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The Pre-registration Nursing

Programme

Post-Graduate Diploma Nursing

Adult, Mental Health

Pathway Handbook:

September 2011 Cohort

School of Health and Social Sciences

Programme Leader:

Student Name:

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Contents

SECTION 1 - PURPOSE OF YOUR HANDBOOK..............................................................................5

SECTION 2 - WELCOME TO THE SCHOOL.....................................................................................6

WELCOME FROM THE DEAN................................................................................................................6WELCOME TO YOUR PROGRAMME PATHWAY – POST GRADUATE DIPLOMA NURSING ADULT AND MENTAL HEALTH...........................................................................................................................................9PHILOSOPHY OF THE PROGRAMME......................................................................................................11

SECTION 3 - PROGRAMME STAFF.............................................................................................12

SECTION 4 - PROGRAMME SPECIFICATION...............................................................................14

POST GRADUATE DIPLOMA PATHWAY - ADULT NURSING........................................................................15POST GRADUATE DIPLOMA PATHWAY MENTAL HEALTH NURSING............................................................29

SECTION 5 – CALENDAR............................................................................................................ 45

SECTION 6 - POST GRADUATE DIPLOMA NURSING PATHWAY WITH PROFESSIONAL REGISTRATION, ACCREDITATION OF PRIOR LEARNING PROCESS...............................................46

SECTION 7 - LEARNING, TEACHING AND ASSESSMENT WITHIN YOUR PROGRAMME...............47

LEARNING AND TEACHING METHODS...................................................................................................48INTERPROFESSIONAL LEARNING..........................................................................................................49MONITORING AND ENHANCING THE PRACTICE LEARNING ENVIRONMENT....................................................52ASSESSMENT...................................................................................................................................53ASSESSMENT METHODS IN YOUR PROGRAMME......................................................................................54MARKING AND MODERATION.............................................................................................................55ASSESSMENT FEEDBACK....................................................................................................................55GRADING SCALE..............................................................................................................................55MODULE GRADES............................................................................................................................56RESUBMISSIONS..............................................................................................................................57DEFERRAL.......................................................................................................................................57EXTENUATING CIRCUMSTANCES..........................................................................................................57ACADEMIC DISHONESTY AND PLAGIARISM............................................................................................57ASSESSMENT MAP POST GRADUATE DIPLOMA NURSING – MENTAL HEALTH NURSING................................61PROGRESSION.................................................................................................................................63MAPPING OF POST GRADUATE DIPLOMA NURSING AGAINST NMC STANDARDS..........................................63PROGRESSION CRITERIA.....................................................................................................................64EMPLOYABILITY SKILLS......................................................................................................................64

SECTION 8 - STUDENT SUPPORT...............................................................................................67

COMMUNICATION PROCESSES............................................................................................................67MISIS - ACCESSING YOUR OWN RECORDS............................................................................................67MIDDLESEX E-MAIL – YOUR ACCOUNT FOR LIFE...................................................................................67LETTER REQUESTS............................................................................................................................68LEARNER DEVELOPMENT UNIT...........................................................................................................68OASISPLUS....................................................................................................................................69OASISPLUS IN YOUR PROGRAMME......................................................................................................69STUDENT PORTAL 24/7....................................................................................................................69ACADEMIC SUPPORT........................................................................................................................70SPECIALIST ADVICE AND SUPPORT........................................................................................................71COUNSELLING.................................................................................................................................71DISABILITY SUPPORT SERVICE.............................................................................................................72MONEY AND WELFARE ADVICE...........................................................................................................73THE CAREERS SERVICE......................................................................................................................73

SECTION 9 - PROFESSIONAL REQUIREMENTS FOR PRE-REGISTRATION NURSING PROGRAMMES................................................................................................................................................ 75

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THE NMC CODE.............................................................................................................................75CRIMINAL RECORDS BUREAU (CRB) CLEARANCE....................................................................................75OCCUPATIONAL HEALTH CLEARANCE...................................................................................................75FITNESS FOR PRACTICE......................................................................................................................76COMPLETION OF YOUR PROGRAMME...................................................................................................76GOOD HEALTH AND CHARACTER DECLARATION......................................................................................76CONFIDENTIALITY IN WRITTEN WORK...................................................................................................76ATTENDANCE..................................................................................................................................77MANDATORY TRAINING....................................................................................................................78LEAVE ENTITLEMENTS.......................................................................................................................78RECORDING ATTENDANCE TO MEET PRACTICE LEARNING HOURS................................................................80IMPLICATIONS OF SICKNESS AND ABSENCE............................................................................................80SUPPORT FOR ILL HEALTH.................................................................................................................80MANAGEMENT OF REPEATED NON-ATTENDANCE...................................................................................81RECORDING AND REPORTING SICKNESS AND ABSENCE............................................................................81RETRIEVAL OF MISSED PROGRAMME HOURS........................................................................................82STEPPING OFF YOUR PROGRAMME......................................................................................................82STEPPING BACK ONTO YOUR PROGRAMME............................................................................................83STUDENTS UNDERTAKING PAID WORK IN ADDITION TO PROGRAMME HOURS............................................83

SECTION 10 - QUALITY ASSURANCE AND ENHANCEMENT OF YOUR PROGRAMME....................84

STUDENT REPRESENTATIVES...............................................................................................................84BOARDS OF STUDY...........................................................................................................................85SCHOOL BOARD OF STUDY................................................................................................................85PROGRAMME EVALUATION FORMS.....................................................................................................85NATIONAL STUDENT SURVEY (NSS)....................................................................................................86OTHER SURVEYS..............................................................................................................................86SUGGESTIONS AND COMPLAINTS........................................................................................................86

SECTION 11 – YOUR MODULES YEARS 1-3.................................................................................87

COLOUR INDEX FOR MODULE NARRATIVES IN EACH YEAR: .......................................................................87

APPENDICES........................................................................................................................... 136

APPENDIX 1 - NMC STANDARDS FOR PRE-REGISTRATION NURSING EDUCATION 2010..............................136APPENDIX 2 - ACCESSING UNIVERSITY IT SYSTEMS...............................................................................149APPENDIX 3 – HEALTH AND DISABILITY PANEL PRE-REGISTRATION NURSING AND MIDWIFERY.....................151APPENDIX 4 - DISCLOSURE OF CRIMINAL RECORD................................................................................152APPENDIX 5 - FITNESS TO PRACTICE PANEL........................................................................................154Appendix 6 - Students Undertaking Paid Work In Addition to Programme Hours....................158

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Section 1 - Purpose of your handbook

The purpose of this handbook is to provide you with information about your Programme of study and to direct you to other general information about studying at Middlesex University.

This handbook must be read in conjunction with the University Regulations at www.mdx.ac.uk/regulations/. The material in this handbook is as accurate as possible at the date of production.

Your comments on any improvements to this handbook are welcome - please put them in writing (with name of handbook) to:

Programme Leader:

Adult Nursing

Tina Moore - [email protected]

Mental Health Nursing

TBC

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http://www.mdx.ac.uk/regulations/

Section 2 - Welcome to the School

Welcome from The Dean

Welcome to the University and to the School of Health and Social Sciences. This programme handbook should be treated as though it is our contract with you – keep it safely so that you may refer to it throughout your time here at Middlesex. It contains an overview of the framework of your programme and the content of its modules. It signposts key contacts and information you need to progress your studies and to get the most out of student life.

From our side we will deliver the best student experience we can so that you can build on your skills and knowledge and reach your full potential. In return, we expect you to engage actively in the learning process, to be fully committed to your studies and determined to succeed.

In your early weeks, this includes reading through this handbook and consulting the other information sources flagged here. You are not expected to absorb everything in detail, but to be aware of the main resource documents and their contents. In particular as an enrolled Middlesex student, you have certain rights but also specific responsibilities. See the full University Regulations http://www.mdx.ac.uk/regulations in particular ‘University Membership’, and if you have not already done so, explore http://www.24-7.mdx.ac.uk, the student portal which contains detailed advice and support to assist you further.

We know it takes time to settle in to University life. If you still have questions to ask, your first port of call should be your Student Office. Staff there will be pleased to help and direct you. We wish you well in your future studies. Here at Middlesex we are very proud of our academic programmes and students and we look forward to meeting you.

Jan [email protected] Hendon Campus

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mailto:[email protected]

http://www.24-7.mdx.ac.uk/

http://www.mdx.ac.uk/regulations

Introduction to the Pre-Registration Nursing Programme

Your programme pathway is one of three within the Pre-registration Nursing Pro-gramme and prepares students for admission to a chosen part of the Nursing and Midwifery Council (NMC) Register, and to achieve the academic award for which they are enrolled.

You will become a competent nurse, who is able to deliver high quality, safe, es-sential care to everyone, and more complex care within your own field of practice. This alongside a range of other professionals and service users / carers within the context of a range of settings where health care is delivered. You will become a professional nurse, who will learn to work and lead teams within agreed profes-sional, ethical and legal frameworks and processes, to maintain and improve stan-dards of care. Your care will be evidence based and reflect contemporary knowl-edge, practice, research and technology.

The programme is guided by the NMC Standards for Pre-registration Nursing Ed-ucation (NMC 2010) which focuses on safe-guarding the public. It is a compe-tency based approach which prepares you for safe and effective practice at the point of registration. The competencies are set out under four domains and sup-port the development of learning outcomes.

The four domains are;

Professional valuesCommunication and Inter-personal skillsNursing Practice and decision makingLeadership, management and team working

These are integrated within theory and practice throughout your programme.

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Welcome to your programme pathway – Post Graduate Diploma Nursing Adult and Mental Health

We would like to welcome you to Middlesex University and to your career as a nurse.

You will have come to this dynamic programme pathway, the Post Graduate Diploma in Nursing (Adult, Mental Health) which recognises your graduate and life experiences and builds on these, to contribute towards a successful career in nursing.

The programme pathway will provide you with a strong foundation on which to build the rest of your nursing and academic career. The pathway is 2.5 years in length including (or shorter depending on your successful APL claim), and prepares you for your chosen field of nursing - Adult or Mental Health.

Your skills for caring will commence from the start of the programme. Caring for patients / clients is central to nursing. In order to do that effectively we need you to be healthy and prepared for this. A number of measures will be introduced throughout your programme to enable this to be achieved.

The programme pathway is developed and delivered, both within the University and in Partner Trusts. It comprises 50% theory and 50% practice learning in terms of programme hours required for registration. However theory and practice are integrated throughout your programme and there is equal weighting in the assessment of practice and theory in contributing to your final award. With our partners we will ensure that your programme meets the competencies at each Progression point (1 and 2) and at the point of registration, within both theory and practice.

Fields of PracticeYou will learn about your chosen field of practice within both theory and practice learning undertaken within the classroom and clinical placements. Theory and practice are integrated through all modules within each year of the programme. There will be some shared learning with peers from both fields of practice.

Adult NursingThis field of nursing leading to registration as an Adult Nurse, will help you to acquire the knowledge, skills, and attitudes to be able to practice autonomously, compassionately, skilfully and safely whilst maintaining dignity and promote health. It will enable you to meet the essential physical and mental health needs of people of all ages and abilities who come into your care.

The ethos of Adult nursing is patient-centred, acknowledging the differing needs, values and beliefs of people from ethnically diverse communities and an age group ranging from young adulthood to the older person. You will be working in partnership with other health and social care professionals and agencies, and service users and carers in a range of community and hospital based settings.

In addition to the NMC competencies (2010) all Adult nursing students will be required to meet specific EC directives (European Directive 2005/36/EC) and these are incorporated into your programme pathway.

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Mental Health NursingThis field of nursing leading to registration as a Mental Health Nurse will help you to acquire the knowledge skills and attitudes to be able to practice autonomously, compassionately, skilfully and safely whilst maintaining dignity and human rights. It will enable you to work with people of all ages using values-based mental health framework. This is to promote positive relationships focussed on social inclusion, human rights and recovery. The programme will help you develop your work in partnership with other health and social care professionals and agencies, service users and their carers fostering decisions about care that are shared.

The academic and professional requirements are detailed within this handbook and you are strongly advised to read this from the start of your programme.

It is important to the programme team that you enjoy your post-graduate experience at Middlesex University, whilst ensuring you become competent and safe nurses. We will seek feedback from you and make every effort to support and guide you in your achievement of this.

We wish you well for the next three two years and your future nursing career.

The Pre-registration Nursing Programme Team 2011

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Philosophy of the programme

Our philosophy of this nursing programme was developed in partnership with academic staff, clinicians, service users / carers and students. This is reflected below:

Our aim is to produce a nurse who is able to provide safe and effective care, is self aware and willingly takes responsibility for self and others. This nurse will tailor care to the individual but will always consider the social context of care and be able to assess and manage risks in that environment. She/he will demonstrate warmth and empathy and will develop emotional intelligence and cultural competence. She/he will be committed to working in partnership with service users and colleagues and demonstrate a personal commitment to life-long learning.

The curriculum will place the highest value on learning in practice and relate every aspect of the student experience to this goal. From recruitment to graduation our processes intend to role model the professional behaviours and values we seek to develop in our students and all our interactions will be considered learning opportunities for building the knowledge, skills and attitudes for safe practice.

On completion of the programme the student nurse will be able to integrate their learning in theory and practice and demonstrate the competence and confidence required of a registered nurse. They will possess the ability to make an equal contribution in a dialogue with other health professionals and use their critical thinking skills to support decisions which are made in the best interest of the patient / client / service user.

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Section 3 - Programme Staff

Your programme is delivered by a team of enthusiastic, experienced academic and clinical practitioners across various campuses. Their details are listed below;

Title Director of Programmes for Pre-qualifying and Undergraduate Nursing

Name Charmagne BarnesCampus Archway Campus, Room 612 Telephone 020 8411 6725E-mail [email protected]

Title Head of Practice Based LearningName Kathy WilsonCampus Archway Campus, Room 201Telephone 020 8411 6676E-mail [email protected]

Year 1 of the programme:Title Director of Programmes Initial Nursing and CPDName Marion TaylorCampus Hendon Campus, Town Hall/Annex/3rd floorTelephone 020 8411 4320E-mail [email protected]

Programme Leader:

Name Tina Moore Campus Archway Campus, Room 606, Furnival BuildingTelephone 020 8411 2655E-mail [email protected]

Years 2 and 3 of the programme: Adult NursingTitle Director of Programmes Name Lynne HenshawCampus Archway Campus, Room 607 Telephone 020 8411 6474E-mail [email protected]

Mental Health NursingTitle Acting Director of Programmes Name Janet HolmshawCampus 2nd Floor, Clerkenwell Building,Telephone 020 8411 4507E-mail [email protected]

Mental Health Field Programme Co-ordinator:Name Jeff Sapiro Campus Clerkenwell Building,

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Telephone 020 8411 4503E-mail [email protected]

Departmental Administrators:

Premila Kara, Pre-qualifying Nursing Framework Assessment & Review [email protected], 0208 411 4461, Furnival Building, Room 538, Archway Campus

Russell Freedman, Department and Programme Administrator, [email protected] 0208 411 6261, Town Hall, Annex T304, Hendon Campus

Colin Allison, Department and Programme Administrator [email protected], 0208 411 6261 Town Hall, Annex T303, Hendon Campus

Athena Bradley, Department and Programme Administrator [email protected], 0208 411 6756, Furnival Building, Room 538, Archway Campus

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Section 4 - Programme specification

The following programme specifications (Adult, Mental Health) give you the necessary detail to understand how your programme is structured. The curriculum map allows you to understand the programme outcomes you are required to achieve and how these are assessed within the modules of study. You will also see a diagrammatic representation of your programme, which will make the programme easier to understand.

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Post Graduate Diploma Pathway - Adult Nursing

1. Programme title Post Graduate Diploma – Adult

2. Awarding institution Middlesex University

3. Teaching institution Middlesex University

4. Programme accredited by The Nursing and Midwifery Council

5. Final qualification Post Graduate Diploma with Registration – RN Adult

6. Academic year 2011 – 2012

7. Language of study English

8. Mode of study Full Time9. Criteria for admission to the programmeApplicants to this programme pathway will be considered on an individual basis but will normally require a degree of 2.2 or above.

This programme pathway has been designed for graduates with health related degrees (e.g. health studies, biology, psychology, sociology); however, graduates in other degree subjects will also be considered. All applicants will need to go through the APL process (Accreditation of Prior Learning) through Middlesex University, as part of the recruitment and selection process. This is essential in order to complete the programme, with registration, in 2 academic years.

10. Aims of the programmeThe Post Graduate Diploma in Nursing programme pathway aims to produce the nurse, who is able to provide safe and effective care, demonstrates personal insight, and willingly takes responsibility for self and when caring for others. Building on previously gained analytical skills, the nurse will exercise significant judgment within a range of practice settings taking into account the social contexts of care.

She/he will demonstrate warmth and empathy and will develop emotional intelligence and cultural competence. She/he will be committed to working in partnership with service users and colleagues and demonstrate a personal commitment to life long learning.

Using critical and analytical skills the student will integrate their learning in theory and practice to critically evaluate concepts in nursing, utilising evidence.

With existing skills and competencies, they should be able to confidently engage in equal dialogue with health and social care professionals. He/she will be accountable for related decision-making, which is done in the interest of the patient/client/service user.

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Programme Specification

On completion of the programme they will be able to demonstrate the required nursing and midwifery competencies for registration as a nurse.

11. Programme outcomesA. Knowledge and understandingOn completion of this programme the successful student will have knowledge and understanding of :

The NMC domains

1) Leadership, management and teamwork

2) Communication and inter-personal skills

3) Professional values4) Nursing Practice and decision mak-

ing

Teaching/learning methodsKnowledge and understanding in this programme is developed as 50% of learning occurring in the practice setting, and 50% theory based learning within the University.

Core knowledge and understanding is acquired from seminar group work, simulated learning, practice placements, lectures, tutorials, e-learning, support from the Professional Development Tutor and guided independent study.

The learner is encouraged to build on already existing post graduate skills to support and enhance deep learning throughout the programme. This is facilitated through independent reading, alongside taught components. This approach assists with a broadening of knowledge and an understanding of subject matter.

Assessment methodsStudents’ knowledge and understanding is assessed by a range of formative assessment techniques to prepare the students for summative assessment. Specific assessment methods are identified in each module narrative and tests all the learning outcomes.

Overall assessment methods are designed to challenge students further in order for them to justify clinical decision making. This is done through self, peers and group assessment, online assessment, and assessment by the Mentor in practice.

B. Cognitive (thinking) skillsOn completion of the programme the successful students will be able to:

1) Appraise the efficiency of theory and practice related to nursing

2) Critically analyse concepts and

Teaching/learning methodsIntellectual skills are developed through problem solving, appraisal, debate, critical reflection and role play, individually, and in groups, both, in the practice environment and in the University.

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principles related to nursing and underpinning theoretical perspec-tives derived from other disciplines

3) Critically evaluate and utilise rele-vant and appropriate evidence from a range of sources, related to health and social care

4) Justify the argument for a holistic approach to nursing

5) Synthesize appropriate information to inform judgment in decision mak-ing

Learning to apply knowledge and skills to nursing practice is facilitated via case studies, placement learning and simulated learning. Students are engaged in discussion of the key issues, in consideration of applying theoretical and practical concepts and undertake this orally, in writing and in practice.

Assessment methodsThese are designed to facilitate independent inquiry through formative and summative assessment, using a variety of methods including: presentations, critical essay writing, care planning, report writing, written examination and practice assessment.

C. Practical skillsOn completion of the programme the successful student will be able to:

1) Demonstrate caring, compassion and empathy.

2) Deliver care consistent with profes-sional, ethical and legal values.

3) Practice safe and competent care based on evidence using generic and specialist skills.

4) Demonstrate effective management of themselves and others.

5) Utilise a range of skills which foster effective interpersonal relation-ships.

6) Adopt a problem solving approach to the nursing process.

Teaching/learning methodsEmphasis is placed throughout the programme on the development of practical skills. Practical skills are promoted through placement learning and simulated learning in collaboration with mentors and clinical placement facilitators. Role modelling plays a significant part in the student’s skills development.

Independent learning is provided as part of the skills section of the Practice Learning Document. This contains a number of activities which facilitate the student’s understanding and development of nursing skills and serves as a tool for use with staff in their practice learning. Skills sessions will be taught and rehearsed throughout the programme in skill labs and in the clinical environment.

Assessment methodsStudents’ practical skills are assessed formatively and summatively. Methods of assessment include the use of Objective Structured Clinical Examination (OSCE) and the Practice Learning Document (PLD) to assess the student’s progress in practice. The student progresses from novice, advanced beginner and competent levels through the programme with practice being graded at advanced beginner and competent level. The PLD will comprise Learning agreements, achievement of

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competencies to meet Progression points 1 and 2, and competencies for registration, and achievement of skills in clinical practice. In addition, maintaining a Personal Professional Portfolio reflecting on practice learning will be a requirement for all students that will form part of the summative assessment of practice at the different points in the year to meet the requirements for ongoing record of achievement at progression. Evidence from the portfolio will be required for summative assessment in Year 3 of the programme.

D. Graduate skillsOn completion of the programme the successful student will be able to demonstrate a range of graduate skills including:

1) Communication2) Teamwork3) Personal and career development4) Effective learning5) Information technology6) Numeracy

Teaching/learning methodsStudents will be required to identify and articulate existing graduate and transferrable skills and apply these within the context of this programme. These skills will be applied / used through APL, negotiated learning agreement and critical reflection.

Assessment methodsAssessed formatively and summatively. Methods include: portfolio development, critical reflective commentary, poster presentations, practice assessment, drug calculations, e-learning and report writing.

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12. Programme structure (levels, modules, credits and progression requirements)

12. 1 Overall structure of the programme pathway: PG Diploma Nursing-AdultThe programme pathway comprises 2 academic years each being 45 weeks in length, exclusive of annual leave. It is envisaged that the student will be APL’d against 90 credits at Level 6, at the point of recruitment and selection. Successful APL will allow the student to undertake this programme pathway in 2 years. The 2 year programme consists of theory and practice, (total of 4,600 hours with APL) which is necessary to meet the NMC competencies for registration. Theory and Practice are integrated throughout the programme and reflected in the programme outcomes and learning outcomes for each module.There is some shared learning with peers in Mental Health for the practice modules in Year 1 of the taught programme and the generic module NIP 4016. 4015

The programme pathway runs over the Autumn, Spring and Summer terms with all theoretical modules taken concurrently to ensure knowledge is built upon across the year. The programme will be delivered in alternating blocks of classroom based theory and clinical practice in a range of clinical practice placements. Clinical practice is undertaken each year to include 75 hours of simulated learning in Year 1 of the taught programme.

Progression from Years 1 to 2 of the taught programme, is dependant on achievement of all credits and meeting the progression criteria at Progression point 1. Similarly, progression to Registration is dependant on achievement of all credits and meeting the progression criteria at Progression point 2. The latter is a professional requirement for this programme. (NMC 2010).

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12.2 Levels and modulesStarting in academic year 2010/11 the University is changing the way it references modules to state the level of study in which these are delivered. This is to comply with the national Framework for Higher Education Qualifications. This implementation will be a gradual process whilst records are updated. Therefore the FHEQ coding is bracketed below.LEVEL 3 (6)

COMPULSORY OPTIONAL PROGRESSION REQUIREMENTS

Students demonstrate successful claim for APL for all the modules listed for Year 1

PHC 3005 (6)Health and Social Science Research Approaches 30 cr

NIP 3090 (6) Demonstrating Graduate and Tansferable Skills 30 cr

NIP 3091 (6)Knowledge and Skills for Healthcare Practice 30 cr

Year 2 (Year 1 of taught programme)

The student must take all of the modules listed below. The student will take 120 credits in this academic year.

NIP 4050 (7)Knowledge and Skills for Nursing Practice 30 cr

NIP 1011 (4)Practice Learning 1 15 cr


No optional modules Progression from Year 1 of the taught programme to Year 2 is dependant on achievement of all credits at Level 6-7 for theory, and Level 4-6 in practice meeting the Progression points. This is a professional requirement for this programme (NMC 2010).

Students need to have met the attendance requirements for theory and clinical practice outlined in the attendance policy for the Pre-registration Nursing Programme.

Students need to demonstrate good health and character and must declare this at the start of each year of study and must complete a self-declaration of good health and character each year of the programme.

Students need to have attended all mandatory training sessions, simulated learning hours and structured sessions with their Personal and Professional Development Tutor, for each academic year of study.

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Level 4 (7)


Year 2 (Year 1 of the taught programme continued)

NIP 4012 (7)Nursing Care of the Adult Patient 30 cr

NIP 4015 (7)Working in Partnership inHealthcare 15 cr


No optional modules

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Level 4 (7)

Year 3 (Year 2 of the taught programme)

Students must take all of the following modules. The student will take 90 credits over this academic year

NIP 2005 (5) Practice Learning 4 15 cr

NIP 4013 (7) Managing Patients with Complex Needs 30cr

NIP 4016 (7)Preparation for Professional Practice in Adult Nursing 15 cr



No optional modules As per Year 1 of the taught programme. In addition at the end of Year 2 of the taught programme all students are required to have a written Declaration of Good Health and Character signed by the Programme Leader, indicating that to the best of their knowledge the student is eligible to register as a nurse with the NMC. Accumulated unauthorised absence may impact on the confirmation of good character required by the NMC.

12.3 Non-compensatable modules (note statement in 12.2 regarding FHEQ levels)Module level Module codeLevel 1 (4) NIP 1011, 1012

Level 2 (5) NIP 2004, 2005

Level 3 (6) NIP 3005, 3090, 3091, 3040 3041

Level 4 (7) NIP 4050, 4012, 4013, 4015, 4016

13. Curriculum map See attached.

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14. Information about assessment regulationsAssessment regulations follow Middlesex University’s Academic Regulations. In addition the Programme requires that:

This programme does not allow students to re-take modules. although students can re-take modules at additional cost. All modules are compulsory and non compensatable.

Within modules, where there is more than one component to a module assess-ment, the marks are aggregated and a grade given using the Middlesex Univer-sity 20 point scale.

Practice modules will be graded using the University 20 point scale at Advanced Beginner and Competent levels.

Students must achieve a pass grade for all the modules within the programme, to progress.

Students must meet the attendance and mandatory training requirements of the programme. Students accumulating sickness or absence exceeding 10 days per year may be discontinued or deferred.

Infringement of assessment regulations/academic misconduct (section F1) - may require Fitness for Practice Panel.

CRB and Occupational Health clearance is required prior to commencing clinical placement.

Automatic deferral is not permitted for students on these programmes.

15. Placement opportunities, requirements and support (if applicable) Students must satisfy the NMC requirements to have achieved a minimum of

2300 hours in practice during the whole of their programme, in order to gain pro-fessional registration with the NMC. In the Adult field, 75 hours have been alloc-ated for Simulated Practice Learning across Year 1 of the programme pathway to facilitate placement learning. All Adult students must also meet the requirements for clinical supervision set out by the EU directive 2005/36/EC.

Practice experiences can take place in an approved learning environment in any of the NHS Trusts that are part of NHS London and in the independent and Private Sector.

Staff within the School of Health and Social Sciences work in partnership with practice placement providers to ensure that the practice learning environment is conducive to meeting the individual learning needs of the student and a robust process of quality monitoring of the learning environment is in place.

Students are given notification of their allocated placement in advance and it is their responsibility to contact the placement as instructed, for details of their duty rota. Contact details are made available prior to placements.

Nursing is a profession that is required to work 37.5 hours throughout the 24 hour period over any days of the week, including weekends. Duty rotas will reflect this and will include early, late, night, weekend and Bank Holiday shift patterns.

All students will be given an induction at the start of each new learning experi-ence and support and guidance will given to students with diverse needs.

Each practice area has an allocated link lecturer and practice placement informa-

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tion folder to further support practice learning and to guide students and mentors on key policy documents such as the attendance policy and complaints proced-ure Practice learning is assessed using the Practice Learning Document.

Students are required to work under direct or indirect supervision and have ac-cess to a mentor for 40% of their assessed learning period in practice. Students must work with a qualified mentor for a minimum of 4 weeks towards the end of Progression point 1 and 2 and be supervised and assessed by a sign-off mentor during a 12 week period of continuous practice at the end of Year 2 of the taught programme.

Meetings with Personal and Professional Development Tutor at regular intervals will further support practice learning

16. Future careers (if applicable)On successful completion of the programme students are eligible to enter the professional register for Nursing.

Students will receive career guidance within Personal and Professional Development groups. Workshops to discuss jobs within the various trusts is organised during the final year of the programme.Successful graduates will be able to progress to top up to Masters Level including the MSc Nursing & MSc Nursing Studies. They also have the opportunity to undertake work based learning studies at PHD level in the future.

17. Particular support for learning (if applicable) Personal and Professional Development Tutor (PPDT)

Personal and Professional Development Groups (PPDG)

Link Tutor/Mentors in clinical practice

Clinical Placement Facilitators

Clinical Skills laboratories at Archway and North Middlesex Campuses

Learning Development Unit

Disability Unit and special learning needs support

Dissertation supervision (individual/group)

Use of OASISplus for directed learning activities

Learning Resources

18. JACS code (or other relevant coding system)

B740 (Adult)

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19. Relevant QAA subject benchmark group(s)

Nursing

20. Reference points

Critical Review of Pre-Registration Nursing Provision at Middlesex University 2005-2010Department of Health (2010) Equity and excellence: Liberating the NHSEuropean Union Directive 2005/36/EC Recognition of professional qualificationsInter-professional Capability Framework (CUILU 2004)Knowledge and skills Framework (DoH 2004)Middlesex University (2006) The Learning Framework, London, MUMiddlesex University (2010/11) Regulations, London, MU Middlesex University (2010/11) Learning and Quality Enhancement Handbook, London, MUNational Service Framework (DoH 1999, 2000. 2001, 2004)National Institute for Health and Clinical Excellence (www.nice.org.uk) Nursing Midwifery Council (2007) Essential Skills Clusters for Pre-registration Nursing programmesNursing and Midwifery Council (2008) Standards to support learning and assessment in practice.Nursing and Midwifery Council (2008) The code: Standards of conduct, performance and ethics for nurses and midwives.Nursing and Midwifery Council (2009) Guidance on professional conduct for nursing and midwifery studentsNursing and Midwifery Council (2010) Standards for pre-registration nursing education.Quality Assurance Agency (2000) Framework for Higher Education Qualifications, London : QAAQuality Assurance Agency (2001) Code of practice on placement learning, London : QAAQuality Assurance Agency (2001) Subject benchmark statement for nursing, London : QAASchool of HSSC (2002/5) Maintenance and enhancement of quality and standards, HSSC School of HSSC Curriculum policy and strategy framework (2002/5) University Student CharterUCEA (2009) Health and safety guidance for the placement of higher education students

21. Other informationNone

Please note programme specifications provide a concise summary of the main features of the programme and the learning outcomes that a typical student might reasonably be expected to achieve if s/he takes full advantage of the learning opportunities that are provided. More detailed information about the programme can be found in the rest of your programme handbook and the university regulations.

