Faculty of Health and Human Sciences s1

Plymouth University

Faculty of Health and Human Sciences

School of Nursing and Midwifery

Programme Specification

BSc (Hons) Nursing (Adult, Child Health, Mental Health)

Year 1 only

Leading to eligibility to apply for Professional Registration with the Nursing and Midwifery Council

Change to maximum time limit regulation – 21/05/2015 Minor modifications approved by NMC 04.08.16 Final award title

BSc (Hons) Nursing (Adult, Child Health, Mental Health)

This specification is for year 1 only and thus intermediate titles and awards do not apply at this stage. Students need to meet the progressions points for year 1. This is 120 academic credits at level 4 and the associated year 1 competences for the Nursing and Midwifery Council progression point.

Level Intermediate award title(s) None

UCAS code JACS code

1. Awarding Institution: University of Plymouth

2. Accrediting body(ies) Nursing and Midwifery Council

Summary of specific conditions/regulations

To meet the progression points for year 1of the pre-registration nursing Standards for year 1

Date of re-accreditation April 2016

3. Distinctive Features of the Programme and the Student Experience

3.1: Professional concerns This programme has been reviewed in the light of several key reports in relation to standards of care and patient safety (The Francis report 2013, the Keogh report 2013). As part of the response to the Francis report the Department of Health through the Chief Nurse has introduced the “6 C’s (Care, compassion, courage, communication, competence, commitment) as the key principles which contemporary nursing should be clearly demonstrable through an individual’s own arena of practice. An emerging theme from both these reports is patient safety, safeguarding of Vulnerable adults and Children and clinical risk assessment with a greater emphasis on escalating concerns in relation to poor clinical nursing practice and which puts patients, clients and colleagues at risk of potential avoidable harm.

2 3.2: The student experience and development of professionalism The student experience assumes increasing importance in the quality monitoring of programmes and in particular in nursing and midwifery as this has a significant impact on patient care and in retention of students to become active citizens of the health and academic community to which they belong. In 2012 the University introduced the Curriculum Enrichment Project (CEP) which has been shaped by student feedback, academic review, institutional quality measures and contemporary pedagogical research. The overarching aim of the Curriculum Enrichment Project is for students to have a first class university learning experience and have the opportunity to succeed and to develop to become graduates of choice with second-to-none employability skills. As part of this review we have engaged fully with the CEP and in addition to the distinctive features outlined in the Programmes specification of 2011 we have enhanced some of our distinctive features for year one:  An authentic experience of inter-professional learning through practice based learning.  Service user and care involvement in the programme through admissions, expert patients and experts by experience led modules.  Master classes by alumni for undergraduate students in all fields of nursing and midwifery.  Provide a strong mechanism of support in and for practice, this includes Placement Development Teams (PDT), clinical partners placement support staff.  Include sustainability as a core value, there is a learning package developed through our own professorial research and expertise and one of the stations in simulation laboratories for all fields.  Offer provision for Accreditation of Prior Learning (APL).  The first core module for the programme is a four week immersive module to enable students to make friendship groups, begin to understand Nursing practice in their own field, work with other fields, and how to understand and plan for their own learning needs for the forthcoming year. This includes technology enhanced learning, and the use of social media.  Professorial engagement with teaching and learning with new undergraduates.  Peer Assisted Learning scheme (PALS) all programmes have PALS for the first year.  Opportunities for leadership with the Nursing and Midwifery society (NurSoc), becoming a cohort representative, student ambassador, or PALS lead.  Being an active member of a twitter community and the opportunity to engage with research through this medium from week 1 (Plymouth University Nursing Cohort 2014) PUNC2014.

3  Early Feedback on assignments (40 credits by Christmas) so students can act on feedback early and seek the appropriate academic development.

3.3: Host Trust Localities On acceptance to the programme students will be allocated to a host placement locality which is one of our placement partners, including those from the Private, Voluntary and Independent sectors. The organisation will host the student for the duration of the programme. This enables the student to become part of the health community for that organisation, to understand the values and beliefs of the organisation, with the increased opportunity for employment at the finish of the programme. The student knows in advance where they will be based and thus can plan any accommodation they may need, identify the travel to placements requirements and anticipate and manage other responsibilities they may have for example family life.

3.4: Simulation The simulation opportunities for year 1 have been reviewed to enable students to have the opportunity to practice fundamental skills prior to the first practice placement. Peer to peer teaching has been included in year 1 activity in the adult field for simulation activity and related to the current research activity of the Simulation Lead and modules leads for year 1

3.5: Bridging Sessions The introduction of bridging sessions to year 1 of the programme; this will be in the final week of the academic year and will introduce the students to the programme modules and practice placement requirements in year 2. This will include field specific learning, as well as core modules and will enable students to undertake some focused preparation in the autonomous study and reading weeks prior to commencement of year 2 of the programme and to review feedback in theory from theory and practice placements in order to take forward learning points for the following year.

3.6: Reading weeks The number of number of reading weeks, has increased this is in response to student’s comments from the current programme. They have said that an increase in the reading weeks would enable them to review their learning journey, develop deeper learning and prepare more effectively for assignments in theory and practice.

4. Relevant QAA Subject Benchmark Group(s) The Programme is informed by the Quality Assurance Agency (QAA) Fr amework for higher education qualifications in England, Wales and Northern Ireland (2008)

4 5. Programme structure and pathways

This is the first year of a three year undergraduate pre-registration nursing programme which encompasses three fields of nursing.

BSc (Hons) Nursing Module Title of module Module Code Credits

Year 1 – Introduction and Foundations in Nursing (Level 4)

NRS403 Ways of Knowing (Adult, Child Health , Mental Health) 20 NRS404 Professional issues and Clinical Risk (Child Health, 20 Adult) NRS405 Biology for Nursing Practice (Mental Health , Adult) 20 NRS406 Skills and Practice for Nursing (Mental Health , Adult) 20 Child Health

CHN401 Foundations of Child Healthcare 20 CHN402 Foundations of Primary Child Health 20 CHN403 Foundation Skills and Clinical Decision Making 20 CHN404 Communication and Psychosocial Issues in the Healthcare 20 of Children and Young People Mental Health Nursing

MHN401 Communication and Therapeutic Engagement Skills 20 MHN402 Introduction to Mental Health 20 MHN404 Introduction to Management and Leadership 20 Adult

ADN401 Core Concepts of Health 20 ADN402 Introduction to Adult Nursing Care 20

5 6. Programme Aims

The BSc (Hons) Nursing programme can be confident that all new nurses from each field (Adult, Child Health, Mental Health) will be able to :

1. Deliver high quality essential care to all people. 2. Deliver complex care to service users in the field of nursing practice. 3. Act to safeguard people of all ages and be responsible and accountable for safe, evidence-based nursing practice. 4. Act with professionalism and integrity, and work within agreed professional, ethical and legal frameworks and processes to maintain and improve standards. 5. Practise in a compassionate, respectful way, maintaining dignity and enhancing wellbeing and communicating effectively with people of all ages. 6. Act on their understanding of how lifestyles, environments and the location of care delivery influence the health and wellbeing of people of all ages. 7. Seek out every opportunity to promote health and prevent illness. 8. Work in partnership with other health and social care professionals and agencies, service users, carers and their families, ensuring that decisions about care are shared. 9. Use leadership skills to supervise and manage others and contribute to planning, designing, delivery and improving future services.

At progression point 1:

The programme aims to demonstrate the skills and professional behaviours required by the NMC at the first progression point: 1. Introduce the student to the fundamental principles underpinning nursing theory and practice. 2. Introduce students to lifelong learning skills 3. Establish the principles of inter-professional learning 4. Introduce students to the concept of professional practice 5. Introduce students to the knowledge and skills required for safe practice

If the student has successfully completed Stage 1 and chooses to exit at this point they may be awarded a Certificate of Higher Education

7. Programme Intended Learning Outcomes for level 4

The learning outcomes for this programme are congruent with the NMC Standards for pre-registration nursing education (NMC 2010) and the QAA Nursing

6 Benchmark Statements. The module’s learning outcomes have been mapped to the NMC standards and other relevant criteria. Mapping to the Essential Skills Clusters demonstrates the link between theory and in accordance with guidance G7.1.5b (NMC 2010). The NHS Knowledge and Skills Framework (NHS KSF) has been used to identify the knowledge and skills that students will have achieved at registration.

