Specialist Community Public Health Nursing
PgDip

About this course

About

Language of instruction: English

This programme leads to the award of Post Graduate Diploma in Specialist Community Public Health Nursing and registration on Part 3 of the Nursing and Midwifery Council's (NMC) Register (annotated according to chosen option as: Health Visiting or School Nursing. Theory and practice learning are integrated throughout the course in a 50% - 50% balance as required by the NMC. Each module is worth 30 credits and all students entering level 7of the programme would undertake four modules totalling 120 credit points.

The concurrent registration is based on the successful completion of 4 modules specified for the SCPHN option and these must be completed in a minimum of 52 weeks full time or a minimum of 104 weeks part time. The programme would normally be completed in full-time mode over an academic year (3 semesters) and in part-time mode over two academic years (6 semesters).

The specialist pathways we offer are health visiting or school nursing

Practice Learning

The student is required to complete a minimum of 128 days in the practice learning environment under the supervision of a Practice Teacher who will assess their proficiency. Practice days are completed alongside the theoretical teaching in university in semester 1 and 2. Students are expected to attend university approximately 2 days a week. Students will be expected to attend additional workshops throughout the programme, for example UNICEF breastfeeding training. The main focus in semester 3 is in the achievement of the NMC (2004) Standards of Proficiency for SCPHN within the practice learning environment. Formative and summative assessment will also take place in the practice learning environment to enable the students to develop their skills. This will be evidenced by the development of a Practice Learning Portfolio which will demonstrate progression towards achievement of NMC proficiencies

The 52-week programme includes a holiday allowance, so the programme consists of 45 weeks, of which at least 22.5 weeks are practice learning, all of which must be successfully completed. Where a practice route is required, students must complete their consolidation experience (minimum of 10 weeks full timeand 20 weeks part time), in settings with clients that are central to the responsibilities for that defined area of practice. In addition, students must spend at least three weeks gaining experience in work settings and with clients considered either of relevant importance or that may be a potential area of responsibility, even if not central to the defined area of practice (NMC 2004).

Classification of the award is based on the 120 credits studied at level 7

This programme leads to the award of Post Graduate Diploma in Specialist Community Public Health Nursing and registration on Part 3 of the Nursing and Midwifery Council's (NMC) Register (annotated according to chosen option as: Health Visiting or School Nursing. Theory and practice learning are integrated throughout the course in a 50% - 50% balance as required by the NMC. Each module is worth 30 credits and all students entering level 7 of the programme would undertake four modules totalling 120 credit points.

The concurrent registration is based on the successful completion of 4 modules specified for the SCPHN option and these must be completed in a minimum of 52 weeks full time or a minimum of 104 weeks part time. The programme would normally be completed in full-time mode over an academic year (3 semesters) and in part-time mode over two academic years (6 semesters).

Module Title Credit Points Module Status

Contempory issues in Public Health 30 Credits

Advanced Child Development and Life Perspectives 30 Credits

Clinical Practice Development and Research for SCPH Nurses 30 Credits

The Continuum of Safeguarding Children and Advanced Decision Making 30Credits

Total 120 Credits at level 7

Attendance

Full-time. Health Visiting and School Nursing.

Full-time. The duration of the programme is 52 weeks.

Attendance (Full-time)
One – two days weekly + practice days.

Start dates

• September 2020

Teaching, Learning and Assessment

Learning and Teaching Methods

A range of learning and teaching methods are used to enable students to develop knowledge and understanding related to these learning outcomes and to provide the foundation for other learning. There is a continuous focus upon how theory informs and is informed by practice and practitioners.

Methods used include lectures, seminars/tutorials, guided reading, critical reflection, role play, teacher and peer observation. Active learning is promoted through strategies such as simulated practice and the use of case studies to encourage integration of theory to practice. The student will present a poster which highlight findings from a community health needs profile which they have undertaken in the practice learning environment. This poster presentation will involve lecturers, peers and practice partners and will encourage the

sharing of good practice and make recommendations to improve a public health issue within their community. This poster presentation will be assessed by academic staff and will contribute to the students' academic award. The use of digital technology is promoted for example through Blackboard learn. Blackboard learn is utilised as a platform to share learning and teaching resources, provide a forum for student/lecturer discussion, submit assignments and provide general student support and information.

To contextualise the knowledge constructed to the two specific options of Health Visiting (HV) and School Nursing (SN), option specific group seminars will be led by pathway leaders and lecturers with subject specific expertise, enabling critical application to the four key domains of Specialist Community Public Health Nursing within an option specific context. Collaborative working methods is an example of a seminar topic which relates to the NMC (2004) domain stimulation of awareness of health needs that can be applied within context to both Health Visiting and School Nursing within such option specific seminars.

