the practice placement guide
TRANSCRIPT
The University Edinburgh
School of Health in Social Science
Nursing Studies
The Practice Placement Guide
Session 2012-13
2
The Practice Placement Guide
Session 2012-13
Contents
Page 1. Introduction 3
2. Placement Information
2.1 On-going Achievement Record 3
2.2 Practice Placement hours 4
2.3 Absence due to sickness or special circumstances 5
2.4 Study days 5
2.5 University Contacts 5
3. The Role of the Placement Organiser, Mentor and Liaison Lecturer 6
3.1 The Role of the Placement Organiser 6
3.2 The Role of the Liaison Lecturer 7
3.3 The Role of the Mentor 8
4. Placement Process Objectives, Assessment and Evaluation of Practice Based
Learning 10
4.1 The Essential Skills Clusters 10
4.2 The Reflective Diary 10
4.3 Evaluation and Monitoring of Clinical Placement Experiences 11
4.4 Placement Evaluation and Audit 12
5. Conduct during the Placement 12
5.1 Uniform and jewellery 12
5.2 Health and Safety in Hospital 12
5.3 Records of serious incidents and Practice Placement concerns 15
5.4 Student Guide: How to deal with a concern during the Practice Placement 16
6. Practice Placement Programme 17
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1. Introduction Nursing programmes of education are 50% theory, undertaken in Higher Academic Institutions (University) and 50% work based learning known as Practice Placements. This guide provides general information and should be read in conjunction with specific placement guides when on placement. For every placement each student will be allocated a clinical location by NHS Lothian and NHS Borders Placement Allocations. The student will be supported by a placement based Mentor and co-Mentor who will facilitate, monitor and assess student learning when on practice placement. Each student will also have a University based Liaison Lecturer who will facilitate and monitor student learning when on practice placement as well as answering any queries or specific concerns which the student or mentor may have.
2. Placement information Prior to each placement a letter is sent to the placement area by the Placement Organiser in which the following is communicated to the placement staff (See 2.1-2.4).
The student/s to be placed in the clinical area
The dates of the placement
The student hours
The procedure in the event of student absence due to sickness or special circumstances
The Liaison Lecturer and contact details
Confirmation request for the name of the allocated Mentor/s
Mentor information and guidance for the placement
‘Out of hours’ University contact details
2.1 On-going Achievement Record (OAR) To record learning achievements and Mentor assessments, students maintain a collection of documentary evidence and useful information in relation to clinical experience in an OAR. The OAR is an examinable component of the programme and it is expected that the student will develop it throughout the 4 year programme to demonstrate that they have attained the essential skills clusters and met the expected learning outcomes in order to register with the Nursing and Midwifery Council (NMC). Each OAR is unique to the student and can include such things as:
Copies of letter to placements
Travel arrangements
Contact details for placement/university
A reflective journal
Copies of relevant course assignments
Articles and resources of interest
Placement teaching packages
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Records of external clinical visits
During the 4 year programme it is the responsibility of the student to -
Read all the material and become familiar with the assessment procedures to be collected in the OAR
Ensure that all essential skills are attained and learning outcomes are met
Ensure that all assessments are clearly recorded in the formal documentation and that all deadlines are met
Alert Placement Organisers of any concerns regarding achieving the assessments
Meet at the predetermined times with your Mentor and record the meeting
Ensure the safe keeping of all documentation and provide evidence from your OAR at the requested times
The responsibilities of the Mentors and Nursing Studies staff are -
To monitor the OAR and indicate fitness to practice at the end of the programme
To initiate remedial action if required
To give feedback
To provide clear guidelines on criteria of assessment
2.2 Placement Practice Hours All student nurses are supernumerary. The hours which students work will vary in relation to the placement and the patterns of duty worked in that particular work environment. The patterns of duty worked over the four years of the programme will ensure that students experience the ‘24 hour, 7 days a week’ nature of nursing care. Each week (normally 37.5 hours) students will work the accepted hours for an early or late shift in the Mentors’ area or long days. How the shifts are decided will ensure that the best clinical learning environment for the student, taking into account the learning opportunities and the Mentor’s duty hours.
