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Masters Degrees (Paediatric Nurse)

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Approved by the Royal College of Nursing (RCN), this programme is aimed at experienced neonatal nurses who expect their career to remain in neonatal professional practice, and who are working in neonatal intensive care units. Read more
Approved by the Royal College of Nursing (RCN), this programme is aimed at experienced neonatal nurses who expect their career to remain in neonatal professional practice, and who are working in neonatal intensive care units.

The course has been designed to ensure you develop and demonstrate all of the competencies detailed in the RCN Guidance on Nurse Practitioners (2008) and the standards of the course meet those required by the RCN Accreditation Unit. The course consists of two types of modules: core modules units, which are not paediatric specific, and pathway modules that are neonatal specific to this course.

The programme content reflects the complexity of the clinical environment and acknowledges your experience. The main approach is problem-based. Problem-based learning (PBL) enables the development of analytical reasoning and synthesis skills. It also helps develop the group skills necessary to function in the clinical environment.

See the website http://www.lsbu.ac.uk/courses/course-finder/advanced-neonatal-nurse-practitioner

Modules

Year 1:
- Underpinning physiological principles for ANPs
- Advanced assessment of the presenting neonate
- Advanced clinical skills for the ANNP
- Non-medical prescribing
- Managing the complex presenting neonate

Step-off at Year 1 for the PgCert.

Year 2:
- Research methodology and strategy
- Non-medical prescribing or
- Innovations for excellence - leading service improvement

Step-off at Year 2 for the PgDip

Year 3:
- Research preparation
- Systematic Review
- Dissertation or practice development project

Complete the dissertation for the full MSc award.

Employability

The combination of clinical and leadership skills will lead to employment in a variety of roles such as nurse consultants/advanced neonatal nurse practitioners and shape the future of neonatal intensive care nursing.

Professional links

Approved by the Royal College of Nursing (RCN). The RCN represents nurses and nursing, promotes excellence in practice and shapes health policies.

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The MSc in Children's Nursing enables you to develop a reflective, enquiring, critical and innovative approach to your professional practice. Read more
The MSc in Children's Nursing enables you to develop a reflective, enquiring, critical and innovative approach to your professional practice. You'll further develop the knowledge and understanding with which to enhance your professional practice and advance in an analytical approach to care which is based on best available evidence. You'll also learn to understand the current structure of Children's Services Provision and the role of the nurse within that structure. You'll demonstrate your commitment to excellence in providing care for children and their families, as well as analyse future research needs within your area of practice. Your studies should contribute towards improving care provided for children, young people and the family.

In addition, you'll enhance your life-long learning skills and personal development, enabling you to work with self-direction and originality as well as contribute to professional practice and to society.

Distinctive features of this programme include:
- Meeting the education and training needs of employers and individuals through flexible part-time study;
- The taught programme is complemented by e-learning support and interactive online activities and is supported by expert children's nurses;
- Emphasis is on integrating theoretical approaches with the practice of Children's Nursing;
- Assessment uses innovative practice based approaches such as mock clinical scenarios and reflective logs;
- Potential students can claim advanced standing for up to 50% of the programme (for suitably qualified applicants).

This programme is aimed at Children's Nurses who expect their career to remain primarily in child health care professional practice, are working in primary, secondary or tertiary clinical settings and who wish to continue their academic development to postgraduate level.

Read this tumblr blog post of a women's experiences of being a paediatric nurse:
http://dothehappy.tumblr.com/post/64319041603/on-being-a-paediatric-nurse-i-wish-i-knew-how-to

See the website http://www.lsbu.ac.uk/courses/course-finder/childrens-nursing-msc

Modules

Optional modules:
- Adolescent care
- Childhood cancer nursing
- Children's neuroscience nursing
- Paediatric cardiac critical care nursing
- Paediatric intensive care nursing
- Advanced assessment of the presenting child
- Practice development through individual learning
- Managing the complex presenting child
- Innovations for excellence in leading service improvement

Core module:
- Research in health and social care

Prior to undertaking the final 60 academic credits you'll undertake either a:
- Dissertation
- Work-based project
- Systematic review

Employability

Employment prospects are excellent, with graduates gaining contemporary knowledge and skills which ensures their contribution toadvancing professional practice in children's nursing.

