PgDip Nursing (Child)

01 Sep 2020 - 31 Aug 2026

Course Leader Jeff Evans, Rachel Morgan
Course Team Pamela Davies, Stacey Jenkins
Awarding Body University of South Wales
Teaching Institutions University of South Wales
Modes of Study Full Time, Part Time

Document Version

Version 1
Valid From 01 Sep 2020
Valid To 31 Aug 2026

QAA Benchmarks

Although there is no specific QA Subject Benchmark for Nursing the following have been used to formulate this validation document:Medicine:https://www.qaa.ac.uk/docs/qaa/subject-benchmark-statements/subject-benchmark-statement-medicine.pdf?sfvrsn=559af781_10Health Studies: https://www.qaa.ac.uk/docs/qaa/subject-benchmark-statements/sbs-health-studies-16.pdf?sfvrsn=779ff781_8Frameworks for Higher Education Qualifications of UK Degree-Awarding BodiesHtpps://www.qaa.ac.uk/docs/qaa/quality-code/qualifications-frameworks.pdf

Educational Aim

Main Educational Aims Post Graduate Diploma
• To create an autonomous, resilient nurse who is a critical thinker, flexible in approach and able to work as an equal partner in inter-disciplinary teams across health and social care settings in meeting the complex needs of people.
• To instil the skills of critical analysis and evaluation in the exercise of professional accountability to enhance own development and that of others.
• To provide a sound foundation upon which to base professional, academic and personal development to facilitate entry onto Part 1 of the Nursing, Midwifery Council Register within intended field of practice.


Main Course Aims Post Graduate Diploma

Upon successful completion of this programme the student will be able to:
• Evidence a critical approach to the provision of safe, compassionate person-centred care
• Articulate an in-depth knowledge of professional accountability in the provision of evidence based, person centred nursing care
• Make a difference to individuals, families and their communities across the lifespan through the interpretation of high quality, evidenced based care
• Promote good health, protect against disease and prevent ill-health
• Adopt a critical approach to the application of process of assessment to prioritise, plan and deliver person-centred care nursing care recognising the uniqueness of people with due cognisance of the concepts of spirituality, culture diversity and language sensitivity and relate this to own field of practice.
• Demonstrate in-depth knowledge and understanding of the disease process and interpret the pathophysiological differences that will affect the individual across the lifespan and relate this to own field of practice.
• Demonstrate in-depth knowledge and critically evaluate how pharmacological and non-pharmacological interventions affects disease processes.
• Provide leadership and effective supervision of others in the provision and evaluation of holistic care for people of all ages based on research informed critical thinking and evolving technologies
• Evidence leadership potential when making informed decisions about the nursing care and management of people in dynamic and challenging environments
• Monitor and assess risk and promote the safety of those they care for or work with using problem solving methodologies
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• Demonstrate achievement of the proficiencies, communication and relationship management skills and nursing procedures required of the future Registered Nurse Graduate and relate these to own field of practice.
• Lead and co-ordinate complex nursing and integrated care needs of people across the age continuum in line with local and national policy

Learning Outcomes

A1 A1: Articulate, with coherence, a detailed and comprehensive understanding of current knowledge, evidence base, theories and principles which inform the delivery of health care
A2 A2: Critically appraise methods, processes and innovations underpinning the delivery of health and social care education to promote inclusivity and meeting the equality, diversity and language needs of service users and carers.
A3 A3: Critically evaluate the role of the nurse in providing, leading and coordinating safe and effective care of people across the age continuum
A4 A4: Develop a critical and enquiring approach towards continuous monitoring to enhance the quality of health and social care and lead on systems to improve the experience of people and relate to own field of practice
A5 A5: Demonstrate an ability to critically review the legal, regulatory, governance requirements and ethical frameworks regarding safeguarding people and relate to own field of practice
B1 B1: Adopt a consistent analytical approach to reviewing evidence, research and policy directives in the delivery of safe and effective nursing care and relate to own field of practice
B2 B2: Critically analyse the concept of continual self-reflection and apply this to own professional practice to enhance professional knowledge, skills and performance and support others in the process of reflection to enhance practice.
B3 B3: Demonstrate a critical approach to seeking and applying new knowledge to develop self and to facilitate currency of the practice of nursing care related to own field of practice
B4 B4: Apply the principles of lifelong learning in the critical analysis of own professional, personal and academic development.
B5 B5: Critically evaluate the principles of informed decision making and adopt a systematic approach to course and apply data and evidence from a variety of sources
C1 C1: Critically evaluate the professional requirement to act as a role model, providing nursing care in a compassionate, respectful way, maintaining dignity and wellbeing and acknowledging equality and diversity by promoting the rights, best interests, independence, choice, choice of language and social inclusion of people.
C2 C2: Adopt an enquiring and challenging approach in the application of evidence, when questioning practice and act as a change agent regarding quality improvement processes
C3 C3: Demonstrate a comprehensive knowledge of the concepts of leadership, management and supervision and apply these to promote person centred therapeutic environments related to field of practice.
C4 C4: Act as an exemplary role model and act with professionalism and integrity, and work within agreed professional, ethical and legal frameworks and processes to safeguard the public and maintain and improve standards.
C5 C5: Demonstrate well-developed communication and interpersonal skills and use professional judgement in the application of strategies to interact effectively with people
C6 C6: Work collaboratively as an equal partner and with a range of professional services and agencies in the delivery of nursing care across the age continuum
C7 C7: Demonstrate the knowledge, skills and proficiencies as identified in the NMC (2018) Future Nurse: Standards of Proficiency for Registered Nurses and apply these to intended field of practice