Whatever the duty pattern, it is expected that:
students will work as closely as is possible alongside their Mentor or co-Mentor, at least 40% of the practice placement;
students are given clinical practice opportunities to be able to meet learning outcomes
the hours of duty will have the flexibility to accommodate specific learning opportunities and visits from the Liaison Lecturer.
students from the end of the first academic year will experience the ‘24 hour, 7 days a week’ nature of nursing care
Although students will work occasional weekends and have days off during the week, they will not work more than one weekend in three during any one placement.
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It should be noted also that the final 12 week pre-registration placement is rostered service and the duty pattern for each week is determined entirely by the placement service staff. 2.3 Absence due to sickness or special circumstances Absence from a clinical placement due to ill health or special circumstances must be monitored to ensure that the learning experience is not jeopardised. Students must let the placement staff know immediately of any absence and must do so before the beginning of their shift. They must also inform the Nursing Studies secretarial staff. The Mentor will record the absence on the attendance record in the OAR and the Nursing Studies secretarial staff will record this ensuring that an accurate ongoing record is maintained. All days of absence must be made up before completion of the programme, in order that the requirements for registration are met. If any days of absence are made up during a placement this must be recorded on the assessment booklet by the Mentor or Charge Nurse. 2.4 Study days There may be study days specific to, and embedded in, placements. Students and Mentors will be informed about these in advance of the clinical placement commencing. These study days are clinically focused and contain material relevant to the placement experience. 2.5 University Contacts
General Office Reception 0131 651 3969
Undergraduate Programme Secretary
0131 650 3889
University Security
0131 650 2257
The University security number should be used when, for example, it is necessary to contact a member of staff in Nursing Studies when the building is closed. The security staff will then be able to contact a designated member of staff.
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3. The Role of the Placement Organiser, Liaison Lecturer & Mentor 3.1 The Role of the Placement Organiser The Placement Organiser liaises with the relevant Service staff, the Liaison Lecturers (LL) and the student group within the allocated area for the following purposes: Prior to the beginning of the placement the Placement Organiser (PO):
Receives the allocated placement locations for the specific group from the Placement Allocations unit hosted in Napier University. In conjunction with the Nursing Studies Practice Placement Co-ordinator (PPC), the PO will ensure that all allocated placements are appropriate for the student according to their stage of learning. Adjustments are made as necessary. The agreed placement list is located on the virtual learning platform (WebCT) and is shared with relevant staff.
Informs the students of the availability of placement details and alerts the Practice Placements Co-ordinator (PCC) should there be any concerns regarding their allocation.
Confirms the Liaison Lecturers within the placement team ensuring that their role is clear with respect to optimal learning outcomes, the placement process objectives, the record of clinical skills acquisition and the role of the placement Mentors in supporting and assessing levels of achievement. (see role of LL; see role of Mentor).
Sends details to the placement area as previously detailed in section 2.1, requesting the name of the appropriately updated Mentor and co-Mentor prior to the start of the placement and refers service staff to the University of Edinburgh Mentorship information and placement evaluation forms on the ‘Mentor Centre’ site found at: http://staff.napier.ac.uk/faculties/Mentorcentre
On receipt and verification of the Mentors’ names, records this against the student placement list on the virtual learning platform.
At the beginning of the placement the Placement Organiser (PO):
Verifies that all placements are prepared, LLs and Mentors allocated and that students have been appropriately prepared and relevant clinical study days/lectures/skills sessions are in place.
Ensures that the OAR is up to date and that any identified concerns have been communicated appropriately.
During the placement the Placement Organiser (PO):
Receives ongoing feedback from Liaison Lecturers as to student progress and intervenes as necessary for problems should they arise.
Convenes team meetings as necessary.
