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Quality Assurance

Programme Specification

MSc Nursing (Adult)

Keele University

School of Nursing and Midwifery

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CONTENTS: 1. WHAT IS THE PHILOSOPHY OF THE PROGRAMME? .......................................................................................................... 4 2. HOW THE PROGRAMME IS TAUGHT .............................................................................................................................. 11 3. WHAT IS THE STRUCTURE OF THE PROGRAMME? ........................................................................................................ 17 4. HOW IS THE PROGRAMME ASSESSED? ........................................................................................................................ 28 5. WHAT ARE THE TYPICAL ADMISSION REQUIREMENTS FOR THE PROGRAMME? ................................................................ 31 6. HOW ARE STUDENTS SUPPORTED ON THE PROGRAMME? ............................................................................................. 32 7. LEARNING RESOURCES .............................................................................................................................................. 36 8. OTHER LEARNING OPPORTUNITIES ............................................................................................................................. 36 9. QUALITY MANAGEMENT AND ENHANCEMENT ............................................................................................................... 37 10. THE PRINCIPLES OF PROGRAMME DESIGN ................................................................................................................. 40 REFERENCES ................................................................................................................................................................ 44 11. PROGRAMME VERSION HISTORY .............................................................................................................................. 46 APPENDICES ............................................................................................................................................................. 47

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Information for students:

The programme specification is the definitive document summarising the structure and content of your degree programme. It is reviewed and updated every year as part of Keele’s Curriculum Annual Review and Development process. The document aims to clarify to potential and current students what you can expect from the study of the subject over the course of your programme.

Names of programme(s): MSc Nursing (Adult)

Mode of study: Full time

Framework of Higher Education Qualification (FHEQ) level of final award:

7

Duration: Two years full time

Details of professional, statutory and regulatory body (PSRB) (if appropriate): Nursing and Midwifery Council

External Examiner(s) names: To be confirmed

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1. What is the philosophy of the Programme?

Broad educational aims of the programme and what makes the programme distinctive.

Throughout this document the term “people” is used to refer to the diversity of groups nurses work with including patients, clients, service users, and children, young people and their families.

1.1 Nursing requires the ability to provide empathetic, responsive care to people and their families, to contribute to public health outcomes through education and preventative interventions and to undertake confident and well-informed decision making, while working autonomously and in teams. Nursing practice entails mastery of a range of skills for effective communication and partnership working with people, colleagues and members of multidisciplinary teams. The programme philosophy addresses contemporary challenges faced by health care practitioners in providing effective clinical care, recognising the key issues outlined in the Report of the Mid Staffordshire NHS Foundation Trust Public Inquiry (Francis, 2013), the NHS Five Year Forward View (DH, 2014) and Raising the Bar-The Shape of Caring Review (Willis, 2015). 1.2 Recent public inquiries and reports (CQC, 2011; Parliamentary and Health Ombudsman, 2011, CNO, 2012, Francis, 2013, Willis, 2015, DH, 2015) highlight the importance of the qualities of kindness, care and compassion as explicit in the 6C’s (CNO, 2012). These qualities will be instrumental for our students when developing their confidence and competence as professional nursing practitioners. We believe that valuing and respecting people’s individuality is a vital step to person-centred care. Listening and responding to how people’s experiences have shaped their lives in relation to their health and wellbeing, finding out more about their sources of support from family and community, and how they use them, enables the nurse to understand more about their hopes and concerns for the future. These beliefs are underpinned by the robust partnerships formed by our service user strategy embedded throughout the development of our curriculum. The programme strives to develop a Keele accelerated person-centred graduate entry student nurse who is an excellent communicator, possesses emotional intelligence, and has a strong sense of professional identity and values to safeguard the interests of people and promote high standards of care. In recognising the importance of research and evidence-based practice the programme will foster students' ability to make sound clinical judgments and to continuously improve nursing care delivery through effective leadership skills. This programme reflects the aspirations shared across Keele University to equip students completing our programmes with a set of Distinctive Attributes (Keele, 2010). http://www.keele.ac.uk/distinctive/keelegraduateattributes/

1.3 The Graduate Entry Nursing (GEN) programme recognises that prior learning and experience is integral to the student’s learning and to the teaching approaches adopted. The programme embraces the values of person-hood, person-centeredness and professional identity, and that central to achievement on the programme will be a student who adopts a pro-active and positive approach to learning. This will necessitate skills and behaviours to be exhibited around excellent communication, emotional intelligence, enhanced clinical decision making and reasoning, authentic leadership, reflexivity and reflection on and in practice. The Keele accelerated person-centred graduate entry student will have the capability to demonstrate enhanced skills in the application of research findings and the ability to undertake research and to lead in order to take evidence based nursing practice forward.

1.4 We have developed a conceptual model which reflects the progression of these attributes we expect the Keele accelerated person-centred post graduate nurse to develop over the course of the programme. (Diagram 1; Pg5)

http://www.keele.ac.uk/distinctive/keelegraduateattributes/

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Diagram 1: Development of the Keele Accelerated Post Graduate Person-Centred Adult Nurse

The foundation of these (the Discipline Roots) can be seen to include the experiences and previous knowledge the student will enter the programme with – specifically care experience, graduate attributes and a focussed and pro-active approach. Demonstration of prior knowledge and experience will be considered during the recruitment and selection process. Due to the accelerated nature of the programme students will be expected to be highly motivated and self-directed in their attitudes, and behaviours towards the acquisition of nursing knowledge and skill. Through the learning and teaching approaches utilised on the programme (Diagram 2; Pg6) the student will develop post-graduate attributes which result in the development of a range of areas, that the literature and the scoping undertaken to develop this programme (Section 1.5; Pg6) identify as requirements towards being a capable post-graduate practitioner in nursing.

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Diagram 2: GEN Learning and Teaching Model

1.5 Extensive work has been undertaken to prepare for the development of this programme because of the two strands of its specific nature i.e. the level of study and the acceleration to professional registration. A literature review and scoping exercise occurred simultaneously. The scope was multi-faceted to ensure appropriate synthesis of a range of relevant data to inform the proposal to develop a two year pre-registration MSc Nursing (including professional award) within the School of Nursing and Midwifery at Keele University. The scope consisted of the seven elements below:

1. Market research of both PG and accelerated UK nursing programmes - This review identified the key institutions that offer similar programmes in the UK and brief course outlines were reviewed. The geographical spread indicated no current provision in the West Midlands region and a concentration in the North East, East Midlands and the South East of England. The market research was also cross referenced with the Nursing and Midwifery Council (NMC) records of validated adult nursing programmes in England.

2. Telephone /Face to Face interviews - a purposive sample of eight English HEI’s who currently provide post-graduate accelerated pre-registration Adult Nurse education was undertaken. The sample included the only three full-time two year MSc programmes currently available in England plus a range of established three year M Level & 2 year Post-graduate Diploma programmes in pre-1992 Universities. A semi-structured interview process was conducted with each HEI using an interview schedule. The data was then thematically analysed. The purpose of this element of the scope was to identify key themes and understand the defining attributes of both PG accelerated graduates and English programmes. The defining attributes of the students are that they are clear and committed to nursing as a career choice. They have an existing graduate skill set so students are able to think critically. GEN students are attractive to employers as they have good clinical decision making, improved confidence in leading teams to deliver care with an ambition to progress patient care and themselves. The students possess a wealth of disparate but valuable experience which enhances the groups learning. The postgraduate students are self-directed, focused and are highly motivated to succeed. This

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requires an educational approach which celebrates their previous knowledge and experience to maximise the development of their potential in their accelerated studies. Graduate-entry nursing students respond most positively to an experiential enquiry based curriculum design that encourages critical reflection and discussion.

3. Keele provision of Masters level accelerated programmes with a professional element - Opportunities have been identified in the Schools of Pharmacy, Social Work and Law for cross curricula and Inter Professional Education (IPE) working, with a focus on leadership. To ascertain potential opportunities is important in the early stages of programme design to ensure that all potential opportunities for IPE have been identified and cross curricula planning is commenced. Local Stakeholders’ requirements of an accelerated post graduate programme - Our partners; the two key employers of Adult Nurses in Staffordshire, The University Hospitals of the North Midlands (UHNM) and Staffordshire and Stoke-on-Trent Partnership NHS Trust (SSOTP) have been scoped to ascertain if the GEN programme was a development that would be required in future workforce planning. There is a clear consensus that the development of the GEN programme is a positive development that is fully and actively supported by our partners who sit on the GEN steering group. In addition it was essential to establish these organisation’s expectations of an Adult Nurse who had undertaken an accelerated education and who exits after 2 years as both a registrant and a Master of Nursing. This was followed by a clinical leader’s scope that was designed to raise the profile of the programme within the band 7 & 8 workforce within these partner organisations and establish a pool of potential clinical mentors for our future GEN students.

4. National leaders scope – The Association of UK University Hospitals, Directors of Nursing were contacted via email with a short online survey to elicit the national appetite for Keele GEN nurses in workforce development plans. Additional questions focused on clarifying the expectations of Directors of Nursing of accelerated students and to explore potential future collaboration opportunities for sign off placements. From the responses collated there is an appetite to develop these students into focused career pathways on qualification. Examples included four strands: Clinical Specialist, Research Nurse, Nurse Educator and Future Nurse Leaders. Directors of Nursing were also open to facilitating sign off and hub placements in their organisations for GEN students as recruitment strategy.

5. Current School of Nursing and Midwifery students - The market research did not provide information about the requirement for a graduate entry programme in the Staffordshire and Shropshire locality. So we surveyed our current third year pre-registration nursing students who were graduates on entry to the BSc programme. This was to gain an impression of students’ perceptions of the desirability and potential uptake of an accelerated programme, and to also determine the most attractive level of exit award. Fifteen students were contacted. There were eight responses out of fifteen (53%). All students would have opted for an accelerated two year award. Six students expressed a preference for a Masters level exit award and two for a Post Graduate Diploma.

6. User and Carer Strategy Group (UCSG) – The School UCSG is well established and has had

made significant contributions to the design of our current pre-registration curricula. In association with the School Service User and Carer Lead the GEN programme will use this information to inform programme design and implementation. To ensure appropriate partnership working with the GEN developments the scope focused on the nature of acceleration and the academic level in its service user scope. Community Health Voice (local group) was approached

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and we attended a scheduled meeting to present our planned developments at an early stage. With over 20 service users present there was a lively and interesting discussion culminating in positive affirmation for the development of this route into nursing. Please see current School user and carer strategy for more detail http://www.keele.ac.uk/nursingandmidwifery/uci/

From the scope the evidence suggests that a two year MSc is viable with the Shropshire and Staffordshire LETC as no comparable provision exists in the West Midlands. There is a demand from partner organisations for the two year MSc as it will contribute to the additional nursing numbers if commissioned separately to the current degree numbers. The benefits of a programme of this nature is that students will already have well developed graduate skills which would enable them to contribute effectively to service provision, development and improvement. In particular the dissertation will provide the framework for students to undertake an extensive practice related project which will benefit the local NHS organisations.

1.6 Literature Review

An in-depth literature review of the national and international literature was undertaken to explore the characteristics and outputs of graduate entry programmes for nursing. This informed the initial scoping interviews and provided an evidence base for the more detailed report’s proposals. The emergence of themes from the literature review was enhanced by the interpretation of the data from the semi-structured interviews which led to a more integrative thematic analysis. The papers selected were read and answers to the following areas of interest were the focus of the review:

• Profile of students who undertook accelerated nursing programmes

• Curricula design of accelerated programmes

• An understanding of what was unique about a post graduate accelerated nurse

The evidence suggests that a two year accelerated GEN programme does not compromise quality at the point of professional registration. However there is an underpinning philosophical assumption that by harnessing the graduate attributes (Halkertt & McLafferty, 2006) and previous clinical experience (Cangelosi, 2007) of the GEN students and taking a facilitative coaching approach (Bloomfield et al, 2013) in both education and practice, can produce highly sought after post graduate nurses for the future labour market.

The School of Nursing and Midwifery in conjunction with clinical partners aim to develop an educational and clinical skill set that demonstrates nursing capability in addition to competence (Halfer and Graf, 2006, Dalley et al 2008, Bowie & Camacho Carr, 2013). The notion of capability is aligned to the preparation of articulate, confident, flexible nurses who can work across a changing healthcare environment (Dalley et al 2008, Aktan et al, 2009, McGarry et al 2011). This is congruent with the current Willis (2015) recommendations. The literature suggests that the GEN nurse graduating from accelerated programmes are highly sought after by employers (Raines, 2007, Suplee & Glasgow, 2008). Continued partnership working with our NHS partners will ensure that the curriculum is designed to furnish the GEN with the requisite skill set for 2018 and beyond.

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Key Points:

• This programme has been developed at the request and in Partnership with local partners and the LETC.

• This programme will produce registered Adult Nurses in 2 years instead of 3. • The current HCSW workforce includes a number of graduates who can be invested in (Willis, 2015)

– this will ‘grow our own’ for the local healthcare economy • The increased development of critical thinking and greater decision-making skills required at

Masters level will have a positive impact on patient safety (Aitken et al, 2014, Willis, 2015)

1.7 Aim - The broad aim of the programme is to enable graduates to qualify for entry into the nursing profession, subject to satisfactory completion of the Standards for Pre-registration Nursing Education (NMC, 2010) and demonstrate higher levels of scholarship in line with QAA (2010) Master's degree characteristics.

