Learning Disability Nursing BN (Hons)

• Reading and writing critically.
• Constructing and evaluating an argument.
• Note-taking techniques for reading and listening.
• Understanding plagiarism and academic integrity.
• Introduction to reflective practice.
• Preparing for, and delivering, powerpoint presentations.
• Referencing and citation.
• Summarising and paraphrasing written sources.
• Literature searching.
• Report writing.
• The culture and expectations of higher education.
• The assessment process including the role of assessment criteria and feedback.
• The nature of research journal publishing.

Whilst much of the content above is generic, students will be encouraged to situate skills within the context of the undergraduate discipline they are entering, which leads to some variation in emphasis for certain skills.

1.To raise awareness of the range of study skills required for successful higher education studies, including the process of academic writing, reading strategies, seminar skills, organisation of time and materials, planning for and meeting deadlines, understanding and responding to feedback.

2. To introduce students to concepts such as plagiarism, academic integrity and appropriate use of artificial intelligence tools.

3. To facilitate an effective transition into higher education by exploring, and providing guidance in, the key elements of successful undergraduate studentship including students' understanding of taking responsibility for their own learning.

4. To teach students how to undertake a literature, visual or data review for their discipline and be able to differentiate between a valid, reliable source and an unsubstantiated or irrelevant source.  

• Research and planning skills.
• Becoming familiar with topics that comprise their undergraduate degree subject.
• Developing a knowledge base for a discipline of study.
• Identifying areas of interest.
• Application and development of critical analytical skills.
• Development of self-directed study.
• Use of learning resources.

1. To develop students' skills in planning and writing an essay.

2. To familiarise students with the process of tutor supervision for a written piece of work.

3. To give students an opportunity to focus on a topic within their undergraduate degree subject.

4. To write a piece of work that allows the student to broaden and deepen knowledge on a topic of their choice.

5. To prepare and deliver an academic poster presentation outlining the student's research topic.

• Defining health in the 21st century
• Culture and health 
• The biomedical, social and biopsychosocial models of health
• Health inequality: definition, examples and impact
• Current health issues
• The emergence of the UK National Health Service
• Health promotion 
• Individual Health behaviours 
• Introduction to reflective theories (Nurses and Social Workers only)
• Introduction to big data (Life Sciences)

1. To introduce students to the social, biomedical and biopsychosocial models of health.

2. To explore contemporary issues in health care.

3. To consider the impact of inequality on health.

4. To explore examples of health promotion.

1. What is the 21st Century Nurse: Historical context of nursing, personal and professional perspectives, NHS Plan and constitution.

• Professional values in nursing: NMC Code, dignity, compassion, leadership, role modelling, raising and escalating concerns.
• Person centred care: understanding care of all, individualisation and choice, models and frameworks for care.
• Interpersonal communication skills: explore the need for interpersonal communication skills in nursing, development of self awareness of own communication skills.

To provide an introduction for students into the values, knowledge and skills required to become a registered nurse.

Key anatomical terms

Organisation of the body - cells, tissues and organs

The role of selected biological molecules (e.g. hormones, enzymes and DNA)

Human organ systems, an overview with a focus on specific systems

Homeostasis

Cell biology and cancer

Genetics and inherited conditions

The role of microorganisms in human health and disease, with reference to specific pathogens and commensals and immunity

On completion of this module students will be equipped to:

1. Use key anatomical terms when describing human anatomy

2. Recognize the central importance of biomolecules and cells in human body function

3. Describe some of the main organ systems in the human body, identify conditions affecting them and discuss available treatments

4. Provide an overview of the role of genetics in human health and disease

5. Identify the causes of selected infectious human diseases and their treatment

6. Provide an overview of human immunity and the role of lifestyle in health and disease

• The role and historical context of Psychology
• Social Psychology in human interaction
• Development across the lifespan
• Biological Psychology: the basics of the brain and behaviour
• Introduction to mental health
• Stress and stress management 
  
  

1. To introduce students to some of the perspectives in Psychology

2. To enable students to apply Psychology to professional practice

3. To explore a current issue in Psychology

The generic content of this module is designed to enable students to meet the needs of service users and carers from all four fields of practice and as such the delivery will include examples and application to all service user groups. 

