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BSc Children's Nursing

Academic Year 2017/18

A programme specification is required for any programme on which a student may be registered. All programmes of the University are subject to the University's Quality Assurance and Enhancement processes as set out in the DASA Policies and Procedures Manual.

Programme Title

BSc Children's Nursing

Final Award
(exit route if applicable for Postgraduate Taught Programmes)

Bachelor of Science

Programme Code

NAM-BSC-N

UCAS Code

B730

JACS Code

B730 (DESCR) 100

Criteria for Admissions

For current general university entry requirements for this pathway go to http://www.qub.ac.uk/ado
All applicants (except Access/Foundation applicants) must normally have 5 GCSEs at grade C or better to include English Language (or equivalent acceptable to the University), Mathematics and a Science subject (i.e. Biology, Chemistry, Physics, Double Award Science or Science). A GCSE Applied Science is not acceptable in lieu of GCSE Science. Applicants offering Access/Foundation courses must also have a grade C in GCSE Mathematics and a Science subject or equivalent acceptable to the University. Within an Access programme, a pass in NICATS Mathematics and in a Level 2/3 Biology or Chemistry or Physics module (minimum of 15% of the programme) would normally fulfil the requirements.

In addition to the GCSE requirements, or equivalent, applicants must offer one of the following qualifications:
A-level: BCC including a relevant Science (Biology, Chemistry, Mathematics or Physics) OR BBC where a relevant Science subject is not offered.
BTEC National Diploma/Extended Diploma (18 Units):Successful completion with 6 Distinctions and 12 Merits in a relevant science-based course OR Successful completion with 8 Distinctions and 10 Merits in a non-relevant course.
Access/Foundation Course: An average mark of 65% where at least half of the overall programme is in Biology or Chemistry or Physics OR an average mark of 70% is required for non-science access courses.
BTEC HND: Successful completion with Merits or better in at least 12 of the 16 units and Passes in all other units.
BTEC HNC: Successful completion with a minimum of Merit grade in all units or averaging out to all Merits.
Graduate: First Degree Pass or better. Graduates must have a minimum of a grade C in GCSE English Language, Mathematics and a Science.
For students whose first language is not English: An IELTS score of 7.0 with a minimum of 7.0 in each test component or an equivalent acceptable qualification. If you are an international student and you do not meet the entrance requirements, you should consider a preparation course at INTO Queen's University Belfast, which will prepare you for successful study on these degree courses.
For all applicants: In shortlisting for interview, all information on the application form will be taken into account and additional academic criteria may also be applied. Where offers are made following interview, these will be conditional on a satisfactory Occupational Health Assessment and Criminal Records check (Access NI Enhanced Disclosure) in addition to any academic requirements. Applicants (including those commencing their studies (inc February) must satisfy all academic requirements by 31 August of the year of entry.
The academic entry requirements are reviewed annually and applicants must refer to the University prospectus for the year of entry and the School’s website at www.aub.ac.uk/nur click on ‘Prospective Students’.

Academic entry qualifications other than those listed will be considered individually on merit.

ATAS Clearance Required

No

Health Check Required

No

Portfolio Required

Interview Required

NMC requirement for face-to-face contact.

Mode of Study

Full Time

Type of Programme

Single Honours

Length of Programme

3 Academic Year(s)

Total Credits for Programme

360

Exit Awards available

INSTITUTE INFORMATION

Awarding Institution/Body

Queen's University Belfast

Teaching Institution

Queen's University Belfast

School/Department

Nursing & Midwifery

Framework for Higher Education Qualification Level 
http://www.qaa.ac.uk/publications/information-and-guidance

Level 6

QAA Benchmark Group
http://www.qaa.ac.uk/assuring-standards-and-quality/the-quality-code/subject-benchmark-statements

Nursing (2001)

Accreditations (PSRB)

Nursing and Midwifery Council

Date of most recent Accreditation Visit 31-08-19

External Examiner Name:

External Examiner Institution/Organisation

Professor Tony Long

University of Salford

REGULATION INFORMATION

Does the Programme have any approved exemptions from the University General Regulations
(Please see General Regulations)

Yes, as noted in 1.4.23. Practice Module 1 requires 80% (numeracy examination) to pass and Practice Module 3 requires 100%.