Assessment Methods

A combination of formative and summative assessment will be used to facilitate continuous and incremental student learning. This will require students to demonstrate the ability to blend theory with practice through participation and by production of assignment, examination and/or poster presentation.

Formative assessment will also help students to prepare for summative assessment. The student is required to complete a minimum of 128 days in the practice learning environment under the supervision of a Practice Teacher who will assess their proficiency. Formative and summative assessment will also take place in the practice learning environment to enable the students to develop their skills. The student is required to complete a minimum of 128 days in the Practice Learning environment under the supervision of a Practice teacher who will assess their proficiencies.This will be evidenced by the development of a Practice Learning Portfolio which will demonstrate progression towards achievement of NMC proficiencies

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  Content

  The content for each course is summarised on the relevant course page, along with an overview of the modules that make up the course.

  Each course is approved by the University and meets the expectations of:

  • the relevant generic national Qualification Descriptor
  • the applicable Subject Benchmark Statement
  • the requirements of any professional, regulatory, statutory and accrediting bodies.

  Attendance and Independent Study

  As part of your course induction, you will be provided with details of the organisation and management of the course, including attendance and assessment requirements - usually in the form of a timetable. For full-time courses, the precise timetable for each semester is not confirmed until close to the start date and may be subject to some change in the early weeks as all courses settle into their planned patterns. For part-time courses which require attendance on particular days and times, an expectation of the days and periods of attendance will be included in the letter of offer. A course handbook is also made available.

  Courses comprise modules for which the notional effort involved is indicated by its credit rating. Each credit point represents 10 hours of student effort. Undergraduate courses typically contain 10- or 20-credit modules (more usually 20) and postgraduate course typically 15- or 30-credit modules.

  The normal study load expectation for an undergraduate full-time course of study in the standard academic year is 120 credit points. This amounts to around 36-42 hours of expected teaching and learning per week, inclusive of attendance requirements for lectures, seminars, tutorials, practical work, fieldwork or other scheduled classes, private study, and assessment. Part-time study load is the same as full-time pro-rata, with each credit point representing 10 hours of student effort.

  Postgraduate Master’s courses typically comprise 180 credits, taken in three semesters when studied full-time. A Postgraduate Certificate (PGCert) comprises 60 credits and can usually be completed on a part-time basis in one year. A 120-credit Postgraduate Diploma (PGDip) can usually be completed on a part-time basis in two years.

  Class contact times vary by course and type of module. Typically, for a module predominantly delivered through lectures you can expect at least 3 contact hours per week (lectures/seminars/tutorials). Laboratory classes often require a greater intensity of attendance in blocks. Some modules may combine lecture and laboratory. The precise model will depend on the course you apply for and may be subject to change from year to year for quality or enhancement reasons. Prospective students will be consulted about any significant changes.

  Assessment

  Assessment methods vary and are defined explicitly in each module. Assessment can be a combination of examination and coursework but may also be only one of these methods. Assessment is designed to assess your achievement of the module’s stated learning outcomes. You can expect to receive timely feedback on all coursework assessment. The precise assessment will depend on the module and may be subject to change from year to year for quality or enhancement reasons. You will be consulted about any significant changes.

  Coursework can take many forms, for example: essay, report, seminar paper, test, presentation, dissertation, design, artefacts, portfolio, journal, group work. The precise form and combination of assessment will depend on the course you apply for and the module. Details will be made available in advance through induction, the course handbook, the module specification and the assessment timetable. The details are subject to change from year to year for quality or enhancement reasons. You will be consulted about any significant changes.

  Normally, a module will have 4 learning outcomes, and no more than 2 items of assessment. An item of assessment can comprise more than one task. The notional workload and the equivalence across types of assessment is standardised.

  Calculation of the Final Award

  The class of Honours awarded in Bachelor’s degrees is usually determined by calculation of an aggregate mark based on performance across the modules at Levels 5 and 6, (which correspond to the second and third year of full-time attendance).

  Level 6 modules contribute 70% of the aggregate mark and Level 5 contributes 30% to the calculation of the class of the award. Classification of integrated Master’s degrees with Honours include a Level 7 component. The calculation in this case is: 50% Level 7, 30% Level 6, 20% Level 5. At least half the Level 5 modules must be studied at the University for Level 5 to be included in the calculation of the class.

  All other qualifications have an overall grade determined by results in modules from the final level of study. In Master’s degrees of more than 200 credit points the final 120 points usually determine the overall grading.

Academic profile

The University employs over 1,000 suitably qualified and experienced academic staff - 59% have PhDs in their subject field and many have professional body recognition.

