FOUNDATION STUDIES FOR NURSING - 2025/6

Module Overview

This module offers a sequential learning experience that enables students to build and develop knowledge, understanding and skills. Utilising learning and teaching strategies that encompass dynamic learning experiences and reflection.

Module provider

School of Health Sciences

Module Leader

STEAD Rachel (Health Sci.)

Number of Credits: 120

ECTS Credits: 60

Framework: FHEQ Level 3

Module cap (Maximum number of students): N/A

Module Availability

Year long

Prerequisites / Co-requisites

None

Module content

The content for this module will build knowledge and understanding around the following areas in an integrated way:

• Communication skills


• person centred care


• Interpersonal skills


• Accademic skills including writing and numeracy


• Evidence based practice


• Enquiry based learning


• Reflective learning


• values and behavoiurs


• Health beliefs


• Health and social care context


• Anatomy and Physiology


• Problem solving skills


• Team working


• Self management strategies


• Movement for health and well being

Assessment pattern

Alternative Assessment

As an alternative to the group project write up students can complete an individual viva assessment and reflective account. 

Assessment Strategy

The assessment strategy is designed to provide students with the opportunity to demonstrate learning across the two semesters.

The students will complete a personal development portfolio designed for student learning and readiness to access the Nursing degree programme. All aspect of the portfolio must be completed, this will include four formative reflective journal entries in the eportfolio.

A combination of formative and summative assessments will be set throughout the programme

Thus, the summative assessments for this module consists of:

• Annotated bibliography, addresses learning LO 2,3,4


• Open book exam, addresses learning LO 1,2,4,7


• Group project write up or viva assessment and reflective account LO 1,2,3,4,5,6,7,6,7,8,9,10,11,12


• 1500 word personal development essay LO 2,3,4,6,7,8,9,10,11,12.

These will all take place in the summer assessment period. NB the pass mark for each separate element is 50%.

Formative assessment

Formative personal development plan will be integrated within the portfolio, students will be asked to self-assess and identify their current learning needs.

Formative opportunities will be integrated throughout the programme to support the development of knowledge and understanding, intellectual and cognitive skills and practical skills and will consist of:

• Portfolio entries to reflect weekly work across the semester


• Oral and written presentations


• Group enquiry (used to inform summative group project)


• Formative examinations 

The students will complete formative assessments of

• Annotated bibliography


• Open Book exam

Feedback

Continuous feedback strategies are built into the module to capture the students experiences and development of their: 

• Peer and tutor facilitated


• Ability to articulate reflective practice through their writing


• Reflect and discuss learning


• Develop their interpersonal skills


• Encourage engagement and communication skills


• 1-1 Tutor meetings

Module aims

• prepare students for their personal and professional journey enabling access into a nursing degree programme
• develop key and transferable skills that will include subject knowledge and technical skills
• gain awareness of attitude and behaviours relevant to a professional programme

Learning outcomes

Methods of Teaching / Learning

The learning and teaching strategy is designed to:

• Enhance the students learning experience


• Value active student engagement


• Adopt innovative approaches to learning and teaching


• Offer high quality educational delivery


• Create the ability to study independently with support

The learning and teaching methods include:

• Face to face formal learning


• Self directed learning


• Action learning sets


• Evidenced Based Learning


• Reflective learning


• Problem based learning


• Guided group work


• Seminars


• Experiential learning


• Blended online learning


• Movement for health and wellbeing

Contact time utilising the above methods.

Guided study time

Independent study

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.

Reading list

https://readinglists.surrey.ac.uk
Upon accessing the reading list, please search for the module using the module code: NUR0002

Other information

The School of Health Sciences Foundation Studies for Nursing programme is committed to developing graduates with strengths in Employability, Digital Capabilities, Global and Cultural Capabilities, Sustainability, and Resourcefulness and Resilience. This module is designed to allow students to develop knowledge, skills, and capabilities in the following areas:

Digital capabilities

The digital future is already transforming the way healthcare is delivered, it is essential that students are involved in the digital transformation of health care as future healthcare practitioners. They will develop an awareness of the role of digital technology in knowledge production, highlighting to students their rights and responsibilities as citizens and future healthcare professionals.  Students are shown how to use a wide range of on-line and stand-alone digitally-enabled and industry-standard tools and portals which provide information, make services more efficient and improve patient outcomes. They are introduced to the ethics and challenges of data and artificial intelligence which are rapidly changing the way we interact with study, placement and policies.

Employability

Students are enrolled on a validated professional course and are educated in line with regulated standards preparing them with the interpersonal and professional skills to enter the register and employment at the end of their course. Through evidence based and problem-based learning supported by digital literacy, students are supported to develop the professional skills and resilience necessary for the changing nature of work. They engage in real-world problems to increase the students’ agency to work effectively in a team and independently to prepare students for the world of work. prepare students for a range of career opportunities.

Global and cultural capabilities

In order to improve health care delivery and outcomes, HCPs must develop the cultural competence to support people from diverse cultures. Public and global health are key threads throughout this module with a view to improve the health behaviours of the community, identify cultural factors affecting health behaviour and recognize the health care services which are needed.  Module content incorporates perspectives and practices from a range of cultures; through conversations around culture, appreciation, and appropriation students are encouraged to diversify their knowledge and reflect on different experiences; through peer-to-peer learning students are encouraged to share and learn from each other’s personal and cultural knowledge and perspectives.  This will support the development of cultural competence to support the diverse range of communities engaging with services and play a vital role in improving health, preventing and treating diseases.

Resourcefulness and Resilience

Students are guided to develop the ability to reflect, evaluate, adapt, and respond flexibly to unforeseen circumstances throughout the module and in the clinical environment.  This pillar is fundamental to the development of effective and safe health professionals. Scenario based examples are used to develop students’ ability to respond effectively to changing situations.  These skills are tested through formative and summative assessments and in the clinical environment.  Students are supported to engage with Wellbeing services and are encouraged to foster resilience through peer support.  An integrated programmatic approach and scaffolding helps with both the development of knowledge throughout the academic year and programme and highlights the importance of assessment for learning in the journey of the student.  In the ever changing world resilience skills sustain themselves in challenging and difficult working climates.

Sustainability

Healthcare resources are finite and this module will explore the role of health promotion in providing service users with information to make good choices regarding health behaviours.  This will give learners the knowledge and skills to compassionately address current inequalities and maximize long term outcomes which may positively impact on their own and the world’s sustainable development.  We have a philosophy which aims to create the future healthcare workforce which is fit for today but which is also future proofed through consideration of an ever changing healthcare landscape. Students will focus on global challenges of our era that are the focus of current policy processes to develop the necessary social skill as global citizens by focusing on social issue (e.g., increase of uptake of vaccines) from the perspective of diverse target audience.

Programmes this module appears in

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 2025/6 academic year.