Nursing Studies (Registered Nurse Adult Nursing) with Foundation Year BSc (Hons) - 2025/6
Awarding body
University of Surrey
Teaching institute
University of Surrey
Framework
FHEQ Level 6
Final award and programme/pathway title
BSc (Hons) Nursing Studies (Registered Nurse Adult Nursing) with Foundation Year
Subsidiary award(s)
| Award | Title |
|---|---|
| Ord | Health Care |
| DipHE | Health Care |
| CertHE | Health Care |
Professional recognition
Nursing and Midwifery Council (NMC)
Recognised by the Nursing and Midwifery Council (NMC) for the purpose of registration as a qualified nurse (adult).
Modes of study
| Route code | Credits and ECTS Credits | |
| Full-time | UTA10007 | 360 credits and 180 ECTS credits |
QAA Subject benchmark statement (if applicable)
Other internal and / or external reference points
For further information relating to FHEQ levels 4, 5 and 6, including learning outcomes, aims and module information please view the BSc (Hons) BSc (Hons) Nursing Studies (Registered Nurse Adult Nursing)
Faculty and Department / School
Faculty of Health and Medical Sciences - School of Health Sciences
Programme Leader
BLAZHEVSKI Lisa (Health Sci.)
Date of production/revision of spec
20/12/2024
Educational aims of the programme
- 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
Programme learning outcomes
| Attributes Developed | Awards | Ref. | |
| Relate principles and concepts at a foundation level of anatomy and physiology. | K | ||
| Appraise/understand the wider context of health and social care. | K | ||
| Develop enquiring skills to problem solving approaches | C | ||
| Become familiar with the underlying basis of evidence in support of person-centred care | C | ||
| Appreciate the importance of mechanisms to support communication | C | ||
| Gain insights into personal and professional behaviour and the impact on team working | P | ||
| Develop an awareness of values and beliefs appropriate to healthcare | P | ||
| Locate own role in relation to personal responsibility to develop academic skills | P | ||
| Exercise and develop attitudes and behaviours that demonstrate lifelong learning | T | ||
| Develop skills in communication, interpersonal skills and reflection | T | ||
| Develop confidence, self-awareness in becoming an independent learner. | T | ||
| Demonstrate personal development in a range of key values such as trust, compassion and empathy. | T |
Attributes Developed
C - Cognitive/analytical
K - Subject knowledge
T - Transferable skills
P - Professional/Practical skills
Programme structure
Full-time
This Bachelor's Degree (Honours) programme is studied full-time over four academic years, consisting of a Foundation Year and 360 credits (120 credits at FHEQ levels 4, 5 and 6). All modules are based on a 15-credit tariff
Possible exit awards include:
- Bachelor's Degree (Ordinary) (300 credits)
- Diploma of Higher Education (240 credits)
- Certificate of Higher Education (120 credits)
Programme Adjustments (if applicable)
N/A
Modules
Year 0 - FHEQ Level 3
| Module code | Module title | Status | Credits | Semester |
|---|---|---|---|---|
| NUR0002 | FOUNDATION STUDIES FOR NURSING | Core | 120 | Year-long |
Module Selection for Year 0 - FHEQ Level 3
For further information on FHEQ levels 4, 5 and 6 please view the programme specification for the full-time BSc (Hons) Nursing Studies (Registered Nurse Adult Nursing)
This structure 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.
The programme will consist 1 level 3 120 credit module with 4 summative assessments. This equates to 1200 hrs of study, pass mark for each summative point will be 50%. Students not achieving a passing mark at first attempt will be entitled to re-take the assessment once. In order to progress onto the 3 year Nursing studies programme the overall average mark for the whole year across the assessment points must be 50% or more. Students will be issued a transcript of their marks but the Foundation Year does not lead to an award.
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) | N | |
| Clinical Placement(s) (that are not part of the PTY scheme) | Y | Students will undertake insight visits to a variety of health and social care environments |
| Study exchange (Level 5) | N | |
| Dual degree | N |
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.
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 2025/6 academic year.