Courses are taught by staff who are Professors (25%), Readers, Senior Lecturers (18%) or Lecturers (57%).

We require most academic staff to be qualified to teach in higher education: 82% hold either Postgraduate Certificates in Higher Education Practice or higher. Most academic staff (81%) are accredited fellows of the Higher Education Academy (HEA) - the university sector professional body for teaching and learning. Many academic and technical staff hold other professional body designations related to their subject or scholarly practice.

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  The profiles of many academic staff can be found on the University’s departmental websites and give a detailed insight into the range of staffing and expertise. The precise staffing for a course will depend on the department(s) involved and the availability and management of staff. This is subject to change annually and is confirmed in the timetable issued at the start of the course.

  Occasionally, teaching may be supplemented by suitably qualified part-time staff (usually qualified researchers) and specialist guest lecturers. In these cases, all staff are inducted, mostly through our staff development programme ‘First Steps to Teaching’. In some cases, usually for provision in one of our out-centres, Recognised University Teachers are involved, supported by the University in suitable professional development for teaching.

  Figures correct for academic year 2019-2020.

Modules

Here is a guide to the subjects studied on this course.

Courses are continually reviewed to take advantage of new teaching approaches and developments in research, industry and the professions. Please be aware that modules may change for your year of entry. The exact modules available and their order may vary depending on course updates, staff availability, timetabling and student demand. Please contact the course team for the most up to date module list.

Year one

Contemporary issues in Public Health

Year: 1

Status: C

Public health is high on the political agenda and specialist community public health nurses are recognised as playing a key role in this agenda. Public health practice encompasses health promotion, health improvement, health protection and service commissioning. This module covers the spectrum of public health activity enabling the student to analyse policies and practice; evaluate models of practice; work in partnership with communities and stakeholders, develop a needs assessment of a defined community, prioritise needs and design interventions to meet those needs.

Clinical Practice Development and Research for SC & PH Nurses

Year: 1

Status: C

This module builds on previous study of research methods at undergraduate level and provides the critical skills necessary for the SCPHN student to utilise research, and its findings, in order to make informed decisions about clinical practice that will enhance nursing and improve the quality of patient care. The aim of this module is to provide the SCPHN student to develop the skills required to identify literature, critique the literature, and apply and disseminate research findings relating to their nursing specialism. This module will prepare the SCPHN student to develop a more critical understanding of the research process and methods, in order to assess the findings and therefore evaluate evidence to inform practice. The successful completion of this module will enable students to gain greater understanding and confidence in their engagement with the research process and its application to inform evidence-based practice.

Advanced Child Development and Life Perspectives

Year: 1

Status: C

The role of the SCPHN (HV, SN) in identification and early intervention with children and parents has become increasingly significant in trying to improve the long term overall health outcomes of children. The SCPHN (HV, SN) needs to be responsive to families' individual requirements and be able to tailor interventions accordingly. This module will provide the knowledge required to fulfil this role. Working under the supervision and in Partnership with Practice Teachers in the practice learning environment will give the student the opportunity for application in practice. Increasing knowledge base and placement learning experience will facilitate the students critical thinking through reflection and integration of theoretical perspectives with practice experiences.

The Continuum of Safeguarding Children and Advanced Decision Making

Year: 1

Status: C

Continuum of Safeguarding Children is a key role for all SCPHN's working with children and families. This module explores this role in the recognition and referral of children in need and at risk of abuse. There is strong emphasis on leadership, decision making, collaborative working to safeguard children, ethical and legal issues, and professional responsibilities in relation to record keeping and report writing.
This module will provide the student with an in-depth understanding of the context in which the student will be working through examining and relating professional and recent policy developments and their implementation to practice. Their increasing knowledge base and placement experience will facilitate critical thinking through reflection and integration of theoretical perspectives with practice experiences.

Entry conditions

We recognise a range of qualifications for admission to our courses. In addition to the specific entry conditions for this course you must also meet the University’s General Entrance Requirements.

Entry Requirements

• Applicants must have current Part 1or 2 registration in either nursing or midwifery with the Nursing & Midwifery Council
• BSc Hons/BSc degree in Nursing or a health related area OR
• A Diploma of Higher Education in Nursing/midwifery which is equivalent to 240 academic credits OR
• Applicants without a Diploma Higher Education in nursing/midwifery must have successfully completed a portfolio of evidence for Accreditation of Prior Learning (APL) which demonstrates the achievement of all Level 4 and Level 5 learning outcomes. Please note this APL portfolio must be successfully completed and assessed by Ulster University before applicant can proceed to interview.
• Health Visiting students are required to apply through a Regional Recruitment and Selection process and pass the standard set at interview

• Occupational Health Nurses and School Nurses apply directly to the HSCT and must pass the standard set at interview

• Provide an Access NI Enhanced Disclosure certificate, which is current on application to Ulster.

