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Session: 2022/23
Last modified: 17/03/2022 14:22:12
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Title of Module: First Steps to Nursing |
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Code: LLNG07002 |
SCQF Level: 7
(Scottish Credit and Qualifications Framework) |
Credit Points: 20 |
ECTS: 10
(European Credit Transfer Scheme) |
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| School: | School of Health and Life Sciences |
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| Module Co-ordinator: | Amanda
Carson |
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| Summary of Module |
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This module will enable students to prepare themselves for successfully making the transition into pre-registration nurse education. Through a variety of learning activities and practical exercises the module aims to promote the development of key academic and study skills that are necessary for undergraduate study related to nursing. Focusing on a health-related topic, students will be encouraged to develop skills in accessing, utilising and referencing a wide range of evidence sources. During the module they will be required to enhance their essay writing skills, develop learning strategies and work with others effectively. Students will also be provided with opportunities to use information and communication technology to support their learning and to improve their competency in foundational numeracy.
The module is suitable for students who have already applied for pre-registration nursing or are interested in undertaking some preparatory study prior to deciding whether to apply or not. If students are just short of the University general entry requirements for pre-registration nursing this module may assist. However, it is not an access module and does not provide direct entry to degree level programmes.
- Develop key undergraduate study skills.
- Become familiar with university systems and processes.
- Support student transition onto degree level pre-registration nurse education programmes.
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| Module Delivery Method |
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| Face-To-Face | Blended | Fully Online | HybridC | HybridO | Work-based Learning |
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Face-To-Face
Term used to describe the traditional classroom environment where the students and the lecturer meet synchronously in the same room for the whole provision.
Blended
A mode of delivery of a module or a programme that involves online and face-to-face delivery of learning, teaching and assessment activities, student support and feedback. A programme may be considered “blended” if it includes a combination of face-to-face, online and blended modules. If an online programme has any compulsory face-to-face and campus elements it must be described as blended with clearly articulated delivery information to manage student expectations
Fully Online
Instruction that is solely delivered by web-based or internet-based technologies. This term is used to describe the previously used terms distance learning and e learning.
HybridC
Online with mandatory face-to-face learning on Campus
HybridO
Online with optional face-to-face learning on Campus
Work-based Learning
Learning activities where the main location for the learning experience is in the workplace.
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| Term(s) for Module Delivery |
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(Provided viable student numbers permit).
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| Term 1 | | Term 2 | | Term 3 | |
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| Learning Outcomes: (maximum of 5 statements) |
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On successful completion of this module the student will be able to:
L1.
Demonstrate an understanding of the key skills required for learning and for ensuring that the professional requirements for entry to a pre-registration nursing programme can be met.
L2.
Demonstrate an awareness of the demands of studying in higher education and provide evidence of having started to address the demands in relation to literacy, numeracy and ICT.
L3.
Demonstrate that they have begun to develop skills in critical reflection, problem solving, evidence based explanations, team membership, health awareness and presentation of information. |
| Employability Skills and Personal Development Planning (PDP) Skills |
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| SCQF Headings |
During completion of this module, there will be an opportunity to achieve
core skills in:
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| Knowledge and Understanding (K and U) |
SCQF Level 7.
Knowing a range of strategies that facilitate learning.
Accessing primary and secondary sources of evidence and utilizing these to support or refute points being made. |
| Practice: Applied Knowledge and Understanding |
SCQF Level 7.
Reflecting on personal experience and identifying learning needs within the context of given situations.
Implementing a strategy designed to address the demands of the module and meet their learning needs. |
| Generic Cognitive skills |
SCQF Level 7.
Beginning to develop a problem-solving approach to learning. |
| Communication, ICT and Numeracy Skills |
SCQF Level 7.
Communicating effectively and appropriately in speech and writing.
Demonstrating key skills in numeracy, literacy and ICT. |
| Autonomy, Accountability and Working with others |
SCQF Level 7.
Taking responsibility for identifying and addressing personal learning goals using available resources.
Recognising the importance of and responsibility and accountability associated with being an effective team member. |
| Pre-requisites: |
Before undertaking this module the student should have
undertaken the following:
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Module Code:
| Module Title:
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| Other: | |
| Co-requisites | Module Code:
| Module Title:
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* Indicates that module descriptor is not published.
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| Learning and Teaching |
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The module will utilise a blended approach designed to enable students to meet the learning outcomes and support them in preparing for transition to pre-registration nurse education. The strategy encompasses a combination of structured online learning activities and face-to-face group learning. This group learning may be using Microsoft Teams.
The learning and teaching strategies applied to this module contribute towards the development of UWS graduate attributes as outlined in "I am UWS". See link: https://www.uws.ac.uk/current-students/your-graduate-attributes/.
Online:
The structured online learning activities will be made available via the University’s virtual learning environment which is called Moodle. Students will work independently to complete defined learning packages, each of which require them to access specified resources, undertake interactive learning and complete set reading. To enhance student engagement and motivation the online content will be developed in alignment with the ARCS model (Keller, 1987 cited in Pintz and Posey, 2013) and underpinned by Clark and Mayer's (2008) principles of multimedia design. Upon completion of each learning activity students will be required to engage in a formative assessment which will provide them with feedback on their progress and support further development. This linear approach will enable students to clearly identify what is expected of them and support them to track their progress through the module. It will ensure that they regularly receive constructive feedback which can be used to inform the further development of key study skills. It will focus on the following areas:
• Self assessment and strategies to become an effective learner.
• Finding credible and relevant evidence for nursing.
• Academic writing and referencing for nursing.
• Working with others and reflection for nursing.
• Presentation skills for nursing.