7.1. Knowledge and understanding

On successful completion graduates should have developed:

 Biosciences; related physiology and anatomy  Psycho-social care  Professional issues  Law & Ethics  Role of contributors to health care  Methods of enquiry  Infection Control  Care delivery

7.2 Cognitive and intellectual skills

On completion graduates should:  Begin to develop an analytical approach to examine the evidence that informs nursing practice  Identify and apply appropriate nursing theory to practice  Engage with technology, particularly the effective and efficient use of information and communication technology  Utilise problem solving skills to draw reasoned conclusions and sustainable judgements in the context of nursing practice.

7.3. Key and transferable skills

On completion undergraduates should:

 Communicate effectively with a wide range of individuals using a variety of means  Evaluate their own academic , professional and clinical performance  Utilise problem-solving skills in a variety of theoretical and practice situations.  Take responsibility for personal and professional learning and development.  Manage time, prioritise workloads and recognise and manage personal emotions and stress  Understand career opportunities and challenges ahead and begin to plan a career path.  Information management skills. (e.g. IT)  Demonstrate numerical skills.

7 7.4. Employment related skills

On completion the student should be able to:  Engage and interact with patients and clients of all ages in a sensitive kind and compassionate manner  Provide basic person/child centred care  Record information accurately  Apply principles of confidentiality and data protection  Seek consent  Respond appropriately when faced with an emergency  Act within legal frameworks and local polices  Accept delegated activities  Follow instruction  Know and accept responsibility and take appropriate action  Demonstrate effective hand hygiene

7.5. Practical skills

On successful completion graduates should have developed:  Contribute to the field specific assessment of health needs of patients and clients.  Participate in the planning of care  Demonstrate effective implementation of a range of therapeutic interventions  Contribute to the evaluation of care/interventions.  Respond appropriately to a range of incidents and emergency situations

8. Admissions Criteria, including APCL, APEL and DAS arrangements Students applying for admission to the programme have to meet the requirements for admission from both a university and a professional perspective. The admissions for the year 2015/2016 will be screened using a values based recruitment process which builds upon and enhances an already robust application and selection process. All candidates will undertake a numeracy and literacy test as part of this process. The NMC has clear guidance on how the approved education provider (AEI) must meet these criteria. A robust admissions process is followed for all applicants that is transparent, fair and equitable and takes account of the University Equality & Diversity Policy (revised 2008). Students are selected through submission of an application via the UCAS process which includes a:  Personal statement  References  Academic attainment.

Applicants are initially screened to ensure they have the required academic qualifications, and are given information on how to make an Accreditation of Prior Learning (APL) claim on successful acceptance on to the programme.

8 Potential students should demonstrate:  A strong GCSE profile of 5 GCSE or O level subjects at grade C or above.  They have subjects that include English, Mathematics and a Science  Have the required number UCAS tariff points for the field of nursing for which the candidate is applying, currently Child Health Nursing Mental Health and Adult Nursing field have a minimum of 300 UCAS tariff points  All of the above must include a minimum of 160 points from 2 six unit awards or equivalent from 1(12 unit) AVCE double award

Other qualifications will be considered including: BTEC in a science or health related subject, Access to Higher Education (45 credits at Level 3) in health/ science from a QAA recognised course, Extended Science Foundation Degree. Advanced level study in biology, psychology or sociology is advantageous. In addition evidence of academic study within the last five years is required. Other relevant non-traditional criteria are considered on an individual basis.

The school has been part of the Values based recruitment project as part of the outcomes from the Francis report in recruiting the right staff with the right values into post. For the school this has translated into selection and recruitment of students to nursing programmes. All students will undertake a face to interview with programme team and clinical partners, service users are involved in setting interview questions for each field.

Applicants must demonstrate a level of literacy and numeracy appropriate to the course which they are undertaking. We will also be including a numeracy and literacy assessment as part of this process

Numeracy and Literacy tests for Admissions to the Programme As part of the admissions process to the programme and in the implementation of values based recruitment, there will be the introduction of both a literacy and numeracy test as part of the admissions and recruitment process. This will be part of the face to face contact with potential students to the programme alongside an interview. Both these aspects will be timed papers of 20 minutes each and be undertaken on the same day in person by the student prior to the interview. The papers will be marked prior to interview and the totality of the students application and interview will be considered as part of the final decision as to suitability for admission to the programme.

Literacy – 20 minutes The broad topic of the literacy paper will be given in advance which will be based on the six 6’s as applied to nursing. The students will be required to write 150 -200 words on an aspect of the Six C’s as applied to nursing. An example will be Why do you think compassion is important in Nursing? The potential student should be able to demonstrate  They have read around the topic of the six C’s (25%)

 An understanding of why this aspect is important to nursing (25%)

 Correct grammar, syntax and spelling and sentence construction (25%)

9  Logical presentation of the topic. (25%)

The pass mark for this will be 40% in line with the pass mark for undergraduate programmes, students who have not met the criteria for a pass may be considered through the totality of their application but this will provide feedback for the applicant on areas for improvement in future applications to nursing programmes. This will identify students who may require additional academic support as part of the admission process and may need to be signposted early to Disability assist support.

Numeracy - 20 minutes This will be a paper consisting of 10 questions and consist of basic numeracy skills and a conversion questions (micrograms to milligrams) The pass mark for this will be 80%, students who have not met the criteria for a pass may be considered through the totality of their application but this will provide feedback for the applicant on areas for improvement in future applications to nursing programmes.

For applicants whose previous studies were not undertaken in the English Language, in particular for international applicants, the following qualifications are used as a guide to an appropriate level of competence in English language:  British Council International English Language Testing Service (IELTS) overall band 7.0; Test of English as a Foreign Language (TOEFL) score 550 (paper-based tests) or 217 (Computer-based tests) or 79 (internet-based tests)

The selection process for the nursing programme takes account of the requirement for an applicant to demonstrate that they are of good health and good character (NMC 2010a). Potential students are only offered a place subject to:

 A satisfactory occupational health assessment  An enhanced disclosure and barring clearance

A professional issues committee will review all applicants who do not meet the above requirements. This committee is chaired by the Head of School for Nursing and Midwifery and has representative for admission for all undergraduate health care programmes, professional advisors from provider organisations and a Human Resources advisor from a provider organisation.

Potential students are informed of their Host placement locality on acceptance to the programme and the need to travel to placements in order to obtain the required clinical experience.

Supporting students with disabilities Plymouth University has an established Disability Assist Services (DAS) assessment centre, situated throughout the southwest, where trained staff can offer independent needs assessments and advice for students referred under the Disabled Students' Allowances scheme. At DAS, the word 'disability' covers a wide range of conditions including:

10  physical or sensory impairments  mental health difficulties, such as depression  specific learning difficulties, such as dyslexia  health conditions, such as Alzheimer's, HIV, epilepsy, arthritis and cancer

DAS offers support relating to individual student needs at any stage from application to graduation. They provide advice and support for both academic and placement needs, working closely with the student, their personal tutor and clinical staff if necessary.

9. Progression to year 2 – Professional Body and University Requirements

Students need to have successfully passed 120 credits at level 4 and met the NMC progression points for year 1 of the programme. Students may not progress to year 2 unless they have passed all the required modules for year one including practice components. Students will have two further opportunities to resit referred theory and practice following the end of year Examination and Progression Board. 1st resit opportunity will be presented at the resit board held six weeks following the end of year board. 2nd resit opportunity will be presented at the extended resit board held 11 weeks following the end of year board. Any student who has not achieved all module components by this board will automatically be repeating the outstanding modules and be unable to progress into year two. This meets both the NMC requirement that all theory and practice is completed for year one by week 12 of the next academic year before the student is allowed to progress into year two and has met the NMC progression points for year one of the programme.

