The MSc Professional Nursing programme will enable you to graduate with a Masters from Queen’s University Belfast and you will be eligible to register with the Nursing and Midwifery Council (NMC) as a Registered Nurse Learning Disabilities (RNLD).
Learning disabilities nurses work with children, adults and older adults with learning disabilities and their families. Learning disabilities nurses support people to improve their health and wellbeing and be as independent as possible. This is to enable and support them to live rich and fulfilling lives to be part of the communities in which they live.
Career opportunities are diverse and varied, and this programme of studies enables learning disabilities nurses to work in a range of care and support services, including child health, primary and acute care, hospitals, day and respite services, residential services, nursing homes, forensic and prison services, care of older people and end-of-life and palliative care services.
The roles undertaken by learning disabilities nurses provides rewarding, exciting and challenging career opportunities both locally and internationally. Within your learning disabilities nursing role, you will work with a diverse range of professions including doctors, clinical psychologists, therapists, and social workers to ensure that people with learning disabilities and their families receive the supports they require.
The learning disabilities nursing programme prepares students with the knowledge, skills, attributes necessary to provide person and family centred care and support which is safe and effective. As a learning disabilities nurse you will become skilled at supporting people with learning disabilities and their families in all aspects of their life. Leadership will be demonstrated through a commitment to professional values and evidence-based practice to improve health, outcomes for individuals, families, and wider communities.
Our highly experienced and motivated and committed academic lecturers are actively engaged in areas of speciality practice. Our personal tutor and link lecturer systems ensures that students are fully supported throughout their learning journey. Nursing was ranked in the top 100 in the world in 2025 QS World Rankings and the Learning Disabilities Nursing programme was rated 2nd highest by students across universities in the UK.
You will learn in our state-of-the-art clinical skills and simulation suite and complete practice placements in a range of settings. The course is taught by experts in learning disability nursing, who will support you in becoming a caring, compassionate professional, working in partnership with people, families, and communities. Our focus on interdisciplinary learning throughout the two-year course will enrich your experience and help prepare you for the reality of professional practice.
This programme is fully funded by the Department of Health for Home students; eligible students may be able to access full fees and a bursary. Students on this programme are ineligible to apply for funding from the Student Loans Company. The programme is not available as a part time programme.
If you have previously commenced or completed a DoH paid place/bursary for a pre-registration nursing, midwifery or AHP course in Northern Ireland you may not be eligible for a funded place on this programme.
We are unable to offer this programme to students who are not eligible for a funded place, which will include GB and overseas students.
Successful students will graduate with a Masters and will be eligible to register with the NMC as a Learning Disabilities nurse.
Professional Nursing Learning Disabilities Nursing highlights
Professional Accreditations
Graduates from this programme will be eligible to register with the NMC as a Learning Disabilities Nurse. This course is designed to meet the NMC Future nurse: standards of Proficiency for registered nurses and has been approved by the NMC.
Career Development
This programme provides graduates with a fast-track to an exceptional nursing career. With many employers, having a Masters provides nurses with enhanced career progression opportunities.
World Class Facilities
Students on this programme will use our high specification Simulation Centre. Students will learn in teams alongside students of other disciplines, including Medicine and Pharmacy, and will be able to access the latest learning technologies.
Student Experience
Students in the School of Nursing & Midwifery at Queen's are well supported through a network of Personal Tutors inside the University, as well as Link Lecturers and supervisors on placement.
The School of Nursing and Midwifery was awarded the Best Student Experience in 2021 Student Nursing Times Awards and the Learning Disabilities Nursing programme was rated 3rd highest by students across universities in the UK.
The two year programme will comprise of 50% academic modules and 50% in practice learning. All modules are listed below.
Academic Modules
Students will be required to complete all compulsory modules, plus a Practice Assessment document to successfully complete this programme.
Applied Life Science
Students will develop confidence in bioscience knowledge, competence in integrating biosciences in evidence informed clinical decision making and care, and communication with multiprofessional teams and patients.
Developing Leadership and Professionalism
Students will demonstrate positive knowledge, skills, attitudes and values in leading and managing care in a diverse health and social care system. This will be achieved through the following themes:
Leadership and management;
Principles of supervision and assessment in practice;
Professional values.
Foundation of Learning Disabilities Nursing
Students will explore what it means to care for someone with a learning disability. The student will develop an awareness and understanding of the needs of people with learning disabilities across the lifespan, patterns of health and wellness, factors affecting quality of care and support and inclusion and the impact on families and carers and the role of other professionals in the provision of care and support. The student will look at how to support the person to live a fulfilling life by helping improve and maintain the person's physical and mental health, by reducing barriers to healthcare and by encouraging independence in each individual.
Managing Complexity in Sustaining Health and Wellbeing for People with Learning Disabilities Across the Lifespan
Students will develop knowledge and skills on the management of complex health and care needs of adults and older adults with learning disabilities. These will include supporting people with learning disabilities with complex needs such as comorbid conditions, support with decision making and palliative and end of life care.
Pharmacology
Students in all fields of nursing will recognise the journey of a prescription from the assessment process with the patient, to prescribing partnership, supply, storage, dispensing and administration of that medication. They will gain an understanding of the families of drugs applied across the lifespan, consider the therapeutic and adverse effects of those medications and identify factors that could modify patients’ responses to medication.
Practice Learning 1 Learning Disabilities Nursing
Students will demonstrate practical knowledge and skills to promote mental and physical well-being for clients with learning disabilities across the lifespan under the following themes:
-Person centred care and positive therapeutic relationships
-Communication skills and therapeutic interventions
-Inter-professional team working
Practice Learning 2 Learning Disabilities Nursing
Students will demonstrate in depth knowledge and skills underpinning the care of people with learning disabilities throughout the lifespan.
Professionalism, Caring and Communication in Nursing
This module will cover the essential knowledge, skills, attitudes and behaviours required to demonstrate accountability by nurses in all care settings. This includes: introduction to the four fields of nursing; person-centred care; values based nursing care; understanding wellness; compassion, empathy; ensuring equality and diversity is respected across vulnerable populations.
Public Health and Supporting People with Chronic Health Care Needs
Students will explore how health is conceptualised locally and globally. They will demonstrate understanding of the role of public health in maintaining the health of individuals and communities including vulnerable populations with specific health needs
Quality Improvement in an Interprofessional Context - Part A
Students will demonstrate the skills to plan a Quality Improvement project translating evidence into practice as part of an interprofessional team. Students will undertake a critical review of the literature and develop a Quality Improvement project proposal demonstrating their ability to plan and implement the project, analyse the data and disseminate the findings.
Quality Improvement in an Interprofessional Context - Part B
Students will demonstrate the skills to plan a Quality Improvement project translating evidence into practice as part of an interprofessional team. Students will undertake a critical review of the literature and develop a QI project proposal demonstrating their ability to plan and implement the project, analyse the data and disseminate the findings..
Safe Medicate 2
This module provides numeracy and problem solving skills that underpin medication dosage calculations preparing students for safe clinical practice.
Safe Medicate 3
Having developed insight into key formula, students will engage and apply previous knowledge in more complex field specific scenarios preparing students for safe clinical practice as they prepare for entry to the register.
25 (hours maximum) This is a full time programme using blended learning. Students should be available to either attend class or complete all online elements across the week. 100% attendance is required for face to face teaching.
Personal Study
0 (hours maximum) Students will be expected to prepare for classes and develop assignments during unscheduled time.
Learning and Teaching
At Queen’s, we aim to deliver a high quality learning environment that embeds intellectual curiosity, innovation and best practice in learning, teaching and student support to enable student to achieve their full academic potential.
