PROGRAMME SPECIFICATION
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AWARD and COURSE TITLE
BSc (Hons)Applied Nursing (Learning
Disability) and Generic Social Work
INTERMEDIATE AWARDS
Diploma In Care Related Studies (Assistant
Practice Skills) Learning Disability
(NB ; None of these intermediate
awards confer eligibility to apply
to register with NMC or HCPC
Certificate In Care Related Studies (Assistant
Practice Skills) Learning Disability
Mode(s) of Attendance
Full Time
Name of Teaching Institution
Sheffield Hallam University
Location of Delivery
Sheffield
Faculty
Health and WellBeing
Department
Nursing and Midwifery
UCAS CODE
B761
Professional/Statutory/Regulatory NMC
Body Recognising this Course
HCPC
QAA Subject Benchmark
Statement or other relevant
external reference point
Course content mapped against the NMC
Domains and Competencies (2010)
Health and Care Professions Council
Standards of Proficiency for Social Work
(2012)
QAA Benchmark Statements for Nursing –
Learning Disability
Care Quality Commission. Essential Standards
(CQC 2010)
QAA Benchmark Statements for Social Work
(QAA 2008).
NHS Knowledge and Skills Framework.
Professional Capability Framework
NMC/HCPC UK Wide Quality Assurance
Framework
Date of Approval
14 February 2013
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PROGRAMME AIMS
This Programme aims to:
1.1.
Enable the student to achieve all generic and field specific competencies
necessary for entry onto Part 1 of the Nursing and Midwifery Council Register,
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1.2.
1.3.
1.4.
1.5.
1.6.
1.7.
and the Standards of Proficiency for Social Work (HCPC 2012) and the
Professional Capabilities Framework for Social Work (TCSW) thus entitling
the student to apply to enter the HCPC register as a Social Worker.
Equip the student with the necessary knowledge, skills, attitudes and
professional values for relationship centred practice in a range of settings.
(HCPC SOPs: areas 1, 3, 4, 8,10, 14)
Enable the student to recognise the impact of culture, equality and diversity
on practice, and create opportunities for empowering individuals, communities
and populations to enhance their health and wellbeing. (HCPC SOPs: areas 1,
5, 6, 9, 13)
Equip students to be able to practice within the legal and ethical boundaries of
their profession. (HCPC SOPs: areas 2, 7, 10)
Enable the student to fully engage with and reflect independently and
confidently upon their individual practice and that of their colleagues initiating
change where and as indicated. (HCPC SOPs: areas 9,11,12)
Introduce the student to the key principles and practice of effective leadership
to enhance service improvement and innovation. (HCPC SOPs: areas
13,14,15)
Enhance the student’s employability through acquisition of a range of
transferable and rigorous academic, scientific and social skills that contribute
to personal, intellectual and career development. (HCPC SOPs: areas 13,14)
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PROGRAMME LEARNING OUTCOMES
2.1.
Knowledge and understanding covered within the Programme. By the
end of the programme the student will be able to
2.1.1 Critically reflect upon the knowledge and understanding that underpins
partnership working for person and relationship centred care that enables
individuals, communities and populations to enhance dignity, health and
wellbeing. (HCPC SOPs: areas 1, 13, 14, 15)
2.1.2 Critically reflect upon the changing landscape of health and social work
delivery underpinned by local, national and international policy. (HCPC SOPs:
areas 2, 5,6,13 14)
2.1.3 Critically review the knowledge and evidence-base which underpins practice, to
enhance professional judgement and decision-making. (HCPC SOPs: 4,11)
2.1.4 Critically debate the contribution of biological, psychological and social
sciences in understanding health, wellbeing, illness, disability and individual
and community empowerment. (HCPC SOPs: 2, 5, 6, 13,)
2.1.5 Critically appraise the professional, legal and ethical issues underpinning the
practice of relationship centred care in nursing and social work. (HCPC SOPs:
2, 3, 5,6, 12,)
2.2.
Intellectual/Subject/Professional/Key
skills
covered
within
the
Programme. By the end of the programme the student will be able to
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2.2.1 Examine and use the key skills required for autonomous lifelong learning, and
demonstrate insight to how this will ensure maintenance of practice currency
(HCPC SOPs: 3, 13,14)
2.2.2 Critically appraise the skills required to problem solve and respond
appropriately to complex and unpredictable situations. (HCPC SOPs: 2,
4,5,6,7, 8, 9, 11, 12)
2.2.3 Critically evaluate the skills required for reflective practice ensuring the ability
to evaluate the strengths, limitations and the performance of self, others and
systems. (HCPC SOPs: 1, 3, 9, 10,11, 12)
2.2.4 Critically develop and sustain arguments which are supported by valid
evidence that promote quality and facilitate change in professional practice
communicating these conclusions unambiguously in relation to practice, both
verbally and in writing. (HCPC SOPs: 4, 8,10)
2.3.
Subject/Professional skills covered by the programme. By the end of the
programme the student will be able to:
2.3.1 Achieve all generic and field specific competencies and the relevant essential
skills clusters required for entry onto Part 1 of the NMC Professional Register
(NMC 2010), meet the requirements for the Professional Capabilities
Framework (TCSW 2012) and the Standards of Proficiency for Social Work
(HCPC 2012).
2.3.2 Competently assess, plan, implement and evaluate/review courses and
pathways of care to promote dignity, health and wellbeing and individual and
community empowerment across a life span continuum and across fields of
nursing and social work. (HCPC SOPs: 2, 4, 8, 9,13)
2.3.3 Practice in an anti-discriminatory and anti-oppressive manner and promote
social justice and economic wellbeing. (HCPC SOPs: 5, 6, 8,13)
2.3.4 Critically reflect upon mechanisms that promote relationship centred care
provision and maintain a safe, effective and healthy working environment for
self and others, which reflects appropriate risk management and practice
reasoning strategies. (HCPC SOPs: 1, 3, 4, 7, 8, 9, 11, 12, 14,15)
2.3.5 Critically reflect upon the skills required for capable, service-user and carer
focused interprofessional working, to ensure effective and efficient delivery of
nursing and social work. (HCPC SOPs: 2, 9, 10, 11, 12)
2.3.6 Exercise professional judgement and authority through interventions, to
promote independence, provide support, and prevent harm, neglect and
abuse. (HCPC SOPs: 1, 4, 15)
2.4.
Key skills covered within the programme. By the end of the programme
you will be able to:
2.4.1 Demonstrate and critically evaluate the ethical, social and professional
behaviours that underpin the necessary skills for contemporary professional
nursing and social work practice. (HCPC SOPs: 2, 5, 6, 8, 13, 14)
2.4.2 Apply problem solving and practice reasoning skills to underpin an enquiry
based approach to professional practice. (HCPC SOPs: 4, 9, 11, 12)
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2.4.3 Select and competently utilise appropriate information, technology, literacy
and numeracy skills necessary for safe and effective working practice. (HCPC
SOPs: 1, 8, 10, 15)
2.4.4 Communicate with service users, carers and colleagues, across a range of
complex nursing and social work situations using a variety of skills and
resources, to establish effective working relationships. (HCPC SOPs: 8, 10)
2.4.5 Operate within the boundaries of confidentiality in professional practice.
(HCPC SOPs: 7, 9, 10)
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LEARNING, TEACHING AND ASSESSMENT
3.1
The approach to Learning and Teaching within the Programme
The course is designed to be a creative, compelling and challenging learning
experience for the student, equipping them with the necessary knowledge, skills and
confidence to deliver effective nursing into future decades.
In developing the course the course team has been cognisant of the requirements of
the SHU Learning, Teaching and Assessment Strategy 2011-2013, the student
experience priorities, graduate attributes and the importance of the student
satisfaction as evidenced in the National Student survey. In being responsive to
student concerns regarding the quality of their learning experience the team highly
value the student voice. They are seen as active partners in developing and
delivering the course and every opportunity is used to ensure student feedback is
enacted to enhance the course. We also work actively with students to build
dialogue, hear and respond to their feedback at a number of levels and report back
to them what has been done through "You Said We Did" bulletins. These sessions
are also used as a mechanism to update students and improve consistency of
communication. Regular meetings with students and staff also enhance the
consistency of messages that students receive.
The course team recognise the distinctive value base of social work, and have a
strong commitment to inclusive practice that demonstrates these values in action.
This is supported by SHU policies such as the Equality and Diversity policy, and the
Student Charter. This approach is based on an understanding of the contract that
exists between SHU and the student, and in translates into an approach to our
educational practice that is student centred. We ensure that students are aware of
their rights, and will advise and advocate in order to enable them to make informed
decisions, which may include using appeals and complaints mechanisms when
necessary. SHU has robust processes for the support of disabled students and these
are incorporated into our programme. The staff team are committed to their own
developmental needs and also recognise the importance of aspiring to model ethical
practice in their own conduct.
This course provides professional education and also education for employment, as
such module content is clearly linked to the employability and graduate attributes
and these are made transparent to the student within the modules and feed forward
into the students' development of their personal and professional development
portfolios.
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Local employers are our partners in developing and delivering the course.
Satisfaction with the provision as meeting the needs of employers and
commissioners is monitored regularly through a variety of partnership meetings
including Nurse Directors meeting, Nursing and Midwifery Placement Group
meetings, the Practice Learning Operational Group (PLOG) for social work and the
Curriculum Partnership Group. These meetings form a platform for professional
dialogue regarding the current direction of the professions; this insight enables the
course team to be innovative and responsive to partners needs and ensures that the
course development and content remains live and relevant.
Content is also driven by the need to ensure that nurses and social workers provide
high quality evidence based practice. Applied research and knowledge transfer is
acknowledged as essential to ensure the curriculum reflects advancements in care
delivery. The course team works closely with the centre of health and social care
research to ensure findings from applied research are integrated into the course and
inform sessional content. Students gain access to active researchers who are able to
act as positive role models in enhancing innovative and inspirational practice.
Nursing and Social Work, as professions, aim to meet the needs of users and carers.
Users and carers are also partners in developing and delivering the course. This
partnership approach ensures that the teaching and learning is focussed to the
needs of the individual and offers the student the unique insight into the patient
journey and perspective. This in turn deepens the students’ level of their
understanding of theoretical concepts and enhances empathy and consideration for
the patient/client perspective.
Connectivity of LTA across and between levels/stages is viewed as essential and the
course adopts an integrated learning approach whereby practice is used to illustrate
theoretical concepts and the theoretical concepts are used to drive and inform
practice. Students revisit concepts as they move through the modules within a level
and through the course as a whole. Lecturers are skilled at referring students to
previous and future learning to deepen understanding and further enhance
developmental learning. This approach ensures enhancement of knowledge, skills
and confidence as the student progress on their learning journey.
Students undergo a rigorous selection process which ensures that those selected
have the potential to achieve, the course teams approach to the students’
educational experience is to not only enable this achievement but to encourage
students to exceed our and indeed their personal expectations. Experience indicates
that students who are settled and happy with their course achieve and develop as
rounded individuals who are socially responsible and able to live and work
effectively.
All nursing lecturers are qualified nurses and educationalists and social work
lecturers are qualified social workers, both bring an enthusiasm and passion for their
profession in their teaching. Theory is effectively related to practice as lecturers
maintain currency of practice and communicate this to the student through the use of
real world examples based on user experience. Lecturers are committed to
promoting student engagement and participation. Students are thus encouraged
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through this inspirational teaching to actively engage with the subject matter
adopting an enquiring and challenging approach, engaging in lively discussion of
topics and developing the skills of reflection for life-long learning. Staffs are
approachable, supportive and responsive and this is embodied in the role of the
Academic Adviser who supports the students’ academic and professional
development.
Understanding the subject material is enhanced through the process of reflection on
student practice which again gives real world meaning to the theory they encounter
and apply in the practice setting. Students are encouraged to work collaboratively
with peers and students from other professions both in the University and practice
settlings. They are equipped with the communication, team building and assertive
skills necessary to challenge practice and enhance their understanding of new and
complex situations.
In promoting a positive image of lifelong learning the students are encouraged to
equally value assessment for learning (formative) and grading (summative); adopting
this approach encourages students to value learning rather than simply the
achievement of assignments. Feedback is viewed as central to facilitating
development.
The course team work constantly with the students to review and develop alternate
approaches to feedback, enhance feed forward processes and develop the students’
knowledge, skills and confidence in learning. The course team acknowledge the
need to provide a supportive and inclusive learning experience for students and the
course has a varied, inclusive assessment diet which incorporates assessments for
learning and grading, this includes information governance on line learning. These
assessments are made transparent to the student at the beginning of the course and
reinforced in the yearly inductions, including effective communication of assessment
expectations and submission dates. Assessment guidance is delivered as part of the
taught component and students are further supported by named lecturers. All
summative submissions are electronically submitted via grade centre and students
are advised that results will normally be available within 3 weeks of submission.
Feedback includes a grade and written or audio feedback also via grade centre
which enhances accessibility particularly when students are in practice.
Preparing students for working confidently and effectively as nurses and social
workers involves real life work experience and 50% of the course provides work
based learning. Simulated practice offers opportunities for students to rehearse
clinical/practice skills in a safe non- threatening environment thus enhancing
confidence of performance prior to experience in the real world. The importance of
assessment for learning is also central to the student learning experience in practice.
Students are directed in their learning by a named mentor/practice educator who
facilitates the linking of theoretical concepts to practice. Students engage in an initial
meeting to clearly identify an action plan to address their individual learning needs.
At midpoint feedback on performance offers an opportunity to further enhance
strengths and address limitations through further action planning. Where students
are failing to achieve enhanced support is provided from a link lecturer to promote
chances of achievement prior to the final assessment. Adopting this approach
ensures the student actively participates in directing their learning to address both
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their individual needs and the achievement of specific competencies to ensure safe,
effective and confident practice.
The Student Charter has been reflected in the course development and is included in
the student handbook for transparency. This makes explicit what students can
expect in terms of the quality of their learning, teaching and assessment experience
whilst they are students at SHU. As adult learners students also have responsibilities
and these are also identified in the charter and made transparent through the
handbook. As nursing and social work students there are also additional professional
responsibilities with regards to ensuring fitness for practice, ultimately safeguarding
the public, these are also made transparent to the student through the handbook,
tutor led sessions and assessment in theory and practice. In practice the
competencies clearly identify the responsibilities of the students and the requirement
for achievement is made transparent, this includes a range of professional
behaviours that ensure our nurses and social workers of the future are fit for
purpose, practice and academic award.
This is a lively and stimulating course, with intellectual and practice elements, that
when merged present an exciting and challenging learning experience. This complex
curriculum draws on the work of Barnett (2004) who argues the need to build
curricula that not only equip students with the knowledge, skills and attitudes they
require, but also focuses on the notion that contemporary life in the information age
contains unlimited opportunities to develop new knowledge and understandings of
the world of nursing and social work. However along with this phenomenon comes
the unavoidable uncertainty associated with the practical applications of knowledge
and understanding. Our new curriculum will not only help the student to acquire
knowledge and skills for contemporary practice, but to become a graduate
nurse/social worker capable of leadership in the provision of compassionate and
dignified care for all, supporting innovation in the evolution of care in a range of
settings while remaining resilient in the face of constantly shifting expectations.
This course is designed to enable the student to become a competent professional
practitioner, able to meet the demands of coping with the 'super complexities'
(Barnett 2004) that are associated with the constancy of change and uncertainty,
prevalent in contemporary nursing and social work. Successful completion of the
course will yield the necessary adaptability, flexibility, and self-reliance that will make
the student, as a graduate practitioner, fit for employment and deliver effective
nursing and social work into future decades (LTA strategy 11-13).
Barnett's ( 2004) work articulates the need to build curricula that not only equip
students with the knowledge skills and attitudes they require, but also focuses on
the notion that contemporary life in the information age contains unlimited
opportunities to develop new knowledge and understandings of the world of nursing
and social work. However along with this phenomenon comes the unavoidable
uncertainty of expanding knowledge and understanding gaps. We want our new
curricula to go further than just helping students to acquire knowledge and skills for
contemporary practice. We want to inspire students to constantly review necessary
adaptability, flexibility, self-reliance and resilience that will make graduate
practitioners that are fit for employment for their future in nursing and social work.
Examples of the characteristic of resilience are competence, control, coping and
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hope (Gillespie et al 2007). Students will be facilitated to develop their personal
resources so they can build their resilience as the course progresses. The notion of
relationship centred care emerged in the mid 1990’s (Pew Fetzer Task Force, 1994).
By the early 2000’s, UK Researchers were beginning to formulate the argument that
relationship centred care was a natural progression to emerging theories of person
centred care (Nolan et al, 2004). These arguments encompass ideas that
relationship centred care is underpinned by self-awareness and self-growth, positive
regard and respect. It recognises that people do not exist in isolation but exist within
the relationships they have with those around them; be these relationships, personal
or professional.
This empowering approach also reflects that the continuing work done in the Faculty
of Health and Wellbeing towards its commitment to partnership working both with
professional groups, service users and carers and students. This is demonstrated
through its long established reputation for being committed to interprofessional
education and partnership working, both of which have both been commended in
professional reviews.
The use of the Steineker and Bell model (1979) reinforces the experiential nature of
the course, informing and guiding the level of expectation through levels. Students
are expected to embrace and respond to increasingly complex learning situations.
The five elements are:





Exposure;
Identification;
Internalisation;
Participation;
Dissemination.
Steineker and Bell, provide a development model, which informs and guides the
level of expectation of the student and the focus for assessment throughout the
course. It describes the process that the students will need to engage with as the
student's progress through the course. Students are expected to embrace and
respond to increasingly complex learning experiences in order to make the transition
to professional nursing and social work practice.
Steineker's 5 elements of an experiential learning process are:
Exposure: The student will have observed a competent practitioner carry out
aspects of nursing and social work, show a willingness and ability to relate the
practice observed and its underlying theory to their own previous experience. The
student will be able to analyse and discuss with the practitioner why and how certain
aspects of care/practice were carried out, and identify sources and types of
information required to enhance further application of knowledge to the practice
observed (Steinaker & Bell, 1979).
Identification: The student now shows the ability to participate in practice or the
delivery of care under supervision on a more sustained basis with less prompting
and greater confidence. The student shows greater ability to communicate effectively.
The student demonstrates an ability to acquire analyse and interpret further
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information and to apply problem solving skills and knowledge base to meet different
situations (Steinaker & Bell, 1979).
Internalisation: The student is able to explain the rationale for nursing and social
work practice. They require less supervision whilst engaging with a group of service
users and are able to transfer knowledge to new situations. The student
demonstrates the ability to seek evidence and applies new knowledge and research
findings. They demonstrate ability to use problem solving skills, critical analysis and
evaluation (Steineker & Bell, 1979).
Participation: The student is able to participate under the supervision of a
competent practitioner in carrying out interventions and or aspects of care and
support packages, having demonstrated knowledge by analysis. The student is able
to question practitioners on aspects of service user's care and support packages.
The student can give a rationale for their, decision-making and practical skills, as a
means of acquiring further information and opportunities for practice. The student
shows ability to perform manipulative skills, operationalises communication and
problem solving skills with guidance (Steinaker & Bell, 1979).
Dissemination: The student plans, implements and evaluates interventions, and or
care and support packages for a group/service users under minimal supervision. The
student is able to advise others, shows ability to support the development of others,
identifies personal management style and shows ability to manage care delivery by
junior staff. Critical analysis, evaluation and decision-making skills demonstrated
(Steinaker & Bell, 1979).
The elements will be evident within the modules, and across the different years of
the course.
The Student Learning Experience
The student learning experience will begin with an induction to the course and this
will orientate the student to our expectations and provide the student with guidelines
related to academic and pastoral support to enable them to make the transition to
academic life and life at the university. At the beginning of each stage of the course
the student will have a further induction to ensure that they are clear about the
increasing expectations required as they move from one level of the course to the
next. Furthermore, at the end of each academic year the student will be encouraged
to reflect on their personal learning needs and develop an individual action plan for
use in their professional portfolio, which includes an On-going Achievement Record
(OAR) for nursing and Portfolio of Evidence against Professional Capability
Framework (PCF) for Social Work, to provide evidence of progression to the next
level of the course The student is expected to embrace increasingly complex
learning experiences and respond to new ways of practice in nursing and social work
that transcend traditional boundaries, acknowledging the public health and
community wellbeing agenda in order to make the transition to professional practice
in learning disability nursing and social work.
A range of support will be available to the student to access in order to meet their
individual needs to help them achieve their full potential.
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The student will be taught predominantly by experienced registered nurses and
social workers who will demonstrate how interpersonal skills, relationships, care and
dignity act as the focus points of the course and how these skills are necessary to
work compassionately in the modern, complex health and social care world. Many
nurses and social workers are involved in the student's academic and practice
transformation and bring diverse expertise, skills, talents and experiences to the
student's world. One of the most significant relationships is the one between the
student and the “academic adviser”. The student has access to academic advisers
who are field specific nurses and social workers who are the constant in the
student's changing world. The role of the academic advisor aims to provide support
and guidance to the student’s transformation through the duration of the course to
the point of registration, and subsequent employment. The extent and richness of
such broad professional engagement with the student’s learning experience is
intended to inspire, a sense of role identity in the student. It will also serve to model
and guide individuals in the development of a range of professional attributes such
as adaptability, flexibility and self-reliance, so that students may also engage
thoroughly in their world of learning. The student will also learn with and from
students of other healthcare professions and will be taught and supported by other
experienced professionals from the university and practice setting. This integrated
approach is well established in the Faculty of Health and Wellbeing and is crucial to
establishing and maintaining Interprofessional relationships in a complex healthcare
world.
In keeping with Barnett's model, the student is expected to embrace increasingly
complex learning situations and to support this, the work of Steineker and Bell (1979)
is used to help guide the student. Exposure to; identification with; internalisation of;
and participation in real-world learning experiences serve to facilitate the intricate
transition to professional nursing practice. Steineker and Bell's taxonomy, along with
Barnett's work is evident in the modules, and across the different years of the
course, providing a foundation for transformation at different stages of the course,
culminating in a competent, flexible, compassionate, responsive, resilient registered
nurse/social worker.
The student's learning will be facilitated through modules that focus on NMC
competencies and essential skills and HCPC Standards of Proficiency for social
work and TCSW Professional Capabilities Framework. A mixture of teaching and
learning approaches that use face to face, electronic and peer/group working will
enable the student to achieve specific learning outcomes essential for personal and
professional development as well as future employment.
Learning will be 'active,' and in keeping with Barnett’s work and relationship centred
care, will use strategies that maximise opportunities for interaction. For example,
reflective learning activities, enquiry based learning, problem solving, team work,
peer assisted learning, oral presentations and self-assessment. The student will be
expected to take responsibility for their own learning and this will be evident when
the student participates in and leads seminars by contributing and discussing ideas
and sharing experiences particularly from the practice setting. As the student
progresses through the course, they will work closely with the academic adviser to
identify and address individual learning needs. There will also be a particular
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emphasis on imaginative, creative critical discussion, analysis and interpretation of
ideas following on from the student’s experience in practice. This will build on
established concepts and principles that underpin contemporary nursing and social
work practice. The student will be encouraged to seek and utilise the latest evidence
bases in order to have a clear understanding of current approaches to nursing and
social work and the best evidence base for care/practice delivery. Through this
approach the student will be able to develop their understanding and long-term
retention of concepts that inform complex imaginative and creative problem-solving
in unfamiliar care/practice situations in the practice setting.
The student will develop information literacy (IL) and governance skills equipping
them for success in both academic and professional contexts. The student is
expected to actively engage with IL sessions to develop their individual needs e.g.
academic writing skills, finding and using evidence, critical appraisal, referencing,
numeracy skills and information governance. IL sessions are embedded into the
course and can also be tailored to the individual student requirements.
This course seeks to:


Maximise the use of electronic learning materials, and the student will have
access to Shuspace, the University’s chosen virtual learning environment (VLE),
BlackBoard and a range of innovative online information governance learning
packages. These resources aim to allow the student to develop flexibility in
learning and enhance learner autonomy. These skills will be evident in the
student’s Personal Professional Development Portfolio (PPDP).
Provide on-going academic supervision through individual and group contact and
through interpersonal and electronic contact.
Approaches to teaching that the student can expect within the university and
practice setting:

Tutor-led sessions: A range of learning activities
such as lectures, seminars and workshops. These sessions will mainly comprise
'active' learning in order to ensure that the student is fully engaged with the
learning process. This face to face contact will be supported by tutor-directed
learning which the student will undertake individually or in small groups in order
to consolidate their learning. These learning activities will be enabled using
'Blackboard' or one of a range of dedicated software packages. Independent,
student-directed learning consists of formative and summative assessment
activity and work undertaken to consolidate the student's learning. The teaching
team recognises the immense value of learning from peers and the student will
be encouraged to fully engage with this approach.

