BSc Adult Nursing

Key details

BSC ADULT NURSING

Start Year

2021

Attendance

Full Time

Award

Degree of Bachelor of Science

UCAS course code

B740

Entry Requirements

BBC

Duration (years)

Adult nursing is a fantastic career choice if you are committed, compassionate and keen to support and work in partnership with adults of all ages. It can be as varied or specialised as you choose. Whichever route you take, at UEA you will receive the very best education so that you can go on to provide the very best care.
You will join a supportive and dynamic community of students, who will go on to become sought-after healthcare professionals.

The course is fully approved by the Nursing and Midwifery Council [NMC].

About

On a BSc in Adult Nursing at UEA, you will combine first-hand clinical experience with academic study.

You will gain the skills, experience and knowledge required to prepare you for essential adult nursing practice as well as specialist areas such as people living with long-term and complex conditions. This includes conditions and challenges specific to adults in a variety of settings and will encompass caring for patients with diverse mental health needs and those with learning disabilities. This inclusive approach to adult nursing will ensure that you can help meet the needs of the UK’s diverse adult population.
In addition to learning how to look after adults who are unwell, you will also learn how to support patients in developing and maintaining healthy lifestyles, contributing to their health and wellbeing throughout adulthood.

We encourage you to learn through hands-on practical experience, working in collaboration with other healthcare students. This means you’ll gain unique insights into other professional perspectives, helping you to cultivate the collaborative and adaptable approach that is essential to a successful nursing career.
Your studies will be split 50/50 between theory and practice. You’ll develop a robust understanding of the evidence base and skills required to provide optimum care. And you’ll gain hands-on experience across a range of placements in both acute and community settings, acquiring the skills and experience critical to safe and effective nursing practice.
With the NHS Constitution at its core, our Adult Nursing degree provides rigorous training, fantastic placement opportunities and is fully approved by the Nursing and Midwifery Council (NMC).

Highlights of Adult Nursing at UEA

Placements ranging across acute and community settings
Regular group work with other healthcare students
Excellent facilities including skills and simulation laboratories and anatomy suite.
Exploration of contemporary practice in small seminar groups in the purpose-built Edith Cavell Building
A highly supportive culture
Highly motivated students and support from student representatives.

Our BSc Adult Nursing is ranked in the top 30 for Nursing and Midwifery by 'The Guardian 2021' and for Nursing by 'The Complete University Guide 2022'.

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Important Information

Whilst the University will make every effort to offer the courses listed, changes may sometimes be made arising from the regular review of course programmes. Where this activity leads to significant (but not minor) changes to programmes, there will normally be prior consultation of students and others. Changes may for example consist of variations to the content and method of delivery of programmes, courses and other services, to discontinue programmes, courses and other services and to merge or combine programmes or courses. The University will endeavour to keep such changes to a minimum, and will inform students.

Assessment for Year 1

You will be assessed using a range of methods, carefully chosen to reflect your ability to apply the relevant theory to practice.
UEA’s contemporary assessment strategy includes written assignments, examinations, presentations and posters. In the final year, you will complete a project, which will illustrate your deeper understanding of the relationship between the theory and practice of nursing.
You will also be assessed in practice during your practice placements.

Structure

Our learning programme combines small-group teaching, lectures and self-directed study, scheduled between 9am and 7pm. Your clinical practice placements are designed to reflect the typical working patterns of a qualified nurse.
You will have access to placements in a wide variety of settings, where you will be able to use and develop your skills and knowledge under professional supervision. You will work closely with adult patients, and their wider support networks. By the end of your course, you will have built up an individual learning profile, which will demonstrate that you have completed the requirements for professional registration with the NMC.

Teaching and Learning

Our degree programme employs a range of learning methods designed to support your ability to link nursing theory to nursing practice. Teaching will include large-group lectures and smaller-group-based activities such as seminars, tutorials and workshops to encourage peer-to-peer learning.
We will provide you with access to educational resources including presentations, workbooks and posters, as well as digital platforms such as virtual classrooms and online learning resources. You will also have the opportunity to learn directly from people who have experienced healthcare services.
One of our key aims is to promote your ability to learn autonomously and in partnership with others, including the wider healthcare team.

Independent study

You will be encouraged to read and engage with a wide range of sources to inform your development. You will have access to resources to support your learning and help you develop an effective approach to self-directed study.

