Student Handbook

BSc (Hons) Pre-Registration Nursing

September 2015
School of Health
All course materials, including lecture notes and other additional materials related to your
course and provided to you, whether electronically or in hard copy, as part of your study, are
the property of (or licensed to) UCLan and MUST not be distributed, sold, published, made
available to others or copied other than for your personal study use unless you have gained
written permission to do so from the Dean of School. This applies to the materials in their
entirety and to any part of the materials.
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 Contents Page

1. Introduction to the course

1.1 Welcome to the course

1.2 Rationale, aims and learning outcomes of the course

1.3 Course Team

1.4 Academic advisor

1.5 Hub administration details

1.6 Communication

2. Structure of the course

2.1 Overall structure

2.2 Modules available

2.2.1 Progression

2.3 Study Time

2.3.1 Weekly timetable

2.3.2 Expected hours of study

2.3.3 Attendance Requirements

2.4 Data Protection

3. Approaches to teaching and learning

3.1 Expertise of staff

3.2 Learning and teaching methods

3.3 Study skills

3.4 Learning resources

3.4.1 Learning Information Services (LIS)

3.4.2 Electronic Resources

3.5 Personal development planning

3.6 Career opportunities

4. Student support, guidance and conduct

4.1 Academic advisors

4.2 Student Support

4.3 Students with disabilities

4.4 Health and Safety

4.5 Conduct

4.6 Students’ Union

5. Assessment

5.1 Assessment Strategy

5.2 Notification of assignments and examination arrangements

5.3 Referencing

5.4 Confidential material

5.5 Dealing with difficulties in meeting assessment deadlines

5.5.1 Extenuating circumstances

5.5.2 Late submissions

5.6 Feedback Following Assessments

5.7 Cheating, plagiarism, collusion or re-presentation

5.8 Appeals against assessment board decisions

6. Course regulations

6.1 Course requirements

6.2 Classification of Awards

7. Student voice

7.1 Course representatives

7.2 Student Staff Liaison Committee Meetings (SSLC)

7.3 Module Evaluation

7.4 Complaints

8. Appendices

8.1 Programme Specification

8.2 Module leader list and contact information

8.3 Getting the best out of your placement

8.4 Assessment planning templates

9. Fee Information
1. Introduction to the course
1.1 Welcome to the course

Dear student

Welcome to the School of Nursing within the College of Health and Well-being at the
University of Central Lancashire.

There are approximately 37,000 students and staff here at UCLan, so you are joining a well-
established community, all of whom aim for the same thing... a great learning experience for
all and, ultimately, graduate employment. Our aim is to develop practitioners who have
caring and compassion as central tenets of their educational experience and, with our clinical
partners, we will strive to help you develop skills in practice as well as an extensive
knowledge base.

Here in the School of Nursing we are proud that 98% of our students secure graduate
employment, embarking on education is a huge commitment, personally and financially; we
know, we did it too! We know how daunting it can be to study at University, but we are
friendly bunch who simply want you to be the best you can be, both academically and in
practice.

I could use this space to tell you about our outstanding resources,
our leading edge research and our dedicated team of lecturers, but
those things speak for themselves and will have already influenced
your choice to come to UCLan. I could tell you about the great
support that we can provide and signpost you to these; I could tell
you about the many opportunities that will be afforded you whilst you
are here, but all that will reveal itself within the pages of this
handbook, the communications you receive from your lecturers and
course leaders and the partnerships that you will engage in during
clinical practice. So, I would urge you to immerse yourself in your
studies, make the most of all that is available, and develop an
enquiring mind, a commitment to hard work and a willingness to make a difference. However,
if you feel that you are struggling, personally or academically, please let us know as soon as
possible and we will listen and do our utmost to support you and to help you make good,
healthy decisions. We need you to be prepared to do your best and we will support your
progression to a fulfilling and life-changing career.

I am delighted that you have chosen the University of Central Lancashire for your studies
and would like to wish you every success in your journey of learning, discovery and personal
development.

Dr Karen Wright

Head of School of Nursing

First few weeks of activity
Enrolment
Make sure that you have enrolled and that we have all your
correct details. Without this, you cannot be assessed or go
into practice and it will affect any grants or bursaries you may
have.

If you change your name or address or contact details,

please let us know immediately as staff use your UCLan
email or mobile to contact you with key information
Library  IMPORTANT! – this gives you an ID card that you must
carry with you always at UCLAN and in practice
 Attend library inductions!
Your home computer  Set up your computer - email, remote access, software
etc.
 Find out where the open access rooms are with
computers for your use day and night.
 Use the UCLAN Website… it is there to provide you with
the information you need and is continually updated.
 Always use your UCLAN email address as this is a key
contact for staff.
 Check your emails and Virtual Learning Environment site
regularly to keep up to date with course information
Students Union Join the students union and join in
Get your student union card
Some University induction Do you know where to find:
activities The health clinic
The multi-faith centre
The library
Catering outlets
Car parks
School of Nursing and Social Science help desk
+
Look out for recycling bins and do your bit for the
environment!
Annual activities At the beginning of each academic year you must re-enrol.
This is important as it allows the computer system to keep
track of your progress; supports any bursary application and
ensures that you get your award at the end of the course!
+
When you re-enrol you are required to complete a
declaration of health and good character.

Getting to the University.....car and other options

Staff and students are encouraged to think about greener travel options:
Many of you will travel by car: Car parking is based on a first come first served basis; you will
need a car parking pass for the days that you attend university from the Preston Campus Car
Parking Services. They are open for business from 08:45 to 16.45 Monday to Thursday, and
08:45 to 15.45 on Fridays.
Car Parking is controlled by the Car Parking Controllers and Attendants using warning notices
and clamping. A fee is payable for release. All regulations can be found at UNIVERSITY OF
CENTRAL LANCASHIRE CAR PARKING REGULATIONS and should be read before signing
the Permit Application form.

Car Permits for 2014-15 are charged at a daily rate and you must give the number of days that
you will be attending the campus on your application form. Remember that in any given theory
week you will be required to attend classes for 2-3 days and will have directed study for the
remaining days of the week – you may wish to attend the university.
If you do travel by car: can you offer car sharing with other students on the course?

See https://www.uclan.ac.uk/students/life/car_parking.php for parking costs, application forms

and information

1.2 Rationale, aims and learning outcomes of the course

The course aims to produce first level qualified nurses who have developed a systematic
knowledge base and a sound portfolio of clinical and interpersonal skills. Cognitive, problem
solving and decision making skills that inform sound managerial abilities will facilitate an
accelerated career path for those who wish it, as well as enabling graduates to practice
effectively in a variety of care settings. To achieve this, the course will enable the students to:

 Meet the NMC generic and field competencies and essential skills clusters for entry to
the Register (NMC 2010) as a first level nurse specialising in Adult, or Children or
Mental Health.
 Meet the QAA Benchmark Statements for the Healthcare Professional and Nursing
(QAA 2001)
 Meet the course learning outcomes, make the transition towards becoming a
professional nurse and achieve the award of BSc (Hons) Pre-Registration Nursing
(Adult) OR (Mental Health) OR (Children)
 QUIPP and Department of Health Outcomes Framework

1.3 Course Team

The course content is ‘packaged’ into modules and each module has a named person
responsible for the delivery and management of the module, this person is known as the
module leader. The module leader is responsible for the development, delivery and changes
to their module. They will be your key contact for support and guidance in relation to the specific
module you are studying at any given time. They will advise and guide you as to the
requirements for the module and achievement in the assessment(s). The module leader will
also liaise with the course leader.

Each module leader will provide a framework or structure to support student learning within
the subject field. The module leader is responsible for the overall quality of the module and
will write an evaluation report at the end of each module. Each module leader will ensure that
the module Virtual Learning Environment is maintained and developed to facilitate student
information about the module and the student learning experience.

Each award; BSc (Hons) Pre-registration Nursing (Adult) / (Children) / Mental Health), will have
a course leader who will manage the course for three years. Each new intake of the degree
programme will have three new cohort leaders appointed who will, in turn, follow their cohort
through their three year programme.

Your Course Leaders are as follows:

Children’s Nursing Adult Nursing Mental Health Nursing

Rachel Byatt Renette Ellson Sarah Traill
Course Leader Course Leader Course Leader
Children’s Nursing Adult Nursing Mental Health
01772 895521 01772 895099 01772 895104
rbyatt@uclan.ac.uk REllson@uclan.ac.uk SLTraill@uclan.ac.uk

Cohort leaders for the September 2015 cohort are as follows:

Children’s Nursing Adult Nursing Mental Health Nursing

Karen Blake Sarah Shillitoe Alison Elliot
Cohort Leader Cohort Leader Cohort Leader
Children’s Nursing Adult Nursing Mental Health
01772 893721 01772 892738 01772 895113
kblake@uclan.ac.uk SLShillitoe@uclan.ac.uk AElliot1@uclan.ac.uk

1.4 Academic advisor

Each student is allocated a Personal/Home Group Tutor within the first week of the course.
The School also has a Home group Co-ordinator, John Ainscough, who specifically deals with
this task. In the unlikely event that you have not been allocated a academic advisor then please
contact John on 01772 8953707 or jmainscough@uclan.ac.uk

Your academic advisor will support you and other members of your Home Group throughout
the three year programme. The academic advisor will also meet with you on an individual
basis to monitor your progress and assist with any personal issues arising. You must always
take your Practice Assessment Document with you to the Home group meetings and to
meetings with your academic advisor.

Take a look at the academic advisor list and make a note of your academic advisor here….

Academic advisor Name

Building and Room Number

01772 89________

Telephone Number 89 ….. this is the stem for all UCLAN numbers, the
last 4 digits are the tutors extension number

Email e.g. jbloggs@uclan.ac.uk

Always use your UCLAN email
address We do not use ‘full stops’ in the name, you will have
a similar address.
Home group
You will be allocated to a small group of students: 20-25 in a group. This is your home group.
It will be led by your academic advisor for all the three years of the course. Time will be
allocated during study time at Preston for you to meet before and after practice experiences
with your home group and it is important that you turn up and take part - giving support and
receiving support from other students who are going through many of the same experiences
that you are.

Year 1 – Home Group meetings

1. .......................................................................................
2. .......................................................................................
3. .......................................................................................
4. ......................................................................................
Names, contact details of members of my home group
Everyone will have a UCLAN email address; please use this for the duration of the course.
Name Email Telephone
N.B. Print this page if you want to keep a record elsewhere

1.5 Administration details

Campus Admin Services provides academic administration support for students and staff and
are located at Brook Building 204 and is open from 8.45am until 5.15pm Monday to Thursday
and until 4.00pm on Fridays. The hub can provide general assistance and advice regarding
specific processes such as extenuating circumstances, extensions and appeals. Course
specific information is also available via school Blackboard sites.

The hub telephone number is 01772 891992/891993.

The hub email contact is: brookhub@uclan.ac.uk

1.6 Communication
The University expects you to use your UCLan email address and check regularly for
messages from staff. If you send us email messages from other addresses they risk being
filtered out as potential spam and discarded unread.

In addition to this you may be contacted through the post, Virtual Learning Environment or via
text message and there are several notice-boards with information throughout the School of
Nursing.

1.7 External Examiner

The University has appointed an External Examiner to your course who helps to ensure that
the standards of your course are comparable to those provided at other higher education
institutions in the UK. The name of this person, their position and home institution can be
found below. If you wish to make contact with your External Examiner, you should do this
through your Course Leader and not directly. External Examiner reports will be made
available to you electronically. The School will also send a sample of student coursework to
the external examiner(s) for external moderation purposes, once it has been marked and
internally moderated by the course tutors. The sample will include work awarded the highest
and lowest marks and awarded marks in the middle range.

External Examiners for the BSc (Hons) Pre-Registration Nursing

Mental Health Field:

Kevin Acott (Kingston University)

Sue Griffiths (Bedfordshire University)

Adult Field

Mike Brownsell (University of Chester)

Linda Garbutt (Manchester Metropolitan University)

Margaret Herlihy (Middlesex University)

Mel Newton (Teesside University)

Child Field

Jackie Vasey (University of Huddersfield)

External examiner reports are discussed at Staff Student Liaison Meetings and are published
on Blackboard.

2. Structure of the course

2.1 Overall structure

All taught programmes of study at the University of Central Lancashire operate under the Credit
Accumulation and Transfer Scheme (CATS). Your progress towards a target award through
credit rated course modules is through accumulation of appropriate credits. Each module has
a credit rating. For this course, the majority of modules are standard size (20 credits) with a
few half (10 credits) or double modules (40 credits). Overall you study for 120 credits a year -
360 credits over 3 years.

The BSc (Hons) Pre-registration Nursing is a three year degree that is approved by the Nursing
and Midwifery Council. Because you are studying on a degree and will register as a nurse, if
you are successful in your study, the whole programme over three years has been carefully
designed to provide you with the knowledge, skills and professional attributes expected of
nurses today.

You will be studying with other students who are intending to register on the same part of the
nursing register as yourself – especially in year 2 but you will find that you are with students
from other fields at times and occasionally with other pre-registration practitioners such as
paramedics and operating department practitioners. The National Health Service (NHS) is an
exciting and challenging employer and you will always be working with other healthcare
professionals - doctors, physiotherapists, social workers etc. who are just as interested in
caring for individuals and their families as you are.

How will you spend your time?

The NMC requires you to study and learn for 4,600 hours of practice in an equal split in the
University and in clinical practice

This generally breaks down into:

Year UCLan Practice Holiday

Year 1 20 weeks 18 weeks 12 weeks
Year 2 18 weeks 20 weeks 12 weeks
Year 3 22 weeks 20 weeks 8 weeks

All hours in University and practice are based on a 40 hour week (this includes 2.5 hours of
personal reflection). This may mean a late morning or afternoon start to your study in university
and in practice and a late evening finish.

Holidays are fixed each year and we have tried to balance them across Christmas, Easter and
summer break periods. All students will have to be in practice at least one Christmas over the
three years.

The academic year begins in September and ends in August each year

In practice: there will be two main allocations to practice a year. Within each practice
allocation, there are mentors and practice education facilitators (PEF) based in the NHS trusts,
who help run the programme, are developing different types of experiences for you – we call
these micro-circuits - shorter circuits within your main placement. You will work in hospitals
and community settings within the Trusts that you have been allocated to.

There is always travel involved to get to placements and you will need to work the shift times
and patterns of the placement – just as you will in full employment at the end of the course.
Part of the placement experience is to get to understand how hospitals and primary care
practitioners deliver care to people day and night. You will also be expected to work some night
duty - normally during year 2 or 3 - for at least two weeks. You can do more if you wish. You
will also have to work weekends and some bank holidays in practice.

Practice allocation

Over each year we have nursing students in their first, second and third year of their course;
and part time students. We allocate placements to other students working towards a range of
professional qualifications. We have developed a placement circuit across:

 Ashton, Wigan, Wrightington & Leigh

 Blackburn & Accrington (East Lancs)
 Blackpool, Fylde & Wyre (North Lancs)
 Burnley & Rossendale (East Lancs)
 Preston, Chorley & South Ribble (Central Lancs)
 Southport & Ormskirk
This is kept under annual review, with new wards, units and teams becoming available
throughout the year.

We try to allocate you to a circuit that matches your home address and within this area you will
have hospital and community placements throughout your course. However, there may not
be sufficient capacity within your area, and you may be allocated to a placement in a different
circuit.
 To find your actual placement allocations go to the myUCLan area on the student portal at
least 2 weeks before you are due to go into practice. It is envisaged that your allocation for a
whole year will be available but you must keep checking this website as your placement may
change at the last minute. You should also contact the ward directly at least 2 weeks prior to
your start date to check that your placement is still available. Changes to your placement may
occur due to a change in mentor availability, unexpected staff sickness, ward closure or change
due to local health requirements. If there is a problem with your designated placement you
should contact PLSU immediately and another placement will be found for you.

Alternative placements: year 2 option

You may request an alternative placement at the end of year 2; an alternative placement is a
placement abroad or a placement out of our placement circuit areas to be taken in placement
4 for 4 weeks only. Any alternative placement must provide you with an experience that
provides a broader or a more in-depth look at an aspect of nursing that interests you. It can
take a lot of time and energy to locate and organise an alternative placement so make sure
that you give yourself enough time.

No matter the length of your alternative placement you must:

1. Complete all practice assessments for this final placement (DONA, Skills Log, Sign Off and
Assessment of Competence) and have them signed off by a recognised nurse mentor who
has undertaken relevant NMC preparation for the role.

The Alternative Practice Placement will not be summatively assessed in practice, but students
will be required to produce work as evidence of their learning from the experience.

Students will be expected to make their own arrangements for securing placements out of
UCLAN’s catchment area, but all placements must be approved by the course team. Requests
for placements within UCLAN’s catchment area will be processed by PLSU.

Students who have been referred in practice on a placement will not be able to undertake an
alternative practice placement immediately afterwards the referral, but will undertake a
placement allocated by PLSU.

Placements abroad divide into 2 categories:

 Europe
 Rest of the World
If you wish to study abroad during the latter half of year 2, you must take into account the
need to have your practice assignments signed off by a UK mentor. This means that you
need to be on top of your workload and be organised!
Europe

This can be a complicated process as there are different sources of funding available with
particular requirements. If you wish to undertake a placement in Europe funding is available
through the Erasmus Scheme. This requires you to undertake 12 weeks in another European
country and be linked to a University with associated academic study. The organisation of
placements can be challenging as you will need to speak the language of your chosen country
– at least at a basic level. If you are interested in a placement in Europe you can undertake a
language elective in the School of Languages and International Studies. You should start to
think about this very early on in the course (during year 1) so that you can organise a language
elective during semester 1, year 2.

Rest of the World

There is no funding to support placements around the rest of the world. Self-funding students
may have to spend up to £3,000 on flights, visas and accommodation. Some private hospitals
also require private indemnity.

Travelling and studying overseas is a tremendous experience both personally and

professionally and we are keen to support you as much as we can. However, you will need to
be talking to staff from an early stage in order to get the information, advice and help you may
need.

If you wish to study abroad you must start to discuss this towards the end of year 1 with
your academic advisor or course leader.