Lectures: Sessions led by academics in nursing and
social work and other professions, where appropriate, these are aimed at
exploring relevant policy, theories and concepts and their application across a
wide range of professional contexts.

Specialist
Visiting
Lecturers: The course team will identify practitioners with skills that enable them
11
to contribute to the course. They will be invited to teach with a view to further
enhancing the student’s learning experience.

Service-user and/or carer
– led input: Facilitated sessions by individual service users and their carers
including the Partnership in Learning Group. This service user group was
specifically established in 2006 to support the development and delivery of the
joint course.

Tutorials with Academic
Advisor: To enable students to identify and explore personal, professional and
academic strengths and limitations and help them to develop and implement
action plans for meeting course requirements and professional development
aspirations.

Projects/Group work: To
provide opportunities for working collaboratively and developing skills in
communication, negotiation and team work. This will provide semi-structured
personal learning experiences that will help develop personal autonomy and
leadership skills.

Presentations: To help the development of confidence in verbal
skills and the use of a range of media that can be usefully transferred into and
from the workplace.

Directed Learning: a significant number of hours are dedicated to
each module for directed learning. While on the course, the student will be
expected to read widely and actively prepare for full engagement in learning for
all modules. For example, preparing materials for seminars, presentations and
group activities. Directed Learning underpins all assessment for learning and
grading.
Skills rehearsal through simulation and workshops: will provide opportunities
to learn specific skills for nursing and social work. These will be made available
to students in the faculty skills suites and classrooms. These sessions will
contribute to the students' preparation for practice learning and fulfil the
requirements for the 30 skills days for TCSW (2012).
In order to ensure that we fully utilise the skills days to enhance students
practice education it is our intention to embed the skills days throughout all years
of the programme. To ensure that we are able to assess them appropriately they
are embedded within the relationships modules and will form part of the learning
strategy for those modules within which skills days are a feature. It is also our
intention to use a 'Student Reflective Log' that will be completed after each skill
day and that these logs will be signed off on an annual basis and form part of the
measurement of a student's performance to ensure fitness to practice (HCPC,
Sops). This will provide the backbone of our embedded Continuing Professional
Development (CPD) initiative in the new programme. The comment reads as if
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the process only relates to skills days whereas it should refer to all role plays on
the course. Suggest statement which says
Where students participate as service users in practical and/or clinical teaching,
appropriate protocols must be used to obtain their consent (HCPC SET 3.14).
There is a formal protocol to obtain consent from students when they participate
as service users in learning through skill rehearsal and simulation for the 30
skills days. Students are asked to sign a consent form at induction when the
learning processes of experiential learning used on the course are explained.
Students are given the opportunity to review their consent before specific
activities. Where a student declines to participate as a service user they can take
the professional role and/or also engage in active observation and reflection to
empathise with the service user. Where skills days or role plays are embedded
in modules specific modular strategies are in place to ensure that a student’s
learning and assessment are not adversely affected by non-engagement as a
service user.
In addition, practitioner input to social work module delivery will include
professionals from a range of health and social care settings, who will deliver the
embedded Skills Days (TCSW 2012a) in partnership with academic colleagues,
to enhance your understanding of professional roles and responsibilities. The use
of debate, role play, case scenarios and simulation exercises will therefore focus
on developing the student's ability to critically evaluate the duties, roles and
responsibilities of their own and others’ professional practice. The student will
also be required to reflect upon the effectiveness of their skills in working
collaboratively, through tutor directed exercises and student directed learning,
within their practice learning setting.

Self-directed learning will be expected so the students can meet
their individual learning needs as identified in their action plans, portfolios, work
arising from placements and assessments for learning and grading. Self-Directed
learning will be encouraged to help students prepare for individually allocated
placements. Experiences in the placement provide opportunities to motivate
students to undertake personal study to seek out theory and evidence to develop
understanding of practice situations. This is a requirement for autonomous
professional practice.

Practice Based Learning: 50% of the students learning
experience occurs in the workplace where they will be supported and assessed in
the practice setting by the allocated Academic Advisor and a fully trained Mentor
(nursing) and/or a Practice Educator (Social Work). The university based
Placement Tutor's role is in monitoring progress of the placement including the
students' performance and in ensuring that issues affecting the placement are
effectively dealt with including concerns raised by either the student or Practice
Educator. The agency based Practice Educators role is in supervision, practice
teaching and the assessment of the student's competence against the domains of
the Professional Capabilities Framework, which are also fully mapped to the
Standards of Proficiency for Social Work (HCPC 2012). The opportunities to
13
engage with underpinning knowledge, values and skills for the Professional
Capabilities Framework precede the practice learning in the modules.

Supervision and Facilitation of Reflection on Practice
Learning:
The Academic Advisor /Practice Mentor/assessor will actively
encourage the student to engage in reflective learning activities to help them
make the best use of academic and work place learning opportunities.

Personal and professional development planning (PPDP) framework: An
important element of Sheffield Hallam University's Education for Employment
(e4e) strategy [1], and a key student entitlement, is the inclusion within the
SEcurriculum of personal and professional development planning, together with
the provision of personal academic tutorial support to monitor students' progress
and support their transition to the world of work. The strategy also requires the
provision of corporate but flexible processes for managing PPDP in ways that
meet local needs. The PPDP framework sets how this will be achieved, and
implementation will deliver real benefits for students, while ensuring that the
University meets the QAA guidelines for institutional PDP policy and practice [2].
The SHU Employability Strategy - Education for Employability (e4e),
http://tinyurl.com/bu86kc7
3.1.1 Professional requirements
The Learning Teaching and Assessment (LTA) strategy in both academic and
practice settings, is based on the Sheffield Hallam University LTA strategy (201113), the Nursing and Midwifery Council (NMC) generic and field competencies, and
the Standards of Proficiency for Social Work (HCPC 2012) and the Professional
Capability Framework for Social workers (TCSW 2012).
Nursing
The NMC competency framework sets out the standards for competency that every
student nurse must acquire before applying for registration. There is a separate set
of competency requirements for each of the four fields of nursing, comprising of the
generic competencies that all nurses must achieve and the field competencies to be
achieved in each specific field; each set is laid out under the four domains below:
1.
2.
3.
4.
Professional Values
Communication
Nursing practice and decision making
Leadership management and team-working
Social Work
The Standards of Proficiency (SOPs) for Social Work (HCPC 2012) and the
Professional Capabilities for Social Work (PCF) (TCSW 2012) are laid out under the
headings listed below.
The Standards of Proficiency for Social Work
14
1.
2.
3.
4.
Practise safely and effectively within their scope of practice
Practise within the legal and ethical boundaries of their profession
Maintain fitness to practise
Practise as an autonomous professional, exercising their own professional
judgement
5. Be aware of the impact of culture, equality and diversity on practice
6. Practise in a non-discriminatory manner
7. Maintain confidentiality
8. Communicate effectively
9. Work appropriately with others
10. Maintain records appropriately
11. Reflect on and review practice
12. To assure the quality of their practice
13. Understand the key concepts of the knowledge base relevant to their
profession
14. Draw on appropriate knowledge and skills to inform practice
15. Establish and maintain a safe practice
The Domains of the Professional Capability Framework for Social Work.
1. Professionalism
2. Values and Ethics
3. Diversity
4. Rights, Justice and Economic Wellbeing
5. Knowledge
6. Critical Reflection and Analysis
7. Intervention and Skills
8. Contexts and Organisations
9. Professional Leadership
Modules in each level/year of the course will demonstrate where and how the four
Domains for Nursing, the standards for social work and nine domains of the
professional capability framework for social work are integrated in the learning,
teaching and the assessment of the student.
3.2
The approach to Assessment and Feedback within the Programme
3.2.1. The approach to learning and teaching in the course is underpinned by the
University’s LTA strategy (2011-13).
The approach to learning and teaching employed on the course will help the student
acquire the skills to develop effective relationships with service users and health
communities as active partners in decision making.
The Assessment Strategy has been designed to signpost a range of NMC generic
and field skills and HCPC Standards of Proficiency and TCSW Professional
Capabilities for Social Work. These skills will be transferable incrementally and
developed over time and are designed to maximise students employability across a
range of health and social work settings. We will ensure that students have a clear
statement of their assessment schedule at the beginning of the course, and have a
15
review at the beginning of each level and each module. This information will be
continuously accessible via Blackboard.
A range of assessments for grading and learning are used to show the student has
achieved the learning outcomes for the Modules which make up the Course, and
which meet the requirements of the NMC and HCPC. This means that all
assessment activities support learning and these will be scheduled appropriately
around the practice learning experiences.
Assessment will take different forms in order to facilitate learning and accommodate
the rich diversity of student learning needs. These assessments will include practice
based assessments, group assessments, examinations, assignments and online
activities that enable the student to integrate theory with evidence-based practice. All
assessed work will be kept in the student’s professional portfolio and used as a
spring board to plan further development.
Assessment tasks are set to test the module aims and outcomes. The assessment
tasks at each level of the course will reflect learning expectations across the NMC
(2010) four Competency Domains and the HCPC (2012) Standards of Proficiency for
Social Work. The relationship between academic and placement assessment tasks
are articulated in each module descriptor.
Progression is shown through the development of critical thinking skills at levels 4, 5
and 6. These skills will be stimulated by the use of active and interactive learning
methods taken from real life experiences of service users, carers and practitioners
encouraging curiosity and imaginative problem solving. By the end of the course,
the student will exhibit ‘Graduateness’ by demonstrating that they are:





open to new ideas, knowledgeable, observant, and resourceful
innovative and creative and are flexible in thinking and practice.
analytical, assertive and persistent in finding solutions.
capable of understanding the discipline of caring, focusing on best
outcomes.
Ignatavicius (2001)
3.2.2. Student Progression
Monitoring mechanisms are in place in relation to student progression to ensure
equity of experience for all students. Monitoring takes place at Subject Assessment
Boards and student profiles are cross referenced to a central university database
that specifically includes data on equality and diversity. This data is interrogated for
the Routine Monitoring and Review and the Annual Departmental Review when a
report is compiled together with specific action points if required.
The NMC (2010) and the HCPC (2012) have set minimum requirements that MUST
be demonstrated by the student by the end of each part of the course Students
MUST demonstrate these requirements before they can progress to the next part of
the course.
16
In normal circumstances, students must meet all required outcomes, including extra
attempts, within the assessed period for that part of the course. Students who fail to
achieve MUST return to the previous part of course to meet short fall or be
discontinued. Where EXCEPTIONAL circumstances prevent all outcomes being
achieved within the assessed period for that part of the course, any outstanding
outcomes are met and confirmed within 12 weeks of the student entering the next
part of the course. The 12 week period includes holidays and any absences.
Reasonable adjustments may be applied for students with a disability.
The nature of assessment for theory and practice for each module is demonstrated
in table 2: assessment is critical to the development of learning and is addressed
through two key mechanisms. Assessment for Learning is a tool that allows students
to measure the progression of their understanding and application of knowledge.
Students use feedback to inform their assessment for grading. Assessment for
Grading ensures the achievement of necessary course requirements.
Timely, supportive and actionable feedback will be provided for all assessments by
academic advisor as per current University Regulations 2011-13. It is expected that
the student will utilise feedback and other support mechanisms for example library
services, academic advisers and module assignment support mechanisms to
develop future learning. Feedback will be constructive in nature and will help to
develop learner autonomy. Students will be expected to reflect on feedback in their
Personal and Professional Development Portfolio.
3.2.3. Practice Placement Learning.
Practice placement learning takes up 50% of the students learning experience and
will occur in a range of environments and settings in, the National Health Service
(NHS) Public, Independent and Voluntary sectors (DOH 2002, NMC 2010) across
the placement circuit. Placement diversity is provided in order to reflect the service
user's experience of care. It also enables the student to develop a range of key skills
which can be transferred and developed in different environments.
One of the challenges facing Approved Education Institutions (AEI) is the demand for
high quality placement opportunities for nurses and social workers in a changing
landscape of health and social work provision (ECQ, 2010). To increase placement
capacity and provide learning opportunities which reflect the underpinning course
philosophy of relationship centred care/practice a Hub and Spoke model will be
utilised (in social work terms this is sometimes referred to as the ‘split placement’).
This model has been used successfully for a number of years at SHU (Pollard and
Hibbert 2004, Kenyon et al 2011).
The model is congruent with current health and social work/care policy as it reflects
the complexity and diversity experienced throughout the student journey whilst
fostering a deeper understanding of inter professional and inter agency working.
The Hub and Spoke model allows for a continuum of the student’s learning thus
promoting a richness of understanding of the real world experience of people who
have a learning disability. This approach enables the student to develop
employability skills and become an active participant in the management of their
practice learning. Students are facilitated to manage this through a tripartite
relationship between the Link Lecturer and Nurse Mentor/Social Work
Supervisor/Educator and the student. Developing the students capacity to build
17
relationships which is fundamental to the course philosophy along with a continuum
of students learning promotes 'belongingness' which has been described as central
to optimising the practice Learning experience (Levett -Jones & Lathlan, 2008).
For social work the Hub and Spoke model will be utilised for the integrated final
placement 100 day placement. The potential for using this as a placement model will
be explored with provider agencies during placement development activity thereby
allowing placements where this is an appropriate model to be identified prior to a
student being allocated to the agency provider. The management of student learning
will be agreed between the placement tutor, nurse mentor, social work practice
educator and student at the Learning Agreement Meeting and will be reviewed at the
placement midway review meeting to ensure placement learning outcomes can be
met. The Hub and Spoke model will need to provide learning opportunities for the
student to meet the HCPC Standards of Proficiency and Domains of the Professional
Capabilities Framework (TCSW). This will be managed for social work by the social
practice educator in line with their expected roles and responsibilities and who has
achieved Stage 2 of the Practice Educator Professional Standards for Social
Work(TCSW Practice Educator Professional Standards, being implemented from
September 2013).
For nursing the Hub will be an allocated Field Specific Placement with predetermined Spoke opportunities (Field/Generic and social work).There will however
be a degree of flexibility regarding Spoke arrangements which will be incremental as
the student progresses through their course. This shared ownership of placement
management will help students to demonstrate some of the core skills associated
with graduateness and professional agency. To comply with NMC Standards (NMC,
2010) the student will have 40% availability of the nurse mentor in the Hub to allow
for summative assessment of NMC Field Specific and Generic Competencies.
Supernumerary status will be maintained throughout Hub and Spoke placements
(NMC, 2010). At all times, students retain supernumerary status in the practice
placement setting. This means that the student is not counted in the staff numbers
required to meet the needs of patients/service users and as such is able to focus on
addressing their learning needs.
Spoke placements will be a planned learning experience relevant to the students
learning outcomes and student journey. These will enhance the opportunities
available to the student to develop a broader understanding of health and social
work as well as being responsive to the changing needs of service users. Spoke
placements may be either Field or Generic. Spoke placements for social work are
applicable in the final integrated placement of 100 days Whilst on a Spoke
placement the student will be overseen by a NMC Registrant who has qualified as a
Practice Mentor and in year 3 they will also be required to hold 'sign off' status. For
social work the student will be overseen by a social work practice educator who has
achieved Stage 2 of the Practice Educator Professional Standards for Social Work
and is an HCPC registrant
Assessment in these areas will be a combination of formative and summative used
to contribute to the completion of summative assessment for nursing and social work.
Evidence of learning will be in the form of testimonies, service user feedback, action
plans, and portfolio evidence.
18
Integral to the Hub and Spoke model is the opportunity for students to engage with
Value Added Learning Experiences (VALE) these are single, non-recurring
experiential learning experiences which facilitate an increased understanding of the
Service User journey and interprofessional working to enhance the students practice
learning experience. See Table 1 (Hub and Spoke Placement and Student Journey
Examples).
Over the three years of the programme 50% of the cumulative time is spent in the
practice setting. The spread of placement learning and theoretical learning in
university varies in years one and two to ensure two professional body requirements
for practice and theoretical learning are met. In year one the students spend 16
weeks in the practice setting to allow for a broader depth of pre-placement
preparation of 22 weeks to meet the professional requirements related to readiness
for practice and generic and field specific requirements for the NMC. In year two the
placement has been extended to 22 weeks in order to expand and develop the
opportunities for integrated interprofessional learning whilst still maintaining the
individual professional identities of the nurse and social worker. The year two
placement of 22 weeks integrates the professional requirements of the TCSW (2012)
placement day requirements of 70 days practice with a different service user group.
The hub and spoke model is utilised to ensure that students are based with an
appropriately qualified nurse mentor to meet the NMC requirements for practice.
This mentorship role is extended to the spoke placement in conjunction with the
academic advisor to meet the requirements for due regard (NMC 2008). The
cumulative total of practice and theoretical learning at the end of year two is 50%
theory and 50% practice. The division between practice and theory in the final year is
20 weeks practice and 20 weeks theory maintaining the cumulative total at the end
of three years of 50% practice and 50% theory.
Support for practice learning experience:
Nurses, social workers and other team members in the practice placement will
support the student during their practice learning:

Learning Environment Manager (LEM) for nursing is an experienced health
care professional responsible for maintaining and developing high quality learning
-environment for students in their area of practice. The LEM is also responsible
for allocating each student to a suitable mentor in the base placement.

Mentors for Nursing will be available to students for at least 40% of the time in
base and pathway placements (NMC 2012). This team of mentors will support
and guide the student through their clinical learning experience, complete their
ongoing achievement record and provide feedback on the student’s performance.
Placements are designed to allow the student and their mentors to develop a
relationship centered approach to working together, enabling relevant action
plans to be developed and reviewed regularly. The mentor will provide the
student with feedback on their performance; the student will use this feedback to
improve their performance. The role of practice mentor (and academic adviser) is
to actively encourage the student to engage in reflective learning and ensure that
theory and practice are effectively linked to promote a caring and compassionate
approach to the service user experience.
19

Link Lecturer for nursing: each placement area has a field-specific link lecturer,
to support the student and the mentors in the learning and assessment process.

Practice Educator for Social Work will:
 ensure that sufficient work is available and has been completed in the
areas covered by the curriculum to enable the student to demonstrate
capability against each domain of the Professional Capability
Framework.
 make an overall, holistic, judgement at the end of the practice and state
whether the student has reached the required level of capability against
each domain of the Professional Capability Framework.
 submit a report in accordance with University procedures.
 have set supervision times with their student.
 make an overall holistic assessment and judgement about the student’s
capability.

Placement Tutor for Social Work: It is the responsibility of the tutor to:
 conduct the Learning Agreement and the Review of Practice and be
responsible for ensuring that the information is forwarded to the relevant
individuals.
 assist students with any issues that may arise while on placement.
 arrange and chair concerns meetings (follow the procedures provided).
It is the aim of the programme that the student, placement tutor and practice
educator will work collaboratively in respect of all aspects of the practice
placement.

Preparations for Practice learning: The students will be able to draw on a
range of learning materials to help them prepare for practice learning
experiences. These will include skills rehearsal, e-learning and workshop
activities in all modules. Specific preparation for practice learning will include
mandatory training and inductions offered by practice learning partners.
Information about specific placements will be available to students in the form of
profiles and a placement pathway preparation tool (Kenyon et al, 2011). This
information will help the student appreciate the services that each placement and
pathway offers to its service users and carers. The academic adviser will support
the student to use this resource alongside action plans to prepare and plan for
their practice learning experience in order to maximise their learning. The thirty
skills days now required for Social Work are scheduled within each level of the
course, thus providing essential preparation before commencing placement, and
also acting as a thread of continuity between placements, thus enabling the
student to focus more closely on the connectivity of university-based learning and
practice- based learning. This exciting new development will be a major step
forwards in enabling students to make reflexive transference of learning between
these two spheres.
Students and practice educators receive all relevant placement documentation
prior to each placement commencing. The placement handbook clearly
documents the learning outcomes and assessment requirements for each
20
placement. A placement handbook will be provided for the 70 and 100 day
placement and each will contain the nine domains of the Professional
Capabilities Framework relevant to the level of the placement, as specified by
The College of Social Work (2012) and mapped to the HCPC Standards of
Proficiency (2012).
Students attend placement preparation workshops prior to undertaking each
placement which clearly outlines roles, responsibilities and assessment
requirements. All information relating to assessment requirements is available to
students on the placement module blackboard site.
Briefing sessions for practice educators and work based supervisors are held
prior to each placement commencing which includes clear information about
roles, responsibilities and assessment requirements of the placement that they
will be managing, supervising and assessing. It is expected that all new practice
educators and on site supervisors attend these briefing sessions.
The placement tutor is responsible for chairing a Learning Agreement Meeting
within the first ten days of the placement. Confirmation takes place at this
meeting that the learning opportunities available will meet the student learning
needs and the learning outcomes for the placement. Roles and responsibilities
are confirmed at this meeting together with confirmation about the circumstances
in which the student and placement provider should inform the university and
includes student illnesses, accidents and incidents, concerns about the
placement arrangements and capability of the student. The placement tutor
chairs a review meeting midway through the placement to review progress and
ensure that learning opportunities are available to ensure students can meet
placement learning outcomes.
The practice educator has responsibility for making a pass or fail
recommendation on the practice element of the placement, after undertaking a
holistic assessment, in the practice placement report. This is made on the basis
of the student having demonstrated capability against each of the nine domains
of the Professional Capability Framework. A series of workshops is being
delivered collaboratively with the University of Sheffield and placement providers
to ensure that practice educators and on site supervisors are fully informed
about the new requirements and understand the concept of holistic assessment.
The Concerns and Breakdown of Placement Procedure is located in the
placement handbook and students are fully informed of this procedure prior to
placement commencing.
A Roles and Responsibilities Handbook clearly outlining key features of
placement and roles and responsibilities of the university placement tutor,
practice educator, student and work based supervisor is available on the faculty
placement website.
21

Practice Assessment: The student’s performance will be assessed continually,
with formative reviews at a mid-point during each placement and a summative
assessment at the end. Documented assessments will be reviewed at Subject
Assessment Boards at the end of each part of the course. This assessment aims
to ensure that the student has met the standards set by the NMC (2010) and the
HCPC (2012).

