Major review of healthcare programmes
The Department of Health, in partnership with the Nursing and Midwifery Council, the Health Professions Council and the Strategic Health Authorities have contracted with the Quality Assurance Agency for Higher Education (QAA) to carry out reviews of all NHS-funded healthcare programmes in England during the period 2003-06.
QAA helps to provide public assurance that the quality and standards of higher education are being safeguarded and enhanced by conducting academic reviews of higher education provision.
Major review
Major review is a peer review process. It starts when higher education institutions in partnership with their commissioning Strategic Health Authorities evaluate their provision in a self-evaluation document. This document is submitted to QAA for use by a team of academic and practitioner reviewers who gather evidence to enable them to report their judgements on the academic and practitioner standards and the quality of learning opportunities. Review activities include meeting academic and clinical staff and students, scrutinising students' assessed work, visiting practice learning environments, reading relevant documents, and examining learning resources.
Full details of the process of major review can be found in the Handbook for major review of healthcare programmes, 2003.
Judgements
The range of judgements that reviewers may utilise when they have completed a major review are summarised below.
Academic and practitioner standards
Reviewers make one of the following judgements on standards:
- confidence, which may be expressed as
- limited confidence, or
- no confidence.
To reach this judgement, reviewers look at:
- learning outcomes
- the curriculum
- student assessment
- student achievement.
Confidence in academic and practitioner standards: a judgement that is made if reviewers are satisfied with current standards and with the prospect of those standards being maintained into the future. A judgement of limited confidence is made if standards are being achieved but the reviewers have doubts about the ability of the HEI and partner placement providers to maintain them into the future.
No confidence in academic and practitioner standards: a judgement that is made if arrangements are inadequate to enable standards to be achieved or demonstrated. If a failure to achieve standards has occurred in specific programme/s and/or mode/s and/or level/s only, and there is confidence in standards at other levels, the failing programme/s mode/s level/s will be identified separately.
Quality of learning opportunities
Reviewers make one of the following judgements for each of three elements of learning opportunities:
- commendable
- approved
- failing.
The three elements of quality of learning opportunities are:
- learning and teaching
- student progression
- learning resources and their effective utilisation.
Maintenance and enhancement of standards and quality
Reviewers also report the degree of confidence they have in the providers' ability to maintain and enhance quality and standards in the healthcare programmes under review.
Commendable - the provision contributes substantially to the achievement of the intended outcomes, with most elements demonstrating good practice.
Approved - the provision enables the intended outcomes to be achieved, but improvement is needed to overcome weaknesses. The summary report will normally include a statement containing the phrase 'approved, but...', which will set out the areas where improvement is needed.
Failing - the provision makes a less than adequate contribution to the achievement of the intended outcomes; significant improvement is required urgently if the provision is to become at least adequate.
Summary of the main review outcomes
Subject provision and overall aims
Programmes in health visiting, midwifery, nursing, and operating department practice at the University of Central Lancashire in partnership with Cumbria and Lancashire Strategic Health Authority and Cheshire and Merseyside Strategic Health Authority were reviewed in the academic year 2005-06. Judgements were made about the academic and practitioner standards achieved and the quality of the learning opportunities provided.
The review covered the following programmes:
Health visiting
- BSc (Hons) Community Nursing Specialist Practitioner - Public Health Nursing/Health Visiting**
- Postgraduate Diploma (PgDip) Community Nursing Specialist Practitioner - Public Health Nursing/Health Visiting**
Midwifery (pre-registration)
- BA (Hons) Midwifery** (four-year programme)
- BA (Hons) Midwifery** (78-week programme)
- University Advanced Certificate Midwifery Practice** (Return to Midwifery Practice)
Midwifery (post-registration)
- BSc (Hons) Professional Studies in Midwifery
- MA Midwifery Studies
- Postgraduate Certificate (PgCert) Midwifery Practice Development
- PgDip Professional Education: Lecturer/Practice Educator**
Nursing (pre-registration)
- BSc (Hons) Nursing (pre-registration) Adult Branch* **
- BSc (Hons) Nursing (pre-registration) Child Branch* **
- BSc (Hons) Nursing (pre-registration) Mental Health Branch* **
- DipHE Nursing (pre-registration) Adult Branch* **
- DipHE Nursing (pre-registration) Child Branch* **
- DipHE Nursing (pre-registration) Mental Health Branch* **
- University Advanced Certificate Enrolled Nurse Conversion**
Nursing (post-registration)
- BSc (Hons) Professional Practice (Adult Health)**
- BSc (Hons) Professional Practice (Child Health)**
- BSc (Hons) Mental Health Practice: Cognitive Behavioural Interventions route
- BSc (Hons) Community Nursing Specialist Practitioner**
- Community Children's Nursing
- Community Mental Health Nursing
- Community Nursing in the Home/District Nursing
- General Practice Nursing
- School Nursing
- BSc (Hons) Nursing Studies (post-registration)
- BSc (Hons) Nursing Studies (post-registration) by e-learning
- BSc (Hons) Nurse Practitioner
- BSc (Hons) Neonatal Practice
- BSc (Hons) Sexual and Reproductive Health
- DipHE Clinical Nursing
- DipHE Sexual and Reproductive Health
- Diploma Neonatal Care
- DipHE Nursing Practice: High Dependency Care
- DipHE Nursing Practice: Coronary Care Nursing
- DipHE Nursing Practice: Accident and Emergency Nursing
- DipHE Nursing Practice: Neuromedical and Neurosurgical Nursing
- DipHE Nursing Practice: Medical Nursing
- DipHE Nursing Practice: Older People
- DipHE Nursing Practice: Oncology Nursing
- DipHE Nursing Practice: Orthopaedic Nursing
- DipHE Nursing Practice: Palliative Care
- DipHE Nursing Practice: Surgical Nursing
- University Certificate Independent and Supplementary Nurse Prescribing**
- University Certificate Return to Practice (Adult, Allied Health Professions, Children, Mental Health)**
- University Certificate Preparation of Mentors
- MSc/PgDip/PgCert Personality Disorder
- MSc/PgDip/PgCert Professional Practice
- (Cancer care)
- (Critical Care)
- (Pain and Pain Management)
- (Palliative Care)
- MSc/PgDip Professional Practice (Research and Development)
- MSc Professional Practice (Community Care)
- MA Neonatal Studies
- MSc Advanced Neonatal Practitioner (joint with Salford University)
- MSc Practice Enhancement in Professional Education
- PgDip Community Nursing Specialist Practitioner**
- Community Children's Nursing
- Community Mental Health Nursing
- Community Nursing in the Home/District Nursing
- General Practice Nursing
- School Nursing
- PgCert Professional Practice (Evidence-Based Practice)
- PgCert Primary Care Mental Health Practice
- Foundation Degree in Health and Social Care: Rehabilitation and Social Care pathways
Operating department practice
- DipHE Operating Department Practice.***
* These programmes underwent Nursing and Midwifery Council (NMC) annual monitoring as part of the major review of healthcare programmes.