Keeps Liaison Lecturers informed of any new developments or communications that impinge on their role and/or student wellbeing.
Liaises with Service staff e.g. Practice Educator Facilitators (PEFs), Directorate Managers, other Higher Education Institution (HEI) providers re overall placement issues.
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Liaises with the appropriate Course Organiser/s.
Brings issues to Nursing Studies meetings as required.
At the end of the placement the Placement Organiser (PO):
Ensures that any placement issues that may have arisen have received appropriate attention. (e.g. procedures for auditing student placement concerns).
Ensures that all OARs have been completed and handed in to Nursing Studies.
Checks each OAR to ensure appropriate levels of achievement have been attained and EU directives completed and signed accordingly.
Liaises with academic and service staff as required should suboptimal performance or other concerns have been documented.
Ensures that all placement documentation is completed, that all OARs are returned to students for the next placement or to their personal files as required.
Collects and collates Mentor and student placement evaluation forms for Nursing Studies, in accordance with the placement evaluation process, and the appropriate action is taken for the equivalent NHS Lothian forms.
Against placement evaluation, as part of the collation process, reviews the learning environment and the students’ essential skills clusters to ensure they remain relevant, up-to-date and appropriate to the students’ level and achievable within the placement
Brings issues to the appropriate Nursing Studies meetings as indicated
Liaises with the Year and Course Organiser/s regarding the clinical component of the Examination Boards.
3.2 The Role of the Liaison Lecturer The Liaison Lecturer provides a link between the university and the clinical placement area. Their role is to liaise with the nurse managers, clinical staff and student within the allocated area. They may chose to do this in a variety of ways; a phone call, by email or by arranging to visit the placement area at a mutually suitable time to meet with the Mentor and/or student. It is not part of their role to undertake specific nursing care of patients. Prior to/at the beginning of the placement in order to ensure shared understanding and mutual goals, contact should be made with the Mentor either in person or by phone/email to:
Discuss the philosophy operating in the delivery of care within the specific clinical area.
Identify the level of competence that the student has attained.
Clarify the process objectives and the assessment of outcomes/proficiencies and documentation required.
Explore further learning opportunities and student specified objectives.
Discuss methods to optimise learning e.g. delegation when appropriate.
Discuss and clarify the part played by the student in directed learning and self evaluation of progress.
Clarify the role of the Liaison Lecturer within the clinical area.
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During the placement The priorities of close liaison during the placement will be to:-
Support and facilitate the Mentor's role.
Discuss the student’s progress and formative assessments, identifying strengths and weaknesses, and the ability of the student in self directed learning and evaluating progress.
Support and give guidance to the student using the placement as an opportunity for reflection on the programme a whole.
Allow the student to identify additional learning objectives.
Discuss specific delivery of care with the Mentor and/or the student where appropriate in order to:-
facilitate appraisal and updating of process and outcome objectives
assist in identifying and maximising learning opportunities
monitor standards of care in relation to the identified philosophy and learning objectives
observe practice developments and their research basis: evidence-based practice
Communicate university developments regarding clinical skills preparation and be able to confirm what clinical skills preparation students have received prior to each placement relevant to the student’s stage of educational development.
At the end of the placement The priorities at the end of the placement will be to:-
Discuss the outcomes /proficiencies that the student has attained.
Discuss with the Mentor and the student both the formative and summative assessments and determine the overall performance of the student in terms of knowledge acquisition, clinical skills and professional and personal development.
Review the learning environment and the student's objectives to ensure that they are relevant, appropriate to the student’s level and achievable within the placement.
Acknowledge the contribution made by the clinical team as a whole to the development of the student.
3.3 The Role of the Mentor With reference to the NMC determined eight domains of Mentorship:
At the beginning of the placement the Mentor’s priorities with the student are to:-
Facilitate the student's integration into the placement environment, ensuring a welcoming atmosphere.
Support and help socialise the student into the professional role.
