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University of SheffieldSchool of Nursing and Midwifery

The School ofNursingAndMidwifery.

Pre-registration Postgraduate Diploma in Nursing (Adult)

2009 Curriculum

STUDENT PROGRAMME HANDBOOK

August 2011

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WELCOME

A very warm welcome to the University of Sheffield and in particular, to the School of Nursing and Midwifery. For many of you this may be the first opportunity of accessing one of the many programmes offered by the University. Therefore the principal aim of this handbook is to answer some of the questions you may have about the University, the School, the programme and your role as a student.

Successful completion of the programme will allow you to seek Registration on the appropriate part of the Nursing and Midwifery Council (NMC) Professional Register. The NMC is the Statutory Body which regulates the education and practice of the nursing, midwifery and health visiting professions.

I do hope you will find the programme stimulating and enjoyable. It has been designed to provide a breadth of experience in nursing practice in a variety of care settings, which is underpinned by appropriate theoretical knowledge. You will be supported by a number of experienced committed professional people throughout your programme. However, you will be responsible for your own learning and are actively encouraged to participate in the decision-making processes of the organization and, in particular, your programme.

We believe that successful completion of the programme will enable you to function as a Registered Nurse in a wide range of health and social care settings. It is a foundation on which you can build many other skills and knowledge appropriate to your future career opportunities.

Professor Ann PeatDean of School of Nursing and Midwifery

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Programme Title

Name of Student ………………………………… Tel …………………….E Mail…………………

School Site Base ………………………………… Tel ……………………E Mail …………………..

Site Library……………………………………… Tel ……………………E Mail …………………..

Clinical Placement Base ………………………….. Tel………………………E Mail …………………..

Programme Leader ……………………………… Tel …………………… E Mail…………………

Unit Leaders

1. ………………………………… Tel …………………………..E mail ………………………

2. ……………………………….. Tel …………………………..E Mail ……………………….

3. ……………………………….. Tel ………………………….E Mail ………………………

4. ……………………………… Tel ………………………….E Mail ………………………

Personal Tutor …………………………….. Tel …………………….. E Mail ……………………..

Group Representative ……………………… Tel ………………………….E Mail ……………………….

Deputy Representative …………………….. Tel …………………………..E Mail ………………………

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SECTION 1 INTRODUCTION..................................................................................61.1 THE UNIVERSITY OF SHEFFIELD......................................................................81.2 THE SCHOOL OF NURSING AND MIDWIFERY...............................................81.3 COMMUNICATION................................................................................................81.3.1 EMAIL......................................................................................................................91.3.2 MUSE........................................................................................................................91.3.3 MOLE.....................................................................................................................101.3.4 INFORMATION COMMONS...............................................................................101.3.5 COMPUTING SERVICES.....................................................................................10

SECTION 2 THE PROGRAMME............................................................................11SECTION 2.1 STRUCTURE AND MANAGEMENT OF THE PROGRAMME.......13

2.1 THE PROGRAMME TEAM..................................................................................142.1.2 BACKGROUND TO THE PROGRAMME...........................................................142.1.3 PROGRAMME PHILOSOPHY.............................................................................152.1.4 PROGRAMME AIMS............................................................................................162.1.5 PROGRAMME LEARNING OUTCOMES...........................................................162.1.6 PROGRAMME STRUCTURE...............................................................................172.1.7 PRACTICE PLACEMENT EXPERIENCES: DEVELOPING COMPETENCE.20

SECTION 2.2 TEACHING AND LEARNING..........................................................232.2 TEACHING AND LEARNING.............................................................................242.2.1 SHARED LEARNING OPPORTUNITIES: INTER-PROFESSIONAL

WORKING.............................................................................................................242.2.2 MANAGING YOUR STUDY................................................................................252.2.3 CLINICAL PRACTICE PLACEMENT.................................................................252.2.4 QUALITY ASSURANCE/EVALUATION...........................................................27

SECTION 2.3 PROGRAMME ASSESSMENT.......................................................282.3 PROGRAMME ASSESSMENT............................................................................292.3.1 SUMMATIVE/FORMATIVE ASSESSMENTS...................................................292.3.2 ASSESSMENT OF ACADEMIC ACHIEVEMENT.............................................302.3.3 SUMMATIVE THEORETICAL ASSESSMENT OUTLINE...............................302.3.4 ASSESSMENT OF THEORY................................................................................322.3.5 MARKING PROCEDURES...................................................................................342.3.6 PUBLICATION OF SUMMATIVE ASSESSMENT RESULTS..........................342.3.7 COLLECTION OF SUMMATIVE WORK...........................................................352.3.8 RESUBMISSIONS.................................................................................................352.3.9 PRACTICE PLACEMENT ASSESSMENT..........................................................35

SECTION 2.4 PROGRAMME REQUIREMENTS...................................................372.4 PROGRAMME REQUIREMENTS.......................................................................382.4.1 MANDATORY SESSIONS...................................................................................382.4.2 ATTENDANCE......................................................................................................382.4.3 NIGHT DUTY EXPERIENCE...............................................................................392.4.4 PORTFOLIO...........................................................................................................402.4.5 FORMATIVE TESTS.............................................................................................402.4.6 NMC DECLARATION OF GOOD HEALTH AND GOOD CHARACTER.......402.4.7 CAUTIONS AND CRIMINAL CONVICTIONS..................................................41

SECTION 3 STUDENT SUPPORT AND INFORMATION.....................................42SECTION 3 STUDENT SUPPORT.........................................................................43

3.1 STUDENT SUPPORT............................................................................................443.1.1 PERSONAL TEACHER SUPPORT......................................................................44

CONTENTS

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3.1.2 CLINICAL STAFF.................................................................................................443.1.3 STUDENT PLACEMENT OFFICE.......................................................................443.1.4 SUPPORTING EACH OTHER..............................................................................443.1.5 UNION OF STUDENTS........................................................................................443.1.6 STUDENT REPRESENTATION...........................................................................453.1.7 NHS – HEALTH SECTOR TRADE UNIONS......................................................453.1.8 LIBRARY SERVICES...........................................................................................463.1.9 SPECIAL LEARNING NEEDS.............................................................................46

SECTION 3.2 YOUR ROLE AS A STUDENT.......................................................473.2.1 APPROACH TO LEARNING................................................................................483.2.2 CONFIDENTIALITY.............................................................................................483.2.3 REPORTING OF SICKNESS/ABSENCE.............................................................483.2.4 PREGNANCY........................................................................................................493.2.5 ANNUAL LEAVE..................................................................................................493.2.6 NHS BURSARY.....................................................................................................493.2.7 GENERAL INFORMATION.................................................................................503.2.8 HEALTH/STAYING FIT.......................................................................................503.2.8 PERSONAL SAFETY AND SECURITY..............................................................523.2.9 CAREERS ADVICE/SUPPORT............................................................................52

APPENDICES.........................................................................................................54

Appendices for Section 2.1: The ProgrammeAppendix 1 Patient Journey/Case Management Tracer 55Appendix 2 Plan of Training 56Appendix 3 NMC Standards of Proficiency for Entry to the Register 57Appendix 4 Diagram: Programme Structure and Student Support 64Appendix 5 Unit Details – Indicative Content/Reading Lists 65Appendix 6 Practice Placement experiences: developing competence 77

Appendices for Section 2.2: Teaching and LearningAppendix 7 Shared learning: inter-professional working practice 78Appendix 8 Uniform Policy 79Appendix 9 Limitations of Practice 82Appendix 10 Guidelines for Reflection on Practice Forums 84

Appendices for Section 2.3: Programme AssessmentAppendix 11 Presentation of Assignments 87Appendix 12 Attendance at Examinations 90Appendix 13 Unit Assessment Details/Marking Criteria 92Appendix 14 Mitigating Circumstances 95Appendix 15 Referencing 96

Appendices for Section 2.4: Programme RequirementsAppendix 16 Mandatory Sessions: 105Appendix 17 EU Directives 107Appendix 18 Absence Policy 108Appendix 19 Portfolio Guidelines 111

Appendices for Section 3: Student SupportAppendix 20 Personal Tutor Standard 112Appendix 21 Library Contact Details 114Appendix 22 Disabled Allowance 116

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SECTION 1

INTRODUCTION

1.1 The University of Sheffield

1.2 The School of Nursing and Midwifery

1.3 Communication Channels

o 1.3.1 E-mail

o 1.3.2 MUSE /USpace

o 1.3.3 School Website

o 1.3.4 Computing Services

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1. INTRODUCTION

Welcome to the School of Nursing and to the Pre-registration Post Graduate Diploma in Nursing (Adult) programme. We hope that you will find the programme stimulating and enjoyable and that this handbook will prove helpful to you during your time with us.

The handbook is intended to be a guide to the essential features of the programme, to the regulations and requirements you are expected to adhere to, and the standards we set ourselves in delivering the programme to you.

The type of programme that you are on makes you different from other students within the University. Most programmes do not have a vocational element to the same extent as your programme does. This requires that 50% of your programme will be spent in your future work environment where you are expected to engage with the work that takes place there. It also obligates you to comply with the requirements of the national and international bodies that regulate nursing. Some of the effects of these conditions are that your programme does not follow the conventional academic year, your annual leave will be at different times; you will have to attend the programme activities at different times.

The handbook is an important reference tool for you; please take some time to read the information and do so at an early stage in the programme. It has been produced in good faith but changes will inevitably take place in the School and the University and therefore some information we provide now could become out of date during the time you are a student on the programme. We undertake to inform you of any changes as quickly as we are able to. Please consult your e mail account regularly as well as the notice boards within the School.

Most importantly, we are looking forward to working with you.

Kind regards

The Programme Team August 2011

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1.1 THE UNIVERSITY OF SHEFFIELD

The School of Nursing and Midwifery is part of the University of Sheffield’s Faculty of Medicine and takes an active part in all Faculty and University activities and developments. Founded in 1905, the University of Sheffield is rightly regarded as one of the country’s leading research and teaching universities, and is consistently one of the most popular universities in terms of applications per place. The University is also well known for its community spirit, and the Union of Students, to which all students automatically belong, enjoys a national reputation for providing some of the best services and activities in any university. The University’s Students’ Charter is an expression of the close working partnership between the University and the Union of Students and of a shared commitment to maintaining and enhancing excellence in the educational experience of students at the University.

1.2 THE SCHOOL OF NURSING AND MIDWIFERY

The reconfigured School of Nursing and Midwifery launched in 2007. It aims to combine research activities with the delivery of postgraduate and continuing professional development programmes. Our research and research-led education is shaped by local, national and international health and social care policy. We work closely with our partners in health and social care, and design our programmes to meet the needs of the workforce. The centre offers high-quality graduate and postgraduate education, which is flexible and responsive to the needs of competing demands within a rapidly changing environment.The centre has strong education and research links with cognate University departments, including the School for Health and Related Research (ScHARR), the Department of Sociological Studies, the School of Medicine and Biomedical Sciences, Sheffield Institute for Studies on Ageing (SISA) and the Centre for the Study of Childhood and Youth. International collaborations include universities in Hong Kong and Taiwan and the Worldwide Universities Network. The school attained a top rating of 5 in the last national Research Assessment Exercise, putting us in the top four of UK Nursing and Midwifery schools. It was also awarded an overall ‘Commendable’ rating in 2006 QAA Major Review of Teaching and Learning. Innovation, collaboration and scholarship is encouraged and supported.

1.3 COMMUNICATION

It is vital that effective communication is maintained within the School and this is especially important in relation to your programme. The School is a complex organisation and whilst you have been given specific details regarding the team of academic and clerical support staff who will be supporting you during your time on the programme there are also other communication and information routes open to you.

Once you have registered with the University you will receive a welcome pack from Corporate Information and Communication Service (CICS). This will provide you with an id and password to access the University computer system. (The password is notoriously unmemorable, but you can change it!).

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Once you log on, your first step should be to explore MUSE. To get there go to the University Home Page (www.shef.ac.uk) and click on ‘MUSE. After entering your user id and password you will have all the benefits of being within the University network wherever you log on from.

1.3.1 EMAIL

All individual University staff; administrative, clinical and academic, have Email addresses which can be found in the University telephone directory, at any campus General Office or Reception and on the University website under “Contact—Finding People”. All students have Email addresses. All new students are allocated an address automatically at the start of their programme.

You can ‘access’ the ‘mailbox’ at your ‘address’ through any computer connected to the Internet anywhere in the world. In the same way you can send messages to any other ‘address’ in the world and they can send messages to you.

As a student of this University you have free access to this system; and to the www, through desktop computers and terminals located in all University facilities such as libraries and Nursing and Midwifery Education Centres. In some instances large numbers of computers are located in ‘open access’ computer centres; in various University buildings, one of these - the Mappin Street Computer Centre in Sheffield, is open 24 hours a day almost all year including holidays.

This form of communication is fast, efficient and easy to use. You will be given information on how to use it and an individual password (KEEP IT SAFE) to enable you to gain full access.

Academic and administrative staff will communicate with you through this system and you can use it to contact other students.

It is essential that you check your email regularly as important changes to the programme will be communicated to you via this system.

1.3.2 MUSE

It is not essential that you have your own computer at home but you will find it much easier if you have access to a computer in a place that you can study. It is likely that you will want to access information held in the secure areas of the University website and therefore will benefit from internet access.The University provides a secure system that acts as an internet gateway to all types of information you might want to use. This is accessible from any computer inside or outside the University and is known as MUSE. This provides you with a method of getting at relevant programmes, your own file store and to items specific to your Programme. It has ‘groups’ facility to aid on line collaboration.

Benefits for students: Backup laptop or on campus computer files to U drive so you can access them from

anywhere Access library account and online resources such as ejournals Access ‘e’ mail from anywhere in the world Get timetables and exam results Locate free computers on campus that you can use Collaborate using ‘groups’. Your group will be SNM PG

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http://www.shef.ac.uk/


Your lecturers will add information in the ‘links’ announcements and ‘message board’ areas, and will add essential files to the file area.You can contribute to this area yourself too.

1.3.3 MOLE 2

Mole is ‘My online Learning Environment’

It is an environment where teaching material is delivered- you may well have encountered one of these on your previous course. MOLE is actually Blackboard/WebCT, so if either of these (or other environments like Moodle) are familiar to you, you will understand how the whole thing works.

At the time of writing there are 2 courses you can access, one is on Library and Information Skills, the other is a programme on ‘Personal Safety’ - you will be expected to complete this programme during your course. (Note, this is also available on CD from the library).

1.3.4 INFORMATION COMMONS

INFORMATION COMMONSAn exciting addition to the range of services available to our students are those found in the Information Commons Facility. It offers the ultimate workspace for students, has over 500 computers, holds 100,000 books and has everything you may need to help with your studies. Key features include: open 24 hours a day, 7 days a week, group study rooms, silent study areas, a 72 seat internet café, self service book issue and return machines.Further information can be found on www.sheffield.ac.uk/infocommons

1.3.5 COMPUTING SERVICES

Any difficulties accessing your email or getting access to the secure areas of the School website from within or outside the University should be brought to the attention of the technicians in the University, accessible during office hours on 0114 222 1111 or internally on 21111. Their ‘e’ mail address is [email protected]. However, your lecturers should be able to help you with most day to day problems.

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mailto:[email protected]

http://www.sheffield.ac.uk/infocommons


SECTION 2

THE PROGRAMME

2.1 Structure and Management of the Programme

2.1.1 The Programme Team

2.1.2 Background to the Programme

2.1.3 Programme Philosophy

2.1.4 Programme Aims

2.1.5 Program Leaning Outcomes

2.1.6 Programme Structure

2.1.7 Practice Placement Experience: Developing Competence

…………………………………………………………………………………

2.2 Teaching and Learning

2.2.1 Shared Learning Opportunities: Interprofessional Working

2.2.2 Managing Your Study

2.2.3 Clinical Practice Placement

2.2.4 Quality

………………………………………………………………………………..

2.3 Programme Assessment

2.3.1 Summative/Formative Assessment

2.3.2 Assessment of Academic Achievement

2.3.3 Summative Theoretical Assessment Outline

2.3.4 Assessment of Theory

2.3.5 Marking Procedures

2.3.6 Publication of Summative Results

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2.3.7 Collection of Summative Work

2.3.8 Resubmissions

2.3.9 Assessment of Practice

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SECTION 2.1

STRUCTURE AND MANAGEMENT OF

THE PROGRAMME

2.1.1 The Programme Team

2.1.2 Background to the Programme

2.1.3 The Programme Philosophy

2.1.4 Programme Aims

2.1.5 Programme Learning Outcomes

2.1.6 Programme Structure

2.1.7 Practice Placement Experience

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2.1 STRUCTURE AND MANAGEMENT OF THE PROGRAMME

2.1 THE PROGRAMME TEAM

The Programme is based in the School of Nursing and Midwifery in the Faculty of Medicine, Dentistry and Health at the University of Sheffield. It is delivered at:

Samuel Fox HouseNorthern General HospitalSheffield S5 7AU

Programme TeamIn undertaking the Pre-registration Post Graduate Programme you will be engaging with a highly motivated, innovative group of academics who will facilitate your professional growth, development and learning in a most supportive and positively challenging of environments. The breadth of their experience offers a stimulating and exciting blend of academic and clinical expertise to the programme and which, we believe will provide you with an enjoyable and stimulating educational experience.

Programme Management Team

Tracey Moore Head of Taught Post Graduate Programmes

Mark Limb Programme Leader

Unit 1 Roger Watson, Tony Blackett Unit 2 Tracey Moore

Unit 3 Elaine Whitton/Sally Underwood

Unit 4 Gary Albutt/Mark Limb

2.1.2 BACKGROUND TO THE PROGRAMME

The period from 1997 has been one of sustained reform of UK health services. Changing patterns of disease and population demographics have brought fundamental changes to the purpose, organisation and resourcing of health and social care. Professional groups engaged in care delivery and management are being asked to accommodate new concepts and ways of working that challenge past perceptions, roles and conventions. Against this backdrop of reform the future expectations for nursing are being crafted, with nursing being identified as having a significant role in achieving the goal of a flexible, patient centred, cost effective and efficient health service.

The purpose and importance of nursing within this complex and evolving health care system is clearly described in all key policy documents (DoH 2007, DoH2006. NMC2007). All confirm the central role nurses will play in the reform and future management of care services. All emphasise the emergence of nurses as leaders, managers and co-ordinators of care, engaged as members of multi-disciplinary teams, prepared and empowered to lead change and clinical decision making. Alongside preparation for competent practice, nurses also need

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to be equipped with a range of intellectual and managerial skills that will deliver the confident and creative practitioner envisaged.

This programme sets out to prepare you for the complex world of health care practice. In doing so you will develop an understanding of how the NHS and health and social care organisations function and interrelate, how policy and organisational factors impact on and influence the engagement and performance of all those involved and, importantly, develop the technical, intellectual and inter-personal skills necessary for you to actively and competently engage in multi-disciplinary, inter-agency care delivery.

Throughout your programme you will come into contact with, and work alongside, highly skilled, experienced and respected practitioners and academics, some of whom court national and international attention for their contribution to nursing and medicine. You will be privileged in working with and caring for a range of patients and their families in a variety of health and social care contexts and you will be afforded opportunities to actively participate in care pathways and case management.

Care pathways across a range of clinical specialities and population groups are emergent features of the New NHS (Kings Fund 2008) and with care delivery becoming increasingly focussed on primary care services your understanding of the role of nursing within multi-disciplinary, multi-agency working is paramount. To facilitate this, you will be located in a Primary Care Trust, with a team, for the full duration of the Programme as this will afford you a consistent and continuous relationship with team working, organisation and management. You will, of course, work in other contexts of care, but your base will remain constant throughout the programme. This should allow you to capture clearly the local services/ agencies and organisations which support and deliver care to the local population and enable you to develop links across all these with regards to supporting the patients in whose care you will be participating and managing.

You will be given the opportunity to choose to work in either primary or secondary care for your final placement (Unit 4) on the Programme at the end of Year One. You may wish to work within the acute health care sector on successful completion of the Programme. If this is your choice you will still retain a contact with the Primary Care team through the case management workload commenced in Unit 3 as this will follow through to Unit 4. (Further explanation and details are in the supplementary guidance document)

Suffice to say, you are embarking on an exciting, innovative and challenging Programme which will inspire you for your future role in nursing. We are very much looking forward to working alongside you.

2.1.3 PROGRAMME PHILOSOPHY

The team have developed the programme within a framework that supports and values the following attributes to which nurses in all fields of practice should aspire:

Holistic Knowledge and Practice

Synthesis of knowledge and the available evidence from a wide range of nursing and related theory and clinical practice experiences, with the aim of providing optimum quality of care for patients/clients and their significant others. This includes the ability to work effectively as a member of the inter-disciplinary team.

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Saliency Assessment of the needs of patients/clients and their significant others in a way that facilitates their participation in the care process and ensures that plans of care reflect their priorities and best interests.

Knowing the Patient Respect for patients/clients and their significant others, valuing their life histories, their perspectives as experts in their own health career, and involvement as partners in the care process.

Moral Agency Nursing care should be provided within a framework of sound ethical and legal principles, anti-discriminatory practice and the empowerment of patients/clients and their significant others.

Skilled Know How Holistic, proficient and adept nursing care that encompasses excellence in clinical and inter-personal skills.

(adapted from Nolan and Tolson, 2000, after Ford and McCormack, 1999)

Students on the programme are encouraged and supported in working towards professional practice that upholds these aspirations.

2.1.4 PROGRAMME AIMS

1. To enable students to engage critically in current research, policy and practice in the field of Adult nursing and develop a range of clinical skills and knowledge commensurate with entry to the professional register.

2. To enable students to critically appraise and evaluate the theoretical and empirical elements of nursing, developing academic skills linking theory to practice

3. To provide an environment which develops students’ leadership and problem solving skills in contemporary health care settings

2.1.5 PROGRAMME LEARNING OUTCOMES

Programme learning outcomes structured around the four domains of professional practice (NMC2004).