1. Impact of communication: skills definitions; theory of communication; verbal and non-verbal. Barriers to communication: sensory; cognition; perceptual; language; environment; disease and culture. Communication as an intervention: self-awareness; compassion and dignity. Application to field example - strategies used in communicating with specific client groups.
2. Assessment skills: theories of nursing; formal and informal assessment; physical; social; psychological assessment strategies; approaches to care planning; sleep. Application to field example - formal and/or informal assessment in specific field nursing.
3. A range of nursing activities: first aid; BLS (child and adult); moving and handling; dealing with emergencies; health and safety; application of numeracy including length, weight, volume and medicines management and administration related to the ESC’s’; infection prevention and control; de-escalation and information management. Physical assessment skills in relation to the Essential Skills Clusters (ESCs). Application to field example - field specific nursing activities in relation to complex assessment skills.
4. Developing relationships: family centred care; MDT; forming therapeutic relationships; self-awareness; vulnerable clients; safeguarding; empowerment; emotional support; application of advocacy and understanding challenging behaviour. Application to field example - development of relationships in field nursing and care of vulnerable clients.
5. Risk assessment awareness: identification of physical, psychological and environmental risks; hazards; sign posting; maintaining a safe environment; policy and procedures and medical devices. Application to field example - risk assessment.

The module will include the four NMC domains and will introduce generic and field specific skills for nursing. The learner will develop an understanding of, and be able to demonstrate, the skills required for practice.

The generic content of this module is designed to enable students to meet the needs of service users and carers from all four fields of practice and as such the delivery will include examples and application to all service user groups. 

1. Transition to higher education including Learning to learn, academic writing and study skills professional development, lifelong learning, personal reflection, self-awareness, self-management, IT skills, searching for evidence.  
2. The Nursing and Midwifery Council, other regulatory bodies, codes of practice (The Code - Prioritising People, Practising Effectively, Preserving Safety and Promoting professionalism and Trust, including aspects of the code relating to power, empowerment, advocacy and stigma) and professional regulation, consent. Application to field example - consent.
3. Professional values and beliefs, equality and diversity, cultural multiplicity, spirituality, ethics and law and vulnerable individuals as service users, service user and carer involvement, rights, dignity, respecting diversity. Application to field examples - complexity of legislation and consent issues; vulnerable and challenging groups.  
4. Evidence based practice as principles which inform health and social care across the age continuum to promote health and wellbeing. Application to field example - evidence based research relevant to field.  
5. Reflection, self-awareness of own values, beliefs and values about health, compassion. Application to field example – impact of values, withdrawal/refusal of treatment.

To provide a foundation for the socialisation of students into the values and responsibilities of the nursing profession.

The generic content of this module is designed to enable students to meet the needs of service users and carers from all four fields of practice and as such the delivery will include examples and application to all service user groups.

1. Impact of illness and disability on the service user, family and carers: stigma and self-esteem. Emotional support; Family centred care. Application to field example - complexity of individual, family and illness interaction.
2. Overview of a variety of biological systems and related conditions through the lifespan: for example cardiovascular; endocrine; respiratory, reproduction, genetics and nervous system. Application to field example - using biological systems to understand relevant health conditions.  
3. Psychological explanations of a variety of health and health behaviours across the age and ability continuum. Application to field example - using psychological explanations of health and health behaviours to understand relevant health conditions.  
4. Basic pharmacology, pharmacokinetics and pharmacodynamics. Service user perspectives and concordance. Application to field example - impact of medications on health.

The module aims to introduce students to biological and psychological conceptualisations of health, illness and disability across the age continuum.  

The generic content of this module is designed to enable students to meet the needs of service users and carers from all four fields of practice and as such the delivery will include examples and application to all service user groups. 