For information on studying abroad generally go to:-

http://www.uclan.ac.uk/information/international/study_abroad/study_abroad.php

If you are successful in organising an overseas placement you can complete the option module
NU3365 (L6) Transcultural Nursing (if you wish, this is not compulsory and you can do a
different option module in year 3 if you so choose) - this can be delivered by Virtual Learning
Environment while you are in your country/placement of choice. You have to demonstrate that
you are managing your year 2 workload well in order to take this option module in year 2.
You should also be preparing yourself for working abroad; take a look at Worldwise - UCLan's
International Cultures and Languages Portal. You can also pick up free taster sessions to try
a language – these are usually held in September in the School of Languages and International
Studies.

https://portal.uclan.ac.uk/webapps/portal/frameset.jsp?tab_tab_group_id=_22_1

Other links of interest:

 School of Nursing International Lead:

Julie Kneale – 01772 893611, jdkneale@uclan.ac.uk

 International Council of Nurses: http://www.icn.ch

 UCLAN International Office:

http://www.uclan.ac.uk/information/international/study_abroad/study_abroad.php

In the University: your time is divided up into:

 You are required to attend all timetabled class activities.

e.g. lectures, small group activity, clinical skills etc.
 Please note that due to the large number of students we may
Classroom have to ask you to attend some sessions in the evening in the
Attendance skills labs. We are using these for a 12 hour period each day.
We keep a register for each timetabled session and attendance
is closely monitored as it is noted on your course reference at
the end of the programme
 Time allocated during a University study day or week to do set
work. This may mean using the computers at the University that
are open for students or completing workbooks with colleagues
or reading etc. Directed study will help you towards your
Directed Study assignments and develop your knowledge of your field of
nursing.
 Time is allocated for this within a 40 hour week and also for you
to complete the Reflective Portfolio to demonstrate Cross Field
Experience.
 This is what it means - time for you to do what you need to do to
improve your learning, read more widely, set up meetings to find
out more…. Again time is allocated within each day or week.
Private Study  If you choose to do other things during this private study time,
then that is your choice. However, if you use your time wisely
you should be able to keep your weekends and evenings for
personal pursuits.
 All home group meetings will be timetabled during a study day
and you are required to attend.
Home Group and
 You will also have at least three progression meetings with your
Academic advisor
academic advisor a year to look at administrative information
Sessions
regarding sickness, absence, progression and personal issues
arising.
2.2 Modules available
BSc (Hons) Pre-Registration Nursing Year One – Level 4

NU1105 Introduction to Medicines Management (10 credits)

NU1102 NU1602 Anatomy and Physiology (20 credits)

Learning NU1101
Introduction to the Course

Consolidation of Year 1
to Learn
Fundamental skills for Nursing Practice (40 credits)
(10
credits) NU1103

Contemporary NU1104
Influences on
Health Ethics, Law and Professionalism

(20 credits) (20 credits)

< Course Field Requirement >

14 weeks Theory & Placement 1 4 weeks Placement 1 week

Theory & 2 Theory &
3 weeks Leave 9 weeks
2 weeks 9 weeks 6 Weeks

Leave Leave

Key: Generic Adult Child Mental

Modules Field Health
Field Field

BSc (Hons) Pre-Registration Nursing Year Two – Level 5

NU2213 Body Systems, Health and Acute Illness (40 Credits)

NU2215 Public Health & Well Being

NU2216 Medicines Management for Adult
Consolidation of Year 2

Nursing (20 Credits)

(20 Credits)

NU2212 Body Systems, Health & Long NU2214 Nursing the Older Person
Term Conditions (20 Credits)
(20 Credits)

NU2222 NU2221 Medicines Management for Children’s Nursing

Developmental (10 Credits)
Anatomy &
NU2220 Complex Care in the Community: The Family Experience
Physiology for
 Children’s (20 Credits)
Nursing
NU2219 Promoting the Mental Health of Children & Young People
(10 Credits)
(40 Credits)

NU2218 Developing Children & Young People’s Nursing Practice

(40 Credits)

NU2228 Applied Anatomy and Physiology for Mental Health Nurses

(10 Credits)

NU2227 Medicines Management for Mental Health Nursing

(10 Credits)

NU2224 Principles and Skills of Mental

NU2223 Fundamentals of Mental Health Health Assessment & Care Planning
Nursing (20 Credits)
(40 Credits)

NU2225 Mental Health Law and Policy NU2226 Values Based Practice

(20 Credits) (20 Credits)

< Course Field Requirement >

Placement 4
2 Weeks 7 Weeks
6 Weeks Theory
Theory
3 Theory 10 Weeks
Placement 3 &
&
Weeks & &
10 Weeks 6 Weeks
1 Week
Theory 3 Weeks 2 Weeks
Leave Leave
Leave Leave

Key:
Generic Adult Child Mental
Modules Field Health
Field Field
 BSc (Hons) Pre-Registration Nursing Year Three – Level 6

NU3359

Nursing the Acutely Ill

Adult

(20 Credits)

NU3348

Medicines Management
for Professional
Registration – Adult

(10 Credits)

NU3346

Applied Anatomy,
Physiology and
Preparation for Year 3 – Mandatory Clinical Skills

Pathophysiology for
Adult Nurses

(10 Credits)

Consolidation of the Course

NU3343

Nursing the Acutely Ill

Child

(20 Credits)

NU3344

Applied Anatomy,
Physiology and
Pathophysiology for
Children’s Nurses

(10 Credits)

NU3345

Medicines Management
for Professional
Registration – Children

(10 Credits)

NU3342

Therapeutic Interventions in Mental Health Care

(20 Credits)

NU3341
 Management of Physical Health within Mental Health

(20 Credits)

NU3347 NU3349

Management and Leadership Preparation for Transforming Evidence into Nursing

Professional Registration Practice

(40 Credits) (20 Credits)

Option Modules

(20 Credits)

Placement 5
7 Weeks Placement 6
11 Weeks Theory 12 Weeks
Theory (Internship)
& (with 10 study days)
& 12 Weeks
2 Weeks Leave &
3 Weeks Leave (with 10 PDP days)
3 Weeks Leave

2.2.1 Progression
Discussions about your progression through the course normally take place before the end of
each academic year. With the exception of the option module (undertaken in Semester 1, Year
3), all other modules are core and their assessments need to be attempted and passed in order
to progress through the course. There are also practice elements which need to be achieved
including Direct Observations of Nursing Activities (DONAs), competencies, skills and a
minimum amount of hours spent in clinical practice.

Please refer to the School of Nursing Student Handbook. This compliments information
provided for you in the University’s Student regulations.

It is important that you understand the progression and award regulations, as this course is
unique in the University we have to consider your suitability to be awarded the BSc (Hons)
Pre-registration Nursing and at the same time your suitability to register with the Nursing and
Midwifery Council.

In order to achieve the named award (BSc (Hons) Pre-registration Nursing) and meet the NMC
standards of proficiency for first level nurses, and register as a nurse specialising in Adult OR
Children OR Mental Health Nursing you must

 undertake all and pass all core modules at level 4 (equivalent to year 1);
 undertake all and pass all core modules at level 5 (equivalent to year 2)
 undertake all and pass all core modules (and one option module) at level 6 (equivalent to
year 3)
2.3 Study Time
2.3.1 Weekly timetable

Timetables
Each module is timetabled separately. You will be able to access the room allocation for each
module per day/week or year via the timetable tab on the student portal. The module leader
will provide a copy of the timetable via the module Virtual Learning Environment. This will
include the title of the sessions, lecturer name as well as the times of teaching sessions.
Timetable information can also be accessed via Myuclan. It is advised that you check this on
a daily basis.

Please make a point of always checking your email (the UCLAN one) as module leaders will
use this to contact you regarding any changes. We will not use home/personal emails to
contact you.

The academic and practical elements of your course are full-time and you may therefore be
required to attend all of the days of the week. The days on which your modules run will differ
depending on which year of the course you are studying. Part of your study week usually
includes independent study days although these may also differ.

Details of your timetabled activity can be accessed via the on-line timetable at the following
web-address:

https://apps13.uclan.ac.uk/weeklyTimetable/

2.3.2 Expected hours of study

The normal amount of work involved in achieving a successful outcome to your studies is to
study for 10 hours per each credit you need to achieve – this includes attendance at UCLan
and time spent in private study.

Your hours of commitment required in a typical working week in University and practice are
40 hours (2.5 hours of this are for completion of the Reflective Portfolio to Demonstrate
Cross Field Experience).

2.3.3 Attendance Requirements

The NMC requires you to study and learn for 4,600 hours of practice in an equal split in the
University and in clinical practice as mentioned in section 2:1.

You are required to attend all timetabled learning activities for each module. Notification of
illness must be made to the Placement Learning Support Unit, Brook Building BB204,
telephone 01772 892732, e-mail address punit@uclan.ac.uk . Authorisation of exceptional
requests for leave of absence must be made to your cohort/course leader. You can monitor
your own attendance via the Student Attendance Monitoring (SAM) via Myuclan

Each time you are asked to enter your details on SAM you must remember that the
University has a responsibility to keep information up to date and that you must only enter
your own details on the system. To enter any other names would result in inaccurate
records and be dishonest. Any student who is found to make false entries can be disciplined
under the student guide to regulations.
If you have not gained the required authorisation for leave of absence, do not respond to
communications from the University and if you are absent for four weeks or more, you may
be deemed to have withdrawn from the course. If this is the case, then the date of withdrawal
will be recorded as the last day of attendance.

2.4 Data Protection

All of the personal information obtained from you and other sources in connection with your
studies at the University will be held securely and will be used by the University both during
your course and after you leave the University for a variety of purposes. These are all
explained during the enrolment process at the commencement of your studies. If you would
like a more detailed explanation of the University’s policy on the use and disclosure of
personal information, please contact the Information Governance Officer, Clerk to the Board
Service, University of Central Lancashire, Preston, PR1 2HE or email DPFOIA@uclan.ac.uk.

3. Approaches to teaching and learning

3.1 Expertise of staff
Subject expertise will be used across the whole curriculum. All Lecturers & Senior Lecturers
are educated to at least degree level and at the highest PhD level. Academic staff within the
School of Nursing are required to hold a relevant professional qualification e.g. Registered
Nurse, if they are actively engaged in delivering courses. All Lecturers complete the Post
Graduate Certificate in Higher Education if they do not already hold a teaching qualification.
Senior Lecturers are required to hold a recordable teaching qualification that is approved by
the NMC.

The Practice Education Facilitators study to Masters Level prior to taking on the role or as part
of role development. Many mentors are graduates. Staff profiles are maintained by annual
clinical audit of the placement areas.

All lecturers and senior lecturers link with clinical areas within the UCLan School of Nursing
clinical Placement circuit. All link lecturers have designated time per week to carry out this
function. A number hold honorary contracts with local health and social care providers. The
School of Nursing has four associate lecturers who support year 1 students during their clinical
placements.

The module is the basis of organisation within the curriculum and allows for a number of
practical developments to take place that enhance the student learning experience and
increases the effectiveness of programme delivery. Although the module is the basis for the
course, the planning team have carefully organised the timetable to ensure that the student
experience is relatively seamless across each year. This ‘whole’ year approach will enable
module teams to integrate their approach through collaborative timetabling and planning
activities and enable students to create links across subject matters and draw on a wide variety
of knowledge to inform assessment.
Throughout the course, feedback to students on a consistent and constant basis is a key
aspect of our approach to teaching and learning. Formative feedback opportunities to
individuals, groups and cohorts are used informally. Summative feedback which is formal is
given for every completed assignment throughout each year to individuals and groups to
enhance student learning.

3.2 Learning and teaching methods

The University has an established learning and teaching strategy that influences and shapes
the delivery of the course. ‘Learning’ comes first in the title of this strategy to show its
importance in the daily activity of the University. Lecturing and clinical staff will help you to
learn. Entering into a new area of knowledge requires you to learn. Looking this up in a
thesaurus ‘learn’ can be replaced with: ‘Study’ – ‘be taught’, ‘be trained’, ’become skilled at’,
‘gain knowledge of’. Equally, the word ‘find-out’ instead of ‘learn’ reflects a more personal
approach – ‘discover’, ‘realize’, ‘gather’, ‘understand’. You will ‘learn’ through interacting with
lecturers and clinical staff, attending lectures and training sessions, but also through personal
development – you will ‘find out’. Bringing learning to the forefront of what we, the lecturers
and clinical staff, and you the students do facilitates a mutually supportive learning relationship.

You should not only learn you should discover how you learn best. The curriculum has been
designed to offer you, and to facilitate your development of, a range of learning experiences
from which you can continue to learn well and independently. This will equip you to be a
lifelong, independent learner. There is, however, little point in doing this if you cannot apply
your learning and this requires the use of a range of thinking skills. The number of thinking
skills needed to apply learning greatly exceeds the number needed just to learn. Therefore,
the course will facilitate you to develop both your capacity and performance in thinking as well
as in learning.

Such approaches in the University will include reflection, critical reading, problem based
learning activities, directed study, discussion groups, role playing and use of videos. If you are
not sure how to manage particular teaching and learning approaches, you should always take
the opportunity to use WISER; use the module guidelines and related study skills links and talk
to the module leader. In practice you will still experience reflection, critical reading, problem
based learning (with ‘real’ patients) and discussion. You will also be able to take opportunities
offered by in-house training, ward rounds, case conferences along with shadowing staff,
observation and participation in practice.

We have a strong service-user team (COMENSUS), made up of individuals with an interest in

supporting nurse education. These people have health problems themselves and/or act as
carers for family members. You will work with COMENSUS staff in the classroom, and in
assessments in skills labs, and they often attend meetings throughout the School.

What can I do to make the most of my studies?

Active studentship

Socrates, the Greek philosopher, is famous for saying that he was wise only because he knew
how little he knew. What he did supremely well, it seems, was to pay attention to what others
said and to ask probing questions to expose gaps or weaknesses in their arguments. This is a
major part of active participation as a student. Just sitting back in lectures and seminars and
expecting everything to be handed to you on a plate, will not result in you gaining a full
appreciation of your subject; nor will it stand you in good stead in the tough market for sharp-
thinking graduates. If your mind is buzzing, you will always be coming up with more questions,
which is just as it should be — the more powerful telescopes become, the more stars appear.

Be alert (1)

The single basic requirement for good questioning is good concentration. There is nothing
worse than asking a question that actually got answered two minutes ago while you were
doodling in the margins. Do not let yourself be distracted either. Try to remain alert.

Be sharp

If you sit in your chair, pondering and re-pondering what you might ask, the moment will pass
and your question may become irrelevant or disorientating. Get used to formulating your
questions ‘on the ‘hoof’ and ‘thinking aloud’.

Be Courageous

If something is troubling you, do not be afraid to say so. You will be surprised how often eminent
people ask the very question you just decided not to ask because you feared you might look
foolish!

Be sceptical

Nursing practice must be supported by research and evidence. This knowledge base is always
changing so it doesn’t matter who it is that claims to be telling you ‘the facts’ — you need to
seek the reasons and the supporting evidence.

Be demanding of yourself and your reading

As a student, you have a right to support from your tutors in building your knowledge.
Sometimes your tutors want you to think things through for yourself, so they will not ‘spoon-
feed’ you with answers — that is their right (very often, tutors will set tasks that are as much
about how you find your answer as what that answer is). So when you are reading:

1. seek definitions
2. seek examples
3. look for precision — do not accept careless vagueness, do not buy slogans
4. ensure there is relevance — if you cannot, in all honesty, see how what has been written
fits in with the general context, seek help from your tutor
5. ensure there is a focus — always beware of red herrings placed by the author

Be yourself

Think about what is being said by tutors and fellow students in relation to you, your knowledge
and your experience. Does it fit the world, as you know it? Your views may not be the final
word on the subject, but they certainly count. So do not sit passively by while information
washes around you: interact. Be constantly measuring up what you see/hear with what you
believe. Have your own thoughts and evidence lined up in your head ready to be called upon
— compare them with other evidence presented and be ready to query something whenever
you feel you may have good reason for doubt.

Be prepared

Part of the purpose and intention of ‘reading around the subject’ is to get you into an
appropriate frame of thinking before classroom sessions. You should not expect to come to
the sessions ‘cold’ and for everything still to fall neatly into place before your very eyes. On the
other hand, if you have done some thinking about; what issues are likely to come up, read a
key text or two, made notes of puzzles and issues arising, and marshalled your thoughts so
that you can articulate them effectively, then you will get a lot more from each session.

Be imaginative

It is very easy to focus so much on what is presented to you that you forget to look around and
beyond it. So ask yourself about what is not said in any presentation: what is being assumed,
what is being quietly brushed under the carpet, what are the unconsidered consequences of
what is being said?

Be child-like

Sometimes the toughest questions are not the complex intricate ones that a professor might
ask, but the naive kind that children ask, they bring us back down to earth and really question
the foundations upon which people sometimes build impressive-looking but potentially shaky
theories. Always remember the hardest of all such questions is: ‘Why?’ It’s hard to ask, and
harder still to answer, but we always have to be prepared to face up to it.
Be alert (2)

Concentrate on the answers you get to your questions, too. Do not just sit there feeling relieved
at having taken the plunge, or smug because you thought of something they didn’t. Pay
attention to responses to questions from your tutors and colleagues: be ready to follow up with
other questions if a new and/or interesting line of thought has arisen

Virtual learning environments

The course team aim to develop a community of learners and we recommend that you engage
with the virtual learning environment throughout the course. The use of the discussion boards
for example will strengthen the sense of belonging to your course and the ability to share
problems, experiences, resources etc with other learners, and will harbour a sense of
confidence.

But remember......

Netiquette - a set of rules for behaving properly online

http://www.albion.com/netiquette/introduction.html

Rule 1: Remember the human

Rule 2: Adhere to the same standards of behaviour online that you follow in real life

Rule 3: Know where you are in cyberspace

Rule 4: Respect other people's time and bandwidth

Rule 5: Make yourself look good online

Rule 6: Share expert knowledge

Rule 7: Help keep flame wars under control

Rule 8: Respect other people's privacy

Rule 9: Don't abuse your power

Rule 10: Be forgiving of other people's mistakes

The same rules apply within Social Media- We use Facebook as a means of helping students
to get to know one another before they start on the course and this has proved to be a useful
approach. Sometimes students set up Facebook sites for their personal use and invite their
friends – but remember that Professional Behaviour extends to these sites as well, as to text
messages and Tweeting too!

3.3 Study skills

Help with study skills
You should be planning your work early in the course. Nursing is complex as you will be
learning in practice, in the classroom and in clinical skills labs. The degree programme covers
6 modules in year 1 alone and you may feel overwhelmed very early on.

Even if you do not think that you need help with learning, spend some time early in the year to
think about the types of assignments that have been set and your preferred approach to
learning – or your learning style. There are many web sites available to help you with this.
Check out your Virtual Learning Environment site, buy a book or do a general search on the
internet.

You will have help with this during different modules and the development of your learning
styles and skills is an important part of personal development planning.

Walk-In Study Enhancement through Review (WISER)

The WISER team are available for drop in and one to one tutorial consultations. This is
available to all students during term- time to focus on specific and individual needs:
http://www.uclan.ac.uk/wiser/

WISER Workshops (Workshop Interactions for Study Enhancement and Review)

The WISER workshops are held on topics of direct relevance to students’ study needs. They
are available to all students who are not on any study skills programme already and can be
booked in advance. These sessions are not credited or linked to any modules but are
available weekly in semesters 1 and 2. They are available on various topics including

1. Reading and Listening to lectures

2. Note-taking and note-making strategies (e.g. mind-mapping)
3. Oral presentations
4. Essay and Report Writing

Some other useful study skills sites:

http://www.rlf.org.uk/fellowshipscheme/writing/

http://www.palgrave.com/skills4study/studyskills/
http://www.studyskills.soton.ac.uk/

Mathcentre: http://www.mathcentre.ac.uk

Don’t forget the Library!

