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BSc Specialist Practice Nursing - Cardiology 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 Specialist Practice Nursing - Cardiology Nursing Final Award
(exit route if applicable for Postgraduate Taught Programmes)		 Bachelor of Science
Programme Code SPR-BSC-CN UCAS Code HECoS Code 100290
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

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 (2009)

Accreditations (PSRB)

Nursing and Midwifery Council

Date of most recent Accreditation Visit 08-05-14

REGULATION INFORMATION

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

No

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.

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.

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.

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 course is subject to the General Regulations of the University. In addition the following course 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 course 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 course 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
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

To enable students to develop professional knowledge, skills and behaviours necessary to meet the NMC (2001) standards for specialist education and practice.

LEARNING OUTCOMES

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

Clinical placement and supported practice
Online learning
Lectures
Simulation
Discussion groups
Critical reading

Methods of Assessment

Examinations
Seminar
Clinically focused assignments
OSCEs
Clinical practice portfolio.

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

Teaching/Learning Methods and Strategies

Clinical placement and supported practice
Online learning
Lectures
Simulation
Discussion groups
Critical reading

Methods of Assessment

Examinations
Seminar
Clinically focused assignments
OSCEs
Clinical practice portfolio

Promote and improve health and prevent disease in individuals and groups.

Teaching/Learning Methods and Strategies

Clinical placement and supported practice
Online learning
Lectures
Simulation
Discussion groups
Critical reading

Methods of Assessment

Examinations
Seminar
Clinically focused assignments
OSCEs
Clinical practice portfolio

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

Teaching/Learning Methods and Strategies

Clinical placement and supported practice
Online learning
Lectures
Simulation
Discussion groups
Critical reading

Methods of Assessment

Examinations
Seminar
Clinically focused assignments
OSCEs
Clinical practice portfolio

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

Teaching/Learning Methods and Strategies

Clinical placement and supported practice
Online learning
Lectures
Simulation
Discussion groups
Critical reading

Methods of Assessment

Examinations
Seminar
Clinically focused assignments
OSCEs
Clinical practice portfolio

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

Teaching/Learning Methods and Strategies

Clinical placement and supported practice
Online learning
Lectures
Simulation
Discussion groups
Critical reading

Methods of Assessment

Examinations
Seminar
Clinically focused assignments
OSCEs
Clinical practice portfolio

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

Teaching/Learning Methods and Strategies

Clinical placement and supported practice
Online learning
Lectures
Simulation
Discussion groups
Critical reading

Methods of Assessment

Examinations
Seminar
Clinically focused assignments
OSCEs
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.

Teaching/Learning Methods and Strategies

Blended learning
on-line sessions
lectures
tutorials
seminars (including student questioning)
simulation
self-directed learning
clinical supervision
required reading from peer reviewed journals and texts

Methods of Assessment

Knowledge and understanding is predominantly assessed through:
written examinations
online assignments
OSCE’s
simulation
seminar presentations  
clinical competency portfolio.

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

Teaching/Learning Methods and Strategies

Blended learning
on-line sessions
lectures
tutorials
seminars (including student questioning)
simulation
self-directed learning
clinical supervision
required reading from peer reviewed journals and texts

Methods of Assessment

Knowledge and understanding is predominantly assessed through:
written examinations
online assignments
OSCE’s
simulation
seminar presentations  
clinical competency portfolio.

Provide clinical leadership and ensure the implementation and monitoring of quality service delivery.

Teaching/Learning Methods and Strategies

Blended learning
on-line sessions
lectures
tutorials
seminars (including student questioning)
simulation
self-directed learning
clinical supervision
required reading from peer reviewed journals and texts

Methods of Assessment

Knowledge and understanding is predominantly assessed through:
written examinations
online assignments
OSCE’s
simulation
seminar presentations  
clinical competency portfolio.

Contribute to teaching and assessment of others in a multidisciplinary context

Teaching/Learning Methods and Strategies

Blended learning
on-line sessions
lectures
tutorials
seminars (including student questioning)
simulation
self-directed learning
clinical supervision
required reading from peer reviewed journals and texts

Methods of Assessment

Knowledge and understanding is predominantly assessed through:
written examinations
online assignments
OSCE’s
simulation
seminar presentations  
clinical competency portfolio.

