The MSc Professional Nursing programme will enable you to graduate with a Masters and you will be eligible to register with the Nursing and Midwifery Council (NMC) as a Children’s Nurse.
This course will equip student nurses with the knowledge, skills and attributes to ensure care is child, young person and family centred whilst working with other professionals and agencies across contexts.
Taught by experts in their field, students will quickly gain skills and competencies to allow them to become confident, competent and safe practitioners, capable of advanced careers in their chosen profession.
You will learn in our state-of-the-art clinical skills and simulation suite and complete practice placements in a range of settings including hospital wards and community settings.
Our focus on interdisciplinary learning throughout the two year course will enrich your experience and help prepare you for the reality of professional practice.
Following the issue of guidance at the Department of Health, the tuition fee for this course may be fully funded by the Department of Health for students who have been habitually resident in Northern Ireland for three years prior to the commencement of the course, and students from the Republic of Ireland (excluding England, Scotland, Wales and the EU). Students on this programme are ineligible to apply for funding from the Student Loans Company. The programme is not available as a part time programme.
If you have previously commenced or completed a DoH paid place/bursary for a pre-registration nursing, midwifery or AHP course in Northern Ireland you may not be eligible for a funded place on this programme.
In 2024 we are unable to offer this programme to students who are not eligible for a funded place, which will include GB and overseas students.
Successful students will graduate with a Masters and will be eligible to register with the NMC as an Children's nurse.
Professional Nursing Children and Young People highlights
Professional Accreditations
Graduates from this programme will be eligible to register with the NMC as a Children’s Nurse. This course is designed to meet the NMC Future nurse: standards of Proficiency for registered nurses and has been approved by the NMC.
Career Development
This programme provides graduates with a fast-track to an exceptional nursing career. With many employers, having a Masters provides nurses with enhanced career progression opportunities.
World Class Facilities
Students on this programme will use our new, high specification Simulation Centre, which is the first of its kind in Europe. Students will learn in teams alongside students of other disciplines, including Medicine and Pharmacy, and will be able to access the latest learning technologies.
Student Experience
Students in the School of Nursing & Midwifery at Queen's are well supported through a network of Personal Tutors inside the University, as well as Link Lecturers and supervisors on placement.
Student Testimonials
"The support and guidance from tutors is phenomenal. It is hard work at times but the time flies by! I have embraced every opportunity and being able to make a difference to people’s lives is rewarding. I have enjoyed the hands-on experience in a variety of placements which has given me valuable insight in all types of nursing. As a person I have gained so much knowledge and skills and met some amazing people whilst out on practice. I have gained confidence and become more competent in my abilities. I would recommend this course to anyone that is passionate about caring for children! ‘’ Eileen Magee, Professional Nursing Student, CYP 2020
‘The decision to leave a well-established career and start a new nursing career in my 30’s and during a global pandemic was a daunting thought and to some may have seemed like a risky thing to do, but to me it has been a risk worth taking! Working with children and young people has always been and continues to be my passion, so this MSc in Professional Children’s and Young People’s Nursing has been perfect for me.
The course is 50% placement and 50% theory and the modules covered have prepared me for all aspects of nursing care.
I have developed skills in caring for children and their families, had the opportunity to work with other members of the multidisciplinary team and have developed clinical skills that will help me to become a safe and competent practitioner.
The masters programme also has the added benefit of having a specific focus on professional development and leadership and management so will help with my career progression in the future. The tutors and lecturers are so encouraging and are always available to answer questions, provide support or just be there for a chat if you need it. I’ve thoroughly enjoyed this course so far and would advise anyone thinking of applying to go for it!‘
Gillian, Professional Nursing Student CYP 2020 Intake
The two year programme will comprise of 50% academic modules and 50% in practice learning. All modules are listed below
Academic Modules
Students will be required to complete all compulsory modules, plus a Placement Portfolio to successfully complete this programme.
Applied Life Science
Students will develop confidence in bioscience knowledge, competence in integrating biosciences in evidence informed clinical decision making and care, and communication with multiprofessional teams and patients.
Complex and High Dependency Care of Infants, Children and Young People Promoting Mental Well Being
Students will be equipped with advanced knowledge and skills required to meet the challenges in delivering person centred care across acute and community contexts for people with specialist and complex needs.
Developing Leadership and Professionalism
Students will demonstrate positive knowledge, skills, attitudes and values in leading and managing care in a diverse health and social care system. This will be achieved through the following themes: leadership and management; principles of supervision and assessment in practice and professional values.
Essential Pharmacology
Students will recognise the journey of a prescription from the assessment process with the patient, to prescribing partnership, supply, storage, dispensing and administration of that medication. They will gain an understanding of the families of drugs applied across the lifespan, consider the therapeutic and adverse effects of those medications and identify factors that could modify patients’ responses to medication.
Foundations of Children’s and Young People’s (CYP) Nursing
Students will critically analyse the fundamental underpinnings of CYP nursing, including the principles of child and family centred care and of health assessment appropriate to the chronological age and development stage of the infant, child or young person.
Practice Learning 1 and 2 Children and Young People’s Nursing
Students will demonstrate practical knowledge and skills to care for infants, children and young people with an acute/chronic illness and/ or complex and high dependency care. This will include child and family centred assessment and care appropriate to the chronological age and development stage of the infant, child or young person including safeguarding; recognition of deterioration and escalation of care, multidisciplinary teamwork and communication.
Professionalism, Caring and Communication in Nursing
This module will cover the essential knowledge, skills, attitudes and behaviours required to demonstrate accountability by nurses in all care settings. This includes: introduction to the four fields of nursing; person-centred care; values based nursing care; understanding wellness; compassion, empathy; ensuring equality and diversity is respected across vulnerable populations.
Public Health and Supporting People with Chronic Health Care Needs
Students will explore how health is conceptualised locally and globally. They will demonstrate understanding of the role of public health in maintaining the health of individuals and communities including vulnerable populations with specific health needs.
Quality Improvement in an Interprofessional Context - Part A
Students will undertake a critical review of the literature and develop a QI project proposal demonstrating their ability to plan and implement the project, analyse the data and disseminate the findings.
Quality Improvement in an Interprofessional Context - Part B
Students will demonstrate the skills to plan a Quality Improvement project translating evidence into practice as part of an interprofessional team. Students will undertake a critical review of the literature and develop a QI project proposal demonstrating their ability to plan and implement the project, analyse the data and disseminate the findings.
Safe Medicate 2 and 3
These are online modules that equip students with numeracy and problem solving skills that underpin medication dosage calculations moving on to more complex field specific scenarios preparing students for safe clinical practice as they prepare for entry to the register. These modules need to be passed at 100%.
At Queen’s, we aim to deliver a high quality learning environment that embeds intellectual curiosity, innovation and best practice in learning, teaching and student support to enable student to achieve their full academic potential.
On the MSc Professional Nursing we do this by providing a range of learning experiences which enable our students to engage with subject experts, develop attributes and perspectives that will equip them for life and work in a global society and make use of innovative technologies and a world class library that enhances their development as independent, lifelong learners. Examples of the opportunities provided for learning on this course are:
E-Learning technologies
Information associated with lectures and assignments is often communicated via a Virtual Learning Environment (VLE) called Canvas. A range of e-learning experiences are also embedded in the degree through, for example: interactive group workshops in a flexible learning space, podcasts and interactive web-based learning activities.