The Library can help you with using the library for research and IT skills. Contact them via
customer support on 01772 895355 or email them using the form available at
www.uclan.ac.uk/lis/

Library opening times are available at the following link:

http://www.uclan.ac.uk/students/library/opening_times.php

Library Focus is an appointment-based service in the Library. It is designed to give targeted

and timely assistance to all students who need help with Library resources. As a general rule,
you can book a half-hour appointment for help with:

 finding library resources beyond the catalogue

 selecting a database
 locating an e-journal article
 searching a database
 using e-books
 referencing your work
 and more ....

The Library Focus service is available Monday to Friday, between 11m and 3 pm. If you
require an appointment outside of these hours please email at LibraryFocus@uclan.ac.uk

You can book yourself a 30 minute appointment using mail to :libraryfocus@uclan.ac.uk

Student Services

Student Services covers a number of closely related and centrally based functions at the
University provided by the Student Affairs Service. Working closely with colleagues across the
University, the aim of Student Services is 'to provide specialist and general support and
guidance to enable students to maximise their potential and enhance their experience while at
University’. The Student Services web site includes information about The University:

 Health Centre
 Pre-School Centre
 Multi-Faith Centre
 Counselling service
 Disability services
 Access to Learning Fund
Independent Academic Advice

 https://www.uclan.ac.uk/students/health/disability_services.php
3.4 Learning resources
3.4.1 Learning Information Services (LIS)
Extensive resources are available to support your studies provided by LIS – library and IT
staff. Take advantage of the free training sessions designed to enable you to gain all the
skills you need for your research and study.

3.4.2 Electronic Resources

LIS provide access to a huge range of electronic resources – e-journals, databases, e-books,
images and texts.

Information technology
The on-line Virtual Learning Environment (VLE), known as Blackboard, is used to support and
enhance teaching and learning. Once logged onto this area you can access all of the modules
listed under your name without having to log into each module separately.

You can access information about your modules (module description, timetable etc) and look
for messages from your module or programme leader. Each module leader will discuss the
use of Virtual Learning Environment with you on the first day of their module.

Remember that you can access the University from your home computer. ‘Remote Access’ is
a University I.T. system that allows users to remotely access the University network over the
Internet. Click the Virtual Learning Environment icon on your university homepage.

Online Guides

You have access to the online IT guides available online via LIS, these relate to setting up
email, configuring ipads or android tablets to the university systems. The step-by-step
approach is very useful.

3.5 Personal development planning

Personal Development Planning (PDP) is a process designed to assist you to get the most
from your time at University. It is intended to provide you with a structured and supported
process through which you can reflect on your learning, performance and/or achievements and
plan for your personal, educational and career development. By becoming actively involved in
PDP you can improve your capacity to understand what and how you are learning, and how to
review, plan and take responsibility for your own learning and future development. PDP will
be encouraged during your course from day 1 to the end of the course. Once you have
completed the course you will be expected to utilise PDP as a qualified nurse to organise your
on-going professional development.

All modules enable you to gradually develop skills that will transfer and be of use to you during
your career. For example IT skills are developed at level 4, as are communication and
interpersonal skills. Problem solving and decision-making skills begin to be developed at level
5 and are enhanced at level 6. Presentational skills are developed through module
assignments and also through activities such as shift handovers in clinical practice. Multi –
professional working is an important aspect of nursing and you will develop skills from the start
of the course to assist you with this. These skills will be enhanced during the internship period
at the end of the course, which helps your transition from student to qualified nurse and is
where you will bring together and consolidate your skills.

During the course you will be required to complete an electronic portfolio, in which you will
document and reflect upon your progress through the course. The portfolio includes templates
to help you to reflect upon your skills and areas for development so you can plan any particular
study activities you may need to pursue e.g. writing skills. There will also be templates in your
eportfolio which will help you to reflect upon the experiences you have in practice. This is an
important approach to learning in nursing. You may be asked to share these reflections with
your clinical mentor, your academic advisor, fellow students and/or your module leader. There
are key skills that you will be expected to develop during the course i.e. literacy, numeracy,
information retrieval and analysis, communication, interpersonal, team working skills as well
as a wide range of practical skills. As you progress through the course, additional skills such
as self and supervisory management and problem solving skills will be developed. These all
come together during your final module where you will use all the skills developed during the
course in both your academic and clinical work. You will be expected to use the e-portfolio
throughout the course to demonstrate how your skills have developed during the course.

3.6 Preparing for your career

Your future is important to us, so to make sure that you achieve your full potential whilst at
university and beyond, your course has been designed with employability learning integrated
into it. This is not extra to your degree, but an important part of it which will help you to show
future employers just how valuable your degree is. These “Employability Essentials” take you
on a journey of development that will help you to write your own personal story of your time
at university:

 To begin with, you will explore your identity, your likes and dislikes, the things that are
important to you and what you want to get out of life.
 Later, you will investigate a range of options including jobs and work experience,
postgraduate study and self- employment,
 You will then be ready to learn how to successfully tackle the recruitment process.

Careers offers a range of support for you including:-

 career and employability advice and guidance appointments
 support to find work placements, internships, voluntary opportunities, part-time
employment and live projects
 workshops, seminars, modules, certificates and events to develop your skills
Daily drop in service available from 09:00-17:00 for CV checks and initial careers
information. For more information come along and visit the team (in Foster building near the
main entrance) or access our careers and employability resources via the Student Portal.
 4. Student support, guidance and conduct

There are several sources of information that are accessible through the University web
pages. It is important that you look at them each year as the University and School
update and check them each year. The key sources of information are:

University On the university web site:

Regulations
http://www.uclan.ac.uk/information/services/sas/quality/regulations/aca_regs.php

This handbook provides you with a lot of useful information about how the
School of course will be managed. This is where you will find useful guidance and
Nursing information on a wide range of topics for example, marking criteria, what to
Student do if you are ill, what to do if you need more time to submit a piece of work.
Handbook

Each module has its own information pack that you will have access to
when you commence each module and are available from the module
Virtual Learning Environment sites. This will contain the module activities,
Module including relevant reading, the module timetable, information on the module
Information team, assessment submission dates and guidelines for the assessments
packs etc.

Use Virtual Learning Environment and log into your modules and course
site

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

The Guide to Student Regulations is issued to all students as part of your

First Year Student Handbook and provides information on the University
regulations by which you agree to abide as part of the UCLan student
community.
Regulations
The web address at which each Regulation can be found in full is included
for the in the Guide:
conduct of Preface to the Student Guide to Regulations
students Equal Opportunity: Harassment Policy

4.1 Academic advisors

Your academic advisor will support you and other members of your Home Group throughout
the three year programme. The academic advisor will also meet with you on an individual
basis to monitor your progress and assist with any personal issues arising. You must always
take your Practice Assessment Document with you to the Home group meetings and to
meetings with your academic advisor.

4.2 Student Support

The 'i' is a central Student Information Centre and your first point of contact. You can obtain
information on a wide range of topics including Council Tax Exemption Certificates, Bank and
Confirmation of Study Letters, Portable Financial Credits, (continuing students only, Printing
and Printer Credit, UCLan Cards, the ‘i’ shop and UCLan Financial Support Bursary (first
year students only).

Self-help with common issues

For some students, coming to University, or starting a new course can bring up issues or
problems that you did not expect. It can also exacerbate existing problems. UCLan offers a
counselling service for students, but you may want to take a look at the self help leaflets
available on line in the first instance.

https://www.uclan.ac.uk/students/health/counselling/common_issues.php

You may find this page helpful in searching out more information; identifying or managing
issues that concern you. Although self help can be very useful in ‘sorting out’ problems it is
not always a substitute for counselling. Sometimes ‘sorting out’ means asking someone to
help and you can book an appointment from this web page with Counselling Services.

Student Union
http://www.uclansu.co.uk/
Join the nursing society......to start with!

Services within the Students' Union

 SU Advice Centre
Telephone: (01772) 894880
Email: suadvice@uclan.ac.uk

 The Bridge: student employment service located in the Students’ Union.

Telephone: (01772) 894894
Email: thebridge@uclan.ac.uk.

Sports activities
The Students’ Union organises sport through an extensive club structure, organised by the
Sport and Recreation office in the Union Building. Many clubs are affiliated to BUSA and
regional leagues. Students can join as many clubs as they want from those represented at
Fresher’s Fayre during Induction Week.

Sir Tom Finney Sports Centre is an indoor facility on the main University campus
http://www.uclan.ac.uk/about_us/facilities/sir_tom_finney_sports_centre.php
Preston Sports arena
http://www.uclan.ac.uk/sport/arena/index.html
Becoming a student rep

We manage each intake of students as a ‘cohort’. Each cohort is asked to nominate student
representatives for Adult, Children and Mental Health fields, one per homegroup. These ‘reps’
will be members of the Students Representatives Committee. This is chaired and managed
by the course representatives, lecturing staff only attend on an invited basis. This is an
important role and if you would like to undertake this activity - put your name forward. It is
important that you use your cohort rep to pass on information, provide feedback and support
their work.

Student representatives meet with staff once a month and are often asked to attend other
University events or committees. This is the last Thursday of every month so if you have any
information for your rep or want to contribute please make sure that you have the information
required in good time.

If you have any questions about becoming a course rep then feel free to email Lindsay Bradley,
the Union's Education officer, and a former course and School representative, who will be
happy to tell you more. mailto:sueducation@uclan.ac.uk

The Student Information Centre

The 'i' : http://www.uclan.ac.uk/information/services/sss/the_i/index.php

The Student Information Centre - known as The “i” - provides a wide range of information,
support and advice, operating along the lines of a One Stop Shop. It is one of many initiatives
developed as a direct result of UCLan’s philosophy to place students first.

The ‘i’ can be found in the Library on the ground floor, making all the essential services more
accessible to students. At UCLan, The ‘i’ is more than a facility – it is a concept which has
spread across all our campuses.

The ‘i’ boasts a team of experienced staff who are familiar with most of the issues students
want to know about. Many of our staff are former UCLan students with an in depth knowledge
of the University. Alternatively you can use the PCs where self-help information is available in
a relaxed and comfortable cyber area.

You can contact The “i” by telephone:-

 Tel: 01772 895000
 Minicom: 01772 895006

Outside these times you can email The “i” at TI@uclan.ac.uk

They aim to respond within 3 working days

Also use the UCLAN Student Lobby: http://www.uclan.ac.uk/students/

Finding your way around

You should have received information by email telling you where to report on the first day.

It is always confusing in a new place, so use the maps of the University campus at Preston to
find your way around. You will be based on the Preston Campus mainly over four Buildings:
1. Brook Building
2. Greenbank Building… this is where you will find the clinical skills labs
3. Harrington Building – one of the main cafeterias is here on the ground floor.
4. Vernon Building – this has a small cafeteria and vending machines

We are mainly located in the northern end of the campus (purple zone on the campus map).
The University has to find classrooms for a lot of students so some sessions may be based in
other parts of the University, e.g. Darwin Building - so keep the maps handy until you know
your way around.

Preston campus map

http://www.uclan.ac.uk/information/uclan/how_to_find_us/preston_campus.php

4.3 Students with disabilities

If you have a disability that may affect your studies, please either contact the Disability
Advisory Service - disability@uclan.ac.uk - or let one of the course team know as soon as
possible. With your agreement information will be passed on to the Disability Advisory
Service. The University will make reasonable adjustments to accommodate your needs and
to provide appropriate support for you to complete your study successfully. Where
necessary, you will be asked for evidence to help identify appropriate adjustments.

The University is firmly committed to providing the widest possible access and to removing
barriers to those with disabilities and / or learning difficulties while maintaining confidentiality.
A formal process is in place to undertake an assessment of the student’s needs and students
are strongly encouraged to disclose a disability or learning difficulty.

 Disclosure means that you tell us that you have a disability, for example, when you fill in
your application form or see an Adviser. We want to make sure that the information you
give us is useful to you and us, is protected, and is kept safe.
 Whenever the University knows about a student’s disability, we will try to make reasonable
adjustments. If your disclosure gives full and open information, that will ensure we can
make appropriate adjustments.
 After you have made your disclosure and told us about your disability, we will make every
effort to make sure that you will not be at a disadvantage because of your disability.
 The University understands that some of your disclosure may involve sensitive information.
We have a system and procedures to make sure all personal information about you and
your disability is secure.
 Sometimes, for your benefit, the University may need to share some of your information. If
so, we will consult you fully.
 Following disclosure, staff will make every effort to provide reasonable adjustments to
ensure that students are not placed at a substantial disadvantage in comparison with
persons that are not disabled.
 Where a student does not disclose and where the University might not be reasonably
expected to know about a student’s disability and / or learning difficulty the University might
not make adjustments that it would otherwise have made.
 Students are also encouraged to contact Disability Advisory Services at least 6 weeks
before an examination or other assessment to discuss what arrangements might be made
to try to ensure that they are not placed at a substantial disadvantage in comparison with
people who are not disabled.

School Disability Contacts Adult Field:

Tara Brookes tpbrookes@uclan.ac.uk
& Carolyn Williams
cwilliams@uclan.ac.uk
 Child Field:
Diane Daune ddaune@uclan.ac.uk

Mental Health Field:

Ian Denoual idenoual@uclan.ac.uk

Telephone/text phone: 01772 892593

Fax: 01772 892939
Email: disability@uclan.ac.uk

You can get also get help and information from……

Placement Learning Support Unit (PLSU)

Staff in the PLSU, work closely with academic staff in order to ensure that the requirements of
your programme of study can be met in clinical practice. Scheduling and planning for all pre–
registration students (nurses, paramedics, midwives, physiotherapists etc.) is a complex and
ongoing activity. The PLSU links with Practice Education Facilitators and mentors, course and
module leaders to ensure that you have an appropriate clinical learning experience.

The staff can advise you on your placement should any problems arise and you will inform
them of any sickness and absence during your course.

http://www.uclan.ac.uk/health/studyinginfoh/plsu/index.php

Practice Education Facilitators

Key responsibilities are to provide support within the clinical area developing and facilitating
the practice learning environment. They work with and support mentors as well as providing
information and data about student learning activities. They are also responsible for
developing and maintaining the live data base of mentors and mentor update activity in the
Trust. You will meet different Practice Education Facilitators throughout your course.

Mentors in practice

Mentors are responsible and accountable for:

• Organising and co-ordinating student learning activities in practice.

• Supervising students in learning situations and providing them with constructive feedback
on their achievements.

• Setting and monitoring achievement of realistic learning objectives.

• Assessing total performance - including skills, attitudes and behaviours.

• Providing evidence as required by programme providers of student achievement or lack

of achievement.

• Liaising with others (e.g. mentors, sign-off mentors, practice facilitators, practice teachers,
academic advisors, programme leaders) to provide feedback, identify any concerns about
the student’s performance and agree action as appropriate.

• Providing evidence for, or acting as, sign-off mentors with regard to making decisions
about achievement of proficiency at the end of a programme

You will have a mentor on each placement and s/he will work with you and act as your assessor
at the end of each placement

Mentors undertake post registration preparation for their role and attend mentor updates that
are regularly held locally in the clinical areas. Data regarding mentors and their updates is
maintained on the live data base within each Trust. Mentor preparation and support meets
defined Nursing and Midwifery Standards.

NB Supporting documentation: Practice Assessment Document – this document will be

given to you at the start of the academic year. It is a document for you to maintain throughout
the year.

Assessment arrangements for students with a disability

Arrangements are made for students who have a disability/learning difficulty for which valid
supporting evidence can be made available. Contact the Disability Adviser for advice and
information, disability@uclan.ac.uk

4.4 Health and Safety

As a student of the University you are responsible for the safety of yourself and for that of
others around you. You must understand and follow all the regulations and safety codes
necessary for a safe campus environment. Please help to keep it safe by reporting any
incidents, accidents or potentially unsafe situations to a member of staff as soon as possible.

Safety assessments have been undertaken for each module of your course and you will be
advised of all applicable safety codes and any specific safety issues during the induction to
your course and modules. You must ensure that you understand and apply all necessary
safety codes. These form an essential element of your personal development and contribute
to the safety of others.
4.5 Conduct
You will be expected to abide by the Regulations for the Conduct of Students in the
University. UCLan expects you to behave in a respectful manner demonstrated by using
appropriate language in class, and switching mobile phones / other devices off prior to
attending classes.

If your behaviour is considered to be unacceptable, any member of staff is able to issue an

informal oral warning and the University will support staff by invoking formal procedures
where necessary. You can read more about UCLan expectations in the regulations for the
Conduct of Students.

You have enrolled on an education and training programme that will prepare you to enter a
profession that carries with it great privilege and responsibility. The three year course will be
a period of personal development and change as you are exposed to new ideas, new
experiences and particular approaches to work.

You must read and understand the NMC Guidance on professional conduct for nursing
and midwifery students.

http://www.nmc.org.uk/globalassets/siteDocuments/NMC-Publications/revised-new-NMC-
Code.pdf

The guidance is based on the strict standards set out in The Code: Professional Standards
of Practice and Behaviour for nurses and midwives. You will be working towards these
standards during your pre-registration programme. If you have an effective registration with a
regulatory body, you must adhere to that regulatory body’s code as well as the NMC’s
Guidance.

Your conduct as a nursing student is based on the four core principles set out in the code:

1. Prioritise People
2. Practise effectively.
3. Preserve safety.
4. Promote professionalism and trust.

This does not mean only acting in this manner with patients and the public. It means acting in
such a manner to friends, other students, the lecturing staff, administrative staff, support staff
at the university and in all health and social care settings.

Throughout your course you will learn about the behaviour and conduct that the public expects
from nurses. You will develop and be assessed on the knowledge, skills and attitude you need
to become a registered nurse.
Your behaviour and conduct, both during your programme and in your personal life, may
have an impact on:

 your fitness to practise

 your ability to complete your programme
 the willingness of the University to sign the declaration of good health and good character
for you to become a registered nurse or midwife.

What does this mean on a day to day basis?

The School of Nursing provides a reference for you at the end of the course. The reference
details the amount of sickness and absence you have in practice and in the university.

At UCLan some of the key issues are:

 Your attendance is monitored for each day in practice and each day of timetabled activity.
Employers may be reluctant to employ students with a poor record of attendance.

 Please make sure you know how to report sickness. If you do not report in sick you will
be noted as absent.

 We have a classroom code – If you are 10 minutes or more, late, for a timed session, you
will be marked absent. You must not enter the room late and create a disturbance. Wait
until the break.

 You should try not to disrupt the classroom – e.g. use the toilets before or after a session
- don’t interrupt the class by leaving and returning; switch off mobiles. If you have to have
access in relation to child care for example, keep it on vibrate, and if you have to leave,
inform the lecturer who will note your reason for leaving; do not talk over the lecturer and
disrupt the learning of other students. Pay due regard to others at all times – keep quiet
and listen to the discussion and teaching in the classroom or group; participate in
discussion and support other students.

 When wearing uniform for skills labs sessions you will be ‘obvious’ to other people who
will notice noisy behaviour, poor social behaviour and smoking in public.