25

http://www.nice.org.uk/

Curriculum map for the Post Graduate Nursing Pathway Adult

This section shows the highest level at which programme outcomes are to be achieved by all graduates, and maps programme learning outcomes against the modules in which they are assessed.

Programme learning outcomes

Knowledge and understanding Practical skills

A1 Demonstrate leadership, management and team-working skills

C1 Demonstrate caring, compassion and empathy

A2 Utilise effective communication and inter-personal skills

C2 Deliver care consistent with professional, ethical and legal values

A3 Demonstrate appropriate professional values C3 Practice safe and competent care based on evidence using generic andspecialist skills

A4 Critically reflect on all aspects of nursing practice and decision making

C4 Utilise a range of skills which foster effective interpersonal relationships

C5 Demonstrate effective management of themselves and others

C6 Adopt a problem solving approach to the nursing process

Cognitive skills Graduate Skills

B1 Appraise the efficiency of Critically reflect on theory and practice related to nursing

D1 Communication

26

B2 Critique evidence from a range of sources related to health and social care

Critically analyse concepts and principles related to nursing and underpinning theoretical perspectives derived from other disciplines

D2 Teamwork

B3 Analyse concepts and principles related to nursing and underpinning theoretical perspectives derived from other disciplines

Critically evaluate and utilise relevant and appro-priate evidence from a range of sources, related to health and social care

D3 Personal and career development

B4 Articulate Justify the argument for a holistic approach to nursing

D4 Effective learning

B5 Exercise significant judgment in decision makingSynthesize appropriate information to inform judgment in decision making

D5 Information technology

D6 Numeracy

Programme outcomes A1 A2 A3 A4 B1 B2 B3 B4 B5 C1 C2 C3 C4 C5 C6 D1 D2 D3 D4 D5 D6Highest level achieved by all graduates7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7

27

28

A1

A2

A3

A4

B1

B2

B3

B4

B5

C1

C2

C3

C4

C5

C6

D1

D2 D3

D4

D5

D6

Demonstrating Graduate and Transferable skills

NIP 3090 X X X X X X

Health and Social Science

Research Approaches

PHC 3005 X X X X

Knowledge & Skills for Health Care Practice

NIP 3091 X X X X

Knowledge & skills for Nursing Practice

NIP 4050 X X X X X

Practice Learning 1 NIP 1011 X X X X X X X X XPractice Learning 2 NIP 1012 X X X X X X X X X X X X XADULT Year 2 (Yr 1 of taught programme)Managing Care of the Adult Patient

NIP 4012 X X x X X x x x X x x

Working in partnership in Healthcare

NIP 4016 X X X X X x X X X

Practice Learning 3 NIP 2004 x x x x X x x x x x x x XPractice Learning 4 NIP 2005 x x x x x X x x x x x x x x x xADULT Year 3 ( Yr 2 of taught programme)Managing care of the Patient with Complex Care Needs

NIP 4013 X X X x X X x X X

Preparation for Professional Practice in Adult Nursing

NIP 4016 X X X X X X X X X X

Practice Learning 5 NIP 3033 x x x x x X x x x x x x x x x x x XPractice Learning 6 NIP 3034 x x x x x x X x x x x x x x x x x x x x x

Post Graduate Diploma Pathway Mental Health Nursing

1. Programme title Post Graduate Diploma – Mental Health

2. Awarding institution Middlesex University

3. Teaching institution Middlesex University

4. Programme accredited by The Nursing and Midwifery Council

5. Final qualification Post Graduate Diploma with Registration – RN Mental Health

6. Academic year 2011 - 2012

7. Language of study English

8. Mode of study Full Time

9. Criteria for admission to the programme

Applicants to this programme pathway will be considered on an individual basis but will normally require a degree of 2.2 or above. This programme pathway has been designed for graduates with health related degrees (e.g. health studies, biology, psychology, sociology); however, graduates in other degree subjects will also be considered. All applicants will need to go through the APL process (Accreditation of Prior Learning) through Middlesex University, as part of the recruitment and selection process. This is essential in order to complete the programme, with registration, in 2 academic years.

29

Programme Specification

10. Aims of the programme

The Post Graduate Diploma in Nursing programme pathway aims to produce nurses who are able to provide safe and effective care, demonstrate personal insight, and will take responsibility for her/himself and when caring for others. Building on previously gained analytical skills, the nurse will exercise judgment within a range of practice settings, taking into account the social contexts of care.

She/he will demonstrate warmth and empathy and will develop emotional intelligence and cultural competence. She/he will be committed to working in partnership with service users and colleagues and demonstrate a personal commitment to life-long learning.

Using critical and analytical skills, the student will integrate their learning in theory and practice, and will utilise evidence in the process of critically evaluating concepts and frameworks in nursing.

With skills and competencies that have been developed, she/he should be able to confidently and effectively engage in dialogue with health and social care professionals. She/he will understand her/his accountability for decision-making, which will be exercised in the best interests of the patient/client/service user.

On completion of the programme she/he will be able to demonstrate the required nursing and midwifery competencies for registration as a nurse.

11. Programme outcomesA. Knowledge and understandingOn completion of this programme the successful student will have knowledge and understanding of :

The NMC domains

1) Leadership, management and teamwork

2) Communication and inter-personal skills

3) Professional values4) Nursing Practice and decision mak-

ing

Teaching/learning methodsKnowledge and understanding in this programme is developed as 50% of learning occurring in the practice setting, and 50% theory based learning within the University.

Core knowledge and understanding is acquired from seminar group work, simulated learning, practice placements, lectures, tutorials, e-learning, support from the Professional Development Tutor and guided independent study.

The learner is encouraged to build on already existing post graduate skills to support and enhance deep learning throughout the programme. This is facilitated through independent reading, alongside taught components. This approach assists with a broadening of knowledge and an understanding of

30

subject matter.

Assessment methodsStudents’ knowledge and understanding is assessed by a range of formative assessment techniques to prepare the students for summative assessment. Specific assessment methods are identified in each module narrative and tests all the learning outcomes.

Overall assessment methods are designed to challenge students further in order for them to justify clinical decision making. This is done through self, peers and group assessment, online assessment, and assessment by the Mentor in practice.

B. Cognitive (thinking) skillsOn completion of the programme the successful students will be able to:

1) Appraise the efficiency of theory and practice related to nursing

2) Critically analyse concepts and principles related to nursing and underpinning theoretical perspec-tives derived from other disciplines

3) Critically evaluate and utilise rele-vant and appropriate evidence from a range of sources, related to health and social care

4) Justify the argument for a holistic approach to nursing

5) Synthesize appropriate information to inform judgment in decision mak-ing

Teaching/learning methodsIntellectual skills are developed through problem solving, appraisal, debate, critical reflection and role play, individually, and in groups, both, in the practice environment and in the University.

Learning to apply knowledge and skills to nursing practice is facilitated via case studies, placement learning and simulated learning. Students are engaged in discussion of the key issues, in consideration of applying theoretical and practical concepts and undertake this orally, in writing and in practice.

Assessment methodsThese are designed to facilitate independent inquiry through formative and summative assessment, using a variety of methods including: presentations, critical essay writing, care planning, report writing, written examination and practice assessment.

C. Practical skillsOn completion of the programme the successful student will be able to:

1) Demonstrate caring, compassion and empathy.

2) Deliver care consistent with profes-sional, ethical and legal values.

3) Practice safe and competent care based on evidence using generic and specialist skills.

Teaching/learning methodsEmphasis is placed throughout the programme on the development of practical skills. Practical skills are promoted through placement learning and simulated learning in collaboration with mentors and clinical placement facilitators. Role modelling plays a significant part in the student’s skills development.

31

4) Demonstrate effective management of themselves and others.

5) Utilise a range of skills which foster effective interpersonal relation-ships.

6) Adopt a problem solving approach to the nursing process.

Independent learning is provided as part of the skills section of the Practice Learning Document. This contains a number of activities which facilitate the student’s understanding and development of nursing skills and serves as a tool for use with staff in their practice learning. Skills sessions will be taught and rehearsed throughout the programme in skill labs and in the clinical environment.

Assessment methodsStudents’ practical skills are assessed formatively and summatively. Methods of assessment include the use of Objective Structured Clinical Examination (OSCE) and the Practice Learning Document (PLD) to assess the student’s progress in practice. The student progresses from novice, advanced beginner and competent levels through the programme with practice being graded at advanced beginner and competent level. The PLD will comprise Learning agreements, achievement of competencies to meet Progression points 1 and 2, and competencies for registration, and achievement of skills in clinical practice. In addition, maintaining a Personal Professional Portfolio reflecting on practice learning will be a requirement for all students that will form part of the summative assessment of practice at the different points in the year to meet the requirements for ongoing record of achievement at progression. Evidence from the portfolio will be required for summative assessment in Year 3 of the programme.

D. Graduate skillsOn completion of the programme the successful student will be able to demonstrate a range of graduate skills including:

1) Communication2) Teamwork3) Personal and career develop-

ment4) Effective learning5) Information technology6) Numeracy

Teaching/learning methodsStudents will be required to identify and articulate existing graduate and transferrable skills and apply these within the context of this programme. These skills will be applied / used through APL, negotiated learning agreement and critical reflection.

Assessment methodsAssessed formatively and summatively. Methods include: portfolio development, critical reflective commentary, poster

32

presentations, practice assessment, drug calculations, e-learning and report writing.

12. Programme structure (levels, modules, credits and progression requirements)12. 1 Overall structure of the programme pathway: PG Diploma Nursing - Mental Health

The programme pathway comprises 2 academic years each being 45 weeks in length, exclusive of annual leave. It is envisaged that the student will be able to accredit prior learning (APL) against 90 credits at Level 6, at the point of recruitment and selection. Successful APL will allow the student to undertake this programme in 2 years. The 2 year programme consists of theory and practice, (total of 4,600 hours with APL) which is necessary to meet the NMC competencies for registration. Theory and Practice are integrated throughout the programme and reflected in the programme outcomes and learning outcomes for each module.

There is some shared learning with peers in Adult Nursing for the practice modules in Year 1 of the taught programme and in the generic module NIP 4016.

The programme pathway runs over the Autumn, Spring and Summer terms with all theoretical modules taken concurrently to ensure knowledge is built upon across the year. The programme will be delivered in alternating blocks of classroom based theory and clinical practice in a range of clinical practice placements. Clinical practice is undertaken each year to include 75 hours of simulated learning in Year 1 of the taught programme.

Progression from Years 1 to 2 of the taught programme, is dependant on achievement of all credits and meeting the progression criteria at Progression point 1. Similarly, progression to Registration is dependant on achievement of all credits and meeting the progression criteria at Progression point 2. The latter is a professional requirement for this programme (NMC 2010).

33

Postgraduate Diploma Nursing Pathway with Registration (Mental Health)Levels below are FHEQ levels 4-7

90 credits level 6 (HE Level 3)

PG Dip Nursing (Mental Health) Exit Awards with registration 120 credits at Level 7 (HE Level 4) PG Cert in Health Care Practice 60 credits at Level 7 (HE Level 4)

PG Dip in Health Care Practice 90 credits at Level 7 (HE Level 4)

34

15 credits L5Year 2

Practice Learning (PG)

4

MHR 2004

30 credits L7Field Year 2

Working with complexity in Mental Health

CareMHR 4013


Knowledge for Mental Health

Nursing Practice

MHR 4050

15 credits x 2 L4Year 1


1 + 2NIP 1011

& NIP 1012


Preparation for Professional

Mental Health Practice

MHR 4016


Skills & Interventions

for Mental Health Nursing

MHR 4012

15 credits x 2 L6Year 2


5+ 6 MHR 3040

& MHR 3041

30 credits L6(APL)

Demonstrating Graduate & Transferable

Skills

NIP 3090

30 credits L6(APL)

Health and Social Science

Research Approaches

PHC 3005

15 credits L7Generic Year 1

Working in Partnership in

Healthcare

NIP 4015

30 credits L6(APL)

Knowledge & Skills for Nursing

Practice

NIP 3091

15 credits L5Year 1


3MHR 2003

12.2 Levels and modules

Starting in academic year 2010/11 the University is changing the way it references modules to state the level of study in which these are delivered. This is to comply with the national Framework for Higher Education Qualifications. This implementation will be a gradual process whilst records are updated. Therefore the FHEQ coding is bracketed below.

LEVEL 3(6)


Students demonstrate successful claim for APL for all the modules listed for Year 1

PHC 3005 (6)Health and Social Science Research Approaches 30 cr

NIP 3090 (6) Demonstrating Graduate and Transferable Skills 30 cr

NIP 3091 (6)Knowledge and Skills for Healthcare Practice 30 cr

Year 2 (year 1 of taught programme)

The student must take all of the modules listed below. The student will take 120 credits in this academic year.

MHR 4050 (7)Knowledge for Mental Health Nursing Practice 30 cr



No optional modules Progression from Year 1 of the taught programme to Year 2 is dependant on achievement of all credits at Level 6-7 for theory, and Level 4-6 in practice meeting the Progression points. This is a professional requirement for this programme (NMC 2010).

Students need to have met the attendance requirements for theory and clinical practice outlined in the attendance policy for the Pre-registration Nursing Programme.

Students need to demonstrate good health and character and must declare this at the start of each year of study and must complete a self-declaration of good health and character each year of the programme.

Students need to have attended all mandatory training sessions, simulated learning hours and structured sessions with their Personal and Professional Development Tutor, for each academic year of study.

35

Level 4 (7)


Year 2 (Year 1 of the taught programme continued)

MHR 4012 (7)Skills & Interventions for Mental Health Nurses 30 cr

NIP 4015 (7)Working in Partnership inHealthcare 15 cr

MHR 2003 (5)Practice Learning 3 15 cr

No optional modules


Level 4 (7)

Year 3 (Year 2 of the taught programme)

Students must take all of the following modules. The student will take 90 credits over this academic year

MHR 2004 (5) Practice learning 4 15 cr

MHR 4013 (7) Working with Complexity in Mental Health 30 cr

MHR 4016 (7)Preparation for Professional Mental Health Practice 15 cr



No optional modules As per Year 1 of the taught programme. In addition at the end of Year 2 of the taught programme all students are required to have a written Declaration of Good Health and Character signed by the Programme Leader, indicating that to the best of their knowledge the student is eligible to register as a nurse with the NMC. Accumulated unauthorised absence may impact on the confirmation of good character required by the NMC.

36

12.3 Non-compensatable modules (note statement in 12.2 regarding FHEQ levels)Module level Module code

Level 1 (4) NIP 1011; NIP 1012

Level 2 (5) MHR 2003; MHR 2004

Level 3 (6) NIP 3005; NIP 3090; NIP 3091; MHR 3040; MHR 3041

Level 4 (7) MHR 4050; MHR 4012; MHR 4013; NIP 4015; MHR 4016

13. Curriculum map See below - pages 6-8

14. Information about assessment regulationsAssessment regulations follow Middlesex University’s Academic Regulations. In addition the Programme requires that:

This programme does not allow students to re-take modules. although students can re-take modules at additional cost. All modules are compulsory and non compensatable.

Within modules, where there is more than one component to a module assess-ment, the marks are aggregated and a grade given using the Middlesex Univer-sity 20 point scale.

Practice modules will be graded using the University 20 point scale at Advanced Beginner and Competent levels.

Students must achieve a pass grade for all the modules within the programme, to progress.

Students must meet the attendance and mandatory training requirements of the programme. Students accumulating sickness or absence exceeding 10 days per year may be discontinued or deferred.

Infringement of assessment regulations/academic misconduct (section F1) - may require Fitness for Practice Panel.

CRB and Occupational Health clearance is required prior to commencing clinical placement.

Automatic deferral is not permitted for students on these programmes.

15. Placement opportunities, requirements and support (if applicable)

Students must satisfy the NMC requirements to have achieved a minimum of 2300 hours in practice during the whole of their programme, in order to gain pro-fessional registration with the NMC. In the Adult field, 75 hours have been alloc-ated for Simulated Practice Learning across Year 1 of the programme to facilitate placement learning. All Adult students must also meet the requirements for clin-ical supervision set out by the EU directive 2005/36/EC.

37

Practice experiences can take place in an approved learning environment in any of the NHS Trusts that are part of NHS London and in the independent and Private Sector.

Staff within the School of Health and Social Sciences work in partnership with practice placement providers to ensure that the practice learning environment is conducive to meeting the individual learning needs of the student and a robust process of quality monitoring of the learning environment is in place.

Students are given notification of their allocated placement in advance and it is their responsibility to contact the placement as instructed, for details of their duty rota. Contact details are made available prior to placements.

Nursing is a profession that is required to work 37.5 hours throughout the 24 hour period over any days of the week, including weekends. Duty rotas will reflect this and will include early, late, night, weekend and Bank Holiday shift patterns.

All students will be given an induction at the start of each new learning experi-ence and support and guidance will given to students with diverse needs.

Each practice area has an allocated link lecturer and practice placement informa-tion folder to further support practice learning and to guide students and mentors on key policy documents such as the attendance policy and complaints proced-ure Practice learning is assessed using the Practice Learning Document.

Students are required to work under direct or indirect supervision and have ac-cess to a mentor for 40% of their assessed learning period in practice. Students must work with a qualified mentor for a minimum of 4 weeks towards the end of Progression point 1 and 2 and be supervised and assessed by a sign-off mentor during a 12 week period of continuous practice at the end of Year 2 of the taught programme.

Meetings with Personal and Professional Development Tutor at regular intervals will further support practice learning.

16. Future careers (if applicable)On successful completion of the programme students are eligible to enter the professional register for Nursing.

Students will receive career guidance within Personal and Professional Development groups. Workshops to discuss jobs within the various trusts is organised during the final year of the programme.Successful graduates will be able to progress to top up to Masters Level, including the MSc Mental Health Studies, MSc Nursing & MSc Nursing Studies. They also have the opportunity to undertake work based learning studies at PhD level in the future.

17. Particular support for learning (if applicable) Personal and Professional Development Tutor (PPDT)

38

Personal and Professional Development Groups (PPDG)

Link Tutor/Mentors in clinical practice

Clinical Placement Facilitators

Clinical Skills laboratories at Archway and North Middlesex Campuses

Learning Development Unit

Disability Unit and special learning needs support

Dissertation supervision (individual/group)

Use of OASISplus for directed learning activities

Learning Resources

18. JACS code (or other relevant coding system)

B760 (Mental Health)

19. Relevant QAA subject benchmark group(s)

Nursing

20. Reference points

CSIP, Royal College of Psychiatrists and Social Care Institute for Excellence (2007) Position Paper 08: Recovery in future mental health services

Department of Health (1999, 2000, 2001, 2004) National service frameworks Department of Health (2004)The ten essential shared capabilities: a framework for

the whole of the mental health workforce Department of Health (2004) Knowledge and Skills Framework Department of Health (2006) From values to action: the Chief Nursing Officer’s re-

view of mental health nursing Department of Health (2007) Mental health policy implementation guide: a learning

and development toolkit for the whole of the mental health workforce across both health and social care

Department of Health (2009) Living well with dementia: a national dementia strategy

Department of Health (2009) New horizons: a shared vision for mental health Department of Health (2010) Equity and excellence: liberating the NHS Department of Health (2010) 2009/10 National Survey of Investment in Adult

Mental Health Services European Union Directive 2005/36/EC Recognition of professional qualifications Future Vision Coalition (2009) A future vision for mental health Combined Universities Interprofessional Learning Unit (CUILU) (2004) Interprofes-

sional capability framework Mental Capacity Act 2005 Mental Health Act 1983, as revised 2007 Middlesex University (2005-2010) Critical review of pre-registration nursing provi-

sion Middlesex University (2006) The learning framework Middlesex University (2010/11) Regulations

39

Middlesex University (2010/11) Learning and quality enhancement handbook National Institute for Health and Clinical Excellence Nursing Midwifery Council (2007) Essential skills clusters for pre-registration nurs-

ing programmes Nursing and Midwifery Council (2008) Standards to support learning and assess-

ment in practice. Nursing and Midwifery Council (2008) The code: standards of conduct, perform-

ance and ethics for nurses and midwives. Nursing and Midwifery Council (2009) Guidance on professional conduct for nurs-

ing and midwifery students Nursing and Midwifery Council (2010) Standards for pre-registration nursing edu-

cation. Quality Assurance Agency (2000) Framework for higher education qualifications,

Quality Assurance Agency (2001) Code of practice on placement learning Quality Assurance Agency (2001) Subject benchmark statement for nursing School of HSSC (2002/5) Maintenance and enhancement of quality and standards School of HSSC (2002/5) Curriculum policy and strategy framework UCEA (2009) Health and safety guidance for the placement of higher education

students University Student Charter

21. Other informationNone

Please note programme specifications provide a concise summary of the main features of the programme and the learning outcomes that a typical student might reasonably be expected to achieve if s/he takes full advantage of the learning opportunities that are provided. More detailed information about the programme can be found in the rest of your programme handbook and the university regulations.

40

Curriculum map for the Post Graduate Nursing Pathway Mental Health

This section shows the highest level at which programme outcomes are to be achieved by all graduates, and maps programme learning outcomes against the modules in which they are assessed.

Programme learning outcomes

Knowledge and understanding Practical skills

A1 Demonstrate leadership, management and team-working skills

C1 Demonstrate caring, compassion and empathy

A2 Utilise effective communication and inter-personal skills

C2 Deliver care consistent with professional, ethical and legal values

A3 Demonstrate appropriate professional values C3 Practice safe and competent care based on evidence using generic andspecialist skills

A4 Critically reflect on all aspects of nursing practice and decision making

C4 Utilise a range of skills which foster effective interpersonal relationships

C5 Demonstrate effective management of themselves and others

C6 Adopt a problem solving approach to the nursing process

41

Cognitive skills Graduate Skills

B1 Critically reflect on Appraise the efficiency of theory and practice related to nursing

D1 Communication

B2 Critique evidence from a range of sources related to health and social care

Critically analyse concepts and principles related to nursing and underpinning theoretical perspectives derived from other disciplines

D2 Teamwork

B3 Analyse concepts and principles related to nursing and underpinning theoretical perspectives derived from other disciplines

Critically evaluate and utilise relevant and appro-priate evidence from a range of sources, related to health and social care

D3 Personal and career development

B4 Justify Articulate the argument for a holistic approach to nursing

D4 Effective learning

B5 Exercise significant Synthesise appropriate information to inform judgment in decision making

D5 Information technology

D6 Numeracy

42

Programme outcomes A1 A2 A3 A4 B1 B2 B3 B4 B5 C1 C2 C3 C4 C5 C6 D1 D2 D3 D4 D5 D6Highest level achieved by all graduates7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7

43

A1

A2

A3

A4

B1

B2

B3

B4

B5

C1

C2

C3

C4

C5

C6

D1

D2

D3

D4

D5

D6

Demonstrating Graduate and Transferable skills

NIP 3090 x x x x x x

Health and Social Science Research Approaches

PHC 3005 x x x x

Knowledge & Skills for Health Care Practice

NIP 3091 x x x x

Knowledge for Mental Health Nursing Practice

MHR 4050 X x x x x

Practice Learning 1 NIP 1011 x X x x x x x x xPractice Learning 2 NIP 1012 x X x x x x x x x x x x xMental Health Year 2 (Yr 1 of taught programme)Skills and Interventions for Mental Health Nurses

MHR 4012 x X x x x x x x x x x

Working in partnership in Healthcare

NIP 4015 x x X x x x x x x

Practice Learning 3 MHR 2003 x X x x x x x x x x x x xPractice Learning 4 MHR 2004 x X x x x x x x x x x x x x x xMental Health Year 3 (Yr 2 of taught programme)Working with Complexity in Mental Health

MHR 4013x x x x x x x x x

Preparation for Professional Mental Health Practice

MHR 4016 x x X x x x x x x x

Practice Learning 5 MHR 3040 x x X x x x x x x x x x x x x x x xPractice Learning 6 MHR 3041 x x X x x x x x x x x x x x x x x x x x x

Section 5 – Calendar

Post-Graduate Diploma Nursing Pathway September 2011 cohortCalendar Dates for Year 1 2011/12

Autumn Term

Induction Week 19th September 2011

Theory Block 26th September – 23rd October 2011

Placement 24th October – 18th December

Holidays 19th December– 1st January 2012

Reading week Simulated learning 2nd January 2012

Theory block 9th Jan – 5th February

Holiday 6th February – 12th February

Placement 13th February – 8th April

Theory block 9th April – 6th May

Reading week Simulated learning 7th May – 13th May

Holiday 14th May – 20th May

Placement 21st May – 19th August

Reading week 20th August – 26th August

Holiday 27th August – 16th September

Year 3 (Year 2 of the taught programme) commences on 17th September 2012

44

Section 6 - Post Graduate Diploma Nursing Pathway with Professional Registration, Accreditation of Prior Learning Process

As students on the Post Graduate Diploma Nursing pathway, you will have been through the APL process outlined below.

Candidates wishing to complete the Post Graduate Diploma (PG Dip) Nursing with Professional Registration programme pathway in two years are required to provide evidence that they have met the learning outcomes for NIP 3090 Demonstrating Graduate and Transferable Skills, PHC 3005 Health and Social Science Research Approaches and NIP 3091 Knowledge and Skills for Healthcare Practice through Prior Learning. Application for APL will start during the recruitment and selection process. Within the Post Graduate Diploma Nursing application pack written guidelines will be provided on how to make a claim.

In order to be awarded academic credits for prior learning, candidates will be expected to provide evidence that they have achieved the module learning outcomes. It is anticipated that this will be achieved through accreditation of prior certificated learning (APCL).

Only prior learning which is an equivalent or higher level to the programme currently under study will be accepted. Anticipated evidence will be in the form of a transcript of your course / programme; learning outcomes; a summary of learning.

The supporting evidence provided will be assessed by a member of the recruitment and selection team, normally the Programme Leader and another member of the academic staff experienced in assessing APL / APEL claims. All successful APL claims will be ratified by the BSc / MSc Nursing, Midwifery and Mental Health Studies Programme Approval and Institute of Work Based Learning Accreditation Panel.

Shortlisted candidates will be invited to attend a recruitment and selection day. Successful students will be offered a provisional place on the PG Diploma and, subject to making a successful APL claim, will be pre-accredited 90 credits at Level 3 and be exempt from NIP 3090, PHC 3005 and NIP 3091. Candidates may also wish to claim for learning through experience (APEL) and will need to provide a portfolio that is broken down into module learning outcomes. This will be recorded in the usual way on the University module registration form (form B). Where a student has been offered a provisional place on the PG Diploma, but the APL claim is unsuccessful for any or all sets of module learning outcomes, the provisional offer will remain in place. Students may, if they wish enrol on any or all modules (at their own expense) and, on successful completion of the modules, will be offered a place on the PG Diploma.

Candidates may also wish to claim for learning through experience (APEL) and will need to provide a portfolio that is broken down into ‘areas of learning’ (AOL). This will be assessed by the Programme Leader and another member of the academic staff experienced in assessing APL / APEL claims and credits awarded at the University Work Based Learning Accreditation Board.

Note: All offers of a place on the PG Diploma are subject to Criminal Records Bureau and Occupational Health clearance.

45

Section 7 - Learning, Teaching and Assessment within your programme

This Post-graduate programme pathway will enhance knowledge, support reflective practice and inter-professional working with patients / clients in a variety of settings. To enable this, a variety of teaching and learning strategies will be utilised to meet your learning needs. These approaches will encourage you to be actively involved in your learning and to co-operate with other students. We aim to give you prompt feedback on your learning and opportunities to reflect upon and learn from that feedback.

You will be involved in a range of learning, teaching and assessment approaches as part of the programme. Such learning approaches put students at the centre of their learning where they are actively involved and engaged in all aspects of their learning and the assessment of their learning. Your programme will require your participation in learning activities and engagement with your peers, both individually and collaboratively, working and learning with other students as part of a small group.

Your learning will also be supported by technology. Increasingly your Tutors will be using existing and emerging learning technologies to engage you in e-learning activities. Your programme will be facilitated using a variety of media and online tools (OASISplus, podcasts, wikis, etc.) which will allow you flexible access to a diverse range of online resources, quizzes and learning materials as well as collaborative tools with which you can engage and learn with your peers. Not confined by time and space you will be able to take part in online discussions and learning activities from wherever you are studying. By engaging with e-learning you will also be developing skills which are essential for your learning and are also highly valued by employers. These include but are not limited to; working flexibly, communication, understanding of IT, team working and creating shared understandings based on quality resources and access to global expertise.

The School acknowledges that a variety of Learning, Teaching and Assessment methods will be necessary, in order to meet the needs of a diverse student population within diverse provision, and within the University and practice experience settings.