Programme Specific Regulations

Students should attend timetabled classes for all theory modules. Students who fail to satisfy the attendance requirements will be referred to the Module Co-ordinator and if their absence is deemed to compromise satisfactory completion of the module they will be referred to the Board of Examiners.

100% attendance in practice is mandatory. At the discretion of the Module Co-ordinator and subject to the paragraph below, students will normally have the opportunity to compensate for practice missed through absence or illness or other recognised extenuating circumstances.

Students must complete all modules and achieve satisfactory performance in all compulsory elements. Compensation between elements is not permitted.

The pass mark for all modules is 40% unless otherwise stated. Re-sits will be facilitated at the next available opportunity.

An outline of the method of assessment in each practice placement is available in the Clinical Assessment Section of the Curriculum. Practice modules will be assessed through formative and summative assessments and shall normally be assessed before the end of the semester in which they occur.

In addition to satisfying the University's Conduct Regulations, students will be required to meet the NMC requirements of Good Health and Good Character for eligibility for entry to the NMC Professional Register.

Examinations and assignments shall be planned to assess the student's knowledge, skills and attitudes, and demonstrate ability to achieve NMC Progression Points for entry to the appropriate part of the NMC Professional Register. Examinations and assignments will reflect module content and NMC requirements. Specific dates for submission of assignments will be available in each module's booklet and examination dates and times will be posted on the University Examination's website. Students must complete all formative assessments. To pass a summative assessment the students must obtain a mark of 40% or higher.

The Degree is a 3 year programme of preparation leading to the award of a BSc (Hons) Nursing and eligibility to apply to the appropriate part of the Professional Register maintained by the Nursing and Midwifery Council (NMC).

Students whose progress appears to be unsatisfactory at any stage of their studies, who are absent from a University examination for a reason not approved by the School, or who records two absent medicals for an assessable component of the course will be considered at the Board of Examiners.

A student on temporary withdrawal shall return to the programme at the point where they were last deemed competent.

A student whose temporary withdrawals from the course exceed two years will be required to permanently withdraw from the programme in line with current University Regulations. If the student wishes to return to the programme at a later time, they will be required to reapply to the School.

A student who has been required to take a temporary withdrawal will be required to complete a self-declaration form prior to return to the programme, declaring any criminal record they may have attracted during absence.

The NMC (2010) requires that all pre-registration nursing programmes have two progression points dividing the programme into three parts. Within this programme the progression points will be at the end of year 1 and the end of year 2.

Year 1 and Year 2 progression
Year 1 and Year 2 learning outcomes in both theory and practice must be achieved and confirmed by the appropriate Board of Examiners within twelve weeks of entering the next year of the programme - NMC (2010). This twelve week period includes holidays and may require on occasions students to take a period of temporary withdrawal in order to proceed.

Year 3 Progression
Students awaiting results may proceed to the final placement pending publication of their results but may not undertake the summative assessment, until all outstanding elements of the programme have been successfully completed. Following publication of results unsuccessful students will be called to a student support meeting. If permitted to continue on the programme, students must successfully complete all outstanding elements of the programme prior to undertaking the summative assessment in practice placement 9.

Students must complete all modules and achieve a satisfactory performance in all compulsory elements. The outline of the method of assessment in each practice placement is available in the Practice Portfolio/Record of Achievement. Re-sits for modules will be facilitated at the next available examination/ assessment opportunity.

Students who do not achieve satisfactory performance in the Practice Module 1 after a second attempt will be discussed at the BOE. If the BOE permit the student to remain on the course they may not progress to year 2 without successfully completing Practice Module 1. Students who do not achieve satisfactory performance in the Practice Module 2 after a second attempt will be discussed at the BOE. If the BOE permit the student to remain on the course they may not proceed to Year 3 without successfully completing Practice Module 2 Students who do not achieve satisfactory performance in the Practice Module 3 after a second attempt will be discussed at the BOE. If the BOE permit the student to remain on the course the BOE may require the student to repeat a period of practice of not less than 6 weeks.