1. Positive and integrative models of health: definitions of health; relationship between health, stress and coping; complementary therapies; cross-cultural perspectives; spirituality; role modelling; health beliefs. Field application example - exploring the relevance of health models for service users, family and carers.  
2. Health and wellbeing determinants: family; community; local economy; the built and natural environments; housing; political climate and media influences; social inclusion/exclusion and the global ecosystem. Field application example - impact of health determinants on the service users, family and carers.  
3. The historical development of health and social care services and approaches to health. Field application example - relevant historical perspectives.  
4. Social policy; policy development; power; empowerment; advocacy and abuse. Implication of policy for service provision. Field application example - developments in social policy in relation to service users, family and carers.
5. Health inequalities; addressing disadvantage and vulnerability. Field application example - impact of health inequalities and disability on service users, family and carers.  

To introduce the student to the history and development of health and social care services, social policy, and the effect of socio-economic and environmental factors on health and wellbeing.  

The generic content of this module is designed to enable students to meet the needs of service users and carers from all four fields of practice and as such the delivery will include examples and application to all service user groups. 

1. Professional values: the NMC Code and accountability; boundaries; professional appearance and behaviour; legal and professional frameworks, understanding the role of the mentor in the attainment of and role modelling of professional values. Communication and interpersonal skills: active listening and effective communication. Theories of practice. Nursing practice and decision making: essential needs; person centred care; health and safety, seeking help; medicine management and administration. Leadership, management and team working: team ethos; the roles and responsibilities of others.
2. Acquisition of a range of basic skills in relation to the practice achievement record and practice learning experience.
3. The importance of reflection: models of reflection; reflection on action and reflection in action; self-assessment through reflection.
4. Portfolio building to include profiling of learning experiences and University required referencing system.
5. The importance of multi professional teams in health and social, role of the service user, carers and families in relation to professional values.

To provide students with practice learning opportunities which provide a range of experiences at a basic level across fields.

The generic learning outcomes in this field specific module will be applied to the students own field of practice through the use of case scenarios and field specific examples and discussion.

1. Professional values: the NMC Code and accountability; boundaries; professional appearance and behaviour; legal and professional frameworks. Communication and interpersonal skills: active listening and effective communication. Theories of practice. Nursing practice and decision making: essential needs; person centred care; health and safety; physical and psychological deterioration; seeking help; medicine management and administration. Leadership, management and team working: team ethos; the roles and responsibilities of others.
2. The acquisition of a range of basic skills with underpinning knowledge and understanding.
3. The importance of reflection: models of reflection; reflection on action and reflection in action; self-assessment through reflection.
4. Portfolio building to include profiling of learning experiences and University required referencing system.
5. The roles of the multi-professional team, collaborative working (to include independent and voluntary sector), Inter-professional Learning (IPL), service user, carer and family involvement, rights, dignity, respecting diversity.  

To provide students with practice learning opportunities which provide a range of experiences at a basic level across fields.

The generic content of this module is designed to enable students to meet the needs of service users and carers from all four fields of practice and as such the delivery will include examples and application to all service user groups. 

1. Public health: its scope and practice, population health and epidemiology, mortality and morbidity, the health promotion movement. Application to individual fields - changes in health, populations and population characteristics.
2. Assessment of health needs, current public health policies, ladder of interventions. Application to Adult field - policy and assessment of health needs of all people, care of people with long term conditions, promoting self-care and self-management. Application to Child field - policy and assessment across health and social care, CAMHS. Application to LD field - assessment of physical, mental and social well-being and health policy in the population of people who have a learning disability. Application to MH field - policy and assessment of mental health needs across a range of settings including positive mental health and recovery focus. 
3. Setting based approaches, brief interventions, therapeutic communication, social marketing, socio-cognitive change, health education. Application to individual fields - approaches to health promotion and prevention with clients, families and carers.
4. Partnerships and alliances for health, role of health professionals. 
5. The global context of health, partnership working, WHO, UNICEF.
6. Health protection, the Public Health Agency, surveillance and screening, sources of public health data. Application to individual fields - health protection, surveillance and screening in relation to the population.