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Learning and Teaching Methods

You will experience a variety of learning and teaching methods to fulfil the learning outcomes of modules within your programme. In the main these include;

Seminar Presentations and Discussion which will increase knowledge and en-hance your skills of presentation and communication. It will help develop your ability to work as part of a team, exchange ideas and share experiences with your colleagues. This will assist in developing your knowledge and widening your ex-posure to the literature. It will allow you to develop self-confidence in making your views known in group situations; a vital skill for nurses. Seminar presentations will be co-facilitated by Service Users / Carers as appropriate, giving you the op-portunity to identify the needs of service users / carers and how these may be met within the current context of care.

Group work will be used throughout the programme to enable students to share their experiences and perceptions, to share good practice and discuss challenges faced within set time frames. It will allow you to develop the ability to work as an individual within a team, a skill that is vital for the graduate nurse.

Skills and Practical Workshops will focus on developing clinical skills and abilit-ies utilising underpinning theory. You will have the opportunity to practice and re-hearse within secure and safe environments such as skills laboratories. This will be supported via your practice learning experiences, the Practice Learning Docu-ment and OASISplus. These sessions will be delivered in partnership with clinical staff and service users / carers as appropriate.

Individual and Group tutorials may be used by Module Leaders, Seminar Group Leaders and Professional Development Tutors to provide individual or small group tutorials to support the student. This allows for identifying issues, clarification of possible solutions and exchanging ideas on a one to one or small group basis so as to support the student in their academic, personal and professional development.

Lectures will be used primarily to introduce key information, concepts and theories; although with increasing use of technology, these may also be introduced using technology based material such as web based module information and content, and Internet References. To achieve optimum learning it is advisable to undertake background reading prior to attending lectures / accessing technology based material and to follow up each learning experience with further reading or discussions with colleagues and / or teachers. When used they will be followed up with seminars and group work to ensure clarity and understanding of the concepts introduced, and to maximise the integration of theory and practice so as to aid transfer of learning into the students practice experience.

Simulated Learning In accordance with NMC circular (NMC 2007), you will experience a range of activities that simulate practice learning. This will occur within Year 2 (Year 1 of the taught programme). These experiences will support the development of direct care skills and the achievement of learning outcomes. This can be seen as an adjunct to practice learning which builds upon your previous experience. It will help provide a safe and effective means of supporting learning and enhancing evidence-based direct care, across the fields of practice.

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Simulated learning within your programme pathway will comprise of 75 hours in Year 2 (Year 1 of the taught programme), and is based on the theme of Fundamental Practice Skills. The theme for simulated learning will be articulated through learning outcomes that relate to the Practice Learning Modules. Each of these module handbooks will detail how you will learn, where this will take place, and the assessment scheme that tests the learning outcomes.

Simulated learning will be delivered in partnership with mentors and practice colleagues and service users / carers. This approach to learning will be evaluated on a yearly basis.

Interprofessional LearningThe nurse works with other health and social care professionals, organisations and agencies to ensure a person centred approach to care for all individuals, across the lifespan. This approach supports individual choice and demonstrates respect and ensures that the individual, family or carers are at the centre of all decisions. A key component of this approach will be the concept and application of interprofessional learning, which will emphasise the diverse needs, differing values and reflection for the student. This will help to create the nurse who is able to promote care that is integrated, individualised and holistic in its broadest sense.Interprofessional learning and working will happen in theory and practice across all years of your programme, increasing in depth and application as you progress through academic levels of study. Concepts of interprofessional learning will be addressed through specific learning outcomes and syllabus within some of the generic modules and field modules in your programme. They will be taught to you with nursing students from the other fields of practice, whilst some concepts will be addressed within your own field of practice. You will enjoy taught sessions from other health and social care professionals and service users at various points in your programmes. This will facilitate your understanding and application of the benefits of working in a multidisciplinary team and a team approach to care.

Your practice experiences will give you the opportunity to work with other health and social care professionals caring for individuals across the lifespan. This will further help you recognise and value shared knowledge and experience. Each practice experience has a record of interprofessional learning opportunities available and a list of the interprofessional team that you will have the opportunity to work with. These interprofessional learning opportunities are also indentified at ward induction.

Your interprofessional learning experiences from theory and practice will be further explored and reflected upon, in your PPDT groups that run through each year of the programme.

Practice Learning As nursing is a practice based profession your programme of study focuses on preparing you for future roles and responsibilities within a range of practice settings. Your programme is directed towards the achievement of professional competency with a requirement that you complete 50% of your programme in practice settings. This relates to a minimum of 2300 hours of practice in order to support you in meeting the ‘Standards for pre-registration nursing registration‘ published by the Nursing and Midwifery Council (NMC 2010).

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In each year of your programme of study your practice learning will be supported by your Practice Learning Document (PLD) which has components that enable you to develop your knowledge, skills and attitudes across each year of the programme. You will develop from Novice level - Advanced Beginner - Competent in practice learning through your programme.

A number of individuals are involved in preparing you prior to your practice learning experiences, supporting you during these experiences and facilitating you to reflect on and learn from these experiences.Some of these include:

Programme Leader and Module teams Nurse mentor - a qualified member of nursing staff who has met the NMC

requirements for mentorship (NMC 2008) Link Lecturer – a member of the University staff whose role is to support

the nurse mentor in facilitating your learning and assessment in practice Clinical placement facilitator / manager – a member of the placement

provider (NHS) staff who has a key role in supporting learning in practice Others qualified health care professionals who have been appropriately

prepared to support your learning in practice. Personal Professional Development Tutor

Further reference to their roles will be included in the below sections.

Preparation for practice experiences Throughout your programme one of the Module Lecturers will prepare you for practice and help you begin to make the links between theory and practice, while mentors will help you in applying theoretical perspectives to practice. Practical skills sessions are timetabled to allow you to practise and develop certain core skills, e.g. measuring vital signs. You will also have mandatory training to include basic life support and moving and handling prior to practice. You must familiarise yourself with your PLD during each year of the programme to ensure you also take responsibility for your own learning and prepare effectively.

If you have specific needs we will consider how reasonable adjustments can be made in line with current equality and diversity legislation. Any decisions will be made in partnership with the placement provider to ensure both your safety as well as that of the patient / service user.

Trust Induction and orientation A Trust induction is arranged for all first year students at the beginning of the programme. This is organised for students prior to commencement of their first placement and is facilitated by the placement facilitator / manager in each Trust. These days are essential components of preparing you for practice as important issues related to Health and Safety and other relevant policies are included.

Each practice area has a student induction / orientation pack that outlines key local Health and Safety information as well as a profile of the practice area environment. You will be informed of the learning opportunities within that environment as well as support mechanisms and key policies and procedures.

Each practice area also has a Middlesex University ‘Information for Student Placements Folder’ which provides mentors and students with information about your programme, your Practice Learning Document and key policies.

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Practice experiences in your programmeWithin the Pre-registration programme you will have access to a range of learning opportunities to meet the required programme outcomes. This will include a number of hospital and community based experiences across each year of the programme.

In Year 1 of the programme Adult nursing students may gain experiences in nursery placements, learning disability, mental health as well as field specific areas. In subsequent years, learning opportunities will be made available to enable you to care for the expectant mother and new born as well as adults across the age range with acute and long term conditions in medical, surgical, high dependency and community settings.

In Year 1 of the programme Mental Health nursing students may also gain experiences in nursery and learning disability as well as adult and field specific areas. In subsequent years, your programme learning opportunities will be made available in rehabilitation, older people services and adolescences with mental health needs and also acute, community based and specialist services.

It is an NMC requirement that practice learning should provide you with experience of 24-hour and 7 day care and so you will be required to work a range of shift patterns with a 37.5 hour week. This will include night duty for all students except those on their first practice experience.

Your practice experiences will include working with other health and social care professionals, organisations, and agencies to ensure individualised care across the lifespan.

Learning support in practiceIn your practice area you will be allocated a mentor and usually a co-mentor. Your mentor is there to support your learning and assessment in practice and has been prepared for this role under the NMC Standards to Support Learning and Assessment in Practice (NMC 2008). You are expected to identify what you need and would like to achieve from your practice experience and discuss this with your mentor. Through working with your mentor and being supervised in your student role you will be enabled to develop the necessary knowledge and skills to achieve the required NMC criteria for Progression point 1 and 2.

In the final part of your programme you will be allocated to work with a Sign-Off Mentor during a continuous 12 week placement. The sign-off mentor is a mentor with years of experience who has met additional NMC requirements and is responsible for making judgements about your ability to practice safe and effective care.

It is imperative that you reflect on your nursing practice during your practice experiences and you can expect to be guided in this by your mentor / co-mentor so that you can effectively integrate practice and theory.

Assessment of Practice All students will be issued with a Practice Learning Document (PLD) for each level of practice learning and the purpose of the PLD is to provide an overall picture of your learning and achievement in practice.

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The PLD will be made up of 3 components:1) A learning agreement – you are required to discuss the available learning

opportunities with your mentor and negotiate your learning objectives for the individual learning experience.

2) A range of competencies highlighted by the NMC in their Standards which reflect the progression points.

3) A number of specific skills which you must achieve in each year of the programme. These reflect the Essential Skills Clusters (ESC’s) which have been identified by the NMC. You will be required to demonstrate the individual skill safely as well as discuss the underpinning knowledge by undertaking supervised practice and a range of written activities.

Throughout your programme your mentor will be required to make a judgement on the level of your knowledge and performance in practice. This will be indicated as - excellent, very good, good, adequate/safe or unsafe/refer. You will also be required to undertake a self assessment which you will discuss with your mentor. Specific guidance on the meaning of each of these descriptors will be given within your PLD. In practice learning at Novice level, these descriptors will not relate to a specific percentage grade but will do so at Advanced Beginner and Competent levels. This grade will be converted to the 20 point scale by the Module Leader. This means that the grade awarded for your practice learning modules at these levels will contribute to your overall Post-graduate Diploma classification.

Further details on your practice learning and assessment are included in your Practice Learning Document and support and guidance will be given by the Module team prior to each practice experience. Further information regarding placements and practice learning is also available on OASISplus.

Monitoring and enhancing the practice learning environmentAll practice areas must meet statutory and professional body requirements and there is continued emphasis on improving and developing these to ensure that:

You are provided with relevant learning opportunities – to include a range of opportunities for you to learn with and from other health care profession-als.

Learning opportunities are of a good quality and learning outcomes are achievable

You are given adequate support and supervision from suitably qualified practitioners

You are provided with continuous feedback on your performance Staff within the School of Health and Social Sciences work in partnership with practice placement providers to ensure that the practice learning environment is conducive to meeting the individual learning needs of the student and a robust process of quality monitoring and enhancement of the learning environment is in place. This process is continuous though does require us to formally visit each practice area and undertake a review of the learning environment every two years as a minimum. One aspect of this process which is updated regularly is the Practice Environment Profiles (PEP) which details the number and qualifications of available mentors to support your learning in practice.

In order to review the consistency and reliability of your practice assessments a number of process are in place. This includes regular mentorship updates and support from Link Lecturers as well as visits from the External Examiner. In addition to these a specific assessment panel which comprises both clinical and

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academic members of staff is convened 3 times a year to review your PLDs. This is known as the Quality Monitoring Panel for Practice Assessments (QMPPA).

Evaluating your practice experience will also aid us in monitoring and enhancing the learning environment. In order to ensure the quality of the placement learning environment we ask you as students to provide us with feedback. You will be required to complete a placement evaluation form on the practice area at the end of your placement experience. These forms are available in the practice areas and can also be accessed via OASISplus if you feel unable to complete one in practice or have not been given the opportunity. The feedback will be monitored and actioned accordingly. Furthermore, students will also receive opportunities to evaluate their practice experiences through an on-going basis via student forums.

This is a process of constructive feedback and not a complaints procedure. If you wish to make a complaint about your practice area or identify poor practice please discuss with your ward Manager, Link Lecturer or Personal and Professional Development Tutor as appropriate who will advise you further on the process to follow. A copy of the complaints process in available in the ‘information for student placement’ folder which is available in each practice area as well as in your placement handbook.

Assessment Within the Pre-registration Nursing Programme the aim of assessment is to support and enhance your learning. Within the context of the profession, assessment will also measure the extent to which you have acquired the necessary competencies, enabling your registration on the appropriate part of the NMC professional register.

You will experience a diverse range of assessment methods in both theoretical and practice settings. This will be formative and summative in nature, both being valuable tools for learning. Formative assessment is primarily developmental in nature, and is designed to give feedback to learners on their performance and how it can be improved. Formative assessment is a key part of the learning process, and has been shown to contribute to enhancement of learning and the raising of standards. Summative assessment is designed to measure the extent to which a learner has achieved the intended learning outcomes of a module. The summative component of an assessment task is designed solely to provide a measure of the achievement of a learning outcome by a learner. Summative assessment should assess achievement of all learning outcomes in a secure, fair and accurate manner.

Assessment may also involve self, peer or group approaches. For example, you may be asked to self-assess your own work, indicating where you feel you have clearly demonstrated your understanding, and also identifying areas where can see you have room to improve. Assessment may also be a peer process where peers individually, or as groups, offer feedback on one another’s work. Group assessment may also be part of your programme, where part of the assessment process requires you to demonstrate your ability to work as part of a group or team, and possibly receive a group mark.

Whilst the main aim of assessment is to enhance learning, this broad aim encompasses a number of purposes:

Enabling students to demonstrate that they have met the outcomes and skills appropriate to the level of study

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Providing feedback to enable you to learn from mistakes and build on your achievements

Consolidate your learning Assist you in applying abstract principles to practical contexts Motivate you and allow you to see how you are progressing Classify and grade your achievements Encourage you to research and work independently Provide the Lecturers with feedback on the effectiveness of teaching and

learning Give an indication on the general achievement of standards that provide

performance indicators for meeting the professional standards required by the University and the Professional Bodies

Emphasis will be placed on assessment as a means demonstrating the integration theoretical knowledge with practice. You can expect to receive clearly defined criteria for assessments that relate to the learning outcomes, learning and teaching strategies and academic level of the module being studied. In order to develop diverse skills, you will be exposed to a range of assessment methods that will enhance your learning.

E-assessment within your programmeE-assessment uses electronic means for you to submit your written work, via OASISplus, and the feedback from the marker will be provided to you electronically. You will be supported via your Programme team, the Module teams and information on OASISplus demonstrating step by step how this process works for the relevant modules.

Assessment methods in your programme The following are examples of the types and range of assessment you may undertake during your programme of study. The nature of assessment in the programme endeavours to support and enhance your learning and develop your employability skills.

Critical analysis of a case study that demonstrates analysis, integration of theory and practice, problem-solving skills, decision making skills

Seen exam that tests knowledge and the ability to relate it to practice re-lated issues

Presentations that confirm communication skills, knowledge, questioning skills, and personal and professional development

Critical Reflections Compilation of portfolio evidence illustrating the integration of theory and

practice, and the ability to self-assess your own ability and plan future de-velopment needs

Objective Structured Clinical Examination (OSCE) Practice assessments that fosters the development of post-graduate em-

ployability skills and particularly focuses on the development of knowledge and skills related to care planning, critical reflection, self assessment, the integration of theory and practice and the development of psychomotor skills

Each module has its own assessment strategy including continuous learning opportunities as well as summative assessment. All modules integrate theory and practice.

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Marking and moderation This takes place following submission of coursework and examinations. You can expect your work to be marked and graded according to the criteria for assess-ment that you will have been given for each module. Members of the Module team mark all assessments submitted. Scripts that are referred or failed are second marked, as are scripts that have been awarded a first (grades 1-4). The scripts are subject to moderation. Moderation means that a panel of Lecturers will randomly sample work across the whole cohort of students who have undertaken the assessment, to ensure that there has been consistency in marking and feed-back.

A sample of all work at Level 2, 3 and 4 5, 6 and 7 only is then sent to an External Examiner who comments on the quality and consistency of the marking and the feedback to students, in relation to the stated criteria for a given assessment. Ex-ternal Examiners sample PLDs and undertake visits to practice areas, at least once-twice per year. This is agreed with the Programme team and area of clinical practice. Through this process we ensure your programme is quality assured and that all students are treated equitably. The role of External Examiners is to en-sure that standards are consistent across Institutions at a National level.

Assessment feedbackAssessment feedback provides the opportunity for you to engage with feedback on your assessed work, to reflect on it, and to use this feedback as the basis for learning and to improve your work. Feedback can take many forms, and may be informal. For example, it may be offered and discussed in classroom sessions either collectively or individually. It may also be more formal and delivered for example in written or audio form from peers, academic or clinical staff. All forms of assessment (formative and summative) are part of the learning process. Receiving feedback on your work is an essential and important part of your learning, and all Module teams will provide you with regular opportunities to assess your work formatively, and provide feedback on it. Understanding your feedback is very important, to achieve this you are encouraged to discuss feedback with your peers, academic and clinical staff.

You will find further information in the Assessment Policy and Strategy (HSSc October 2008). You will normally be provided with feedback within 15 working days of the published coursework component submission date.

Feedback on assessed work will be offered in a variety of forms and all work will be marked and moderated in line with the University Regulations Code of Assessment Practice: http://www.web.mdx.ac.uk/regulations/allprogs/sectionm.htm

Grading ScaleThe University grading scale is used in relation to, and in conjunction with, the University grade criteria guide and guidance on the generation and use of module level descriptors (see Regulations “Module Level Descriptors” and “Grade Criteria Guide” www.mdx.ac.uk/regulations/).

Further information on the use of the University grading scale can be found on 24-7 (www.mdx.ac.uk/24-7/assess/grading.htm).

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http://www.mdx.ac.uk/24-7/assess/grading.htm


http://www.web.mdx.ac.uk/regulations/allprogs/sectionm.htm

Module GradesGrades 1 to 16, are all pass grades. If you do not get one of these grades in any of your modules it is very important that you check the exact details of what you need to do in order to pass. Therefore, if you are given any of the following grades, you will need to take action: grades 17 to 20, X, I or U.

A student has the right to be reassessed once only, in any module, with a grade of 17 to 20. Reassessment will be taken at the next available opportunity, unless deferred (see below).

For modules at Levels 2/3/4 (Years 1, 2 and 3) following reassessment, a maximum grade of 16 is applied to the reassessed component only, for example using the 20 point scale;

Component A (50%) Component B (50%) Overall grade

1st attempt 8 17 17RC2nd attempt 8 (as before) 10 (capped at 16) 12

An example in percentages:

Component A (50%) Component B (50%) Overall grade

1st attempt 55% 22% 39%2nd attempt 55% 60% but capped at 40% 48%

It is really important that students complete all assessed work (coursework, presentations, exams etc) that is required to complete each module. Failure to do so will result in failure in the component or the module concerned (grade 20 – failure incorporating failure to undertake all assessment components; compensation not allowed) should the required learning outcomes not be met.Please note all modules on your programme are non-compensatable. This means that if you achieve a grade of 17-20 after your second attempt you have failed that module. If you fail a module at any stage of the programme you will not be able to continue with your programme. You will be discontinued from the programme and your bursary stopped from the point of discontinuation. It is very important to contact your Module Leader / Programme Leader if you find it difficult to understand your grades on MISIS for the modules you have taken.

Students who achieve a fail grade, or a 20 grade (as explained above) following second attempt at a module are not able to progress on the programme. In this instance the student is stepped OFF the programme for a minimum period of 1 year, and no bursary is paid for this period.

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For more information on the X grade (fail – incomplete without good reason: may not be reassessed) see the section on “Attendance Requirements” below.

For more information on the I grade (deferred assessment) see below.

For more information on the U grade (academic misconduct allegation being investigated) see “Plagiarism” below.

ResubmissionsYou are allowed two attempts at each assessment. Failure to achieve an overall grade of 16 on second submission may result in your discontinuation from the programme. If you are required to resubmit, you will do so at the next assessment opportunity, as specified by your Programme Leader / Module Leader.

DeferralYou may seek permission to defer all or part of the assessment in a module to the next available opportunity. The full Deferral Policy is available at http://www.24-7.mdx.ac.uk/assess/defer.htm . This can only be granted where exceptional circumstances prevent you from completing assessment through no fault of your own and where documentary evidence is supplied. Deferral requests should be submitted to the School Student Office counter on your base campus by completing the relevant form and attaching supporting documentation, e.g. medical certificates. The deferral form is available at:http://www.mdx.ac.uk/24-7/assess/defer.htm.

If students have difficulties accessing resources (eg. access to the University network, library, OASISplus etc.) after deferral, contact the web helpdesk at http://webhelpdesk.mdx.ac.uk.

Extenuating CircumstancesIf you do not wish to defer assessment, but are concerned that exceptional personal circumstances (e.g. ill health) might affect your performance in assessment, you should complete an extenuating circumstances form and attach supporting documentary evidence. This form should be submitted to the School Student Office.The extenuating circumstances will be summarised by the Assessment Officer and brought to the attention of the appropriate Assessment Board. Extenuating circumstances are only considered when determining the progression or the final classification of borderline students. They are not used to change the grade in a module. The extenuating circumstances form is available at:http://www.24-7.mdx.ac.uk/assess/extenu.htm.

Academic Dishonesty and PlagiarismPlagiarism is the presentation by a student, as his or her own work, of a body of material (written, visual or oral) which is wholly or partly the work of another. In fact, plagiarism extends to cover one's own work previously assessed or published which is also required to be properly referenced. Taking unfair advantage over other authors, students or oneself in this way is considered by the University to be a serious offence. The University will take serious action against

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http://www.24-7.mdx.ac.uk/assess/extenu.htm

http://webhelpdesk.mdx.ac.uk/

http://www.mdx.ac.uk/24-7/assess/defer.htm

http://www.24-7.mdx.ac.uk/assess/defer.htm

any student who plagiarises whether through negligence, foolishness or deliberate intent. Make sure written material, ideas, theories, formulae, etc. are acknowledged through the use of quotation marks, references and bibliographies. Information on the correct way of acknowledging work from other sources is available from campus Learning Resource Centres. Academic misconduct also covers cheating in examinations. Detailed information can be obtained at www.mdx.ac.uk/24-assess/plagiarism.htm

Return of courseworkYou are expected to keep a copy of your coursework. As the marked copy is not normally returned to you, retention of a copy is important so that you can relate feedback to your work.

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http://www.mdx.ac.uk/24-assess/plagiarism.htm

Assessment Map Post-Graduate Diploma Nursing - Adult Nursing

Module Code & TitleYear 1 Formative assessment Summative assessment

NIP 3090 Demonstrating Graduate and Transferable Skills 30 cr

Mapping of current level of GTS with reflective commentary to demonstrate achievement within one area

Portfolio 100%

PHC 3005Health and Social Science Research Approaches 30 cr

Presentation and review of the literature

Research proposal 100%

NIP 3091 Knowledge and Skills for Health Care Practice 30 cr

Critical incident analysis seminar

Case study 100%


NIP 1011 Practice Learning 1 (PG) 15 cr

Negotiated learning agreement for each period of practice learning which will be regularly reviewed by a mentor. Reflection on simulated learning opportunities is to be recorded in the PLD

Practice Learning Document incorporating generic and field standards for competence and essential skills clusters 100%

NIP 1012 Practice learning 2 (PG) 15 cr

NIP 2004Practice learning 3 (PG) 15 cr

Negotiated learning agreement for each period of practice learning which will be regularly reviewed by a mentor. All students who undertake an experience in a nursery will complete a nursery handbook to support their learning.Reflection on simulated learning opportunities is to be recorded in the PLD

Negotiated learning agreement for each period of practice learning which will be regularly reviewed by a mentor. Feedback on performance from service users and other healthcare professionals will also be encouraged.

Practice Learning Document incorporating generic and field standards for competence and essential skills clusters.100%

Practice Learning Document incorporating generic and field standards for competence and essential skills clusters.100%

NIP 4050 Knowledge and Skills for Nursing Practice 30 cr

NIP 4012

Group presentation

Short essay questionSelf and peer assessed

Poster presentation 50%Critical review 50%

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Managing Care of the Adult Patient 30 cr

NIP 4015 Working in Partnership in Healthcare 15 cr

Critical analysis of case study – presentation - peer and lecture feedback

Seen Exam 100%

Critical reflection 100%


NIP 4013 Managing Care of the Patient with Complex Needs 30 cr

Peer assessed practice OSCE

OSCE 100%

NIP 4016 Preparation for Professional Practice in Adult Nursing 15 cr

Self and peer assessement of job interview

Critical reflection on one of the professional domains-Essay 100%

NIP 2005Practice Learning 4 (PG) 15 cr




Group presentation with peer feedback

Critical analysis of a case study

NIP 3040Practice Leaning 5 (PG) 15 cr






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Assessment Map Post Graduate Diploma Nursing – Mental Health Nursing

Module Code & TitleYear 1 Formative assessment Summative assessment

NIP 3090 Demonstrating Graduate and Transferable Skills 30 cr

Mapping of current level of GTS with reflective commentary to demonstrate achievement within one area

Portfolio 100%

PHC 3005 Health and Social Science Research Approaches 30 cr

Presentation and review of the literature

Research proposal 100%

NIP 3091 Knowledge and Skills for Nursing Practice 30 cr

Critical incident analysis seminar

Case study 100%



Negotiated learning agreement for each period of practice learning which will be regularly reviewed by a mentor. Reflection on simulated learning opportunities is to be recorded in the PLD



Negotiated learning agreement for each period of practice learning which will be regularly reviewed by a mentor. All students who undertake an experience in a nursery will complete a nursery handbook to support their learning.Reflection on simulated learning opportunities is to be recorded in the PLD


MHR 4050 Knowledge for Mental Health Nursing Practice 30 cr

MCQCase scenario 100%

MHR 4012 Skills and Interventions for Mental Health Nursing 30 cr

Short answer questionsNumeracy test

Seen exam paper 100%


Group presentation with peer feedback

Critical analysis of a case study

MHR 2000 Practice Learning 3 (PG) 15 cr

Negotiated learning agreement for each period of practice learning which will be regularly reviewed by a mentor. Feedback on performance from service users and other healthcare professionals


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will also be encouraged.



MHR 4013 Working with Complexity in Mental Health 30 cr


Case scenario with peer feedback


OSCE 100%

MHR 4016 Preparation for Professional Mental Health Practice 15 cr

500 word essay Preparation of essay plan and peer and tutor feedback

Presentation 50% literature review 50% Essay 100%1 2500 words

MHR 3040 Practice Leaning 5 (PG) 15 cr






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ProgressionStudent progression is the responsibility of the Programme Progression Committee. The committee comprises the Associate Dean for Learning, Quality and Enhancement, Directors of Programmes, and Programme Leaders. This committee receives all the module grades ratified by the Subject Assessment Boards for those students based on the campus who are not being considered for an exit award i.e. post-graduate certificate / post-graduate diploma healthcare practice. It is the only committee that can take into consideration any documented circumstances that have led to non-submission of assessments.

The progress of all students will be reviewed regularly throughout your programme. In order to proceed from one year of study to the next all students must:

Successfully complete all module assessments. Meet professional requirements for progression Students who carry 45 or more credit deficits may be asked to step off the

programme until such deficits are made up. In this situation, individual cir-cumstances will be discussed with the Programme Leader and Director of Programmes.

Students may not progress to the following year of the programme unless they have completed all the requirements of Progression points 1 and 2 (NMC 2010). Please see the following section for details of this. Failure to progress may result in discontinuation or stepping off the programme for a minimum period of 1 year or until all criteria for progression are met. Your bursary is stopped at the point of discontinuation or when you are stepped off the programme. Please note, your whole programme must still be completed within 5 years of commencing the programme (NMC 2010).

All nursing students on the programmes involving registration with the Nursing and Midwifery Council should note regulations G6.1 & G6.2 which, for professional reason, do not apply. Should a nursing student fail any assessment at second attempt that is related to assessment of practice or skills modules, permission to enter or continue on placement pending the outcome of an appeal will NOT be given. The student will be required to step off the programme until the outcome of the appeal is known and, if appropriate, until a reassessment opportunity is available. It is essential that any failed practice based component is successfully passed before the programme can be continued.

Modules on the pre-registration programme cannot normally be re-taken if failed, when all re-submission opportunities have been exhausted.

Mapping of Post Graduate Diploma Nursing against NMC Standards

The NMC has reviewed Pre-registration Nursing Education to make sure the nurses of the future are fit for practice reflecting changes in health care delivery, and are able to meet the needs of patients and the public safely and effectively with compassion (NMC 2010). To ensure that this happens effectively, your programme must meet the requirements of the Standards for Pre-registration Nursing Education and Competence.

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Hence, your programme has been mapped against all standards for education and competence. the 10 standards to demonstrate to you how these standards have been met. For details please see Appendix 1.

Progression criteriaThe NMC has set minimum requirements that must be met by first and second progression points. This is to continue to ensure that a student is safe and adequately prepared to take part in the full range of practice learning opportunities without risk to the public (NMC 2010).

First progression pointThe NMC has identified skills and professional behaviour that a student must demonstrate by the first Progression point. In your programme this will occur in practice and through simulation.

These criteria cover:

Safety, safe-guarding and protection of people of all ages, their carers and their families

Professional values, expected attitudes and the behaviour that must be shown towards people, their carers, their families and others

If a student is unable to demonstrate these skills and behaviours by Progression point 1, through the assessment as set out in your modules, they will not normally be allowed to progress to the next part of the programme.

Second progression pointThe NMC has also set minimum requirements that must be demonstrated by the 2nd Progression point. Following this, students must show they can work more independently, with less direct supervision, and in a safe and increasingly confident way to extend their knowledge and practice skills.

Progression point two criteria:

Works more independently, with less direct supervision, in a safe and increasingly confident manner

Demonstrates potential to work autonomously, making the most of opportunities to extend knowledge, skills and practice

Within the latter part of your programme students will be making safe and effective use of practice learning, with less direct supervision. Students will be aiming to be working as autonomous practitioners, and will be confident and fit for practice to enter the register at the end of their programme.

Employability SkillsEmployability refers to the potential has for obtaining, and succeeding in, post-graduate level positions. Achievement of your programme outcomes contribute to your employability as a Post-graduate Nurse.

