Bachelor of Science with Honours
Faculty of Life and Health Sciences
School of Nursing
The UCAS code for Ulster University is U20
Adult nursing provides person centred compassionate care to people in a respectful way that promotes dignity and wellbeing.
This three-year course is designed to produce nursing graduates who will have the skills to respond to the changing needs of adults who require nursing care within a variety of rapidly changing healthcare environments.
Successful students will be eligible to register with the Nursing and Midwifery Council (NMC) which will permit them to practice as a Registered Nurse (Adult) in the United Kingdom.
We have delivered nursing programmes for 45 years and our courses provide excellence in teaching and research with innovative approaches to learning.
Career prospects for our nursing graduates are excellent, with the majority moving rapidly into posts within the NHS and independent sectors. Our graduates are working in hospitals, community settings, education and research.
Our pre-registration nursing programmes are aligned to the Nursing and Midwifery Council (NMC) UK Standards for Education and training (2018).
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This is a full time course delivered over 3 calendar years and is designed to meet the Nursing and Midwifery Council (NMC) standards for nurse education and training (2018). Theoretical modules and practice learning are integrated in an equal balance so that learning occurs 50% of the time in practice while the other 50% occurs in university. Each year of the course must be successfully completed before a student is permitted to progress to the next year.
The course will equip the graduate nurse with the knowledge, skills, attitude and values to work in partnership with adults to respond to their holistic healthcare care needs. Throughout the course students will learn to practice person-centred, evidence-based nursing care in a compassionate and respectful way that promotes dignity and wellbeing. Students also develop invaluable transferable skills such as team working, communication and relationship management skills as well as creative thinking and critical analysis. These are skills which are highly valued by future employers. Graduate nurses will have the ability to act with professionalism and integrity and work within agreed professional, ethical and legal frameworks to lead nursing care.
Practice learning enables students to develop the knowledge and skills required to provide safe compassionate and effective person centred care. Practice learning experiences occur in a wide range of community and hospital settings across the 24 hour period, seven days per week and provide comprehensive exposure to a multitude of care experiences. Students are supported in their learning experience by clinical practitioners prepared for the role and university staff.
Our programmes will also provide you with a solid foundation for further postgraduate study. Many graduates apply to undertake further study leading to additional NMC recognised qualifications such as specialist practice nursing or apply for entry to research studies, such as MPhil/PhD.
Students on the BSc (Hons) Nursing (Adult) programme are subject to a number of attendance regulations. These are underpinned by the University Programme Regulations and statutory requirements, the Nursing and Midwifery Council (NMC, 2018) Standards for Education and Training.
The modular structure of our teaching, learning and assessment is designed to enable students to develop their knowledge, skills and understanding of nursing in an inclusive and collaborative way. A blended approach to learning, teaching and assessment embraces both face to face teaching methods and the use of technology to enhance the student experience in learning and assessment.
The curriculum promotes enquiry based learning and critical thinking across all years and modules and creates opportunities for active learning through evolving technologies and creative approaches. Lectures introduce key themes and seminars and tutorials enable students to examine topics further in smaller groups. Students are encouraged to connect theory to practice through, practical workshops, simulation, group work, roleplay, presentations, debate and reflection that focusses on self-development and the real world examples. Learning and assessment in practice is evidenced and catalogued through the completion of a practice assessment document. Formative assessments inform students of their progress and identifies areas that require development in a structured student focussed manner and contribute to the summative assessment.
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:
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 near the start date and may be subject to 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 of attendance will often 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 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 Masters 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 methods vary and are defined explicitly in each module. Assessment can be via one method or a combination e.g. examination and coursework . 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 four learning outcomes, and no more than two 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.
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 Masters 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 Masters degrees of more than 200 credit points the final 120 points usually determine the overall grading.
Figures correct for academic year 2019-2020.
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 (20%) or Lecturers (55%).
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) by Advanced HE - 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.
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 2021-2022.
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Enjoy student life in one of Europe's most vibrant cities.
