Entering third level education is exciting; but it can also be a daunting experience. At ARU, we want all students to make the most of the opportunities Higher Education provides, so they reach their potential, become lifelong learners and find fulfilling careers. However, we appreciate that the shift from secondary education, or a return to formal education is, in itself, quite a journey. This module is designed to ease that transition. You will be enrolled on it as soon as you receive an offer from ARU so you can begin to learn about university life before your course starts. Through Into ARU, you will explore a virtual land modelled around ARU values: Courage, Innovation, Community, Integrity, Responsibility, and Ambition. This innovative module is designed as a game, where students collect knowledge and various complete mini tasks. You will proceed at your own pace, though we expect all students to have completed their Into ARU exploration by week 6. Students who, for whatever reason, are unable to complete by that date, will be signposted to existing services so that we can be confident that they are supported.
Gain the knowledge required to communicate effectively with people throughout the lifespan, and to develop an understanding of professionalism. You’ll explore the concept of reflection and reflective practice, using these skills to learn from experience, and develop personalised action plans for future development. Develop knowledge and skills in cultural competence, exploring and valuing difference to understand the impact of stereotyping and discrimination on the delivery of care. You’ll explore the concepts of diversity and inclusion, including unconscious bias, micro-aggressions and racism, and your role in identifying discriminatory situations and behaviours and responding appropriately. You’ll be introduced to the NMC Standards of Proficiency for Registered Nurses (NMC 2018) and their associated parameters of practice, gaining an understanding of the role of the nurse as part of a wider healthcare team. Based on a group of service users and their families, with different conditions across all four fields of nursing, a range of practical, communication, team working, and professional accountability skills will be explored. Study skills to support engagement in Higher Education, such as digital literacy, academic writing, referencing, reflective practice, and understanding marking criteria and using feedback will be addressed. Study skills to support engagement in Higher Education, such as digital literacy, academic writing, referencing, reflective practice, and understanding marking criteria and using feedback will be addressed.
We’ll prepare you to undertake fundamental skills and procedures when delivering care across the lifespan and in different care settings. You’ll explore the evidence underpinning skills and procedures and have the opportunity to practice these within a facilitated simulated clinical skills environment.
We’ll support you to develop knowledge and skills in health science and its application to the delivery of care. Based on a group of people who use services and their families or carers, you will explore a range of common conditions across all four fields of nursing. You’ll explore the associated human anatomy and physiology relating to those conditions and how this applies to patient monitoring and the delivery of care. You’ll also be introduced to pharmacology and how this relates to the nurse’s role in the administration of medicines. Study skills to support engagement in Higher Education, such as digital literacy, understanding marking criteria, preparation for examinations will be addressed.
Explore the concepts of health and wellbeing, the promotion of health, the prevention of ill health, and the factors that influence them. You’ll explore health inequalities, epidemiology, population health management, and health behaviours to gain an insight into the challenges faced by individuals in managing their health. You’ll also consider the power of genomics in public health to bring benefits to patients. The importance of patient involvement in health promotion, the concept of empowerment and the factors influencing a person’s health choices and readiness for change will be reviewed, and the role of the registered nurse in supporting this.
We’ll provide you with the opportunities to develop and practice clinical skills in order to achieve all the NMC Standards of Proficiency for Registered Nurses (NMC 2018) identified in the England Practice Assessment Document 1. You’ll apply the knowledge and skills learned throughout Part 1 of the course, to a real-world clinical setting, working with a variety of people who use services and their carers in a range of different settings. You’ll develop your understanding of the role of the nurse within the wider inter-professional healthcare team. Simulation in the University skills laboratory will be used to support evidence based practice in a safe environment, and you’ll undertake practice learning via simulation as part of this module. You’ll have a named Practice Assessor and Practice Supervisors during the practice module. In collaboration with the Practice Assessor/Supervisor, you’ll identify a learning goal for each shift, and will receive feedback on the achievement of that goal. The Practice Assessor, in consultation with the Practice Supervisors, Academic assessor, and yourself, will assess your achievement of professional values, and performance criteria using the England Practice Assessment Document.
Patient safety is defined by NHS England as the avoidance of unintended or unexpected harm to people during the provision of care. We’ll support you to recognise risks to patient safety and deterioration in people’s condition, and respond appropriately within your parameters of practice. You’ll also consider the factors that influence patient safety, and how a just learning culture can support staff to be open about mistakes so lessons can be learned in a culture of fairness, openness and learning. You’ll consider the six principles of safeguarding and how these are applied across the lifespan, with different service user groups, and in different settings. You’ll learn to appraise evidence in order to support their decision making about safe and effective care, and understand the role of audit, evaluation and research in quality care improvements.
We’ll prepare you to support, supervise and act as a role model to others. While studying the module, you’ll act as a coach and supervisor for junior colleagues. Through promoting shared learning and peer feedback, and coaching your junior colleagues, you’ll begin to acquire leadership skills while simultaneously engaging in a culture that is focused on learning, support and transparency. You’re also expected to reflect on your personal learning and development to appreciate the contribution of lifelong learning to nursing practice, and consider potential future career pathways.
We’ll provide you with the opportunities to develop and practice clinical skills in order to achieve all the NMC Standards of Proficiency for Registered Nurses (NMC 2018) identified in the England Practice Assessment Document 2. You’ll apply the knowledge and skills learned throughout Part 2 of the course, to a real-world clinical setting, working with a variety of people who use services and their carers in a range of different settings. You’ll develop your understanding of the role of the nurse within the wider inter-professional healthcare team. Simulation in the University skills laboratory will be used to support evidence based practice in a safe environment, and you’ll undertake practice learning via simulation as part of this module. You’ll have a named Practice Assessor and Practice Supervisors during the practice module. In collaboration with the Practice Assessor/Supervisor, you’ll identify a learning goal for each shift, and will receive feedback on the achievement of that goal. The Practice Assessor, in consultation with the Practice Supervisors, Academic assessor, and yourself, will assess your achievement of professional values, and performance criteria using the England Practice Assessment Document.