Preparation for nursing practice encompasses learning in the spheres of knowledge, skills, attitudes and behaviours. It is recognised that evidence based knowledge is required for safe and effective nursing practice and as such content is driven by the NMC Standards for Pre-registration Nursing Education, QAA Academic and Practitioner Standards for nursing alongside the QAA Master’s Degree Characteristics (NMC, 2010; QAA, 2010). It builds in terms of academic skill sets, professional responsibility and technical complexity throughout the programme with key themes threaded throughout. Content will be delivered by means of an integrated framework which will include generic and field-specific learning throughout the programme underpinned by the skills of evaluation, synthesis and dissemination required in post-graduate degree-level study as evidenced in the Keele graduate attributes.


Intended Learning Outcomes of the Programme 1.8 GEN Programme Intended Learning Outcomes Upon successful completion of the programme, students will be able to:

1. Critically evaluate and commit to consistently utilise a person-centred approach to nursing care based on partnership, which respects the individuality of people and families, to ensure high quality care and achieve the NMC competencies for entry to the Nursing register (NMC, 2010).

2. Demonstrate and critically analyse compassion, professional nursing values and behaviours to provide effective, competent person-centred care that enhances the quality of the patient experience.

3. Have a systematic understanding and critical awareness of the knowledge, skills, attitudes and behaviours to become a thoughtful and effective nurse who provides high-quality care based on best evidence, who can be flexible, adaptable and responsive to the changing context of nursing practice.

4. Demonstrate excellent self-direction and originality in tackling and solving problems making sound nursing judgements in the absence of complete data, and communicate their conclusions clearly to specialist and non-specialist audiences.

5. Evidence the ability to independently engage in critical inquiry and implement research findings that makes a significant positive difference to nursing care and clinical effectiveness.


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6. Apply clinical reasoning and decision-making skills to enable them to safely manage complex healthcare, risk and ‘uncertainty’ both systematically and creatively.

7. Be responsive to innovation and new technologies with knowledge about best practice, research and innovative practice that promotes safe adoption and dissemination of better quality service delivery to reduce variability.

8. Develop a transferable skill set required for independent reflexive learning and research for continuing professional development and postgraduate nursing careers.

9. Consistently demonstrate emotional expressiveness, self-confidence, and self-determination in effective leadership and communication.

10. Promote equality and demonstrate courageous, ethical and anti-discriminatory practices that support empowerment, advocacy and safeguarding in nursing practice adhering to the Code (NMC 2015).

11. Work effectively in teams to collaborate and work in partnership with people, professionals, communities and other agencies and work flexibly across changing healthcare economies.

Principle Purpose of the Programme

1.9. This GEN preparation to nurse registration will enable the fast tracking of graduates who have a range of transferable knowledge, skills and aptitudes through an integrated theory/practice programme, resulting in them being able to register with the NMC as an Adult Nurse in an accelerated timeframe. The term ‘accelerated education’ is used to mean “those training courses that are shorter in duration than traditional routes but without significant loss of content” (Grounds, 1996). This will mean that students will be able to register as Adult Nurses within the shortened timeframe of two years, rather than the three years for the current validated programme.

Keele Graduate Attributes

1.10 Engagement with this programme will enable the student to further develop intellectual, personal and professional capabilities. At Keele, we call these our ten Graduate Attributes and they include independent thinking, synthesising information, creative problem solving, communicating clearly, and appreciating the social, environmental and global implications of the students’ studies and activities. Whilst these skills will undoubtedly have already been developed in previous graduate studies it is expected that this programme will enable them to be deepened and enriched. Our educational programme and learning environment is designed to help students to develop further into a well-rounded postgraduate who is capable of making a positive and valued contribution in a complex and rapidly changing world.

1.11. When studying nursing at Keele students have the best of both worlds, from the beautiful estate with woods, lakes and parkland (Keele was in the Telegraph’s 2015 top ten most beautiful campus table) to a great centre of shops, the Students’ Union, cafés and restaurants. The campus is home to around 70% of our full-time students, as well as a large number of staff and their families. There is a supermarket, bookshop, bank and newsagent on campus, as well as a health centre with doctors and a newly opened pharmacy. We have extensive sports fields, tennis courts and indoor sports facilities including a state-of-the-art Fitness Centre, climbing wall and courts for basketball, five-a-side football, badminton, squash, netball, korfball, karate and aerobics. We also have an art gallery and ceramic collection, and the University's arboretum boasts one of the largest collections of flowering cherry trees in the country.

The Clinical Education Centre (CEC) at the nearby Royal Stoke University Hospital is where the School of Nursing and Midwifery is based, in addition to the campus facilities there is a dedicated health library, seminar rooms, skills laboratories and research facilities. The CEC is within a short radius of all placement learning opportunities within the curriculum (approx. 20 – 25 miles).

http://www.kusu.net/

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http://www.keele.ac.uk/artgallery/

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Keele is the UK’s largest campus-based University and was founded on the principle that a different kind of University education was needed, one which produced distinctive s tudents , who were able to balance essential specialist and expert knowledge with a broad outlook and independent approach. The School of Nursing & Midwifery, based at the Royal Stoke University Hospital site, remains committed to these defining principles.

2. How the Programme is taught Principal Learning and Teaching Methods used in the Programme.

2.1 Learning and Teaching Strategies. The Keele University Learning and Teaching Strategy 2011-15 (2011) supports and promotes all aspects of student learning in relation to six key themes:

• Keele Distinctive Curriculum • Assessment and Feedback • Research-informed Education and Inquiry • Employability and Graduate Destinations • Technology and the Learning Environment • Quality Standards and Innovation in Learning, Teaching, and Educational Practice

The School of Nursing and Midwifery embraces this strategy and further addresses specific learning needs of students undertaking a programme of study leading to professional registration and Masters level study. http://www.keele.ac.uk/aboutus/strategicplan/learningandteachingstrategy/

In order to prepare a practitioner who is able to contribute positively to delivering the health needs of communities, the educational and learning process concerns itself with the integration and application of theory to practice. It supports the notion that the need for evidence based knowledge acquisition is central to competent and safe nursing practice. Consequently, the student is seen to be at the centre of learning and teaching and will develop the ability to reflect critically on practice and respond pro-actively to change, whilst delivering quality person centred care.

Learning to be a Keele graduate entry person- centred nurse requires the student to build on and develop further the experiences and learning they have so far undertaken. Despite criticisms (Brookfield, 1995) the concept of Andragogy (Knowles, 1973) underpins our assumptions about the student’s learning needs i.e. their requirements to know why something should be learned before learning takes place; their movement towards self-direction in learning; the acknowledgement of their past experiences in learning and the problem-centred nature of their approach to learning. Therefore the concepts of reflective learning (Kolb 1984) in building on previous experience and situated learning (Lave and Wenger 1991) whereby learning in context develops expertise in practice are seen as fundamental to the post-graduate student on this programme. These concepts will be the building blocks of the programme’s learning and teaching strategy in that reflection, enquiry based learning and development within a community of practice will underpin the learning activities that students undertake within the four domains of nursing as outlined by the Nursing and Midwifery Council (NMC), (NMC 2010) (Diagram 2; Pg 6). The broad intent of enquiry-based learning is to enable the learner to develop transferable skills of enquiry, which are most relevant in any context (especially professional and workplace contexts) where the capacity to construct knowledge and to act within conditions of complexity is important (University of Surrey, 2008). Learning on the GEN programme borrows from Boud’s (1993) experiential approaches and involves dealing with complex and intractable problems, requiring personal commitment, it utilises interaction with others, it engages emotions and feelings, all of which are inseparable from the influence of context and culture. From this discussion it is clear that the student is at the centre of all learning and teaching activities.

http://www.keele.ac.uk/aboutus/strategicplan/learningandteachingstrategy/

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The methods of teaching and learning therefore include the acquisition of skills to reflect on past and current experiences in order to develop knowledge, skills, attitudes and behaviours which enable deeper understanding of practice throughout the programme.

Through a structured approach across the modules students will be supported and expected to take responsibility for their own learning, building on previous experiences (Knowles, 1973). This will be facilitated by a personal tutor framework that has been well developed in other school curricula (BSc (Hons) Nursing, 2012) and the use of blended learning to support the enquiry based learning (EBL) approach that will be adopted. The personal tutor framework within the school sees the personal tutor as not only having a pastoral support role, but also a progression monitoring, teaching and facilitation role. It enables students to develop their reflective skills, solution focused approaches and learning set behaviours. Initially then students will be directed towards pre-course online resources which will begin the process of self-direction reflection and knowledge acquisition. In blocks of study students will develop their knowledge and skills by using a range of triggers, to include case studies, simulated packages and patient experiences. They will be able to organise themselves in groups to identify learning outcomes and applicable content under the facilitation of the module leads and teams. This type of learning will be further supplemented by lead lecturers, seminars and simulated practice. Facilitator led sessions will enable learning to be seen in context, situated, consolidated and taken forward.

Generic and field learning (NMC, 2010) will occur in modules whereby specific field study will lead on from generic work using the EBL approach. For example field specific cases or simulations will be considered by students in small groups. To ensure a broad generic approach is developed, EBL sessions will explore both generic and field components. A flipped classroom approach will be utilised by the use of on-line discussion boards, video conferencing and virtual classroom software to allow students to communicate ideas and work together in small groups towards their field objectives.

The notions of communities of practice (Lave and Wenger, 1991) will be developed across the programme with the integration of theoretical study and practice learning. These blocks of learning will enable students to take a bespoke approach to their study as theory will relate firmly to their clinical placement and past experience. This approach will ensure compliance with EC Directive requirements as outlined in Directive 2005/36/EC of the European Parliament and of the Council of 7 September 2005. In addition clinical colleagues will be supported to take the student more fully into the relevant community of practice by situating their learning firmly in the practice setting.

Inter-professional learning will be integrated in the programme and learning with other student professionals also undertaking an accelerated programme has been negotiated with our social work colleagues. The learning that will take place here will be relevant to the widening context of health and social care where nurses will be expected to work across differing organisational boundaries (Willis, 2015).

Learning in practice is framed by the mentor and supervisor and student using an experiential taxonomy (Steinaker and Bell, 1979) which has been used extensively in other school curricula. The student will progress from observation to internalisation and possibly dissemination throughout the programme (Steinaker and Bell, 1979). The type of placements have been developed with key stakeholders to ensure a range of placement learning opportunities are offered including primary and secondary care settings. Again this will allow students to learn about organisational boundaries and how to navigate these for the benefit of people with the support of their mentors and the GEN academic team. The placement learning experience consists of a Hub and Spoke model which has been evaluated within the School of Nursing and Midwifery and offers learning opportunities in a range of settings to meet the NMC Progression Points and Competencies required (NMC, 2010). A small number of simulated hours may be offered in the first placement block to develop skills already learnt. Throughout the student will work for 40% of their time in clinical learning with their mentor. This enables the student to develop progression plans with their mentor and work towards them to meet the identified knowledge, skills, attitudes and behaviours to the required progression points (NMC, 2010). Students will develop reflection, both in and on practice (Kolb, 1984) to

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enable them to meet milestone assessments and ILOs. Time is identified within the practice hours to achieve this. Students will meet with their mentor and personal tutor in a tripartite discussion once in each part of the course to support practice progression. A well-developed structure of support for learning has been developed with all stakeholders and this is monitored by regular meetings with the School Placement Quality Lead and stakeholders. Towards the end of the programme students will undertake a 12 week placement where they will work towards registration as outlined by the NMC supported by an identified sign off mentor as per regulatory requirements (NMC, 2010).

How these methods enable learners to achieve the stated learning outcomes

Module Learning Outcomes have been identified in relation to the Programme Aims and the NMC competencies (NMC, 2010) (Table 1; Pg14) and assessment methods have been developed to ensure students can reasonably achieve these. These are discussed more fully in section 4. In terms of learning and teaching the curriculum model has been developed to integrate the stated outcomes with the specified Domains of Nursing. Therefore by acknowledging the andragogical requirements (Knowles, 1973) of these students in terms of their previous experience and skill acquisition and by the integration of adopting an EBL approach to teaching and learning it is expected that students will be able to meet the programme and module learning outcomes along with the NMC Competencies within an accelerated timeframe. Reflection and contextualising learning within each block of study will enhance the student’s ability to relate practice to theory.

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Table 1: Module Learning Outcomes identified in relation to the Programme Aims and the NMC competencies

Module Programme ILO NMC Competencies (2010) NB Competencies which are field specific are: Domain 1 (PV) -1.1 ; Domain 2 (CIPS)-3.1 ; Domain 3 (NP&DM) – 1.1, 3.1,4.1,4.2,7.1,7.2,8.1.