Knowledge and understanding:

K1 Critical and reflective knowledge and understanding of ethical and legal frameworks on the provision of anti-discriminatory and fair practice

K2 Critical and reflective knowledge and understanding of the impact of professional, political and national / local health service policies on the nature of nursing practice and care delivery

K3 Critical and reflective knowledge and understanding of the application of theory that informs the nursing care of patients within a range of health care settings

K4 Critical and reflective knowledge and understanding of the nursing contribution to inter-professional working and organisational leadership

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K5 Critical and evaluative application of problem solving techniques in theory and practice

K6 Critical and reflective knowledge and understanding of care management in a range of settings

K7 Critical development of lifelong skills for learningK8 Critical and reflective knowledge and understanding of professional accountability K9 Critical and reflective knowledge and understanding of the best available evidence in

the delivery and management of nursing care

Skills and other attributes:

S1 Locate, review and reflect upon relevant literature and policy through synthesis of research and its impact upon practice and develop coherent evidence based arguments

S2 Critical and reflective knowledge and understanding of theoretical perspectives that underpin effective communication and interpersonal relationships in the health care setting

S3 Ability to deal with complex issues systematically and creatively, make informed judgements and communicate conclusions clearly

S4 Apply relevant knowledge to a range of situations related to needs assessment S5 Deal with issues systematically and creatively, making sound judgements in

assessing, planning, implementing and evaluating nursing interventions, and have the ability to manage change

S6 Posses the professional attitudes that accompany their practice and that they adapt their behaviour appropriately to a variety of user groups

S7 The ability to take initiative in managing a nursing service, assume responsibility and be accountable for their professional nursing practice

S8 An enhanced ability to evaluate empirical and published information and produce original written reports and assignments and to plan realistically to meet these needs

S9 An enhanced ability to identify own learning needs and to plan realistically to meet these

2.1.6 PROGRAMME STRUCTURE

The Programme is run on a full time basis and lasts 105 weeks, 50% of which is spent in clinical practice. It comprises four practice-centred units of learning and includes seven weeks annual leave in each of the two years. (Leave must be taken as prescribed in the plan of training. Limited opportunities exist for variation and therefore only in exceptional circumstances will the plan be altered).

The Programme consists of two parts: Part One comprises the Common Foundation Programme. Part Two comprises Unit 2, Unit 3 and Unit 4. You will not be allowed to proceed to Part Two until you have successfully completed all the required components in Part One.

Core subjects are threaded throughout the 4 Units in an integrated approach with the patient being the central focus. The subjects, as outlined in the QAA Subject Benchmarks for Nursing are categorised under the 4 domains of Nursing, these being:

Professional and Ethical Practice Care Delivery

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Care Management Personal and Professional Development

The structure of the programme will enable you to understand the broad continuum of health and normality; disordered physiology and the concept of ill-health; the notion of care within the therapeutic relationship; and the need to restore health from birth to old age within a range of health care settings. You will be offered many opportunities to examine the role and contribution of nursing within multi-disciplinary, multi-agency working and your practice experiences will offer meaningful links between the theory and practice of nursing.

UNITS OF LEARNING

Credit Value (Level M)Unit 1 Foundations in Health and Nursing 30 credits

Unit 2 Patients with acute and short term needs 30 credits

Unit 3 Patients with long term conditions and complex needs 30 credits

Unit 4 Transitions to practice: Managing and organising care 30 credits

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DIAGRAMMATIC REPRESENTATION OF PROGRAMME STRUCTURE AND STUDENT SUPPORT INFRASTRUCTURE

STUDENT SUPPORT

Unit 1 Unit 2 Unit 3 Unit 4Programme LeaderPersonal TutorPlacement Lead/Co-ordinatorClinical LeadUnit LeadPlacement LEMPlacement MentorPlacement Link

PART ONE

UNIT 1 FOUNDATIONS IN HEALTH AND NURSING 30 credits

The first Unit of the programme is designed as a Common Foundation Programme. It is common in that it lays the foundations for many skills required in contemporary, professional nursing practice across the branches. Each of the topics is addressed from a generalist and branch specific view thus giving a broad and applied introduction to the study of nursing. The Common Foundation Programme will involve opportunities for you to study and begin to critically appraise the evidence base for nursing practice and to engage and reflect on its application during a linked, supervised clinical practice placement in the context of primary care. Opportunities to ‘follow the patient’s journey’ will be provided to you so that you can begin to understand the complex interface between primary and secondary care services. You will also be encouraged and enabled to begin developing the skills of integrating the eclectic nature of nursing theory to practice so that you may care for the individual in and during the health encounter.

In the spirit of PBL opportunity will be given for you to negotiate the last 2 weeks of Unit 1 placement experience ( weeks 21 & 22).** Whilst not summatively assessed, this negotiated experience is seen as integral in enhancing your personal and professional development.

End of Unit 2 – students decide on which pathway they will follow i.e. either Primary Care Pathway or Secondary Care Pathway

Primary Care

Unit 1

Secondary Care

Unit 2 Unit 3

Primary Care

Secondary Care

Primary Care

Unit 4

Secondary Care

Unit 4

Clinical Lead identified

Secondary Care

Primary Care

Specific to the placement areas

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You will be expected to organise the practice experience focussing on a specific aspect of practice/ care/ specialism/ role/ in negotiation with your clinical mentor. ** This focused clinical practice experience will only be offered to students who have successfully achieved the NMC Standards of Proficiency for the Common Foundation Programme. Students who fail to meet the required standards will utilise this period of time as part of a second attempt.

PART TWO

UNIT 2 PATIENTS WITH ACUTE AND SHORT TERM NEEDS 30 credits

The second Unit of the programme is designed to enable you to critically develop your understanding of the evidenced based principles which underpin short term, acute and critical care nursing and interventions in a secondary care context. It offers a critical examination of the fundamental and specialist knowledge, skills and attitudes required of the nurse in the fields of medicine and surgery and you will be afforded opportunities to examine the nurse’s role and contribution within the multi-disciplinary team. The Unit will address issues raised in contemporary national and professional policy initiatives in relation to quality and diversity agendas. Practical experiences will centre around acute and critical surgical/medical care pathways and opportunities will be provided for you to care for patients undertaking a range of these.In this placement you will also be given the opportunity to complete a three week critical care experience in either Accident and Emergency, Theatres, Intensive Care or Coronary Care.

UNIT 3 PATIENTS WITH LONG TERM AND COMPLEX NEEDS 30 credits

The third Unit of the programme is designed to ensure you are able to synthesise knowledge from a range of perspectives and disciplines in order to provide proficient and holistic professional nursing care to adults with long term conditions and complex needs. It will be underpinned by the National Service Frameworks, relevant components of the Benchmark Statement for Nursing (QAAHE, 2001) and national and local policy directives. The Unit offers a dual practice placement experience in both Primary Care and Secondary Care contexts to actively facilitate skill development in multi-agency, multi-professional working. In this Unit you will gain experience in patient case management under the direct supervision of a clinical lead (Appendix 5, page 65) whilst working in areas such as rehabilitation, intermediate and continuing care services, rapid response teams, stroke outreach, palliative care, oncology, hospice.

UNIT 4 TRANSITIONS TO PRACTICE: MANAGING AND 30 CreditsORGANISING CARE

The fourth Unit of the programme is designed to ensure that you are able to synthesise knowledge from a variety of leadership and management theory and health care practices in order to deliver effective professional nursing care and management to a variety of patients in either the Primary Care context or Secondary Care Context of your choice.The Unit will be underpinned by contemporary national and professional policy in accordance with the quality and diversity agendas, relevant components of the Benchmark Statement for Nursing (QAAHE 2001) and requirements of the Nursing and Midwifery Council for Pre-registration Programmes (NMC2004). In this Unit you will continue to case manage those patients identified in Unit 3 under the supervision of a clinical lead (refer to next section).

2.1.7 PRACTICE PLACEMENT EXPERIENCES: DEVELOPING COMPETENCE

Primary Care

Unit 4

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One of the exciting features of your programme is the wide ranging opportunities for inter-disciplinary, inter-agency and inter-professional working. The context of practice is complex and with the blurring of many professional boundaries, it is also challenging. The role of the nurse within this somewhat turbulent climate is multi-faceted and this programme is set out to enable you to gain understanding, skill and confidence to work within the many different care contexts. Importantly, the programme is about skilled, compassionate, professional care giving, and you will be required to actively engage and develop your care giving skills as the programme unfolds.

Diagrammatic Illustration of Developing CompetencePre-Registration Post Graduate Diploma in Nursing (Adult)

Unit 1 is undertaken in a Primary Care Context where you will be introduced to key concepts of Primary Care and Public Health. You will be placed within an established team of practitioners; you will work alongside a district nurse under direct supervision, and through the planned opportunities provided, begin to gain an understanding of how the NHS and health and social care interrelate and function. During this placement you will be required to support four patients/family/significant others on their ‘journey’ across the health community and critically examine key aspects of the patients engagement within the multi-agency and multi-professional services.

Unit 4Primary Care ORSecondary Care... work with minimal support of a first level nurse

Unit 3Primary Care ANDSecondary Care... work with support of a first level nurse

Unit 2Secondary Care... work under the guidance of a first level nurse

Unit 1Primary Care... work under the direct supervision of a first level nurse

Developing Competence

Patient Journeys

X 4

Care Pathways

X 4

Case Management

4 patients

Case Management

4 patients

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Unit 2 is undertaken within a Secondary Care Context where you will be introduced to acute and critical care interventions and management. You will continue to build upon those experiences and competencies obtained in Unit One, developing increasing proficiency in delivering holistic nursing care in a highly technical practice environment. During this placement you will work under the guidance of a first level nurse and you will be required to actively participate in four patient care pathways. Involvement in the care pathways will enable you to gain further insights and understanding of the patients health experience, further accommodate your clinical and procedural skills development and provide opportunities for involvement in inter-professional team working and clinical decision making. On successful completion of this Unit you will be given the opportunity to indicate where you would like to work in your final Unit on the Programme (Unit 4). In providing you with a choice it is anticipated that subsequent placement opportunities will enable you to maximise your understanding of the health care context/organisation you have chosen and the extent to which an understanding of the organisation enables you to expand and increase your professional competence.

Unit 3 offers a dual practice placement experience, 6 weeks in a Primary Care Context and 6 weeks in a Secondary Care Context, the focus being on the management and care of patients with long term conditions and complex needs. A rich experience of practice is offered to enable you to demonstrate your increasing competence and knowledge in working within health care and across health agencies. With the support of a first level nurse you will be expected to take increasing responsibility for care organisation and management and this will be reflected in undertaking a case management workload of four patients (further details available in supplementary document).

Where possible the sequence of the placement will be planned to reflect your final placement choice i.e. if you have chosen your final placement to be undertaken within Primary Care then the first 6 weeks of Unit 3 will be undertaken in Secondary Care, followed by a further 6 weeks in Primary Care. Unit 4 will then offer a continued experience in a Primary Care context.

Unit 4 is the final unit of the programme and is undertaken either in a Primary Care setting or Secondary Care setting dependent on your choice. The focus of this unit is on leadership and management skills and you will be required to demonstrate these attributes during your care delivery, management and co-ordination of services for the patients within your care. With minimal support of a first level nurse you will be expected to engage actively as a member of the multi-disciplinary team, demonstrating strong co-ordinating, leadership and management skills to ensure that the required care and services are received by the patients in your care. Importantly, in retaining those patient cases agreed in Unit 3 these will afford you opportunities to consolidate your inter-professional, inter-agency working practices.

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SECTION 2.2

TEACHING AND LEARNING

2.2 Teaching and Learning

2.2.1 Shared Learning Opportunities: Inter-professional Learning

2.2.2 Managing your Study

2.2.3 Clinical Practice Placement

2.2.4 Quality

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2.2 TEACHING AND LEARNING

The principal aim of the learning and teaching strategy is to harness the knowledge and expertise students bring to the programme in ways that empower students to accept and exercise responsibility and accountability for independent learning. With this in mind the learning/teaching and assessment strategy for your programme will be problem based learning (PBL). It is an approach to structuring the programme in a way that confronts students with problems from clinical practice to stimulate learning. In placing the student at the centre of the learning process there is a strong emphasise on co-operative learning. PBL encourages deep as opposed to surface learning and assists students to manage unfamiliar situations, make reasoned decisions, adapt and participate in change and subsequently manage their own lifelong learning. In many ways the approach mirrors the messy world of health care practice and in doing so, offers a realistic, albeit challenging, preparation for registration.

Problems will be presented to you before the material has been learned rather than after as in more traditional ‘problem-solving approach’. PBL will enable you to learn and acquire key skills in an active, integrated and cumulative manner. Learning will place in an environment that values your prior experience, particularly relevant to you as postgraduate students as you bring a varied range of valuable past experiences to the programme. It will enable you to demonstrate your ability to assess and manage work in conjunction with peers, fostering a notion of individual and collective thought, thus enhancing your skills in team working. PBL is an approach congruent with enabling you to build on previously acquired knowledge, skills and attitudes and it is envisaged easily transferable to Adult nursing.

Complementing this approach there are a range of learning strategies incorporated within your programme, some examples of which are indicated below:

Guided study which will provide a structured opportunity for shared learning Experiential learning situations to develop and explore interpersonal skills whilst

offering a safe environment within which to develop your therapeutic, technical skills, organisation and management skills. **

On line learning resources through the Web-CT portal where you will be expected to engage in a range of online collaborative activities and discussions

The use of a portfolio which will provide opportunities for you to reflect upon your personal encounters within the care environments in order to develop a personal theory base for professional practice

** Skills laboratory opportunities are structured throughout each Unit of learning and in the latter Units, the use of ‘Expert Patients’ will offer realistic simulation events.

2.2.1 SHARED LEARNING OPPORTUNITIES: INTER-PROFESSIONAL WORKING

Your programme will provide you with many opportunities to work with, and alongside many health professionals as you grapple with the complexities of the nursing role. An important inclusion within this programme is the opportunity to work with students within the faculty/wider university and engage in joint academic and practice learning. These will be structured, planned events undertaken in the first and second year of your programme. These planned opportunities will help you establish an understanding of the key relationships that are essential for effective inter-professional working practice and importantly the contribution each makes to the patient’s health experience (refer to supplementary guidance document).

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2.2.2 MANAGING YOUR STUDY

The programme provides you with challenging and stimulating opportunities both in theory and practice. Successful completion requires you to manage all learning opportunities effectively. If difficulties arise, assistance is always available from members of the academic staff.

If you feel you are struggling with any aspect of the programme you are advised to discuss this with your Personal Teacher as soon as you recognise you are having difficulties. There are many avenues of support and resources available to you. For example, the Academic Skills Hub (TASH) offers interactive on line and face to face resources which will enable you to identify ways in which you can enhance your academic skills, identify your needs and which will direct you to resources to facilitate your development needs.

If at any time you experience circumstances that prevent you from studying, attending the programme or submitting work you must make your Personal Teacher aware as soon as possible. Your Personal Teacher and the Programme Leader may be able to make special arrangements to accommodate the difficulties you are experiencing. Students have the option of taking a period of Leave of Absence, without bursary, from the programme.

2.2.3 CLINICAL PRACTICE PLACEMENT

During the programme, you will spend 50% of your time first of all observing and then taking shared responsibility for the nursing care of people who are in need of health care. Practice experience will be gained in a wide variety of clinical settings in hospitals and the community.

The School of Nursing and Midwifery has access to clinical facilities in Barnsley, Bassetlaw (Worksop), Doncaster, Rotherham and Sheffield. Students may be allocated to placements in any of these sites, in the interests of gaining the most suitable learning experience available. It is anticipated that most of your placements will be within the same town or city and this will be known as your Clinical Placement Base. This will be one of the above places, the one that you applied for, negotiated or agreed to accept during the admission process. As explained to you at your interview if a placement cannot be gained within your contract base you may be placed at one of the other sites for clinical experience.

Clinical Placements are vital opportunities to gain privileged access to nursing care and work situations involving clients, relatives, significant others and a multitude of professional and non-professional workers. Such access is afforded under contract and in the understanding that the rights of the individuals and organizations concerned will be fully respected by students.

You are not allowed the opportunity to change your Clinical Placement areas. If you are allocated to an area that you think is inappropriate you must discuss this with your Personal Teacher as soon as you become aware. You must declare to the Nurse in Charge if you have a family member or friendship relationship with any person receiving care in the placement area in which you are working. If you have any doubts please consult the Nurse in Charge and/or your Personal Tutor. This action is necessary in order to protect patient/client consent and confidentiality.

People encountered during clinical placements are often in delicate situations or engaged in critical activities. Recognition of this, the aforementioned and similar things are taken very seriously by the University and accordingly arrangements have been made to enable the School and programme managers to challenge any party whose actions give cause for

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concern in relation to clinical placements. In extreme instances students may be required to leave the programme.

The Placement Charter clarifies the expectations and responsibilities of all those involved in the clinical education of students, to ensure that the clinical experience is as valuable as possible for all. The aim therefore is to ensure that students are prepared to be fit for purpose as registered nurses and midwives in order to give effective care to patients/clients and their carers.

The charter can be found at http://www.shef.ac.uk/snm/current/mentors/placement.html. Students are advised to familiarise themselves with this document prior to attending placement.

UNIFORM POLICY/DRESS CODEThe aim of the University uniform policy is for safety to self and patients and the promotion of a professional appearance. It is essential that you familiarise yourself with this policy and follow it. In most practice placements where you are required to wear a uniform this will be provided for you at the beginning of the programme and it must be returned at the end of the programme. If uniform items are not returned you will be invoiced for the full cost. Should you require further uniform items during the course of your programme you will be charged for them. You will be required to comply with this University Uniform Policy whilst in clinical placements requiring the wearing of a uniform. This Policy must be read in association with local Trust Hospital Policies and where variation occurs Trust Policy must be followed. All students must wear correct uniform whilst on duty. Students’ cultural beliefs will be taken into account regarding the wearing of uniform. However, this may need to be discussed with the individual Trust Hospital concerned. (Further details Appendix 8, page76.)YOU ARE REQUESTED NOT TO SMOKE IN YOUR UNIFORMS OUTSIDE TRUST PROPERTIES

LIMITATIONS OF PRACTICEWithin the turbulent and rapidly developing service delivery arena it is inevitable that at times student nurses will be asked to engage in aspects of care delivery that could be seen as beyond their usual scope of practice. At such times it is incumbent on the student and their clinical assessor/mentor to seek guidance from their personal teacher or the clinical link lecturer. (Further details Appendix 9, page79.)

Students are advised not to undertake any activity in clinical practice that they have not been trained for. Students need to recognise their own limitations and seek knowledge, understanding and training before carrying out any activity.

Students are expected to work the shift patterns relevant to the Trust and normally alongside their allocated mentor. This is likely to include early, late and night shifts, Bank Holidays and weekends.

Reimbursement of some travel expenses to placement areas may be possible providing the journey to the placement exceeds your normal daily travel to your theory base. You will have been provided with information by the Student Grants Unit, which outlines the procedure to follow if you are eligible for such reimbursement. Further guidelines are also available at your theory base.

SUPERNUMERARY STATUSStudents are Supernumerary throughout their clinical practice. For the purpose of this programme Supernumerary is defined as:

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http://www.shef.ac.uk/snm/current/mentors/placement.html


“The status of students is such that they are able to access learning opportunities without detriment to the provision of care within the clinical environment”.

In relation to student nurses and midwives, this means that they shall not, as part of the programme of preparation, be employed by any persons or body under a contract of service to provide nursing care. Students are, therefore, additional to the workforce requirements and staffing establishment figures. They may make a contribution to care as a student under appropriate supervision commensurate to their level of training.

The supernumerary status of nursing students is seen as driven by the student’s learning outcomes. Supernumerary status therefore, allows students to develop personally and professionally to become competent practitioners. If at any time you feel your supernumerary status is being compromised please speak to the Learning Environment Manager, Clinical Link Teacher or your Personal Teacher.

2.2.4 QUALITY ASSURANCE/EVALUATION

Throughout your programme, you will have formal and informal opportunities to express your individual perception of the quality of your academic and practical learning experiences by means of an evaluation system. You are encouraged to comment on the effectiveness of teaching and clinical mentorship and support in clinical practice and these opinions form an important part of the programme monitoring and review process.

The evaluation strategy is based on the belief that all involved in the programme, whether you, the clinical or teaching staff, or visitors should be enabled to contribute to its development. The mechanisms for internal monitoring and evaluation of your programme are carried out under the direction of the Programme Leader and include the following:

You will have formal and informal opportunities to express your individual perception of the quality of your academic and practical learning experiences

You are encouraged to comment on the effectiveness of teaching and clinical mentorship and support in clinical practice and these opinions form an important part of the programme monitoring and review process. (Teaching Quality Assessment Strategy/Educational Audit)

You are encouraged to be honest and provide constructive feedback (Guidelines Appendix 10 pg 81). You should be aware that you should only raise sensitive issues from practice if you have first addressed them with the appropriate clinical staff. It is inappropriate for you to bring such issues to the attention of teaching staff without being prepared to deal with them in a professional manner within the clinical area. If you have cause to make a formal complaint please follow the University procedure at http://www.shef.ac.uk/ssid/procedures/

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http://www.shef.ac.uk/ssid/procedures/


SECTION 2.3

PROGRAMME ASSESSMENT

2.3.1 Summative/Formative Assessment: Measuring your Progress

2.3.2 Assessment of Academic Achievement

2.3.3 Summative Theoretical Assessment Outline

2.3.4 Assessment of Theory

o Mitigating Circumstances

o Plagiarism

o Word Allowance

o Presentation of Assignments

o Assignment Submission

o Attendance at Examinations

2.3.5 Marking Procedures

2.3.6 Publication of Summative Results

2.3.7 Collection of Summative Work

2.3.8 Resubmission

2.3.9 Practice Placement Assessment

o Signatures in Assessment of Practice Records

2.3.10 Progression within the Programme

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2.3 PROGRAMME ASSESSMENT

The regulations for this programme of study may be consulted in the University of Sheffield Calendar Part II, which is available through the University’s Home Page on the internet http://www.shef.ac.uk/govern/calendar/regs.html. A copy is kept on site. Please see the Programme Leader or the Programme Secretary if you would like further information.

2.3.1 SUMMATIVE/FORMATIVE ASSESSMENTS

Measuring Your Progress: Definitions

Formative AssessmentInvolves the assessment of work’ in progress’ and can include intermediate assessments of your progress during a placement experience or discussion of assignment plans and drafts. No grade is given for formative work. The formative assessment strategy is designed to provide you with feedback to foster your development, skills of team work, and promote self monitoring. This is commensurate with the process of problem based learning.

Summative AssessmentInvolves the final assessment of a finished piece of work – whether this is your mentor’s final assessment of your achievement during a clinical placement or the marks you gain for a piece of academic work.

Interpretation within your ProgrammeYour clinical and academic progress will be monitored and assessed throughout the programme by a variety of methods that are designed to test your attainment of specified learning outcomes in clinical practice and in your academic work. The Programme Leader will provide you with detailed written guidance on assessments.

Each individual Unit is assessed summatively both in clinical practice and in theory. All placement assessment booklets and all assignments should be handed in to the Programme Secretary by the deadline date advised to you in writing. Assignments not handed in by the specified date and for which no extension has been obtained will be assigned the grade of ‘fail’.

In each of the Units you will have the opportunity to obtain a formative assessment of the quality of your work, prior to the final summative assessment.