Our facilities in Magee cater for many sports ranging from archery to volleyball, and are open to students and members of the public all year round.
At Student Wellbeing we provide many services to help students through their time at Ulster University.
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.
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Nurses have a pivotal role in assessing the mental and physical health needs of all people in their care. To do this safely and effectively a sound understanding of mental and physical well-being across the lifespan is required. In this module, students will use person-centred evidence-informed practice in order to assess and prioritise care needs in partnership with people and their families or carers.
The art and science of nursing begins with effective communication. To develop and maintain therapeutic relationships nurses must be self-aware, reflective and self-confident in their practice. This module introduces students to theoretical and practical components of communication and interpersonal skills. Through roleplay and the use of digital technologies, students are facilitated to become more effective and reflective in their communication and interpersonal relationships.
Nurses are uniquely positioned to provide care and evaluate its effectiveness for people across the life span. This is achieved through comprehensive knowledge of physiology and mental and physical well-being. Students in this module will focus on person-centred evidence-informed practice in order to plan and deliver safe and effective care in partnership with people and their families.
This module is designed to facilitate the application, in the practice learning environment, of students' knowledge and understanding of the core values and proficiencies of professional nursing practice for Part One of the programme. It will develop students' knowledge and understanding of the NMC Code (NMC, 2018), their obligation as a nursing student to act with professional integrity, demonstrating their own fitness to practise. Students will be expected to foster and demonstrate (in practice and written evidence in the NIPAD) the values, attitudes and reflective aptitude required to practice as a safe, compassionate and person and family centred nurse.
Registered nurses are required to act in the best interests of people and provide person-centred safe and compassionate care. To do so effectively, students need to understand professional and public expectations of their role and of them as individuals. In this module students will gain an understanding of the development of the concepts of professionalism and accountability that underpin the NMC Code and related documents. The requirement for nurses to provide transparent, evidence informed care and continue to develop their learning and skills by reflection on their practice will be explored.
This module will facilitate students in developing an in-depth knowledge of disordered physiology, mental ill-health and associated pharmacology. Students will draw on the evidence-based, to apply nursing assessment and interventions, pharmacological knowledge, in providing person centred care. They will examine how to develop nursing assessments that capture a person's abilities and needs and use this to form the basis of care that is planned to promote improvements in mental and physical health and wellbeing.
This module is designed to facilitate students to explore and apply the principles of health promotion within the context of public and population health. In doing so, students will learn the role of the nurse in supporting and enabling people at all stages of life, and communities, to make informed choices with regards to their mental, physical and behavioural health. This will incorporate analysis of the factors that influence the wider determinants of health at local, national and global levels.
This module facilitates students to critically evaluate the range of evidence used to inform and enhance nursing care. A range of communication skills and strategies are explored. Governance and professional standards that influence the provision of nursing care to people from diverse background are examined.
Nurses must provide therapies for patients with a range of physical, mental and cognitive conditions. These have to be accompanied by high functioning interdisciplinary team working and interagency communication. This module uses techniques from the performing arts to support students in the creation and performance of authentic role plays and human factor training that facilitate development in this area.
Registered nurses make an important contribution to the delivery of care and the promotion of health, health education, health protection and prevention of ill health. This module aims to provide second year nursing students with learning and development opportunities to think critically, apply knowledge, and skills and provide evidence based direct nursing care and to respond to the impact and demands of professional nursing practice.
This module will facilitate students in developing an in-depth knowledge of disordered physiology and pharmacology. Students will draw on the evidence-based to be able to provide and manage complex nursing skills and interventions, in a person-centred manner care across all the lifespan, in a way that supports people to maximise their independence
This module is designed to develop students to be effective in influencing and leading in the arena of public health policy. Students will enhance their political awareness of the local, national and global health agendas and enhance their skills that underpin approaches to change.