** NMC approved programmes
***Currently approved by the Association of Operating Department Practitioners; awaiting approval visit by the Health Professions Council in 2006.
Academic and practitioner standards
Overall, the reviewers have confidence in the academic and practitioner standards achieved by the programmes in health visiting, midwifery, nursing and operating department practice at the University of Central Lancashire in partnership with Cumbria and Lancashire Strategic Health Authority and Cheshire and Merseyside Strategic Health Authority.
Strengths
- Competence and capability modules facilitate development of students within the constraints of a health visiting specialist practice course conforming to NMC minimum length requirements (paragraph 11).
- The midwifery team is particularly responsive to the rapidly changing circumstances in which midwives are practising (paragraph 28).
- Changes have been made to the midwifery clinical assessment documentation which now specifies that there should be learning opportunities in high-risk obstetrics prior to qualification. This enhances fitness for practice and purpose (paragraph 32).
- The BSc (Hons) Nursing Studies by e-learning provides flexibility of study valued by students who are working full time and experience difficulties in attending the University for taught modules, and opens access to international students (paragraph 47).
- The operating department practice curriculum enables the students to demonstrate a gradually increasing depth and breadth of knowledge to ensure their fitness for practice, which is particularly enhanced by the three-year duration of the programme (paragraph 64).
Good practice
- A systematic approach to service-user and carer involvement is evident in the development of the nursing curricula (paragraph 45).
- Practice placement facilitators in some Primary Care Trusts have introduced structured interprofessional learning opportunities in practice settings for pre-registration nursing students (paragraph 48).
Weaknesses
- Documentation for the health visiting programmes does not make it explicit how many competencies can be carried forward (paragraph 19).
- Opportunities for interprofessional learning are limited in pre-registration midwifery programmes (paragraph 30).
- There is limited evidence of interprofessional learning in the nursing curricula at pre-registration level (paragraph 48).
- Instances of variability and poor legibility in feedback to students on nursing assignments were both noted by the reviewers and reported by students (paragraph 53).
Quality of learning opportunities
Learning and teaching
The quality of learning and teaching is commendable.
Strength
- An effective, blended learning and teaching approach is applied to all programmes and is highly valued by students (paragraph 74).
Good practice
- The Teaching and Learning Coordinator acts as an effective interface between the Faculty Learning and Teaching Committee and designated personal development plan champions who foster staff development within departments (paragraph 73).
- The tripartite arrangement applied to the placement in the Clinical Investigation Unit has resulted in a very comprehensive and cohesive programme for students' learning in practice (paragraph 76).
Student progression
The quality of student progression is commendable.
Strengths
- There is a comprehensive network of support and strong commitment from all partners to provide as much assistance as possible to those students who are struggling to achieve (paragraph 83).
- Practice placement facilitators are valued in both the work done to identify learning opportunities for students and their support role to mentors (paragraph 85).
Good practice
- The 'i', a one-stop shop, is an excellent facility, offering students a wide range of academic and pastoral services (paragraph 88).
Learning resources and their effective utilisation
The quality of learning resources and their effective utilisation is commendable.
Strength
- Access to written sources has been greatly enhanced for students by the University library's policy of providing books in electronic form (paragraph 95).
Good practice
- The Faculty Placement Learning Support Unit's website is an invaluable source of useful practical and evaluative information regarding all placements, including audit documents, student evaluations and details of mentor updating (paragraph 92).
- Mentor passports, used to track the training and update record of each mentor, have been introduced in some areas to good effect (paragraph 93).
- Ward profiles are a valuable resource that makes the interpretation and achievement of intended learning outcomes easier for both students and mentors (paragraph 94).
Maintenance and enhancement of standards and quality
Strengths
- The University has robust quality assurance mechanisms in place, with a degree of flexibility built into the system to allow for some local interpretation at faculty level (paragraph 100).
- Student feedback is valued by all stakeholders, is comprehensively, constructively and consistently communicated to mentors and managers, and results in action as appropriate (paragraph 102).
Good practice
- The Faculty Placement Learning Support Unit works in conjunction with the Placement Partnership Strategy Group, utilising both qualitative and quantitative data to increase placement capacity and the capability of those who support students (paragraph 98).
Introduction
1 This report presents the findings of a review of the academic and practitioner standards achieved, and the quality of the learning opportunities provided, in health visiting, midwifery, nursing and operating department practice at the University of Central Lancashire (UCLan) in partnership with Cumbria and Lancashire Strategic Health Authority (CLSHA) and Cheshire and Merseyside Strategic Health Authority (CMSHA). The review was completed during the academic year 2005-06.
2 UCLan can trace its origins back to 1828, and in 2005 has over 36,000 students. It is based at three main campuses and organises its work through five faculties. The Faculty of Health, which incorporated the Lancashire College of Midwifery in 1993 and the Lancashire College of Nursing and Health Studies in 1996, comprises the Departments of Nursing, Midwifery Studies, Allied Health Professions and Social Work; the Lancashire School of Health and Postgraduate Medicine; the Centre for Professional Ethics and the Centre for Ethnicity and Health. The Faculty occupies modern, purpose-built buildings with extensive suites of clinical skills laboratories on the main Preston Campus, and also maintains clinical campus sites in each of the geographical areas it serves. It works in partnership with commissioners, providers and service users/carers to focus the joint resource to create and sustain a high-quality learning environment for students and staff. There are 366 full-time equivalent (FTE) academic staff in the Faculty (also 102 administrative/technical staff) and 7,133 FTE students.
