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

Other Required Qualifications/Experience

• Consideration will be given to applicants who have gained their degree over 5 years ago, where continued further development in knowledge through postgraduate studies would demonstrate currency in certified learning.
• Applicants with relevant professional experience only will also be considered for entry to the programme on an individual basis.
• An applicant must possess a relevant nursing qualification
Required
• Copy of original academic transcript.
• Satisfactory academic and personal references.
•English language proficiency with candidates expected to achieve IELTs standard of 6.5 where English is a second language.

Further desirable skills pre-application

Skills and Experience in Information Communication Technology, especially online learning

General Overview

In recent years a key focus within the UK NHS has been on patient safety and improving care and practice outcomes. Furthermore, the impact of an ageing population and delivering services closer to the patient's home has transformed how care is delivered and experienced by staff and patients. Understanding these contemporary issues and equipping nurses with the skills to advance their careers in this ever changing arena is a key focus of this MSc in Nursing.

This MSc follows a modular design and is a 180 credit course, with all modules carrying 20 credits and the dissertation module attracting 60, all at level 11 of the Scottish Credit and Qualifications Framework. The programme will be offered on a part time basis with one module generally undertaken within each academic term or on a full time basis to International students only. The full time approach will be offered over a 16 month period. 

The programme sets out a clear pathway for students to follow to enable them to plan and build learning around their clinical work. Overall the programme aims to facilitate students to achieve a qualification that is contemporary, relevant to practice and equips them with the knowledge and skills to transform practice.

The programme content will be delivered online and students will undertake four core modules; 1) Quality Improvement in Healthcare, 2) Role development in Nursing, 3) Leadership for effectiveness and 4) Research for health and Social care and two optional modules to achieve 120 credits at postgraduate Diploma level. To achieve an MSc in Nursing a further 60 credits must be achieved upon completion of a dissertation which should focus student learning and development of skills to make a significant contribution to improving practice and providing quality care.

The aim of the programme is also to provide a qualification focused on developing and equipping nurses with the skills to critically think and work at SCQF level 11.  This tailoring emerges from the fact that along with the two core modules, students can choose from a range of optional modules that are relevant to their practice and support their learning needs. To continue the flexibility and further tailor the programme there is also a choice of dissertation of either research or an improvement project. In order to enhance the flexibility of the programme even further, e-Learning is a main feature, with online delivery via the University’s VLE platform. Online delivery allows the student to study at their convenience, using their own style of learning. The VLE platform has been supporting blended learning and some online modules and programmes for several years, with students becoming familiar with the technology involved. Although some students may still feel challenged by online learning there is induction to the technology and support for its use, while becoming competent in this is adding another transferrable skill to the student’s personal development.

On completion of the programme, graduates will be equipped for further study in a variety of academic pathways. The University of the West of Scotland, School of Health and Life Sciences offers academic and professional courses which include the following examples of further study/progression routes: Master of Philosophy (MPhil); Doctor of Philosophy (PhD); Master of Science by Research (MRes).

The School's approach to the programme is directed by the University Strategy 2025 and associated underpinning plans and is focused on optimising student engagement in learning and the development of personal growth and professional autonomy.

The assessment strategy recognises the range of learning and communication styles and skills learners possess and develop, and provides opportunities for learners to engage in a variety of forms of assessment. As part of this strategy, learners will undertake a range of formative activities, explicitly linking assessment practice to the learning experience and encouraging a cycle of self-evaluation and self-assessment. Assessments are designed to support learners' development of key UWS graduate and citizenship attributes and employability competencies.

The assessment strategy ensures there are multiple points to access formative and summative feedback to enable students to learn from this and improve their academic skills as the module and programme progresses. The distance learning programme is delivered fully online via the University VLE and employs a variety of digital resources to enhance the learning, teaching and assessment experience within the modules, such as, interactive video presentations and podcasts. The full time approach is predominatly face to face with blended learning. In addition, guest lecturers will deliver on-line presentations.

The Programme has robust tutor engagement using tools such as Microsoft Teams, Zoom and WebEx, synchronous tutorials and asynchronous discussion boards. Web-based content allows students to schedule learning at a time and place to suit them, enabling unrestricted access to materials with the ability to revisit these as required. This provides a student centred approach to learning and can assist in making learning effective, and students are able to personalise and individualise the way they engage.

This approach fosters creativity, acknowledging that students have a range of learning styles and so learn in different ways. The learning associated with the use of these tools/technologies is viewed as generating a wider employability skill set, beneficial to the world of work. However, the programme team recognise that although students entering this programme are graduate adult learners, each having a unique blend of knowledge and experiences, it is acknowledged that online and face to face programme delivery is both challenging and daunting for some students. In acknowledgement of this, an online induction programme and subsequent associated activities introduces the student to online learning and navigation through the VLE module web site. Access to the induction module is available from student enrolment to the programme, before module commencement and throughout. In order to further support students who are challenged by online learning, lecturers will facilitate activities at the beginning of the modules to introduce the students to the technology and become comfortable with its use.

