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AWARD and COURSE TITLE / BSc (Hons)Applied Nursing (Learning Disability) and Generic Social Work
INTERMEDIATE AWARDS
(NB ; None of these intermediate awards confer eligibility to apply to register with NMC or HCPC / Diploma In Care Related Studies (Assistant Practice Skills) Learning Disability
Certificate In Care Related Studies (Assistant Practice Skills) Learning Disability
Mode(s) of Attendance / Full Time
Name of Teaching Institution / Sheffield Hallam University
Location of Delivery / Sheffield
Faculty / Health and WellBeing
Department / Nursing and Midwifery
UCAS CODE / B761
Professional/Statutory/Regulatory Body Recognising this Course / NMC
HCPC
QAA Subject Benchmark Statement or other relevant external reference point / Course content mapped against the NMC Domains and Competencies (2010)
Health and Care Professions Council Standards of Proficiency for Social Work (2012)
QAA Benchmark Statements for Nursing – Learning Disability
Care Quality Commission. Essential Standards (CQC 2010)
QAA Benchmark Statements for Social Work (QAA 2008).
NHS Knowledge and Skills Framework.
Professional Capability Framework
NMC/HCPC UK Wide Quality Assurance Framework
Date of Approval / 14 February 2013
1PROGRAMME AIMS
This Programme aims to:
1.1.Enable the student to achieve all generic and field specific competencies necessary for entry onto Part 1 of the Nursing and Midwifery Council Register, andthe Standards of Proficiency for Social Work (HCPC 2012) and the Professional Capabilities Framework for Social Work (TCSW) thus entitling the student to apply to enter the HCPC register as a Social Worker.
1.2.Equip the student with the necessary knowledge, skills, attitudes and professional values for relationship centred practice in a range of settings. (HCPC SOPs: areas 1, 3, 4, 8,10, 14)
1.3.Enable the student to recognise the impact of culture, equality and diversity on practice, and create opportunities for empowering individuals, communities and populations to enhance their health and wellbeing. (HCPC SOPs: areas 1, 5, 6, 9, 13)
1.4.Equip students to be able to practice within the legal and ethical boundaries of their profession. (HCPC SOPs: areas 2, 7, 10)
1.5.Enable the student to fully engage with and reflect independently and confidently upon their individual practice and that of their colleagues initiating change where and as indicated. (HCPC SOPs: areas 9,11,12)
1.6.Introduce the student to the key principles and practice of effective leadership to enhance service improvement and innovation. (HCPC SOPs: areas 13,14,15)
1.7.Enhance the student’s employability through acquisition of a range of transferable and rigorous academic, scientific and social skills that contribute to personal, intellectual and career development. (HCPC SOPs: areas 13,14)
2PROGRAMME LEARNING OUTCOMES
2.1. Knowledge and understanding covered within the Programme. By the end of the programme the student will be able to
2.1.1 Critically reflect upon the knowledge and understanding that underpins partnership working for person and relationship centred care that enables individuals, communities and populations to enhance dignity, health and wellbeing. (HCPC SOPs: areas 1, 13, 14, 15)
2.1.2 Critically reflect upon the changing landscape of health and social work delivery underpinned by local, national and international policy. (HCPC SOPs: areas 2, 5,6,13 14)
2.1.3 Critically review the knowledge and evidence-base which underpins practice, to enhance professional judgement and decision-making. (HCPC SOPs: 4,11)
2.1.4 Critically debate the contribution of biological, psychological and social sciences in understanding health, wellbeing, illness, disability and individual and community empowerment. (HCPC SOPs: 2, 5, 6, 13,)
2.1.5Critically appraise the professional, legal and ethical issues underpinning the practice of relationship centred care in nursing and social work. (HCPC SOPs: 2, 3, 5,6, 12,)
2.2.Intellectual/Subject/Professional/Key skills covered within the Programme. By the end of the programme the student will be able to
2.2.1Examine and use the key skills required for autonomous lifelong learning, and demonstrate insight to how this will ensure maintenance of practice currency (HCPC SOPs: 3, 13,14)
2.2.2Critically appraise the skills required to problem solve and respond appropriately to complex and unpredictable situations. (HCPC SOPs: 2, 4,5,6,7, 8, 9, 11, 12)
2.2.3Critically evaluate the skills required for reflective practice ensuring the ability to evaluate the strengths, limitations and the performance of self, others and systems. (HCPC SOPs: 1, 3, 9, 10,11, 12)
2.2.4Critically develop and sustain arguments which are supported by valid evidence that promote quality and facilitate change in professional practice communicating these conclusions unambiguously in relation to practice, both verbally and in writing. (HCPC SOPs: 4, 8,10)
2.3.Subject/Professional skills covered by the programme. By the end of the programme the student will be able to:
2.3.1Achieve all generic and field specific competencies and the relevant essential skills clusters required for entry onto Part 1 of the NMC Professional Register (NMC 2010), meet the requirements for the Professional Capabilities Framework (TCSW 2012) and the Standards of Proficiency for Social Work (HCPC 2012).