On the MSc Professional Nursing we do this by providing a range of learning experiences which enable our students to engage with subject experts, develop attributes and perspectives that will equip them for life and work in a global society and make use of innovative technologies and a world class library that enhances their development as independent, lifelong learners. Examples of the opportunities provided for learning on this course are:
E-Learning technologies
Information associated with lectures and assignments is often communicated via a Virtual Learning Environment (VLE) called Canvas. A range of e-learning experiences are also embedded in the degree through, for example: interactive group workshops in a flexible learning space, podcasts and interactive web-based learning activities.
Lectures
Introduce information about new topics as a starting point for further self-directed private study/reading. Lectures also provide opportunities to ask questions, gain some feedback and advice on assessments (normally delivered in large groups to all year group peers)
Personal Tutor
Students are allocated a Personal Tutor who meets with them on several occasions during each year to support their academic development.
Practical and Simulation Based Education
Where you will have opportunities to develop technical skills and apply theoretical principles to real-life or practical contexts in our groundbreaking simulation centre. All nursing students have opportunities to engage in interprofessional education (IPE) activities. You will be expected to attend 100% of classes within your nursing modules.
Self-directed study
This is an essential part of life as a Queen’s student when important private reading, engagement with e-learning resources, reflection on feedback to date and research work for assignments is carried out.
Seminars/tutorials/workshops
Significant amounts of teaching are carried out in small groups (typically 10-20 students). These provide an opportunity for students to engage with academic staff who have specialist knowledge of the topic, to ask questions of them and to assess your own progress and understanding with the support of peers. You should also expect to make presentations and other contributions to these groups
Work Practice placements
Students will undertake clinical placements regularly throughout the programme. This enhances the link from theory to practice in nursing and provides students with a wide variety of opportunities and experiences in all fields of nursing. It is an essential component of the programme, ensuring that the student has sufficient opportunities to develop skill and competence in care provision and decision making, meeting the requirements for professional registration with the Nursing and Midwifery Council (NMC 2020).
Placements in Learning Disabilities Nursing can be anywhere in Northern Ireland; students should expect to travel to placements. When on placements every student is assigned a Practice Supervisor and Practice Assessor, who are trained in teaching within the clinical setting. Students should expect to work night shifts and/or long days on a regular basis while on placement
Assessment
Assessments will be carried out in a variety of formats, including written assignments, exams, presentations etc.
The way in which you are assessed will vary according to the learning objectives of each module. Modules are assessed through project work, written assignments, written and oral examinations and clinical skills assessment. Details of how each module is assessed are shown in the Module Handbook which is provided to all students at the start of each module
Facilities
The Faculty has a fully integrated teaching facility, designed to enable teaching of nursing, midwifery, medical and pharmacy students. The facility includes treatment rooms, operating theatres and immersive simulation. Students work in teams in simulated scenarios where they will learn to manage real-life situations. http://www.qub.ac.uk/schools/SchoolofNursingandMidwifery/ClinicalEducationCentre/
What our academics say
This is an innovative programme which will equip students with the skills and knowledge to forge a successful career as a Learning Disabilities Nurse. Graduates from this programme will be equipped to become leaders in their field. https://youtu.be/TzyHX1db9_U
The information below is intended as an example only, featuring module details for the current year of study (2025/26). Modules are reviewed on an annual basis and may be subject to future changes – revised details will be published through Programme Specifications ahead of each academic year.
Quality Improvement in an Inter-professional Context - Part A
Overview
Students will demonstrate the skills to plan a Quality Improvement project within an interprofessional team context. Students will undertake a critical review of the literature to develop a QI project proposal. Students will be able to systematically search, critique and synthesis a body of literature and apply this to the development of a QI project. The underpinning knowledge of QI will include: quality improvement methods; PDSA cycles; principles and methods of data collection and consent; analysing QI data, dissemination, human factors to promote a safety culture and interprofessional team working.
Learning Outcomes
1. Critically appraise the role of clinical governance process in quality improvement
2. Critically explore how quality improvement methodologies promote evidence based nursing.
3. Demonstrate the ability to combine, condense and critique evidence for application to practice
4. Critically examine the barriers and facilitators of implementing quality improvement to practice
5. Critically develop an evidenced based Quality Improvement project proposal relevant to nursing practice.
6. Critically explore how best to promote the embedding of quality improvement initiatives as part of an interprofessional team.
Skills
Research skills: literature reviewing, interviewing, questionnaire development/delivery; data analysis, dissemination
Students will achieve level 1 in Q2020 QI attributes framework: leading quality improvement:
• Understanding a quality culture
• contribution to the safety of patients/service users;
• Components of a quality culture;
• Overview of patient/service user safety;
• Why things go wrong and responsibilities/incident reporting.
Understanding person centred care
• What is person-centred care?
• Role in putting patients/service users at the centre within the HSC;
• Overview of patient/client experience standards;
• Learning when things go wrong;
• Importance of patient experience.
Understanding improvement
• Overview of the model for improvement;
• Understanding how to use plan, do, study, act
(PDSA) cycle / benefits of small steps to improve;
• Contribute to improving the quality of services .
Understanding the importance of personal development and teamwork
• Personal development in QI;
• Understanding teamwork in improving services.
Practice Learning 1 - Learning Disabilities Nursing
Overview
Students will develop insight into understanding the roles of the Learning Disabilities nurse in relation to supporting people with learning disabilities, families and carers including the assessment, planning and management of psychological and behavioural needs of people with Learning Disabilities in a range of contexts. This includes:
Person centred care: co-production; management of ill health; mental health; APIE; Understanding of behaviour: Physical/communication/diagnostic overshadowing/functions of behaviour; types of assessments; Capacity and consent; Safeguarding; Family involvement; reasonable adjustments
Management strategies: self-management: role of families and support required; non pharmacological therapies; MAPA; DOLS; MHD
Interdisciplinary team working: roles and services in NI e.g.: Department of justice- court/hospital order; Information sharing; record keeping; documentation.
Students will undertake practice learning to achieve the Nursing and Midwifery Council Future nurse: Standards of Proficiency as outlined in the Practice Assessment Documentation. Practice learning will comply with the NMC Standards for education and training and NMC Standards for Student Supervision and Assessment.
Learning Outcomes
1. Undertake a person centred approach to assessment, planning and
management of psychological needs and behavioural concerns using
principles of co-production with the individual, carers/ families and
significant other
2. Facilitate care pathways to overcome barriers to inclusion of people
within LD across the lifespans
3. Demonstrate appropriate communication reflecting compassion,
empathy and caring skills
4. Demonstrate effective teamwork including collaboration with inter
professional teams to enhance safeguarding
Skills
To prepare the student with the essential nursing knowledge and skills to
care for adults in all care settings.
Annexe A:
1. Underpinning communication skills for assessing, planning, providing
and managing best practice, evidence-based nursing care
2.1 Share information and check understanding about the causes,
implications and treatment of a range of common health conditions
including anxiety, depression, memory loss, diabetes, dementia,
respiratory disease, cardiac disease, neurological disease, cancer,
skin problems, immune deficiencies, psychosis, stroke and arthritis
2.2 Use clear language and appropriate, written materials, making
reasonable adjustments where appropriate in order to optimise
people’s understanding of what has caused their health condition and
the implications of their care and treatment
2.3 Recognise and accommodate sensory impairments during all
communications
2.4 Support and manage the use of personal communication aids
2.5 Identify the need for and manage a range of alternative
communication techniques
Annexe B:
1.1.1-1.1.6 take a history, observe, recognise and accurately assess
people experiencing emotion, mental distress, cognitive
impairments, behavioural distress or signs of self harm/suidical
ideation
2.1 Take, record and interpret vital signs manually and via technological
devices
2.2 Venepuncture, cannulation, blood sampling, interpreting normal and
common abnormal blood profiles and venous blood gases
2.3 Recording ECG’s and interpreting normal and common abnormal
heart traces
2.4 Manage and monitor blood component transfusion
2.5 Manage and interpret monitoring devices
2.6 Accurately measure weight and height, calculate body mass index
and recognise healthy ranges and clinically significant low/high
readings
2.7 Undertake a whole body systems assessment including respiratory,
circulatory, neurological, musculoskeletal, cardiovascular and skin
status
2.8 Chest auscultation and correctly interpreting findings
2.9 Collect and observe sputum, urine, stool and vomit specimens,
undertaking routine analysis and interpreting findings
2.10 Measuring and interpreting blood glucose levels
2.11 Recognise and respond to signs of all forms of abuse
2.12 Undertaking, responding to, and interpreting neurological
assessments and observations
2.13 Identify and respond to signs of deterioration and sepsis
2.14 Administer basic mental health first aid
2.15 Administer basic physical first aid
2.16 Recognise and manage seizures, choking and anaphylaxis, providing
appropriate basic life support
2.17 Recognise and respond to challenging behaviour, providing
appropriate safe holding and restraint.