Lecturers also will support students throughout the module with any technology by utilising real time chat / webcam sessions. This is designed to help support students in the development of the technical confidence and competence required for successful programme completion. Additional Student Support is available online and at each campus location in Scotland and London via the careers and skills team. This includes skills on academic writing, disability support, finance, counselling and mental health support. All students are provided with a personal tutor to support their academic journey.

Graduate Attributes, Employability & Personal Development Planning

In the current financial climate, the employability aspect of academic modules is a vital component of the learning experience for both employers and students. While providing a postgraduate qualification, which can support the individual student’s career progression, this programme will facilitate students to develop numerous higher level transferrable skills to enable them to make a significant contribution to improving practice and providing quality care.

The aims of the programme are to:

·         Facilitate postgraduates to utilise higher level critical, analytical and reflective skills within academic and practice environments;

·         Develop originality and sound judgement in leadership and facilitation skills, which will enable postgraduates to implement best practice in service delivery.

In accordance with the University Personal Development Planning (PDP) Policy and Framework, PDP is embedded within each module in the programme to enable students to become aware of their knowledge, skills and abilities and how these have been developed within each module. Students are encouraged to reflect on learning achievements and experiences and the implications these have for their future development. Those students who are involved with the NHS Knowledge and Skills Framework’s personal development and review process will be encouraged to map their learning accordingly.

UWS Graduate Attributes are central to the students learning experience and PDP. These attributes aim to prepare graduates who will be universal, work ready and successful. Undertaking the MSc Nursing, students will develop the skills of critical thinking, decision making and team working (Universal). These skills also ensure that students are work ready and confident to think at work at SCQF level 11. A range of innovative learning and teaching strategies enable the student to develop skills in collaboration, leadership as well skills in ICT and academic writing (Work Ready and Successful). It is anticipated that the student will be able to reflect on how these UWS attributes influence their academic, personal and professional life. No professional accreditation of standards are involved in this programme.

Work Based Learning/Placement Details

This programme relates to a participant’s existing professional context and fits within the University’s definition of Work-related Learning (WRL). 

Work-related learning is addressed in the programme through the provision of opportunities to tailor the learning to meet workplace related needs, and to actively explore links between professional experiences, theoretical perspectives and research findings. A focus on the implications and applicability of the knowledge and skills acquired during the programme will encourage students to consider ways to use their learning to enhance practice in their workplace.

Engagement

In line with the Academic Engagement 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 the relevant learning platform, and complete assessments and submit these on time.

Equality and Diversity

The University's Equality, Diversity and Human Rights Procedure can be accessed at the following link: UWS Equality and Diversity Policy

The University's Equality, Diversity and Human Rights Procedure can be accessed at the following link: UWS Equality and Diversity Policy

The School of Health & Life Sciences believes that education and practitioner diversity are central to achieving quality of nursing care.
Within the programme, quality of care, inclusiveness and employability are achieved by the:

‘Anticipatory’ and ‘reasonable’ adjustments are grounded in ‘competence standards’ – specifically, the core requirements for progression / achievement in placement / module. Anticipatory adjustments have been made and ‘reasonable adjustments’ can be made available in teaching and learning strategies to promote accessibility of the module. For students who have disclosed a disability, the UWS Disability Service (DS) will assess the individual’s strengths and support needs and then forward a Student Support Form to the appropriate DS Co-ordinator who will circulate the form to all of the relevant teaching staff. ‘Reasonable adjustments’ may include adapted or specialised clinical equipment (e.g. electronic stethoscope, coloured overlays) or further specialist assessment or support (e.g. assessment by an Educational Psychologist, extended time for presentations or assessments). If funding is required, this can be organised by the DS and funded by the School. Reasonable adjustments, in line with DS recommendations for the assessment of the individual student can be assured.

Processes and procedures have been subject to Equality Impact Screening and where appropriate Equality Impact Assessment. Evaluation by all key stakeholders throughout the life of the module is also central to meeting our commitments.
Students should approach the Disability Service as early as possible to discuss support. Details of the service can be found at: www.uws.ac.uk/disabilityservice/

UWS Equality and Diversity Policy

Knowledge and Understanding

Practice - Applied Knowledge and Understanding

Communication, ICT and Numeracy Skills

Generic Cognitive Skills - Problem Solving, Analysis, Evaluation

Autonomy, Accountability and Working With Others

Knowledge and Understanding

Practice - Applied Knowledge and Understanding

Communication, ICT and Numeracy Skills

Generic Cognitive Skills - Problem Solving, Analysis, Evaluation

Autonomy, Accountability and Working With Others

Knowledge and Understanding

Practice - Applied Knowledge and Understanding

Communication, ICT and Numeracy Skills

Generic Cognitive Skills - Problem Solving, Analysis, Evaluation

Autonomy, Accountability and Working With Others

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.

Combined Studies

There may be instances where a student has been unsuccessful in meeting the award criteria for the named award and for other more generic named awards existing within the School. Provided that they have met the credit requirements in line with the SCQF credit minima (please see Regulation 1.21), they will be eligible for an exit award of PgCert/ PgDip in Combined Studies.