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BSc Learning Disability Nursing

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 BSc Learning Disability Nursing Final Award
(exit route if applicable for Postgraduate Taught Programmes)
Bachelor of Science
Programme Code NAM-BSC-N UCAS Code B761 HECoS Code 100286
ATAS Clearance Required No
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

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

Nursing (2001)

Accreditations (PSRB)

Nursing and Midwifery Council

Date of most recent Accreditation Visit 11-05-16

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 and Practice Module 3 require 100% (numeracy examination) to pass.

Programme Specific Regulations

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.

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)

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

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 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
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 %
Management and Leadership NFY3000 3 40 YES YES 8 weeks N YES 100% 0% 0%
Professional Nursing Values NFM1102 1 40 YES YES 24 weeks N YES 80% 0% 20%
Practice Module 1 NFM1104 1 0 YES YES 18 weeks N YES 0% 0% 100%
Health and Wellbeing NFM1101 1 40 YES YES 24 weeks N YES 20% 0% 80%
Care Delivery in Learning Disabilities Nursing NLD2102 2 40 YES YES 24 weeks N YES 100% 0% 0%
Practice Module 2 Learning Disabilities NLD2104 2 0 YES YES 24 weeks N YES 100% 0% 0%
Dimensions of Care in Learning Disabilities Nursing NLD2101 2 40 YES YES 24 weeks N YES 50% 0% 50%
Practice Module 3 Learning Disabilities NLD3003 3 0 YES YES 26 weeks N YES 0% 0% 100%
Evidence Based Nursing 3 NFY3006 3 40 YES YES 8 weeks N YES 100% 0% 0%
Evidence Based Nursing 1 NFM1105 1 40 YES YES 24 weeks N YES 50% 0% 50%
Evidence Based Nursing 2 NSY2105 2 40 YES YES 24 weeks N YES 30% 0% 70%
Decision Making for Professional Practice NFY3001 3 40 YES YES 8 weeks N YES 30% 0% 70%

Notes