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1. Admissions/ Management Information
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Title of the new programme – including any year abroad/ in industry variants

See guidance on programme titles in Appendix V:
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https://www.york.ac.uk/media/staffhome/learningandteaching/documents/policies/Framework%20for%20Programme%20Design%20-%20UG.pdf
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MNursing (Hons) in Nursing (Adult); MNursing (Hons) in Nursing (Child); MNursing (Hons) in Nursing (Mental Health); MNursing (Hons) in Nursing (Learning Disability)
all the above also available with a year abroad variant i.e. MNursing (Hons) in Nursing (relevant field of practice) with a year abroad
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Level of qualification
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Please select:Level 7
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Please indicate if the programme is offered with any year abroad / in industry variants

NB: This does not include the opportunity for students to take the Careers and Placements 'With Placement Year' (see section 10). 		Year in Industry
Please select Y/N		No
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Year Abroad
Please select Y/N		Yes
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This document applies to students who commenced the programme(s) in:September 2021
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Awarding institutionTeaching institution
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University of York University of York
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Department(s):
Where more than one department is involved, indicate the lead department		Board of Studies
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Lead Department Department of Health SciencesHealth Sciences
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Other contributing Departments: n/a
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Interim awards available Interim awards available on undergraduate programmes (subject to programme regulations) will normally be: Certificate of Higher Education (Level 4/Certificate), Diploma of Higher Education (Level 5/Intermediate), Ordinary Degree and in the case of Integrated Masters the Bachelors with honours. Please specify any proposed exceptions to this norm.
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Students may step off the programme completely at the end of Stage 1 if they have successfully passed all Level 4 accredited modules and receive a Certificate of Higher Education in Care Related Studies. This certificate carries no professional award but is consistent with the core standards for OCF nursing support worker role although this would need assessment and verification by subsequent employers.
•Students may also step off the programme completely at the end of Stage 2 if they have successfully passed all Level 5 accredited modules and receive a Diploma of Higher Education in Care Related Studies. This diploma carries no professional award or registration.
•Students may step off or be discontinued due to academic failure during stage 3.If they have achieved 300 academic credits they will receive an Ordinary Degree which carries no professional award or registration.
•Students may also step off the programme completely at the end of Stage 3 if they have successfully passed all Level 6 accredited modules and receive a BSc (Honours) in Nursing, with professional registration.
•Students who exit the programme during Stage 4 will receive a BSc in Nursing (with professional registration) provided that they have successfully passed all Level 6 accredited modules and recorded the minimum practice hours for registration. If they have not obtained the minimum practice hours for registration with the NMC, but have successfully passed all level 6 accredited modules they may step off the programme with a BSc Care-Related Studies which carries no professional award or recognition.
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UCAS codeRoute code
(existing programmes only)
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Mental Health Masters of Nursing in Nursing - B760; Adult Masters of Nursing in NursingB743 Awaiting codes for Learning Disability, Masters of Nursing in Nursing and Child Masters of Nursing in Nursing (B733)
There are four Fields of Practice (FoP) within the MNursing programme (Adult, Child, Learning Disability and Mental Health nursing. Prospective students select a FoP when applying through UCAS. Each FoP has a specific UCAS and route code. Students in all FoP complete all programme modules (which have the same module codes) and progress towards meeting the same programme learning outcomes).
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Admissions criteria
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ABB or equivalent = 120 UCAS Tariff Points + GCSE English Maths & Science or equivalent
In accordance with NMC requirements (NMC 2010) students transferring from another institution or returning after a lengthy break will be checked for Good Health and Character.
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Length and status of the programme(s) and mode(s) of study
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ProgrammeLength (years) Status (full-time/part-time)
Please select		Start dates/months
(if applicable – for programmes that have multiple intakes or start dates that differ from the usual academic year)		Mode
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Face-to-face, campus-basedDistance learningOther
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Undergraduate Integrated Masters

