MSc Adult Nursing

This unit runs across two semesters and aims to equip the student with the necessary knowledge, skills and attitudes to support their transition into a newly qualified staff nurse. Through a series of focused lectures, students will develop an understanding of theory and how it can be applied to practice. The assessment is a reflection on management, leadership, and education which will build on their experience in practice. There is also a unique opportunity to apply for membership of AdvancedHE

• Equip the student with the underpinning knowledge and skills to enable them to fulfil their role inleading and managing evidence based best practice nursing care and to implement communication skills and approaches for working effectively as part of the interdisciplinary team.
• Reflect on and review participant’s own role and development as leader, considering resilience, self-direction, self-awareness to recognise decision making interventions in health and social care settings.
• Develop awareness of team working and communication within the context of multi-dimensionalteams to manage risk and improve patient care quality. 

• Demonstrate knowledge and critical understanding of the nature, purpose, value and application of different approaches to leadership, management, innovation and change management across settings, and along the spectrum of health dependency as part of an interdisciplinary team.
• Demonstrate effective person and team management by active listening and selecting appropriate strategies for positive outcomes of interaction.
• Demonstrate the skills and abilities required to develop, manage and maintain appropriate relationships with people, their families and carers and colleagues.
• Critically evaluate the principles and application of health economics and their relevance to resource allocation in health and social care organisations and other agencies, considering the impact of health policy on the changes and delivery and co-ordination of care.
• Demonstrate effective supervision, teaching and performance appraisal through use of clear communication and individual encouragement, knowledge and critical understanding of the monitoring and quality improvement processes that underpin the delivery of safe and effective nursing care.
• Demonstrate critical insight into their role as supervisors and educators in professional practice settings.

• Demonstrate a critical understanding of the roles, responsibilities and scope of practice of all members of the nursing and interdisciplinary team and how to make best use of the contributions of others involved in providing care.
• Understand, critique and apply the principles of processes for performance management and how these apply to the nursing team.
• Demonstrate ability to critically reflect on their own professional development to identify abilities, limitations and opportunities to improve their performance as practitioner, supervisor and educator in a range of practice settings.
• Demonstrate critical understanding of the mechanisms that can be used to influence organisational change and public policy, demonstrating the development of political awareness and skills.
• Contribute to supervision and team reflection activities to promote improvements in practice and service, by challenging and providing constructive feedback on care delivered and where necessary support the team to identify and agree individual learning needs.
• Exhibit leadership skills by demonstrating ability to guide, support and motivate individuals and interact confidently with other members of the MDT.

• Provide, lead, and manage evidence based, high quality person-centred nursing care with confidence and compassion across a range of health and social care settings and in partnership with the interdisciplinary team, service users and their carers.  
• Demonstrate the ability to deal with complex issues both systematically and creatively, make sound judgements in the absence of complete data, and communicate their conclusions clearly to specialist and non-specialist audiences. 
• Effectively and responsibly use a range of digital technologies to access, input, share and apply information and data within teams and between Agencies.
• Adapt and respond appropriately to changing situations of care, demonstrating commitment to the principles of inter-professional learning and working whist acting independently where appropriate. 
• Demonstrate skills in supervision and support of junior colleagues and peers.

• Enhanced IT skills and use of other technologies.
• Skills in communicating with a diverse range of people.
• Enhanced skills in facilitation to develop a range of skills and attributes in a team to promote patient safety and person centred care.
• Work co – operatively, effectively and equally with colleagues as   a member of a team.  
• Critically reflect on their academic and professional performance, individual leadership, communication, negotiation and interpersonal skills.

Students will normally have the opportunity to receive feedback on formative work submitted prior to the summative assessment. Other feedback opportunities will also be available in class and online discussion boards. Online feedback is provided in Grademark. Provisional feedback based on internal marking will be made available prior to the Exam Board on the basis that these marks are yet to be ratified at the Exam Board and therefore may be subject to change. A standard feedback mechanism in Grademark is utilised across all postgraduate programmes within the School which provides detailed and constructive feedback on each component and aspect of assessment and identifies areas of strength and those aspects which could be enhanced.

Student feedback is obtained through open discussion forums on blackboard, in class discussions, via formal University unit evaluation forms and also qualitative, in house evaluations at the end of the unit.