A: Fundamentals of Nursing for Health and Wellbeing

1, 2, 8, 10 and 11 Domain 1: Professional Values. 1, 1.1, 2, 3, 4, 5, 6, Domain 2: Communication and Inter-personal Skills. 1, 3, 6, 7, 8, Domain 3: Nursing Practice and Decision Making. 1.1, 2, 3, 5, 7, 7.2,9, Domain 4: Leadership, Management and Team-working. 4,

B: Acute and Critical Care Nursing

1, 3, 4, 5 and 6 Domain 1: Professional Values. 1, 1.1, 9, Domain 2: Communication and Inter-personal Skills. 2, 3.1, 5, 4, 7 Domain 3: Nursing Practice and Decision Making. 1.1, 2, 3.1, 4.1,4.2,7.1,7.2,8.1, Domain 4: Leadership, Management and Team-working 2, 7,

C: Transitions to Professional Nursing Practice

2, 4, 6, 7, and 9. Domain 1: Professional Values. 3, 5, 6, 7,8, Domain 2: Communication and Inter-personal Skills. 2, 3, 3.1, 4, 6, Domain 3: Nursing Practice and Decision Making. 1, 1.1, 2, 3.1, 4, 6, 7.1, 8, 8.1, Domain 4: Leadership, Management and Team-working 2, 3, 5, 7

D: Leading for Change in Nursing Practice

8, 9, 10 and 11. Domain 1: Professional Values. 4, 7, 8, Domain 2: Communication and Inter-personal Skills. 4, 5, Domain 3: Nursing Practice and Decision Making. 6, 7,8,9, 10 Domain 4: Leadership, Management and Team-working 1, 3,4, 5, 6,

E: Research, Evidence and Dissertation in Nursing Practice

3, 4, 5, 7 and 8. Domain 1: Professional Values. 9, Domain 2: Communication and Inter-personal Skills. 8, Domain 3: Nursing Practice and Decision Making. 1, 5,10 Domain 4: Leadership, Management and Team-working 1, 6,

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2.2 Enquiry Based Learning (EBL) (University of Surrey, 2008) is the guiding pedagogy that underpins our Learning and Teaching strategy along with the other elements of our model (Diagram 2; Pg 6). The broad intent of enquiry-based learning is to enable the learner to develop transferable skills of enquiry, which are most relevant in any context (especially professional and workplace contexts) where the capacity to construct knowledge and to act within conditions of complexity is important.

Students will work in EBL groups, bringing their prior experience with them to the learning activity. This will enable them to set their own learning around identified topics and programme learning outcomes. Triggers which may be case studies, video productions or simulations will enable students to fully explore topics in breadth and depth and situation. Tutors will initially act as group facilitators with development as the study blocks progress to student led groups. Heron (1999) identifies that the student will be able to direct and develop themselves, make informed judgements, be emotionally competent and self-aware. In addition the notion of reflection on and in practice will be utilised to develop knowledge for safe practice across the curriculum (Schon, 1983). Using an Androgogical approach (Knowles, 1973) throughout the blocks of study and theoretical learning, knowledge and skills for safe and effective nursing practice will be developed through situating learning in context (Lave and Wenger, 1991).

Therefore the learning and teaching methods that will be utilised throughout the programme to enable students to achieve the learning outcomes include:

• Blended learning approaches: Blended learning is defined as the ‘‘effective integration of various learning techniques, technologies, and delivery modalities to meet specific communication, knowledge sharing, and informational needs’’. (Finn and Bucceri, 2004). The University’s virtual learning environment will be used to facilitate online discussions, ‘blogs’, conditional release tasks and access to a wide range of learning resources and research tools. The focus will be on the development of the student as the director of their own learning in this approach (Knowles, 1973).

• Flipped Learning: In this approach, some or most of the direct instruction is delivered outside the group learning space using a range of modalities. Class time is used for students to engage in hands-on learning, collaborate with their peers and evaluate their progress rather than traditional direct delivery. This facilitates a shift is from an teacher-centred classroom to a student - centred learning environment (Aronson and Arfstrom, 2013).

• Student-led tutorials: the student will lead the discussion on a topic within a small group or on a one to one basis. This will involve peer to peer education due to the wealth of prior knowledge and experience the accelerated student brings to the programme. (Knowles, 1973). Peer education is defined by Colvin (2007) as “…involving those of the same societal group or social standing educating one another when one peer has more expertise or knowledge”. The use of reflection on practice will also be utilised in these sessions so that students can discuss real experiences in context (Lave and Wenger, 1991). Seminars and small group presentations will occur and be facilitated to promote independent study in achieving the learning outcomes

• Practice learning: students will engage in both clinical and simulated practice to develop their clinical and nursing knowledge and skills across a range of practice environments which reflects the diversity of clinical practice experiences in the student’s field of nursing. Learning in clinical practice is an essential and significant component of the programme and includes each week a time set aside for reflection on practice (Schon, 1983, Kolb, 1984). Students are expected to record their reflections in a portfolio which will enable them to source a range of experiences for further student- led discussion.

• Simulation: will expose students to a range of skills, knowledge and professional behaviours within a simulated environment. Simulation is used as a technique rather than a technology; to amplify experiences that evoke or replicate substantial aspects of the real world in a fully interactive manner

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(Gabba, 2004). As much as possible simulation will be set in context for example ‘managing a person’s wound care in a home setting’ to provide the situated approach to learning as outlined above (Lave and Wenger, 1991).

• Tutor-led tutorials: the lecturer will focus on a topic of interest and relevance to the module with in-depth discussion in a small group to further develop students’ confidence, competence and communication skills. This may have required previous reading or activity as designed in a flipped classroom setting. Tutorials will be arranged as both individual and small group sessions with an emphasis on individual student development and provision of opportunity to develop reflection, solution focussed approaches to nursing care provision and development of active learning skills.

• Lead lectures: the lecturer will impart information, stimulate interest and provide a medium for the considered application of theory to practice and provide students with a framework and context for further reading and independent study, to broaden and deepen their existing professional knowledge and understanding of the core principles of nursing. At times it will act as a trigger for continued EBL work and at times it will be part of a flipped classroom scenario.

• Independent study: This is seen as integral to the programme and students will be encouraged to take a self-directed approach from the start of the programme and in relation to the various study demands of each module and its assessment. This is particularly relevant to portfolio development and the dissertation in the final module. The development of a self –directed approach to learning is fundamental to the andrological approach (Knowles, 1973) taken in the teaching and learning strategy of the programme and allows for students to uncover the issues in relation to the contexts of nursing practice (Lave and Wenger, 1991).

Service user involvement in learning and teaching is inherent across the curricula following extensive work with the School’s service user and carer strategy (Keele University, 2015). This has been developed to include not only inviting expert patients and service users and carers in to speak with students but also to use videos, patient stories and narratives and reports where lessons can be learned for all health care practitioners.

Students also will engage in Inter-professional education across the programme. This will include the opportunity to focus on health-related scenarios and practice learning working within inter-professional groups of students to facilitate their understanding of each other’s roles and how they might communicate and work together as practitioners in partnership in the future to support and improve people’s experiences of health and social care

2.3 The School currently has 53 Academic teaching staff of which 9 members of staff are part time. All teaching staff hold active NMC registration as either a nurse or midwife; those from other Schools who contribute to the programme are registered with the appropriate professional body. The majority of staff have teaching qualifications that are recorded with the NMC or are working towards achievement of this. Moreover, they have extensive experience of teaching at undergraduate and postgraduate level and many are external examiners. Some staff have dual qualifications; one member of staff also has registration as a social worker. Staff are actively encouraged to hold honorary contracts with health care provider organisations and to utilise this to ensure they remain updated with contemporary issues within their own field. A number of staff have additional roles or memberships with external organisations for example, Educational advisor for the UK Resuscitation Council, NMC Fitness to Practice Investigator, Member of RCN Education Forum Steering Committee, Member of NHS Ethics Committee, Supervisor of Midwives and Local Provider Committees, NMC Quality Assurance Reviewer.

The School has eleven staff that hold PhDs with a further fifteen studying for PhDs and professional Doctorates. The School has a robust professional development strategy which includes an annual research and scholarship programme, alongside annual appraisal and personal development planning. A number of

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staff are currently working towards Fellowship of the HEA as this is a recent School priority. Staff are actively involved in research that informs our educational activity.

Honorary lecturers, visiting lecturers and leading clinicians are integral to the delivery of modules within the programme and are utilised where appropriate, in addition the School has a number of clinical staff on secondment to the School.

3. What is the Structure of the Programme? 3.1 This is an MSc route with one intake in April. The route enables students to achieve 180M level credits over two years. Successful completion of the Award will enable students to gain an MSc and eligibility to apply for entry to the Nursing and Midwifery Council Register for the field of Adult Nursing.

To meet the NMC (2010) standards and NMC APL requirements, completion of the programme requires 3 years of 4600 hours in length which is divided equally between theory and practice (2300 hours of theory and 2300 hours of practice). In accordance with the NMC (2010) standards, NMC APL may include a contribution from a first degree and practice based learning towards the 4600 hours. Students will be expected to demonstrate learning prior to enrolling on the course to the equivalent of 650 hours for theory and 650 hours of practice in accordance with NMC APL requirements (Table 2; Pg17). The APL process used for this programme adheres to University APL processes and uses systems and processes already developed in the SNAM for entry to the BSc (Hons) Nursing. The purpose of this APL is to meet NMC (2010) standards which state that up to 50 percent of the programme can be completed through the NMC APL process.

Table 2: Identification of NMC APL and Programme Hours

Practice Hours Theory Hours Total Hours NMC APL Hours 650 650 1300 Progression period 1 Hours

600 600 1200

Progression period 2 Hours

600 600 1200 (+120 T/P dissertation elective) = 1320

Progression period 3 Hours

640 480 1120

Total Hours 2490 Minimum 2330 4940

The MSc route consists of three progression periods that are similarly proportioned to meet the NMC (2010) standards. Each progression period is between 32 – 38 weeks in duration and contains 4 weeks annual leave. Within each progression period students study theory and theory/practice modules simultaneously. A student support period is included at the beginning of each of the three stages (as per NMC recommendations) and each stage completes with a progression point. (Table 3; Pg18) and (Table 4; Pg18)

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Table 3: Sequencing of modules

Year

1

Accreditation & Prior Learning NMC APL (NMC, 2010)

Year

s 2

& 3

Progression Period 1 34 weeks

April December Within this period: Module A Module D Module E


Progression Point

December August Within this period: Module B Module D Module E


Progression Point

August April Within this period: Module C Module D Module E

Completion

Table 4: Sequencing of modules

GRADUATE ENTRY NURSING MODULAR STRUCTURE

Year 1 Year 2

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t

No

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Ja

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Fe

b

Ma

r

Ap

r

Ma

y

Ju

n

Ju

l Aug

Se

p

Oc

t

No

v

De

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Ja

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Ma

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Module A – NUR XXXX1 Fundamentals of Nursing for Health and Wellbeing - 30 Credit

Module B – NUR XXXX2 Acute and Critical

Care Nursing - 30 Credits

Module C – NUR XXXX3 Transition to Professional Nursing Practice - 30

Credits

Module D – NUR XXXX4 Leading for Change in Nursing Practice – 30 Credits

Module E – NUR XXXX5 Research, Evidence and Dissertation in Nursing Practice – 60 credits

EXIT AWARD – MSC NURSING & NMC REGISTRATION

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Similar to the current BSc route, students on the MSc route have the opportunity to carry out learning and assessment in both academic and practice environments, see an Example Course Plan (Table 4; Pg18)

Curricular hours are calculated on a 40 hour week for theory and a 40 hour week for practice. The total hours for the programme, including hours through NMC APL is 4940 hours. This builds in an additional 340 hours to allow for unexpected absence such as sickness. See Detailed Programme Hours Overview (Table 5; Pg19)

Table 5: Detailed Programme Hours Overview

Detailed Programme Structure GEN

• NMC requirements are 4600 programme hours = 2300 theory and 2300 practice • APL to the GEN programme – will be 650 hours practice and 650 hours theory = 1300 hours • Remains a minimum of 3300 hours to complete over 2 years = minimum of 1650 Theory and 1650

Practice • Students will work a 40 hour week in both theory and practice (practice week = 37.5 hours on

placement with 2.5 hours reflection time) • The progression periods are organised into 3 roughly equal length periods, each ending with a

progression point. Progression periods are between 32 - 38 weeks long and include annual leave (AL)

• There are 104 possible weeks for the programme, 7 weeks p.a. for AL = 14 weeks. There are currently 13 weeks identified (+5 BH’s)

• This leaves 90 weeks available for learning and teaching on the programme • 90 weeks @ 40 hrs/week = maximum of 3600 hours available. Minimum required will be 3300

hours • Practice hours 1650 out of a possible 1840 = 190 hours sickness buffer (20 x 7.5 hour days) • Theory hours = 1650 out of a possible 1680 = 30 hours Study leave (5 x 7.5 hour days) •

Example Plan of Progression Period One

Weeks 1-34 = 1200 hours (600 Theory and 600 Practice)

Dates 11/04/16 – 04/12/16

4 weeks Theory 11/04/16 – 08/05/16

4 weeks Practice (including simulation

hours) 09/05/16 – 05/06/16

7 Weeks Theory 06/06/16 – 24/07/16

6 weeks Practice Within this period

25/07/16 – 25/09/16

3 weeks AL Within this period

25/07/16 – 25/09/16

4 weeks Theory 26/09/16 – 23/10/16

1 weeks AL 24/10/16 – 30/10/16

5 weeks Practice 31/10/16 – 04/12/16

15 weeks Practice 15 weeks Theory

4 Weeks AL 34 weeks

Total hours for module = 600 practice & 600 theory = 1200 hours

AL – 160 hours Total = 1360 hours

Progression point 1

To Include: • Module A - Fundamentals of Nursing, Health and Wellbeing – NUR-40053 - 30 credits • Module D – Leading for Change in Nursing Practice – NUR- 40052 - 30 credits (over 3 progression

periods) • Module E – Research, Evidence and Dissertation in Nursing Practice – NUR-40051 - 60 credits

(over 3 progression periods)

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Hours

Module Theory Hours Minimum Practice Hours

Credits

Module A 300 500 30 Module D 150 50 10 Module E 150 50 20

Total 600 600

Example Plan of Progression Period Two

Weeks 35 – 72 1200 hours (600 Theory and 600 Practice) + negotiated learning120 hours