Lectures
Introduce information about new topics as a starting point for further self-directed private study/reading. Lectures also provide opportunities to ask questions, gain some feedback and advice on assessments (normally delivered in large groups to all year group peers)
Personal Tutor
Students are allocated a Personal Tutor who meets with them on several occasions during each year to support their academic development.
Practical and Simulation Based Education
Where you will have opportunities to develop technical skills and apply theoretical principles to real-life or practical contexts in our groundbreaking simulation centre. All nursing students have opportunities to engage in interprofessional education (IPE) activities. You will be expected to attend 100% of classes within your nursing modules.
Self-directed study
This is an essential part of life as a Queen’s student when important private reading, engagement with e-learning resources, reflection on feedback to date and research work for assignments is carried out.
Seminars/tutorials/workshops
Significant amounts of teaching are carried out in small groups (typically 10-20 students). These provide an opportunity for students to engage with academic staff who have specialist knowledge of the topic, to ask questions of them and to assess your own progress and understanding with the support of peers. You should also expect to make presentations and other contributions to these groups
Work Practice placements
Students will undertake clinical placements regularly throughout the programme. This enhances the link from theory to practice in nursing and provides students with a wide variety of opportunities and experiences in all fields of nursing. It is an essential component of the programme, ensuring that the student has sufficient opportunities to develop skill and competence in care provision and decision making, meeting the requirements for professional registration with the Nursing and Midwifery Council (NMC 2020).
Placements in Children’s Nursing can be anywhere in Northern Ireland; students should expect to travel to placements. When on placements every student is assigned a practice supervisor and assessor, who are trained in teaching within the clinical setting. Students should expect to work night shifts and/or long days on a regular basis while on placement
Assessment
Assessments will be carried out in a variety of formats, including written assignments, exams, presentations etc.
The way in which you are assessed will vary according to the learning objectives of each module. Modules are assessed through project work, written assignments, written and oral examinations and clinical skills assessment. Details of how each module is assessed are shown in the Module Handbook which is provided to all students at the start of each module
Facilities
In 2020 the Faculty opened a new, fully integrated teaching facility, designed to enable teaching of nursing, midwifery, medical and pharmacy students. The facility includes treatment rooms, operating theatres and immersive simulation. Students work in teams in simulated scenarios where they will learn to manage real-life situations. http://www.qub.ac.uk/schools/SchoolofNursingandMidwifery/ClinicalEducationCentre/
The information below is intended as an example only, featuring module details for the current year of study (2024/25). Modules are reviewed on an annual basis and may be subject to future changes – revised details will be published through Programme Specifications ahead of each academic year.
Foundations of Children's and Young People's Nursing
Overview
Students will critically analyse the fundamental underpinnings of CYP nursing, including the principles of child and family centred care and of health assessment appropriate to the chronological age and development stage of the infant, child or young person. This will include an introduction to the ethical and legal foundations of CYP nursing and incorporate the CYP nurse’s relationship with other professionals involved with the care of the infant, child or young person. This knowledge will be critically examined in relation to the infant, child or young person with an acute/chronic illness and the pathophysiology of acute/chronic childhood illnesses. Methods of assessing, planning implementing and evaluating care will be applied.
The safeguarding of infants, children and young people will underpin every aspect of the module.
Learning Outcomes
1. Critically analyse and apply the principles and perspectives of CYP
nursing in assessing, planning, providing and evaluating family centred
care using principles of coproduction
2. Critically explore the roles within a multidisciplinary team and
multifaceted skills for CYP nurses working inter professionally.
3. Practice effective communication skills and critically apply relevant
communication tools.
4. Interpret and critically apply clinical data to determine appropriate
interventions to recognise and manage deterioration in the child or
young person’s clinical condition.
5. Critically analyse how a CYP nurse undertakes the holistic person
centred assessment and management of a child and young person with
an acute and/or chronic illness in co-production with parents, carers and
families
Skills
Annexe A:
1. Underpinning communication skills for assessing, planning, providing
and managing best practice, evidence-based nursing care
2.1 Share information and check understanding about the causes,
implications and treatment of a range of common health conditions
including anxiety, depression, memory loss, diabetes, dementia,
respiratory disease, cardiac disease, neurological disease, cancer,
skin problems, immune deficiencies, psychosis, stroke and arthritis
2.2 Use clear language and appropriate, written materials, making
reasonable adjustments where appropriate in order to optimise
people’s understanding of what has caused their health condition
and the implications of their care and treatment
2.3 Recognise and accommodate sensory impairments during all
communications
2.4 Support and manage the use of personal communication aids
2.5 Identify the need for and manage a range of alternative
communication techniques
Annexe B:
1.1.1 Signs of mental and emotional distress
1.1.2 Cognitive status of health and wellbeing
1.1.3 Signs of cognitive distress and impairment
1.1.4 Behavioural distress needs
1.1.5 Signs of mental and emotional distress including agitation,
aggression and challenging
2.1 take, record and interpret vital signs manually and via technological
devices
2.2 venepuncture, cannulation, blood sampling, interpreting normal and
common abnormal blood profiles and venous blood gases
2.3 recording ECG’s and interpreting normal and common abnormal
heart traces
2.4 Managing and monitoring blood component transfusions
2.5 Managing and interpreting cardiac monitors, infusion pumps, blood
glucose monitors and other monitoring devices
2.6 accurately measure weight and height, calculate body mass index
and recognise healthy ranges and clinically significant low/high
readings
2.7 undertake a whole body systems assessment including respiratory,
circulatory, neurological, musculoskeletal, cardiovascular and skin
status
2.8 Chest auscultation and correctly interpreting findings
2.9 Collect and observe sputum, urine, stool and vomit specimens,
undertaking routine analysis and interpreting findings
2.10 Measuring and interpreting blood glucose levels
2.11 Recognise and respond to signs of all forms of abuse
2.12 Undertaking, responding to, and interpreting neurological
assessments and observations
2.13 Identify and respond to signs of deterioration and sepsis
2.14 Administer basic mental health first aid
2.15 Administer basic physical first aid
2.16 Recognise and manage seizures, choking and anaphylaxis,
providing appropriate basic life support
2.17 Recognise and respond to challenging behaviour, providing
appropriate safe holding and restraint.
