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1. Admissions/ Management Information
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Title of the new programme

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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Foundation Degree in Science in Health and Social Care: Nursing Associate
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Level of qualificationPlease select:Level 5
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This document applies to learners who commenced the programme(s) in academic year:2023
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Please specify if this is an Integrated or Non-Integrated Degree ApprenticeshipIntegrated
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Degree Awarding institution Teaching institution
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University of York University of York
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End-Point Assessment Organisation (EPAO)
For an Integrated Degree Apprenticeship this will be University of York. For a Non-Integrated Degree Apprenticeship please specify the external EPAO.
NB: the EPAO must be included on the EPA Register - see below
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https://www.gov.uk/guidance/register-of-end-point-assessment-organisations
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This apprenticeship is now an integrated course, therefore the EPA is an exam board. The university is now a registered EPAO. Once gateway is triggered, all apprentices will go through the university’s EPAO processes. The programme has been designed to prepare learners for the EPA, through the formative and summative assessments and the review meetings with academic assessors.
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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. Please specify any proposed exceptions to this norm.
NB: The ability to undertake the End-Point Assessment for Degree Apprenticeships will only be possible on completion of the full degree programme, ie. the conferment of a lower award recognising academic achievement will not entitle the learner to undertake the End-Point Assessment.
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Certificate of Higher Education (L4)
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UCAS codeRoute code
(existing programmes only)
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unknown unknown
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Apprenticeship Standard Title and Reference Number
TitleNursing associate NMC (2018)NumberST0827
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https://www.instituteforapprenticeships.org/apprenticeship-standards/
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Admissions criteria
(Degree Apprenticeship graduates are required to have the equivalent of Level 2 English and Maths by the end of the programme to qualify to undertake the End-Point Assessment. Where the admissions requirements of the programme will not require such qualification on entry, please specify in section 5.d.iv/v how learners will be supported to develop the necessary English and Maths skills during the programme in order to achieve the End-Point Assessment requirements.

Please also detail any additional admissions criteria that applicants will be required to meet, for example those to be specified by the employer.
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Level 2 Maths and English or equivalent. Ability to Study at L5. Work 30 hours or more in a health /clinical role. Demonstrate values in accordance with the NMC Code (2018) via a satisfactory DBS check and declaration of good health and character.
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Recognition of Prior Learning/ Credit Transfer
The Initial Assessment of a degree apprentice applicant's existing knowledge, skills and behaviours against the Apprenticeship Standards is essential and will be used to determine what new learning they will then need to undertake as part of the Degree Apprenticeship Programme. The Credit Transfer and Recognition of Prior Learning (RPL) policy and process that applies to the degree apprenticeship programmes, therefore, needs to be explicit as part of the admission process for all learners (See [NEW FRAMEWORK FOR MAPPING EXISTING KSB TO PROGRAMME CONTENT].

Please detail any additional exemptions from the University Policy and Procedures on Credit Transfer and the Recognition of Prior Learning and/or [NEW FRAMEWORK FOR MAPPING EXISTING KSB TO PROGRAMME CONTENT] that will be required (for example, consideration of credit/ prior learning outside the normal period of currency). (Any exemptions must be agreed by the Board of Studies and PVC Teaching, Learning and Students and then detailed in a departmental statement on credit transfer and the recognition of prior learning – contact your Quality Support Officer in the Academic Quality Team for guidance).
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https://www.york.ac.uk/media/study-new/postgraduate/applying/Policy%20on%20Credit%20Transfer%20and%20Recognition%20of%20Prior%20Learning%20August%202018.pdf
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Initial assessments will be carried out as part of the application process to assess prior learning, in line with the university’s RPL policy and the apprenticeship funding rules. As part of the initial assessment, the learner completes a self-assessment of prior experiential learning and previous qualifications at module level and against the individual KSBs within the Nursing Associate apprenticeship occupational standard. The initial assessment document will be reviewed as part of the interview for the programme, and will assessed by the programme team and the employer. An individual learning plan will be put in place with specific learning goals identified, based on the learner’s strengths and areas for development.
