Programme learning outcomes

This programme is a two-year work-based apprenticeship programme. It is intended to prepare students for Nursing Associate roles within the NHS and wider health and social care settings. The role is a higher level than the current healthcare assistant or healthcare support worker and carries greater responsibility and autonomy.

As an apprentice, you will combine working with studying and you will be expected to actively engage in all aspects of your education, maximising opportunities to further your knowledge and skills and share that learning to facilitate the development of peers. On completion of the programme within the new Nursing Associate role, you will work alongside the registered nurse, but will not require direct supervision, delivering care independently, in line with local employer policy and NMC Standards of Proficiency for Nursing Associates (NMC, 2018) and The Code: Professional standards of practice and behaviour for nurses, midwives and nursing associates (NMC, 2018). As a nursing associate you will be able to apply the knowledge, skills and behaviours developed during your education and practice experience to a broad range of clinical and care situations within health and social care settings. Your role will include working in teams and with other agencies to provide preventative care, management of long term physical and mental health conditions and disability, across the lifespan. 

Programme learning outcomes

On successful completion of the programme, graduates will be able to:

Teaching and learning strategy on the programme
All students attend theory sessions one day per week across each of 3 terms over the 2 years of the programme. This will be Tuesdays for Cohort 4.

A structured approach, which combines key reading to support seminars and activities based upon problem-based learning, simulated practice, and clinical case studies, will enhance the development of the knowledge, skills and behaviours required to meet the needs of patients and client groups across the life span and settings. Students/learners are expected to undertake self-directed study within each module and take a proactive approach and use the teaching and learning opportunities provided to develop and progress their own literacy, numeracy, and digital and technological skills development over the course of the programme. 

Assessment strategy for the programme

The assessment strategy for the programme reflects the York Pedagogy in which assessments are:

Assessment within this programme has specifically been structured to build from one level to the next to support progression both in theory and practice, to balance formative and summative work effectively, to offer an appropriate range and choice of assessments. Each module has theoretical outcomes to be achieved and is assessed through either a summative essay, presentation, professional discussion or exam depending upon the module. Each module builds skills in essay and report writing, presentation or examinations progressively from Year 1 to Year 2 and builds progressively upon requisite skills over the 2 years. There is clear process of support and feedback from the module team lead and a robust moderation process.

Practice will be assessed both formatively and summatively within NAPAD 1 & 2 throughout the year with both formative and summative points of submission which are detailed on the assessment schedule. The criteria the learners must achieve in practice links to theoretical module content.

Stage 1 module assessments

Essential Skills for NA Practice

 

Fundamental Concepts of Health

 

Biosciences underpinning NA Practice

 

Evidenced Based Practice and Quality Improvement

 

Meeting Care Needs

 

Professional Values


Stage 2 module assessments

Medicines Optimisation

 

Assessing Safety and Risk

 

Working in Inclusive Partnerships

 

Public Health and Health Promotion


Supporting Integrated Care

 

Supporting, supervising and collaborating with others