3 The University's healthcare provision is commissioned predominantly by CLSHA, with CMSHA commissioning operating department practice and community nursing specialist practitioner provision. During the period of major review, the contract for the Community Nursing Specialist Practitioner programme has been transferred from CMSHA to CLSHA. CLSHA covers a wide geographical area. It was formed in April 2002 to oversee all the Trusts in East Lancashire, Chorley, Preston, Morecambe Bay, West Lancashire, the Fylde Coast and North Cumbria, serving 1.9 million people. Within CLSHA, there are 13 Primary Care Trusts (PCTs), five Acute Hospital Trusts (including one with Foundation Trust status), two Ambulance Trusts and three Mental Health/Learning Disability Trusts. Cumbria and Lancashire Workforce Development Confederation was integrated as the Workforce and Human Resources Directorate of CLSHA from 1 April 2004, and has continued to work closely with service and education colleagues to develop and implement practice placement facilitator roles across Cumbria and Lancashire. This work is aimed at supporting the delivery of an appropriate, high-quality practice experience for students
A Subject provision and overall aims
4 Health visiting, midwifery, nursing and operating department practice are currently offered in the following programmes:
Health visiting (pre-registration)
- BSc (Hons) Community Nursing Specialist Practitioner - Public Health Nursing/Health Visiting**
- Postgraduate Diploma (PgDip) Community Nursing Specialist Practitioner - Public Health Nursing/Health Visiting**
Midwifery (pre-registration)
- BA (Hons) Midwifery** (four-year programme)
- BA (Hons) Midwifery** (78-week programme)
- University Advanced Certificate Midwifery Practice** (Return to Midwifery Practice)
Midwifery (post-registration)
- BSc (Hons) Professional Studies in Midwifery
- MA Midwifery Studies
- Postgraduate Certificate (PgCert) Midwifery Practice Development
- PgDip Professional Education: Lecturer/Practice Educator**
Nursing (pre-registration)
- BSc (Hons) Nursing (pre-registration) Adult Branch* **
- BSc (Hons) Nursing (pre-registration) Child Branch* **
- BSc (Hons) Nursing (pre-registration) Mental Health Branch* **
- DipHE Nursing (pre-registration) Adult Branch* **
- DipHE Nursing (pre-registration) Child Branch* **
- DipHE Nursing (pre-registration) Mental Health Branch* **
- University Advanced Certificate Enrolled Nurse Conversion**
Nursing (post-registration)
- BSc (Hons) Professional Practice (Adult Health)**
- BSc (Hons) Professional Practice (Child Health)**
- BSc (Hons) Mental Health Practice: Cognitive Behavioural Interventions route
- BSc (Hons) Community Nursing Specialist Practitioner**
- Community Children's Nursing
- Community Mental Health Nursing
- Community Nursing in the Home/District Nursing
- General Practice Nursing
- School Nursing
- BSc (Hons) Nursing Studies (post-registration)
- BSc (Hons) Nursing Studies (post-registration) by e-learning
- BSc (Hons) Nurse Practitioner
- BSc (Hons) Neonatal Practice
- BSc (Hons) Sexual and Reproductive Health
- DipHE Clinical Nursing
- DipHE Sexual and Reproductive Health
- Diploma Neonatal Care
- DipHE Nursing Practice: High Dependency Care
- DipHE Nursing Practice: Coronary Care Nursing
- DipHE Nursing Practice: Accident and Emergency Nursing
- DipHE Nursing Practice: Neuromedical and Neurosurgical Nursing
- DipHE Nursing Practice: Medical Nursing
- DipHE Nursing Practice: Older People
- DipHE Nursing Practice: Oncology Nursing
- DipHE Nursing Practice: Orthopaedic Nursing
- DipHE Nursing Practice: Palliative Care
- DipHE Nursing Practice: Surgical Nursing
- University Certificate Independent and Supplementary Nurse Prescribing**
- University Certificate Return to Practice (Adult, Allied Health Professions, Children, Mental Health)**
- University Certificate Preparation of Mentors
- MSc/PgDip/PgCert Personality Disorder
- MSc/PgDip/PgCert Professional Practice
- (Cancer care)
- (Critical Care)
- (Pain and Pain Management)
- (Palliative Care)
- MSc/PgDip Professional Practice (Research and Development)
- MSc Professional Practice (Community Care)
- MA Neonatal Studies
- MSc Advanced Neonatal Practitioner (joint with Salford University)
- MSc Practice Enhancement in Professional Education
- PgDip Community Nursing Specialist Practitioner**
- Community Children's Nursing
- Community Mental Health Nursing
- Community Nursing in the Home/District Nursing
- General Practice Nursing
- School Nursing
- PgCert Professional Practice (Evidence-Based Practice)
- PgCert Primary Care Mental Health Practice
- Foundation Degree Health and Social Care: Rehabilitation and Social Care pathways
Operating department practice
- DipHE Operating Department Practice. ***
* These programmes underwent Nursing and Midwifery Council (NMC) annual monitoring as part of the major review of healthcare programmes.
** NMC approved programmes
*** Currently approved by the Association of Operating Department Practitioners; awaiting approval visit by the Health Professions Council (HPC) in 2006
5 The aims of the provision reflect the mission statements of the University, Faculty of Health and SHAs, and have been developed in partnership with practice colleagues and stakeholders. The aims of this provision are to prepare and develop students for careers as competent healthcare professionals through:
- the provision of opportunities for students from a wide variety of backgrounds and abilities that prepare them for entry to a health profession with confidence that they are fit for purpose, practice and award
- the provision of opportunities which focus on continuing professional development, facilitating ongoing learning and enhancing the practice of those staff engaged at all levels within healthcare settings
- the promotion of, and learning about a multiprofessional approach to teamworking and development of opportunities to learn with other professional groups
- the development, maintenance, and relevance of curricula by engaging with and being responsive to changing local, regional and national healthcare agendas
- the provision of supportive and effective learning environments, in partnership with all stakeholders
- engendering in students the ability to analyse, interpret and assess the evidence to inform problem-solving and ensure high-quality patient care.
B Academic and practitioner standards
B1 Health visiting
Intended learning outcomes
6 Intended learning outcomes (ILOs) for the BSc (Hons) and PgDip in Community Nursing Specialist Practitioner - Public Health Nursing/Health Visiting are clearly set out in the programme handbooks. The ILOs relate directly to the aims of the provision, reflect the NMC competencies and satisfy requirements for admission to the third part of the register. They meet the needs of all stakeholders and reflect the Subject benchmark statement for health visiting, and The framework for higher education qualifications in England, Wales and Northern Ireland (FHEQ), both published by QAA. External examiners and NMC visitors have scrutinised the ILOs and are satisfied that they are appropriate. Fulfilment of the ILOs ensures that students are fit for purpose, practice and award.
7 The programme management team ensures that ILOs are disseminated to students and practice and academic staff. Communication of the health visiting ILOs and collecting feedback on their relevance are managed with regular review with all stakeholders, including Trusts and students, participating in this process.
8 Clinical placement staff provide appropriate support to students in achieving the practice ILOs. They are discussed during the first days of a placement and there is provision for students to move placement if all learning outcomes cannot be achieved.
Curricula
9 The BSc (Hons) and PgDip in Community Nursing Specialist Practitioner - Public Health Nursing/Health Visiting programmes (CNSP HV) were revalidated by UCLan and the NMC in 2004. Revalidation of the programmes followed consultation with key stakeholders. The 35-week programmes conform to the current NMC minimum length requirements. They prepare students to meet the standards for community specialist practice and the NMC health visitor competencies, including preparation as a prescriber from the nursing formulary. The curriculum prepares students who are fit for practice, purpose and award.
10 Programmes take account of the specification laid down by CMSHA in respect of duration, skills and outcomes, and comply with NMC requirements. The curricula were designed in collaboration with stakeholders, including Trusts, practitioners, CMSHA and students. Client-led care is central to curricular design. Service users have been indirectly involved in curriculum design, and are directly involved in course delivery.