10. Exceptions to Regulations: The normal University Regulations in respect of progression and assessment are followed, with specific exceptions, due to the structure and professional nature of the programme, as noted below:

 The programme is exempted from the automatic compensation rule. Compensation is not permitted at Stage One,  Successful completion of a module is defined as the achievement of a pass in both theory and where relevant practice. Practice elements in Stage One will be awarded pass/fail only.  Owing to the professional nature of the programme, students are permitted two attempts only at practice elements of the programme.  The degree may only be awarded to students who have successfully completed all elements designated as contributing to the degree.  Students will be able to undertake an in year referral for those competences they may have been referred on in placement 1 in their second placement.

11 These are:  All modules specifically designated as contributing to the award of BSc (Hons) Nursing programme.  Successful completion of all the practice learning experiences

The maximum duration of the course will be 6 years in line with University regulations. On successful completion of the programme students have five years in which to register or record a qualification on the NMC register.

11. Transitional Arrangements

This programme does not have progression routes. It does have progression points at the end of year one, where the student can be awarded a Certificate of Higher Education Both have a set of clear learning outcomes that are discreet and can be used for the student to gain future employment such as:

 Assistant Practitioner (HCA at Level 4) in acute areas.  Community Practitioners working within community nursing teams.  Working for nursing agencies as a Health Care Assistant delivering packages of care within a range of healthcare environments.

Credits achieved by a student undertaking this programme can be used, should they wish or need to continue their studies at another Institution.

There will be a minority of students who have interrupted their studies for a variety of reasons and still be registered on the degree level nursing programmes approved 2011 after the Award Assessment board for the programme has met in July 2014. After September 2014 the first year of the 2011 BSc (Hons) Nursing (Adult, Child health, Mental Health curricula will no longer be offered). Therefore, transparent transition arrangements have been put in place in order for this group of students to continue and complete a programme of study. Each of the students will be seen by the field lead and their programme needs will be identified and a field pathway planned.

September 2013 cohort

Students who are repeating with attendance The programme has retained at least 60 credits from all field of practice therefore students will undertake any of the existing modules they have failed to achieve t or undertake one or more of the new modules. In cases where a student has been referred in all 120 credits for the year they will undertake all of the new and revised modules for the programme and their field.

Practice If a student has outstanding practice competencies to achieve they will be allocated and undertake an appropriate clinical placement. If the student is successful in all the required modules for the first year of the programme they will join the second year of the BSc (Hons) Nursing programme.

12 Any student that has successfully completed the first year of the programme and is intending to return following an interruption to their studies will be eligible to apply for APL onto the second year of the new programme.

12. Mapping and Appendices:

12.1 Mapping of Year 1 Modules to NMC Progression point 1 BSc (Hons) Nursing Programme: Child Health Nursing

12.2 Mapping of Year 1 Modules to NMC Progression point 1 BSc (Hons) Nursing Programme: Adult

12.3 Mapping of Year 1 Modules to NMC Progression point 1 BSc (Hons) Nursing Programme: Mental Health

12.4 Appendices

Appendix 1 Policy for Acting on Untoward Incidents of Safeguarding Issues

Appendix 2 Fitness to Practice Procedure for Students

Appendix 3 Adult Timetable

Appendix 4 Child Health Timetable

Appendix 5 Mental Health Timetable

13 14 12.1 Mapping of Year 1 Modules to NMC Progression point 1 BSc (Hons) Nursing Programme: Child Health Nursing – Standards for pre-registration nursing education Progression Criteria – First Progression Point √ = Practice . Theory

Criteria Domains Modules Areas associated with safety and safeguarding people of all ages, their carers and their families NRS403 CHN401 CHN402 CHN403 NRS404 CHN404 1 Demonstrates safe, basic, person-centred Professional values    √  care, under supervision, for people who are Communication and unable to meet their own physical and interpersonal skills emotional needs Nursing practice and decision making 2 Meets people’s essential needs in relation Professional values  √ to safety and security, wellbeing, comfort, Communication and bowel and bladder care, nutrition and fluid interpersonal skills maintenance and personal hygiene, Nursing practice and decision maintaining their dignity at all times making 3 Seeks help where people’s needs are not Communication and  √  being met, or they are at risk interpersonal skills Nursing practice and decision making Leadership, management and team working 4 Is able to recognise when a person’s Nursing practice and decision  √  physical or psychological condition is making deteriorating, demonstrating how to act in Leadership, management and an emergency and administer essential first team working aid 5 Demonstrates an understanding of how to Professional values  √  work within legal and professional frameworks and local policies to safeguard and protect people, particularly children, young people, and vulnerable adults

15 Areas associated with safety and safeguarding people of all ages, their carers and their families NRS403 CHN401 CHN402 CHN403 NRS404 CHN404 6 Is able to recognise, and work within, the Professional values  √  limitations of their own knowledge and skills Nursing practice and decision and professional boundaries, understanding making that they are responsible for their own actions 7 Demonstrates the ability to listen, seek Professional values  √  clarity, and carry out instructions safely Communication and interpersonal skills Nursing practice and decision making Leadership, management and team working 8 Uses and disposes of medical devices Professional values √  safely under supervision according to local Communication and and national policy, reporting any incidents interpersonal skills or near misses Nursing practice and decision making 9 Understands and works within the laws Professional values  √  governing health and safety at work. Communication and Demonstrates safe manual handling interpersonal skills techniques, and understands how nurses Nursing practice and decision can help reduce the risk of infection, making including effective hand washing 10 Recognises signs of aggression and takes Communication and √   appropriate action to keep themselves and interpersonal skills others safe Nursing practice and decision making 11 Safely and accurately carries out basic Professional values √ medicines calculations Nursing practice and decision making

16 Areas associated with safety and safeguarding people of all ages, their carers and their families 12 Demonstrates safe and effective Communication and √  communication skills, both orally and in interpersonal skills writing Nursing practice and decision making

17 12.2 Mapping of Year 1 Modules to NMC Progression point 1

BSc (Hons) Nursing programme: Adult Field Year 1 Modules mapped against NMC first Progression Point criteria ● indicates where the theoretical material is covered in the module and/or within practice assessment

Criteria Domains Year 1 Modules Areas associated with safety and safeguarding people of all ages, their carers and their families NRS405 NRS404 NRS403 ADN401 NRS406 ADN402 1 Demonstrates safe, basic, person- Professional values  centred care, under supervision, for Communication and   √  people who are unable to meet interpersonal skills their own physical and emotional Nursing practice and needs decision making 2 Meets people’s essential needs in Professional values   relation to safety and security, Communication and √  wellbeing, comfort, bowel and interpersonal skills bladder care, nutrition and fluid Nursing practice and maintenance and personal decision making hygiene, maintaining their dignity at all times 3 Seeks help where people’s needs Communication and   are not being met, or they are at interpersonal skills √ risk Nursing practice and decision making Leadership, management and team working 4 Is able to recognise when a Nursing practice and  person’s physical or psychological decision making √  condition is deteriorating, Leadership, management demonstrating how to act in an and team working emergency and administer essential first aid

18 5 Demonstrates an understanding of Professional values  how to work within legal and   √  professional frameworks and local policies to safeguard and protect people, particularly children, young people, and vulnerable adults Areas associated with safety and safeguarding people of all ages, their carers and their families NRS405 NRS404 NRS403 ADN401 NRS406 ADN402 6 Is able to recognise, and work Professional values  within, the limitations of their own Nursing practice and  √ knowledge and skills and decision making professional boundaries, understanding that they are responsible for their own actions 7 Demonstrates the ability to listen, Professional values  seek clarity, and carry out Communication and  √ instructions safely interpersonal skills Nursing practice and decision making Leadership, management and team working 8 Uses and disposes of medical Professional values  devices safely under supervision Communication and √ according to local and national interpersonal skills policy, reporting any incidents or Nursing practice and near misses decision making 9 Understands and works within the Professional values  laws governing health and safety at Communication and  √ work. Demonstrates safe manual interpersonal skills handling techniques, and Nursing practice and understands how nurses can help decision making reduce the risk of infection,

