providing care

8. Prioritises workload/caseload and plans accordingly to identify those most at risk and focus activities and resources

9. Demonstrates the ability to assess diagnose and treat specific diseases in accordance with agreed medical/nursing

protocols and provide specialist nursing care to meet the needs of patients/carers in their own homes.

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Ca

re a

nd

Pro

gra

mm

e M

an

ag

em

en

t

10. Has the ability to interpret manual or electronic data correctly in order to set appropriate goals and inform health policies and provision of health care.

11. Takes the initiative in seeking out the local and

national resources and support networks in order to advise on local policies/services regarding care, health and social wellbeing.

12. Demonstrates appreciation and respect for the role of other disciplines/agencies, working with them in an open and

collaborative manner to assist and improve the care of individuals, groups and communities.

13. Stimulates an awareness of primary, secondary and tertiary health and care needs at both individual and structural levels.

14. Identify the social, political and economic factors which influence care and empower others to take appropriate action to influence health.

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15. Identifies the need to facilitate learning in relation to health need and organises and plans health promotion to individuals and groups whenever possible.

16. Demonstrates accountability for own practice with reference

to legal, ethical, organisational and professional frameworks.

17. Plans long and short term goals in order to manage programmes of care for patients to maintain health and for those with chronic disease.

Cli

nic

al

Pra

cti

ce L

ea

ders

hip

18. Makes effective use of self

evaluation to ensure a

consistently high standard of

service is being delivered to

clients/patients

19. Functions effectively as a member of the health care team

20. Strives to improve own knowledge and ability

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21. Provides an educational environment by facilitating learning experiences and supporting others to develop their clinical practice.

Cli

nic

al

Pra

cti

ce D

evelo

pm

en

t

22. Initiate and lead practice developments to enhance the nursing contribution and quality of care

23. Identify, apply and disseminate research findings relating to specialist nursing practice

24. Undertake a range of activities aimed at improving quality of service provision under the umbrella of clinical governance.

25. Create an environment in which clinical practice development is fostered, evaluated and disseminated

26. Work within an evaluation framework to evaluate service provision, identify gaps and work with others to address provision