Practice-based learning for nursing: All summative practice assessment will
be completed by a qualified mentor:




Part 1- this will be undertaken by a nurse from any field
Part 2 - by a field specific nurse mentor
Part 3 - by a sign off mentor who meets the requirements of the NMC
(NMC, 2010).
Practice-based learning for social work is a core element of this
programme. Requirements for practice learning, identified by the Social Work
Reform Board and The College of Social Work are:





30 days for development of practice and professional skills
70 days first placement
100 days last placement
Students will have different practice experiences in the first and last
placement
Students will undertake tasks to prepare them for statutory
interventions in the last placement
The 70 day placement is a generic social work placement and takes place in a
placement agency which is not a learning disability setting, providing students with a
different practice experience to the one that they will have for the 100 day
placement. The 100 day placement is an integrated placement which requires
students to meet both NMC competencies, HCPC standards of proficiency and the
domains of the Professional Capabilities Framework.
The programme works in partnership with a large number of agencies from the
statutory and third sectors across South Yorkshire and the North East Midlands.
Much of the practice learning provision for social work students at Sheffield Hallam
University is generated by agencies across South Yorkshire and North East
Midlands. New practice learning provision has been developed in a range of settings,
including education, health, secure forensic services and service user and carer led
organisations. Placement development is on-going and dedicated staff time is being
given to the development of final placements to ensure that placements will enable
students to meet specified learning outcomes, which will include a student unit and
split site placements. Such developments have expanded both the quantity and
diversity of practice learning provision across the region.
There is a clear requirement that students be assessed as safe to undertake
practice learning. Within this programme the assessment of a student’s readiness
22
to practice is assessed across all modules at level 4. Successful completion of all
modules at academic level four is a pre-requisite for student progression to the
generic 70 day placement at academic level 5.

Quality Assurance of practice learning: Processes targeting the student
learning experience include.
For Nursing
 All placement areas will be audited at least every 2 years
 All mentors will be prepared for their role and updated annually
 Mentors will undergo triennial review to ensure they continue to meet
the NMC standards (NMC, 2007)
 Students complete evaluations at the end of each placement which are
reviewed by the LEM and link teachers. Actions plans are developed if
required by the evaluation.
For Social work

The Faculty of Health and Wellbeing has well established systems in place for
developing, approving, auditing and monitoring placement provision. The
faculty has a placement team that co-ordinates placement activity across the
health and social care professions.

New placements are approved and audited using the Practice Learning and
Placement Approval and Audit form and the Partnership Practice Learning
Agreement form. Approval and audit information is recorded on the placement
data base by a dedicated member of the placement administration team.
Annual review audits are completed for all placements and information is
recorded by the placement team administrator on the placement data base.

The Practice Learning and Placement Approval and Audit form records that
the placement agency has equality and diversity policies in place and this is
confirmed by the placement agency signing a partnership agreement and
monitored by the placement tutor at the Learning Agreement Meeting.

The Practice Learning and Placement Approval form meets QAPL Benchmark
Statements (2012) and faculty quality assurance requirement. The Practice
Learning and Placement Approval form captures data on the number of
Registered Social Workers in the agency and whether the work undertaken by
the agency will meet the new final placement criteria.

The QAPL placement evaluation form is completed by students at the end of
each social work placement. Practice educators and on site supervisors and
SHU placement tutors also complete an evaluation. The placement
administration team manages the process of distributing and collating
23
evaluation data. This collated evaluation data is presented at the Social Work
Quality Assurance Panel. The panel is composed of representatives from the
full range of placement providers in the statutory and independent sectors,
Practice Educators and University Social Work tutors. Issues that impact upon
the quality of placement, including those issues raised within student
evaluations are discussed. Issues that require further action are then taken to
the Practice Learning Partnership Operational Group or taken up with
individual placement providers depending upon the nature of the issue
identified. Actions required as a result of these processes are recorded on the
practice learning data base. The Learning Agreement Meeting and Review of
Practice Meeting and provide additional mechanisms for assuring and
monitoring quality whilst the placement is being delivered.
Quality Assurance of Practice Educators
The university and employer placement providers work collaboratively to ensure that
there are sufficient high quality practice placements which are supervised and
assessed by trained practice educators and on site supervisors. The university has a
register of approved off site practice educators who are employed to supervise,
teach and assess students in placements where there are no suitably qualified
practice educators. Practice Educator training in the region is delivered by the
university and separately by the statutory sector agencies in South Yorkshire.
Sheffield Hallam University deliver a four day practice educator course with learning
outcomes mapped to Domains A-C of the Practice Educator Professional Standards
and an M Level module, Practice Education in Health and Social Care with learning
outcomes that enable students to meet the learning outcomes of Domain A-D of the
Practice Educator Professional Standards and achieve Stage 2. The vital role of
work based supervisors in contributing to a successful placement outcome is
recognised through the university having a requirement that all work based site
supervisors are required to attend a four day practice education course. Practice
educators are required to attend a four day course and independent off site practice
educators are encouraged to attend the Practice Education in Health and Social
Care module. The training is aimed at ensuring practice educators and on site work
based supervisors have the necessary skills and knowledge to carry out the role
effectively. The four day course is offered as a refresher course for practice
educators who do not have currency.
Collaboration between the university and agency providers has ensured that flexible
pathways are in place to enable practice educators to meet Stage 1 and Stage 2
learning outcomes of the Practice Educator Professional Standards within timescales
specified by The College of Social Work. A programme of workshop events and drop
in sessions has been put in place by the university placement team to support
individual practice educators and agency placement providers work towards meeting
the new requirements.
24
In line with The College of Social Work recommendations the university requires that
a practice educator should take full responsibility for a social work student at least
every two years. This is monitored by the placement administration team.
The university runs an annual programme of continuing professional development
workshops for practice educators and on site supervisors across the statutory and
third sectors. Attendance registers are maintained by the placement team and
certificates of attendance are given to practice educators. These workshops can be
included in continuing professional development records as they are directly relevant
to the practice educator role.