3. Use evidence-based, best practice approaches for meeting needs
for care and support with rest, sleep, comfort and the maintenance of
dignity, accurately assessing the person’s capacity for independence
and self-care and initiating appropriate interventions 3.1-3.6
4.1 Observe, assess and optimise skin and hygiene status and
determine the need for support and intervention
4.2 Use contemporary approaches to the assessment of skin integrity
and use appropriate products to prevent or manage skin breakdown
4.3 Assess needs for and provide appropriate assistance with washing,
bathing, shaving and dressing
4.4 Identify and manage skin irritations and rashes
4.5 Assess needs for and provide appropriate oral, dental, eye and nail
care and decide when an onward referral is needed
4.8 Assess, respond and effectively manage pyrexia and hypothermia.
5.1 Observe, assess and optimise nutrition and hydration status and
determine the need for intervention and support
5.2 Use contemporary nutritional assessment tools
5.3 Assist with feeding and drinking and use appropriate feeding and
drinking aids
5.4 Record fluid intake and output and identify, respond to and manage
dehydration or fluid retention
5.5 Identify, respond to and manage nausea and vomiting
5.6 Insert, manage and remove oral, nasal and gastric tubes
5.9 Managing the administration of IV fluids, and fluid and nutritional
infusion pumps and devices
6.1 Observe and assess level of urinary and bowel continence to
determine the need for support and intervention assisting with
toileting, maintaining dignity and privacy and managing the use of
appropriate aids
6.4 Assess bladder and bowel patterns to identify and respond to
constipation, diarrhoea and urinary and faecal retention
7.1-7.4 Use evidence-based, best practice approaches for meeting needs
for care and support with mobility and safety, accurately assessing
the person’s capacity for independence and self-care and initiating
appropriate interventions
8.1 Observe and assess the need for intervention and respond to
restlessness, agitation and breathlessness using appropriate
interventions
8.2 Manage the administration of oxygen using a range of routes and
best practice approaches
8.3 Take and interpret peak flow and oximetry measurements
8.4 Use appropriate nasal and oral suctioning techniques
8.5 Manage inhalation, humidifier and nebuliser devices
8.6 Manage airway and respiratory processes and equipment.
9.1 Observe, assess and respond rapidly to potential infection risks
using best practice guidelines
9.2 Use standard precautions protocols
9.3 Use effective aseptic, non-touch techniques
9.4 Use appropriate personal protection equipment
9.5 Implement isolation procedures
9.6 Use evidence-based hand hygiene techniques
9.7 Safely decontaminate equipment and environment
9.8 Safely use and dispose of waste, laundry and sharps
9.9 Safely assessing and managing invasive medical devices and lines
11.2 Recognise the various procedural routes under which medicines can
be prescribed, supplied, dispensed and administered; and the laws,
policies, regulations and guidance that underpin them
11.4 Undertake accurate drug calculations for a range of medications
11.5 Undertake accurate checks, including transcription and titration, of
any direction to supply or administer a medicinal product
11.6 Exercise professional accountability in ensuring the safe
administration of medicines to those receiving care
11.8 Administer medications using a range of routes
11.10 Recognise and respond to adverse or abnormal reactions to
medications
11.11 Undertake safe storage, transportation and disposal of medicinal
products.
Public Health and Supporting People with Chronic Health Care Needs
Overview
Students will explore how health is conceptualised locally and globally. They will demonstrate understanding of the role of public health in maintaining the health of individuals and communities including vulnerable populations with specific health needs. The following themes will be covered:
Sociological and psychological theories: social determinants of health and lifestyle factors; behaviour/ attitude change; lifecourse perspective.
Multi-disciplinary approaches to care, NICE guidelines for evidence-based practice in a range of chronic and long-term conditions; diabetes, cancer, COPD, heart failure, osteoporosis, dementia, frailty and terminal conditions.
Mental wellbeing including suicide awareness, how to respond to suicidal ideation or expressions of self harm.
Levels of prevention: strength based approaches, health screening, vaccinations, health checks for specific populations.
Equality and diversity: health literacy; use of digital systems; impact of culture and ethnicity; resilience of individuals, families and communities.
Learning Outcomes
1. Critically discuss how health is conceptualized using local National and
global policy drivers and how public health is monitored measured and
reflected in practice for all.
2. Critically examine public health challenges across the lifespan and
identify strategies that build resilience in communities deploying health
literacy and digital systems
3. Critically analyse the factors which lead to social inequalities and their
impact across society.
4. Critically apply health promotion models, and interventions to promote
the health and well-being of individuals and communities.
5. Critically examine and apply strategies to promote mental wellbeing for
clients, interpreting signs that might indicate those at risk of self harm or
suicide, identifying relevant coping mechanisms and appropriate actions
6. Critically examine the role of the nurse in promoting and protecting
health of themselves and others as a social leader, influencer and
advocate.
Skills
Annexe A:
1.1 actively listen, recognise and respond to verbal and non-verbal cues
1.2 use prompts and positive verbal and non-verbal reinforcement
1.3 use appropriate non-verbal communication including touch, eye
contact and personal space
1.4 make appropriate use of open and closed questioning
1.5 use caring conversation techniques
1.6 check understanding and use clarification techniques
1.7 be aware of own unconscious bias in communication encounters
1.8 write accurate, clear, legible records and documentation
1.9 confidently and clearly present and share verbal and written reports
with individuals and groups
1.10 analyse and clearly record and share digital information and data
1.12 recognise the need for, and facilitate access to, translator services
and material.
2.1 share information and check understanding about the causes,
implications and treatment of a range of common health conditions
including anxiety, depression, memory loss, diabetes, dementia,
respiratory disease, cardiac disease, neurological disease, cancer,
skin problems, immune deficiencies, psychosis, stroke and arthritis
2.2 use clear language and appropriate, written materials, making
reasonable adjustments where appropriate in order to optimise
people’s understanding of what has caused their health condition and
the implications of their care and treatment
2.3 recognise and accommodate sensory impairments during all
communications
2.5 identify the need for and manage a range of alternative
communication techniques
2.6 use repetition and positive reinforcement strategies
2.7 assess motivation and capacity for behaviour change and clearly
explain cause and effect relationships related to common health risk
behaviours including smoking, obesity, sexual practice, alcohol and
substance use
2.8 provide information and explanation to people, families and carers
and respond to questions about their treatment and care and possible
ways of preventing ill health to enhance understanding
Evidence-based, best practice communication skills and approaches for providing therapeutic interventions
3.1 motivational interview techniques
3.2 solution focused therapies
Annexe B:
1.1 mental health and wellbeing status (1.1.1- 1.1.6)
Professionalism, Caring and Communication in Nursing
Overview
This module will cover the essential knowledge, skills, attitudes and behaviours required to demonstrate accountability by nurses in all care settings. This includes: introduction to the four fields of nursing; person-centred care; values based nursing care; understanding wellness; compassion, empathy; ensuring equality and diversity is respected across vulnerable populations.
Students from all fields of nursing will demonstrate understanding of the NMC Code using ethical, legal and moral principles as applied to the practice of nursing including safeguarding principles. The importance of self-care will be addressed enabling students to creatively analyse their personal value, build on self-esteem and be proactive regarding support systems.
Students will apply appropriate communication skills integral to person centred care across all fields and be given the opportunity to appraise each other’s communication skills to promote self reflection and develop the capacity to provide constructive feedback as part of a supervisory role. Students will be introduced to reflective models in preparation for reflective activity in practice
Learning Outcomes
At the end of the module students will be able to:
1. Critically analyse and apply professional, personal and behavioural
values which underpin safe and effective person centred care.
2. Critically reflect upon accountability, professional regulation and
understand how this is applied in practice with reference to the NMC
code.
3. Critically examine issues relating to diversity to support equality when
caring for adults, children and those with learning disabilities and/or
mental health needs and their families.
4. Analyse and demonstrate effective communication skills promoting
compassionate nursing care
5. Critically review ethical, legal and moral principles as applied to the
practice of nursing
Skills
Communication skills Annexe A
1. Underpinning communication skills for assessing, planning, providing
and managing best practice, evidence-based nursing care:
1.1 actively listen, recognise and respond to verbal and non-verbal cues
1.2 use prompts and positive verbal and non-verbal reinforcement
1.3 use appropriate non-verbal communication including touch, eye contact
and personal space
1.4 make appropriate use of open and closed questioning
1.5 use caring conversation techniques
1.6 check understanding and use clarification techniques
1.7 be aware of own unconscious bias in communication encounters
1.9 confidently and clearly present and share verbal and written reports
with individuals and groups
1.12 recognise the need for, and facilitate access to, translator services and
material.