19 including effective hand washing 10 Recognises signs of aggression Communication and and takes appropriate action to interpersonal skills  √  keep themselves and others safe Nursing practice and decision making 11 Safely and accurately carries out Professional values basic medicines calculations Nursing practice and √ decision making

Areas associated with safety and safeguarding people of all ages, their carers and their families 12 Demonstrates safe and effective Communication and  communication skills, both orally interpersonal skills   √  and in writing Nursing practice and decision making

Areas associated with professional values and expected attitudes and behaviours towards people, their carers and NRS405 NRS404 NRS403 ADN401 NRS406 ADN402 their families 13 Displays a professional image in Professional values  their behaviour and appearance, Communication and  √ showing respect for diversity and interpersonal skills individual preferences Nursing practice and decision making

14 Demonstrates respect for people’s Professional values  rights and choices Communication and  √  interpersonal skills Nursing practice and decision making

20 15 Acts in a manner that is attentive, Professional values  kind, sensitive, compassionate and Communication and √  non-discriminatory, that values interpersonal skills  diversity and acts within Nursing practice and professional boundaries decision making 16 Understands the principles of Professional values  confidentiality and data protection. Communication and  √ Treats information as confidential, interpersonal skills except where sharing is required to Nursing practice and safeguard an protect people decision making Areas associated with professional values and expected attitudes and behaviours towards people, their carers and their families 17 Practises honestly and with Professional values  integrity, applying the principles of Communication and   √  The code: Standards of conduct, interpersonal skills performance and ethics for nurses Nursing practice and and midwives (2008) and the decision making Guidance on professional conduct for nursing and midwifery students (2009). 18 Acts in a way that values the roles Professional values  and responsibilities of others in the Communication and   √  team and interacts appropriately interpersonal skills Nursing practice and decision making Leadership, management and team working

21 12.3 NMC Progression Point 1 Requirements

BSc (Hons) Nursing programme Year 1 Modules mapped against NMC Progression Point 1 criteria

Criteria Domains Year 1 Modules

Areas associated with safety and safeguarding people of all ages, their carers and their families NRS403 NRS405 MHN402 MHN401 MHN404 NRS406 1 Demonstrates safe, basic, person- Professional values centred care, under supervision, Communication and     √ for people who are unable to meet interpersonal skills their own physical and emotional Nursing practice and needs decision making 2 Meets people’s essential needs in Professional values relation to safety and security, Communication and    √ wellbeing, comfort, bowel and interpersonal skills bladder care, nutrition and fluid Nursing practice and maintenance and personal decision making hygiene, maintaining their dignity at all times 3 Seeks help where people’s needs Communication and are not being met, or they are at interpersonal skills    √ risk Nursing practice and decision making Leadership, management and team working

22 4 Is able to recognise when a Nursing practice and  person’s physical or psychological decision making  √ condition is deteriorating, Leadership, management demonstrating how to act in an and team working emergency and administer essential first aid 5 Demonstrates an understanding of Professional values how to work within legal and    √ professional frameworks and local policies to safeguard and protect people, particularly children, young people, and vulnerable adults 6 Is able to recognise, and work Professional values within, the limitations of their own Nursing practice and   √ knowledge and skills and decision making professional boundaries, understanding that they are responsible for their own actions 7 Demonstrates the ability to listen, Professional values seek clarity, and carry out Communication and √ instructions safely interpersonal skills     Nursing practice and decision making Leadership, management and team working 8 Uses and disposes of medical Professional values devices safely under supervision Communication and √ according to local and national interpersonal skills   policy, reporting any incidents or Nursing practice and near misses decision making

23 9 Understands and works within the Professional values laws governing health and safety Communication and √ at work. Demonstrates safe interpersonal skills    manual handling techniques, and Nursing practice and understands how nurses can help decision making reduce the risk of infection, including effective hand washing 10 Recognises signs of aggression Communication and and takes appropriate action to interpersonal skills     √ keep themselves and others safe Nursing practice and decision making 11 Safely and accurately carries out Professional values basic medicines calculations Nursing practice and  √ decision making 12 Demonstrates safe and effective Communication and communication skills, both orally interpersonal skills     √ and in writing Nursing practice and decision making 13 Displays a professional image in Professional values their behaviour and appearance, Communication and    √ showing respect for diversity and interpersonal skills individual preferences Nursing practice and decision making 14 Demonstrates respect for people’s Professional values rights and choices Communication and     √ interpersonal skills Nursing practice and decision making

24 15 Acts in a manner that is attentive, Professional values kind, sensitive, compassionate Communication and     √ and non-discriminatory, that interpersonal skills values diversity and acts within Nursing practice and professional boundaries decision making 16 Understands the principles of Professional values confidentiality and data protection. Communication and     √ Treats information as confidential, interpersonal skills except where sharing is required Nursing practice and to safeguard an protect people decision making 17 Practises honestly and with Professional values integrity, applying the principles of Communication and     √ The code: Standards of conduct, interpersonal skills performance and ethics for nurses Nursing practice and and midwives (2008) and the decision making Guidance on professional conduct for nursing and midwifery students (2009). 18 Acts in a way that values the roles Professional values and responsibilities of others in the Communication and    √ team and interacts appropriately interpersonal skills Nursing practice and decision making Leadership, management and team working

25 Appendix 1

Faculty of Health and Human Sciences, internal policy for acting on untoward incidents or safeguarding issues from practice (SUI) or other serious incident requiring investigation (SIRI) and including ‘never events.’

Context This policy was written in response to a number of events occurring both nationally and locally and in direct support of some of the 290 separate recommendations found in the Francis Report (2013). In particular the need for the University to act on any deficiencies of care brought to their attention. It is recognised that individual university staff may be notified of a SUI / SIRI directly by the placement provider or Trust, through their own work or their contact with students. It is vital that rapid and co-operative working is used to manage this situation. This policy will also help foster an environment of openness, transparency and candour; so that concerns and complaints can be raised freely and without fear.

*If as a member of staff you are unsure of what action to take in managing a SUI or other critical incident, please seek help from your Head of School as a matter of urgency* Do not delay in acting

Introduction Background material and references

1) The National Patient Safety Agency (NPSA) 'is the primary NHS organisation for the collation of, and learning from serious patient safety incidents in healthcare'

NPSA - National framework for reporting and learning from serious incidents requiring investigation ref 0974 issue 01/03/2010 at http://www.nrls.npsa.nhs.uk/resources/?entryid45=75173 downloaded 22/07/13

This notes that a serious incident involves unexpected or avoidable death, serious harm, a scenario that threatens the organisations ability to deliver services, allegations of abuse, adverse media, a ‘Never Event’.

