BSc (Hons) Nursing (Child)

01 Sep 2020 - 31 Aug 2028

Course Leader Rachel Watkins
Course Team Autumn Bevan, Pamela Davies, Shannon Waters, Christopher Nash, Stuart Baker, Colin Macpherson, Michelle Panniers, Louise Hill, Katie Spender
Awarding Body University of South Wales
Teaching Institutions University of South Wales
Modes of Study Full Time, Part Time

Document Version

Version 2
Valid From 01 Sep 2020
Valid To 31 Aug 2028

QAA Benchmarks

N/A

Educational Aim

Main Educational Aims

• To create an autonomous, resilient nurse who is a critical thinker and decision maker with ability to lead and co-ordinate person-centred care across a variety of settings
• To instil the skills of critical reflection and analysis to enhance personal and professional development as a health care professional and role model within the health and social care setting
• To enable the student to develop the knowledge, skills, professional values and to be able to demonstrate the proficiencies to fulfil the role of a Registered Nurse Graduate and enter the NMC professional register within their intended field of practice.

Main Course Aims

Upon successful completion of this course the student will be able to:

• Demonstrate and critically review the importance of safe, compassionate person-centred care
• Demonstrate the importance of effective communication and interpersonal skills and have the ability to reflect on their own 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 delivery of high quality, evidenced based person centred care
• Promote good health, protect against disease and prevent ill-health
• Assess and prioritise individual needs to plan and deliver care that is cognisant of spirituality, culture, language sensitivities, diversity and the uniqueness of people
• Demonstrate knowledge of the disease process and the pathophysiological differences that will affect the individual across the lifespan.
• Demonstrate knowledge of how pharmacological and non-pharmacological interventions affects the disease process and relate this to field of practice.
• Promote, provide and evaluate holistic care that is flexible and sensitive to individual need and based on research informed critical thinking and evolving technologies
• Demonstrate the ability to disseminate information to people across the age spectrum in a variety of different settings.
• Demonstrate achievement of proficiencies, communication and relationship skills and nursing procedures required of a future graduate and relate these to own field of practice

• Apply leadership and sound decision-making techniques in the provision of care when working in partnership with the interdisciplinary team and the wider community
• Monitor and assess risk and promote the safety of those they care for or work with
• Co-ordinate and manage care across a range of care settings in line with local and national policy

Learning Outcomes

A1 Demonstrate a critical understanding of the theories and principles that inform effective delivery of healthcare.
A2 Critically evaluate a range of contextually relevant methods for supporting the delivery of health and social care education to promote inclusivity and meeting the equality and diversity needs of service users and carers.
A3 Demonstrate a critical understanding of the role of the nurse in delivering and evaluating person centred care across the age continuum and specific to field of practice.
A4 Identify and critically evaluate approaches to evaluating, assuring and enhancing the quality of health & social care and implement initiatives to improve or enhance the service user’s experience.
A5 Demonstrate an in-depth knowledge and understanding of the processes and policies in relation to professional requirements and safeguarding the public and relate to own field of practice.
B1 Critically evaluate the theoretical and research evidence to deliver high quality healthcare in the practice learning environment.
B2 Critically analyse issues in own professional practice that merit further investigation and research.
B3 Exercise critical judgement in the application of new knowledge in the development of their professional practice.
B4 Reflect on and critically analyse own learning and manage own continuing personal and professional development.
B5 Critically assess and analyse data from a variety of sources to inform decision making in the practice learning environment.
C1 Practice in a compassionate, respectful way, maintaining dignity and wellbeing whilst acknowledging equality and diversity by promoting the rights, best interest, independence including choice of language and social inclusion of clients and relate to own field of practice
C2 Critically evaluate and apply best practice, question practice and contribute to improving standards of practice by acting as a role model.
C3 Develop collaborative leadership, management and supervision skills to lead, change, create, manage and support therapeutic environments for clients and contribute to improving future services.
C4 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 Develop complex communication and interpersonal skills and strategies to work effectively with clients and their families/carers related to own field of practice.
C6 Work effectively with other professionals, services and agencies in the delivery of client care.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 4 Modules

Module Code Module Id Module Title Module Status Credit Value Module Type
AU1D008 MOD011548 The Essentials of Nursing Practice Running 40 core
AU1D009 MOD011550 Assessing needs and creating therapeutic opportunities Running 40 core
AU1S005 MOD011549 Promoting Health & Wellbeing Running 20 core
AU1S006 MOD011551 Developing confidence in Practice: Practice 1 Running 20 core

Level 5 Modules

Module Code Module Id Module Title Module Status Credit Value Module Type
AU2D033 MOD011552 Enhancing assessment & evidence-based interventions Running 40 core
AU2D034 MOD011553 Professional, Legal & Ethical Issues in Nursing Running 40 core
AU2S014 MOD011554 Informed decision making in the practice environment Running 20 core
AU2S015 MOD011555 Evidence based practice: evaluating care within the context of practice Running 20 core