Dates 05/12/16 – 27/08/17

2 weeks Theory 05/12/16 – 18/12/16

2 weeks AL 19/12/15 – 01/01/17

5 weeks Practice 02/01/17 – 05/02/17

8 weeks theory 06/02/17 – 2/04/17

2 weeks AL 03/04/17 – 16/04/17

5 weeks practice 17/04/17 – 21/05/17

3 Weeks dissertation elective

22/05/17 – 11/06/17

week AL 12/06/17 – 18/06/17

5 weeks theory 19/06/17 – 23/07/17

5 weeks practice Critical Care

24/07/17 – 27/08/17


3 weeks dissertation elective

5 Weeks AL 38 weeks

Total hours for module = 600

practice & 600 theory = 1200 hours

dissertation elective – 120 hours

AL – 200 hours Total = 1520

Progression point 2

To Include:

• Module B - Acute and Critical Care Nursing 30 credits – NUR-40050 • Module D – Leading for Change in Nursing Practice – NUR-40052 - 30 credits (over 3 progression



Module Theory Hours Practice Hours Credits Module B 300 500 30 Module D 50 50 10 Module E 250 50 20

Total 600 600 + 120 hours Theory/Practice

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Example Plan of Progression Period Three

Weeks 72 – 104 = 1200 hours (520 Theory and 600 Practice)

Dates 28/08/17 – 08/04/18

2 weeks AL 28/08/17 – 10/09/17

6 weeks Theory 11/09/17 – 22/10/17

12 weeks Practice 23/10/17 – 28/01/18

2 weeks AL 18/12/17 – 31/12/17

Progression point after 12 weeks sign off

5 weeks Theory 29/01/18 – 04/03/18

4 weeks practice elective

05/03/18 – 01/04/18

1 week theory 2/04/18 - 08/04/18


4 Weeks AL 32 weeks

Total hours for module = 640 practice & 480 theory = 1120 hours

AL – 160 hours Total = 1280

To Include: • Module C - Transition to Professional Nursing Practice - NUR-40049 - 30 credits • Module D – Leading for Change in Nursing Practice – NUR-40050 - 30 credits (over 3 progression



Module Theory Hours Practice Hours Credits Module C 240 500 30 Module D 80 90 10 Module E 160 50 20

Total 480 640

Credits are only awarded upon successful completion of each module.

Course hours – 1680 hours theory and 1840 practice (with an additional 120 hours negotiated learning that can either be Theory/ Practice to be negotiated with an individual bespoke contract plan). The additional 40 hours identified in the final course total will be taken as 5 Bank Holidays throughout the progamme. So maximum final hours will be 3,600. Theory Practice Total Block 1 600 600 1200

Block 2 600 600

1200 + There are an additional 120 hours for either practice or theory in this module

Block 3 480 640 1120 Course totals

1680

1840

3520 +120 (Dissertation elective) ⁻ 40 (5 x BH) = 3600

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Curricular time is divided into:

• Theory hours which include enquiry based learning activities, facilitated group work, simulation, tutorials, seminars, lectures, online activities, directed and self-directed study, which may take place either on campus or off site.

• Practice hours which take place in placements or simulation within the University setting. Time for reflection is built into the practice hours (and 2.5 hours practice reflection per practice week) to allow time for and to develop reflective practice.

The programme consists of a combination of four 30 and a 60 credit compulsory modules. Students will undertake a total of 180 credits in total. For all modules students are expected to attend all University based sessions. Attendance in practice also requires full attendance and clinical hours are recorded and verified in the practice assessment document (PAD). Attendance is monitored in accordance with University regulations.

The module learning outcomes are progressive, moving students towards the achievement of NMC standards for Competency through exposure to practice throughout the course. (Table 6; Pg23) and (Table 7; Pg24)

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Table 6: Demonstration of hours and credits per progression period

Module Level Credit Theory Hours Practice Hours

Progression Period 1

A: Fundamentals of Nursing for Health & Wellbeing. D: Leading for Change in Nursing Practice. E: Research, Evidence & Dissertation for Nursing Practice.

7 7 7

30 30 over 2 years 60 over 2 years

300 150 150

500 50 50


B: Acute & Critical Care. D: Leading for Change in Nursing Practice. E: Research, Evidence & Dissertation for Nursing Practice.

7 7 7


300 50 250

500 50 50


C: Transition to Professional Nursing Practice. D: Leading for Change in Nursing Practice. E: Research, Evidence & Dissertation in Nursing Practice.

7 7 7


240 80 160

500 90 50

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Table 7: Module representation of Programme Learning Outcome’s

Programme Learning Outcome Module in which this is delivered

Principal forms of assessment (of the Learning Outcome) used

1. Critically evaluate and commit to consistently utilise a person-centred approach to nursing care based on partnership, which respects the individuality of people and families, to ensure high quality care and achieve the NMC competencies for entry to the Nursing register (NMC, 2010).

Module A

Module A

Assessment 3: Assignment. Assessment 4: Practice Based Assessment. Assessment 5: Portfolio

Module B

Module B

Assessment 5: Practice Based Assessment Assessment 6: Portfolio Assessment 5: Case Study

2. Demonstrate and critically analyse compassion, professional nursing values and behaviours to provide effective, competent person-centred care that enhances the quality of the patient experience.

Module A

Module A Assessment 2: Assignment Assessment 5: Practice Based Assessment Assessment 6: Portfolio

Module C

Module C Assessment 2: Practice Based Assessment Assessment 3: Portfolio Assessment 4: RLO Assessment 5: Presentation

3. Have a systematic understanding and critical awareness of the knowledge, skills, attitudes and behaviours to become a thoughtful and effective nurse who provides high-quality care based on best evidence, who can be flexible,

Module B

Module B.

Assessment 5: Practice Based Assessment Assessment 4: OSCE Assessment 6: Portfolio Assessment 2: Case Study

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adaptable and responsive to the changing context of nursing practice.

Module E

Module E

Assessment 1: Seminar Presentation Assessment 2: Report Assessment 3: Dissertation

4. Demonstrate excellent self-direction and originality in tackling and solving problems making sound nursing judgements in the absence of complete data, and communicate their conclusions clearly to specialist and non-specialist audiences.

Module B

Module B Assessment 4: OSCE Assessment 2: Case Study

Module C

Module C Assessment 2: Practice Based Assessment Assessment 3: Portfolio Assessment 4: RLO Assessment 5: Presentation

Module E

Module E Assessment 1: Seminar Presentation Assessment 2: Report

5. Evidence the ability to independently engage in critical inquiry and implement research findings that makes a significant positive difference to nursing care and clinical effectiveness.

Module B

Module B Assessment 5: Practice Based Assessment. Assessment 4: OSCE Assessment 6: Portfolio Assessment 2: Case Study

Module E

Module E Assessment 1: Seminar Presentation Assessment 2: Report Assessment 3: Dissertation

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6. Apply clinical reasoning and decision-making skills to enable them to safely manage complex healthcare, risk and ‘uncertainty’ both systematically and creatively.

Module B

Module B

Assessment 1: Practice Based Assessment Assessment 4: OSCE Assessment 6: Portfolio Assessment 1: Numeracy Assessment 2: Case Study

Module C

Module C Assessment 3: Practice Based Assessment Assessment 4: Portfolio Assessment X: RLO

7. Be responsive to innovation and new technologies with knowledge about best practice, research and innovative practice that promotes safe adoption and dissemination of better quality service delivery to reduce variability.

Module B

Module B Assessment 5: Practice Based Assessment Assessment 4: OSCE Assessment 6: Portfolio Assessment 1: Numeracy Assessment 2: Case Study

Module C

Module C Assessment 4: RLO Assessment 5: Presentation

Module E

Module E Assessment 1: Seminar Presentation Assessment 2: Report Assessment 3: Dissertation

8. Develop a transferable skill set required for independent reflexive learning and research for continuing professional development and postgraduate nursing careers.

Module A

Module A Assessment 2: Practical Exam Assessment 4: Practice Based Assessment Assessment 5: Portfolio Assessment 1: Online Numeracy Assessment

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Module D

Module D Assessment 1: Essay Assessment 2: Project

Module E Module E Assessment 3: Dissertation

9. Consistently demonstrate emotional expressiveness, self-confidence, and self-determination in effective leadership and communication.

Module C

Module C Assessment 2: Practice Based Assessment Assessment 3: Portfolio Assessment:5 Presentation

Module D

Module D Assessment 1: Essay Assessment 2: Project

10. Promote equality and demonstrate courageous, ethical and anti-discriminatory practices that support empowerment, advocacy and safeguarding in nursing practice adhering to the Code (NMC 2015).

Module A


Module D Module D Assessment 1: Essay Assessment 2: Project

11. Work effectively in teams to collaborate and work in partnership with people, professionals, communities and other agencies and work flexibly across changing healthcare economies.

Module A


Module D Module D Assessment 1: Essay Assessment 2: Project

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The NMC competencies (2010) will be met in the programme as follows (Table 1; Pg14)

The Practice Assessment Document (PAD) follows the same format as the currently validated BSc PAD with minor amendments to reflect the course structure.

3.3 To qualify for the Master’s degree (MSc) students shall:

• Meet the University regulations for the award of Masters degrees • Satisfy the designated hours of theory and practice required by the NMC (2010) • Achieve all NMC standards for Pre-registration Nursing (Adult) as set out in the Practice

Assessment Document (PAD)

Students who fail to satisfy all of the above requirements may be permitted to exit their programme of study with the appropriate award of higher education

• Successful completion of Progression point 2 - 60 credits - PG Certificate of Higher Education

4. How is the Programme assessed? 4.1 Assessment aims to support learning and measure achievement. Assessment will include a wide range of innovative methods which reflect the learning and teaching approaches adopted throughout the programme but will as a minimum include one unseen exam (in accordance with professional requirements for registration). It will also include written course work, written assignments, presentations, reports, professional simulated examinations, competency based assessments and examinations. These will include Essential Skills Cluster assessments and assessment of NMC standards for competency in practice (NMC, 2010). Assessment in practice will include observation, questioning, and assessment of evidence in the reflective portfolio. Please see (Table 8; Pg29) and (Table 9; Pg30): Example Year Plans with Assessment; a more detailed breakdown of assessments can be found in (Appendix 1; Pg46). All learning outcomes within each module are assessed and the mode of assessment is specified for each outcome (Table 7, Pg 24)

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Table 8: Example Year Plan

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Table 9: Example Year Plan w

ith Assessments

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5. What are the typical admission requirements for the programme?

Entry requirements

• A first degree (2:1 or above) • Applicants must have English and Maths at GCSE or equivalent qualification at grade A - C • Evidence of recent study (within 5 years) • We accept applications from candidates who meet residency requirements of UK students. Any

overseas qualifications should be equivalent to UK qualifications which meet our entry requirements. If you have completed your degree outside the UK, we will require a clear copy of your degree documentation to ensure NARIC comparability. Please note that all applicants who are invited to interview will be required to present their original degree documentation. IELTS tests will be accepted as an equivalent to GCSE English at grade C. We request IELTS with an overall score of 7 (and a minimum of 7 in all sub-tests).

• Please note that you will be required to have obtained the academic entry requirements before applying.

• Applicants must be able to demonstrate a minimum of 650 hours care experience (approximately six months F/T work). Relevant voluntary experience would be accepted on a case by case basis.

• All applicants are required to make an APEL claim to demonstrate how their previous care experience and graduate studies have equipped them to undertake an accelerated nursing programme.

• All applicants must be of good health and good character • All applicants selected at interview will complete a Rehabilitation of Offenders form and have a

Disclosure and Barring (DBS) check as well as Occupational health Clearance

http://www.keele.ac.uk/nursingandmidwifery/undergraduatestudents/admissionspolicy/

An Accreditation of Prior Learning process has been developed for the Pre-Registration Graduate Entry Nursing MSc with regard to regulations set by the Nursing and Midwifery Council (NMC) and Keele University.

The NMC (2010) identify APL as a process used in higher education to allow previous certified or experiential learning to be accepted as meeting programme outcomes and requirements. The Nursing and Midwifery Council Standards (2010) require undergraduate programmes leading to registration to be delivered over 4600 hours with 50% of this theory and 50% practice.

The APL used for this route adheres to University APL policies and processes and uses a system already in place for the BSc (Hons) Nursing programmes. The purpose of this APL is to meet NMC (2010) standards which state that up to 50 percent of the programme can be completed through the NMC APL process.

The NMC and Keele University also require robust procedures to be in place to ensure that students accessing this programme have sufficient relevant prior experience and learning. Students applying for this programme therefore need to demonstrate that they have the relevant prior experience and learning prior to entry in order to qualify for APL requirements.

The following process must be completed by the student before attending any selection event and after initial shortlisting.

1. Student completes the ‘Portfolio of Prior experience’ and demonstrates Keele Graduate attributes (Appendix 2; Pg48) and (Appendix 3; Pg49) and submits prior to the selection event

http://www.keele.ac.uk/nursingandmidwifery/undergraduatestudents/admissionspolicy/

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2. At selection the panel consider the proposed claim to consider if it will be suitable. The selection panel then completes the documentation (Appendix 4; Pg50)

3. All documentation is reviewed in the normal manner by the School APL committee.

6. How are students supported on the programme? 6.1. Students are supported in their academic studies, in practice settings, and pastorally during their programme. All work submitted by students is given robust and constructive feedback to support academic development in a variety of ways for example feedback on draft work, peer feedback and actions to encourage the student themselves to identify their own development needs. In practice, student progress is continually reviewed, and learning progression plans are developed to enable students to set goals for improvement of clinical performance. Below is a diagram (Diagram 3; Pg32) which indicates a range of student support structures, showing the personal tutor playing a central, pivotal role:

Students are supported on the programme by University, Faculty, School Programme and Practice structures which are knitted together to form a substantial package for the students. This section will focus on Faculty, School and Programme/Practice Support.