Written assessmentsThe work could be an undeveloped version of the final assignment. This enables your personal tutor to give you constructive feedback concerning your writing style, method of referencing and the potential the work has for development into a summative assignment.

Discussion of formative work represents your only opportunity to identify weaknesses in essay writing and presentation skills prior to submission of the summative assignment. It is strongly recommended that you take advantage of the opportunity to submit formative work.

Clinical AssessmentThe intermediate interview provides an opportunity for you to discuss your progress in clinical practice and affords both you and your mentor the chance to agree a plan of action to maximise opportunities for learning and for success in the final assessment of practice competence during the placement. You are required to arrange an appointment for the

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intermediate interview with your mentor, allowing sufficient time for any action plan to be implemented. Please contact your Clinical Link if you are unsure of how to make these arrangements.The school of nursing are committed to a tripartite process in clinical assessment and this will involve the student, mentor and clinical link at preliminary, intermediate and final interview stages.

2.3.2 ASSESSMENT OF ACADEMIC ACHIEVEMENT

The QAA (2001) has determined the following requirements of Masters level study i.e. That it should require students to demonstrate:

1. “A systematic understanding of knowledge and a critical awareness of current problems and/or new insights, much of which is at, or informed by, the forefront of their academic discipline, field of study, or area of professional practice

2. A comprehensive understanding of the techniques applicable to their own research or advanced scholarship

3. Originality in the application of knowledge, together with practical understanding of how established techniques of research and enquiry are used to create and interpret knowledge in the discipline

4. Conceptual understanding that enables the student to critically evaluate current research and advance scholarship in the discipline

5. Evaluate methodologies and develop critiques of them and where appropriate, to propose new hypotheses

AND have the qualities and transferable skills necessary for employment requiring the exercise of initiative and personal responsibility, decision making in complex and unpredictable situations, and the independent learning ability required for continual professional development’’.

The assessment strategy for each of the Units on the Programme requires you to demonstrate that you are able to meet these criteria, by exposing you to a range of challenging assessments, in which you must work systematically and critically to achieve success.

2.3.3 SUMMATIVE THEORETICAL ASSESSMENT OUTLINE

Assessment Title

Unit 1 Foundations in Health and Nursing Patchwork Text: Becoming a Professional

NurseNumeracy Examination

Unit 2Patients with acute and short term needs Case Study

Unit 3Patients with long term and complex needs Triple Jump Examination

Unit 4Transitions to practice: managing and organising care

Risk Assessment and Management

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Unit 1 Patchwork Text: Becoming a Professional Nurse 30 credits

The Patchwork text (Scoggins and Winter,1999; Winter, 2003) is a series of written assignments which normally will have developed from work that you have completed for your Problem-based learning group feedback sessions. A patchwork text is a series of written pieces (these are the patches) that are joined and linked together by a reflective study (this is the stitching between the patches), which will require you to critically discuss what you have learned and how the written patches have contributed to your development.

The theme of the reflective study is ‘Becoming a Professional Nurse’. You will be given nine options relating to your problem-based learning feedback sessions from which you should choose to include five in your patchwork text.

The word allowance is 6,000 words and we suggest that at least 1,500 words are reserved for reflection.

In unit one you will also be required to sit a formal examination as required by the NMC. This will be a one hour invigilated examination and is designed to assess numeracy. A pass mark of 80% is required. The result of this examination will not contribute to the classification of your award.

Unit Two: Care Study 30 credits

This assessment consists of two parts; a case presentation and a supporting assignment. You should choose one of the patients whose care pathway you have been following in this Unit. You will present a 20 minute case study to two assessors and peers. This will account for 50% of your marks. The care study assignment will complement the presentation by reflecting on the evidence base for the care delivered and this will also account for 50% of your marks. Students must pass both elements of the assessment in order to achieve an overall pass grade which is a minimum mean of 50%.

The total word allowance for this assignment is 6,000 words and we advise that 1500 words are utilised for the presentation/supporting paper and 4500 words for the care study.

Unit Three: Triple Jump Examination 30 credits

This assessment has three stages and these will be completed within one week:

Stage One (50% of the marks): You will be presented with a client/patient scenario in examination conditions and in a given time, in writing you are required to make an initial assessment of the situation and you then have to suggest what you think some of the most critical issues involved that are for case management of this client/patient. There will be a choice of scenarios to choose from. At the end of the examination you will be provided with further information about the client/patient

Stage Two: This stage is not invigilated and is viewed as an information gathering stage. The purpose of this stage is for you to have opportunity to review the literature and other sources of evidence to further your knowledge and understanding of how you would case manage in this situation to prepare you for Stage 3.

Stage Three: (50% of the marks): Again in examination conditions you will present the evidence to justify the possible course of action in managing the clinical scenario. You will be

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required in response to specific questions to present a revised and updated analysis of the situation in writing.

The stages are weighted such that:Stage 1 is allocated 50% of the marks. Stage 2 is assessed in Stage 3. Stage 3 is allocated 50% of the marks. Students must pass both elements of the assessment in order to achieve an overall pass grade which is a minimum mean of 50%.

Unit Four: Risk Assessment and Management 30 credits

This assessment is in two parts; a written assignment and a poster display (70% for the assignment and 30% for the poster display).

For the written assignment you will choose one of the clients/patients that you have had the opportunity to case manage and reflect initially on the risk assessment and management for this individual and then move on to consider risk assessment and management implications for case managing a group of patients/clients. The word allowance is 4,000 words for the assignment and 2,000 words for the poster; a total of 6,000 words.

The content of the poster should be related to an aspect of risk assessment that is taken from your written assignment. The display should be imaginative, visually stimulating and useable in the practice setting.

For further information for each of the Unit assessments, see the supplementary assessment document.

2.3.4 ASSESSMENT OF THEORY

Each Unit of the programme will be summatively assessed both in theory and in practice. You must be successful in all the assessments to be awarded a pass for the Unit. You must meet all the elements of assessment in a part of a programme in order to proceed to the next part.

Under normal circumstances you will be entitled to 2 attempts at each summative assessment. If you fail at the first attempt you will be required to meet with the Programme Leader to discuss your progress and the implications for your programme of study. Failure at a 2nd attempt will result in your programme of study being interrupted pending a meeting with the Director of Teaching and Learning to discuss your progress and the implications for your programme of study. The Director of Teaching and Learning will consider referral to the Faculty Student Review Committee (FSRC). If you are attending study block at this point, providing you are not at the end of a part, you will be allowed to continue on the programme until the commencement of clinical placement, when your training will be interrupted until the outcome of the meeting/review is known. If you are on placement when the result is published, training will be interrupted on the results date, pending the outcome of the meeting/review. During this period of interruption (FN status) if you are in receipt of a bursary – this will not be paid.

If you have not exhausted the number of sittings permitted, students awaiting review are permitted to continue to submit assignments and these will be assessed. Some students use this as a means of demonstrating that their performance has improved and should be allowed to continue.

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MITIGATING CIRCUMSTANCESIf, at any time during the preparation for your summative work, you experience difficulty in meeting the hand in date due to personal circumstances or illness, you must inform your personal teacher as soon as the situation arises. In most genuine circumstances adjustments can be made to hand in dates. The granting of extensions for submission of summative work (over and above 1 week) is at the discretion of the Programme Leader.

The School of Nursing and Midwifery has a written policy on the circumstances under which an extension may be granted, which is strictly adhered to, as part of the process to ensure a fair and consistent approach to assessment for all students.

You have a right to submit a letter of mitigation to the Chair of the Board of Examiners with your assignment or prior to taking an examination if you think you have experienced circumstances beyond your control that have affected your ability to study. Your personal teacher will be able to advise you as to when this is appropriate (Appendix 14 pg 91).

PLAGIARISMWhen preparing work to be submitted as part of a summative assessment it is expected that the work will be the candidate’s own. Plagiarism and collusion are not allowed. Plagiarism is passing off others’ work as your own, whether intentionally or unintentionally, to your benefit. Collusion is a form of plagiarism where two or more people work together to produce a piece of work all or part of which is then submitted by each of them as their own individual work. Any attempt to submit work that is not your own will result in disciplinary action. When you submit your assignment you will be required to complete a ‘Receipt of Course Work’. In signing this document you will be declaring that the work submitted is your own original work. Submission of plagiarised work may lead to a referral to the Discipline/ fitness to Practice Committee. The schools approach to the management of plagiarism can be found in appendix 23

WORD ALLOWANCEEach assignment has an allocated word allowance. All words (including names and dates for references) from the first word of the introduction to the last word of the conclusion constitute the word count.

1. Each candidate will be required to state the number of words they have used. This information must be given on the title page.

2. Candidates whose work is of a pass standard but falls outside the +/- 10% allowance will be penalised and a mark of 0 will be recorded on the assessment profile.

3. Measures will be introduced to check the accuracy of candidate statements. These will include checks during marking and moderating.

Any queries concerning any aspect of the above should be raised with the Programme Leader in the first instance.

PRESENTATION OF ASSIGNMENTS (Refer Appendix 11 pg 84)

ASSIGNMENT SUBMISSIONYou are required to submit one paper AND one electronic copy of your assignment. Assignments should be submitted to your academic base no later than 1500hrs on the date identified on the assessment calendar. Late submissions will not be accepted. Failure to submit assignments on the date indicated will result in the assessment being recorded as a Fail. Assignments will be accepted via post (as long as the postmark is not dated after the date of submission) but not via email.

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SUBMISSION OF INCOMPLETE ASSIGNMENTSThe School Learning and Teaching Committee has agreed that if an incomplete assignment was submitted it should be marked as it stands. Therefore, if there is enough work within what has been submitted to warrant a pass grade then it should be deemed as passed and not be failed because it was incomplete.

ATTENDANCE AT EXAMINATIONSNormally first sittings of examinations will take place at the student’s theory base. Any changes will be notified to students at least one week before on student notice boards on sites.

You are required to inform your Personal Teacher should any circumstance prevent you from attending an examination. You will be advised of any action to be taken. If you are unable to attend due to illness you are required to submit a doctor’s certificate.

You are advised to read the General Regulations as to Examinations, of the University of Sheffield, which can be found in the Student Handbook at Appendix 12 pg 87.

2.3.5 MARKING PROCEDURES

All assignments will be marked using criteria developed for the School of Nursing and Midwifery’s Post Graduate Diploma and Masters Programmes. Feedback on your performance in the assessments will be given to you using a format developed for these programmes. A copy of the marking criteria is in Appendix 13 pg 89.

All Unit assignments are graded either as a Pass, a Distinction, or a Fail. These terms are operationally defined as follows:

Distinction(70-100)

Shows excellent understanding and logical development of topic area. Evidence of original thought and enhanced ability to analyse critically and evaluate concepts and relate them to practice.

Pass(50-69)

Shows clear understanding and logical development of topic area. Evidence of original thought and ability to analyse critically and evaluate concepts and relate them to practice.

Fail(0-49)

Lack of understanding. Little original thought with limited ability to analyse critically and evaluate concepts and relate them to practice.

NB. Award of Distinction in the Post Graduate Diploma in Nursing (Adult)

A distinction in the Post Graduate Diploma will be awarded if the following criteria are met: All assessments submitted during the programme must be passed at the first attempt An overall distinction must be achieved in the work submitted for assessment in at

least 3 Units of the Programme

All scripts that earn marks at distinction grade, all fails and a random selection of twenty percent of the remaining pass grade scripts are internally moderated. Scripts are also sent to the External Examiner for scrutiny. This allows the School of Nursing and Midwifery to monitor the quality of its programmes and to ensure that the standard of work we demand of you is comparable to the standard expected of students undertaking Masters programmes in Schools of Nursing and Midwifery in other Universities in the UK.

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2.3.6 PUBLICATION OF SUMMATIVE ASSESSMENT RESULTS

Results of assessments are posted on notice boards on your academic site at 1100 hours on the published results date identified on the assessment calendar . Results can also be accessed on theSchool web site after 1300 hrs on the results date.

You are advised to contact your Personal teacher as soon as possible if you have been unsuccessful in an assessment.

If an assignment result is not finalised, it will be published “pending”. This is likely to be the case when students have been granted extensions to submission dates or when there has been a delay in the work being processed. Students are advised to contact their Personal teacher to ascertain the likely publication date.

2.3.7 COLLECTION OF SUMMATIVE WORK

Marked summative assignments and exam marking sheets will be available for collection from the Assessment Office one week after publication of results. Students who have failed an assignment may access their assignments earlier with the assistance of their personal tutor.

If you have failed an examination you are encouraged to contact your personal tutor to gain access to your examination answer booklet, which you can view with your personal tutor. The booklet cannot be taken away and must be returned to the Assessment Office when the tutorial review has finished.

2.3.8 RESUBMISSIONS

If you are unsuccessful in an assessment in any aspect of the Programme you may apply for permission to be reassessed on ONE occasion only. Reassessment is only allowed with the express permission of the Board of Examiners, under University regulations for post graduate study. This applies both in written academic assessments and to practical clinical assessments.

If you are unsuccessful in the first attempt, whether academic or clinical, you will normally be allowed four weeks from the publication of the results of your first attempt, in which to submit. Individual arrangements will be made if you need to be reassessed in a clinical practice placement. This is necessary to ensure that you can be appropriately supported in preparing for reassessment.

A resubmitted assignment or assessment of practice will only be awarded a pass grade (Max 50), if your attempt is successful. In addition, written feedback on the strengths and weaknesses of your work will be provided.

Any student who is unsuccessful at the first attempt will be interviewed by a senior member of the School of Nursing and Midwifery staff, in accordance with School policy. This is because further failure may lead ultimately to discontinuation of your studies on the programme.

2.3.9 PRACTICE PLACEMENT ASSESSMENT

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Adult students are required, as part of their clinical practice assessment, to record exposure to clinical experiences in Mental Health, Child, Mother and Child and Learning Disabilities to meet the EUC requirement of the programme.

SIGNATURES IN ASSESSMENT OF PRACTICE RECORDS.All students intending to join the health professions must be aware of the importance of accurate record-keeping and the need for ethical conduct in connection with signatures. Please ensure that attendance and performance on a placement is confirmed in the Assessment of Practice Record by the signature of each of your mentors and by submission of the Record, when required, for signature by your Personal Tutor. Any difficulty in obtaining the signature of a mentor must be discussed with your Personal Tutor. Please be aware that the forgery of a signature is a very serious disciplinary matter. It is likely to lead to the student being charged under the Discipline Regulations of the University. The University Discipline Committee will take a serious view when deciding the penalty for such misconduct.

Because you are on a programme leading to professional registration you may also be referred to the university fitness to practice committee who may exclude you from this programme and any other programme within the facultuy/university that has associated professional registration

The School of Nursing and Midwifery may, in addition, advise the NMC that a student found to have forged a signature, is not of good character. The student could then be refused registration as a nurse or admission to professional programmes in other uiversities.

2.3.10 Progression on the Programme

Progression through the Programme is dependant on you successfully completing summative assessments of theory and practice at the end of each part of the Programme (Unit 1 and Unit 4) Should you fail to satisfy the Board of Examiners in any respect of the summative assessment you will be allowed one further submission / attempt. Further attempts may be awarded dependant on individual circumstances and students entering into the review process as stipulated by University Regulations.

Should you fail to achieve all competency based Standards of Proficiency in the practice setting, these standards must be re-addressed in the following unit and must be attained at each progression point of the programme. It should be noted that all Standards of Proficiency must be achieved in the unit preceding the progression point (Unit 1). Credit from an earlier unit is non-transferable as it is expected that you will maintain a steady progression and demonstrate the competencies within each speciality.

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SECTION 2.4

PROGRAMME REQUIREMENTS

2.4.1 Mandatory Sessions

2.4.2 Attendance

2.4.3 Night Duty/24 Hour Care Experience

2.4.4 Portfolio

o Clinical Skills Passport

o EU Requirements

2.4.5 Formative Tests

o Numeracy

2.4.6 UKCC Declaration of Good Health and Good

Character

2.4.7 Police Cautions and Criminal Convictions

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2.4 PROGRAMME REQUIREMENTS

Programme requirements are those things that you must do satisfactorily to show that you are applying yourself to the programme and which, if not done, may be taken as evidence that you should be excluded from the programme. Failure to complete all programme requirements before the end of the programme may require you to extend your programme of study in order to complete them before registration with the Nursing and Midwifery Council.

Your academic and practical performance and progress will be continuously monitored and assessed throughout the programme by a variety of methods including examinations, assignments and practical assessments.

Guidelines on the presentation of assignments, including the essential skill of referencing’ your work are included in this Programme Handbook (Appendix 11, and Appendix 15).

2.4.1 MANDATORY SESSIONS

Certain taught sessions/directed work in the programme are classed as “mandatory”. The nature of these sessions/directed work are such that they require recorded evidence of your attendance/completion. You must attend/complete all mandatory sessions/directed work. Some mandatory sessions and annual updates must be attended before you go into clinical practice. Failure to do so may delay you attending the practice placement. Attendance at sessions in the clinical area does not constitute recordable attendance as recognised by the School of Nursing and Midwifery.

To fulfil our legal obligations it is essential that student attendance at mandatory sessions is monitored and that a clear audit trail is evident. (Refer to Appendix 16 pg 101)

2.4.2 ATTENDANCE

The Nursing and Midwifery Council clearly identify the number of hours in practice and theory that students are required to attend to be able to complete the programme of study and register with the NMC. The University also has standards in relation to attendance that need to be met if students are to remain on University programmes. All absences will also be considered by future employers (this includes time which has been made up, as it is not possible to erase any absences from a student’s record).

You are required to sign an attendance register when attending your Academic base. If you do not sign the register and no sickness report has been received you will be marked absent. Your group secretary monitors registers daily. Random auditing of registers will take place. Any student found to have fraudulently claimed attendance will be subject to disciplinary action.

The school are required to report on attendance to a number of different organisations.

Any excess time lost during the programme will need to be made up. If the amount of time is not too great, these excess days can be made up in annual leave or during free time (upon negotiation with the Student Placement Department). However, it may be necessary to be back grouped to another cohort if too much time is missed. You will not be allowed to complete your training unless you have made all excess days up. It is essential that we keep a record of your attendance on the programme. Any time taken off from the programme will

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be calculated and will need to be made up. Depending on what you have missed during the time off will determine what needs to be done to make the time up.

If you miss the whole or a substantial part of a placement which is an NMC or programme requirement, then arrangements will need to be made for you to repeat this placement.

If you miss the whole/substantial part of a placement, where you are unable to successfully complete your standards of proficiency, and you are at the end of a Part within your programme, then you will need to be back grouped in order for you to successfully complete the placement and achieve the required standards of proficiency prior to progressing to the next Part on your programme.

If you miss a substantial part of any theory or practice element within your programme, and this time cannot be made up prior to integrating back to your existing cohort, then you will need to be back grouped into another intake.

MAKING UP EXCESS ABSENCEAbsence* which does not exceed 24 days over the two years of the programme will not need to be made up. Any time over and above this will be recorded as excess absence and needs to be made up before completion of the programme. (Excess absence needs to be made up from where the time was lost – i.e. time lost from practice needs to be made up on placement etc.).

*Absence (in the context of this paper) includes – Sick Leave Authorised Absence Unauthorised Absence Compassionate Leave

The specific type of absence will be recorded on the student’s record. (Refer to Appendix 18 pg 104)

2.4.3 NIGHT DUTY EXPERIENCE

The Nursing and Midwifery Council require students to experience 24 hour care. As part of clinical practice experience, all students are required to undertake a period of night duty. Adult Branch students are required to undertake and record a minimum of 3 weeks night duty. This must be arranged locally with the personnel of the Clinical Placement being fully informed and in control of arrangements. It usually involves you ‘working’ the same shifts as a regular mentor during a period of ‘internal rotation’ shift working. Optimally each student will undertake night duty at the same time as their mentors. The required amount may be taken as a single spell or cumulatively acquired in smaller amounts.Please remember that if you chose community as your last placement there may be no opportunity to undertake night duty.

It is recognised that night duty shift patterns vary across and between placement provider organisations. Consequently 37.5 hours equates to 1 week of night duty. Wherever possible full shifts rather than part shifts should be undertaken.

You will need to negotiate arrangements locally with the managers of the clinical placement or their representatives. Link Teachers liaise, if necessary, with clinical staff, placement managers and students and assist with interpretation of this requirement to ensure that local conditions are taken into account and suitable arrangements are made.

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You will be required to keep a record of the time that you have spent on night duty. The record, which is a simple list of dates and times, must be made on the form in your Assessment of Practice Record and each entry must be signed and dated by an appropriate member of clinical staff or a link teacher.

Records will be maintained for each student and as with other programme requirements, if the correct amount of time is not accumulated you will be deemed to have not completed the programme. This may necessitate extending the programme in order that the requirements for night duty are met. This extended period of time may not be supported by bursary. Any individual variation to the above will need the agreement of the Personal Teacher and Programme Leader.

2.4.4 PORTFOLIO

As part of your personal development you are required to keep a portfolio of learning; this is a compulsory component of your programme. You will receive a portfolio when you commence the programme. The portfolio is an opportunity for you to collect evidence demonstrating the knowledge, skills and attitudes required to be a registered nurse. The clinical skills passport will be included in the portfolio for you to record the development of your clinical skills as you progress through each of the Units. You are also required to demonstrate successful attainment of the professional behaviours expected of a professional nurse; these form part of your assessment of practice document and will be discussed both in your practice review meeting with your mentor and also at the end of Unit review meeting with your personal tutor. The detailed inventory is provided for you to cross reference against when you are reflecting on your progress and development. Additionally, you are required to record evidence of your experiences in Mental Health, Learning Disability, Child and Mother and Child Nursing to meet EU requirements. You will be provided with information regarding the collection of this evidence in Unit 1 (Appendix 17).

2.4.5 FORMATIVE TESTS

Throughout the programme you will be required to complete formative tests to assess your level of ability in certain skills/subjects. For example, you will be required to complete numeracy tests based on drug calculations, in every Unit of learning. These tests will help you to identify your strengths and weaknesses, allowing you to direct your own learning.

2.4.6 NMC DECLARATION OF GOOD HEALTH AND GOOD CHARACTER

All practicing nurses are required to Register with the Nursing and Midwifery Council (NMC). Upon successful completion of this programme you will be able to apply for entry to the Register. For your application to be successful the NMC must receive from the School an affirmative written declaration to support the Registration. This is a document signed by a designated party on behalf of the School to indicate that you are a suitable candidate for entry to the Register of Nurses. You will be required to complete a declaration on a yearly basis; this annual update will be administered through the Programme secretary.

The ‘Declaration’ is required in addition to evidence that you have completed the required amount of time, all programme requirements and passed the summative assessments.