Undergraduate Integrated Masters with a year abroad		4


5		Full-timeNot applicablePlease select Y/NYesPlease select Y/NNoPractice based assessments = 50% of academic credit (excluding year abroad where applicable)
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Language(s) of study
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English
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Language(s) of assessment
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English
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2. Programme accreditation by Professional, Statutory or Regulatory Bodies (PSRB)
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2.a. Is the programme recognised or accredited by a PSRB
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Please Select Y/N: Yesif No move to section 3
if Yes complete the following questions
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2.b. Name of PSRB
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Nursing & Midwifery Council (NMC)
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2.c. Please provide details of any approval / accreditation event needed, including: timescales, the nature of the event, central support / information required:
Please also specify whether any accreditation arrangement will require renewal during the expected period of study of the cohort of students covered by this document; if such an event will be required, please state what the implications are for students who are already enrolled should accreditation not be renewed.
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A joint University/NMC approval event was held on 13 June 2019. NMC approval in light of the Emergency Education Standards was by report only. Ongong changes in light of the NMC recovery standards (Sept 2020 onwards) have been reported to the NMC, and approved.
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2.d. Does/ will approval or recognition require exceptions to University rules/practices?
Please select Y/N		Yesif Yes, provide details
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There is no compensation in assessment at module level, in the context of the NMC standards (SFNME R5.16) (the NMC does not permit compensation between theory and practice whereas York permits no compensation at module level).
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2.e. Any additional information (e.g. student attainment required to achieve accreditation) that are required by the PSRB should be recorded here
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The programme has to explicitly meet the NMC requirements for Standards for Education 2018. Students are required to pass both academic and practice experience components by the University and NMC. The programme is a 50/50 split between academic assessment and practice based assessment (this relates to hours completed in practice and credit weighting). For registration the NMC require students to complete a total of 4600 hours evenly split between theory and practice. Students must be of sound character and ‘fit to practice’. This is signed off by a named NMC signatory in the department. Students registering in Adult field of nursing also have additional European Union requirements stipulating that they are required to experience a minimum of 10 hours across each of the other 3 fields of practice as well as midwifery (Directive 2005/36/EC'). It is of relevance to note that some practice hours can be achieved through simulated activity. We have adopted the regional definition of clinical skills and simulation [Yorkshire and Humber] as:
“….any action performed by staff involved in direct care of patients which impacts on clinical outcomes in a measurable way and includes:
• Cognitive or 'thinking' skills such as clinical reasoning and decision making
• Non technical skills such as team working and communication
• Technical skills such as clinical examination and invasive procedures
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3. Additional Professional or Vocational Standards
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Are there any additional requirements of accrediting bodies or PSRB or pre-requisite professional experience needed to study this programme?
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Please Select Y/N: Noif Yes, provide details
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No pre requisite professional experience is required for admission to programme.
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4. Programme leadership and programme team
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4.a. Please name the programme leader for the year to which the programme design applies and any key members of staff responsible for designing, maintaining and overseeing the programme.
NB: If the proposal is for a combined programme the name of the Programme Leader (based in the Lead Department) and the Associate Programme Leader(s) from the Partner Department(s) should be provided.
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Programme Lead - Dr Beth Hardy; Stage 1 Lead - Anita Savage Grange; Stage 2 Lead - Rachel Skipper; Stage 3 Lead - Ali Foster-Lill; Stage 4 Lead- Dr Beth Hardy, Jess Powell = BSc programme lead.
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4.b. How are wider stakeholders such as students/ alumni, professional bodies and employers involved in the design of the programme and in ongoing reflection on its effectiveness?
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The department worked closely with a range of key stakeholders for over a year. Events were organised and well attended. Key practice partners/employers were involved and attended key stakeholder meetings which were minuted. Students specifically attended focus groups; their contributions and feedback have fed directly in to the curriculum development process. Student representatives have also been present at BoS when curriculum documentation has been ratified. The appointed lead for service user and carer engagement has facilitated specific events which feed directly into the curriculum development process. The NMC were consulted as required in preparation for Gateway submissions. A departmental NMC correspondent is appointed to co-ordinate the approval process and other NMC related issues. Feedback from each stakeholder group impacted on the curriculum design process. Ongoing Quality Assurance Processes involve service users, carers and students.
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5. Purpose and learning outcomes of the programme
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5.a. Statement of purpose for applicants to the programme
Please express succinctly the overall aims of the programme as an applicant facing statement for a prospectus or website. This should clarify to a prospective student why they should choose this programme, what it will provide to them and what benefits they will gain from completing it.
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The programme at York has been specifically designed to champion effective patient care, across a range of specialist areas, through the development of knowledgeable, professional, compassionate nurses. As a student on this stimulating programme, you will develop key values and high calibre clinical skills through learning in theoretical and placement settings. You will also have the benefit of access to cutting edge national and international research. As a result, on completion of your degree you will become a registered nurse, equipped to commence work in the NHS or independent health and social care, as well as in research or humanitarian aid settings.

As a student on the Adult Nursing programme you will develop person-centred approaches to care of adults in hospital, primary care, community and home settings.

As a student on the Mental Health Nursing programme your practice will be based on collaborative, person-centred care and principles of recovery.

As a student on the Learning Disabilities Nursing programme you will develop a person-centred approach to individuals and families to enable their voice to shape their future.