3. Use evidence-based, best practice approaches for meeting needs for
care and support with rest, sleep, comfort and the maintenance of
dignity, accurately assessing the person’s capacity for independence
and self-care and initiating appropriate interventions 3.1-3.6
4.1 Observe, assess and optimise skin and hygiene status and determine
the need for support and intervention
4.2 Use contemporary approaches to the assessment of skin integrity
and use appropriate products to prevent or manage skin breakdown
4.3 Assess needs for and provide appropriate assistance with washing,
bathing, shaving and dressing
4.4 Identify and manage skin irritations and rashes
4.5 Assess needs for and provide appropriate oral, dental, eye and nail
care and decide when an onward referral is needed
4.8 Assess, respond and effectively manage pyrexia and hypothermia.
5.1 Observe, assess and optimise nutrition and hydration status and
determine the need for intervention and support
5.2 Use contemporary nutritional assessment tools
5.3 Assist with feeding and drinking and use appropriate feeding and
drinking aids
5.4 Record fluid intake and output and identify, respond to and manage
dehydration or fluid retention
5.5 Identify, respond to and manage nausea and vomiting
5..6 Insert, manage and remove oral, nasal and gastric tubes
5.7 Mange artificial nutrition and hydration using oral enteral and
parenteral routes
5.8 Managing the administration of IV fluids
5.9 Managing fluid and nutritional infusion pumps and devices
6.1 Observe and assess level of urinary and bowel continence to
determine the need for support and intervention assisting with
toileting, maintaining dignity and privacy and managing the use of
appropriate aids
6.4 Assess bladder and bowel patterns to identify and respond to
constipation, diarrhoea and urinary and faecal retention
7.1-7.4 Use evidence-based, best practice approaches for meeting needs
for care and support with mobility and safety, accurately assessing
the person’s capacity for independence and self-care and initiating
appropriate interventions, moving and handling
8.1 Observe and assess the need for intervention and respond to
restlessness, agitation and breathlessness using appropriate
interventions
8.2 Manage the administration of oxygen using a range of routes and
best practice approaches
8.3 Take and interpret peak flow and oximetry measurements
8.4 Use appropriate nasal and oral suctioning techniques
8.5 Manage inhalation, humidifier and nebuliser devices
8.6 Manage airway and respiratory processes and equipment.
9.1 Observe, assess and respond rapidly to potential infection risks using
best practice guidelines
9.2 Use standard precautions protocols
9.3 Use effective aseptic, non-touch techniques
9.4 Use appropriate personal protection equipment
9.5 Implement isolation procedures
9.6 Use evidence-based hand hygiene techniques
9.7 Safely decontaminate equipment and environment
9.8 Safely use and dispose of waste, laundry and sharps
9.9 Safely assessing and managing invasive medical devices and lines
11.2 Recognise the various procedural routes under which medicines can
be prescribed, supplied, dispensed and administered; and the laws,
policies, regulations and guidance that underpin them
11.4 Undertake accurate drug calculations for a range of medications
11.5 Undertake accurate checks, including transcription and titration, of
any direction to supply or administer a medicinal product
11.6 Exercise professional accountability in ensuring the safe
administration of medicines to those receiving care
11.8 Administer medications using a range of routes
11.10 Recognise and respond to adverse or abnormal reactions to
medications
11.11 Undertake safe storage, transportation and disposal of medicinal
products.
Students wild develop confidence in bioscience knowledge, competence in integrating biosciences in evidence informed clinical decision making and care, and communication with multiprofessional teams and patients. The following themes will be examined: Genomic information; pathophysiology of cell adaptation, injury and death; risk factors, pathogenesis and clinical manifestations and management of disease; Interpret signs, symptoms and clinical data to inform the assessment of individual; application of anatomical and scientific terminology to promote safety in clinical practice.
Learning Outcomes
1. Understand the different ways in which genomic information can
influence the care of individuals and communities
2. Explain the pathophysiology of cell adaptation, injury and death
3. Apply the knowledge of pathophysiological processes to explain risk
factors, pathogenesis and clinical manifestations of disease
4. Interpret signs, symptoms and clinical data to inform the assessment of
individuals
5. Apply anatomical and scientific terminology to promote safety in clinical
practice
Students in all fields of nursing will recognise the journey of a prescription from the assessment process with the patient, to prescribing partnership, supply, storage, dispensing and administration of that medication. They will gain an understanding of the families of drugs applied across the lifespan, consider the therapeutic and adverse effects of those medications and identify factors that could modify patients’ responses to medication. They will consider the law, their own accountability and the national and local policies that underpin this process. This will include an understanding drug calculations, transcription, titration and safe administration of the medication by whatever route. They will demonstrate an understanding of the different routes of administration.
Learning Outcomes
1. Demonstrate knowledge and understanding of families of drugs applied across the lifespan
2. Interpret responses to administered medications including therapeutic and adverse effects including factors that could modify patients’
responses to medication
3. Demonstrate knowledge and understanding of the processes involved in ensuring drug safety and medicines optimisation
Skills
1. Undertake accurate drug calculations for a range of medications for a
range of medications (Annex B 11.4)
2. Undertake accurate checks, including transcription and titration, of any
direction to supply or administer a medicinal product (Annex B 11.5)
3. Exercise professional accountability in ensuring the safe administration
of medicines to those receiving care (Annex B 11.6)
4. Administer medications using a range of routes (Annex B 11.8)
5. Administer and monitor medications using vascular access devices and
enteral equipment (Annex B 11.9)
6. Recognise and respond to adverse of abnormal reactions to
medications (Annex B 11.10)
7. Undertake safe storage, transportation and disposal of medicinal
products (Annex B 11.11).
This module provides increasingly complex numeracy and problem solving skills that underpin medication dosage calculations preparing students for safe clinical practice. Using the Safe medicate is a NMC approved online platform students complete interactive exercises and practice assessments similar to solving dosage calculation problems in the real world. Students have their individual online account which provides a record of their achievement across the Programme. This information is accessible only to students and the university.
This software has a formative built in assessment that students have to complete to progress to the summative assessment.
Learning Outcomes
On completion of safeMedicate1 students will be able to:
1. Understand the essential clinical features of medication dosage and rate
problems for increasingly complex scenarios.
2. Apply key formula used for medication dosage to practice based
scenarios
3. Demonstrate problem-solving skills required to accurately calculate
medication dosages and IV infusion rates.
4. Assess and evaluate their learning and competence development in
drug calculations.
Public Health and Supporting People with Chronic Health Care Needs
Overview
Students will explore how health is conceptualised locally and globally. They will demonstrate understanding of the role of public health in maintaining the health of individuals and communities including vulnerable populations with specific health needs. The following themes will be covered:
Sociological and psychological theories: social determinants of health and lifestyle factors; behaviour/ attitude change; lifecourse perspective.
