Nursing Adult

The aim of this module is to enable you to apply knowledge of research theories, including epistemology, and methods in order to critically evaluate research paradigms and evidence for practice. It will enable you to develop a critical understanding of research approaches, principles and processes that underpin research activity in the workplace and address the ethical dilemmas and organisational complexities of undertaking practice-based research.

Indicative content:

• Research paradigms
• Research context
• Research Question Development ·
• Research methods
• Systematic literature review
• Data collection
• Methods of data analysis
• Ethics and research governance Service user involvement in research
• Inclusive perspectives of research
• Proposal development

Module Aim:  

The aim of this module is to engage and challenge you to critically apply, your knowledge, and professional skills to compassionately provide holistic person-centred care for people, across the lifespan, in a variety of settings. It acknowledges the transition into the role of Student Nurse.  

This module is followed by the Nursing sciences module which supports the understanding of how Nursing concepts integrate to influence the provision of person-centred care.   

A range of practical sessions, seminars, group exercises e-learning opportunities and simulation of clinical practice; using an enquiry-based collaborative approach that serve to support the examination of evidence and skills required to deliver compassionate care and achieve the NMC proficiencies. 

Some subjects are taught across the fields where appropriate.

Indicative content:  

• Person centred care, holism, models of nursing. 

• Reflective practice 

• Therapeutic relationships - challenging and complexity 

• Building professional resilience - promoting positivity in professional practice  

• Generic and field specific case studies addressing diversity, environment, culture, person-centredness for a variety of care settings 

• People who use services and their carers (PUSC) perspectives 

• Nursing process - Formulation, providing and evaluating care 

• Human factors - critical incidents, risk management and aversion 

• Clinical decision making - diagnostics  

• Digital competence 

• Questioning practice and colleagues 

• Performance management  

• Generic preparation for practice 

• Core practical skills 

• Meeting nutrition and hydration 

• Acute deterioration (sepsis all fields) 

• Meeting complex elimination needs 

• Prevention and management of infection 

• Medicines management 

• Promoting cultural competence  

• Principles of palliative care and end of life care 

• Medication management  

• Pain management 

• Record keeping - audit 

• Ageing and frailty / (For Child) - Child development, attachment, adolescents and risk taking AND transition 

• Self-perception, privilege and introduction intersectionality and allyship   

• Introduction to microaggressions   

• Social and Cultural and public health; contexts and capital, UK and global. 

• Self-awareness and seeing ourselves as leaders; recognising our own personal impact including the role that rank, power and privilege plays  

• Diversity and leadership  

• Professional cultures and traditional hierarchies within the health and care system 

Field specific content/proficiencies to include: 

• Adult - e.g.  

• Interpretation of result - blood, blood gases, blood sugar, ECG, cannulation 

• Blood transfusion 

• NGT insertion and management/artificial nutrition 

• nasal/oral suction, oxygen therapy 

• Comprehensive assessment of the older person 

• Mental health - e.g.  

• Depression, bipolar affective disorder, psychosis, anxiety 

• Solution focused and talking therapies 

• Cognitive behavioural therapies skills accumulator 

• Comprehensive assessment of the older person 

• Substance misuse and dual diagnosis 

• Child Field – e.g.  

• Interpretation of results - blood, blood gases, blood sugar, ECG, cannulation and venepuncture 

• Blood transfusion 

• Neurological assessment 

• NGT insertion and management/artificial nutrition/ PEG 

• nasal/oral suction, oxygen therapy 

• Comprehensive assessment of the child, young person and their family 

Learning Disabilities Field 

• Interpretation of result - blood, blood gases, ECG, cannulation 

• STOMP/STAMP  

• Blood transfusion  

• NGT insertion and management/artificial nutrition  

• nasal/oral suction, oxygen therapy 

• Assessment and support across the lifespan- Child development, aging and frailty 

• Depression, bipolar affective disorder, psychosis, anxiety applied to people with a learning disability 

• Positive Behavioural Support assessment and formulation 

• Solution focused and talking therapies 

• Substance misuse and dual diagnosis  

• Mandatory preparation e.g., moving and handling, basic life support 

• Study skills for transition to level 7 

Module Aim:

The module builds upon and supports the Fundamentals of Nursing module by supporting the understanding of how scientific concepts integrate to influence the provision of person-centred care.

