Programme Title

BSc Specialist Practice - Tissue Viability Nursing

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

Bachelor of Science

Programme Code

SPR-BSC-TV

UCAS Code

HECoS Code

100747

ATAS Clearance Required

No

Mode of Study

Part Time

Type of Programme

Single Honours

Length of Programme

2 Academic Year(s)

Total Credits for Programme

120

Exit Awards available

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 (2009)

Accreditations (PSRB)

Nursing and Midwifery Council

Date of most recent Accreditation Visit 08-05-14

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

N/A

Programme Specific Regulations

Programme Specific Regulations
Examinations
The programme is governed by the University General Regulations.

Attendance
• A minimum of 75% class attendance is required. Students who fail to satisfy the attendance requirements will be referred to the Course Director.

Adherence to protected time (75 days over 2 years) is monitored on an ongoing basis by the PEF, Sign Off Mentor and student. Any issues arising are rectified at clinical level if this is not possible then the Pathway Leader is brought into the negotiations. All absences must be made up prior to completion of programme. When making up absence, a student is not permitted to exceed the EU requirement of a 45-hour working week.

• Professional Competence & Ensuring Balance between Theory and Practice

• This jointly approved programme has both academic and clinical components. The academic award is conferred by the university adhering to university rules and regulations for successful completion of modules and accumulation of academic credit.

• The clinical component adheres to the NMC (2001) outcomes for specialist practice with the academic and clinical routes intertwined and mutually dependent and no precedence is given to either. To allow students to build upon theoretical concepts around management, leadership and clinical knowledge and skills protected time is embedded in the clinical component and is facilitated by collaboration between the Manager, Practice Education Facilitator (PEF), Course Director, Pathway Leader and Sign Off Mentor for each specialist pathway. Sign off Mentors are notified of this through the ‘Update for Sign off Mentor’ days. Students must have 75 days (563 hours) contact time with the “Sign Off” mentor in the two year programme (NMC, 2001). Adherence to protected time (75 days over 2 years) is monitored on an ongoing basis by the PEF, Sign Off Mentor and student.

• The academic modules (50% theory) are immersed in practice and in this sense the central part of practice is acknowledged. The ethos of the Clinical Competency Profile (50% practice) is a continuous developmental model where students identify through self-assessment (Using Benner’s Taxonomy) their individual learning needs based on NMC guidance.

• Written guidelines are provided at the beginning of year one by the Pathway Leader, these are discussed and negotiated with the student in the presence of the Sign Off Mentor at the initial meeting.

• A tripartite collaboration between the student, Pathway Leader and Sign off Mentor facilitates student self-assessment at this juncture using the NMC competencies as guidance. Any specific student-centred learning needs different from those discussed are explored and included in the learning contract (see appendix 1 Learning contract).

• The student will be required to provide evidence of the integration of theoretical knowledge as applied to their specific specialty in the Clinical Competency Profile (Appendix 1). Weekly direct and/or indirect contact between student and Sign Off Mentor ensures ongoing reflection, problem-solving and development of leadership and specialist skills are fostered.

• Also regular and informed tripartite meetings take place throughout the two year programme to track the student’s progress and discuss any issues of concern highlighted by the Sign Off Mentor or Pathway Leader and an action plan put in place to resolve challenges to progress

Progress

• The BSc (Hons) in Specialist Practice (hereafter referred to as the Programme) is an undergraduate course of the School of Nursing and Midwifery within the Faculty of Medicine, Health and Life Sciences. The award shall be conferred upon registered students of the University who have undertaken the approved course of study and successfully completed all prescribed assessments, examinations and clinical practice. The programme is subject to the University Calendar Regulations. In addition the following programme specific regulations apply.

• The programme is a 2 year part time course of preparation leading to the award of a BSc (Hons) and a recordable qualification on the appropriate part of the Professional Register maintained by the NMC.

• On registration with the University, each student will be assigned a Personal Tutor.

• Credit for a module is obtained by satisfying all module requirements and successful completion of the assessment schedule.

• 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 referred to the Board of Examiners.

• Students whose absence gives cause for concern will be discussed at the Board of Examiners.

• Students with extenuating circumstances may be granted a temporary withdrawal from the course. A student is permitted a maximum of two temporary withdrawals during the duration of the programme up to a maximum of two academic years in total. Information regarding progress may be shared with the applicant’s seconding authority.

• A student on temporary withdrawal may return to the programme at the point where they were last deemed competent. Students must complete all modules and achieve satisfactory performance in all compulsory elements. The pass mark for all modules is 40% unless otherwise stated in the module proforma.

• Re-sits will be facilitated at the next available opportunity. Where a student has achieved the overall pass mark for a module but has not achieved satisfactory performance in the specified compulsory elements the result may, at the discretion of the Board of Examiners, be recorded as incomplete.

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
Students are subject to Fitness to Practice Regulations

Learning Outcomes: Cognitive Skills

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

Critically assess and manage critical clinical events ensuring safe and effective care.