The NPSA recognise that first priority of the organisation is to meet the needs of affected individuals, then re-establish a safe environment, followed by information provision and staff involvement. Depending on the seriousness of the event first notification to senior staff must happen as quickly as possible, ideally within hours! Once a 'root cause analysis' (RCA) has been undertaken, then an action plan should be drawn up which leads to learning and avoidance of a repeat occurrence

2) The Department of Health also identifies they there can be serious and untoward incidents that involve information governance (IG-SUI) such that 'there is a loss of personal information that could lead to identity fraud or other serious impact on an individual' http://www.connectingforhealth.nhs.uk/systemsandservices/infogov/links/suicheckli st.pdf

26 3) Research from Imperial College shows that there needs to be prompt feedback on the outcome of incidents if this is to be acted on and further incidents prevented. http://www1.imperial.ac.uk/medicine/about/institutes/patientsafetyservicequality/re search_themes_2/cpssq_research_themes/feedback_from_incident_reporting_sys tems/

Further research by Evans et al (2006) found that doctors and nurses know to report incidents, but nurses do it more than doctors, but that feedback on outcomes is poor and this is discouraging. http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2563993/

4) NMC (2013) The Quality Assurance framework: for nursing and midwifery education and local supervising authorities for midwives http://www.nmc- uk.org/Educators/Quality-assurance-of-education/Quality-assurance-framework/

In this document the NMC note that the AEI (approved educational institute) ‘is accountable to the NMC for the management of quality (and risk) of the educational and practice based elements of their provision’ (page 8) They state that AEI must have (from September 2013) a ‘raising and escalating concerns policy and processes’ (annex 1 page 3) Also in Annex 2 on page 2 they state ‘ We expect AEIs and practice placement providers to commit to continually supporting and reviewing safe and effective practice learning across all settings’ This means that the University must work with all its practice placement providers to both identify problems and then seek effective solutions, that will reduce future risk

5) The NMC have produced further guidance in Annexe three ‘Responding to concerns within nursing & midwifery education and supervision of midwives’ part of their Quality Assurance Framework. This document details the need for exception reporting NMC and assessing and monitoring risks http://www.nmc- uk.org/Documents/EdandQA/Annexe%20three%20FINAL%2015%2008%2013.pdf

Some of the typical issues that will require prompt action by staff, are as follows, bullying and harassment, abuse of a child or adult, clinical events such as drug or IV fluid transfusion errors, unexpected violent death or criminal activity. This is not an exhaustive list & it is better to err on the side of cautious action rather than inaction!

Process for dealing with SUIs As an educational institute there is a need to provide  An appropriate, sensitive, compassionate and timely response  Appropriate support for students and staff  Clear lines of responsibility  Meeting legal, contractual and professional responsibilities

Who needs to be informed, this will depend on the nature / severity of the SUI, and may be a matter of courtesy rather expected action, and is detailed in the flow chart (Appendix 1).

27 SUIs/ SIRIs are examples of critical incidents and may put the University’s reputation at risk as well as causing harm to individuals. (Please note that the University has a separate procedure which must be followed in the event of the death of a student)

However some or all of the following may need to be informed and despite the potentially large numbers of staff involved, confidentiality should be maintained as much as possible.

1) Within the faculty, senior managers / appropriate Head of School, Associate Dean for placements and the personal tutor MUST always be informed as a matter of urgency. The Compliance Office will also need to be informed quickly as they will be the repository for information and will facilitate the process

2) Within the university, the media office, the board of governors, the insurers, the legal team and the office of the pro-vice chancellor student experience

3) Within the Trust or place of work the senior manager (and thus their governance office to deal with the media), should always be made aware the at SUI / SIRI has occurred as soon as possible. They will have their own policy in place but may not have been made aware that an incident has even occurred Some students may be seconded on to the Faculty’s programmes and there may be implications for funding

4) The reporting of such incidents locally may need to involve LETBs (HESW) Quality Surveillance Group (QSG) and Clinical Commissioning Group (CCG) and South West Area Partnership for Placements (SWAPP) or Multi-Agency Safeguarding Hub (MASH)

5) At national level of professional bodies such as Nursing & Midwifery Council (NMC), Health Care Professions Council (HCPC), General Medical Council (GMC) may need to be informed as well as inspectorates such as Care Quality Commission (CQC) and Office for Standards in Education, Children’s Services and Skills (Ofsted)

Considerations following notification of a SUI or other critical incident

 It is vital that staff act on any reported incident from a student with immediacy and all staff should encourage students to report 'events' when they occur rather than wait for a 'suitable' opportunity.

 In particular it has been noted that students may wait until the end of a placement before reporting practice events for fear or affecting their practice assessment. Such that they only inform staff a long time after the incident occurred when it may be more difficult to act on. Thus in any general discussion on clinical practice this topic should be raised

 It should be remembered that Assessment Boards can consider extenuating circumstances when a student has reported a mentor / staff member and subsequently is unable to get their assessment completed.

28  Group tutorials / practice reflection sessions may also reveal incidents and students are supported in an atmosphere of openness and confidentiality. So called ‘within these walls’. However staff must take forward serious incidents and subsequently help students write accounts that form a witness statement. It is then the duty of the Faculty to keep the documents confidential

 Staff who report a SUI through their clinical practice or contact with the media, MUST ensure that the same process for actions occur.

Time Frame and report writing

 Staff must act swiftly in all cases. This may well mean acting on an event over the weekend, or before a final statement has been written.

 Students must be supported when they report incidents as this is a very stressful event. They must always have help when writing a formal statement and should always be accompanied if being interviewed by the NHS Trust, other organisation or the police. If the student is likely to incriminate themselves, as they were actually involved in the incident, rather than just being a witness, then the meeting must be concluded. In the situation where the student is more than a witness, they and the University may well require legal representation, which the Senior Manager within the Faculty will take forward

 Students may find the need to identify by name, time and place in any witness statement at odds with what they have been taught about confidentiality. An incident report / witness statement must contain specifics. It is the duty of the University to keep this document confidential but recording as many accurate objective details as possible will make recollection easier. It may be many months or even years before the statement is used in a tribunal, disciplinary or court situation. (The College of Emergency Medicine found on line at http://www.collemergencymed.ac.uk/Shop- Floor/Clinical%20Guidelines/ provides best practice guidelines for writing statements for the police)

 Witness statements should be clear, logical, with time frame and specifics, they should be objective not subjective and contain only what the student / witness knows to be fact. E.g. the patient was on the floor by the bed not I think the patient had fallen out of bed.

 Do not underestimate the stress of writing a statement; more than one attempt may be required before a suitable document is produced. However it is important that all notes / first emails alerting staff to an event are kept as they may be required by the police / courts in future.

 The Compliance Office within the faculty is where statements will be stored. This ensures that they are kept both securely and are accessible if required.

29  The Compliance Office will also provide information to ensure that due process is followed.

 Students should be reminded to keep their own copy of any statement.

 Students should always have the support of a Personal Tutor in any incident but may also need the support of a more experienced academic and their professional union.

Useful email / phone numbers Internal Associate Dean [email protected] Deputy Head School AHP [email protected] Deputy Head School SNAM [email protected] Deputy Head School of Psychology [email protected] Compliance Office [email protected] Public Relations [email protected] University Main Security to contact an on-call manager [email protected] 01752 588400

External Care Quality Commission (CQC) 03000 616161 http://www.cqc.org.uk/ Health Education South West (HESW) [email protected] 01823 361000 HCPC http://www.hpc-uk.org/ Multi-agency hub (mash) [email protected] NMC http://www.nmc-uk.org/ Ofsted http://www.ofsted.gov.uk/ 0300 1231231

D) Flow chart (Appendix 1)

30 Appendix 2

PLYMOUTH UNIVERSITY FACULTY OF HEALTH, EDUCATION & SOCIETY FITNESS TO PRACTICE PROCEDURE FOR STUDENTS

Higher Education institutions have a responsibility to ensure that health and social care students are fit to practice and must adhere to regulatory advice provided by the Nursing & Midwifery Council (NMC), the Health Professions Council (HPC) and the General Social Care Council (GSCC). Student Handbooks and the professional body websites provide information about the standards of behaviour expected of students training for a particular profession. It is the student’s responsibility to familiarise him/herself with the provisions and requirements of the relevant professional bodies.

Students are required to demonstrate that they are of ‘good health and good character’ before and during the programme as part of making sure that applicants and current students will be able to practice safely and effectively within their profession.

The Professional Regulatory Bodies can also take action against a registrant if their health and character creates concern about their fitness to practice.

Any student departing from the guidance given by regulatory bodies may be subject to consideration by the Fitness to Practice procedure of the Faculty of Health & Social Work.

This procedure should be read in conjunction with the Student Disciplinary Procedures, Code of Conduct and General Regulations for Students.

Good Character The University expects students enrolled on programmes leading directly to a professional qualification or the right to practice a particular profession to demonstrate high standards of behaviour in their professional, student and personal lives.

All of the professions are exempt from the requirements of the Rehabilitation of Offenders Act 1974. This means that applicants and students on the programme must declare any convictions or cautions.