2. Evidence-based, best practice approaches to communication for
supporting people of all ages, their families and carers in preventing ill
health and in managing their care
2.1 share information and check understanding about the causes,
implications and treatment of a range of common health conditions
including anxiety, depression, memory loss, diabetes, dementia,
respiratory disease, cardiac disease, neurological disease, cancer,
skin problems, immune deficiencies, psychosis, stroke and arthritis
2.2 use clear language and appropriate, written materials, making
reasonable adjustments where appropriate in order to optimise
people’s understanding of what has caused their health condition and
the implications of their care and treatment
2.3 recognise and accommodate sensory impairments during all
communications
2.5 identify the need for and manage a range of alternative communication
techniques 2.6 use repetition and positive reinforcement strategies
3. Evidence-based, best practice communication skills and approaches
for providing therapeutic interventions such as
3.1 motivational interviewing,
3.2 solution focused therapies,
3.3 reminiscence therapies.
3.4 talking therapies;
3.5 De-escalation strategies and techniques;
3.7 play therapy,
3.8 distraction and diversion techniques
Practice Learning 1 - Children and Young People's Nursing
Overview
Students will demonstrate practical knowledge and skills to care for infants, children and young people with an acute/chronic illness under the following themes:
Child and family centred assessment and care: appropriate to the chronological age and development stage of the infant, child or young person including safeguarding.
Decision making: recognition of deterioration and escalation of care, teamwork and communication.
Students will undertake practice learning to achieve the Nursing and Midwifery Council Future nurse: Standards of Proficiency as outlined in the Practice Assessment Documentation. Practice learning will comply with the NMC Standards for education and training and NMC Standards for Student Supervision and Assessment.
Learning Outcomes
1. Assess, plan, provide and evaluate family centred care using principles
of coproduction with parents, carers and families
2. Interpret and apply clinical data to determine appropriate interventions
to recognise and manage deterioration in the child or young person’s
clinical condition.
3. Practice effective communication skills and use of relevant
communication tools
4. Demonstrate effective teamwork including collaboration with inter
professional teams to enhance safeguarding
Skills
To prepare the student with the essential nursing knowledge and skills to care for adults in all care settings.
Annexe A:
1. Underpinning communication skills for assessing, planning, providing
and managing best practice, evidence-based nursing care
2.1 Share information and check understanding about the causes,
implications and treatment of a range of common health conditions
including anxiety, depression, memory loss, diabetes, dementia,
respiratory disease, cardiac disease, neurological disease, cancer,
skin problems, immune deficiencies, psychosis, stroke and arthritis
2.2 Use clear language and appropriate, written materials, making
reasonable adjustments where appropriate in order to optimise
people’s understanding of what has caused their health condition and
the implications of their care and treatment
2.3 Recognise and accommodate sensory impairments during all
communications
2.4 Support and manage the use of personal communication aids
2.5 Identify the need for and manage a range of alternative
communication techniques
Annexe B:
1.1.1-1.1.6 take a history, observe, recognise and accurately assess
people experiencing emotion, mental distress, cognitive impairments,
behavioural distress or signs of self harm/suidical ideation
2.1 Take, record and interpret vital signs manually and via technological
devices
2.2 Venepuncture, cannulation, blood sampling, interpreting normal and
common abnormal blood profiles and venous blood gases
2.3 Recording ECG’s and interpreting normal and common abnormal
heart traces
2.4 Manage and monitor blood component transfusion
2.5 Manage and interpret monitoring devices
2.6 Accurately measure weight and height, calculate body mass index
and recognise healthy ranges and clinically significant low/high
readings
2.7 Undertake a whole body systems assessment including respiratory,
circulatory, neurological, musculoskeletal, cardiovascular and skin
status
2.8 Chest auscultation and correctly interpreting findings
2.9 Collect and observe sputum, urine, stool and vomit specimens,
undertaking routine analysis and interpreting findings
2.10 Measuring and interpreting blood glucose levels
2.11 Recognise and respond to signs of all forms of abuse
2.12 Undertaking, responding to, and interpreting neurological
assessments and observations
2.13 Identify and respond to signs of deterioration and sepsis
2.14 Administer basic mental health first aid
2.15 Administer basic physical first aid
2.16 Recognise and manage seizures, choking and anaphylaxis, providing
appropriate basic life support
2.17 Recognise and respond to challenging behaviour, providing
appropriate safe holding and restraint.
3. Use evidence-based, best practice approaches for meeting needs for
care and support with rest, sleep, comfort and the maintenance of
dignity, accurately assessing the person’s capacity for independence
and self-care and initiating appropriate interventions 3.1-3.6
4.1 Observe, assess and optimise skin and hygiene status and determine
the need for support and intervention
4.2 Use contemporary approaches to the assessment of skin integrity
and use appropriate products to prevent or manage skin breakdown
4.3 Assess needs for and provide appropriate assistance with washing,
bathing, shaving and dressing
4.4 Identify and manage skin irritations and rashes
4.5 Assess needs for and provide appropriate oral, dental, eye and nail
care and decide when an onward referral is needed
4.8 Assess, respond and effectively manage pyrexia and hypothermia.
5.1 Observe, assess and optimise nutrition and hydration status and
determine the need for intervention and support
5.2 Use contemporary nutritional assessment tools
5.3 Assist with feeding and drinking and use appropriate feeding and
drinking aids
5.4 Record fluid intake and output and identify, respond to and manage
dehydration or fluid retention
5.5 Identify, respond to and manage nausea and vomiting
5..6 Insert, manage and remove oral, nasal and gastric tubes
5.7 Mange artificial nutrition and hydration using oral enteral and
parenteral routes
5.8 Managing the administration of IV fluids
5.9 Managing fluid and nutritional infusion pumps and devices
6.1 Observe and assess level of urinary and bowel continence to
determine the need for support and intervention assisting with
toileting, maintaining dignity and privacy and managing the use of
appropriate aids
6.4 Assess bladder and bowel patterns to identify and respond to
constipation, diarrhoea and urinary and faecal retention
7.1-7.4 Use evidence-based, best practice approaches for meeting
needs for care and support with mobility and safety, accurately
assessing the person’s capacity for independence and self-care and
initiating appropriate interventions, moving and handling
8.1 Observe and assess the need for intervention and respond to
restlessness, agitation and breathlessness using appropriate
interventions
8.2 Manage the administration of oxygen using a range of routes and
best practice approaches
8.3 Take and interpret peak flow and oximetry measurements
8.4 Use appropriate nasal and oral suctioning techniques
8.5 Manage inhalation, humidifier and nebuliser devices
8.6 Manage airway and respiratory processes and equipment.
9.1 Observe, assess and respond rapidly to potential infection risks
using best practice guidelines
9.2 Use standard precautions protocols
9.3 Use effective aseptic, non-touch techniques
9.4 Use appropriate personal protection equipment
9.5 Implement isolation procedures
9.6 Use evidence-based hand hygiene techniques
9.7 Safely decontaminate equipment and environment
9.8 Safely use and dispose of waste, laundry and sharps
9.9 Safely assessing and managing invasive medical devices and lines
11.2 Recognise the various procedural routes under which medicines can
be prescribed, supplied, dispensed and administered; and the laws,
policies, regulations and guidance that underpin them
11.4 Undertake accurate drug calculations for a range of medications
11.5 Undertake accurate checks, including transcription and titration, of
any direction to supply or administer a medicinal product
11.6 Exercise professional accountability in ensuring the safe
administration of medicines to those receiving care
11.8 Administer medications using a range of routes
11.10 Recognise and respond to adverse or abnormal reactions to
medications
11.11 Undertake safe storage, transportation and disposal of medicinal
products.