Diagram 3: Student Support

Support from the Student Experience and Retention Lead

The Student Experience and Retention Lead is a Lecturer who monitors and evaluates your curriculum with the aim of ensuring a positive student experience.

Support from Personal Tutors

At the start of your programme, you will be allocated a Personal Tutor who will provide support and advice for the duration of your programme (unless they leave, of course). Personal Tutors review your progress in theory and practice, and meet with you formally at least three times per progression period. Your Personal

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Tutor will be accessible by email and personal answer phone. You would be allocated an alternative Tutor should your Personal Tutor be absent from the School for a prolonged period of time.

Support from Module Lecturers

Module Lecturers will provide support regarding specific aspects of learning and teaching. A range of feedback mechanisms to help you develop in your assignment work will be identified during the programme.

Support from Mentors

To support you in achieving your learning needs during placements, you will meet with your named Mentor early in the placement for an initial interview. At this meeting, you will be inducted to the placement, discuss the learning opportunities available and how these may be facilitated, and identify and record any areas for development that have been previously identified. To assist with your progression from one placement to the next, you will use evidence from your portfolio to discuss your reflections and achievements from the current and previous placements. Your mentor should be available for a minimum of 40% of your placement time (NMC 2010). In addition to your mentor, other practitioners and Clinical Placement Facilitators (CPFs) also are available to support your learning.

Support from Link Lecturers

Each placement has a named Link Lecturer who is contactable for advice, support and guidance in relation to learning and assessment during placements. Details of the link lecturers are made available on the School Website.

Student Support Officer

In addition to support from your Personal Tutor, Mentors and Link Lecturers, and unique to the School of Nursing and Midwifery, is the Student Support Officer whose role is to provide one-to-one support to students to enhance the student experience and academic progression. The Officer works closely with the student and their personal tutor and raises awareness of initiatives and developmental opportunities for students on the most effective ways of ensuring that access to opportunities to participate in university life at Keele are fully explored. The Officer also provides support in terms of screening for Dyslexia students and works closely with colleagues on the Keele Campus.

Disability Liaison Officer

An academic takes the role of School Disability Liaison Officer (DLO) to work within the School to link with the University on Disability Issues and to assure that our support systems for students who require specific learning plans are in place. The School DLO can meet with students to ensure they receive the specific support they require for assessments for example and also involves liaison with Personal Tutors, student support services and occupational health.

Wider Network of Student Support

Student Support and Development Services on main campus offer you access to a wide range of support including: • Disability and Dyslexia Support • Careers and Employability Service • International Student Support • Counselling and Wellbeing • Student Financial Support • Student Life and Learning

http://www.keele.ac.uk/nursingandmidwifery/globaldocs/linklecturerlist/

http://www.keele.ac.uk/studentsupport/

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• Peer Mentoring Scheme • Occupational Health Advice and Support at Keele (ASK), offered by Keele Student Union, also offers support through their sabbatical officers and the Independent Advice Unit.

Staff / Student Liaison Committee (SSLC)

The School’s SSLC meets three times per year and is normally chaired by a student. Further details can be found in the School Handbook on the KLE.

StARs

StARs are Student Academic Representatives, elected to gather student opinion and represent your views as Student-Staff Liaison Committee. More information can be found via the following link; http://keelesu.com/activities/stars/

6.2 Faculty Support The Student Learning Link Officer (for the Faculty of Health) offers bespoke support for students in the School of Nursing and Midwifery and works as part of the University's Student Services Centre. The Student Learning Link Officer is able to support nursing students with academic writing development, support for developing study skills and delivers sessions within programmes as well as drop in and bespoke sessions identified by students and academic colleagues. 6.3 School Support The School employs a specific Student Support Officer who is able to provide one-to-one support to students to enhance the student experience and academic progression. The Officer works closely with the student and their personal tutor and raises awareness of initiatives and developmental opportunities for students on the most effective ways of ensuring that access to opportunities to participate in university life at Keele are fully explored. The Officer also provides support in terms of screening for Dyslexia students and works closely with colleagues on the Keele Campus. An academic takes the role of School Disability Liaison Officer (DLO) to work within the School to link with the University on Disability Issues and to assure that our support systems for students who require specific learning plans are in place. The School DLO can meet with students to ensure they receive the specific support they require for assessments for example and also involves liaison with Personal Tutors, student support services and occupational health.

The School of Nursing and Midwifery appoints a Placement Quality Lead (PQL) lecturer who works with practice colleagues and the placement office to provide a high quality of placement learning opportunities. The PQL works closely with the clinical colleagues and the programme team and as well as providing extensive support for mentors in their update and support packages. The PQL also helps students prepare for placements as part of the curricula.

Each placement has a named Link Lecturer who provides advice, support and guidance to both students and Mentors in relation to learning and assessment during their placements and details of the link lecturers are made available to the students.

The School of Nursing & Midwifery aims to provide an outstanding experience which is rewarding academically while being personally fulfilling for students who achieve their potential and complete their nursing programme feeling a sense of fulfilment and pride in undertaking their experience at Keele. This in turn is reflected in a high level of student retention, demonstrated by our positive record for low attrition. The role of the Student Experience and Retention Lead (SERL) monitors and evaluates the curricula and co-curricular activities including the engagement in the wider University to facilitate this positive experience. The School SERL provides support for students who are taking on roles of mentors, volunteers or ambassadors and works closely with the programme team and students so that the School Student and

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Staff Liaison Committee (SSLC) runs appropriately. Students from all programmes are represented on this committee so that dialogue and programme development can occur and any issues that students wish to raise can be addressed. The Committee is chaired by the elected student representative.

Support for research is provided by resources in the health library which offers a range of bespoke learning opportunities. This is supplemented by support and teaching from personal and dissertation supervisors who are engaged in scholarship or research and publish and present at conferences. Many lecturers have gained doctorates and the research environment in the School is growing enhanced by the development of the School Research Strategy.

6.4 Programme/ Practice Support

Personal Tutors are allocated to students from the start of the programme and will remain their Tutor throughout their pre-registration studies in the School. All Personal Tutors are accessible to students by email and personal answer phones. Students are allocated an alternative tutor, should their Personal Tutor be absent from the School for a prolonged period of time. Guidance Notes for Personal Tutors (Pre-registration Nursing) have been developed to assist new colleagues and to ensure a reasonable degree of consistency amongst all those undertaking the role. This guidance has been developed taking account of the relevant programme and the Guidelines and Code of Practice for Personal Tutoring in the University’s Academic Quality & Standards Manual. (See University website for more information http://www.keele.ac.uk/media/keeleuniversity/academicservices/qao/AQSM2008.pdf )

The Personal Tutor system within the School provides the student with pastoral, monitoring and teaching support. A personal tutor group is formed and students’ progress through different activities to develop approaches in reflective practice, solution focused ways of working and action learning sets using a clinical supervision approach. The personal tutor meets with students in groups and individually throughout the learning blocks to develop learning, monitor progress and provide support. In addition the School has developed a tool to help students, personal tutors and mentors to identify areas of support that students require. The Support and Monitoring Tool (SMT) is used to help students self-assess their current support needs and enables mentors and personal tutors to discuss issues with students. Pathways of support are identified in the SMT and it is incorporated into the Practice Assessment Document. (Appendix 5; Pg51) and (Appendix 6; Pg53)

6.5 To support students in achieving their learning needs during placements, they will meet with their named Mentor early in the placement using their practice documentation for an initial interview during which they will be inducted to the placement environment, discuss the learning opportunities available and how these may be facilitated, and to identify and record in their practice documentation any areas for development that have been previously identified. To assist with their progression from one placement to the next, the student will use their practice documentation, ongoing achievement record and evidence from their portfolio to discuss with their Mentor their reflections and achievements from the current and previous placements along with areas of their practice that have been identified as requiring further development. Mentors should be available for a minimum of 40% of a student’s placement (NMC, 2010).

The Multi-disciplinary Team (MDT), including both nurses and other practitioners, and Clinical Placement Facilitators (CPFs) also support student learning in practice. Working closely with the PQL, Clinical Placement facilitators are appointed by NHS placement providers to support students and mentors in the practice settings. If required, PQLs will work closely with students to support them in meeting their placement learning outcomes. This support is supplemented by link lecturers who support the clinical area they link with to develop a suitable learning environment for students.

6.6 Module Leaders and Lecturers will provide support to the student regarding specific aspects of learning and teaching within each module and help to prepare students for assignment work.

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Support for assessment is provided at a variety of levels. For each assignment a ‘brief’ (guide and outline) is provided for students and the School Assessment Framework information given. At module level students are provided with information and guidance about the assessment early in the module and further support is provided by the module team and the personal tutor. A recent pilot scheme has undertaken to help students identify development work required from one assignment to the next by use of grid on their submission of each assignment. It is expected that this will be used in the GEN programme. ‘Feed forward’ and ‘areas to develop’ are provided by tutors and a variety of ways are used to provide formative feedback to students throughout the module. In practice the progression plans in the Practice Assessment Documentation allow students and mentors to identify development areas and work on them throughout the placement.

7. Learning Resources 7.1 The School of Nursing and Midwifery has excellent facilities and is situated within the inter- professional Clinical Education Centre (CEC) at the Royal Stoke University Hospital and provides a state-of-the-art learning environment which is shared between the Schools of Nursing and Midwifery and the School of Medicine. The teaching accommodation includes a lecture theatre, various size classrooms, seminar rooms, tutorial rooms and a clinical skills suite. The clinical skills suite has recently been extended, refurbished and equipped to a high standard to facilitate a wide range of clinical skills learning and simulation. The suite is jointly managed and resourced between the University Faculty of Health and Royal Stoke University Hospital Postgraduate Medicine which enables a greater range of equipment to be provided alongside enhanced inter-professional learning (IPL) activities to be undertaken. The School also utilises a range of eLearning software – which is now well established and used within both learning and assessment strategies; these include medicines optimisation, anatomy and physiology, Lab Tutor and Pebble Pad e-portfolio, clinical skills and a wealth of e-textbooks and e-journals. These resources are available to students during clinical placements, where IT is available through a password system. In addition, the teaching and learning strategy in the School is varied and dynamic, often centred around small group learning, case study work, and enquiry based learning.

In addition to the University Learning Resource Centre and Library facilities on main campus, the School has full access to a multidisciplinary health library. The Health library is a highly regarded service supporting students and staff with their education, working practice, research and continuing professional development needs. The health library is based in the Clinical Education Centre along with a large IT Suite, with extensive opening seven days a week.

As well as the expected textbooks the library provides access to a large number of print and online journals, electronic books and clinical information databases such as AMED, CINAHL, Joanna Briggs Institute, Medline, EMBASE and Cochrane Library. Support is always available to help students make the most of these resources, with group or 1 to 1 training sessions in addition to online tutorials and guides. A current awareness service is also provided to keep students up to date with the latest information, news and research in their field. Topics include many clinical specialities, leadership & management, commissioning and public health. All this combines to ensure the library rates highly in the national student survey (90% in 2014) and NHS Library Quality Assurances assessments (97% in 2014). Please see link to library for more detail http://www.keele.ac.uk/healthlibrary/

8. Other Learning Opportunities 8.1 It is recognised that students will come to the programme with differing experiences and therefore there is some opportunity for optionality in the accelerated professional MSc. There are three key points within the programme structure where students are encouraged to make choices that will enhance their leaning experience.

8.2 Placement

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• All students have the choice to undertake spoke placements from their main allocated hub to explore further learning opportunities that are relevant to their individual study.

• It is planned that the sign off practice placement will be offered as an elective sign off to ensure that the accelerated MSc students are able to align their sign off clinical learning experience to their dissertation studies and their future personal development.

• The final practice block of the programme (Block 8) is also an elective option for students who have been successfully signed off in practice block 7. If any student is unsuccessful at the end of sign off the student will use practice block 8 as a retrieval period.

• Practice block 8 can be used to explore an area of nursing practice that is not required by the EU directive so not available in the tight constraints of an accelerated programme placement plan e.g. prison nursing, specialist long term condition teams, this may be one 4 week placement or a series of short placements (spoke placements). Students may also take the opportunity to familiarise themselves with a future employment area to ease the transition from student nurse to registered practitioner. If students take this option they are clearly still working under supervision as a student nurse during this elective period. Students will also have the opportunity to undertake an international elective in practice block 8.

8.3 International Opportunities The School of Nursing and Midwifery is committed to encouraging students to take an international perspective to their studies and supports students interested in applying for an international placement. All international electives in the School of Nursing and Midwifery are managed through the Director for Internationalisation. Normal School process will apply, please see link for more details http://www.keele.ac.uk/nursingandmidwifery/international/

8.4 Dissertation Students are encouraged to build on their existing research training and select a dissertation project that develops their existing skill set. There are a range of options available and these include either an empirical or desk-based projects that utilises primary or secondary research data collection or a systematic review. To facilitate student’s dissertation studies there is a 3 week negotiated learning built into progression period two. This elective period can be solely theory or practice or a combination of both theory and practice. The course hours have been designed to allow this optionality. All students will have to negotiate a learning contract which clearly demonstrates how this three week period is being used with their personal tutor in conjunction with their dissertation supervisor.