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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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Foundation Degree in Science in Health and Social Care: Nursing Associate2Full-timeN/APlease select Y/NYesPlease select Y/NNo
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Language(s) of stu
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English
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Language(s) of assessment
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English
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2. Degree Programme Accreditation by Professional, Statutory or Regulatory Bodies (PSRB)
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2.a. Is the degree programme component recognised or accredited by a PSRB (eg. Nursing and Midwifery Council, Royal Society of Chemistry)?
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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 and 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 learners covered by this document; if such an event will be required, please state what the implications are for learners who are already enrolled should accreditation not be renewed.
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The NMC approval event (Gateway 4 ) was held on 4th July 2019. Approval was received on 2nd October 2019.
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2.d. Does/ will PSRB approval or recognition require exceptions to University rules/practices?
Please select Y/N		Yesif Yes, provide details
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The NMC Standards framework for nursing and midwifery education (SFNME R5.16) does not permit compensation across theory and practice modules. The departmental approach (with respect to this NMC rule) is to not permit compensation for any assessment.
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2.e. Any additional information (e.g. learner attainment required to achieve accreditation) that is required by the PSRB should be recorded here
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The programme has been designed to specifically meet the NMC Standards for Pre-registration Nursing Associate programmes (2018). This requires that the programme complies with the NMC Standards for Nursing and Midwifery education (2018) and NMC Standards for Supervision and Assessment (2018). The programme must be no less than 50 percent of the minimum programme hours required of nursing degree programmes, currently set under Article 31(3) of Directive 2005/36/ EC (4,600 hours). The nursing associate programme is 2400 hours. Consonant with the award of a foundation degree (typically 2 years), the programme is a 2 year foundation degree. There are 1200 practice hours and 1200 theory hours allocated to the programme. The learner is required to undertake 720 hours of protected learning time in their base placement over 2 years and 480 hours of protected learning time in a range of external placements over the 2 years. To ensure the curriculum provides an equal balance of theory and practice learning, the programme has a 50/50 practice & theory split. The learners must have exposure to service users across a range of settings and lifespans. 20% of the programme time must be for study, 20% for a range of practice experience with protected learning time and the remainder of practice experience via protected learning time.
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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: Yesif Yes, provide details
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Learners accessing the programme under the apprenticeship route must be aged over 16, employed for 30 hours or more in England as per the apprenticeship standard, be able to demonstrate ability to study to Level 5, have lived in the European Economic Area for the past 3 years and currently reside in England, have the right to work in England, and be paid more than the national minimum wage.
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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 university and employer partner 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 - Sarah Redfern. Deputy Programme Lead - Lyeanda Berry
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4.b. How have employers been involved in the design of the programme and how will they continue to be involved in ongoing review of design and delivery?
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The programme team and department have been working with a range of key stakeholders to design the nursing associate programme. These include the Employer representatives from the York & Scarborough Teaching Hospitals NHS Foundation Trust, Tees Esk and Wear Valleys NHS Foundation Trust, Humber & North Yorkshire Primary Care Workforce & Training Hub (hosted by Haxby Group Training), and other Private Independent Voluntary Organisations (PIVO). Regular bi-monthly Partner meetings take place with key stakeholders from these organisations to enable ongoing collaboration with the design and delivery of the programme.
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4.c. How are wider stakeholders, such as learners, alumni, service users, professional bodies involved in the design of the programme and in ongoing review of design and delivery?