The aim of the programme is to produce a post-graduate nurse who is able to provide safe and effective care as defined by the NMC ( 2010), and is committed to working in partnership with service users, colleagues and other health and

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social care agencies to provide a patient / client focussed service. This embodies a nurse who is employable within the current context of health and social care.

Graduate and transferable skillsThe six key transferrable skills are identified within your programme outcomes, and you will have been APEL’d against these at the start of your programme. However, the programme aims to continue to support your development at a post-graduate level in relation to:

Personal career development Effective learning Communication Teamwork Information technology Numeracy

These skills are addressed both explicitly and implicitly within your programme. They are made specific to your field of practice where appropriate.

Professional Portfolio / Personal Development Planning In order to help students reflect on, and record evidence of their personal and pro-fessional development, all students will be required to maintain a Professional Portfolio / PDP which is introduced in Year 1. PDP’s provide you with an oppor-tunity to assess the value of the skills you are developing and identify future de-velopment needs. It offers you a structured way to reflect on your graduate and transferrable skills as well as your clinical knowledge and skills. It has sections that will support your career planning, encourage you to reflect on your assess-ments and on what you have learned from different situations and environments including your studies, voluntary work and other activities. As part of a profes-sional programme your portfolio has a wider impact, in that it is a professional re-quirement of the Nursing and Midwifery Council, as it fulfils and reconciles both professional and personal learning requirements. The Professional Portfolio / PDP is assessed both formatively and summatively throughout your programme. This will be done by the relevant Module Leader and PDT at various points in your programme. In addition evidence from the portfolio will be required as part of sum-mative assessment in Year 2.

On completion of your programme and registration, your PDP will be a valuable aid for marketing your skills to employers in recruitment and selection processes.

Learning ResourcesLearning Resources (LR) provides library and academic computing services to support student learning. Middlesex University has a Learning Resource Centre (library) on each campus. The Museum of Design and Domestic Architecture (MODA) is also part of Learning Resources. Details of all our opening hours, services, facilities and resources can be found at http://www.lr.mdx.ac.uk.

Learning materials and resourcesLR provides electronic and print books and journals, DVDs, CDs, etc. to support you in your studies. We also provide materials listed in your module handbooks. You can access these resources via the LR website and you can also find specialist resources from the Library Subject Guides at http://libguides.mdx.ac.uk. Many of our resources are web-based so you can access them from wherever you are.

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http://www.lr.mdx.ac.uk/

Equipment and facilitiesThe libraries (Learning Resources Centres) supply the computers and other equipment you will need for study on the programmes at that site. This could in-clude video cameras, Mac computers, and DVD players; printing and copying fa-cilities; small study rooms with projectors so you can practice presentations; or space to cut, paste and cover your project report.

Help and supportLearning Resources staff are there to help and support you throughout your studies providing IT, and media support, and help with your information / research needs. We provide one-to-one support at the Enquiry Desk, group training in library workshops and online help through the Web Helpdesk (http://webhelpdesk.mdx.ac.uk) and Ask a Librarian http://askalibrarian.mdx.ac.uk.

You can get specialist subject support from your Liaison Librarian (http://libguides.mdx.ac.uk) who also provides information and research skills workshops relevant to your subject. Librarians work closely with your Lecturers to ensure that the resources and support that you need are available. Contact your librarian if you require individual support or if you would like to suggest a book / DVD etc. for the library etc.

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http://askalibrarian.mdx.ac.uk/


Section 8 - Student Support

Communication processesMiddlesex is committed to keeping students informed about developments and changes and constantly reviews the tools it uses to keep students informed. The University's policy is to make all standard information easily available to students on and off campus. Your University e-mail account is a key tool in communications and it is critical that you check your University e-mail address regularly. Middlesex also has its own website for current students http://www.24-7.mdx.ac.uk and all important information is posted on there. The University will also text you with important and urgent information so ensure that you provide us with an up-to-date mobile phone number when you register as a student. There are also Student Offices on all campuses if you prefer to ask questions face to face.

The University is committed to ensuring communication tools allow students to provide feedback as well as receive information. See section Quality of your programme and experience to find out more about ways to give your feedback.

MISIS - Accessing your own recordsYou can enrol, view your module registrations, academic records (including assessment results) and other information using MISIS (Middlesex Integrated Student Information System). You can access MISIS at https://misis.mdx.ac.uk or by clicking the link via student website 24/7 http://www.24-7.mdx.ac.uk. If you are having problems accessing MISIS, please contact the Computer Helpdesk in the Learning Resources Centre or contact the web helpdesk at http://webhelpdesk.mdx.ac.uk (see Appendix 2).

Middlesex E-Mail – Your Account for LifeAs an enrolled student, you have your own University e-mail address. This is in the form [email protected], where xx are your initials, and nnn is a number generated by the system. This code will be found on the reverse of your student card. Your initial password is: Student Number + mmm, where mmm is the month (in lower case) of your date of birth. At first login you will be invited to complete a simple registration process.

Any students experiencing difficulties accessing their account should contact the web helpdesk at http://webhelpdesk.mdx.ac.uk

Your Middlesex University e-mail is an e-mail address that is available to you for life and will be the principle tool the university will use to communicate with you. Your Tutors, the student support team, the Learning Resource Centre and other areas of administration will use this e-mail address to contact you so it is critical that you check your account regularly (at least twice a week). We will also use this account to tell you about events and activities that will help enhance your time at university and enable you to make new friends. The University adheres to the usual data protection policies and will not share your address within any external companies and organisations, except those working with the University to gather your feedback.

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To access your e-mail account, go to: http://www.outlook.com or click on the e-mail link on the 24-7 website. Your local computer centre will help you gain access to your account during your Learning Resource Centre induction after enrolment.

For quick guides on user accounts and using the network, go to: www.lr.mdx.ac.uk/document.htm and click on Computing Network and Software. If you are having continuing difficulty in its use, consult the web helpdesk at http://webhelpdesk.mdx.ac.uk.

Important note on privacyTo ensure security, continuity and privacy, the University discourages the use of private accounts for University business. You should ensure that the MISIS database of personal information about you is accurate and up to date, but you are not required to publicise this private information to other students or individual members of staff.

Letter RequestsFull-time, UK based, students can request Council Tax exemptions letters. Both full and part-time students can request student status and bank letters. These letters are requested via MISIS.

Learner Development UnitThe Learner Development Unit (LDU) is a team of specialists in academic writing and English Language development, Numeracy and Dyslexia Support. You will see us at different times throughout your academic career. During Induction week we generate a Learning Development Profile for each new Middlesex student. This is designed to give us information about your academic English and numeracy skills, and it will help you identify your strengths and also areas for improvement. And it will help us to make sure you get effective and timely support during your studies.

Often we will be in your School working alongside your subject Lecturers to help you understand what is expected of you on your programme. We are likely to work with you in this way on the writing process, preparing for presentations, making the most of feedback, etc. If necessary, we can provide you with an individual programme of support, which could involve intensive courses, self-study materials and close monitoring of your progress. Help with maths is available from our Numeracy Support team, in the form of embedded, small group, online and individual provision.

If you are dyslexic, you can receive specialist help from our Dyslexia Support team, who work closely with the Disability Support Service. You will also find support at the University’s Learning Resources Centres, which are equipped with assistive technologies and services, and have disability support representatives.

We also coordinate the University’s Student Learning Assistants (SLAs), a group of highly motivated peer-mentors, from the 2nd and 3rd Years, who are here to help 1st Year students in their studies. You may see them helping out in tutorials or seminars, or you may see them offering help with academic writing. You can read more about SLAs at www.sla.mdx.ac.uk.

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http://www.lr.mdx.ac.uk/document.htm

http://www.outlook.com/

Contact details Information on what we do can be found on our 24-7 pages at http://www.24-7.mdx.ac.uk/ldu or by contacting us on 020 8411 5116 or at [email protected].

If you have questions about specific teams within LDU, please contact:

Academic writing and English Language020 8411 [email protected]

Numeracy Support020 8411 [email protected]

Dyslexia Support020 8411 [email protected]

The School of Health and Social Sciences (HSSC) aspires to becoming a true learning community based on the principles of collaboration, dialogue, equality autonomy and responsibility between all stakeholders.

OASISplusOASISplus is the University’s online learning environment where you can find online materials, including lecture notes, to support your studies together with: discussion boards, quizzes, module information, announcements and important information.

Most modules and programmes now have an online presence delivered through OASISplus. Your Tutors will be providing you with more information about how you will be expected to interact online with your peers and your tutors.

Instructions on how to access OASISplus are available on http://www.24-7.mdx.ac.uk/oasisplus/index.htm.

OASISplus in your programme On OASISplus you find electronic versions of articles, case studies,

quizzes, past exam papers, etc.

Like your e-mail you should be logging onto OASISplus at least three times a week. More importantly before your taught sessions to do any pre-sessional work and every Friday for handouts of PowerPoint’s.

Students are expected to interact with each other online (i.e. support each other, contribute materials they have found / evaluated, carry out group work, etc.) via the discussions boards set up by your Tutors. Please be aware that (unless you are in a chat room) these discussions will be asyn-chronous but your questions will be answered although not immediately. For questions of a personal nature please use your MDX Live account

You are expected to submit some of your coursework online (see module handbooks for deadlines and OAS!Splus as well as receiving feedback on-line.

Student Portal 24/724-7 is the Middlesex website for current students. It can be accessed whether you are in the University or not and is not password protected. It has the latest news and events from the University, as well as a complete guide to services available to assist you with your studies. At certain times of the year 24-7 is also

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http://www.24-7.mdx.ac.uk/ldu

an important source of key information such as exam timetables. To find out more visit http://www.24-7.mdx.ac.uk.

Academic Support

Module Leader / Module Group Facilitator: This is the person responsible for helping you learn and assessing you during a particular module. You can expect them to provide you with their name and means of contacting them for help that you may need relating to the learning outcomes and assessment of the module. Module Leaders / Module Group Facilitators often teach on a number of modules so it is important that you contact them to make an appointment if you need help as they may not be available to see you if you arrive without an appointment.

All areas have an identified educational Link Lecturer whose role is to support mentors in supervising and assessing students. The name and contact details of the Link Lecturer will be available in the practice area. If you have concerns / queries that you have been unable to address at practice level do consider contacting your Link Lecturer. Placement Facilitators / co-ordinators who are responsible for placement arrangements at Trust level are now in post in all NHS Trusts and are happy to advise and support you as required.

Role of the Personal and Professional Development Tutor (PPDT) within Pre-registration Nursing Programmes:

The role of the Personal and Professional Development Tutor is to support you, the student, with your personal and professional development while you are being prepared to become a qualified nurse. This is important, if you are to successfully attain the level of knowledge and skills required for practice and prepare for your educational and lifelong learning needs required for nurses (Darzi 2008). The Professional Development Tutor also ensures that you are supported through your academic and clinical performance, by acknowledging challenges that may arise and addressing these promptly.

Structure Each cohort will be divided into small personal tutor groups of up to 15

students at the start of the programme for the personal and professional development process which will run for the duration of the programme of studies.

Each Personal and Professional Development Tutor group will meet approximately 2 times per year, at designated times within your timetable

Each meeting will last approximately 90 minutes and will be broadly divided into 2 sessions. The first session will examine selected important topics (relevant to your programme of studies), and the second half of the time would be allocated to general discussion, sharing of clinical experiences to promote learning, peer support and supervision.

Meetings will be documented within the student’s Professional Development Portfolio and form a basis for reflection of learning needs and development.

Attendance at the meeting of your Personal and Professional Development Tutor group is mandatory and recorded. Failure to attend with no good reason may affect your ability to progress to the next year of your programme.

Evaluation

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The Personal and Professional Development group and its effectiveness within the context of the structure and purpose outlined above will be reviewed each year. Feedback will be provided to the Personal and Professional Development Tutor group by the Personal and Professional Development Tutor, and to the programme team / field teams.

Professional Development Tutors will meet twice per academic year, to ensure a consistency to the content and delivery within groups, share best practice, and explore ways to address challenges that may arise

Specialist advice and support You can get a wide range of support, advice and information direct from the student website 24-7 (http://www.24-7.mdx.ac.uk) where you can also find the telephone numbers and e-mail addresses of student / programme support team staff. If you need personal advice call the School Student Office, E-mail: (Hendon) [email protected] Tel: 020 8411 5700 / (Archway and Hospitals) [email protected] Tel: 020 8411 6600. If they cannot help you, they will refer you to someone who can. Specialist advice is also available from the Disability Support Service, Careers Advice and Placement Services, Accommodation Service, Childcare Service, Sport and Leisure, International Support Services, Money and Welfare Advise Services, Counselling Services, and Financial Services; and from the Middlesex University Students’ Union (MUSU). Ask at your school office for more information.

As these materials are designed to aid your transition into university life they can be referred to throughout the first year.

CounsellingDuring the course of your studies at Middlesex, if you encounter problems concerning your coursework or personal or emotional difficulties, you can consult one of our professional counsellors confidentially. Counselling involves one or more meetings with your counsellor in a safe and confidential setting. You will have the time and space to discuss difficulties in your life which may be interfering with your ability to study and enjoy your time as a student. Students come to counselling for all sorts of reasons but generally it is a good idea to seek help before things start to feel unmanageable. Counselling can give you the opportunity to talk and think things through with someone from outside your social circle. This can feel both supportive and also offer the possibility of developing a fresh perspective on your difficulties. For more information please go to intranet www.24-7.mdx.ac.uk/counsel.

Contacting a counsellor:

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Archway & Hospitals: Alison JefferiesRoom 303 Furnival, Archway CampusTel: 020 8411 6152E-mail: [email protected]

Cat Hill & Trent Park: Lindsey Othen-Price Room 5 Peter Green Building CH, Room 210 The Mansion TPTel: 020 8411 5548E-mail: [email protected]

Caroline Hallett Room 5 Peter Green Building CH, Room 210 The Mansion TPTel: 020 8411 6421E-mail: [email protected]

Hendon: Sandra Taylor

Room CG24 College BuildingTel: 020 8411 4719E-mail: [email protected]

Bernard ShapleyRoom CG24 College BuildingTel: 020 8411 5779E-mail: [email protected]

Nadina Al-JarrahRoom CG25 College BuildingTel: 020 8411 5779E-mail: [email protected]

Sandra PrimackRoom CG23 College BuildingTel: 020 8411 6169E-mail: [email protected]

Disability Support ServiceIf you have a long term medical condition, physical difficulty, sensory impairment, mental health problems or a specific learning difficulty (e.g. dyslexia) that you feel could impact on your studies, and would like information about support provision that can be made available, please contact the University’s Disability Support Service. You are encouraged to make your situation known at the earliest opportunity to ensure due provision is made. Support can include, but is not restricted to: advice on Programme related study needs, arranging support such as note takers, personal assistants, liaison with Tutors and funding authorities and arranging special provision for examinations and undertaking needs assessments for students applying for support through the Disabled Student’s Allowance. Confidentiality will be respected and relevant details will only be disclosed with your permission.

For further details contact the Disability Support Service on 020 8411 4945; e-mail [email protected] or see 24-7 http://www.24-7.mdx.ac.uk/Disability/index.htm.

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http://www.mdx.ac.uk/24-7/Disability/index.htm









Please also refer to the Programme Specification included in this Handbook which will state whether the programme excludes students with particular disabilities. See also Personal Evacuation Plans below.

Support required for practice learning and any proposed adjustments is guided by the Health and Disability Panel for Nursing and Midwifery, see Appendix 3.

Money and welfare adviceFinancial, practical and legal assistance is offered by the Money, Welfare and International Advice Service (MWIAS) (http://www.24-7.mdx.ac.uk/mwas/index.htm).There are advisers available on a drop-in basis on every campus who can help with issues such as:

Student funding, debt and loans Welfare benefits and housing rights Immigration queries

Contact your adviser via Student Services, or email [email protected]

The Careers Service The Careers Service provides impartial and confidential guidance and information to Middlesex University students and alumni (for up to two years after graduation) to help them in their career planning and job seeking.

The careers advisers can assist you with planning your academic programme and personal development in relation to your career goals from your first year to final year. This includes exploring career and study options, self awareness and decision making. The advisers can also help you to: find full and part-time employment, write CVs, covering letters and application forms, prepare for interviews, psychometric tests and assessment centres, identify voluntary and work experience opportunities and research post-graduate / further study and funding.

You have access to careers information, individual guidance appointments, drop-in advice sessions, careers seminars and workshops, employer presentations, Careers Fairs, other campus based careers events and alumni links to support students with their career development. The careers advisers also work with Tutors to deliver and support careers related activities on course programmes, such as career opportunities for graduates, job study research, the graduate employment market, developing employability skills, sector specific information, pre-placement preparation, job search skills and strategies and post graduate study options.

The main careers library is based at Hendon and careers advisers are available on most campuses offering a flexible service to support the needs and any specific requirements of all students. To check opening times and availability of careers advisers on your campus or to book an appointment, please see the website http://www.24-7.mdx.ac.uk/careers/careers.html, telephone 020 8411 5523.

The Careers Service’s website as above (or accessible through the 24-7 website) offers a wide range of information and links to other graduate careers websites.

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http://www.24-7.mdx.ac.uk/careers/careers.html


http://www.24-7.mdx.ac.uk/mwas/index.htm

The website contains an on-line job vacancy service, JobsPlus, where opportunities notified by employers for full time, part time, voluntary work or work experience are posted. If you are unable to visit on campus there is also a link to ‘MeG’, an e-guidance service, through which you can e-mail your queries to a careers adviser.

Today’s job market is full of opportunities but is also rapidly changing and developing to meet the needs of employers in the 21st Century. Gaining work experience and developing the employability skills that employers look for is an important part of your career planning and development and will help towards your future career success. In addition to the help and support available from the Careers Service, you may also want to consider the option of undertaking a work experience placement as part of your degree, a student exchange in another country or undertaking some voluntary work and gaining accreditation for this through the university. Further advice on placements is available from the placement staff in your school, or speak to your Tutors about this. Information links to student exchanges and volunteering opportunities can be found on the 24-7 student portal at http://www.24-7.mdx.ac.uk.

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Section 9 - Professional requirements for Pre-registration Nursing Programmes

The NMC CodeThe NMC code outlines the standards of conduct, performance and ethics that is expected of nurses and midwives. The NMC describe the code as the foundation of good nursing and midwifery practice, and a key tool in safeguarding the health and wellbeing of the public. As a student on the Pre-registration Nursing Programme we and the NMC expect you to adhere to the standards of practice outlined in this code. You will have been given on enrolment a publication from the NMC called ‘NMC and You’ and in this there is a copy of the NMCs guidance for students called ‘Guidance on professional conduct for nursing and midwifery students’. This publication is also available on the NMC website http://www.nmc-uk.org/. It is your responsibility to read this carefully and apply the guidance throughout the programme, making particular note that this guidance applies not only to your time spent in the University or on placement, but to your personal life too. The University are required by the NMC to have established a Fitness for Practice Panel who are responsible for making a judgement on whether a student’s fitness to practise is impaired. Any student who is found to be unfit to practise would be unable to continue on the Pre-registration Nursing Programme. A copy of the Fitness for Practice policy is available on request to [email protected].

Criminal Records Bureau (CRB) clearanceAs this is a professional programme, you are required to under go a criminal records check (see Appendix 4). You are advised to discuss any relevant issues regarding this with your Programme Leader. You are also required to complete a declaration of health and good character form at the commencement of your programme and at yearly intervals. It is essential that you declare any subsequent cautions / convictions / bindovers or social service investigations that are underway and any change in your health status, whilst you are on the programme. If you need to discuss any of these issues, you are advised to discuss this with your Programme Leader urgently. It is essential that you keep your original copy of your CRB clearance which you will receive from the CRB, as you may be required to show this at various practice areas prior to being allowed to commence your placement. You are also strongly advised to keep a separate note of the reference number in case you lose your CRB clearance form. If you do lose it you must contact the CRB, giving them the reference number, and make arrangements for them to send you a new copy. Please note that the University is only allowed to keep their copy of your clearance for a short period, and is not allowed to make a copy for a third party. Therefore we are not able to provide anyone with a copy of your clearance.

Occupational Health Clearance Your place on the programme is conditional on receiving occupational health clearance – and this is done in the first part of the programme before your place-ments commence. Clearance is given once you have attended the occupational health appointment for screening, and have received any immunisations that are required, as identified by the occupational health doctor. If occupational health clearance has not been given you are not allowed to commence placement, so it is vitally important that you attend any appointments that you are given on time.

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Sometimes the occupational health doctor will advise that certain adjustments are made to allow you to undertake the course. If this is the case the Health and Dis-ability Panel will take responsibility for reviewing the recommendations and imple-menting them wherever this is possible.

Fitness for PracticeAll nursing students are required to comply with the professional standards determined by the Nursing and Midwifery Council (NMC). These are clearly stated in the ‘Guidance on Professional Conduct for Nursing and Midwifery Students’ (NMC, 2009). You will have received a copy of this during Induction, and it is your responsibility to read this and comply with the guidance. It is important that you note that this guidance covers not only your behaviour whilst studying at the University or whilst on placements, it also covers your personal life.

If at any time during your programme there are any concerns about your professional conduct, then you may be referred to the Fitness for Practice Panel who are responsible for providing professional judgements on Fitness for Practice issues (see Appendix 5).

There may also be a requirement for students to be referred to the Health and Disability Panel as required (see Appendix 3).

Completion of your programmeThe NMC requirements are that all students on this full time programme must complete within 5 years from the date of commencement of the programme. The NMC also requires that all students must register with them within 5 years of successful completion of this programme.

Good health and character declaration At the end of their programme all students are required to have a written Declaration of Good Health and Character signed by the Programme Leader, indicating that to the best of their knowledge the student is eligible to register as a nurse with the NMC. Accumulated unauthorised absence may impact on the confirmation of good character required by the NMC. Students complete a self-declaration of good health and character as they progress to each year of the programme.

Confidentiality in written work The Nursing and Midwifery Council (2008) states that as a professional;

“You must respect people’s right to confidentiality”.

“You must ensure people are informed about how and why information is shared by those who will be providing their care”.

As a Nurse, Midwife or Health Visitor this rule also applies to your written academic work. Within your essays and other academic work any reference to the following MUST be made anonymous so they cannot be identified by the marker or any other person;

Names of patients / clients / service users

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Names of relatives / carers Ward / Department / Team names Trust / Hospital namesNames of colleagues

If Trust documents are included as appendices in academic work (e.g. care plans, observation charts, policies), then every effort must be made to ensure these are amended so that the Trust cannot be identified.

Any instance where this is not done is a breach of your professional code.

Examples of how to make the above anonymous, thus not breach confidentiality are;

“I was caring for a patient whom I will call ‘Mary’ in order to maintain confidentiality of my patient”.

“This was particularly difficult for my patient’s husband who was her main carer, I will call him ‘Tom’, in order to maintain their confidentiality”.

“I work in a large inner city teaching hospital in a surgical unit”.

“The patient was under the care of a consultant Dr B”.

“The student also had a co-mentor who I will call Staff Nurse B”.

This is an important part of academic writing and has been identified by External Examiners and others who moderate academic work.

Nursing and Midwifery Council 2008 Standards of conduct, performance and ethics for nurses and midwives NMC, London.

Students should ensure that patient / client / staff / Trust confidentiality and an-onymity is maintained at all times in written work by following the above guidelines. Failure to adhere to this may result in loss of marks and a lower grade as indicated in the marking criteria for each module.

Attendance This section describes the Attendance requirements for your programme. It takes into account the University’s policy for attendance monitoring (2010).

In order to meet the requirements of the Nursing and Midwifery Council (NMC) all Pre-qualifying Nursing programmes must meet the required level of attendance and demonstrate that the students have met the learning outcomes for both theory and practice. This is vital for entry onto the appropriate part of the NMC Register. All programmes must satisfy the NMC requirements of a minimum of 4600 curricula hours, a minimum of 2300 of which are theory hours and 2300 are practice hours. All programmes in the Pre-qualifying Nursing Programme contain scheduled leave entitlements and there are agreed polices and practices for the management of unscheduled leave requirements.

It is acknowledged that during any period of study there may be times when a student is unable to attend theory or practice due to ill health or personal reasons. Throughout the programme students can access advice and support from the

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programme team and the University student services which are outlined in the student pack. PunctualityYou are expected to attend all scheduled classes and prescribed activities on time. Students who arrive more than 10 minutes late may not be permitted to enter the classroom until the next available opportunity, to ensure classes are not interrupted. Students arriving late will not appear as attended on the register for the session. Please refer to individual module handbooks. Please note that for mandatory sessions, students who arrive later than 10 minutes following commencement of the session are not permitted entry to the session. This will contribute to your overall attendance / non-attendance record.

Mandatory TrainingStudents must attend all scheduled and timetabled mandatory training sessions and annual updates. Such mandatory training and update sessions incorporate moving and handling, emergency life support, first aid, introduction to personal safety, safeguarding children and the vulnerable adults and fire session. In view of health and safety reasons, you will not be permitted to commence your practice placement if you fail to attend such scheduled mandatory sessions and annual updates.

Failure to attend mandatory training will ultimately affect your progression on the programme.

Students who have not attended mandatory sessions are not able to progress on the programme. In this instance the student is stepped OFF the programme for a minimum period of one year. No bursary is paid for this period of time.

Please note attendance at your planned simulated learning sessions and Personal and Professional Development Tutor group is mandatory.

Leave Entitlements

Annual Leave EntitlementStudents are entitled to 17.5 weeks leave during the 2.5 years of their study and pro-rata for shorter programmes which includes annual leave. This leave entitlement incorporates Bank Holidays in recognition that students may work Bank Holidays when in placement. The annual leave dates are pre-programmed into the study timetable and are designed by the Programme team at the University. Confirmation of annual leave dates are given annually by the Programme Leaders.

Bank HolidaysBank Holidays which fall during theoretical study are granted as self-directed study days. Bank Holidays falling during placements are worked as either rostered days or days off as indicted by the clinical placement rota.

Compassionate LeaveThe requirement to take compassionate leave / special leave MUST in the first instance be discussed with the Programme Leader (PL) who will provide advice on the amount of leave that can be taken. The PL may request evidence to support a request for compassionate leave. On occasions where the need for

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compassionate leave arises outside of normal working hours and / or it is not possible to contact the Programme Leader, a message should be left on their telephone answer machine and their e-mail, stating the reason for requiring compassionate leave. If possible, an anticipated intended date of return and a contact telephone number should also be communicated.

An extended period of compassionate leave may result in the need for the student to interrupt a programme and rejoin at a later date.

Maternity Leave This policy is based on the ‘The Management of Health and Safety at Work Regulations 1999 (MHSW)’ which include regulations that protect the health and safety of new and expectant mothers that work and the Department of Health Pregnancy Guide (DoH 2006).

Students are advised to consider taking an appropriate period of maternity leave and are now able to keep their bursaries for up to 45 weeks during pregnancy if they interrupt their course. Students who are pregnant and require maternity leave must inform the Placement Manager and the Programme Leader at the earliest possible time following confirmation of the pregnancy. The Programme Leader will advise the student and offer support as required to ensure that the best interests of the mother and baby are considered. Whilst it is not compulsory that a student must inform their employer that they are pregnant in the early stages it is important for the new and expectant mother and child’s health and safety that the University is supplied with written notification as early as possible. Please note that until an employer has received written notification from an individual, they are not obliged to take any action other than those resulting from the risk assessment for all their employees.

Students wishing to continue on the programme after the 28th weeks of pregnancy must provide the Placement Office with a medical certificate from a registered general practitioner or midwife which states clearly that they are able to undertake ALL activities required of a student nurse for both practice and theory. Failure to do so will mean an interruption to your programme. A further certificate must be submitted at 32 weeks, and 36 weeks. On occasions – particularly during a theory block - a student may wish to continue studying following this period, however a certificate must be submitted on a weekly basis.

Following our risk assessment procedures certain placement areas may be deemed unsuitable for students who are new or expectant mothers so a placement allocation may require changing at short notice. To ensure the ongoing assessment of risk students in placement have a responsibility to inform their placement area prior to each allocation during this period and will be required to present written notification and / or medical certification to the ward / unit Manager.

In the interests of safety to the mother and baby a ward / unit Manager may ask to see the student’s certification from a registered practitioner or midwife at any stage, following Weeks 28, particularly if he / she has concerns about the student’s level of fitness to continue to work. In line with EU requirements, student must take a minimum of 2 weeks maternity leave post delivery but are requested to give this careful consideration and discuss the implications with their GP or Midwife. Students wishing to return to the programme at any stage following pregnancy must present a certificate from their GP indicating that they are well enough to return to clinical practice and / or theory. Furthermore, if a caesarean section has been performed, the individual must not return to their

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programme until a Six Weeks post–natal check has been undertaken and a medical certificate has been submitted to indicate they are fit and well to return to clinical practice and / or theory. The Programme Leader will make every attempt at flexibility, however there may be occasions when the programme may need to be interrupted as it is not possible to meet the professional attendance requirements. The implications of this means that an interruption to the programme cannot be avoided.

Paternity leave can be requested. Students are advised to contact their Pro-gramme Leader to discuss their entitlement and the management of this.

Recording attendance to meet practice learning hoursEach student will have an attendance card included within the practice learning document (PLD) for each year of the programme. All hours worked in your prac-tice areas are to be recorded and verified by your mentor or practice area man-ager. This is your own personal record of your hours worked. All practice area managers will also be required to complete a ‘weekly return’ form and forward to the Student Office with details of any sickness / absence or time made up by you. Your Programme Leader will monitor the sickness and absence records and will contact you if there are any concerns. All sickness or absence days over the 3 2 years of the programme are recorded on your final reference even though you will have made them up.

Your attendance card will also have a section where you record your simulated learning hours and your Personal and Professional Development group hours.

