University of the West of Scotland

Postgraduate Programme Specification

Session: 2020/21

Last modified: 06/05/2020 17:54:26

Named Award Title:MSc Adult Nursing

Award Title for Each Award: MSc  Adult Nursing
PG Dip  Adult Nursing
PG Cert  Health Studies

Awarding Institution/Body: University of the West of Scotland
Language of Instruction & Examination: English
Award Accredited By:University of the West of Scotland
Maximum Period of Registration:5 years
Mode of Study:Full Time
Campus:Lanarkshire

School:School of Health and Life Sciences
Programme Leader:Margaret Rooney

Admission Criteria

Candidates must be able to satisfy the general admission requirements of the University of the West of Scotland as specified in Chapter 2 of the University Regulatory Framework together with the following programme requirements:

Appropriate Undergraduate Qualification
A relevant degree in biological, health, social science, nursing or related subject normally attained within the past 5 years.
Other Required Qualifications/Experience

Other Required Qualifications/Experience

Successful completion of the admission process. Recruitment is normally undertaken in partnership with clinical colleagues or other partners.

Nursing and Midwifery Council (NMC) evidence of literacy and numeracy for entry to pre-registration nursing and midwifery programmes (NMC, 2010).

All offers will be subject to Occupational Health checks and Protection of Vulnerable Groups (PVG) checks (both the PVG scheme and the risk assessment process agreed with all NHS Board Partners).

Satisfactory personal or academic reference, which supports studying at SCQF Level 11.


Further desirable skills pre-application

Further desirable skills pre-application

Care experience in either an employment or voluntary capacity.
Good communication and interpersonal skills.
Competent information technology skills.
Academic reading, writing and referencing skills.

Overseas Applicants only:

Complete the academic version of the British Council International English Language Testing System (IELTS) test and achieve at least 7.0 in the listening, reading and speaking and no less than 6.5 in writing. The Occupational English Test (OET)will now be accepted in addition to IELTS as proof of a Nurse or Midwife's English Language Competence (NMC 2017)


General Overview

The School of Health and Life Science is the largest in Scotland and has a portfolio of four-campus provision across West, South West and Central Scotland and works in partnership with 6 Health Boards (NHS Ayrshire and Arran, NHS Dumfries and Galloway, NHS Greater Glasgow and Clyde, NHS Highlands, NHS Lanarkshire and NHS The State Hospital) and key partners in the Private Sector, Independent Sector and Voluntary Organisations.

The MSc Adult nursing programme is a 2 year, full time programme and must be completed within 5 years in accordance with the NMC Standards for Pre-registration Nursing Education (NMC, 2010). This innovative post graduate programme is a major modification of the recently validated BSc adult 2012 curriculum. The programme was the result of collaborative working with NHS Partners, Alzheimer Scotland and the Care Inspectorate. The programme was designed with the expressed intention of maximising opportunities for students to experience a contemporary and flexible curriculum that reflects modern nursing.

The MSc Adult nursing programme produces post graduate nurses who are effective, competent and safe practitioners. They meet the requirements of a modern healthcare system, work in a multi-professional team and demonstrate leadership and management abilities. The programme is commensurate with the NMC Standards for Pre-registration Nursing Education (NMC, 2010), Quality Assurance Agency for Higher Education statement for degree nursing (QAA, 2009) and Quality Assurance Agency Benchmark statements for MSc degree characteristics (QAA, 2010).

This programme has been prepared in accordance with the NMC (2010) Standards for Pre-registration Nursing Education and the University of the West of Scotland (UWS) Recognition of Prior Learning guidelines (RPL). Students with an appropriate degree can be awarded RPL if they can demonstrate relevant prior learning. This learning is mapped against the MSc Learning Outcomes and enables the full programme (3 years undergraduate) to be completed in a shorter time (2 years).

Post graduate students of the adult nursing field can competently meet the holistic healthcare needs of patients across the lifespan and in particular will have developed a high level of nursing expertise in the complex needs of adult patients. Pre-registration nursing as a benchmark has many similarities across the fields of adult nursing, mental health nursing, learning disabilities nursing and children's nursing. As a consequence generic approaches to all fields of nursing are represented in the adult nursing programme. Educationalists who are expert in their nursing field collaborate to ensure that student learning is of the highest quality and that professional standards are consistent across all nursing fields, thus ensuring that best practice is reflected in the nursing curriculum.