11 Competence and capability modules facilitate development of students within the constraints of a health visiting specialist practice course conforming to NMC minimum length requirements. These modules allow students to gain required practice and academic experience and skills before the programmes. They also provide more specialised continuing professional development (CPD) opportunities following completion. Funding is available to PCTs from CMSHA to support students in this process. Individual student learning needs are mapped before the start of the programme and inform module choice. An incremental curricular model allows students to achieve the designated health visiting competencies over three phases of the programmes, depending on previous experience and practice opportunities.
12 The programmes run in conjunction with CNSP pathways in nursing in the home/district nursing, general practice nursing, school nursing, community mental health nursing, community children's nursing. This provides excellent opportunities for interprofessional learning (IPL) within shared modules. Practice opportunities for collaborative working support an interprofessional approach to public health practice.
13 Programmes are offered on a full and part-time basis. Students select BSc (Hons) or PgDip routes according to level of previous study. Practice outcomes are the same for both courses. Some modules are managed by shared delivery. Separate tutorial groups provide support at the selected level of study to achieve the differentiated academic ILOs.
14 Placements offer a broad range of experience, allowing for integration of theory and public health practice. If required, students may access additional placements to gain broader experience. A number of practice placements are seeking accreditation as practice development units. Practice achievement is mapped against health visiting competencies. A workbook is used to support development of nurse prescribing knowledge and skills.
15 Programme management teams review and manage the courses. Practice teachers attend regular meetings in the University allowing input to continual review and development of courses, thus maintaining currency. Students and practice teachers are aware of changes made as a result of this interaction.
Assessment
16 The assessment strategy for health visiting supports the integration of theory and practice. Curriculum skills maps make explicit the link between the ILOs for each module, the skills identified at each level in the Subject benchmark statement for health visiting and the requirements of the NMC. External examiners play a particularly active role in the assessment process. They meet with students, mentors and practice teachers to review the quality of the programmes and the appropriateness of placements used for assessment of practice.
17 An appropriate range of summative assessments is used, integrating both theory and practice. They are mapped against NMC requirements (2002) and enable students to demonstrate achievement of ILOs, and fitness for practice and purpose. Scrutiny of student work by the reviewers showed the assessment process to be equitable, with appropriate moderation in place. A valuable addition to the assessment of health visiting is provided by service users. Service users give feedback on practice to clinical assessors.
18 The assessment of health visiting utilises learning contracts within Clinical Assessment Documents as a vehicle to achieving ILOs. Specific learning opportunities are identified to underpin the assessment process. An incremental model of assessment is utilised, whereby students demonstrate a rolling achievement of NMC competencies. Individual student's achievement of competencies is discussed and agreed by the mentor and student at the end of each of the three phases in the programme. Tripartite meetings with the student, mentor and link teacher occur at least once during the programme. The learning contract is then modified in the light of the student's progress. At the end of each phase, the Clinical Assessment Document is submitted for verification and moderation and then included in the integrative course portfolio as evidence for the final competency statement.
19 Information on the assessment process is contained in the student programme handbooks, with additional WebCT information also available. Regulations relating to carrying over unachieved competencies from one phase to the next are communicated verbally at the start of the course. Programme handbooks make clear that all NMC practice competencies must be met by the time of submission of the integrative portfolio. Documentation for the health visiting programmes does not make it explicit how many competencies can be carried forward.
Student achievement
20 The reviewers sampled a range of assessed work from both BSc and PgDip health visiting programmes. This work demonstrated students' achievement of the ILOs and performance commensurate with the level of the award. Generally, academic work seen by the reviewers was of a very high standard. There was clear integration of theory and practice. The use of client feedback in health visiting portfolios gave further evidence of students' fitness for practice and purpose. The most recent external examiner's report confirms a very positive view of the quality of student work.
21 There have been no failures on either of the health visiting programmes. On average, 60 per cent of students in the last three cohorts on the BSc have achieved an Upper Second class award or better (Table 1a). All students who have completed the health visiting programmes have found employment with local Trusts (Table 2a).
Table 1a: Completion and achievement statistics for award-bearing programmes in health visiting
| Programme | Cohort | Diploma programmes Pass |
Diploma programmes Fail |
Degree classification | |||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 1 | 2i | 2ii | 3 | P | F | ||||||||||||
| No. | % | No. | % | No. | % | No. | % | No. | % | No. | % | No. | % | No. | % | ||
| BSc (Hons) CNSP Pub Health Nursing (Health Visiting) FT | 2002-03 | 9 | 75 | 3 | 25 | ||||||||||||
| 2003-04 | 1 | 7 | 6 | 43 | 7 | 50 | |||||||||||
| 2004-05 | 1 | 11 | 4 | 44 | 4 | 44 | |||||||||||
| PgDip CNSP Pub Health Nursing (Health Visiting) FT | 2002-03 | 1 | 100 | ||||||||||||||
| 2003-04 | 3 | 100 | |||||||||||||||
| 2004-05 | 2 | 100 | |||||||||||||||
| PgDip CNSP Pub Health Nursing (Health Visiting) PT | 2002-03 | 1 | 100 | ||||||||||||||
| 2003-04 | |||||||||||||||||
| 2004-05 | |||||||||||||||||
Table 2a: Employment statistics for all pre-registration programmes
| Programme | Further study | Local employers | Employers elsewhere | Unemployed | Other | |||||
|---|---|---|---|---|---|---|---|---|---|---|
| No. | % | No. | % | No. | % | No. | % | No. | % | |
| BSc (Hons) CSP Health Visiting 2002-03 | 14 | 100 | ||||||||
| BSc (Hons) CSP Health Visiting 2003-04 | 17 | 100 | ||||||||
| BSc (Hons) CSP Health Visiting 2004-05 | 11 | 100 | ||||||||
Summary of academic and practitioner standards for health visiting
Overall, the reviewers have confidence in the academic and practitioner standards achieved by the programmes in Health Visiting at the University of Central Lancashire in partnership with Cumbria and Lancashire Strategic Health Authority and Cheshire and Merseyside Strategic Health Authority.
Strength
- Competence and capability modules facilitate development of students within the constraints of a health visiting specialist practice course conforming to NMC minimum length requirements (paragraph 11).
Weakness
- Documentation for the health visiting programmes does not make it explicit how many competencies can be carried forward (paragraph 19).
B2 Midwifery
Intended learning outcomes
22 The ILOs for both pre-registration and post-registration programmes are clearly stated within the respective student handbooks. There is a direct relationship between the ILOs and the aims of the provision. These ILOs meet the requirements of the NMC, where relevant, and reflect the needs of external stakeholders. The Subject benchmark statement for midwifery, published by QAA, is reflected across the provision, together with the Health Professions Framework.
23 The ILOs ensure that, on successful completion of their programmes, students are fit for purpose, practice and award. NMC requirements in respect of attendance are reflected in the ILOs, and students are obliged to maintain the NMC 2004 code of professional conduct.