Multi-disciplinary approaches to care, NICE guidelines for evidence-based practice in a range of chronic and long-term conditions; diabetes, cancer, COPD, heart failure, osteoporosis, dementia, frailty and terminal conditions.
Mental wellbeing including suicide awareness, how to respond to suicidal ideation or expressions of self harm.
Levels of prevention: strength based approaches, health screening, vaccinations, health checks for specific populations.
Equality and diversity: health literacy; use of digital systems; impact of culture and ethnicity; resilience of individuals, families and communities.
Learning Outcomes
1. Critically discuss how health is conceptualized using local National and
global policy drivers and how public health is monitored measured and
reflected in practice for all.
2. Critically examine public health challenges across the lifespan and
identify strategies that build resilience in communities deploying health
literacy and digital systems
3. Critically analyse the factors which lead to social inequalities and their
impact across society.
4. Critically apply health promotion models, and interventions to promote
the health and well-being of individuals and communities.
5. Critically examine and apply strategies to promote mental wellbeing for
clients, interpreting signs that might indicate those at risk of self harm or
suicide, identifying relevant coping mechanisms and appropriate actions
6. Critically examine the role of the nurse in promoting and protecting
health of themselves and others as a social leader, influencer and
advocate.
Skills
Annexe A:
1.1 actively listen, recognise and respond to verbal and non-verbal cues
1.2 use prompts and positive verbal and non-verbal reinforcement
1.3 use appropriate non-verbal communication including touch, eye
contact and personal space
1.4 make appropriate use of open and closed questioning
1.5 use caring conversation techniques
1.6 check understanding and use clarification techniques
1.7 be aware of own unconscious bias in communication encounters
1.8 write accurate, clear, legible records and documentation
1.9 confidently and clearly present and share verbal and written reports
with individuals and groups
1.10 analyse and clearly record and share digital information and data
1.12 recognise the need for, and facilitate access to, translator services
and material.
2.1 share information and check understanding about the causes,
implications and treatment of a range of common health conditions
including anxiety, depression, memory loss, diabetes, dementia,
respiratory disease, cardiac disease, neurological disease, cancer,
skin problems, immune deficiencies, psychosis, stroke and arthritis
2.2 use clear language and appropriate, written materials, making
reasonable adjustments where appropriate in order to optimise
people’s understanding of what has caused their health condition and
the implications of their care and treatment
2.3 recognise and accommodate sensory impairments during all
communications
2.5 identify the need for and manage a range of alternative
communication techniques
2.6 use repetition and positive reinforcement strategies
2.7 assess motivation and capacity for behaviour change and clearly
explain cause and effect relationships related to common health risk
behaviours including smoking, obesity, sexual practice, alcohol and
substance use
2.8 provide information and explanation to people, families and carers
and respond to questions about their treatment and care and possible
ways of preventing ill health to enhance understanding
Evidence-based, best practice communication skills and approaches for providing therapeutic interventions
3.1 motivational interview techniques
3.2 solution focused therapies
Annexe B:
1.1 mental health and wellbeing status (1.1.1- 1.1.6)
Professionalism, Caring and Communication in Nursing
Overview
This module will cover the essential knowledge, skills, attitudes and behaviours required to demonstrate accountability by nurses in all care settings. This includes: introduction to the four fields of nursing; person-centred care; values based nursing care; understanding wellness; compassion, empathy; ensuring equality and diversity is respected across vulnerable populations.
Students from all fields of nursing will demonstrate understanding of the NMC Code using ethical, legal and moral principles as applied to the practice of nursing including safeguarding principles. The importance of self-care will be addressed enabling students to creatively analyse their personal value, build on self-esteem and be proactive regarding support systems.
Students will apply appropriate communication skills integral to person centred care across all fields and be given the opportunity to appraise each other’s communication skills to promote self reflection and develop the capacity to provide constructive feedback as part of a supervisory role. Students will be introduced to reflective models in preparation for reflective activity in practice
Learning Outcomes
At the end of the module students will be able to:
1. Critically analyse and apply professional, personal and behavioural
values which underpin safe and effective person centred care.
2. Critically reflect upon accountability, professional regulation and
understand how this is applied in practice with reference to the NMC
code.
3. Critically examine issues relating to diversity to support equality when
caring for adults, children and those with learning disabilities and/or
mental health needs and their families.
4. Analyse and demonstrate effective communication skills promoting
compassionate nursing care
5. Critically review ethical, legal and moral principles as applied to the
practice of nursing
Skills
Communication skills Annexe A
1. Underpinning communication skills for assessing, planning, providing
and managing best practice, evidence-based nursing care:
1.1 actively listen, recognise and respond to verbal and non-verbal cues
1.2 use prompts and positive verbal and non-verbal reinforcement
1.3 use appropriate non-verbal communication including touch, eye contact
and personal space
1.4 make appropriate use of open and closed questioning
1.5 use caring conversation techniques
1.6 check understanding and use clarification techniques
1.7 be aware of own unconscious bias in communication encounters
1.9 confidently and clearly present and share verbal and written reports
with individuals and groups
1.12 recognise the need for, and facilitate access to, translator services and
material.
2. Evidence-based, best practice approaches to communication for
supporting people of all ages, their families and carers in preventing ill
health and in managing their care
2.1 share information and check understanding about the causes,
implications and treatment of a range of common health conditions
including anxiety, depression, memory loss, diabetes, dementia,
respiratory disease, cardiac disease, neurological disease, cancer,
skin problems, immune deficiencies, psychosis, stroke and arthritis
2.2 use clear language and appropriate, written materials, making
reasonable adjustments where appropriate in order to optimise
people’s understanding of what has caused their health condition and
the implications of their care and treatment
2.3 recognise and accommodate sensory impairments during all
communications
2.5 identify the need for and manage a range of alternative communication
techniques 2.6 use repetition and positive reinforcement strategies
3. Evidence-based, best practice communication skills and approaches
for providing therapeutic interventions such as
3.1 motivational interviewing,
3.2 solution focused therapies,
3.3 reminiscence therapies.
3.4 talking therapies;
3.5 De-escalation strategies and techniques;
3.7 play therapy,
3.8 distraction and diversion techniques
Students will develop insight into understanding the roles of the Learning Disabilities nurse in relation to supporting people with learning disabilities, families and carers including the assessment, planning and management of psychological and behavioural needs of people with Learning Disabilities in a range of contexts. This includes:
What is Learning Disabilities: Causes of Learning Disabilities; Levels of disability; Cultured beliefs including diversity and inclusion across the lifespan; patterns of health and wellness for people with Learning Disabilities
Person centred care: co-production; management of ill health; mental health; APIE; Understanding of behaviour: Physical/communication/diagnostic overshadowing/functions of behaviour; types of assessments; Capacity and consent; Safeguarding; Family involvement; reasonable adjustments
Management strategies: self-management: role of families and support required; non pharmacological therapies; MAPA; DOLS; MHD
Interdisciplinary team working: roles and services in NI e.g.: Department of justice- court/hospital order; Information sharing; record keeping; documentation.
Learning Outcomes
1. Critically explore the concept of LD across the lifespan from a wellness
perspective
2. Critically analyse how a LD nurse undertakes a person centred
approach to assessment, planning and management of psychological
needs and behavioural concerns using principles of co-production with
the individual, carers/ families and significant others
3. Critically evaluate methods of facilitating collaborative inclusive and
integrative pathways to overcome barriers to inclusion of people within
LD across the lifespan
4. Demonstrate appropriate communication while reflecting on
compassion, empathy and caring skills.
5. Explore the roles of LD nurse in promoting health and wellbeing,
equality and inclusion as part of an interprofessional team including
safeguarding.
Skills
Students will develop awareness and understanding of the needs of people with learning disabilities across the lifespan, patterns of health and wellness and factors effecting quality of care and support and inclusion and the impact on families and carers and the role of other professionals in the provision of care and support.