Clarify the student’s learning needs and the required assessment outcomes required.
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Identify the competence and confidence demonstrated by the student, appropriate to the student’s level of experience and in relation to the outcomes/proficiencies and the Professional Code of Conduct.
Discuss the philosophy of care operating in the placement.
Discuss the learning opportunities available with reference to the process objectives.
Discuss the practical interpretation of Mentorship.
During the placement
The Mentor’s priorities as a role model for the student during the placement are to:-
Present knowledge and skills in the context of a systematic approach to nursing care.
Present knowledge and skills founded on sound evidence and research.
Present knowledge that reflects the dynamic nature of nursing.
Assist the student with the acquisition of knowledge, skills and professional behaviour that reflect:-
- specific care needs of the patients/clients
- the process objectives and outcomes/proficiencies
- the specific learning opportunities created by the placement area
Encourage the student to be self-directed and to reflect critically upon experience and progress.
Carry out formative assessments in partnership with the student and initiate remedial intervention, seeking guidance e.g. from the Practice Education Facilitator and Liaison Lecturer, for any identified problems or weaknesses.
Include the service users and those in the multi-disciplinary team in the student assessment.
Allow the student time to discuss progress and needs in relation to knowledge, skills and professional and personal development.
At the end of the placement
The Mentor’s priorities with the student at the end of the placement are to:-
Have completed with the student, the assessment documentation.
Discuss the experience, progress and achievements with the student in relation to the predetermined objectives and any additional learning opportunities.
Discuss the skills attained in relation to increasing competencies and responsibilities e.g.
from being an observer to being an active participant in care
from the ability to prioritise care for one individual patient or client
to prioritising for a group of patients or clients
to demonstrating leadership qualities
Allow the student to reflect upon and discuss their perceived professional and personal growth during the placement.
Share reflections on the placement as both a caring and learning environment.
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4. Placement assessment and evaluation of practice based learning Recording the students’ assessment of learning and achievement is essential for their progression through specific points during the programme. It is important to remember that students are working towards competency to register with the NMC and it is not anticipated that students will be fully competent in the earlier placements in the programme. However they will be competent in the specified Essential Skills Clusters for their level of the programme. 4.1 Essential Skills Clusters Cardinal to the BN with Honours programme is the close integration of the course content over the four years with the practice placements’ learning outcomes. A key to this are the NMC Essential Skills Clusters (ESCs) that identify skills to support the NMC outcomes to progress to the register and are the main bases of the assessment documentation. The ESCs are listed under the main headings of –
Care, compassion and communication (CCC)
Organisational aspects of care (OAC)
Infection prevention and control (IPC)
Nutrition and fluid maintenance (NFM)
Medicines management (MM)
4.2 The Reflective Diary Keeping a reflective clinical diary is intended to provide students with an opportunity to record and reflect on their experiences on the placements. It is not expected that the diaries will be written up after every shift, but they should be kept on a regular basis, and at key points of learning, such that they effectively chart their progress by enabling students to:
1. ‘Log’ students’ developing skills and expertise in relation to the process objectives and skills acquisition.
2. Comment on various impressions gained on the placement, for example:
The placement as a learning environment
Interdisciplinary communication
Evidence of best practice or areas of concern (See 5.3 and 5.4)
3. Identify students’ particular strengths and weaknesses and/or specific concerns
A further use of the diary would be to enable students to record information which would be relevant to students’ learning objectives, care planning and future course papers.
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4.3 Evaluation and monitoring of Clinical Placement Experiences
BN with Honours Secretary files originals to be kept for 1 year
Practice Placement Representative Receives collated copy
Mentor completes placement
evaluation form for the Placement
Organiser
On-going
Achievement Record (OAR)
Student completes placement
evaluation form for the Placement
Organiser.
Teaching and Curriculum (T&C) Meeting Course Organiser brings collated results and students’ OARs
to T&C meeting with information about students’ progression to next placement.
