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Programme approval visit report Section one Programme provider name: Edge Hill University In partnership with: (Associated practice learning partners involved in the delivery of the programme) Alder Hey Children's NHS Foundation Trust Private Independent Voluntary Organisation: Abbeyfield Hoylake and West Kirby Society Ltd; Active Pathways; Alternative Futures Group Ltd; Arden College; Bupa; Capio; Careconcepts (Appleton) Ltd; Cedars Care Group Ltd; Chapelford Health Centre; Chesnut Lodge School; Claire House Children's Hospice; Community Integrated Care Ltd; Cuerden Care; Darwen Health Centre; Delphside Ltd; Derian House Childrens Hospice; Dovehaven Care Homes; Elysium Healthcare Ltd; Embrace Wigan and Leigh; Exemplar Health Care; Fairfield Independent Hospital; Frances Taylor Foundation; Galtee More Rest Home; Glenelg Support Ltd; Guardian Street Medical Centre; HC-One Ltd; Integrate Ltd; J and A Cunningham; Knowsley Medical Centre; Lady Verdin Trust; Leonard Cheshire; Leyton Healthcare; Live to Learn; Liverpool City Council (The Lime; Cambridge Nursery School); Margaret Roper House; Maria Mallaband Care Group; Marie Curie Hospice; Mental Health Care UK Ltd; Midstream (West Lancs) Ltd; Mill Street Medical Centre; Moorgate Nursery School and Early Years Ctr; Moss Side Medical Centre; Mowll - Moving On With Life and Learning; Newbloom Healthcare; North West Community Services; Nugent Care; One to One Midwives; Park Lane Health Care; Parkhaven Trust; Partnerships In Care Ltd; Platt Bridge Community Primary School; Playmates Day Nursery; Premcard Ltd; Residential Outreach Care; Revitalise Respite Holidays; Rowan Park School; Spire Healthcare; Springfield Special School; St Bartholomew's Court Nursing Home; St George Care UK Ltd; St Helens Social Services; St Roccos Hospice; The Corner Surgery; The Elms Medical Ctr, The Family Surgery, The Learning Rooms, The Priory
Group (Blackburn and Liverpool); Tomorrow's Women Wirral; Virgin Care Ltd (Ormskirk, Tarleton, Skelmersdale); Vivo Care Choices Ltd; Warrington Community Living; Westleigh Lodge; Wigan and Leigh Hospice; Willowbrook Hospice; Wirral Autistic Society; Wirral Evolutions Local Authority: Abbots Lea Assessment Ctr; Abbots Lea School; Autism Initiatives; Black Moss School, Cambridge Nursery School; Fox Wood Special School; Halton Borough Council (Halton Adult Community Learning Disabilities Team); Hillside Community Primary School; Hugh Baird College; Kinderworld Day Nursery; Lancashire County Council (In House Adult Disability Team); Lansbury Bridge School; Liverpool Progressive School; Merefield School; Portico Nursery Group; Presfield Special School; Redbridge Special School; Sandfield Park School; Sefton New Directions Ltd; Springwood Heath Primary; Stocks Hall Nursing Home; Sure Start Children's Ctr; The Coppice School; Wargrave House School; Willow Grove Primary School; Wirral Mencap Mersey Care NHS Trust Ainsdale GP Lancashire Care NHS Foundation Trust North West Ambulance Service NHS Trust Cheshire and Wirral Partnership NHS Foundation Trust Wirral Community NHS Foundation Trust Wirral University Teaching Hospital NHS Foundation Trust Astley GP Practice North West Boroughs Healthcare NHS Foundation Trust Bridgewater Community Healthcare NHS Foundation Trust West Lancashire CCG, Beacon Primary Care (GP Surgery ; Manor Primary Care (GP Surgery); Matthew Ryder Clinic (GP Surgery) East Lancashire Hospitals NHS Trust Royal Liverpool and Broadgreen University Hospitals NHS Trust
Warrington and Halton Hospitals NHS Foundation Trust Westminster Medical Centre Westmoreland GP Centre Programme(s) reviewed: Programme: Pre-registration nursing - Adult Title of programme: BSc (Hons) Nursing (Adult), MSc Nursing (Pre-registration Adult), PgDip Nursing (second registration Adult), MNSW Adult Nursing and Social Work Programme start date: 14 September 2020 Academic level(s): England, Wales, Northern Ireland: Level 6 Level 7 Programme: Pre-registration nursing - Mental Health Title of programme: BSc (Hons) Nursing (Mental Health), MSc Nursing (Pre- registration Mental Health), PgDip Nursing (second registration mental health), MNSW Mental Health Nursing and Social Work Programme start date: 14 September 2020 Academic level(s): England, Wales, Northern Ireland: Level 6 Level 7 Programme: Pre-registration nursing - Learning Disabilities Title of programme: BSc (Hons) Nursing (Learning Disabilities), MSc Nursing (Pre- registration Learning Disabilities), PgDip Nursing (second registration Learning Disabilities), MNSW Learning Disabilities Nursing and Social Work Programme start date: 14 September 2020 Academic level(s): England, Wales, Northern Ireland: Level 6 Level 7 Programme: Pre-registration nursing - Child Title of programme: BSc (Hons) Nursing (Children's), MSc Nursing (Pre- registration Child), PgDip Nursing (second registration Child), MNSW Childrens