Annexe A:
1. Underpinning communication skills for assessing, planning, providing
and managing best practice, evidence-based nursing care
2.1 Share information and check understanding about the causes,
implications and treatment of a range of common health conditions
including anxiety, depression, memory loss, diabetes, dementia,
respiratory disease, cardiac disease, neurological disease, cancer,
skin problems, immune deficiencies, psychosis, stroke and arthritis
2.2 Use clear language and appropriate, written materials, making
reasonable adjustments where appropriate in order to optimise
people’s understanding of what has caused their health condition and
the implications of their care and treatment
2.3 Recognise and accommodate sensory impairments during all
communications
2.4 Support and manage the use of personal communication aids
2.5 Identify the need for and manage a range of alternative
communication techniques
Annexe B:
Recognising signs of physical ill health, mental and emotional distress;
vulnerability including agitation, aggression and challenging behaviour
(Annex B: 1.1.1, 1.1.5, 1.2.1, 1.2.2, 1.2.3)
Recognising signs of mental and emotional distress, self-harm and suicidal
ideation (Annex B: 1.1.6, 1.1.1)
Accurately assessing the nature and function of behaviours that challenge
(Annex A: 3.9; Annex B 1.1.5)
Recognising and assessing a person’s cognitive health status and
wellbeing (Annex B: 1.1.2)
managing signs of mental and emotional distress (Annex B: 1.1.5)
2.1 Take, record and interpret vital signs manually and via technological
devices
2.4 Understanding and implementing planned communication strategies
and supports which aid interpersonal communication
2.6 Accurately measure weight and height, calculate body mass index
and recognise healthy ranges and clinically significant low/high
readings
2.7 Undertake a whole body systems assessment including respiratory,
circulatory, neurological, musculoskeletal, cardiovascular and skin
status
2.9 Collect and observe sputum, urine, stool and vomit specimens,
undertaking routine analysis and interpreting findings
2.11 Recognise and respond to signs of all forms of abuse
2.12 Undertaking, responding to, and interpreting neurological
assessments and observations
2.13 Identify and respond to signs of deterioration and sepsis
2.14 Administer basic mental health first aid
2.15 Administer basic physical first aid
2.16 Recognise and manage seizures, choking and anaphylaxis, providing
appropriate basic life support
2.17 Recognise and respond to challenging behaviour, providing
appropriate safe holding and restraint.
3. Use evidence-based, best practice approaches for meeting needs for
care and support with rest, sleep, comfort and the maintenance of
dignity, accurately assessing the person’s capacity for independence
and self-care and initiating appropriate interventions 3.1-3.6
4.1 Observe, assess and optimise skin and hygiene status and determine
the need for support and intervention
4.2 Use contemporary approaches to the assessment of skin integrity
and use appropriate products to prevent or manage skin breakdown
4.3 Assess needs for and provide appropriate assistance with washing,
bathing, shaving and dressing
4.4 Identify and manage skin irritations and rashes
4.5 Assess needs for and provide appropriate oral, dental, eye and nail
care and decide when an onward referral is needed
4.8 Assess, respond and effectively manage pyrexia and hypothermia.
5.1 Observe, assess and optimise nutrition and hydration status and
determine the need for intervention and support
5.2 Use contemporary nutritional assessment tools
5.3 Assist with feeding and drinking and use appropriate feeding and
drinking aids
5.4 Record fluid intake and output and identify, respond to and manage
dehydration or fluid retention
5.5 Identify, respond to and manage nausea and vomiting
6.1 Observe and assess level of urinary and bowel continence to
determine the need for support and intervention assisting with
toileting, maintaining dignity and privacy and managing the use of
appropriate aids
6.4 Assess bladder and bowel patterns to identify and respond to
constipation, diarrhoea and urinary and faecal retention
7.1-7.4 Use evidence-based, best practice approaches for meeting needs
for care and support with mobility and safety, accurately assessing
the person’s capacity for independence and self-care and initiating
appropriate interventions
8.1 Observe and assess the need for intervention and respond to
restlessness, agitation and breathlessness using appropriate
interventions
8.2 Manage the administration of oxygen using a range of routes and
best practice approaches
8.3 Take and interpret peak flow and oximetry measurements
8.5 Manage inhalation, humidifier and nebuliser devices
8.6 Manage airway and respiratory processes and equipment.
9.1 Observe, assess and respond rapidly to potential infection risks using
best practice guidelines 9.2 use standard precautions protocols 9.3
use effective aseptic, non-touch techniques 9.4 use appropriate
personal protection equipment 9.5 implement isolation procedures 9.6 Use evidence-based hand hygiene techniques
9.7 Safely decontaminate equipment and environment
9.8 Safely use and dispose of waste, laundry and sharps
11.2 Recognise the various procedural routes under which medicines can
be prescribed, supplied, dispensed and administered; and the laws,
policies, regulations and guidance that underpin them
11.4 Undertake accurate drug calculations for a range of medications
11.5 Undertake accurate checks, including transcription and titration, of
any direction to supply or administer a medicinal product
11.6 Exercise professional accountability in ensuring the safe
administration of medicines to those receiving care
11.8 Administer medications using a range of routes
11.10 Recognise and respond to adverse or abnormal reactions to
medications
11.11 Undertake safe storage, transportation and disposal of medicinal
products.
Having developed insight into key formula, students will engage and apply previous knowledge in more complex field specific scenarios preparing students for safe clinical practice as they prepare for entry to the register. Using the Safemedicate is a NMC approved online platform students complete interactive exercises and practice assessments similar to solving dosage calculation problems in the real world. Students have their individual online account which provides a record of their achievement across the Programme. This information is accessible only to students and the university.
This software has a formative built in assessment that students have to complete to progress to the summative assessment.
Learning Outcomes
On completion of SafeMedicate 3 students will be able to:
1. Undertake complex medication dosage and rate problems.
2. Demonstrate problem-solving skills required to accurately calculate
medication dosages and IV infusion rates for complex field specific
scenarios
3. Assess and evaluate their learning and competence development in
drug calculations as part of ongoing development for entry to the
register.
Students will demonstrate positive knowledge, skills, attitudes and values in leading and managing care in a diverse health and social care system. This will be achieved through the following themes:
Leadership and management: review of theories and identification of own leadership style; delegation and accountability; prioritisation of patient care; legal principles; managing teams; resolving conflict in teams
Principles of supervision and assessment in practice: roles of supervisors and assessors for pre-registration students in practice; supporting learning in practice; giving constructive feedback; supporting struggling students; courageous conversations
Professional values: e-professionalism, transition from student to RN, professional and legal accountability; application of ethical principles and theories to professional issues including equality and diversity.
Learning Outcomes
1. Critically examine different leadership styles that impact on the care
outcomes of individuals and communities.
2. Critically explore own leadership and management skills.
3. Critically examine and apply ethical, legal and professional principles to
leadership and management in nursing.