The module explores the influence of, and relationship between biological, sociological and psychological aspects of health and illness and care provision, taking into account the UK and global contexts.

The module is consolidated by the the Evaluating Complexity [ICC] module later on in the programme that examines the navigation of complex care issues and professional collaboration encountered in the provision of health care.

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Students will engage and be challenged by a blend of face to face and virtual lectures alongside discursive applied seminars

Indicative content:

Anatomy and physiology

• Digestive system
• Haematology
• Immunology
• Lymphatics
• GU/reproduction
• The Liver/Hepatobiliary
• Respiratory systems (Child – Neonate)
• Molecular biology

 Psychology

• Psychological and spiritual factors involved in cause and maintenance of illness
• Medically unexplained symptoms
• How care is shaped by attitudes, stereotypes and stigma.
• Impact of health professionals and hospital environments and care settings( Learning disabilities) on patient dependency
• The psychology of pain
• Challenging conversations
• Cultural competence and spirituality
• Grief, loss, bereavement and care after death.
• Genetic counselling (learning disabilities)

 Sociology

• Sociological concepts
• Families and intimate relationships (Child) Family systems theory. Ecology and systems theory (learning disabilities)
• Poverty, social exclusion and welfare
• Diversity, Inclusion, the equality act 2010, Autism Act 2009 (learning disabilities) Care provision under Care Act 2014  SEND Green Paper 2022(learning disabilities)
• Globalisation and social change
• Promoting political awareness, influencing change and public policy-
• Health economics
• Global (health) issues, (planet and digital, robotics and AI Bioinformatics, big data)

Pharmacology

• Pharmacodynamics
• Pharmacokinetics
• Polypharmacology
• Street Medicine

Module Aim:

This one credit module spans year 1 PART 2 of the programme through completion of the PAN Midlands Yorkshire and East Practice Assessment Document (MYEPAD). The central focus of this module is to further develop knowledge, skills and practice in preparation for registration with the NMC. This module builds on theoretical and practice learning from the students RPL submission. Students will develop skills of providing and evaluating care working towards becoming an independent autonomous practitioner who is able to respond flexibly to a range of complex situations. This year long module comprises of 3 or more blocks of practice experience to support achievement of proficiencies identified in ‘Part 2' of the MYEPAD,

Indicative content in addition to MYePAD content:

• Reflection for portfolio development
• MYePAD training
• Philosophy of nursing (care, person centeredness)
• Fundamental Nursing skills – PART 2 proficiencies
• Meds administration (practical application, e.g. rights, BNF), safe medicate
• Mandatory training (as appropriate)
• Technology and informatics (telehealth)
• Elearning for health
• Academic advisory guidance and support sessions.

This module will enable you to develop and conduct an in depth investigation of a topic that challenges and contributes to your area of professional practice. It provides the opportunity to engage in and apply an understanding of research methods and demonstrate your ability to work with relative autonomy in undertaking a sustained, in-depth piece of independent learning, disseminating findings to your professional community

Indicative content:

• Creating and contributing to research and evaluation for practice 
• Application of approaches to research, research methods including improvement and evaluation methodologies
•  Project planning 
• Data Analysis & Interpretation 
• Data Management 
• Dissemination of findings 
• Challenges in applying study outcomes to practice
•  Addressing inclusivity in your research process.

This module enables you to critically reflect on and evaluate the key components of integrated health and social care required to effectively support service users, carers and their families who have complex health and care needs.

You’ll learn through content linked to the case studies which are used to frame the module. This will include specific interventions related to physical and psycho-social challenges in addressing complex needs of patients with acute and long term conditions across a range of delivery settings in which you will work with other disciplines. Other elements of content will address the following:

• Co-morbidity
• Policy and legislation
• Care pathways
• Clinical reasoning
• Integrated care and advanced practitioner roles
• Leadership

Module Aim:

Excellent clinical leadership is recognised as fundamental to the provision of high-quality care and creating a culture of innovation and support in the workplace. With the constant cycle of change within health and social care services, it is essential that nurses and other health professionals engage in developing the skills and knowledge to be effective leaders in contemporary and dynamic health care environments.

