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Work and study at the same time with this degree apprenticeship. You'll gain the specialist knowledge and clinical skills needed to become a registered adult nurse with the Nursing and Midwifery Council (NMC).
The programme is highly practical, giving you hands-on experience. You'll have placements in hospitals, in the community and in our skills and simulation labs.
Placement opportunities will primarily be with your employer and may include medical and surgical wards, oncology, ICU, A&E, coronary care, district nursing, GP practice nursing and integrated community teams.
Our contemporary, evidence-based nursing education has been designed to meet the needs of apprentices, service users and local health and social care employers.
This degree confers both an academic award and a professional qualification in nursing. On completion of the programme, students are recommended to the Nursing and Midwifery Council for professional registration.
Your studies will include core learning relevant to all fields of nursing, and modules specific to Adult Nursing.
Prior knowledge, skills and behaviours can exempt individuals from certain elements of the programme, resulting in different entry levels and learner journeys for the apprentices.
Foundation Degree Nursing Associates will be exempt from certain modules on the Registered Nurse Degree Apprenticeship programme resulting in entry at Level 5.
In Level 4, you will be introduced to the core sciences underpinning nursing practice and the context of nursing and healthcare. This provides you with the knowledge and skills to establish and build professional relationships within all fields of nursing. You will also acquire an understanding of the factors that affect the health and well-being of individuals in a changing and diverse society.
This module is designed to help students develop their knowledge and understanding of human anatomy and physiology in relation to nursing, which is an essential element of nursing proficiency.
Pathophysiology will be explored in relation to common conditions and students will also begin to develop their knowledge of pharmacological concepts in preparation for therapeutic interventions explored in year 2.
The main features of the module are to enable students to apply scientific principles to nursing care. It will also support students to identify and understand current nursing practices underpinned by scientific theory.
This module introduces students to the context of adult nursing practice across a range of healthcare settings. Students will learn about contemporary healthcare concepts and a range of common health conditions. Students will be introduced to The Code (NMC, 2018) to gain knowledge and understanding of its importance in guiding the nurse to deliver safe, effective and compassionate care, which is essential when caring for adults in partnership with families and other healthcare professionals.
This module is a core requirement for all students across all fields of the BSc Nursing programme. As an introductory module it will enable students to develop knowledge and understanding of the principles of public health and health promotion. Students will explore the global, social-political-economic and psycho-social forces on the population's health and well-being. In addition the student will explore the evolution of public health, the determinants of health and health inequalities.
This module will prepare students for placements and their learning in practice and the assessment process during year one of the programme. It will introduce a range of nursing procedures to enable students to provide skilled, evidence based, person centred compassionate care to people at any stage of life who may have a range of physical, mental, cognitive or behavioural health conditions.
In Level 5, you will develop your understanding of the application of person-centred care, assessment, clinical reasoning and decision-making. You will examine holistic care across the life span and focus on acute and long term care within Adult Nursing.
This module explores a range of therapeutic approaches in nursing. The module examines evidence-based treatment methods, current practice and nursing interventions. Students will learn about pharmacology and bio-psycho-social and alternative treatments. Field specific seminars will enable further application of module content to the students' field.
The focus of this module is to enable students to apply evidence-based principles to administering and applying therapeutic care and develop an understanding and awareness of safe and effective treatment approaches. Students will learn about partnership working with healthcare professionals, patients, service users and carers for administering treatment, as well as enabling students to identify contemporary nursing practices underpinned by therapeutic procedures.
This module will further develop the skills taught and practised in the introduction to professional practice in year one. Students will be able to assess, plan and rationalise the nursing care they provide for people in health and social care and community settings. The emphasis will be on holistic person-centred care covering physical, psychological, social and cultural care. It will look at evidence based person centred care being delivered inter- and intra-disciplinary.
You will be prepared for the transition to professional practice and employability. You will develop skills in management, leadership, team working and teaching and supporting learners. You will learn how to critically appraise evidence to support future practice and explore complexities of nursing and service provision across health and social care organisations.