Level 6 Modules

Module Code Module Id Module Title Module Status Credit Value Module Type
AU3D029 MOD011556 Advancing knowledge, skills & therapeutic interventions Running 40 core
AU3D030 MOD011558 Leading and managing quality care across settings Running 40 core
AU3S061 MOD011557 The Nurse as an Educator Running 20 core
AU3S062 MOD011559 Becoming a proficient practitioner Running 20 core

Teaching and Assessment

Learning and Teaching Methods

Active/simulation basedThe Clinical Simulation Centre and the Hydra Minerva simulation 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 learning setting.LecturesThese may be provided face to face or virtually, supported by online resources for contextualisation. These sessions introduce and sign post 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 continuumWork-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 Assessor.Project SupervisionEach student is allocated an academic supervisor to offer support and feedback in the development of assessed elements of the course.DemonstrationThe students will have opportunity to observe techniques of specific skills relating to the nursing procedures within Annexe B and key mandatory skills in theory and practice settings.Practical 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.FieldworkNot applicableExternal Visits (including field trips)Not applicableDirected 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 outcomes.PlacementPractice learning experience is integral to the success of these courses with 50% of the learning taking place within the practice settingStudy AbroadOpportunities exists to study in a variety of European countries during the second part of the course (Optional)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 level. Formative 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

Induction/Orientation
Students are required to undertake an orientation course on each practice learning experience. Essential information will be given on the first day of a practice learning experience with the remaining activities covered by the end of the first week. This information is recorded in the PAD.
There is an induction week (First Experience Induction Event) one week before the start of courses. New starters get an insight into to University life and the services offered by the learning resource centre, study skills, advice zone staff, Student Union and student services.
At the start of each progression point the students will have an overview of course content. This includes the main themes studied, the type of practice learning experiences they will encounter and an assessment diary for the progression point studied. This is an opportunity to explore being a professional and the expectation placed on the student by academics and practice based staff.

Personal Tutor / Academic Supervisor
Students will be allocated a Personal Tutor to offer support and guidance with all aspects of the courses and will also offer academic supervision to help the student prepare for some summative assessments in the early stages of courses.
The Personal Tutor will discuss the ongoing experience the student is having within their practice setting to enable the student to develop confidence and proficiency in the facilitation of their own learning and assessment of knowledge and skills of others at key stages of the courses. It is envisaged that the personal tutor will act as the Academic Assessor for parts 1 and 3 of the courses. The student will be allocated to another Academic Assessor for part 2. The role of Academic Assessor involves a close working partnership with the Practice Assessor to monitor student development and at pre-scheduled points, confirm the student has met all of the requirements for progression.


Practice Supervisor/Assessor
Practice learning experiences account for 50% of the course. The students are supported during practice learning by a Practice Supervisor and assessed during practice learning by a Practice Assessor.
Practice Supervisors are registered health and social care professionals who will support the student through each practice learning experience. The student may work with a range of Practice Supervisors within each practice learning environment. However, they will be allocated at least one designated Practice Supervisor for each practice learning experience to provide continuity of their learning experience. The designated Practice Supervisor(s) will provide feedback on progression to the student and the nominated Practice Assessor and will contribute to the students’ PAD on the students’ professional conduct and working towards achievement of proficiencies.
The student will have a nominated Practice Assessor who is accountable for confirming achievement of their proficiency against the proficiency outcomes in the PAD, to include the achievement of the four In-point assessments. Practice Assessors must be registered nurses. They do not necessarily have to be registered in the same field of practice that the student is studying but they must have the appropriate experience for the student’s field of practice.
Confirmation of achievement of proficiency outcomes must be completed by the end of each part/progression point as detailed in the PAD. The Practice Assessor will collaborate with a nominated Academic Assessor at scheduled points during and following the students practice learning experience, to review the students’ progress and at the end of each part to evaluate and recommend the student for progression and/or completion. Practice Assessors will make assessment decisions by drawing on the students’ record of achievement, periodic observations of their practice, feedback from a range of Practice Supervisors, additional supervisors, service users and carers, and the student’s self-reflections on practice.
Each student will have a nominated Academic Assessor, who will collate and confirm student achievement of proficiencies and course outcomes for each part of the courses. The nominated Practice and Academic Assessors will collaborate to determine whether the student has met all the necessary requirements to recommend the students completion in line with course standards.
In-Point Assessments are strategically placed throughout each progression point and are assessed by a Practice Assessor. Students will be prepared for the In-Point assessments by Practice Supervisors and Assessors and will be agree a date for the assessment in agreement with the student and Academic Assessor if required.

Office hours
The academic day extends from 09.00hrs to 21.00hrs. Blended learning approaches requires flexible patterns of attendance across a range of learning, teaching and assessment modalities.
Whilst in practice learning environments, students will be expected to follow the shift pattern required by the environments. There is an expectation they will work closely with their designated Practice Supervisor who will oversee their learning and explore additional practice opportunities to enhance knowledge and experience. In accordance with the NMC requirements and to facilitate wide learning experiences, students will experience and participate in nursing care over a 24-hour, 7 day week pattern.