Teaching/Learning Methods and Strategies

Outcomes are achieved through clinical placement and supported practice alongside online learning, lectures, discussions, simulation, discussion groups and critical reading

Methods of Assessment

These skills are assessed through examinations, seminars, clinically focused assignments and the completion of a clinical practice portfolio.

Learning Outcomes: Knowledge & Understanding

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

Autonomously assess the holistic needs of patients and their families/carers and integrate this into a programme of appropriate treatment and care that is acceptable to the patient.
9. Work autonomously within a multi-disciplinary/ multi-agency, interprofessional and transdisciplinary context.
10. Provide clinical leadership and ensure the implementation and monitoring of quality assured standards of care
11. Contribute to teaching, assessment and learning of others in a multi-disciplinary context
12. Contribute to quality assurance initiatives and audit.
13. Integrate the recommendations from published reports into practice

Teaching/Learning Methods and Strategies

On-line sessions, lectures, tutorials, seminars, self-directed learning, required reading from current DHSSPSS reports, peer reviewed journals and texts.

Methods of Assessment

Knowledge and understanding is predominantly assessed through written examinations, assignments, case studies, and seminar presentations.

Learning Outcomes: Transferable Skills

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

Reveal initiative, personal responsibility and leadership in clinical practice

Teaching/Learning Methods and Strategies

On-line sessions, lectures, tutorials, seminars, work based learning, clinical placements, self-directed learning, required reading from peer reviewed journals and texts.

Methods of Assessment

Subject specific skills are assessed through written examinations, assignment, seminar presentations, OSCE’s and clinical competency profile – Portfolio.

Demonstrate the use of effective communication in clinical practice

Teaching/Learning Methods and Strategies

Online resources, lectures, tutorials, seminars and clinical placements.

Methods of Assessment

Clinical competency profile-portfolio

Learning Outcomes: Cognitive Skills

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

Provide counselling and psychosocial and emotional support for individuals and their carers.

Teaching/Learning Methods and Strategies

Outcomes are achieved through clinical placement and supported practice alongside online learning, lectures, discussions, simulation, discussion groups and critical reading

Methods of Assessment

These skills are assessed through examinations, seminars, clinically focused assignments and the completion of a clinical practice portfolio.

Promote and improve health and prevent disease in individuals and groups

Teaching/Learning Methods and Strategies

Outcomes are achieved through clinical placement and supported practice alongside online learning, lectures, discussions, simulation, discussion groups and critical reading

Methods of Assessment

These skills are assessed through examinations, seminars, clinically focused assignments and the completion of a clinical practice portfolio.

Identify and articulate ethical and legal issues which have implications for nursing practice

Teaching/Learning Methods and Strategies

Outcomes are achieved through clinical placement and supported practice alongside online learning, lectures, discussions, simulation, discussion groups and critical reading

Methods of Assessment

These skills are assessed through examinations, seminars, clinically focused assignments and the completion of a clinical practice portfolio.

Critically advise on educational opportunities that underpin the development and support of specialist knowledge and skills in others

Teaching/Learning Methods and Strategies

Outcomes are achieved through clinical placement and supported practice alongside online learning, lectures, discussions, simulation, discussion groups and critical reading

Methods of Assessment

These skills are assessed through examinations, seminars, clinically focused assignments and the completion of a clinical practice portfolio.

Contribute to an environment in which clinical practice development is fostered, evaluated and disseminated.

Teaching/Learning Methods and Strategies

Outcomes are achieved through clinical placement and supported practice alongside online learning, lectures, discussions, simulation, discussion groups and critical reading

Methods of Assessment

These skills are assessed through examinations, seminars, clinically focused assignments and the completion of a clinical practice portfolio.

Critically discern, apply and disseminate research findings in nursing practice.

Teaching/Learning Methods and Strategies

Outcomes are achieved through clinical placement and supported practice alongside online learning, lectures, discussions, simulation, discussion groups and critical reading

Methods of Assessment

These skills are assessed through examinations, seminars, clinically focused assignments and the completion of a clinical practice portfolio.

Learning Outcomes: Knowledge & Understanding

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

Work autonomously within a multi-disciplinary/ multi-agency, interprofessional and transdisciplinary context.

Teaching/Learning Methods and Strategies

On-line sessions, lectures, tutorials, seminars, self-directed learning, required reading from current DHSSPSS reports, peer reviewed journals and texts.

Methods of Assessment

Knowledge and understanding is predominantly assessed through written examinations, assignments, case studies, and seminar presentations.

Provide clinical leadership and ensure the implementation and monitoring of quality assured standards of care

Teaching/Learning Methods and Strategies

On-line sessions, lectures, tutorials, seminars, self-directed learning, required reading from current DHSSPSS reports, peer reviewed journals and texts.

Methods of Assessment

Knowledge and understanding is predominantly assessed through written examinations, assignments, case studies, and seminar presentations.

Contribute to teaching, assessment and learning of others in a multi-disciplinary context

Teaching/Learning Methods and Strategies

On-line sessions, lectures, tutorials, seminars, self-directed learning, required reading from current DHSSPSS reports, peer reviewed journals and texts.

Methods of Assessment

Knowledge and understanding is predominantly assessed through written examinations, assignments, case studies, and seminar presentations.

