3. 3
NMC Standards (2010)
• In 2010 the NMC published the ‘Standards for pre-
registration nursing’;
– Minimum outcome award changed to degree in nursing
“Degree-level registration underpins the level of practice
needed for the future, and enables new nurses to work
more closely and effectively with other professionals.”
NMC (2010) p8
4. NMC Competency framework
• Sets out the standards for competence and the related
competencies that every nursing student must acquire
before applying to register
1. Professional values
2. Communication and interpersonal skills
3. Nursing practice and decision-making
4. Leadership, management and team working
4
5. Essential skills clusters (2010)
• These apply to all fields of nursing and for many there are 2
progression points & entry to the register;
1. Care, compassion and communication
2. Organisational aspects of care
3. Infection prevention and control
4. Nutrition and fluid management
5. Medicines management
5
9. Emphasis on
Research
processes &
problems
Emphasis on
Research
content
Research – teaching nexus (Jenkins et al, 2007)
10
Research-tutored
Curriculum emphasises
learning focused on
students writing & discussing
papers or essays
Research-based
Curriculum emphasises
students undertaking
inquiry-based learning
Research-led
Curriculum is structured
around teaching subject
content
Research-orientated
Curriculum emphasises
teaching process of
knowledge
construction in the subject
STUDENTS AS PARTICIPANTS
STUDENTS AS AUDIENCE
10. Programme structure (3 year BN)
11
Foundations of
Nursing Practice
Practice
experience 3 & 4
Applied Health
Sciences
Foundations of
Health Sciences
Practice
experience 1 & 2
Principles of
Nursing Practice
Acute care needs Long term
conditions
Partnerships Field specific
Leadership &
management
Research Practice
experience 5 & 6
Complex care
11. Programme structure (4 year dual fields BN)
12
Foundations of
Nursing Practice
Practice
experience 3 & 4
Applied Health
Sciences
Foundations of
Health Sciences
Practice
experience 1 & 2
Principles of
Nursing Practice
Acute care needs Long term
conditions
Partnerships Field specific
Leadership &
management
Research
Practice
experience 5 & 6
Complex care
Acute care needs
(2nd
field)
Field specific (2nd
field)
Long term
conditions (2nd
field)
Practice
experience 7 & 8
12. Other programmes
• 3 year Bachelor of Midwifery
• 2 year (advanced standing) Bachelor of Midwifery
• 3 years Masters in Nursing Studies
• 3 year Masters in Midwifery Studies
13
13. Some of the challenges
• Embedding technology enhanced learning
• Grading in practice
• Challenging beliefs
• New programmes
• New ways of thinking
14
Please use the dd month yyyy format for the date for example 11 January 2008. The main title can be one or two lines long.
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Each domain is comprised of a generic standard for competence and a field standard for competence.
Also includes generic competencies that all nurses must achieve and the field competencies.
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Curriculum philosophy core to all programmes.
The Wizard of Oz - Dorothy is on a journey in which she questions both herself and her values. The yellow brick road represents Dorothy’s journey to determine and become the person she wishes to be.
Along the way, Dorothy doubts that she has three core qualities – the “heart” (represented by the tin man), the “nerve” (represented by the lion) and the “brain” (represented by the straw man)
Within these programmes, students themselves will develop the awareness of the values of themselves and others that are necessary for values based practice. The curriculum is thus a journey of both personal and professional self discovery as students themselves will determine the future practitioner who they wish to become.
We also take the view that the Heart, the nerve, and the brain are the three core qualities required of healthcare practitioners, and the Southampton Values based model has been introduced to support the development of these qualities in students throughout their programmes.
All 4 of the above approaches are important, and our curriculum has integrated elements of each of these perspectives, although a greater emphasis on developing research skills through a research based orientation.
Our philosophical stance places students clearly as participants, and it is appropriate that students in a leading research institution are challenged to develop their own skills in inquiry based learning.