Formative Assessment
Modules throughout the courses incorporate formative learning and assessment in order to support an ongoing dialogue with students as they develop their knowledge, skills and proficiency. Simulated activity in the Clinical Simulation Centre provides opportunity for students to become proficient in nursing skills and procedures and to rehearse decision making and prioritising skills in authentic practice based settings.
In the practice learning environments students will be expected to demonstrate their knowledge and provide evidence to support their achievement of proficiency in the PAD.
Scheduled activity led by Personal Tutors and pastoral support offered by them provide an additional element of formative assessment.

Progress meetings
Processes are in place at strategic times for students to meet with their Personal Tutor, Practice Supervisor, Practice Assessor and Academic Assessor to support students in setting objectives, discussing progression.

Supervision
Supervisors will be allocated to a personal tutor to facilitate the academic and personal relationships needed to allow the student to maximise their potential during the courses whilst also creating a field of practice identity. Students will be encouraged to be active in the supervision process and will be supported by a number of different academics as they move through modules and across progression points.

Online Resources
All modules are linked to UniLearn, the USW integrated system, which supports assessment, learning and teaching activities through technology. Video capture, podcasts and short video clips will supplement taught components of courses, providing context and additional learning to support student’s development.


Advice Zones
Students are able to self-refer or be directed to the USW Advice Zone. Instruction on the services available and how to make an appointment are included in course handbooks and on the USW website. These services are available to students whether on campus or in practice learning experiences.


DDS Service
The DDS provides a confidential and professional service where students can discuss individual requirements relating to disability.
Advice and support are available for all students who have additional learning needs or require reasonable adjustments to be made. Students are encouraged to discuss additional needs or support with personal tutors, course leader, Practice Supervisors and Practice Assessors.

IT/Library

Students have access to all USW resources both on and off campus. The School has a subject specialist librarian available to help and support students. Students have access to Findit, online resources and hard copy reservation. In addition, the School provides a range of learning resources in sites across its partner health service provider premises.

Course Exit Points

Award Criteria Final
Bachelor of Science (with Honours) 360 credits of which at least 100 must be at Level 6 or above, 120 at Level 5 or above, 120 at Level 4 or above and no more than 20 at Level 3 Final
Diploma of Higher Education (Health Studies) 240 credits of which at least 100 must be at Level 5 or above, 120 credits at Level 4 or above and no more than 20 credits at Level 3. Exit
Certificate of Higher Education (Health Sciences) 120 credits of which at least 100 must be at Level 4 or above and no more than 20 at Level 3 Exit

Progression Route

On successful completion, students will be able to apply for registration with the Nursing Midwifery Council within their intended field of practice.If the award is a progression route for other courses, please specify which and where they are delivered:MSc Nursing - Glyntaff CampusMSc Professional Practice - Glyntaff CampusMSc Advanced Practice - Glyntaff CampusMSc Advanced Clinical Practitioner - Glyntaff CampusMSc Enhancing Clinical Practice - Glyntaff CampusMSc Dementia Studies - Glyntaff CampusMSc Public Health - Glyntaff CampusMSc Strategic Leadership - Glyntaff Campus

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 found 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 courses.
Prior to interview students:

1.1.4 have capability to develop numeracy skills required to meet course outcomes
1.1.5 can demonstrate proficiency in English language
1.1.6 have capability in literacy to meet course outcomes
1.1.7 have capability for digital and technological literacy to meet course outcomes.

Selection occurs through a review of the applicant’s personal statement and confirmation that the applicant meets USW and NMC requirements for admission to the courses (see Fig.2). If these criteria are met the student will be offered an interview with a panel that consists of an academic, practitioner and/or service user. The interview ensures applicants have fully considered the demands of the course and profession and are able to articulate some of the values needed for the delivery of compassionate person centred care. The applicants are expected to be fully cognisantof the demands of their chosen field of nursing practice and have the character andgood standing required to uphold the values of The Code (NMC 2018).

USW entry requirements are:
• capability to develop numeracy, literacy, digital and technological literacy skills required to meet course outcomes
• proficiency in English language – applicants who meet all criteria but whose language is not English will need to hold IELTS with an overall score of at least 7
• A Level Requirement: BBB or Welsh Baccalaureate + 2 B’s at A Level or equivalent
• BTech; DDM triple award or DM + Welsh Baccalaureate
• Plus 5 GCSE at grade C or grade 4, or essential skills 2/3 or equivalent/ including English and Maths
- Access to Higher Education Diploma (24 Distinctions /18 Merits / 3 Passes at Level 3 and 15 passes at Level 2
• Varied higher Level qualifications – HND, HNC, (plus GCSEs)

Also, Recognition of Prior Learning (RPL) - applicants may apply for RPL to be considered.

Offers are subject to a satisfactory child and adult workforce DBS, occupational health assessment and the availability of Welsh Government commissioned place.

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