8.5 The modules that form the award of MSc Nursing are not available for CPD in other master’s programmes due to the pre-registration nature of the modules that lead to the ability to register as an Adult Nurse with the NMC.

9. Quality Management and Enhancement 9.1 Programme Management The Programme is led by an Award Lead (AL) with responsibility for providing academic and managerial leadership for the programme and assuring compliance with NMC standards. Within the School each field of nursing has a Professional Lead (PL) with responsibility for maintaining the integrity of professional content relevant to each field and the appropriate delivery of programme content for specific fields. The Award lead will work closely with the Adult Professional Lead to ensure alignment between the BSc and the MSc programmes

Operational decisions about programme delivery and organisation will be undertaken by the Module Teams, consisting of lecturers involved in delivery of the programme. Review of content, assessment of

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students and review of student, external examiner and lecturer feedback and evaluation will form part of the quality management system. The curriculum is operationally run through a Curriculum Implementation Group (CIG) who meet to ensure the curriculum is implemented according to professional and university standards. This is chaired by the Award Lead.

The Programme is managed by an Award Management Committee (AMC) which meets three times per year. Membership consists of the Award Lead, School Examinations and Assessments Lead, Module Leads and Module teams, student representatives (StARs), managers representing partner Trusts, mentors, Clinical Placement Facilitators and other individuals co-opted for attendance as required. Portions of the meeting may be closed to student representation.

The AMC has responsibility to monitor and co-ordinate course content based on best evidence according to local and national need, monitor and co-ordinate course delivery and curriculum compliance, monitor the consistency, equity and effectiveness of assessment processes, receive and discuss examination questions/assessments prior to approval by external examiners on an annual basis, receive and discuss course plans on an annual basis, monitor and develop the effectiveness of clinical placement provision, monitor and act on student issues, monitor student recruitment and retention.

An Annual Programme Review is conducted each year to facilitate the opportunity for a representative sample of senior staff from providers of NHS commissioned services and university staff to mutually take stock, review and agree action required to ensure that course content and delivery is suitable for ensuring a workforce that is fit for purpose. The meeting which supports the CARD (Curriculum Annual Review and Development) will take account of relevant regulatory and professional requirements, national/contemporary issues and developments in health and social care alongside local service delivery needs. The meeting will review student feedback and evaluation, receive an overview of current of programme content, identifying areas of best practice and those requiring enhancement, receive an overview of anticipated national and local service delivery developments and needs and determine areas of course content and delivery that require revision and agree plan of action to facilitate these changes.

9.2 Quality monitoring and enhancement is led by the School’s Head of Quality, and encompasses both internal and external quality developments and reviews.

9.3 External Quality Review NMC Reviews: The School of Nursing and Midwifery is a high-performing school within the Faculty of Health at Keele University. The School is constantly improving and has enhanced its national standing in the national league tables: within the West Midlands region it remains high in achieving all indicators and has favourable annual reviews in the Education Commissioning Quality (ECQ) process. The ECQ is managed through Health Education West Midlands which is the body responsible for the education and training of health and public health workers at a regional level on behalf of Health Education England. In addition, the Nursing and Midwifery Council (NMC) receives our annual self-review submitted in December each year and has not requested any additional monitoring over the last 3 years. We are now 4th in the Guardian League table (2nd in England and up 10 places from last year) and 12th in the Complete University Guide. Keele University is ranked first for the second year in the National Student Survey for student satisfaction. The School has received positive outcomes following NMC quality monitoring processes (Full reports available on the NMC website). Education Commissioning for Quality Framework (ECQ) The Education Commissioning for Quality Framework (ECQ) is a Department of Health requirement for non-medical education quality assurance in relation to commissioned education providers. The process is undertaken with all Higher Education Providers on an annual basis. It is designed to ensure that the provision of healthcare education is reviewed; quality assured, performance managed, and is meeting the requirements of NHS Deaneries. In the West Midlands, Health Education West Midlands (HEWM)

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undertakes this process for Keele University (School of Nursing and Midwifery and School of Health and Rehabilitation).

9.4 Keele Internal University Processes Individual modules and the programme as a whole are reviewed and enhanced every year as part of the University's Curriculum Annual Review and Development (CARD) process. The results of student evaluations of modules are reported to module leaders and reviewed by the Teaching Team as part of the CARD process. CARD reports are reviewed by School, Faculty and University Learning and Teaching Committees. Internal Quality Audit The programmes are run in accordance with the University’s Quality Assurance procedures and are subject to periodic reviews under the Internal Quality Audit (IQA) process.

9.5 Mechanisms for review and evaluation of teaching, learning and assessment In respect of its pre-registration programmes, the School has in place robust, rigorous and responsive review and evaluation processes that take account of the views of students, clinicians, teaching staff, stakeholders, External Examiners and regulatory bodies. These processes include: Students’ evaluation of individual modules and their respective clinical placements:

• Compilation of module report by module leader • Report of actions from module evaluation reports presented at School Assessment Group &

Learning and Teaching Committee • Students’ individual and anonymous evaluations of clinical placements for each module • Collation of placement evaluations by Practice Placement Quality Lead • Clinical colleagues receive placement evaluations via Link Lecturers and Clinical Placement

Facilitators • Actions taken as a result of module and placements presented at Staff-Student Liaison Committee • Meetings with Personal Tutors and Link Lecturers

Quality management of assessments:

• Management of assessments is overseen by the School Examination and Assessments Lead • Assessment titles align with module aims and learning outcomes • Titles and markers’ guides are scrutinised by the relevant External Examiner prior to use • Submitted work is marked and moderated by academic staff, and scrutinised and approved by the

External Examiner • Written assessments are anonymous to the marker unless otherwise specified in the Module

Proforma. The practice of the School’s Awards Board in respect of double marking is that written summative assessments are marked in batches by a team of markers and a sample of papers subsequently reviewed and moderated by a different member of academic staff. Where this is not possible (e.g. for oral presentations), work is marked and moderated either by two lecturers present at the assessment, or by reviewing filmed footage of the assessment

• Assessment of students’ practice is subject to quality procedures outlined in the School’s Practice Placement Quality System

• Practice Assessment Documents are moderated and external examiners are invited to attend Moderation of Practice meetings

• Student practice evaluations are discussed with Senior Nurse Representatives and Placement Quality Lead tri-annually

• Assessment Committee meetings are held at the end of each module to discuss assessment processes and confirm results

Quality monitoring processes: • All clinical placements areas are audited by School staff in collaboration with clinical colleagues

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• Partnership meetings take place with the School, representatives of the commissioning body and local health care provider partners

• External Examiners report on each module’s assessment and annually on the conduct of assessments

• Peer review of teaching • Annual staff appraisals • Annual Report submitted to the Nursing and Midwifery Council • Annual Quality Review (Education Commissioning for Quality) by the Strategic Health Authority • University Internal Quality Audit of School of Nursing and Midwifery (UNIAC) 2014-15 • Curriculum annual review and development process (CARD) • UCIG – ongoing strategic service user involvement and action planning

Committees with responsibility for monitoring and evaluation of quality and standards:

• Course Management Team • Pre-Examination Committees • Staff-Student Liaison Committee • School Learning & Teaching Committee • School Award Boards (Nursing; and Midwifery) • Field Team Meetings • Curriculum Implementation Group • Practice Partnership Meetings

9.6 Staff development includes: Staff are encouraged to engage in a range of Professional Staff Development Opportunities offered within the School and at Keele University Learning & Professional Development Centre, for example:

• Seminars • Workshops • E-learning developments • Research Sessions • As part of their scholarly activity, staff are encouraged to attend a series of scholarship sessions

which are targeted around the key Learning and Teaching requirements of the School Learning and Teaching Strategy

• Academic staff have the opportunity to hold honorary contacts with relevant NHS Trusts to update their clinical skills

• Staff have access to a wide range of literature both hard copy and on-line in the Health Library in the Clinical Education Centre

• The School operates a mentoring system to support new staff in their role development • Academic staff have access to the NHS Trust Intranet for up-to-date clinical information. • LPDC opportunities https://lpdc.admin.keele.ac.uk/index.php/hr_courses

10. The principles of programme design 10.1 Keele University policies and procedures have been utilised in the design of the programme and are referred to in the relevant sections, however in addition to this specific national and local health drivers alongside professional requirements have been factored into the proposal. This has been achieved through the establishment of a curriculum steering group which involves key stakeholders, alongside a range of curriculum development subgroups and consultation meetings. In the development of the programme in addition to the steering group’s direction other clinical experts, service users and students have contributed to the review and development of the programme. The NMC Standards for pre-registration nursing education (NMC, 2010), the Benchmark statement: Health care programmes, Nursing (QAA, 2001) and Master’s degree characteristics (QAA, 2010) have shaped the curriculum development process and are dealt with throughout the PST. Some additional NMC requirements that are not within specific sections of the PST are detailed below: 10.2 Stakeholder Engagement (see also Section 7; Pg34)

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The partnership with Service Provider Partners is strong at all levels, with robust systems in place which provide for structured evaluations. Partners are involved in programme development and delivery across all curricula; the School has several joint appointments – where clinicians hold honorary contracts and contribute to programme delivery in a structured and deliberate way. The School is focused in ensuring contemporary nursing and midwifery practice is at the heart of curriculum delivery. To further support this, academic staff work within key Trust areas in a range of roles, acting as link support lecturers whilst students are out on practice, fulfilling their own case load within a defined practice area. To ensure students are enabled to grow in their confidence and competence at an appropriate level within practice, the School has a strong tradition of preparing and supporting mentors. This serves to further the quality of education within the clinical environment; Clinical Practice Facilitators liaise directly with the School placement office to ensure relevant, timely, and excellent placement opportunities.

Some operational examples of the well established relationships with local stakeholders include:

• Keele and Trust Partnership meetings, where senior School and placement provider representation meet bi-monthly

• Award Management Committee • Placement Quality Partnership meetings between the school PQL and local CPF’s • Annual Programme Review • Student Evaluation Review • Meetings between PQL and relevant trust education lead • Moderation of practice assessment meetings • Service users and care engagement Students

In addition to this the Head of School is a member of the Staffordshire Director of Nursing forum and meets with the Chief Nurse or Director of Nursing on a one to one basis every six weeks.

Consultation on curriculum development has taken place via all these mechanisms. 10.3 Safeguarding the Public Safeguarding the public is a prime duty of academic education providers and is achieved as part of the admissions process via occupational health clearance, references and a satisfactory Disclosure and Barring service (DBS) check. Any prospective student who has any identified health issues that may impact on their ability to engage with the programme and / or criminal conviction will be reviewed by the school DBS and Health panel which has senior NHS trust representation (Appendix 7; Pg54)

Subsequently the student is required to identify any change in circumstances in a timely manner alongside completion of an annual self-declaration form (Appendix 8; Pg61)

The University Fitness to Practise procedures ensure that any concerns regarding student conduct are dealt with appropriately in a manner that is fair and equitable whilst protecting the public, please see link for more details http://www.keele.ac.uk/regulations/regulation18/ .

Students are made aware of their responsibilities and know how to raise concerns when they believe the safety of service users is at risk (Please see link for more details http://www.keele.ac.uk/nursingandmidwifery/raisingconcernsaboutcare/). The School fully endorses the Nursing Times ‘Speak Out Safely’ campaign and students are supported to raise any concerns they may have (Please see link for more details http://www.nursingtimes.net/opinion/speak-out-safely/). The School has developed a safeguarding policy within a local multi-agency partnership which focuses on safeguarding and child protection.

10.4 Equality and Diversity “As a leading example of an open and integrated community Keele University strives to be a place where learning, living and working is a positive experience for all.”

Equality and Diversity is a core value underpinning the University’s mission to be the UK’s leading open, integrated, intellectual community – the ultimate campus University for the 21st Century. The University’s core mission and Strategic Plan 2010-2015 are strongly underpinned by the University’s core values as

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a diverse, inclusive and professional academic community that respects individuals and enables them to strive for success in order to contribute positively and sustainably to the local region, wider society and the national economy.

This Equality and Diversity Strategy sets out core principles and priorities for Keele University in support of this commitment, and provides an underpinning foundation for the development of a range of complementary policies, practice and procedures.” Please see link for more details http://www.keele.ac.uk/hrss/equalitydiversity/

The School of Nursing and Midwifery is committed to operationalising principles of equality and diversity throughout our programmes. The aims and objectives of the University Strategy are mirrored in the Schools approach to Equality and Diversity. The School has a designated Disability Liaison Officer (DLO) and a School Equality and Diversity representative (EDR). This enables congruence between the support available to students and the requirements of the Public Equality duty.

We support a range of Widening Participation initiatives, as part of the Faculty of Health Widening Participation and Schools and Colleges Liaison Strategy. We work closely with local healthcare providers; the private, independent, and voluntary sector; schools and colleges; and many other organisations to facilitate and encourage prospective candidates from a range of backgrounds to enter Higher Education. The Faculty of Health Widening Participation and Schools and Colleges Liaison team engages in many outreach activities across the region aimed at promoting awareness of the benefits of Higher Education.

The School’s admissions team of interviewers has undergone Equality and Diversity training for the selection of pre-registration students.