Patient autonomy is central to professional nursing practice and the design of learning, teaching and assessment strategies reflect the real life context of nursing. Holistic nursing care is directed by the NHS Scotland Quality Strategy (Scottish Government, 2010), is culturally sensitive. Students will be engaged in the theoretical evidence base of nursing and will be provided with access to a wide range of Practice Learning Experiences.
 

Aims of Post Graduate MSc Programme;
1. To prepare students who are fit for practice, award and employment.
2. To develop autonomous practitioners committed to personal development and lifelong learning. 3. To develop post graduate level decision making skills, critical thinking skills and the ability to engage with enquiry, evidence and research to influence adult nursing practice.
4. To profile adult nursing within a multi-professional/multi-agency framework and positively influence a collaborative approach to learning and the delivery of healthcare.
5. To equip students with enhanced employability skills and the ability to plan a career pathway in the context of a dynamic and evolving healthcare system.
6. To develop safe proficient and adaptable nurses who can facilitate person centred, values based nursing care considering the needs of the service user, carers and their families across the lifespan.
7. To develop specific skills, knowledge and understanding of interventions in adult nursing practice including holistic care, health promotion, team working and medicine management.
8. To foster a commitment to contemporary practice in adult healthcare and to enable students to critically examine the underpinning models, philosophies and theoretical frameworks in adult nursing.
9. To prepare students with the academic and research skills required for undertaking further post graduate studies including research at doctoral level.

During the programme the student will undertake a range of both theory and practice modules. All theoretical modules will be taught at Hamilton campus and assessed a SCQF Level 11. Practice Learning Experiences will generally be undertaken within the Health Board localities in which the student resides and students must acquire all of the NMC competencies in their chosen field of nursing by the end of the programme (NMC, 2010). 

On successful completion of the programme, students will receive a MSc award and be eligible to enter the NMC Register as an Adult Nurse. 
 

On completion of the programme, graduates will be equipped for further study in a variety of academic and clinical pathways. The following are an example of some further study/progression routes:- Master Degree by Research (MRes), Master of Philosophy (MPhil), Doctor of Philosophy (PhD), Professional Doctorate, MSc Gerontology, MSc Leading People Centred Integrated Care, MSc Forensic Mental Health, MSc Advanced Clinical Practitoner.  