Under normal circumstances the Declaration will be signed by the Programme Leader and in instances where that person has reservations the final decision on signing will be made by the Dean. It is important to note that NMC legislation does not provide a facility for you to challenge this decision by resorting to the NMC.

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To enable the School to discharge its responsibilities in this respect your conduct will be judged against that required of a Registered Nurse by the NMC and as stated in the NMC Code of Professional Conduct (NMC 2004). A copy of the Code and other guidance papers will be given to you early in the programme and they will be discussed during appropriate teaching sessions.

2.4.7 CAUTIONS AND CRIMINAL CONVICTIONS

On your application form and at interview you were asked to declare any criminal convictions. You are required to sign again on an annual basis in order to register with the University. You will also be required to sign a statement upon completion at the University indicating that you have not received a police conviction or caution during the course. If at any time during the programme you receive a police caution, criminal conviction or are bound over, you must inform the Programme Leader immediately. The nature of the offence will determine the action taken. Failure to inform the Programme Leader of cautions and criminal convictions may lead to disciplinary action.

2.4.8. SOCIAL NETWORKING SITES

The NMC provides guidance on the use of social networking sites. This can be found at nmc.org.uk You are advised to familiarise yourself with this

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SECTION 3

STUDENT SUPPORTAND

INFORMATION

3.1 Student Support and Information

3.2 Your Role as a Student

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SECTION 3

STUDENT SUPPORT

3.1.1 Personal Teacher Support

3.1.2 Clinical Staff

3.1.3 Student Placement Office

3.1.4 Supporting Each Other

3.1.5 Union of Students/Facilities

3.1.6 Student Representation

3.1.7 NHS Health Sector Trade Unions

3.1.8 Library Services

3.1.9 Special Learning Needs

o Disabled Student Allowance

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3.1 STUDENT SUPPORT

The Director, the Programme Leader, the teaching team and clinical staff will all be supporting you as you progress through the programme (Refer to supplementary document). The following therefore, identifies some specific roles/facilities, which you will undoubtedly access and utilise during the next two years.

3.1.1 PERSONAL TEACHER SUPPORT

The personal teacher has a particular responsibility to provide individual support to a number of designated students (see University Student Charter). They will work with you to identify your learning needs, guide you through the programme, monitor your progress and maintain relevant records (please refer to the Personal Tutor Standard – Appendix 20 pg 108).

3.1.2 CLINICAL STAFF

Whilst on clinical placement you will be allocated and supported by a named mentor. The mentor is responsible for assessment of your practice and signs to verify that you have met the necessary standards of proficiency for the unit. Mentors have undergone a period of training in assessment and are qualified nurse practitioners. This arrangement is designed to enable you to develop a learning partnership with a qualified nurse who will assist you to meet your learning objectives and ensure that your progress is assessed and appropriate records compiled and necessary personnel informed.

The opportunity to undertake case management in Units 3 and 4 of the Programme will be supported by a Clinical Lead (Senior Nurse) who will supervise and monitor your progress in this area (Appendix 1).

3.1.3 STUDENT PLACEMENT OFFICE

The Student Placement Office, located at Hallam University, is responsible for allocating students to clinical and non-clinical placements and maintaining related statutory records. Detailed allocation schedules for each student are produced. These schedules are known as ‘Change Lists/Student Information Lists’ and are issued at least five weeks before a placement is due to commence and displayed on the notice board within the School.

3.1.4 SUPPORTING EACH OTHER

It is expected that students will frequently work and learn together. Not only will transferable team-building and leadership skills be developed in this way but also students can give one another valuable support.

Given the nature of learning to be a nurse this peer support is invaluable. The informal sharing of feelings, information and ideas can be especially helpful when you are facing the inevitable; but hopefully rare, big challenges thrown up by working with people in stressful situations.

3.1.5 UNION OF STUDENTS

The Union of Students in Sheffield is widely regarded as being one of the best, if not the best, and most modern Student Union in the country. It offers a great range of opportunities for you to widen your experiences as a student beyond just your academic programme.

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There are dozens of different societies and sports clubs catering for a range of tastes and interests.

The Union also provides support for students through facilities like the Student Advice Centre, a professional service providing specialist advice on issues like housing, academic problems, finances and immigration.

The Union has a vibrant social life. There is an eclectic range of club nights, gigs and events ongoing all year round, as well as food outlets and bars catering for different types and tastes of students. It is an organisation actually run by hundreds of students like you who are elected onto a range of committees, which offer students enormous scope to become personally involved. A variety of things may influence your ability to study. Some may be outside the remit of academic and administrative staff or appear to be so. On these occasions you are advised to contact the Student Adviser at the Student Advice Centre, Union of Students.

Students that would like help in the following areas should contact the Finance and Nursing and Midwifery Advisers. They are based in the Student Advice Centre in the Union. Students can contact the Advice Centre on (0114) 2228660 to make an appointment for: academic (reviews, appeals), finance (funding, hardship, benefits, debt, disability, council tax and some employment issues). Students who have problems in the following areas may also seek support from the Student Advice Centre, although complex cases may need to be referred to another adviser: housing (contracts, repairs, eviction, university accommodation), international students (immigration, asylum, leave to remain, public funds), harassment. This is not a definitive list - other welfare issues can also be referred to the Student Advice Centre.

Students also have access to the confidential Counselling Service provided by Sheffield University. The service is based at 36 Wilkinson Street, Sheffield S10 2GB, Tel: (0114) 222 4134, Fax: (0114) 222 4190.

3.1.6 STUDENT REPRESENTATION

Every group of students is invited to elect 1 or 2 of their peers to act as their representatives on a range of issues related to the programme.

Group representatives get together to discuss matters of common interest, share information, assist each other and meet with other people involved with the programme to ensure that the student’s perspective and view are considered. Student representatives sit on a range of key committees and provide valuable input to the development, progress and evaluation of the programme. Your participation is actively encouraged and your co-operation in making it work will be both welcomed and valued.

Students who require information on becoming student representatives or on the student representative process, or who would like to become involved in Union events or activities should contact the Students Union.

3.1.7 NHS – HEALTH SECTOR TRADE UNIONS

Some students choose to join one of these bodies. They have particular knowledge of clinical situations, which may supplement that of the Student Union. Local site notice boards carry contact details.

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3.1.8 LIBRARY SERVICES

As a student on this course you will have full access to the University of Sheffield Library. During your period of study at the University you will need to use the libraries extensively particularly the Health Sciences Library. There are three branch libraries that serve the School of Nursing and Midwifery; the Main Library, the Royal Hallamshire Hospital and the Northern General Hospital. The University Library offers a full range of services including borrowing, study places, interlibrary loans, photocopying, an enquiry service, user guidance and access to the campus network from within the Library. Stand-alone multi-media machines and audio-visual facilities are also available.

To borrow from the library you need to have a valid University Card (UCard). An introductory tour of the library serving your teaching site will be arranged early in the course. Library staff will then explain how you can make the best use of the resources available. A selection of guides to the Library with information about opening times, loan periods, contact people etc. is given to each student attending an introduction or may be obtained by asking at any of the Enquiry Desks.

Students of the School of Nursing and Midwifery are also entitled to use the library facilities at one of the SHA hospital sites while on placement, in residence or working there. All students are ‘contracted’ to a particular NHS Trust and if you are contracted to Barnsley, Bassetlaw, Doncaster or Rotherham you are entitled to use the library at that hospital. The range of services available varies from site to site, but in general includes book issue and return, self-service photocopier and information retrieval facilities including databases on CD-ROM and the World Wide Web. All sites are staffed by professionally, qualified librarians.

You will be given recommended reading lists throughout your course to help you with your studies. These are also made available on STAR, the library catalogue.

Phone numbers and addresses for the various libraries are included in Appendix 21 pg 110.

3.1.9 SPECIAL LEARNING NEEDS

If you have any special learning needs you should inform your Personal Tutor as soon as possible, who will explain more about the University Policy on special student needs and the University Counselling Service. It is important that you give attention to this at the start of the programme or as soon as possible if such needs arise after starting. If at any time your personal teacher advises you to seek professional help regarding your learning it is expected that you will respond appropriately to their advice.

DISABLED STUDENT ALLOWANCEA disabled student’s allowance is available for Nursing and Midwifery students undertaking pre-registration training. The allowance is administered by the NHS Student Grant Unit. Guidance on how to apply for the allowance can be found at Appendix 22 pg 112.

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SECTION 3.2

YOUR ROLE AS A

STUDENT

3.2.1 Approach to learning

3.2.2 Confidentiality

3.2.3 Reporting Sickness/Absence

3.2.4 Pregnancy

3.2.5 Annual Leave

3.2.6 NHS Bursary

3.2.7 General Information

o Council Tax

o Housing/Accommodation charges

o References

o Loans

o Car Parking Permits

o Personal Details

3.2.8 Health/Staying Fit

o Personal Safety/Security

3.2.9 Careers Advice/Support

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3.2.1 APPROACH TO LEARNING

You will be encouraged and expected to take responsibility for your own learning within a teacher: student partnership.

The School has a student-centred approach to teaching and learning. Our belief in the need for the student to be independent is central. The teacher acts as a facilitator of learning rather than an instructor.

3.2.2 CONFIDENTIALITY

This is a matter of great concern for all those engaged in health care. During your studies, especially on your placements, you must respect the confidentiality of all the information that you acquire. Your teachers and supervisors will give you specific guidance on dealing with confidentiality and your obligations in relation to it, at various points during the programme. The general principle to be applied in the early stages of the programme is: “share information only with those it belongs to and those authorised to have it” - and if in any doubt ask a teacher or designated nurse mentor for advice before sharing.

The School maintains manual and computerized records of your progress that contain information personal to you. These records are kept in a secure state and can only be accessed by authorized personnel. You have the right to view your personal records under the Data Protection Act (1998) and in accordance with University regulations.

3.2.3 REPORTING OF SICKNESS/ABSENCE

If you are unable to attend lectures/placements because of sickness you should ring and inform both your academic base and your clinical placement area before 10 am. If you are not on placement during the period of sickness you only need ring your academic base.

PLEASE INFORM:

Andrea Lowery0114 [email protected] Andrea is on annual leave she will have left a voicemail informing you who you should contact.When you ring:

Please state clearly your name, cohort, and registration number for exampleJane Anor Sept 2001 Cohort 990162354

When your period of sickness ends you should also inform your academic base and your clinical base.

When you are next due in school you are required to complete the appropriate documentation.

1. For sickness up to and including 7 days a Special Circumstances Form (self certification)

2. For sickness exceeding 7 days the Special Circumstances Form must be supported with GP certification.

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The completion of these forms is a University requirement. Supplies of these forms are available on each academic site. Prolonged periods of absence may result in your Bursary payment being stopped.

Copies of the sickness/Absence Procedures for students of the University of Sheffield can be found on the general student notice board.

3.2.4 PREGNANCY

If you become pregnant during the programme, you must inform your Personal Teacher as soon as possible so that guidance may be given and to allow for adjustment of your Plan of Training. This is very important as certain clinical environments involve a high risk of exposure to anaesthetic gasses, ionising radiation and extreme physical exertion. Alternative arrangements will be offered in accordance with the prevailing policies, practices and regulations related to leave associated with childbirth.The school do need to inform the placement department at Sheffield Hallam University if a student is pregnant and risk assessment is undertaken in the clinical area.

3.2.5 ANNUAL LEAVE

Annual leave periods are identified on your Plan of Training. It is not possible to support individual leave arrangements for all students. Annual leave will only be changed in exceptional circumstances. Students are requested to submit any requests to change annual leave to the Programme Leader before initiating holiday arrangements, or as soon as possible.

3.2.6 NHS BURSARY

Prior to programme commencement you will receive bursary information from the Student Grants Unit. Student Nurses and Midwives are not eligible for student loans as you receive a non-means tested bursary.

Your first bursary payment will be made by cheque. The initial payment will be for two months worth of bursary. This cheque will be forwarded to the Finance Department at the University of Sheffield approximately 10 working days after your programme commencement. This first payment will include your Book Allowance. However, delays to the initial cheque sometimes occur, therefore, please ensure you have enough money to fund yourself for two months, upon commencement of the programme.

The Payments Office will collect the cheques from Finance, and sort them into theory base order. Students based at Winter Street will be informed when the cheques are ready for collection from the Payments Office. You must take your UCard as proof of identity, when collecting your cheque. For students based on other sites, the Payments Office will send the cheques to site by first class post. Once they have arrived, you will be notified when they will be available for collection. Your UCard will be required as proof of identity. Future payments will be made by Bank Automated Credit (Bacs) direct to your bank account beginning in the third month of training, and this payment will be made on the third Friday on each month.

Students claiming additional allowances (i.e. dependant’s allowances) will have their bursary re-assessed each year. You will be sent an application form from the Grants Unit 4 months before the end of your first and second year of training, and this must be completed and returned as soon as possible in order to ensure you do not lose any additional allowances to which you are entitled.

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If you have any queries regarding your bursary or travel expenses claim, you must contact: -

The NHS Students Grants UnitHesketh House200-220 BroadwayFLEETWOODFY7 8SSTelephone: 0845 358 6655Fax: 01253 774490E-mail: [email protected]

3.2.7 GENERAL INFORMATION

COUNCIL TAXIf you require a council tax certificate contact the Student Services Information Desk. You can request a council tax certificate on-line using the University Web pages. The address is: www.shef.ac.uk/ssid/forms/

The completed forms will be available for collection from the Student Services Information Desk, Firth Court, Sheffield one week after the date of application, upon presentation of a valid U card.

HOUSING/ACCOMMODATION CHARGES Local arrangements will be made regarding accommodation charges within University accommodation or Nurses’ Homes. Students are advised to contact the relevant Nurses Home or University Housing Department (if you are residing in university accommodation) should you require further information.

(These charges will NOT be deducted from Bursary payments)

REFERENCESAny references for mortgages or benefits agencies, where confirmation of the amount of your bursary payment is required must be forwarded to the Student Grants Unit for completion.

LOANSForms are available on site for students to apply for short-term loans. Completed forms should be sent to the Student Services department at Firth Court for approval.

CAR PARKING PERMITSYou will be able to apply for a car-parking permit. Due to the limited availability of Category B permits it is not guaranteed that your application for a permit will be successful. A charge is made for B permits. An invoice will be issued when notification of successful application is sent to you. Student parking permits have to be paid by the full yearly amount (pro-rata of application date – the next session starts on 1 September 2010).

Category C car parking is Pay and Display only. A Category C permit is required to be displayed, no restrictions on permit issue, holders pay per visit using the ticket machines.

Sheffield students can collect their permits from the Department of Estates, 45 Victoria Street, Sheffield.

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http://www.shef.ac.uk/ssid/forms/


PERSONAL DETAILSYou MUST inform the School of Nursing and Midwifery (the Group Secretary at your theory base), AND the Student Grants Unit of any changes to your personal details, including change of name or address.

3.2.8 HEALTH/STAYING FIT

The programme is a demanding one both mentally and physically. For these and other reasons it is wise to take action to ensure that you remain fit and healthy.

Moreover, the programme itself contains consistent emphasis on the positive promotion of good health, and increasingly nurses, midwives and other health professionals are expected to be suitable role models for patients, clients and others.

You are required to register with the University Student Health Service or a local doctor and dentist as soon as possible. The University Student Health Service and the NHS Occupational Health services at your Clinical Placement site may be able to direct you to convenient local practices.

The University operates a Student Health Service and there are links at each School site with local NHS Occupational Health departments. The aims of these services include:

To protect personnel from the adverse effects on health of work and study related activity To promote positive health attitudes and lifestyle To encourage preservation of health and well-being in social, work and study contexts.

The work of these services includes health screening, health assessment after illness or injury, vaccination programmes. They also offer counselling services and advice on safe working practice, the work and study environment, occupational hygiene and accident prevention.

A large and growing number of accessible fitness, sport and recreation services are offered by the University and various NHS units. These include swimming, aerobics, weight-training and most regular sports. You will be offered opportunities to join the various sports clubs at the University.

INFECTIOUS DISEASES – general adviceDuring your programme you will encounter situations where there is a significantly increased risk of exposure to infectious diseases. It is critical that you learn the implications of this for your health and the potential consequences for your studies.

Further information and guidance on this subject will have been given in pre-programme information and may be obtained at any time from the health services mentioned above. Any requests from Occupational Health to attend appointments should be adhered to.

When allocated to practical placements it is vital that you are familiar with and understand the particular local infection control requirements in order to protect yourself and others. Your mentor will give you practical advice on this matter, as will the local guidance documents related to that particular placement.

HIV/AIDS AND SEXUAL HEALTH The increase in HIV/AIDS and sexually transmitted diseases has become a major concern for society in general and health care personnel in particular. In line with the policies of the Department of Health and the NMC, the School aims to treat any HIV infected student or

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staff member with sensitivity and achieve a balance in providing a supportive environment for them, whilst protecting patients and clients from risk of infection.

The Departments of Genito-Urinary Medicine in each major hospital offer confidential guidance and advice on all matters concerning HIV/AIDS and sexually transmitted diseases.

HEPATITIS BAll health care workers should be aware of the hazards associated with the Hepatitis B virus and the benefits of being immunized against it. You are required to undergo an appropriate immunisation programme prior to commencement of the programme.

NO SMOKING POLICYAll National Health Service, University and School premises are designated no smoking areas. No Smoking notices must be observed at all times. Assistance with stopping smoking is available from the health services mentioned above.

HEALTH AND SAFETY AT WORKAll staff are required under the Health and Safety at Work Act to report hazards of which they become aware. You should report these to the Locality Co-coordinator when in the School and to your mentor or the facility management during a practical placement.

All accidents occurring on NHS, School or practical placement premises of any kind must be reported to Departmental Health and Safety Officer (your Group Secretary will tell you who this is) and the relevant documentation completed. Failure to report an accident promptly may affect any subsequent claim you may have.

3.2.8 PERSONAL SAFETY AND SECURITY

On many occasions during your time on the programme you will be faced with situations in which risks to your personal safety will be increased. Those in direct connection with the programme may include travelling to and from placements and places of residence at unusual times of day or night when shifts start or finish. Specific guidance in relation to this matter will be offered early in the programme, but it is essential that from the outset you recognize your responsibility for your own personal safety and take appropriate measures.

For practical advice about Personal Safety and Security, refer to the ‘Student Survival Guide’ pamphlet. You are advised not to take large sums of money or valuable possessions into School or practice placement premises.

Losses should be reported to a member of the School staff, or if on a practice placement to the local security personnel. The School does not accept liability for any loss of or damage to any personal property.

3.2.9 CAREERS ADVICE/SUPPORT

As members of the University of Sheffield, students in the School of Nursing and Midwifery have access to the full range of support offered by the university Careers Service, which is based on the main university campus on the corner of Glossop Road and Durham Road, next to the Students' Union: 388 Glossop Road, Sheffield S10 2JA ,Tel: 0114 222 0910.

The range of help offered includes.

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Access to a range of careers information e.g. on occupations, employers, postgraduate study, career management skills in the Careers Service Information Room, as well as careers reference section in the Health Sciences Library at Humphry Davy House.

Take away leaflets on a variety of issues including career planning, making applications, job search, interview preparation.

The Careers Service website ‘Directions’ http://www.shef.ac.uk/careers provides a range of general information students. ‘Nursing Directions’ contains specialist information for nurses and midwives.http://www.shef.ac.uk/careers/students/worktypes/nursing/

Individual advice, guidance and support as appropriate to students. This might be to discuss future career plans in more detail, for help in preparing for job interviews or to offer assistance to students who have specific concerns e.g. programme change queries, the impact of a disability/health problem on future employment. Appointments can be arranged to take place in Sheffield or on the Manvers campus.

Access to a range of career planning programmes such as Prospects Planner, available through all networked computers across the University and employer videos.

Careers Service events and workshops, as well as employer presentations (full information is available from the ‘events’ section of ‘Directions’.http://www.shef.ac.uk/careers/events

WHERE DO I GO FROM HERE

For those of you who successfully complete the Post Graduate Pre-registration Diploma Programme there are opportunities for you to continue your studies to achieve a MMedSci in Nursing Studies. This separate ‘top up’ programme is already run within the School to accommodate earlier students. The ‘top up’ comprises a research skills unit and a research dissertation. Successful completion of both units attracts 60 credits at M level and the award of the MMedSci in Nursing Studies. To access the programme you must have a minimum of 6 month post registration experience and must be practising throughout the duration of the programme to enable the integration of theory to practice. You have 3 years after registration to access the ‘top up’ programme.

A FINAL WORD

Nursing is very important business. The Government, the School, the University and the national bodies governing the profession, view nurse education as a serious matter. As a consequence there are many statutory and non-statutory regulations, which make obligations upon the School, and its members – both students and staff.

This Student Programme Handbook contains only a summary of those obligations, which are themselves subject to change periodically. Up to date information on specific regulations is held by the School managers and the Programme Leader. You are advised that it may be necessary to request access to such information on occasions.