Discussion and action taken at this meeting as appropriate.
Course Organiser Receives collated results from Placement Organiser
Representative on the Practice Placement Committee (PPC) Takes collated results to PPC
Placement Organiser Collates student and Mentor evaluations
Assesses students’ progress in OAR
Practice Placement Committee Review of placement. New profile requested if required
Lothian Link lecturer or Liaison Lecturer
performs new profile/audit as required
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4.4 Placement Evaluation and Audit At the end of the placement, both Mentors and students complete an evaluation form for the placement as a learning experience, located on the virtual learning platform or in the OAR. These forms are essential for monitoring quality processes for the University of Edinburgh and the NMC. Students should also complete placement evaluation forms sent to the Practice Placement Committee as part of the general auditing process.
5. Conduct during the placement
5.1 Uniform and jewellery Students are representing not only the nursing profession but also Nursing Studies and students should make themselves familiar with the NHS Lothian uniform policy document (see Policy documents for Clinical Practice folder on the virtual learning platform [WebCT]) which is also located in each practice placement setting. Uniform guidelines must be followed. No jewellery should be worn except a wedding ring (if worn) and small gold studs if ears are pierced. Hair and footwear should be appropriately professional and adhere to the LUHD uniform policy. Any queries about uniform should be referred to the students’ Liaison Lecturer or Placement Organiser, who will negotiate with the superintendent of the Sewing Room. It is a disciplinary offence to travel to and from the clinical placement in uniform.
5.2 Health and Safety in Hospital The following information is intended as a broad guideline to health and safety in the hospital. More detailed information on specific matters should be obtained from the nurse in charge of the placement, students’ Mentor or the Hospital Procedure Book and NHS Lothian Health Policy Documents. Fire In each year of the programme students will attend a statutory Fire Safety Lecture and /or practical. In any placement students should:- a) Find the location of:
fire alarms
fire fighting equipment
fire exits
assembly points
the emergency number
the designated no smoking areas and observe the policy
the placement specific arrangements in the case of fire
b) Recognise the sound and duration of the fire alarm c) Ensure that
escape routes including central ward areas are kept clear at all times
fire doors are closed at all times
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In the event of a fire
1 contact the emergency services by sounding the fire alarm
2 inform senior nurse on ward
3 close fire doors and windows
4 remove patients to a safer area of ward
5 try to control fire if small
6 await further instructions
Waste disposal Needles, syringes and razors to be disposed of in sharps bin. Needles should not be re-sheathed after having been injected into body tissue. Should a needle-stick injury occur contact Occupational Health and Safety Services at the Astley Ainslie Hospital. Tel: 0131 537 9364/9371 Clinical waste as potentially infected material includes incontinence pads, dressings, sputum cartons - to be disposed of in specified plastic bags. Non-clinical waste, e.g. newspapers, to be disposed of in similarly specified plastic bags. Glass bottles and aerosol cans are collected separately, usually in a container in the sluice. N.B. Aerosol cans must not be placed in the plastic bags because of the explosion risk when the bags are incinerated. Infection Control All students will complete the NHS Education for Scotland Cleanliness Champions learning package and become certified ‘Cleanliness Champions’ in year 1 http://www.hai-champions.nes.scot.nhs.uk/ However the measures listed below are applicable at all times. General Measures:
Hands to be washed and dried thoroughly, as taught, before and after attending each patient
Waterproof aprons changed after each patient contact. To be worn when washing patients, or handling soiled dressings, linen, and excreta or secretions
Aprons are normally colour coded for different functions and locations
Gloves always to be worn when dealing with blood, excreta or secretions
All cuts or scratches on hands to be covered with a waterproof dressing
Monitor students’ own skin condition and seek advice promptly on any skin breaks or possible infection
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Special Precautions:
Patients at risk of developing serious infections, e.g. the immunocompromised patient - see unit policy
Patients with infectious diseases: precautions depend on the mode of transmission of infective agents, e.g. air borne, enteric or blood. Specific details will be obtained from Ward Staff, Hospital Procedure Manual and NHS Lothian Health Board Policy Document
Linen Used linen should be placed in the appropriate linen bag.