To develop an appreciation of public health and to equip students to undertake health promotion interventions.  

The generic learning outcomes in this field specific module will be applied to the students own field of practice through the use of case scenarios and field specific examples and discussion.

1. Overview of a variety of biological systems and related conditions through the lifespan; for example gastro-intestinal tract; skin; renal; musculoskeletal and sensory. Psychological explanations of a variety of health and health behaviours across the age and ability continuum. Use psychological and biological conceptualisation to understand relevant health conditions. For example lifespan period vulnerability to physical and mental health issues, forensics and autism.
2. Introduction to complex interventions, poly pharmacy, approaches to manage acute episodes, long term care and end of life across age and ability continuum, co-morbidity physical and mental health. Application to learning disability field example - a range of field specific conditions relating to pharmacology, pharmacokinetics and management of interventions. 
3. Field specific nursing interventions and care planning in relation to a range of patient journeys. For example - care planning and decision making for a variety of groups.
4. Appropriate frameworks and procedures to escalate concerns: first diagnosis; acute episodes; clinical deterioration; timely management and risk identification. Responding to rapid deterioration and common complaints across the life span. For example - concepts of risk.
5. Strategies to manage and record MDT programmes of care for specific needs. For example decision making in complex clinical situations. 

The module aims to further develop the student’s understanding of biological and psychological conceptualisations of health, illness and disability across the age continuum, and to introduce the student to a range of field specific nursing interventions and care planning.  

The generic content of this module is designed to enable students to meet the needs of service users and carers from all four fields of practice and as such the delivery will include examples and application to all service user groups. 

1. Clinical effectiveness through evidence-based practice; searching for evidence; principles of critical analysis; utilisation and application into practice.
2. Evidence related to nursing practice - clinical governance; policies and frameworks; service user choice; ethical considerations; challenges to changing practice; audit and quality assurance.
3. Using a range of critical appraisal tools.
4. The research process, qualitative and quantitative methodologies. 
5. Methods and techniques of data analysis and dissemination; interpretation of results; information pathways; peer and user perspectives.

The aim of the module is to develop the students’ ability to contextualise evidence into nursing practice.

The generic learning outcomes in this field specific module will be applied to the students own field of practice through the use of case scenarios and field specific examples and discussion.

1. Professional values: the NMC Code and accountability, boundaries, professional appearance and behaviour; legal and professional frameworks. Communication and interpersonal skills: active listening and effective communication. Theories of practice. Nursing practice and decision making: essential needs; person centred care; health and safety; physical and psychological deterioration; seeking help; medicine management and administration, clinical decision making. Leadership, management and team working: team ethos; the roles and responsibilities of others; working autonomously.
2. The acquisition of a range of clinical skills with underpinning knowledge and understanding.
3. A range of models of reflection. Analysing and action planning.
4. Portfolio building to include enhanced CV writing, self-assessment and action planning to meet development needs in preparation for future revalidation.

This module provides students with practice learning opportunities that allow for students to demonstrate competence in many routine care situations.

The generic learning outcomes in this field specific module will be applied to the students own field of practice through the use of case scenarios and field specific examples and discussion. 

1. Professional values: the NMC Code and accountability, boundaries, professional appearance and behaviour; legal and professional frameworks. Communication and interpersonal skills: active listening and effective communication. Theories of practice. Nursing practice and decision making: essential needs; person centred care; health and safety; physical and psychological deterioration; seeking help; medicine management and administration, clinical decision making. Leadership, management and team working: team ethos; the roles and responsibilities of others; working autonomously.
2. The acquisition of a range of clinical skills with underpinning knowledge and understanding.
3. A range of models of reflection. Analysing and action planning.
4. Portfolio building to include enhanced CV writing, self-assessment and action planning to meet development needs in preparation for future revalidation.

This module provides students with practice learning opportunities that allow for students to demonstrate competence in many routine care situations.

