Registered Nurse (Degree Apprenticeship) (Blended Learning) Learning Disability BSc(Hons)

Program Overview

The Registered Nurse (Degree Apprenticeship) for Learning Disabilities is a blended-learning program designed for individuals to become healthcare professionals specializing in the care of people with learning disabilities. Through a combination of academic studies and practical experience, students develop the essential skills and knowledge needed to provide comprehensive and compassionate nursing care. The program is regulated by the Nursing and Midwifery Council, ensuring students are prepared to enter the field as qualified Registered Nurses for Learning Disabilities.

Program Outline

Registered Nurse (Degree Apprenticeship) (Blended Learning) Learning Disability BSc(Hons)

Degree Overview:

This is a 3-year full-time degree apprenticeship program designed for individuals who wish to become a Registered Nurse for Learning Disabilities while being employed in learning disability healthcare services. The program aims to provide students with the essential skills, values, and confidence needed to work with individuals with a range of learning disabilities, providing hands-on care for their complex physical, social, and psychological needs.

Objectives:

• Develop vital skills, values, and confidence to work with people with learning disabilities.
• Provide hands-on care for complex physical, social, and psychological needs.
• Enhance the quality of life for individuals with learning disabilities and their ability to live independently.
• Prepare students to pursue a career as a Registered Nurse for Learning Disabilities.
• Become eligible for registration with the Nursing and Midwifery Council (NMC).

Outline:

Year 1:

• Core Modules:
• Becoming a Professional - Learning Disability Nursing (Blended Learning):
This module explores professional development, personal and professional attitudes and beliefs, and their relevance to the future role of a learning disability nurse. It covers developing as a learner, maintaining physical and mental health, promoting and supporting people with learning disabilities, managing the transition to university, and exploring ethical and professional codes underpinning learning disability nursing.
• Introduction to Learning Disability Nursing (Blended Learning): This module develops fundamental knowledge and skills for providing person-centered care to individuals with learning disabilities, including people of all ages with various physical, mental health, and cognitive care needs.
It covers principles of holistic assessment and management, development through the lifespan, anatomy and physiology, pharmacology, and medicines administration.
• Nursing Practice 1 (Blended Learning): This module focuses on fundamental nursing practice skills, including personal hygiene, infection control, undertaking observations, and basic life support.
It includes a practice learning experience to apply theoretical knowledge.
• Nursing Practice 2 (Blended Learning): This module further develops fundamental nursing practice skills, including personal hygiene, infection control, undertaking observations, and basic life support.
It includes a practice learning experience to apply theoretical knowledge.
• Understanding Knowledge and Evidence for Nursing (Blended Learning): This module introduces the nature of knowledge and its role in evidence-based nursing practice.
It covers searching and reading evidence, identifying its value and relevance, evaluating published research, and exploring ethics within healthcare research. It also develops transferable skills like literature searching, critical appraisal of evidence, and applying evidence to practice.

Year 2:

• Core Modules:
• Developing as a Professional (Blended Learning):
This module builds upon the "Becoming a Professional" module from Year 1, developing professional and transferable knowledge and skills required to become a Registered Nurse. It covers professional, legal, and ethical knowledge and frameworks, their role in clinical decision-making, effective team working, leadership and management, and positively influencing care delivery, decisions, and management.
• Developing Critical Knowledge and Skills in Learning Disability Nursing (Blended Learning): This module expands upon the knowledge and skills developed in Year 1, focusing on assessment skills for complex care encounters with individuals with learning disabilities.
It covers recognizing deterioration, identifying appropriate interventions, planning care needs, and formulating care plans for individuals and groups.
• Developing Research Knowledge and Evidence for Learning Disability Nursing Practice (Blended Learning): This module builds upon the "Understanding Knowledge and Evidence for Nursing" module from Year 1, introducing research study design, including literature reviews and empirical studies.
It covers research methods and design, preparing students to undertake a learning disability nursing research study in Year 3. It also covers research ethics, data collection, analysis, and research approaches like qualitative, quantitative, and mixed methods studies, systematic literature reviews, systematic reviews, and audits.
• Nursing Practice 3 (Blended Learning): This module develops a wider range of nursing practice skills, including cannulation and phlebotomy.
It includes a practice learning experience to apply theoretical knowledge.
• Nursing Practice 4 (Blended Learning): This module further develops nursing practice skills, including cannulation and phlebotomy.
It includes a practice learning experience to apply theoretical knowledge.