Implications of Sickness and AbsenceIn line with the criteria set by the NMC and Middlesex University, in order for students to progress satisfactorily through their programme of study it should be noted that progression on the programme may be interrupted if: A student accumulates sickness and / or absence exceeding 10 days in each

year of Programme The student may be required to step off the programme to retrieve the days

missed and rejoin with the next cohort. This will result in the bursary being frozen until the student returns to the programme which is usually a period of 12 months.

If non-attendance for the taught component of a module exceeds 25% of the module the student may be excluded from taking the assessment and may have to repeat the module.

Should the student attendance record show sickness / absence exceeding these limits in any of the programmes, the student will receive a letter requesting attendance at a meeting with the Programme Leader and if necessary the Director of Programmes where it will be decided if the student programme will be deferred.

Support for Ill HealthIf any student is experiencing problems with ill health or it is felt that their performance is being affected by a health-related matter, the Programme Leader (PL) should offer the student advice and direct them to the most appropriate source of specific support. All students will be made aware that they can contact their PL for advice and support on health-related issues and concerns. If there are instances of repeated or sustained non-attendance caused by ill health

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problems, students may be referred for a medical examination with the Occupational Health department. A referral will be made following discussion with the student.

Management of Repeated Non-attendanceIn instances where persistent non-attendance has occurred for any reason, a student may be required to provide a medical certificate from the first day of absence through sickness. Students who fail to attend class or practice without following the agreed procedures will be marked as absent and an accumulation of absences may lead to their discontinuation from the programme.

Recording and Reporting Sickness and AbsenceWithin the Pre-qualifying programme sickness is recorded when a student does not attend theory or practice because of ill health and follows the procedure outlined below for notification of sickness.

An absence is recorded if a student is absent from theory or practice and fails to notify the appropriate personnel using the relevant procedure as outlined below. Unauthorised absences should not occur during any part of the nursing programme. Any period of sickness or absence will be recorded on the student’s final reference which is written by their personal and professional development tutor.

If a student is unable to attend a University class, they must follow this procedure:.

E-mail the Seminar Group Leader and Programme Leader as early as possible to inform them of their inability to attend class

If the student is unable to e-mail the Seminar Leader prior to the beginning of class then they should inform a colleague so that they can pass on the message and ensure the non attendance is entered onto the register. This must however be followed up by a confirmation e-mail form the individual student to the Seminar and Module Leader.

It is the student’s responsibility to ensure that the information is relayed promptly and accurately

If a student is unable to attend a Practice Placement, they must follow this procedure:

Telephone the Practice Placement as early as possible before com-mencement of the shift in line with the local Trust Sickness Policy

Provide anticipated duration of the absence if known Record the name of the person taking the message Record the date and time the telephone call was made Telephone Placement Office on 020 8411 6800 providing relevant informa-

tion When fit enough to return from sickness, the student must contact the prac-

tice placement at least 12 hours before commencement of their next shift. The student should also telephone the Placement Office prior to returning on the placement.

Failure to notify the Placement Office and Practice Placement area of sickness will result in the student being recorded as absent.

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CertificationIf a student is off sick for 1 - 3 days, a certificate will not be normally be required. Students must report their return to the placement office on telephone number: 020 8411 6786 / 6787 / 6788 / 6789

If a student is off sick for 4 to 7 days of sickness a self-certificate, obtainable from chemist shops or General Practitioners’ surgeries, should be completed and submitted to the Placement Office for inclusion in the students file.

If a student is off sick for 8 or more days, (including Saturdays, Sundays and Bank Holidays), they must obtain a medical certificate from their General Practitioner. This certificate should be sent to the Placement Office where it will be included in the student’s file. For salaried students, the medical certificate should be sent to the relevant Trust Human Resources Office with a copy to the Placement Office.

Retrieval of Missed Programme HoursIf practice hours are missed through sickness / absence or authorised leave the student will be required to make up this time to ensure they meet the NMC prescribed hours to register as a nurse. Whenever possible the student may negotiate with the practice placement the opportunity to make up the hours whilst still in practice. Any negotiations must be reported to the Programme Leader. The decision lies with the practice area as to whether or not they can accommodate the student at that time.

If theory hours are missed through sickness / absence or authorised leave the Programme Leader (PL) may request the student to undertake self-directed study with specific learning outcomes linked to the missed theory elements. This study would be formatively assessed. A student may also be required to make up some theory time in practice. This should be discussed and agreed with the PL prior to negotiation with a practice placement. In the event of long periods of absence / sickness / leave the student must meet with the PL to determine how best this time can be retrieved. This may result in deferment from the programme. Deferral from the programme will result in the bursary being frozen. Students who are required to make up missed hours must complete all outstanding hours before the end of the Year 1 of the programme.

No bursary payments will be made after the Programme has officially ended.

Stepping off your programme If you do not complete a full programme of study you will:

Receive a transcript of the credit that you have achieved May be eligible for a Certificate in Higher Education (MU) or Diploma in

Higher Education (Middlesex University) Will be given a statement of achievement of Competency Outcomes for the

year/s that you have successfully completed

No reference to Nursing will be made within these awards. You will not be eligible to register as a nurse with the NMC.

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You are strongly advised to speak to the Director of Programmes or Programme Leader you are considering stepping off or discontinuing your programme. You are advised to use the University Services available to you to ensure that you are making the right decision. The Student Counselling Service, the academic staff and other services are available to help you if you are experiencing difficulties.

Stepping back onto your programmeIf you decide to step off the programme, you may at a later date opt to ‘step back on’, following discussion and agreement from your Programme Leader. It should be noted that you must complete your programme of study within five years of the original starting date. If you decide to do this, you will be strongly ad-vised to complete the year of study prior to deferring. The option to ‘step back’ on will be dependent on the places available at the time that you wish to restart your programme and will need to be negotiated with the Programme Leader.

Students Undertaking Paid Work in Addition to Programme HoursThe University has been made aware that some students have been undertaking paid work outside the programme. We cannot condone this practice but need to alert you to some of the implications that this may have for your professional programme. Please see Appendix 6 for detailed guidelines.

Change of field of practice Any student considering a change in their field of practice should see Appendix 7, and discuss this with the Programme Leader.

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Section 10 - Quality Assurance and Enhancement of Your Programme

To ensure the high standards and quality of Middlesex University provision, all Programmes are subject to the University’s academic quality assurance procedures (which include those procedures related to programme approval, monitoring and review). A key feature of these processes is the input from external subject experts who ensure that awards of Middlesex are comparable to those of other UK universities, and that the programme curriculum, teaching, assessment and resources are appropriate. You have a very important role in enhancing Programmes, feeding back on a regular basis via Boards of Study, module and programme evaluations, placement evaluations, and other mechanisms. Your feedback also plays a major role in Programme monitoring and review. Middlesex University, and its Programmes, are subject to periodic audit or review by external quality agencies such as the Quality Assurance Agency for Higher Education (QAA). These audits and reviews place confidence in the quality and standards of provision as operated at Middlesex University. The most recent QAA audit of quality and standards of Middlesex University awards, conducted in 2009, was of those programmes delivered in-house. The outcomes were that confidence can reasonably be placed in the soundness of the University’s current and likely future management of the academic standards of its provision, and, of the quality of the learning opportunities available to students. QAA review and audit reports can be viewed at: www.qaa.ac.uk .

The NMC monitors a sample of provision across Nursing and Midwifery on a yearly basis. This includes programmes such as yours. To date all monitoring events have been very successful indicating confidence in the quality of programmes we deliver for pre-registration nursing.

Student Representatives You may also represent your halls of residence on Campus Forums; for more information and training contact the MUSU Student Representative and Development Co-ordinator on +44 (0)20 8411 6481.

If you are elected as a student representative your role will be to gather the views and opinions of the students you represent and to represent these to either the Board of Study or the relevant Campus Forum and to feed back the results and information to other students following the meeting.

Student representatives should be selected, either by election or self-nomination, by the end of Week 2 each year. Training and support throughout the year is provided for student representatives by MUSU – details of times and dates for training can be found on the MUSU website at www.musu.mdx.ac.uk.

As a representative you can receive a certificate that recognises your representational achievement. For the certificate you will have to attend the training sessions and be present at the Board of Study each term. This is a great opportunity to add value to your CV.

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http://www.musu.mdx.ac.uk/

http://www.qaa.ac.uk/

Boards of StudyThe purpose of the Board of Study is to provide a forum for discussion between you and staff involved in all aspects of your Programme.

You elect student members of the Board at the start of each academic year to ensure that all the various interests on the Programme are adequately represented. For advice and training contact the MUSU Student Representative and Development Co-ordinator on 020 8411 6481.

Each Programme holds regular Boards of Study. The membership includes:

Student representatives Director of Programme / Head of Department Academic staff aligned to the delivery of the Programme or modules Support services representatives

Your student representative represents the Programme or Year group and is responsible for notifying the Board of issues which have been brought to them by you. You should be aware of the function of the Board of Study, and should ensure that representatives are alerted in good time to matters of concern, or to suggest initiatives.

Minutes are made of the discussion and decisions of each Board meeting, and these are circulated to members with outcomes. The minutes are included with the Programme Quality / Annual Monitoring Report for consideration by the University. The points raised at the meeting are carefully recorded for issues arising, and the action taken upon them, and are available at http://www.24-7.mdx.ac.uk and ‘YOU SAID, WE DID’ document on OASISplus.

Terms of referenceFull terms of reference are available in the Learning and Quality Enhancement Handbook which is available from: http://www.mdx.ac.uk/aboutus/Strategy/quality-standards/index.aspxdates, minutes, actions and further information can be found on 24-7 at: www.24-7.mdx.ac.uk/campusforums/index.htm.

Dates – to be confirmed

School Board of StudyThe School Board of Studies is the School level committee that deals with issues affecting students. All Programme student representatives are invited to attend the School Board of Studies which occurs twice per year. Dates of meetings will be confirmed at the start of the year. Minutes from the meetings can be found on OASISplus.

Programme Evaluation Forms Programme feedback forms are distributed throughout the academic year. The forms are completely anonymous. The aim of this feedback process is to elicit your views on the quality of your programme of study.

You can expect to receive a report on any issues that have been identified. The report would also describe the measures taken to resolve any problems. All

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http://www.24-7.mdx.ac.uk/campusforums/index.htm

http://www.mdx.ac.uk/aboutus/Strategy/quality-standards/index.aspx


reports will be an item for discussion during Boards of Study and will, where necessary, be reported upon during the quality / annual monitoring process. The whole feedback process will also be reviewed on a regular basis, to ensure that that it is effective in helping provide a good quality experience for students.

The Students Union and the University also conduct periodic surveys of your levels of satisfaction with various University services. Further information will be available from time to time on MISIS and 24-7.

National Student Survey (NSS) The Higher Education Funding Councils for England, Wales and Northern Ireland have commissioned Ipsos MORI, a specialist survey company, to ask finalists in all Higher Education Institutions about the quality of their learning experience. The aim of the National Student Survey (NSS) is to gather feedback on the quality of students' courses, to help inform the choices of future applicants to higher education, and to contribute to public accountability. Most final-year students at these institutions will be asked a series of questions about the quality of their courses. You will be contacted by e-mail, phone or sent a letter and invited to fill in the survey.

Other surveysFrom time to time the University will distribute surveys to elicit your views on the quality of the services offered by the University and your student experience on areas other than your programme of study. These surveys will be completely anonymous.

You can expect to receive a report on any issues that have been identified. The report would also describe the measures taken to resolve any problems. All reports will be an item for discussion during Boards of Study and will, where necessary, be reported upon during the quality / annual monitoring process. This process will be reviewed on a regular basis, to ensure that it is effective in helping provide a good quality experience for students.

Suggestions and ComplaintsWe welcome your suggestions on how we might improve your experience of university life, even when this takes the form of a complaint about a service, a member of staff or another student.

If you have a suggestion or a complaint about any aspect of university life, raise it with the person concerned in the first instance. If you are not satisfied with the outcome you can progress the matter through informal and formal procedures step by step up the management structure of the university. Full details of these steps are available in the University Regulations (www.mdx.ac.uk/regulations/) within the Student Complaints and Grievance Procedures.

If you are not sure who to speak to, seek advice from a school office or advice centre. If the matter is serious, talk directly to your school's Director of Resources. If something goes wrong we aim to put it right as quickly as possible. Your advice and comments are essential.

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Section 11 – Your Modules Years 1-3

Colour Index for Module Narratives in each year:

Year 1 Modules = Pink

Year 2 Modules for all fields of practice = Yellow

Year 3 Modules for all fields of practice = Green

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Module Code: NIP 3090Module Title: Demonstrating Graduate and Transferable SkillsLevel: 6Credit Points: 30 Start Term: AutumnSubject: Nursing for Initial Practice (NIP)Module Leader: TBC Venetia BrownAccredited by: Pre-Requisites:Programme restrictions: Level Restrictions: Automatic Deferral: Not permitted

Aims It is assumed that on completion of undergraduate (UG) studies, students will have acquired a range of graduate and transferable skills (GTS). The aim of this module is to provide students with the opportunity to reflect on how they have maintained, utilised and have (or will) enhance GTS following completion of UG studies. Students will be encouraged to reflect on their current level of GTS and to construct a portfolio of evidence which aims to provide a persuasive case for the formal recognition of GTS and their utilisation in future PG studies.

Learning Outcomes On completion of this module the successful student will be able to:

1. Demonstrate use of skills of critical reflection and self assessment to identify their current level of graduate and transferable skills (GTS)

2. Construct a persuasive argument for the recognition of GTS in each of the following areas career and personal

development; effective learning; communication; teamwork; information technology and numeracy.

3. Reflect on how GTS will be utilised and enhanced in future postgraduate (PG) studies

Syllabus Reflection, reflective skills and reflective practice (LO1)Portfolio planning and development (LO2)Personal and professional development (LO2, LO3)Goal setting and career planning (LO3)

Learning, teaching and assessment strategyLTA strategies which reflect/complement the GTS skills which a graduate is expected to have acquired as an undergraduate student (particularly in the area of effective learning) will be used. Examples include self assessment, independent learning and reflection (on learning and development). In workshops and through OASISplus students will be encouraged to reflect on learning processes and development experiences to date. It is expected that students will take responsibility for planning and organising their work in order to meet module submission deadlines and learning outcomes. Where

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appropriate students will use a wide range of sources of evidence selectively and creatively to support their claim for the development and retention of GTS. The formative assessment will be used diagnostically to assist students toevaluate their academic performance and to identify areas for improvement where appropriate.

Formative AssessmentStudents will map their current level of GTS against the Middlesex University level 3 GTS outcomes, then submit evidence and an accompanying reflective commentary to demonstrate the achievement of GTS in one of the following areas: career and personal development; effective learning; communication; teamwork; information technology and numeracy.

Summative AssessmentStudents will submit portfolio containing the following sections:

Section 1Curriculum vitae

Section 2A skills map demonstrating their current level of GTS against the Middlesex University level 3 GTS outcomes.

Section 3Evidence and an accompanying reflective commentary to demonstrate the achievement of GTS in each of the following areas: career and personal development; effective learning; communication; teamwork; information technology and numeracy.

Section 4A short report on how skills will be utilised in future PG studies

(LOs 1, 2, 3)

Assessment weightingCoursework (no examination) 100%

Learning materials Bolton G (2010) Reflective Practice. Writing and Professional Development. London: Sage.Cottrell S 92003) Skills for Success. The Personal Development Planning Handbook. Basingstoke: Palgrave Macmillan.Hull C, Redfern L Shuttleworth A (2005) Profiles and Porfolios. A Guide for Health and Social Care. Basingstoke: Palgrave Macmillan.

www.businessballs.com/goal_planning.htm

www.businessballs.com/.../vak learningstyles questionnaireselftest.doc

http://www.mdx.ac.uk/Assets/guidance3xiv.doc

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http://www.mdx.ac.uk/Assets/guidance3xiv.doc

http://www.businessballs.com/.../vaklearningstylesquestionnaireselftest.doc

http://www.businessballs.com/goal_planning.htm

Module Code: PHC 3005Module Title: Health and Social Science Research ApproachesLevel: 6Credit Points: 30Start Term: AutumnSubject: Primary Health CareModule Leader: TBC Venetia BrownAccredited by: Pre-Requisites:Programme restrictions: Level Restrictions: Automatic Deferral: Not permitted

Aims This module has been developed for students in health and social sciences undertaking top up degrees, progressing from diploma level to degree, or transferring from foundation degree. These students will have had some grounding in research, but now need to develop level three knowledge and skills. The module aims to develop the student’s awareness of the range of research strategies that are appropriate to health and social sciences. It will facilitate the student in building confidence and skill in undertaking research and will provide the opportunity to produce a research proposal relevant to the student’s professional/subject background. This will offer preparation for their final year dissertation/project.

Learning Outcomes On Completion of this module, the successful student will be able to:

1. Explore the application of qualitative and quantitative strategies in health research.

2. Critically examine the major research designs. 3. Critically analyse (or appraise) the strengths and weaknesses of published

research.4. Critically examine the main data collection methods and the methodolo-

gies in which these may be employed.5. Demonstrate an ability to adopt and justify appropriate methods for the

analysis for quantitative and qualitative data.6. Examine and apply key ethical issues related to research. 7. Identify researchable questions. 8. Construct an appropriate research proposal relevant to their programme.

Syllabus Qualitative research approaches, Quantitative research approaches (LO1). Experimental design, Surveys, Ethnography, Phenomenology, Case study

(LO2) Using a framework for critique, Compiling a review of the literature (LO3). Developing a questionnaire, Observation, Interviews (LO4). Descriptive statistics, Interpret conclusions from inferential statistics, Models of

qualitative analysis (LO5). Ethical principles related to research, Informed consent, Confidentiality, Role

of ethics committees (LO6). Writing a research question (LO7).Learning, Teaching and Assessment Strategy

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Lectures will facilitate the delivery of key material. These will be supported by smaller seminar groups where students will have the opportunity to clarify understanding and adopt a critical approach. Discussion is a valuable aid when producing a research proposal and Punch (2000) suggests it is part of the clarification process and a step towards writing things down. Students, therefore, will have the opportunity to participate in proposal workshops where peer and tutorial support will be provided. A blended learning approach will be used. Students will be able to access activities based on OasisPlus

Students will be assessed through a portfolio of evidence, which will not exceed 7500 words. The student’s engagement with research methods will form part of a portfolio of graduate skills that will span their Undergraduate programme.

Formative Assessment:Presentation of research question and rationale - 5 minute oral presentation supported by one page A4 handout. (LO 7) peer assessed Week 6

Review of the literature related to chosen research question – 2000 wordsSubmitted in week 14 teacher assessment with written feedback that can be utilised in preparation of the research proposal (LOs 3 and 5).

Summative Assessment:Questionnaire development and data presentation:In small groups students will be required to develop an 8 to 10 item questionnaire. Each student will then individually collect data from10 colleagues/ friends and graphically present the findings from one of the questions (LOs 1, 4 and 5). Semi-structured interview and reflection exercise:In small groups students will develop a semi-structured interview schedule with 3 to 4 questions. Each student will then be required to conduct one interview with colleague/friend. Following the interview they will be required to present a 500 word reflective account of the process (LOs 1, 4 and 5).The above will be submitted at the end of the first term

Research proposal 4000 words (LOs 1, 2, 3, 4, 5, 6 and 7).

Assessment weightingCoursework (no examination) 100%, 4000 words

Learning Materials

Bowling A. (2002). Research methods in health. (2nd edition). Buckingham: Open University Press.Parahoo K. (2006). Nursing research. Principles process and issues. (2nd edition). London: Macmillan.Polgar S. & Thomas S. (2000). Introduction to research in the health sciences. (4th edition).. London; Churchill Livingstone.Rees C. (2003). Introduction to research for midwives . (2nd edition). London: Elsevier.Sarantakos S. (2005). Social research. (3rd edition). London. Palgrave: MacmillanThomas J., Nelson J. & Silverman S. (2005). Research methods in physical activity. (5th edition). Human Kinetics.

Module Code: NIP 3091

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Module Title: Knowledge & Skills for Healthcare PracticeLevel: 6Credit Points: 30Start Term: AutumnSubject: NursingModule Leader: Tina MooreAccredited by: Pre-Requisites: NIP 3090, PHC 3005Programme restrictions: PG Dip with RegistrationLevel Restrictions: Automatic Deferral: Not permitted

AimsThis module aims to introduce the graduate to the application of knowledge and skills for healthcare practice. Graduates will be given the opportunity to explore knowledge and values underpinning professional practice related to healthcare practice.

Learning OutcomesOn completion of this module the successful student will be able to:

1. Demonstrate an understanding of ethical concepts and legal requirements re-lating to patient care

2. Transfer and apply communication, assessment and decision making skills3. Differentiate the roles and responsibilities of members of the inter profes-

sional team and agencies4. Describe the partnership between health care services, the service user and

their carers in addressing their health needs.

SyllabusProfessional accountability; boundaries; legal and ethical frameworks;

Introduction to models and theories of communication; effective communication skills; inter and intra-disciplinary communication; establishing engagement skills; receiving feedback; communicating empathy and warmth; non-verbal behaviour; appropriate and effective use of IT systems, telephone skills; the web; e-mail; report writing and documentation;

Person centred care; the spectrum of health from prevention to recovery; assessment skills, decision making; care environment

Inter professional and interagency working

Learning, Teaching and Assessment StrategyA variety of learning strategies are employed. Lectures are interactive and may include videos, group discussion and practical demonstrations. The delivery will be from a variety of professionals with current experience in the subject areas. Students will be guided to supplement their lectures through additional self directed learning via extensive module related materials on OASISplus.

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Tutorial time via Personal Professional Development (PPD) Groups will be used by Tutors to advise and assist student groups and individuals to develop their assignments, but will also provide means for individual student discussion and support. Personal and Professional Development groups will in addition provide the framework to promote student reflection and self reflection.

Formative Critical incident analysis seminar (LOs 1, 3 & 4)

Summative (4,000 words)Case study – A critical review of an episode of care (LOs 1-4)

Assessment weighting 100%, 4000 words

Coursework (no examination) 100%

Learning Materials

Essential: Bach, S. & Grant, A (2009) Communication and Interpersonal Skills for Nurses Poole, Learning MattersDay, J. (2006) Inter-professional Working: An Essential Guide For Health and Social Care. Cheltenham, Nelson ThornesGriffith, R. & Tengnah, C. (2010) Law and Professional Issues in Nursing. (2nd Edition). Exeter, Learning Matters Ltd.

Module Code: NIP 4050Module Title: Knowledge and Skills for Nursing Practice

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Level: 7Credit Points: 30Start Term: AutumnSubject: NursingModule Leader: David GuineaAccredited by: Pre-Requisites: Completion of NIP 3091, PHC 3330 and NIP3 090Programme restrictions: PG Dip Nursing with registration (Adult)Level Restrictions: Automatic Deferral: Not permitted

AimsThe graduate will be introduced to the fundamentals of clinical decision making together with the associated influencing factors. Therefore, this module will develop their knowledge, understanding and professional attitude that will provide a foundation for confidence in the analysis and challenging of decision making within clinical practice.


1. Defend clinical decision making as applied to patient care2. Demonstrate the appreciation for individualised care3. Critically evaluate ethical/legal/political influences and their impact on patient

care4. Evaluate the roles and responsibilities of nurses and other members of the

inter professional team5. Demonstrate progression of knowledge and skills in relation to managing

patient care

Syllabus

Professional ValuesCode of conduct. Professional accountability, boundaries, legal, political and ethical frameworks/decision making. Introduction to the needs of the Vulnerable adult. Application of evidence based practice. Principles of health promotion. Working in partnership. Communication and Interpersonal Skills Attitudes for professional practice – courtesy, politeness, respect, teamwork. Professional conduct. Professional relationships and boundaries. Problem solving/clinical decision making. Prioritisation and rationalisation of care

Clinical Practice and Decision Making Critique of nursing literature/research methodology. Risk assessment. Transcultural approaches to care delivery. Introduction to Anatomy and Physiology of the following body systems: Neurological, renal, digestive, integumentary, muscular-skeletal, endocrine, reproductive, immune, sensory.

Introduction to the practice and recording of evidence based nursing skills:urinalysis, peak flow, hygiene and comfort measures, injection technique, aseptic technique, fluid balance, medicines management. Numeracy/drug calculations.

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Principles of infection control and the nurse’s role in the prevention of healthcare associated infection.

Leadership, Management and Team workingLiaising with multidisciplinary team /agencies/family

Learning, Teaching and Assessment StrategyA variety of teaching and learning methodologies will be used in this module. Lectures, DVDs, problem based learning scenarios, demonstrations and skills rehearsal will develop underpinning knowledge and clinical skills. Numeracy activities and support will be provided by materials on OAS-ISplus.

Formative Group presentation - A critique on an aspect of healthcare using a variety of media sources – with peer assessment/feedbackClinical skills assessment (LO 1, 2 , 3, 4, 5)

SummativePoster presentation - A critique of an aspect of health care presented recently in the media. 50%(LO 1,3,4,5) An in-depth critical review exploring the impact of ethical/legal/political influences on an aspect of patient care 2000 word 50%(LO 1,2,3,4,5)

Assessment weightingPoster presentation 50%, 2000 wordsCritical review 50%, 2000 words

Coursework (no examination) 100%

Learning Materials

Essential: Tingle J, Cribb A (2007). Nursing Law and Ethics. Oxford. Blackwell-Wiley.

Dougherty L., Lister, S (2008). The Royal Marsden Hospital Manuel of clinical Nursing Procedures (student edition). Oxford. Wiley-Blackwell.

Kozier B (2007) Fundamental s of Nursing Concepts, process and Practice. Essex. Pearson.

Olsen J., Giangrasso A., Shrimpton D., Dillon P, Cunningham S., (2009). Dosage Calculation for Nurses. Harlow, Pearson

Module Code: MHR 4050Module Title: Knowledge for Mental Health Nursing Practice

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Level: 7Credit Points: 30Start Term: AutumnSubject: NursingModule Leader: TBA Jeff SapiroAccredited by: Pre-Requisites: PHC 3005, NIP 3090, NIP 3091Programme restrictions: PG DiP Nursing with Registration (Mental Health)Level Restrictions: Automatic Deferral: Not permitted

Aims This module will provide the graduate with an introduction to the field of mental health nursing practice. It will examine key mental health conditions in depth and explore concepts such as health promotion and recovery, and key factors that influence these conditions e.g. social, biological, psychological and political. The Graduate will be able to identify signs and symptoms of mental illness, aetiology and onset, progression of the condition, and prognosis.


1. Critically analyse key theories underpinning acute mental health conditions in-cluding the nurses’ role in delivery of care

2. Examine and debate the different diagnostic criteria for personality disorder3. Articulate and develop a reflective understanding of the complexities related to

those suffering with dementia and their carers4. Explore problematic substance use issues and critically analyse the political

and social factors influencing provision of care in this field5. Explore concepts of health promotion and recovery and debate how to incor-

porate these into the graduate’s developing practice in mental health

Syllabus

Professional Values Legal framework and policies associated with mental health, substance use, dementia, Understanding recovery in mental health: clinical recovery and social recovery; Definitions, background and policy context; the evidence for recovery in mental health. The essential role of hope in recovery; Social Inclusion and Recovery: background, development, definitions and exclusion. How do mental health prob-lems lead to social exclusion? The causes and consequences of social exclusion and the goals of social inclusion.

Communication and Interpersonal Skills Effective communication techniques in mental health practice, including working with clients with personality disorder, dementia, substance misuse, learning disabilities

Clinical practice and decision making In depth review of International Classification of Mental Illness (ICD 10, DSM V) and its application to nursing practice; Mental health disorders, epidemiological evidence, incidence, prevalence and their clinical features; personality disorders;

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dementia, problematic substance use (including alcohol, tobacco, illicit drugs and prescription medicines); Introduction to Mental Health Promotion and Recovery: background, development, definitions

Leadership, management and team working The role of the nurse and good practice guidance

Learning, Teaching and Assessment StrategyA variety of learning strategies are employed. Lectures are interactive and may include videos, group discussion and practical demonstrations. The delivery will be from a variety of professionals with current experience in the subject areas. Graduates will be guided to supplement their lectures through additional self directed learning via extensive module related materials on OASISplus.

Tutorial time via Personal Professional Development (PPD) Groups will be used by tutors to advise and assist Graduate groups and individuals to develop their assignments, but will also provide means for individual Graduate discussion and support. Personal and Professional Development groups will in addition provide the framework to promote Graduate reflection and self reflection.

FormativeMCQs on line addressing key knowledge associated with each learning outcome. Graduates will be encouraged to practice and rehearse their answers to these questions, with the intention of ‘testing knowledge’ on key mental health condi-tions, personality disorder, problematic substance use, dementia and mental health promotion and recovery concepts. (LOs 1-5)

Summative (4,000 words )Graduates will be given four case scenarios addressing the following areasAcute Mental Health Conditions (LO 1)Personality disorder (LO2)Dementia/memory (LO3)Problematic substance use (LO4)

Each scenario will have a key question requiring the Graduate to evaluate the underpinning knowledge relevant to each area of practice, demonstrating a critical understanding of health promotion and recovery concepts (LO5).

Assessment weightingEach answer will have a limit of 1,000 words, and will be equally weighted (25% each).

Coursework (no examination) 100%, 4000 words

Learning Materials:

EssentialBoardman, J., Currie, A., Killaspy, H. and Mezey, G. (2010) Social Inclusion and Mental Health. London: RCPsych Publications

Davies, T. & Craig, T.K.J. (Editors) (2009)(2nd Edition) ABC of Mental Health.

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London: BMJ Books

Downs, M. and Bowers, B. (Editors) (2008) Excellence in Dementia Care: Re-search into practice. Maidenhead: Open University Press.