English Language Requirements

English language requirements for international applicants

International students must achieve a score of 7 overall and 7 on each sub-scale on the IELTS test of proficiency in English (NMC requirement).

Ulster recognises a number of other English language tests and comparable IELTS equivalent scores.
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• English language requirements
• Your country

Exemptions and transferability

Exit award

Students who fail the practice element but pass all academic modules will be awarded a

Post Graduate Diploma in Community Public Health as an academic award (120 credits at Level 7) but do not register with the NMC.

Careers & opportunities

Career options

Career prospects of graduates from this programme are excellent with the majority moving rapidly into permanent posts with their specialist area.

Professional Recognition

Upon successful completion, you will be eligible to register on the 3rd part of the Nursing and Midwifery Council register.

Work placement / study abroad

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The student is required to complete a minimum of 128 days in the practice learning environment under the supervision of a Practice Teacher who will assess their proficiency. Practice days are completed alongside the theoretical teaching in university in semester 1 and 2. The main focus in semester 3 is in the achievement of the NMC (2004) Standards of Proficiency for SCPHN within the practice learning environment. Formative and summative assessment will also take place in the practice learning environment to enable the students to develop their skills. This will be evidenced by the development of a Practice Learning Portfolio which will demonstrate progression towards achievement of NMC proficiencies.

The 52-week programme includes a holiday allowance, so the programme consists of 45 weeks, of which at least 22.5 weeks are practice learning, all of which must be successfully completed. Where a practice route is required, students must complete their consolidation experience (minimum of 10 weeks full time and 20 weeks part time), in settings with clients that are central to the responsibilities for that defined area of practice, (minimum of 6.3 weeks). In addition, students must spend at least three weeks gaining experience in work settings and with clients considered either of relevant importance or that may be a potential area of responsibility, even if not central to the defined area of practice (NMC 2004).

Professional recognition

Nursing and Midwifery Council (NMC)

Recognised by the Nursing and Midwifery Council (NMC) for the purpose of registration as a Specialist Community Public Health Nurse

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Start dates

• September 2020

Fees and funding

Scholarships, awards and prizes

The Maura Hamil McKenna cup is an award for the highest overall academic mark achieved by a student.

Additional mandatory costs

AccessNI Check

Tuition fees and costs associated with accommodation, travel (including car parking charges), and normal living are a part of university life.

Where a course has additional mandatory expenses we make every effort to highlight them. These may include residential visits, field trips, materials (e.g. art, design, engineering) inoculations, security checks, computer equipment, uniforms, professional memberships etc.

We aim to provide students with the learning materials needed to support their studies. Our libraries are a valuable resource with an extensive collection of books and journals as well as first-class facilities and IT equipment. Computer suites and free wifi is also available on each of the campuses.

There will be some additional costs to being a student which cannot be itemised and these will be different for each student. You may choose to purchase your own textbooks and course materials or prefer your own computer and software. Printing and binding may also be required. There are additional fees for graduation ceremonies, examination resits and library fines. Additional costs vary from course to course.

Students choosing a period of paid work placement or study abroad as part of their course should be aware that there may be additional travel and living costs as well as tuition fees.

Please contact the course team for more information.

Contact

Course Director: Aishlinn Long

T: +44 (0)28 9036 6366

E: a.long@ulster.ac.uk

Lecturer in Nursing: Toni McNaughton

T: +44 (0)28 90368128

E: T.McNaughton@ulster.ac.uk

Admissions contact regarding application process:

Karen Devlin

T: +44 (0)28 7032 3604

E: lk.devlin@ulster.ac.uk

For more information visit

Faculty of Life and Health Sciences

School of Nursing

Disclaimer

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2. Although reasonable steps are taken to provide the programmes and services described, the University cannot guarantee the provision of any course or facility and the University may make variations to the contents or methods of delivery of courses, discontinue, merge or combine courses and introduce new courses if such action is reasonably considered to be necessary by the University. Such circumstances include (but are not limited to) industrial action, lack of demand, departure of key staff, changes in legislation or government policy including changes, if any, resulting from the UK departing the European Union, withdrawal or reduction of funding or other circumstances beyond the University’s reasonable control.
3. If the University discontinues any courses, it will use its best endeavours to provide a suitable alternative course. In addition, courses may change during the course of study and in such circumstances the University will normally undertake a consultation process prior to any such changes being introduced and seek to ensure that no student is unreasonably prejudiced as a consequence of any such change.
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