The generic learning outcomes in this field specific module will be applied to the students own field of practice through the use of case scenarios and field specific examples and discussion.

1. Using and applying therapeutic communication skills and health promotion with clients, family, carers and other professional groups in challenging, complex and difficult situations: breaking bad news; bereavement; anxious/upset clients; consent; concordance; withdrawal of treatment; DNR orders; culture; responding to complaints and play distraction. Effective communication strategies to reduce physical, psychological or emotional barriers.
2. A range of nursing activities: first aid; BLS (Child and Adult); moving and handling; dealing with emergencies; health and safety; medicines management; application of numeracy including length, weight, volume and medicines management and administration related to the ESC’s’; pain assessment; numeracy; infection prevention and control; de-escalation and information management. A range of physical and psychological observational skills and diagnostics in relation to the ESCs.  Learning Disability field specific nursing activities in relation to physical and psychological observational skills.
3. Person centred care planning: partnership assessment; promoting self-care and independence; facilitating concordance; safe discharge and transfer; evaluation of care outcomes; documentation; health informatics; compassion, dignity; advocacy and mediation skills. Using evidence to support holistic and complex assessment and decision making skills.
4. Risk assessment in acute and community settings: risk management and prevention strategies; maintaining a safe environment; signposting and managing hazards.  Using tools to identify risk and manage transportation and transfer.
5. Interpreting and responding to changes in client condition: escalating concerns; responding to deterioration and improvement.

The module aims to facilitate students in developing competence and confidence in both generic and increasingly field specific nursing skills. The module will build on year one modules, and enhance generic and field specific skills required for practice in the context of the four NMC domains of nursing. 

Students will develop an increasing ability to make informed decisions and relate skills to their chosen field.

The generic content of this module is designed to enable students to meet the needs of service users and carers from all four fields of practice and as such the delivery will include examples and application to all service user groups. 

1. Generic Learning: Professional accountability; clinical decision making; feedback within ethical and legal frameworks as applied to field specific nursing. Application to individual fields.  
2. Generic Learning: Continuing professional development: clinical supervision; action planning for personal development and principles of lifelong learning. Application to individual fields - preparation for employment, opportunities for personal development in field.  
3. Generic Learning: Supporting learning: teaching role; learning and teaching strategies; peer supervision; skills of teaching and facilitation; Inter-professional Learning (IPL). Application to individual fields.  
4. Generic Learning: Developing self-awareness; reflection and peer review.  
5. Generic Learning: Preparation for a teaching role: preceptorship; mentorship; mentorship role; role modelling and coaching as applied to nursing. 
6. Generic Learning: Transition to registration: leadership role; change management; time management; prioritisation and delegation as applied to field nursing. 

As part of the transition to registration, the module aims to develop the student’s leadership, teaching and mentoring potential.  

The generic learning outcomes in this field specific module will be applied to the students own field of practice through the use of case scenarios and field specific examples and discussion.

1. Consolidation of a variety of biological and psychological explanations to related conditions across the age and ability continuum. For example - co-morbidities.
2. Complex case management: Theory and strategies; complex case management reflecting a client journey; working across service boundaries; MDT partnership; utilising quality indicators in nursing care, formulate and rationalise plans of care. 
3. Learning disability field specific complex nursing interventions: competing evidence; underpinning values; service user perspective.  
4. Learning disability field specific communication strategies: interpersonal communication, effective communication strategies with individuals and teams; managing stressful and complex situations; communication networks and systems; empathy and compassion. 
5. Collaborative care: devising and evaluating cross-sector programmes of care; referral to relevant agencies and professionals; co-ordination skills; active engagement and disengagement with clients and other professionals; empowering others. For example - case conference. 

This module focuses on the increasing complexity of interventions within field specific nursing practice.

The generic elements of the module will focus on managing and evaluating care, and the facilitation of transferable skills within and across fields of practice.

The generic learning outcomes in this field specific module will be applied to the students own field of practice through the use of case scenarios and field specific examples and discussion.