The School’s policies and procedures are subject to Equality Impact Assessments through Keele University Human Resources Unit. Many staff within the School are trained to undertake Equality Impact Assessments on the School's policies and procedures with Keele University Equalities and Workforce Planning Manager. The role of the Disability Liaison Officer in relation to the protected characteristic of Disability: The main responsibilities of the Disability Liaison officer role are:

• Liaison with Disability and Dyslexia Support Services on main campus • Management of reasonable adjustments for disabled and dyslexic students for both theory and

practice, within the School of Nursing & Midwifery • Provision of support and advice for disabled students and for members of staff within the School

The School has funded training in literacy development and dyslexia support to enable the DLO to offer onsite support for students with Specific Learning Difficulties. This support complements that available through central services and is convenient for students to access.

A Clinical Needs Assessment Tool and process has been developed to enable reasonable adjustments in clinical practice for students with disabilities. The process enables the student, clinical mentor and lecturer to identify:

• elements of the students clinical performance that require support • the reasonable adjustments that would be most supportive • who will be responsible for putting these adjustments in place • the effectiveness of the reasonable adjustments through evaluation.

The Clinical Needs Assessment can be used to support any disabled student and facilitates continuity of support as students move through the placement circuit.

10.5 Service User and Carer Involvement

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Nationally professional and regulatory bodies have adopted policies that ensure user consultation and participation is central to development in policy, practice and education (Department of Health 2015; National Institute for Health and Care Excellence (NICE) Quality Standard (QS) 14 (NICE 2011) NICE QS 15 (NICE 2012) Nursing and Midwifery Council (NMC) 2010). Service user and carer involvement is a concept that is valued, fully embraced and actively incorporated in to Keele University School of Nursing and Midwifery’s education programmes of study and research activity. A long standing User and Carer network informs the School’s User and Carer Strategy and Faculty User and Carer Liaison Group; sustaining effective and collaborative working between student, service user and carer, professionals and healthcare providers within the School and wider University. This has been acknowledged by NHS West Midlands Innovation and Notable Practice Health Education Case Studies (2011:58), Ongoing Quality Management and Enhancement (OQME) (2008) and NMC (2008). This commitment is evidenced by the significant contribution to the design and implementation of our current pre-registration curricula. This established expertise provides a platform on which to launch our GEN programme which in association with the School User and Carer lead will support students in developing in-depth and complex levels of knowledge, informed by service user experience; achieving Masters Level attributes of generating original responses to multifaceted and unanticipated problems (Quality Assurance Agency (QAA) 2010). Detailed information relating to our User and Carer involvement at the School can be viewed at http://www.keele.ac.uk/nursingandmidwifery/uci/

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http://www.keele.ac.uk/nursingandmidwifery/uci/strategyactionplanandguidelines/User%20and%20Carer%20Strategy%20and%20Action%20Plan%20%202015%20-2017%20FINAL.pdf


http://publications.nice.org.uk/quality-standard-for-service-user-experience-in-adult-mental-health-qs14

http://publications.nice.org.uk/quality-standard-for-service-user-experience-in-adult-mental-health-qs14

http://guidance.nice.org.uk/QS15



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Schon, D.A. (1983). The Reflective Practitioner. How Professionals Think in Action. London. Harper Collins.

Steinaker, N.and Bell, R.(1979). The Experiential Taxonomy: A New Approach to Teaching and Learning. Academic Press, London

Suplee, P.D. & Glasgow, M.E. (2009). Curriculum Innovation in an accelerated BSN Program: the ACE Model. International Journal of Nursing Education Scholarship 5 (1), 1-13

University of Surrey (2008). Enquiry-based learning: A resource for Higher Education. Guilford: University of Surrey

Willis, P. (2015). Raising the Bar-The Shape of Caring Review. London: Health Education England

11. Programme Version History

Version History Date CHANGES / NOTES

Date first created (if known) 27.08.15

Date last reviewed / revised 23.09.15 Alterations made from SLTC

Last reviewed by? Sara Morris

Pat Owen

Pauline Walsh

To ensure all SLTC amendments had been incorporated

Date last approved at SLTC 24.09.15

Date reviewed by FLTC PG sub goup

1.10.15 All changes made in line with PG sub group scrutiny report 7.10.15. Returned for approval 21.10.15

Date last approved at FLTC

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APPENDICES

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Appendix 1: GEN 2016 Assessment Schedule

Progression Period One (Weeks 1 – 34) Progression Period Two(Weeks 1 – 34) Progression Period Three (Weeks 1 – 34) Module A (30 credits) Fundamentals of Nursing for Health and Wellbeing

1. Computer Task - A numeracy assessment using an online software package. Pass mark: 70% 2. Practical Exam - A simulated practical exam relating to safe and competent nursing practice. 3. Assignment - This assignment adopts a patch-work text approach to learning and assessment (4000 words). 4. Practice based assessment - A continuous assessment of clinical performance in adult nursing practice including a milestone assessment of person-centred care demonstrating achievement at the first NMC progression point. 5. Portfolio - The portfolio provides evidence of knowledge for professional nursing practice to support assessment of clinical performance in adult nursing across the four NMC domains and achievement of the first NMC Progression Point

Module B (30 credits) Acute and Critical Care Nursing

1. Computer Task - A numeracy assessment using an online software package. Pass mark: 80% 2. Case study – Adult Field-specific case study - 3000 words 3. Exam - A 90-minute unseen invigilated exam 4. Objective structured skills & clinical examination – A two part assessment: Part A: A 15-minute simulated patient assessment exam Part B: A simulated communication assessment 5. Practice based assessment - A continuous assessment of clinical performance in adult nursing practice including a milestone assessment of person-centred care demonstrating achievement at the second NMC progression point. 6. Portfolio - The portfolio provides evidence

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of knowledge for professional nursing practice to support assessment of clinical performance in adult nursing across the four NMC domains and achievement of the second NMC Progression Point

Module C (30 credits) Transitions to Professional Nursing Practice

1. Computer Task - A numeracy assessment using an online software package. Pass mark: 80% 2. Practice based assessment - A continuous assessment of clinical performance in adult nursing practice including a milestone assessment of person-centred care demonstrating achievement of sign off to the professional register (NMC). 3. Portfolio - The development of a reflective portfolio which provides evidence of knowledge for professional nursing practice to support assessment of clinical performance in adult nursing across the four NMC domains and achievement of NMC Sign Off Point. 4. Creative Brief - Develop a nursing related Reusable Learning Object (RLO) based on a topic of the student's choosing. 5. Presentation - Oral presentation of the Reusable Learning Object (RLO) developed in Assessment 4.

Module D (30 credits)

1. Essay - A 4,000 essay exploring concepts of leadership relating to the role of the nurse in healthcare delivery

2. Report - A 4,000 word report which focuses on leading a change in nursing practice in a healthcare setting

Module E (30 credits) Formative Assessments 3. Dissertation - A 12,000 word dissertation which can either be empirical or desk-based (i.e. either primary or secondary research data collection or systematic review).

1. Seminar presentation - Students will be required to give a 15 minute presentation on their chosen dissertation topic.

2. Research Proposal - A proposal detailing the research method and strategy proposed for the dissertation including agreement of support from appropriate stakeholders (specific to chosen research project).

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Appendix 2: NMC APL of Prior Practice Experience

Applicant Name: Applicant Number:

Cohort: Date:

Reviewer Name: Reviewer Signature:

No. Practice Requirements for NMC APL Evidence 1 Demonstrates safe, basic, person-centred care, under

supervision, for people who are unable to meet their own physical and emotional needs

2 Meets people’s essential needs in relation to safety and security, wellbeing, comfort, bowel and bladder care, nutrition and fluid maintenance and personal hygiene, maintaining their dignity at all times.

3 Seeks help where people’s needs are not being met, or they are at risk.

4 Is able to recognise when a person’s physical or psychological condition is deteriorating, and escalate concerns appropriately in a timely manner.

5 Demonstrates an understanding of how to work within legal and professional frameworks and local policies to safeguard and protect people, particularly children, young people, and vulnerable adults.

6 Is able to recognise, and work within, the limitations of their own knowledge and skills and professional boundaries, understanding that they are responsible for their own actions

7 Demonstrates the ability to listen, seek clarity, and carry out instructions safely.

8 Uses and disposes of medical devices safely under supervision according to local and national policy, reporting any incidents or near misses.

9 Understands and works within the laws governing health and safety at work. Demonstrates safe manual handling techniques, and understands basic infection prevention and control principles, including effective hand washing.

10 Recognises signs of aggression and takes appropriate action to keep themselves and others safe.

11 Safely and accurately carries out basic numerical calculations.

12 Demonstrates safe and effective communication skills, both orally and in writing.

13 Displays a professional image in their behaviour and appearance, showing respect for diversity and individual preferences.

14 Demonstrates respect for people’s rights and choices.

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15 Acts in a manner that is attentive, kind, sensitive, compassionate and non-discriminatory, that values diversity and acts within professional boundaries.

16 Understands the principles of information governance including confidentiality and data protection. Treats information as confidential, except where sharing is required to safeguard and protect people

17 Demonstrates honesty and integrity, apply the principles of The Code: Professional standards of practice and behaviour for nurses and midwives (2015)

18 Acts in a way that values the roles and responsibilities of others in the team and interacts appropriately

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Appendix 3: Demonstration of prior learning

Applicant Name: Applicant Number:

Cohort: Date:

Reviewer Name: Reviewer Signature:

No. Theory Requirements for NMC APL Evidence 1 An open and questioning approach to ideas, demonstrating

curiosity, independence of thought and the ability to appreciate a range of perspectives on the natural and social worlds

2 An appreciation of the development and value of your chosen subjects of study, awareness of their contexts, the links between them, and awareness of the provisional and dynamic nature of knowledge

3 Information literacy: the ability to locate, evaluate and synthesise large amounts of frequently conflicting information, ideas and data demonstrating use of evidenced based resources

4 The ability creatively to solve problems using a range of different approaches and techniques, and to determine which techniques are appropriate for the issue at hand

5 An appreciation of the social, environmental and global implications of your studies and other activities, including recognition of any ethical implications

6 The ability to communicate clearly and effectively in written and verbal forms for different purposes and to a variety of audiences

7 The knowledge, skills, self-confidence and self-awareness actively to pursue your future goals

8 The ability and motivation to participate responsibly and collaboratively as an active citizen in the communities in which you live and work

9 A professional and reflective approach, including qualities of leadership, responsibility, personal integrity, empathy, care and respect for others, accountability and self-regulation

10 The flexibility to thrive in rapidly changing and uncertain external environments and to update skills and knowledge as circumstances require.

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Appendix 4: Consideration of prior learning and experience

Consideration of prior learning and experience (APL Reviewer Sheet)

Applicant Name:

Applicant Number: Cohort:

Description of Material considered: Section Valid Sufficient Authentic

Current

Evidence of Practice Requirements

Evidence of Theory Requirements

Presentation

Reflective Commentary (if applicable)

Comments: If the claim is rejected please state the reason(s) for this decision below: This APL Claim does / does not meet the requirements for entry to MSc Nursing. Name of initial reviewer: Signature: Date:

INFORMATION ONLY

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Appendix 5: Student Support and Monitoring Tool

TOOL A: SUPPORT AND MONITORING TOOL MATRIX SELF ASSESSMENT – student self-assesses for reporting and discussion at personal interview

CATEGORY SUPPORT INDICATORS Support factor Level Of Additional Support Needs Required

None/Low Support Medium Support High Support Extreme Support Capability Mentorship experience Positive + no concerns Isolated experience of concerns

around mentorship Repeated experience of concerns around mentorship

Relationships with peers

Positive + no concerns Isolated experience of concerns regarding relationship with peers

Repeated experience of concerns regarding relationship with peers

Career Positive with choice Some concern raised about career choice

Concerns that wrong choice of career

Conduct

Sickness & absence patterns

Compliance with school policy

Non-compliance with school policy Non-compliance despite meetings Disengaging

Punctuality On time Occasional lateness Regularly late for theory &/or placement Attitude Motivated & responsive Difficulty responding to comments Resistant to learning, aggressive Incident/conversation witnessed

by patients Patient complaint

Personal circumstances

Care/parental responsibilities/self- management/personal circumstances

Managing responsibilities well

Some minor difficulties Experiencing significant issues relating to managing responsibilities

Finances No financial hardship Single episode of financial difficulty Seeking hardship funds Travel No travel difficulties Isolated problem with travel On-going difficulties with travelling Accommodation No accommodation issues Isolated problem On-going difficulties

Health Health and well-being Managing well Some suggestion that mental/ physical aspects &/or disabilities may impact on learning

Mental/ physical aspects &/or disabilities impacting on learning

Academic progress

Results Passed all assessments Borderline pass - minimum criteria achieved but with areas of concern

Refer at 1st attempt Failure on 2nd attempt

Academic support Maintaining grades & no additional support required

Not maintaining grades but accessing support following feedback

Not maintaining grades & no engagement with support services following direction

Relationship with personal tutor

Positive & no concerns Makes contact if requested No contact despite requesting Considering change of personal tutor

For Completion By Personal Tutors: relationship with student

Positive & no concerns Makes contact if prompted No contact despite prompting

Date: Student Signature : Date: Personal tutor signature: Action taken: To consider: What actions has the student taken to resolve any factors that have arisen?

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Appendix 5 Cont: Student Support and Monitoring Tool INTERVENTION GUIDANCE: Choose from the following options to agree an appropriate intervention package with timescales and plan to review progress against the timescales.