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http://www.shef.ac.uk/careers/events

http://www.shef.ac.uk/careers/students/worktypes/nursing/

http://www.shef.ac.uk/careers


APPENDICES

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University of SheffieldSchool of Nursing and Midwifery APPENDIX 1

Pre-Registration Post Graduate Diploma in Nursing (Adult)Patient Journey/Care Pathway Documentation/Tracer

CONTEXT OF CAREe.g. Primary Care

Secondary CareTertiary Care

Patient Profile

Date/ Time Assessment Care Plan/Goals

ReferralIntervention/Treatment Outcomes

Professional Agency Depart- ment

Student: Date:

Clinical Lead: Date:

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University of SheffieldSchool of Nursing and Midwifery APPENDIX 2

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University of SheffieldSchool of Nursing & Midwifery

APPENDIX 3

NMC Standards of Proficiency for Entry to the RegisterNMC 2004

Domain Outcomes to be achieved for entry to the branch programme

Standards of proficiency for entry to the register

Professional and Ethical PracticeManage oneself, one’s practice, and that of others, in accordance with The NMC code of professional conduct: standards for conduct, performance and ethics, recognising one’s own abilities and limitations

Professional and Ethical Practice

Discuss in an informed manner the implications of professional regulation for nursing practice.o Demonstrate a basic knowledge of

professional regulation and self-regulationo Recognise and acknowledge the limitations

of one’s own abilitieso Recognise situations that require referral to

a registered practitioner

Demonstrate an awareness of the NMC code of professional conduct: standards for conduct, performance and ethicso Commit to the principle that the primary

purpose of the registered nurse is to protect and serve society

o Accept responsibility for one’s own actions and decisions

o Practice in accordance with The NMC code of professional conduct: standards for conduct performance and ethics

o Use professional standards of practice to self-assess performance

o Consult with a registered nurse when nursing care requires expertise beyond one’s own scope of competence

o Consult other health care professionals when individual or group needs fall outside the scope of nursing practice

o Identify unsafe practice and respond appropriately to ensure a safe outcome

o Manage the delivery of care services within the sphere of one’s own accountability

Professional and Ethical PracticePractice in accordance with an ethical and legal framework which ensures the primacy of patient and client interest and well-being and respects confidentialityProfessional andEthical Practice

Demonstrate an awareness of, and apply ethical principles to nursing practice.o Demonstrate respect for patient and client

confidentialityo Identify ethical issues in day to day practiceDemonstrate an awareness of legislation relevant to nursing practice.o Identify key issues in relevant legislation

relating to mental health, children, data protection, manual handling and health and safety, etc.

o Demonstrate knowledge of legislation and health and social policy relevant to nursing practice

o Ensure confidentiality and security of written and verbal information acquired in a professional capacity

o Demonstrate knowledge of contemporary ethical issues and their impact on nursing and health care

o Manage the complexities arising from ethical and legal dilemmas

o Act appropriately when seeking access to caring for patients and clients in their own homes

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APPENDIX 3

Professional and Ethical PracticePractice in a fair and anti-discriminatory way, acknowledging the differences in beliefs and cultural practices of individuals or groups.Professional and Ethical Practice

Demonstrate the importance of promoting equity in patient and client care by contributing to nursing care in a fair and anti-discriminatory way.o Demonstrate fairness and sensitivity when

responding to patients, clients and groups from diverse circumstances

o Recognise the needs of patients and clients whose lives are affected by disability, however, manifest

o Maintain, support and acknowledge the rights of individuals or groups in the health care setting

o Act to ensure that the rights of individuals and groups are not compromised

o Respect the values, customs and beliefs of individuals and groups

o Provide care which demonstrates sensitivity to the diversity of patients and clients

Care DeliveryEngage in, develop and disengage from therapeutic relationships through the use of appropriate communication and interpersonal skills.Care Delivery Demonstrate methods of, barriers to, and the

boundaries of, effective communication and interpersonal relationships.o Recognise the effect of one’s own values on

interactions with patients and clients and their carers, families and friends

o Utilise appropriate communication skills with patients and clients

o Acknowledge the boundaries of a professional caring relationship

Demonstrate sensitivity when interacting with and providing information to patients and clients

o Utilise a range of effective and appropriate communication and engagement skills

o Maintain and, where appropriate, disengage from professional caring relationships that focus on meeting the patient’s or client’s needs within professional therapeutic boundaries

Care DeliveryCreate and utilise opportunities to promote the health and well-being of patients, clients and groupsCare Delivery Contribute to enhancing the health and social

well-being of patients and clients by understanding how, under the supervision of a registered practitioner.o Contribute to the assessment of health needso Identify opportunities for health promotiono Identify networks of health and social care

services

o Consult with patients, clients and groups to identify their need and desire for health promotion advice

o Provide relevant and current health information to patients, clients and groups in a form which facilitates their understanding and acknowledges choice/individual preference

o Provide support and education in the development and/or maintenance of independent living skills

o Seek specialist/expert advice as appropriate

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APPENDIX 3

Care DeliveryUndertake and document a comprehensive, systematic and accurate nursing assessment of the physical, psychological, social and spiritual needs of patients, clients and communitiesCare Delivery Contribute to the development and documentation

of nursing assessments by participating in comprehensive and systematic nursing assessment of the physical, psychological, social and spiritual needs of patients and clientso Be aware of assessment strategies to guide

the collection of data for assessing patients and clients and use assessment tools under guidance

o Discuss the prioritisation of care needso Be aware of the need to reassess patients and

clients as to their needs for nursing care

o Select valid and reliable assessment tools for the required purpose

o Systematically collect data regarding the health and functional status of individuals, clients and communities through appropriate interaction, observation and measurement

o Analyse and interpret data accurately to inform nursing care and take appropriate action

Care DeliveryFormulate and document a plan of nursing care, where possible, in partnership with patients, clients, their carers and family and friends, within a framework of informed consentCare Delivery Contribute to the planning of nursing care,

involving patients and clients and, where possible, their carers; demonstrating an understanding of helping patients and clients to make informed decisionso Identify care needs based on the assessment

of a patient or cliento Participate in the negotiation and agreement

of the care plan with the patient or client and with their carer, family or friends, as appropriate, under the supervision of a registered nurse

o Inform patients and clients about intended nursing actions, respecting their right to participate in decisions about their care

o Establish priorities for care based on individual or group needs

o Develop and document a care plan to achieve optimal health, habilitation, and rehabilitation based on assessment and current nursing knowledge

o Identify expected outcomes, including a time frame for achievement and/or review in consultation with patients, clients, their carers and family and friends and with members of the health and social care team

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APPENDIX 3

Care DeliveryBased on the best available evidence, apply knowledge and an appropriate repertoire of skills indicative of safe and effective nursing practiceCare Delivery Contribute to the implementation of a programme

of nursing care, designed and supervised by registered practitionerso Undertake activities that are consistent with

the care plan and within the limits of one’s own abilities

Demonstrate evidence of a developing knowledge base which underpins safe and effective nursing practice

o Access and discuss research and other evidence in nursing and related disciplines

o Identify examples of the use of evidence in planned nursing interventions

Demonstrate a range of essential nursing skills, under the supervision of a registered nurse to meet individuals’ needs, which include:Maintaining dignity, privacy and confidentiality; effective communication and observational skills, including listening and taking physiological measurements; safety and health, including moving and handling and infection control; essential first aid and emergency procedures; administration of medicines; emotional, physical and personal care, including meeting the need for comfort, nutrition and personal hygiene

o Ensure that current research findings and other evidence are incorporated in practice

o Identify relevant changes in practice or new information and disseminate it to colleagues

o Contribute to the application of a range of interventions which support and optimise the health and well-being of patients and clients

o Demonstrate the safe application of the skills required to meet the needs of patients and clients within the current sphere of practice

o Identify and respond to patients and clients’ continuing learning and care needs

o Engage with, and evaluate, the evidence base that underpins safe nursing practice

Care DeliveryProvide a rationale for the nursing care delivered which takes account of social, cultural, spiritual, legal, political and economic influencesCare Delivery o Identify, collect and evaluate

information to justify the effective utilisation of resources to achieve planned outcomes of nursing care

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APPENDIX 3

Care DeliveryEvaluate and document the outcomes of nursing and other interventionsCare Delivery Contribute to the evaluation of the

appropriateness of nursing care deliveredo Demonstrate an awareness of the need to

assess regularly a patient’s or client’s response to nursing interventions

o Provide for a supervising registered practitioner, evaluate commentary and information on nursing care based on personal observations and actions

o Contribute to the documentation of the outcomes of nursing interventions

o Collaborate with patients and clients and when appropriate, additional carers to review and monitor the progress of individuals or groups towards planned outcomes

o Analysed and revise expected outcomes, nursing interventions and priorities in accordance with changes in the individual’s condition, needs or circumstances

Care DeliveryDemonstrate sound clinical judgement across a range of differing professional and care delivery contextsCare Delivery Recognise situations in which agreed plans of

nursing care no longer appear appropriate and refer these to an appropriate accountable practitionero Demonstrate the ability to discuss and accept

care decisionso Accurately record observations made and

communicate these to the relevant members of the health and social care team

o Use evidence based knowledge from nursing and related disciplines to select and individualise nursing interventions

o Demonstrate the ability to transfer skills and knowledge to a variety of circumstances and settings

o Recognise the need for adaptation and adapt nursing practice to meet varying and unpredictable circumstances

o Ensure that practice does not compromise the nurse’s duty of care to individuals or the safety of the public

Care ManagementContribute to public protection by creating and maintaining a safe environment of care through the use of quality assurance and risk management strategiesCare Management Contribute to the identification of actual and

potential risks to patients, clients and their carers, to oneself and to others, and participate in measures to promote and ensure health and safetyo Understand and implement health and safety

principles and policieso Recognise and report situations that are

potentially unsafe for patients, clients, oneself and others

o Apply relevant principles to ensure the safe administration of therapeutic substances

o Use appropriate risk assessment tools to identify actual and potential risks

o Identify environmental hazards and eliminate and/or prevent where possible

o Communicate safety concerns to a relevant authority

o Manage risk to provide care which best meets the needs and interests of patients, clients and the public

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APPENDIX 3

Care ManagementDemonstrate knowledge of effective inter-professional working practices which respect and utilise the contributions of members of the health and social care team

Care Management Demonstrate an understanding of the role of others by participating in inter-professional working practiceo Identify the roles of the members of the health

and social care teamo Work within the health and social care team to

maintain and enhance integrated care

o Establish and maintain collaborative working relationships with members of the health and social care team and others

o Participate with members of the health and social care team in decision-making concerning patients and clients

o Review and evaluate care with members of the health and social care team and others

Care ManagementDelegate duties to others, as appropriate, ensuring that they are supervised and monitoredCare Management o Take into account the role and

competence of staff when delegating work

o Maintain one’s own accountability and responsibility when delegating aspects of care to others

o Demonstrate the ability to co-ordinate the delivery of nursing and health care

Care ManagementDemonstrate key skillsCare Management Demonstrate literacy, numeracy and computer

skills needed to record, enter, store, retrieve and organise data essential for care delivery

o Literacy – interpret and present information in a comprehensible manner

o Numeracy – accurately interpret numerical data and their significance for the safe delivery of care

o Information technology and management – interpret and utilise data and technology, taking account of legal, ethical and safety considerations, in the delivery and enhancement of care

o Problem-solving – demonstrate sound clinical decision-making which can be justified even when made on the basis of limited information

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APPENDIX 3

Personal and Professional DevelopmentDemonstrate a commitment to the need for continuing professional development and personal supervision activities in order to enhance knowledge, skills, values and attitudes needed for safe and effective nursing practicePersonal and Professional Development

Demonstrate responsibility for one’s own learning through the development of a portfolio of practice and recognise when further learning is requiredo Identify specific learning needs and objectiveso Begin to engage with, and interpret, the

evidence base which underpins nursing practice

Acknowledge the importance of seeking supervision to develop safe and effective nursing practice

o Identify one’s own professional development needs by engaging in activities such as reflection in, and on, practice and lifelong learning

o Develop a personal development plan which takes into account personal, professional and organisational needs

o Share experiences with colleagues and patients and clients in order to identify the additional knowledge and skills needed to manage unfamiliar or professionally challenging situations

o Take action to meet any identified knowledge and skills deficit likely to affect the delivery of care within the current sphere of practice

Personal and Professional DevelopmentEnhance the professional development and safe practice of others through peer support, leadership, supervision and teachingPersonal and Professional Development

o Contribute to creating a climate conducive to learning

o Contribute to the learning experiences and development of others by facilitating the mutual sharing of knowledge and experience

o Demonstrate effective leadership in the establishment and maintenance of safe nursing practice

Reproduced with permission of the NMC.

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APPENDIX 4

DIAGRAMMATIC REPRESENTATION OF PROGRAMME STRUCTURE AND STUDENT SUPPORT INFRASTRUCTURE

STUDENT SUPPORT- REFER TO SUPPLEMENTARY DOCUMENT FOR MORE DETAIL

Unit 1 Unit 2 Unit 3 Unit 4Programme LeaderPersonal TutorPlacement Lead/Co-ordinatorClinical LeadUnit LeadPlacement LEMPlacement MentorPlacement Link

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End of Unit 2 – students decide on which pathway they will follow i.e. either Primary Care Pathway or Secondary Care Pathway

Primary Care

Unit 1

Secondary Care

Unit 2 Unit 3

Primary Care

Secondary Care

Primary Care

Unit 4

Secondary Care

Unit 4

Clinical Lead identified

Secondary Care

Primary Care

Specific to the placement areas


APPENDIX 5Unit Details

PRE-REGISTRATION POST GRADUATE DIPLOMA IN NURSING

UNIT INDICATIVE CONTENT

LEARNING OUTCOMES

Unit 1

Professional and Ethical PracticeA critical awareness and application of the ethical, legal and anti-discriminatory principles relevant to nursing practice

Care DeliveryA synthesis and appropriate application of knowledge, skills and attitudes associated with the organisation, delivery and management of nursing care as outlined by the NMC 2004 and those pertaining to the National Service Frameworks

Care ManagementA critical and evaluative analysis of the role of the nurse within the multi-disciplinary, multi-agency arena demonstrating a critical understanding of the principles of collaborative working

Personal and Professional DevelopmentDemonstrate a commitment to the need for continuing professional development and personal supervision activities for themselves and others, in order to enhance knowledge, skills and attitudes

INDICATIVE CONTENT drawn from the key knowledge and skills benchmarks and incorporates key policy drivers- NSF’s, User and Carer partnerships, patient empowerment

Nursing and life sciencesNatural and life sciencesSocial, health and behavioural scienceEthics, law and humanitiesManagementAll units will also incorporate Mandatory sessions/ equality and diversity issues, numeracy and literacy skills, moving and handling, personal safety, safeguarding Adults and vulnerable patients, EU Directives development

INDICATIVE CONTENT

Professional and Ethical PracticeDefinitions of nursing, historical/cultural development of nursing, societal, political factors: NHS Management- purchaser/ provider; Concepts of needs, wants, care.

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APPENDIX 5NHS structure. Sociological theories, equality and diversity, social justice, social and ecological factors affecting health, socialisation, organisations and contexts of care, inequalities in health; culture, beliefs and values. Health Promotion –Primary Health Care, public health agenda’s, health and wellness, empowerment and self esteem, health definitions; NSF’s, contemporary public health policies e.g. sexual health, obesity. alcohol, drugs. Participation, collaboration and partnerships, changing health behaviours in well populations, effective lifestyle management.. Patients as educatorsScope of ethics, professional codes, concepts of personhood, values and beliefs, autonomy, accountability, anti-discriminatory practice, confidentiality and security of information, legalities and record keeping, care pathways; concepts of person, environment, health and nursing; The law and regulation for different professional groups in the exercise of duty of care

Care DeliveryThe life cycle; healthy aging. caring, health needs assessment, development of theory, problem orientated approaches, model, roles of nurse, features of multi-disciplinary team. Models and theories of Nursing: concept of holistic care patient assessment, planning, evaluating care, practical skills acquisitions – eg. aseptic technique, injection, patient journey, care pathways, administration of medicine administration Psychology ,Life cycle. Motivation, attitudes, perception, mental mechanisms, memory, stress. Pain pathways. Concept of mind, self, theories of learning, relevance to nursing, self esteem, image, anxiety management; coping with aggressionLife Sciences- structure, organisation and function of major body systems. Scientific foundations of nursing: normal and abnormal physiology, microbiology, pharmacology, immunology, nutrition, genetics.universal precautions, health and safety precautionsCommunication- theories, models, verbal and non-verbal , personal safety, therapeutic relationships, conflict and coping, questioning and responding. negotiation and bargaining,

Care ManagementRecord keeping, care pathways, patient journey, identification and assessment of need. Patient assessment, vital signs,planning and evaluating care clinical governance and team working. Managing risk; case management principles, goal setting and collaborative care planning. Partnership working, user and carer perspectives and inclusion. Role boundaries, nature of inter-professional working. Team structures, decision making processes

Personal and Professional DevelopmentPrinciples of adult learning, promoting successful learning, literature searching, problem based learning, reflective practice, nursing research, managing clinical learning, self reflection and awareness. Information technology. PBL and how to cope/group dynamics

RECOMMENDED READING

Students will need basic science texts to underpin learning such as:

Foss, M & Farine, T (2008) Science in Nursing and Health Care, 2nd Ed. Pearson

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APPENDIX 5Waugh, A & Grant, A (2006) Ross and Wilson’s Anatomy and Physiology in Health and Illness, 9th Ed. Churchill LivingstonePayne, S., Walker, J., Jarrett, N. & Smith, P. (2003). Psychology for nurses and the caring professions. Open University Press.Hewstone, M., Fincham, F. & Foster, J. (2005). Psychology. Wiley Blackwell.

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APPENDIX 5

PRE-REGISTRATION POST GRADUATE DIPLOMA IN NURSING (ADULT)

Unit 2

Professional and Ethical PracticeExplore professional and ethical dilemmas and critically evaluate the decision making processes arising from care delivery of the adult within secondary care services

Care DeliveryReflect upon practice to critically evaluate the evidence base underpinning the delivery of holistic care to patients with acute and short term needs

Care ManagementCritically evaluate research underpinning policy and practice which ensure safe management of care within secondary care services, recognising the essential nature of multi-disciplinary/ multi-agency collaboration

Personal and Professional DevelopmentCritically reflect on one’s own development needs and take action to meet identified knowledge and skills deficits

INDICATIVE CONTENT drawn from the key knowledge and skills benchmarks and incorporates key policy drivers- NSF’s, User and Carer partnerships, patient empowerment,


INDICATIVE CONTENT

Professional and Ethical PracticeNHS as a business. NICE. Patients’ rights, legalities around record keeping, care pathways, discharge planning and inter-agency referral, complimentary therapies, informed consent and patients rights, genetic abnormalities/ abortion, reproductive technology; whistle blowing, advocacy. death and dying, decision making models, anti-discriminatory/ anti-oppressive practice, numeracy; IT and management skills; mental health issues and ethnic groups Sociological interpretations of health care settings, social roles, role relationships, organisational interface, effects of hospitalisation, illness behaviour, culture and values belief systemsHealth related policy related to care of the patient with short term needs, hospital and community interface - NSF’s user and care participation, health maintenance, disease prevention, supporting self care; health restoration

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APPENDIX 5

Care DeliverySelf care models, dependency models, individualised care, nursing process, patient centred care, multi-disciplinary team, the patient pathways, communication strategies and factors that impact on effectiveness. Recognising deterioration; Pharmacology, monitoring vital signs, acute intervention, aetiology of trauma, multiple trauma ,ambulatory care, day surgery, critical care and high dependency care, patient assessment strategies, and associated care skills, acute medical and surgical care, infection management and control. Psychology- mental health mechanisms, stress responses, special senses, pain management, aging process, grief and loss, the psychological aspects of behaviour in the ill person, compliance and conformity, mental defence mechanisms. Altered body image, psychology of trauma; self harm. Communication strategies, negotiationLife sciences- regulatory mechanisms and homeostasis ,micro-biology, blood clotting mechanisms, inflammatory processes, major body systems and abnormal physiologies

Care ManagementClinical governance, referral pathways, organising nursing teams, prioritising patient care, discharge planning and interagency referral, risk management, pre-/post operative care., nurse management systems, case management, discharge planning and referral, networks and collaborative working

Personal and Professional DevelopmentImpact of technology, ethics and research, data collection and analysis, research methodologies and methods. reflective practice; personal development planning, goal setting;

RECOMMENDED READING

Brooker C, and Waugh A. 2007 Foundations of Nursing Practice: Fundamentals of holistic care: Fundamentals of Holistic Care. Mosby. London

Davies, P.S. and Kneale J. (2005) Orthoapedic and Trauma Nursing (2 nd Ed. Churchill-Livingstone, London.

Dirksen, S.R. , Lewis, S.M. and Heitkeinper, M.M. (2004) Clinical Companion to Medical-Surgical Nursing (3rd Ed.) Mosby, St. Louis.

Dougherty L, Lister S. 2008 The Royal Marsden Hospital Manual of Clinical Nursing Procedures (Student Edition) Wiley-Blackwell

Holloway, N. (2004) Medical-Surgical Care Planning (4th Ed.) Lippincott, Williams and Wilkins, Philadelphia.

Maher, A.B. et al (2002) Orthopedic Nursing (3rd Ed.) W.B. Saunders Co., Philadelphia.

O'Connell Smeltzer, S, Bare B, Hinkle J, and Cheever C (2006) Brunner & Suddarth's Textbook of Medical-Surgical Nursing. Lippincott Williams and Wilkins London

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http://www.amazon.co.uk/Brunner-Suddarths-Textbook-Medical-Surgical-Nursing/dp/0781759781/ref=sr_1_1?ie=UTF8&s=books&qid=1223906187&sr=1-1

http://www.amazon.co.uk/Brunner-Suddarths-Textbook-Medical-Surgical-Nursing/dp/0781759781/ref=sr_1_1?ie=UTF8&s=books&qid=1223906187&sr=1-1

http://www.amazon.co.uk/Foundations-Nursing-Practice-Fundamentals-holistic/dp/0723433569/ref=sr_1_8?ie=UTF8&s=books&qid=1223906187&sr=1-8

http://www.amazon.co.uk/Foundations-Nursing-Practice-Fundamentals-holistic/dp/0723433569/ref=sr_1_8?ie=UTF8&s=books&qid=1223906187&sr=1-8


APPENDIX 5

Pudner, R, (2005) Nursing the Surgical Patient (2nd Ed.) Elsevier, Edinburgh.

Sheppard S, Wright M. 2005 Principles and Practice of High Dependency Nursing. Elsevier Health Sciences London

Smeltzer, S.C. and Bare, B. (2004) Textbook of Medical-Surgical Nursing (10th Ed.) Lippincott, Williams and Wilkins, Philadelphia.

Timby, B.K. and Smith, N.E. (2007) Introductory Medical-Surgical Nursing (9th Edition) Lippincott, Williams and Wilkins, Philadelphia.