Exit Points

The BSc (Hons) Nursing is a degree programme comprising a professional award which leads to eligibility to seek registration on the Nursing and Midwifery Council Professional Register. Students who do not wish or are not permitted to continue on the professional qualification programme may be permitted to transfer to another programme as follows:

1. Students who have successfully completed 120 CATS at Level 1 and do not wish or are unable to complete their nursing programme may be awarded a Certificate in Healthcare Sciences or;

2. Students who successfully complete 120 CATS at Level 1 and 120 CATS at Level 2 and who do not wish or are unable to complete their nursing programme may be awarded a Diploma in Healthcare Sciences or;

3. Students who have successfully accrued 120 credit points at level 1, 120 credit points at level 2 and 120 Credits at Level 3 may be awarded a Degree in Healthcare Sciences. Students may have been previously apeled for the level 1 module.

Students with protected characteristics

This programme includes practical and clinical elements where patient safety must be the primary consideration.

Applications will be considered on an individual basis and in conjunction with professional guidelines, Occupational Health and Disability Services.

Are students subject to Fitness to Practise Regulations

(Please see General Regulations)

No
Yes

EDUCATIONAL AIMS OF PROGRAMME

The overall aim of this programme is to offer a high quality teaching and learning environment in the provision of a high quality education programme for undergraduate nursing students that meets current NMC recommendations. On successful completion of this programme students will be able to:

• Participate in lifelong learning through self-directed learning.

• Search, analyse and critique the best available evidence to inform nursing practice.

• Develop nursing skills, thus ensuring that at the end of the programme students are fit for practice.

��� Problem-solve within a variety of nurse practice settings.

• Provide care that is holistic in nature and incorporates the health for all orientation.

• Assess, plan, implement and evaluate care in partnership with patients/clients and other care providers.

LEARNING OUTCOMES

Learning Outcomes: Cognitive Skills

On the completion of this course successful students will be able to:

Demonstrate an ethical and professional approach in caring for patients and their families.

Teaching/Learning Methods and Strategies

Through the use of Enquiry Based Learning, students will develop critical thinking skills enabling them to take control of their own learning through the following teaching, learning and assessment methods.

Lectures
Tutorials
Seminars
Self-directed learning
E Learning
Group work
Role Play
Practice placements
Supervised clinical practice
Problem solving case studies
Skills laboratory work
Simulation

Methods of Assessment

Written examinations
Course work
Formative Assessment
Summative Assessments
Practice Module –NMC competencies, Numeracy,
OSCE, Portfolio

Demonstrate an attitude of intellectual curiosity and an appreciation of how active, lifelong learning can benefit patients and themselves.

Teaching/Learning Methods and Strategies

Through the use of Enquiry Based Learning, students will develop critical thinking skills enabling them to take control of their own learning through the following teaching, learning and assessment methods.

Lectures
Tutorials
Seminars
Self-directed learning
E Learning
Group work
Role Play
Practice placements
Supervised clinical practice
Problem solving case studies
Skills laboratory work
Simulation– NMC competencies

Methods of Assessment

Written examinations
Course work
Formative Assessment
Summative Assessments
Practice Module – NMC competencies, Numeracy,
OSCE, Portfolio

Demonstrate a respect for patients’ rights, particularly in regard to consent and confidentiality.

Teaching/Learning Methods and Strategies

Through the use of Enquiry Based Learning, students will develop critical thinking skills enabling them to take control of their own learning through the following teaching, learning and assessment methods.

Lectures
Tutorials
Seminars
Self-directed learning
E Learning
Group work
Role Play
Practice placements
Supervised clinical practice
Problem solving case studies
Skills laboratory work
Simulation

Methods of Assessment

Written examinations
Course work
Formative Assessment
Summative Assessments
Practice Module – NMC competencies, Numeracy,
OSCE, Portfolio
Simulation

Have an appreciation of the duties and responsibilities when caring for patients/families and when dealing with colleagues.

Teaching/Learning Methods and Strategies

Through the use of Enquiry Based Learning, students will develop critical thinking skills enabling them to take control of their own learning through the following teaching, learning and assessment methods.