Behaviour which breaches the professional requirements of student practitioners, including (but not exclusively): non-disclosure of information; dishonesty; fraud; physical/verbal abuse; harassment; bullying; any action which would constitute a criminal offence will be subject to this procedure, irrespective of whether any such activity took place on University premises or while on University business.

Such behaviour will be known throughout this procedure as ‘professional misconduct’ irrespective of where the activity complained of took place.

31 Concerns about a student’s fitness to practice may be raised from any source, including any member of staff, fellow student, placement partner, member of the public or other agencies such as the Police, Social Services or Occupational Health Service

These may include concerns about a student’s

 Health or well being  Attitude or behaviour in either practice or theory  Poor or non-attendance in either practice or theory  Bad time keeping  Breaking the University’s disciplinary code  Behaviour outside the University which might render them unfit to practice  Offending background

This list provides examples and is not exhaustive

Good Health Concerns about a student’s fitness to practice may also be raised in relation to the good health of an individual. Students are asked to declare whether they are suffering from any condition that would affect their ability to practice.

Conduct outside your programme Programmes within the Faculty of Health & Social Work provide the opportunity for students to develop the skills and knowledge needed to become a health professional in an environment which protects service users. Students also have the opportunity to learn about the conduct and behaviour that the public expects from health professionals.

As a student studying to become a health professional and to work within a regulated profession, students have certain responsibilities. Whilst on a programme, students will come into contact with vulnerable people who will expect students to meet high standards of conduct and ethics.

Students must therefore be aware that in very serious circumstances, professional misconduct may affect the ability to complete a programme of study or gain the final qualification to become a registered practitioner.

This includes professional misconduct that may have taken place outside of the University premises or University core time.

Invoking the procedure This procedure will be followed in cases where professional misconduct or breaches of discipline, as set out in the Code of Conduct for Students and/or those listed above, are alleged, or for example where an Occupational Health report indicates a condition or situation which may affect your ability to practice safely or effectively as a Health Professional.

32 Timescales The timescales identified are those which will normally apply. In exceptional circumstances action may be taken outside these timescales.

Serving of notices Any written notices required to be given under Fitness to Practice Procedures should normally be delivered by post to the student concerned. Written notice will be sent to the student’s term time address as recorded on the University Student Record System, with a copy to their permanent address if out of term-time, with a duplicate copy being addressed to the student at the School in which their programme of study is located. All notices given by external mail shall be sent by Recorded Delivery. Notices given by internal or external post shall be deemed to have been served within three working days of posting.

Informal Stage

Many complaints may be resolved informally by consultation between the student(s) and staff concerned and the University encourages Faculties to use this option when appropriate.

Students subject to an allegation of professional misconduct will be interviewed by the relevant Programme Lead and student’s Personal Tutor in order to gather evidence pertaining to the complaint.

Students subject to Occupational Health consideration will be interviewed by the relevant Programme Lead and student’s Personal Tutor in order to establish relevant information.

A case report will be produced by the Programme Lead together with a recommendation of whether further action is required. Such report will be presented to the Head of School or nominee.

Outcomes of Informal Stage

 Dismissal of the case  Recommendation that formal stages of the Fitness to Practice procedure be invoked.

In a case where the Head of School or nominee has decided to proceed directly to the Stage Three Fitness to Practice Committee, the time limits in point 3 shall be deemed to commence from the date of the Head of School’s decision. In such a case the Head of School or nominee shall provide the student with a copy of the University Code of Conduct for Students and the accompanying Fitness to Practice Procedure and of the initial complaint if this information has not already been made available to the student.

1. First Formal Stage: ACTION BY HEAD OF SCHOOL or nominee 1.1 The Head of School or nominee, in consultation with the student’s Programme Lead and on receipt of the informal case report, shall normally

33 within five working days determine whether to apply the formal Fitness to Practice Procedure for Students. In coming to that determination the Head may call for such papers, examine such witnesses and conduct such other enquiries as they may think fit.

1.2 If the Head of School or nominee decides to apply the First Formal Stage of the Fitness to Practice Procedure for Students they will interview the student, giving the student at least five working days’ notice in writing, and providing them with a copy of the University Code of Conduct for Students, the Fitness to Practice Procedure and details of the initial case report. The student may be accompanied at the interview by a friend or representative who may speak on their behalf.

NOTE: the University will endeavour to take account of a student’s personal circumstances in fixing a date and time for an interview. However, a student will be expected to make him or herself available to attend an interview on any day/time at which he or she might reasonably have been expected to be in attendance at the University (that is any weekday in term time between 9am and 5pm for full time students). Failure of a student to attend an interview with the Head of School or nominee, after having been properly served with a notice to do so, does not prevent the Head of School or nominee from taking action against the student. Nor will failure to attend constitute grounds for appeal against the action unless the student can show good reason for this failure. Failure to attend may itself constitute misconduct under the University Code of Conduct or Fitness to Practice Procedure.

NOTE: A student subject to an accusation of professional misconduct is advised to seek advice from their professional body or union, who may also accompany them at the hearing.

1.3 Membership of First Formal Stage

 Head of School or nominee - Chair  Placement Development Team Lead (Academic) *– representing practice  Programme Representative* – representing programme  Faculty Registrar (or nominee) – Secretary

The Programme Lead (or designated nominee) will be called to attend to present the case but will not constitute part of the formal panel membership.

* In the case of a Midwifery student, if PDT Lead is not a midwife then the programme representative will be a registered midwife.

34 1.4 Procedure for hearing First Formal Stage

The procedure shall normally be as follows,

1.4.1 written statements will be sought from the student and Programme Lead. These must be circulated in advance of the meeting to all members of the Panel and to the student; 1.4.2 the Programme Lead (or nominee) shall put the case in the presence of the student; 1.4.3 the student shall have the opportunity to ask questions (on the evidence given) of the Programme Lead; 1.4.4 the Panel may ask questions of the Programme Lead after which they shall then withdraw; 1.4.5 the student shall put their case to the Head of School or nominee; the student’s friend or professional representative may also speak on their behalf; 1.4.6 the Head of School or nominee shall have the opportunity to ask questions of the student, their friend or representative; 1.4.7 the Panel may ask questions of the student, their friend or representative; 1.4.8 the Head or School or nominee and the student will have an opportunity to sum up their cases if they so wish, the student’s statement being heard last; 1.4.9 the Panel, with the Faculty Registrar (or nominee) in attendance, shall deliberate in private. 1.4.10 the Panel shall announce the decision to the parties either personally or in writing, as may be determined by the Panel.

1.5 The Panel may: 1.5.1 dismiss the case; 1.5.2 warn the student informally of the possible consequences of any further misconduct; 1.5.3 require the student to interrupt their programme of study for a specified period of time 1.5.4 reprimand the student formally, such reprimand to be confirmed in writing (The student is warned that, if they were to commit further breaches of discipline of any nature in the future, their present offence would be taken into account in the course of further hearings, when a penalty for that further breach would be under consideration); 1.5.5 refer the matter to the University Disciplinary Procedure 1.5.6 refer the matter to the Stage Three Fitness to Practice Committee

1.6 The Panel shall convey its decision to the student in writing within two working days of the interview. If the case is dismissed all records of the case shall be destroyed.

1.7 Any student who is dissatisfied with the outcome of the First Formal Stage may have their case referred to the Second Formal Stage of the Procedure, provided that the student submits a written request within ten working days of receipt of the Panel’s outcome.

35 2. Second Formal Stage: APPEAL TO THE DEAN

The Second Formal Stage of the Fitness to Practice Procedure offers the student the right to appeal against the decision of the First Stage Fitness to Practice Panel.

2.1 The student shall have the right of appeal against any decision of the First Formal Stage of the procedure in part, or in whole.

Students may appeal against a decision that has not been conducted in accordance with the current Fitness to Practice Regulations; or if some other demonstrable material irregularity relating to this procedure has occurred.

An appeal cannot be made against the academic or professional judgement of the Fitness to Practice Panel.