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Nursing associate trainee alumni were consulted regarding programme design and their contributions have informed curriculum design. The appointed lead for service user and carer involvement (SUCI) engagement facilitated specific events relating to the nursing associate programme, which have fed directly into areas of curriculum design. Service users particularly wanted to see professional values embedded into the programme and a greater emphasis on biosciences. As a result, both modules were enhanced. As required, the NMC and HEE were consulted in preparation for NMC Gateway submissions for programme approval. An external advisor with significant experience of the nursing associate programmes visited the department and critiqued the curriculum design, resulting in changes to the Medicines optimisation module assessment and increased content within the BioSciences module. As regards the practice learning element of the programme, the programme lead worked in collaboration with the PAN Midlands, Yorkshire, North East and East of England Universities Practice Learning Group to devise a national practice learning document - the Nursing Associate Practice Assessment Document (NAPAD). The NAPAD has been approved by the NMC. Learner feedback via module evaluations contribute to improvements in the design and delivery of the programme. Alumni learners participate within the programme induction event, sharing their experiences of learning on an apprenticeship programme with new learners. SUCI representatives also continue to contribute with programme recruitment as part of the interview panel, in addition to participating and leading teaching & learning activities within modules.
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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/ learner facing statement. This should clarify to a prospective learner and to employers, what it will provide to learners and the benefits for both learners and employers.
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The nursing associate is a new professional role which will bridge the gap between health and care assistants and registered nurses in the healthcare workforce in England. Our two year nursing associate apprenticeship programme at the University of York provides a gateway to guaranteed employment and a rewarding career in this new profession. Upon successful completion of the programme, you will gain a foundation degree, entry to the NMC register as a Nursing Associate and, upon completion of the integrated End Point Assessment, an apprenticeship qualification. Opportunities for further study (including access to the BSc Nursing programme) will be available from the beginning of Year 2. Our programme will support you in becoming a multi-skilled and adaptable practitioner. You will train to become a nursing associate while you are employed as a practicing trainee nursing associate (TNA) within your place of employment and a variety of external placements within the local area. The development of your clinical skills will be stimulated by a variety of teaching methods, resources and learning opportunities. Your academic studies will benefit from the experience of lecturers and practitioners from a range of specialist clinical backgrounds. Throughout the programme, your individual development will be scaffolded by 1:1 support from your academic supervisor. Your time will be allocated between external placements, offering you authentic and challenging practice learning experiences. You will work with healthcare professionals to care for individuals across the lifespan and in a range of settings (including adult, child, mental health, learning disability and maternity). You will be offered protected learning time within your place of employment and supported by your practice supervisor as you evidence and reflect upon your development through an e-portfolio. As a University of York learner, you will also be able to access excellent library facilities, sports facilities, pastoral & academic support services, and an array of club and society opportunities to enrich your studies.
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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.
Against each PLO, note the Skills from the Apprenticeship Standard that will be developed as part of the learner's progression towards achieving the PLO (expressed simply as S1, S2, S3 etc).
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PLOOn successful completion of the programme, graduates will be able to:Skills of the Apprenticeship Standard Aligned to PLO:
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1Consider all aspects of their professional practice within the Nursing Associate role with accountability and responsibility.S1, S3, S4, S5, S6, S10,S12,S31,S38,S40,S41,S42,S43
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2Promote health & wellbeing, the maintenance of it, and the prevention of ill-health.S5,S8,S9,S13,S14,S15,S16,S17,S24,S25,S26,S27,S28
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3Assess and monitor an individual’s care, and identify and escalate concerns where necessary.S2,S3,S5,S11,S20,S21,S24,S25,S26,S27,S29,S30,S39
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4Communicate effectively within teams, to support the delivery of high quality care for all individuals.S2,S4,S7,S9,S11,S12,S18,S19,S21,S22,S23,S28,S29,S38,S40,S43,S44
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5Identify and respond to risk, as to inform improvements in the quality and safety of person-centred care and compassionate practice.S2,S3,S5,S6,S9,S10,S11,S17,S20,S22,S24,S25,S26,S27,S31,S33,S34,S35,S36,S37,S41,S42
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6Collaborate in partnership with stakeholders across a range of organisations, settings and fields of practice to deliver integrated individual care.S3,S5,S7,S9,S10,S18,S19,S20,S21,S22,S23,S25,S26,S27,S28,S29,S31,S32,S38,S39,S44
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5.c Please confirm these PLOs incorporate the knowledge, skills and behaviours as articulated in the Apprenticeship Standard listed in section 1 above
(The PLOs and knowledge, skills and behaviours of the Apprenticeship Standard will be cross-referenced in the Degree Apprenticeship Map)		Yes
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5.d. Explanation of the choice of Programme Learning Outcomes
Please explain your rationale for choosing these PLOs, in a statement that can be used for learners and employers (such as in a learner handbook). Please include brief reference to:
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i) Why the PLOs are considered ambitious or stretching?