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APPENDIX 5


Unit 3

Professional and Ethical PracticeCritically evaluate the principles of professional, ethical and legal perspectives underpinning adult nursing within transitional and continuing care contexts

Care DeliveryAssimilate knowledge and understanding for the delivery of care interventions to maintain, promote optimum physical, social, psychological and spiritual health of patients’, families and communities adapting to the consequences of long term illness and disability

Care ManagementCritically evaluate the range of skills and diverse strategies required for the delivery of care in primary, transitional and continuing care settings, valuing the essential nature of multi-disciplinary/multi-agency working in promoting quality of life from a holistic perspective

Personal and Professional DevelopmentCritically reflect on one’s own development needs and take action to meet identified knowledge and skills deficits and contribute to the learning experiences and development of others to ensure safe and effective practice

INDICATIVE CONTENT drawn from the key knowledge and skills benchmarks and incorporates key policy drivers - NSFs, User and Carer partnerships, patient empowerment


INDICATIVE CONTENT

Professional and Ethical PracticePerspectives of disability in society; meeting health needs in diverse populations; Sociology- mixed economy of care, funding and rationing of care, growing old as a disabled person, policy, practice and funding care, local health initiatives, disability and long term conditions, natural aging process, principles of rehabilitation, Health- Perspectives of disability in society, disability and long term conditions, natural aging process, principles of rehabilitation, partnerships with patients and carers, roles and perspectives of carers, meeting the needs of the socially

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APPENDIX 5excluded responsibility for health, user, carer involvement, empowerment. Health maintenanceInformed consent and patients rights, being the patient’s advocate; safe reception, transfer and discharge of patients, record keeping, death, dignity and dying well, Ethical decisions and end of life, euthanasia, abortion, reproductive technology, genetics, organ transplantation

Care DeliveryTheories of care, micro, intermediate and macro. Change and adaptation, disease management, technical and rational aspects of care. Reciprocity in caring relationships, enhancing interpersonal relationships, change and adaptation, myths and realities of Alzheimer’s and dementia, mental health , fluctuating cognitive impairment, stroke, rehabilitation and continuing care, spinal cord injury, care of person with neurological disturbance, head injury epilepsy, confused patient, chronic pain management. Care focussed on addressing/encompassing NSFs, nutritional adjustments due to illness and long term conditions. Problem solving approachesPhysiological process of chronic illness and disability, impairment, change in body structure. Physiological responses in the adult requiring specialist nursing interventionPalliative care, end of life care, infection management and controlPsychology- disengagement, bereavement, loss and deprivation, aging and ageism, mental health and wellbeing, stress. Pharmacology

Care ManagementManaging the environment to promote independence,Shared care, interagency working, respite care, satellite clinics, roles and perspectives of carers; case management principles; crisis intervention team working, task analysis, prioritising patient care needs, risk assessment, quality, managing change; handling complaints

Personal and Professional DevelopmentNumeracy and IT; teaching others, Current issues in nursing research; project management; use of biography in research, lifelong learning strategies, reflective practice

RECOMMENDED READING

Audit Commission (2000) Forget Me Not. Mental Health Services For Older People. Audit Commission, London.

Burks, K. (1999) A Nursing Practice Model of Chronic Illness. Rehabilitation Nursing, 24 (5), 197-200.

Bytheway, B. (1995) Ageism. Oxford, OUP

Department of Health (2000) No Secrets: Guidance on developing and implementing multi-agency policies and procedures to protect vulnerable adults from abuse [online] London. Department of Health. Available from: www.doh.gov.uk/scg/nosecrets.html

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http://www.doh.gov.uk/scg/nosecrets.html


APPENDIX 5DH (2001) The expert patient - a new approach to chronic disease management for the 21st century. DH, London. (see also: www.expertpatients.nhs.uk; www.expertpatients.co.uk)

DH (2005) Supporting people with LTC. DH, London.

DH (2005) The National Service Framework for Long-Term Conditions. London, DH.

DH (2006) Caring for people with LTC. DH, London.

DH (2006) High quality of care for all: NHS next stage review final report. DH, London.

DH (2008) End of life strategy: promoting high quality care for all adults at the end of life. DH, London.

Gething L (2001) Ageing in place: Issues for people with long standing disabilities Australasian Journal of Ageing 20(1) 2-3.

Gilleard, C. and Higgs, P. (2000) Cultures of ageing: self, citizen, and the body. Harlow, Prentice Hall.

Higginson I (2003) Priorities and preferences for end of life care in England, Wales and Scotland. National Council for Palliative Care: London.

Jarrett, L. (2000) Living with chronic illness: a transitional model of coping. British Journal of Therapy and Rehabilitation, 7 (1), 40-44.

Liverpool Care Pathway for dying people (2008) http://www.mcpil.org.uk/liverpool_care_pathway

National Assembly for Wales (2000) In Safe Hands: Implementing Adult Protection in Wales [online] Cardiff. National Assembly for Wales. http://www.wales.gov.uk/subisocialpolicy/content/pdf/safehands_e.pdf.

NICE (2003) Supportive and palliative care guidelines for cancer. London.

NICE (2006) Dementia. Supporting people with dementia and their carers in health and social care. NICE clinical guideline 42. (www.nice.org.uk/CG042)

Thorne, S et al (2000) Attitudes toward patient expertise in chronic illness. International Journal of Nursing Studies, 37, 303-311.

Welland, S. (1998) Constructions of chronic illness. International Journal of Nursing Studies, 35, 49-55.

WHO (2007) Cancer control: knowledge in action. WHO Guide for effective programmes. Palliative Care. Geneva: Switzerland.

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http://www.nice.org.uk/CG042

http://www.wales.gov.uk/subisocialpolicy/content/pdf/safehands_e.pdf

https://webmail.shef.ac.uk/horde/util/go.php?url=http%3A%2F%2Fwww.mcpil.org.uk%2Fliverpool_care_pathway&Horde=ea7d1354d4bdc9c79362e230ab09615a

http://www.expertpatients.co.uk/

http://www.expertpatients.nhs.uk/


APPENDIX 5Wilson, P. (2001) A policy analysis of the Expert Patient in the United Kingdom: self-care as an expression of pastoral power? Health and Social Care in the Community, 9 (3), 134-142.

Wilson, P. (2002) The expert patient: issues and implications for community nurses. British Journal of Community Nursing, 7(10), 514-519.

National Service Frameworks: http://www.dh.gov.uk/en/Healthcare/NationalServiceFrameworks/index.htm

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https://webmail.shef.ac.uk/horde/util/go.php?url=http%3A%2F%2Fwww.dh.gov.uk%2Fen%2FHealthcare%2FNationalServiceFrameworks%2Findex.htm&Horde=ea7d1354d4bdc9c79362e230ab09615a


APPENDIX 5


Unit 4

Professional and Ethical PracticeCritically evaluate the concepts drawn from ethics, law and the Code of Professional Conduct, using an evidence base for fair, safe and effective implementation of adult nursing within either primary care and public health or in secondary care

Care DeliveryCritically evaluate the relevant evidence based theoretical and clinical frameworks required when assessing, planning implementing and evaluating health risk and needs for individuals

Care ManagementCritically evaluate the concepts of safe, evidence based practice in keeping with the multi-disciplinary/multi-agency role of the nurse that is congruent with clinical governance

Personal and Professional DevelopmentCritically evaluate the need for continuing professional development and personal supervision activities for oneself and others in order to enhance knowledge, skills, values and attitudes

INDICATIVE CONTENT drawn from the key knowledge and skills benchmarks and incorporates key policy drivers- NSF’s, User and Carer partnerships, patient empowerment

Nursing and life sciencesNatural and life sciencesSocial, health and behavioural scienceEthics, law and humanitiesManagementAll units will also incorporate Mandatory sessions/equality and diversity issues, numeracy and literacy skills, moving and handling, personal safety, safeguarding Adults and vulnerable patients

INDICATIVE CONTENT

Professional and Ethical Practice Professional and self regulation, competence and boundaries of practice; referral and consultancy; responding to unsafe practice; accountability, confidentiality; criminal and civil litigation. Patient safety; managing patient data, equality and diversity , disability act..Sociology-organisational theory and professional practice – contexts of care interfaceHealth Promotion – health restoration and management, primary care/secondary care education and promotion strategies.

Care Delivery

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APPENDIX 5Evidence based practice, needs assessment; models of care application; evaluation of care delivery strategies. Change theories, standard setting, evaluation of care strategies, care delivery, infection management and controlLife sciences-physiological responses NSF’sPsychology - effects of therapeutic relations, self concept , esteem and role identity, mental health

Care ManagementOrganisational theory; total quality management, financial and resource management, leadership and team working, evidence based practice; case management, whole systems management; service improvement

Personal and Professional DevelopmentCV building, Interview techniques and job applications, supervisory skills and mentorship. legal and organisational requirements in health care and health care practice/competence and capability. Lifelong learning, reflective practice: transition to professional practice. Writing for publication.

RECOMMENDED READING

Alba, D. (2005) Evidence based nursing: a guide to clinical practice. Mosby, St. Louis.

Baggot R (2004) Health and health care in Britain 3rd edition Palgrave, London

Chang E and Daly J (2008) Transitions in nursing Elsevier, Sydney

Craig, J.V. and Smyth, R.L . (2007) The Evidence-Based Practice Manual for Nurses. Churchill Livingstone, Edinburgh. 0443 07064 4

Iles,V. and Sutherland, K., (2001) Managing Change in the NHS: Organisational Change, NCCSDO. London

Mullins, L. J. (2004). Management and Organisational Behaviour. (7th Edition). Pitman, London.

Sullivan, E. J. and Decker, P. J. (2005). Effective Leadership and Management in Nursing. (6th Edition). Prentice Hall.

Stephenson J Yorke M (1998) Capabilty and quality in higher education. Kogan Page, London

Tilley S Watson R (2004) Accountabilty in nursing and midwifery. Blackwell, Oxford

Tingle J Cribb A (2007) Nursing law and ethics 3rd edition. Blackwell, Oxford

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APPENDIX 6Diagrammatic Illustration of Developing Competence

Pre-Registration Post Graduate Diploma in Nursing (Adult)

77

Unit 4Primary Care ORSecondary Care... work with minimal support of a first level nurse

Unit 3Primary Care ANDSecondary Care... work with support of a first level nurse

Unit 2Secondary Care... work under the guidance of a first level nurse

Unit 1Primary Care... work under the direct supervision of a first level nurse

Developing Competence

Patient Journeys

X 4

Care Pathways

X 4

Case Management

4 patients

Case Management

4 patients


APPENDIX 7

Shared Learning: Inter-Professional Working Practice

Refer to supplementary document

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APPENDIX 8

UNIFORM POLICY/DRESS CODE

In most practice placements where you are required to wear a uniform. This will be provided for you and it must be returned if you leave the programme within the first twelve months. You will be required to comply with this University Uniform Policy whilst in Clinical Placements requiring the wearing of a uniform. This Policy must be read in association with local Trust Hospital Policies and where variation occurs Trust Policy must be followed. All students must wear correct uniform whilst on duty.

NB: Students cultural beliefs will be taken into account regarding the wearing of uniform. However, this may need to be discussed with the individual Trust Hospital concerned.

AIM:

To promote safety to self and patients, uniformity and a professional appearance.

CHOICE OF STYLE:

Students may choose tunics with trousers or dresses. Tights/stockings must be worn with dresses. Plain socks black/navy to be worn with trousers. Male students should wear the trousers provided by the university.

NB: Where variation occurs Trust Policy must be followed.

SHOES:

Black/Navy non-slip flat or low heeled shoes with rubber soles should be worn for your own comfort and safety and to ensure a quiet environment for the patients. Heel height should be no more than 1.5 inches. Laced up duty shoes give the most support and are thus recommended.

Boots and Trainers must not be worn.

CARDIGANS:

Cardigans should be navy blue. These must NOT be worn in clinical settings.

There is evidence to suggest that Cardigans can easily be colonised with various parasitic infections (Gould & Brooker 2000).

HAIR:

Should be neat and tidy and if worn loose must be no longer than collar length. Long hair must be taken up.

Discreet hair accessories, slides, combs, scrunchies must be navy/black.

Men should be clean-shaven or have a neatly trimmed moustache and/or beard.

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APPENDIX 8JEWELLERY & NURSING ACCESSORIES:

Scissors, pens, name badges and fob watches must be securely fastened to the uniform. For patient safety, wristwatches must not be worn when attending to patients/clients. Badges should be kept to an absolute minimum (i.e. 1 name-badge and 1 union-badge).

The wearing of jewellery is discouraged and if it is worn the following principles must be followed:

• One wedding band/ring • One small earring stud per ear, no more than 2mm in diameter • Visible body piercings (e.g. nose/eyebrow studs) will not be allowed. Any piercing

holes that are open to potential infection should be covered with waterproof tape. • The wearing of any other accessories is not acceptable.

MAKE-UP:

Perfume/aftershave and all other forms of make-up should be unobtrusive.

NAILS:

Nails must be kept short, neat and clean and be of appropriate length for patient care. Nail varnish must not be worn in clinical settings to minimise the risk of cross infection (Gould and Brooker, 2000).

ACRYLIC/FALSE NAILS: MUST NOT BE WORN

There is evidence (Hedderwick et al, 2000) to suggest that these cause an increase in transmission of micro-organisms and harbour more pathogens than natural nails.

THESE REQUIREMENTS ARE DESIGNED TO REDUCE THE PROVEN RISK OF HAZARDS TO PATIENTS AND STAFF THROUGH INFECTION TRANSMISSION AND INJURY OF VARIOUS KINDS, E.G. DURING MOVING AND HANDLING.

WEARING AND LAUNDERING OF UNIFORMS

In areas where uniform is worn, students must change out of uniform before leaving their clinical base.

Where this is not possible i.e. Community settings, outdoor uniform policy must be adhered to at all times.

Facilities for the laundering of uniforms are provided in the clinical areas. Home laundering is not recommended, as most domestic machines do not achieve the required temperatures to adequately de-contaminate items. The current recommendations for laundering of uniform include a process of thermal disinfections, whereby items are washed at either 700C for 3 minutes or 650C for 10 minutes followed by a short disinfections programme (DoH, 1997). Students electing to launder their own uniforms must accept full responsibility for their actions and any consequences.

OUTDOOR UNIFORM

The uniform should be completely covered, e.g. with a full-length coat, before leaving your clinical base.

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APPENDIX 8

DRESS CODE

In instances where uniform is not required you must comply with the local dress code as defined by the placement provider. This is a particularly important part of the therapeutic process in some instances, e.g. mental health placements. You are therefore, advised to check that you know the requirements prior to each placement.

The use of various types of protective clothing will be advisable, or even essential, in some situations. Where this is the case you must seek guidance from staff in the immediate situation and comply with local policies in this respect. Examples include clinical areas such as specialist critical care units, operating theatres, X-ray facilities and clinical procedures involving particular infection risks.

Whilst plastic aprons should always be worn when undertaking any procedures involving blood and body fluids, to reduce the potential for transfer of infection, the nurse’s uniform also serves to provide protection for both nurse and patient. Consequently, changing facilities are provided in all areas to which students are allocated.

THE AIM OF THE UNIVERSITY UNIFORM POLICY IS FOR SAFETY TO SELF AND PATIENTS AND THE PROMOTION OF A PROFESSIONAL APPEARANCE

REFERENCE SOURCES

• Gould, D. and Brooker, C. (2000) Applied Microbiology for Nurses, London. MacMillan.

• Hedderwick, S.A. et al (2000) Pathogenic organisms associated with artificial fingernails in healthcare workers. Infection Control Hospital Epidemiology 21, p505 - 509.

• Jeanes, A and Green J, (2001) Nail Art: A review of current Infection Control Issues. Journal of Hospital Infection 49, p139 - 142

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APPENDIX 9

LIMITATIONS OF PRACTICE

Within the turbulent and rapidly developing service delivery arena it is inevitable that at times student nurses will be asked to engage in aspects of care delivery that could be seen as beyond their usual scope of practice. At such times it is incumbent on the student and their clinical assessor/mentor to seek guidance from their personal teacher or the clinical link lecturer.

It is not appropriate to closely define and delineate what is or is not seen as acceptable practice, but members of the School of Nursing and Midwifery can give appropriate and legitimate advice when required to do so.

i) As students should perform in practice to a level of competency consistent with what is described within the programme assessment information for the part of the programme they are undertaking, lecturers should first check with this documentation.

ii) If, having done this, there remain areas of uncertainty then the lecturer should consult with the Programme Leader with a view to establishing a greater degree of clarity.

iii) In the event that ambiguity remains, the view of the Dean of Teaching will be sought and his view should be accepted as the definitive.

Students are advised not to undertake any activity in clinical practice that they have not been trained for. Students need to recognise their own limitations and seek knowledge, understanding and training before carrying out any activity.

Students are expected to work the shift patterns relevant to the Trust and normally alongside their allocated mentor. This is likely to include early, late and night shifts, Bank Holidays and weekends.

Reimbursement of some travel expenses to placement areas may be possible providing the journey to the placement exceeds your normal daily travel to your theory base. You will have been provided with information by the Student Grants Unit, which outlines the procedure to follow if you are eligible for such reimbursement. Further guidelines are also available at your theory base.Certain taught sessions/directed work in the curriculum are classed as “mandatory”. The nature of these sessions/directed work are such that they require recorded evidence of students’ attendance/completion. Students must attend/complete all mandatory sessions /directed work. Some mandatory sessions and annual updates must be attended before students go into clinical practice. Failure to do so may delay students attending the practice placement. Attendance at sessions in the clinical area does not constitute recordable attendance as recognised by the School of Nursing and Midwifery.

MONITORING AND AUDITINGTo fulfil our legal obligations it is essential that student attendance at mandatory sessions is monitored and that a clear audit trail is evident. To facilitate this, the following procedure is in operation and it is imperative that all lecturers and clerical staff ensure their compliance. The full procedure can be found in appendix 16

1. Session Lecturer to obtain Mandatory session register from Group Secretary prior to session.

2. All students attending the session are required to sign the register.

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APPENDIX 93. On completion of the session the Lecturer should return same to Group Secretary.

4. Clerical staff to send out proforma letter to any student failing to attend the session advising them to contact the session Lecturer.

Copy of letter to be placed in student’s fileList of names of absentee students to be sent to session LecturerSession register to be filed in the Group Folder

5. Student and session Lecturer to negotiate and agree an appropriate time to meet the intended outcomes. This may be attendance at a future timetabled session on any site by arrangement with session leader, or special arrangements may be made to provide the necessary input. A list of mandatory sessions being delivered on each site will be available for information. Following successful negotiation and attendance, the Group Secretary whose group was joined will supply a copy register to the appropriate Group Secretary on whichever site.

Mandatory prior to first clinical placement and subsequent placements annually.

Moving & Handling CPR Fire (arranged by students on clinical site)

Mandatory, if possible, prior to clinical placement but must be completed within the first year.

Food Handling Ionising Radiation COSHH Health & Safety Introduction to Anti-discriminatory Practice/Equal Opportunities

6. Lecturer to inform Group Secretary of the arrangements made for the student to meet the session outcomes.

7. Group Secretary to receive session register for filing in Group Folder.

8. Date and group student attended session to be recorded on proforma letter in student file.

9. Any students not attending annual updates of Moving & Handling CPR Fire (arranged by students on clinical site)

will not be allowed to attend placement until the outcomes have been met.

10. Mandatory sessions that are cancelled are to be brought to the attention of the appropriate Unit Leader/Co-ordinator as a matter of urgency.

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APPENDIX 10The School ofNursing and Midwifery.


STUDENT GUIDELINES FOR REFLECTION ON PRACTICE FORUMS

84


APPENDIX 10

CURRICULUM DEVELOPMENT

Pre-registration Post Graduate Diploma in Nursing

REFLECTION ON PRACTICE

Student Guidelines for Reflection on Practice Forums

AimsTo:

provide you with the opportunity to constructively reflect upon your clinical experiences

facilitate the strengthening of links between the theory and practice of nursing

enable you to critically reflect upon your integration into the multi-professional team, in a safe environment supported by clinicians and lecturers

enable you to critically analyse the nature of the learning environment

enable you to critically evaluate your personal integration into the nursing and inter-professional team

provide you with the opportunity to enhance your skills in portfolio development

provide you with the opportunity to enhance your skills in reviewing collated evidence and identify areas of personal growth and limitations

enable you to develop the skills of creating a professional portfolio for continued professional development and lifelong learning

Achieving the aimsA variety of mechanisms could be used and we would encourage you to undertake a combination of the following approaches to maximise your learning.

Reflect upon what you have learned during your clinical experiences and document these experiences

Reflect upon your personal growth and development recognising your strengths and limitations. Develop learning objectives which will address your areas of weakness and enhance your areas of strength

Reflect upon how you are achieving your competencies/ outcomes identifying key knowledge, skills and attitudes

Develop action plans to provide a basis for discussion with your mentor

Reflect upon the theoretical input prior to your clinical experience and identify links between the theory and practice of nursing

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APPENDIX 10 Reflect upon and document your experiences which contribute to

the achievement of EU outcomes Prepare material which can be utilised in the timetabled reflection

sessions Write a personal action plan to address personal learning needs

Evidence of learning Record your personal learning in your portfolio as evidence of

personal and professional development. This evidence should be utilised during the timetabled reflection session at the end of each Unit and may also contribute to your end of Unit interview with your personal tutor. You should also be prepared to share this evidence with your mentor/ assessor if you are asked to do so.

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APPENDIX 11

PRESENTATION OF ASSIGNMENTS

1. Typed or word processed work will be submitted. You are required to submit a disc (floppy or CD) with each of your assignment submissions.

Please ensure the following:-

The disc must contain a copy of your assignment and no other work. Your Registration number must be evident on the disc. The disc must be securely physically attached to your assignment. Format requirement - Microsoft Word versions 2002 or 2003.

NB: NOT MICROSOFT WORKS

2. Typing should be double spaced on one side of A4 paper, with an adequate left hand margin which allows for binding.

3. On the front page cover of the work you submit, give the title of your assignment, your Registration number, your intake e.g. September 2005, your sub group number e.g. group 1,2,3,4,5,6,7,8,9,10 or 11, your Branch Programme, your site base, the number and title of the module to which the assessment relates and the word count, see specimen copy Appendix 3 (ii). Please note: it is very important that you do not include your name or that of your personal tutor on the front cover sheet as assignments are marked anonymously. A discreet style should be used avoiding elaborate fonts, graphics and colour.

4. The assignment should include the title page (as above) and the text, in which an introduction and conclusion are clearly evident. Each page of text should be sequentially numbered in the centre at the bottom.

5. References should be made using the Harvard reference system as described in this handbook and the instructions on Electronic referencing (copies of both are in Appendix 14, page 96) to ensure consistency. The list of references used should be placed at the end of the piece of work.

6. When using quotations, they should be acknowledged by quotation marks “…” within the text. Quotations of more than two lines should be single spaced and indented at both margins.

7. The assignment may also include a table of contents, illustrations and diagrams, and appendices.

8. Word limits will be set for each summative written assignment and stated in the information published for each assignment. These limits will include a margin of 10%. (See overleaf for the guidance given to staff on this matter)

9. You must hand in your work securely fastened together in an approved binder. Copies are available from all School site offices, Student Union shop and many High Street stationery stores. Ask to see a specimen copy from your General Office.

10. You should make a duplicate of your submission and retain it in a secure place.

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APPENDIX 1111. At an agreed time you will be issued with a personal copy of written instruction relating

directly to the assessment in hand and containing details of any special conditions that may apply. As these may be sent by post it is vital that you keep the School informed of your current postal address.

12. You will be issued with a receipt for your submission when you hand in.

Word allowance

Each assignment has an allocated word allowance. All words (including names and dates for references) from the first word of the introduction to the last word of the conclusion constitute the word count.

1. Each candidate will be required to state the number of words they have used. This information must be given on the title page.

2. Candidates whose work is of a pass standard but outside the +/- 10% allowance will be penalised and a mark of 0 will be recorded on the assessment profile.

3. Measures will be introduced to check the accuracy of candidate statements. These will include checks during marking and moderating.

