Below is the draft curriculum of the new course, you will see that modules that will be undertaken by all fields have more detail, whereas the field specific modules are still to be confirmed:
The curriculum has been mapped against the new NMC-Standards-Mapping
The curriculum should be read in conjunction with the:
Please add comments to this post or send to Jessica Mills j.mills@brighton.ac.uk
The draft curriculum is also supported by the following strategies:
Hi all. I may have missed this Or we may not have got to it yet, but with regard to clinical skills from Annexe A and B, are there any plans to assess them via simulation? I cannot find any reference to this in the new Standards documentation issued in May. Thanks Alison 🙂
Hello Alison
This is a great question. As yet the process of assessing student’s clinical skills has not been agreed. The meeting on 11th July will hopefully provide an opportunity to determine the methods of assessment. It would appear from the new NMC Standards that simulation can be used as a means of teaching and learning whereas the use of simulation in assessment is not explicitly stated.
Just a few questions.
What is the rationale for the two 30 credit modules in Y2 and Y3. There is no dissertaion, does the professional development project take its place?
Yr 1 Applied HS for nursing care, is the case study generic and holistic how does it differ from the holistic assessment in Nursing assessment in partnership with people?
Improving safety and quality of care – any details re. content?
Can’t see any nursing philosophy, nursing theory or nursing history, nursing politics
Can we consider critical resilience rather than resilience?
Hello Sharon
Thank you for taking the time to review and comment. Please see my responses to your questions, others are welcome to contribute too.
There are a number of reasons to provide 30 credit modules:
– this is the pattern established in year 1
– one of the 30 credit modules in each year is the Professional Practice module which runs across the academic year
– the year 2 module will develop the student’s research understanding alongside health promotion which may be better accommodated in a larger module
– the year 3 module which will have a professional development project is the equivalent of a dissertation / extended project which would warrant 30 credits
The assessments for year 1 are only suggestions at this stage. The main difference would be the case study in Applied Health Sciences for Nursing Care would be assessing student understanding of anatomy, physiology and pharmacology, whereas the assessment in Nursing Assessment in Partnership with People would be focused more on mental, physical, behavioural and cognitive health conditions when undertaking a full and accurate assessment of nursing care needs. This would then be supported by the Planning Nursing Care in Partnership with People module whereby the student develops, prioritises and reviews person-centred care plans.
The Improving Safety and Quality of Care module is supported by the NMC Standards Platforms 6 and 7 in terms of content.
Nursing philosophy and theory is likely to be present in the year 1 modules associated with assessment and planning i.e. establishing the nursing role in the care of the person, politics will be part of the year 3 module Coordinating Care as this links with Platform 7 and the importance of nursing students developing political awareness and an understanding of policy and policy changes.
Absolutely we can consider resilience as critical resilience – could you provide more details about this to add to the blog?
Jess
In addition to Michael Traynor’s work, please see:
Aranda, K., and A. Hart. 2014. Resilient moves: Tinkering with practice theory to generate new ways of thinking about using resilience. Health. doi:10.1177/1363459314554318.
Aranda, K., L. Zeeman, J. Scholes, and A. Santa-Maria Morales. 2012. The resilient subject: Exploring subjectivity, identity and the body in narratives of resilience. Health. doi:10.1177/1363459312438564.
An update on the Applied Sciences module – this will be called Human Biology for Nursing – which is a more accurate reflection of the content of the module. The aim being that students will be able to relate physiology to health and ill-health which is a principle point of the new standards
Erika
If you’re after refs on critical resilience & how it relates to nursing, try this recent book by Micheal Traynor
https://www.amazon.co.uk/Critical-Resilience-Nurses-Evidence-Based-Survival/dp/1138194239
Critical resilience as a thread running through, with developing skills to move from descriptive notions of resilience towards an ability to embody and enact resilient behaviour which includes challenging discriminatory practice and systemic adversities. Michael Traynor’s book is pretty good for this, although also think that we should look at reading lists to reflect levels 4,5,6 as the course developes. This could reflect new waves of resilience thinking that are emerging e.g. from individual/ character notions to increased ideas of adversity being multi-systemic in nature.
