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 level 7 unit that focuses on the nurse's role as an educator in practice, supervising and assessing learners. It builds on year 3 course unit Nurse as a Facilitator of Learning which focused on patient/service user/carers learning needs and the supervisor role. Delivery of the unit includes a variety of resources and modes of learning including virtual/digital platforms, seminars, and experiential learning on campus. This approach to learning capitalises on student's ability to study independently and provides opportunities for students to engage in collaboration, co-creation, and production to meet the required learning outcomes. There is an opportunity for learners to engage in debate and discussion related to new and innovative developments in nurse education and associated disciplines. The Nurse Education in Practice unit is informed by the Standards framework for nursing and midwifery education (NMC, 2018) and the Standards for student supervision and assessment (NMC, 2018).

On completion of this unit the student will be able to: 

1. Critically review theories of learning, teaching, and assessing in practice settings and their application. 
2. Develop the skills to teach, supervise and assess learning in practice with reference to the NMC (2018) Standards for Student Supervision and Assessment and the NMC Code (2018).
3. Demonstrate critical insight into their role as supervisors, educators, and assessors in 
   professional practice settings and the fundamental connection between learning culture and safety of the public.

Unit content will be delivered using a blended learning approach, utilising flipped and active learning approaches (including interactive face-to-face workshops and experiential learning activities). Working together within groups, participants will further develop communication, supervision and assessment skills. Within the seminars and interactive activities, students will be encouraged to apply their newly acquired knowledge and understanding to explore authentic work-based scenarios, discussing and reflecting upon their own experiences in practice and sharing their thoughts and ideas with other members of the group.

1. How practice learning is organised and the necessary conditions for the delivery of safe and effective learning experiences for students in practice. 
2. The teaching and learning styles, theories and models that can be used to enhance student learning in practice.
3. The roles and responsibilities of practice supervisors and practice assessors and their contribution to student assessment and progression. 
4. The factors that influence how students integrate effectively into practice settings.
5. The connection between learning culture and the safety of the public, & their role in preserving public safety. Systems for educational governance and quality 

1. Display a critical appreciation of the political and professional issues affecting the 
   advancement of nurse education. 
2. Demonstrate skills in critical evaluation, integration, synthesis and application of knowledge, research, and evidence from a range of sources and disciplines.
3. Demonstrate logical and systematic thinking and the ability to draw reasoned conclusions and sustainable judgements, engaging effectively in debate about current 
   research and advanced scholarship in the discipline.
4. Continue to act with professional integrity, demonstrating fitness to practice, purpose and achievement of the NMC (2018) standards for pre-registration nursing. 
    

1. Interpersonal communication skills relevant to student learning and assessment, helping them to realise their full potential as effective members of the clinical team.
2. Prioritising work and demonstrating flexibility and adaptability to meet the personalised learning needs of students with a range of abilities/disabilities.
3. The supervision, support and objective, evidence-based assessments of students or peers, providing constructive feedback regarding their performance and facilitating reflection to enhance their future learning. 
4. Critical reflection regarding 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. 
    

1. Function as a professional role model, reflecting on their academic and professional. 
   performance, individual leadership, communication, negotiation, and interpersonal skills. 
2. Exercise initiative and demonstrate the academic skills and curiosity required for continued professional development, for entering higher level study, or for scholarly output.
3. Manage both independent study and the demands of professional practice effectively
4. Demonstrate effective use of information technology, library, electronic and online resources.
5. Effective engagement with the programme and to develop fundamental skills for life-learning. 
6. Work co-operatively and effectively with others as a member of a team. 
    

1.Facilitating Learning in Practice and Assessing performance plus a critical reflection (1000-word).60% weighting 
2. Innovation for Practice Education (10-minute 
presentation various formats can be utilised) plus 500-word rationale. 40% weighting
 

There is a formative feedback opportunity related to peer teaching to receive 
feedback from peers and the unit lead. This enables students to rehearse and develop the skills required for their teaching and assessment activity in practice in a safe and supportive learning environment.Teaching and assessing in practice will be observed by a practice supervisor/assessor and feedback given. Students then develop a 1000-
word critical reflection on the teaching session. Feedback from the unit lead is via grade mark following the summative submission. Online feedback is provided in Grade mark.
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 Grade mark 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 VLE's, in class discussions, via formal University unit evaluation forms and qualitative, in-house evaluations at the end of the unit. 
 

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