BNurs Adult Nursing

As per the government announcement, all UK nursing students on courses from September 2020 will receive a payment of at least £5,000 a year which they will not need to pay back. The funding will be given to all new and continuing degree-level nursing, midwifery and many allied health students from September 2020. More information can be found on the NHS website.

Please note, eligibility criteria for the new funding will be the same as the wider NHS Learning Support Fund payable to students ordinarily resident in the UK and studying at a university in England. Find out about the financial support available to students starting at Manchester.

Find out about the financial support available to students starting at Manchester.

The Catherine Chisholm scholarship is also applicable to students from selected countries for this course. Find out more details on the scholarship page .

This is a year 2 ‘discovery unit’ available to all students as a choice from a menu of options. Based on contemporary guidance this unit introduces students to the principles of tissue viability, considers the management of complex wounds and explores the role of the nurse and the organisation in the prevention of healthcare associated infection (HCAI).

• Enhance students’ ability to identify the factors that contribute to Healthcare Associated Infections (HCAIs) and complex wounds
• Equip students with the skills to assess tissue viability and to plan and deliver evidence based care to patients at risk of, or who have acquired a HCAI or developed a complex wound
• Facilitate students’ ability to locate and appraise the evidence base for practice in the prevention and management of HCAI and complex wounds

Each LO is linked to the NMC (2018) Standards of proficiency for registered nurses.

• Identify the factors that contribute to Healthcare Associated Infections (HCAIs) and complex wounds (1.7, 1.8, 2.1, 2.4, 2.11, 2.12, 3.2, 3.8, 3.11)
• Demonstrate an understanding of the features of and signs and symptoms associated with HCAI and complex wounds   (1.7, 1.8, 3.2, 3.9)
• Appreciate the behavioural and organisational factors that impact on the prevention and nursing management of HCAI and complex wounds (1.3, 4.3, 4.6, 5.2, 5.3, 7.5)

• Source and apply the evidence that underpins the prevention and nursing management of HCAI and complex wounds (1.7, 1.8, 3.2, 3.8, 3.9, 3.11)
• Debate relevant policy and legislation that impacts on harm-free care delivery (1.2, 6.1 6.3, 6.6, 6.8)
• Apply information learnt in one setting to different clinical environments (4.17, 7.8, 7.10).

• Use risk assessment tools to assess patients, while recognising their strengths and limitations  (1.8, 1.16, 3.8, 5.8, 6.5, 6.10, 7.11)
• Complete a range of investigations to assist in the diagnosis and treatment of HCAI and complex wounds (3.5, 3.9, 3.10)
• Undertake procedures for planning, provision and management of person-centred nursing care using evidence based best practice approaches (4.1., 4.2, 4.4, 4.6, 4.7).
• Demonstrate communication strategies that recognise the impact of HCAI and complex wounds on the bio-psychosocial health of the individual (1.9, 1.12, 1.13, 1.16, 3.4, 3.5, 7.7).

• Demonstrate research and enquiry skills by accessing, analysing and applying evidence and other literature (1.7, 1.8, 1.18, 1.20, 3.3)
• Take responsibility for personal learning and completion of learning tasks (1.1, 1.19)
• Reflect on own role in delivering harm free care (1.14, 1.17, 5.8, 5.10)

Open book exam (case study questions)

Students will have the opportunity to attend formative seminars 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 undergraduate 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 the VLE system, in class discussions, via formal University unit evaluation forms and also qualitative, in house evaluations at the end of the unit. 

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