As a student on the Children’s Nursing programme you will develop your understanding of the needs of children and adolescents and their families encountering a range of health-related problems.

All students will learn about nursing in a range of care settings, across the life span and informed by contemporary research.

As a student on our Integrated Masters in Nursing Programme you will aspire to be a future leader, shaping care delivery and quality improvement across healthcare settings. You will develop a range of advanced nursing, research and leadership skills with a view to career progression in your chosen field of practice. This exciting Programme offers you a higher level experience in robust leadership and change management and at a higher organisational level.
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5.b.Programme Learning Outcomes
Please provide six to eight statements of what a graduate of the programme can be expected to do.
Taken together, these outcomes should capture the distinctive features of the programme. They should also be outcomes for which progressive achievement through the course of the programme can be articulated, and which will therefore be reflected in the design of the whole programme.
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PLOOn successful completion of the programme, graduates will be able to:
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1Engage in compassionate and reflective practice, taking accountability for their own actions and those they lead.
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2Work in partnership at an advanced level with individuals, families, communities and other professionals to promote health and maintain quality of life.
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3Use enhanced knowledge, skills and expertise to assess individuals with complex needs to diagnose and plan person-centred care in a variety of settings, and across the lifespan.
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4Synthesize evidence to inform leadership and nursing practice.
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5Lead, manage and support staff and teams across a range of care settings.
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6Access, assess and evaluate information and take appropriate action to address risk, ensure safe practice and improve quality including at a strategic and organisational level.
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7Develop and lead care across a range of organisations and settings.
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8Communicate effectively in an accessible way with individuals, professionals and in a wider organisational setting, using a range of techniques and strategies.
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5.c. Programme Learning Outcome for year in industry (where applicable)
For programmes which lead to the title ‘with a Year in Industry’ – typically involving an additional year – please provide either a) amended versions of some (at least one, but not necessarily all) of the standard PLOs listed above, showing how these are changed and enhanced by the additional year in industry b) an additional PLO, if and only if it is not possible to capture a key ability developed by the year in industry by alteration of the standard PLOs. (See also section 10)
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N/A.
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5.d. Programme Learning Outcome for year abroad programmes (where applicable)
For programmes which lead to the title ‘with a Year Abroad’ – typically involving an additional year – please provide either a) amended versions of some (at least one, but not necessarily all) of the standard PLOs listed above, showing how these are changed and enhanced by the additional year abroad or b) an additional PLO, if and only if it is not possible to capture a key ability developed by the year abroad by alteration of the standard PLOs. (See also section 11)
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An additional PLO (9b) has been formulated to incorporate an outcome for year abroad - You will develop a global perspective of healthcare through a year abroad.
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i) Why the PLOs are considered ambitious or stretching?
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The new NMC Standards for Education are stretching and ambitious in terms of the stipulated outcomes and requirements of a registrant. The standards comprise of 7 "platforms" which describe the requirements of a registered nurse at the point of registration. More stretching elements relate specifically to leadership in healthcare and prescriber readiness. As a department, in addition to alignment with NMC platforms we have incorporated and embedded evidence based nursing and nursing research throughout the programme.
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ii. The ways in which these outcomes are distinctive or particularly advantageous to the student:
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The overall course content has been reduced by taking a concept-based approach to planning. Learning outcomes reflect ‘conceptual clusters’ which reduce content overload often seen in professional programmes. There is a strong and embedded research focus throughout all stages and all modules. There is a specific focus on development of leadership skills particularly in stage 4.
The PLOs are generic across the four fields of practice, students will develop skills specific to their field of practice through placements and seminar groups from year 2 onwards.
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iii) How the programme learning outcomes develop students’ digital literacy and use technology-enhanced learning to achieve the discipline and pedagogic goals which support active student learning through peer/tutor interaction, collaboration and formative (self) assessment opportunities (reference could be made to such as blogging, flipped classrooms, response 'clickers' in lectures, simulations, etc).
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 We have taken a concept-based approach to curriculum design which will influence our approaches to learning and teaching. There will be a significant number of learning hours using active learning approaches including flipped classroom, simulation-based education, skills training, use of TEL (including the use of Electronic Voting Systems for audience participation) and integrated VLE use. Assessment strategies will incorporate TEL through the use of presentations, in addition to VLE upload etc. Peer and tutor interaction will include the use of module discussion board, wikis and other TEL approaches. Other communication strategies incorporating TEL include online conference calls.
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iv) How the PLOs support and enhance the students’ employability (for example, opportunities for students to apply their learning in a real world setting)?
The programme's employability objectives should be informed by the University's Employability Strategy:
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http://www.york.ac.uk/about/departments/support-and-admin/careers/staff/
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50% of the students' pre-registration programme will be spent in a 'real world' setting working under the supervision of practice assessors and supervisors, or working on practice related learning activities. The PLOs will ensure that the students are competent at the point of NMC registration. There will be an option to take a placement year or a year abroad which will support student employability. Our employability statistics for pre-registration are consistently close to 100%, nevertheless we are working alongside the careers service to enhance employment choice and encourage students to be ambitious in their applications. It is noteworthy that senior stakeholder engagement has included key local employers who have made contributions to curriculum design. Local employers are also directly involved in selection days and ongoing engagement events.
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v) Consultation with Careers
The programme proposal should be discussed with Careers. Please contact your Faculty Employability Manager.
Please provide details of Careers' comments and your response.
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The department have an ongoing workstream with Careers.
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vi) How will students who need additional support for academic and transferable skills be identified and supported by the Department?
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Students are advised to seek support for writing and development from the learning enhancement unit. Writing skills and development will be embedded in modules where a written assessment is required. Some students with a recognised disability will have a specific student support plan whereby additional adjustments will be made.
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vii) How is teaching informed and led by research in the department/ centre/ University?
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Research will be integrated into all aspects of curriculum content and delivery. The curriculum design is research informed and teaching and assessment strategies reflect this approach.
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Stage 0 (if your programme has a Foundation year, use the toggles to the left to show the hidden rows)
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Stage 1
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On progression from the first year (Stage 1), students will be able to:
Apply their knowledge of health and well being to practice and demonstrate understanding of professional responsibility, development and nursing enquiry. (Please note that clinical skills are mapped into MYEPAD across all stages ensuring they are fully assessed)
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PLO 1PLO 2PLO 3PLO 4PLO 5PLO 6PLO 7PLO 8
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Describe the value of reflection in and on practice and illustrate professional responsibilities in accordance with the Nursing Midwifery Council.Understand the concepts of individual, family, community and others and how these impact upon health and wellbeing.Identify how physical, social, psychological and cultural factors impact upon and inform the assessment of experiences of health.Understand the concept of healthcare practice and forms of research evidence for nursing.Describe concepts of self within a context of contemporary nursing.Understand the concept of safety, risk and harm and identify factors that impact upon the safety of individuals in care settings.Understand the contribution of nursing within health and social care.Demonstrate fundamental interpersonal communication skills.
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Stage 2
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On progression from the second year (Stage 2), students will be able to:Use evidence to underpin their decisions and reflect on their understanding of ill health and public health within the current socio-political context.
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PLO 1PLO 2PLO 3PLO 4PLO 5PLO 6PLO 7PLO 8
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Reflect upon their own care values and utilise the skills of reflective practice to understand issues surrounding accountability.Demonstrate understanding of public health, health promotion and environmental factors in health and wellbeing.Undertake a holistic, person-centred assessment to understand a person’s experience of ill health.Identify and critically appraise forms of evidence to underpin decision-making for nursing practice.Explain the concept of team work and reflect upon multidisciplinary approaches promoting quality care.Understand professional responsibilities in responding to identified risk and promoting safe practice.Describe the current organisation of health and social care in its socio-politico-cultural context.Communicate effectively in an accessible way with individuals and other professionals.
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Stage 3
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(For Integrated Masters) On progression from the third year (Stage 3), students will be able to:Work in partnership with others in complex situations to lead, deliver and evaluate evidence based, person centred care. NB: The PLOs for Stage four in the MNurs relate to the overall programme learning outcomes.
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PLO 1PLO 2PLO 3PLO 4PLO 5PLO 6PLO 7PLO 8
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Engage in compassionate and reflective practice, combining knowledge and expertise and taking accountability for your own actions.Work in partnership with individuals, families, communities and other professionals to promote health and maintain their quality of life.Assess individuals with complex needs to plan person-centred care in a variety of settings based upon nursing knowledge, skills and expertise.Use evidence to inform decision making when providing and evaluating high quality nursing care across the lifespan.Lead, manage and support staff and teams across a range of care settings.Access, assess and evaluate information and take appropriate action to address risk, ensure safe practice and improve health outcomes.Coordinate and manage care of people across a range of organisations and settings.Communicate effectively in an accessible way with individuals and other professionals using a range of techniques and strategies.
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5.g. Other features of the programme
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i) Distance Learning
Does the programme involve distance learning:
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Please Select Y/N: Noif Yes, you are required to submit to Teaching Committee:
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Checklist for Distance Learning Programmes