Summer 2026

The aim of this module is to introduce students to the fundamentals of human anatomy, physiology, and pathophysiology. They will develop their knowledge of the human body across the lifespan from conception to old age through a systems approach. An understanding of how the systems work together to maintain both physical and mental homeostasis will be developed by addressing both normal and abnormal anatomy and physiology. This knowledge will support students in their assessment skills, interpreting investigations, providing the rationale for care and interventions and ongoing monitoring. To contextualise the abnormal anatomy, physiology and pathophysiology students will be introduced to relevant long-term conditions (physical, mental, cognitive and behavioural) across the lifespan. In addition, students will be introduced to basic pharmacology principles.

This module is designed to enable students to develop the professional behaviours and academic skills required for lifelong learning and a career in healthcare. Students will start developing critical thinking skills to enable them to find, read and understand relevant information as well as be introduced to the concept of evidence-based practice. This module will prepare students to learn in and from practice. Students will examine the professional role of the nursing associate and how this is underpinned by both The Code (NMC, 2018) and Compassion in Practice Strategy 6C’s (NHS England, 2012). Key legal and ethical principles which guide the nursing associate’s role as an accountable professional whilst delivering person-centred care will be explored. Alongside this will be addressed the need for nursing associates to be able to communicate effectively, with sensitivity and compassion, and to manage relationships with people to ensure the provision of quality personcentred care. Students will develop a range of communication skills and strategies to effectively meet the needs of people across the lifespan, that demonstrates cultural awareness and when people may have special communication needs or a disability.

This module will build on what students have learnt in Part 1 and develop their understanding of ongoing needs resulting from long-term conditions, multiple co-morbidities and complex needs. Looking across the lifespan, common long-term conditions will be investigated such as mental health conditions, diabetes, stroke, dementia, cancer, heart failure, respiratory disease and neurological conditions. Students will revisit assessment skills and care planning, with emphasis on working in partnership to plan person centred care underpinned with evidence-based guidelines. The planning of care will look at maintenance as well as addressing acute exacerbations, both in and out of hospital. The impact of health and social care policy on the shift of focus to prevention and care delivery outside the hospital will be explored. This will include considering integrated health and care services and the service user’s journey.

This module will introduce students to the challenges of providing safe and effective person-centred care for individuals with acute disorders and those experiencing either acute exacerbation or deterioration of a long-term conditions. The module will address the concept of acute deterioration in physical and mental health across the lifespan. Students will be introduced to the generic principles of clinical decision making and critical analysis to support their needs assessment and planning for person-centred care. Students will revisit core anatomy, physiology, pathophysiology and pharmacology, assessment skills and prioritisation for person-centred care. The module will be underpinned by the nursing process however the main framework when conducting assessment and management of physical health deterioration will be the ABCDE approach (airway, breathing, circulation, disability, exposure). Students will also be prepared for assessing and managing people experiencing an acute mental health crisis. Students will examine specific communication skills for conducting an appropriate interview and gaining a clear history. Risk assessment frameworks will be used to assess risk of harm to self and others.

This module introduces the learner to the concept of practice learning which students will undertake through clinical placements throughout the programme. The module focuses on the development of the professional values, knowledge and skills needed to deliver safe, effective, compassionate and evidence-based person-centred care. The module will prepare students for each placement to ensure learning is maximised. The learning outcome for this placement are mapped to the first pillar of the RCOT’s Career Development Framework, ‘Foundations for Practice’. There is also particular preparation prior to the first placement to ensure students understand what is expected of them and that they have met all the requirements for mandatory training. Students will undertake learning in the Clinical Simulation Centre to practice and develop their clinical skills. This will also help to integrate theory and practice. The focus of practice learning will be on developing skills for working within a variety of practice settings in order to ensure they fully understand the role of the occupational therapist. All students will undertake a placement pathway relevant to their field(s) of practice. Students will also address the RCOT and HCPC requirements (where relevant) with regards to placement learning experiences.