LSBU Employability Services

LSBU is committed to supporting you develop your employability and succeed in getting a job after you have graduated. Our Employability Service will support you in developing your skills. LSBU offers a comprehensive Employability Service, with a range of initiatives to complement your studies if needed, including:

- direct engagement from employers who come in to interview and talk to students
- Job Shop and on-campus recruitment agencies to help your job search
- mentoring and work shadowing schemes.

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The programme aims to develop your ability to apply knowledge and understanding of the field of professional practice to complex issues, systematically and creatively, so that you may lead the continuing enhancement of the child's and their family's experience of health care. Read more
The programme aims to develop your ability to apply knowledge and understanding of the field of professional practice to complex issues, systematically and creatively, so that you may lead the continuing enhancement of the child's and their family's experience of health care.

In addition it aims to enhance life-long learning skills and personal development, to enable you to work with self-direction and originality and to contribute to professional practice and to society.

This is a Royal College of Nursing (RCN) accredited programme and is aimed at: Children's nurses who expect their career to remain primarily in health care professional practice. You will be working in primary, secondary or tertiary care clinical settings that require advanced nurse practitioner role preparation and wish to continue your academic development to post-graduate level.

The programme is also designed to equip you with the knowledge, skills and attributes commensurate with the Nurse Practitioner level of nursing practice (as defined by the RCN, 2008).

Read this tumblr blog post of a women's experiences of being a paediatric nurse:
http://dothehappy.tumblr.com/post/64319041603/on-being-a-paediatric-nurse-i-wish-i-knew-how-to-tell

See the website http://www.lsbu.ac.uk/courses/course-finder/childrens-advanced-nurse-practitioner

Modules

Year 1:
Advanced Assessment of the Presenting Child Underpinning Principles of Physiology for ANP Non-Medical Prescribing.

Year 2:
Managing the Complex Presenting Child Research in Health and Social Care Practice Development through Individual Learning.

Year 3:
Dissertation/Work Based Project/Systematic Review.

Employability

This course provides focus and direction for nurses who wish to develop their career as a Children's Advanced Nurse Practitioner. It is essential that all nurses undertaking this course have the skills necessary to ensure that they provide a safe and optimal standard of care.

Teaching and learning

A range of assessments are employed including Observed Structured Clinical Examination (OSCE), Observed Structured Clinical Assessment (OSCA), seen examinations and written assignments. The assessment strategy employed is closely aligned with the RCN competencies needed to achieve RCN Advanced Nurse Practitioner status and the Knowledge and Skills Framework.

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This innovative course will advance your practice, and develop your knowledge and skills. You’ll critically reflect on your professional practice in caring for the critically ill child as part of the multi-disciplinary team in order to develop practice. Read more
This innovative course will advance your practice, and develop your knowledge and skills. You’ll critically reflect on your professional practice in caring for the critically ill child as part of the multi-disciplinary team in order to develop practice. You’ll complete the programme able to apply evidenced based practice within your clinical area and take practice forward and lead innovation.

DBS CHECKS

Throughout this course you will be working with vulnerable groups of individuals including children. In order to ensure that the Faculty of Health and Wellbeing offers places on their programmes to the most suitable candidates you will all be required to obtain a satisfactory Enhanced Disclosure and Barring Service clearance (formerly termed CRB). The Faculty of Health and Wellbeing will be able to guide you through this process once you have been successfully offered a conditional place at the University. It is important to note that any unsatisfactory Enhanced DBS clearance may result in the offer of your place being withdrawn even if you have already started your course.

LEARNING ENVIRONMENT AND ASSESSMENT

A variety of teaching methods will be used to enable you to meet your learning outcomes of the course. These will include keynote lectures, practical workshops, tutorials, skills based teaching utilising simulation clinical, group discussions, and e-learning.

A variety of summative assessment will be undertaken; using oral case presentation in practice, OSCE, viva and clinical competencies and exam.