Registered nurses are required to make competently and confidently informed professional decisions on an ongoing based within a changing health and social care environment, for which they are professionally accountable. Nurse should use the best available research evidence, clinical governance processes, the views of people using services and the professional values underpinning nursing to make these decisions. The factors that may impact on certainty within nursing environments and that will need to be considered in decision making will be explored alongside decision making process the seek to led to informed and ethically defensible decisions that provide person centred care.
The transition from student to registered nurse can be a challenging process requiring students to be confident to lead in the provision of nursing care in diverse care environments. This module introduces students to leadership, quality improvement strategies and innovation. Simulation is used to advance ethical leadership, decision making, accountability, delegation, challenging others and providing constructive feedback.
Registered nurses play a vital role in providing, leading and coordinating care that is compassionate, evidence-based, and person-centred. This module aims to provide final year students with the opportunities to respond to the impact and demands of professional nursing practice, demonstrate their emotional intelligence and resilience and be able to supervise others as well as act as role models in preparation for their role as newly qualified nurse registrant.
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.
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The A Level requirement for this course is BBC.
You may satisfy the requirement for the A-level C grade by substituting a combination of alternative qualifications recognised by the University.
Overall BTEC Extended Diploma(QCF) award profile DDD.
Overall BTEC National Extended Diploma(RQF) award profile DMM.
112 UCAS tariff points to include a minimum of five subjects (four of which must be at higher level) Plus English, Maths and Science Grade H6 (Higher Level) or Grade 04 or above (Ordinary Level) if not sitting at Higher Level.
The Scottish Highers requirement for this course is BBCCC.
The Scottish Advanced Highers requirement for this course is CCD.
Overall International Baccalaureate profile minimum 25 points (12 at higher level).
Access Diploma (120 credits) with an overall mark of 63%, to include one Level 3 Science module; NICATs Maths (25 credits) or Maths 1 & 2.
Access to HE Diploma (GB) 15 Distinctions and 30 Merits (60 credit points)
GCSE Profile to include Grade C or 4 (or above) in English, Mathematics, and Science.
Pass in Level 2 Essential Skills/Application of Numbers is acceptable as an alternative to GCSE Maths.
Pass in Level 2 Essential Skills/Communication is acceptable as an Alternative to GCSE English.
English language requirements for international applicants
The minimum requirement for this course is Academic IELTS overall score of 7.0 with minimum 6.5 in writing and 7.0 in the reading, listening and speaking section
OET certifcate confirming minimum grade C+ in writing and minimum grade B in reading, listening and speaking sections.
Additional Requirements for Internaitional Applicants
All applicants are subject to:
Satisfactory health and Access NI checks will be required.
Acceptable alternative qualifications include:
HND entry requirement:
Pass HND with overall Merit to include 60 Distinctions in level 5 credits/units
HNC entry requirement:
Pass HNC with overall Distinction to include 75 Distinctions in level 4/5 credits/units
You may also meet the course entry requirements with combinations of the different qualifications to the same standard as recognised by the university. Examples of acceptable combinations include:
2 A Levels and BTEC Subsidiary Diploma
OCR National Diploma and BTEC Subsidiary Diploma
2 A Levels and Cambridge Technical Introductory Diploma
A Level and BTEC National Diploma
ENTRY TO YEAR 2
Applicants have the opportunity to apply for a transfer from another HEI to Year 2 of BSc Hons Nursing at Ulster. Applicants must meet the following entry criteria:
Applicants who meet the above criteria (or have the potential to do so prior to the start of the course) will be required to complete an APL application form to map their previous learning against the new programme at Ulster. Only applicants who successfully complete the APL process will be invited to interview.
The final number of places available in Year 2 will not be confirmed until the end of June following the Board of Examiners. After interview applicants will be rank ordered according to interview score and offers made in accordance with the number of places available.
For further information regarding combination offer requirements, please contact Admissions Office staff:
T: +44 (0)28 71675678/5379 or
Registered Nurses wishing to gain a second nursing qualification may apply for admission with advanced standing and complete a shortened course. The exact length of their programme will be decided individually and will be determined by their previous academic and nursing qualifications through the APL process.
