Curriculum Information

Document Version

QAA Benchmarks

Educational Aim

Learning Outcomes

Course Structure

Level 7 Modules

Teaching and Assessment

Learning and Teaching Methods

Employer Engagement

Visiting Speakers - Practice staff and families who use services will be involved in developing teaching and learning activity. The contribution of visiting speakers via pre-recorded or face to face sessions is an essential and integral part of the course where care or differing perspectives are offered to students for discussion and debate. The course team have strong professional relationships with expert clinicians in practice and these will contribute to the delivery and maintenance of the course. Detail of the delivery of sessions by practice staff and people who use services will be highlighted on module timetables.

Work-placements or internships - The course is 50% practice and therefore the students will undertake practice placements which are arranged in partnership between the course team and USW practice learning partners.

Work-based learning - Students will need to achieve specified proficiencies as part of this course as outlined by the NMC (2022) and these will be achieved whilst in a designated practice-based learning environment where students will be supported by practice supervisors and practice assessors. Based on work-based learning (WBL) pedagogies, the course encourages the health professional to undertake reflective practice. This will produce reflective practitioners and active learners that are able to apply the knowledge and skills gained in real-life situations and workplaces.

Employer Forums - The Faculty has a strong track record of engaging with practice partners/employers due to the nature of healthcare. Quarterly meetings are held with University Health Boards, Welsh Ambulance Service and the independent sector to consider the support of students from their employer. Students will be employed whilst undertaking the course and supported by their employer in terms of finance or study leave. Tripartite meetings with employers also occur as part of the course to ensure students are supported and on track for clinical and academic attainment.

Means of Assessment

Learning Support

Induction - Induction days are provided and timetabled for all modules within this course which will allow students the chance to settle and get to know academic staff and these will be via face to face on campus sessions.

Personal Academic Coach - All students are allocated a Personal Tutor/Personal Academic Coach (PAC) who is there to discuss any issues relative to their academic and clinical progress and who will advise the student on how to seek support for any personal or professional matters arising that maybe affecting their studies. All students are able to contact the PAC/course leader to support their academic progress, this can be utilised by a number of ways; face to face, email and/or Teams.

Learner Analytics - USW uses a learning analytics system which can track engagement with the VLE i.e. log in attempts and can also monitor students’ attendance etc. These weekly STEAM reports can be accessed by module leaders and the Course Leader can access this information and identify if there is any concern about participation or student engagement with the module or course. Subject Support Officers can also assist in determining engagement of students and provide support where and when needed. The Learning Analytics 2 (LA2) system used by USW will also help staff to provide targeted support for students

Office Hours - Office hours are communicated to the students at the start of each academic year and within each module induction. This is further enforced within the course handbook. Announcements will be placed on Unilearn/blackboard for when staff are on annual leave and there are key dates for each of the modules where it shows clearly when the University is closed.

Tutorials - Tutorials will take the form of small group work which are facilitated by module staff which encourages independent development. The format of the tutorials is flexible and tailored to work with the subject under discussion and students’ needs.

Seminars - Seminars/Webinars that would be useful for the students to attend are placed on blackboard as announcements. These would not be linked to the university course but are external webinars/conferences.

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.

Progress Meetings - There will be contact days arranged throughout each of the modules where students are able to get in touch to discuss their own progression and development both academically and clinically.

Research Supervision/Academic Supervision - Supervisors will be allocated for each academic assessment in order to facilitate the academic and personal relationships needed to allow the student to maximise their potential during the course. 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

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 and Panopto sessions and recorded sessions will be used alongside face to face sessions providing context and additional learning to support student’s development.

Advice Zone - Students are able to self-refer or be directed to the USW Advice Zone. where staff are able to offer advice about the circumstances where extenuating circumstances are offered. The Advice Zone is available online whereby staff can help with a wide range of students queries and point students in the direction of additional support services. Advice Zone Online | University of South Wales Instruction on the services available and how to make an appointment are included in course handbooks and on the USW website. A dedicated team of Subject Support Officers are also available to assist and support students depending on need.

Disability - The Disability Support Service 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 those that require reasonable adjustments to be made. Students are encouraged to discuss additional needs or support with personal tutors, module and course leader. https://disability.southwales.ac.uk/

IT/Library - Students have access to all USW resources both on and off campus. The Health Division of the Faculty has a subject specialist librarian available to help and support students. Students have access to Findit and online resources. Online reading lists will be set up for each module. Students will have a library introduction session, so they are aware of the facilities and functions available to them before they start the course.

Course Exit Points

Progression Route

Entry Requirements

Admission to the course is typically through the following qualifications:

Applicants must be a NMC registered nurse (level 1) or a NMC registered midwife or be in the process of completing a pre-registration nursing or midwifery programme. All applicants must have an active NMC registration as above before they can enrol onto the programme. Applicants must be capable of safe and effective practice at the level of proficiency appropriate to the NMC approved specialist community public health nurses qualification (SCPHN) programme before being considered as eligible to apply for entry to the programme. Applicants should have a first degree (or equivalent).

If English is not the first language of the applicant, then a certificate in English Language Proficiency is needed (e.g. IELTS at least 6.5) or an OET. (equivalent international qualifications are acceptable).

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 with a panel that consists of an academic, practitioner and people who use services. The interview ensures applicants have fully considered the demands of the programme and are able fully cognisant the demands of their chosen field of specialist community public health nursing.

Recognition of prior learning that is capable of being mapped to the programme learning outcomes and standards of proficiency for the applicant’s intended field of specialist community public health nursing will be considered in line with USW RPL/RPEL processes.

Applicants need to confirm they have the character and good standing required to uphold the values of the Code. All successful applicants must meet NMC requirements for good health and good character on admission, and as they progress through and on completion of the programme. During application and interview each candidate will be asked to declare that they are of good health and good character to enable safe and effective practice. Candidates who declare any previous cautions, convictions or determinants will be considered on an individual basis by the Faculty’s Disclosure and Barring Service (DBS) Panel. The offer of a place on the programme is subject to a confirmation that the applicant has an updated and satisfactory child and adult workforce DBS check (including a subscription to the update service).

On the commencement of course, students are fully informed of the requirement to immediately declare any police charges, cautions, convictions or conditional discharges or other determinations that their fitness to practise may be impaired. If a student is subject to any of the above, then this is considered with immediate effect by USW Fitness to Practice processes.

Candidates who have a specific need which may require reasonable adjustments are assessed by practitioners of occupational health in collaboration with practice partners as appropriate to determine reasonable adjustments.

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