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The new nursing associate role has a specific focus on the knowledge, skills and attitudes traditionally associated with the registered nurse's role. The NMC Standards framework for Nursing & Midwifery Education (2018) are ambitious and stretching in terms of the stipulated outcomes and requirements of a nursing associate registrant. The NMC Standards for pre-registration nursing associate programmes comprise of 6 platforms which describe the requirements of a registered nursing associate at the point of registration. The new role will require greater depth of knowledge, skills and scope of practice than is currently expected of a health and care support worker, which is reflected in the PLOs. This programme offers an opportunity for career development and advancement within the health and social care sector, where previously such opportunities have been limited for those within such roles. Learners will take on additional responsibilities and work more independently, within nationally defined parameters. Nursing associates will work collaboratively alongside registered nurses in a complementary role. As a work-based programme, learners will be engaged in 'real world' experiences which will aid their application of theory to practice, understanding of the complexity of care, promote their ability to analyse problems and reach sound decisions in a complex working environment.
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ii) The ways in which these outcomes are distinctive or particularly advantageous to the learner
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These outcomes are set nationally by the NMC (2018) and within the national Apprenticeship Level 5 Standards (Nursing Associate) (2018) with the express purpose of addressing a skills gap between health and care assistants and registered nurses. The nursing associate is a stand-alone role that provides a progression route into graduate level nursing.
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iii) How the programme learning outcomes develop learners’ discipline-specific digital literacies.
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The programme learning outcomes require the learner to be able to contribute to the assessment and monitoring of patients, collaborate and communicate. The enhancement of digital & technological literacy is embedded within the module learning outcomes and have been designed to map to the NMC Standards of proficiency for nursing associates (2018) and Nursing Associate Occupational Apprenticeship standard (2018). NMC (2018) Standard 1.13 requires the learner to 'demonstrate the numeracy, literacy, digital and technological literacy skills required to meet the needs of people in their care to ensure safe and effective practice.' Opportunities to develop digital & technological literacy skills are mapped across the programme and delivered via modular teaching and learning activities. 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 pre-recorded and in-person presentations, in addition to upload of assessments. Peer and tutor interaction will include the use of module discussion board and other TEL approaches. Other communication strategies incorporating TEL include online conference calls. To promote ongoing development of digital & technological skills, learners are required to utilise the NCFE Skills Builder platform throughout their programme. A support package to enhance and develop digital literacy is also available: IT Essentials: a Practical Guide - Subject Guides at University of York.
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iv) Please detail how you will support learners that on entry do not have qualifications equivalent of Level 2 English and Maths to achieve qualifications at this level.
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All learners will be required to have English and Maths at Level 2 or above prior to entry to the programme.
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v) Please detail how English and Maths are embedded within the programme, to develop learners' skills beyond level 2.
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Individual learner needs (in relation to literacy and numeracy) will be identified at the start of the programme through diagnostic testing in English and Maths, using the NCFE Skills Builder platform. Once an individual learner baseline is established, the learner is provided with opportunities and support to develop a range of study skills that are embedded and scaffolded throughout the programme. These include, how to search, gather, interpret and use academic source material, use of the VLE, use of the electronic portfolio, academic writing skills, verbal communication and listening skills. The emphasis is on embedding English and Maths into the curriculum through activities that are meaningful to the role as Nursing Associate; for example, drug calculations, conversions, understanding tables, rotas, calculating risk scores, measurement of vital signs, presentation of information in different formats, interpreting public health graphs and data, scanning reports, creating vocabulary lists, devising own case studies. A range of teaching and learning methods are utilised to embed Maths and English, which include; flipped learning, problem solving, simulation, interactive resources, peer working and peer support, extension activities, and discovery learning. To promote ongoing development of English and Maths skills, learners are required to utilise the NCFE Skills Builder platform and the SafeMedicate platform throughout their programme. Individual learner development of these skills is regularly reviewed by their Personal Supervisor during tripartite meetings. A support package to enhance and develop English and Maths skills is also available: https://www.york.ac.uk/students/studying/skills/
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vi) Please detail how the curriculum is designed to support learners from diverse entry routes, especially those on entry do not have qualifications equivalent of Level 2 English and Maths, to transition into the programme and develop academic and transferable skills? For example, English and Maths, disciplinary knowledge and conventions of the discipline, language skills, academic and writing skills, lab skills, academic integrity.