This module provides increasingly complex numeracy and problem solving skills that underpin medication dosage calculations preparing students for safe clinical practice. Using the Safe medicate is a NMC approved online platform students complete interactive exercises and practice assessments similar to solving dosage calculation problems in the real world. Students have their individual online account which provides a record of their achievement across the Programme. This information is accessible only to students and the university.
This software has a formative built in assessment that students have to complete to progress to the summative assessment.
Learning Outcomes
On completion of safeMedicate1 students will be able to:
1. Understand the essential clinical features of medication dosage and rate
problems for increasingly complex scenarios.
2. Apply key formula used for medication dosage to practice based
scenarios
3. Demonstrate problem-solving skills required to accurately calculate
medication dosages and IV infusion rates.
4. Assess and evaluate their learning and competence development in
drug calculations.
Students wild develop confidence in bioscience knowledge, competence in integrating biosciences in evidence informed clinical decision making and care, and communication with multiprofessional teams and patients. The following themes will be examined: Genomic information; pathophysiology of cell adaptation, injury and death; risk factors, pathogenesis and clinical manifestations and management of disease; Interpret signs, symptoms and clinical data to inform the assessment of individual; application of anatomical and scientific terminology to promote safety in clinical practice.
Learning Outcomes
1. Understand the different ways in which genomic information can
influence the care of individuals and communities
2. Explain the pathophysiology of cell adaptation, injury and death
3. Apply the knowledge of pathophysiological processes to explain risk
factors, pathogenesis and clinical manifestations of disease
4. Interpret signs, symptoms and clinical data to inform the assessment of
individuals
5. Apply anatomical and scientific terminology to promote safety in clinical
practice
Students in all fields of nursing will recognise the journey of a prescription from the assessment process with the patient, to prescribing partnership, supply, storage, dispensing and administration of that medication. They will gain an understanding of the families of drugs applied across the lifespan, consider the therapeutic and adverse effects of those medications and identify factors that could modify patients’ responses to medication. They will consider the law, their own accountability and the national and local policies that underpin this process. This will include an understanding drug calculations, transcription, titration and safe administration of the medication by whatever route. They will demonstrate an understanding of the different routes of administration.
Learning Outcomes
1. Demonstrate knowledge and understanding of families of drugs applied across the lifespan
2. Interpret responses to administered medications including therapeutic and adverse effects including factors that could modify patients’
responses to medication
3. Demonstrate knowledge and understanding of the processes involved in ensuring drug safety and medicines optimisation
Skills
1. Undertake accurate drug calculations for a range of medications for a
range of medications (Annex B 11.4)
2. Undertake accurate checks, including transcription and titration, of any
direction to supply or administer a medicinal product (Annex B 11.5)
3. Exercise professional accountability in ensuring the safe administration
of medicines to those receiving care (Annex B 11.6)
4. Administer medications using a range of routes (Annex B 11.8)
5. Administer and monitor medications using vascular access devices and
enteral equipment (Annex B 11.9)
6. Recognise and respond to adverse of abnormal reactions to
medications (Annex B 11.10)
7. Undertake safe storage, transportation and disposal of medicinal
products (Annex B 11.11).
Quality Improvement in an Inter-professional Context - Part A
Overview
Students will demonstrate the skills to plan a Quality Improvement project within an interprofessional team context. Students will undertake a critical review of the literature to develop a QI project proposal. Students will be able to systematically search, critique and synthesis a body of literature and apply this to the development of a QI project. The underpinning knowledge of QI will include: quality improvement methods; PDSA cycles; principles and methods of data collection and consent; analysing QI data, dissemination, human factors to promote a safety culture and interprofessional team working.
Learning Outcomes
1. Critically appraise the role of clinical governance process in quality improvement
2. Critically explore how quality improvement methodologies promote evidence based nursing.
3. Demonstrate the ability to combine, condense and critique evidence for application to practice
4. Critically examine the barriers and facilitators of implementing quality improvement to practice
5. Critically develop an evidenced based Quality Improvement project proposal relevant to nursing practice.
6. Critically explore how best to promote the embedding of quality improvement initiatives as part of an interprofessional team.
Skills
Research skills: literature reviewing, interviewing, questionnaire development/delivery; data analysis, dissemination
Students will achieve level 1 in Q2020 QI attributes framework: leading quality improvement:
• Understanding a quality culture
• contribution to the safety of patients/service users;
• Components of a quality culture;
• Overview of patient/service user safety;
• Why things go wrong and responsibilities/incident reporting.
Understanding person centred care
• What is person-centred care?
• Role in putting patients/service users at the centre within the HSC;
• Overview of patient/client experience standards;
• Learning when things go wrong;
• Importance of patient experience.
Understanding improvement
• Overview of the model for improvement;
• Understanding how to use plan, do, study, act
(PDSA) cycle / benefits of small steps to improve;
• Contribute to improving the quality of services .
Understanding the importance of personal development and teamwork
• Personal development in QI;
• Understanding teamwork in improving services.
Quality Improvement in an Inter-professional Context - Part B
Overview
Students will demonstrate the skills to plan a Quality Improvement project within an interprofessional team context. Students will undertake a critical review of the literature to develop a QI project proposal. Students will be able to systematically search, critique and synthesis a body of literature and apply this to the development of a QI project. The underpinning knowledge of QI will include: quality improvement methods; PDSA cycles; principles and methods of data collection and consent; analysing QI data, dissemination, human factors to promote a safety culture and interprofessional team working.
Learning Outcomes
1. Critically appraise the role of clinical governance process in quality improvement
2. Critically explore how quality improvement methodologies promote evidence based nursing
3. Demonstrate the ability to combine, condense and critique evidence for application to practice
4. Critically examine the barriers and facilitators of implementing quality improvement to practice
5. Critically develop an evidenced based Quality Improvement project proposal relevant to nursing practice
6. Critically explore how best to promote the embedding of quality improvement initiatives as part of an interprofessional team
Skills
Research skills: literature reviewing, interviewing, questionnaire
development/delivery; data analysis, dissemination
Students will achieve level 1 competence in Q2020 QI attributes framework:
leading quality improvement:
• Understanding a quality culture
• contribution to the safety of patients/service users;
• Components of a quality culture;
• Overview of patient/service user safety;
• Why things go wrong and responsibilities/incident reporting.
Understanding person centred care
• What is person-centred care?
• Role in putting patients/service users at the centre within the HSC;
• Overview of patient/client experience standards;
• Learning when things go wrong;
• Importance of patient experience.
Understanding improvement
• Overview of the model for improvement;
• Understanding how to use plan, do, study, act
(PDSA) cycle / benefits of small steps to improve;
• Contribute to improving the quality of services .
Understanding the importance of personal development and teamwork
• Personal development in QI;
• Understanding teamwork in improving services.