Contribute to quality assurance initiatives and audit.

Teaching/Learning Methods and Strategies

Blended learning
on-line sessions
lectures
tutorials
seminars (including student questioning)
simulation
self-directed learning
clinical supervision
required reading from peer reviewed journals and texts.

Methods of Assessment

Knowledge and understanding is predominantly assessed through:
written examinations
online assignments
OSCE’s
simulation
seminar presentations  
clinical competency portfolio.

Integrate recommendations from published reports into practice.

Teaching/Learning Methods and Strategies

Blended learning
on-line sessions
lectures
tutorials
seminars (including student questioning)
simulation
self-directed learning
clinical supervision
required reading from peer reviewed journals and texts.

Methods of Assessment

Knowledge and understanding is predominantly assessed through:
written examinations
online assignments
OSCE’s
simulation
seminar presentations  
clinical competency portfolio.

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.

Teaching/Learning Methods and Strategies

Blended learning
on-line sessions
lectures
tutorials
seminars (including student questioning)
simulation
self-directed learning
clinical supervision
required reading from peer reviewed journals and texts.

Methods of Assessment

Knowledge and understanding is predominantly assessed through:
written examinations
online assignments
OSCE’s
simulation
seminar presentations  
clinical competency portfolio.

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 actioning specialist clinical nursing care across a range of patient services.

Teaching/Learning Methods and Strategies

Blended learning
on-line sessions
lectures
tutorials
seminars (including student questioning)
simulation
self-directed learning
clinical supervision
required reading from peer reviewed journals and texts.

Methods of Assessment

Written examinations
Online assignments
OSCEs
Simulation
Seminar presentations
Clinical competency 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

Blended learning
on-line sessions
lectures
tutorials
seminars (including student questioning)
simulation
self-directed learning
clinical supervision
required reading from peer reviewed journals and texts.

Methods of Assessment

Written examinations
Online assignments
OSCEs
Simulation
Seminar presentations
Clinical competency portfolio.

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

Teaching/Learning Methods and Strategies

Blended learning
on-line sessions
lectures
tutorials
seminars (including student questioning)
simulation
self-directed learning
clinical supervision
required reading from peer reviewed journals and texts

Methods of Assessment

Written examinations
Online assignments
OSCEs
Simulation
Seminar presentations
Clinical competency portfolio.

Empower patients/clients and their carers to access available services, equipment, and information and if possible help them to participate in decisions concerning their care.

Teaching/Learning Methods and Strategies

Blended learning
on-line sessions
lectures
tutorials
seminars (including student questioning)
simulation
self-directed learning
clinical supervision
required reading from peer reviewed journals and texts

Methods of Assessment

Written examinations
Online assignments
OSCEs
Simulation
Seminar presentations
Clinical competency portfolio

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

Teaching/Learning Methods and Strategies

Blended learning
on-line sessions
lectures
tutorials
seminars (including student questioning)
simulation
self-directed learning
clinical supervision
required reading from peer reviewed journals and texts

Methods of Assessment

Written examinations
Online assignments
OSCEs
Simulation
Seminar presentations
Clinical competency portfolio

Initiate and lead practice developments to enhance service delivery.

Teaching/Learning Methods and Strategies

Blended learning
on-line sessions
lectures
tutorials
seminars (including student questioning)
simulation
self-directed learning
clinical supervision
required reading from peer reviewed journals and texts

Methods of Assessment

Written examinations
Online assignments
OSCEs
Simulation
Seminar presentations
Clinical competency portfolio

Have political awareness of a dynamic health care environment.

Teaching/Learning Methods and Strategies

Blended learning
on-line sessions
lectures
tutorials
seminars (including student questioning)
simulation
self-directed learning
clinical supervision
required reading from peer reviewed journals and texts

Methods of Assessment

Written examinations
Online assignments
OSCEs
Simulation
Seminar presentations
Clinical competency portfolio.

Learning Outcomes: Transferable Skills

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

Demonstrate initiative, personal responsibility and leadership in clinical practice

Teaching/Learning Methods and Strategies

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

Methods of Assessment

Modules are assessed at the end of the semester in which they are delivered.
Students must complete all modules and achieve a pass in all compulsory elements.
The pass mark for all modules assessed at Level 3 is 40%. Resubmissions for modules will be facilitated at the next available examination/assessment opportunity. The Practice Competency Profile will be assessed utilising a Pass/Fail differentiation.

