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2023/24 Undergraduate Programme Catalogue

BSc Nursing (Adult) (with Registration) (2020 curriculum)

Programme code:BS-NUR-A20UCAS code:
Duration:36 Months Method of Attendance: Full Time
Programme manager:Rebecca Dickinson Contact

Total credits: 360

Entry requirements:

5 GCSEs at Grade 4 / C and above, including Maths, English (Language or Literature) and 2 Science subjects

A Levels: BBB preferably including a science subject (We consider a science subject to be either Biology, Human Biology, Chemistry, Physics, Maths or Applied Science)
BTEC: Distinction / Distinction / Distinction (DDD) in Health and Social Care (Health Sciences) or Health and Social Care (Health Studies)All BTEC modules must be listed on the application form.
CACHE Diploma: Grade A Pass in NCFE CACHE Level 3 Extended Diploma in Health and Social Care. Specific module requirements.
Access to HE Diploma: 45 credits at Level 3. 30 credits must be at distinction and include 12 credits from biology or health-related subjects.Remaining 15 credits must be at merit or above.

Other qualifications commensurate with A level examinations, such as T Levels. Students with non-standard qualifications will be considered on an individual basis

Access to Leeds (A2L) Alternative Admissions Scheme:
Applicants applying with some Level 3 qualifications, such as A Levels and their equivalents, may also be eligible to apply via Access to Leeds, the University’s alternative admissions scheme for students from widening participation backgrounds.Eligible applicants to the scheme will receive special consideration from admissions tutors. Although Access to Leeds applicants are not guaranteed an offer, if they do receive an offer they will also receive an Access to Leeds offer two A-level grades (or equivalent) below the standard offer. For example for Adult Nursing, Access to Leeds applicants would receive an offer of BCC as opposed to BBB. They are then required to complete two modules(study skills and subject skills) in order to benefit from the reduced offer.Page 19 of 56For applicants where English is not their first language, who have not achieved a GCSE in English Language at grade 4/C or above the School in line with the NMC will accept IELTS examination results (academic or general) where the scores are at least 7.0 in the listening and reading sections and at least 7.0 in the writing and speaking sections

School/Unit responsible for the parenting of students and programme:

School of Healthcare

Examination board through which the programme will be considered:

School of Healthcare

Relevant QAA Subject Benchmark Groups:

The QAA benchmarking statements for nursing are out of date and have been withdrawn.

Professional Body Offering Accreditation:

These programmes are subject to regulatory requirements from the Nursing and Midwifery Council.

Programme specification:

This programme is underpinned by the NMC (2018) Future Nurse standards that recognise the vital role that nurses play in leading and coordinating compassionate, evidence-based care (p.3). The vision that we have for our students is to be the leaders and change agents of the future.

An integrated curriculum allows for aspects of professional practice, applied practice, the cultural, bio- psycho-social-spiritual model and evidence-based practice to be considered in order to address care in a holistic manner, whilst recognising the complexity of healthcare. The programme will ensure that on qualification the student will have a deep understanding of an individual and family health and well-being needs throughout the lifespan and across the fields, whilst demonstrating the knowledge and skills necessary to practice within their own field.

All students will be prepared to undertake their role as a practice supervisors following preceptorship , thereby contributing to the next generation of the workforce.

Students will be expected to engage in their learning, develop curiosity and utilise critical thinking to provide high quality care. They will be supported to do this via a blended learning approach to curriculum delivery, utilising a range of technology, simulation, communication strategies and reflection.

The student journey through the programme starts by considering what it means to be an Adult or Child or Mental Health nurse, exploring the knowledge, values and beliefs that each individual brings with them and recognising the impact that this has on care delivery. From an exploration of self, the student begins to consider working in partnership with others – service users and families, as well as other professionals, recognising and understanding the role of people, their families and the multi-professional team in care delivery. Utilising this understanding, students then begin to consider their role as leaders, supervisors and co-ordinators of care within a team, whilst also recognising their role as educators and facilitators supporting not only other students and team members, but to empower service users and their families towards optimal health and well-being.

In line with the need to improve the health and wellbeing of service users, there is a focus on developing adult, child and mental health nurses who can use effective health promotion and health education strategies to support behaviour change and promote optimal health and wellbeing. Students will be supported to recognise and understand inequalities in health and the effect that this has on access to services as well as considering ways to reduce these. This will include vulnerable and marginalised populations such as persons living with autism and learning disability. People with learning disabilities are valued members of our society and deserve access to quality health care that meets their needs. To do this health care professionals including nurses need to be aware of their responsibility to make reasonable adjustments.

In order to identify how health professionals should be addressing the contemporary needs of people with learning disabilities we have referred to the following two documents.
1.Core Capabilities Framework for Supporting Autistic People (2019)2.
2. Core Capabilities Framework for Supporting People with a Learning Disability (2019)

Working from the perspective that frontline staff such as nurses need more than just a basic awareness of people with learning disabilities we have mapped the nine modules comprising the new programme against the Tier 1 and Tier 2 capabilities outlined in these documents. Whilst Tier 1 is aimed at staff who require general awareness of people with a learning disability/autism and the support they need, Tier 2 is aimed at staff with responsibility for providing care and suppor t to these groups but who would see support from others for complex management or complex decision-making. Students will explore these aspects through aa variety of mediums including; the use of scenario, case studies, texts, films, plays and documentaries and available online educational resources such as the new open learning module from the Open University ‘Exploring learning disabilities: supporting belonging’. being required to consider these aspects for all individuals and families, not just individuals identified as having specific learning disability needs, drawn from actual practice.