In order to plan and deliver safe, appropriate, and effective care, you’ll need to carry out accurate assessments of individuals' (and their families where appropriate) healthcare needs. Nursing assessments draw on different forms of knowledge including evidence, observation, experience, and the therapeutic relationship you have with the patient. Building on the knowledge and skills gained in your previous modules, you’ll learn how to undertake an evidence-based assessment of people across the lifespan and with different physical, mental, cognitive and behavioural needs. You’ll then learn how to make sense of the knowledge gained through assessment to plan and deliver care in a range of settings.
Integrated care systems are partnerships that bring together NHS organisations, local authorities, and others to take collective responsibility for planning services, improving health and reducing inequalities across geographical areas (King’s Fund 2022). You’ll explore the need for integrated care, the partners involved in this for different groups of patients across the lifespan, approaches such as social prescribing, and how the nurse can lead and co-ordinate care in this system. To improve the patient experience is one of the most rewarding aspects of a nurse’s role and required insight leadership, and understanding of evidence, resources, teamwork and planning. You’ll extend your political awareness, the impact of policy on the delivery and co-ordination of care, and the nurse’s role in influencing change. We’ll help you to explore and reflect on your leadership style and the impact of this in integrated care.
Children and young people become acutely unwell and require nursing in a variety of settings, to meet their individual needs. Accurate clinical assessment and recording of clinical information is essential in the early detection of deterioration in children and young people, and crucial in decision making if children and young people are to receive the best quality care in the most appropriate clinical setting. Spotting the seriously ill child and young person requires vigilance, robust systems such as Paediatric Early Warning Scores, and excellent pathways of communication and response. Using evidence-based guidelines and policies, you’ll appreciate the need for a structured process for risk assessment, monitoring and communication to optimise clinical decision making that informs patient outcome. You’ll develop the knowledge, skills and experience to recognise, communicate and respond competently, with care and compassion, when a child or young person’s presentation indicates they are becoming acutely unwell. You’ll participate in a range of clinical scenarios relating to acutely unwell children and young people, providing evidence-based justification for your clinical decision making.
We’ll enable you to develop an understanding of the role you play as a children’s nurse in the promotion of health and the prevention of ill health for children, young people, and their families. Recognising that children do not grow and mature in isolation but are actors in the wider society. You’ll also develop an awareness of the factors (political and societal) that influence children and young people’s health, both in the United Kingdom and around the world.
We’ll provide you with the opportunities to develop and practice clinical skills in order to achieve all the NMC Standards of Proficiency for Registered Nurses (NMC 2018) identified in the England Practice Assessment Document 3 in children and young people’s nursing. We’ll support your transition to an autonomous practitioner in readiness for joining the NMC register. You’ll practice with increased confidence and competence as you apply the knowledge and skills learned throughout Part 3 of the course, to a real-world clinical setting, working with a variety of people who use services and their carers in a range of different settings. You’ll enhance your skills around accountability, professionalism, assessment and care planning, providing and evaluating care, leading and managing nursing care, working in teams, and improving safety and quality of care as part of a wider inter-professional team. Simulation in the University skills laboratory will be used to support evidence based practice in a safe environment, and you’ll undertake practice learning via simulation as part of this module. You’ll have a named Practice Assessor and Practice Supervisors during the practice module. In collaboration with the Practice Assessor/Supervisor, you’ll identify a learning goal for each shift, and will receive feedback on the achievement of that goal. The Practice Assessor, in consultation with the Practice Supervisors, Academic assessor, and yourself, will assess your achievement of professional values, and performance criteria using the England Practice Assessment Document to confirm that you are practising independently with minimal supervision, and leading and co-ordinating care with confidence.
Nursing leaders ensure that the workplace supports high quality, safe and compassionate health care. The nursing leader must be able to ensure direction, alignment and commitment within the team and through this to the entire organisation. In this module you’ll focus on developing a repertoire of skills and knowledge to work and lead the care of children and young people effectively within multi-disciplinary healthcare teams, in the often-challenging environments encountered in modern clinical practice. Furthermore, you’ll provide supervision and support to your peers acting as a role model within the healthcare team. You’ll appraise the quality and effectiveness of nursing care and apply understanding of the importance of setting and auditing standards in delivering and maintaining quality care. You’ll understand the importance of exercising political awareness to maximise the influence and effect of registered nursing on quality of care, patient safety and cost effectiveness. As a result of this module, you’ll be equipped to not only make the successful transition from student to qualified practitioner but to generate positive change in delivering high quality care for children and young people.
Children and young people can have complex needs as a result of their underlying condition. Some may have long-term consequences of extreme prematurity, others may have inherited conditions, chronic illness, or sustain life changing injury. Building on your knowledge, skills and understanding, you’ll explore a wide range of complex health care issues experienced by children, young people and their families/carers. You’ll analyse research and evidence to inform decision making and support effective partnership and collaborative multi-professional working. We’ll equip you with the essential knowledge and skills required to provide comprehensive holistic family and child-centred care for children and young people with diverse and complex healthcare needs. You’ll learn to identify the challenges of addressing comorbidities, psychological factors and social influences when assessing and prioritising care while developing the ability to make evidence-based clinical decisions in complex and challenging situations. You’ll explore the implications of polypharmacy in children and young people and gain an understanding of the requirements for non-medical prescribing following NMC registration. We’ll support you through your Undergraduate Major Project to develop skills in sharing knowledge and understanding through poster presentations and writing for publication.