 If you have a declared disability and wish to tape record a session, you must inform the
lecturer at the start of the session and gain their permission

In practice

 You are expected to conduct yourself in manner that demonstrates suitability to entry onto
the professional register for Nurses, Midwives and Health Visitors. You are expected to
practice in accordance with The Code: Professional Standards of Practice and
Behaviour for nurses and midwives
 You must adhere to the policies and procedures of the placement provider at all times

 Issues about role boundaries and maintaining the therapeutic nature of relationships are
key examples where students have at times felt confused or unsure. If you are unsure
 how to respond to a request from a patient/client, or you feel that your relationship with a
patient/client is in danger of refocusing on a social rather than a therapeutic basis, please
talk about these things with your mentor, the practice education facilitator, the manager of
the service, your academic advisor or the link lecturer. Do not leave things to progress to
a point where it becomes difficult to talk to others as this may leave you in a vulnerable
position

 Your attendance is monitored for each shift on the rota. Your absence and lateness for
work is noted and will form part of your record of attendance. If you are ill and taking sick
leave you must phone the Practice Learning Support Unit as well as the ward/manager of
your placement

 You must always wear your uniform correctly and pay attention to personal hygiene (see
appendix 3 Getting the best from your placement)

Good health is necessary to undertake practice as a nurse. Good health means that a person
must be capable of safe and effective practice without supervision. It does not mean the
absence of any disability or health condition. Many disabled people and those with long-term
health conditions are able to practise with or without adjustments to support their practice.

Good character is important as nurses must be honest and trustworthy. Good character is
based on a person’s conduct, behaviour and attitude. It also takes account of any
convictions and cautions that are not considered to be compatible with professional registration
and that might bring the profession into disrepute. A person’s character must be sufficiently
good for them to be capable of safe and effective practice without supervision.

Fitness to practice means having the skills, knowledge, good health and good character to
do your job safely and effectively. Your fitness to practise as a student will be assessed
throughout the course and, if there are ever concerns, these will be investigated and addressed
by the University through convening a Fitness for Practice Panel.

The School of Nursing can convene a Fitness for Practice Panel that will include practice
representation, to consider any unprofessional or unsafe behaviour. You may be asked to
leave the course.

Please refer to the School of Nursing Student Handbook 2013-14 (Section A12.4.5) that links
you to the University Fitness for Practice regulations
The following examples are common areas of concern when it comes to fitness to practice:
Aggressive, violent or Cheating or plagiarising
threatening behaviour
•verbal, physical or mental •cheating in examinations,
abuse coursework, clinical
•assault assessment or record books
•bullying •forging a mentor or tutor’s
•physical violence name or signature on clinical
assessments or record books
•passing off other people’s
work as your own
Dishonesty Drug or alcohol misuse
• fraudulent CVs, • alcohol
application forms consumption that
or other affects work
documents • dealing,
• misrepresentation possessing or
of qualifications misusing drugs
• drink driving
Criminal conviction or caution
•child abuse or any other abuse
•child pornography
•physical violence
•possession of illegal substances
•theft
Health concerns
• failure to seek medical
treatment or other
support where there is
a risk of harm to other
people
• failure to recognise
limits and abilities, or
lack of insight into
health concerns that
may put other people
at risk
 Persistent Unprofessional
inappropriate attitude Criminal offences behaviour
or behaviour
• You have a duty to
• failure to accept report to the • breach of
and follow advice university if you have confidentiality
from the university been cautioned, • misuse of the
or clinical charged or found internet and social
placement guilty of a criminal networking sites
provider offence at any time • failure to keep
• non-attendance – before commencing or appropriate
clinical and during your professional or sexual
academic programme. Criminal boundaries
• poor application offences, particularly • persistent rudeness
and failure to those involving to people, colleagues
submit work dishonesty, or the use or others
• poor of drugs or alcohol, • unlawful
communication are likely to raise discrimination
skills questions about your
fitness to practise
4.6 Students’ Union

The Students’ Union is the representative body for all UCLan students. The organisation
exists separately from the University and is led by the elected officers of the Student Affairs
Committee (SAC) as well as representatives on the Students’ Council. The Students’ Union
building is located at the heart of the Preston campus, and is the hub for all student activities.

Representation and campaigning for students’ rights is at the core of what we do and is
encompassed by our tag line of, Making Life Better for Students. Should you wish to make a
change to any aspect of your student experience, whether it be academically related or not,
then the Union is where your voice can be heard, actions taken, or campaigns launched.

Your Union is also the home to a fantastic range of student-led societies, sports teams and
multitudes of volunteering opportunities. You can also receive help in finding part-time work,
whilst you study. Not sure where to go pop into the Opportunities Centre on the ground floor
of the Students’ Union building and someone will point you in the right direction.

We hope your time at University is trouble free, but should you come into difficulties around
anything from academic appeals, to issues with housing, benefits or debt, then our dedicated
staff team in the Advice and Representation Centre are on hand to help. As we are
independently run from the university, we can offer truly impartial advice.

More information on all these things, as well as details about all our (not-for-profit)
commercial services, including our student supermarket (Essentials) and student-bar
(Source) can be found at http://www.uclansu.co.uk/.

5. Assessment
Please note that all modules will be assessed. You are expected to attempt all required
assessments for each module for which you are registered, and to do so at the times
scheduled unless authorised extensions, special arrangements for disability, or extenuating
circumstances allow you to defer your assessment.

5.1 Assessment Strategy

Year 1: First step to registration

All students enrolled on the degree programme will study together (adult, mental health and
children’s nurses). Over year 1 you will take six modules. You will have a complete timetable
for the whole year, and you will find that sessions are related across modules. It is important
that you remember the module codes and titles for different assessments and we will provide
you with information at key points in the year.
 Year 1 study is important
If you do not pass the modules you cannot move on to study in year 2

End of Year 1 = Progression Point

Year 1 has been developed to help you learn how to be a nurse and to understand the things
that practitioners do and think about in their work. It is mapped to two key documents that
describe the standards or level of practice expected of you at the end of year 1:
a) NMC end of year 1 proficiencies
b) NMC Essential skills clusters

You will be working with these documents in class and in practice, with the support of your
tutors and mentors in practice.

In year 1 you have to pass the following modules

Module Title Credits Field

Number

NU1101 Fundamental Skills for Nursing Practice 40 All

NU1102 Learning to Learn 10 All

NU1103 Contemporary Influences on Health 20 All

NU1104 Ethics, Law and Professionalism 20 All

NU1105 Introduction to Medicines Management 10 All

NU1602 Concepts of Human Anatomy and Physiology 20 All

The learning outcomes are set at level 1(L4) and once you have settled into learning at
University you should be able to meet each set of module learning outcomes.

One credit is generally equivalent to 10 hours of student learning effort. So a 20 credit module
requires 200 hours of student learning effort. This is taken into account through class contact,
directed study, private study and assessment / assignment work. The modules student
learning effort hours reflect the NMC requirements of 2,600 hours of theory across 3 years.

Take a look at your schedule on the Virtual Learning Environment - this shows you the
schedule of all the modules each year:
 You will be able to see the modules as they run over a semester and the whole year
 When practice placements are scheduled
 When the holidays fall
Each module leader will provide you with a module information pack that will give you
information about the module and most importantly the module assessment – what you have
to do to pass the module. This information will include guidelines as to what we expect and
you will be attending professional development workshops that will specifically be providing
you with help for each of the assessments you undertake e.g. if you have an essay to write,
the workshop will be helping you learn how to write an essay, understand the marking criteria
we use and how to present your work. All submission information will be in the module
information pack.
The module information pack will be on line in our Virtual Learning Environment. When you
enrol, you are given access to a space online that has been set up for the course and for each
module you are taking, year by year. Virtual Learning Environment is the main way that we
will contact you and talk to you when you are not in the classroom. You should log on daily
when in University and check it every few days from home when you are in practice.

We will also be using email to contact you - especially if we have had to make a room change
or there is a problem with a planned activity.

You must read the module descriptor that you will find on your Virtual Learning Environment
site

Year 1 assessment activity

Theory assessment
Module Module Title Credits Assessment
Code

NU1101 Fundamental Skills for Nursing Practice 40 Formative and Summative

OSCE

Assessment of Practice (PAD)

Cross-field portfolio

NU1102 Learning to Learn 10 Annotated Bibliography 1000

words

NU1103 Contemporary Influences on Health 20 Written Assignment 2500

words

NU1602 Concepts of Human Anatomy & 20 On-line multiple choice

Physiology Examination/s

NU1104 Ethics, Law and Professionalism 20 Written Assignment 2500

words

NU1105 Introduction to Medicine Management 10 On-line multiple choice

Examination/s

We try to give you your assignment date towards the end of each module. This gives you time
to consider the teaching and learning you have experienced and plan your assignment work.
Exact dates and times will be given to you at the start of each module along with instructions
for submission and guidelines to get you started. You should start thinking about your
assignment at the beginning of each module as you will be able to access help and support
from your home group, professional development workshops, module teaching and learning
activities, Virtual Learning Environment and directed study. You also have timetabled private
study time!

Cross-Field Portfolio

During your course, the Nursing and Midwifery Council require you to learn about other fields
of nursing (adult, mental health, child, and learning disabilities) that complement the one you
are studying. Over the three years of your course you will be required to build up a Cross-field
Portfolio that will evidence this learning. A certain proportion of this portfolio will be assessed
at the end of years 1, 2 and 3 and will form part of the progression requirements. You will be
given detailed guidance on how to complete this portfolio and it will be assessed by your
Homegroup tutor.

Year 1 Assessment schedule: as for 2013-2014

You will start to hand work in from modules in semester 1. You will have had time allocated for
private study so make the best use of this throughout the first semester.

Detailed dates and times for submission will be given to you in your module information via the
module Virtual Learning Environment site.

See Appendix 5 at the end of this handbook. There are templates that you might want to use
to keep a note of your submission dates and to work out the best use of your time for study
and assignment preparation

Key message

Be organised and plan your work – keep an assessment diary

Don’t forget to read the Practice Assessment Document
Note agreed assessment dates
What will we be covering in year 1?

Module Field

 Personal and social values and beliefs and their influence

NU1101 All on caring relationships including core concepts –
compassion, dignity, respect, privacy and individuality
Fundamental Skills for  Communicating with people across the life span:
Nursing Practice recognition of challenges and barriers to communication
 Understanding the perspectives and needs of service users
and carers
 Introduction to the Nursing Process and managing holistic
patient/client assessment, care planning and models of
care
 Introduction to Ill health principles and performance of
mandatory and fundamental nursing skills
 Principles of patient led care –helping patients and clients
to make informed decisions
 Causes of infection and principles of infection control
 Learning styles
NU1102 Learning to All  Portfolio development
Learn  Using reflection to support learning
 Study skills: note taking, essay writing, using critical
incident technique; time management
 Searching for information and using the library
 Critical reading and writing
 Information Technology skills
 Academic referencing
 Interpreting modular learning outcomes
 Changing ideas and understanding of health, wellness and
NU1103 Contemporary All illness
Influences on Health  Factors influencing health: social, cultural & environment
 Understanding peoples perspectives and beliefs about
physical and mental health; child health and health in old
age
 Barriers to health and social care service provision for
disadvantaged groups
 Social class & health inequalities
 Principles of health education and promotion
 What is policy? How health policy is determined
The role of central government in healthcare; key policies
informing health care

 Priorities in health care; public health issues; resource

allocation; patient groups, associations and influencing
health prioritisation
 Patient, carer involvement in health policy and decision
making at national and local level
 The history and development of the NHS
 NHS reform and impact on health of the nation
 Integration of health and social care; interagency working
 Epidemiology
 Global health problems, trends and challenges
 UK health patterns
 Patterns of service provision

NU1104 Ethics, Law All
and Professionalism
NU1105 Introduction to All
Medicines Management
NU1602 Concepts of All
Human Anatomy and
Physiology
Use private study time and directed study to read:
 Recommended books and book chapters will be given to you in class and in module
information packs.
 Nursing journals – the library has a large collection – hard copy or online
 Moral principles – e.g. beneficence, non-maleficence,
autonomy, justice, veracity
 Moral theories e.g. consequentialism and virtue ethics
 Moral decision making and dealing with moral dilemmas in
clinical practice
 Introduction to civil law, criminal law, and employment law
as it influences and guides nursing practice
 Legal and professional principles underpinning nursing
practice – legislation, consent, confidentiality, negligence,
and record keeping
 Nursing as a profession and it’s regulation – the NMC code
of conduct and professional standards
 Responsibility and accountability
 Principles of pharmacology: understanding how drugs work
in the body
 The administration, absorption, distribution and elimination
of drugs
 The role of the nurse in drug administration
 Principles of safe drug administration in relation to
legislation and professional guidelines
 Practical medicines management incorporating the
intramuscular, subcutaneous and oral administration of
medications
 Introduction to formulae which will be used to calculate
drug dosages and intravenous fluid preparations
 Review of basic arithmetic; SI Units, decimals and fractions
 What makes the body stop growing/keep growing?
 What is required for continued life, and how do we achieve
this?
 What is life?
 How is human reproduction achieved?
 How does the human body know that it needs repairing?
 How does it repair itself?
 What would happen if it doesn’t (or can’t) repair itself?
 What is the human body made of?
 How are the individual elements and structures of the body
organised?
 Where are the body organs located and why?
 How does the human body protect itself from external
forces?
 Why do some people become ill and others don’t?
 What is meant by the terms “health” and “illness”?
 How does the body monitor its own internal environment
and adjust according to internal and external changes?
 What and where are the major control and co-ordination
centres of the body and how do they work?
 How do the different organs and systems of the body
interact with each other and how are they interdependent?
 What moves within the body?
 How does the body achieve movement?
  Recommended research papers or journal articles as indicated by lecturers

Look at the range of books available in the library and in bookshops- decide which books will
support core learning about nursing, anatomy and physiology, care delivery etc.Year 2

In year 2 you will enter your field programme:

 Adult nursing
 Mental health nursing
 Children’s nursing

The modules in year 2 are:

Module Title Credits Field

Number

NU2212 Body Systems, Health and Long Term Conditions 20 Adult

NU2213 Body Systems, Health and Acute Illness 40 Adult

NU2214 Nursing the Older Person 20 Adult

NU2215 Public Health and Well-Being 20 Adult

NU2216 Medicines Management for Adult Nursing 20 Adult

NU2218 Developing Children & Young People’s Nursing Practice 40 Childr

en

NU2219 Promoting the Mental Health and Wellbeing of Children and 40 Childr
Young People en

NU2220 Complex Care in the Community: The Family Experience 20 Childr

en

NU2221 Medicines Management for Children’s Nursing 10 Childr

en

NU2222 Developmental Anatomy and Physiology for Children’s 10 Childr

Nursing en
 NU2223 Fundamentals of Mental Health Nursing 20 Mental
Health

NU2224 Principles and Skills of Mental Health Assessment and 40 Mental

Care Planning Health

NU2225 Mental Health Law and Policy 20 Mental

Health

NU2226 Values-based Practice 20 Mental

Health

NU2227 Medicines Management for Mental Health Nurses 10 Mental

Health

NU2228 Applied Anatomy and Physiology for Mental Health Nurses 10 Mental
Health

You will find each module descriptor on the relevant module Virtual Learning Environment site.
Make sure that you have read each module descriptor relevant to each year of study.

Assessments in year 2
Year 2 modules: Adult Nursing assessment

Module Module Title Credits Assessment

Code

NU2212 Body Systems, Health & Long Term 20 Written Assignment 3000
Conditions words

NU2213 Body Systems, Health & Acute Illness 40 Summative OSCE,

Summative Assessment of
Practice (PAD), MCQ Exam
(A & P), Cross-field portfolio

NU2214 Nursing the Older Person 20 Written assignment 2000

words

NU2215 Public Health and Well Being 20 Story Board with 1000 word
annotated bibliography
 NU2216 Medicines Management for Adult 20 Patchwork Text 2500 words
Nursing

Practice assessment: this is explained in more detail on page 46 onwards.

 At the end of every practice assessment you will be submitting an assessment of a nursing
activity. This must have been assessed by your mentor by an agreed date within the
placement circuit. There are two a year.
 At the end of year 2 you must also submit your assessment of competence documentation
and your skills log – signed off by yourself and your mentor.

Practice assessment is ‘attached’ to one specific modules a year within your field programme
DONA: Direct Observation of Nursing Activity at the end of each placement
PAD: Practice Assessment Document
OSCE: Objective Structured Clinical Examination (usually held in clinical skills labs)
PDP: Personal Development Plan
MCQ: Multiple choice questions

Module Field

 Pathophysiology: a body systems approach; application to

NU2212 Body Adult practice through exploration of long term illness
Systems, Health and pathophysiology
Long Term Conditions  Nursing interventions and treatments: monitoring,
assessing and care planning for long term conditions
 Communication skills with regard to breaking bad news
 End of life care in long term conditions
 Nursing assessment, planning, implementation and
evaluation.
 Numeracy applied to measurement of physiological
parameters and trends
 Understanding patients symptoms; monitoring and
measurement within care delivery
 Reviewing and analysing care plans, treatment plans
 Policies, strategies, guidelines and protocols guiding
clinical care diagnosis and screening, treatments and
interventions
 Local and national drivers and their impact upon nursing
care delivery
 Knowledge around self-care promotion for patients and
family’s with long term conditions and support networks
within the community setting.
 Pathophysiology: a body systems approach; application to
NU2213 Body Adult practice through exploration of common acute illness
Systems, Health and  Underpinning interventions and treatments: tissue viability,
Acute Illness nutrition and hydration, acute pain management
 Understanding scientific principles of care: radiography,
chemotherapy, anaesthetics, investigations, infection
control
 Nursing skills and techniques for care delivery related to
body systems
 Nursing assessment, planning, implementation and
evaluation
 Numeracy: applied to measurement of physiological
parameters and trends
  Understanding patients symptoms; Monitoring and
measurement within care delivery
 Reviewing and analysing care pathways and care bundles
 Searching, appraising and using clinical data and
information
 Policies, strategies, guidelines and protocols guiding
clinical care diagnosis and screening, treatments and
interventions
 Psychological impact of ill-health on the individual and the
family in relation to adaptation or recovery
 Sociological impact in terms of provision of and access to
support services
 The Ageing Body; physiology of ageing
NU2214 Nursing the Adult  Normal physical ageing
Older Person  Normal psychological ageing
 Normal social ageing
 Nutrition and Hydration, Continence, Pain, Pressure
Ulcers, Falls
 Dignity and Respect.
 MDT Involvement / Health and Social collaboration
Health and Well-being / Health Promotion / Secondary
Prevention

 End of Life Care / Palliative Care

 Theories e.g. disengagement
 The Experience of Ageing: Discrimination within Society
and within healthcare,
 Empowerment, Autonomy, Value and Role within society.
Rights.
 The Vulnerable Adult: Abuse. Relationships: Sexuality and
Intimacy
 Place of Care, Older People as carers, Health and social
policy
 Government policies and the older adult, Rights in society
 Rights of the individual, Care of vulnerable adults,
Multicultural issues
 Where to Care?
 Mental Health:
 MCA legislation / MHA
 Delirium/Dementia/Depression
 Bereavement, loneliness / social isolation
 Self Harm / Suicide / Substance Misuse
 LT MH problems
 Spirituality
 As a concept – perceptions of health and quality of life
NU2215 Public Health Adult  Healthy communities – examining health outcomes on a
and Well-Being local, national and global level
 Measurement of health in terms of patient outcomes
 Inequalities in health
 Social determinants of health
 Models of Health
 Empowerment and Education
 Health Care policy
 Ethics
 How is Public Health incorporated in the Values of the
NHS
 How and where is Public Health delivered?
  Models of health promotion
 Public Health strategies
 Role and importance of Public Health in prevention,
protection and promotion
 Gender and health
 Working with target groups - in line with public health
priorities
 Partnership working
 Application of the fundamental principles of pharmacology
NU2216 Medicines Adult in nursing practice
Management for Adult  Medicines management through the practical
Nursing administration of intramuscular, subcutaneous and oral
medications
 Exploration of drugs acting on the cardiovascular system,
the central and peripheral nervous system, the gastro-
intestinal system and the respiratory system.
 Examination of adverse drug reactions, anaphylaxis and
near misses
 Revisit mathematical formulations required in the
calculation of drug dosages and intravenous fluid
preparations including SI Units, decimals and fractions
 Demonstration and practice of correct and accurate drug
calculations
Year 2 modules: Mental Health Nursing

Module Module Title Credits Assessment

Code

NU2223 Fundamentals of Mental Health Nursing 20 Story board

Assessment of Practice (PAD)

NU2225 Mental Health Law and Policy 20 Written assignment 3000

words

NU2228 Applied Anatomy and Physiology for 10 Unseen examination

Mental Health Nurses

NU2227 Medicines Management for Mental Health 10 Unseen examination

Nurses

NU2226 Values Based Practice 20 Poster presentation and oral

justification

NU2224 Principles and Skills of Mental Health 40 Critical reflection on an aspect

Assessment and Care Planning of assessment undertaken in
clinical practice.