• Basic numeracy skills for nurses.
Regular online tutorials/forums will be facilitated by the teaching team to provide guidance and encourage peer-to-peer support.
Face to Face:
At the beginning of the module students will attend University for half a day. During this time they will be introduced to the module and provided with support to ensure they are able to access the online module materials. They will also learn about University study and the services available to them while they are enrolled on the module.
Approximately half way through the module students will attend an intensive 2 day workshop at University which will enable them to undertake the following:
• Choose a health topic.
• Group discussion related to their choice of topic.
• Undertake guided research into their topic.
• Prepare a short presentation on the topic using MS PowerPoint (or equivalent) based on the following areas: introduction, why the topic was selected, a summary of the content of at least 3 different sources of credible and relevant sources, potential relevance of the above to a nursing student, conclusion.
• Present their topic, either online or to a small group.
• Reflection and feedback on presentation.
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Learning Activities
During completion of this module, the learning activities undertaken to
achieve the module learning outcomes are stated below:
| Student Learning Hours
(Normally totalling 200 hours):
(Note: Learning hours include both contact hours and hours spent on other learning activities) |
| Lecture/Core Content Delivery | 3 |
| Asynchronous Class Activity | 100 |
| Independent Study | 85 |
| Tutorial/Synchronous Support Activity | 12 |
| 200
Hours Total
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**Indicative Resources: (eg. Core text, journals, internet
access)
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The following materials form essential underpinning for the module content
and ultimately for the learning outcomes:
Boyd, L. (2014) Study skills for nurses. Chichester: Wiley Blackwell.
Davison, N. (2014) Numeracy and clinical calculations for nurses. Banbury: Lantern Publishing.
Day, T. (2018) Success in academic writing. 2nd Ed. Basingstoke: Palgrave MacMillan.
Jasper, M. (2013) Professional development, reflection and decision-marking in nursing and health care. 2nd ed. Chichester UK, Wiley-Blackwell.
Maslin-Prothero, S. (2010) Balliere’s study skills for nurses and midwives. 4th ed. Edinburgh, Bailliere Tindall.
Cottrell, S. (2019) The study skills handbook 5th ed. London: Red Globe Press
Pears, R and Shields, G.J. (2019) Cite them right : the essential referencing guide. 11th ed London : Red Globe Press / Macmillan International Higher Education.
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(**N.B. Although reading lists should include current publications,
students are advised (particularly for material marked with an asterisk*) to
wait until the start of session for confirmation of the most up-to-date
material)
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| Engagement Requirements |
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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. Please refer to the Academic Engagement Procedure at the following link: Academic engagement procedure
Where a module has Professional, Statutory or Regulatory Body requirements these will be listed here:
Students are academically engaged if they are regularly engaged with timetabled teaching sessions, course-related learning resources including those in the Library and on the VLE, and complete assessments and submit these on time. |
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Supplemental Information
| Programme Board | Adult Nursing & Healthcare |
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| Assessment Results (Pass/Fail) |
No
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| Subject Panel | BSc Pre-registration Adult Nursing Programme |
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| Moderator | Lynne Carmichael |
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| External Examiner | M Rice |
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| Accreditation Details | |
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| Version Number | 1.14 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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Students will be required to submit one assignment containing two parts which will together total 2,500 words. A single rubric will be used to assess both sections of the assignment with a minimum mark of 40% required to pass the module. The University's assessment management platform, which is called Turnitin, will be used for student submission, tutor marking/grading and feedback.
Part 1. A 1,500 word essay focused on the student's chosen health topic consisting of the following requirements:
• An introduction
• A discussion regarding the chosen health topic in relation to two or three specified themes
• Consideration of the relevance of the discussion above to a nursing student
• A conclusion
The essay must be supported by a suitable range of credible and relevant sources.
This assessable component is worth 100% of the overall mark. |
Part 2. A critical reflective account of 1,000 word review of their educational learning progress throughout the module. This will require to be explicitly linked to the module learning outcomes.
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(N.B. (i) Assessment Outcomes Grids for the module
(one for each component) can be found below which clearly demonstrate how the learning outcomes of the module
will be assessed.
(ii) An indicative schedule listing approximate times
within the academic calendar when assessment is likely to feature will be
provided within the Student Handbook.)
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Assessment Outcome Grids (Footnote A.)
Footnotes
A. Referred to within Assessment Section above
B. Identified in the Learning Outcome Section above
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Note(s):
- More than one assessment method can be used to assess individual learning outcomes.
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Schools are responsible for determining student contact hours. Please refer to University Policy on contact hours (extract contained within section 10 of the Module Descriptor guidance note).
This will normally be variable across Schools, dependent on Programmes &/or Professional requirements.
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| Equality and Diversity |
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This module is appropriate for all students. To promote inclusive practice, procedures and processes have been subject to Equality Impact Assessment where appropriate. In line with the Equality Act 2010 and UWS Refreshed Equality Outcomes 2021 - 2025 Public Sector Equality Duty Mainstreaming and Equality Outcomes Report 2021 (uws.ac.uk) (pp. 37 - 39) the School of Health and Life Sciences encourages the disclosure of support requirements, including disability, at the recruitment stage and throughout the duration of the module. Emphasis is placed on confidentiality of information, the benefits of disclosure and that no detriment to progress will be experienced. The School will endeavor to make reasonable adjustments to teaching and learning approaches and arrangements for assessment, and (when applicable) periods of placement, where a student has disclosed specific requirements.
UWS Equality and Diversity Policy |
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(N.B. Every effort
will be made by the University to accommodate any equality and diversity issues
brought to the attention of the School)
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