Lectures
Tutorials
Seminars
Self-directed learning
E Learning
Group work
Role Play
Practice placements
Supervised clinical practice
Problem solving case studies
Skills laboratory work
Simulation– NMC competencies

Methods of Assessment

Written examinations
Course work
Formative Assessment
Summative Assessments
Practice Module – NMC competencies, Numeracy,
OSCE, Portfolio
Interprofessional Education (Simulation)

Learning Outcomes: Knowledge & Understanding

On the completion of this course successful students will be able to:

Support the professional development and safe practice of others through peer support, leadership, supervision and teaching.

Teaching/Learning Methods and Strategies

Through the use of Enquiry Based Learning (EBL) students will develop critical thinking skills enabling students to take control of their own learning through the following teaching, learning and assessment methods:

Lectures
Tutorials
Seminars
Self-directed learning
E Learning
Group work
Role Play
Practice placements
Supervised clinical practice
Problem solving case studies
Skills laboratory work
Simulation
Practice Module – NMC Clinical competencies

Methods of Assessment

Written examinations
Course work
Formative Assessment
Summative Assessment
Practice Module – NMC competencies, Numeracy,
OSCE, Portfolio
Simulation

Demonstrate 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 practice.

Teaching/Learning Methods and Strategies

Through the use of Enquiry Based Learning (EBL) students will develop critical thinking skills enabling students to take control of their own learning through the following teaching, learning and assessment methods:

Lectures
Tutorials
Seminars
Self-directed learning
E Learning
Group work
Role Play
Practice placements
Supervised clinical practice
Problem solving case studies
Skills laboratory work
Simulation
Practice Module – NMC Clinical competencies

Methods of Assessment

Written examinations
Course work
Formative Assessment
Summative Assessment
Practice Module – NMC competencies, Numeracy,
OSCE, Portfolio
MCQ

Apply knowledge of effective inter-professional working practices which respect and utilize the contributions of members of the health and social care team.

Teaching/Learning Methods and Strategies

Through the use of Enquiry Based Learning (EBL) students will develop critical thinking skills enabling students to take control of their own learning through the following teaching, learning and assessment methods:

Lectures
Tutorials
Seminars
Self-directed learning
E Learning
Group work
Role Play
Practice placements
Supervised clinical practice
Problem solving case studies
Skills laboratory work
Simulation
Practice Module – NMC Clinical competencies

Methods of Assessment

Written examinations
Course work
Continuous assessment
Formative Assessment
Summative Assessment
Practice Module – NMC competencies, Numeracy,
OSCE, Portfolio

Contribute to public protection by creating and maintaining a safe environment of care through the use quality assurance and risk management strategies.

Teaching/Learning Methods and Strategies

Through the use of Enquiry Based Learning (EBL) students will develop critical thinking skills enabling students to take control of their own learning through the following teaching, learning and assessment methods:

Lectures
Tutorials
Seminars
Self-directed learning
E Learning
Group work
Role Play
Practice placements
Supervised clinical practice
Problem solving case studies
Skills laboratory work
Simulation
Practice Module – NMC Clinical competencies

Methods of Assessment

Written examinations
Course work
Continuous assessment
Formative Assessment
Summative Assessment
Practice Module – NMC competencies, Numeracy,
OSCE, Portfolio

Demonstrate sound clinical judgement across a range of differing professional and care delivery contexts.

Teaching/Learning Methods and Strategies

Through the use of Enquiry Based Learning (EBL) students will develop critical thinking skills enabling students to take control of their own learning through the following teaching, learning and assessment methods:

Lectures
Tutorials
Seminars
Self-directed learning
E Learning
Group work
Role Play
Practice placements
Supervised clinical practice
Problem solving case studies
Skills laboratory work
Simulation
Practice Module – NMC Clinical competencies

Methods of Assessment

Written examinations
Course work
Continuous assessment
Formative Assessment
Summative Assessment
Practice Module – NMC competencies, Numeracy,
OSCE, Portfolio

Evaluate and document the outcomes of nursing and other interventions.