Newell, R. and Gournay, K. (Editors) (2009) Mental Health Nursing: An evidence-based approach. Edinburgh: Churchill Livingstone, Elsevier

Norman, I. and Ryrie, I. (Editors) (2009) The Art and Science of Mental Health Nursing: A Textbook of Principles and Practice. Maidenhead: Open University Press.

Rassool, HG (2010) Addiction for Nurses. Chichester: Wiley-Blackwell.

Recommended:Jensen, L.W. and Wadkins, T.A. (2007) Mental health success stories: finding paths to recovery. Issues in Mental Health Nursing, 28 (4) 325-40

Nolan, P. (1993) A History of Mental Health Nursing. London: Chapman &Hall.

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Module Code: NIP 4015Module Title: Working in Partnership in Health CareLevel: 7Credit Points: 15Start Term:Subject:Module Leader: TBA Habeemanew KishtoModule Restrictions: Pre-requisites: Completion of PHC 3005, NIP 3090, NIP 3091Programme Restrictions: PG DiP Nursing with RegistrationAutomatic deferral: Not permitted

AimsThe module aims to equip Graduates with the requisite knowledge and skills to work effectively in partnership with patients, carers, other professionals and a range of other stakeholders.


1. Critically evaluate the theoretical underpinnings of partnership working in health and social care;

2. Contextualise current policy drivers in relation to working in partnership in health and social care;

3. Critically explore the perspectives of different professions, and users and carers of services, in relation to partnership working;

4. Articulate the distinctive features of different models of partnership working and evaluate their application in health and social care settings;

5. Identify and critically evaluate interpersonal skills that are essential for ef-fective partnership working.

Syllabus

Leadership, Management and Team workingTheories of partnership working. Service user involvement. Evidence base for partnership working. Personalisation. Examples of failures of partnership working. Diversity.Roles of users and carers in partnership working.Models of partnership working.

Professional valuesThe politics of partnership working. Recent and current policy in relation to partnership working.Professions: theories, cultures, values, similarities and differences. The roles of professionals as: practitioner, partner, leader. Role boundaries. Barriers to partnership working.

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CommunicationInterpersonal communication. Team work. Team dynamics. Leadership. Negotiating. Diversity.

Teaching, Learning and Assessment StrategyTeaching/learning approaches are integrated with assessment arrangements to facilitate Graduate achievement of the learning outcomes for this module.Experiential group work: there will be an emphasis on experiential learning, utilising the Graduates’ own practice experience and prepared case study material. Graduates will work on these individually, in small groups and in action learning sets.Other learning and teaching approaches will include: formal study materials on OASISplus with particular reference to e-journals; directed reading; Graduate-led seminars; workshops; service user input; and role play;

Assessment Scheme

Formative

Critical analysis of a case study, leading to presentations, followed by peer and lecturer feedback. (LO 1,2,3,4,5)

SummativeCritical reflection on contributions of different professions in relation to a practice based experience 2500 words (LO 1,2,3,4,5)

Coursework – Essay 2500 words

Learning Materials:

Barrett, G. Sellman, D. & Thomas, J. (2005). Interprofessional working in health and social care. Basingstoke: Palgrave MacmillanDay, J. (2006). Interprofessional working: an essential guide for health and social care professionals. Cheltenham: Nelson ThornesGoodman, B. & Clemow, R. (2010). Nursing and collaborative practice: a guide to interprofessional learning and working. Exeter: Learning MattersHornby, S. & Atkins, J. (2000). Collaborative care: interprofessional, interagency and interpersonal (2nd edition). Oxford: Blackwell ScienceLeathard, A. (2003). Interprofessional collaboration: from policy to practice in health and social care. Hove: RoutledgeMartin, V. & Rogers, A. (2004). Leading interprofessional teams in health and social care. Abingdon: RoutledgeWenger, E. (2006). Communities of practice: learning, meaning and identity. Cambridge: Cambridge University Press

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Module Code: NIP 4012Module Title: Managing Care of the Adult PatientLevel: 7Credit Points: 30Start Term: AutumnSubject: NursingModule Leader: TBC Tina MooreAccredited by: Pre-Requisites: Successful completion of NIP 3010, PHC 3005 and NIP 3091Programme restrictions: PG DiP Nursing with Registration (Adult)Level Restrictions: Automatic Deferral: Not permitted

AimsThe aim of this module is to prepare the student to manage the adult with acute and long term care needs. Students will be expected to draw on patterns of health and diversity in order to provide a rational for clinical decision making. This module will address ethical and legal issues related to safe clinical judgements.


1. Appraise the factors contributing to acute and long term illness2. Critically examine the underlying patho-physiology of significant conditions3. Utilise the nursing process in order to formulate care delivery4. Debate how evidenced based practice can impact on the quality of care

delivery5. Evaluate the key ethical and legal theories and frameworks6. Critically appraise health promotion strategies

Syllabus

Professional Values Code of conduct. (DOLS). Mental capacity. Health inequality. Transcultural knowledge and sensitivity. Values clarification. Principles of health screening. Principles of negligence. Legislation. Safeguarding. Impact of special needs. Impact of mental illness

Communication and Interpersonal Skills Patient education. Patients’ role in decision making. Communicating with families. Working with the challenging patient. Showing support through empathy.

Nursing Practice and Decision Making Critical thinking. Prioritisation as a use for decision making, Care planning. Applied pathophysiology. Principles of acute care / dementia care / rehabilitation / care of the dying patient. Medicines management. Awareness of alternative therapies. Tools for assessment: glucose monitoring, pain, wound, fluid balance, nutrition, EWS, neurological. Inserting and c/o naso –gastric tube. Wound assessment. Preventing & control of infections. Wound care. Care & management of IVI cannulation sites. Taking specimens-CSU, nasal, eye, ear swabs, Medicines management. Care of the unconscious patient. Oxygen therapy/nebulisers.

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Leadership, Management and Team Working Risk assessment/management

Learning, Teaching and Assessment StrategyA range of teaching and learning strategies will be used to prepare students to deliver care in practice. Lectures and seminars will develop underpinning knowledge. Use of scenarios in small group work and peer assessment will aid the student to develop confidence and communication skills. Support materials will be provided on OASISplus.

FormativeSelf and peer assessed short essay questions related to scenarios (LO 1,2,3,4,5,6)

Summative Exam based on seen scenarios, to include numeracy aspects (LO 1,2,3,4,5,6)

Assessment weighting Seen exam 100% - 3 hours

Learning Materials

Essential:Walsh M. & Crumbie A. (2007) Watson's Clinical Nursing and Related Sciences (7th ed). Edinburgh Bailliere Tindall Elsevier Denny E. & Earle S. (2010) Sociology for Nurses (2 nd Ed.) Cambridge Polity PressTortora G & Derrickson B (2011) Mobeken Principles of Anatomy and Physiology (12th edition) Wiley

Recommended: Brazier, M. (2007) Medicine, patients and the law, (4th Edition), London Penguin Lloyd, M (2010) A practical guide to care planning in health and social care. McGraw Milton Keynes Hill Open University Press

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Module Code: MHR 4012Module Title: Skills and Interventions for Mental Health Nursing Level: 7Credit Points: 30Start Term: AutumnSubject: NursingModule Leader: TBA Mohammad SaibAccredited by: Pre-Requisites: Graduate LevelProgramme restrictions: Level Restrictions: Automatic Deferral: Not permitted

Aims This module is linked with MHR 4050 and aims to develop and enhance the skills required by a graduate mental health nurse to be effective in working with mental health service users/carers.

The module will develop the graduate’s ability to plan holistic care using evidence based interventions/approaches, taking into account underpinning legal and ethical issues in order to promote recovery and social inclusion. Graduates will progress their understanding of partnership working with patients/clients/carers/agencies, and be encouraged to challenge their own values, attitudes and prejudices, in order to develop their capability to respect diversity and challenge inequality in mental health care.


1. Demonstrate a critical understanding and sensitive application of the key principles of a mental health nursing assessment, including screening for mental health problems, risk assessment and care planning.

2. Examine, contextualise and apply the principles related to physical care in mental illness and be able to undertake basic skills in areas such as phys-ical assessment, homeostasis, diabetes, coronary heart disease, obesity, respiratory conditions, skin complaints, sexual health and others.

3. Recognise, assess, monitor and manage the pharmacodynamics of psy-chiatric medication including symptoms, side-effects and non concord-ance.

4. Evaluate the main theories of communication and their application within a mental health context.

5. Explore and debate relevant ethical and legal issues and consider their application to mental health care.

Syllabus

Professional Values (LOs 5)Introduction to key ethical principles and their application to mental health practice and care; Introduction to Safeguarding Vulnerable Adults (SOVA); Introduction to law in a mental health context;

Communication and Interpersonal Skills (LOs 4 )Client/patient focused communication; nurse-focused communication; Theories

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/concepts of communication; patient centred approach (Rogers); humanistic theory, Egan’s model, Heron’s six category interventions; Theories /concepts on the self; Barriers to effective communication;

Clinical practice and decision making (LOs 1, 2, 3 )Screening, assessment, mental state examinations, care planning, risk assess-ment principles, risk management; epidemiology and aetiology of mental illness, anatomy and physiology, evidence based rationales for care and physical health intervention, medication management; pharmacodynamics of main psychiatric medications;

Leadership, management and team working (LOs 1, 2)Role of the nurse in the assessment process; CPA process; confidentiality versus shared knowledge of risk; examining referral processes to local acute and primary care services.

Learning, Teaching and Assessment StrategyA variety of learning strategies are employed. Lectures are interactive and may include videos, group discussion and practical demonstrations. The delivery will be from a variety of professionals with current experience in the subject areas. Graduates will be guided to supplement their lectures through additional self directed learning via extensive module related materials on OASISplus.

Tutorial time via Personal Professional Development (PPD) Groups will be used by tutors to advise and assist Graduate groups and individuals to develop their assignments, but will also provide means for individual Graduate discussion and support. Personal and Professional Development groups will in addition provide the framework to promote Graduate reflection and self reflection.

FormativeUsing various self-directed learning activities associated with each learning out-come, Graduates will have the opportunity of comparing own answers to model answers which will be available via OASISplus. In addition online numeracy tests will be available via OASISplus for Graduates to practice. (LO 1,2,3,4,5)

SummativeGraduates will undertake a seen examination paper employing clinical scenarios with short answer questions. Scenarios will include nursing assessment, pharmacology, legal aspects, physical care issues, and communication approaches to client, carers, team and other agencies. (LO 1,2,3,4,5)

Assessment weightingShort answers will be ‘weighted’, hence Graduates can in effect get an ‘aggregate’ score within the exam i.e. they will not have to ‘pass every question’.

Seen examination 100% Timetabled examination required - YesLength of exam – 3 hours

Learning Materials

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Essential:Bach, S. and Grant, A (2009) Communication and Interpersonal Skills for Nurses. Poole: Learning Matters.

Baille, L. (editor) (2005) Developing Practical Nursing Skills. (2nd edition.), London: Hodder Arnold.

Barker, P. (2010) Mental Health Ethics: The human context. London: Routledge

Barber, P., Brown, R. and Martin, D. (2009) Mental Health Law in England & Wales. Exeter: Learning Matters.

Coben, D. and Atere-Roberts, E. (2005) Calculations for Nursing and Healthcare. Hampshire: Palgrave Macmillan

Healy, D. (2008) Psychiatric Drugs Explained (5th Edition.). Edinburgh: Churchill Livingstone.

Nash, M. (2010) Physical Health and Well-Being in Mental Health Nursing. Clinical Skills for Practice Open University Press England

Schultz, J.M. and Videbeck, S.L. (2008) Lippincott’s Manual of Psychiatric Nursing Care Plans. (8th Ed.) Philadelphia: Lippincott, Williams & Wilkins.

Recommended:Richards, S and Mughal, A.F. (2009) Working With the Mental Capacity Act 2005 (2nd Ed). Hampshire: Matrix Training Associates

Burnard, P. and Gill, P. (2009) Culture, Communication and Nursing: A Multicul-tural Guide. Harlow: Pearson Education Ltd.

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Module Code: NIP 1011Module Title: Practice Learning 1 (PG Dip)Level: 4Credit Points: 15Start Term: AutumnSubject: NursingModule Leader: TBA Tina MooreAccredited by: Nursing and Midwifery CouncilPre-Requisites:Programme restrictions: Only students on the Post graduate Diploma in NursingLevel Restrictions: Automatic Deferral: Not permitted

AimsThis module provides the student with a variety of practice-based experiences in line with the NMC Standards for Education. Students will be supported to achieve the criteria for the first progression point, which focus on safeguarding and protection people of all ages (including their carers and families) as well as professional values, attitudes and behaviours.


1. Contribute to the care of patients/service users, their carers and families demonstrating appropriate assessment skills.

2. Demonstrate safe person centred care under supervision and be able to meet both the physical and emotional needs of patients/ service users.

3. Demonstrate the ability to carry out a range of essential clinical skills and articulate the underpinning knowledge.

4. Reflect on and show awareness of own level of achievement and areas for development through self assessment.

5. Practice honestly and with integrity, applying the principles of The Code: standards for conduct, performance and ethics for nurses and midwifes and the Guidance on professional conduct for nursing and midwifery students.

SyllabusThis will be individualised to the learning needs of the student but will focus on the following areas:Preparation for practice, to include skills rehearsal, and reflection on learning from practiceThe 4 domains within the competency framework:

Professional values, Communication and interpersonal skills, Nursing practice and decision making, Leadership, management and teamworking.

Essential Skills Clusters (ESC’s)

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Learning, Teaching and Assessment StrategyLearning will take place within and from practice experiences. This will include preparation for practice with skills rehearsal and online resources using OASISplus. Within the practice setting the student will be supported by a mentor and will be actively involved in care activities under supervision. This will include simulated learning, periods of supervised practice, reflective practice and ongoing feedback to support the achievement of the required learning outcomes.

Assessment

FormativeStudents will have a negotiated learning agreement for each period of practice learning which will be regularly reviewed by a mentor. (LO 1,2,3,4,5)

Reflection on simulated learning opportunities is to be recorded in the PLD(LO 3,4,)

Summative 100% Year 1 Practice Learning Document incorporating generic and field standards for competence and essential skills clusters. (LO 1,2,3,4,5)

Learning Materials

Mental HealthDavis T and Craig T. (2009) ABC of Mental Health. BMJ Publication

Bach, S. & Grant, A (2009) Communication and Interpersonal Skills for Nurses Poole, Learning Matters

Norman,I. & Ryrie, I. (Editors) (2009) The Art and Science of Mental Health Nursing: A Textbook of Principles and Practice. Milton Keynes: Open University Press.

Adult NursingWalsh, M &Crumbie, A(2007)Watson's Clinical Nursing and Related Sciences (7th edition). Edinburgh BailliereTindall Elsevier Lloyd, M (2010) A practical guide to care planning in health and social care. McGraw Milton Keynes Hill Open University Press.

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Module Code: NIP 1012Module Title: Practice Learning 2 (PG Dip)Level: 4Credit Points: 15Start Term: AutumnSubject: NursingModule Leader: TBA Tina MooreAccredited by: Nursing and Midwifery CouncilPre-Requisites: Completion of Practice Learning 1Programme restrictions: Only students on the Post graduate Diploma in NursingLevel Restrictions: Automatic Deferral: Not permitted

AimsThis module is practice based and provides the student with a variety of practice experiences reflecting the 4 fields of nursing, in line with the NMC Standards for Education. Students will build on the knowledge and skills developed in their other modules and be supported in meeting the generic and specific field standards for competence.


1. Contribute to the care of patients/service users within a number of practice experiences such as adult, child, mental health and learning disability recognising the roles of the various health care professionals within the team.

2. Demonstrate safe person-centred care under supervision and provide rationale for care given.

3. Demonstrate the ability to carry out a range of essential clinical skills and articulate the underpinning knowledge.

4. Recognises and works within limitations of own knowledge and skills and shows an understanding of own development needs.

5. Displays a professional image and practices honestly and with integrity, applying the principles of The Code: standards for conduct, performance and ethics for nurses and midwifes and the Guidance on professional conduct for nursing and midwifery students.

SyllabusThis will be individualized to the learning needs of the student but will focus on the following areas:Preparation for practice and reflection on learning from practiceThe 4 domains within the competency framework:



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Learning, Teaching and Assessment StrategyLearning will take place within and from practice learning. This will include preparation for practice with skills rehearsal and online resources using OASISplus. Within the various practice setting the students will be supported by a mentor and will be actively involved in care activities under supervision. This will include periods of supervised practice, reflective practice and ongoing feedback to support the achievement of the required learning outcomes.

Assessment FormativeStudents will have a negotiated learning agreement for each period of practice learning which will be regularly reviewed by a mentor. (LO 1,2,3,4,5)All students who undertake an experience in a nursery will complete a nursery handbook to support their learning.

Summative100% Practice Learning Document incorporating generic and field standards for competence and essential skills clusters. (LO 1,2,3,4,5)

Learning Materials

Mental HealthBach, S. & Grant, A (2009) Communication and Interpersonal Skills for Nurses Poole, Learning Matters

Healy, D. (2008) Psychiatric Drugs Explained (5th Edition.). Churchill Livingstone.

Schultz, J.M. &Videbeck, S.L. (2008) Lippincott’s Manual of Psychiatric Nursing Care Plans. (8thEdition.) Philadelphia: Lippincott, Williams & Wilkins

AdultDougherty,L,. Lister S. (2008) The Royal Marsden Hospital Manual of Clinical Nursing Procedures (Student Edition). Oxford. John Wiley

Endacott R, Jevon P.Cooper S., (2009) Clinical Nursing Skills: Core and Advanced. Oxford. Oxford University Press

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Module Code: NIP 2004Module Title: Practice Learning 3 (PG Dip)Level: 5Credit Points: 15Start Term: AutumnSubject: NursingModule Leader: TBA Tina MooreAccredited by: Nursing and Midwifery CouncilPre-Requisites: Completion of all Level 1 Practice Learning modulesProgramme restrictions: Only students on the Post Graduate Diploma in

Adult Nursing programmeLevel Restrictions: Automatic Deferral: Not permitted

AimsThis module aims to provide the student with a range of practice learning opportunities across a variety of practice experiences in adult care in line with the NMC Standards for Education. Students will build on the knowledge and skills developed in previous modules and be supported in meeting the generic and specific field standards for competence in order to progress towards the achievement of the NMC criteria for Progression point 2.


1. Assess, plan, implement and evaluate technically safe, person centered care under less direct supervision for people of all ages and abilities with acute and long term conditions.

2. Work in partnership with patients, carers and other healthcare professionals in the delivery of care demonstrating an increasing ability to apply relevant theory and research to their practice.

3. Effectively carry out a range of clinical skills demonstrating understanding of the underpinning knowledge to support care.

4. Reflect on own level of achievement and demonstrate an increasing level of self - awareness regarding areas for development.


SyllabusThis will be individualised to the learning needs of the student but will focus on the following areas:Preparation for practice and reflection on learning from practiceThe 4 domains within the competency framework:

Professional values, Communication and interpersonal skills, Nursing practice and decision making,

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Leadership, management and teamworking.Essential Skills Clusters (ESC’s)


Assessment FormativeStudents will have a negotiated learning agreement for each period of practice learning which will be regularly reviewed by a mentor (LO 1,2,3,4,5)

Feedback on performance from service users and other healthcare professionals will also be encouraged. . (LO ,2,)

Summative 100% Practice Learning Document incorporating generic and field standards for competence and essential skills clusters. (LO 1,2,3,4,5)

Learning Materials

Dougherty,L,. Lister S. (2008) The Royal Marsden Hospital Manual of Clinical Nursing Procedures (Student Edition). Oxford. John Wiley

Endacott R, Jevon P.Cooper S., (2009) Clinical Nursing Skills: Core and Advanced. Oxford. Oxford. Oxford University Press

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Module Code: MHR 2003Module Title: Practice Learning 3 PG DipLevel: 5Credit Points: 15Start Term: AutumnSubject: NursingModule Leader: TBA Helen MathesonAccredited by: Nursing and Midwifery CouncilPre-Requisites: Completion of all Level 1 Practice Learning modulesProgramme restrictions: Only students on the Post Graduate Diploma in

Mental Health Nursing programmeLevel Restrictions: Automatic Deferral: Not permitted

AimsThis module aims to provide the student with a range of practice learning opportunities across a variety of practice experiences in mental health, in line with the NMC Standards for Education. Students will build on the knowledge and skills developed in previous modules and be supported in meeting the generic and specific field standards for competence in order to progress towards the achievement of the NMC criteria for Progression point 2.


1. Assess, plan, implement and evaluate technically safe, person centered care under less direct supervision for people of all ages and abilities with acute and long term conditions.

2. Work in partnership with patients, carers and other healthcare professionals in the delivery of care demonstrating an increasing ability to apply relevant theory and research to their practice.

3. Effectively carry out a range of clinical skills demonstrating understanding of the underpinning knowledge to support care.

4. Reflect on own level of achievement and demonstrate an increasing level of self-awareness regarding areas for development.




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Assessment

FormativeStudents will have a negotiated learning agreement for each period of practice learning which will be regularly reviewed by a mentor. (LO 1,2,3,4,5)

Feedback on performance from service users and other healthcare professionals will also be encouraged. (LO 2)

Summative 100% Practice Learning Document incorporating generic and field standards for competence and essential skills clusters. (LO 1,2,3,4,5)

Learning Materials

Bach, S. and Grant, A. (2009) Communication and Interpersonal Skills for Nurses Poole: Learning Matters

Healy, D. (2008) Psychiatric Drugs Explained (5th Edition.). Edinburgh: Churchill Livingstone.

Schultz, J.M. and Videbeck, S.L. (2008) Lippincott’s Manual of Psychiatric Nursing Care Plans. (8th Edition.) Philadelphia: Lippincott, Williams & Wilkins.

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Module Code: NIP 4013Module Title: Managing Care of the Patient with Complex NeedsLevel: 7Credit Points: 30Start Term: AutumnSubject: NursingModule Leader: TBC Tina MooreAccredited by: Pre-Requisites: Successful completion of all Year 2 modules on this programmeProgramme restrictions: PG Dip Nursing with Registration (Adult)Level Restrictions: Automatic Deferral: Not permitted

AimsThe aim of this module is to build on the knowledge and understanding gained in NIP 4012. In doing so students will be able to effectively manage the care of a patient with complex care needs in a variety of health care settings. It will provide the student with the ability to recognise and respond to changes in the patient condition safely, appropriately and competently. The student will be able to defend judgements and clinical decisions.


1. Critically appraise the use of the nursing process in the prioritisation of care delivery.

2. Evaluate the decision making process, utilising problem solving skills and become competent in planning a plan of care.

3. Articulate significant clinical judgment in a variety of care settings4. Engage and debate in the complexities of advanced practice.

Syllabus

Professional Values Delivering care with individual differences, transcultural negotiation and relationships. NMC policy –influences on accountability.

Communication and Interpersonal Skills Communication in a leadership role. Effective communication in emergency situations e.g. major incident. Talking about end of life. Understanding, devising and using health improvement strategies. Conflict resolution.

Nursing Practice and Decision Making Evidence based practice. Influences on decision making in practice Conflicts / complexity of decisions. Applied pathophysiology relevant for common medical/surgical conditions and care management of conitions. CVP monitoring.Managing infections –implementing local & national policies-assessing needs of infectious patient and implement appropriate measures. Medicines management. Principles of complex care – hospital / home / ambulatory. Principles of ambulatory care. Supporting patient self-care.

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Cardiac monitoring-principles underlying monitoring system, placing leads (monitoring & 12 lead ECG); Interpretation of common arrhythmias. Under water seal drainage. Care of patient with a PEG. Electrolyte balance.Tracheostomy care.

Leadership, Management and Team WorkingHow to influence policy as a RN.

Learning, Teaching and Assessment Strategy

Formative Peer assessed practice OSCEs (LO 1,2,3,4)

Summative OSCE ( LO 1,2,3,4)

Assessment weighting 100% OSCE – 45 minutesCoursework (no examination)

Learning Materials

Essential: Walsh M. & Crumbie A. (2007) Watson's Clinical Nursing and Related Sciences (7th edition). Bailliere Tindall Elsevier

Denny E. & Earle S. (2010) Sociology for Nurses (2nd Edition.) Cambridge Polity Press

Tortora G & Derrickson B (2011) Mobeken Principles of Anatomy and Physiology (12th edition) Wiley

Recommended:Moore T. Woodrow P. (2009) High Dependency Nursing Care, (2nd edition) London, Routledge

Brazier, M. (2007) Medicine, patients and the law, (4th Edition), London Penguin

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Module Code: MHR 4013Module Title: Working with Complexity in Mental Health CareLevel: 7Credit Points: 30Start Term: AutumnSubject: NursingModule Leader: TBA Claire LynchAccredited by: Pre-Requisites: Graduate levelProgramme restrictions: Level Restrictions: Automatic Deferral: Not permitted

Aims This module aims to build upon MHR 4050 and MHR 4012 by advancing the Graduates’ knowledge and critical understanding of mental health, in particular severe and enduring conditions, and the consequences/impact when two or more conditions are present. The module will facilitate Graduates’ to critically evaluate and debate how different mental health conditions can present or be influenced and experienced by different populations subject to age, gender, ethnicity, and clinical setting/service line.


1. Assess the advanced requirements of clients with multiple mental health care needs and critically demonstrate the relevant combination of interven-tions and skills required to work with them

2. Critically understand the complexities involved when substance use presents in concurrence with mental ill health (i.e. dual diagnosis) and de-velop effective response strategies for this population

3. Challenge received views of forensic mental health nursing and critically review the interface between the legal dimension, mental health and men-tal illness

4. Demonstrate critical understanding and reasoning in relation to mental health issues experienced by children and adolescents (i.e. directly); and as consequence of parental mental health problems (i.e. indirectly).

5. Critically explore the complex and systemic nature of service delivery, and evaluate the challenges of integrating mental health promotion and recovery.

Syllabus

Professional Values (LOs 1, 2,3,4,5)Attitudes in relation to ‘special populations’ (e.g. dual diagnosis; forensic, CAMHs, older people); Mental Health Act 1983 (parts 2 & 3); Human Rights Act 1998; Care Programme Approach; the role of mental health professionals, especially nurses, in challenging stigma and discrimination;

Communication and Interpersonal Skills (LOs 1, 2, 3,4,5)Engaging the complex client e.g. multiple co morbidity including dual diagnosis, physical illness, homeless; working and communicating with children and young people.

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Clinical Practice and Decision Making (LOs 1,2,3,4,5)Advanced assessment skills and interventions required for clients who have multiple care needs; co-morbidity; forensic mental health; Child Adolescent and Family Mental; relapse prevention strategies; motivational interviewing; CBT and mindfulness;

Leadership, management and team working (LOs 1,2, 3, 4, 5)Care Programme Approach for clients who require enhanced care; working with people with special needs who have a learning disability as well as mental health symptoms ; Service models and delivery issues related to specialist areas of clinical practice; developing recovery orientated and socially inclusive services and practice;

Learning, Teaching and Assessment StrategyA variety of learning strategies are employed.

Lectures are interactive and may include videos, group discussion and practical demonstrations. The delivery will be from a variety of professionals with current experience in the subject areas. Graduates will be guided to supplement their lectures through additional self directed learning via extensive module related materials on OASISplus.

Tutorial time via Personal Professional Development (PPD) Groups will be used by tutors to advise and assist Graduates groups and individuals to develop their assignments, but will also provide means for individual Graduate discussion and support. Personal and Professional Development groups will in addition provide the framework to promote Graduate reflection.

FormativeApply knowledge and understanding of areas covered to a set case scenario. Peer feedback in small groups. (LO 1,2,3,4,5)Employing the platform of Personal and Professional Development Graduates will be encouraged to explore each of the key Learning Outcomes in their 6 weekly discussions (LO 1,2,3,4,5)

SummativeOSCE (100%). A series of Examination Stations will be set up to correspond with each learning outcome. Graduates will undertake 5 stations and will be expected to demonstrate a range of knowledge and skills/competencies associated with each area of learning. (LO 1,2,3,4,5)

Assessment weighting: 100%

Unseen examination: OSCE

Length of exam – 45 minutes

Learning Materials

Griffith, R. & Tengnah, C (2010) Law and Professional Issues in Nursing

Poole: Learning Matters

McDougall, T. (2006) Child and Adolescent Mental Health Nursing. Chichester: Wiley-Blackwell.

116

Newell, R. and Gournay, K. (2009) Mental Health Nursing: An evidenced-based approach. Edinburgh: Churchill Livingstone

Phillips, P., McKeown, O. and Sandford, T. (Editors) (2010) Dual Diagnosis: Practice in context Chichester: Wiley-Blackwell

Stuart, W. and Humphreys, M. (2005) Multidisciplinary Working In Forensic Men-tal Health Care. Edinburgh: Elsevier, Churchill Livingstone

Thornicroft, G. J. (2006) Shunned: Discrimination Against People with Mental Ill-ness Oxford University Press

Recommended:Slade, M. (2009) Personal Recovery and Mental Illness: A guide for mental health professionals. Cambridge University Press

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Module Code: NIP 4016Module Title: Preparation for Professional Practice in Adult NursingLevel: 7Credit Points: 15Start Term: AutumnSubject: NursingModule Leader: TBC Jill LawrenceAccredited by: Pre-Requisites: Successful completion of all year 2 modules on this programmeProgramme restrictions: Level Restrictions: Automatic Deferral: Not permitted

AimsThis module aims to prepare the graduate to develop their analytical skills in specific areas of policy communication, legal and ethical issues for the transition to practice as a registered nurse. Students will be facilitated to develop awareness and identify the challenges of the newly registered nurse. They will build on professional experience and be encouraged to develop strategies for working in partnership in health care.


1. Critically evaluate legal, professional and ethical frameworks in prepara-tion for registered practice.

2. Review, debate and contextualize theories of management and leadership underpinning decision making processes and their relevance to nursing.

3. Critically reflect on own performance in terms of own role development and self awareness as a learning tool for safe practice.