Developing evidenced based

care plans from case
scenarios – examination

Assessment of Practice (PAD)

Cross-field portfolio

Detailed dates and times for submission will be given to you in your module information via
the module Virtual Learning Environment site.
 The concept of recovery in mental health care
NU2223 Fundamentals Mental  The role of the mental health nurse in facilitating recovery
of Mental Health Health  Service user and carer narratives
Nursing  What is therapeutic engagement
 Promoting a user & carer focus
 Partnerships with service users and carers
 Nurturing relationships with people with mental health
needs across the age continuum
 Demonstrating empathy with people with mental health
needs
 Illustrating personal and professional values in relation to
the therapeutic alliance
 Adapting communication strategies to suit the needs of
people with different mental health problems.
 Principles and skills of assessment
NU2224 Principles and Mental  Assessment tools
Skills of Mental Health Health  Physical health assessment
Assessment and Care  Developing skills in order to make reasoned judgments
Planning about users’ care needs
 Developing a mental health nursing care plan
 Assessment & management of risk and promoting safety
and positive risk taking
  The skills of medication management
 Effective management of violence and aggression
 Promoting a user & carer focus through partnership
working and collaboration
 An overview of interventions that aim to promote recovery
 Promoting independence
 Mental health promotion
 Service user and carer narratives
 Civil compulsion.
NU2225 Mental Health Mental  Mentally disordered offenders.
Law and Policy Health  Ways out & Appeals process
 Roles and responsibilities under the Act.
 Consent to treatment provisions
 Case law
 Mental Capacity
 Deprivation of liberty safeguards.
 Human Rights Act 1998
 Policy making & stakeholders
 Key drivers of mental health policy
 Political ideologies
 Economics of mental health
 The concept of values based practice
NU2226 Values-based Mental  Values and decision making
Practice Health  Conflicting values within teams
 Understanding equality and diversity issues in mental
health care
 Culture, race and ethnicity
 Gender & Sexuality
 Ageism
 Rights versus coercion
 Power and therapeutic relationships
 Historical critiques of psychiatry: the anti-psychiatry
movement
 Critiques of diagnosis
 Drugs, ECT and Neurosurgery for Mental Disorder
Psychotherapy

 Application of the fundamental principles of

NU2227 Medicines Mental psychopharmacology in nursing practice
Management for Health  Exploration of the Legal, ethical and professional issues
Mental Health Nurses around medication administration & management
 Medicines management through the practical
administration of oral, intramuscular, & subcutaneous
medications
 Exploration of psychopharmacological drugs actions,
interactions and polypharmacy
 Monitoring & managing side-effects of medication
 Issues around self-administration of medicines
 Reporting & managing medication errors/near misses
 Revisit mathematical formulations required in the
calculation of drug dosages and intravenous fluid
preparations including SI Units, decimals and fractions
 Demonstration and practice of correct and accurate drug
calculations
  Overview of the anatomy and physiology of the brain.
NU2228 Applied Mental  Functions of the autonomic nervous system.
Anatomy and Health  Pathways involved in mental health.
Physiology for Mental  Basic principles of brain pathologies affecting in mental
Health Nurses health (e.g. degenerative, traumatic).
 Anatomy of the neuron
 Axioplasmic transportation.
 Neurotransmission (including an introduction to
neurotransmitters and receptors), and the link with mental
health.
 Transfer of genetic material: cell reproduction, meiosis and
mitosis
 Fundamental aspects of the genetic code: DNA, RNA,
Amino acids, genes, chromosomes, XX, XY
 Patterns of inheritance relevant to mental health nursing
(autosomal disorders, Sex chromosome abnormalities,
genetic disorders)
 Form and function of hormones
 Thyroid hormones and related mental health
 Adrenal cortex hormones and related mental heath
 Hormones from the adrenal medulla and related mental
health.
 Hormones and behaviour
Year 2 modules: Children’s Nursing
Module Module Title Credits Assessment
Code

NU2222 Developmental Anatomy and Physiology 10 Examination – MCQ and short

for Children’s Nursing answers

NU2220 Complex Care in the Community: the 20 Storyboard

Family Experience

NU2218 Developing Children and Young 40 OSCE/Viva and Assessment

People’s Nursing Practice of Practice(PAD)

Cross-field portfolio

NU2219 Promoting the Mental Health of Children 40 Written assignment with

and Young People Personal Development Plan
4000 words

NU2221 Medicines Management for Children’s 10 Formative teaching plan and

Nursing teaching session followed by
summative reflective essay
(including teaching plan as
appendix) 2000 words

 Build on your knowledge of anatomy and physiology

NU2218 Developing Children related to children and young people.
Children & Young  Using a body systems approach, pathophysiology of
People’s Nursing common childhood medical and surgical conditions will
Practice be covered including respiratory, cardiac, gastro
intestinal, neurological and circulatory.
  Care of children and young people with Genetic
disorders
 Altered homeostatic mechanisms and related
investigations
 The impact of illness on the individual and the family.
 Family Centred Care
Comprehensive and systematic nursing assessment,
planning, implementation and evaluation of the neonate;
infant; child; and young person

 Adaptations in nursing care to respond to deviations in

activities of living related to Children, Young People and
their Families
 Discharge planning and Multi-Disciplinary Liaison
 Principles of Infection Control
 Pain assessment and management
 Policies, strategies, guidelines and protocols guiding
health care treatments and interventions
 Key stages of development from birth to adolescence
NU2219 Promoting the Children  Mile stone of normal development and adolescence
Mental Health and  Theories of normal and atypical child development
Wellbeing of Children  Transcultural perspectives on child development
and Young People  Therapeutic interventions e.g. play, distraction,
communication
 Key topic areas such as the nature nurture debate,
concepts of childhood, parenting styles and family,
poverty and social health issues will be covered in this
unit.
 Defining the vulnerable child
 Development of self and self esteem
 Emotional and behavioural problems
 Conflicts and dilemmas
 Key issues of mental health and wellbeing (e.g. self-
harm; substance misuse; eating disorders, relationships
and life events)
 Communication and therapeutic engagement
 Symptomatic disorders
 Mental health assessment
 Partnership in care and multidisciplinary working,
including child protection
 Key policies affecting mental health practice i.e. Mental
Health Acts (1983 and 2007), Mental Health Capacity
Act (2005)
 Organisation of CAMHS services
 Family centred care
 Engaging young people
 Using case studies to understand the differences
between problem solving and solution focused
children’s nursing
 Research and children including Appreciative Inquiry
 Caring for children in settings such as home, hospice,
NU2220 Complex Care Children children’s centres, nurseries and schools
in the Community: The  Defining the terms e.g. disability, complex care, on-
Family Experience going and life limiting illness
 Impact of caring for child with complex needs on direct
carers, family and wider community
 Service user perspectives
 Social benefits and equitable distribution of resources
  Transitions to adult services
 Palliative and end of life care
 Safeguarding and protecting children, young people and
vulnerable adults with complex care needs
 Communicating with children with complex needs and/
or learning disabilities
 Breaking bad news
 Professional relationships: therapeutic engagement and
disengagement
 Advocacy needs for children with complex needs and
their families
 Evaluating personal beliefs and values about life and
quality of life
 Political, ethical and legal consent and refusal to
treatment,
 Internal and external drivers affecting provision of
community services i.e. NSF’s, ECM and WHO
Health education and promotion for children and young
people

 Children / young people’s perception of health and

illness
 Exploring contemporary issues in health i.e. obesity,
sexual health
 Examining the impact of beliefs and values of society,
pressure groups and political ideology
 Critical reflection on instances of conflict and /or difficult
decision-making
 The role of the student nurse in drug administration for
NU2221 Medicines Children children and young people
Management for  Understanding prescription charts
Children’s Nursing  Administering medicines to children, consent and co-
operation
 Controlled drugs, principles, policy and procedures for
administration
 Using the BNF for children
 NMC Guidelines relating to administering medicines to
children and young people
 Practical drug administration
 Rationale for routes of administration
 Medicine sub groups
 Pharmacodynamics
 Pharmacokinetics
 Teaching children and families about their medicines
 Teaching in clinical practice
 Lesson planning
 Review basic numerical skills
 Drug calculations for Children’s Nurses
 Conversions
 Fluid maintenance for Children’s Nurses
 Factors which may influence conception and miscarriage
NU2222 Children  Embryo and Foetal anatomical and physiological
Developmental development: key stages, influencing factors,
Anatomy and consequences of deviations from the expected
Physiology for developmental sequence
 Transfer of genetic material: cell reproduction, meiosis
Children’s Nursing
and mitosis
  Fundamental aspects of the genetic code: DNA, RNA,
Amino acids, genes, chromosomes, XX, XY
 Patterns of inheritance relevant to children’s nursing e.g.
Congenital abnormalities, Inheritance of disease
 Ethical issues concerning genetic testing
 Causes of premature delivery of the infant
 Challenges for the premature infant and associated
nursing care.

Year 3:
The modules in year 3 are:

Module Title Credits Field

Number

NU3341 Management of Physical Health within Mental 20 Mental

Health Health

NU3342 Therapeutic Interventions in Mental Health Care 20 Mental

Health

NU3343 Nursing the Acutely Ill Child 20 Children

NU3344 Applied Anatomy, Physiology and Pathophysiology 10 Children

for Children’s Nurses

NU3345 Medicines Management: Preparation for 10 Children

Registration – Child

NU3346 Applied Anatomy, Physiology and Pathophysiology 20 Adult

for Adult Nurses

NU3347 Management and Leadership: Preparation for 40 All

Professional Registration

NU3348 Medicines Management for Professional 10 Adult

Registration – Adult

NU3349 Transforming Evidence into Nursing Practice 20 All

NU3359 Nursing the Acutely Ill Adult 20 Adult

 Module Number Field

 A historical perspective of the physical health care of

NU3341 Mental those with SMI and learning Disabilities, including
Management of Health contemporary issues of consent and capacity.
Physical Health  Application of Health promotion strategies for example
within Mental Health Smoking Cessation, Healthy Eating.
 National Guidance (National Service Framework and
NICE Guidelines).
 Research background of physical health needs within
these groups
 The cultural context of unmet physical health needs
 Physical Health Screening, Laboratory investigation and
blood result interpretation.
 Unmet health needs signs, symptoms and management.
For example Type 2 Diabetes,
 Cardiovascular disease, respiratory conditions
 Women’s health issues and their management, PMS,
menstrual problems, mammograms.
 Men’s health issues and management, prostate problems,
testicular cancer.
 The monitoring and management of epilepsy.
 Understanding sexual health issues.
 Pharmacological management of complex physical health
needs including the interaction with psychopharmacology
 Skills workshop
 Working with people who have common mental health
NU3342 Therapeutic Mental problems (primary care)
Interventions in Health  Working with people who have complex needs (secondary
Mental Health Care care)
 Working across the age continuum (CAMHS, Older Adult)
 Perinatal mental health
 Forensic mental health
 Substance misuse
 Personality disorders
 Working with families and carers
 Psychosocial interventions
 Facilitated self help
 SFBT
 Motivational Interviewing
 Cognitive behavioural interventions
 Recovery focussed interventions
 Evaluating the evidence base for practice
 Evaluating mental health care in practice environments
 Evaluating the bio-psycho-social approach to mental
health care
 Revision of Anatomy and Physiology of the child’s body
NU3343 Nursing the Children systems.
Acutely Ill Child  Pathophysiology of the ill child i.e. Shock, system and
organ failure,
 Paediatric Early Warning Score, ABCD assessment
framework, treatment protocols
 Infection, toxicity
  Aetiology/mechanism of injury
 Head injury, burns, wounds, fractures; meningitis,
diarrhoea and vomiting; sudden infant death
 Mental wellbeing
 Consideration in relation to potential development of Post-
traumatic stress syndrome,
 Emotional burden of care on child and family.
 Advanced neurological observations;
 Advanced Life support,
 Fluid management; and haemodynamic
 Monitoring including ECG and vital signs.
 Drug titration and management, urinary and respiratory
monitoring.
 Acid base balance,
 Respiratory support and assisted ventilation,
 Knowledge of and communication with the MDT.
 Care planning
 Dependency, resources and workload
 Care strategies;
 Psychosocial care needs of child and family
 Referral, discharge and patient journey
 Emotional labour of nursing
 End of life issues; loss and bereavement
 Applied Anatomy & Physiology
NU3344 Applied Children  Pathophysiology
Anatomy, Physiology  Related investigative and diagnostic tests
and Pathophysiology  Preparation for independent study
for Children’s Nurses  Advanced literature searching and library skills
 Critiquing the evidence base
 Review of NMC Core Competencies relating to medicine
NU3345 Medicines Children administration
Management:  The extended role, nurse prescribing and PGD’s
Preparation for  Medication errors management and consequences
Registration – Child  Controlled drugs
 Stock control and cost
 Drug reactions e.g. anaphylaxis and poly pharmacy
considerations
 Contraindications e.g. organ dysfunction
 Licensed and unlicensed drugs
 Therapeutic levels
 Advancing numerical skills
 Titrations
 Infusions e.g. insulin, dopamine etc.
 Dehydration Formula
 Rehydration

 Preparation and planning to undertake independent study

NU3346 Applied Adult  Topic allocation of a less common condition
Anatomy, Physiology  Identification of supportive learning networks
and Pathophysiology  Assignment Preparation
for Adult Nurses  Study Skills
 Tutorial support
 NHS & the evolution of the current approaches to healthcare
NU3347 All
 Current approaches in managing healthcare
Management and  Understanding organisational goals
Leadership:  Governance: shared & clinical governance
Preparation for  Working with patients, carers and service user
Professional  Understanding the patient journey; care pathways
Registration  Service improvement and innovation strategies
 Change management
 Quality assurance, management and enhancement including
risk management
 Working in and leading teams
 Clinical leadership and clinical supervision
 Clinical decision making
 Leading and supervising others
 Skill mix, workload and delegation
 Human resource issues for team working e.g. health and
safety
 Training function
 Problem solving, decision making and clinical judgement
 Understanding accountability and the nature of autonomous
practice
 Developing and maintaining standards
 Working with evidence and research in practice
 Record keeping
 Knowledge transfer
 Case management

NU3348 Medicines Adult  Legal and ethical framework that underpins safe and
Management for effective medicines management.
Professional  Application of the safe and effective ordering, receiving,
Registration – Adult storing, administering and disposal of medicines and drugs,
including controlled drugs
 Working in partnership with patient/clients to ensure effective
management of their medication therapy incorporating
assessment of the patient/client’s ability to self-administer
medication, assisting patient/client to make safe and
informed choices about their medicines, providing clear and
accurate information on patient/client’s medicines and
treatment options.
 Exploration of drugs acting on the renal system, endocrine
system and immune system.
 Practical medicines administration incorporating the
intramuscular, subcutaneous and oral administration of
medications
 Revisit mathematical formulations required in the calculation
of drug dosages and intravenous fluid preparations including
SI Units, decimals and fractions
 Demonstration and practice of correct and accurate drug
calculations
 Transferring evidence into practice
NU3349 All  Barriers to change in practice
Transforming  Change management theories
Evidence into  Nature of decisions
Nursing Practice  Implementing new practice – sharing a vision
 Elements required to promote change – clinical governance
 Personal, service users, team, organisational, national and
international strategies
 Sustaining practice changes
 Physiology with focus on:
NU3359 Nursing the Adult  Review cardio/respiratory/renal physiology
Acutely Ill Adult  Applied pharmacokinetics and dynamics
 The immune system
 Pathophysiology;
 Shock, system and organ failure, apoptosis, neuro-
endocrine imbalance
 Anatomy to support nursing assessment and physical
examination skills; treatments and interventions in
emergency and acute care
 Physical health:
 Early Warning System, dependency assessment; treatment
protocols
 Infection, toxicity
 Mental health
 Crisis interventions; risk assessment; suicide awareness;
stress
Assessments in year 3

Please refer to each module Virtual Learning Environment site to note the date for submission
of assigned work.

Adult or Children’s or Mental Health (Core Modules): Year 3 assessment map

NU3349 Transforming Evidence into Nursing 20 Proposal 3000 words
Practice

NU3347 Management and Leadership: 40 Evaluative Report of personal

Preparation for Professional Registration professional development
1500 words

Structured case analysis of

their current placement 2500
Words

Cross-field portfolio

Summative Assessment of
Practice and sign off

Option Module 20 Various dependent on module

choice

Adult Nursing: Year 3 assessment map

Module Module Title Credits Assessment
Code

NU3346 Applied Anatomy, Physiology and 10 15 Minute Presentation and

Pathophysiology for Adult Nurses completed Learning Contract

NU3348 Medicines Management for 10 Floating DONA – Medicine

Professional Registration – Adult Administration

MCQ Examination

NU3359 Nursing the Acutely Ill Adult 20 Summative OSCE – 30

minutes

Children’s Nursing Year 3 assessment map

Module Module Title Credits Assessment
Code

NU3345 Medicines Management: Preparation for 10 Seen examination and

Registration – Child numeracy examination

NU3343 Nursing the acutely ill child 20 OSCE/ Viva

 NU3344 Applied Anatomy, Physiology and 10 Presentation
Pathophysiology for Children’s Nurses

Mental Health Nursing: Year 3 assessment map

Module Module Title Credits Assessment
Code

NU3342 Therapeutic Interventions in Mental 20 Written assignment (case

Health Care study)

Assessment of Practice (PAD)

NU3341 Management of Physical Health within 20 Examination

Mental Health
OSCE

Optional modules:

Full module descriptors will be posted on your course site during year 2. You will choose one
option module to complete in year 3.