Teaching/Learning Methods and Strategies

Through the use of Enquiry Based Learning (EBL) students will develop critical thinking skills enabling students to take control of their own learning through the following teaching, learning and assessment methods:

Lectures
Tutorials
Seminars
Self-directed learning
E Learning
Group work
Role Play
Practice placements
Supervised clinical practice
Problem solving case studies
Skills laboratory work
Simulation
Practice Module – NMC Clinical competencies

Methods of Assessment

Written examinations
Course work
Formative Assessment
Summative Assessment
Practice Module – NMC competencies, Numeracy,
OSCE, Portfolio

Present a rationale for the nursing care delivered which takes account of social, cultural, spiritual, legal, political and economic influences.

Teaching/Learning Methods and Strategies

Through the use of Enquiry Based Learning (EBL) students will develop critical thinking skills enabling students to take control of their own learning through the following teaching, learning and assessment methods:

Lectures
Tutorials
Seminars
Self-directed learning
E Learning
Group work
Role Play
Practice placements
Supervised clinical practice
Problem solving case studies
Skills laboratory work
Simulation
Practice Module – NMC Clinical competencies

Methods of Assessment

Written examinations
Course work
Continuous assessment
Formative Assessment
Summative Assessment
Practice Module – NMC competencies, Numeracy,
OSCE, Portfolio

Apply knowledge and appropriate repertoire of skills indicative of safe nursing practice, based on the best available evidence.

Teaching/Learning Methods and Strategies

Through the use of Enquiry Based Learning (EBL) students will develop critical thinking skills enabling students to take control of their own learning through the following teaching, learning and assessment methods:

Lectures
Tutorials
Seminars
Self-directed learning
E Learning
Group work
Role Play
Practice placements
Supervised clinical practice
Problem solving case studies
Skills laboratory work
Simulation
Practice Module – NMC Clinical competencies

Methods of Assessment

Written examinations
Course work
Continuous assessment
Formative Assessment
Summative Assessment
Practice Module – NMC competencies, Numeracy,
OSCE, Portfolio

Formulate and document a plan of nursing care, where possible in partnership with patients, clients, their carers, families and friends within a framework of informed consent.

Teaching/Learning Methods and Strategies

Through the use of Enquiry Based Learning (EBL) students will develop critical thinking skills enabling students to take control of their own learning through the following teaching, learning and assessment methods:

Lectures
Tutorials
Seminars
Self-directed learning
E Learning
Group work
Role Play
Practice placements
Supervised clinical practice
Problem solving case studies
Skills laboratory work
Simulation
Practice Module – NMC Clinical competencies

Methods of Assessment

Written examinations
Course work
Continuous assessment
Formative Assessment
Summative Assessment
Practice Module – NMC competencies, Numeracy,
OSCE, Portfolio

Undertake and document a comprehensive, systematic and accurate nursing assessment of the physical, psychological, social and spiritual needs of patients, clients and communities.

Teaching/Learning Methods and Strategies

Through the use of Enquiry Based Learning (EBL) students will develop critical thinking skills enabling students to take control of their own learning through the following teaching, learning and assessment methods:

Lectures
Tutorials
Seminars
Self-directed learning
E Learning
Group work
Role Play
Practice placements
Supervised clinical practice
Problem solving case studies
Skills laboratory work
Simulation
Practice Module – NMC Clinical competencies

Methods of Assessment

Written examinations
Course work
Continuous assessment
Formative Assessment
Summative Assessment
Practice Module – NMC competencies, Numeracy,
OSCE, Portfolio
MCQs

Create and utilise opportunities to promote the health and wellbeing of patients, clients and groups.

Teaching/Learning Methods and Strategies

Through the use of Enquiry Based Learning (EBL) students will develop critical thinking skills enabling students to take control of their own learning through the following teaching, learning and assessment methods:

Lectures
Tutorials
Seminars
Self-directed learning
E Learning
Group work
Role Play
Practice placements
Supervised clinical practice
Problem solving case studies
Skills laboratory work
Simulation
Practice Module – NMC Clinical competencies

Methods of Assessment

Written examinations
Course work
Formative Assessment
Summative Assessment
Practice Module – NMC competencies, Numeracy,
OSCE, Portfolio

Learning Outcomes: Subject Specific

On the completion of this course successful students will be able to:

Demonstrate key skills in communication, information retrieval and employability.