Nursing and Social Work Programme start date: 14 September 2020 Academic level(s): England, Wales, Northern Ireland: Level 6 Level 7 Programme: Nursing Degree Apprenticeship route - Adult Title of programme: BSc (Hons) Nursing (Adult) Programme start date: 14 September 2020 Academic level(s): England, Wales, Northern Ireland: Level 6 Programme: Nursing Degree Apprenticeship route - Mental Health Title of programme: BSc (Hons) Nursing (Mental Health) Programme start date: 14 September 2020 Academic level(s): England, Wales, Northern Ireland: Level 6 Programme: Nursing Degree Apprenticeship route - Learning Disabilities Title of programme: BSc (Hons) Nursing (Learning Disabilities) Programme start date: 14 September 2020 Academic level(s): England, Wales, Northern Ireland: Level 6 Programme: Nursing Degree Apprenticeship route - Child Title of programme: BSc (Hons) Nursing (Children's) Programme start date: 14 September 2020 Academic level(s): England, Wales, Northern Ireland: Level 6 Programme: Dual award- pre-registration nursing – adult/mental health Title of programme: MSCI NURSING (Pre-registration Adult and Mental Health)
Level 6 Level 7 Programme: Dual award- pre-registration nursing - learning disabilities/child Title of programme: MSCI Nursing (Pre-registration Learning Disabilities and Children's) Programme start date: 14 September 2020 Academic level(s): England, Wales, Northern Ireland: Level 6 Level 7 Date of approval 2 March 2020 QA visitor(s): Registrant Visitor: Maureen Harrison Lay Visitor: Carol Rowe
Section two Summary of review and findings Edge Hill University (EHU) is an approved education institution (AEI). The school of nursing, midwifery and allied health professions and the school of applied healthcare and social work are under the management of the faculty of health and social care and medicine. The two schools will lead and deliver the following pre- registration nursing routes: a three-year full-time undergraduate pre-registration BSc (Hons) nursing programme with pathways in all four fields of nursing practice; adult, children's, mental health and learning disabilities; a four-year, part-time BSc (Hons) nursing degree apprenticeship (NDA) adult, children's, mental health and learning disabilities; a four-year, full-time MSci qualification leads to dual registration in any two fields of nursing practice as follows; adult and mental health; adult and learning disabilities; adult and children’s; mental health and children’s, mental health and learning disabilities; and children’s and learning disabilities. A one-year, full-time post-graduate diploma with recognition of prior learning (RPL) against years one and two of the BSc and MSci, for registered nurses to gain a second field. This route is also offered part-time. A two-year, single field MSc route in adult, children’s, mental health and learning disabilities includes RPL against year one of the BSc programme. A four-year, full-time undergraduate integrated masters pre-registration nursing and social work programme (MNSW) with four routes: adult nursing and social work, children’s nursing and social work, mental health nursing and social work, learning disabilities nursing and social work. Two employers who intend to deliver the NDA programme in partnership with EHU, are: St Helens and Knowsley Teaching Hospitals NHS Trust, and Mersey Care NHS Trust. EHU is a member of the north-west placement education development group (NWPEG). The group are adopting the north-west practice assessment document (NWPAD) and ongoing achievement record (OAR), based on the pan-London practice assessment document (PLPAD). In addition, EHU is one of five AEIs in the region who have formed a curriculum and validation group. This provides a collaborative approach to the development of nursing curricula which meet NMC standards for education (2018). The programme documentation and approval process confirm evidence of partnership working between the education institution and employers, practice learning partners (PLPs), students, service users and carers (SUCs) and confirm partnerships are effective. Arrangements at programme level between the AEI and PLPs meet the Standards for student supervision and assessment (SSSA) (NMC 2018). Documentary evidence and the approval process confirms the Standards framework for nursing
(PUP4110 and/or PUP4111) will meet proficiencies, outcomes and theory hours required for NMC registration and the balance of theory and practice within the programme is not compromised. (SFNME R2.11, R5.16; SPRNP R2.9, R2.14) Education governance: management and quality assurance: Condition four: Make all specified administrative changes to programme documentation. (University condition) Condition five: Secure external examiner coverage for the new PgDip nursing programme commencing in September 2020. (University condition) Date condition(s) to be met: 30 March 2020 Recommendations to enhance the programme delivery: Recommendation one: Make explicit in course publicity and applicant interviews the programme’s delivery at Ormskirk (Years one and four) and Manchester (Years two and three) and the implications of this for students. (University recommendation) Recommendation two: Consult further with HCPC concerning IELTS requirements, whether an overall score of 6.0 would be acceptable at point of entry and how equivalence to 7.0 could be evidenced on completion without the need for further testing. (University recommendation) Recommendation three: In the Part B document (s. Quality Assurance), include reference to HCPC as well as NMC external reporting requirements. (University recommendation) Focused areas for future monitoring: Student progression: The BSc, MSc and MSci nursing programmes have year-long units. Academic regulations allow students to carry one assignment with 25 percent weighting. Review the potential for large credit bearing modules limiting progression. Simulation in BSc (Hons) and MSci provides 200 hours of practice learning. Identify the simulated