24 Regular meetings of the Course Management Team monitor the adequacy of arrangements within the subject for communicating the ILOs and other information about the programmes to practice and academic staff and students. The ILOs are communicated to external examiners.
25 The ILOs are reviewed regularly within the four participating Trust practice areas. Feedback from students and placement staff is taken fully into account in adjusting, altering or developing the provision and has informed minor changes to ILOs for midwifery programmes.
26 The ILOs are discussed by students and mentors during first days of each placement and a plan worked out to enable their achievement. Students confirmed that they received very good levels of support to enable them achieve the ILOs. Flexibility is built into programmes to permit the substitution of alternative practice placements in order to achieve the desired ILOs.
Curricula
27 The BA (Hons) Midwifery is offered either as a four-year programme or over 78 weeks (shortened programme) to registered nurses. Both these pre-registration programmes meet the regulatory requirements of the NMC, as do the Certificate in Midwifery Practice (return to practice) and the PgDip Professional Education: Lecturer Practice Educator. All midwifery programmes, at pre-registration, post-registration and postgraduate levels are aligned appropriately against the Subject benchmark statement for midwifery and the FHEQ.
28 Curricula are planned and designed in collaboration with practice placement providers and current and former students. The midwifery team is particularly responsive to the rapidly changing circumstances in which midwives are practising. For example, changes in the practice environment and professional requirements resulted in the introduction of the Examination of the Newborn module for post-registration midwifery students. Partnership working with relevant stakeholders and service users in the design, delivery and evaluation of the curricula ensures that students are fit for practice and purpose.
29 Curricula are designed to be student-centred and enable students, when possible, to focus on topics of particular interest and relevance to their personal and professional learning. As students follow their respective programme of study, progression within teaching and learning from dependence to independence is evident. Students undertaking the four-year, pre-registration programme feel particularly well prepared for their future roles as midwives. The appointment of Consultant Midwives has enhanced the interface between UCLan and the relevant Trusts.
30 Opportunities for IPL are limited in pre-registration midwifery programmes. However, students benefit from learning with social work and physiotherapy students at induction. In post-registration CPD modules, midwives study with other discipline groups in the areas of research, education, particularly mentorship, and sexual health. Such programmes are delivered by multiprofessional teams with research-active midwifery lecturers making a distinctive contribution. Students appreciate the value of such IPL.
Assessment
31 Assessment in both pre and post-registration midwifery programmes demonstrates clear links between theory and practice. Appropriate levels of competency are tested and the external examiners confirm the integrity and suitability of the process. As part of their role, examiners visit practice placements.
32 Revised clinical assessment documentation has been developed collaboratively with Trusts and piloted during 2004-05. This was to address perceived ambiguities reported by students and mentors in the previous version. The views of practitioners and students are taken into account in reviewing assessment strategy. Changes have been made to the midwifery clinical assessment documentation, which now specifies that there should be learning opportunities in high-risk obstetrics before qualification. This enhances fitness for practice and purpose. The assessments for both theory and practice are communicated to students through programme handbooks, WebCT and module descriptors, and reiterated by module leaders at the start of each module.
33 The student work scrutinised by the reviewers showed that assessment tasks enable the achievement of ILOs to be demonstrated and that the assessment process is fair and equitable. Consistency in the moderation processes was evident. A range of work is double-marked in pre-registration midwifery and, where there is a significant divergence between markers, the rationale for the final mark is recorded for the benefit of the external examiner.
34 A range of appropriate methods is used to enable students to record the achievement of the ILOs in practice. These include reflective accounts and portfolio development. By these methods, students are able to demonstrate progression in critical thinking through the levels of their programme towards the final achievement of fitness for practice, purpose and award. Mentors give formative feedback to students, identifying weaknesses in their achievement of learning outcomes before summative assessment points. They are supported in that role by the Supervisor of Midwives, clinical link midwives and link lecturers. Mentors and students confirm the valuable contribution made by link lecturers in their support of failing students.
35 A variety of assessment methods is employed across midwifery programmes to enable students to demonstrate their fitness for practice, purpose and award. These include dissertations and written assignments, unseen examinations and case-study analyses. Feedback on student work is timely and supportive to student learning. An example of a well-designed assessment tool is the assessment and teaching portfolio in the MA Midwifery Studies, which facilitates the integration of theory and practice. Constructive detailed feedback supports progression through this programme.
Student achievement
36 The reviewers sampled a range of assessed work demonstrating that students achieve the ILOs within the pre-registration and post-registration and postgraduate midwifery programmes. The student work showed that students on these programmes achieve fitness for purpose, practice and award. External examiners' reports and the latest NMC report also confirm the appropriateness of the standards achieved and that standards are comparable with those in other institutions. Former students also reported that, on completion of the programme, they felt confident that they were fit for practice due to the support and feedback they received during training.
37 Results in the final award for pre-registration students over the last three years show a good level of achievement on both four-year and shortened programmes. On average, 69 per cent of students on the four-year programme and 59 per cent on the shortened programme have achieved an Upper Second class honours award or better (Table 1b). There have been no failures on these programmes. There has been one failure on the return to practice programme. On BSc (Hons) Professional Studies in Midwifery, over 60 per cent of students have achieved a good honours award, with no failures. There are very small numbers of students on the postgraduate midwifery programmes, and 79 per cent have achieved their target award. There are also alternative achievement pathways open to students who are unable to complete the MA in the form of the PgDip or PgCert.
38 All students completing the pre-registration midwifery programmes have found employment. Graduates from the shortened programme are all employed, locally whereas those on the long programme are spread over a wider geographical area.