2.3.2Competently assess, plan, implement and evaluate/review courses and pathways of care to promote dignity, health and wellbeing and individual and community empowerment across a life span continuum and across fields of nursing and social work. (HCPC SOPs: 2, 4, 8, 9,13)
2.3.3Practice in an anti-discriminatory and anti-oppressive manner and promote social justice and economic wellbeing. (HCPC SOPs: 5, 6, 8,13)
2.3.4 Critically reflect upon mechanisms that promote relationship centred care provision and maintain a safe, effective and healthy working environment for self and others, which reflects appropriate risk management and practice reasoning strategies. (HCPC SOPs: 1, 3, 4, 7, 8, 9, 11, 12, 14,15)
2.3.5Critically reflect upon the skills required for capable, service-user and carer focused interprofessional working, to ensure effective and efficient delivery of nursing and social work. (HCPC SOPs: 2, 9, 10, 11, 12)
2.3.6 Exercise professional judgement and authority through interventions, to promote independence, provide support, and prevent harm, neglect and abuse. (HCPC SOPs: 1, 4, 15)
2.4.Key skills covered within the programme. By the end of the programme you will be able to:
2.4.1Demonstrate and critically evaluate the ethical, social and professional behaviours that underpin the necessary skills for contemporary professional nursing and social work practice.(HCPC SOPs: 2, 5, 6, 8, 13, 14)
2.4.2Apply problem solving and practice reasoning skills to underpin an enquiry based approach to professional practice. (HCPC SOPs: 4, 9, 11, 12)
2.4.3Select and competently utilise appropriate information, technology, literacy and numeracy skills necessary for safe and effective working practice. (HCPC SOPs: 1, 8, 10, 15)
2.4.4Communicate with service users, carers and colleagues, across a range of complex nursing and social work situations using a variety of skills and resources, to establish effective working relationships. (HCPC SOPs: 8, 10)
2.4.5 Operate within the boundaries of confidentiality in professional practice. (HCPC SOPs: 7, 9, 10)
3LEARNING, TEACHING AND ASSESSMENT
3.1The approach to Learning and Teaching within the Programme
The course is designed to be a creative, compelling and challenging learning experience for the student, equipping them with the necessary knowledge, skills and confidence to deliver effective nursing into future decades.
In developing the course the course team has been cognisant of the requirements of the SHU Learning, Teaching and Assessment Strategy 2011-2013, the student experience priorities, graduate attributes and the importance of the student satisfaction as evidenced in the National Student survey. In being responsive to student concerns regarding the quality of their learning experience the team highly value the student voice. They are seen as active partners in developing and delivering the course and every opportunity is used to ensure student feedback is enacted to enhance the course. We also work actively with students to build dialogue, hear and respond to their feedback at a number of levels and report back to them what has been done through "You Said We Did" bulletins. These sessions are also used as a mechanism to update students and improve consistency of communication. Regular meetings with students and staff also enhance the consistency of messages that students receive.
The course team recognise the distinctive value base of social work, and have a strong commitment to inclusive practice that demonstrates these values in action. This is supported by SHU policies such as the Equality and Diversity policy, and the Student Charter. This approach is based on an understanding of the contract that exists between SHU and the student, and in translates into an approach to our educational practice that is student centred. We ensure that students are aware of their rights, and will advise and advocate in order to enable them to make informed decisions, which may include using appeals and complaints mechanisms when necessary. SHU has robust processes for the support of disabled students and these are incorporated into our programme. The staff team are committed to their own developmental needs and also recognise the importance of aspiring to model ethical practice in their own conduct.
This course provides professional education and also education for employment, as such module content is clearly linked to the employability and graduate attributes and these are made transparent to the student within the modules and feed forward into the students' development of their personal and professional development portfolios.
Local employers are our partners in developing and delivering the course. Satisfaction with the provision as meeting the needs of employers and commissioners is monitored regularly through a variety of partnership meetings including Nurse Directors meeting, Nursing and Midwifery Placement Group meetings, the Practice Learning Operational Group (PLOG) for social work and the Curriculum Partnership Group. These meetings form a platform for professional dialogue regarding the current direction of the professions; this insight enables the course team to be innovative and responsive to partners needs and ensures that the course development and content remains live and relevant.
Content is also driven by the need to ensure that nurses and social workers provide high quality evidence based practice. Applied research and knowledge transfer is acknowledged as essential to ensure the curriculum reflects advancements in care delivery. The course team works closely with the centre of health and social care research to ensure findings from applied research are integrated into the course and inform sessional content. Students gain access to active researchers who are able to act as positive role models in enhancing innovative and inspirational practice.
Nursing and Social Work, as professions, aim to meet the needs of users and carers. Users and carers are also partners in developing and delivering the course. This partnership approach ensures that the teaching and learning is focussed to the needs of the individual and offers the student the unique insight into the patient journey and perspective. This in turn deepens the students’ level of their understanding of theoretical concepts and enhances empathy and consideration for the patient/client perspective.
