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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:2022-2024
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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 specifcy 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:
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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 conferement of a lower award recognising acadmic 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 specificy 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), 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 apprenticeship 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-timeSeptember 2022Please select Y/NYesPlease select Y/NYes
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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
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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 recieved 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 does not permit compensation between theory and practice modules. The department 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-reg 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 get 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 rest of practice in 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- Linda Currie, Deputy Programme Lead- Sarah Redfern.
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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 Heads of Nursing from York Trust and Tees, Esk & Wear Valley, Directors of Education from both York Trust and Tees, Esk & Wear Valley and other Private Independent Voluntary Organisations (PIVO). Regular monthly meetings have taken place with key stakeholders from these organisations over the last year.
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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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Previous Nursing Associate Trainees have been consulted regarding programme design and their contributions have informed curriculum design. The appointed lead for service user and carer engagement has facilitated specific events related to the Nursing Associate programme which have fed directly into selection,curriculum design. Service users particularly wanted to see professional values embedded into the programme and a greater emphasis on biosciences. As a result both of these modules were enhanced. The NMC and HEE have been consulted as required in preparation for Gateway submission. An external advisor with significant experience of the Nursing Associate programmes has visited the department and critiqued the curriculum design and as a result changes were made to the Medicines Optimisation OSCE and the content of BioSciences was increased. As regards the practice learning element of the programme the programme lead has 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 called the Nursing Associate Practice Assessment Document (NAPAD).The NAPAD has now been approved by the NMC.
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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 an exciting new profession, which will bridge the gap between healthcare assistants and registered nurses in our healthcare workforce. Our two year Nursing Associate programme at the University of York provides a gateway to guaranteed employment and a rewarding career in this exciting new profession. Upon completion of the programme, you will gain a Foundation Degree, entry to the NMC Register as a Nursing Associate, and upon completion of the 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 (TNA) at a variety of 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 studies will benefit from the experience of teachers and practitioners from a range of specialist clinical backgrounds. Moreover, throughout the programme, your individual development will be scaffolded by one-to-one support from your academic supervisor. Your time will be allocated between external placements, offering you authentic and challenging learning experiences. You will work with healthcare professionals to care for individuals across the lifespan, 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 electronic-portfolio. As a University of York student, you will also be provided with access to excellent library and sports facilities, and presented with 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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This is a new role nationally, with a specific focus on the knowledge, skills and attitudes traditionally associated with the registered nurse's role. The new role will require greater depth of knowledge and skill than is currently expected of a healthcare support worker, which is reflected in the PLOs. This programme offers an exciting new opportunity for career development and advancement within healthcare, where previously those opportunities have been limited. Learners will take on additional responsibilities and work more independently, within nationally defined parameters. Nursing Associates will work collaboratively, alongside registrants in a complementary role. As a work-based programme students will be engaged in 'real world' experiences which will aid their application of theory to practice, understanding of the complexity of care and 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 newly revised National Apprenticeship Level 5 Standards (Nursing Associate) (2019) with the express purpose of addressing a skills gap between Health Care Assistants and Registered Nurses. The Nursing Associate is a stand-alone role that will also provide a progression route into graduate level nursing. This is in response to earlier criticisms of the existing healthcare support role, where education and training often differed significantly. These variations were often to the detriment of the individual as they had to retrain when moving between organisations which was repetitive, costly and provided no added value for the individual. In future these students will be able to build on existing knowledge rather than repeat it and at the end of their programme progress onto the NMC Register to join the nursing workforce of the future.
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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 assess and monitor patients, collaborate and communicate. The enhancement of digital literacy is embedded within the module learning outcomes which have been written to map to the NMC and Apprenticeship standards. NMC (2018) Standard 1.13 asks 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'. The first module - Essential Skills' focuses upon enhancing digital literacy skills through activities which include finding information on tablets, mobile phones, laptops, pc's, and exploring effective ways to communicate using digital methods e.g. email, phone, social media and online safety skills. This is picked up again in 'Evidenced Based Practice' module in which activities will include searching for academic articles, and critiquing search methods and then again in 'Medicines Optimisation' in which digital technology supports medication optimisation and finally in 'Supporting Integrated Care' through exploration of digital methods of collaboration. A support package to enhance and develop digital literacy is available see link:https://www.york.ac.uk/students/studying/develop-your-skills/study-skills/. A software package by 'Skills Forward' has been purchased byt the univeristy to assess learner progress in maths skills.
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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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Learner needs in relation to literacy and numeracy will be identified at the start of the programme through diagnostic testing in English and Maths. A range of study skills will be incorporated into the programme including library search, use of VLE, use of electronic portfolio, academic search skills, use of spell check, academic writing skills, speaking and listening skills will be enhanced through formative and summative presentations and participation in meetings. The emphasis will be upon embedding English and maths into the curriculum through activities that are meaningful to the role as Nursing Associate including; 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 methods will be utilised to embed maths and english including; flipped learning, problem solving, simulation, interactive resources, peer working and peer support, extension activities, and discovery learning. A support package to enhance and develop english and maths see link:https://www.york.ac.uk/students/studying/develop-your-skills/study-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. Further skills development is embedded within the modules' learning outcomes particularly Essential Skills which focuses upon communication, academic written skills and skills around reflection, 'Evidenced Based Practice' focuses upon enhancing search skills with support from the library team and Research and Learning Technologist within the department.
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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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The department has an international reputation for health-related research. Many research staff are either directly engaged in teaching or teaching staff access colleagues' research directly or through sources such as Evidence-based Nursing and Cochrane Library. 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 research students to engage in teaching to the mutual benefit of all involved. All teaching 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