Any queries concerning any aspect of the above should be raised with the Pre-registration Post Graduate Diploma in Nursing Programme Leaders in the first instance.

PLAGIARISM

When preparing written work for submission the work must be your own original work. Plagiarism and collusion are not allowed.

Plagiarism is passing off others’ work as your own, whether intentionally or unintentionally, to your benefit.

Collusion is a form of plagiarism where two or more people work together to produce a piece of work all or part of which is then submitted by each of them as their own individual work.

An electronic plagiarism detection system is in use within the School of Nursing and Midwifery.

Submission of plagiarised work may lead to a referral to the Discipline/Fitness to Practice Committee.

Please see UUSH.

EXAMINATION NUMBERS

All students are required to put an identification number on each piece of work they submit for summative assessment and to produce an official identity card with that number on it when they seek to enter an examination room.

In your case the identification number required is your Registration number - NOTE not the Library Number on your Ucard but your actual Registration number.

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APPENDIX 11When you attend for an examination you will need to show your Ucard to the invigilator to gain entry to the examination room. If at any time you lose your Ucard you must report it lost immediately and promptly obtain a new one – and if this happens close to an examination and you cannot get a new card in time YOU MUST get a letter of identity signed by your Personal Teacher, Group Lecturer or some other teacher who knows you personally – and present that letter instead of the card – and a copy of that letter must be placed in your official records by the teacher issuing it.

EXAMPLE

University of Sheffield

Faculty of Medicine - School of Nursing and Midwifery

Pre-Registration Advanced Diploma in Nursing Studies

Adult Branch Programme

Summative assessment submission

Programme - Part 1 - Unit 1

Date for submission: eg, 04/05/ January 2001

Assignment title: eg, With reference to a patient in whose care you have been involved etc.

Student/candidate details

Identification (Registration) number: eg, 12345678

Intake/Sub Group number: eg, September 2000 sub group 1

Site base: eg, Samuel Fox House, Northern General Hospital

Word count: eg, 2100

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APPENDIX 12

GENERAL REGULATIONS AS TO EXAMINATIONS

FROM SHEFFIELD UNIVERSITY CALENDAR 2007-2008

Invigilated Examinations2007-2008

1. A candidate shall not use or attempt to use any unfair means and shall not communicate with or attempt to communicate with any other candidates. Answers must be the candidate´s own work. Where other material is quoted, the candidate shall state the source(s) from which it is derived.

2. A candidate shall not use any answer book, writing paper or blotting paper other than that supplied in the examination hall.

3. All unauthorised material (such as revision notes, books and data tables) and electronic devices (such as electronic dictionaries, mobile phones, radios and personal audio equipment) shall be left outside the examination hall or surrendered to an invigilator before entering the hall. Any material required for any particular examination will be provided in the hall. (If candidates are permitted to introduce books, notes or other material into an examination hall, they will be informed by the Department concerned, and the nature and extent of the authorised material will be stated on the question paper.)

4. No part of an answer book shall be torn off and all answer books and other material supplied in the examination hall shall be left behind on candidates' desks at the end of the examination.

5. A candidate whose first language is not English may use a dictionary during examinations, provided that

i. the candidate has obtained the written permission of the Dean of the relevant Faculty; and

ii. the candidate presents the dictionary, together with the written authority for inspection of the Chief Invigilator at the beginning of each examination in which the dictionary is to be used.

iii. electronic dictionaries may not be used in invigilated examinations.

6. A candidate may use an electronic calculator in examinations (unless such use has been prohibited in any particular examination by the Examiners), subject to the following conditions:

i. the calculator shall be of a type officially approved in advance by the University; ii. each calculator to be used in an examination shall be approved in advance by the

Dean of the relevant Faculty or by the Dean's representative, and such approval shall be symbolised by the attachment of a distinctive marker to the calculator;

iii. the calculator shall be presented for inspection by an invigilator on request at the beginning of each examination in which the calculators are to be used;

iv. the calculator shall be self-contained, battery-operated and noiseless; v. spare batteries may be taken into the examination hall, but instruction manuals,

battery chargers, battery packs and spare parts are not permitted, nor any attachments which extend the capabilities of the calculator (such as printers or memory packs);

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APPENDIX 12vi. any time signals on the calculator shall be switched off before entry into the

examination hall; vii. a candidate who brings into the examination hall any calculator not approved in

accordance with these Regulations will be considered to have used or attempted to use unfair means.

7. A candidate should also refer to the Notes for Candidates on Invigilated Examinations.

Non-invigilated examinations

8. A candidate shall not use or attempt to use any unfair means.

9. A candidate shall comply with any conditions prescribed by the relevant Department in respect of the submission of material for examination purposes. Such conditions may include the date and place of submission of material, the number of copies required, the method of presentation (e.g. typewritten), the need to obtain an official receipt and any other special requirements.

10. Submitted material must be a candidate's own original work. Where other material is used, the candidate shall state the source(s) from which the information is derived and the extent to which the candidate has made use of the work of others.

11. A candidate should also refer to the Notes for Candidates on Non-Invigilated Examinations.

Breach of regulations

12. Any breach of the preceding Regulations will constitute the use of unfair means.

Calendar 2007-2008

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APPENDIX 13MARKING CRITERIA FOR POST GRADUATE PROGRAMMESThe University of Sheffield – School of Nursing and Midwifery

Postgraduate Marking CriteriaMarking standards Precise descriptors Distinction 70-100 Critical insight Excellent originality and creativity exhibited Literature Excellent critical engagement with an extensive range of

appropriate literature. Referencing follows the guidelines.

Theory/practice Critically evaluates current research and outstandingly; utilises relevant scholarly material in the discipline. Demonstrates the ability to apply these in order to enhance practice.

Communication of ideas Articulate, coherent, logical progression of argument/thesis illustrating creativity and depth

Pass 50-69 Critical insight Evidence of originality and/or creativity Literature Critical engagement with a range of appropriate literature.

Referencing follows the guidelines.

Theory/practice Critically evaluates current research: utilising relevant scholarly material in the discipline. Demonstrates the ability to apply this in order to enhance practice

Communication of ideas Well structured argument/thesis that demonstrates creativity and depth.

Clear Fail 26-49 Critical insight Inconsistent originality or creativity Literature Lacks familiarity with key literature.

Referencing does not always follow the guidelines.

Theory/practice Considers current research and scholarship in the discipline. Demonstrates limited awareness of their application in the enhancement of practice.

Communication of ideas Arguments demonstrate understanding of the topic. There is a lack of clarity in their articulation.

Failed in all aspects 0-25 Critical insight No originality or creativity Literature Little or no familiarity with key literature.

Referencing inadequate.

Theory/practice Little or no awareness of current research and scholarship in the discipline. Demonstrates little or no awareness of their application in the enhancement of practice.

Communication of ideas Arguments demonstrate little or no understanding of the topic. There is little or no clarity in their articulation.A grade of 0 is awarded if the assignment is greater than +/- 10% of the word limit

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APPENDIX 13

93


APPENDIX 13THE UNIVERSITY OF SHEFFIELD SCHOOL OF NURSING AND MIDWIFERYSAMUEL FOX HOUSE, NORTHERN GENERAL HOSPITAL, HERRIES ROAD,

SHEFFIELD, S5 7AU

MARKER : PRINT NAMEComments :

Turnitin Similarity : Action :

Signature : Date:

MODERATOR : PRINT NAMEThe marker has: Agree DisagreeAppropriately interpreted the assessment criteriaAppropriately applied the marking criteria Comments : Signature : Date :EXTERNAL EXAMINER: PRINT NAMESignature Date:

Student Number

Assignment :

Attempt : Unit Code :Programme Code :Submission Date :

Level :Cohort Group :Campus

Agreed MarkAssignment

Dist Pass Fail

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APPENDIX 14

MITIGATING CIRCUMSTANCES

If, at any time during the preparation for your summative work, you experience difficulty in meeting the hand in date due to personal circumstances or illness, you must inform your personal teacher as soon as the situation arises. In most genuine circumstances adjustments can be made to hand in dates. The granting of extensions for submission of summative work (over and above 1 week) is at the discretion of the Programme Leader.

The School of Nursing and Midwifery has a written policy on the circumstances under which an extension may be granted, which is strictly adhered to, as part of the process to ensure a fair and consistent approach to assessment for all students. This is set out below.

An extension of one week can be granted by the personal teacher. Extensions of more than one week can only be granted by the Programme Leader or Associate Programme Leader, or in the case of Adult Branch students, the Site Programme Leader.

The Form ‘Request for an Extension to Assignment Submission Date’ must be completed by the Personal Teacher and approved by the Programme/Associate Programme Leader.

Following discussion with your personal academic supervisor, you must make a request in writing, no later than the Friday preceding the original submission date. A request made after this date will not be granted unless the circumstances are genuinely unforeseen.

An extension can only normally be granted in the following extenuating circumstances:

Sickness: periods of sickness will qualify when supported by self-certification or a certificate from a registered medical practitioner.

Bereavement/Compassionate Leave: discussion with your personal academic supervisor/course leader is required to agree an appropriate time frame, based on the number of days which have been lost during the preparation of the work.

Overlapping Assessments: where you are preparing to resubmit work and preparation for the subsequent assessment is adversely affected. This does not normally apply for this course, because of the way resubmission dates are organised, giving you plenty of time to prepare and organise your study time.

Family Crises: this includes sickness in a close relative (partner, child, parent), marital breakdown, accidents e.g. burglary, house fire.

When an extension is granted, the work may not be marked according to the Assessment Calendar dates. Therefore, a publication date for results may not be available.

You have the right to submit a letter of mitigation to the Chair of the Board of Examiners with your assignment or prior to taking an examination if you think you have experienced circumstances beyond your control that have affected your ability to study. Your personal teacher will be able to advise you as to when this is appropriate.

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APPENDIX 15THE UNIVERSITY OF SHEFFIELDFACULTY OF MEDICINESCHOOL OF NURSING & MIDWIFERY

HARVARD REFERENCING

A bibliographical reference should contain sufficient information for someone else or yourself to trace the item in a library. It is very important to be consistent and accurate when citing references. The same set of rules should be followed every time you cite a reference. The School of Nursing and Midwifery require you to use the Harvard system to compile the reference list for your assignment. Citations in the text should give the author’s name with the year of publication and then all references should be listed in alphabetical order at the end of the paper/dissertation.

Harvard method of citation in the text.

All statements, opinions, conclusions etc. taken from another writer’s work should be acknowledged, whether the work is directly quoted, paraphrased or summarised. In the Harvard System cited publications are referred to in one of the forms shown below:

Single author:-In a study by Seedhouse (1997) coping with illness was investigated ....In a study (Seedhouse,1997) coping with illness was investigated ....

When an author has published more than one cited document in the same year these are distinguished by adding lower case letters after the year within the brackets.

Burnard (1992a) wrote about communication for health professionals that ....

Two authors :-In the book by Basford and Slevin (1995) .....

More than two authors:-Benner et al (1996) conclude that ....

If more than one citation is referred to within a sentence, list them all in the following form, by date and then alphabetically:-

There are indications that passive smoking is potentially threatening to the health..........(Francome and Marks, 1996; Bunton, 1995; Lupton, 1995)

Harvard method of quoting in the text

When quoting directly in the text use quotation marks as well as acknowledging the author’s name, year of publication and page number of the quote in brackets.

Short quotations eg up to 2 lines can be included in the body of the text:-Weir (1995) states that “defining roles and their remits is not simple”(p.10).

Longer quotations should be indented in a separate paragraph:-Thomas and Ingham (1995) in discussing staff development state that:“Development is infectious, and staff who previously have recoiled from undertaking a degree or conversion course have been encouraged by the success of others”(p.33).

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APPENDIX 15If part of the quotation is omitted then this can be indicated using three dots:-

Weir and Kendrick (1995) state that “networking is no longer solely within the male domain . . .”(p.88).

Secondary referencingSecondary referencing is when one author is referring to the work of another and the primary source is not available. You should cite the primary source and the source you have read eg (Fiedler and Chemers, 1974, cited in Douglass, 1996). Secondary referencing should be avoided if at all possible.

Harvard method of listing references at the end of the text

References should be listed in alphabetical order by author’s name and then by date (earliest first), and then if more than one item has been published during a specific year by letter (1995a, 1995b etc). Whenever possible details should be taken from the title page of a publication and not from the front cover, which may be different. Each reference should include the elements and punctuation given in the examples below. Authors’ forenames can be included if given on the title page but they are not required to be. The title of the publication should either be in italics or underlined. The examples given are in italics:

A book by a single author:Seedhouse, D. (1997) Health promotion: philosophy, prejudice and practice. Chichester, John Wiley.

A book by two authors:Burns, Nancy and Grove, Susan K. (1997) The practice of nursing research: conduct, critique & utilization. 3rd edition. London, Saunders.

A book by more than two authors:Mares, Penny et al. (1995) Health care in multiracial Britain. Cambridge, Health Education Council.

A book by a corporate author (eg a government department or other organisation):Health Visitors' Association (1992) Principles into practice : an HVA positionstatement on health visiting and school nursing. London, Health Visitors' Association.

An edited book:Basford, Lynn and Slevin, Oliver (eds) (1995) Theory and practice of nursing: an integrated approach to patient care. Edinburgh, Campion.

A chapter in a book:Weir, Pauline (1995) Clinical practice development role: a personal reflection. In: K. Kendrick et al. (eds) Innovations in nursing practice. London, Edward Arnold. p 5-22

An article in a journal:Allen, A. (1993) Changing theory in nursing practice. Senior Nurse, 13(1), 43-5.

An article in a newspaper:White, M. (1998) £68m to cut NHS waiting lists. Guardian, Monday May 18 1998, p.8.

If no author name is given then anon should be used instead.Anon (1998) Schemes to boost dental care. Guardian, Monday May 18 1998, p.8.

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APPENDIX 15Government publicationsIn broad terms White Papers contain statements of Government policy while Green Papers put forward proposals for consideration and public discussion. They are cited in the same way.

A White paper:Department of Health (1996) Choice and opportunity: primary care: the future. Cm.3390. London, Stationery Office.

A Green paper:Department of Health (1998) Our Healthier Nation: a contract for health. Cm 3854. London, Stationery Office.

An Act of Parliament:Great Britain (1990) National Health Service and Community Care Act 1990. Chapter 19. London, HMSO.

Conference proceedings:

Published conference proceedings with author or editor(s):Banks, S. et al (1998) Networked Lifelong Learning: innovative approaches to education and training through the Internet: Proceedings of the 1998 International Conference held at the University of Sheffield. Sheffield,University of Sheffield.

Paper from published conference proceedings with author or editor(s):Proctor, P. (1998) The tutorial: combining asynchronous and synchronous learning. In: Banks, S. et al. Networked Lifelong Learning: innovative approaches to education and training through the Internet: Proceedings of the 1998 International Conference held at the University of Sheffield. Sheffield, University of Sheffield. p.3.1 - 3.7.

If no author or editor is given on the title page the name of the conference is cited first either in italics or underlined.

A thesis or dissertation:Stones, Marian (1995) Women, nurses, education: an oral history taking technique.Unpublished M.Ed. dissertation, University of Sheffield.

A secondary reference:Fiedler, F. and Chemers, M. (1974) Leadership and effective management. Glenview, Illinois, Scott Foresman & Co. Cited in: Douglass, Laura Mae (1996) The effective nurse: leader and manager. 5th edition. St. Louis, Missouri, Mosby.

Acknowledgements:The following documents have been used in the compilation of this guide and further information can be obtained from them.British Standards Institution (1989) BS Recommendations for references to published materials. BS.1629:1989. London, BSI.University of Sheffield. Library. (1997) Writing a bibliography. ML-RS11. [online] Sheffield, University of Sheffield. Available from: http://www.shef.ac.uk/~lib/libdocs/ml-rs11.html [Accessed 6th July 2004].

Citing Electronic Sources of Information

There is a separate guide giving details of how to cite electronic sources of information. It can be obtained from any of the libraries serving the School of Nursing and Midwifery.

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THE UNIVERSITY OF SHEFFIELDHEALTH SCIENCES LIBRARY

CITING ELECTRONIC SOURCES OF INFORMATION

CITING ELECTRONIC SOURCES OF INFORMATION

Data is available in various formats apart from printed documents such as books and journals. Increasingly information is available in electronic form via a computer, on the Internet, CD-Rom, microform, film, television or radio. This guide sets out to provide examples of how to cite these electronic sources of information in the Harvard style. There is a separate document outlining how to cite printed material. The standard copyright law applies equally to electronic sources and any reference to other people’s work should be acknowledged with citations in your text and inclusion in your reference list.

CITING ELECTRONIC SOURCES IN YOUR TEXT The format used when citing electronic sources in the body of your essay text is the same as for printed references: simply give the author, date, and (if relevant) page number.

It is not necessary to give URLs (website addresses), or even to specify that you accessed the information online, in the body of your essay – you only need to provide this in the references list at the end.

If you are citing a web page which has no obvious author, you should either:

a) use the name of an originator of the page (e.g. the website owner), ascribing authorship to the smallest identifiable organisational unit.

or

b) if it is not possible to identify a suitable author / originator, it is possible to use the title of the page. (however, you should think carefully about whether it is appropriate to use information found in a web page for which you have been unable to identify an author).

Whatever method you use, it is essential that the reader can easily match the citation with the list of references at the end of your essay.

Include the year of publication in brackets. Most Web pages are updated on a regular basis. Date of publication is the date the pages were last updated. If you are not sure of the date, you can sometimes get this by clicking on View and Source to check when the

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page was last modified. Alternatively, click on File and then Properties. If no publication date is given, write (No date).

Please refer to the Harvard Referencing Guide (HSL-DVC1) for further guidance and examples of how to cite references in your text.

CITING ELECTRONIC SOURCES IN YOUR REFERENCE LIST

The remainder of this guide consists of examples of how to cite electronic sources in your list of references at the end of your essay.

Web sites Author/editor surname, Initial. (Year) Title [online]. Edition. Place of publication, Publisher. Available from: URL [Accessed date].

Example: The University of Sheffield Library (2004) Nursing and Midwifery in the Library and on the Internet [online]. Sheffield, University of Sheffield. Available from: http://www.shef.ac.uk/library/subjects/subnurse.html [Accessed 4th July 2004].

Example:

Marieb, E. (2000) Essentials of Human Anatomy and Physiology: AWL Companion Web site. 6th edition. [online]. San Francisco, Benjamin Cummings. Available from: http://occ.awlonline.com/bookbind/pubbooks/marieb-essentials/ [Accessed 4th July 2004].

The accessed date is when you viewed, downloaded or printed the Web page. This statement is necessary to allow for any subsequent changes which may be made to the page or if the page is no longer available.

The term publisher is used here to cover both the traditional idea of publisher of printed sources, as well as organisations responsible for maintaining sites on the Internet, such as the University of Sheffield. If the place of publication is not stated and cannot be ascertained then leave blank.

Generally you should give a full web address to enable the reader to find the specific page you are citing; however, if the URL is longer than one line of text, it is acceptable to give just the domain name (e.g. http://www.dh.gov.uk) as long as you have provided enough information for the reader to locate the page you have referenced on the website.

Electronic journals

Author surname, Initial. (Year) Title of article. Journal title, Volume (part), location within the host. Available from: URL [Accessed date].

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The “location within host” is the equivalent of page numbering used with printed sources. If the document does not include pagination an alternative may be used eg date, labelled part, or the total number of lines, paragraphs or screens.

Example of an article from a journal available in print and electronic form: Handwashing Liaison Group (1999) Hand washing. BMJ [online], 318 (7185), 686. Available from: http://www.bmj.com/cgi/content/full/318/7185/686 [Accessed 4th

July 2004]

Journals only available online:

Snyder, M. (2001) Overview and Summary of Complementary Therapies: Are These Really Nursing? Online Journal of Issues in Nursing [online] 6(2), 31st May 2001 Available: http://www.nursingworld.org/ojin/topic15/tpc15ntr.htm [Accessed 4th

July 2004]. (Note: no page number is given as this is an online-only journal. Instead, the date is given as the location within the host)

As with web pages, you should generally give a full web address to enable the reader to find the specific article you are citing; however, if the URL of an article in an online journal is longer than one line of text, it is acceptable to just provide the domain name as long as you have given enough information for the reader to locate the article you cited, e.g.

Vaartio, H & Leino-Kilpi, H (2005) Nursing advocacy – a review of the empirical research 1999-2003. International Journal of Nursing Studies [online], 42 (6) 705-714. Available from: http://www.sciencedirect.com. [Accessed 7th July 2005].

E-books

As always, the format for citing an e-book is based upon that used to cite its printed counterpart – adding the URL and date accessed, as below:

Kopelman, P.G. (2003) Management of obesity and related disorders [online]. Florence, Taylor & Francis. Available from: http://www.netlibrary.com [Accessed 7th July 2005]

Citation from an electronic source that includes citation instructions.

Sometimes a database or e-journal provides specific instructions on how to cite references (e.g. Cochrane Library databases, BioMedCentral journals). If this is the case, you should use the format they specify. Put in brackets at the end of the citation that this is the case.

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Example of such a citation:

Renfrew M.J. and Lang S. Early initiation of breastfeeding. (Cochrane Review) In: the Cochrane Library, issue 2. Oxford:Update Software; 1998. Updated quarterly. (Citation as instructed)

Mailbase/Listserv email lists

These discussion lists generate email messages which are sent directly to the subscriber. Many lists will archive the messages sent. References to these messages should be treated in a similar fashion to journal references; using the list name in place of the journal title and the subject line of the message in place of the article title.

For “Available from” use the email address of the list administrator. These details, together with the author, will appear in the message header.

Author, (Day Month Year). Subject of message. Discussion list [online]. Available from: Mailbase/Listserv email address [Accessed date].

Examples:

Nott, A.J. (26 Jan 2000) Integrated care pathways. Psychiatric-nursing [online]. Available from: http://www.jiscmail.ac.uk/lists/psychiatric-nursing.html [Accessed 5th July 2004].

Sandall, J. (24 May 2001) Free web-based virtual midwifery library. Midwifery- research [online]. Available from: http://www.jiscmail.ac.uk/lists/midwifery-research.html [Accessed 5th July 2004]

Please note that items may only be archived on discussion group servers for a limited period. A local copy could be kept by the recipient, who is giving the citation, but a note should be given to this effect. It is also in your interest to print a copy of potentially temporary sources in case you need to prove a source after it has been deleted/moved/changed.

Bulletin boards

Usenet newsgroups and bulletin boards allow people to read and post messages in a common location on the Internet.

Author (Day Month Year). Subject heading of message. Newsgroup [online]. Available from: Name of Usenet newsgroup [Access date].