4. Promote equality and diversity in health and social care practice.
5. Critically apply professional knowledge, skills, attitudes and values
commensurate with nurses entering the register
Skills
Annexe A
1.1 actively listen, recognise and respond to verbal and non-verbal cues
1.2 use prompts and positive verbal and non-verbal reinforcement
1.3 use appropriate non-verbal communication including touch, eye
contact and personal space
1.4 make appropriate use of open and closed questioning
1.6 check understanding and use clarification techniques
1.7 be aware of own unconscious bias in communication encounters
4. Evidence-based, best practice communication skills and
approaches for working with people in professional teams
4.1 Demonstrate effective supervision, teaching and performance
appraisal through the use of:
4.1.1 clear instructions and explanations when supervising, teaching or
appraising others
4.1.2 clear instructions and check understanding when delegating care
responsibilities to others
4.1.3 unambiguous, constructive feedback about strengths and
weaknesses and potential for improvement
4.1.4 encouragement to colleagues that helps them to reflect on their
practice
4.1.5 unambiguous records of performance
4.2 Demonstrate effective person and team management through the
use of:
4.2.1 strengths based approaches to developing teams and managing
change
4.2.2 active listening when dealing with team members’ concerns and
anxieties
4.2.3 a calm presence when dealing with conflict
4.2.4 appropriate and effective confrontation strategies
4.2.5 de-escalation strategies and techniques when dealing with
conflict
4.2.6 effective co-ordination and navigation skills through:
4.2.6.1 appropriate negotiation strategies
4.2.6.2 appropriate escalation procedures
4.2.6.3 appropriate approaches to advocacy
Quality Improvement in an Inter-professional Context - Part B
Overview
Students will demonstrate the skills to plan a Quality Improvement project within an interprofessional team context. Students will undertake a critical review of the literature to develop a QI project proposal. Students will be able to systematically search, critique and synthesis a body of literature and apply this to the development of a QI project. The underpinning knowledge of QI will include: quality improvement methods; PDSA cycles; principles and methods of data collection and consent; analysing QI data, dissemination, human factors to promote a safety culture and interprofessional team working.
Learning Outcomes
1. Critically appraise the role of clinical governance process in quality improvement
2. Critically explore how quality improvement methodologies promote evidence based nursing
3. Demonstrate the ability to combine, condense and critique evidence for application to practice
4. Critically examine the barriers and facilitators of implementing quality improvement to practice
5. Critically develop an evidenced based Quality Improvement project proposal relevant to nursing practice
6. Critically explore how best to promote the embedding of quality improvement initiatives as part of an interprofessional team
Skills
Research skills: literature reviewing, interviewing, questionnaire
development/delivery; data analysis, dissemination
Students will achieve level 1 competence in Q2020 QI attributes framework:
leading quality improvement:
• Understanding a quality culture
• contribution to the safety of patients/service users;
• Components of a quality culture;
• Overview of patient/service user safety;
• Why things go wrong and responsibilities/incident reporting.
Understanding person centred care
• What is person-centred care?
• Role in putting patients/service users at the centre within the HSC;
• Overview of patient/client experience standards;
• Learning when things go wrong;
• Importance of patient experience.
Understanding improvement
• Overview of the model for improvement;
• Understanding how to use plan, do, study, act
(PDSA) cycle / benefits of small steps to improve;
• Contribute to improving the quality of services .
Understanding the importance of personal development and teamwork
• Personal development in QI;
• Understanding teamwork in improving services.
Managing Complexity in Sustaining Health and Wellbeing for People with LD across the Lifespan
Overview
Students will develop knowledge and skills on the management of complex health and care needs of adults and older adults with learning disabilities and complex health needs. These will include:
Philosophy of ageing: ageing, healthy ageing and age related conditions such as dementia, cancers and the process of ageing – impact on individual; role of family carers across the lifespan; quality of life, relationships and sexuality, citizenship.
Legislation and policy: coproduction, capacity/decision making and consent; safeguarding – DNAR, escalation, access to services and service provision including non-pharmacological approaches to care delivery
Managing complex health and long term needs such as Down syndrome, Dementia, co-morbidities, diabetes, epilepsy with the promotion of physical, psychological and social well-being, multiagency working; service transitions
Palliative and end of life care: philosophies, pain assessment/management, resource management, care planning, communication (engaging in courageous conversations and breaking bad news), self-care and resilience, bereavement
Learning Outcomes
1. Work in partnership with the adult /older adult with complex health
needs and learning disabilities and their family/carers to develop and
evaluate person centred care plans including strategies to promote self
management of complex needs with adults/older adults and their
families/carers.
2. Critically examine person centred principles in the assessment of the
child or young person with LD in partnership with families
3. Explore the ethical, policy, professional and legal frameworks and their
application to meeting the complex health and social care needs of
people with a learning disability across the life span including end of life
care
4. Critically evaluate outcomes of nursing interventions aimed at managing
complex health conditions and sustaining health and wellbeing of
people with learning disabilities across the lifespan
5. Critically examine the evidence of personal, social, environmental and
physical factors that promotes integrated practice across education,
health and social care services for people with learning disabilities.
6. Critically examine the role of digital technology to support improved self-
management, care at home and use of information to deliver better
population health outcomes for people with LD and their carers
7. Critically examine issues associated with multiple co-morbid conditions,
complex drugs, polypharmacy and stewardship for people with LD.
Skills
By the end of this module the student will have practised skills of:
1. Assessing and optimising skin and hygiene status determining the
need for support and intervention (Annex B: 4.1)
2. Addressing when an onward referral is needed (Annex B: 4.5)
3. Assist with feeding and drinking with appropriate aids 5.3
4. Assessing nutritional needs of patients using recognised risk
assessment tool (Annex B: 5.1, 5.2,)
5. Assist with feeding and drinking with appropriate aids 5.3
6. Accurately recording fluid intake and output and identify, respond to
and manage dehydration (Annex B: 5.4)
7. Insert, manage, and remove oro/naso/gastric tubes 5.6
8. Venepuncture, cannulation, blood sampling, interpreting normal and
common abnormal blood profiles and venous blood gases (Annex B:
2.2)
9. Recording ECG’s and interpreting normal and common abnormal heart
traces (Annex B: 2.3)
10. Manage and interpret cardiac monitors, infusion pumps, and other
monitoring devices (2.5)
11. Undertake chest auscultation and interpret findings (2.8)
12. Recognising and responding to signs of all forms of abuse (Annex B:
2.11)
13. Accurate interpretation of blood results (Annex B part one section 2)
14. Recognising and managing anaphylaxis (Annex B: 2.16)
15. Selecting and using appropriate continence products. Insert, manage
and remove catheters and assist with self-catheterisation when
required (Annex B: 6.2)
16. Undertaking stoma care identifying and using appropriate products and
approaches (Annex B: 6.6)
17. Assessing and managing altered bowel patterns: constipation,
diarrhoea, urinary and faecal retention (Annex B: 6.4)
18. Administering enemas and suppositories and undertake rectal
examination and manual evacuation when appropriate (Annex B: 6.5)
19. Accurately assessing the person’s capacity for independence and self-
care (Annex B: 7)
20. Using appropriate moving and handling equipment to support people
with impaired mobility (Annex B: 7.3)
21. Responding appropriately to uncontrolled symptoms of pain, nausea,
thirst, constipation, restlessness, agitation, anxiety and depression
(Annex B: 10.1)
22. Managing and monitoring effectiveness of symptom relief medication,
infusion pumps and other devices (Annex B: 10.2)
23. Assessing and reviewing preferences and care priorities of the dying
person and their family and carers (Annex B: 10.3)
24. Applying organ and tissue donation protocols as appropriate; advanced
planning decisions (Annex B: 10.4)
25. Appropriate application of DNACPR decisions and understand
verification of expected death (Annex B: 10.5)
26. Providing appropriate care for the deceased person and the bereaved
respecting cultural requirements and protocols (Annex B: 10.6)
27. Carrying out initial and continued assessments of people receiving care
and their ability to self-administer their own medications (Annex B:
11.1)
28. Administering injections using IM, S/c, intradermal and Intravenous
routes (Annex B: 11. 7)
23. Recognise the various procedural routes under which medicines can
be prescribed, supplied, dispensed and administered and the laws,
policies and regulations and guidance that underpin them (Annex B
11.2)
24. Use the principles of safe remote prescribing and directions to
administer medicines (Annex B 11.3)
25. Undertake accurate drug calculations for a range of medications for a
range of medications (Annex B 11.4)
26. Undertake accurate checks, including transcription and titration, of any
direction to supply or administer a medicinal product (Annex B 11.5)
27. Exercise professional accountability in ensuring the safe administration
of medicines to those receiving care (Annex B 11.6)
28. Administer medications using a range of routes (Annex B 11.8)
29. Administer and monitor medications using vascular access devices and
enteral equipment (Annex B 11.9)
30. Recognise and respond to adverse of abnormal reactions to
medications (Annex B 11.10)
31. Undertake safe storage, transportation and disposal of medicinal
products (Annex B 11.11).
