SPECIALIST PRACTICE PORTFOLIO - 2022/3
Module code: NUR3234
In light of the Covid-19 pandemic the University has revised its courses to incorporate the ‘Hybrid Learning Experience’ in a departure from previous academic years and previously published information. The University has changed the delivery (and in some cases the content) of its programmes. Further information on the general principles of hybrid learning can be found at: Hybrid learning experience | University of Surrey.
We have updated key module information regarding the pattern of assessment and overall student workload to inform student module choices. We are currently working on bringing remaining published information up to date to reflect current practice in time for the start of the academic year 2021/22.
This means that some information within the programme and module catalogue will be subject to change. Current students are invited to contact their Programme Leader or Academic Hive with any questions relating to the information available.
This module supports the development of the theoretical understanding, knowledge and skills required to practice effectively as a specialist practitioner within the primary and community care environment. This module integrates theory learned in this module and all core programme modules and enables students to develop skills in practice using the appropriate evidence base.
School of Health Sciences
OOZAGEER GUNOWA Neesha (Health Sci.)
Number of Credits: 15
ECTS Credits: 7.5
Framework: FHEQ Level 6
JACs code: B700
Module cap (Maximum number of students): N/A
Overall student workload
Independent Learning Hours: 102
Lecture Hours: 48
Prerequisites / Co-requisites
Students must be currently undertaking a specialist practice SPQ or SCPHN programme. Students must be sponsored by an Organisation who will provide a practice placement with an allocated Practice Teacher and where appropriate a Mentor to support and assess the student in practice
The content of this module enables the student to develop within their chosen NMC specialist practice pathway:
- Micro teaching
- Immunisations across the lifespan
- Ethical dilemmas/safeguarding/risk
- Advanced communication
- Innovations in wound care practice
- Diabetes update
- Chemotherapy update
- Palliative care
- CHD risk post cancer treatment
- Public health and practice profiling
- Clinical decision making
- Medicines management
|Assessment type||Unit of assessment||Weighting|
The assessment strategy is designed to provide students with the opportunity to demonstrate the integration of evidence based theory with the acquisition of practice skills.
In the portfolio, students will identify the strengths, challenges, opportunities and barriers to their learning at three key points in their learning journey. This will enable them to set their learning objectives, agree a plan for achieving them with their Practice Teacher and evaluate their progress.
Thus, the summative assessment for this module consists of two components:
A portfolio of evidence of competence to demonstrate achievement of the Specialist Practice outcomes, specific to the students NMC pathway. The selection of the material for the portfolio should contextualise the student’s learning and show development and growth of understanding. It provides evidence of the student’s range of learning in practice whilst also providing the student with an evidence based record of achievement of competencies in the NMC standards for Specialist practice. All learning outcomes must achieve competent status to achieve a pass. Evidence to support practice development should include:
Logged hours of practice activity within identified setting and related domain of NMC proficiency will be verified by the Practice Teacher or other appropriate signatory. By the time the student enters consolidated practice it is expected that the students will normally have completed approximately 63 days of practice, which will be logged within the portfolio. This includes 5 days of alternative practice (a day in practice is calculated as 7.5 hours).
Assessment in practice of the student’s stage of development as measured against the NMC Standards for Specialist Practice. This formative assessment will be managed by the Practice Teacher and supported by the Specialist Tutor/Pathway Leader. Levels of proficiency will be reviewed at each of the three programmed visits to practice, made by the Specialist Tutor.
SCOB analysis x 3 to demonstrate change and development of the student's progress
Learning agreements and evaluation of learning agreements
Evidence of appropriate assessment skills
Evidence of appropriate decision making in relation to patient management for example a complex care plan (referenced)
Evidence of multi-agency, multi/interdisciplinary working to demonstrate the delivery of safe and effective care
Teaching plan, delivery and evaluation of session to include assessment by Practice Teacher
Medicines management reflective discussion with the Practice Teacher
A comparison of the practice placement and the alternative practice placement using windshield surveys
Achievement of NMC pathway competencies. Normally students will have been assessed as competent for all NMC outcomes by the time they enter consolidated practice. Completion of summative assessment form by PT. Where this has not been achieved, there must be evidence of a time bounded action plan agreed by Practice Teacher, student and Specialist Tutor.