The MSc programme embraces students who have already completed a relevant undergraduate degree and are keen to build on their existing knowledge, skills and graduate attributes. The School's approach to the nursing programme is directed by the UWS Education and Enabling Plan (UWS 2015-2020) and is focused on optimising student engagement in learning and the development of personal growth and professional autonomy. The assessment strategy aims to support learning and has been designed to assess students' knowledge of nursing at SCQF Level 11 whilst also ensuring that the professional requirements for competency to enter the NMC professional register are achieved (NMC, 2010). The achievement of the award of MSc adult nursing and the development of professional standards that meet the criteria for entry to the NMC professional register are closely interlinked throughout the programme. The programme has a dynamic mix of blended learning that equips students with crucial transferrable skills, both academic and skills based. The methods employed range from traditional modified lectures, practical skills sessions, debates, student presentations, group work, workshops, self-directed study (including Virtual Learning Environment, eLearning), guided study, personal development planning and clinical simulation mediums. The School is highly commended for its approach to clinical simulation and the adaptation of technology to enhance teaching and learning. The techniques of clinical simulation are optimised through the cognitive apprenticeship model, where the student moves through distinct stages of instruction, modelling, scaffolding, articulation, reflection and exploration. In line with the UWS Quality Handbook (QuEST 2018 - 2019), this programme offers a full range of assessment tools designed to enable student learning, not just to test student knowledge. Summative assessment strategies include the following: - written assignments, unseen examination, presentations, case studies, critical reflections and the final module is assessed by dissertation. Formative assessment will be managed through the use of tutorials, seminars, debates, student presentations, Observed Structured Clinical Examination (OSCE) and self/peer review in the clinical simulation environment. To ensure both engagement and satisfactory progress with the dissertation process there will be a requirement for the student to meet with their personal lecturer on a regular basis for formative assessment and feedback. The student experience is built logically as increasingly more challenging levels of practice are encountered and the student masters both an effective level of competence and self-confidence. Subject delivery recognises not only nursing theory but also the importance of drawing on that of other disciplines who play a key role in developing and supporting nursing practice. Nursing knowledge is both inductive and deductive as theory informs practice and in reciprocation, practice contributes to theory development. To develop the students' graduate attributes the programme focuses on enhancing the role of research teaching links and the ability to critically reflect and analyse nursing practice (QAA, 2009). At the outset of each of the Practice Learning Experiences, the student will be allocated a named mentor who fulfils the requirements of the NMC (2008) Standards to Support Learning and Assessment in Practice. Mentors shall implement teaching and learning strategies throughout the Practice Learning Experiences in order to enhance student's understanding and application of skills. The cognitive apprenticeship approach will be adopted and strategies employed will include 1:1 discussions and constructive feedback, critical reflection, role modelling, skills demonstration and supervised practice. The student-mentor relationship has primacy and learning will be supported by the Liaison Lecturer and Practice Education Facilitator/Care Home Education Facilitator. Student learning will be facilitated and structured by the use of a Learning Development Plan contained within the Scottish Ongoing Achievement Record (SOAR). Mentors will provide the student with regular, balanced feedback regarding all aspects of their clinical performance at scheduled intervals and recorded within the SOAR. Critical reflection is also integral to the student's learning experience. To satisfy professional requirements of the programme, modules with a practice component have a number of co-requisite, ensuring NMC Progression Point Criteria are met in order to successfully complete the module. Academic credit for practice and theory modules will be evidenced by written assessments at SCQF Level 11 and assessed by academic staff. The programme structure is modular and divided into 3 parts. Parts 1 and 2 each consist of three 20 credits modules and Part 3 has one 60 credit module all assessed at SCQF Level 11. The students must achieve 4,600 hours evenly distributed between theory and practice to meet the mandatory requirements of the NMC (2010). The MSc programme consists of 2320 hours of practice learning and 1500 hours of theory. As the theory hours fall short of the NMC statutory requirement for entry to the professional register, 800 hours of theory will be derived from RPL; the content of which will be mapped to the MSc learning outcomes.


Graduate Attributes, Employability & Personal Development Planning

The nursing curriculum focuses on a learner centred approach which supports and enables the student to take responsibility for the planning and development of their own learning and career development. Personal Development Planning (PDP) is embedded within the curriculum with reference to subject benchmarks, professional standards and Scottish Credit Qualification Framework (SCQF) Level 11 descriptors.

The School of Health and Life Science has developed practice that projects a clear link between employability and PDP as evidence suggests that the concept of career planning is of critical importance to PDP and ultimately to all students. The curriculum makes explicit that the skills for employability and personal PDP are interlinked. This relationship is made explicit in the curriculum through the development of a range of learning, teaching and assessment strategies. Effective engagement with the PDP process provides students with the evidence and understanding of how their learning relates to their employability. Students are also supported in this respect by Careers Advisers from the University Employability Link.

Effective engagement with PDP activities remains an essential component of lifelong learning and continuing professional development. It facilitates the ongoing development of graduate attributes and is fundamentally about empowering individuals, building realistic aspirations and motivating students to reach their full potential.

The developmental process of PDP and the relevance of critical reflection will be introduced to students during the induction week and embedded throughout the programme.

In order to support the PDP process the School uses NES ePortfolio (TURAS). Students must create and assume ownership of their ePortfolio in accordance with programme requirements.

The opportunity to engage in a process of PDP, including support and guidance in the development of a reflective approach to PDP activities, is further supported through the implementation of the School’s Personal Tutor System. Regular meetings with their personal tutor will be arranged to monitor and support the students in their engagement with this process.

"The Learning and Teaching strategies ib this programme are aimed to contribute to the development of UWS Graduate Attributes as outlined in " I am UWS" see link: https://www.uws.ac.uk/current-students/your-graduate-attributes/ "

Work Based Learning/Placement Details

Practice Learning Experience are organised in excess of 2,300 hours and students experience the 24 hour/7 day continuum of care whilst in practice environments in order to capture the patient journey. Practice Learning Experiences represent contemporary healthcare delivery and encompass NHS hospital and community environments, and have widened to include private, independent and voluntary organisations.

In line with NMC Standards (NMC, 2010) students undertaking the programme are afforded supernumerary status during all Practice Learning Experiences.