Students will demonstrate skills on the management of complex health and care needs of people with learning disabilities and complex health needs across the lifespan. These will include:
Managing complex health and long term needs such as neurodevelopmental and life limiting conditions in children, Down syndrome, Dementia, co-morbidities, diabetes, epilepsy with the promotion of physical, psychological and social well-being, multiagency working; service transitions; legal ad ethical issues and safeguarding
Palliative and end of life care: philosophies, pain assessment/management, resource management, care planning, communication (engaging in courageous conversations and breaking bad news), self-care and resilience, bereavement
Students will undertake practice learning to achieve the Nursing and Midwifery Council Future nurse: Standards of Proficiency as outlined in the Practice Assessment Documentation. Practice learning will comply with the NMC Standards for education and training and NMC Standards for Student Supervision and Assessment.
Learning Outcomes
1. Work in partnership with children, young adults, adults and older adults
with learning disabilities and associated complex needs and their
family/carers to develop and evaluate person centred care
2. Apply person centred principles in the assessment of the child or young
person with learning disabilities.
3. Apply ethical, policy, professional and legal frameworks to meeting the
complex health and social care needs of children and adults with a
learning disability across the life span including end of life care.
4. Examine issues associated with multiple co-morbid conditions, complex
drugs, polypharmacy and stewardship.
5. Demonstrate skills for collaborative working as a member or leader of
the interprofessional/ interagency team
Skills
To prepare the student with the essential nursing knowledge and skills to
care for adults in all care settings.
Annexe A:
1. Underpinning communication skills for assessing, planning,
providing and managing best practice, evidence-based nursing care
2.1 Share information and check understanding about the causes,
implications and treatment of a range of common health conditions
including anxiety, depression, memory loss, diabetes, dementia,
respiratory disease, cardiac disease, neurological disease, cancer,
skin problems, immune deficiencies, psychosis, stroke and arthritis
2.2 Use clear language and appropriate, written materials, making
reasonable adjustments where appropriate in order to optimise
people’s understanding of what has caused their health condition
and the implications of their care and treatment
2.3 Recognise and accommodate sensory impairments during all
communications
2.4 Support and manage the use of personal communication aids
2.5 Identify the need for and manage a range of alternative
communication techniques
Annexe B:
1.1.1-1.1.6 Take a history, observe, recognise and accurately assess
people experiencing emotion, mental distress, cognitive
impairments, behavioural distress or signs of self harm/suidical
ideation
2.1 Take, record and interpret vital signs manually and via technological
devices
2.2 Venepuncture, cannulation, blood sampling, interpreting normal and
common abnormal blood profiles and venous blood gases
2.3 Recording ECG’s and interpreting normal and common abnormal
heart traces
2.6 Accurately measure weight and height, calculate body mass index
and recognise healthy ranges and clinically significant low/high
readings
2.7 Undertake a whole body systems assessment including respiratory,
circulatory, neurological, musculoskeletal, cardiovascular and skin
status
2.8 Chest auscultation and correctly interpreting findings
2.9 Collect and observe sputum, urine, stool and vomit specimens,
undertaking routine analysis and interpreting findings
2.10 Measuring and interpreting blood glucose levels
2.11 Recognise and respond to signs of all forms of abuse
2.12 Undertaking, responding to, and interpreting neurological
assessments and observation
4.1 Assessing and optimising skin and hygiene status determining the
need for support and intervention
4.2 Assessment of skin integrity and using appropriate products to
prevent or manage skin breakdown
4.5 Addressing when an onward referral is needed
4.6 Effective wound care management, aseptic technique, wound
drainage processes, informed and correct choice of appropriate
dressings, pressure bandaging and vacuum closures, suture
removal
4.7 Use aseptic techniques when undertaking wound care etc.
5.7 Manage artificial nutrition and hydration using parenteral routes
5.8 Manage administration of IV fluids
6.1 Observe and assess level of urinary and bowel continence to
determine need for support and intervention
6.2 Selecting and using appropriate continence products. Insert,
manage and remove catheters and assist with self-catheterisation
when required
6.3 Manage bladder drainage
6.4 Assessing and managing altered bowel patterns: constipation,
diarrhoea, urinary and faecal retention administering enemas and
suppositories and undertake rectal examination and
6.5 Manual evacuation when appropriate
6.6 Undertaking stoma care identifying and using appropriate products
and approaches
7.1 -7.4 Using appropriate risk assessment aids and moving and handling
equipment to support people with impaired mobility
10.1 Observe, assess the need for intervention for people, families and
carers to assess and respond appropriately to uncontrolled
symptoms and signs of distress
10.2 Managing and monitoring effectiveness of symptom relief
medication, infusion pumps and other devices
10.3 Assessing and reviewing preferences and care priorities of the dying
person and their family and carers
10.4 Applying organ and tissue donation protocols as appropriate;
advanced planning decisions
10.5 Appropriate application of DNACPR decisions and understand
verification of expected death
10.6 Providing appropriate care for the deceased person and the
bereaved respecting cultural requirements and protocols
11.1 Carrying out initial and continued assessments of people receiving
care and their ability to self-administer their own medications
11.2 Recognise the various procedural routes under which medicines can
be prescribed, supplied, dispensed and administered; and the laws,
policies, regulations and guidance that underpin them
11.4 Undertake accurate drug calculations for a range of medications
11.5 Undertake accurate checks, including transcription and titration, of
any direction to supply or administer a medicinal product
11.6 Exercise professional accountability in ensuring the safe
administration of medicines to those receiving care
11.7 Administer injections using IM,SC,IV routes
11.8 Administer medications using a range of routes
11.9 Administer and monitor medicines using vascular access devices
and enteral equipment
11.10 Recognise and respond to adverse or abnormal reactions to
medications
11.11 Undertake safe storage, transportation and disposal of medicinal
products.
All applicants must normally have a minimum of 5 GCSEs at grade C/4 to include English Language, Mathematics and a Science subject (i.e. Biology/Human Biology, Chemistry, Physics, Double Award Science or Single Award Science) or equivalent qualifications acceptable to the University. GCSE Applied Science is not acceptable in lieu of GCSE Science. (Qualified nurses and midwives may be considered to have met the GCSE entry requirements).
In addition to the GCSE requirements, or equivalent, all applicants must have an Honours degree in any subject with an award of 2.1 or above. Candidates with an Honours degree in any subject with an award of 2.2 may be considered on a case-by-case basis.
Applicants with a 3rd Class Honours degree or Ordinary degree would be deemed to hold the equivalent academic standing of an Honours degree, provided they hold additional post graduate qualifications in a health and social care related field alongside relevant healthcare experience. These applicants will be assessed through the provision of certificates and within the GEMS Portfolio completed as part of the admissions criteria for admission to the programme. All applicants applying via this entry route must meet the GCSE (or acceptable equivalent) requirements above.
Nurses who have graduated with a BSc (Ordinary) in Nursing or equivalent, would be deemed to hold the equivalent academic standing of a BSc (Honours) with a minimum of one year's practice in nursing. N.B. This would not apply to students who took a BSc (Ord) as an exit degree due to part failure of their programme. All applicants applying via this entry route must meet the GCSE (or acceptable equivalent) requirements above.
Students who have a first degree in nursing and who are registered with the NMC will be eligible to apply for a field of practice in which they are currently not registered.