4. Debate the role of clinical governance in practice

Syllabus

Professional Values Understanding and applying for examples Caldicott Principles. Code of conduct – how this informs practice and decision making. Professional dilemmas. Accountability. Refusal of consent – challenging situations. Dilemmas. End of life and beginning of life – specific issues. Safeguarding. Ethical decision making – theories and application.

Communication and Interpersonal Skills Learning theory. Reflective practice. Interviewing skills in preparation for employment. Presentation skills

Leadership, Management and Team WorkingMentor /role model – receiving and using feedback, assist in mentoring. The concepts of delegation and co-working. Managing competing demands moving responsibility towards lifelong learning. Policies / practice what happens when

118

risk management proves ineffective. Working in inter professional teams. Preparation for team leadership. Developing to teaching and learning skills: peer education.

Learning, Teaching and Assessment StrategyA problem based approach will be used to facilitate the application of the student’s experiences in practice and further develop independent learning. Seminars, small group work, debates and enhance skills of reflection and ability to work interactively.

FormativeSelf and peer assessment of a job interview (LO 1,2,3,4)

Summative Reflection on development of self in relation to one of the NMC domains ( LO 1,2,3,4),

Assessment weighting

Coursework (no examination) Essay 2500 words

Learning Materials

Essential: Nursing and Midwifery Council (2008) The code: Standards of conduct, performance and ethics for nurses and midwives. NMCNursing and Midwifery Council (2009) Guidance on professional conduct for nursing and midwifery students NMC

Recommended: Brazier, M. (2007) Medicine, patients and the law, 4th edition, Penguin: LondonKraszewski, S & McEwen, A (2010) Communication Skills for Adult Nurses. McGraw Hill Milton Keynes Open University Press

119

Module Code: MHR 4016Module Title: Preparation for Professional Mental Health PracticeLevel: 7Credit Points: 15Start Term: AutumnSubject: NursingModule Leader: TBC Roland LodoiskaAccredited by: Pre-Requisites: Completion of Year 2 modulesProgramme restrictions: PG DiP Nursing with Registration (Mental Health)Level Restrictions: Automatic Deferral: Not permitted

Aims The module will assist the graduate to develop their analytical skills in specific areas of policy, communication, legal and ethical issues. Furthermore key communication/ counselling skills (e.g. leadership, decision making, and therapeutic alliance) required of a graduate mental health autonomous nurse will be enhanced.


1. Critically apply evidence based enhanced communication techniques and psycho-social interventions with clients with diverse mental health condi-tions

2. Review, debate and contextualise theories underpinning decision making processes, and their relevance to leadership in nursing

3. Critically review and articulate the impact of existing mental health policy frameworks and current proposed policy initiatives in relation to legal, ethical, political and social contexts

Syllabus

Professional Values Values Based Practice; analysis of the efficacy and impact of key overarching policies; personalisation; review of current mental health policy and its impact on mental health practice, including specialist areas of care; implications of current policy with particular reference to mental health nursing education, training and practice;

Communication and interpersonal skills Communication in context - using the understanding of the theories to critically ex-plore how the nurse communicates with people with dementia; dual diagnosis; people with acute mental health problems; people with enduring mental health problems; using the understanding of the theories to explore how the nurse com-municates: with other professionals within interprofessional environment; carers, relatives/friends/visitors etc

Clinical Practice and Decision Making In depth exploration/application of the following: Cognitive Behavioural Therapy

120

(CBT); Dialectic Therapy (DT); Psychodynamic theories, Motivational Interviewing; key decision making in relation to: critical thinking, engagement and management of complex arguments.

Leadership, management and team working Application and analysis of multiple models of reflection and processes. appraisal of personal learning, professional development and self-awareness; application of organisation and managerial skills for self and others; inter-professional and shared decision making related to resource management and key policy drivers.

Learning, teaching and assessment strategyA variety of learning strategies are employed. Lectures are interactive and may include videos, group discussion and practical demonstrations. The delivery will be from a variety of professionals with current experience in the subject areas. Graduates will be guided to supplement their lectures through additional self directed learning via extensive module related materials on OASISplus.

Tutorial time via Personal Professional Development (PPD) Groups will be used by tutors to advise and assist Graduates groups and individuals to develop their assignments, but will also provide means for individual Graduate discussion and support. Personal and Professional Development groups will in addition provide the framework to promote Graduate reflection.

FormativeEmploying the Personal and Professional Development group process, Graduates will have the opportunity to ‘rehearse’ their clinical presentation within their peer group and receive feedback from both peers and group academic/clinical facilitators.

Preparation of draft essay plans with peer and tutor feedback – specified seminar groups.

Graduates will also have the opportunity of submitting a 500 word outline of their essay to their academic Personal and Professional Development Tutor.

Summative Graduates will undertake two summative assessments:

2500 word reflective essay (LOs 1-4)

(1) A formal presentation on a ‘clinical case’ in the form of a role play. The Gradu-ate will be expected to re enact a ‘typical ward round/community team meeting in which they will present a briefing summary on a client’s case, to the team, out-lining the salient points of the case, and offering evidenced based strategies for appropriate care plan/intervention. (LOs 1,3) (1,000 words)

(2) 1,500 Literature Review ( LOs 2,3)

Graduates’ will submit a 1,500 word literature review on the key drivers/policies influencing nursing and mental health nursing in the 21st century, and implications for their future graduate role

121

Assessment weightingSummative –Literature Review 50%, 1500 wordsClinical Presentation - 50%, 1000 words

Coursework (no examination) – yes, 100%

Learning Materials

Arkowitz, H., Westra, H.A., Miller, W.R. and Rollnick, S. (2007) Motivational Interviewing in the Treatment of Psychological Problems. Guildford Press

Bach, S. and Grant, A (2009) Communication and Interpersonal Skills for Nurses. Poole: Learning Matters

Grant, A., Townend, M., Mulhern, R. and Short, N. (2010) (2nd Edition). Cognitive Behavioural Therapy in Mental Health Care. London: Sage Publications Ltd.

Jarvis P (2006) Towards a group theory of human learning, lifelong learning and learning society. Vol1. London: Routledge

Moon J (2008) Critical Thinking: An exploration of theory and practice. London Routledge

Richards, S and Mughal, A.F. (2008) Working With the Mental Health Act (2nd edition). Hampshire: Matrix Training Associates

Swanwick, T. and McKimm, J. (2010) ABC of Clinical Leadership (ABC Series). Chichester: Wiley-Blackwell

Thompson, S. and Thompson, N. (2008) The Critically Reflective Practitioner. Hampshire: Palgrave Macmillan

Recommended:Price, B. and Anne, H. (2010) Critical Thinking and Writing for Nursing Students. Southernay, East Exeter: Learning Matters,

Woodbridge, K. and Fulford, K.W.M. (2004) Whose Values? A workbook for val-ues-based practice in mental health care. London: Sainsbury Centre for Mental Health

122

Module Code: NIP 2005Module Title: Practice Learning 4 (PG Dip)Level: 5Credit Points: 15Start Term: AutumnSubject: NursingModule Leader: TBA Tina MooreAccredited by: Nursing and Midwifery CouncilPre-Requisites: Completion of NIP 2000 Programme restrictions: Only students on the Post graduate Diploma in

Adult Nursing Programme Level Restrictions: Automatic Deferral: Not permitted

AimsThis module provides the student with a range of practice learning opportunities across a variety of practice experiences in adult care in line with the NMC requirements for registration. Students will build on the knowledge and skills developed to date and be supported in meeting the generic and specific field standards for competence and in order to achieve the NMC criteria for Progression point 2.


1. Assess, plan, implement and evaluate technically safe, person centered care, with less direct supervision, for people of all ages and abilities with acute and long term conditions in an increasingly confident manner.

2. Work in partnership with patients, carers, families and other health and social care professionals in the delivery of care demonstrating the ability to apply relevant theory and research to their practice.

3. Effectively carry out a range of clinical skills, recognise and interpret signs of deteriorating health and act promptly and appropriately as required.

4. Demonstrate the potential to work autonomously by making the most of opportunities to extend their own knowledge and skills.



Professional values,

123

Communication and interpersonal skills, Nursing practice and decision making, Leadership, management and teamworking.


Learning, Teaching and Assessment StrategyLearning will take place within and from practice learning. This will include preparation for practice with skills rehearsal and online resources using Oasis plus. Within the various practice setting the students will be supported by a mentor and will be actively involved in care activities under supervision. This will include periods of supervised practice, reflective practice and ongoing feedback to support the achievement of the required learning outcomes.

Assessment FormativeStudents will have a negotiated learning agreement for each period of practice learning which will be regularly reviewed by a mentor. (LO 1,2,3,4,5)Feedback on performance from service users and other healthcare professionals will also be encouraged. (LO 2)


Learning Materials


Endacott R, Jevon P.Cooper S., (2009) Clinical Nursing Skills: Core and Ad-vanced. Oxford. Mental Health

124

Module Code: MHR 2004Module Title: Practice Learning 4 (PG Dip)Level: 5Credit Points: 15Start Term: AutumnSubject: NursingModule Leader: TBA Helen MathesonAccredited by: Nursing and Midwifery CouncilPre-Requisites: Completion of MHR 2003 Programme restrictions: Only students on the Post graduate Diploma in

Mental Health Nursing ProgrammeLevel Restrictions: Automatic Deferral: Not permitted

AimsThis module provides the student with a range of practice learning opportunities across a variety of practice experiences in mental health in line with the NMC requirements for registration. Students will build on the knowledge and skills developed to date and be supported in meeting the generic and specific field standards for competence and in order to achieve the NMC criteria for Progression point 2.


1. Assess, plan, implement and evaluate technically safe, person centered care, with less direct supervision, for people of all ages and abilities with acute and long term conditions in an increasingly confident manner.

2. Work in partnership with patients, carers, families and other health and social care professionals in the delivery of care demonstrating the ability to apply relevant theory and research to their practice.

3. Effectively carry out a range of clinical skills, recognize and interpret signs of deteriorating health and act promptly and appropriately as required.

4. Demonstrate the potential to work autonomously by making the most of opportunities to extend their own knowledge and skills



Professional values,

125

Communication and interpersonal skills, Nursing practice and decision making, Leadership, management and teamworking.



Assessment FormativeStudents will have a negotiated learning agreement for each period of practice learning which will be regularly reviewed by a mentor. (LO 1,2,3,4,5)



Learning Materials

Bach, S. and Grant, A. (2009) Communication and Interpersonal Skills for Nurses Poole: Learning Matters

Healy, D. (2008) Psychiatric Drugs Explained (5th Ed.). Edinburgh: Churchill Liv-ingstone.

Schultz, J.M. and Videbeck, S.L. (2008) Lippincott’s Manual of Psychiatric Nursing Care Plans. (8th Edition.) Philadelphia: Lippincott, Williams & Wilkins.

126

Module Code: NIP 3040Module Title: Practice Learning 5 (PG Dip)Level: 6Credit Points: 15Start Term: AutumnSubject: NursingModule Leader: TBA Tina MooreAccredited by: Nursing and Midwifery CouncilPre-Requisites: Completion of all Practice Learning modules at Level 2Programme restrictions: Only students on the Post Graduate Diploma in

Adult NursingLevel Restrictions: Automatic Deferral: Not permitted

AimsThis module provides the student with a range of practice learning opportunities across a variety of practice experiences in line with the NMC requirements for registration. Students will build on the knowledge and skills developed in Year 2 and be supported in meeting the generic and specific field standards for competence in order to progress towards the achievement of the NMC criteria for registration.


1. Utilise local and national guidelines in the provision of technically safe, person centered care for people of all ages and abilities in both community and hospital care settings.

2. Work collaboratively with other health and social care professionals in the delivery of high quality care demonstrating a sound understanding and application of evidence based practice.

3. Recognise and respond appropriately to the changing needs of patients, their families and carers through different periods of health and illness and take an active role in the decision making process.

4. Work autonomously and more independently in managing the complex care needs of people demonstrating leadership and teaching skills.

5. Show professionalism and integrity and work within professional, ethical and legal frameworks.




127





Learning Materials



128

Module Code: NIP 3041Module Title: Practice Learning 6 (PG Dip)Level: 6Credit Points: 15Start Term: AutumnSubject: NursingModule Leader: TBA Tina MooreAccredited by: Nursing and Midwifery CouncilPre-Requisites: Completion of NIP/MHR 3040 Programme restrictions: Only students on the Post Graduate Diploma in

Adult NursingLevel Restrictions: Automatic Deferral: Not permitted

Aims This module provides the student with a range of practice learning opportunities across a variety of practice experiences in adult nursing in line with the NMC requirements for registration. Students will build on the knowledge and skills developed to date and be supported in meeting the generic and specific field standards for competence and in order to achieve the NMC criteria for registration. Students will be assessed by a sign-off mentor during their 12 week period of continuous practice.


1. Utilise local and national guidelines in the provision of technically safe, person centered care for people of all ages and abilities in both community and hospital care settings to achieve the best outcomes for patients.

2. Work collaboratively with other health and social care professionals in the delivery of high quality care demonstrating the use of a range of effective communication strategies in the application of evidence based practice.

3. Recognise and respond appropriately to the changing needs of patients with complex care needs involving the patient, their family and carers in the decision making process to optimize health and well-being. .

4. Take a leadership role in co-ordinating the care of patients with complex care needs and contribute to the planning, designing, delivering future services.

5. Show professionalism and integrity and work within professional, ethical and legal frameworks to maintain and improve standards of care.


Professional values, Communication and interpersonal skills,

129

Nursing practice and decision making, Leadership, management and teamworking.


Learning, Teaching and Assessment StrategyLearning will take place within and from practice learning. This will include preparation for practice with skills rehearsal and online resources using Oasis plus. Within the various practice setting the students will be supported by a sign-off mentor and will be actively involved in care activities. This will include periods of supervised practice, critical reflection and ongoing feedback to support the achievement of the required learning outcomes.

Assessment

FormativeStudents will have a negotiated learning agreement for each period of practice learning which will be regularly reviewed by their sign-off mentor. (LO 1,2,3,4,5)Feedback on performance from service users and other healthcare professionals will also be encouraged. (LO 2)


Learning Materials



130

Module Code: MHR 3040Module Title: Practice Learning 5 (PG Dip)Level: 6Credit Points: 15Start Term: AutumnSubject: NursingModule Leader: TBA Helen MathesonAccredited by: Nursing and Midwifery CouncilPre-Requisites: Completion of all Practice Learning modules at Level 2Programme restrictions: Only students on the Post Graduate Diploma in

Mental Health NursingLevel Restrictions: Automatic Deferral: Not permitted

AimsThis module provides the student with a range of practice learning opportunities across a variety of practice experiences mental health in line with the NMC requirements for registration. Students will build on the knowledge and skills developed in Year 2 and be supported in meeting the generic and specific field standards for competence in order to progress towards the achievement of the NMC criteria for registration.


1. Utilise local and national guidelines in the provision of technically safe, person centered care for people of all ages and abilities in both community and hospital care settings.

2. Work collaboratively with other health and social care professionals in the delivery of high quality care demonstrating a sound understanding and application of evidence based practice.

3. Recognise and respond appropriately to the changing needs of patients, their families and carers through different periods of health and illness and take an active role in the decision making process.

4. Work autonomously and more independently in managing the complex care needs of people demonstrating leadership and teaching skills.

5. Show professionalism and integrity and work within professional, ethical and legal frameworks.



131






Learning Materials

Phillips, P., McKeown, O. and Sandford, T. (Eds) (2010) Dual Diagnosis: Practice in context Chichester: Wiley-Blackwell

Pearson A, Field J and Jordan Z (2007) Evidence-based clinical practice in nurs-ing and health care: A comprehensive approach to evidence-based practice in nursing and health professions. Oxford. Blackwell

Rees, A and Shapiro, D (2005).Effective team working and leadership in mental health progamme: Evaluation feedback report to the NHS Leadership centre. NHS Evaluation Group: Leeds University of Leeds

132

Module Code: MHR 3041Module Title: Practice Learning 6 (PG Dip)Level 6Credit Points: 15Start Term: AutumnSubject: NursingModule Leader: TBA Helen MathesonAccredited by: Nursing and Midwifery CouncilPre-Requisites: Completion of NIP/MHR 3040 Programme restrictions: Only students on the Post Graduate Diploma in

Mental Health NursingLevel Restrictions: Automatic Deferral: Not permitted

AimsThis module provides the student with a range of practice learning opportunities across a variety of practice experiences in mental health in line with the NMC requirements for registration. Students will build on the knowledge and skills developed to date and be supported in meeting the generic and specific field standards for competence and in order to achieve the NMC criteria for registration. Students will be assessed by a sign-off mentor during their 12 week period of continuous practice.


1. Utilise local and national guidelines in the provision of technically safe, person centered care for people of all ages and abilities in both community and hospital care settings to achieve the best outcomes for patients.

2. Work collaboratively with other health and social care professionals in the delivery of high quality care demonstrating the use of a range of effective communication strategies in the application of evidence based practice.

3. Recognise and respond appropriately to the changing needs of patients with complex care needs involving the patient, their family and carers in the decision making process to optimise health and well-being.

4. Take a leadership role in co-ordinating the care of patients with complex care needs and contribute to the planning, designing, delivering future services.

5. Show professionalism and integrity and work within professional, ethical and legal frameworks to maintain and improve standards of care.


Professional values, Communication and interpersonal skills,

133

Nursing practice and decision making, Leadership, management and teamworking.


Learning, Teaching and Assessment StrategyLearning will take place within and from practice learning. This will include preparation for practice with skills rehearsal and online resources using Oasis plus. Within the various practice setting the students will be supported by a sign-off mentor and will be actively involved in care activities. This will include periods of supervised practice, critical reflection and ongoing feedback to support the achievement of the required learning outcomes.

Assessment FormativeStudents will have a negotiated learning agreement for each period of practice learning which will be regularly reviewed by their sign-off mentor. (LO 1,2,3,4,5)



Learning Materials

Phillips, P., McKeown, O. and Sandford, T. (Eds) (2010) Dual Diagnosis: Practice in context Chichester: Wiley-Blackwell

Pearson A, Field J and Jordan Z (2007) Evidence-based clinical practice in nurs-ing and health care: A comprehensive approach to evidence-based practice in nursing and health professions. Oxford. Blackwell

Rees, A and Shapiro, D (2005).Effective team working and leadership in mental health progamme: Evaluation feedback report to the NHS Leadership centre. NHS Evaluation Group: University of Leeds

134

Appendices

Appendix 1 - NMC Standards for Pre-registration Nursing Education 2010

Competencies Year 1 Year 2 Year 3

Domain 1: Professional Values1. All nurses must practise with confidence according to The code: Standards of conduct,

performance and ethics for nurses and midwives (NMC 2008), and within other recognised ethical and legal frameworks. They must be able to recognise and address ethical challenges relating to people’s choices and decision-making about their care, and act within the law to help them and their families and carers find acceptable solutions.

1.1 Adult nurses must understand and apply current legislation to all service users, paying special attention to the protection of vulnerable people, including those with complex needs arising from ageing, cognitive impairment, long-term conditions and those approaching the end of life.

1.2 Mental Health nurses must understand and apply current legislation to allservice users, paying special attention to the protection of vulnerable people, including those with complex needs arising from ageing, cognitive impairment, long-term conditions and those approaching the end of life.

NIP 4050MHR 4050NIP 1011NIP1012NIP 2004

NIP 4013MHR 4013NIP2001

MHR 2006NIP 3040

MHR 3040NIP 3041

MHR 3041

2. All nurses must practise in a holistic, non-judgmental, caring and sensitive manner that avoids assumptions, supports social inclusion; recognises and respects individual choice; and acknowledges diversity. Where necessary, they must challenge inequality, discrimination and exclusion from access to care.

2.1 Mental Health nurses must practise in a way that addresses the potential

NIP 3091 NIP 4050MHR 4050NIP 1011NIP1012NIP 2004

NIP 2001MHR 2004NIP 3040

MHR 3040NIP 3041

135

Competencies Year 1 Year 2 Year 3power imbalances between professionals and people experiencing mentalhealth problems, including situations when compulsory measures are used,by helping people exercise their rights, upholding safeguards and ensuring minimal restrictions on their lives. They must have an in depthunderstanding of mental health legislation and how it relates to care andtreatment of people with mental health problems

MHR 3041

3. All nurses must support and promote the health, wellbeing, rights and dignity of people, groups, communities and populations. These include people whose lives are affected by ill health, disability, ageing, death and dying. Nurses must understand how these activities influence public health.

3.1 Mental Health nurses must promote mental health and wellbeing, while challenging the inequalities and discrimination that may arise from or contribute to mental health problems

NIP 2004NIP 4012

MHR 4012

NIP 2005MHR 2004NIP 3040

MHR 3040NIP 3041

MHR 3041

4. All nurses must work in partnership with service users, carers, families, groups, communities and organisations. They must manage risk, and promote health and wellbeing while aiming to empower choices that promote self-care and safety.

4.1 Mental Health nurses must work with people in a way that values, respects and explores the meaning of their individual lived experiences of mental health problems, to provide person-centred and recovery-focused practice.

NIP 3091 NIP 2004MHR 4050NIP 4015

NIP 4013MHR 4013NIP 3040

MHR 3040NIP 3041

MHR 3041

5. All nurses must fully understand the nurse’s various roles, responsibilities and functions, and adapt their practice to meet the changing needs of people, groups, communities and populations. NIP 3091 NIP 1011

NIP 1012NP 2004NIP 4015

NIP 2005MHR 2004NIP 3040

MHR 3040NIP 3041

136

Competencies Year 1 Year 2 Year 3MHR 3041

6. All nurses must understand the roles and responsibilities of other health and social care professionals, and seek to work with them collaboratively for the benefit of all who need care. NIP 3091 NIP 1011

NIP 1012NIP 2004NIP 4015NIP 4050

NIP 2005NIP 2004NIP 3040NIP 3041

MHR 3040MHR 3041

7. All nurses must be responsible and accountable for keeping their knowledge and skills up to date through continuing professional development. They must aim to improve their performance and enhance the safety and quality of care through evaluation, supervision and appraisal.

NIP 3090PHC 3005

NIP 2004 MHR 4016PHC 4016NIP 3041

MHR 3041

8. All nurses must practise independently, recognising the limits of their competence and knowledge. They must reflect on these limits and seek advice from, or refer to, other professionals where necessary.

8.1 Mental Health nurses must have and value an awareness of their own mental health and wellbeing. They must also engage in reflection and supervision to explore the emotional impact on self of working in mental health; how personal values, beliefs and emotions impact on practice, and how their own practice aligns with mental health legislation, policy and values-based frameworks.

NIP 3040NIP 3041

MHR 3040MHR 3041NIP 4016

MHR 4016

9. All nurses must appreciate the value of evidence in practice, be able to understand and appraise research, apply relevant theory and research findings to their work, and identify areas for further investigation.

NIP3090PHC 3005

NIP 4012MHR 4012

NIP 4013MHR 4013

137

Competencies Year 1 Year 2 Year 3NIP 1012NIP 2004

MHR 2003

NIP 3040NIP 3041

MHR 3040MHR 3041

Domain 2: Communication and interpersonal skills

1. All nurses must build partnerships and therapeutic relationships through safe, effective and non-discriminatory communication. They must take account of individual differences, capabilities and needs.

1.1 Mental Health nurses must use skills of relationship-building and communication to engage with and support people distressed by hearing voices, experiencing distressing thoughts or experiencing other perceptual problems.

1.2 Mental Health nurses must use skills and knowledge to facilitate therapeutic groups with people experiencing mental health problems and their families and carers.

NIP 1011NIP 1012NIP 2004

MHR 4012

NIP 2005MHR 2004NIP 3040NIP 3041

MHR 3040MHR 3041MHR 4013

2. All nurses must use a range of communication skills and technologies to support person-centred care and enhance quality and safety. They must ensure people receive all the information they need in a language and manner that allows them to make informed choices and share decision making. They must recognise when language interpretation or other communication support is needed and know how to obtain it.

NIP 3091 NIP 1011NIP 1012NIP 2004

MHR 2003

NIP 2005MHR 2004NIP 3040NIP 3041

MHR 3040MHR 3041

3. All nurses must use the full range of communication methods, including verbal, non-verbal and written, to acquire, interpret and record their knowledge and understanding of people’s needs. They must be aware of their own values and beliefs and the impact this may have on their communication with others. They must take account of the many different ways in which people

NIP 3091 NIP 2004NIP 2003

NIP 2005MHR 2004NIP 3040

138

Competencies Year 1 Year 2 Year 3communicate and how these may be influenced by ill health, disability and other factors, and be able to recognise and respond effectively when a person finds it hard to communicate.

3.1 Adult nurses must promote the concept, knowledge and practice of self-care with people with acute and long-term conditions, using a range of communication skills and strategies.

NIP 3041MHR 3040MHR 3041

4. All nurses must recognise when people are anxious or in distress and respond effectively, using therapeutic principles, to promote their wellbeing, manage personal safety and resolve conflict. They must use effective communication strategies and negotiation techniques to achieve best outcomes, respecting the dignity and human rights of all concerned. They must know when to consult a third party and how to make referrals for advocacy, mediation or arbitration.

4.1 Mental Health nurses must be sensitive to, and take account of, the impact of abuse and trauma on people’s wellbeing and the development of mental health problems. They must use interpersonal skills and make interventions that help people disclose and discuss their experiences as part of their recovery.

NIP1012NIP 2004NIP 2003

NIP 2005MHR 2006NIP 3040NIP 3041

MHR 3040MHR 3041

5. All nurses must use therapeutic principles to engage, maintain and, where appropriate, disengage from professional caring relationships, and must always respect professional boundaries.

5.1 Mental Health nurses must use their personal qualities, experiences and interpersonal skills to develop and maintain therapeutic, recovery-focused relationships with people and therapeutic groups. They must be aware of their own mental health, and know when to share aspects of their own life to inspire hope while maintaining professional boundaries.

NIP 3091 NIP 1012NIP 2004

MHR 2003

NIP 2005MHR 2004NIP 3040NIP 3041

MHR 3040MHR 3041

6. All nurses must take every opportunity to encourage health-promoting behaviour through education, role modelling and effective communication. NIP 1011

NIP 1012NIP 2005

MHR 2004

139

Competencies Year 1 Year 2 Year 36.1 Mental Health nurses must foster helpful and enabling relationships with families, carers and other people important to the person experiencing mental health problems. They must use communication skills that enable psychosocial education, problem-solving and other interventions to help people cope and to safeguard those who are vulnerable.

NIP 2004MHR 2003

NIP 3040NIP 3041

MHR 3040MHR 3041

7. All nurses must maintain accurate, clear and complete records, including the use of electronic formats, using appropriate and plain language. NIP 3040

NIP 3041MHR 3040MHR 3041

8. All nurses must respect individual rights to confidentiality and keep information secure and confidential in accordance with the law and relevant ethical and regulatory frameworks, taking account of local protocols. They must also actively share personal information with others when the interests of safety and protection override the need for confidentiality.

NIP 3091 NIP 1011NIP 1012NIP 2004

MHR 2003

NIP 2005MHR 2004NIP 3040NIP 3041

MHR 3040MHR 3041

Domain 3: Nursing practice and decision-making

1. All nurses must use up-to-date knowledge and evidence to assess, plan, deliver and evaluate care, communicate findings, influence change and promote health and best practice. They must make person-centred, evidence-based judgments and decisions, in partnership with others involved in the care process, to ensure high quality care. They must be able to recognise when the complexity of clinical decisions requires specialist knowledge and expertise, and consult or refer accordingly.

1.1 Adult nurses must be able to recognise and respond to the needs of all people who come into their care including babies, children and young people, pregnant and postnatal women,

NIP 2004MHR 2003NIP 4012

MHR 4012NIP 4050

MHR 4050

NIP 2005MHR 2004NIP 3040NIP 3041

MHR 3040MHR 3041NIP 4013

MHR 4013

140

Competencies Year 1 Year 2 Year 3people with mental health problems, people with physical disabilities, people with learning disabilities, older people, and people with long term problems such as cognitive impairment.

1.2 Mental Health nurses must be able to recognise and respond to the needsof all people who come into their care including babies, children and young people, pregnant and postnatal women, people with physical health problems, people with physical disabilities, people with learning disabilities, older people, and people with long term problems such as cognitive impairment.

2. All nurses must possess a broad knowledge of the structure and functions of the human body, and other relevant knowledge from the life, behavioural and social sciences as applied to health, ill health, disability, ageing and death. They must have an in-depth knowledge of common physical and mental health problems and treatments in their own field of practice, including co-morbidity and physiological and psychological vulnerability.

NIP 2004MHR 2003NIP 4012

MHR 4012NIP 4050

MHR 4050

NIP 2005MHR 2004NIP 3040NIP 3041

MHR 3040MHR 3041NIP 4013

MHR 4013

3. All nurses must carry out comprehensive, systematic nursing assessments that take account of relevant physical, social, cultural, psychological, spiritual, genetic and environmental factors, in partnership with service users and others through interaction, observation and measurement.

3.1 Adult nurses must safely use a range of diagnostic skills, employing appropriate technology, to assess the needs of service users.

3.2 Mental Health nurses must be able to apply their knowledge and skills in a range of evidence-based individual and group psychological and psychosocial interventions, to carry out systematic needs assessments, develop case formulations and negotiate goals.

NIP 2004MHR 2003NIP 4012

MHR 4012NIP 4015

NIP 2005MHR 2004NIP 3040NIP 3041

MHR 3040MHR 3041NIP 4013

MHR 4013

141

Competencies Year 1 Year 2 Year 3

4. All nurses must ascertain and respond to the physical, social and psychological needs of people, groups and communities. They must then plan, deliver and evaluate safe, competent, person-centred care in partnership with them, paying special attention to changing health needs during different life stages, including progressive illness and death, loss and bereavement.