2.2 The appeal will be to the Dean of the Faculty. Any such appeal must be lodged in writing with the Faculty Registrar within ten working days of the decision of the First Formal Stage Panel being sent to the student.

2.3 The Dean shall make no further enquiry into matters of fact unless new evidence is submitted which the Dean considers should be taken into account.

2.4 The Dean may either endorse the decisions of the First Formal Stage Panel, or uphold the appeal against the Panel’s decision, in which case the Panel will be required to review its decision.

NOTE: The Dean may not overturn a decision of the First Formal Stage Panel nor substitute another decision. A fully constituted First Formal Stage Panel must be convened to reconsider the case.

2.5 The Dean shall, within seven working days of the case having been referred to him/her, review the process followed by the First Formal Stage Panel. The Dean may conduct such enquiries as he/she may think fit, including the ability to take advice from professional representatives or academic regulation representatives.

2.6 The Dean shall convey his or her decision in writing to the student and the Chair of the Panel within ten working days of receipt of the appeal.

3. Third Formal Stage: FITNESS TO PRACTICE COMMITTEE NOTE: In a case where the decision of the First Formal Stage Panel is to proceed to the Third Formal Stage, the Committee shall hear a case normally within three working weeks of the decision to invoke the procedure.

36 In the event of a decision to proceed directly to the Third Stage, the University Secretary and Academic Registrar or other senior member of staff nominated by the Vice Chancellor, will collect evidence, call for papers and conduct such other enquiries as they may think fit. They will also provide the student with a copy of the Code of Conduct for Students and the accompanying Fitness to Practice Procedure and of the initial complaint if this information has not already been given to the student. If the allegation relates to a student on a professional programme, the student should be advised that given the potentially serious consequences for their professional career, they should consider taking advice from the relevant professional union and seeking union representation at the hearing

3.1 Membership The membership for the Fitness to Practice Committee shall be: o Chair - a Deputy Vice-Chancellor; or the University Secretary and Academic Registrar; or a Dean o One member of academic staff, normally selected from the Academic Board o Two students, normally selected from the Academic Board o Professional representative of Statutory Body – normally a Senior Manager from an employing authority not previously involved in the case o Placement Development Team Lead (Practice) or nominee - from the same part of the professional register as the student concerned

3.2 No Dean shall chair the Fitness to Practice Committee which is to consider a case in which he or she has had previous involvement.

3.3 The hearing of Student Fitness to Practice cases 3.3.1 The Committee shall hear a case normally within ten working days of its referral to a Committee.

NOTE: the University will endeavour to take account of a student’s personal circumstances in fixing a date and time for a Committee hearing. However, a student will be expected to make him or herself available to attend an interview on any day/time at which he or she might reasonably have been expected to be in attendance at the University (that is any weekday in term time between 9am and 5pm for full time students). Failure of a student to attend a hearing, after having been properly served with a notice to do so, does not prevent the Fitness to Practice Committee from taking action against the student. Nor will failure to attend constitute grounds for appeal against the action unless the student can show good reason for this failure. Failure to attend may itself constitute misconduct under the University Code of Conduct or Fitness to Practice Procedure.

37 3.3.2 The University Secretary and Academic Registrar (or nominee) shall act as Clerk to the Committee. The Clerk shall be responsible for convening the Committee, for notifying the student of the date of the Committee, and for the administration of the proceedings of the Committee. 3.3.3 The Clerk shall be responsible for notifying the student of the allegations to be considered by the Committee and for the circulation of documents, submissions etc, to the Committee members. 3.3.4 The Clerk shall keep records of the proceedings. 3.3.5 No proceedings of the Committee shall be invalidated by reason of any vacancy in the membership of the panel or the failure of any member of the panel to attend the Committee when summoned to do so, provided that no member of the Committee shall participate in any decision of the Committee unless he or she has been present throughout the proceedings and provided that the members present throughout shall not number less than four, of whom one shall be a student and one shall be a Professional representative. 3.3.6 The student shall have the right to be heard in person and to be accompanied by a friend or professional representative who may speak on his or her behalf. 3.3.7 The Committee shall have the power to call for documents, call and examine witnesses and conduct other such enquiries as it thinks fit.

3.4 Procedure for hearing student disciplinary cases The procedure for a hearing before the Fitness to Practice Committee shall normally be as follows,

3.4.1 a written statement will be prepared by the Head of School or nominee who heard the case at the first formal stage. The student may also prepare a written statement. These must be circulated in advance of the hearing to all members of the Committee, to the Head of School or nominee and to the student; 3.4.2 the Head of School or nominee shall put the case in the presence of the student and may call witnesses; 3.4.3 the student shall have the opportunity to ask questions (on the evidence given) of the Head of School or nominee and any witnesses may be called; 3.4.4 the Committee may ask questions of the Head of School or nominee and witnesses and the latter shall then withdraw; 3.4.5 the student shall put their case in the presence of the Head of School or nominee and call such witnesses as the student wishes; the student’s friend or professional representative may also speak on their behalf; 3.4.6 the Head of School or nominee shall have the opportunity to ask questions of the student, their friend or professional representative and their witnesses; 3.4.7 the Committee may ask questions of the student, their friend or professional representative and witnesses, and the latter shall then withdraw;

38 3.4.8 the Head of School or nominee and the student shall have an opportunity to sum up their cases if they so wish, the student’s statement being heard last; 3.4.9 the Head of School or nominee and the student and friend or professional representative shall withdraw; 3.4.10 the Committee, with the Clerk in attendance, shall deliberate in private only recalling the Head of School or nominee and the student to clear points of uncertainty on evidence already given. If recall is necessary both parties are to return notwithstanding the possibility that only one of them is concerned with the point giving rise to doubt; 3.4.11 the Committee shall announce the decision to the parties either personally or in writing, as may be determined by the Committee.

3.5 Decision of the Fitness to Practice Committee The Committee’s decision shall be reported to the Vice-Chancellor, Dean, Head of School, the appropriate sabbatical officer of the University of Plymouth Students’ Union and the student concerned, within five working days of it having been made. The decision of the Committee shall be one of the following:

The Committee may: 3.5.1 dismiss the case; 3.5.2 conditionally dismiss the case. (No further action will be taken provided the student fulfils certain specified conditions); 3.5.3 issue a written reprimand and warning. (The student is warned that, if they were to commit further breaches of discipline of any nature in the future, their present offence would be taken into account in the course of further hearings, when a penalty for that further breach would be under consideration); 3.5.4 suspension from all or part of the University for a specified period; 3.5.5 exclusion from the award of a degree or other qualification, either permanently or for a given period, and either absolutely or pending compliance with certain stated requirements; 3.5.6 exclusion from a programme or suite of programmes at the University, either permanently or for a given period, and either absolutely or pending compliance with certain stated requirements; 3.5.7 expulsion from the University. 3.5.8 such other sanctions as may be found appropriate by the Fitness to Practice Committee;

3.6 In the case of a finding of professional misconduct, the Committee shall determine whether any finding against the student should be referred to in the context of future references.

3.7 In the case of a finding of professional misconduct and where the penalty is determined as expulsion from the programme or University, the outcome of the case will be reported in writing to the appropriate Statutory Body.

39 3.8 Details of the offence and penalties imposed shall be entered on the student’s record centrally. The record of a student’s case which has been dismissed absolutely shall be destroyed. NOTE: Where the actions of a student or students contravene the Health & Safety at Work Act 1974 and are so considered by a Health and Safety Executive Inspector, the student(s) may face prosecution under the Health and Safety at Work Act 1974 or other safety regulations in addition to any action taken by the University.

4. Fourth Stage: APPEAL TO THE VICE-CHANCELLOR

4.1 The student shall have the right of appeal against any decision of the Fitness to Practice Committee in part, or in whole.

4.2 The appeal will be to the Vice-Chancellor. Any such appeal must be lodged in writing with the University Secretary and Academic Registrar within 14 working days of the decision of the Fitness to Practice Committee being sent to the student.

