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Cert Healthcare Sciences

Academic Year 2019/20

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 processes. All degrees are awarded by Queen's University Belfast.

Programme Title Cert Healthcare Sciences Final Award
(exit route if applicable for Postgraduate Taught Programmes)
Certificate
Programme Code NAM-UC-HC UCAS Code HECoS Code 100260
ATAS Clearance Required No
Mode of Study Full Time
Type of Programme Undergraduate Certif Length of Programme 1 Academic Year(s) Total Credits for Programme 120
Exit Awards available

INSTITUTE INFORMATION

Teaching Institution

Queen's University Belfast

School/Department

Nursing & Midwifery

Framework for Higher Education Qualification Level 
www.qaa.ac.uk

Level 6

QAA Benchmark Group
www.qaa.ac.uk/quality-code/subject-benchmark-statements

Midwifery (2001)

Accreditations (PSRB)

REGULATION INFORMATION

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

Yes, as noted in Regulation 1.4.23. Practice Module 1 requires a 100% pass mark in the Numeracy Examination.

Programme Specific Regulations

There is no direct entry to this programme.

A student, who has been successful in all credit bearing modules including compulsory elements of year 1 of the BSc (Hons) Nursing or of the BSc (Hons) Midwifery Sciences and who elects not to proceed to year 2, may request to be considered for the exit award of Certificate in Healthcare Sciences. To be considered for this award the student must have accrued 120 credit points at level 1, from the BSc (Hons) Nursing or the BSc (Hons) Midwifery Sciences programme.

Awards, Credits and Progression of Learning Outcomes

Attendance

Students should attend all timetabled classes. 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.


Assessment

Examinations and assignments shall be planned to assess the student's knowledge, skills and attitudes, and demonstrate ability to achieve NMC Progression Point 1. Examinations and assignments will reflect module content and NMC requirements. Students must complete all assessed components which contribute towards the final summative mark for the module.

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.

Progress

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 record two absent medicals for an assessable component of the programme will be considered by the Board of Examiners.

A student on temporary withdrawal shall return to the programme at the point where they were last deemed competent. Programme providers must ensure that the student’s acquired knowledge and skills remain valid to enable the completion of the competencies set by the NMC. In conjunction with their Personal Tutor and Programme Co-ordinator, an orientation plan will be developed to ensure a smooth return to clinical and academic learning.

A student who has taken 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.

Students with protected characteristics

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

There is no direct entry to this programme.

Are students subject to Fitness to Practise Regulations

(Please see General Regulations)

Yes
Fitness to Practise programmes are those which permit students to enter a profession which is itself subject to Fitness to Practise rules.

EDUCATIONAL AIMS OF PROGRAMME

Disseminate knowledge, understanding and associated skills that will enable students to work effectively, flexibly and responsively within a healthcare arena.
Provide students with an appropriate overview of the regulatory and legislative framework for care pertinent to their role.
Develop key skills to prepare for further study and/or employment and lifelong learning. Explore methods of research relevant and appropriate to the care setting.
Provide students with an opportunity to enhance and demonstrate appropriate communication and interpersonal skills.

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 transferrable 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 transferrable 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
NMC competencies, Numeracy,
OSCE, Portfolio
MCQs

Reading, writing, information retrieval, referencing.

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

Stages and Modules

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 YES YES 24 weeks N YES 20% 0% 80%
Professional Nursing Values NFM1102 1 40 YES YES 24 weeks N YES 80% 0% 20%
Professional Midwifery Values MID1102 1 40 YES YES 24 weeks N YES 100% 0% 0%
Foundation in Midwifery Practice MID1103 1 40 YES YES 24 weeks N YES 40% 0% 60%
Evidence Based Nursing 1 NFM1105 1 40 YES YES 24 weeks N YES 50% 0% 50%
Practice Module 1 NFM1104 1 0 YES YES 18 weeks N YES 0% 0% 100%

Notes

All students will be required to successfully meet the overall programme requirements detailed previously in this document; however, modules may differ to those listed due to approved curriculum changes. To be considered for the award of Healthcare Sciences Certificate the student must have accrued 120 credit points at level 1, from the BSc (Hons) Nursing or the BSc (Hons) Midwifery Sciences programme.