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Assessment for Year 2

Structure

Teaching and Learning

Independent study

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Assessment for Year 3

Structure

Teaching and Learning

Independent study

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Year 1

Compulsory Modules (Credits 120)

INTERPROFESSIONAL LEARNING - LEVEL 1

Code: HSCI4001Y (Credits 0)

Interprofessional collaboration & working is proven to improve outcomes in health & social care. In this module you’ll meet and work with others from across healthcare programmes at UEA in a 2 hour learning event. You will explore how teams can work in different scenarios where the focus is on cognitive impairment & communication difficulties across the lifespan. You’ll begin to reflect on your personal and professional development, and begin to explore how you will collaborate & work with other professions to provide integrated person-centred care. In the 2 hour session you may also have the opportunity to become a Dementia Friend. You may also have the option to complete a Reflective Workbook to guide your foundational learning on Dementia Awareness & Learning Disability Awareness. You will be assessed on this through a set of multiple choice questions.

BECOMING A PROFESSIONAL

Code: HSCN4101Y (Credits 30)

This module addresses the professionalism of nursing to enable students to deliver safe and effective person-centred care. Professional socialisation includes developing self-awareness and recognising the significance of this for nursing practice. This module promotes an understanding of positive professional relationships in various contexts which are person-centred and respect professional boundaries. Students will gain insight into the complexity of nursing and the values, legislation and ethics involved. The module fosters an understanding of evidence-based practice and sets out to provide students with the knowledge and skills to enable the development of academic skills whilst taking responsibility for their own learning. Content in this module will inform the students’ learning in conjunction with the ‘Facilitating Health and Wellbeing’ module delivered this year. Consolidation of this theoretical learning will take place in the simultaneously delivered 'Nursing Practice and Simulation 1' module.

FACILITATING HEALTH AND WELLBEING

Code: HSCN4102Y (Credits 30)

This module aims to provide knowledge and skills to enable students to take a lifecourse approach to the promotion of health, prevention of ill health and management of health challenges. The module will begin to develop students’ exploration of the underpinning evidence-base in order to facilitate health and wellbeing at all stages of life. Students will be enabled to discover and implement skills to work effectively with people and their families, carers and wider multi-agency teams at individual, community and population levels. Content in this module will inform students’ learning in conjunction with the 'Becoming a Professional’ module delivered this year. Consolidation of this theoretical learning will take place in the simultaneously delivered 'Nursing Practice and Simulation 1' module. This module aims to provide knowledge and skills to enable students to take a lifecourse approach to the promotion of health, prevention of ill health and management of health challenges. The module will begin to develop students’ exploration of the underpinning evidence-base in order to facilitate health and wellbeing at all stages of life. Students will be enabled to discover and implement skills to work effectively with people and their families, carers and wider multi-agency teams at individual, community and population levels. Content in this module will inform students’ learning in conjunction with the 'Becoming a Professional’ module delivered this year. Consolidation of this theoretical learning will take place in the simultaneously delivered 'Nursing Practice and Simulation 1' module. This module aims to provide knowledge and skills to enable students to take a lifecourse approach to the promotion of health, prevention of ill health and management of health challenges. The module will begin to develop students’ exploration of the underpinning evidence-base in order to facilitate health and wellbeing at all stages of life. Students will be enabled to discover and implement skills to work effectively with people and their families, carers and wider multi-agency teams at individual, community and population levels. Content in this module will inform students’ learning in conjunction with the 'Becoming a Professional’ module delivered this year. Consolidation of this theoretical learning will take place in the simultaneously delivered 'Nursing Practice and Simulation 1' module.

NURSING PRACTICE AND SIMULATION 1

Code: HSCN4103Y (Credits 60)

Nursing Practice and Simulation 1 spans Year One (Part One) of the programme encompassing core and field specific learning centred on professional values. This will be achieved through blocks of practice experience and simulated practice. The module focuses on the delivery of care that is safe, compassionate, evidence-based and person-centred with people and their families across the life course. The importance of promoting health, health protection and prevention of ill-health will be explored during the module. Students will experience the practical realities of healthcare through the acquisition of identified proficiencies, skills and nursing procedures. Supernumerary status will be maintained throughout the module thus enabling students to work within interdisciplinary teams in order to provide safe, evidence-based care to people from different backgrounds, cultures and beliefs. This year-long module comprises: an initial eight weeks of practice experience and a subsequent nine weeks of practice experience (totalling 680 hours) and 120 hours of simulated practice learning.