Therapeutic interventions are missing currently for mental health nursing, MH nurses are expected to develop advanced interpersonal skills informed by theory. Year 2 module will give the theroy but need to practice this in year 3 through identifying what therapeutic skill is being used when e.g. motivational interviewing, cognitive and behavioural informed interventions (graded exposure, psychoeducation), mindfulness, therapeutic use of self. Am also wondering where the experiential work is for MH nursing students. Currently this is year 3 prof practice. Group dynamic theory is not quite enough as MH nurses need to work with transference/ countertransference etc in groups to become effective facilitators for recovery and need concious awareness of self and other in order for this to happen. This needs consistency of facilitation of group work.
Also I have noticed that co-production/ service user language is missing. In terms of MH nursing, the course will need to be explicit in how and when we are including service users in curriculum design and delivery of the course. Just read a fab paper on this, will dig it out.
Thanks for this Jess and Nita. With regard to the ‘Meet a professor’ sessions in the transition weeks, I think that involvement from NIHR Clinical Research Network with whom we already have links and possibly interested clinical research nurses from Trusts could be incorporated here/elsewhere in the curriculum. Students should also be encouraged to negotiate spoke placements (assuming we will still have these) with CRNs. Again, I have some experience and links here to help develop this. Thanks. Dr Ian Taylor, Senior Lecturer.
Sorry to have missed some of the great discussions – thank you for the information. Some great ideas but not always clear as to the direction. Will the students know how the content informs their journey? Is there a clear curriculum model/design? How are the three concepts Innovative – Inspirational – Inclusive addressed ?
The comments below are really just questions that I have asked for clarity
1) Role of year lead and transition weeks – these need to be clear and explicit with defined role expectations for year lead and outcomes for students. Can we lose some roles? currently students can be confused by the range of different people who lead – Nurse Lead, course lead, field lead, generic lead, module lead, cohort lead, personal tutor role, module tutor role. EBL lead role, SSGT, PLL
Do we know which ones work and which ones do not?
Like the idea of an Annual conference but a Nursing conference – that may be themed by a specialist group
Would like the course focus to be Nursing and not a location.
Need to hear the user voice informing the curriculum, nursing across a lifespan, family orientated work across fields and at inter professional level
Not sure it’s sustainable that each year 1 student interviews a professor/reader – but in the transition week there could be a question time styled activity when professors/readers and those actively engaged in research/ innovation are quizzed?
Like to see research in all modules from the moment a student starts a course.
Except for year 1 and practice modules the term nursing does not feature in module titles. Why are the practice modules referred to as ‘professional’ – Is not the whole course about becoming a professional. Does this infer that practice is different to theory?
The key concepts underpinning MH nursing – important but why midway through second year. Should all fields have something similar – is this what the transition modules should be about? Year 1 1 week at the beginning introducing key concepts to Nursing (inspirational start – professors/readers/innovators in nursing), 1st transition week – key concepts (2) field specific. 2nd transition week – key concepts (3) field specific. End of course final transition week Nursing – generic (Inspirational finish)
• Course MUST have a community focus to reflect the majority of where healthcare is located
Rather than establishing a community or hospital focus can we focus on nursing and what that entails in regards to the macro and micro picture of the role
In so doing this will develop a practitioner who can work across settings
Include in AOP book from Standards Framework:
• Student to maintain own mental and physical health Part 1 3.13
• Exposure across all 4 fields Part 3 2.4
• Service user consent (give/withdraw) Part 1 1.3
• Students are supernumerary Part 3 3.7
• Students know how to raise concerns / complaints Part 1 1.5
• Students know about duty of candour Part 1 1.9
Some of this may not be possible to include in AoP if the South PAD document is adopted as no additions/changes are being permitted
We are still awaiting examples of the guidance info for this document but need to be mindful that some of the above may need to go elsewhere