Practice Educator Course Flyer
Practice Education in Health and Social Care Module
Learning Outcomes & 4 Day Programme for Introductory Course
25
Table 1(a): Hub and Spoke Placement
examples
Family
((SW)
Hub and Spoke Placement One
This is 16 weeks long spanning semesters two and three.
The placement will enable students to meet NMC Field
and Generic Competencies alongside HCPC Standards
of Proficiency and TCSW PCF Level 2 Readiness for
Practice
The diagram also shows Value Added Learning
Experiences (Arranged visit of one day or less) which
contribute to the students understanding of the Service
user journey
Other professions can contribute to assessment for
Progression Point One (NMC).
F=Field G= Generic(Child/MH/Adult) SW=Social work
District Nurse
Physiotherapist
Police
Clinical Psychologist
Hub and Spoke Placement Two
For assessment of competence to achieve
Progression Point Two (NMC) the student
will have 40 % availability of their time with
a NMC Registrant (Nursing Mentor) during
the placement. HCPC Standards of
Proficiency and TCSW PCF Level 3 will be
monitored and assessed by a Social Work
Practice Educator. Students will have regular
contact with their Nursing Mentor to meet
requirements of Due Regard when accessing
a Spoke Placement Opportunity. Evidence of
learning will be recorded in the students Ongoing Achievement Record. The student is
responsible for arrangement to review this
regularly during the placement allocation.
Behavioural
Therapist
IMHA
AMP's
Consultant
Psychiatrist
Enuresis Clinic
Family Liaison Officer
Court Visit
Hospice
Hub and Spoke Placement Three
For assessment of competence to achieve NMC
Progression Point Three (Final) the student will have
40% availability of their time with a NMC Registrant
(Sign off Nursing Mentor) during the placement. HCPC
Standards of Proficiency and TCSW PCF Level 4 will
be monitored and assessed by a Social Work Practice
Educator at Stage 2 (TCSW). Students will have regular
contact with their Sign off Nursing Mentor to meet
requirements of Due Regard when accessing a Spoke
Placement Opportunity. Evidence of learning will be
recorded in the students On-going Achievement Record.
The student is responsible for arrangement to review
this regularly during the placement allocation.
Mencap
26
Table 1(b): Student Journey BSC Applied Nursing (Learning Disability) and Generic Social Work
Semester One
Semester Two
Semester Three
27
3.2.4 Assessment in practice will be demonstrated in the On-going Achievement
Record (OAR) (portfolio) for nursing and the Portfolio of evidence against PCF for social
work. The OAR is designed to show the standards as they relate to the four NMC
Domains. The Portfolio of Evidence for social work is designed to show the integrated
Standards of Proficiency (HCPC) and PCF domains (TCSW) for Social Work. A further
supportive component of the portfolio is the Record of skills and experience (ROSE).
The nature of assessment for theory and practice for each module is demonstrated in
table 2:
Table 2: Summary of the assessment details for the course
LEVEL 4
Module
Essentials of Nursing
and Social Work:
Science and practice
Semester 1
Assessment
Unseen Biosciences
Exam
Introduction to
relationship centred
care in Nursing and
Social Work: Science
and practice
(Readiness to
Practice)
Assignment: Describe
the principles of
effective communication
to promote therapeutic
relationships
Fundamentals of
Public Health: Science
and Practice (Nursing
and Social Work)
Case Study
Using Knowledge and
Evidence to Support
Study and Practice
Coursework
Introduction to
Interprofessional
Practice
Coursework
Semester 2 and 3
Assessment
Social Enquiry linked
to essential care skills,
social work theory and
methods
On-going
Achievement Record
(OAR - Portfolio)
Readiness to Practice
assignment following 1
day shadowing.(SW
standards of
proficiency )
On-going
Achievement Record
(OAR - Portfolio)
On-going
Achievement Record
(OAR - Portfolio)
Assessment for learning
Action planning and
portfolio development for
nursing and social work
including record of skills
and experience (ROSE)
Action planning and
portfolio development for
nursing and social work
including record of skills
and experience (ROSE)
On line digital fluency test,
including information
governance.
Royal Society of Public
health - understanding
health improvement(exam)
Action planning and
portfolio development for
nursing and social work
including record of skills
and experience (ROSE)
Sheffield Hallam University 13th November 2012
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LEVEL 5
Module
Integrating the Science
of Nursing and Social
Work
Semester 1
Assessment
Seen exam- Case study
(2 from four) regarding
the provision of holistic
care and support plans in
practice.
Semester 2 and 3
Assessment
Critical reflection on the
impact of law and social
policy on learning disability
nursing and social work
practice.
On-going Achievement
Record (OAR - Portfolio)
Developing
relationship centred
care in Nursing and
Social Work : Science
and practice
Application of the
Science and Practice
of Public Health
(Nursing and Social
Work)
Based on a case study
that focuses on
communication discuss
the application of the
professional domains
from nursing and social
work.
Portfolio of evidence
against PCF for social
work (Practice portfolio of
practice at level 1).
Discuss one aspect of
contemporary public
health to include
strategies that address
inequalities for
marginalised groups
On-going Achievement
Record (OAR - Portfolio)
On-going Achievement
Record (OAR - Portfolio)
Assessment for
learning
Skills rehearsal in
university to inform
practice
Action planning and
portfolio development
for nursing and
social work including
record of skills and
experience (ROSE)
Skills rehearsal
including numeracy to
inform action
planning.
Action planning and
portfolio development
for nursing and
social work including
record of skills and
experience (ROSE)
Group presentation:
health promotion
resource for people
with a learning
disability with a long
term condition.
Action planning and
portfolio development
for nursing and
social work including
record of skills and
experience (ROSE)
Using and Evaluating
Evidence to Inform
Practice
Coursework
Developing
Collaborative Practice
Coursework
Sheffield Hallam University 13th November 2012
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LEVEL 6
Module
Semester 1
Assessment
Semester 2 and 3
Assessment
Assessment for
learning
Seen exam: Law exam
Critical Case analysis on
complex case study,
requiring critical application
of theories and evidence to
make informed decisions
about interventions
On-going Achievement
Record (OAR - Portfolio)
To include Evidence of
the 30 skill days
completed during the
course.
Skills rehearsal in
university to inform
action planning.
Leadership and
management for
excellence in
relationship centred
care: Science and
practice (Nursing and
Social Work)
Annotated bibliography to
feed into PP presentation:
Interventions in practice:
demonstrating the role of
the joint practitioner.
Portfolio of evidence
against PCF for social
work.
Skills rehearsal
including numeracy
to inform action
planning.
On-going Achievement
Record (OAR – Portfolio)
Planning and
portfolio
development linked
to continuing
professional
development
(preceptorship in
nursing and
assessed and
supported year in
employment (ASYE)
for newly qualified
social workers).
Managing Public
Health: Science and
practice (Nursing and
Social Work)
Individual poster
presentation of a public
health priority supported by
an annotated bibliography
Consolidating the
Science and practice of
Nursing and Social
Work
On-going Achievement
Record (OAR - Portfolio)
Capable Collaborative
Working
Coursework
Generating and
Evaluating Evidence for
Practice
Integrated study
3.3
Action planning and
portfolio
development for
nursing and social
work including
record of skills and
experience (ROSE)
How Student Employability is supported within the Course
Students at Sheffield Hallam are entitled to and will be expected to engage with, as part of the
course of study, four inter connected elements which comprise our employability offer. These
are:
a) Well structured, supported and accredited work-related or work-based learning.
b) Development of high-level employability-related transferable ‘skills’ and attributes
embedded within the curriculum.
Sheffield Hallam University 13th November 2012
30
c) Integrated and timetabled career planning and preparation for employment.
d) Personal and professional development planning and personal academic tutorial
support to monitor their progress and support their transition to the world of work.
The following table illustrates at which point in the course the student will engage with these
entitlements:
Table 3: Employability and student entitlements within the course
Entitlement
Level
Module Title
Supporting activities
Well structured,
supported and
accredited workrelated or work-based
learning
Level 4
Essentials of Nursing
and Social Work:
Science and practice
Introduction to
relationship centred care
in Nursing and Social
Work: Science and
practice (Readiness to
Practice)
Fundamentals of Public
Health: Science and
Practice (Nursing and
Social Work)
Level 5
IPE Introduction to
Professional Practice
Integrating the Science
and practice of Nursing
and Social Work
Developing relationship
centred care in Nursing
and Social Work :
Science and practice
Application of the
Science and Practice of
Public Health (Nursing
and Social Work)
Developing
Collaborative Practice
Level 6
Consolidating the
Science and practice of
Nursing and Social
Work
Leadership and
management for
Presentations - individual and
group
Group Work
Work shops
Team building exercises
Self-assessment utilisation the
Interprofessional Capability
Framework (SHU 2012)
Review of skills in preparation
for placement application (CV
writing).
Maintenance of On-going
Achievement Record/portfolio
E- Learning
On-line professional network
Self-Medicate (numeracy)
Interdisciplinary and
interagency meetings in the
practice setting
Presentations - individual and
group
Group Work
Work shops
Team building exercises
Self-assessment utilisation the
Interprofessional Capability
Framework (SHU 2012)
Review of skills in preparation
for placement application (CV
writing).
Maintenance of On-going
Achievement Record/portfolio
E- Learning
Conferences and on line
professional network
Annotated bibliography
Self-Medicate (numeracy)
Interdisciplinary and
interagency meetings in the
practice setting
Presentations - individual and
group
Group Work
Work shops
Sheffield Hallam University 13th November 2012
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excellence in
relationship centred
care: Science and
practice (Nursing and
Social Work)
Managing Public Health:
Science and practice
(Nursing and Social
Work)
Development of highlevel employabilityrelated transferable
‘skills’ and attributes
embedded within the
curriculum
Level 6
Capable Collaborative
Working
Consolidating the
Science and practice of
Nursing and Social
Work
Leadership and
management for
excellence in
relationship centred
care: Science and
practice (Nursing and
Social Work)
Managing Public Health:
Science and practice
(Nursing and Social
Work)
Capable Collaborative
Working
Integrated and
timetabled career
planning and
preparation for
employment
Level 6
Team building exercises
Self-assessment utilisation the
Interprofessional Capability
Framework (SHU 2012)
Review of skills in preparation
for placement application (CV
writing).
Maintenance of On-going
Achievement Record
E-Learning
Conferences and on line
professional network
Self-Medicate (numeracy)
Interdisciplinary and
interagency meetings in the
practice setting
Presentations - individual and
group
Group Work
Work shops
Team building exercises
Self-assessment utilisation the
Interprofessional Capability
Framework(SHU 2012)
Review of skills in preparation
for placement application (CV
writing).
Maintenance of On-going
Achievement Record.
E-Learning
Conferences and on line
professional network
Self-Medicate (numeracy)
Presentations - individual and
group
Group Work
Work shops
Team building exercises
Self-assessment utilisation the
Interprofessional Capability
Framework (SHU 2012)
Review of skills in preparation
for placement application (CV
writing).
Maintenance of On-going
Achievement Record/portfolio
Interviewing (mock interviews)
Employment Forum
The course takes an integrated approach to supporting the acquisition of skills for employment,
reflecting the University Employability Framework (E4E). Furthermore, useful skills and
attributes for employment that would be expected on completion of each stage of the course are
listed for the student.
Sheffield Hallam University 13th November 2012
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The key employability skills are:
1.
Progressive
development of autonomy
2.
Key
skills
development
3.
On-going
Achievement Record
4.
Real
world
Work
related
activities
5.
learning
6.
Reflective skills
(work related)
7.
Professional
and Career management skills
8.
Enterprise
innovation and creativity
Levels of expectation regarding the development of employability skills at the end of each stage
of the course are informed by Steinaker and Bell’s (1979) levels of learning experience and are
shown as follows in table 4. This allows the student to identify when and where key
employability skills are addressed as they progress through the course.
Table 4: Levels of expectation regarding the development of employability skills at the
end of each stage of the course
Course stage
Employability expectation
Stage 1: end of year 1
Progression point 1
Student would be able to demonstrate their:
exposure to,
identification of,
internalisation of
employability features 1-8.
Student would be able to demonstrate their:
exposure to,
identification of,
internalisation,
participation in employability features 1-8.
Student would be able to demonstrate their:
exposure to,
identification of,
internalisation,
participation in, and
dissemination of employability features 1-8.
Stage 2: end of year 2
Progression point 2
Stage 3: at the point of
registration.
End of year 3
3.4
Main Type of Work-based or Work-related Learning featured in this Programme
Type of WBL
Objectives
Location/context
Duration
Integrated practice
placement where students
are attached to professional
supervisors.
Application of knowledge in
a practical context;
development of skills and
attributes relevant to a
professional practitioner in
Block placements in
professional
environments using a
Hub and Spoke
model.
50% of
course.
Sheffield Hallam University 13th November 2012
33
both nursing and social
work.
4
PROGRAMME DESIGN AND STRUCTURE
All modules have been developed through negotiation and in partnership with service
users and carers, students, academic staff and colleagues from practice areas across
South Yorkshire and North Derbyshire. The modules have been organised to promote
incremental learning as the student progresses through the course, according to
Steinaker and Bell (1979) taxonomy.
The course is organised around periods of study within the university and practice
placements. Students undertake five modules per year. There are integrated nursing
and social work modules each year which span three semesters. There are also two
Inter professional learning modules in each academic year. The modules have been
aligned to enable incremental learning as the student progresses through the course.
Each module has distinct learning outcomes that are congruent with the course aims
and outcomes as outlined in sections 1 and 2.
The course is designed to meet the requirements of the two regulatory l bodies (NMC
and HCPC). For nursing the course meets the NMC Standards (2010) and complies
with the requirement of 50% theory (2300 hours) and 50% practice (2300 hours) (NMC
2010p.9). Integrated into this total is the College of Social Work requirement of at least
200 days of assessed social work practice, including 30 assessed skills days delivered
in the university in partnership with social work practitioners (TCSW 2012). For the
HCPC, successful graduates will have been taught and assessed against the
Standards of Proficiency for Social Work, and will thus be eligible to apply for
registration as a qualified Social Work.
Practice learning is required by both the NMC and HCPC to occur in a range of practice
learning settings working alongside service users and service providers. The practice
placements offer a wide range of real world opportunities for students to learn in
practice and apply that learning to future assessment, planning, intervention and review
activities. These practice experiences facilitate assessment of the NMC Competencies
and the HCPC Standards of Proficiency and Capabilities within the Professional
Capability Framework (PCF) (TCSW).
The integrated nursing and social work modules address three main themes which are
supported by the interprofessional modules:
The Interprofessional Education Modules
Interprofessional learning (IPL) modules occur at each level and are a central part of
the course. These modules were validated separately but are nevertheless considered
in the overall context of the programme and are undertaken by all students on courses
Sheffield Hallam University 13th November 2012
34
leading to Professional/Statutory Registration in the Faculty. Interprofessional modules
take a person centred approach and act as a platform from which relationship centred
practice develops. Becoming a proficient interprofessional worker is one of the
professional requirements that must be demonstrated before the student completes the
course. . This involves working with a range of health and social care professions in
partnership with service users and carers/supporters. The student will learn with, from
and about other professions in this module and on practice placement. The student will
undergo assessments that demonstrate the student’s aptitude to become a proficient
interprofessional worker. Assessments will occur throughout the course, through
practice assessments, in the IPL modules and course specific modules.
Science of Nursing and Social Work Modules
In these modules at levels 4-5-6 students will develop core knowledge and
understanding of sciences (biology, psychology, sociology) that inform safe,
compassionate care giving, essential to relationship centred care/practice. They also
address essential knowledge regarding the legal, policy and ethical context of practice.
These modules incrementally develop capability and capacity to problem-solve and
make safe, justifiable and effective practice decisions when engaging with vulnerable
and disadvantaged people who may present with complex health and social work
interventions. This ultimately ensures graduates are equipped to apply scientific,
systematic and evidence based approaches to ensure high quality care, across the
lifespan embracing complex care groups and encompassing legal and ethical
complexities.
Relationship Centred Care Modules
In these modules at levels 4-5-6 students will draw from social and psychological
sciences and learn about the personal dispositions and qualities and skills required to
frame and support practice in nursing and social work in uncertain contexts and futures.
The qualities and skills the student will develop include mindful, self-awareness that
promotes carefulness, thoughtfulness, criticality, receptiveness, courage and humility
(Barnett 2004). This will enable students to practice with curiosity, imagination, and
creativity and develop the resilience required for contemporary learning disability
nursing and social work. Key to this will be the skills of assessment and intervention,
planning and evaluation of practice. Therapeutic interventions will also be studied and
practiced in relation to meeting the requirements of people with complex care needs
across the lifespan.
Public Health Modules
In these modules at levels 4-5-6 students will learn to engage with individuals
(vulnerable and deprived), groups, community and society in order to enhance health
and social wellbeing and quality of life, throughout the lifespan and improve life
expectancy of complex groups. This important area will be approached in the context of
social justice, diversity and health inequalities. The student will develop the skills and
knowledge to inform, educate and enable engagement and partnerships within the
health and social care community, drawing from scientific evidence based local,
national and global initiatives.
The following table summarises the key focus of learning for students in each module
for all levels of the course. For each module the progression of learning experience can
Sheffield Hallam University 13th November 2012
35
be charted year on year. Furthermore the relationship between the learning
experiences in each module is articulated.
Table 5: Course Structure
The following table summarises the course structure diagrammatically.
Inter-professional
Learning modules level
4
2x 10 credits CATS
Exposure to and
participation in person
centred care giving as a
multi professional effort;
using evidence and being
part of the interprofessional team.
Developing essential
study skills and finding
and using evidence.
Inter-professional
Learning modules level
5
20 and 10 CATS
Internalisation of interprofessional person
centred collaborative
practice through
participation in evidence
based practice and the
inter-professional team
working.
Inter-professional
Learning modules level
6
20 and 30 CATS
Disseminating quality
outcomes when
participating in interprofessional person
centred collaborative
Public Health
focussed module level
4
20 CATS
Exposure to and
participation in the
context in which
individuals experience
health/social work and
relationship centred
health care.
E.g. Essential
sociological sciences
and Health and Social
policy.
Self and the Family.
Public Health
focussed module level
5
20 CATS
Internalisation of the
context in which health
and social well-being
may be protected for
individuals and
communities through
participation in
Relationship centred
care.
E.g. Application of
social science and
health and social policy
Personal and PH
therapeutics; local
national and
international
approaches.
Nursing and Social Work:
Science focussed module
level 4
40 CATS
Exposure to and
participation in safe,
compassionate care giving
within relationship centred
nursing and social work
E.g. Essential biological
science and understanding
disease, nursing assessment
and development of caring
skills. Social Work Theories
and methods underpinning
interventions.
Nursing and Social Work:
Science focussed module
level 5
40 CATS
Internalisation of safe and
effective planning and
decision making through
participation in Relationship
centred care when dealing
with people in a range of
care/practice settings
E.g. Understanding altered 
physiology, co morbidities, 
understanding socio
economic deprivation, social
policy and legal frameworks,
advancing and adapting
caring skills.
Relationship centred
care focussed module
level 4
40 ATS
Identification of Self when
exposed to working safely
within Relationship
centred care, a
professional perspective
and user/carer perspective
E.g. Essential
psychological science,
professional values and
ethics, and development
of communication skills.
Public Health
focussed module level
6
20 CATS
Disseminating quality
outcomes when
managing and
participating in the
protection of health and
Nursing and Social Work:
Science focussed module
level 6
30 CATS
Disseminating quality when
Leading and participating in
Relationship centred care
when working with complex
cases. E.g. appreciation of
Relationship centred
care focussed module
level 6
20 CATS
Utilising knowledge of Self
and others when Leading
Relationship centred care
in a range of environments
and across boundaries
Relationship centred
care focussed module
level 5
30 CATS
Internalisation of selfknowledge through
participation in
Relationship centred care
when working with others
in challenging situations
from a:
professional perspective
user/carer perspective
E.g. application of
psychological science,
social work theory and
methods utilizing
advancing communication
skills and professional
behaviours.
Sheffield Hallam University 13th November 2012
36
practice through service
innovation and
development
social wellbeing in
individuals and
communities.
E.g. Utilisation of health
and social policy when
implementing health
protection strategies.
the service users' journey
when managing complex
health and social care needs
including acute illness and
long term conditions. Social
policy and legal frameworks
Utilizing advanced caring
skills in nursing and social
work to deliver best practice.
E.g. harnessing
psychological frameworks
and communication
models to evaluate and
develop performance
when leading care.
Sheffield Hallam University 13th November 2012
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Table 6(a): Course Plan
B Sc (Hons) Nursing (Learning Disability) and Social Work
TRAINING PLAN BLANK
YEAR ONE
B
B
P
P
P
P
P
P
P
P
B
H
H
B
B
B
B
P
P
P
P
P
25
9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24
13
23 30 7 14 21 28 4 11 18 25 2 9 16 23 30 6
JAN
DEC
NOV
OCT
SEPT
2014
Christmas
2013
26
20
27
27
28
3
FEB
29
10
30
17
31
24
32
3
MAR
33
10
34
17
35
24
37
36
7
31
APRIL
38
14
39
21
40
28
41
5
MAY
42
12
43
19
44
26
45
2
JUNE
46
9
47
16
48 49 50
23 30 7
JUL
B
B
H
B
B
B
B
B
B
B
B
B
B
H
P
B
51 52
14 21
1
28
P
P
B
B
I
H
H
2 3
4 11
AUG
4
18
H
5
25
6 7
1 8
SEPT
8
15
Easte
YEAR TWO
I B
9
10
22
29
B
B
B
11
12
13
14
6
13
20
27
16
17
18
3
10
17
24
19
20
21
22
23
1
8
15
22
29
B
B
B
B
B
24
25
26
27
5
12
19
26
29
30
31
2
9
16
23
32
33
34
35
2
9
16
23
36
37
38
39
40
30
6
13
20
27
42
43
44
4
11
18
25
45
46
47
48
1
8
15
22
49
50
51
52
1
29
6
13
20
27
B
B
H
H
2
3
4
5
3
10
17
24
H
6
7
8
31
7
14
H
H
H
SEPT
AUG
JUL
JUNE
MAY
APRIL
MAR
41
B
2015
Christmas
2014
28
B
P
P
P
P
p
p
p
p
p
p
p
p
p
p
H
H
B
B
B
B
B
B
B
FEB
JAN
DEC
NOV
OCT
SEPT
15
H
H
P
P
P
P
P
P
P
P
YEAR THREE
SEPT
I
B
B
B
B
B
B
B
B
B
B
B
B
H
H
B?
B
B
B
B
P
P
P
P
P
P
H
H
P
P
P
P
P
P
P
P
P
P
P
P
P
P
B
B
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52
1
2
3
4
5
6
7
8
21
28
5
12
19
26
2
9
16
23
30
7
14
21
28
4
11
18
25
1
8
15
22
29
7
14
21
28
4
11
18
25
2
9
16
23
30
6
13
20
27
4
11
18
25
1
8
15
22
29
5
12
OCT
DEC
NOV
Christmas JAN
FEB
MAR
APRIL
MAY
JUNE
JUL
B
B
AUG
SEPT
2016
2015
HUB NURSING
4,600 hrs = 2,300 practice 2,300 theory
SPOKE SOCIAL WORK AND OTHER PROFESSIONS
INTEGRATED
HUB AND SPOKE NURSING AND SOCIAL WORK
INDUCTION/STUDY BLOCK
STUDY BLOCK
HOLIDAY
PERSONAL DEVELOPMENT TIME
PLACEMENT WEEKS: YEAR 1 - 16 WEEKS. YEAR 2 - 22 WEEKS . YEAR 3 - 20 WEEKS
Sheffield Hallam University 13th November 2012
38
Table 6(b): Additional Course Plan Outlining Placements
BSc (Hons) Applied Nursing (Learning Disability) and Generic Social Work
YEAR ONE
STUDY BLOCKS YEAR 1 INCLUDING
ASSESSMENT OF READINESS TO
PRACTICE , PRIOR TO FIRST PLACEMENT.
TO MEET PCF LEVEL 2 .
I
8
H
STUDY
BLOCK
H
PLACEMENT 1 NURSING
HUB AND SPOKE.
B
H
H
PLACEMENT 1 CONTINUED.
STUDY BLOCK
B
9
10 11 12 13 14 15 16 17 18 19 20 21
22
23 24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48 49 50 51 52
1
23
30 7
OCT
23
30
JAN
13
20
27
3
Feb
10
17
24
3
Mar
10
17
24
31
APR
7
14
21
28
5
MAY
12
19
26
2
Jun
9
16
23
21
28
P
P
SEPT
14
21
28
4 11
NOV
18
25
2
Dec
9
16
6
Christmas
30
JUL
7
14
H
H
H
2
3
4
5
4 11
AUG
18
25
7
8
1
8
SEPT
15
6
Easter
YEAR TWO
STUDY
BLOCK
I
8
PLACEMENT 2
NURSING HUB
H
STUDY BLOCK (B)
H
H
H
PLACEMENT 2 - SOCIAL WORK PLACEMENT - 70 DAYS WITH
DIFFERENT SERVICE USER GROUP TO PLACEMENT 3 . TO MEET
PCF LEVEL 3 . NURSING - SPOKE PLACEMENT .
B
B
H
H
H
9
10 11 12 13 14 15 16 17 18 19 20 21
22
23 24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48 49 50 51 52
1
2
3
4
5
6
7
8
22
29
22
29
12
19
26
2
9
16
23
2
9
16
23
30
6
13
20
27
4
11
18
25
1
8
15
22
27
3
10
17
24
31
7
14
H
H
H
SEPT
6
13
20
27
OCT
3
10
17
24
NOV
1
8
15
Dec
5
JAN
2010
StudentsFeb
to attend on the 1 day consolidation
Mar only
APR
MAY
29
6
13
20
JUL
AUG
SEPT
Christmas
YEAR THREE
STUDY BLOCK (B)
I
8
SEPT
H
PLACEMENT 3
INTEGRATED NURING
AND SOCIAL WORK
STUDY BLOCK
H
H
H
PLACEMENT 3 CONTINUED INTEGRATED NURING AND SOCIAL
WORK. 100 DAYS WITH DIFFERENT SERVICE USER GROUP TO
PLACEMENT 2. TO MEET PCF LEVEL 4.
B
B
9
10 11 12 13 14 15 16 17 18 19 20 21
22
23 24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48 49 50 51 52
1
2
3
4
5
6
7
8
21
28
21
28
11
18
25
1
8
15
22
29
7
14
21
28
4
11
18
25
2
9
16
23
30
6
13
20
25
1
8
15
22
29
5
12
5
12
19
OCT
26
2
NOV
9
16
23
30
Dec
7
14
JAN
4
Feb
Mar
APR
MAY
Jun
27
JUL
4
1
18
AUG
SEPT
PLACEMENT WEEKS: YEAR 1 - 16 WEEKS, YEAR 2 - 22 WEEKS, YEAR 3 - 20 WEEKS
HOLIDAY
PERSONAL DEVELOPMENT TIME. E,
UNLESS
UNLESS
OUTSTANDING
REQUIREMENTS
WORK/PLACEMENT
OF THE PROGRAMME STILL TO COMPLETE.
Sheffield Hallam University 13th November 2012
39
5
PROGRESSION/CAREER ROUTES
Possible progression or career routes after the student has completed this
programme include
There is a wealth of diverse career opportunities available to students when they
register as a learning disability nurse and a social worker. The university will support
students so that at the point of registrations they have sufficient information of the
options available to make an informed decision about their career choices and how
the university can continue to support their chosen career pathway. There are
extensive and diverse career opportunities within both Social Work and Nursing. For
example, Learning Disability Nursing includes working in the community in a variety
of health support roles to individuals, on case work, with families, schools,
multidisciplinary teams, with health centres and many other variants. Social workers
take up careers in a range of settings such as field work, day services, outreach
teams, hospitals, working across statutory, voluntary and private sectors, with
diverse client groups. With additional training and study graduates from the course
could go on to work as a specialist practitioner (learning Disability), work in
education, research or become a service leader or manager. Partnership working in
particular with one organisation (Enable Housing) has led to a pilot study with
funding from Skills for Care. This study explores the evolution of joint Learning
Disability Practitioner posts established within that organisation since 2010 and has
reported on these innovative posts to Skills for Care (ENABLE and Skills for Care
2012.
Support is available for continuing professional development with accredited courses
from a range of interdisciplinary modules in the postgraduate Health and Social Care
Practice Framework. The majority of modules are aimed at a multidisciplinary target
audience to enhance the E- Learning experience. Information regarding these and
our short course provision can be obtained from the following web pages:
http://www.shu.ac.uk/faculties/hwb/cpd/subjects/nursing.html
6
ENTRY REQUIREMENTS AND ENTRY PROFILE
Specific Entry Requirements for entry to the initial stage of this programme are
We are committed to ensuring service user involvement in all aspects of the course.
Accordingly, service users with a learning disability participate in the selection
process. They have determined that an applicant should present an entry profile that
confirms that candidates are well-rounded individuals who are committed to their
chosen study and area of practice. In particular a person who enjoys the company
of, and assisting and supporting people with learning disabilities and their
associates, and therefore, will demonstrate an awareness of some of the values and
ethics underpinning nursing and social work practice. Candidates will also need to
be capable of developing into a self-motivated, critically reflective professional who
exercises care and compassion in an assistive and empowering way with service
users, families and carers.
Sheffield Hallam University 13th November 2012
40
Table 7: Specific Entry Requirements for entry to the initial stage of this course are:
Academic
Qualifications
(including A / AS level
grades and subjects,
where applicable)
Level of English
language capability
Any other specific,
formally certified
qualifications
Any other specific
entry requirements
Normally five GCSEs at grade C or above,
including English language or literature and
mathematics (or equivalent such as Level 2
Adult Literacy/Numeracy or Key Skills Level 2
Communication/Application of Number) plus
one from the following:
280 points from GCE/VCE A2 levels or BTEC
National qualifications. We accept general
studies A level but AS levels do not count
towards the point's total.
See GCSE English requirement above.
Additionally
candidates
will
need
to
demonstrate an overall IELTS score of 7.0.
BTEC
National
qualifications
and
other
qualifications in the UCAS tariff such as
International Baccalaureate, Cache Diplomas, and
degrees in other subjects.
Access to HE Diploma for a QAA recognised
Access to HE course in health studies, health
science, social sciences or nursing. Normally
we require 15 credits at Level 2 and 45 at level
3 of which at least 15 level 3 credits should be
graded at distinction level.
In addition to the academic qualifications, the
applicants for the BSc (Hons) Applied Nursing
(Learning Disability) and Generic Social Work
must:
 Have had some care experience and/or an
understanding of caring, to be evidenced in
the personal statement in order to be
selected for interview at the university.
 Be fit and healthy and able to participate in
strenuous physical, psychological and
emotionally demanding work.
All
applicants will be required to undergo
health screening to assess their fitness to
commence the course within the field of
nursing and social work. This includes
undertaking an approved course of
immunisation, as recommended by the
Department of Health. Students with a
disability or long term health conditions are
advised to contact the nursing and social
work subject group Disability Co-ordinators
at the University to discuss any questions
they may have prior to making an
Sheffield Hallam University 13th November 2012
41
Any specific
articulation
arrangements
recognised for this
course
Professional
qualifications
Any other specific
entry requirements
application or starting the course.
 Have one supportive reference from a
current or recent employer or from an
educational institution where recent study
has been undertaken. The reference must
indicate the applicant is motivated to study
and does not have a record of repeated
absence and/or sickness.
 Undergo enhanced checking by the DBS
before commencement of placement.
 Demonstrate the ability to undertake an
intensive course of professional and
academic study, to communicate in a
variety of modes and to apply reflective and
analytical skills in the consideration of their
own work and others.
 Demonstrate an insight in to the course and
profession if selected for face to face
interview at the University.
Applicants must declare any criminal
convictions, cautions and bindings over,
including those considered spent during the
admissions process. Criminal convictions do
not necessarily prevent acceptance on the
course, but some may be regarded by an
employer or professional body as excluding the
student from practice.
Applicants also need to have been living in the
UK for over three years and have indefinite
leave to remain or refugee status or be a
resident of the EU.
6.2 APPLICANT ENTRY PROFILE: the knowledge, skills and qualities etc. required to
enable the student to benefit from, and succeed on the programme of study are
Skill requirements
Applicants need to demonstrate the ability to:




Debate topics and issues
Draw on conclusions from written material
Study independently as well as a member of a group
Use computers and technology associated with contemporary teaching,
learning and assessment methods
 Show the potential to successfully complete a range of assignments including
researched essays and practical examinations.
This is normally achieved by completing academic study at level three or above
within the last four years.
Sheffield Hallam University 13th November 2012
42
Personal Statements must• Demonstration of a good understanding of the role of the learning disability
nurse and social workers in contemporary health and social care.
• Evidence of care experience in health or social care settings
• Identification of transferable skills such as, team working, prioritising,
understanding of demands that impact on nurses and social workers, time
management skills and relevant care skills.
• Sensitivity which recognises the needs of Service Users in differing situations
and recognises own limitations.
• Presentation; the statement is confident, clear and convincing with the written
English being eloquent, expressive and articulate; all spellings are correct and
grammar and punctuation correct.
Applications to the learning disability nursing and social work course are via the
UCAS system. The subject area of nursing has a designated admissions tutor who
liaises with the admissions office and manages the organisation of entry to the
course.
Applications received via UCAS are sent to the Admissions Tutor who will ensure
that short listing against the above criteria is promptly completed.
The Admissions Tutor advises the Admissions office of which applicants to invite for
interview.
All applicants are required to undertake a written exercise at the selection event ensuring they can make use of written materials and communicate clearly and
accurately in written English. Applicants invited to interview are advised of University
Disabled Student Support Services that can be utilised during the selection event.
The Admissions Tutor liaises with the university Disabled Student Support Team in
order that any specific support needs are addressed during the interview and written
exercise.
All short listed applicants undertake group and individual interviews to ensure they
are capable of meeting the required standards by the end of their training and have
the appropriate personal and intellectual qualities to be a learning disability
nurse/social worker. Employer representatives and service users participate in the
interview process alongside academic staff.
During the selection event, applicants are required to complete suitability checks
including DBS Declaration and any user involvement with social services and, at a
later point, but before placement/practice learning, an Occupational Health
Declaration. Applicants are also required to declare any previous attempts at
qualifying as a nurse/social worker and why they did not complete the course. The
University, through the Faculty, reserves the right to review your suitability for
membership on a course if clear evidence of professional unsuitability emerges.
Issues with reference to the DBS declaration declared at this stage will be referred to
'Fitness to Practice' processes and a decision will be made based upon your
individual circumstances as to whether a place will be offered. Students have the
Sheffield Hallam University 13th November 2012
43
right to appeal any decision reached. Where there is cause of concern re your health
status you will be referred to Occupational Health for an assessment of your
suitability to be offered a place on the programme.
Your Health, record of previous offending behaviour and Good Character as well as
being assessed pre course will be monitored throughout the programme and you will
be asked to complete a self-declaration each year to confirm that there are no
changes to the declaration made at the point of selection. There are taught sessions
on professional conduct and students are referred to the appropriate NMC/HCPC
documentation online.
You are expected to conform to the current NMC student code [available at:
http://www.nmc-uk.org/Documents/Guidance/NMC-Guidance-on-professionalconduct-for-nursing-and-midwifery-students.PDF] and HCPC Standards of conduct,
performance and ethics [available at:
http://www.hpcuk.org/aboutregistration/standards/standardsofconductperformancean
dethics/]
The admissions process is developed and reviewed by academic staff, employer
representatives and service users and carers. This includes development of the
interview questions and written exercise, which are reviewed on an annual basis.
The BSc(Hons) Applied Nursing (Learning Disabilities) and Social Work at Sheffield
Hallam University is committed to recruiting from a range of diverse backgrounds,
but all candidates must show they have the potential to study at degree level and the
potential to meet the NMC, TCSW and HCPC requirements that form the structure of
the course.
6.3
The University will select non-standard entrants to the programme in the
following ways
Mature applicants over age 21 and others who possess certified qualifications other
than those stated may be admitted, provided they provide evidence of recent study
at Level 3 and meet the entrance requirements stipulated by the NMC. This would
involve scrutiny of an applicant's evidence of prior learning and experience, using the
Credit and Accumulation Transfer Scheme and Flexible Learning mechanisms of the
University. This might also involve submission of a piece of written work in order to
assess the applicant's commitment and potential to complete the award successfully.
Where practice is to be a credited the applicant will be expected to provide evidence
of safe practice.
Applicants without evidence of recent study may be required to undertake a
recognised Access course in Health Studies or a related course.
6.4
Use of Prior Credit (APCL/APEL): prior certificated credit or prior
experiential credit may be used within the programme in the following ways
Sheffield Hallam University 13th November 2012
44
The BSc (Hons) Applied Nursing (Learning Disability) and Generic Social Worker
Nursing in common with other educational courses offered within the Faculty of
Health & Wellbeing, maximise the opportunities for the accreditation of prior
certificated and experiential learning. In so doing, the course will use and build upon
the expertise of the University in general and the Faculty of Health & Wellbeing in
particular. The principles for use of Accredited Prior Certificated Learning (APCL)
and Accreditation of Prior Experiential Learning (APEL) include the following:



All flexible E- Learning has a sound educational foundation (Kolb 1984) and
facilitates deep learning
Procedures used encourage the awarding of specific credit at an
appropriate level within a particular context
Credit is awarded for learning which may be assessed rather than from the
experience alone
The Nursing and Midwifery Department have extensive experience of utilising
APEL/APCL in the Pre-Registration course through the PGDip route. Well
established mechanisms exist which have been commended by external examiners
for their robust nature. Applicants wishing to access this route would receive full
guidance and support in line with University regulations and NMC guidance.
For social work previous study or work experience can sometimes count towards
your qualification. Successfully completing all or part of a higher education course
may allow you on to the second or third year of a course. A smaller amount of credit,
at higher education level, may count towards your qualification. This is called
accreditation of prior credited learning.
The Department would also consider relevant work experience, provided it is at an
appropriate level for your course. This is called accreditation of prior experiential
learning.
Accredited Prior Experiential Learning (APEL) is defined as: ‘a process through
which learning achieved outside education or training systems is assessed and as
appropriate recognised for academic purposes’ (QAA, 2004). APEL is a process of
reflecting upon the learning acquired from experience. The experience itself does not
count in an APEL claim, rather it is the student’s learning from experience presented
in a portfolio (with evidence) and the learning is assessed as to the extent it is
broadly equivalent to the specified learning outcomes of a particular module of a
particular award.
Accredited Prior Certificated Learning (APCL) is defined as: ‘a process through
which previously assessed and certified learning is considered and as appropriate
recognised for academic purposes’ (QAA, 2004). For an APCL claim, the certificate
and a transcript from previous learning is assessed to identify if the student can be
exempt from studying similar modules already undertaken elsewhere. The
assessment considers matching the ‘levels’ of learning acquired previously to the
learning outcomes of a module. Assessors also consider the ‘currency of
qualifications’ usually between two - five years.
Sheffield Hallam University 13th November 2012
45
Use of Prior Credit (APCL/APEL): prior certificated credit or prior experiential credit
may be used within the Programme in the following ways:
This programme will operate APCL provision in line with University and
Faculty policy and procedure.

Students applying for exemption from modules must provide evidence of
previous certificated learning.

The course leader and other colleagues will consider APCL claims, in line with
university regulations.

Successful APCL claims will be ratified by the programme Assessment Board
and details recorded on individual student records.

In order to achieve APCL credit for specified modules, students must
demonstrate that their previous certificated learning met both academic and
professional requirements for this programme.
The faculty has well established APEL systems, including mechanisms to support
APEL applicants, and this programme will utilise such processes. The course leader
and other colleagues will consider claims under the APEL regulations. Students
applying for exemption from modules under the APEL regulations must provide
documentary evidence that demonstrates how the academic and professional
requirements of the module have been met. The course leader will verify that the
evidence produced by the student has met the requirements of the module/s against
which APEL is claimed. Successful APEL claims will be ratified by the programme
Assessment Board and details recorded on individual student records.
Candidates will be informed that APEL is not available for the 30 skills days
embedded with academic modules or the two practice learning (170 days) modules.
Sheffield Hallam University 13th November 2012
46