A crucial feature of the Practice Learning Experience is the supervision and direction of the designated clinical mentor and engagement with other relevant nursing practitioners/specialists, a range of Allied Health Professionals and other agencies involved in health and social care delivery.

Under the supervision of their mentor, students will work towards achievement of the NMC competencies in order to meet the NMC professional requirements to gain entry to the NMC register. Attainment of the NMC competencies is documented within the UWS Scottish Ongoing Achievement Record (SOAR).

If a mentor or student has concerns about nursing care and/or professional approach, they must raise this immediately and have a full discussion regarding the issues identified. This must be noted in the Cause for Concern Record within the SOAR and a realistic action plan agreed to resolve the concern and resolve the issue/s identified. The action plan must be followed up and a final outcome record of resolution (or otherwise) made.
 

Engagement and Attendance

In line with the Academic Engagement and Attendance Procedure, Students are defined as academically engaged if they are regularly engaged with timetabled teaching sessions, course-related learning resources including those in the Library and on Moodle, and complete assessments and submit these on time.

For the purposes of this programme, this equates to the following:

In Line with UWS Regulatory Framework 2018/19 Regulation 1.64 - 1.65 "students will take cognisance of the University's requirements for Academic Engagement and Attendance" and " The programme specification may stipulate additional of specific attendance requirements particularly where these are relevant to programmes with professional body accreditation"

Attendance hours theory 75%, however where a module has clinical skills included attendance must be 100% for this component, which supports NMC Standards(NMC 2010). For Clinical Practice Placement attendance must be 100%

Please refer to the UWS Academic Engagement and Attendance procedure.


Programme structures and requirements, SCQF level, term, module name and code, credits and awards ( Chapter 1, Regulatory Framework )

A. PG Cert
Learning Outcomes (Maximum of 5 per heading)

Knowledge and Understanding

A1Demonstrate a critical understanding of the fundamental models, concepts and principles that inform nursing practice across the lifespan in a variety of hospital and community healthcare environments.
A2Critically appraise and apply the related knowledge of life sciences and social sciences to nursing practice in maternal, child and adult health.
A3Demonstrate a critical understanding of the research process and the influence of research by examining evidence based practice approaches to person centred care.
A4Demonstrate a critical awareness of the impact of public health on individuals, families and community health and well being from a local, national and global perspective.
A5Appreciate the responsibilities of professionalism to satisfy public confidence in the profession to deliver safe, consistent, quality and compassionate nursing care.

Practice - Applied Knowledge and Understanding

B1Demonstrate the fundamental skills of nursing practice through assessment skills and the design of appropriate plans of care that are safe and supported by evidence.
B2Appraise nursing research and evidence bases and appreciate their application to a range of fundamental nursing skills.
B3Act therapeutically to respect patient autonomy, use advocacy when appropriate, and show compassion for patient's, carers and their families.
B4Recognise the contributions of the multi-professional team and the value of inter-professional education and collaboration to the nursing profession.
B5Achieve competency in basic medicine calculations through achievement of the Nursing & Midwifery professional standard for Progression Point 1.

Communication, ICT and Numeracy Skills

C1Further develop a range of communication and interpersonal skills which enhance interaction with patients, carers and families.
C2Demonstrate competent information, literacy and numeracy skills with the ability to search, interpret, extract and synthesise information that informs nursing practice.
C3Critically engage with a wide range of technology/eLearning that informs nursing practice and further develop independent learning.
C4Demonstrate numeracy skills to support administration of medicines through both eLearning and supervised practical application.
C5Interpret and record graphical data and apply numeracy skills accurately to enhance safe and effective patient care.

Generic Cognitive Skills - Problem Solving, Analysis, Evaluation

D1Undertake extensive literature searches to source accurate information and evidence base that gives academic insight into current/new areas of study.
D2Critically engage in reviewing practice using a problem solving approach and further develop presentation, negotiation and decision making abilities.
D3Through critical reflection, appreciate the application of theory and research to nursing practice.
D4Participate in self review/peer review of simulated nursing practice through a digital audio visual system to evaluate individual nursing competency to identify/understand both errors and areas of good practice.
D5Critically appraise ethical and legal questions as problems arise in patient centred care.