Table 1b: Completion and achievement statistics for award-bearing programmes in midwifery
| Programme | Cohort | Diploma programmes Pass |
Diploma programmes Fail |
Degree classification | |||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 1 | 2i | 2ii | 3 | P | F | ||||||||||||
| No. | % | No. | % | No. | % | No. | % | No. | % | No. | % | No. | % | No. | % | ||
| BA (Hons) Midwifery four-year duration FT | 2002-03 | 2 | 11 | 12 | 67 | 4 | 22 | ||||||||||
| 2003-04 | 11 | 61 | 7 | 39 | |||||||||||||
| 2004-05 | 1 | 6 | 11 | 61 | 6 | 33 | |||||||||||
| BA (Hons) Midwifery 78-week duration FT | 2002-03 | 3 | 19 | 8 | 50 | 3 | 19 | 2 | 12 | ||||||||
| 2003-04 | 11 | 61 | 7 | 39 | |||||||||||||
| 2004-05 | 1 | 6 | 7 | 41 | 9 | 53 | |||||||||||
| Univ Adv Cert Midwifery Practice PT | 2002-03 | ||||||||||||||||
| 2003-04 | 6 | 86 | 1 | 14 | |||||||||||||
| 2004-05 | 1 | 100 | |||||||||||||||
| BSc (Hons) Professional Studies Midwifery PT | 2002-03 | 4 | 25 | 7 | 44 | 5 | 31 | ||||||||||
| 2003-04 | 1 | 10 | 4 | 40 | 3 | 30 | 2 | 20 | |||||||||
| 2004-05 | 2 | 25 | 4 | 50 | 2 | 25 | |||||||||||
2003-04 - one student exited with the award of University Advanced Certificate
Table 1b: Completion and achievement statistics for award-bearing programmes in midwifery
| Programme | Cohort | Diploma programmes Pass |
Diploma programmes Fail |
Degree classification | |||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 1 | 2i | 2ii | 3 | P | F | ||||||||||||
| No. | % | No. | % | No. | % | No. | % | No. | % | No. | % | No. | % | No. | % | ||
| MA Midwifery Studies PT | 2002-03 | 5 | 100 | ||||||||||||||
| 2003-04 | 2 | 100 | |||||||||||||||
| 2004-05 | 2 | 67 | 1 | 33 | |||||||||||||
| 2003-04 - two students exited - one with a PgDip and one with a PgCert | |||||||||||||||||
| 2004-05 - one student exited with award of a PgDip | |||||||||||||||||
| PgCert Midwifery Practice Development PT | 2002-03 | ||||||||||||||||
| 2003-04 | |||||||||||||||||
| 2004-05 | |||||||||||||||||
| First completions due in 2005-06 | |||||||||||||||||
| PgDip in Professional Education: Lecturer PT | 2002-03 | ||||||||||||||||
| 2003-04 | 2 | 100 | |||||||||||||||
| 2004-05 | 1 | 100 | |||||||||||||||
| 2003-04 - One student exited with a PgCert | |||||||||||||||||
| PgDip Professional Education: Practice Educator PT | 2002-03 | ||||||||||||||||
| 2003-04 | |||||||||||||||||
| 2004-05 | 1 | 100 | |||||||||||||||
Table 2b: Employment statistics for all pre-registration programmes
| Programme | Further study | Local employers | Employers elsewhere | Unemployed | Other | |||||
|---|---|---|---|---|---|---|---|---|---|---|
| No. | % | No. | % | No. | % | No. | % | No. | % | |
| Midwifery Short Course | ||||||||||
| Sept 2001 | 16 | 100 | ||||||||
| Sept 2002 | 18 | 100 | ||||||||
| Sept 2003 | 17 | 100 | ||||||||
| Midwifery Long Course | ||||||||||
| September 1999 | 15 | 79 | 4 | 21 | ||||||
| September 2000 | 16 | 84 | 3 | 16 | ||||||
| September 2001 | 16 | 89 | 2 | 11 | ||||||
Summary of academic and practitioner standards for midwifery
Overall, the reviewers have confidence in the academic and practitioner standards achieved by the programmes in Midwifery at the University of Central Lancashire in partnership with Cumbria and Lancashire Strategic Health Authority and Cheshire and Merseyside Strategic Health Authority.
Strengths
- The midwifery team is particularly responsive to the rapidly changing circumstances in which midwives are practising (paragraph 28).
- Changes have been made to the midwifery clinical assessment documentation, which now specifies that there should be learning opportunities in high-risk obstetrics before qualification. This enhances fitness for practice and purpose (paragraph 32).
Weakness
- Opportunities for interprofessional learning are limited in pre-registration midwifery programmes (paragraph 30).
B3 Nursing
Intended learning outcomes
39 The ILOs on all nursing programmes subject to NMC approval meet their requirements. The FHEQ and the Subject benchmark for nursing, published by QAA, and the Health Professions Framework are reflected throughout the nursing provision. The ILOs are developed to ensure that successful students are fit for purpose, practice and award. This process involves all key stakeholders, including CLSHA, service users, placement providers and mentors.
40 The CLSHA, NHS Trusts, PCTs and private sector placement providers are involved with UCLan in the ongoing monitoring of the ILOs for nursing programmes to ensure that they reflect changes in working practices and national developments. The ILOs reflect the aims of the nursing programmes and relate directly to curricula. They are clearly expressed in all programme specifications and programme handbooks. Regular meetings of the Course Management Committee and sub-liaison panels ensure that appropriate arrangements are in place within the subject for communicating the ILOs to students, academic and practice staff. Students and mentors met by the reviewers had a clear understanding of the ILOs and their application.
41 Feedback from Trust staff, academic staff and students is taken fully into account in the revision of learning outcomes for the nursing programmes. The ILOs reflect the requirements of external stakeholders. External examiners scrutinise ILOs and confirm their appropriateness.
42 Appropriately qualified placement staff work in partnership with students to facilitate the development and achievement of ILOs in practice. In meetings with the reviewers, students confirmed very good levels of support to help them achieve the ILOs. They are moved to different practice areas if this proves necessary in order to achieve all the required ILOs.
Curricula
43 A collaborative approach to curricular development in nursing is evident. Key stakeholders are involved at all stages, including planning, development, delivery and evaluation. Pre-registration curricula meet the NMC prerequisites for registration for a licence to practice. Pathways on the BSc (Hons) Professional Practice (Adult Health and Child Health); BSc (Hons)/PgDip Community Nursing Specialist Practitioner (CNSP) programmes; Certificate in Independent and Supplementary Nurse Prescribing; and University Certificate Return to Practice (Adult, Children, Mental Health) also meet the professional body requirements. All programmes are appropriately aligned to the Subject benchmark statement for nursing and are informed by the FHEQ. External examiners confirm the appropriateness of the curricula. UCLan processes allow a responsive approach to curricular development and review. This facilitates minor changes to reflect practice development, for example, to take account of the implementation of the National Service Frameworks.
44 Recent changes introduced in the pre-registration programmes in response to mentor and student evaluation are intended to enhance communication between mentors who are supporting students, while also maximising the students' access to the wide variety of care delivery contexts within the placement circuit. This change is the subject of ongoing monitoring and evaluation. A modest degree of choice of options for students undertaking the undergraduate pre-registration programme has also been welcomed by students. The student experience is central to curricular design.
45 A systematic approach to service-user and carer involvement is evident in development of the nursing curricula. A faculty-sponsored Community Engagement and Service User Support (Comensus) Project provides an excellent forum for service-user involvement. Benefits of this project work are seen at both pre-registration and post-registration levels. For example, the mental health service users' forum was actively involved in the development of the PgCert Primary Care Mental Health Practice. Views of other service users, such as the representative organisation Diabetes UK, are elicited through questionnaires. Service users feel they are making a difference at both the planning and delivery stages of the curriculum.
46 Close links with placement providers have resulted in a more integrated curriculum. Orientation to placement environments is now generally accepted as an integral component of the curriculum. Shared responsibilities are evident and practice placement facilitators (PPFs) act as a conduit between UCLan and placement providers in the planning and development of curricula.