OPTIONS AVAILABLE FOR CONSIDERATION: Low Medium High: Options from medium intervention

plus..... Extreme: Options from high

intervention plus..... No additional support or action

needed Meeting (mentor &/or CPF & personal tutor/link lecturer + student) if involves clinical practice issues or personal tutor & student

Refer to DUP/LME Refer to Head of School

Consider involving clinical skills facilitator for 1-to-1 sessions Develop an action plan and time scales Inform module lead Refer to Student Support Lecturer Meeting with all concerned and involvement of

relevant expert Refer to safeguarding leads

Refer to Award Lead Develop an action plan and time scales Liaise with clinical practice colleagues - through CPF

Refer to CPF Refer to Occupational Health Service

Offer Keele Support services: Counselling and Social Wellbeing; Student Finance; Careers; Student Life and Learning; ASK; International Office; Disability and Dyslexic Support.

Consider referral to School of Nursing and

Midwifery Pre-Examination Board

Consider informal academic warning Consider formal academic warning

Consider implementing Clinical Needs Assessment Consider referral to Academic Conduct

Consider escalation to RED rating if concerns unresolved and / or additional concerns raised

Consider referral to Health and Conduct Committee

Consider direct referral to Fitness to Practise Committee

Document in student records Document in student records

Document in student records

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Appendix 6: Student Action Plan

Date Area of support Actions planned to reduce support needed

To be completed by Progress update

Agreed Plan Signed by:

Student: ....................................................................... Date: .....................................................................

Personal Tutor: ........................................................... Date: ………………………………………………...

Plan Completed Signed by: Student: ....................................................................... Date: ..................................................................... Personal Tutor: ........................................................... Date: ………………………………………………...

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Appendix 7: Health and Conduct Committee

Keele University

School of Nursing and Midwifery

Health and Conduct Committee

Membership, Frequency, & Reporting

TITLE: School of Nursing and Midwifery Health and Conduct Committee

MEMBERSHIP:

Head of School of Nursing and Midwifery or nominated representative (Chair)

Plus four members nominated by the Head of School (or nominated representative) from the following:

• Director of Undergraduate Programmes • Director of Postgraduate Programmes • Lead Midwife for Education • Head of Continuing Professional Development • Student Support and Guidance Lecturer • Award Leader • Academic member of staff from another Faculty • Clinical representative from relevant speciality

In attendance:

• School Manager; • School Administrator

Chair: Head of School of Nursing and Midwifery or nominated representative

Size of Committee: Chair with four others from the above list

To ensure Committee is quorate, the Head of School may identify a second panel member in cases where a panel member is off sick. Committee members who sat on a School Health and Conduct Committee would not subsequently sit on a Fitness to Practise Committee or a Fitness to Practise Appeal Committee pertaining to the same case.

FREQUENCY OF MEETINGS:

Monthly (or meetings to be called as necessary).

Extraordinary meetings to be called as necessary

Annual report to be prepared by administrator annually

ADMINISTERED BY:

School of Nursing and Midwifery School Manager (in attendance)

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REPORTS TO:

Faculty of Health Fitness to Practise Committee

An annual overview of the number of cases referred to the Committee in a one year period to the School Executive on an annual basis by the Head of School

RECEIVES REPORTS FROM:

Head of School of Nursing and Midwifery or nominated representative

Members of the School Executive;

Occupational Health Department;

Academic Conduct Officer / Deputy Academic Conduct Officer

Terms of Reference:

It is the role of the Committee to consider the circumstances of individual student’s health and/or conduct where there is concern regarding that student’s fitness to practise. In particular, it is the role of the committee to:

• Receive and consider accounts of unprofessional conduct; • Receive and consider accounts of the health of students where there may be a risk to patients, the

public, colleagues, or themselves

When considering accounts of unprofessional conduct particular reference will be made to the Nursing and Midwifery Council / Health Professions Council Codes of Professional Practise.

Matters that can be considered

• Concerns in relation to the student’s fitness to practise on the grounds of health or behaviour; • Allegations of misconduct; • Alleged or proven disciplinary offence (Regulation 20).

The following are examples of matters that may be referred for consideration:

• Conviction of a criminal offence; • Falsification of patient or other professional records • Substance misuse; • Reporting for studies / duty in an intoxicated state; • Three accumulated cautions for breaching the Trust No Smoking Policy • Inappropriate or intimidating behaviour; • Incidents of violence on or off University premises; • Severe and relapsing mental and / or physical illness; • Carrier of a serious communicable disease that poses a risk; • Exploiting the vulnerability patients or clients; • Offences against patients, clients and / or staff; • Disciplinary offences under Regulation 20

(the above list is not exhaustive)

Procedures

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The Committee’s prime function is to consider evidence of a student’s fitness to practise and where there is cause for concern make a referral to the Faculty Fitness to Practise Committee. The Health and Conduct Committee will therefore be conducted in an inquisitorial and not an adversarial manner. The following is the normal process for consideration of a student’s circumstances by the Health and Conduct Committee:

1. All potential referrals to the Health and Conduct Committee should be forwarded to a nominated senior School of Nursing and Midwifery administrator

• Referrals may be made by members of the teaching staff, students, placement providers, external health professional supervisors, patients and members of the public

• Referrals need not be made explicitly to the Health and Conduct Committee; rather, all complaints about students’ conduct or fitness to practise should be considered.

• The HoS or designate will appoint an investigating officer to investigate the case and make a report.

2. At regular intervals the referrals will be collated by the nominated administrator and considered for referral to the full Health and Conduct Committee by two members of Committee, including at least one of: the Head of School of Nursing and Midwifery, the Director of Undergraduate Programmes; the Director of Postgraduate Programmes; the Head of Continuing Professional Development; and the Lead Midwife for Education. • In considering the circumstances of each potential referral the senior staff will be mindful of the

gravity of the circumstances, the potential impact on patient and public well-being, and (in the case of less serious conduct issues) whether there is a pattern of minor but repeated poor professional conduct on file. Where appropriate, additional information may be requested.

• Where the decision is that no referral to the Health and Conduct Committee is needed a full record must be kept in the student’s file.

In all other cases the circumstances will be passed to the Health and Conduct Committee for consideration.

3. For each referral that is passed to the Committee the student will be given prior notice in writing by the School administrative staff • This communication will contain the reason(s) for the referral as well as the date and time of the

relevant Health and Conduct Committee • The Head of School or designate will appoint an investigating officer to investigate the case and

make a report. • A full set of documentation pertaining to the inquiry will be appended to the letter (i.e. copy of

School Health and Conduct Procedure; the report of the issue under investigation; supportive documentary evidence).

• At least two weeks’ notice will be given to the student • A referred student should be:

• asked to indicate to the School administrative office in writing his/her intention to attend • reminded that they can seek advice from the Independent Advice Unit in the Students’ Union /

Student Support Lecturer in the School prior to attending. • invited to provide complete and comprehensive documentary evidence of mitigating

circumstances to support their case, to the Secretary to the Committee at least one week in advance of the meeting. Where matters of health are considered, the Committee would require submission of supporting information by a registered health care professional. This information should be provided at least one week in advance of the meeting.

4. Prior to a meeting of the Committee the nominated administrator will provide the Committee members with a report of the circumstances, including any communications or evidence made or provided by the student for each case to be considered.

5. The meeting will be conducted as follows:

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i. For each student the committee will consider in private the report presented ii. The Chair will then invite the student to present any information that they feel is relevant and any

evidence of mitigation iii. The student may be accompanied by a friend / supporter iv. If a student chooses not to attend, a written submission and or evidence of mitigation supplied by

the student will be considered. The Committee will generally not consider supporting statements from family or friends but will consider documentary evidence from general practitioners and other similar bodies. NB: In accordance with professional body recommendations, the School does NOT accept GP certification where the GP is a relative of the student concerned.

• If a student asserts, for reasons considered valid by the committee, that s/he is not able to attend the case may be deferred until the next meeting. However, where the circumstances indicate a significant risk to patients, the public or colleagues, the committee may make a referral to the Faculty Fitness to Practise Committee where interim action may be taken

• If a student asserts that s/he is not able to attend but the reasons given are not considered valid by the committee the case may be considered in his/her absence based upon the available reports and evidence

v. The committee members may question the student under the direction of the Chair. The student’s supporter may be invited to assist the committee at the discretion of the Chair

vi. Having given the student full opportunity to make representations, the Committee will consider the available information in private and reach a decision.

6. The Committee may:

• Find that no further action is required; • Refer the student for support / investigation e.g., occupational health service; student support

services. • Issue a written warning to the student, with recommendations where appropriate; • Refer the student to the Faculty of Health Fitness to Practise Committee (see Keele University

Regulation 18).

7. The student, if available, will be informed of this decision by the Chair of the Committee and the decision will be communicated / confirmed in writing within five working days of the meeting.

8. The decision of the Committee will be kept in the student’s file and will be communicated to the student’s personal tutor, and Award Leader, and the Director of Academic Services.

9. The student may appeal against any decision that is reached. Where a student is unwilling to accept the decision of the School of Nursing and Midwifery Health and Conduct Committee she/he should inform the Head of School in writing within 14 days of being notified of the decision of the Committee. The circumstances of the case will then be referred to and considered by the Faculty of Health Fitness to Practise Committee.

10. The School of Nursing and Midwifery Health and Conduct Committee will meet with full membership (as far as practicable) annually to review procedures and recommend amendment as appropriate.

Procedure The following outlines the procedure for referrals to the Health and Conduct Committee and its proceedings (see Table A; Pg58). The following diagram represents in summary only the essential features and principal lines of responsibility of the Fitness to Practise Procedure for all School students; the textual description of the Health and Conduct procedure is definitive.

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Table A: Procedure for referral to Health and Conduct Committee

Referred to Head of School

Referred to Head of School / Director /

LME

Alleged or Proven cases of Disciplinary offences under

University Regulation 20

Referred to Health and Conduct Committee

Referred to Fitness to Practise Committee

Cases proven by University Academic Conduct Panel

under Regulation 8.12 referred directly to FTP

Committee (HoS informed)

Health and Conduct Referrals

Alleged cases of Academic Misconduct under

Regulation 8.12 referred to School Academic Conduct

Officer for assessment

Proven cases (depending on level) dealt with by School Academic Conduct Officer. More serious cases under

Regulation 8.12 referred by ACO to University Academic

Conduct Panel

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Conduct of the Meeting:

• The Chair opens the meeting and introduces panel members to each other

• The Chair invites the panel to review received documentation pertaining to the inquiry

• The Chair asks the Committee Secretary to invite the student and any representative to the meeting

Chair:

a. Introduces panel members

b. Asks student to confirm name

c. Explain role of representatives, if any and when they can speak - when student asks them to - at the end to comment

d. Explains the purpose of the Committee meeting

e. Asks them to explain the circumstances

f. Asks if they are aware of the School Health and Conduct Procedure

g. Asks if they were made aware of regulatory body requirements and student guidance in relation to regulatory body requirements

h. Asks if they were aware of the School’s Health and Conduct requirements, in the course regulations; periodic updates pertaining to professional conduct

i. Asks if they signed a declaration of good health and professional conduct

• The inquiry:

j. The Chair asks specific questions

k. The Chair invites each panel member to ask specific questions

l. The Chair asks the student if they wish to add anything

m. The Chair asks representatives if they wish to add anything

• The student and representative(s) are asked to leave and wait to be called

• The Chair invites panel discussion and the recommendation is made (see range of recommendations below)

• The Student, representative(s) are invited back in

• The Chair summarises the case and delivers the recommendation that will be confirmed in writing

• The Chair thanks student, and representatives, for attending and asks them to leave.

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Recommendations of the Committee

Recommendations of the Committee may include one or more of the following:-

• No further action is required; • Issue a written warning to the student, with recommendations where appropriate; • The student is referred to the Faculty of Health Fitness to Practise Committee.

The student will be informed of this decision by the Chair of the Committee and this decision will be confirmed in writing from the Head of School (or nominated Chair of the panel) within five working days of the meeting.

Should the student be unwilling to accept the outcome of the inquiry, the case will be referred to the Fitness to Practise Committee.

If a case is referred to the Fitness to Practise panel. A full report together with a full set of documentary evidence to support the case will be sent to the Faculty Office to prepare the Fitness to Practise inquiry.

School of Nursing and Midwifery Health and Conduct Committee Procedure June 2012

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Appendix 8: Annual Declaration of Good Health and Good Character

School of Nursing & Midwifery

Faculty of Health

Annual Declaration of Good Health and Good Character

Health Status

I ____________________________________ hereby declare that I understand that it is my responsibility to inform the School of Nursing and Midwifery of any change in my physical or psychological health status since I was declared fit by the Occupational Health Unit.

Please tick the statement that applies:

There has been no change in my health status □

There has been such a change and I have informed the department □

There has been such a change and I have not informed the department □

If there has been a change in your health status you may be contacted by the Occupational health Unit for further information.

Students Signature___________________________ Date _______________

Good Character

I ____________________________________ hereby declare that I understand that it is my responsibility to inform the School of Nursing and Midwifery of any change in my status with regard to criminal convictions / cautions since I completed my Criminal Records Bureau (CRB) Enhanced Disclosure.

If there has been a change you may be required to undergo a further CRB check.

Please tick the statement that applies:

There has been no change in my status regarding criminal convictions / cautions □

There has been such a change and I have informed the school □

There has been such a change and I have not informed the school □

Students Signature___________________________ Date _______________

Students Name (Block Letters) ----------------------------------------------------------------------------

Group / Cohort --------------------------------------------------