Having developed insight into key formula, students will engage and apply previous knowledge in more complex field specific scenarios preparing students for safe clinical practice as they prepare for entry to the register. Using the Safemedicate is a NMC approved online platform students complete interactive exercises and practice assessments similar to solving dosage calculation problems in the real world. Students have their individual online account which provides a record of their achievement across the Programme. This information is accessible only to students and the university.
This software has a formative built in assessment that students have to complete to progress to the summative assessment.
Learning Outcomes
On completion of SafeMedicate3 students will be able to:
1. Undertake complex medication dosage and rate problems.
2. Demonstrate problem-solving skills required to accurately calculate
medication dosages and IV infusion rates for complex field specific
scenarios
3. Assess and evaluate their learning and competence development in
drug calculations as part of ongoing development for entry to the
register.
Students will demonstrate positive knowledge, skills, attitudes and values in leading and managing care in a diverse health and social care system. This will be achieved through the following themes:
Leadership and management: review of theories and identification of own leadership style; delegation and accountability; prioritisation of patient care; legal principles; managing teams; resolving conflict in teams
Principles of supervision and assessment in practice: roles of supervisors and assessors for pre-registration students in practice; supporting learning in practice; giving constructive feedback; supporting struggling students; courageous conversations
Professional values: e-professionalism, transition from student to RN, professional and legal accountability; application of ethical principles and theories to professional issues including equality and diversity.
Learning Outcomes
1. Critically examine different leadership styles that impact on the care
outcomes of individuals and communities.
2. Critically explore own leadership and management skills.
3. Critically examine and apply ethical, legal and professional principles to
leadership and management in nursing.
4. Promote equality and diversity in health and social care practice.
5. Critically apply professional knowledge, skills, attitudes and values
commensurate with nurses entering the register
Skills
Annexe A
1.1 actively listen, recognise and respond to verbal and non-verbal cues
1.2 use prompts and positive verbal and non-verbal reinforcement
1.3 use appropriate non-verbal communication including touch, eye
contact and personal space
1.4 make appropriate use of open and closed questioning
1.6 check understanding and use clarification techniques
1.7 be aware of own unconscious bias in communication encounters
4. Evidence-based, best practice communication skills and
approaches for working with people in professional teams
4.1 Demonstrate effective supervision, teaching and performance
appraisal through the use of:
4.1.1 clear instructions and explanations when supervising, teaching or
appraising others
4.1.2 clear instructions and check understanding when delegating care
responsibilities to others
4.1.3 unambiguous, constructive feedback about strengths and
weaknesses and potential for improvement
4.1.4 encouragement to colleagues that helps them to reflect on their
practice
4.1.5 unambiguous records of performance
4.2 Demonstrate effective person and team management through the
use of:
4.2.1 strengths based approaches to developing teams and managing
change
4.2.2 active listening when dealing with team members’ concerns and
anxieties
4.2.3 a calm presence when dealing with conflict
4.2.4 appropriate and effective confrontation strategies
4.2.5 de-escalation strategies and techniques when dealing with
conflict
4.2.6 effective co-ordination and navigation skills through:
4.2.6.1 appropriate negotiation strategies
4.2.6.2 appropriate escalation procedures
4.2.6.3 appropriate approaches to advocacy
Practice Learning 2 - Children's and Young People's Nursing
Overview
1. Apply person centred principles to the assessment of the infant, child
or young person with complex/high dependency needs and recognise
the potential for physiological deterioration including mental health
2. Work within legal, professional and ethical guidelines associated with
care of the complex and highly dependent child / young person
including end-of-life care in an interprofessional environment.
3. Facilitate collaborative and inclusive integrated care pathways in
provision of care for children, young people and their families with
neurodevelopmental, genetic conditions and complex issues
4. Examine issues associated with multiple co-morbid conditions, complex
drugs, polypharmacy and stewardship for CYP nurses.
5. Demonstrate skills for collaborative working as a member or leader of
the interprofessional/ interagency team
Learning Outcomes
1. Apply person centred principles to the assessment of the infant, child
or young person with complex/high dependency needs and recognise
the potential for physiological deterioration including mental health
2. Work within legal, professional and ethical guidelines associated with
care of the complex and highly dependent child / young person
including end-of-life care in an interprofessional environment.
3. Facilitate collaborative and inclusive integrated care pathways in
provision of care for children, young people and their families with
neurodevelopmental, genetic conditions and complex issues
4. Examine issues associated with multiple co-morbid conditions, complex
drugs, polypharmacy and stewardship for CYP nurses.
5. Demonstrate skills for collaborative working as a member or leader of
the interprofessional/ interagency team
Skills
To prepare the student with the essential nursing knowledge and skills to
care for adults in all care settings.
Annexe A:
1. Underpinning communication skills for assessing, planning, providing
and managing best practice, evidence-based nursing care
2.1 Share information and check understanding about the causes,
implications and treatment of a range of common health conditions
including anxiety, depression, memory loss, diabetes, dementia,
respiratory disease, cardiac disease, neurological disease, cancer,
skin problems, immune deficiencies, psychosis, stroke and arthritis
2.2 Use clear language and appropriate, written materials, making
reasonable adjustments where appropriate in order to optimise
people’s understanding of what has caused their health condition and
the implications of their care and treatment
2.3 Recognise and accommodate sensory impairments during all
communications
2.4 Support and manage the use of personal communication aids
2.5 Identify the need for and manage a range of alternative
communication techniques
Annexe B:
1.1.1-1.1.6 take a history, observe, recognise and accurately assess
people experiencing emotion, mental distress, cognitive impairments,
behavioural distress or signs of self harm/suidical ideation
2.1 Take, record and interpret vital signs manually and via technological
devices
2.2 Venepuncture, cannulation, blood sampling, interpreting normal and
common abnormal blood profiles and venous blood gases
2.3 Recording ECG’s and interpreting normal and common abnormal
heart traces
2.6 Accurately measure weight and height, calculate body mass index
and recognise healthy ranges and clinically significant low/high
readings
2.7 Undertake a whole body systems assessment including respiratory,
circulatory, neurological, musculoskeletal, cardiovascular and skin
status
2.8 Chest auscultation and correctly interpreting findings
2.9 Collect and observe sputum, urine, stool and vomit specimens,
undertaking routine analysis and interpreting findings
2.10 Measuring and interpreting blood glucose levels
2.11 Recognise and respond to signs of all forms of abuse
2.12 Undertaking, responding to, and interpreting neurological
assessments and observation
4.1 Assessing and optimising skin and hygiene status determining the
need for support and intervention
4.2 Assessment of skin integrity and using appropriate products to
prevent or manage skin breakdown
4.5 Addressing when an onward referral is needed
4.6 Effective wound care management, aseptic technique, wound
drainage processes, informed and correct choice of appropriate
dressings, pressure bandaging and vacuum closures, suture removal
4.7 Use aseptic techniques when undertaking wound care etc.
5.7 Manage artificial nutrition and hydration using parenteral routes
5.8 Manage administration of IV fluids
6.1 Observe and assess level of urinary and bowel continence to
determine need for support and intervention
6.2 Selecting and using appropriate continence products. Insert, manage
and remove catheters and assist with self-catheterisation when
required
6.3 Manage bladder drainage
6.4 Assessing and managing altered bowel patterns: constipation,
diarrhoea, urinary and faecal retention administering enemas and
suppositories and undertake rectal examination and
6.5 Manual evacuation when appropriate
6.6 Undertaking stoma care identifying and using appropriate products
and approaches
7.1 -7.4 Using appropriate risk assessment aids and moving and handling
equipment to support people with impaired mobility
10.1 Observe, assess the need for intervention for people, families and
carers to assess and respond appropriately to uncontrolled
symptoms and signs of distress
10.2 Managing and monitoring effectiveness of symptom relief medication,
infusion pumps and other devices
10.3 Assessing and reviewing preferences and care priorities of the dying
person and their family and carers
10.4 Applying organ and tissue donation protocols as appropriate;
advanced planning decisions
10.5 Appropriate application of DNACPR decisions and understand
verification of expected death
10.6 Providing appropriate care for the deceased person and the
bereaved respecting cultural requirements and protocols
11.1 Carrying out initial and continued assessments of people receiving
care and their ability to self-administer their own medications
11.2 Recognise the various procedural routes under which medicines can
be prescribed, supplied, dispensed and administered; and the laws,
policies, regulations and guidance that underpin them
11.4 Undertake accurate drug calculations for a range of medications
11.5 Undertake accurate checks, including transcription and titration, of
any direction to supply or administer a medicinal product
11.6 Exercise professional accountability in ensuring the safe
administration of medicines to those receiving care
11.7 Adminsiter injections using IM,SC,IV routes
11.8 Administer medications using a range of routes
11.9 Administer and monitor medicines using vascular access devices
and enteral equipment
11.10 Recognise and respond to adverse or abnormal reactions to
medications
11.11 Undertake safe storage, transportation and disposal of medicinal
products.
Complex and High Dependency Care of Infants and CYP including Transitions Across Services
Overview
Students will critically apply the principles of working in partnership with the child and family when infants, children or young people need complex and high dependency care and will cover the following themes:
Person and family centred assessment of the infant, child young person and family; support needs of the child and family when a child has a range of complex and high dependency needs including mental wellbeing; neonatal high dependency care; neurodevelopmental and genetic conditions, recognition of the deteriorating child; sepsis; co-morbid conditions and complex drugs, polypharmacy and stewardship.
Multidisciplinary/interagency working: integrated care pathways, legal, professional and ethical issues, decision making; role of digital technology to provide improved care at home and across transitions
Palliative and end of life care: philosophies, pain assessment/management, resource management, care planning, communication (engaging in courageous conversations and breaking bad news), self-care and resilience, bereavement
Learning Outcomes
1. Critically examine and apply person centred principles to the
assessment and management of the child or young person with complex/high
dependency needs and recognise the potential for physiological
deterioration including mental health
2. Critically examine the legal, professional and ethical challenges
associated with care of the complex and highly dependent child / young
person including end-of-life care in an interprofessional environment.
3. Evaluate methods of facilitating collaborative and inclusive integrated
care pathways in provision of care for children, young people and their
families with neurodevelopmental, genetic conditions and complex
issues
4. Critically discuss how CYP nurses can promote effective and efficient
transition across a range of services to promote health and wellbeing.
5. Critically examine the role of digital technology to support improved self-
management, care at home and use of information to deliver better
population health outcomes
6. Critically examine issues associated with multiple co-morbid conditions,
complex drugs, polypharmacy and stewardship for CYP nurses.
Skills
1. Recognition of symptoms and signs of physical ill health, mental ill
health, physical distress, deterioration and sepsis. (Annex B 1.2.1,
1.2.2, 1.2.3)
2. Venepuncture, blood sampling, interpreting normal and common
abnormal blood profiles and venous blood gases (Annex B 2.2)
3. Set up and manage routine ECG investigations and interpret normal
and commonly encountered abnormal traces (Annex B 2.3)
3. Undertake a whole body systems assessment including respiratory,
circulatory, neurological, musculoskeletal, cardiovascular and skin
status (annex B 2.7)
4. Undertake chest auscultation and interpret the findings (Annex B 2.8)
5. Identify and respond to signs of deterioration and sepsis (Annex B
2.13)
6. Observe and assess pain levels, rest and sleep patterns (Annex B 3.1)
7. Take appropriate action to ensure privacy and dignity at all times and
take appropriate action to reduce or minimise pain or discomfort
(Annex B 3.5)
8. Manage the administration of IV fluids (Annex B 5.8)
9. Manage fluid and nutritional infusion pumps and devices (Annex B 5.9)
10. Manage bladder drainage (Annex B 6.3)
11. Undertake stoma care identifying and using appropriate products and
approaches (Annex B 6.6)
12. Use a range of contemporary moving and handling techniques and
mobility aids (Annex B 7.2)
13. Use appropriate safety techniques (Annex B 7.4)
14. Observe and assess the need for intervention and respond to
restlessness, agitation and breathlessness using appropriate
interventions (Annex 8.1)
15. Manage airway and respiratory processes and equipment (Annex B
8.6)
16. Observe and assess the need for intervention for people, families ands
carers, identify and assess and respond appropriately to uncontrolled
symptoms and signs of distress including pain, nausea, thirst,
constipation, restlessness, agitation, anxiety and depression (Annex B
10.1)
17. Manage and monitor effectiveness of symptom relief medication,
infusion pumps and other devices (Annex B 10.2)
18. Assess and review preferences and care priorities of the dying person
and their family or carers (Annex B 10.3)
19. Understand and apply organ and tissue donation protocols, advanced
planning decisions, living wills and health and lasting powers of
attorney for health (Annex B 10.4)
20. Understand and apply DNACPR decisions and verification of expected
death (Annex B 10.5)
21. Provide care for the deceased person and the bereaved respecting
cultural requirements and protocols (Annex B 10.6)
22. Carry out initial and continued assessments of people receiving care
and their ability to self-administer their own medications (Annex B
11.1)
23. Recognise the various procedural routes under which medicines can
be prescribed, supplied, dispensed and administered and the laws,
policies and regulations and guidance that underpin them (Annex B
11.2)
24. Use the principles of safe remote prescribing and directions to
administer medicines (Annex B 11.3)
25. Undertake accurate drug calculations for a range of medications for a
range of medications (Annex B 11.4)
26. Undertake accurate checks, including transcription and titration, of any
direction to supply or administer a medicinal product (Annex B 11.5)
27. Exercise professional accountability in ensuring the safe administration
of medicines to those receiving care (Annex B 11.6)
28. Administer medications using a range of routes (Annex B 11.8)
29. Administer and monitor medications using vascular access devices
and enteral equipment (Annex B 11.9)
30. Recognise and respond to adverse of abnormal reactions to
medications (Annex B 11.10)
31. Undertake safe storage, transportation and disposal of medicinal
products (Annex B 11.11).
All applicants must normally have a minimum of 5 GCSEs at grade C/4 to include English Language, Mathematics and a Science subject (i.e. Biology/Human Biology, Chemistry, Physics, Double Award Science or Single Award Science) or equivalent qualifications acceptable to the University. GCSE Applied Science is not acceptable in lieu of GCSE Science. Essential Skills, Level 2 in Application of Number is not acceptable in lieu of GCSE Mathematics grade C/4. (Qualified nurses and midwives may be considered to have met the GCSE entry requirements).
In addition to the GCSE requirements, or acceptable equivalent, all applicants must have an Honours degree in any subject with an award of 2.1 or above. Candidates with an Honours degree in any subject with an award of 2.2 will be considered on a case by case basis.