Applicants must submit a portfolio of evidence as part of their application, which should include evidence of 650 hrs of verified direct care by a manager where experience has taken place, and personal statements that reflect the skills, knowledge and attributes for nurses based on the NMC Code. The portfolio is considered alongside the academic entrance requirements. Applicants who satisfy the academic and portfolio requirements or will be able to do so by 27th May 2026, will be shortlisted for interview.
Applicants can apply and be considered for the program, with the expectation of completion and verification of the 650 direct caring hours by 24th August 2026 at the latest.
Qualified nurses and midwives will be considered to have met the portfolio condition and will not be required to submit a portfolio to be considered for interview. However, applicants with a BSc (Ordinary) in Nursing will be required to complete a portfolio for RPL purposes.
Interviews will normally take place in second week of June and will evaluate the candidate's experience of healthcare, or other relevant direct care employment, paid or voluntary, as well as the skills, knowledge and attitudes expected of graduates. Offers are subject to satisfactory Occupational Health Assessment, Criminal Record check (Access NI Enhanced Disclosure Check) and declaration and clearance of current or previous safeguarding proceeding, in addition to any academic requirements. More detail can be found on the School's website.
In 2026 we are unable to offer this programme to students who are not eligible for a funded place, which will include GB and overseas students. In addition, students who have already received Department of Health funding for pre-registration Nursing, Midwifery or AHP courses in Northern Ireland will not be eligible to join this programme.
Please note the delivery of this programme is dependent on adequate student numbers.
Closing date: 27th May 2026. Start Date: Monday 31st August 2026
The University's Recognition of Prior Learning Policy provides guidance on the assessment of experiential learning (RPEL). Please visit the link below for more information. http://go.qub.ac.uk/RPLpolicyQUB
International Students
Our country/region pages include information on entry requirements, tuition fees, scholarships, student profiles, upcoming events and contacts for your country/region. Use the dropdown list below for specific information for your country/region.
English Language Requirements
Evidence of an IELTS* score of 7.0, with not less than 7.0 in reading, listening and speaking, and no less than 6.5 in writing, or an equivalent qualification acceptable to the University is required. *Taken within the last 2 years.
International students wishing to apply to Queen's University Belfast (and for whom English is not their first language), must be able to demonstrate their proficiency in English in order to benefit fully from their course of study or research. Non-EEA nationals must also satisfy UK Visas and Immigration (UKVI) immigration requirements for English language for visa purposes.
If you need to improve your English language skills before you enter this degree programme, Queen's University Belfast International Study Centre offers a range of English language courses. These intensive and flexible courses are designed to improve your English ability for admission to this degree.
Academic English: an intensive English language and study skills course for successful university study at degree level
Pre-sessional English: a short intensive academic English course for students starting a degree programme at Queen's University Belfast and who need to improve their English.
Career opportunities are diverse and varied, and this programme of studies enables learning disabilities nurses to work in a range of care and support services, including child health, primary and acute care, hospitals, day and respite services, residential services, nursing homes, forensic and prison services, care of older people and end-of-life and palliative care services.
The roles undertaken by learning disabilities nurses provides rewarding, exciting and challenging career opportunities both locally and internationally. Within your learning disabilities nursing role, you will work with a diverse range of professions including doctors, clinical psychologists, therapists, and social workers to ensure that people with learning disabilities and their families receive the supports they require.
Studying for an MSc Professional Nursing degree at Queen’s will assist you in developing the core skills and employment-related experiences that are valued by employers, professional organisations and academic institutions. Graduates from Queen’s are well regarded by employers both nationally and internationally.
The majority of our graduates pursue a career in nursing which is an interesting, rewarding and challenging career where work can be in a variety of health care settings from accident and emergency to working in patients' homes, with people of all ages and backgrounds. Nursing can also offer a diverse range of post registration opportunities to specialise in areas such as public health and health promotion; as well as education and research
Employment after the Course
Graduates of this programme will have the opportunity to quickly gain access to higher level and management roles, building an exceptional career from the very beginning.
Graduate Plus/Future Ready Award for extra-curricular skills
In addition to your degree programme, at Queen's you can have the opportunity to gain wider life, academic and employability skills. For example, placements, voluntary work, clubs, societies, sports and lots more. So not only do you graduate with a degree recognised from a world leading university, you'll have practical national and international experience plus a wider exposure to life overall. We call this Graduate Plus/Future Ready Award. It's what makes studying at Queen's University Belfast special.
*Non-commissioned fee of £9,215 is subject to change for 2026-27.
1EU citizens in the EU Settlement Scheme, with settled status, will be charged the NI or GB tuition fee based on where they are ordinarily resident. Students who are ROI nationals resident in GB will be charged the GB fee.
2 EU students who are ROI nationals resident in ROI are eligible for NI tuition fees.
3 EU Other students (excludes Republic of Ireland nationals living in GB, NI or ROI) are charged tuition fees in line with international fees.
All tuition fees quoted relate to a single year of study unless stated otherwise. Tuition fees will be subject to an annual inflationary increase, unless explicitly stated otherwise.
All students entering this programme are required to undergo an enhanced disclosure check with Access NI which costs £32.
In Year 1 students must buy a uniform from a QUB-selected uniform supplier (approximate cost £180), and a name badge (£10).
All students on this programme will undertake clinical placements, which can be anywhere in Northern Ireland. Students are responsible for funding travel, accommodation and subsistence costs. These costs vary depending on the location and duration of the placements. Some reimbursement may be available for funded students.
Students may wish to buy a Fob Watch or Pinard Horn, approximate cost £15.
Non-funded students pay a placement charge which is for the provider facilitating the clinical placement. It is collected by the QUB Student Finance Office and is passed on to our placement provider partners. The cost for 2026-27 is £5,000 per year.
This charge will be owed for each academic year a placement has commenced. Students who require a temporary withdrawal from their programme during an academic year will still be liable for this charge each year, regardless of the duration completed.
Please note that students on an NHS funded place cannot apply for loan funding from Student Finance NI.
To be eligible for a commissioned (funded) place, students must normally be resident in NI or RoI for at least 3 years before the start of the programme. More information is available in the Bursaries Booklet, available here: https://hscbusiness.hscni.net/services/2662.htm
Link to website with information: https://www.qub.ac.uk/Study/Feesandfinance/doh-funded-courses/
We are unable to offer this programme to students who are not eligible for a funded place, which will include GB and overseas students. If you have previously been in receipt of a DoH paid place/bursary for a pre-registration nursing, midwifery or AHP course in Northern Ireland you may not be eligible for a funded place on this programme. Funded students cannot access funding from Student Finance NI.
All Students
Depending on the programme of study, there may be extra costs which are not covered by tuition fees, which students will need to consider when planning their studies.
Students can borrow books and access online learning resources from any Queen's library. If students wish to purchase recommended texts, rather than borrow them from the University Library, prices per text can range from £30 to £100. Students should also budget between £30 to £75 per year for photocopying, memory sticks and printing charges.
Students undertaking a period of work placement or study abroad, as either a compulsory or optional part of their programme, should be aware that they will have to fund additional travel and living costs.
If a programme includes a major project or dissertation, there may be costs associated with transport, accommodation and/or materials. The amount will depend on the project chosen. There may also be additional costs for printing and binding.
Students may wish to consider purchasing an electronic device; costs will vary depending on the specification of the model chosen.
There are also additional charges for graduation ceremonies, examination resits and library fines.
How do I fund my study?
The Department for the Economy will provide a tuition fee loan of up to £6,500 per NI / EU student for postgraduate study. Tuition fee loan information.
A postgraduate loans system in the UK offers government-backed student loans of up to £11,836 for taught and research Masters courses in all subject areas (excluding Initial Teacher Education/PGCE, where undergraduate student finance is available). Criteria, eligibility, repayment and application information are available on the UK government website.