Autonomy, Accountability and Working With Others

E1Work independently and take responsibility for individual learning and develop the habit of life long learning.
E2Actively engage in team work that involves multi-professional, inter-agency and collaborative working.
E3Recognise and appreciate the professional standards of nursing and accountability in a variety of healthcare environments and employer contexts.
E4Clearly articulate and communicate ideas effectively both verbally and in writing with reference to the NMC Professional Standard for Record Keeping (NMC, 2010).
E5Critically appraise a value based approach to caring for patients throughout the lifespan with reference to the Ten Essential Shared capabilities (NES, 2012).

Core Modules
SCQF Level Module CodeModule NameCreditTermFootnotes
123
11NURS11078Foundations of Nursing20      
11NURS11080Nursing Values in Practice20      
11NURS11084The Nursing Profession20      

* Indicates that module descriptor is not published.

Footnotes

Optional Modules
SCQF Level Module CodeModule NameCreditTermFootnotes
123
               

* Indicates that module descriptor is not published.

Footnotes

Criteria for Progression and Award

Criteria for Progression and Award

In order to meet the NMC standards (NMC, 2010) students must successfully complete all theory and practice elements of Part 1 before progressing to Part 2. This equates to students having met NMC Progression Point 1 Criteria together with 60 credits at SCQF Level 11. Any student not meeting these requirements will incur a period of programme interruption and will be supported to complete Part 1 in line with the University Assessment Regulations.


Professional Requirements

The NMC has identified skills and professional behaviours that a student must demonstrate by the first progression point. These criteria must normally be achieved during the students Practice Learning Experiences.


These criteria cover:

Safety, safeguarding and protection of people of all ages, their carers and their families.

Professional values, expected attitudes and the behaviours that must be shown towards people, their carers, their families, and others.


Achievement of Part 1 NMC Progression Point Criteria also include:

Completion of Part 1 NMC practice hours.
Completion of safeMedicate™ (80% Pass).
Evidence of progression and achievement of the NMC Essential Skills Clusters.
Pass Practice Learning Experience clinical assessments in PLE 1.1, 1.2 and 1.3.


Academic Requirements

60 credits at SCQF Level 11

Any student not meeting these requirements will incur a period of programme interruption and will be supported to complete Part 1 in line with the University Assessment Regulations.

Students meeting the academic progression criteria will be entitled to a Post Graduate Certificate in Health Studies if exiting the programme prior to completion. The award is academic and carries no professional recognition from the NMC.



B. PG Dip
Learning Outcomes (Maximum of 5 per heading)

Knowledge and Understanding

A1Critically appraise the application of the fundamental models, principles and theories of nursing both across the lifespan and to adult patients with complex health requirements and/or vulnerability.
A2Demonstrate a critical understanding of the appropriate areas of life science and social science, and apply to patient care to support diagnostic and therapeutic healthcare interventions.
A3Recognise the appropriate research/evidence bases that meet national and local standards for holistic patient centred and safe care.
A4Demonstrate a critical understanding of the common adult health problems/disease processes and analyse the consequences for the individual, family and society.
A5Recognise and appreciate the legislation and ethical standards that are mandatory to professionalism and which engender public confidence.

Practice - Applied Knowledge and Understanding

B1Perform a holistic assessment and deliver care interventions to individuals with complex health needs across the lifespan and in a range of hospital, ambulatory, community and social care environments.
B2Critically interpret research and apply evidence bases and guidelines appropriately to a discrete range of health needs across the lifespan and to adults with complex health needs.
B3Demonstrate competency in managing holistic patient care and communicate effectively with professional colleagues and with relatives, carers and families.
B4Critically appraise the value of contemporary diagnostics and evidence based therapeutic interventions and evaluate the impact on nursing decisions regarding the nursing management of individual care.
B5Demonstrate competency in the interpretation of clinical laboratory results and adapt nursing management accordingly to optimise the patient health status.

Communication, ICT and Numeracy Skills

C1Clearly apply a range of communication and interpersonal skills to nursing practice to enhance patient autonomy and collaboration with multi-professional/inter-agency care planning.
C2Show a command of information and communication technology to evidence developing nursing expertise.
C3Development of advanced critical self-awareness of performance and competency through self and peer review strategies.
C4Demonstrate numeracy and literacy skills necessary to manage healthcare data and professional development effectively.
C5Demonstrate competency in more complex medicine calculations and supervised practice including intravenous therapy.