Uncontaminated linen - white bag
Soiled/Foul – specifically designated bags
Infected linen – See high risk nursing precautions in hospital policy document Oxygen When not in use oxygen should be turned off at the flow meter. Oxygen cylinders should be stored vertically in the wheeled stand provided. Smoking is prohibited. Ionising radiation Recognise Radiation Hazard Sign X-rays: Staff should be behind the x-ray machine protected by lead screen or apron Therapeutic Radiotherapy - see local guidelines in hospital policy documents Intravenous cytotoxic medication Cytotoxic medications are added to the infusion fluid by pharmacist. Gloves and aprons should be worn when changing infusion bags. If the skin becomes contaminated by splashing, wash well with water. (Students will not normally be handling cytotoxic medication). Manual Handling All students attend the manual handling courses prior to the placement to ensure safe and effective care for both the patient and the nurse assisting the patient. Should students have any manual handling queries, the Manual Handling Service Development Lead, [email protected] should be contacted directly, or via the Placement Organiser.
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Accidents/Incidents to Staff First aid measures should be taken. Appropriate adverse event documentation (Datix) completed and medical advice from either Accident & Emergency Department, or Occupational Health should be taken, as appropriate
Students should report any identified/potential Health & Safety hazards to the ward staff and, if necessary, to either the students' health and safety representative within Nursing Studies and/or the placement organiser.
5.3 Records of serious incidents and practice placement concerns
Records of serious incidents Accidents and incidents involving students while on clinical placements are recorded and investigated according to the local policy of the clinical area. A report is made to the University of Edinburgh and the incident is followed up by the student’s Liaison Lecturer, the Year, Course and/or Placement Organiser and by the student’s Personal Tutor. The Programme Director is informed. Following an interview with the student, the Liaison Lecturer and the Personal Tutor prepare a record of the interview and the outcome. This is filed in the student’s personal file together with the relevant documentation from the clinical area. Any issues of Fitness to Practise will be addressed and actioned.
Records of Practice Placement concerns The student is guided to report any issue of concern in the clinical areas about patient /staff or personal wellbeing to their Mentor. If not resolved at this level, the concern is taken forward to the Charge Nurse, the Liaison Lecturer, the Year or Placement Organiser and /or the Practice Education Facilitator (PEF). If still unresolved the Programme Director is informed. If considered necessary the issue would be taken to Divisional level within the service. Specific routes thereafter of action would necessarily depend on the nature of the concern. See Guide overleaf and refer to NHS Lothian and NHS Borders Practice Placement Standards Handbook (2008). See appendix 1
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Take forward as according to specific Nature of Concern
NHS Service Providers
Napier Placement Committee
Referred to Programme Director and/or Personal
Tutor
Referred to Placement Organiser and/or
Practice Education Facilitator
Referred to Charge Nurse and Liaison
Lecturer
Discuss with Mentor
Student Concern
Identified
5.4 Student Guide - How to deal with a concern during the Practice Placement
Resolved and feedback given Not Resolved to people involved in the process
This Process sits within the Pan Lothian Process in The Practice Placement Standard
At any point in this process students can seek advice
from a Union to get an
external opinion