Year 3:

• Core Modules:
• Being a Professional (Blended Learning):
This module builds upon the professional-themed modules from Year 1 and 2, consolidating preparation for becoming a qualified nurse. It develops future nurse leader skills to positively influence care beyond the organization, promoting quality care and service improvements. It also prepares students to undertake the role of teacher and practice supervisor for future nurses.
• Enhancing Knowledge and Skills in Learning Disability Nursing (Blended Learning): This module builds upon the knowledge and skills developed in Year 1 and 2, enabling students to further develop their critical understanding of assessment skills to recognize and respond appropriately to deteriorating patients.
It expands the range of assessment skills, applying them under minimum supervision while managing and coordinating care for individuals with learning disabilities with varying complexities in different settings. It also develops skills in advanced care management and complex discharge or transfer planning.
• Nursing Practice 5 (Blended Learning): This module focuses on fundamental nursing practice skills, including intravenous medicine administration.
It includes a practice learning experience to apply theoretical knowledge.
• Nursing Practice 6 (Blended Learning): This module further develops fundamental nursing practice skills, including intravenous medicines administration.
It includes a practice learning experience to apply theoretical knowledge.
• Using Evidence and Research to Enhance Learning Disability Nursing Practice (Blended Learning): This module builds upon the evidence and research modules from Year 1 and 2, enabling students to systematically undertake a literature review or a small-scale research project based on the research proposal developed in Year 2.
It covers various approaches like qualitative, quantitative, or mixed methods, audit, or a systematic literature review within the learning disability nursing field. It also involves data collection and analysis.

Assessment:

• Assessment Methods:
• Coursework
• Practice/proficiency-based learning
• Reports
• Presentations
• Examinations
• Assessment Criteria:
• The nature of assessment varies between modules, mirroring the modes of communication expected of graduates in this field, such as the ability to present to a range of audiences and provide reports to enhance the quality of care.
• Feedback (usually written) is provided on all coursework submissions within three term time weeks, unless the submission was made towards the end of the session, in which case feedback would be available on request after the formal publication of results.
• Feedback on exam performance/final coursework is available on request after the publication of results.
• Practice Assessment Document (PAD) is used for assessment during placements.
• Personal Development Plan is used to identify strengths and weaknesses, construct a record of achievement, and reflect and act upon personal, professional, academic, and long-term career goals.
• End Point Assessment (EPA) is integrated within the program and is awarded on successful completion of the program and apprenticeship requirements.

Teaching:

• Teaching Methods:
• Online seminars
• Lectures
• Group work
• Simulation
• Practical skills experience
• Immersive situated activities through simulation-based learning (SBL) supported by facilitation
• University's virtual learning environment
• Faculty:
• The University of Huddersfield has been rated Gold in all three aspects of the Teaching Excellence Framework (TEF) 2023.
• Staff rank in the top three in England for the proportion who hold doctorates, higher degrees, and teaching qualifications.
• The University is first in the country for National Teaching Fellowships, winning a total of 22 since 2008.
• The University won the first Global Teaching Excellence Award, recognizing its commitment to world-class teaching and its success in developing students as independent learners and critical thinkers.

Careers:

• Potential Career Paths:
• Registered Nurse for Learning Disabilities in local healthcare trusts, charities, and short-term care providers.
• Leadership roles supporting people with learning disabilities and specialist needs.
• Roles within specialist assessment and treatment areas.
• Manager for local service providers.
• Epilepsy nurse.
• Safeguarding nurse.
• Behavioral specialist.
• Forensic care nurse.
• Dual diagnosis services or specialist services for people with Autistic Spectrum Disorders.
• Specialist nurse for drug management.
• Consultant nurse specialist.
• Nurse lecturer.
• Policy maker and advisor at a national or local level.

Other:

• The course is regulated by the Nursing and Midwifery Council (NMC).
• Students are not required to register as a member with the NMC while studying, but must follow their codes of conduct.
• Students will have the opportunity to loan a clinical skills kit at the start of the course.
• Students will have the opportunity to become part of an online community where they can showcase their work, work collaboratively with peers, and establish relationships with tutors.
• The course is designed to support a training in practice approach.
• Students will remain employed by their host organization during the course.
• Students will be a supernumerary student for the full duration of the course and will not work for their employer.
• Time will be split 50% in clinical practice and 50% in the University.
• The course is progressively demanding.
• Students will have the opportunity to complete their practice learning experiences in a diverse range of health and social care settings close to home.
• Practice experiences are generally offered across West Yorkshire and beyond, covering 24-hour care including evening, weekend, and occasional night shifts.
• Students will be supported by trained supervisors and assessors, as well as by members of the academic team.
• Students will be required to travel to and during their placements.
• The University offers a Global Professional Award (GPA) alongside the degree, providing valuable qualities and experiences that could help students get the career they want.
• Students can progress to one of the University's Workforce Development courses, including specialist short courses, Postgraduate Certificates, Masters, or Masters by Research.
• The University offers a wide range of support services, including a Student Hub, Academic Skills Development Team, and Learning Technology Support Unit.
• Support services will also be available from the student's employer.
• The course is funded by the student's employer through the Apprenticeship Levy.
• The University may make changes to the course if necessary, such as to reflect changes in the law, the requirements of regulators, or to improve the quality of educational provision.
• If a major change affects the course, the University will notify students and their employers as soon as possible and will carry out suitable consultation.
• If a student is made redundant, they may be able to complete the course if they have completed 75% of the practical period or have less than 6 months left.
Otherwise, they will be withdrawn from the course unless they find alternative relevant employment within 12 weeks of the date they are made redundant.
• The ESFA is the principal regulator for the apprenticeship course.