Year 2

Compulsory Modules (Credits 120)

HEALTH AND LIFE SCIENCES FOR NURSING

Code: HSCN5101Y (Credits 30)

This module builds on the learning undertaken in year one of the programme. The focus of this module is on the application of life and social sciences to contemporary nursing practice. This module also explores the importance of pharmacology including the management of medicines. Integral to this module is developing a holistic approach to meeting people’s needs across the life course. The interconnectivity of the biological, sociological and psychological sciences of peoples’ lived experiences will be critically explored to recognise the importance that the sciences play in promoting health and well-being. This module builds on the learning undertaken in year one of the programme. The focus of this module is on the application of life and social sciences to contemporary nursing practice. This module also explores the importance of pharmacology including the management of medicines. Integral to this module is developing a holistic approach to meeting people’s needs across the life course. The interconnectivity of the biological, sociological and psychological sciences of peoples’ lived experiences will be critically explored to recognise the importance that the sciences play in promoting health and well-being.

MANAGING CARE

Code: HSCN5102Y (Credits 30)

Building on the learning from year one, this module aims to provide knowledge and skills to enable students to assess, plan, deliver and evaluate safe and effective person-centred care pathways across service delivery settings. The module will further develop the application of theory to practice in order to manage evidence-based care. The module will enable students to discover and implement skills to work effectively with people, their families/carers and the wider multi-disciplinary, multi-agency teams and in communities. Content in this module will inform the students’ learning in conjunction with the 'Health and Life Sciences for Nursing Practice' module delivered this year. Consolidation of this theoretical learning will take place in the 'Nursing Practice and Simulation 2' module Building on the learning from year one, this module aims to provide knowledge and skills to enable students to assess, plan, deliver and evaluate safe and effective person-centred care pathways across service delivery settings. The module will further develop the application of theory to practice in order to manage evidence-based care. The module will enable students to discover and implement skills to work effectively with people, their families/carers and the wider multi-disciplinary, multi-agency teams and in communities. Content in this module will inform the students’ learning in conjunction with the 'Health and Life Sciences for Nursing Practice' module delivered this year. Consolidation of this theoretical learning will take place in the 'Nursing Practice and Simulation 2' module.

NURSING PRACTICE AND SIMULATION 2

Code: HSCN5103Y (Credits 60)

Nursing Practice and Simulation 2 spans Part Two of the programme building on practice and simulated learning undertaken in Part 1. Through active participation in care, this module will encompass core and field specific learning centred on professional values. Within this module students will utilise a range of skills across contexts in order to provide evidence-based person-centred care. The module exposes students to the provision and skills of nursing care in a wide range of settings and of increasing complexity. Students will maintain supernumerary status and learn experientially through exposure to positive role models who demonstrate effective interprofessional working through practice and simulated learning. The importance of developing skills in relation to care management and application of sciences related to nursing will be a key focus of this module. Students will also begin to develop the skills which contribute to becoming an autonomous practitioner through multidisciplinary team working. This year-long module comprises: two episodes of practice experience and 72 hours of simulated practice learning.

INTERPROFESSIONAL LEARNING 2 - EDUCATION WORKSHOP

Code: HSCI5001Y (Credits 0)

This days workshop offers the students a chance to work with students on other courses inter-professionally to consider the issues of working in an MDT.

Year 3

Students are required to take 100 credits of core modules and a further 20 credits of core modules from option range A

Compulsory Modules (Credits 100)

COMPLEXITY AND INNOVATION IN NURSING PRACTICE

Code: HSCN6101Y (Credits 40)

The module content reflects three themes: complex care which is safe , evidence -based and of high-quality, secondly, team working , leadership and management . Including emphasis on service improvement. Thirdly, self development and promoting the development of others including fellow students. The module content reflects three themes: complex care which is safe , evidence -based and of high-quality, secondly, team working , leadership and management . Including emphasis on service improvement. Thirdly, self development and promoting the development of others including fellow students. The module content reflects three themes: complex care which is safe , evidence -based and of high-quality, secondly, team working , leadership and management . Including emphasis on service improvement. Thirdly, self development and promoting the development of others including fellow students.

NURSING PRACTICE AND SIMULATION 3

Code: HSCN6103Y (Credits 60)

Nursing Practice and Simulation 3 spans Year Three (Part Three) of the programme. The central focus of this year is to further develop knowledge, skills and practice in preparation for registration with the NMC. This module continues to build on practice learning in years 1 and 2 combining learning in the practice setting with simulated practice. Students will develop skills of leading and coordinating care working towards becoming an independent autonomous practitioner who is able to respond flexibly to a range of complex situations. In preparation for future practice, knowledge and skills relating to pharmacology and medicines management will be further developed during the module. This year long module comprises of two episodes of practice experience: the first block of five weeks practice learning is a ‘Professional Development Placement (PDP)’. The focus of this placement will be student driven thus enabling students to spend time in an area relating to their chosen field of study. The second ten week placement experience will be focused on leading and coordinating care in preparation for registration. Students will maintain supernumerary status and experiential learning through exposure to positive role models of inter-professional practice.