Completion of consolidated practice form. This form must be submitted separately to the university on the last day of the student’s programme and will confirm achievement of the remaining 50 days practice requirement and consolidation of learning from the programme.
A personal reflection of your development as a specialist practitioner drawing on the knowledge and evidence base gained throughout your journey. There should be a demonstration of a clear understanding of your field of expertise in relation to the NMC Specialist Practice learning outcomes.
Reflection of the learning journey – to be submitted at the same time as the portfolio in July of final year. This will be submitted and marked as per the university regulations by the Practice Teacher and Specialist Tutor.
The reflection is submitted via SurreyLearn and one hard copy submitted to the Practice Teacher
2500 words (100% of the module marks)
Formative assessment and feedback
Students are encouraged to keep reflective diaries throughout the year. Student progress will be reviewed at tripartite meetings in practice between the student, Practice Teacher and University Specialist Tutor. Each student will receive a minimum of 3 visits at strategic points in the programme. Students will develop their portfolio of evidence and complete a SCOB and reflection of their progress to be discussed at each visit. Practice Teachers will review the student’s practice on a regular basis and raise any concerns with the student and their Specialist Tutor at an early stage.
Please note that any evidence of unsafe practice or breach of confidentiality will result in an automatic refer for the module.
- This module aims to enable district nursing, general practice nursing and community children’s nursing students to develop evidence based practice and achieve competency in the NMC standards of proficiency. Students are supported in practice by a Practice Teacher and where appropriate a mentor to progress to a stage of competency in the NMC standards for specialist practice
|001||Demonstrate knowledge and an understanding of the social, political and economic factors which influence patient/client care and the impact on health and social care resources.||KCT|
|002||Deliver high quality client/patient care demonstrating professional judgement within acceptable ethical and legal parameters.||KCP|
|003||Contribute to strategies designed to promote and improve health and prevent disease in individuals, groups and communities.||KCPT|
|004||Engage effectively with the relevant agendas and develop appropriate strategies for practice development.||KCPT|
|005||Act professionally within a multi-agency, multi-disciplinary context to deliver safe and effective decision making.||CPT|
|006||To demonstrate knowledge of medicines management in the context of specialist practice (K, C, P)||KCP|
C - Cognitive/analytical
K - Subject knowledge
T - Transferable skills
P - Professional/Practical skills
Methods of Teaching / Learning
The learning and teaching strategy is designed to bring together all elements of learning in University and practice settings building on their existing professional skills to achieve the knowledge and skills required to ensure that students are adequately prepared for their role as a Specialist Practitioner. Where appropriate students will be taught in their specific pathway groups or together for common core elements of the module.
The learning and teaching methods include:
- Lectures, seminars, workshops, discussions, case studies, presentations from specialist practitioners in University, role play, external speakers with speciality knowledge from practice
Observation, participation and demonstration of skills in practice, professional conversation and reflection, clinical supervision, contribution to inter-professional forums in practice.
Indicated Lecture Hours (which may also include seminars, tutorials, workshops and other contact time) are approximate and may include in-class tests where one or more of these are an assessment on the module. In-class tests are scheduled/organised separately to taught content and will be published on to student personal timetables, where they apply to taken modules, as soon as they are finalised by central administration. This will usually be after the initial publication of the teaching timetable for the relevant semester.
Upon accessing the reading list, please search for the module using the module code: NUR3234
Programmes this module appears in
|Primary and Community Care (Community Childrens Nursing) (SPQ) BSc (Hons)(YEAR LONG)||Year-long||Core||Each unit of assessment must be passed at 40% to pass the module|
|Primary and Community Care (District Nursing) (SPQ) BSc (Hons)(YEAR LONG)||Year-long||Core||Each unit of assessment must be passed at 40% to pass the module|
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 2022/3 academic year.