Generic Cognitive Skills - Problem Solving, Analysis, Evaluation

D1Demonstrate decision making skills through the analysis and evaluation of care delivery and personal development planning.
D2Critically analyse nursing practice and demonstrate insight into future areas of investigation to enhance professional development.
D3Critically reflect on practice that is focused on the application of research to practice and subsequently critically appraise the reciprocal relationship of theory and practice.
D4Embed professional standards and national/local guidelines into strategies for quality person centred care.
D5Critically analyse common legal and ethical issues that impact on nursing practice to arrive at morally and legally sound solutions.

Autonomy, Accountability and Working With Others

E1Engage effectively in collaborative team work, multi-professional and inter-agency liaison in a range of healthcare environments.
E2Demonstrate a commitment to practice that advocates the rights of individuals and welcomes diversity and builds therapeutic relationships.
E3Manage potentially challenging interpersonal situations and resolve conflict in healthcare.
E4Clearly articulate precise communication of all relevant information to appropriate colleagues, orally and in writing.
E5Progress personal development planning to work towards independence and increased confidence in nursing ability.

Core Modules
SCQF Level Module CodeModule NameCreditTermFootnotes
123
11NURS11077Adult Nursing Practice20      
11NURS11079Evidence Based Nursing20       no intake 19/20
11NURS11083Working with Vulnerability20      

* Indicates that module descriptor is not published.

Footnotes

Optional Modules
SCQF Level Module CodeModule NameCreditTermFootnotes
123
               

* Indicates that module descriptor is not published.

Footnotes

Criteria for Progression and Award

Criteria for Progression and Award

In order to meet the NMC standards (NMC, 2010), students must successfully complete all theory and practice elements of Part 2 before progressing to Part 3. This equates to students having met the NMC Progression Point 2 Criteria together with 120 academic credits at SCQF Level 11. Any student not meeting these requirements will incur a period of programme interruption and will be supported to complete Part 2 in line with the University Assessment Regulations.


Professional Requirements

The NMC has identified skills and professional behaviours that a student must demonstrate by the second progression point. These criteria must normally be achieved during the students Practice Learning Experiences.


These criteria cover:

Working more independently, with less direct supervision, in a safe and increasingly confident manner.
Demonstrating potential to work autonomously, making the most of opportunities to extend knowledge, skills and practice.


Achievement of Part 2 NMC Progression Point Criteria also include:

Completion of Part 2 NMC practice hours.
Ongoing evidence of progression and achievement of the NMC Essential Skills Clusters.
Pass Practice Learning Experience clinical assessments in PLE 2.1, 2.2 and 2.3.


Academic Requirements

120 credits at SCQF Level 11

Any student not meeting these requirements will incur a period of programme interruption and will be supported to complete Part 2 in line with the University Assessment Regulations.

Students meeting the academic progression criteria will be entitled to a Post Graduate Diploma in Health Studies if exiting the programme prior to completion. The award is academic and carries no professional recognition from the NMC.


C. Masters
Learning Outcomes (Maximum of 5 per heading)

Knowledge and Understanding

A1Critically analyse the fundamental concepts, principles and theories that support professional nursing practice and lead directly to holistic patient care in a variety of healthcare environments.
A2Critically appraise the associations of theory and evidence with practice and assess, implement and evaluate strategies of care in the context of nursing and multi-professional working practice.
A3Demonstrate a critical understanding of the social, political, cultural and ecological factors that directly influence the health and well being of both individuals and communities from a local, national and global perspective.
A4Critically review the impact of governmental/professional policies and the research which impacts on the nursing profession and healthcare planning and delivery.
A5Recognise and critically examine the professional responsibilities and accountability mandatory for public protection and lifelong learning.

Practice - Applied Knowledge and Understanding

B1Competently demonstrate a range of essential nursing skills, informed by theoretical learning, and designed to meet the individual's healthcare needs.
B2Work effectively within the multi-professional team respecting and valuing all other professional contributions and expertise which is necessary to meet the holistic needs of the individual.
B3Further enhance professional development and safe practice through self/ peer/professional review and support, clinical supervision and personal development planning.
B4Apply research knowledge and the associated skills to competently access databases and to critically analyse nursing practice.
B5Demonstrate endowment to practice by effective application of the Nursing Order (2001) and practice, commensurate with the Human Rights Act (1998).