Options Range A

Students will select 20 credits from the following modules:

URGENT AND EMERGENCY CARE

Code HSCN6104Y (Credits 20)

This module provides an opportunity for students to focus on Urgent and Emergency Care, applying this to their field of nursing practice. This will be achieved by critically appraising and evaluating contemporary evidence and exploring partnership, collaboration and interagency working in order to deliver safe and effective person-centred care through a focus on Urgent and Emergency Care.

TRANSITION MIND THE GAP

Code: HSCN6105Y (Credits 20)

This module provides an opportunity for students to focus on transitional care processes, with application to their field of nursing practice. This will be achieved by critically appraising and evaluating contemporary evidence and exploring partnership, collaboration and interagency working in order to deliver safe and effective care through a focus on transitional care across health and social care settings. Transition involves a planned and proactive process of addressing the medical and psychosocial needs of individuals and their families as they transition between differing health and/or social care services.

PRINCIPLES OF DELIVERING HEALTHCARE IN THE COMMUNITY

Code: HSCN6106Y (Credits 20)

This module provides an opportunity for you to focus on caring for people in the community setting, applying this to your field of nursing practice. This will be achieved by critically appraising and evaluating contemporary evidence and exploring partnership, collaboration and interagency working in order to deliver safe and effective person-centred care through a focus on care delivery within the community.

FORENSIC HEALTHCARE

Code: HSCN6107Y (Credits 20)

This module provides an opportunity for students to focus on healthcare for people with offending behaviour, applying this to their field of nursing practice. This will be achieved by critically appraising and evaluating contemporary evidence and exploring partnership, collaboration and interagency working to deliver safe and effective person-centred care through a focus on forensic healthcare.

COGNITIVE HEALTH AND WELLBEING

Code: HSCN6108Y (Credits 20)

This module provides an opportunity for students to focus on cognitive health and wellbeing across the life course, applying this to different fields of nursing practice. This will be achieved by critically appraising and evaluating contemporary evidence and exploring partnership, collaboration and interagency working in order to deliver safe and effective person-centred care through a focus on holism, well-being, reflection and self-determination.

CAMHS

Code: HSCN6109Y (Credits 20)

This module provides an opportunity for students to focus on child and adolescent mental health, applying this to their field of nursing practice. This will be achieved by critically appraising and evaluating contemporary evidence and exploring partnership, collaboration and interagency working in order to deliver safe and effective person centred care through a focus on child and adolescent mental health.

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Entry Requirements

A Levels

BBC or BCC with an A in the Extended Project

BTEC

DMM in Health, Care or Science

Scottish highers

ABBBB

Scottish highers advanced

CCD

Irish leaving certificate

1 subject at H2, 5 subjects at H3

Access course

Pass with Merit in 36 credits at Level 3 and Pass in 9 credits at Level 3, in a Health, Care or Science subject

European Baccalaureate

65%

International Baccalaureate

30 points

GCSE offer

In addition to all other specified requirements listed on this page, you’ll need to hold or be working towards Mathematics and English Language at a minimum of Grade C or Grade 4 at GCSE.

We can also consider Functional Skills Level 2 English, Essential Skills Wales L2 Communication or Essential Skills Northern Ireland L2 Communication instead of GCSE English, and Functional Skills Level 2 Mathematics, Essential Skills Wales L2 Application of Number or Essential Skills Northern Ireland L2 Application of Number instead of GCSE Mathematics.

Additional entry requirements

We’d also encourage an application if you hold or are working towards one of the following qualifications:

Bachelor Degree (hons)	2.2
Certificate of Higher Education	55%
Diploma of Higher Education	55%
Foundation Degree in a Health, Care or Science subject	55%
Foundation Year of an undergraduate degree programme at a UK university, in a Health, Care or Science subject	60%
Open University (60 credits) in a Health, Care or Science subject	55%
CACHE Level 3 Diploma in Child Care and Education (Early Years Educator)	B
CACHE Level 3 Extended Diploma in Children's Care, Learning and Development, or Children and Young People's Workforce, or Health and Social Care (including Technical Level)	B

At UEA we recognise that some students take a mixture of qualifications. Please email admissions@uea.ac.uk if you would like to check whether any particular combination of qualifications would be suitable for entry onto this degree programme.

Please note that we do not consider A Levels in General Studies or Critical Thinking, Apprenticeships, NVQs (any level) or Work-based Level 3 Diplomas (previously NVQs) to meet the minimum academic entry requirements, although these can be used as evidence of recent study.