PROGRAMME AT A GLANCE

The course will focus on the following:
-Review of paediatric differences
-Physiology and pathophysiology
-Paediatric clinical assessment
-Diagnostics
-Using established recognition and response systems – track & trigger
-Recognising clinical deterioration and escalating care
-Responding to clinical deterioration
-Communication skills, using SBAR effectively
-High dependency care/ critical care
-Stabilising a child for transfer
-Interactive scenario based learning activities
-Accountability, legal and ethical issues in relation to professional boundaries and clinical competencies and Multi-Disciplinary Team (MDT) working
-Critical appraisal of research and evidence relating to the critically ill child

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EXCITING NEWS. new pathways and modules have been added to this programme, developed with Oxford Brookes Centre for Rehabilitation, the ARNI Instititute and the Multiple Sclerosis Society. Read more
EXCITING NEWS: new pathways and modules have been added to this programme, developed with Oxford Brookes Centre for Rehabilitation, the ARNI Instititute and the Multiple Sclerosis Society.

This innovative and dynamic MSc course is appropriate for all health, social care and exercise professionals working with different patient or client groups, adults or children. A strength of the course is the opportunity it provides to work with practitioners from different professions, from different patient and client groups and from a variety of countries which all helps promote a diverse view of rehabilitation.

This course enables practitioners to examine their own rehabilitation practice in light of the analysis of key concepts and theories. The ICF (International Classification of Functioning, Disability and Health, WHO 2001) - a key framework used internationally to guide rehabilitation practice, research and policy - will be used as a framework throughout the course. This will allow you to focus on rehabilitation from impairment through to activity and participation levels, taking into account contextual factors.

See the website http://www.brookes.ac.uk/studying-at-brookes/courses/postgraduate/2015/rehabilitation-musculoskeletal-neurological-posture-management-pathways/

Why choose this course?

- It provides a wide range of teaching and learning strategies, enabling you to develop relevant skills, for example in research and leadership. It offers five pathways: Neurological; Musculoskeletal; Paediatric Neurological; Exercise; Posture Management. (Please note for this pathway, you have to enter with 60 CATS credits from the Posture Management course, offered by the Oxford Centre for Enablement, Nuffield Orthopaedic Centre NHS Trust, Oxford.)

- It has a strong practice focus achieved through the way we consistently link theory to practice. You have opportunities to work within the CLEAR unit and engage with the latest rehabilitation research.

- It is structured in such a way that it moves from generic content (PG Cert Rehabilitation) with a focus on rehabilitation concepts, pathophysiological aspects and evidence-based rehabilitation, to pathway-specific (PG Diploma) content. These pathways enable you to focus on rehabilitation generally, relating to your own area of practice through the assessments, and then to focus on pathway-specific modules, which you can relate to your own practice.

- It offers health, social care and exercise professionals highly flexible continuing professional development (CPD) study opportunities in rehabilitation, with part-time, full-time and mixed mode options (including opportunities for e-learning, blended and distance learning).

- Our teaching team is multiprofessional, promoting interprofessional learning and teaching, and offering excellent opportunities for shared learning.

- All of the course team are experienced practitioners, educators and/or researchers in rehabilitation. They have all published articles and books in the area of rehabilitation, and have presented at key rehabilitation conferences. Many of them have reputations for excellence and have established links with colleagues, organisations and institutions at national and international level.

- The faculty has a strong research profile, with experienced researchers working in established areas of cancer care, children and families, drug and alcohol, physical rehabilitation and enablement, and interprofessional education and collaborative practice. The programme links with the Centre for Rehabilitation at Oxford Brookes University which is renowned for its research in to movement science.

- Oxford Brookes is a student-centred institution that is fully committed to each individual being supported to achieve their potential. To support this, we offer a broad range of student support schemes to facilitate learning and development.

- We have an excellent track record of high levels of student satisfaction, low student attrition rates and high employability.

Please note: this course also has a start date in September and January. There are opportunities to take individual modules as well as a longer award.

Teaching and learning

Teaching, learning and assessment strategies are intended to promote an interprofessional, patient-centred and practice-focused approach to rehabilitation.

Opportunities for interprofessional learning - sharing existing and developing skills, knowledge and experience - are maximised. All teaching, learning experiences and specific assessments is focused on the individual and their rehabilitation programme. If you are not in practice, or not from a health care background, the sharing of knowledge and experience can be of particular value. To make the most of the range of experience, skills and knowledge within the group, a variety of teaching and learning strategies will be employed, including seminars, group work and case studies.