Teaching/Learning Methods and Strategies

Through the use of EBL students will develop subject-specific skills enabling students to take control of their own learning through the following teaching, learning and assessment methods:

Lectures
Tutorials
Seminars
Self-directed learning
E Learning
Group work
Role Play
Practice placements
Supervised clinical practice Problem solving case studies
Skills laboratory work
Simulation
Practice Module – NMC Clinical competencies

Methods of Assessment

Written examinations
Course work
Continuous assessment
Formative Assessment
Summative Assessments
Practice Module – NMC competencies, Numeracy,
OSCE, Portfolio
Simulation

Delegate duties to others as appropriate, ensuring they are supervised and monitored.

Teaching/Learning Methods and Strategies

Through the use of EBL students will develop subject-specific skills enabling students to take control of their own learning through the following teaching, learning and assessment methods:

Lectures
Tutorials
Seminars
Self-directed learning
E Learning
Group work
Role Play
Practice placements
Supervised clinical practice Problem solving case studies
Skills laboratory work
Simulation
Practice Module – NMC Clinical competencies

Methods of Assessment

Written examinations
Course work
Continuous assessment
Formative Assessment
Summative Assessments
Practice Module – NMC competencies, Numeracy,
OSCE, Portfolio

Engage in, develop and disengage from therapeutic relationships through the use of appropriate communication and interpersonal skills.

Teaching/Learning Methods and Strategies

Through the use of EBL students will develop subject-specific skills enabling students to take control of their own learning through the following teaching, learning and assessment methods:

Lectures
Tutorials
Seminars
Self-directed learning
E Learning
Group work
Role Play
Practice placements
Supervised clinical practice Problem solving case studies
Skills laboratory work
Simulation
Practice Module – NMC Clinical competencies

Methods of Assessment

Written examinations
Course work
Continuous assessment
Formative Assessment
Summative Assessments
Practice Module – NMC competencies, Numeracy,
OSCE, Portfolio

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

Teaching/Learning Methods and Strategies

Through the use of EBL students will develop subject-specific skills enabling students to take control of their own learning through the following teaching, learning and assessment methods:

Lectures
Tutorials
Seminars
Self-directed learning
E Learning
Group work
Role Play
Practice placements
Supervised clinical practice Problem solving case studies
Skills laboratory work
Simulation
Practice Module – NMC Clinical competencies

Methods of Assessment

Written examinations
Course work
Continuous assessment
Formative Assessment
Summative Assessments
Practice Module – NMC competencies, Numeracy,
OSCE, Portfolio

Practice within a legal framework that protects the rights of the patient and client including respect for confidentiality.

Teaching/Learning Methods and Strategies

Through the use of EBL students will develop subject-specific skills enabling students to take control of their own learning through the following teaching, learning and assessment methods:

Lectures
Tutorials
Seminars
Self-directed learning
E Learning
Group work
Role Play
Practice placements
Supervised clinical practice Problem solving case studies
Skills laboratory work
Simulation
Practice Module – NMC Clinical competencies

Methods of Assessment

Written examinations
Course work
Continuous assessment
Formative Assessment
Summative Assessments
Practice Module – NMC competencies, Numeracy,
OSCE, Portfolio

Manage one’s self, one’s practice and that of others in accordance with the NMC’s Code and Advisory documents, recognizing one’s ability, competency and limitations.

Teaching/Learning Methods and Strategies

Through the use of EBL students will develop subject-specific skills enabling students to take control of their own learning through the following teaching, learning and assessment methods:

Lectures
Tutorials
Seminars
Self-directed learning
E Learning
Group work
Role Play
Practice placements
Supervised clinical practice Problem solving case studies
Skills laboratory work
Simulation
Practice Module – NMC Clinical competencies

Methods of Assessment

Written examinations
Course work
Formative Assessment
Summative Assessments
Practice Module – NMC competencies, Numeracy,
OSCE, Portfolio
Simulation

Learning Outcomes: Transferable Skills

On the completion of this course successful students will be able to:

Ability to manage self, delegate to others, accept responsibility, plan in collaboration with other professionals.