47 A funded programme supported by the University Learning Development Unit has resulted in the development of e-learning curricula for post-registration nursing students. The BSc (Hons) Nursing Studies by e-learning provides flexibility of study valued by students who are working full time and experience difficulties in attending the University for taught modules, and opens access to international students. Students accessing this e-learning route are very well supported and a key feature is the weekly on-line access to the course leader and one another through the use of a chatroom facility.
48 The Faculty of Health's Learning, Teaching and Assessment Strategy indicates a commitment to IPL being embedded more effectively within the curricula at both undergraduate and postgraduate level. There is evidence of this at postgraduate and post-registration level. There is limited evidence of IPL in the nursing curricula at pre-registration level. However, PPFs in some PCTs have introduced structured IPL opportunities in practice settings for pre-registration nursing students. This experience is greatly appreciated by students.
Assessment
49 The assessment strategy for all nursing programmes is made clear in departmental documentation. This strategy supports the integration of theory and practice within the curricula. Skills maps make clear links between key transferable skills and the ILOs. Module assessments promote increasingly independent learning throughout the levels, in line with the Subject benchmark statement for nursing and NMC requirements.
50 The assessment requirements for both theory and practice are communicated to students thoroughly in programme handbooks, on WebCT and in module descriptors. In addition, module leaders explain clearly at the beginning of each module what is required of the student to achieve the ILOs.
51 Responsibilities outlined for both mentors and students in practice assessment documentation encourage partnership working. Mentors are clear about their responsibilities in assessing practice and are supported in this role by the PPFs and link lecturers. Mentors in community placements support pre-registration nursing adult branch and community specialist programmes. They work in partnership to expose students to a wide range of professionals and client groups. This includes project development and implementation within units currently pursuing accreditation as Professional Development Units. Practice placement portfolios make clear the learning opportunities available to students and the resources available to facilitate the learning process and progression of the student. Students progress from dependence to independence with timely feedback given on formative assessment to support development. Mentors and students confirm that practice assessments are undertaken with initial, mid and end-point discussions identifying learning opportunities for students in accordance with the ILOs. Students and mentors are confident that the process for support can be initiated by either party. This enables action planning to identify requirements for summative assessments and achievement of practice competencies. There are clear relationships between practical and theoretical assessments.
52 Feedback from all stakeholders influences changes in practice assessment. Student opinion is canvassed through Student Perception of Practice Experience evaluations. Practitioners and Trust managers also influence development and change through a range of partnership meetings and validation events. For example, they have influenced critical care placements and pre-allocation preparation in palliative care placements to support equity in allocation and learning opportunities.
53 A wide range of assessment methods is adopted to enable students to demonstrate achievement of academic and practice ILOs appropriate to their level of study. These include problem-based learning portfolios and video recording. The portfolios on the master's programmes provide good opportunities for integration of theory and practice, encouraging students to review strategic issues in health. Graduate students also develop lectures to deliver to pre-registration students. The assessment process is strengthened on some programmes through service-user involvement. Examples include service-user involvement in objective structured clinical examinations for general practice nurses and in assessment on the pain management route of the MSc Professional Practice. Feedback on assignments is timely, with all student work returned within 15 days. In the student work scrutinised by the reviewers, appropriate feedback was generally provided to support student learning. However, instances of variability and poor legibility in feedback to students on nursing assignments were both noted by the reviewers and reported by students. There is no standardised approach to the completion of the feedback template.
54 Students generally find the assessment load manageable. However, students on the CNSP part-time pathways report the assessment load as heavy to manage alongside employment. CMSHA has commissioned a programme based on the minimum timescale permitted under NMC regulations, and this does put pressure on students.
55 The moderation policy is clearly communicated in student handbooks. External examiners and NMC reports confirm that UCLan regulations in respect of moderation are rigorously applied, and this was borne out in the assessed student work scrutinised by the reviewers. External examiners visit practice in a range of programmes and report positively on the high level of organisation and support to students in their learning and attainment in theory and practice.
56 In 2004, the Faculty Placement Learning Support Unit (FPLSU) formed the Moderation of Practice Project Group to review practice assessment processes in pre-registration nursing. The aim was to strengthen the reliability of the assessment process through the peer review model. Although the marking criteria in programme handbooks make explicit the percentages allocated to competencies, students and mentors were reporting inconsistencies in grades awarded. In response, the Department of Nursing is piloting practice assessment documentation using a pass/fail model. Phased implementation is to be completed by October 2006.
Student achievement
57 The reviewers scrutinised a range of assessed work from a representative sample of students on pre-registration, post-registration and postgraduate nursing programmes. This showed that the ILOs had been achieved and confirms that students on these programmes achieve fitness for purpose, practice and award. The standards set by the University are appropriate to the awards conferred and comparable with those of similar programmes throughout the UK. External examiners' reports endorse this view. Newly registered nurses are prepared for their subsequent professional roles in their final internship module before qualifying, and this is reported by practice staff and students to be invaluable in ensuring their suitability for future employment.
58 Performance in the final examination for the pre-registration programmes is laudable. In the last three cohorts to complete the BSc (Hons) in Nursing, over 71 per cent achieved an Upper Second class honours degree or better. On both that and the DipHE in Nursing, failures are rare, averaging around 2 per cent (Table 1c). There have been no failures on the Enrolled Nurse Conversion Programme. On post-registration programmes, the pattern is similar with some 60 per cent on average achieving good honours awards on the Professional Practice and CNSP awards and a very small numbers of failures. There is a similar healthy picture of achievement at postgraduate level.
59 The employment record of graduates and diplomates from the pre-registration nursing programmes is good. All students from cohorts before the most recent to complete found relevant employment or went on to further study; 3 per cent of diplomates and 7 per cent of graduates from the 2002 entrants were not yet employed when the census took place (Table 2c). Programmes prepare students well for lifelong learning and students met by the reviewers acknowledged their own need to progress onto further learning opportunities post-qualification. Many diplomates and graduates return to UCLan to study to enhance their specific skills or achieve further academic awards. Post-registration and postgraduate programmes are designed to meet the developing needs of the service and the individual. Most post-registration students remain in relevant employment while undertaking their programmes and enhance both practice and their own careers. On meeting with post-registered staff, the reviewers confirmed that CPD is negotiated in Trusts to support their wide-ranging, ongoing learning requirements.
60 Samples of student work from the relatively new Foundation Degree (FD) programme were also reviewed, although the first cohort has not yet completed. The FD is recognised as an Intermediate level qualification as defined by the FHEQ and the work scrutinised by the reviewers was of an appropriate standard. The FD has been developed in response to the needs of health and social care providers in the voluntary, private and public sectors to meet the current service quality and performance agendas. Lifelong learning is embedded within the curriculum of this programme from the outset. There are clear pathways for successful students to access physiotherapy training on completing the FD nursing and occupational therapy programmes are currently involved in discussions to open up their programmes in a similar way. Employment opportunities for students are widened by undertaking this programme.
