Mantenimiento Preventivo basado en parámetros de control

The intended learning outcomes of the programme have been developed in partnership with and relate to the following benchmarks;

 Quality Assessment Agency Subject benchmark statements: Health Care Programmes – Nursing

(2001) http://www.qaa.ac.uk/Publications/InformationAndGuidance/Pages/Subject-benchmark-

statement-Health-care-programmes---Nursing.aspx

 NMC (2010) Essential Skills Clusters

 NMC (2010) Standards for Pre-Registration Nursing Education

All benchmarks and professional requirements have been mapped and these are located in the appendices.

The Module descriptors have been mapped to the above to identify where appropriate which module and documents relate to or are evidenced in each of the individual subject specific benchmarks. The Nursing Programme has been devised in collaboration with Coventry and Warwickshire NHS Trusts and clinicians, independent sector, third sector providers, service providers, service users and students current and qualified. Development and changes to the programme are in accordance with both professional body and university regulations that stipulate programmes should be reviewed on a quinquennial basis in order to meet the requirements of a changing environment and develop

students who are fit for practice, professional purpose and academic award (NMC 2010). In addition the programme development team were cognisant of the current debates generated by the

publication of the Francis Enquiry (2013) and the need to ensure that student nurses are prepared to work within an NHS that puts the patient first through the development of a set of competencies that assures the delivery of safe, effective, patient centred, compassionate care.

1.1 Quality Assessment Agency Subject benchmark statements: Nursing (2001) http://www.qaa.ac.uk/Publications/InformationAndGuidance/Pages/Subject-benchmark- statement-Health-care-programmes---Nursing.aspx

The QAA benchmark acknowledges the need to put the prospective client/patient at the centre of the students learning experience and to promote within that experience the importance of team-working and cross professional collaboration and communication. As such, these principles have been embedded from the very start of the student experience in Year One with both collaborative modules focussing upon inter-professional values underpinning care (modules 101CC, 103CC) and uni-

professional modules focussing upon the fundamentals of nursing practice (modules 101NHS, 102NHS and 103NHS).

Students have the opportunity to further develop from foundational level to intermediate levels of cognitive understanding and application in modules which challenge and encourage application of the 6 ‘C’s (Department of Health 2012) and greater awareness of the need to be able to apply higher level decision making skills. (Assessment and Pathways module ,Therapeutic Approaches module, Legislation, Ethics and Social Policy module and Evidence Informed Practice and Decision Making module).

In Year three, students will be expected to demonstrate clinical competency, leadership and

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860.2 BSc (Hons) Learning Disabilities Nursing May 2014

The curriculum will develop professional practitioners that will provide safe, competent care for patients/clients in a variety of health and social care contexts. Qualifying students will demonstrate professionalism and integrity demonstrating autonomy and a high degree of leadership, critical thinking, emotional resilience, reflectivity and assertiveness skills.

Both the Critical Review and the Programme Specification (Part 1) refer to the curriculum design and justification for changes. The National student survey reflects the success of the programme with a score at 91% from Cohort 2009 and this had been improving year on year, the majority of nursing

achieving the Amber rating achievement from the Department of Health Education Commissioning

for Quality (ECQ) (2012) represent the continual success and the standards that the course will strive to meet for the future. Particular note worthy of emulation is that nursing at Coventry University now has an attrition rate of 9% which is below the average 14% for the region.

The team is also cognisant of the University’s Mission Statement;

“We aspire to be a dynamic, global, enterprising University. We will work in partnership with external

organisations through our research and engage our students as partners in a community of learning”

(Coventry University 2010).

The University has a reputation for its applied and vocational orientation, a key aim of which is to enhance and develop broad competence, self reliance and other transferable skills as part of the personal development and educational experience of its students. This is clearly reflected in the patterns of education and research carried out within the Faculty of Health and Life Sciences with its emphasis on academic teaching and research in the social sciences, and on professional education and research in the disciplines of nursing, midwifery, physiotherapy, dietetics, occupational therapy, clinical psychology, paramedic science and social work.

External drivers are ensuring the focus on high quality compassionate care is integral to the changing NHS environment. The NHS constitution (DH 2012) and Compassion in Practice (DH and NHS Commissioning Board 2012) are reiterated in the report of the “Francis Inquiry” (Francis 2013) which recommends that a “common culture” of putting clients first should be developed within the NHS. The Nursing programme has been developed to ensure these standards are guarded and as teams will strive to ensure that students exit the course as confident, competent practitioners.

1.2 Collaboration and Planning

The programme has been developed in collaboration with Senior Staff from commissioning NHS Trusts in Coventry and Warwickshire, service users and carers, clinicians, academics, current students, the independent sector and other key stakeholders. The aim of the collaboration was to:

 Conduct a comprehensive review of the current Diploma/BSc (Hons) Nursing

 Develop a programme that improves and build upon the positive aspects of the 2008 curriculum

 Develop a programme that meets the current changes and challenges of working in healthcare

and ensure that students are fit for purpose and professional role

 Develop a programme that demonstrates interprofessional teaching and learning to enable