This module develops the students' knowledge and understanding of long term conditions and the lived experience of adults from a bio-psycho-social perspective. Students will consider the political agenda and the socio- economic issues impacting on the management of long term conditions. This will enable students to consider the role of the community care nurse in promoting self-management, shared decision making and hospital avoidance. It will incorporate professional accountability, social inclusion, partnership and interdisciplinary working, patient involvement in the provision of care, leadership and quality assurance in nursing, all of which are essential elements of nursing proficiency.
This module enables students to build on anatomy, physiology and pathophysiology knowledge acquired in year one to develop the knowledge and skills necessary to assess and deliver safe and effective care when a person is acutely ill. It will equip students to recognise people who are acutely ill and at risk of deteriorating, undertake timely structured assessments, interpret clinical data and use situational judgement to escalate findings, prioritise care needs and to plan, deliver and evaluate evidence-based, person-centred care as part of the interdisciplinary team.
You will develop skills in management, leadership, team working and teaching and supporting learners. You will learn how to critically appraise evidence to support future practice and explore complexities of nursing and service provision across health and social care organisations.
This module will provide the adult nursing student with the theoretical knowledge and skills required for their future role as a qualified adult nurse when contributing to risk monitoring, quality care provision and optimised service improvements.
The student will learn to manage and prioritise clinical actions, participate in clinical audit activities for quality and service improvements and learn to avoid compromising quality care using evidence-based knowledge and experience from practice.
Regulations essential for maintaining safety at work and in different care environments will be covered. Students will learn about collaborative multi professional working, whilst collectively developing effective improvement strategies. Some sessions will be shared across fields as they are core for all fields.
This module will provide the adult nursing student with the underpinning knowledge and skills required for their future leadership role in coordinating and managing the complex nursing and integrated care needs of people at any stage of their lives, across a range of organisations and settings.
The student will build on their knowledge of partnership and collaborative working and complexities of physical care through resource management, finances and patient involvement, all of which are essential elements of nursing proficiency.
Navigating the transition from student to a professional practitioner who is skilled at leading teams is critically important to the delivery of safe, effective and high quality health care. This module is designed to prepare the student for professional nursing practice by expanding their knowledge and skills to enable them to be an accountable and compassionate leader within the health and social care system.
It focuses on leadership, team working, and performance management and enables adult nursing students to reflect on their transition to registered practice and build the evidence base for a career development portfolio. Some sessions will be shared across fields as they are core for all fields.
This module advances the skills taught and practiced in years one and two in order to prepare students for their transition to registered nurse. The module focuses on the assessment and management of patients with complex health care needs, working in partnership with other health care professionals. Students will integrate their clinical and communication skills with evidence based knowledge to become clinically proficient and confident nurses. It is a generic module where all fields of nursing learn with and from each other.
Optional modules only run if there is enough demand. If we have an insufficient number of students interested in an optional module, that module will not be offered for this course.
At the point of entry onto the programme, applicants for the apprenticeship route must be employed within a health or care setting in a relevant job role where they can be appropriately supervised by a registered nurse or other appropriate registered health or care professional.
The typical requirement for entry for this programme is 112–128 UCAS points, health and science subjects preferred e.g.
Recognition of Prior Learning (RPL) will be considered including applicants with a relevant Foundation Degree (e.g. Nursing Associate, Healthcare Practice) for up to a maximum of 50% of the programme. More than 50% can be RPL'd if an applicant is currently registered with the NMC as a registered nurse. Please note that if using RPL then to be eligible for apprenticeship funding the length of the programme must be a minimum of 12 months. Applicants wishing to apply for RPL should contact the faculty admissions team.
Admission is subject to:
All suitable applicants are required to attend a selection day which includes a values-based interview (multiple mini interviews) and an informal assessment of the applicant's current digital literacy skills which will provide a baseline from which to develop capability in digital and technological literacy during the programme.