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All learners will be required to have English and Maths at Level 2 or above prior to entry to the programme. All learners are required to complete the University of York academic integrity module. Further functional and study skills development is embedded throughout the programme and within the module learning outcomes. For example, the Essential skills module focuses upon communication, assessment literacy, academic written skills and reflection; the Evidenced based practice module focuses upon enhancing search skills, with support from the library team and Research & Learning Technologist within the department; and the Medicines optimisation module focuses on maths skills required for drug calculations and conversions.
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vii) How is teaching informed and led by research and/or scholarship and/or professional practice 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. The department has an international reputation for health-related research. Research colleagues are either directly engaged in teaching or teaching staff access colleagues research directly or through sources such as journals / publications, Cochrane Library, local & national clinical guidance, Department of Health policy and guidance. Teaching staff may also share their own work, where this is pertinent and relevant to the learning outcomes of the programme or module. The Department actively encourages postgraduate research students to engage in teaching to the mutual benefit of all involved. All teaching content and delivery relies on current research evidence, national guidance and local and national policy.
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5.e. Stage-level progression
Please complete the table below, to summarise learners’ progressive development towards the achievement of PLOs, in terms of the characteristics that you expect learners to demonstrate at the end of each year. This summary may be particularly helpful to learners and the programme team where there is a high proportion of option modules.

Note: it is not expected that a position statement is written for each PLO, but this can be done if preferred (please add information in the 'individual statement' boxes). For a statement that applies across all PLOs in the stage fill in the 'Global statement' box.
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Stage 1
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On progression from the first year (Stage 1), learners will be able to:
Apply a fundamental knowledge of health and BioSciences and demonstrate an understanding of professional values, evidenced based practice to the nursing associate role within practice.
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PLO 1PLO 2PLO 3PLO 4PLO 5PLO 6PLO 7PLO 8
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The learner will be able to reflect upon their own professional and personal care values, attitudes and beliefs and understand those values, attitudes and beliefs in relation to responsibility and accountability issues around the Nursing Associate role.The learner will be able to understand the concepts of self as personal and professional and how the self relates to concepts of family and community. The learner will be able to identify how these concepts impact upon the health, well-being and experience of health.The learner will understand the factors that contribute to ill-health and the fundamental biological and homeostatic changes that result in changes to health. The learner will be able to engage in an evidenced based approach to identifying need and care of individuals, highlighting when concerns may need to be escalated.The learner will understand the fundamental theories of communication and identify appropriate methods of communication, exploring factors that impact upon successful communication with others within the workplace.The learner will be able to understand the basic concepts of safety, risk and harm and identify factors that impact upon the safety of individuals in care settings and how to initiate actions to prevent harm.The learner will be able to draw upon support from colleagues to apply principles of effective communication and knowledge and experience gained to deliver integrated care.
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Stage 2
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On progression from the second year (Stage 2), learners will be able to:
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PLO 1PLO 2PLO 3PLO 4PLO 5PLO 6PLO 7PLO 8
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Individual statements
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Stage 3
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(For Integrated Masters only) On progression from Stage 3, learners will be able to:Global statement
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PLO 1PLO 2PLO 3PLO 4PLO 5PLO 6PLO 7PLO 8
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Individual statements
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5.f. Other features of the programme