practice learning is audited, monitored and recorded and meets NMC requirements for practice hours. Ensure appropriately qualified and experienced external examiners report on the quality of theory and practice learning on all routes.
Section three NMC Programme standards Please refer to NMC standards reference points Standards for pre-registration nursing programmes (NMC, 2018) Future nurse: Standards of proficiency for registered nurses (NMC, 2018) Standards framework for nursing and midwifery education (NMC, 2018) Standards for student supervision and assessment (NMC, 2018) The Code: Professional standards of practice and behaviour for nurses and midwives QA framework for nursing, midwifery and nursing associate education (NMC,
QA Handbook Partnerships The AEI works in partnership with their practice learning partners, service users, students and all other stakeholders Please refer to the following NMC standards reference points for this section: Standards framework for nursing and midwifery education (NMC, 2018) Standard 1: The learning culture: R1.12 ensure programmes are designed, developed, delivered, evaluated and co- produced with service users and other stakeholders R1.13 work with service providers to demonstrate and promote inter-professional learning and working Standard 2: Educational governance and quality: R2.2 all learning environments optimise safety and quality taking account of the diverse needs of, and working in partnership with, service users, students and all other stakeholders R2.4 comply with NMC Standards for student supervision and assessment
R2.5 adopt a partnership approach with shared responsibility for theory and practice supervision, learning and assessment, including clear lines of communication and accountability for the development, delivery, quality assurance and evaluation of their programmes R2.6 ensure that recruitment and selection of students is open, fair and transparent and includes measures to understand and address underrepresentation R2.7 ensure that service users and representatives from relevant stakeholder groups are engaged in partnership in student recruitment and selection Standard 3: Student empowerment: R3.3 have opportunities throughout their programme to work with and learn from a range of people in a variety of practice placements, preparing them to provide care to people with diverse needs R3.16 have opportunities throughout their programme to collaborate and learn with and from other professionals, to learn with and from peers, and to develop supervision and leadership skills R3.17 receive constructive feedback throughout the programme from stakeholders with experience of the programme to promote and encourage reflective learning R3.18 have opportunities throughout their programme to give feedback on the quality of all aspects of their support and supervision in both theory and practice. Standard 4: Educators and assessors: R4.7 liaise and collaborate with colleagues and partner organisations in their approach to supervision and assessment R4.9 receive and act upon constructive feedback from students and the people they engage with to enhance the effectiveness of their teaching, supervision and assessment R4.10 share effective practice and learn from others Standard 5: Curricula and assessment: R5.4 curricula are developed and evaluated by suitably experienced and qualified educators and practitioners who are accountable for ensuring that the curriculum incorporates relevant programme outcomes R5.5 curricula are co-produced with stakeholders who have experience relevant to the programme R5.14 a range of people including service users contribute to student assessment Standards for student supervision and assessment (NMC, 2018) Standard 1: Organisation of practice learning: R1.4 there are suitable systems, processes, resources and individuals in place to ensure safe and effective coordination of learning within practice learning environments R1.7 students are empowered to be proactive and to take responsibility for their learning R1.8 students have opportunities to learn from a range of relevant people in
