Nursing Associate DipHE - 2019/0
Awarding body
University of Surrey
Teaching institute
University of Surrey
Framework
FHEQ Level 5
Final award and programme/pathway title
DipHE Nursing Associate
Subsidiary award(s)
| Award | Title |
|---|---|
| CertHE | Nursing Associate |
Modes of study
| Route code | Credits and ECTS Credits | |
| Full-time | UTA40006 | 240 credits and 120 ECTS credits |
QAA Subject benchmark statement (if applicable)
Other internal and / or external reference points
Health Education England National Curriculum Framework (2017)
Faculty and Department / School
Faculty of Health and Medical Sciences - School of Health Sciences
Programme Leader
HADDOCK Gillian (Health Sci.)
Date of production/revision of spec
22/11/2021
Educational aims of the programme
- The aim of this programme is to prepare Band 3 Health Care Assistants to undertake the role of the Band 4 Nursing Associate. Therefore, by the end of the programme the trainee will be equipped with the knowledge, skills, understanding, attitudes and behaviours relevant to the role of the Nursing Associate.
Programme learning outcomes
| Attributes Developed | Awards | Ref. | |
| will recognise effective communication with application to in the engagement with a wide range of individuals, the public, health and social care professionals | K | DipHE | |
| appreciate elements of delivering and improving health and care services through communication | K | ||
| develop interpersonal skills that promotes clear pathways of care incorporating empathy, respect and trust | K | ||
| demonstrate some insights into diversity, equality and candour demonstrating professional behaviour in and across a range of settings across life-course | K | ||
| develop a robust approach towards evidence based practice, demonstrating an awareness of research and innovation | C | ||
| utilise insights and approaches to develop the quality of care to meet public expectations | C | ||
| locates own role in relation to personal responsibility, demonstrating skills within their scope of practice | P | ||
| identify principles associated with planning and delivering person-centred care demonstrating appropriate attitudes and behaviours for compassionate care | P | ||
| work across organisational boundaries in a range of health and care settings and apply in practice the range of clinical and care skills appropriate to their parameters of practice | P | ||
| explain the principles underpinning leadership frameworks and associated team-working | T | ||
| demonstrate across various clinical environments, a range of transferable skills to enable effective team working | T | ||
| exercise those skills, attitudes and behaviours that support personal development and lifelong learning together as well as those associated with the development of others | T | ||
| communicate effectively across a wide range of channels and with a wide range of individuals, the public, health and social care professionals | K | DipHE | (d) Domain 4: Communication and interpersonal skills |
| maintain the focus of communication on delivering and improving health and care services | K | DipHE | (d) Domain 4: Communication and interpersonal skills |
| possess those interpersonal skills that promote clarity, compassion, empathy, respect and trust | K | DipHE | (d) Domain 4: Communication and interpersonal skills |
| explain the principles underpinning duty of care, equality and diversity and the need for candour | K | DipHE | (f) Domain 6: Duty of care, candour, equality and diversity |
| consistently demonstrate the application of those principles in and across a range of settings across life-course. | K | DipHE | (f) Domain 6: Duty of care, candour, equality and diversity |
| demonstrate the importance of research and innovation, and being research aware, across the health and care landscape | C | DipHE | (h) Domain 8: Research, development and innovation |
| demonstrate how research and innovation, and their role in this, improves the quality of patient/individual safety and care and addresses the challenges faced in the context of rising public expectations | C | DipHE | (h) Domain 8: Research, development and innovation |
| exercise personal responsibility and work independently within defined parameters of practice | P | DipHE | (a) Domain 1: Professional values and parameters of practice |
| take the appropriate initiative in a variety of situations and perform a range of clinical and care skills consistent with the roles, responsibilities and professional values of a nursing associate | P | DipHE | (a) Domain 1: Professional values and parameters of practice |
| exercise those skills, attitudes and behaviours that support the planning, delivery and evaluation of high-quality, person-centred, holistic care | P | DipHE | (b) Domain 2: Person-centred approaches to care |
| work across organisational boundaries in a range of health and care settings and apply in practice the range of clinical and care skills appropriate to their parameters of practice | P | DipHE | (c) Domain 3: Delivering care |
| explain the principles underpinning leadership frameworks and associated team-working and leadership competencies | T | DipHE | (e) Domain 5: Team working and leadership |
| demonstrate across various clinical environments, a range of transferable leadership and team working skills, competencies, attitudes and behaviours required of a nursing associate | T | DipHE | (e) Domain 5: Team working and leadership |
| exercise those skills, attitudes and behaviours that support personal development and lifelong learning together as well as those associated with the development of others | T | DipHE | (g) Domain 7: Supporting learning and assessment in practice |
Attributes Developed
C - Cognitive/analytical
K - Subject knowledge
T - Transferable skills
P - Professional/Practical skills
Programme structure
Full-time
This programme is studied full-time over two years consisting of 240 credits (120 credits at FHEQ levels 4 and 5). All modules are worth 15 credits with the exception of project, practice based and dissertation modules.
Possible exit awards include:
- Certificate of Higher Education (120 credits)
Parts of this programme may be studied outside of the standard University structure and may be subject to professional body requirements.
Programme Adjustments (if applicable)
N/A
Modules
Year 1 - FHEQ Level 4
| Module code | Module title | Status | Credits | Semester |
|---|---|---|---|---|
| NAS1001 | FOUNDATION MODULE | Core | 15 | 2 |
| NAS1002 | PERSON CENTRED HEALTH AND SOCIAL CARE | Core | 15 | 2 |
| NAS1003 | COMMUNICATION AND INTERPERSONAL SKILLS | Core | 15 | 1 |
| NAS1004 | YEAR 1 NURSING ASSOCIATE PRACTICE MODULE | Core | 60 | Cross Year |
| NAS1005 | CARE RELATED ANATOMY AND PHYSIOLOGY | Core | 15 | 2 |
Module Selection for Year 1 - FHEQ Level 4
N/A
Year 2 - FHEQ Level 5
| Module code | Module title | Status | Credits | Semester |
|---|---|---|---|---|
| NAS2001 | MEDICINES MANAGEMENT IN PRACTICE | Core | 15 | 2 |
| NAS2002 | DEVELOPING SKILLS FOR RESEARCH AND EVIDENCE | Core | 15 | 2 |
| NAS2003 | TEAM WORKING, LEADERSHIP AND INNOVATION | Core | 15 | 1 |
| NAS2004 | CONSOLIDATION IN HOST PLACEMENT | Core | 15 | 2 |
| NAS2005 | YEAR 2 NURSING ASSOCIATE PRACTICE MODULE | Core | 60 | Cross Year |
Module Selection for Year 2 - FHEQ Level 5
N/A
Opportunities for placements / work related learning / collaborative activity
| Associate Tutor(s) / Guest Speakers / Visiting Academics | Y | |
| Professional Training Year (PTY) | N | |
| Placement(s) (study or work that are not part of PTY) | Y | Yes |
| Clinical Placement(s) (that are not part of the PTY scheme) | Y | Yes |
| Study exchange (Level 5) | N | |
| Dual degree | N |
Quality assurance
The Regulations and Codes of Practice for taught programmes can be found at:
Please note that the information detailed within this record is accurate at the time of publishing and may be subject to change. This record contains information for the most up to date version of the programme / module for the 2019/0 academic year.