Course Structure

Level 7 Modules

Module Code Module Id Module Title Module Status Credit Value Module Type
AU4S043 MOD011561 Becoming and informed proficient practitioner Running 20 core
AU4S044 MOD011562 The nurse as leader, change agent and educator across care settings Running 20 core
AU4S045 MOD011880 Advancing evidence-based knowledge, skills & therapeutic interventions Running 20 core
AU4S046 MOD011881 Promoting health and preventing ill health: The nurse as an informed professional Running 20 core
AU4S047 MOD011882 Assessment, evidenced based care and evaluation Running 20 core
AU4S048 MOD011883 Developing proficiency to inform decision making in the practice environment Running 20 core

Teaching and Assessment

Learning and Teaching Methods

Active/simulation basedThe Clinical Simulation Centre and the Hydra Minerva suite provide immersive learning opportunities to contextualise and apply theories to practical, authentic scenarios. The Clinical Simulation Centre provides a safe environment for students to rehearse key nursing procedures and gain experience to these where exposure is limited within the practice setting.LecturesThese may be face-to-face or virtual, supported by online resources for contextualisation. These sessions introduce and signpost students to a topic or theme.Seminars / TutorialsFacilitated, where the students apply theory learned to practical/case study scenarios with support. These sessions will also focus on applying key themes to each field of practice.Group workStudents will work in small groups to analyse, discuss and reflect upon experiences from practice and underlying theory to develop their knowledge in the delivery and co-ordination of person centred care across the age continuum and related to their field of practice.Work-based50% of courses are work based. Students are supernumerary and supported by registrants when in the practice learning environment. Their level of engagement is dependent on their experience and knowledge and will be monitored by the Practice Supervisor and assessed by the Practice Assessor/Academic AssessorProject SupervisionEach student is allocated an academic supervisor to offer support and feedback in the development of assessed elements of the courses.DemonstrationThe students will have opportunity to observe techniques of specific skills related to nursing procedures within Annexe B and key mandatory skills in theory and practice settingsPractical Classes and WorkshopsStudents will be involved in a number of practical classes and workshops including those delivered within the Clinical Simulation Centre and the Hydra Minerva Suite.Directed Study (including Online Learning)Each module has specific elements of directed study using a range of resources. USW has excellent online learning resources and students will be directed and supported to make the most of USW on line provision most of which will be via the VLE and include discussion group access.Students will have a number of online sessions that relate to key requirements of curricula for example the online learning unit relating to Making Every Contact Count (MECC).Formative assessment processes encourage students to self-assess and to rehearse skills and knowledge for the safe administration of medicines. They are required to regularly engage with the formative elements associated with Safe Medicate Virtual Learning Environment to develop their skills in relation to numeracy and medicines calculations. The development of practice based skills are supported with online packages.Independent StudyEach module allocates time for independent study which is integral to student learning and achievement of module outcomesPlacementPractice learning experience is integral to the success of these courses with 50% of the learning taking place within the practice setting.Formative assessment-scheduledFormative assessment will be used as a learning and informal assessment tool. This occurs throughout the courses and in both theory and practice elements. This includes the provision of early feedback with the use of simulated activity in the Clinical Simulation Centre and scheduled activity with Personal Tutors. This occurs in the first seven week of the courses and continues throughout each academic levelFormative assessment forms part of the PAD as students work towards achieving proficiencies and prepare for four In-Point assessments across practice learning environments.

Employer Engagement

Means of Assessment

Learning Support

Course Exit Points

Award Criteria Final
Postgraduate Diploma 120 credits of which at least 90 must be at Level 7 and no more than 30 at Level 6 Final
Postgraduate Certificate 60 credits with at least 40 at Level 7 and no more than 20 at Level 6 Intermediate

Progression Route

On successful completion of the Post Graduate Diploma, students will be able to apply for registration with the Nursing Midwifery Council within their intended field of practice

Entry Requirements

Admission to the course is typically through the following qualifications:

The selection, recruitment and admission to this course adopts the philosophy of values-based recruitment as identified within the All Wales Value Based Selection and Recruitment Document. The criteria for admission to the courses are also underpinned by the NMC requirements as identified in Realising professionalism: Standards for education and training Part 3: Standards for pre-registration nursing programmes.
Prior to interview students:
1.1.4 have capability to develop numeracy skills required to meet programme outcomes
1.1.5 can demonstrate proficiency in English language
1.1.6 have capability in literacy to meet programme outcomes
1.1.7 have capability for digital and technological literacy to meet programme outcomes.
Selection occurs through a review of the applicant’s personal statement and confirmation that the applicant meets the University and NMC requirements for admission to the programme. If these criteria are met the student will be offered an interview. The university entry criteria are as follows:
• A first level degree with a classification of 2:1 or higher
• Employed in a healthcare environment for more than 6 months
• Those who meet residency/academic requirements of UK students but whose language is not English will need to hold IELTS with an overall score of at least seven.
• In accordance with Article 31(1) of Directive 2005/36/EC the applicant must have been in general education for a minimum of 12 years.
• Evidence that the Part 1 proficiencies have been signed as complete by a Practice Assessor.
o Evidence should be collected through Part one of the PAD to include in-point assessment 1.
o Evidence to support the completion of the proficiencies will be documented in a portfolio that will show an appraisal of the literature, numeracy and a good standard of literacy
o Portfolio and Part 1 of the PAD will be reviewed by an Academic Assessor and Course Leader prior to the start of the course and confirmed by an External Examiner.
Recognition of Prior Learning for non NMC Registered Nurses

For non-registrants, in accordance with the NMC (2018) Part 3: Standards for pre-registration nursing programmes 1.5, the maximum allowance for consideration of RPL is 50% and RPL must comply with Article 31(3) of Directive 2005/36/EC.
Practice Hours

In accordance with Article 31(3) of Directive 2005/36/EC, a total of 4600 hours for is required for completion of the courses of which 2300 hours must be practice learning.

The applicant will be required to evidence 787.5 hours of practice learning relevant to their intended field of practice. They will be required to evidence that they have met all of the requirements within Part 1 of the Practice Assessment Document for Pre-registration Nursing. This includes achievement of all Part 1 proficiencies, a pass in all elements of the Professional Attitude and Behaviour Assessment and a pass in all elements of the In-Point Assessment relating to Assessing, Planning, Implementing and Evaluating Person Centred Care. When applicant has met all requirements of Part 1 of the PAD and that they have evidenced 787.5 hours of practice learning relevant to their intended field of practice will be undertaken by a nominated Practice Assessor in collaboration with an allocated Academic Assessor, approved by External Examiners for the courses.

The applicant will be required to evidence 787.5 hours of theoretical learning relevant to their intended field of practice. Once the applicant has met the 787.5 hours theoretical learning will be undertaken by an allocated Academic Assessor evidenced through a portfolio that maps against specified theoretical learning outcome and the proficiencies in the PAD. This must be approved by the External Examiner.
Recognition of Prior Learning for NMC Registered Nurses.

NMC (2018) Part 3: Standards for pre-registration nursing programmes 1.5, the allowance for NMC registered nurses RPL that can be mapped to the Standards of proficiency for registered nurses and programme outcomes may be more than 50% of the programme with due consideration of, and compliance with Article 31(3) of Directive 2005/36/EC. The process of confirming RPL for both practice and theoretical learning will be undertaken in collaboration between the nominated Practice Assessor, the Academic Assessor and the Course Leader, approved by an External Examiner. RPL will be consistent with the requirements in accordance with the PAD and will be assessed in accordance to the students intended field of practice they wish to study.
RPL of the theoretical modules will require the applicant to demonstrate and provide evidence of how they meet the learning outcomes of the modules and how they can apply these to their intended field of practice. This evidence will be assessed by the allocated Academic Assessor in collaboration with the Course Leader, approved by the External Examiner.

Each applicant will be assessed regarding the amount of RPL that can be approved and a programme of study agreed by the Practice Assessor, Academic Assessor and Course Leader.

Pre-course

All applicants must meet NMC requirements for good health & good character on admission, as they progress through & on completion of courses. During application and interview each candidate will be asked to declare that they are of good health & good character to enable safe & effective practice.

Candidates who declare any previous cautions, convictions or determinants will be considered on an individual basis by the School’s DBS Panel.

A place on a course is subject to a satisfactory DBS Child and Adult Workforce check and occupational health assessment. Candidates who have a specific need which may require reasonable adjustments are assessed by practitioners of occupational health to determine reasonable adjustments.

On Enrolment

Sttudents will be fully informed of the requirement to immediately declare any police charges, cautions, convictions or conditional discharges or determinations that their fitness to practise is impaired.

During and on completion of courses the student is required to confirm good health and good character & submit the supporting declaration of health and character in line with the NMC’s health and character guidance.

All students are required to sign up to the DBS update service and will be required to update the course team of any changes at every progression point.

Inclusive Curriculum Statement

The University of South Wales operates a policy of inclusive learning, teaching and assessment to ensure that all students have an equal opportunity to fulfil their educational potential. Course teams will have considered ways of designing out any potentially disadvantageous element of courses during the course design process. However some specific needs may remain, details about how to apply to have your needs assessed can be found at: http://unilife.southwales.ac.uk/pages/3040-disability-and-dyslexia-service/

Addendum for Delivery at a Partner Institution

N/A

Methods Of Quality Standards

N/A

Quality Of Standards Indicators

N/A