Teaching/Learning Methods and Strategies

Through the use of EBL students will develop transferable skills enabling students to take control of their own learning through the following teaching, learning and assessment methods:

Lectures
Tutorials
Seminars
Self-directed learning
E Learning Group work
Role Play
Practice placements
Supervised clinical practice
Problem solving case studies
Skills laboratory work
Simulation
Practice Module – NMC Clinical competencies

Methods of Assessment

Written examinations
Course work
Continuous assessment
Formative Assessment
Summative Assessments
Practice Module – NMC competencies, Numeracy,
OSCE, Portfolio
Simulation

Use of self, role modelling, information sharing, needs assessment and referral systems.

Teaching/Learning Methods and Strategies

Through the use of EBL students will develop transferable skills enabling students to take control of their own learning through the following teaching, learning and assessment methods:

Lectures
Tutorials
Seminars
Self-directed learning
E Learning Group work
Role Play
Practice placements
Supervised clinical practice
Problem solving case studies
Skills laboratory work
Simulation
Practice Module – NMC Clinical competencies

Methods of Assessment

Written examinations
Course work
Formative Assessment
Summative Assessments
Practice Module ��� NMC competencies, Numeracy,
OSCE, Portfolio

Awareness of needs assessment, utilization of risk assessment model/framework.

Teaching/Learning Methods and Strategies

Through the use of EBL students will develop transferable skills enabling students to take control of their own learning through the following teaching, learning and assessment methods:

Lectures
Tutorials
Seminars
Self-directed learning
E Learning Group work
Role Play
Practice placements
Supervised clinical practice
Problem solving case studies
Skills laboratory work
Simulation
Practice Module – NMC Clinical competencies

Methods of Assessment

Written examinations
Course work
Formative Assessment
Summative Assessments
Practice Module – NMC competencies, Numeracy,
OSCE, Portfolio

Research awareness, literature search skills and evidence based practice.

Teaching/Learning Methods and Strategies

Through the use of EBL students will develop transferable skills enabling students to take control of their own learning through the following teaching, learning and assessment methods:

Lectures
Tutorials
Seminars
Self-directed learning
E Learning Group work
Role Play
Practice placements
Supervised clinical practice
Problem solving case studies
Skills laboratory work
Simulation
Practice Module – NMC Clinical competencies

Methods of Assessment

Written examinations
Continuous assessment
Formative Assessment
Summative Assessments
Portfolio
MCQs

Reading, writing, information retrieval, referencing, analyzing, drug administration.

Teaching/Learning Methods and Strategies

Through the use of EBL students will develop transferable skills enabling students to take control of their own learning through the following teaching, learning and assessment methods:

Lectures
Tutorials
Seminars
Self-directed learning
E Learning Group work
Role Play
Practice placements
Supervised clinical practice
Problem solving case studies
Skills laboratory work
Simulation
Practice Module – NMC Clinical competencies

Methods of Assessment

Written examinations
Course work
Formative Assessment
Summative Assessments
Practice Module – NMC competencies, Numeracy,
OSCE, Portfolio
Simulation

Time management, goal and objective setting.

Teaching/Learning Methods and Strategies

Through the use of EBL students will develop transferable skills enabling students to take control of their own learning through the following teaching, learning and assessment methods:

Lectures
Tutorials
Seminars
Self-directed learning
E Learning Group work
Role Play
Practice placements
Supervised clinical practice
Problem solving case studies
Skills laboratory work
Simulation
Practice Module – NMC Clinical competencies

Methods of Assessment

Written examinations
Course work
Formative Assessment
Summative Assessments
Practice Module –NMC competencies, Numeracy,
OSCE, Portfolio

Problem analysis, creative thinking, decision making, negotiation skills, reflection, evaluation, observation, symptom recognition and referral.