This module supports the transition to registrant. It aims to provide a rich, applied learning experience and evaluate theories and approaches to collaborative care management.  In order to be able to challenge, lead and manage professional practice students will identify and develop their leadership style. This will be achieved through the appraisal of effective management and leadership models and strategies and their application to professional practice. Real-world case-based scenarios and leadership workshops will be used to evaluate the effectiveness of complex care delivery, leadership, quality improvement and patient safety.

The module emphasises the proactive leadership role of Nurses in the interdisciplinary setting through the development of critical thinking skills and the promotion of reflective practice. Students will expand their knowledge and skills and maintain a commitment to embedding excellence, allowing them to thrive in preparing for employment.  

The module will engage students in learning by using: In-person teaching, Remote learning, Preparation for work-related learning, Independent learning and Applied learning.

Indicative content:

• Theories, frameworks and strategic approaches to leadership, management , change management and team working
• Organisational cultures and their relationship to leadership styles
• Team building, supervision, mentorship, coaching and appraisal
• Working in partnership with people who use services and their carers and families (PUSC)
• Inter-professional and collaborative working
• Service evaluation and improvement
• Practice development, quality enhancement and innovation
• Clinical supervision
• Critical thinking, problem solving and decision making in complex and unpredictable situations
• Emotional intelligence
• Ethical issues in service development, delivery and resource allocation
• Leading, promoting and management of public and global health health issues
• Quality governance, improving the safety and quality of care - implementing research findings, near misses, major incidents
• Quality governance
• Leading and Managing teams
• Compiling a business case
• Prioritising care and resources
• Role of CQC - audit and responding to findings
• Clinical decision making and clinical judgements
• Governance for non medical prescribing
• Challenging practice and colleagues - dealing with conflict
• Generic and field specific case studies addressing culturally sensitive, person-centred care in a variety of care settings
• Perspectives of people who use services and their carers.
• Transition to registrant - employment preparation, revalidation,
• Mandatory preparation e.g. basic life support
• Field specific proficiencies to include:
• Adult - e.g. SMART, chest auscultation and interpretation, advanced wound care, chest drains
• Child - e.g.  Chest auscultation and interpretation, advanced wound care, chest drains, Suicide and self-harm
• Mental health - e.g. integrative talking therapies. Conflict resolution and managing challenging behaviour. Working with dementia. Complex presentations and dual diagnosis. Recovery.
• Learning Disabilities - Conflict resolution and managing challenging behaviour. Working with dementia. Complex presentations and dual diagnosis. Profound and Multiple Learning Disabilities

Module Aim:

This one credit module spans year 2 PART 3 of the programme through completion of the PAN Midlands Yorkshire and East Practice Assessment Document (MYEPAD). The central focus of this module is to further develop knowledge, skills and practice in preparation for registration with the NMC. This module builds on theoretical and practice learning from the students RPL submission. Students will develop skills of providing and evaluating care working towards becoming an independent autonomous practitioner who is able to respond flexibly to a range of complex situations. This year long module comprises of 3 or more blocks of practice experience to support achievement of proficiencies identified in ‘Part 3' of the MYEPAD,

Indicative content in addition to MYePAD content:

• Reflection for portfolio development
• MYePAD training
• Philosophy of nursing (care, person centeredness)
• Fundamental Nursing skills – PART 2 proficiencies
• Meds administration (practical application, e.g. rights, BNF), safe medicate
• Mandatory training (as appropriate)
• Technology and informatics (telehealth)
• Elearning for health
• Academic advisory guidance and support sessions.

Module Aim:  

This module allows students to demonstrate they have met the requirements for registration with the PSRB - the Nursing and Midwifery Council.   

Indicative content:  
Completion of the requirements for this module will be achieved throughout the course, mainly in practice placements, of which there are 45 weeks over the two years. 

Requirements for completion are: 

1. Completion of a self-declaration of good health and good character on completion of the course. 

2. Achievement of at least 2300 hours in practice placements. 

3. Achievement of at least 2300 theory hours. 

4. Completion of a set of final professional values.