Module Title Credits

Number

NU3182 Enhancing User and Carer Experiences- Helping Staff 20

Develop User and Carer Led Services

NU3194 Care Management at the End of Life 20

NU3326 Infection Prevention and Control; Improving Knowledge 20

of Core Principles

NU3253 Change for Children: Essentials for all those Working 20

with Children and Young People

NU3307 Solution Focused Interventions 20

 NU3115 Facilitating Stress Management in Health and Social 20
Care

NU3360 Moral Dilemmas in Health Care 20

NU3365 Transcultural Health Care 20

NU3366 Caring in the Acute Hospital Environment 20

NU3630 Introduction to the Concepts of Community Practice 20

NU3064 The Art of Nursing 20

NU3069 Medical Law 20

NU3161 Enhancing capability for working with personality disorder 20

NU3146 Care of the Diabetic Client 20

NU3152 An introduction to working with Children and Adolescents 20

with Mental Health Difficulties

NU3226 Care of the child with cancer 20

NU3153 Principles of dementia care 20

NU3159 Care of the Highly Dependent Child 20

Assessment in Practice

Introduction:
The overall aim of assessment of practice within the pre-registration nursing programmes is to
ensure that students develop the skills, related knowledge and professional behaviours
necessary to be fit for practice. Assessment of practice for all students during the BSc (Hons)
Pre-registration Nursing programmes embraces two components:
1. Direct Observation of Nursing Activities (DONAs): During each placement, mentors
are required to directly observe students carry out selected nursing activities, and assess
their ability to undertake those activities. Activities for Direct Observation represent key
aspects of nursing care. Activities are common to all students in Year One, and Field-
specific in Years Two and Three. The aim of this aspect of assessment of practice is to
ensure that students receive detailed feedback on their ability to carry out significant
nursing activities, and that mentors have a detailed understanding of students’ ability to
work with patients/clients and use that understanding to inform their overall assessment of
the student’s competence.

2. Progression point criteria: Students must be assessed during each year as having
achieved competence in all performance criteria as outlined in the progression point criteria
for Pre-registration Nursing Programmes (NMC, 2010). Assessment of competence & skills
is formative on Placement One and summative on Placement Two.

These aspects of assessment of practice come together to ensure the student’s overall
competence, as defined by the NMC (2010):

“a combination of skills, knowledge and attitudes, values and technical abilities that underpin
safe and effective nursing practice” (Adapted from Queensland Nursing Council 2009, cited in
Standards for pre-registration nursing education NMC 2010)

Should the student not successfully achieve a DONA by the end of the designated placement,
the mentor must complete the relevant forms, outlining clearly the reasons for non-
achievement. The Link Lecturer and the Course/Cohort Leader must be informed immediately.
The Course/Cohort Leader must hold a meeting with the student to draw up a remedial action
plan that the student will take to the next placement, where he/she will be reassessed on the
outstanding DONA (in addition to the practice assessment tasks for that placement). Failure
to achieve any DONA on reassessment will result in immediate discontinuation from the
course.

During each placement the student will work with mentors and other placement staff to achieve
competence in all performance criteria set out in the Competency & Skills Profile.

SUMMATIVE Assessment of Competence and Skills will occur each year, and the mentor
for each Placement will discuss this aspect of assessment with the student and ensure that
suitable learning opportunities are available to the student for assessment of competence to
take place. At the end of the placement the appropriate documentation must be completed.

Students who have achieved all competences on a Placement must maintain their
competence throughout the course in order to achieve an overall pass in their assessment of
practice.
Levels of Progression:

Assessment of DONAs and achievement of competence on any placement should be carried

out by the mentor through judging whether the student’s performance has reached the required
level of progression for the Year of the Course. Levels of progression have been derived
from Benner’s (1984) Novice to Expert framework. Three levels of progression have been
identified, and the expected level for competence achievement and skills acquisition for each
year is set out below.

YEAR ONE: NOVICE – The student is expected to:

 Undertake new experiences under close supervision

 Respond to instructions given by mentors and other staff, and to remain within the
limits of those instructions
 Learn rules and principles and apply these in carrying out nursing activities

YEAR TWO: ADVANCED BEGINNER - The student is expected to:

 Demonstrate acceptable performance

 Vary approach according to the needs of individual patients/clients
 Use experience to recognise aspects of a situation and to identify important aspects
 Begin the process of identifying principles that underpin practice
 Still requires supervision

YEAR THREE: COMPETENT - The student is expected to:

 Be able to engage in conscious, deliberate planning, based on an analytic

contemplation of a problem
 Have a feeling of mastery and the ability to cope with and manage the many
contingencies of nursing
 No longer require close supervision for routine tasks
 Be aware of their limitations of knowledge/skill, and refer to other professionals
appropriately
 Not expected to have speed and flexibility of a “proficient” qualified nurse
Sign-off mentors

The sign off mentor is relatively new terminology in nursing. It refers to an experienced mentor
(who also meets certain criteria), who will be required to sign an affirmation that the student
nurse is competent and proficient, and from a practice perspective fit for registration, at the
end of the prescribed period of study. Not every nurse will be required to be a sign off mentor
but each ward where students have their final placement will have a designated sign-off
mentor. S/he must complete your final documentation. You can read more about this in the
document, 'Standards to support learning and assessment in practice' the latest version of
which was issued by the NMC in 2008.
5.2 Notification of assignments and examination arrangements
It is very important that you review the guidelines for assessment in the School of Nursing
Student Handbook and understand your responsibilities in the assessment process. This can
be found on the BSc Virtual Learning Environment site.

Assessment is inescapable in formal education and is necessary to identify your achievements

and to give you feedback about your progress. Part of the process requires that you develop
skills of self-assessment and it is important that you accept this responsibility. We use very
broad ranging assessment strategies that allow you to focus on your own area of interest within
a particular subject. Assessment submission dates are indicated in module handbooks and
also published on Blackboard module sites.

Module leaders will supply individual module assessment guidelines and you can access
assignment support though your module supervisor.

In order to register as a nurse you must:

1. Undertake and pass all the summative assessments for year 1 – this is a progression point
and until you have successfully completed all the modules and practice assessments in
year 1 you cannot progress to your field programme i.e. year 2

2. Undertake and pass all the summative assessments for year 2 – this is a progression point
and until you have successfully completed all the modules and practice assessments in
year 2 you cannot progress to your final year, i.e. year 3

3. You must pass all modules in year 3 and be signed off by a sign off mentor in practice by
the end of year 3. Each field programme has been designed to give you every opportunity
to achieve the module and course learning outcomes, but you must use your learning time
effectively.

Each assignment or activity is marked - we therefore refer to this as summative assessment.

Each assignment reflects one or more module learning outcomes (that in turn reflect the
assessment of course learning outcomes – see the programme Specification)

Assessment is the key driver for many students who choose to only work for assignments;
however, we have taken this into account in designing a range of assessments each year that
include:
 Written work- reflective accounts, reports, essay
 Oral presentations
 Assessment of simulated practice in skills labs (OSCEs)
 Examinations – multiple choice questions, short answer questions
 Story boards and posters

And in practice:
 Observation of nursing activities
 Skills log maintenance
 Competency assessment
In order to be successful in your assessment you must plan and organise your study time; read
and think about what you are reading; attend all classes and Home Groups and take part in
discussions, questions and answer activities and listen!

Make sure you look at and use the Student Handbook for the School of Nursing throughout
your course

Please remember to keep a copy of all your submitted work

as the originals will not be returned to you

5.3 Referencing
Please refer to the School Referencing Handbook

5.4 Confidential material

Please refer to the School Student Study Skills Handbook

5.5 Dealing with difficulties in meeting assessment deadlines

Assignments must be submitted no later than the date on your assignment instructions /
brief. If you anticipate that you will have difficulty in meeting assessment deadlines or you
have missed or are likely to miss in-semester tests you must report this at the earliest
possible opportunity to the relevant module leader.

Authorisation of the late submission of work requires written permission. Your School is
authorised to give permission for one extension period of between 1 and 10 working
days where appropriate evidence of good reason has been accepted and where submission
within this timescale would be reasonable taking into account your circumstances (Academic
Regulations).

You should complete and submit an extension request form, with any supporting evidence, to
your Hub. Further information is available on the Student Portal at:
https://www.uclan.ac.uk/students/study/examinations_and_awards/extenuating_circumstanc
es.php

We aim to let you know if the extension has been granted within 1 working day of the receipt
of the request.

If you are unable to submit work within 10 working days after the submission date due to
verifiable extenuating circumstances, you may submit a case for consideration in accordance
with the University’s Policies and Procedures on Extenuating Circumstances (Academic
Regulations and Assessment Handbook).

5.5.1 Extenuating circumstances

Some students face significant events in their personal life that occur after their course has
started, which have a greater impact on their students than can be solved by the use of an
extension. If this applies to you, the University is ready to support you both with regard to
your course and your personal wellbeing through a process called Extenuating
Circumstances (see Academic Regulations and Assessment Handbook).
Normally extenuating circumstances will relate to a change in your circumstances since you
commenced your course, which have had a significant, adverse effect on your studies.
Everyday occurrences such as colds or known conditions such as hay-fever will not qualify
unless the effects are unusually severe and this is corroborated by a medical note. The
University does not look sympathetically on absences or delays caused by holiday
commitments or by work commitments in the case of full-time students. The normal work
commitments of part-time students would not constitute an extenuating circumstance. A
disability or learning difficulty does not constitute an extenuating circumstance (see
Academic Regulations).

All evidence that is provided relating to extenuating circumstances will be treated in a

sensitive and confidential manner. Supporting evidence will not be kept for longer than is
necessary and will be destroyed shortly after the end of the current academic year.

Further information is available on the Student Portal at:

https://www.uclan.ac.uk/students/study/examinations_and_awards/extenuating_circumstanc
es.php

You can apply for extenuating circumstances online via myUCLan. You must apply no later
than 3 days after any examination or assessment submission date. Do not wait until you
receive your assessment results to submit a claim. It is in your own interests to submit the
claim as soon as possible.

You will be expected to re-submit claims for extenuating circumstances for each semester.
All evidence that is provided relating to extenuating circumstances will be treated in a
sensitive and confidential manner. Supporting evidence will not be kept for longer than is
necessary and will be destroyed shortly after the end of the current academic year.

Further information about the submission process is available at:

https://www.uclan.ac.uk/students/study/examinations_and_awards/extenuating_circumstanc
e_submission.php
In determining assessment recommendations, Assessment Boards will consider properly
submitted claims from students who believe their performance has been adversely affected
by extenuating circumstances. N.B. Assessment Boards are not permitted to alter individual
assessment marks to take account of extenuating circumstances (Academic Regulations and
Assessment Handbook).

5.5.2 Late submissions

If you submit work late and unauthorised, a universal penalty will be applied in relation to
your work:
 If you submit work within 5 working days following the published submission date you
will obtain the minimum pass mark for that element of assessment.
 Work submitted later than 5 working days after the published submission date will be
awarded a mark of 0% for that element of assessment.
 Unauthorised late submission at resubmission will automatically be awarded a mark
of 0% for that element of assessment.

5.6 Feedback Following Assessments

UCLan is committed to giving you clear, legible and informative feedback for all your
assessments (Academic Regulations). You are expected to review and reflect on your
feedback and learn from each experience to improve your performance as you progress
though the course.
You will be provided with generic feedback for in-module formative and summative elements
of assessment which contribute to a module within 15 working days of the scheduled
submission or examination date. Generic feedback on end of module assessment and
dissertations will be made available within 15 days of publication of results. Feedback may
be oral, written, posted on a website or other.

5.7 Cheating, plagiarism, collusion or re-presentation

You are required to sign a declaration indicating that individual work submitted for an
assessment is your own.

If you attempt to influence the standard of the award you obtain through cheating, plagiarism
or collusion, it will be considered as a serious academic and disciplinary offence as
described within the Academic Regulations and the Assessment Handbook .

 Cheating is any deliberate attempt to deceive and covers a range of offences

described in the Assessment Handbook.
 Plagiarism describes copying from the works of another person without suitably
attributing the published or unpublished works of others. This means that all quotes,
ideas, opinions, music and images should be acknowledged and referenced within
your assignments.
 Collusion is an attempt to deceive the examiners by disguising the true authorship of
an assignment by copying, or imitating in close detail another student’s work - this
includes with the other student’s consent and also when 2 or more students divide the
elements of an assignment amongst themselves and copy one another’s answers. It
does not include the normal situation in which you learn from your peers and share
ideas, as this generates the knowledge and understanding necessary for each
individual to independently undertake an assignment; nor should it be confused with
group work on an assignment which is specifically authorised in the assignment brief.
 Re-presentation is an attempt to gain credit twice for the same piece of work.

The process of investigation and penalties which will be applied can be reviewed in the
Assessment Handbook. If an allegation is found to be proven then the appropriate penalty
will be implemented:

In the case of a single offence of cheating, plagiarism, collusion or re-presentation:

 the penalty will be 0% for the element of assessment, and an overall fail for the
module.
 the plagiarised element of assessment must be resubmitted to the required standard
and the mark for the module following resubmission will be restricted to the minimum
pass mark.
 when it is detected for the first time on a resubmission for an already failed module,
no further resubmission for the module will be permitted, and the appropriate fail
grade will be awarded.

In the event of a repeat offence of cheating, plagiarism, collusion or re-presentation

(irrespective of whether the repeat offence involves the same form of unfair means) on the
same or any other module within the course:
 the appropriate penalty will be 0% for the module with no opportunity for re-
assessment. This penalty does not preclude you being able to retake the module in a
subsequent year.
The penalties will apply if you transfer from one UCLan course to another during your period
of study and module credits gained on the former course are transferred to the current
course.

Contact the Students’ Union Advice and Representation Centre by emailing:

suadvice@uclan.ac.uk for support and guidance.

Plagiarism, Collusion, Anonymity and Confidentiality

Please refer to the documents and web sites noted at the start of the handbook

 Plagiarism and Collusion is the act of passing off someone else’s ideas or work as
your own (Caroll 2002)

 Those parts of your assignment that rely directly or indirectly on the work of another
should always be acknowledged by a reference in the text and in the reference list.

Please Review: Academic Regulations section G10 and The Regulations for the Conduct
of Students Section B Examination/Assessment Regulations

See also: student guide to defining and avoiding plagiarism - a PODCAST

http://breeze01.uclan.ac.uk/plagiarismmov/

Any material submitted for assessment must be your own work and the result of your own
efforts. Any assignment must be produced specifically for the assessment. Copying from the
works of another person (including Internet sources) constitutes plagiarism, which is an offence
within the University’s regulations. Individual Module Leaders will explain further what equates
to plagiarism but it is worth noting that if plagiarism is proven in an assignment, a penalty of a
referral in the module will be imposed with the opportunity for resubmission if this if at first
attempt, with a capped mark of 40%.

In preparation for a professional role that is regulated for the protection and safety of the public,
issues of confidentiality and anonymity have to be taken into consideration as well.

 Anonymity refers to anonymised information “which does not, directly or indirectly identify
the person (and/or organisation) to whom it relates” (Adapted from BMA 2005).
 “Confidentiality is the principle of keeping secure and secret from others, information
given by or about an individual (and/or organisation) in the course of a professional
relationship” (Adapted from BMA 2005).
There are both ethical and legal reasons for maintaining anonymity and confidentiality. The
policy of maintaining anonymity and confidentiality applies to all students whether an
undergraduate or post graduate student.

Exceptions

There may well be cases where exceptions to maintaining anonymity and confidentiality occur.
These can include:

 Naming individuals or organisations where the information is already in the public domain,
providing this material is accurate;
 Instances where you have written permission from an individual or organisation. It may be
possible for you to obtain consent to use information for academic purposes. Clearly state
that this is the case at the beginning of your work. Written consent forms will be retained
with the academic work. If you intend to publish your work, you may need to seek further
guidance from an appropriate Ethics Committee.
 You may have access to sensitive information about an organisation through your personal
contact or employment, which is quite separate from your university course. In this case,
you will be expected to adhere to any contractual or other agreements you have made with
the organisation concerned regarding disclosure.

If you do need to refer to an organisation in your work, you can maintain anonymity by the
following method:

 In the text: “ this action was in accordance with the NHS Trust’s (name withheld) infection
control policy”
 In reference list: NHS Trust (name withheld) 2004 infection control policy.

References / Sources

Further information can be found in the BMA guidelines on confidentiality at:

http://www.bma.org.uk/ap.nsf/Content/Hubethicsconfidentiality

If there is a breach of Anonymity and or Confidentiality, you will receive feedback from
the module leader/marker and support to prevent errors in your future work

 Actions taken following a breach in anonymity and or confidentiality will depend on a

number of issues and will be determined within departments/course teams.
 Issues which will be of importance may include:
 Professional standing of course
 Level of study of student and or stage of course
 Extent and nature of the breach.
 Under these circumstances, it may be that the department will impose a penalty. Your
module leader will work with you and the course leader to review the specific situation and
involve the Head of Department/named deputy in the decision making process.
 Do’s Don’ts
Do respect the right to privacy of an Don’t name an individual or organisation;
individual and/or organisation; (unless it is already in the public domain)

Do change all names to fictitious ones; Don’t include identifiable stationery in your
work, such as letter heads, Lab forms or X-
rays;
Do provide a statement with your assignment Don’t give information away that could
that all information has been anonymised; identify an individual or organisation;
(unless it is already in the public domain)
Do reference work accurately if information is Don’t include photographs that can identify
already in the public domain; a person or place;
Do support your discussions with reference Don’t make unsupported accusations;
to published work.
Do seek guidance and advice where you are
unsure.
Subjective or judgemental opinions about an employer or placement provider (even when
not identifiable) are not normally acceptable. This may mean that your opinion may not be
able to be kept confidential under the Freedom of Information Act and will lead to further
discussion
NB: Please note that by seeking guidance from your academic advisor/module tutor, you
have the opportunity to ensure the work is not in breach of the guidance.

Using Turnitin

TurnitinUK is an Internet based service that enables lecturers to carry out an electronic
comparison of student work against a variety of electronic sources, including other students'
work.

TurnitinUK does NOT detect plagiarism – it simply matches copied or non-original text in
student work. The plagiarism detection process requires a follow-up investigation by the
lecturer to determine whether plagiarism and academic misconduct has actually occurred or if
the student has correctly referenced their source(s).