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Graduates from this course are now working for:
With this degree you could become:
Career opportunities for graduates from this programme are excellent. Graduates are now working in many innovative posts in the field of health care, including such activities as holding their own clinics, introducing evidence-based practice, initiating practice development activities, undertaking research and holding joint appointments between service and the University. Graduates are also qualified to apply for a range of postgraduate programmes in nursing such as the Postgraduate Diploma/MSc in Advanced Nursing, or MPhil/PhD. Following the relevant experience, graduates will be able to apply to undertake further study leading to additional NMC recognised qualifications such as specialist practice.
Students have the opportunity to undertake a practice learning experience outside the UK of up to 4 weeks. Students may undertake such experiences only where formalised agreements exist between the University and practice partners. All students will be prepared for such experiences and must have the essential language skills needed to participate in learning activities, and where relevant have the level of language required to safely and effectively engage in direct patient care.
Recognised by the Nursing and Midwifery Council (NMC) for the purpose of registration as a qualified nurse (adult).
Fees for entry in 2023/24 have not yet been set. See our tuition fees page for the current fees for 2022/23 entry.
Best Performance in Year 1 Northern Health and Social Care Trust.
Best Performance in Year 2 Royal College of Nursing
Olly McGilloway Memorial Fund
Best Performance in Year 3 First Choice Selection Services Prize
Danske Bank Year 2 Team Award
Western Health & Social Care Trust Health Improvement Dept. Health Promotion Resource Award
Danske Bank Peer Nominated Award Year 3
Bank of Ireland Princess Macha Award
Western Health & Social Care Trust Management Award
Mona Grey Award for Excellence in Research (Undergraduate)
Institute of Nursing and Health Research, Ulster University
Red Cross Team Award Red Cross
The amounts below are based on 2019 costs:
Health Screening and Vaccinations: £35 - £155 dependent on vaccinations required.
Access NI Enhanced Disclosure (criminal record check): £33
Uniform: Approximately £100
Practice Learning Handbook/Professional Award Badge: £20
Immediate Life Support (Resuscitation Council UK Certified): £45 (at time of publication)
It is important to remember that costs associated with accommodation, travel (including car parking charges) and normal living will need to be covered in addition to tuition fees.
Where a course has additional mandatory expenses (in addition to tuition fees) we make every effort to highlight them above. 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 Wi-Fi are also available on each of the campuses.
There are additional fees for graduation ceremonies, examination resits and library fines.
Students choosing a period of paid work placement or study abroad as a part of their course should be aware that there may be additional travel and living costs, as well as tuition fees.
See the tuition fees on our student guide for most up to date costs.
‘It has just been an incredible journey for me. The course genuinely focuses on patient-centred care and well-being, so I feel that this approach will shape us as exemplary professional nurses. The support from the course team has enabled me as an individual to excel. I won the Northern Trust Health & Social Care Award and have even co-authored an academic journal article.’ ( second year student BSc (Hons) Nursing (Adult)
‘Magee provides such a beautiful setting for us to study nursing. We have access to modern lecture theatres, social and collaborative learning spaces within a recently refurbished library, new bespoke skills-based lab facilities which provide us with a safe learning environment.’ (second year student BSc (Hons) Nursing (Adult).
‘In group settings we get to examine best practice in nursing care and patient well-being. The course is very well structured, and we have great support from the course team, within the university setting and whilst out on clinical placements.’ (second year student, BSc (Hons) Nursing (Adult).
‘The three years flew in, with a mix of classroom and real-life scenario-based learning and placements spent in various clinical settings. There were also so many opportunities for us including a Mayor’s reception, RCN events, and multi-disciplinary disaster simulation events. All of my hard work paid off, as I graduated with a first class honours degree. I now have a career as a professional nurse working within the community as part of a new transformational neighbourhood nursing project.’ (Adult Nursing Graduate)