Example:

Clark, D. & Young, J. (8 June 2001) Substance Misuse resource. Uk.sci.med.nursing [online]. Available from: news:uk.sc.med.nursing [Accessed 5th July 2001]. If the author’s name and initial is not given, use the email name:

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[email protected] (7 June 2001) UK Learning Difficulty Website. Uk.sci.med.nursing[online]. Available from: news:uk.sc.med.nursing [Accessed 5th July 2001].

Web CT postings

If you wish to make reference to Web CT postings then the following format is recommended. You should get a sender’s permission to quote a message:

Clowes, M. (2004) Re: online papers. (5th January 2005). Web CT posting, Masters in Midwifery ‘Help’ archive. (message no. 2021)

Personal email

If you wish to make reference to personal email messages then the following format is recommended. You should get a sender’s permission to quote a message especially if you quote their email address.

Sender (Sender’s Email address) (Day Month Year). Subject of Message. Email to recipient (Recipient’s E-mail address).

Example: Girdham, R. ([email protected]) (28th November 2003) Re: student handbook. Personal e-mail to Mark Clowes ([email protected])

OTHER ELECTRONIC SOURCES

Audio CDs /cassettes, CD-Roms, Radio/TV broadcasts, Videos/ DVDs etc. When citing one of the above items information about the nature of the item should be given where necessary after the title.

Example:

Davis, M. (1959) Kind of Blue [Audio CD]. New York, Sony.

Many films, videos and broadcasts are the co-operative work of many individuals. These should either be cited with the title as the first element, or if there is an individual with clear responsibility for the intellectual content (e.g. the director), their name should be used.

Examples: Pride and Prejudice. [DVD]. (1997) London, BBC. Henderson, David. (1985) Reith Lectures. BBC Radio 3 and 4. Nov-Dec 1985.

The same format should be used for CD-ROMs which cannot be attributed to an individual author:

Encarta 98 Encyclopaedia. [CD-Rom]. (1998) New York, Microsoft Ltd. ASSIA Plus [CD-Rom] (1987-to date) London, Bowker Sauer.

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Individual items within a programme should be cited as contributions.

Example:

Blair, Tony. (2005) Interview. In: Newsnight. TV, BBC2. 2005 March 27th. 18.00hrs.

Further information:

University of Sheffield Library (2004) Recording and citing references [online]. Sheffield, University of Sheffield. Available from: http://www.shef.ac.uk/library/useful/refs.html[Accessed 5th July 2004] or contact: Mark Clowes – [email protected]

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APPENDIX 16

MANDATORY SESSIONS

To fulfil our legal obligations it is essential that student attendance at mandatory sessions is monitored and that a clear audit trail is evident. To facilitate this, the following procedure is in operation and it is imperative that all lecturers and clerical staff ensure their compliance.

1. Session Lecturer to obtain Mandatory session register from Group Secretary prior to session.

2. All students attending the session are required to sign the register.

3. On completion of the session the Lecturer should return same to Group Secretary.

4. Clerical staff to send out proforma letter to any student failing to attend the session advising them to contact the session Lecturer.

Copy of letter to be placed in student’s fileList of names of absentee students to be sent to session LecturerSession register to be filed in the Group Folder

5. Student and session Lecturer to negotiate and agree an appropriate time to meet the intended outcomes. This may be attendance at a future timetabled session on any site by arrangement with session leader, or special arrangements may be made to provide the necessary input. A list of mandatory sessions being delivered on each site will be available for information. Following successful negotiation and attendance, the Group Secretary whose group was joined will supply a copy register to the appropriate Group Secretary on whichever site.

Mandatory prior to first clinical placement and subsequent placements annually.

Moving & Handling CPR Fire (arranged by students on clinical site)

Mandatory, if possible, prior to clinical placement but must be completed within the first year.

Food Handling Ionising Radiation COSHH Health & Safety Introduction to Anti-discriminatory Practice/Equal Opportunities

6. Lecturer to inform Group Secretary of the arrangements made for the student to meet the session outcomes.

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7. Group Secretary to receive session register for filing in Group Folder.

8. Date and group student attended session to be recorded on proforma letter in student file.

9. Any students not attending annual updates of Moving & Handling CPR Fire (arranged by students on clinical site)

will not be allowed to attend placement until the outcomes have been met.

10. Mandatory sessions that are cancelled are to be brought to the attention of the appropriate Unit Leader/Co-ordinator as a matter of urgency.

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APPENDIX 17

EU Directives

Refer to supplementary document

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APPENDIX 18

ABSENCE POLICY

The Nursing and Midwifery Council clearly identify the number of hours in practice and theory that students are required to attend to be able to complete the programme of study and register with the NMC. The University also has standards in relation to attendance that need to be met if students are to remain on University programmes. All absences will also be considered by future employers (this includes time which has been made up, as it is not possible to erase any absences from a student’s record).

You are required to sign an attendance register when attending your Academic base (separately for both morning and afternoon sessions, which should be done accordingly, students therefore, should not sign in for afternoon sessions in the morning). If you do not sign the register and no sickness report has been received you will be marked absent. Your group secretary monitors registers twice daily. Registers should not be moved for this purpose. Random auditing of registers will take place. Any student found to have fraudulently claimed attendance will be subject to disciplinary action.

Any excess time lost during the programme will need to be made up. If the amount of time is not too great, these excess days can be made up in annual leave or during free time (upon negotiation with the Student Placement Department). However, it may be necessary to be back grouped to another cohort if too much time is missed. You will not be allowed to complete your training unless you have made all excess days up. It is essential that we keep a record of your attendance on the programme. Any time taken off from the programme will be calculated and will need to be made up. Depending on what the student has missed during the time off will determine what needs to be done to make the time up.

If you miss the whole or a substantial part of a placement which is a NMC or programme requirement, then arrangements will need to be made for you to repeat this placement.

If you miss the whole/substantial part of a placement, where you are unable to successfully complete your standards of proficiency, and you are at the end of a Part within your programme, then you will need to be back grouped in order for you to successfully complete the placement and achieve the required standards of proficiency prior to progressing to the next Part on your programme.

If you miss a substantial part of any theory or practice element within your programme, and this time cannot be made up prior to integrating back to your existing cohort, then you will need to be back grouped into another intake.

MAKING UP EXCESS ABSENCEAbsence* which does not exceed 24 days over the three years of the programme will not need to be made up. Any time over and above this will be recorded as excess absence and needs to be made up before completion of the programme. (Excess absence needs to be made up from where the time was lost – i.e. time lost from practice needs to be made up on placement etc.).

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*Absence (in the context of this paper) includes – Sick Leave Authorised Absence Unauthorised Absence Compassionate Leave

The specific type of absence will be recorded on the student’s record.

ProcedureStudents will be expected to keep a record of their absence and seek support from their personal teacher immediately they accumulate excess absence. Students will be offered the opportunity to make up excess absence in the following ways:

Excess Absence from PracticeFor short periods of excess absence (up to 3 days) the students should obtain a ‘Making up Time log’ from their academic site and negotiate to work the extra shifts during the course of the original placement. The completed form should be sent to the Group Secretary and relevant Placement Officer on completion. The student should contact the Placement Department if there are any difficulties with this arrangement.

For long periods of excess (4 plus days) absence students will be required to attend a placement area identified by the Placement Department at a time agreed with the placement and Placement Department.

Practice time may be made up during some periods of annual leave or in ‘time out’ weeks identified on the programme of training.

The personal teacher will be informed by the group secretary, at the end of each unit of the student’s absences. The group secretary should notify the personal teacher of any student whose absence is causing concern, as it occurs.

The personal teacher will bring excess absence to the attention of the student. Students are required to discuss excess absence with their personal teacher and

negotiate to make up the time. The personal teacher will contact the relevant Placement Officer to discuss the

requirements for making the time up. The Placement Department will then arrange the allocation as necessary.

The Placement Department will notify the student of the arrangements. The student shall obtain a copy of the ‘Making up Time Log’ which is available on

each academic base. The log is completed by the student, and signed by the student’s Mentor or the Learning Environment Manager. The student should forward a copy of the log to the Group Secretary and relevant Placement Officer as soon as the time is completed. If the log is not received within a week of the expected time the Group Secretary will notify the student’s Personal Teacher.

The Personal Teacher will contact the student requesting a copy of the ‘Making up Time Log’ to be forwarded to the Group Secretary and relevant Placement Officer within the next week.

If the student has not made up the time as expected, then the personal teacher will contact the relevant Placement Officer to discuss further requirements for making up time (point 4, above refers)

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The group secretary will record the time completed on CIS.

Excess Absence from TheoryStudents will be required to make up excess absence in negotiation with their personal teacher. The personal teacher will be informed by the group secretary, at the end of each

unit of the student’s absences. The group secretary will inform the Placement Department that the excess time is

theory time and therefore, the student does not require a placement. Students will be required to access the learning outcomes of material missed

during their absence and provide evidence (in a format agreed with the personal teacher) that they have completed this work.

The personal teacher is to inform the group secretary when this has been achieved. The group secretary will record the time completed on CIS and inform the

Placement Department.

Any time not made up at the end of the programme may require students to be back-grouped, or extend their training programme. An extended training programme may not be supported by bursary.

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SHEFFIELD UNIVERSITY SCHOOL OF NURSING AND MIDWIFERYHUMPHREY DAVY HOUSE, MANVERS CAMPUS, ROTHERHAM S63 7ER

Pre-registration Post Graduate Diploma in Nursing (Adult)

Portfolio of Personal Development

November 2010

CONTENTS

Guidelines for Developing a Portfolio Curriculum Vitae and Personal Profile Assessment of Practice Record Integrated Reflective Theory/Practice Assignments EU Tracking Record Record of Interprofessional Working Practice Clinical Skills Passport Record of Night Duty Record of Mandatory Sessions Attended Record of Self/Peer Assessment Supplementary Evidence

* Refer to supplementary Document

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STANDARDS FOR THE PERSONAL TUTOR ROLE

The role of the personal tutor will be to provide personal support and academic guidance, following the University/Programme Regulations and School of Nursing Procedures, where relevant

It is the Head of Department or their designated persons' responsibility to apply these standards within the context of the individual programme of study. Application of these standards will fulfill the standards set within the Students’ Charter and incorporates the University of Sheffield Teaching committee Personal Tutor: Policy Statement.

All students will be allocated a personal tutor, normally based at the same study site, the student will be given the name of her/his personal tutor during the first week of the course/programme of study.

Personal tutors will normally arrange to meet with their personal students at the beginning of the course/programme of study. They will, at a mutually agreed time, undertake an end of module/unit interview with personal students regarding completion of assessment records and monitor clinical progress, where appropriate. It is the students' responsibility for negotiating further meetings for support, academic guidance or review of clinical progress.

Students will normally be allowed a maximum of 3 academic support sessions per assignment, if necessary. Personal tutors will not review a final complete piece of work prior to submission or pass comment on the standard of achievement.

Personal Tutors will provide the student with information regarding how they may be contacted.

Support and academic guidance may involve face to face meetings or other means of contact e.g. telephone, post and e-mail.

Confidentiality of student information, where requested, will be respected in all but exceptional circumstances and in accordance with the NMC Code of Professional Conduct (2002)

Personal tutors will, where necessary, guide the student to information relating to the wide range of student support within the University and Union of Students. The personal tutor will if required also act as a referral agent, on behalf of the student to School/University support services (e.g. Counselling Service, Careers Advisory Service, English Language Teaching Centre).Student Services Information Desk – http://www.shef.ac.uk/ssid/Student Union – http://www.shef.ac.uk/union/

Personal tutors should facilitate additional academic support for students who are experiencing difficulties. Where this additional support is seen to be excessive personal tutors should seek advice from the Programme Leader.

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http://www.shef.ac.uk/union/

http://www.shef.ac.uk/ssid/


APPENDIX 20

Personal tutors will be informed of the sickness and absence record of students and, where appropriate arrange an interview with the student to discuss the implications and decide the action to be taken.

Personal tutors will ensure/maintain a complete and comprehensive record of the students’ progress and meetings held, including a record of meetings arranged and not attended by students and or personal tutors. Both tutor and student would normally sign entries.

Personal tutors will, when necessary, make alternative support available to students during periods of annual leave, providing a briefing of students' needs. The student will be informed of the named individual and a contact number.

The relevant Head of Department will arrange for another tutor to act as support during periods of sickness/absence. The student will be informed of the named individual and a contact number.

Personal tutors will support reasonable requests for special/compassionate leave

Personal tutors will discuss options available with student's who wish to take leave of absence and refer onto the Programme Leader (seconded students would require agreement from their employing authority). Personal tutors to write 3 monthly to students on leave of absence enquiring of any change in situation (please see Leave of Absence procedure.)

Personal tutors will liaise, where necessary, with Programme Leader, link lecturer, group secretaries and other departments (e.g. placements and assessments office).

Where either the personal tutor or student perceive the relationship as being unproductive either party may seek to negotiate a change of personal tutor via the Programme Leader/Head of Department, who will follow Departmental procedure.

Approved following The School Learning and Teaching Committee on 24 September 2002

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LIBRARIES

The University of Sheffield Library – Nursing and Midwifery LibrarianContact:

Main Library: University of SheffieldWestern Bank, Sheffield, S10 2TNTelephone (0114) 222 7200/7201 (General enquiries) Fax (0114) 222 7290 Email: [email protected] Web: http://www.shef.ac.uk/library/Subject coverage: Sociology, education, psychology, biomedical sciences.

Health Sciences Library: RHH Site, University of Sheffield'C' floor, Royal Hallamshire Hospital, S10 2JFTelephone (0114) 271 2030 (General enquiries) Fax (0114) 278 0923Email: [email protected] Web: http://www.shef.ac.uk/library/hsl/rhh.htmlSubject Coverage: Medicine, nursing, midwifery, dentistry

Health Sciences Library: NGH Site, University of SheffieldSamuel Fox House, Northern General Hospital, S5 7AUTelephone (0114) 226 6800 (General enquiries) Fax (0114) 226 6804Email: [email protected] Web: http://www.shef.ac.uk/library/hsl/ngh.htmlSubject coverage: Medicine, nursing

Staff Library, Bassetlaw District General HospitalStaff Library, Postgraduate Centre, Bassetlaw DGH, Worksop, S81 0BDTelephone (01909) 500990 ext 2917 (General enquiries)Email: [email protected] Hazel Croucher (Knowledge & Library Services Manager)Subject coverage Multi-disciplinary (medicine, nursing & PAMs)

Rotherham Health Care Library and Information Services, Rotherham DGHLibraries Suite, Level D, Rotherham District General Hospital, Rotherham, S60 2UDTelephone (01709) 304525 (General enquiries) Fax (01709) 373948Email: [email protected] Graham Matthews (Senior Librarian)Subject coverage Multidisciplinary (Medicine, nursing and health care)

Staff Library, Barnsley District General Hospital NHS TrustStaff Library, Education Centre, Barnsley District General Hospital, Gawber Road Barnsley, S75 2EPTelephone (01226) 777973 (General enquiries) Email: [email protected] Ruth Merrill (Librarian)Subject coverage Multidisciplinary (medicine and nursing)

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Nursing Library, Doncaster Royal Infirmary'C' Block, Doncaster Royal Infirmary, Doncaster DN2 5LTTelephone (01302) 366666 Ext 3003 (General enquiries) Email: [email protected] Janet Sampson (Assistant Library Manager – Medical & Nursing Services).Subject coverage Nursing, midwifery & related health subjects.

Medical and Professional Library, Doncaster Royal InfirmaryMain Building, Doncaster Royal Infirmary, Doncaster DN2 5LTTelephone (01302) 553118 (General enquiries) Fax (01302) 553250Email: [email protected] Janet Sampson (Assistant Library Manager – Medical & Nursing Services).Subject coverage Medicine, nursing/midwifery and related health subjects.

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APPENDIX 22Disabled Students Allowance for Nursing and Midwifery Students

Note: this is a guide to the new DSA rules and not meant to be a complete outline of the regulations. To obtain full information regarding this allowance see Financial Help for Health Care Students (useful contacts below).

The Government announced, earlier this year, that there would be Disabled Students Allowance made available to nursing and midwifery students undertaking courses which attracted a non-means tested bursary (Diploma and Advanced Diploma courses).

Since September 1st 2002 students, who receive non-means tested bursaries are eligible for a Disabled Students Allowance (DSA). The NHS Student Grant Unit (SGU see useful contacts below) is responsible for administering the allowance. The process for applying this DSA mirrors that for degree students. This DSA is not subject to means testing. In summary:

The SGU are required to consider all cases where extra costs are incurred in studying because of a physical or learning disability. The DSA should:

Be in respect of expenditure not covered elsewhere in the NHS Bursary Scheme, and must arise from attendance at the course as well as a disability.

Not be made for disability-related expenditure which the student would incur irrespective of whether or not they were a student; and

Not be made for expenditure relating to services that can be reasonably be expected to be provided for by the students institution.

To be eligible for DSA the student needs to have a disability or special need identified along with the impact upon the student's ability to participate in the course and any applicable specialist equipment or other help to be identified.

The student needs to let the University (or College) know as soon as possible if they have a special need/disability, and what extra help or equipment they need to enable them to complete the course.

Evidence of the nature and severity of special needs/disability, with a recent assessment (within the last two years). The student is expected to meet the cost of establishing disability.

For most DSA applicants, there should be little difficulty in establishing their eligibility - this is often known and documented. Applicants will need to provide documented evidence of their special needs/disability.

In cases of dyslexia, the assessment should be carried out by a qualified psychologist experienced with working with adults with dyslexia, or someone from a professional training course involved in the assessment of adults with dyslexia (e.g. RSA Diploma in Specific Learning Difficulties).

Once established, the level of support needed to enable the student to undertake their studies needs to be identified. Most Universities will refer the student for an

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APPENDIX 22Assessment of Needs from a person with specialist experience at an independent centre. This assessment will identify such things as the type of specialist equipment needed, whether a non-medical helper is required, how much this will cost and where to get the equipment/help from. The report will also include training needs for using specialist equipment.

Where an applicant does not have documented evidence, it will be necessary for them to be assessed by an appropriately qualified person or body. This assessment should clearly determine if the student would be obliged to incur additional expenditure to attend the course as a direct result of the special need/disability.

Application for DSA should be supported by the student's academic institution and normally for the claim to be made via the University (usually Disability Co-ordinator).

DSA is made up of three elements to cover different areas of need:

Specialist equipment allowance: to help buy major items of equipment. It can also be used to pay for repairs, technical support, insurance or extended warranty, as well as for training to use the equipment. If rented equipment is more economical SGU would consider paying for this. This is a one off payment up to a maximum of £4,460 (for 2003/4) for the full three years of training.

Non-medical helpers allowance: to help pay for helpers such as lip-speakers, note takers and other non-medical assistants. This is an annual payment up to a maximum of £11,280 (for 2003/4).

General disabled student's allowance: to help towards general expenditure. It can be used to pay for minor items such as tapes, Braille paper or to top up the other two allowances. This is an annual payment up to a maximum of £1,490 (for 2003/4).

Additional allowance: reasonable and necessary travel costs incurred because of special needs/disability are reimbursable.

Payment is made direct to the student's bank account (although this may change in the future). Therefore, the student is responsible for ensuring that the money is spent appropriately.

Students on existing courses are able to make a claim where they meet the criteria.

The DSA is NOT intended to be used towards funding infrastructure, general administration and pastoral costs of the academic institution.

DSA should NOT be used to fund a disabled person's support, counselling or tutorial services that are made available to all students.

DSA is NOT intended for the costs of extra academic tuition or support in the main subject areas being studied.

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APPENDIX 22

Useful Contacts

The NHS Student Grants Unit

Hesketh House FleetwoodLancashireFY7 8SS

Tel: 0845 358 6655Fax: 01253 774490Email: [email protected]

Financial Help for Health Care Studentshttp://www.doh.gov.uk/hcsmain.htm

Printed copies from

Department of HealthPO Box 777 London SE1 6XH

Fax: 020 7450 0650Email: [email protected]: 01623 724 524

Ref 24557

Skill: National Bureau for Students with Disabilities

Chapter House18-20 Crucifix LaneLondonSE1 3JW

Tel(voice/text): 020 7450 0620

Information Service:(voice) 0800 328 5050(text) 0800 068 2422Monday-Thursday1.30pm to 4.30pm

Email: [email protected]

Website: www.skill.org.uk

School of Nursing and MidwiferyUniversity of Sheffield

Plagiarism Action Guidance

The following table has been developed to assist markers in instigating the appropriate course of action when they detect a high level of similarity in a student’s work that has been submitted to “Turnitin”.

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APPENDIX 22On full time programmes it is recommended that all students submit their own work via “Turnitin”.

On part time programmes unit leaders must submit at least 20% of work to “Turnitin”.

The table is not definitive, there will still be occasions when professional judgement will need to be exercised.

Sources of plagiarism are identified as below:-

Published material Database sources Another student’s work This student’s previous work, which may be:

o a previous attempt at this assignment oro a previous assignment for another unit/module

Plagiarism may also be identified as poor or inappropriate referencing that may be as a result of inexperience. If, in the markers professional judgement, this is deemed to be the case the action guide below does contain appropriate action to be taken.

If the marker requires any clarification regarding their concerns then they should consult with the Head of Learning and Teaching/Teaching and Learning Advocate.

It is important that programme/unit leaders ensure that information on avoiding plagiarism is included at the beginning and end of all taught units on part time programmes. On full time programmes sessions should be timetabled at the beginning of each semester. For units delivered on-line or by distance learning the unit/programme leaders should ensure that students are given the opportunity to complete the distance learning package.

Inappropriate Referencing v PlagiarismEvidence of inappropriate referencing.

Sections of work matched; sources individually acknowledged, but fails to paraphrase and/or identify secondary sources.

Plagiarism Sections of work matched but no attempt made to acknowledge this as the work of others

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APPENDIX 22Percentage of work plagiarised

Evidence of inappropriate referencing

Plagiarism

Up to 49% 1st InstanceAction as identified on the marking criteria should be followed.Tutorial support is offered as part of feedback.Letter 1 to Student2nd InstanceAs for Plagiarism

A 0 grade will be awardedThe student will be seen by the Programme Leader and personal teacher/unit leaders.A record will be entered in the student’s personal file.Letter 2 to Student

50-100% A 0 grade will be awardedThe student will be seen by the Programme Leader, personal teacher/unit leader and Director of Learning and Teaching.A record will be entered in the student’s personal file.Tutorial support is offered.The student may be referred to faculty/NMC/regulatory body where appropriate.Letter 2 to Student

If any action is taken with reference to the above this should be notified to the Director of teaching and Learning/Teaching and Learning advocate as this needs recording on the unfair means monitoring form to be returned to faculty in July of each year

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