5.8 Appeals against assessment board decisions

If you consider that you have a reason to appeal against an assessment board decision,
please bear in mind that your reasons must fall within the grounds specified in the University
Academic Regulations: Section I. You cannot appeal simply because you disagree with the
mark given. The specified grounds for appeal are:
1. that an Assessment Board has given insufficient weight to extenuating
circumstances;
2. that the student’s academic performance has been adversely affected by extenuating
circumstances which the student has, for good reason, been unable to make known
to the Assessment Board;
 3. that there has been a material administrative error at a stage of the examining
process, or that some material irregularities have occurred;
4. that the assessment procedure and/or examinations have not been conducted in
accordance with the approved regulations.

If you want to appeal, then you must do so within 14 days of your results being published.
The onus is on you to find out your results and submit your appeal on time. Contact the
Students' Union Advice and Representation Centre by emailing: suadvice@uclan.ac.uk for
support and guidance.

6. Course regulations
6.1 Course requirements
We use two important documents to develop your programme of study and to provide a focus
for your practice assessments. These documents will be available on your course Virtual
Learning Environment site and can be found on the Nursing and Midwifery website as well:
http://www.nmc-uk.org/. The documents are:

1. NMC (2010) Standards for pre-registration nursing education

2. Essential Skills Clusters (ESCs) for Pre-registration Nursing Programmes

The ESCs are UK-wide generic skills statements set out under broad headings that identify
skills to support the achievement of the existing NMC outcomes for entry to the branch, and
the proficiencies for entry to the register. We have used these to develop your Practice
Assessment Document and to identify the learning outcomes in practice and the nature of
assessment in practice

Another important document that you should download, read and use throughout the course
is The Code: Professional Standards of Practice and Behaviour for nurses and midwives

The Code deals with what it means to be a nurse in the 21st century. It covers our standards
and values as nurses and our relationships with those receiving care and our colleagues.

Standards of proficiency for nursing

The standards of proficiency define the overarching principles of being able to practise as a
nurse; the context in which they are achieved defines the scope of professional practice
Applicants for entry to the nurses’ part of the register must achieve the standards of proficiency
in the practice of adult nursing, mental health nursing, learning disabilities nursing or children’s
nursing.

1. Manage oneself, one’s practice, and that of others, in accordance with The NMC code
of professional conduct: standards for conduct, performance and ethics (the Code),
recognising one’s own abilities and limitations
2. Practise in accordance with an ethical and legal framework which ensures the primacy
of patient and client interest and well-being and respects confidentiality
3. Practise in a fair and anti-discriminatory way, acknowledging the differences in beliefs
and cultural practices of individuals or groups
4. Engage in, develop and disengage from therapeutic relationships through the use of
appropriate communication and interpersonal skills.
5. Create and utilise opportunities to promote the health and well-being of patients, clients
and groups.
6. Undertake and document a comprehensive, systematic and accurate nursing
assessment of the physical, psychological, social and spiritual needs of patients, clients
and communities.
7. Formulate and document a plan of nursing care, where possible in partnership with
patients, clients, their carers and family and friends, within a framework of informed
consent.
8. Based on the best available evidence, apply knowledge and an appropriate repertoire of
skills indicative of safe nursing practice.
9. Provide a rationale for the nursing care delivered which takes account of social, cultural,
spiritual, legal, political and economic influences.
10. Evaluate and document the outcomes of nursing and other interventions.
11. Demonstrate sound clinical judgement across a range of differing professional and care
delivery contexts.
12. Contribute to public protection by creating and maintaining a safe environment of care
through the use of quality assurance and risk management strategies.
13. Demonstrate knowledge of effective inter-professional working practices which respect
and utilise the contributions of members of the health and social care team.
14. Delegate duties to others, as appropriate, ensuring that they are supervised and
monitored.
15. Demonstrate key skills.
16. Demonstrate a commitment to the need for continuing professional development and
personal supervision activities in order to enhance knowledge, skills, values and attitudes
needed for safe and effective nursing practice.
17. Enhance the professional development and safe practice of others through peer support,
leadership, supervision and teaching.

Mapping to NMC standards

Each module has been mapped to the NMC Standards of Competence. Your course leader
has a copy of this rather complex document, but a list of the Standards that you must
demonstrate by the end of year 1, 2 and the end of the course can be found in the placement
handbook,

https://intranet.uclan.ac.uk/ou/health/nursing/Student%20Documentation/Preparation%20for
%20Practice%20Placement%20Handbookv4.pdf

We have developed the course in theory and practice to help you achieve these proficiencies.
You may also monitor your own progress and development against these standards and
discuss your progress with your academic advisor

6.2 Classification of Awards

The University publishes the principles underpinning the way in which awards and results are
decided in Academic Regulations. Decisions about the overall classification of awards are
made by Assessment Boards through the application of the academic and relevant course
regulations.

7. Student voice
You can play an important part in the process of improving the quality of this course through
the feedback you give. In addition to the on-going discussion with the course team
throughout the year, there are a range of mechanisms for you to feedback about your
experience of teaching and learning. We aim to respond to your feedback and let you know
of our plans for improvement.

The Students Union can support you in voicing your opinion, provide on-going advice and
support, and encourage your involvement in all feedback opportunities. They will be
requesting that you complete the National Student Survey (during semester 2 for students in
their final year of study) or the UCLan Student Survey (all other students).

The Students’ Union and University work closely together to ensure that the student voice is
heard in all matters of student-life. We encourage students to provide constructive feedback
throughout their time at university, through course reps, surveys and any other appropriate
means,

The Union’s Student Affairs Committee (SAC), members of Students’ Council and School
Presidents each have particular representative responsibilities, and are involved with
decision making committees as high as the University Board. Therefore it is very important
students engage with the democratic processes of the Students’ Union and elect the
students they see as most able to represent them.

7.1 Course Representatives and School Presidents

A course representative is a student who represents their fellow students’ views and opinions
to the course team, school, university and students’ union. Course representatives work
proactively and diplomatically to improve the academic and non-academic experiences of
students.

The role of a course representative is extremely beneficial to both students on your course
and the university. It enables students to have ownership of their student experience and
voice their opinions and share positive practice with the course team, primarily the Student
Staff Liaison Committee Meetings (see below).

Course representatives will be elected every year either in April or September. Alongside
receiving recognition, support and respect being a course representative is a great
opportunity to enhance your employability skills. If you are interested in becoming a course
representative and wish to find out more about the role visit the Students’ Union website or
by emailing: coursereps@uclan.ac.uk.
School Presidents meanwhile are annually elected representatives who voice the opinions of
students within each school. They communicate and engage with students in their school to
gain feedback and work in partnership with senior management to create positive change.
They are also trained to support and signpost course representatives where needed. If you
wish to find out who is your School President or more about the role visit the Students’ Union
website or email: coursereps@uclan.ac.uk

7.2 Student Staff Liaison Committee Meetings (SSLC)

The purpose of a SSLC meeting is to provide the opportunity for course representatives to
feedback to staff about the course, the overall student experience and to inform
developments which will improve future courses. These meetings are normally scheduled
once per semester.

Your Course Leader will facilitate the meetings using guidelines and provide a record of the
meeting with any decisions and / or responses made and / or actions taken as a result of the
discussions held. The meetings include discussion of items forwarded by course
representatives, normally related to the following agenda items (dependent on time of year).

The course team encourage student feedback in all areas and recognise that additional
items for discussion may also be raised at the meeting
 Update on actions completed since the last meeting
 Feedback about the previous year – discussion of external examiner’s report; outcomes
of National /UCLan student surveys.
 Review of enrolment / induction experience;
 Course organisation and management (from each individual year group, and the course
overall);
 Experience of modules - teaching, assessment, feedback;
 Experience of academic support which may include e.g. Personal Development Planning,
academic advisoring arrangements and The Card;
 Other aspects of University life relevant to student experience e.g. learning resources, IT,
library;
 Any other issues raised by students or staff.

7.3 Complaints
The University recognises that there may be occasions when you have cause for complaint
about the service you have received, when this happens, the complaints procedure is
intended to provide an accessible, fair and straightforward system which ensures as
effective, prompt and appropriate response. Click on this link for more information
Complaints Procedure
8. Appendices
8.1 Programme Specification

Appendix 1

Programme Specification

UNIVERSITY OF CENTRAL LANCASHIRE

Programme Specification

This Programme Specification provides a concise summary of the main features of the
programme and the learning outcomes that a typical student might reasonably be
expected to achieve and demonstrate if he/she takes full advantage of the learning
opportunities that are provided.

1. Awarding Institution / Body University of Central Lancashire

Nursing and Midwifery Council [ NMC ]

2. Teaching Institution and Preston Campus

Location of Delivery
3. University School/Centre School of Health

4. External Accreditation Nursing and Midwifery Council

5. Title of Final Award BSc (Hons) Pre Registration Nursing (Adult) OR,
(Children), OR (Mental Health)

6. Modes of Attendance offered Full Time

7. UCAS Code Adult – B740

Child – B730

Mental Health – B760

8. Relevant Subject Nursing and Midwifery Council – Standards for Pre
Benchmarking Group(s) Registration Nursing [ 2010]

Care Quality Commission

QIPP Workstreams

9. Other external influences NHS North West

NHS Outcomes Framework (Dec 2010),

Energise For Excellence [ 2011]

Framework for Action on Interprofessional

Education and Collaborative Practice (WHO 2010).

No Health without Mental Health [ 2011]

10. Date of production/revision of May 2012

this form
Revised April 2015

Revised June 2015

11. Aims of the Programme

The Course aims to produce first level qualified nurses who have developed a systematic
knowledge base and a sound portfolio of clinical and interpersonal skills. Cognitive,
problem solving and decision making skills that inform sound managerial abilities will
facilitate chosen career pathways, as well as enabling graduates to practice effectively
within a professional values base in a variety of care settings. To achieve this, the course
will enable the students to:

 Meet the NMC generic and field competencies and essential skills clusters for entry
to the Register (NMC 2010) as a first level nurse specialising in Adult, or Children
or Mental Health.
 Meet the QAA Benchmark Statements for the Healthcare Professional and Nursing
(QAA 2001)
 Meet the course learning outcomes, make the transition towards becoming a
professional nurse and achieve the award of BSc (Hons) Pre-Registration Nursing
(Adult) OR (Mental Health) OR (Children’s)
 QUIPP and Department of Health Outcomes Framework

12. Learning Outcomes, Teaching, Learning and Assessment Methods

A. Knowledge and Understanding

At the end of the programme of study the student will be able to:
A1. Synthesise knowledge and information from relevant health and social-care related
disciplines in order to deliver appropriate care to their patients across the age
continuum.
A2. Evaluate the predisposing factors which relate to ill health in order to promote recovery
and well-being in their patients and families.
A3. Articulate the nature of professional nursing in the context of changing public health
and social care agendas.
A4. Analyse health care organisation and delivery across all sectors.
A5. Reflect on the impact of economic, political and social factors which influence health
and social care in relation to nursing practice.

Teaching and Learning Methods

Each module will identify appropriate learning and teaching strategies. A range of
approaches are used, with the most popular being:

 Lecture/discussion with application to practice and networking of ideas

 Small Group Teaching and learning activities
 Directed study and reading
 Use of Blackboard activities to provide supplemental reading, module information
and community discussions
 Some modules are delivered through a blended learning approach
 Practical application within the simulated skills environment
 Supervised practice within the practice environment
Assessment methods

Each module will identify appropriate assessment strategies. Assessment strategies are
mapped to module learning outcomes to ensure successful achievement of learning.

A range of assessment strategies are used, with the most popular being:

 Written assignments e.g. essays, case studies, reflective accounts Patch work Text
 Written examination
 Objective structure clinical examination with viva
 Presentations – oral and poster presentations
 Portfolio development – written and e-portfolio
 Storyboards
 Learning Contracts
B. Subject-specific skills

At the end of the programme of study the student will be able to:

B1. Use their interpersonal skills to engage with people in order to deliver effective health
and social care.
B2. Analyse the diverse needs, values and beliefs of individuals, groups and
communities when delivering nursing care.
B3. Establish, maintain and promote the safety of individuals and groups taking into
account environmental, social and personal factors.
B4. Demonstrate competent practice in assessing, formulating, delivering and evaluating
evidence-based care and interventions for clients to promote recovery, health and
well -being.
B5. Obtain, access interpret and disseminate a range of information in order to inform
nursing practice and care delivery.
B6. Working in partnership with inter-professional groups and as part of a team,
supporting and leading health and social care decision making in collaboration with
patients and their families.
B7. Facilitate their own personal development in leadership to enhance professional
practice.
B8. Identify and utilise all opportunities to promote health well-being and prevent illness.
B9. Apply principles of health education and promotion with individuals, groups and
communities, to influence health and Use their interpersonal skills to engage with
people in order to deliver effective health and social care.

Teaching and Learning Methods

Each module will identify appropriate learning and teaching strategies. A range of
approaches are used, with the most popular being:

 Lecture/discussion with application to practice and networking of ideas

 Small Group Teaching and learning activities
 Directed study and reading
 Use of Blackboard activities to provide supplemental reading, module information
and community discussions
 Some modules are delivered through a blended learning approach
 Practical application within the simulated skills environment
 Supervised practice within the practice environment

Assessment methods

Each module will identify appropriate assessment strategies. Assessment strategies are
mapped to module learning outcomes to ensure successful achievement of learning.

A range of assessment strategies are used, with the most popular being:

 Written assignments e.g. essays, case studies, reflective accounts Patch work Text
 Written examination
 Objective structure clinical examination with viva
 Presentations – oral and poster presentations
 Portfolio development – written and e-portfolio
 Storyboards
 Learning Contracts

C. Thinking Skills

At the end of the programme of study the student will be able to:

C1. Reflect upon their personal strengths and weaknesses and identify aspects of
personal growth and development.
C2. Apply a solution focussed approach to the resolution of unfamiliar and familiar
problems within a collaborative framework.
C3. Utilise effective strategies that will support care delivery and management throughout
the patient experience of health and social care.
C4. Respect social and cultural diversity within communities.
C5. Have a high regards for human rights, equity and ethics.
C6. Critically appraise issues relating to professional practice in health and social care
C7. Apply creative and innovative approaches to service delivery and improvement using
evidence based approach.
C8. Act to safeguard the public, and be responsible and accountable for safe,
compassionate, person-centred, evidence based nursing that respects and maintains
dignity and human rights.

Teaching and Learning Methods

Each module will identify appropriate learning and teaching strategies. A range of
approaches are used, with the most popular being:

 Lecture/discussion with application to practice and networking of ideas

 Small Group Teaching and learning activities
 Directed study and reading
 Use of Blackboard activities to provide supplemental reading, module information
and community discussions
 Some modules are delivered through a blended learning approach
 Practical application within the simulated skills environment
 Supervised practice within the practice environment
Assessment methods

Each module will identify appropriate assessment strategies. Assessment strategies are
mapped to module learning outcomes to ensure successful achievement of learning.

A range of assessment strategies are used, with the most popular being:

 Written assignments e.g. essays, case studies, reflective accounts, Patch work
Text
 Written examination
 Objective structure clinical examination with viva
 Presentations – oral and poster presentations
 Portfolio development – written and e-portfolio
 Storyboards
 Learning Contracts
D. Other skills relevant to employability and personal development

D1. Demonstrate the ability and desire to learn for oneself and improve one’s self -
awareness, emotional intelligence and performance.
D2. Communicate clearly, accurately and effectively, in writing and in person to assure
quality patient care.
D3. Use information technology when working to meet the needs of patient/clients
D4. Work as an autonomous practitioner
D5. Use numerical data in managing health and social care delivery
D6. Develop a personal development plan to influence and shape their on-going
professional career.
D7. Communicate effectively using a wide range of strategies and interventions including
the effective use of communication technologies.
D8. Use leadership skills to supervise and manage others and contribute to planning,
designing and improving future services.

Teaching and Learning Methods

Each module will identify appropriate learning and teaching strategies. A range of
approaches are used, with the most popular being:

 Lecture/discussion with application to practice and networking of ideas

 Small Group Teaching and learning activities
 Directed study and reading
 Use of Blackboard activities to provide supplemental reading, module information
and community discussions
 Some modules are delivered through a blended learning approach
 Practical application within the simulated skills environment
 Supervised practice within the practice environment

Assessment Methods

Each module will identify appropriate assessment strategies. Assessment strategies are
mapped to module learning outcomes to ensure successful achievement of learning.

 Written assignments e.g. essays, case studies, reflective accounts, Patch work
Text
 Written examination
 Objective structure clinical examination with viva
 Presentations – oral and poster presentations
 Portfolio development – written and e-portfolio
 Storyboards
 Learning Contracts

13. Programme Structures* 14. Awards and Credits*

Level Module Module Title Credit

Code rating

Level 6
Adult field

NU3346 Applied Anatomy, 10

Physiology and
Pathophysiology for Adult
Nurses

NU3348 Medicines Management for 10

Professional Registration –
Adult
NU3359 Nursing the Acutely Ill Adult 20

Children field

NU3343 Nursing the Acutely Ill Child 20

NU3344 Applied Anatomy, 10

Physiology and
Pathophysiology for
Children’s Nurses

NU3345 Medicines Management: 10

Preparation for Registration
– Child

Mental health Field

NU3341 Management of Physical 20

Health within Mental Health

NU3342 Therapeutic Interventions in 20

Mental Health Care

All fields

NU3349 Transforming Evidence into 20

Nursing Practice

NU3347 Management and 40

Leadership: Preparation for
Professional Registration
Level 6 Option Modules – All Fields University Exit award

BSc Clinical Care Studies

NU3182 Enhancing User and Carer 20 (without NMC registration)
Experiences- Helping Staff will be awarded when the
Develop User and Carer student
Led Services
 undertake and pass all
modules (120 credits) at
NU3194 Care Management at the 20 level 4) (equivalent year1);
End of Life  undertake and pass all
modules (120 credits) at
level 5 (equivalent to year
NU3326 Infection Prevention and 20 2)
Control Principles and

 undertake and pass 100

NU3253 Change for Children: 20 credits at level 6
Essentials for all those
Working with Children and
Young People

NU3307 Solution Focused 20

Interventions

NU3115 Facilitating Stress 20

Management in Health and
Social Care

NU3116 Care of the Child with 20

Cancer

NU3360 Moral Dilemmas in Health 20

Care

NU3365 Transcultural Health care 20

NU3366 Caring in the Acute 20

Hospital Environment

NU3630 Introduction to the 20

Concepts of Community
Practice
 NU3064 The Art of Nursing 20

NU3069 Medical Law 20

NU3161 Enhancing capability for 20

working with personality
disorder

NU3146 Care of the Diabetic Client 20

NU3152 An introduction to working 20

with Children and
Adolescents with Mental
Health Difficulties

NU3226 Care of the child with 20

cancer

NU3153 Principles of dementia care 20

NU3159 Care of the Highly 20

Dependent Child

Level 5 University exit award Diploma

Adult Field of Higher Education Clinical
Care Studies (without NMC
NU2212 Body Systems, Health and 20 registration) will be awarded
Long Term Conditions when the student Undertake
and passed all year 1 modules
(120 credits) level 4)
NU2213 Body Systems, Health and 40
Acute Illness undertake and pass 120
credits) level 5 or 6

NU2214 Nursing the Older Person 20

NU2215 Public Health and Well- 20

Being
NU2216 Medicines Management for 20
Adult Nursing

Children Field

NU2218 Developing Children & 40

Young People’s Nursing
Practice

NU2219 Promoting the Mental 40

Health and Wellbeing of
Children and Young People

NU2220 Complex Care in the 20

Community: The Family
Experience

NU2221 Medicines Management for 10

Children’s Nursing

NU2222 Developmental Anatomy 10

and Physiology for
Children’s Nursing

Mental Health Field

NU2223 Fundamentals of Mental 20

Health Nursing

NU2224 Principles and Skills of 40

Mental Health Assessment
and Care Planning

NU2225 Mental Health Law and Policy 20

NU2226 Values-based Practice 20

NU2227 Medicines Management for 10

Mental Health Nurses
 NU2228 Applied Anatomy and 10
Physiology for Mental Health
Nurses

Level 4 University exit award

NU1101 Fundamental Skills for 40 Certificate of Higher
Nursing Practice Education Clinical Care
Studies (without NMC
NU1102 Learning to Learn 10 registration) will be awarded
when the student Undertake
and passed all year 1 modules
NU1103 Contemporary Influences 20 (120 credits) level 4)
on Health

NU1104 Ethics, Law and 20

Professionalism

NU1105 Introduction to Medicines 10

Management

NU1602 Concepts of Human 20

Anatomy and Physiology

15. Personal Development Planning

All students within the course are expected to engage in the Personal Development Process
PDP provides an opportunity for students to develop their capacity for learning through
focusing on reflection and then reviewing and planning their learning in relation to personal,
educational and career development.