Applicants with a 3rd Class Honours degree or Ordinary degree would be deemed to hold the equivalent academic standing of an Honours degree, provided they hold additional post graduate qualifications in a health and social care related field alongside relevant healthcare experience. These applicants will be assessed through the provision of certificates and within the GEMS Portfolio completed as part of the admissions criteria for admission to the programme. All applicants applying via this entry route must meet the GCSE (or acceptable equivalent) requirements above.
Nurses who have graduated with a BSc (Ordinary) in Nursing or equivalent, would be deemed to hold the equivalent academic standing of a BSc (Honours) with a minimum of one year's practice in nursing. N.B. This would not apply to students who took a BSc (Ord) as an exit degree due to part failure of their programme. All applicants applying via this entry route must meet the GCSE (or acceptable equivalent) requirements above.
Students who have a first degree in nursing and who are registered with the NMC will be eligible to apply for a field of practice in which they are currently not registered.
Applicants are required to complete a portfolio of evidence as part of their application. The portfolio is available to download as a supplementary form from the Additional Information section when completing your application on the Direct Applications Portal. It should include evidence of 650 hours of verified direct care, and personal statements that reflect the skills, knowledge and attributes for nurses based on the NMC Code. The portfolio is considered alongside the academic entrance requirements. Applicants who satisfy the academic and portfolio requirements or will be able to do so by 31st August 2024, will be shortlisted for interview. Please submit your portfolio as soon as possible and preferably at time of application. Qualified nurses and midwives will be considered to have met the portfolio condition and will not be required to submit a portfolio to be considered for interview. However, applicants with a BSc (Ordinary) in Nursing will be required to complete a portfolio for RPL purposes.
Interviews will normally take place in early summer and will evaluate the candidate's experience of healthcare, or other relevant direct care employment, paid or voluntary, as well as the skills, knowledge and attitudes expected of graduates.
Closing date for applications: Friday 14th June 2024 at 12 noon. If places are still available after this date, late applications may be considered.
In 2024 we are unable to offer this programme to students who are not eligible for a funded place, which will include GB and overseas students. In addition, students who have already received Department of Health funding for pre-registration Nursing, Midwifery or AHP courses in Northern Ireland will not be eligible to join this programme.
The University's Recognition of Prior Learning Policy provides guidance on the assessment of experiential learning (RPEL). Please visit http://go.qub.ac.uk/RPLpolicy for more information.
International Students
Our country/region pages include information on entry requirements, tuition fees, scholarships, student profiles, upcoming events and contacts for your country/region. Use the dropdown list below for specific information for your country/region.
English Language Requirements
Evidence of an IELTS* score of 7.0, with not less than 7.0 in reading, listening and speaking, and no less than 6.5 in writing, or an equivalent qualification acceptable to the University is required.
*Taken within the last 2 years.
International students wishing to apply to Queen's University Belfast (and for whom English is not their first language), must be able to demonstrate their proficiency in English in order to benefit fully from their course of study or research. Non-EEA nationals must also satisfy UK Visas and Immigration (UKVI) immigration requirements for English language for visa purposes.
If you need to improve your English language skills before you enter this degree programme, INTO Queen's University Belfast offers a range of English language courses. These intensive and flexible courses are designed to improve your English ability for admission to this degree.
Academic English: an intensive English language and study skills course for successful university study at degree level
Pre-sessional English: a short intensive academic English course for students starting a degree programme at Queen's University Belfast and who need to improve their English.
Graduates of this programme will have the opportunity to quickly gain access to higher level and management roles, building an exceptional career from the very beginning.
Graduate Plus/Future Ready Award for extra-curricular skills
In addition to your degree programme, at Queen's you can have the opportunity to gain wider life, academic and employability skills. For example, placements, voluntary work, clubs, societies, sports and lots more. So not only do you graduate with a degree recognised from a world leading university, you'll have practical national and international experience plus a wider exposure to life overall. We call this Graduate Plus/Future Ready Award. It's what makes studying at Queen's University Belfast special.
*Non-commisioned fee of £9,215 is subject to change for 2024-25
1EU citizens in the EU Settlement Scheme, with settled status, will be charged the NI or GB tuition fee based on where they are ordinarily resident. Students who are ROI nationals resident in GB will be charged the GB fee.
2 EU students who are ROI nationals resident in ROI are eligible for NI tuition fees.
3 EU Other students (excludes Republic of Ireland nationals living in GB, NI or ROI) are charged tuition fees in line with international fees.
All tuition fees quoted relate to a single year of study unless stated otherwise. Tuition fees will be subject to an annual inflationary increase, unless explicitly stated otherwise.
All students entering this programme are required to undergo an enhanced disclosure check with Access NI which costs £33.
In Year 1 students must buy a uniform from a QUB-selected uniform supplier (approximate cost £180), and a name badge (£10).
All students on this programme will undertake clinical placements, which can be anywhere in Northern Ireland. Students are responsible for funding travel, accommodation and subsistence costs. These costs vary depending on the location and duration of the placements. Some reimbursement may be available for funded students.
Students may wish to buy a Fob Watch or Pinard Horn, approximate cost £15.
Non-funded students pay a placement charge which is for the provider facilitating the clinical placement. It is collected by the QUB Student Finance Office and is passed on to our placement provider partners. The cost for 2023-24 was £4,500 per year and may be subject to change.
This charge will be owed for each academic year a placement has commenced. Students who require a temporary withdrawal from their programme during an academic year will still be liable for this charge each year, regardless of the duration completed.
Please note that students on an NHS funded place cannot apply for loan funding from Student Finance NI.
To be eligible for a commissioned (funded) place, students must normally be resident in NI or RoI for at least 3 years before the start of the programme. More information is available in the Bursaries Booklet, available here: https://hscbusiness.hscni.net/services
Link to website with information: https://www.qub.ac.uk/Study/Feesandfinance/doh-funded-courses/
In 2024 we are unable to offer this programme to students who are not eligible for a funded place, which will include GB and overseas students. If you have previously been in receipt of a DoH paid place/bursary for a pre-registration nursing, midwifery or AHP course in Northern Ireland you may not be eligible for a funded place on this programme.
All Students
Depending on the programme of study, there may be extra costs which are not covered by tuition fees, which students will need to consider when planning their studies.
Students can borrow books and access online learning resources from any Queen's library. If students wish to purchase recommended texts, rather than borrow them from the University Library, prices per text can range from £30 to £100. Students should also budget between £30 to £75 per year for photocopying, memory sticks and printing charges.
Students undertaking a period of work placement or study abroad, as either a compulsory or optional part of their programme, should be aware that they will have to fund additional travel and living costs.
If a programme includes a major project or dissertation, there may be costs associated with transport, accommodation and/or materials. The amount will depend on the project chosen. There may also be additional costs for printing and binding.
Students may wish to consider purchasing an electronic device; costs will vary depending on the specification of the model chosen.
There are also additional charges for graduation ceremonies, examination resits and library fines.
How do I fund my study?
The Department for the Economy will provide a tuition fee loan of up to £6,500 per NI / EU student for postgraduate study. Tuition fee loan information.
A postgraduate loans system in the UK offers government-backed student loans of up to £11,836 for taught and research Masters courses in all subject areas (excluding Initial Teacher Education/PGCE, where undergraduate student finance is available). Criteria, eligibility, repayment and application information are available on the UK government website.