Connectivity of LTA across and between levels/stages is viewed as essential and the course adopts an integrated learning approach whereby practice is used to illustrate theoretical concepts and the theoretical concepts are used to drive and inform practice. Students revisit concepts as they move through the modules within a level and through the course as a whole. Lecturers are skilled at referring students to previous and future learning to deepen understanding and further enhance developmental learning. This approach ensures enhancement of knowledge, skills and confidence as the student progress on their learning journey.
Students undergo a rigorous selection process which ensures that those selected have the potential to achieve, the course teams approach to the students’ educational experience is to not only enable this achievement but to encourage students to exceed our and indeed their personal expectations. Experience indicates that students who are settled and happy with their course achieve and develop as rounded individuals who are socially responsible and able to live and work effectively.
All nursing lecturers are qualified nurses and educationalists and social work lecturers are qualified social workers, both bring an enthusiasm and passion for their profession in their teaching. Theory is effectively related to practice as lecturers maintain currency of practice and communicate this to the student through the use of real world examples based on user experience. Lecturers are committed to promoting student engagement and participation. Students are thus encouraged through this inspirational teaching to actively engage with the subject matter adopting an enquiring and challenging approach, engaging in lively discussion of topics and developing the skills of reflection for life-long learning. Staffs are approachable, supportive and responsive and this is embodied in the role of the Academic Adviser who supports the students’ academic and professional development.
Understanding the subject material is enhanced through the process of reflection on student practice which again gives real world meaning to the theory they encounter and apply in the practice setting. Students are encouraged to work collaboratively with peers and students from other professions both in the University and practice settlings. They are equipped with the communication, team building and assertive skills necessary to challenge practice and enhance their understanding of new and complex situations.
In promoting a positive image of lifelong learning the students are encouraged to equally value assessment for learning (formative) and grading (summative); adopting this approach encourages students to value learning rather than simply the achievement of assignments. Feedback is viewed as central to facilitating development.
The course team work constantly with the students to review and develop alternate approaches to feedback, enhance feed forward processes and develop the students’ knowledge, skills and confidence in learning. The course team acknowledge the need to provide a supportive and inclusive learning experience for students and the course has a varied, inclusive assessment diet which incorporates assessments for learning and grading, this includes information governance on line learning. These assessments are made transparent to the student at the beginning of the course and reinforced in the yearly inductions, including effective communication of assessment expectations and submission dates. Assessment guidance is delivered as part of the taught component and students are further supported by named lecturers. All summative submissions are electronically submitted via grade centre and students are advised that results will normally be available within 3 weeks of submission. Feedback includes a grade and written or audio feedback also via grade centre which enhances accessibility particularly when students are in practice.
Preparing students for working confidently and effectively as nurses and social workers involves real life work experience and 50% of the course provides work based learning. Simulated practice offers opportunities for students to rehearse clinical/practice skills in a safe non- threatening environment thus enhancing confidence of performance prior to experience in the real world. The importance of assessment for learning is also central to the student learning experience in practice. Students are directed in their learning by a named mentor/practice educator who facilitates the linking of theoretical concepts to practice. Students engage in an initial meeting to clearly identify an action plan to address their individual learning needs. At midpoint feedback on performance offers an opportunity to further enhance strengths and address limitations through further action planning. Where students are failing to achieve enhanced support is provided from a link lecturer to promote chances of achievement prior to the final assessment. Adopting this approach ensures the student actively participates in directing their learning to address both their individual needs and the achievement of specific competencies to ensure safe, effective and confident practice.
The Student Charter has been reflected in the course development and is included in the student handbook for transparency. This makes explicit what students can expect in terms of the quality of their learning, teaching and assessment experience whilst they are students at SHU. As adult learners students also have responsibilities and these are also identified in the charter and made transparent through the handbook. As nursing and social work students there are also additional professional responsibilities with regards to ensuring fitness for practice, ultimately safeguarding the public, these are also made transparent to the student through the handbook, tutor led sessions and assessment in theory and practice. In practice the competencies clearly identify the responsibilities of the students and the requirement for achievement is made transparent, this includes a range of professional behaviours that ensure our nurses and social workers of the future are fit for purpose, practice and academic award.
This is a lively and stimulating course, with intellectual and practice elements, that when merged present an exciting and challenging learning experience. This complex curriculum draws on the work of Barnett (2004) who argues the need to build curricula that not only equip students with the knowledge, skills and attitudes they require, but also focuses on the notion that contemporary life in the information age contains unlimited opportunities to develop new knowledge and understandings of the world of nursing and social work. However along with this phenomenon comes the unavoidable uncertainty associated with the practical applications of knowledge and understanding. Our new curriculum will not only help the student to acquire knowledge and skills for contemporary practice, but to become a graduate nurse/social worker capable of leadership in the provision of compassionate and dignified care for all, supporting innovation in the evolution of care in a range of settings while remaining resilient in the face of constantly shifting expectations.