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Timetable for Nursing Curriculum Honours Programme
Year Semester 1 Exams Christmas Semester 2 Spring Break Exams Summer Vacation
Week 1-12 13-14 15-26 28-31
1 (2012/2013)
Weeks 1-10 Healthy Communities 1, Nursing Life Sciences and 20 credit outside course
17 Sept – 23 Nov
Weeks 11 and 12 Community Placement
26 Nov – 7 Dec
Exams 10 Dec-21 Dec
Vacation 3 weeks 24 Dec-11 Jan
Weeks 15-26 Nursing Life Sciences, Evidence and Research: Avenues of Inquiry, Introduction to Professionalism, and 20 credit outside course 14 Jan-5 April
Vacation 1 Week 8 April-12 April
Medical Placement
15 April-26 April
Weeks 28-31 Exams 29 April-24 May
Weeks 32-36 Community Placement 27 May-28 June Weeks 37-41 Medical Placement 1 July-2 August
2 Weeks 1-6 Nursing Care and Decision Making, Healthy Communities 2, and Mental Health and Wellbeing Weeks 7-12 Mental Health Placement
Exams Vacation 3 weeks
Weeks 15-20 Nursing Care & Decision Making, Professionals in Health Care, Evidence and Research: Approaches to Design and Methods
Weeks 21-26 Long Term Conditions Community Placement
Vacation 2 Weeks
Week 27 Revision Weeks 28-31 Exams
Weeks 32-38 Surgical Placement
3 Weeks 1-6 Professional judgement and clinical decision making and 2 Honours Options Weeks 7-12 Honours Placement
Exams Vacation 3 weeks
Weeks 15-20 Management of Transitions – the care of the older person, Research Methods for Nursing and 1 Honours Option
Weeks 21-26 Older Person Placement
Vacation 2 Weeks
Week 27 Revision Weeks 28-30 Exams
Weeks 31-36 Honours Placement Followed by from Week 37 Clinical Elective
4 Weeks 1-6 2 Honours Options and Dissertation Weeks 7-12 Honours Placement
Exams Vacation 3 weeks
Weeks 15-20 Professionals working in organisations – clinical governance and Honours Dissertation
Weeks 21-26 Management Placement
Dissertation Submission Week 22
Vacation 2 Weeks
Week 27 Revision Week 28 Exams
Weeks 29-34 Management Placement
During placement in years 2-4 of the programme, students attend the University for study days for delivery of some of the taught component of the courses.
6. Practice Placement Programme
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Timetable for Nursing Curriculum Three Year Programme
Year Semester 1 Exams Christmas Semester 2 Spring Break Exams Summer Vacation
Week 1-12 13-14 15-26 28-31
1 (2012/2013)
Weeks 1-10 Healthy Communities 1, Nursing Life Sciences and 20 credit outside course 17 Sept-23 Nov Weeks 11 and 12 Community Placement 26 Nov-7 Dec
Exams 10 Dec-21 Dec
Vacation 3 weeks 24 Dec-11 Jan
Weeks 15-26 Nursing Life Sciences Evidence and Research: Avenues of Inquiry, Introduction to Professionalism, and 20 credit outside course 14 Jan-5 April
Vacation 1 Week 8 April-12 April Medical Placement 15 April-26 April
Weeks 28-31 Exams 29 April-24 May
Weeks 32-36 Community Placement 27 May-28 June Weeks 37-14 Medical Placement 1 July-2 August
2 Weeks 1-6 Nursing Care and Decision Making, Healthy Communities 2 Mental Health and Wellbeing Weeks 7-12 Mental Health Placement
Exams Vacation 3 weeks
Weeks 15-20 Nursing Care and Decision Making, Professionals in Health Care, Evidence and Research: Approaches to Design and Methods Weeks 21-26 Long Term Conditions Community Placement
Vacation 2 Weeks
Week 27 Revision Weeks 28-31 Exams
Weeks 32-38 Surgical Placement
3 Weeks 1-6 Professional judgement and clinical decision making and 2 Specialist Options Weeks 7-12 Specialist Placement
Exams
Vacation 3 weeks
Weeks 15-21 Management of Transitions – the care of the older person and Professionals working in organisations – clinical governance
Weeks 22-26 Older Person Placement
Vacation 2 Weeks
Week 27 Revision Week 28 Exams
Weeks 29-40 Management Placement
During placement in years 2-3 of the programme, students attend the University for study days for delivery of some of the taught component of the courses.