Contribute to quality assurance initiatives and audit.

Teaching/Learning Methods and Strategies

On-line sessions, lectures, tutorials, seminars, self-directed learning, required reading from current DHSSPSS reports, peer reviewed journals and texts.

Methods of Assessment

Knowledge and understanding is predominantly assessed through written examinations, assignments, case studies, and seminar presentations.

Integrate the recommendations from published reports into practice.

Teaching/Learning Methods and Strategies

On-line sessions, lectures, tutorials, seminars, self-directed learning, required reading from current DHSSPSS reports, peer reviewed journals and texts.

Methods of Assessment

Knowledge and understanding is predominantly assessed through written examinations, assignments, case studies, and seminar presentations.

Learning Outcomes: Subject Specific

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

Set, implement and evaluate standards of nursing intervention by planning, providing and evaluating specialist clinical nursing care across a range of care provision to meet the health needs of individuals and groups requiring specialist nursing.

Teaching/Learning Methods and Strategies

On-line sessions, lectures, tutorials, seminars, work based learning, clinical placements, self-directed learning, required reading from peer reviewed journals and texts.

Methods of Assessment

Subject specific skills are assessed through written examinations, assignment, seminar presentations, OSCE’s and clinical competency profile – Portfolio.

Support and empower patients and clients, their families and other carers to influence and participate in decisions concerning their care by providing information on a range of specialist nursing care and services.

Teaching/Learning Methods and Strategies

On-line sessions, lectures, tutorials, seminars, work based learning, clinical placements, self-directed learning, required reading from peer reviewed journals and texts.

Methods of Assessment

Subject specific skills are assessed through written examinations, assignment, seminar presentations, OSCE’s and clinical competency profile – Portfolio.

Lead and facilitate learning in relation to identified health need for patients, clients and carers.

Teaching/Learning Methods and Strategies

On-line sessions, lectures, tutorials, seminars, work based learning, clinical placements, self-directed learning, required reading from peer reviewed journals and texts.

Methods of Assessment

Subject specific skills are assessed through written examinations, assignment, seminar presentations, OSCE’s and clinical competency profile – Portfolio.

Support and empower patients, clients and their carers to influence and access available services, equipment, information and skills to the full, and help them to participate in decisions concerning their care.

Teaching/Learning Methods and Strategies

On-line sessions, lectures, tutorials, seminars, work based learning, clinical placements, self-directed learning, required reading from peer reviewed journals and texts.

Methods of Assessment

Subject specific skills are assessed through written examinations, assignment, seminar presentations, OSCE’s and clinical competency profile – Portfolio.

Ensure effective learning experiences and opportunities to achieve learning outcomes for students through preceptorship, mentorship, counselling, clinical supervision and provision of an educational environment.

Teaching/Learning Methods and Strategies

On-line sessions, lectures, tutorials, seminars, work based learning, clinical placements, self-directed learning, required reading from peer reviewed journals and texts.

Methods of Assessment

Subject specific skills are assessed through written examinations, assignment, seminar presentations, OSCE’s and clinical competency profile – Portfolio.

Initiate and lead practice developments to enhance nursing and quality of care.

Teaching/Learning Methods and Strategies

On-line sessions, lectures, tutorials, seminars, work based learning, clinical placements, self-directed learning, required reading from peer reviewed journals and texts.

Methods of Assessment

Subject specific skills are assessed through written examinations, assignment, seminar presentations, OSCE’s and clinical competency profile – Portfolio.

Have a political awareness of a dynamic health care environment.

Teaching/Learning Methods and Strategies

On-line sessions, lectures, tutorials, seminars, work based learning, clinical placements, self-directed learning, required reading from peer reviewed journals and texts.

Methods of Assessment

Subject specific skills are assessed through written examinations, assignment, seminar presentations, OSCE’s and clinical competency profile – Portfolio.

Learning Outcomes: Transferable Skills

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

Exercise decision making skills

Teaching/Learning Methods and Strategies

Online resources, lectures, tutorials, seminars and clinical placements.

Methods of Assessment

Clinical competency profile – Portfolio

Competently demonstrate risk management

Teaching/Learning Methods and Strategies

Online resources, lectures, tutorials, seminars and clinical placements.

Methods of Assessment

Clinical competency profile – Portfolio

Effectively manage time and efficient use of physical and technological resources

Teaching/Learning Methods and Strategies

Online resources, lectures, tutorials, seminars and clinical placements.

Methods of Assessment

Clinical competency profile – Portfolio

Develop personal learning and performance

Teaching/Learning Methods and Strategies

Online resources, lectures, tutorials, seminars and clinical placements.

Methods of Assessment

Clinical competency profile – Portfolio

Problem solve in complex situations

Teaching/Learning Methods and Strategies

Online resources, lectures, tutorials, seminars and clinical placements.

Methods of Assessment

Clinical competency profile – Portfolio

Work collaboratively with all disciplines, and agencies.

Teaching/Learning Methods and Strategies

Online resources, lectures, tutorials, seminars and clinical placements.

Methods of Assessment

Clinical competency profile – Portfolio