4.1 Adult nurses must safely use invasive and non-invasive procedures, medical devices, and current technological and pharmacological interventions, where relevant, in medical and surgical nursing practice, providing information and taking account of individual needs and preferences.

4.2 Adult nurses must recognise and respond to the changing needs of adults, families and carers during terminal illness. They must be aware of how treatment goals and service users’ choices may change at different stages of progressive illness, loss and bereavement.

4.3 Mental Health nurses must be able to apply their knowledge and skills in a range of evidence-based psychological and psychosocial individual and group interventions to develop and implement care plans and evaluate outcomes, in partnership with service users and others.

NIP 2004MHR 2003NIP 4012

MHR 4012NIP 4015

NIP 2005MHR 2004NIP 3040NIP 3041

MHR 3040MHR 3041NIP 4013

MHR 4013

5. All nurses must understand public health principles, priorities and practice in order to recognise and respond to the major causes and social determinants of health, illness and health inequalities. They must use a range of information and data to assess the needs of people, groups, communities and populations, and work to improve health, wellbeing and experiences of healthcare; secure equal access to health screening, health promotion and healthcare; and promote social inclusion.

5.1 Mental Health nurses must work to promote mental health, help prevent mental health problems in at-risk groups, and enhance the health and wellbeing of people with mental health problems.

NIP 3091 NIP 2004MHR 2003NIP 4015NIP 4050

MHR 4050

NIP 2005MHR 2004NIP 3040NIP 3041

MHR 3040MHR 3041NIP 4013

MHR 4013

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Competencies Year 1 Year 2 Year 36. All nurses must practise safely by being aware of the correct use, limitations and hazards of

common interventions, including nursing activities, treatments, and the use of medical devices and equipment. The nurse must be able to evaluate their use, report any concerns promptly through appropriate channels and modify care where necessary to maintain safety. They must contribute to the collection of local and national data and formulation of policy on risks, hazards and adverse outcomes.

6.1 Mental Health nurses must help people experiencing mental health problems to make informed choices about pharmacological and physical treatments, by providing education and information on the benefits and unwanted effects, choices and alternatives. They must support people to identify actions that promote health and help to balance benefits and unwanted effects.

NIP 4012MHR 4012

NIP 4013MHR 4013NIP 4016

MHR 4016NIP 3040

MHR 3040 NIP 3041

MHR 3041

7. All nurses must be able to recognise and interpret signs of normal and deteriorating mental and physical health and respond promptly to maintain or improve the health and comfort of the service user, acting to keep them and others safe.

7.1 Adult nurses must recognise the early signs of illness in people of all ages. They must make accurate assessments and start appropriate and timely management of those who are acutely ill, at risk of clinical deterioration, or require emergency care.

7.2 Adult nurses must understand the normal physiological and psychological processes of pregnancy and childbirth. They must work with the midwife and other professionals and agencies to provide basic nursing care to pregnant women and families during pregnancy and after childbirth. They must be able to respond safely and effectively in an emergency to safeguard the health of mother and baby.

7.3 Mental Health nurses must provide support and therapeutic interventions for people experiencing critical and acute mental health problems. They must recognise the health and social factors that can contribute to crisis and relapse and use skills in early intervention, crisis

NIP 2004MHR 2003NIP 4012

MHR 4012NIP 4050

MHR 4050

NIP 4013MHR 4013NIP 3040

MHR 3040NIP 3041

MHR 3041

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Competencies Year 1 Year 2 Year 3resolution and relapse management in a way that ensures safety and security and promotes recovery.

7.4 Mental Health nurses must work positively and proactively with people who are at risk of suicide or self-harm, and use evidence-based models of suicide prevention, intervention and harm reduction to minimise risk.

8. All nurses must provide educational support, facilitation skills and therapeutic nursing interventions to optimise health and wellbeing. They must promote self-care and management whenever possible, helping people to make choices about their healthcare needs, involving families and carers where appropriate, to maximise their ability to care for themselves.

8.1 Adult nurses must work in partnership with people who have long-term conditions that require medical or surgical nursing, and their families and carers, to provide therapeutic nursing interventions, optimise health and wellbeing, facilitate choice and maximise self-care and self-management.

8.2 Mental Health nurses must practise in a way that promotes the self determination and expertise of people with mental health problems, using a range of approaches and tools that aid wellness and recovery and enable self-care and self management.

NIP 3040MHR 3040NIP 3041

MHR 3041NIP 4016

MHR 4016

9. All nurses must be able to recognise when a person is at risk and in need of extra support and protection and take reasonable steps to protect them from abuse.

9.1 Mental Health nurses must use recovery-focused approaches to care in situations that are potentially challenging, such as times of acute distress; when compulsory measures are used; and in forensic mental health settings. They must seek to maximise service user involvement and therapeutic engagement, using interventions that balance the need for safety with positive risk-taking.

NIP 2004MHR 2003NIP 4014

MHR 4012

NIP 2005MHR 2004NIP 3040

MHR 3040NIP 3041

MHR 3041NIP 4013

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Competencies Year 1 Year 2 Year 3MHR 4013

10. All nurses must evaluate their care to improve clinical decision-making, quality andoutcomes, using a range of methods, amending the plan of care, where necessary, and communicating changes to others.

NIP 4050MHR 4050NIP 4012

MHR 4012

NIP 2005MHR 2004NIP 3040

MHR 3040NIP 3041

MHR 3041NIP 4013

MHR 4013NIP 4016

MHR 4016

Domain 4: Leadership, management and team working

1. All nurses must act as change agents and provide leadership through quality improvement and service development to enhance people’s wellbeing and experiences of healthcare. NIP 2005

MHR 2004NIP 3040

MHR 3040NIP 3041

MHR 3041NIP 4016

MHR 4016

2. All nurses must systematically evaluate care and ensure that they and others use the findings to help improve people’s experience and care outcomes and to shape future services. NIP 4012

MHR 4012NIP 4015

NIP 2005MHR 2004NIP 3040

145

Competencies Year 1 Year 2 Year 3MHR 3040NIP 3041

MHR 3041NIP 4013

MHR 4013

3. All nurses must be able to identify priorities and manage time and resources effectively to ensure the quality of care is maintained or enhanced. NIP 3090

PHC 3005NIP 4050PHC 4050

NIP 2005MHR 2004NIP 3040

MHR 3040NIP 3041

MHR 3041NIP 4016

MHR 4016

4. All nurses must be self-aware and recognise how their own values, principles and assumptions may affect their practice. They must maintain their own personal and professional development, learning from experience, through supervision, feedback, reflection and evaluation.

4.1 Mental Health nurses must actively promote and participate in clinical supervision and reflection, within a values-based mental health framework, to explore how their values, beliefs and emotions affect their leadership, management and practice.

NIP 2005MHR 2004NIP 3040

MHR 3040NIP 3041

MHR 3041NIP 4016

MHR 40165. All nurses must facilitate nursing students and others to develop their competence, using a range

of professional and personal development skills.

5.1 Mental Health nurses must help raise awareness of mental health, and provide advice and

NIP 2005MHR 2004NIP 3040

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Competencies Year 1 Year 2 Year 3support in best practice in mental health care and treatment to members of the multi-professional team and others working in health, social care and other services and settings.

MHR 3040NIP 3041

MHR 3041NIP 4016

MHR 4016

6. All nurses must work independently as well as in teams. They must be able to take the lead in coordinating, delegating and supervising care safely, managing risk and remaining accountable for the care given.

6.1 Mental Health nurses must contribute to the management of mental health care environments by giving priority to actions that enhance people's safety, psychological security and therapeutic outcomes, and by ensuring effective communication, positive risk management and continuity of care across service boundaries.

NIP 4015 NIP 2005MHR 2004NIP 3040

MHR 3040NIP 3041

MHR 3041NIP 4016

MHR 4016

7 All nurses must work effectively across professional and agency boundaries, actively involving and respecting others’ contributions to integrated person-centred care. They must know when and how to communicate with and refer to other professionals and agencies in order to respect the choices of service users and others, promoting shared decision making, to deliver positive outcomes and to coordinate smooth, effective transition within and between services and agencies.

NIP 2004MHR 2003 NIP 4015

NIP 2005MHR 2004NIP 3040

MHR 3040NIP 3041

MHR 3041NIP 4016

MHR 4016

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Appendix 2 - Accessing University IT systems

Logging onto the computer network

This enables you to use computers in the Learning Resources Centres or anywhere else on a Middlesex University Campus. To access a computer you will need:

1. Your IT User ID: this is printed on the back of your student card, consisting of your initials and three or more digits, e.g. SO807

2. Your Password: this is your Student Number + mmm, where mmm is the month (in lower case) of your date of birth. e.g. Student Number = M00123456 (If your Student Number is all

numeric, please insert an UPPERCASE M at the beginning of your password.)

Date of Birth = 27th June 1989 Password = M00123456jun

3. You will need to change your password the first time you login. Your new password MUST include the following: - at least 8 characters - at least one letter in UPPERCASE - at least one letter in lowercase - at least one number e.g. Sunsh1ne or Monday63

For further information and assistance go to: http://www.24-7.mdx.ac.uk/email/index.htm

Logging onto OASISplus

To access OASISplus take the following steps:1. From the 24-7 website click on the ‘OASISplus’ link or alternatively

type http://oasisplus.mdx.ac.uk/2. Click on the ‘MIDDLESEX UNIVERSITY’ link to take you to the login

page. 3. Enter your Username. This is your Student Number and can be

found on your student card. 4. For the most up to date information about OASISplus

passwords please go to: http://www.lr.mdx.ac.uk/helpsheets/getting_started/Howtologin.pdf

5. You should now be able to see the list of modules for which you are registered although only those with content will be listed here. Click on the module name to access the materials, discussions, assignments and other activities within the module.

For more information and troubleshooting advice visit the OASISplus pages on 24-7 at http://www.24-7.mdx.ac.uk/oasisplus/index.htm

Logging onto Athens

Your Athens username and password will enable you to access the full text databases or journal articles that the library subscribe to; wherever you are - on or off-campus; in the UK and abroad.

1. Enter your User ID and Password = these are the same as for the computer network. But please note that the initial password will not work off campus so if you have not yet changed or cannot

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http://www.24-7.mdx.ac.uk/oasisplus/index.htm

http://www.lr.mdx.ac.uk/helpsheets/getting_started/Howtologin.pdf

http://oasisplus.mdx.ac.uk/

http://www.24-7.mdx.ac.uk/email/index.htm

change your password on campus then please apply to a helpdesk for your password.

2. There are two ways to use Athens: you will usually be asked to login when accessing a specific article. Alternatively you can login once to all the resources authenticated by Athens at: http://www.lr.mdx.ac.uk/lib/athens

Logging onto MISIS 1. From the 24-7 website click on the ‘MISIS’ link or alternatively type

http://misis.mdx.ac.uk2. Enter your Username. This is your Student Number and can be

found on your student card. 3. Enter your PIN. If you are logging on for the first time, your default

password will be your date of birth (DDMMYY).4. You will need to change your password the first time you login, and

create a six-digit number.

For further information and assistance go to: http://www.24-7.mdx.ac.uk/misis/

Logging onto your Middlesex University email account 1. From the 24-7 website click on the ‘Student email’ link or

alternatively type http://www.outlook.com2. Your email address and login is: [email protected] 3. Your IT User ID: this is printed on the back of your student card,

consisting of your initials and three or more digits, e.g. [email protected]

4. Your Password: this is your Student Number + mmm, where mmm is the month (in lower case) of your date of birth. e.g. Student Number = M00123456 (If your Student Number is all

numeric, please insert an UPPERCASE M at the beginning of your password.)

Date of Birth = 27th June 1989 Password = M00123456jun

5. You will asked to complete a simple registration and change your password the first time you login

For further information and assistance go to: http://www.24-7.mdx.ac.uk/email/login.htm

Logging onto your Sky Drive online file store1. This provides you with 25GB of online storage which can be

accessed at http://www.skydrive.live.com2. Your User ID and Password are the same as your email account

For further information and assistance go to: http://www.24-7.mdx.ac.uk/email/login.htm

Logging onto the Library catalogue1. Access the library catalogue at: http://library.mdx.ac.uk 2. Enter your Borrower ID. This is your Student Number and can be

found on your student card. 3. Enter your PIN. Your password will be your date of birth

(DDMMYY). If you are unsuccessful type in the default PIN number: 111111

If you have difficulties accessing any university system please contact the computing helpdesk on your campus or the Web Helpdesk available online at http://webhelpdesk.mdx.ac.uk/

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http://www.24-7.mdx.ac.uk/email/login.htm

http://www.skydrive.live.com/

http://www.24-7.mdx.ac.uk/email/login.htm

http://www.outlook.com/

http://www.24-7.mdx.ac.uk/misis/

http://misis.mdx.ac.uk/

http://www.lr.mdx.ac.uk/lib/athens

Appendix 3 – Health and Disability Panel Pre-Registration Nursing and Midwifery

AimTo provide a strategic direction across nursing and midwifery programmes with regard to the management and support for students with a disability or health issue (as identified by Occupational health).

Terms of reference

1. To ensure that students with health and disability issues are given appro-priate support and all reasonable adjustments are made to support them on their programme.

2. To regularly review students (pre-registration Nursing and Midwifery) with health and disability issues affecting their programme, and maintain con-fidentiality of such discussions.

3. To support programme leaders with the monitoring of individual students.4. To facilitate the smooth handover of relevant students between CFP and

Field programme leaders.5. To ensure parity and fairness of approach to individual students across the

framework. 6. To consider occupational health reports that make recommendations and

require adjustments in their programme, including practice placements, taking Fitness to Practice into consideration.

7. To refer cases to the Fitness to Practice Panel where occupational health report recommendations cannot be accommodated.

Meetings - 6 monthly, suggest October / November (can consider occupational health reports of CFP nursing students / Midwifery students and June, can include handover of CFP students to Field programme leaders).

Membership A Director of Programmes (Chair) Programme Leaders CFP, adult Field, child Field, mental health Field,

BSc Nursing, BSc Midwifery PBLU representative Student Operations Manager Clinical colleague x 1 (E.g. Educational Lead) Members may also be co-opted for specifc advice such as University

Disability Service, Clinical Practice Facilitator from a specific speciality.

Reporting to;NMET, FMT

(Terms of Reference approved by NMET and the Health and Disability Panel)

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Appendix 4 - Disclosure of Criminal Record

A Guide for Nursing and Midwifery applicants and students

Why do I have to disclose any criminal record?It is a legal requirement for anyone who intends to or is working with children or vulnerable adults to disclose their criminal record, and to be subject to an enhanced Criminal Records Bureau (CRB) check. If you fail to disclose a criminal record that is later reported by the CRB this will be considered a breach of University regulations and will be dealt with under the Disciplinary procedure, and is likely to result in your offer of a place being withdrawn.

Will having a criminal record prevent me from becoming a nurse or midwife?Not necessarily, each case is considered on an individual basis. You will be given an opportunity at your selection interview to discuss this with your interviewers.

What do I have to disclose?You must disclose any convictions, cautions, warnings or occasions when you have been bound-over. Sometimes police may have urged those arrested to take a caution or warning and advised that after some years this will not appear on any record. This is normally true, but not for those wishing to enter some professions, including nursing and midwifery. If in doubt - disclose. Any history at all will be apparent when your criminal bureau check is received by the university. You should also disclose whether you are currently being investigated by the police and/or social services even though this may not yet have resulted in a criminal record.

I received a caution for shoplifting when I was 14 (10 years ago) and was told that it is now considered as spent so do I need to disclose this?Nursing and midwifery are professions that are exempt from (ie are required not to abide by) the Rehabilitation of Offenders Act (1975) and therefore you MUST declare any convictions, cautions, warnings or occasions when you have been bound-over no matter how long ago they occurred and whether they were in this country or any other. We consider each case individually, and in this case the failure to disclose would be considered as more serious than the disclosure of a single minor offence committed as a minor 10 years previously.

I’m not sure if I was given a warning or caution – what should I do?Ignorance or uncertainty will not be accepted as excuses for non-disclosure. If you do not remember you should give details of any occasions when you are unsure of the outcome of any interaction with the police so that when your CRB report is received there will be a record of you having made your best attempt to disclose.

What happens to my CRB report?When we receive a copy of your CRB report we will check it against your disclosure, and should there be any discrepancies you will be required to attend a disciplinary meeting at which this will be considered. You will also receive a copy of your CRB report, and you will need to keep this safely as you will be required to present this when you attend every placement. If you do not have your CRB report copy you will not be allowed to start your placement. We strongly recommend that you make a photocopy of your CRB report in case the original is lost or damaged – we are not able to provide you with a copy.

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What if I get a conviction, caution, warning, or am bound-over once I have started the programme?You must inform your Professional Development Tutor or Programme Leader immediately, and they will advise you how to proceed. You should also be aware that, if the police or social services are in any way concerned about your conduct they are required to contact us directly. If you fail to disclose a criminal record that is acquired during your programme it will be considered a breach of University regulations and will be dealt with under the Disciplinary procedure. Failure to disclose is considered a very serious offence, and if you fail to disclose whilst on the programme, and this is revealed when you apply for a job, this will be reported to the NMC for disciplinary action. At the end of both the first year and the second year you are required to make a signed declaration affirming that you remain of good health and character and free from any further criminal record.

Dr Kay Caldwell – Head of Institute of Nursing and Midwifery (Revised – January 2009)

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Appendix 5 - Fitness to Practice Panel

1.0 Introduction

As education providers responsible for the provision of pre-qualifying nursing and midwifery programmes we have a statutory responsibility to ensure that nurses and midwives that register with the NMC on completion of their pre-qualifying programme are fit for practice (FfP). We also have a contractual responsibility to ensure that our students, on registration, are employable. Thus there are occasions when we are required to exercise professional judgement, outside of the normal assessment and/or disciplinary processes, on whether an individual meets Fitness for Practice requirements. Such decisions need to be made either on recruitment, or during the programme when concerns might be raised and bring into question as to whether an individual is fit to practice. In order to manage this process the School of Health and Social Sciences has set up a Fitness for Practice Panel (FfPP) in accordance with the requirements of the Nursing and Midwifery Council (NMC).

2.0 Current processes and practices2.1 Recruitment

We assess applicants’ FfP prior to admission to a nursing or midwifery programme in several ways:

Self-affirmation of health and criminal record (undertaken at re-enrolment for years 2 and 3)

References Interview Subsequent CRB and occupational health clearance is a condition of any

offer of entry to a programme

We have clearly documented policies and processes in place that align closely with our Trust partners, as to the acceptance or rejection of students with a declared criminal record. Failure to declare a criminal record which is subsequently revealed on CRB check leads to discontinuation from the programme. However there are occasions when individual cases fall into a ‘grey area’ and require professional judgement as to whether a criminal record is acceptable for admission to a programme or not.

Since September 2005 there is a requirement for all students to re-affirm their declaration of good character on an annual basis and there are occasions when a student acquires a criminal record during the programme, and a professional judgement needs to be made as to whether the student should be allowed to continue on the programme or not.

All students, after enrolment will undergo occupational screening by an Occupational Health (OH) Practitioner, who will send a report to the University confirming their clearance status. This report will detail any adjustments that need to be made in order to enable the student to undertake the programme. The Health and Disability Panel (HDP) will review this report and work in partnership with our Disability Services and clinical partners, to ensure that the adjustments are in place before the students commence their first placement. In very few cases it may be found that the adjustments cannot be made or are deemed not to be ‘reasonable’ in accordance with the disability Discrimination Act (DDA). If this proves to be the case the HDP will prepare a detailed report and submit to the FfPP for consideration and recommendation.

153

2.2 AssessmentStudent nurses’ Fitness for Practice is assessed throughout the programme as part of the Practice Assessment Tool (PAT). Students who fail to achieve the required standard will fail the module to which the PAT is attached, and a failed practice assessment is not compensatable. This is part of the normal assessment process and does not need to be referred to the FfPP. Student midwives are assessed in a similar way using the Clinical Practice Assessment Document (CPAD), which forms part of their practice modules. Those who fail to achieve the required standard will fail the module, which is not compensatable.

All cases of suspected plagiarism will be reported to and investigated by Academic Registry, who will report their findings and decision to the Associate Dean, Teaching and Quality Enhancement. Serious cases of plagiarism that have been upheld by Academic Registry and found to be at level 2 or above, account for above 20% of the work or involve copying or buying the work from another student/source, will be referred to FfPP.

2.3 Student conduct and disciplineThe University Regulations for student conduct and discipline, as detailed athttp://www.mdx.ac.uk/regulations/allprogs/studcon.htm applies to all nursing and midwifery students (pre or post-qualifying). When any breach of the regulations in relation to student conduct and discipline are being considered the requirements of the Nursing and Midwifery Council (NMC) in relation to good character and public protection will be taken into account. The disciplinary process for nursing and midwifery students (appendix A) clearly identifies the role of staff involved in relation to referring students to the FfPP.

3.0 Principles on which FfPP operates: We need to be transparent, fair and consistent in the way in which profes-

sional judgements on fitness for practice are made We work in conjunction with the Regulations of the University Such judgements should not be left to one person to make in isolation We need to exercise judgement in the same way that our Trust colleagues

do, and by using the same criteria We need a process that enables a decision to be made quickly This panel would only consider issues relating to Fitness for Practice that

fall outside of the normal assessment and/or disciplinary processes and any member of academic staff can refer a student to FfPP, or refer to the FfPP for advice

3.1 Membership of FfP Head of Institute of Nursing and Midwifery (Chair) 4 senior members of Nursing and Midwifery academic staff Student Operations Manager Admissions Manager 4 Trust representatives Supervisor of Midwives Lay member Administrative Officer, Institute of Nursing and Midwifery – Officer to FfPP

On occasion, as part of induction or staff development activity, and with permission of the Chair, an observer may be present, but would not contribute to the decision-making process.

3.2 Terms of reference

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http://www.mdx.ac.uk/regulations/allprogs/studcon.htm

Under the direction of the Head of the Institute of Nursing and Midwifery the Fitness for Practice Panel are responsible for:

Providing professional judgements on applicants’/students’ fitness for practice where issues falling outside of existing admissions, assessment and disciplinary procedures are identified

Recording and monitoring the cases that are dealt with by the Panel Advising policy and./or procedural amendments to the appropriate forum

where required Providing professional advice on fitness for practice issues to School staff

3.3 Mode of operation The FfPP will meet three times a year to review the work of the panel, discuss policy issues and make policy decisions. Each case referred to the FfPP will be considered by a sub-panel that is responsible for arriving at a decision as to whether FfP is impaired and what the outcome should be

4.0 Outcomes of FfPP ReferralsA FfPP sub-panel who are considering whether the FfP of an applicant for a nursing or midwifery programme is impaired can make one of 2 decisions:

To recommend that a place on a Pre-registration Nursing/Midwifery Pro-gramme is offered

To recommend that a place on a Pre-registration Nursing/Midwifery Pro-gramme is not offered

A FfPP sub-panel who are considering whether the FfP of an applicant/student who has not yet met the conditions of their offer, is impaired can make one of 2 decisions:

To recommend that the conditional offer of a place on the Pre-registration Nursing/Midwifery programme is withdrawn. In this case the applicant/stu-dent will be invited to discuss their options for transferring to another non-professional programme

To recommend that the conditional offer of a place on the Pre-registration Nursing/Midwifery programme is upheld. In this case the applicant may enrol, or the student may continue with their programme of studies. There may be conditions attached to this decision

A FfPP sub-panel who are considering whether the FfP of a student who has been referred to the panel for unprofessional conduct is impaired can make one of two decisions:

To recommend that the student is withdrawn from the Pre-registration Nursing/Midwifery, programme. In this case the applicant/student will be invited to discuss their options for transferring to another non-professional programme

To recommend that the student is allowed to continue on the Pre-registra-tion Nursing/Midwifery. There may be conditions attached to this decision

A FfPP sub-panel who are considering whether the FfP of a student is impaired due to health/disability (and have been referred the case by the Health and Disability Panel, with their recommendations) can make one of two decisions:



A FfPP sub-panel who are considering whether the FfP of a student is impaired due to plagiarism (and have been referred the case by the Associate Dean,

155

Teaching and Quality Enhancement, with the recommendations from Academic Registry) can make one of two decisions:



Any recommendation for discontinuation will be made to the Associate Dean, Teaching and Quality Enhancement, who will also be informed of any withdrawal of conditional offers.

5.0 Appeals 5.1 An appeal is a request from a student that a decision of the FfPP should

be reviewed because it is believed that an injustice has occurred. A successful appeal results in the FfPP reconvening to review its decision in the light of the new information although it does not necessarily mean that the original decision of the FfPP is changed. All appeals must be made through the Officer to the FfPP

5.2 An appeal against a decision of the FfPP can only be made on the grounds that:

I. The FfPP process was not run in accordance with the agreed policy

II. There was an administrative error affecting the outcomeIII. There is additional and relevant evidence that was not seen or was

not available at the time the decision was made.

5.3 A successful appeal will result in the case being re-submitted to a sub-panel of the FfPP with the inclusion of additional members. This sub-panel will be independently chaired by the Associate Dean, Teaching and Quality Enhancement.

Dr Kay CaldwellHead of Institute of Nursing and Midwifery.Reviewed: January 2010Next Review due: January 2011

Appendix 6 - Students Undertaking Paid Work In Addition to Programme Hours

Guidance for Students of Nursing & Midwifery

156

The University has been made aware that some students have been undertaking paid work outside the programme. We cannot condone this practice but need to alert you to some of the implications that this may have on your professional programme.

Academic achievement

The pre-registration nursing Programme is made up of practice hours, classroom hours and self directed study hours. This study time is essential to meet the learning outcomes of the modules. Working extra shifts could affect your academic achievement on the programme.

Professional responsibilities

As this is a professional course, working in the capacity of anything other than a supervised student nurse may compromise your ability to appreciate the professional boundaries and integrity of the role. It must be recognised that the role of a care assistant is inherently different to that of a student nurse.

Although efforts are made by local Trusts to limit the number of shifts that students work in addition to practice placements, by engaging in extra work you are potentially putting yourselves, colleagues, and ultimately patients at risk.

The following activities will be considered serious and may require disciplinary action, which may result in you being discontinued from the programme. Students who work consecutive shifts as this may lead to excessive tiredness,

which may endanger patients. This includes working before or after a study day in the University.

Students who have not attended programmed sessions within the University because they have or are working in the clinical area.

Students who are identified on the duty roster in their practice placement and who take sick leave or absence in order to work as agency or bank in that or another Trust.

If you require further advice or guidance on any of the above please contact your personal and professional development tutor.

Appendix 7 - Policy for movement between fields of practice and programmes

Change of Target Award within the Pre-qualifying Nursing Framework

1. Transfer between fields of practice at the end of year 1

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Students wishing to change from their chosen field of practice to another are eli-gible to do so towards the end of year one. Students must be able to identify they have met the relevant learning outcomes within field module in the field they wish to join. For example an adult field student who wishes to transfer into the mental health field needs to demonstrate they have met the learning outcomes specific to mental health, within MHR 1000 (LOs 5 and 6). This is done by a reflective piece, submitted to the Programme leader as detailed below.

2. Transfer between programmes at the end of year 1Students wishing to move from the BSc Hons Nursing to the BSc (Hons) European degree programme will do so at the end of year 1. They must demonstrate the ability for such transfer. They will need to demonstrate that all professional requirements for progression at progression point 1 are met prior to transfer. Normally, you will have chosen your field of practice at the commence-ment of year 1. If, in addition to change from BSc Nursing to the BSc European programme, you also wish to change field of practice, point 1above will apply. Please note you will need to have sufficient language skills to be able to meet the communication requirements in clinical practice in the country of exchange.

Operationalising the Policies for Change of Target Award within the scope of the NHS London Contractual Agreement.

The movement between the 2 degree programmes / fields of practice will inevitably have an impact and “knock-on” effect on the numbers on other programmes and fields of practice. In order to minimise this, and ensure that contracted numbers are retained the following procedure must be followed:

1) Students who seek advice regarding a change of field of practice specifically are advised that this is dependent on the number of requests for movement in view of the limited places on each field of practice. These requests and numbers will be discussed at the end of year 1, and movement cannot be guaranteed.

2) A date will be designated by which all requests for transfer between programmes or change of field of practice must be submitted. The deadline will be set by the your Programme Leader.

3) All requests must be formally submitted as follows:

Transfer between fields of practice

Students who wish to transfer between fields of practice must complete a “T form” (available from the Hendon and Archway Campus Student Office) along with the written reflective account detailing the rationale for their change request to meet the criteria below. This must be submitted to the student office at Archway cam-pus addressed to your Programme Leader.

The transfer requests will be considered, and allocated in relation to the following criteria;

- Is the account detailing field of practice choice a reflective account?- Is the reflective account grounded in practice?- Does the reflective account integrate academic learning to their re-

quest for transfer?- Does the reflective account offer clear and valid explanations for this

request?

Transfer will also be dependant upon the number of placements available upon the requested field of practice If a number of students meet the above criteria for

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field of practice transfer, but the demand for places exceeds availability, students will be required to attend for interview.

The deadline for submission of this application for transfer will be posted on the notice boards and via electronic mail. A meeting will be arranged at the end of Year 1 for all Programme Leaders to re-view these choices and allocate requests in line with the NHS London contract. The contract compliance manager will be asked for confirmation of the availability of movement within the contract numbers for each branch prior to this meeting. Students will be informed in writing if their request has been successful, thus also facilitating placement planning for Year 2. The relevant Programme Leaders will confirm names and overall movement of students with the contract compliance manager, who will update NHS London.

On agreement of movements within the framework, the Programme Leader accepting students on to their programme will authorise these movements by signing the “T form” and forwarding these to Hendon student office. Hendon will change the students target award, and forward a copy of the T form to the student office manager, Archway, for the student’s modules/programmes to be updated accordingly. The relevant Programme Leader will inform the Clinical Placements Manager of changes in order to update the student’s clinical placement route.

Approved by NMET: date???

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