Assessment methods used within the course are varied; they are designed to be stimulating as well as academically rigorous, and are based on your learning needs, individual aims, content, and the academic standards expected for the course. Assessment is based on coursework consisting of academic and reflective essays and case studies.

The course team is committed to providing flexibility, and is exploring ways of offering blended-learning approaches.

Examples of pathways

- Physiotherapist taking the Functional Stroke module to develop their skills and knowledge around exercise and stroke.

- Occupational Therapist taking the Paediatric Pathway working in rehabilitation wanting to develop their expertise and knowledge around children.

- Rehabilitation professionals working with adults and children with neurological disorders taking the paediatric disability module.

- Specialist MS nurse practitioner taking the Long Term Chronic Illness module and then crediting that towards the MSc Neurological Rehabilitation.

- Exercise professional working in a gym taking the Exercise Prescription Module to obtain REPS 4 accreditation.

Careers

This course helps you to develop your own professional practice, enabling you to deal with rehabilitation issues using a critical problem-solving approach based on research and theoretical perspectives and models. This might enable you to move more into a leadership role or a specialist role. Students who have graduated from the course have changed their jobs, for example going into rehabilitation leadership roles or specialist type roles, moving into specialist rehabilitation units or settings, or moving into education or research-type roles.

Free language courses for students - the Open Module

Free language courses are available to full-time undergraduate and postgraduate students on many of our courses, and can be taken as a credit on some courses.

Please note that the free language courses are not available if you are:
- studying at a Brookes partner college
- studying on any of our teacher education courses or postgraduate education courses.

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The future of a successful health service must lie with an extensive provision in primary care and the community. To enable this success higher numbers of nurses will be required to work and lead in this area as autonomous and confident practitioners. Read more

Overview

The future of a successful health service must lie with an extensive provision in primary care and the community. To enable this success higher numbers of nurses will be required to work and lead in this area as autonomous and confident practitioners. If you are a nurse working in, or about to work in General Practice and diverse Community and Primary Care settings, this course is specially tailored to your needs.

Our Primary Care Nursing course aims to meet the training and educational needs of nurses working at an advanced level in General Practice and a multitude of other creative primary and community healthcare settings. The PG Dip and Masters in Primary Care nursing will be delivered from Cambridge, Peterborough or Chelmsford and you can select which campus you attend.

If you are a nurse currently working in community settings, you can access a wide variety of specialist modules to update, upskill and embed your practice. You will build practical skills with an array of specialist and more general modules to expand and progress your professional direction. If you are new to primary and community care, you will find a variety of modules supporting you to become quickly established in the provision of care and services in this area.

Primary care and community settings will be brought to life and you will benefit from ongoing support from the University, which will include visits at your personal practice environment. Close contact and support from your personal tutor will help you manage your modules to gain the best possible learning experience throughout this course. Your personal tutor will be one of a number of highly experienced lecturers selected specifically to match your learning needs.

As you progress through your course you will meet nurses from a variety of practice areas and in several modules other health professionals may attend. This multi professional element adds opportunities for debate and discussion and will enable you to explore different perspectives in medical and healthcare provision. You will be able to develop new skills in our state of the art skills laboratories and experience exciting new ways of learning which support a variety of learning styles.

This course will provide an exciting chance to undertake new, contemporary learning opportunities where practice and theory merge. The theory and policy underpinning contemporary service delivery will be explored in order to for you to clearly understand how they influence practice provision. Guidance and support will be given to help you gather information and evidence with which to strengthen your practice.

Careers

Nurses wishing to start a career in general practice, primary or community care nursing will find this course tailored to their needs. Those nurses already working in these areas will find that this course is the partner learning experience to support their current and progressive practice.

There is a wide variety of settings existing in the community where you may wish to start or develop your career pathway. Minor injury units, General Practice, District nursing, Health visiting or Paediatric teams, working in nursing homes, Integrated Care, community hospitals, Sexual Health, Drug and Alcohol, dermatology, Cardiac and Respiratory clinics, ‘out of hours’ and outreach services to mention just a few.

Our programme will enable you to emerge as an autonomous practitioner able to lead and manage yourself, individuals and teams. You may decide to specialise further in practice and or undertake a higher level degree such as a Professional Doctorate. Your promotion prospects will be greatly enhanced as will your opportunities to apply for more senior roles. This course provides further steps on the ladder of your progressing career in primary and community nursing.