Table 1c: Completion and achievement statistics for award-bearing programmes in nursing
| Programme | Cohort | Diploma programmes Pass |
Diploma programmes Fail |
Degree classification | |||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 1 | 2i | 2ii | 3 | P | F | ||||||||||||
| No. | % | No. | % | No. | % | No. | % | No. | % | No. | % | No. | % | No. | % | ||
| BSc (Hons) NursingDip HE Nursing | Sept 2000 | 1 | 4 | 16 | 62 | 8 | 31 | 1 | 4 | ||||||||
| Oct 2001 | 5 | 22 | 12 | 52 | 6 | 26 | |||||||||||
| Oct 2002 | 3 | 10 | 20 | 65 | 6 | 19 | 1 | 3 | 1 | 3 | |||||||
| DipHE Nursing | Oct 2001 | 207 | 99 | 1 | 1 | ||||||||||||
| April 2002 | 245 | 98 | 5 | 2 | |||||||||||||
| Oct 2002 | 256 | 97 | 8 | 3 | |||||||||||||
| BSc (Hons) Prof Pract (Adult Health) PT | 2002-03 | ||||||||||||||||
| 2003-04 | 2 | 20 | 5 | 50 | 1 | 10 | 1 | 10 | 1 | 10 | |||||||
| 2004-05 | 1 | 3 | 13 | 43 | 14 | 47 | 1 | 3 | 1 | 3 | |||||||
| BSc (Hons) Prof Pract (Child Health) PT | 2002-03 | ||||||||||||||||
| 2003-04 | 3 | 38 | 1 | 13 | 3 | 38 | 1 | 13 | |||||||||
| 2004-05 | 2 | 100 | |||||||||||||||
| BSc (Hons) Mental Health Practice PT | 2002-03 | 2 | 29 | 4 | 57 | 1 | 14 | ||||||||||
| 2003-04 | 1 | 50 | 1 | 50 | |||||||||||||
| 2004-05 | 1 | 17 | 1 | 17 | 3 | 50 | 1 | 17 | |||||||||
| BSc (Hons) CNSP FT All Routes | 2002-03 | 1 | 2 | 20 | 47 | 20 | 47 | 2 | 4 | ||||||||
| 2003-04 | 3 | 7 | 21 | 48 | 15 | 35 | 4 | 9 | |||||||||
| 2004-05 | 1 | 3 | 14 | 47 | 11 | 37 | 3 | 10 | 1 | 3 | |||||||
| BSc (Hons) CNSP PT All Routes | 2002-03 | 1 | 4 | 13 | 50 | 12 | 46 | ||||||||||
| 2003-04 | 1 | 5 | 12 | 63 | 6 | 32 | |||||||||||
| 2004-05 | 10 | 63 | 6 | 37 | |||||||||||||
| BSc (Hons) Nursing Studies post-reg PT | 2002-03 | 8 | 50 | 7 | 44 | 1 | 6 | ||||||||||
| 2003-04 | 1 | 100 | |||||||||||||||
| 2004-05 | 2 | 40 | 3 | 60 | |||||||||||||
| BSc (Hons) Nursing Studies post-reg Top-up FT | 2002-03 | 1 | 5 | 12 | 63 | 3 | 16 | 1 | 5 | 2 | 11 | ||||||
| 2003-04 | 1 | 3 | 14 | 48 | 13 | 45 | 1 | 3 | |||||||||
| 2004-05 | 1 | 8 | 7 | 58 | 4 | 33 | |||||||||||
| BSc (Hons) Nursing Studies post-reg Top-up PT | 2002-03 | 10 | 50 | 6 | 30 | 1 | 5 | 3 | 15 | ||||||||
| 2003-04 | 1 | 6 | 5 | 31 | 6 | 38 | 1 | 6 | 3 | 19 | |||||||
| 2004-05 | 1 | 3 | 19 | 61 | 10 | 32 | 1 | 3 | |||||||||
| BSc (Hons) Nursing Studies post-reg by e-learning FT | 2002-03 | ||||||||||||||||
| 2003-04 | |||||||||||||||||
| 2004-05 | 1 | 100 | |||||||||||||||
| BSc (Hons) Nursing Studies post-reg by e-learning PT | 2002-03 | ||||||||||||||||
| 2003-04 | 2 | 100 | |||||||||||||||
| 2004-05 | 3 | 100 | |||||||||||||||
| BSc (Hons) Nurse Practitioner PT | 2002-03 | ||||||||||||||||
| 2003-04 | 1 | 5 | 14 | 74 | 4 | 21 | |||||||||||
| 2004-05 | 1 | 6 | 6 | 38 | 7 | 43 | 2 | 13 | |||||||||
| BSc (Hons) Neonatal Practice PT | 2002-03 | 2 | 11 | 13 | 72 | 1 | 6 | 2 | 11 | ||||||||
| 2003-04 | 1 | 6 | 4 | 25 | 3 | 19 | 8 | 50 | |||||||||
| 2004-05 | 8 | 53 | 1 | 7 | 1 | 7 | 2 | 13 | 3 | 20 | |||||||
| 2004-05 - three students exited with award of Diploma of Professional Studies | |||||||||||||||||
| BSc (Hons) Sexual & Reproductive Health Care PT 2001 | 2002-03 | 1 | 33 | 1 | 33 | 1 | 33 | ||||||||||
| 2003-04 | 4 | 33 | 5 | 42 | 1 | 8 | 2 | 17 | |||||||||
| 2004-05 | 3 | 38 | 4 | 50 | 1 | 12 | |||||||||||
| 2004-05 one student exited with a DipHE award | |||||||||||||||||
| DipHE Clinical Nursing PT | 2002-03 | 31 | 100 | ||||||||||||||
| 2003-04 | 48 | 100 | |||||||||||||||
| 2004-05 | 14 | 100 | |||||||||||||||
| DipHE in Sexual & Reproductive Health PT | 2002-03 | 8 | 80 | 2 | 20 | ||||||||||||
| 2003-04 | 14 | 100 | |||||||||||||||
| 2004-05 | 1 | 100 | |||||||||||||||
| 2002-03 completions two students exited with Certificate | |||||||||||||||||
| Diploma Neonatal Care PT | 2002-03 | 7 | 100 | ||||||||||||||
| 2003-04 | 5 | 100 | |||||||||||||||
| 2004-05 | 7 | 88 | 1 | 13 | |||||||||||||
| 2004-05 - one student exited with an Advanced Certificate | |||||||||||||||||
| DipHE Critical Care All Routes PT | 2002-03 | 2 | 100 | ||||||||||||||
| 2003-04 | 7 | 100 | |||||||||||||||
| 2004-05 | 1 | 100 | |||||||||||||||
| 2003-04 one student exited with Advanced Certificate | |||||||||||||||||
| DipHE Acute and Continuing Care All Routes PT | 2002-03 | 20 | 100 | ||||||||||||||
| 2003-04 | 16 | 100 | |||||||||||||||