qualified; these individuals are already changing working patterns as they work with children and families. PLPs say practitioners with dual qualifications enhance the potential for ‘making every contact count’. Senior education managers say changes made to open days where individuals are encouraged to explore their hopes, dreams and aspirations has led to a marked increase of interest in the different routes on offer by EHU. Employers say they're looking for sponsorship opportunities which will allow current registered nurses (RNs) to be given the opportunity to qualify with a second field. Senior EHU and PLPs spoke of the ‘home trust model’ for practice learning whereby the students are allocated to a trust near where they live for the majority of their practice learning experiences. This is seen as a means of providing students with a sense of belonging and future commitment to a specific trust. PLPs and students confirm trusts are committed to providing practice learning experience and/or employment for graduate candidates applying for recognition of prior experiential learning for entry to the two-year MSc route. Currently two employers support the nursing degree apprenticeship (NDA) for adult field with the expectation to support apprenticeship in all fields. A NDA collaborative delivery agreement and apprenticeship delivery plan are in place. Senior EHU staff say the AEI is a registered provider with the Education and Skills Funding Agency for four fields, and EHU is a registered assessment organisation for the apprenticeship endpoint assessment. Employers told us of their strategies to offer career developmental opportunities for healthcare assistants, from nursing associate programmes, to registered nursing programmes. Employers are also providing advanced clinical practitioner apprenticeships. Student apprentices and PLPs confirm the support given for career development. They say career preparation opportunities, through work with further education colleges, gives employees opportunities to meet entry requirements. The apprenticeship route has employer-led recruitment and joint interviews with EHU. The NWPEG is a collaborative forum of EHU and four other AEIs in the region which agree strategies for the implementation of SFNME and SSSA. Examples of actions taken include the implementation of the NWPAD based on the PLPAD. In addition, plans for the preparation of practice supervisors and assessors are agreed. Models of placement learning are considered to maximize capacity for students. A placement management online system: 'InPlace' is shared. A curriculum and validation group comprised of the five AEIs provides a collaborative approach to the development of nursing curricula which meet the NMC Standards for education (2018). Strong partnership governance arrangements, to manage escalation of concerns and fitness for practice issues, are described by the programme team and PLPs. We are assured of joint working on practice concerns, and on fitness to practise issues. The student voice is heard. We found students have been consulted on the
development of the new programme and they gave examples of programme content and design included from their feedback e.g. increased simulation activity and a reduction in the number of assignments. PLPs, SUCs and students confirm understanding of all routes on offer. PLPs and students welcome the non-modular approach to the BSc (Hons), MSc, MSci and PgDip routes. Students and the programme team say this approach helps to integrate theory and practice learning. PLPs say the model, together with the joint working with other north-west AEIs is helping to prevent bottlenecks when students are in practice environments. Apprenticeship students give the example of practice learning changing from day release to having blocks of theory and practice. Employers say they contributed to this change, ensuring their apprentices are placed in different trust areas to where the apprentice is employed during their practice learning block. Student apprentices confirm all their practice learning is supernumerary. They say having the same uniform to wear as other student nurses, when practice learning, has helped them to be treated as ‘students’ rather than employees. Some of the students confirm membership of the student transition group. This group is responsible for information and dissemination of the changes to programme structure (NMC Standards 2018). We were told by the programme team that a curriculum advisory group has been formed with PLPs, SUCs and students to continually monitor the potential for programme improvement. This was confirmed by students, SUCs and PLPs who had attended the meetings. Students sit on relevant programme boards and the staff student consultative forums. There are established processes for recording student evaluations on modules and experiences in practice learning, which is fed back to PLPs in a timely way. SUC involvement is well established in recruitment and selection, design, development, delivery and evaluation of programmes. The SUCs we met assure us of their understanding of all the programmes on offer by the faculty. There is a service and user council with representation on programme boards and a pool of approximately 160 SUCs who support programmes across the university. SUCs are patients and carers by experience and collectively are able to bring the lived experience across the