Assessment

The assessment strategies are designed to challenge your critical thinking and enable you to demonstrate your ability to advance theory and practice through the critique of existing and new knowledge. As part of the learning process the focus of the assignments is on the application of theoretical knowledge to practice issues. Assessments vary according to modules and include written essays, reports, case studies, presentations, patchwork assessment, a research proposal and dissertation.

Fundamentals of Practice Nursing and Fundamentals of Community and Primary Care Nursing are assessed with the completion of a Practice Assessment Document (pass/fail) and a summative assessed presentation of 20 minutes.

Where you'll study

Your faculty -

The Faculty of Health, Social Care & Education is the largest provider of health, social care and education courses in the East of England, with over 6,000 students from more than 20 countries.

With 95% of our students finding full-time employment within six months of graduating, you can be sure that our courses have been designed with your career in mind. We’ve been educating nurses, midwives and social workers for over 25 years.

At the cutting edge of research, we offer a range of internationally recognised undergraduate and postgraduate degree courses taught by friendly and experienced staff.

Designed to enhance your learning experience, our facilities include state-of-the-art simulated skills laboratories that mirror real-life clinical situations and UK hospital wards. Our students also benefit from our Early Childhood Research and Resource Centre; a space in which they can experiment with equipment and play activities.

You’ll study in an exciting, modern faculty which has strong links with regional, national and international organisations, including healthcare trusts, schools and academic institutions.

Your enthusiasm. Our passion. Your best foot forward.

Visit your faculty - http://www.anglia.ac.uk/health-social-care-and-education

Where can I study?

Chelmsford - http://www.anglia.ac.uk/student-life/life-on-campus/chelmsford-campus

Peterborough - http://www.anglia.ac.uk/student-life/life-on-campus/guild-house-peterborough

Cambridge - http://www.anglia.ac.uk/student-life/life-on-campus/cambridge-campus

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Study at Liverpool John Moores University for this Registered Specialist Community Practitioner/Community Children’s Nursing qualification and have your professional competencies, as set out by the NMC, assessed in practice. Read more
Study at Liverpool John Moores University for this Registered Specialist Community Practitioner/Community Children’s Nursing qualification and have your professional competencies, as set out by the NMC, assessed in practice.

-Study for this Community Children’s Nursing qualification which has been quoted as an example of good practice by the Department of Health
-Learn from expert nurses and visiting specialists
-Explore a curriculum developed with partner organisations, stakeholders and families
-Have your professional competencies, as set out by the Nursing and Midwifery Council (NMC), assessed in theory and practice
-Experience five weeks of bespoke practice placements
-This course will only run subject to minimum numbers

The course is 50% theory and 50% practice and, alongside its strong academic framework, there is a series of placements to enrich your learning and allow you to experience a variety of partner settings.

You will spend time in a children’s hospice, a special school, A&E, a children’s walk-in centre and a neo-natal unit. These invaluable placements will enable you to build up a network of contacts and a greater appreciation of where your role a Specialist Community Children’s Nurse fits into the overall scheme of healthcare provision.

You can study full time (40 weeks) or part time (80 weeks), with modules delivered one or two days a week and clinical placements interspersing the classroom learning blocks.

Theory days can be used for activities such as non-module specific sessions, masterclasses, personal study and assignment preparation.

You will be appointed a personal tutor to support and oversee your progress through the course and you will work with an experienced practitioner - your practice teacher/mentor - on work placements.

Formal teaching takes place in Tithebarn Street in the city centre campus. This vibrant location offers everything you could possibly need during your studies. The resident Avril Robarts library, for example, is open 24/7 during semesters and has computer rooms, learning spaces and on site catering facilities.

Please see guidance below on core and option modules for further information on what you will study.
Level 7

-Public Health Leadership and Management
-Research in Health and Social Care
-Vulnerability and Integrated Practice
-Delivering Contemporary Community Children's Nursing
-Managing and Developing Community Children's Nursing Services
-Paediatric Clinical Examination and Minor Illness

Further guidance on modules

The information listed in the section entitled ‘What you will study’ is an overview of the academic content of the programme that will take the form of either core or option modules. Modules are designated as core or option in accordance with professional body requirements and internal Academic Framework review, so may be subject to change. Students will be required to undertake modules that the University designates as core and will have a choice of designated option modules. Additionally, option modules may be offered subject to meeting minimum student numbers.