The relationship between mental health and physical health and the impact of living with long-term, life-limiting and life-threatening conditions will be explored. Students will learn how to manage conditions, recognise and act on signs of deterioration and provide complex care to the most acutely and critically ill patients. This will be underpinned by the fundamentals of good nursing care; high levels of interpersonal and communication skills, ethical and legal practice and the need to promote dignity and respect.

As students' progress through the programme, the complexity of patient need, environments of care and/or team members increases in depth and scope, enabling students to demonstrate effective leadership and management skills to ensure continuity of high quality care. By the end of the programme students are equipped to care for and promote optimal health and wellbeing for all service users and families in their care, work effectively within a team, supervise others and be leaders of care. They will be able to deliver and coordinate high quality, effective care across the life-span and in any care setting. Our Adult, Child and Mental Health nursing programmes are designed to prepare students to become a high calibre, sought after nursing graduates.

The programme contains 50% theory and 50% practice hours. Students, dependent upon their field of practice, will undertake placements within Leeds Children’s Hospital, Leeds Community Healthcare Trust, Leeds Teaching Hospitals Trust and Leeds and York Mental Health Trust. They will also have opportunity to undertake placements within a variety of private, statutory and voluntary organisations including, where relevant, hospices and care homes. This varied and excellent practice circuit enables students to experience care across the life-span in a wide variety of clinical and non-clinical settings, within a 15 mile radius of Leeds and enable them to work in partnership with service users and their families to assess, plan, implement and evaluate person-centred care.Within the programme a range of assessment strategies ensure that students are equipped to enter the nursing profession in the knowledge they can demonstrate entry level proficiencies. Utilising a combination of essays, presentations, MCQ’s, exams, a final dissertation and a professional discussion, all assessments require students to think critically and utilise the evidence base that underpins safe, high quality care. The importance of the practice element is recognised in the weighting of the theory and practice modules which are divided into 25 credit (practice) and 15 credit (theory) weighting, which reflects the importance of the practice elements, the exception is the first theory and practice module which has an even weighting between theory and practice, to reflect that at this point in the programme students are new to both nursing knowledge and nursing practice.

Service Users and Carers are central to the development, delivery and monitoring of our undergraduate nursing programmes and are considered part of the educational team. Students will therefore benefit from the lived experiences and perspectives of service users, with teaching led by them and joint assessment undertaken. The programme engages with the School’s Service User and, me supports the development of adult, child and mental health nurses who have the competence and confidence to think critically and deliver evidence based care. It promotes the development of independent, life-long learners and encourages students to develop resilience and become role models for other professionals and the service users and families they provide care to.

Adult Nursing – context of the programme:
The Future Nurse Standards (NMC, 2018), the NHS Long Term Plan (2019), PHE Strategy 2020-25 (2019) and the Health and Social Care mandate to Health Education England (2019) all identify the direction of healthcare in the Twenty-First Century. Within this vision, nurses are key players and strategic leaders of future healthcare developments and need to be equipped to provide appropriate, high quality care in different settings.

Pivotal in this development are the health promotion priorities such as smoking, obesity, alcohol, sexual health and antimicrobial resistance and the prevalence of long-term conditions such as cancer, cardiovascular, diabetes, respiratory and stroke. Nurses, going forward, will need to respond to societal demands and actively engage individuals and families with the health promotion priorities and long-term conditions across the lifespan in a move to provide appropriate care across settings. This will include managing the increase in co-morbidities, an aging population, long term mental health conditions and learning disabilities among adults. Whilst the foci of shifting care to “out of hospital” settings, bridging care between community and hospital, health promotion and prevention of ill-health are fundamental considerations within the curriculum, the increasing complexity of care needs confronting healthcare staff should be acknowledged. In this respect leadership and resilience are other important pillars upon which this curriculum rests.

Year1 - View timetable

[Learning Outcomes, Transferable (Key) Skills, Assessment]

Compulsory modules:

Candidates will be required to study the following compulsory modules:

HECS1125Nursing: Key Concepts of Health and Wellbeing40 creditsSemester 1 (Sep to Jan)
HECS1126Adult Nursing: Applying the Key Concepts of Health and Wellbeing40 creditsSemester 2 (Jan to Jun)
HECS1129Nursing: Working in Partnership to Promote Health and Wellbeing40 credits01 Jun to 31 Aug

Year2 - View timetable

[Learning Outcomes, Transferable (Key) Skills, Assessment]

Compulsory modules:

Candidates will be required to study the following compulsory modules:

HECS2230Nursing: Providing Quality Care40 creditsSemester 1 (Sep to Jan)
HECS2231Adult Nursing: Health Promotion and Management of Long-term Conditions40 creditsSemester 2 (Jan to Jun)
HECS2234Nursing: Promoting Health and Wellbeing in Challenging Situations40 credits1 Apr to 31 Aug

Year3 - View timetable

[Learning Outcomes, Transferable (Key) Skills, Assessment]

Compulsory modules:

Candidates will be required to study the following compulsory modules:

HECS3294Nursing: Dissertation40 creditsSemesters 1 & 2 (Sep to Jun)
HECS3295Adult Nursing: Providing Complex Care40 creditsSemester 1 (Sep to Jan)
HECS3298Nursing Leadership and Role Transition40 credits1 Apr to 31 Aug

Last updated: 20/07/2023 09:48:24


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