1. Professional values: the NMC Code and accountability, boundaries, professional appearance and behaviour; legal and professional frameworks. Communication and interpersonal skills: active listening and effective communication. Theories of practice. Nursing practice and decision making: essential needs; person centred care; health and safety; physical and psychological deterioration; seeking help; medicine management and administration, enhanced clinical decision making; health promotion and education of people and carers. Leadership, management and team working: team ethos; the roles and responsibilities of others; working autonomously; delegating to others; mentoring novice students.  
2. The acquisition of a range of advanced clinical skills with underpinning knowledge and understanding. 
3. Double loop learning. Team reflection. Action learning. Organisational learning.  
4. Portfolio building to include showcasing of work, preparation for mentoring others and an analysis of development needs post-registration.  

This module provides students with practice learning opportunities that allow for a developing level of autonomy. Students take increasing responsibility for complex care delivery within their chosen field and give support to novice students.    

The generic learning outcomes in this field specific module will be applied to the students own field of practice through the use of case scenarios and field specific examples and discussion.

1. Implications of the extended role of the nurse: advanced clinical and assessment skills.
2. A range of nursing activities: first aid; BLS (child and adult); moving and handling; dealing with emergencies; health and safety; infection prevention and control; communication skills; de-escalation and information management. Revision of and advanced physical and psychological observational skills, diagnostics and interventions - advanced nursing assessment metrics. The use of public health focused skills such as motivational interviewing, brief interventions, health promotion and screening. ‘Activities in relation to prioritisation and assessment of physical and psychological observational skills.  
3. Managing care: case load; acting as a role model to patients and colleagues; autonomous decision making; recognising and dealing with stress in self and others; team working and leadership; effective and safe delegation; prioritising care; teaching and supporting others; challenging bad practice; consideration of care options and alternative therapies.      
4. Management of immediate care needs: management and response to deterioration; prioritisation; delegation; incident reporting; debriefing; evaluating outcomes.

This module builds on the previous Year 1 and Year 2 modules, and is designed to prepare students for registration and develop their mastery of learning disability field nursing skills, including complex case management.

The generic learning outcomes in this field specific module will be applied to the students own field of practice through the use of case scenarios and field specific examples and discussion.

1. Health and social care system: reform and service redesign; demographic change and changing roles; statutory, independent and voluntary provision Drivers and agendas for change in service provision.
2. Innovation, enterprise and development within health and social care provision including the challenges of contemporary approaches. Current developments within health and social care services. 
3. Resources for health and social care including workforce planning; advances in technology, inter-agency collaboration, service user involvement. Expert patients; facilitating vulnerable groups; people as change agents; services users as change monitors and future commissioning of services.
4.  Contemporary changes in health care: transformational change; change theories; accountability and leadership.  Managing service changes.  
5. Enhancing quality and managing risk within the context of change; metrics and indicators; governance. Using measurement data to inform practice.

To explore political, policy and practice challenges and dilemmas experienced in contemporary health and social care.

The generic learning outcomes in this module will be applied to the students own field of practice through the use of case scenarios and field specific examples and discussion in field specific modules NM6411, NM6421, NM6431 and NM6441.

1. Application of numeracy including length, weight, volume and medicines management and administration and other activities related to the ESC’s;
2. Use of SN@P numeracy assessment tool which allows students to increase their level of confidence and understanding around clinical numeracy.  Each student will have their own unique SN@P account giving them access to a range of learning resources which include an assessment simulator, online tutorials and podcasts;
3. Class based numeracy tutorials with maths tutors facilitated by the SN@P team and accessed via face to face contact and online webinars.

This module aims to consolidate previous learning at Level 4 and Level 5 of the Bachelor of Nursing programme related to numeracy and to enable students to achieve the required level of numeracy competency for entry on to the nursing register as required by Nursing and Midwifery Council Standards for Pre-Registration Education (2010).

The module will include the baseline skills needed to calculate medicines, nutrition, fluids and other areas as required by the Essential Skills Clusters (NMC 2010)