Display the use of advanced communication in clinical practice

Teaching/Learning Methods and Strategies

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

Methods of Assessment

Modules are assessed at the end of the semester in which they are delivered.
Students must complete all modules and achieve a pass in all compulsory elements.
The pass mark for all modules assessed at Level 3 is 40%. Resubmissions for modules will be facilitated at the next available examination/assessment opportunity. The Practice Competency Profile will be assessed utilising a Pass/Fail differentiation.

Exercise decision making skills

Teaching/Learning Methods and Strategies

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

Methods of Assessment

Modules are assessed at the end of the semester in which they are delivered.
Students must complete all modules and achieve a pass in all compulsory elements.
The pass mark for all modules assessed at Level 3 is 40%. Resubmissions for modules will be facilitated at the next available examination/assessment opportunity. The Practice Competency Profile will be assessed utilising a Pass/Fail differentiation.

Competently demonstrate risk management

Teaching/Learning Methods and Strategies

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

Methods of Assessment

Modules are assessed at the end of the semester in which they are delivered.
Students must complete all modules and achieve a pass in all compulsory elements.
The pass mark for all modules assessed at Level 3 is 40%. Resubmissions for modules will be facilitated at the next available examination/assessment opportunity. The Practice Competency Profile will be assessed utilising a Pass/Fail differentiation.

Effectively manage time and efficient use of physical and technological resources

Teaching/Learning Methods and Strategies

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

Methods of Assessment

Modules are assessed at the end of the semester in which they are delivered.
Students must complete all modules and achieve a pass in all compulsory elements.
The pass mark for all modules assessed at Level 3 is 40%. Resubmissions for modules will be facilitated at the next available examination/assessment opportunity. The Practice Competency Profile will be assessed utilising a Pass/Fail differentiation

Develop personal learning and performance

Teaching/Learning Methods and Strategies

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

Methods of Assessment

Modules are assessed at the end of the semester in which they are delivered.
Students must complete all modules and achieve a pass in all compulsory elements.
The pass mark for all modules assessed at Level 3 is 40%. Resubmissions for modules will be facilitated at the next available examination/assessment opportunity. The Practice Competency Profile will be assessed utilising a Pass/Fail differentiation.

Problem solve in complex situations

Teaching/Learning Methods and Strategies

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

Methods of Assessment

Modules are assessed at the end of the semester in which they are delivered.
Students must complete all modules and achieve a pass in all compulsory elements.
The pass mark for all modules assessed at Level 3 is 40%. Resubmissions for modules will be facilitated at the next available examination/assessment opportunity. The Practice Competency Profile will be assessed utilising a Pass/Fail differentiation.

Work collaboratively with all disciplines, and agencies.

Teaching/Learning Methods and Strategies

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

Methods of Assessment

Modules are assessed at the end of the semester in which they are delivered.
Students must complete all modules and achieve a pass in all compulsory elements.
The pass mark for all modules assessed at Level 3 is 40%. Resubmissions for modules will be facilitated at the next available examination/assessment opportunity. The Practice Competency Profile will be assessed utilising a Pass/Fail differentiation.

MODULE INFORMATION

Stages and Modules

Module Title Module Code Level/ stage Credits

Availability

 Duration Pre-requisite

Assessment
S1 S2 Core Option Coursework % Practical % Examination %
Practice Competency Profile SPR3000 3 0 YES YES 24 weeks N YES 100% 0% 0%
Leading and Facilitating SPR3041 3 20 YES 12 weeks N YES 100% 0% 0%
Cardiovascular Disease Prevention and Rehabilitation SPR3048 3 20 YES 12 weeks N YES 100% 0% 0%
Specialist Management of the Cardiac Patient SPR3047 3 20 YES 12 weeks N YES 80% 20% 0%

Notes

Programme Requirements The Specialist Practice programme has a modular design. It follows a two semester academic year and is offered as part-time study over two years. The programme must be completed within 5 years. Fifty per cent of the programme will be theoretical and fifty per cent practice based. This will normally be undertaken within the student’s place of work. Some practice placements may be necessary. Please note:SPR300 Practice Competency Profile continues through the second year of the programme.

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