Higher and Degree Apprenticeship programmes are not suitable for international applicants without the Right to Work in England. Applicants must be employed and individual employers will set the selection criteria for their apprenticeships. International applicants need to look at the details of each apprenticeship vacancy and contact the employer to check their eligibility criteria. Academically, students registering to the programme will need to meet the relevant entry criteria.
You will learn about adult nursing through lectures, seminars and online work in our Virtual Learning Environment (CANVAS). You will also participate in tutorials, workshops, conferences and project work. Your learning in the simulation suite will help you relate theory to practice.
The programme is offered through block release. This provides the apprentice with blocks of theory and blocks of supernumerary practice placements; skills and simulation delivered at the university are included in the total practice hours.
In each part of the programme the apprentice will also have blocks of time where they return to their employer; these are not part of programme hours. The apprentice will take their annual leave during their time back with the employer.
The programme is divided into three parts with each part approximately 15 months in length and include blocks of theory, blocks of placements and blocks of time back with employer.
When not attending timetabled sessions, you will be expected to continue learning independently through self-study. This typically will involve reading journal articles and books, working on individual and group projects, undertaking preparing coursework assignments and presentations, and preparing for final assignments. Your independent learning is supported by a range of excellent facilities including online resources, the library and CANVAS, the online virtual learning platform.
Our academic support team here at Kingston University provides help in a range of areas.
When you arrive, we'll introduce you to your personal tutor. This is the member of academic staff who will provide academic guidance, be a support throughout your time at Kingston and show you how to make the best use of all the help and resources that we offer at Kingston University.
|Placement learning including skills||652|
|Guided independent study||650|
|On the job learning (time with employer) (approx.)||1050|
|Placement learning including skills||817|
|Guided independent study||650|
|On the job learning (time with employer) (approx.)||712.5|
|Placement learning including skills||882|
|Guided independent study||650|
|On the job learning (time with employer) (approx.)||900|
Please note: To meet Nursing and Midwifery Council requirements, all apprentices will be supernumerary of their practice placements, which will not be at their usual workplace. Each level is taught over approximately 15 months.
Assessment typically comprises exams (e.g. test or exam), practical (e.g. presentations, performance) and coursework (e.g. essays, reports, self-assessment, portfolios, dissertation). The approximate percentage for how you will be assessed on this programme is as follows, though depends to some extent on the optional modules you choose.
Based on the Education and Skills Funding Agency Funding Rules you will also be assessed that the on the job learning meets the requirements of the apprenticeship standard.
We aim to provide feedback on assessments within 20 working days.
Your individualised timetable is normally available to learners within 48 hours of enrolment. Whilst we make every effort to ensure timetables are as student-friendly as possible, scheduled teaching can take place on any day of the week between 9am and 6pm.
To give you an indication of class sizes, this course normally attracts 25-40 learners per cohort. Class sizes normally reflect the cohort size. However this can vary by module and academic year.
There will also be opportunities for shared learning with the full time BSc Nursing programmes to gain experience of learning with other fields of nursing.
Our academic team of highly skilled nurses, lecturers and researchers are known for innovation in teaching and learning. Our state-of-the-art, award winning simulation suites provide you with unrivalled opportunities to develop your skills in caring for patients, service users and children through highly realistic simulations and role play. In addition, by sharing learning in some of your classes with all four fields of nursing you will widen your skills to meet the needs of all clients.
You will be taught by the Simulated Learning and Clinical Skills Team, learning clinical skills fundamental to deliver high-quality care to patients in all fields of nursing within clinical, community and practice health settings.
You will take part in award-winning innovative simulations with role players and full body manikins that provide unprecedented opportunities to acquire, develop and maintain the knowledge, skills, values and behaviours needed for safe and effective patient care.
This degree apprenticeship programme is funded through the Government's Apprenticeship Levy within the approved funding band.
Depending on the programme of study, there may be extra costs which are not covered by tuition fees, which learners will need to consider when planning their studies.
Tuition fees cover the cost of your teaching, assessment and operating University facilities such as the library, IT equipment and other support services. Accommodation and living costs are not included in our fees.