Communication, ICT and Numeracy Skills

C1Show evidence of a wide range of communication skills by effectively interacting with patients, carers, families and other professional disciplines involved in the care of individuals.
C2Demonstrate a range of ICT skills and use information and healthcare technology to inform and enhance nursing practice and professional development.
C3Enhance professional development and safe practice through peer and professional review and support, clinical supervision and personal development planning.
C4Demonstrate competent acquisition, analysis, interpretation and presentation of statistical healthcare data.
C5Accomplish the National Benchmark Standard for administration of medicines as a requirement of eligibility to proceed to professional registration with the NMC.

Generic Cognitive Skills - Problem Solving, Analysis, Evaluation

D1Engage in ongoing critical evaluation of care based on evidence, values and principles central to adult nursing showing skills of analysis and synthesis.
D2Use problem solving activities to critically analyse issues, plan and review practice to arrive at sound and evidenced based clinical decisions.
D3Demonstrate the expertise and insight of a critical reflective practitioner in self and others through personal development and education of junior nursing staff.
D4Demonstrate a range of enhanced communication strategies by integrating the skills of negotiation, debate and presentation into professional clinical practice.
D5Critically evaluate current practice and demonstrate insight into emerging areas of practice development to achieve research/benchmark standards.

Autonomy, Accountability and Working With Others

E1Demonstrate further development of professional autonomy and collaborate effectively in a multi-professional and/or inter-agency team.
E2Show leadership qualities within a team and uphold the values and reputation of the nursing profession.
E3Exhibit organisational skills and managerial ability which achieves dignity in nursing practice and improves healthcare outcomes for patients, carers, families and communities.
E4Consistently apply and critically review the ethical obligations and legal requirements of professional nursing practice.
E5Demonstrate effective application and evidence of achievement of the NMC Standards (NMC, 2010).

Core Modules
SCQF Level Module CodeModule NameCreditTermFootnotes
123
11NURS11082Research in Practice60       no intake 19/20

* Indicates that module descriptor is not published.

Footnotes

Optional Modules
SCQF Level Module CodeModule NameCreditTermFootnotes
123
               

* Indicates that module descriptor is not published.

Footnotes

Criteria for Award

Award of MSc Adult Nursing

Students who have met the NMC Standards (NMC, 2010) and 180 credits at SCQF Level 11 will progress to Award of MSc Adult Nursing and be eligible to enter the NMC Register as an adult nurse.

Any student not meeting these requirements will incur a period of programme interruption and will be supported to complete Part 3 in line with the University Assessment Regulations.


Professional Requirements

Achievement of NMC Standards for Part 3 and includes:

Completion of Part 3 NMC practice hours.
Evidence of achievement of the NMC Essential Skills Clusters.
Pass Practice Learning Experience clinical assessments in PLE 3.1 and PLE 3.2.
Sign Off Mentor has declared achievement of the required NMC Standards of Competence (NMC, 2010).


Academic Requirements

180 credits at SCQF Level 11


Distinction in MSc Adult Nursing

Students can obtain a distinction award by achieving 180 credits at SCQF Level 11 with a mean mark of 70% at first attempt.

Award of Post Graduate Diploma in Adult Nursing

Students who have met the NMC Standards (NMC, 2010) and 120 credits at SCQF Level 11 who have fully engaged with the Research in Practice module and dissertation process can progress to the Award of Post Graduate Diploma in Adult Nursing and be eligible to enter the NMC Register as an adult nurse. Any student not meeting these requirements will incur a period of programme interruption and will be supported to complete Part 3 in line with the University Assessment Regulations.

Professional Requirements

Achievement of NMC Standards for Part 3 and includes:

Completion of Part 3 NMC practice hours.
Evidence of achievement of the NMC Essential Skills Clusters.
Pass Practice Learning Experience clinical assessments in PLE 3.1 and PLE 3.2.
Sign Off Mentor has declared achievement of the required NMC Standards of Competence (NMC, 2010).

Academic Requirements

120 credits at SCQF Level 11



Regulations of Assessment

Candidates will be bound by the general assessment regulations of the University as specified in the University Regulatory Framework .

An overview of the assessment details is provided in the Student Handbook and the assessment criteria for each module is provided in the module descriptor which forms part of the module pack issued to students. For further details on assessment please refer to Chapter 3 of the Regulatory Framework.

To qualify for an award of the University, students must complete all the programme requirements and must meet the credit minima detailed in Chapter 1 of the Regulatory Framework.



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