Teaching/Learning Methods and Strategies

Through the use of EBL students will develop transferable skills enabling students to take control of their own learning through the following teaching, learning and assessment methods:

Lectures
Tutorials
Seminars
Self-directed learning
E Learning Group work
Role Play
Practice placements
Supervised clinical practice
Problem solving case studies
Skills laboratory work
Simulation
Practice Module – NMC Clinical competencies

Methods of Assessment

Written examinations
Course work
Formative Assessment
Summative Assessments
Practice Module – NMC competencies, Numeracy,
OSCE, Portfolio
Simulation

Leadership, group facilitation skills, giving and receiving feedback, coping with dynamics within a group, e.g. silence, defence mechanisms.

Teaching/Learning Methods and Strategies

Through the use of EBL students will develop transferable skills enabling students to take control of their own learning through the following teaching, learning and assessment methods:

Lectures
Tutorials
Seminars
Self-directed learning
E Learning Group work
Role Play
Practice placements
Supervised clinical practice
Problem solving case studies
Skills laboratory work
Simulation
Practice Module – NMC Clinical competencies

Methods of Assessment

Written examinations
Course work
Formative Assessment
Summative Assessments
Practice Module – NMC competencies, Numeracy,
OSCE, Portfolio

Sensitivity, empathy, sympathy, appropriate self-disclosure, conflict management, boundary setting, non-judgemental acceptance.

Teaching/Learning Methods and Strategies

Through the use of EBL students will develop transferable skills enabling students to take control of their own learning through the following teaching, learning and assessment methods:

Lectures
Tutorials
Seminars
Self-directed learning
E Learning Group work
Role Play
Practice placements
Supervised clinical practice
Problem solving case studies
Skills laboratory work
Simulation
Practice Module – NMC Clinical competencies

Methods of Assessment

Written examinations
Course work
Formative Assessment
Summative Assessments
Practice Module – NMC competencies, Numeracy,
OSCE, Portfolio

Communication, listening, self-awareness, stress management, self-appraisal, professionalism, teaching/presentation skills.

Teaching/Learning Methods and Strategies

Through the use of EBL students will develop transferable skills enabling students to take control of their own learning through the following teaching, learning and assessment methods:

Lectures
Tutorials
Seminars
Self-directed learning
E Learning Group work
Role Play
Practice placements
Supervised clinical practice
Problem solving case studies
Skills laboratory work
Simulation
Practice Module – NMC Clinical competencies

Methods of Assessment

Written examinations
Course work
Formative Assessment
Summative Assessments
Practice Module – NMC competencies, Numeracy,
OSCE, Portfolio
Poster presentation

MODULE INFORMATION

Programme Requirements

Module Title

Module Code

Level/ stage

Credits

Availability

Duration

Pre-requisite

 

Assessment

 

 

 

 

S1

S2

 

 

Core

Option

Coursework %

Practical %

Examination %

Health and Wellbeing

NFM1101

1

40

24 weeks

N

YES

20%

0%

80%

Professional Nursing Values

NFM1102

1

40

24 weeks

N

YES

80%

0%

20%

Dimensions of Care in Children's Nursing

NCB2101

2

40

24 weeks

N

YES

50%

0%

50%

Care Delivery in Children's Nursing

NCB2102

2

40

24 weeks

N

YES

100%

0%

0%

Management and Leadership

NFY3000

3

40

8 weeks

N

YES

100%

0%

0%

Decision Making for Professional Practice

NFY3001

3

40

8 weeks

N

YES

30%

0%

70%

Evidence Based Nursing 1

NFM1105

1

40

24 weeks

N

YES

50%

0%

50%

Evidence Based Nursing 2

NSY2105

2

40

24 weeks

N

YES

30%

0%

70%

Practice Module 1

NFM1104

1

0

18 weeks

N

YES

0%

0%

100%

Practice Module 2 Children's Nursing

NCB2104

2

0

24 weeks

N

YES

100%

0%

0%

Practice Module 3 Children's

NCB3003

3

0

26 weeks

N

YES

0%

0%

100%

Evidence Based Nursing 3

NFY3006

3

40

8 weeks

N

YES

100%

0%

0%

Notes