4.3 The Vice-Chancellor shall make no further enquiry into matters of fact unless new evidence is submitted which the Vice-Chancellor considers should be taken into account.

4.4 The decision of the Vice-Chancellor shall be final. The Vice-Chancellor may either endorse the decisions of the Fitness to Practice Committee, or uphold the appeal against the Committee’s decision in which situation a fully constituted Fitness to Practice Committee must reconsider the case.

5. RECORDS 5.1 The records of the case of a student against whom charges have been proven will normally be entered on to the student’s central record and kept on the record until the student has completed their programme of study.

5.2 The records of the case of a student who has been cleared of all charges absolutely and unconditionally shall be destroyed.

January 2009

40 Academic Year 1 3 Appendix Mon Activity Progwk Uniweek Fri Thurs Wed Tues Date ClinicalSkills sessions will be scheduled throughout the year including during reading week, directed study and personal study Please- timetables for the dates you have been allocated 7 08/09/2014

8 15/09/2014 ObservationDays BridgingSessions AdultYear1 Nursing yearProf1 Practice yearCore1 Concepts yearskills1 yearbiology1 year1 Core Module 1 9

Welcome week Yr 1 22/09/2014 Adult 10 2

Knowing 29/09/2014 Waysof

11 3 06/10/2014 12 4 13/10/2014 13 5 20/10/2014 14 6 CoreConcepts 27/10/2014 15 7 Biology 03/11/2014 Skills 16 8 10/11/2014 17 9 17/11/2014 10 18 24/11/2014 11 19 Observation 01/12/2014 Days 12 20 08/12/2014 13 21 15/12/2014 BH BH 22

A/L 22/12/2014 BH 23 29/12/2014 14 24 05/01/2015 2014-2015ACADEMIC YEAR 15 25 12/01/2015 16 26

Skillsand Practice 1 19/01/2015 17 27 26/01/2015 (300hours) 18 28 02/02/2015 19 29 09/02/2015 20 30 16/02/2015 21 31 23/02/2015 22 32 02/03/2015 23 33 09/03/2015 24 34 Professional 16/03/2015 Practice 25 35 23/03/2015 BH 36

A/L 30/03/2015 BH 37 06/04/2015 AdultNursing 26 38 Professional 13/04/2015 Practice 27 39 Year1 Skills 20/04/2015 28 40 27/04/2015 BH 29 41 04/05/2015 Personal study 30 42 11/05/2015 31 43 18/05/2015 BH 32 44 25/05/2015 33 45

(322.5hours) 01/06/2015 Practice2 34 46 08/06/2015 PersonalTutor AnnualLeave PersonalStudy 35 47 15/06/2015 36 48 22/06/2015 37 49 29/06/2015 38 50 06/07/2015 39 51 13/07/2015 Intro to Year 2 40 52 20/07/2015 41 53 27/07/2015 42 Personal study 1 03/08/2015 43 2 2015-2016 41 10/08/2015 3 Annual

Leave 17/08/2015

4 24/08/2015

5 31/08/2015 44 Personal study 6 07/09/2015 2014 cohort Dates

academic year one Appendix 4 Fri Thur Wed Tues Mon Activity Prog wk Uni wk

7 08/09/2014 Key 8

15/09/2014 Practice Autonomous Study Annual Leave ReadingWeek Induction/Introduction Induction 1 9 22/09/2014 ChildHealth 10 2 29/09/2014 11 NRS 3 06/10/2014 12 4 13/10/2014 13 5 20/10/2014 H T 5 0 1 1 0 1 14 6 27/10/2014 15 7 03/11/2014 5 0 1 5 0 1 16 8 10/11/2014 CHN modulesCHN OSCE Year 1 CHN106 Foundation Skills and Clinical Decision/SDSports and social CHN105 Communication & Psychosocial Issues in HealthCHN102 Care Foundations Primary Child Health CHN101 Foundations Child Healthcare NRS Ways of Knowing Profmodule 17 9 17/11/2014 6 0 1 5 0 1 5 0 1 10 18 24/11/2014 11 19 01/12/2014 12 20 08/12/2014 13 21 15/12/2014 H B H B 22 A/L 22/12/2014 H B 23

29/12/2014 2014-2015Academic Year 5 0 1 5 0 1 14 24 05/01/2015 2 0 1 2 0 1 2 0 1 15 25 CHN101,CHN102, CHN106,CHN105 12/01/2015 2 0 1 2 0 1 5 0 1 16 26 19/01/2015 2 0 1 5 0 1 2 0 1 17 27 26/01/2015

18 28 02/02/2015 5 0 1 2 0 1 2 0 1 19 29 09/02/2015 5 0 1 5 0 1 5 0 1 20 30 16/02/2015 PP 2 0 1 2 0 1 21 31 23/02/2015 22 32 Practice1 02/03/2015 23 33 09/03/2015 24 34 16/03/2015 25 35 23/03/2015 M TW = Taster week BH = Bank holiday BH 36 A/L 30/03/2015 Private study Mentor days Resit OSCE BH 37 06/04/2015 26 38 Practice1 13/04/2015 27 39 20/04/2015 28 40 27/04/2015 BH 29 41 04/05/2015 30 42 11/05/2015 31 43 18/05/2015 32 44 25/05/2015 Practice2 OS 33 45 01/06/2015 34 46 08/06/2015 35 47 15/06/2015 36 48 22/06/2015 37 49 29/06/2015 38 50 06/07/2015 39 51 13/07/2015 40 52 20/07/2015 41 1 Private study Private 27/07/2015 42 2 03/08/2015 2015-2016 43 3 10/08/2015 44 4 17/08/2015

5 24/08/2015 A/L 6 31/08/2015

7 07/09/2015 42 2014 Cohort 14/09/2015 to beconfirmedto weekscommencing 06 July and 13 July ProposedPanel and Board Dates

academ ic year one Appendix 5 Tues Mon Prog wk Uni week Fri Thur Wed Activity KEY 7

8 15/09/2014 Personal Study Highy directed study Practice Year 1, 2 and 3 Study Days Introduction weeks OH Mental HealthMental W elcome W eek 1 9 22/09/2014 10 2 Core module 29/09/2014 11 3 06/10/2014 12 4 13/10/2014 OH 13 5 20/10/2014 14 6

Communication Physical Skills Introduction to 27/10/2014 MentalHealth 15 7 Biology

Skills 03/11/2014 16 8 10/11/2014 OH 17 9 17/11/2014 Observation days Management and Leadership Introduction to Mental Health Communication skills Physical skills Year 1 biology core module 10 18 24/11/2014 OH OH 11 19 01/12/2014

Observation ays 12 20 08/12/2014 13 21 15/12/2014 BH BH 22 A/L 22/12/2014 2014-2015 AcademicYear BH 23 29/12/2014 14 24 05/01/2015 15 25

IntroductionMentalto Health 12/01/2015 H O 16 26

CommunicationSkills 19/01/2015 Practice(10 weeks) 17 27 26/01/2015 PhysicalSkills 18 28 02/02/2015 Biology 19 29 09/02/2015 20 30 16/02/2015 21 31 23/02/2015 22 32 02/03/2015 23 33 09/03/2015 24 34 16/03/2015 35 25 23/03/2015 BH 36 A/L 30/03/2015 BH 37 06/04/2015 andLeadership 38 26

Management 13/04/2015 27 39 20/04/2015 28 40 27/04/2015 BH 29 41 04/05/2015 30 42 11/05/2015 31 43 18/05/2015 BH 32 44 25/05/2015 33 45 01/06/2015 (12weeks) 34 46 Practice 08/06/2015 35 47 15/06/2015 36 48 22/06/2015 37 49 29/06/2015 38 50 06/07/2015 39 51 13/07/2015 Year 2 Induction40 52 20/07/2015 41 53 Personal Personal

Study 27/07/2015 42 1

03/08/2015 2015-2016 43 2 10/08/2015 3 Annual Leave 17/08/2015 4 43 24/08/2015

5 31/08/2015 44 Personal Study 6 07/09/2015 2014 Cohort 14/09/2015