Academic Framework reviews are conducted by LJMU from time to time to ensure that academic standards continue to be maintained. A review is currently in progress and will be operational for the academic year 2016/2017. Final details of this programme’s designated core and option modules will be made available on LJMU’s website as soon as possible and prior to formal enrolment for the academic year 2016/2017.

Please email if you require further guidance or clarification

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This MSc Advanced Clinical Practitioner course is for healthcare professionals who want to extend the scope of their practice regarding consultation, assessment, diagnosis and therapeutic interventions. Read more
This MSc Advanced Clinical Practitioner course is for healthcare professionals who want to extend the scope of their practice regarding consultation, assessment, diagnosis and therapeutic interventions.

Modern healthcare services are dynamic, diverse and challenging, often requiring care and interventions delivered by healthcare practitioners with advanced clinical skills and sound theoretical knowledge. This course will allow you to develop your skills at an advanced level, thereby meeting the requirements set by National Leadership and Innovation Agency for Healthcare (NLIAH).

You will develop your understanding of altered physiology to effectively assess patients health or ill health status. In addition you will study research methods, influences on current health care practices and independent prescribing.

The MSc can be achieved within three years and you will need to be supported by a medical and professional mentor in practice.

See the website http://courses.southwales.ac.uk/courses/355-msc-advanced-clinical-practitioner

What you will study

Modules:
Years One

- Clinical Conditions 1
This will involve developing your understanding of altered physiological processes in relation to cardiovascular, respiratory and musculoskeletal disease processes, for example Chronic Obstructive Pulmonary Disease (COPD), heart failure and Myasthenia Gravis disease.

- Clinical Skills 1
This will involve further developing your knowledge and skills in relation to examining patients with cardiac, respiratory and musculosketal diseases. This will include completing a comprehensive patient medical history, thoroughly examining each system mentioned above and identifying their treatment and management plan based on an individual clinical presentation.

- Influences on practice
You will debate the political, legal and professional influences on advanced practice in context with today’s healthcare system. Professional influences include considering the role of advanced practice within the Welsh Advanced Practice Framework. Legal influences include accountability and political influences will address the requirements advocated by Welsh Government.

Year Two:
- Clinical conditions 2
This will involve developing your understanding of altered physiological processes in relation to endocrine, neurological and abdominal disease processes, for example Diabetes and Thyroid disease, Parkinson’s disease, liver and gut diseases.

- Clinical Skills 2
You will continue to develop your knowledge and skills in relation to examining patients with endocrine, neurological and abdominal disease. This will include completing a comprehensive patient medical history, thoroughly examining each system mentioned above and identifying their treatment and management plan based on an individual clinical presentation.

- Research methods
You will learn how to critically evaluate a range of research methodologies.

Year three:

- Dissertation
You will choose a topic relevant to your own area of practice and critically evaluate the role of the advanced practitioner within your area.
- Independent Prescribing or

Optional module:
- Critical reflection on learning in the workplace.
- Leading effective teams in health & social care.

There is a dedicated route for paediatric practitioners.

Learning and teaching methods

You will attend the University one day a week. First year students will study on Mondays, whilst second and third years are taught on Thursdays.

You will be taught by a variety of methods including tutorials, lectures, case study presentations, peer presentations, and problem-based learning. You will also undertake practicals in our Clinical Simulation suite as well as in actual clinical practice.

Work Experience and Employment Prospects

On this degree, you will develop a range of clinical skills in greater depth and gain the knowledge to assess, diagnose and treat patients.

Study of relevant protocols, policy and research will complement this to allow safe practice at an advanced level.

Assessment methods

Assessments include written examinations, assignments and OSCEs (Objective Structured Clinical Examinations). The OSCE’s will take place in May each year and be completed as part of the clinical skills modules and involve undertaking a comprehensive patient history, examining a particular bodily system, and identifying a management and treatment plan for the individual.

Facilities

Our state of the art Clinical Simulation Centre is set up to replicate an acute care NHS environment, providing realistic clinical facilities for our Nursing and Midwifery students and qualified healthcare professionals.

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