The overall objectives of PDP can be considered as

 Assisting in the development of more effective, independent and confident self-

directed learners
 Promoting insight into the learning process and being able to relate that learning to a
wider context
 Improving general skills for study and career development and enhancement
 Articulating personal goals and evaluating progress towards achievement, and
 Encouraging the development of a positive attitude towards learning throughout
working life
The introduction of PDP at the early stages of a career as a health care professional
prepares students for these expectations when they graduate and take up employment

16. Admissions criteria

Normal Entry requirements

 280 UCAS Points – [ e.g. B.B.C ]

Plus 5 GCSE’s or equivalent at grade C or above including:

Literacy KS2 or GCSE English grade C
Numeracy Functional Skills 2, KS3 or GCSE Maths Grade C
We do not accept KS2 in numeracy or Adult numeracy level 2

Other qualifications commensurate with A level examinations.

Students with non-standard qualifications will be considered on an individual basis

For applicants where English is not their first language, who have not achieved a GCSE in
English Language at grade C admissions (or the school) in line with the NMC will accept IELTS
examination results (academic or general) where the scores are at least 7.0 in the listening
and reading sections and at least 7.0 in the writing and speaking sections, an where the overall
average score is at least 7.0.

The candidate must show on their application form or demonstrate during the selection
process, the following:

 Certificated evidence of completion of general education of 10 years

 Evidence of study within the last 5 years
 Two satisfactory references, one of which must be an academic reference
 Satisfactory enhanced CRB disclosure and occupational health clearance
 Demonstration of skills transferable to the role of the nurse
 Experience of health and social care provision
 Experience of working with children/ young people (if applying for children’s nursing)
17. Key sources of information about the programme

 UCLan Pre-Registration Nursing Web Page

 http://www.uclan.ac.uk/schools/school_of_health/divisions/

Field Specific Leads: Telephone Email

Adult Nursing

Renette Ellson 01772 895099 REllson@uclan.ac.uk

Children’s Nursing

Diane Daune 01772 893625 DDaune@uclan.ac.uk

Mental Health Nursing

Sarah Traill 01772 895104 SLTraill@uclan.ac.uk

18. Curriculum Skills Map

Core (C), Programme Learning Outcomes

Compulsory
Level

Module Code Module Title

(COMP) or Knowledge and Other skills relevant to employability
Subject-specific Skills Thinking Skills
Option (O) understanding and personal development

A1 A2 A3 A4 A5 B1 B2 B3 B4 B5 B6 B7 B8 B9 C1 C2 C3 C4 C5 C6 C7 C8 D1 D2 D3 D4 D5 D6 D7 D8

NU3341 Management of Physical Health within Core √

√ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √
Mental Health

NU3342 Therapeutic Interventions in Mental Core

√ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √
Health

NU3343 Nursing the Acutely Ill Child Core √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √

NU3344 Applied Anatomy, Physiology and Core

√ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √
Pathophysiology for Children’s Nurses

NU3345 Medicines management – Preparation Core

√ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √
for Registration – Children

Applied Anatomy, Physiology and

√ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √
NU3346 Pathophysiology for Adult Nurses Core

Management and Leadership:

√ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √
Level 6

Preparation for Professional

NU3347 Registration Core

Medicines Management for

√ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √
NU3348 Professional Registration – Adult Core

Transforming Evidence into Nursing √

√ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √
NU3349 Practice Compulsory

NU3359 Nursing the Acutely Ill Adult Core √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √

Enhancing User and Carer √ √ √ √

Experiences-Helping Staff Develop
NU3182 User and Carer Led Services Option

NU3194 Care Management at the End of Life Option √ √ √ √ √ √ √

NU3196 Infection Prevention and Control; Option √ √ √ √ √ √ √

Improving Knowledge of Core
Principles
NU3253 Change for Children: Essentials for all Option √ √ √ √ √ √ √
those Working with Children and
Young People

NU3307 Solution Focused Interventions Option √ √ √ √ √ √ √

NU3115 Facilitating Stress Management in Option √ √ √ √ √ √ √

Health and Social Care

NU3116 Care of the child with cancer Option       

NU3360 Moral Dilemmas in Health Care Option √ √ √ √ √ √ √

NU3365 Transcultural Health Care Option √ √ √ √ √ √ √

NU3366 Caring in the Acute Hospital Option √ √ √ √ √ √ √

Environment

NU3630 Introduction to the Concepts of Option √ √ √ √ √ √ √

Community Practice

NU3064 The Art of Nursing Option √ √ √ √ √ √ √

NU3069 Medical Law Option √ √ √ √ √ √ √

NU3161 Enhancing Capacity fir working with Option √ √ √ √ √ √ √

Personality Disorders

NU3146 Care of the Diabetic Client Option √ √ √ √ √ √ √

NU3152 An introduction to working with Option √ √ √ √ √ √ √

Children and Adolescents with Mental
Health Difficulties

NU3153 Principles of dementia care Option √ √ √ √ √ √ √

NU3159 Care of the Highly Dependent Child Option √ √ √ √ √ √ √

 Core (C), Programme Learning Outcomes
Compulsory
Level

Module Code Module Title

(COMP) or Knowledge and Other skills relevant to employability
Subject-specific Skills Thinking Skills
Option (O) understanding and personal development

A1 A2 A3 A4 A5 B1 B2 B3 B4 B5 B6 B7 B8 B9 C1 C2 C3 C4 C5 C6 C7 C8 D1 D2 D3 D4 D5 D6 D7 D8

NU3341 Management of Physical Health within Core √

√ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √
Mental Health

NU3342 Therapeutic Interventions in Mental Core

√ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √
Health

NU3343 Nursing the Acutely Ill Child Core √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √

NU3344 Applied Anatomy, Physiology and Core

√ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √
Pathophysiology for

NU3345 Medicines management – Preparation Core

√ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √
for Registration – Children

Applied Anatomy, Physiology and

√ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √
NU3346 Pathophysiology for Adult Nurses Core

Management and Leadership:

√ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √
Level 6

Preparation for Professional

NU3347 Registration Core

Medicines Management for

√ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √
NU3348 Professional Registration – Adult Core

Transforming Evidence into Nursing √

√ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √
NU3349 Practice

NU3359 Nursing the Acutely Ill Adult Core √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √

Enhancing User and Carer √ √ √ √

Experiences-Helping Staff Develop
NU3182 User and Carer Led Services Option

NU3194 Care Management at the End of Life Option √ √ √ √ √ √ √

NU3196 Infection Prevention and Control; Option √ √ √ √ √ √ √

Improving Knowledge of Core
Principles
NU3253 Change for Children: Essentials for all Option √ √ √ √ √ √ √
those Working with Children and
Young People

NU3307 Solution Focused Interventions Option √ √ √ √ √ √ √

NU3116 Care of the child with cancer Option       

NU3115 Facilitating Stress Management in Option √ √ √ √ √ √ √

Health and Social Care

NU3360 Moral Dilemmas in Health Care Option √ √ √ √ √ √ √

NU3365 Transcultural Health Care Option √ √ √ √ √ √ √

NU3366 Caring in the Acute Hospital Option √ √ √ √ √ √ √

Environment

NU3630 Introduction to the Concepts of Option √ √ √ √ √ √ √

Community Practice

NU3064 The Art of Nursing Option √ √ √ √ √ √ √

NU3069 Medical Law Option √ √ √ √ √ √ √

NU3161 Enhancing Capacity fir working with Option √ √ √ √ √ √ √

Personality Disorders

NU3146 Care of the Diabetic Client Option √ √ √ √ √ √ √

NU3152 An introduction to working with Option √ √ √ √ √ √ √

Children and Adolescents with Mental
Health Difficulties
 Core (C), Programme Learning Outcomes
Compulsory
Level

Module Code Module Title

(COMP) or Knowledge and Other skills relevant to employability
Subject-specific Skills Thinking Skills
Option (O) understanding and personal development

A1 A2 A3 A4 A5 B1 B2 B3 B4 B5 B6 B7 B8 B9 C1 C2 C3 C4 C5 C6 C7 C8 D1 D2 D3 D4 D5 D6 D7 D8

NU2212 Body Systems, Health and Long Term Core

√ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √
Conditions

NU2213 Body Systems , Health and Acute Core

√ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √
Illness

NU2214 Nursing the Older Person Core √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √

NU2215 Public Health and Well Being Core √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √

NU2216 Medicines Management for Adult Core

√ √ √ √ √ √ √ √ √ √ √ √ √ √ √
Nursing

NU2218 Developing Children & Young People’s Core

√ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √
Nursing Practice

NU2219 Promoting the Mental Health and Core

Wellbeing of Children and Young √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √
People
Level 5

NU 2220 Complex Care in the Community: The Core

√ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √
Family Experience

NU2221 Medicines Management for Children’s Core

√ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √
Nursing

NU2222 Developmental anatomy and Core

√ √ √ √ √ √ √ √ √ √ √ √
Physiology for Children’s Nursing

NU2223 Fundamentals of Mental Health Core

√ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √
Nursing

NU2224 Principles and Skills of Mental Health Core

√ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √
Assessment and Care Planning

NU2225 Mental Health, Law and Policy Core √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √

NU2226 Values-based Practice Core √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √

NU2227 Medicines Management for Mental Core

√ √ √ √ √ √ √ √ √ √ √ √ √ √ √
Health Nurses
 Applied Anatomy and Physiology for Core
NU2228 √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √
Mental Health Nurses

NU1101 Fundamental Skills for Nursing Core

√ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √
Practice

NU1102 Learning to Learn Core √ √ √ √ √ √ √ √ √ √ √ √ √ √

NU1103 Contemporary Influences on Health Core √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √

Level 4

NU1104 Ethics Law and Professionalism Core √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √

NU1105 Introductions to Medicines Core

√ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √
Management

Concepts of Human Anatomy and

√ √ √ √ √ √ √ √ √ √ √ √ √
NU1602 Physiology Core
Tuition fees:

Your tuition fees include:

 Scheduled course tuition, academic, technical and administrative support, use of

course equipment and facilities.
 Course related induction activities.
 Placement academic support (where the course includes a placement).
 Course assessment and awards.
 Access to the university’s library and online resources, including on-campus wifi,
networked and remote access to the university’s virtual learning environment,
 Use of the university’s estate and resources for scheduled activities and learning
support
 Use of the university’s technical equipment and materials identified by the course
teaching team as essential for the completion of the course.
 The extra items listed against your course in Table One below.

Table One: Additional items included in the tuition

fees for your course
Course

BA (Hons) Counselling & Psychotherapy Studies Frontier Education event (year 1)

BSc (Hons) Midwifery DBS initial screening

One set of NHS issue uniform

Travel expenses and /or accommodation on

placement (recoverable via NHS bursary if
eligible costs)

BSc (Hons) in Operating Department Practice DBS initial screening

Travel expenses and /or accommodation on

placement (recoverable via NHS bursary if
eligible costs)

Rivington Pike Orienteering -Travel Cost

BSc Pre-registration Nursing (Adult) DBS initial screening

BSc Pre-registration Nursing (Child) One set of NHS issue uniform

BSc Nursing Pre-Registration (Mental Health) Travel expenses and /or accommodation on
placement (recoverable via NHS bursary if
eligible costs)

frontier day at uclan arena

BSc Sexual Health Studies DBS initial screening

 Year one residential

Dip HE Paramedic Practice DBS initial screening

frontier experience

Foundation Degree in Health and Social Care DBS initial screening

(Rehab)
frontier experience
Foundation Certificate in Health and Social Care
(Rehab) Travel expenses on placement max £10 per
day

The items listed in Table Three are optional and the costs are not included in your
Tuition Fees.

Table Two: Optional items not in the Estimated costs

tuition fees for your course
Course

BA (Hons) Counselling & Trip to Amsterdam year 3 £351

Psychotherapy Studies

BSc Health and Social Care ( Top Dissertation binding year 3 £5

up)

BSc (Hons) Midwifery DBS update service £39

Extra mobile phone for patient £50

contact

Additional uniform (per set)

£20
Shoes
£40
Trip to Blood Transfusion
Year 1 Centre, Manchester. £20

Missed Occupational Health

appointment (cost passed onto £40
student if fails to attend).

Opportunity to undertake an
alternative placement/
international placement in year
Year 2 two – there are scholarships £300-£1,500
available to contribute to this but
a percentage of this will be paid
by the student
BSc (Hons) Nurse Practitioner (top Stethoscope £100
up)
Poster printing £11-£34

BSc (Hons) in Operating Department

Practice

Year 1,2 and 3

Membership of Professional £60 per year
Associations (CODP / AfPP)

DBS update service

£13 per year

BSc (Hons) Professional Practice Printing costs for poster £11-33 per year
presentation

BSc Pre-registration Nursing (Adult) DBS update service £39

BSc Pre-registration Nursing (Child) Extra mobile phone for patient

contact
BSc Nursing Pre-Registration £50
(Mental Health) Additional uniform (per set)
£20
Shoes
£40
Missed Occupational Health
appointment (cost passed onto £40
student if fails to attend).

Opportunity to undertake an
alternative placement/
international placement in year £300-£1,500
two – there are scholarships
available to contribute to this but
a percentage of this will be paid
by the student

BSc (Hons) Psychosocial Mental Digital recorder to record

Health Care top up therapy sessions
£10

BSc (Hons) Sexual Health Practice Placement year one Up to £400

Dissertation binding year three £15

BSc Sexual Health Studies DBS update service £39

Zambia trip year 2 £775

Amsterdam trip year 3 £180

 Dip HE Paramedic Practice DBS update service £39

Foundation Degree in Health and International Residential £350

Social Care (Rehab)
DBS update service £26

Foundation Degree in Health and DBS update service £13

Social Care (Rehab)

Graduate Certificate Critical Care External practice learning day £30

Nursing
Poster printing £10

Graduate Certificate Psychosocial Digital recorder to record £10

Interventions in Mental Health therapy sessions

Return to practice module Placement costs £131

DBS update service £13

MA Philosophy and Mental Health Books £200

MSc Advanced Practice Stethoscope £40

MSc Advanced Stroke Practice Poster costs £30

MSc Applied Public Health Optional placement – travel 0-£300

costs

MSc Herbal Medicine Webcam & microphone headset £45

MSc Nursing Conference costs £20

Poster costs £30

MSc Sexual Health fee may be charged by the up to £400

provider for the student to go on
placement

Post Graduate Certificate Enhanced Stethoscope £100

Clinical Practice

Diploma Integrative Psychotherapy Books and journals £300

Personal therapy year 1 or 2 £450

DBS updating service £39

Additional costs.

The costs below are incurred by some but not all students and are not included within
the Tuition Fees.
 Optional items – all courses Estimated costs

Travel to course related work placements, work Variable depending on the distance travelled
experience, voluntary work, or site visits (for and the method of transport chosen.
example costs of petrol, business level motor
insurance cover, taxis, train fares, bus fares etc.).

Library fines & charges On time £0.00

0-8 days overdue £0.10-0.50 per day

Avoid these by returning on time or renewing 9+ days overdue £0.50-£1.00 per day
books!
40+ days replacement cost and administrative
charges/account suspension

Costs of obtaining medical or other evidence to For example a medical certificate may cost
support applications for extenuating from £10.
circumstance applications relating to
assessments.

Fees for arranging and invigilating course £300

examination(s) off campus are payable by the
student (Note this only applies where permitted
by course regulations and approved by course
leaders)

Printing of electronic books, journals etc. You Estimated £0.10 per copy sheet
are strongly recommended to access these
electronically.

Printing of reports, course materials and other Estimated £0.10 per copy sheet
course documents, which have been supplied or
are available electronically or in hard copy in the
library.

Living costs:

Living costs are not included in your tuition fees. You will need to budget for these
separately. Below is an indication of some typical living costs, but everyone is
different and you are strongly advised to plan your own budget.

Typical items Estimated Estimated

weekly costs weekly costs
lower range higher range

Accommodation: £79.03 £107.83

University Halls of Residence based on a 42 week contract.

 Private Halls of Residence £70 £110

(Living at home may reduce your accommodation costs) (£0)

Food £20 £30

Internet connection £0 £12

(free wifi on campus, in university halls of residence and in

some private accommodation)

Toiletries/Laundry £5 £15

Gas/electricity/water £0 £20

(included within university halls of residence costs and some

private accommodation – check your contract)

Printing, copying, stationery. £2.50 £10

Travel expenses £0 £40

(varies by method & distance travelled e.g. on foot, bicycle,

bus, train or car. If using bus or train check travel card /
season ticket rates for savings).

University halls of residence and a good selection of private

accommodation are situated on campus or a short walk from
campus.

Mobile phone or landline £2.50 £10

Books £5 £10

Leisure £5 £25

Total per week £110 £282

Total for 42 weeks £4,620 £11,844

(typical halls of residence contract)

Total for 52 weeks £5,720 £14,664

You may also need to budget for ‘one off’ or irregular costs

Typical items Notes

Bedding From £20

Clothes Costs vary depending on your needs

TV licence £145.50 per year

Insurances Costs vary depending on your needs.

Computer/laptop/telephone You will have access to University computers or laptops for your
studies or you may have your own you wish to bring. If you are
acquiring one to come to university the cost varies depending on
model and whether it is new or refurbished.

Furniture, crockery etc. Furnished accommodation may include all your needs. Check
your accommodation to see what is included.