Transcript Diploma HE in Nursing - University Campus Suffolk

MENTOR UPDATE
The 2004 curriculum
In Partnership with Service.
Mentor Update
 Welcome
to the Mentor Update. This presentation
is designed to familiarise you with the design of
the programme that has applied to students joining
the College since September 2004.
 If you have any other student related issues you
would like to discuss please feel free to raise them
at any point in the presentation.
The 2004 Curricula.
The 2004 revision of the nursing and midwifery curricula.
•
Responding to national and local service and student
evaluations of the previous courses.
•
Introducing inter-professional learning opportunities to
promote inter-professional working.
•
Includes courses at Diploma, Advanced Diploma and
Degree level for all branches & courses.
Intakes & Branches

September
Adult (DipHE & BSc)
 Children’s nursing
 Learning Disabilities


January
Adult (DipHE)
 Mental Health
 Midwifery

In September 2004 we started a new curriculum.
This curriculum is the fourth evolution of the new form of
nurse education that started in 1989 (Project 2000).
The main change is that elements of inter-professional learning
will be included….
Terms 2, 5 & 8 will see shared learning with other students on
health related courses.
This is intended to improve inter-professional working in the
longer term.
Base Sites:

The college has base sites in three areas and 2004 saw
an increase in the amount of theory taught on these:
The Education Centre, Ipswich Hospital.
 The Drake Centre in Gt. Yarmouth
 The New Education Centre in Bury St Edmunds.


Main Site – Rope Walk. Ipswich.
Term Structure
 Number
= 3 per year
 Length = 14 weeks + 1 week.
 The CFP and the Branches are all 50% theory &
50% Practice.
 The last three weeks of most consist of 1 week
reading, 1 week assessment and 1 extra week for
practice recovery if required.
The Course for one Cohort (T=in college, P=in practice, A=assessment – in college, CR=clinical recovery,
P/S=practice with study day to be negotiated between student and practice, P/T= practice with a study day requiring college
attendance on a fixed day, R=reading/revision week)
Weeks
Terms
1
1
2
3
4
5
6
7
8
9
2
3
4
T
T
T
T
T
T
T
T
T
T
T
T
T
T P P
T
T P P
T P P/T P
P/T P P/T P
P/T P P/T P
P P/T P P/T
5
6
7
8
9
10
11
12
13
14
15
T
T P P/S P P/S
T
T P P/S P P/S
T
T P P/S P P/S
P/S P P/S P P/S P
P/S P P/S P P/S P
P/T P
T
T
T
T
P/T P
T
T
T
T
P/T P
T
T
T
T
P P/T P P/S P P/S
P
P
P
T
T
P
T
T
P
P/S
P/S
P/S
T
T
P
T
T
P/S
P
P
P
R
R
P
R
R
P
A
A
A
A
A
A/T
A/T
A
A
CR/R
CR/R
CR/R
CR/R
CR/R
CR/R
CR/R
CR/R
CR/R
Issues to Note
 The
‘working’ week is 37.5 hrs
 Total time to be achieved = 4600hrs in 3 years
 Weekend attendance on placements is expected
 Student status; not an employee
 Professional discipline through college codes
 Higher Education ethos
 Annual Leave defined at the start
The Common Foundation Programme

Term 1: An introduction to the science and art of caring
including essential course/branch specific skills.

Term 2: Examination of the organisation of caring and the
competencies required, including inter-professional
development of communication skills.

Term 3: Considering Health and Illness across the lifespan
– and consequent delivery of care to meet needs.
Further Issues
 There
are 16 weeks per annum “down time” for
practice.
 Practice recovery time is to catch up missed
periods and is not counted in the original
calculations.
 Hand in dates for theory and practice assessments
are defined from the start of the course.
Personal attributes looked for in students at the point of recruitment
Motivation: Insight into the nature of caring.
Education: Capable of managing a Diploma in Higher Education.
Presentation: Effective, (emerging), communication skills.
Demonstrates the determination needed to complete a demanding
project over time.
Branch – Year 1.
Term 4. Branch Specific science and competency development.
Term 5. Research Awareness and inter-professional learning.
Term 6. Branch specific – the organisation and delivery of care.
Branch – Year 2.
Term 7. The delivery of care.
Term 8. Professional Life – the context of care.
Term 9. Consolidation for the emerging professional.
APEL
 Prospective
candidates will be invited
 AGNVQ, NVQ (3), BTEC (H&SC).
 Suitable practice experience.
 After 1 semester join Branch.
 Bridging module.
 Saves 2 semesters.
 Many eligible applicants prefer the 3 year option
Assessment:
All terms are assessed by the same objectives for theory
and practice.
 Practice to be assessed by portfolio using a learning
taxonomy. ‘Formative’ assessment of practice in terms 1
& 2 of each year. Summative in term 3.
 Theory is assessed by written assignment, examination,
presentation or project and is summative in all terms.

Other Issues to Note
Uniform is provided.
Guidance on proper use
may be required.
 Travel expenses to
placements may be
reclaimed under some
circumstances.

Assessment is of the
overall performance in
practice.
 Reading around practice
issues should be
encouraged.