Where a programme has additional expenses, we make every effort to highlight them. These may include optional field trips, materials, security checks such as DBS, uniforms, specialist clothing or professional memberships.
Our libraries are a valuable resource with an extensive collection of books and journals as well as first-class facilities and IT equipment. You may prefer to, or be required to, buy your own copy of key textbooks.
There are open-access networked computers available across the University, plus laptops available to loan. You may find it useful to have your own PC, laptop or tablet which you can use around campus and in halls of residences. Free WiFi is available on each of the campuses.
In the majority of cases coursework can be submitted online. There may be instances when you will be required to submit work in a printed format. Printing and photocopying costs are not included in your tuition fees.
You may need to pay additional travel costs for placements. If you are an apprentice, you can apply for an apprenticeship oyster card.
Each apprentice on an approved Apprenticeship Standard is required to take an End-Point Assessment (EPA) to complete the programme. The EPA is delivered by an End-Point Assessment Organisation (EPAO) that is registered with the Education and Skills Funding Agency (ESFA).
The EPA is either integrated as part of the apprenticeship or completed after the course element. If an apprentice is completing the EPA after the course element, they must ensure they have successfully completed their learning, achieved the gateway requirements and finished uploading their evidence prior to taking the EPA.
There is no common format for EPAs, as they vary between apprenticeships. All EPAs are developed from 'assessment plans', drawn up by the trailblazer group responsible for apprenticeship standard and subsequently approved by the Institute for Apprenticeships and Technical Education (IfATE).
An apprentice's EPA plan must detail the knowledge, skills and experience that they are expected to achieve as assessed by independent assessors. Employers have an important role in assessing competency and they have a key responsibility at the gateway in signing off the apprentice as ready to undertake EPA.
The EPA can be conducted either be awarding organisations, training providers like Kingston University, in case of integrated assessment, or End-Point Assessment Organisations (EPAOs). Without exception all should;
Employers can choose any organisation listed on the Register of End-Point Assessment Organisations (RoEPAO) against the apprenticeship standard being taken by their apprentice. RoEPAO lists organisations that have been assessed by the ESFA as being suitable to conduct independent EPA of apprentices. The employer can then inform Kingston University who will support the EPA process.
For apprenticeship that follow an integrated approach, the University delivering the apprenticeship will also be the EPAO and must be on the RoEPAO. Thus, integrated apprenticeships are where Kingston University provides both the scheduled teaching and the EPA. No independent assessor organisation is required – though the EPA must still deliver an impartial result – with assessors independent of the apprentice and their employer and, where possible, from a third-party organisation such as a professional body or another employer. If this is not possible, they may be sourced from within the same University but must be occupationally competent, meet any other conditions for assessors and not have been involved in the on-programme delivery.
For further details on EPA process for a particular apprenticeship programme please contact the relevant Apprenticeship Course Leader or Faculty Student/Degree Apprenticeship Officer. You can also get in touch with the Kingston University apprenticeships team via firstname.lastname@example.org or 020 8417 5492.
The LEG was established to monitor, support and enhance the delivery and operation of the programme. This includes management and periodically reviewing of work-based learning by this established local employer group with the aim of delivering an apprenticeship programme that is a high-quality satisfactory experience for all. Representatives of apprentices are invited to serve on the group. Terms of reference include:
In advance of each group meeting, the course administrator asks the apprentice representative to gather feedback from their fellow apprentices to be channelled through them at the meeting.
Once you graduate, you'll be recommended to the Nursing and Midwifery Council (NMC) for professional registration and can continue to develop your career with your employer.
If you are currently employed full-time and would like to find out more about apprenticeships, please ask your employer to contact the Kingston University apprenticeship team.
If you are an employer interested in how apprenticeships can support your organisation and employees, please contact the apprenticeship team for further details.
The information on this page reflects the currently intended course structure and module details. To improve your student experience and the quality of your degree, we may review and change the material information of this course. Course changes explained.
Programme Specifications for the course are published ahead of each academic year.
Regulations governing this course can be found on our website.