We’ll be unable to consider you for this course if you’ve obtained an academic fail from a previous health based degree programme, including where an exit award has been achieved.

Graduates may wish to consider our accelerated Masters programmes.

If you do not meet the academic and/or English language requirements for direct entry our partner, INTO UEA offers progression on to this undergraduate degree upon successful completion of a preparation programme and an interview:

International Foundation in Pharmacy, Health and Life Sciences

Special Entry Requirements

To ensure that you’re equipped to succeed on this academically rigorous programme, we’d prefer you to be able to demonstrate evidence of recent academic study within 5 years of the start of the course. If you have not studied for an academic qualification within the last 5 years please email admissions@uea.ac.uk to enquire further.

Offers to successful applicants will be subject to a satisfactory occupational health check, an enhanced Disclosure and Barring Service (DBS) check and two satisfactory references.

If necessary, the Admissions Service will be happy to provide you with advice on further study that might help you to make a future application to the course. Please email admissions@uea.ac.uk with any questions or if you need any further information.

Students for whom english is a foreign language

Applications from students whose first language is not English are welcome. We require evidence of proficiency in English (including reading, writing, speaking and listening):

IELTS: 7.0 overall (minimum 7.0 in each component)

We will also accept a number of other English language qualifications to meet this requirement. Review our English Language Equivalences here.

INTO UEA also offer a variety of English language programmes which are designed to help you develop the English skills necessary for successful undergraduate study:

Pre-sessional English at INTO UEA

Academic English at INTO UEA

Interviews

The strongest applicants will be invited to interview. Please note that meeting (or being predicted to meet) the minimum academic entry requirements will not guarantee that you will be selected for interview.

All interviews for entry in 2021 will take place online. We do not disclose interview questions, but in general terms the interviews will explore a range of issues, including your suitability for the profession and the NHS values (as reflected in the NHS constitution). We’ll look to consider your motivation to study this course, as well as whether you have a clear understanding of the profession (ideally with relevant voluntary or paid work in health care), and an interest in people.

We are aware that it is a difficult time to try to gain relevant experience in healthcare. First time applicants to Nursing, Midwifery and the Allied Health Professions will all be in a similar situation. We will take this into account and will adapt our expectations.

Keep in mind that clinical work experience is not generally a requirement for applying to train in healthcare, but it is important to show that you are able to work with people and appreciate the health and social care setting. It is important to remember why we look for work experience in an application; this in turn can help you think of the numerous ways that you might be able to demonstrate how you have acquired relevant experience.

We will want to see that you understand what a career in Health involves. Work experience, and other related experiences, are only as valuable as the way you talk about them and what understanding you take from them. While we will expect you to show some understanding of what it is like to be the professional of your choice, part of this involves demonstrating that you know what it is like to work in a responsible role, particularly with the public.

What type of experience do you need?

Any activity or life experience that helps you to prepare for training to be a healthcare professional will help. This means any activity that allows you to demonstrate that you have:

Had people-focused experience of providing a service, care, support or help to others, and that you understand the realities of working in a caring profession.
Developed some of the values, attitudes and behaviours essential to being a Nurse, Midwife or Allied Health professional such as conscientiousness, effective communication and the ability to interact with a wide variety of people. The values that we are looking for are set out in the NHS Constitution.
A realistic understanding of Health and Social Care and in particular the physical, organisational and emotional demands of the career.

Practical ways to gain experience:

Keep a reflective diary on what is happening in the news and online. Listen to what healthcare professionals have to say and reflect on this. All healthcare professionals can be a valuable source of information and experience, not just those that work in the specific profession that you are applying for. Demonstrating that you have a sense of all healthcare professions (and how they work together) will help you in both your personal statement and interview.

Volunteer in your spare time if you can, all forms of voluntary work can provide helpful work experience. Whilst volunteer work in the NHS might be disrupted at this time, other schemes may still be in operation and worth exploring i.e. working with other people in a caring or service role. Voluntary commitments to community groups (for example groups related to the work of churches, mosques and temples, or other groups such as Scouts or Guides) and online community support groups may also provide valuable experience of taking on responsibility, dealing with people and communicating effectively. It is likely that these sorts of volunteering opportunities will start to run again before healthcare related opportunities are available.

Remember: it is what you learn about yourself, about other people and about how effective care is delivered and received that counts. What you did is only a small part of the story; it is how you communicate what you learnt which matters.

Gap year

We welcome applications from students who have already taken or intend to take a gap year. We believe that a year between school and university can be of substantial benefit. If you intend to apply with deferred entry, please let us know about your gap year plans in your UCAS application.