four fields of nursing. Service users confirm co-production activity and tell us they're not 'tokenistic' but their voice is strong and influential. They told us they're active in simulation sessions. They introduce scenarios based on their own lived experience. In objective structured clinical examinations (OSCEs) they participate in role play and give feedback. They produce videos, blogs and podcasts to support teaching and learning. They confirm they're consulted in the development of the programmes through review of modular content. SUCs told us about their involvement in the face to face interviews and they have an equal voice in selection. Assurance is provided that the AEI works in partnership with their practice learning partners, service users, students and all other stakeholders as identified in Gateway 1: Standards framework for nursing and midwifery education
R1.1.3 have capability to learn behaviours in accordance with the Code R1.1.4 have capability to develop numeracy skills required to meet programme outcomes R1.1.5 can demonstrate proficiency in English language R1.1.6 have capability in literacy to meet programme outcomes R1.1.7 have capability for digital and technological literacy to meet programme outcomes R1.2 ensure students’ health and character are sufficient to enable safe and effective practice on entering the programme, throughout the programme and when submitting the supporting declaration of health and character in line with the NMC’s health and character decision-making guidance. This includes satisfactory occupational health assessment and criminal record checks R1.3 ensure students are fully informed of the requirement to declare immediately any cautions or convictions, pending charges or adverse determinations made by other regulators, professional bodies and educational establishments and that any declarations are dealt with promptly, fairly and lawfully. R1.3 ensure students are fully informed of the requirement to declare immediately any cautions or convictions, pending charges or adverse determinations made by other regulators, professional bodies and educational establishments, and that any declarations are dealt with promptly, fairly and lawfully R1.4 ensure the registered nurse responsible for directing the educational programme or their designated registered nurse substitute are able to provide supporting declarations of health and character for students who have completed a pre-registration nursing programme R1.5 permit recognition of prior learning that is capable of being mapped to the Standards of proficiency for registered nurses and programme outcomes, up to a maximum of 50 percent of the programme and comply with Article 31(3) of Directive 2005/36/EC (included in annexe one of programme standards document) R1.6 for NMC registered nurses permit recognition of prior learning that is capable of being mapped to the Standards of proficiency for registered nurses and programme outcomes that may be more than 50 percent of the programme R1.7 support students throughout the programme in continuously developing their abilities in numeracy, literacy, digital and technological literacy to meet programme outcomes, and R1.8 ensure that all those enrolled on pre-registration nursing programmes are
compliant with Article 31(1) of Directive 2005/36/EC regarding general education length as outlined in annexe one in programme standards document. Standards framework for nursing and midwifery education specifically: R2.6, R2.7, R2.8, R2. Proposed transfer of current students to the programme under review Demonstrate a robust process to transfer current students onto the proposed programme to ensure programme learning outcomes and proficiencies meet the Standards For pre-registration nursing programmes (NMC, 2018). Evidence provides assurance that the following QA approval criteria are met Evidence that selection processes ensure entrants onto the programme are suitable for the intended field of nursing practice and demonstrate values and have capability to learn behaviours in accordance with the Code. Evidence of service users and practitioners involvement in selection processes. (R1.1.1, R1.1.2, R1.1.3) Yes Evidence of selection processes, including statements on digital literacy, literacy, numeracy, values based selection criteria, educational entry standard required, and progression and assessment strategy, English language proficiency criteria specified in recruitment processes (R1.1.4 – R1.1.7) Yes There is evidence of occupational health entry criteria, inoculation and immunisation plans, fitness for nursing assessments, Criminal record checks and fitness for practice processes detailed (R1.2) Yes Health and character processes are evidenced including information given to applicants and students, including details of periodic health and character review timescales. Fitness for practice processes evidenced and information given to applicants and students are detailed (R1.3) Yes Processes are in place for providing supporting declarations by a registered nurse responsible for directing the educational programme (R1.4)
