Summer 2026

This module encompasses the skills, knowledge and professional behaviours needed to deliver safe, effective, compassionate and evidence-based person-centred care, in order to meet the Standards of Proficiency for Nursing Associates (2018).

Students will be prepared for clinical placements through the taught content which will include simulation. They will undertake learning in the Clinical Simulation Centre to practice and develop their clinical skills. They will have the opportunity to integrate theory with practice and to practice their clinical skills within the varied clinical environments in the Clinical Simulation Centre prior to attending clinical placement.

Students will undertake a series of external supernumerary clinical placements that will address the NMC requirements with regards to experiencing the full range of care environments, fields of practice and hours to be achieved. Clinical placements will include in-hospital settings, diagnostic and outpatient services, as well as community services, primary care and social care.

This module encompasses the skills, knowledge and professional behaviours needed to deliver safe, effective, compassionate and evidence-based person-centred care, in order to meet the Standards of Proficiency for Nursing Associates (2018).

Students will be prepared for clinical placements through the taught content which will include simulation. They will undertake learning in the Clinical Simulation Centre to practice and develop their clinical skills. They will have the opportunity to integrate theory with practice and to practice their clinical skills within the varied clinical environments in the Clinical Simulation Centre prior to attending clinical placement.

Students will undertake a series of external supernumerary clinical placements that will address the NMC requirements with regards to experiencing the full range of care environments, fields of practice and hours to be achieved. Clinical placements will include in-hospital settings, diagnostic and outpatient services, as well as community services, primary care and social care.

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.

This module will help students develop their knowledge of evidence-based practice in nursing and also their critical thinking skills. The relevance and application of evidence-based practice in community health and care will be discussed. Students will revisit evidence-based practice frameworks and hierarchies of evidence. The module will build on literature searching skills developed in Year 1 and provide a more thorough and robust approach to search strategies. Library staff will help students to develop digital skills in undertaking a literature search. The module will build on knowledge of the research process and provide further depth on research methodologies. A range of quantitative and qualitative methods will be explored using relevant research studies. The critical thinking toolkit will provide frameworks for analysing the quality and reliability of published research, identifying methodological strengths and weaknesses. Key literacy skills, such as constructing a coherent argument will also be developed. Ethical considerations during research will be explored, including the involvement of service users and carers. The use of evidence-based practice in safety and quality improvement will also be introduced and students will explore a range of regularly employed improvement methodologies, such as audit. Links will be made to preparing students for the Y3 service improvement project. Staff will share their research in order to illustrate the module content. Nursing research careers will also be explored in preparation for employability.

This module will introduce students to the public health role of the nurse when working with diverse people, carers, families and communities. The focus will on be the shift towards prevention of ill health and supporting people to make informed choices about how to manage health challenges in order to maximise their quality of life and improve health outcomes. The module will also introduce the concept of parity of esteem between physical and mental health. The module will include the aims and principles of health promotion, protection and improvement and the prevention of ill health. It will explore the epidemiology, demography, genomics and the wider determinants of health, illness and wellbeing. It will also explore global patterns of health and wellbeing and the factors that may lead to inequalities in health outcomes. The module will also provide an introduction to UK health and social care policy and NHS structures and identify the key, preventable long term conditions that are the focus of Public Health England. The module will also cover specific health screening programmes, immunization and vaccination and communicable disease surveillance. Students will learn about how people's life choices may impact on future health and wellbeing needs, as well other social influences, individual circumstances and health literacy. Students will be introduced to the main areas of health promotion activity and how this can be incorporated into their daily nursing practice, particularly in community and primary care roles. The module will introduce students to their role as a health educator, using behaviour change, strength-based approaches and providing information in accessible ways. Finally, students will learn how to role model taking responsibility for their own health and wellbeing.

This module will introduce students to the nursing process: assessment, planning, implementation and evaluation (APIE); with a particular focus on the first two stages. Students will draw upon and develop their broad knowledge of anatomy, physiology, common pathophysiology and basic pharmacology from Applied Human Biology for Nursing. They will also build upon nursing skills already gained from Practice Part 1 in the Clinical Simulation Centre and skills and experiences they have gained in practice. Students will learn how to undertake a holistic assessment of physical, mental, cognitive, behavioural and wellbeing status and medication usage. They will use and develop a range of frameworks, tools, techniques, investigations and communication skills. From a pathophysiological perspective the focus will be on common long-term conditions and co-morbidities such as diabetes, respiratory disease, heart disease, cancer and mental health conditions, including dementia. The module will also focus on vulnerable groups such as children, people with a learning difficulty and people requiring end of life care. It will also cover culturally-sensitive care. Students will examine the lived experience of long term conditions through hearing service user and carer stories. The module will also introduce students to the process of planning person-centred care. Students will explore how to identify priorities, set goals and support people to make decisions about their care. The concept of mental capacity will also be examined in the context of ethical decision-making for people such as those with dementia. Students will also explore the essential components of holistic and evidence-based person-centred care such as dignity, sleep, comfort, hygiene, skin integrity, nutrition, hydration, bladder and bowel care, mobility, respiratory care, infection control, end of life care, pain control and medicine management. Students will also further develop their communication skills to support assessment, goal setting and providing psychological support. The module will focus on assessing and planning care in community, integrated and primary care settings, including care homes and hospices.

This module will build on learning from the Year 2 field-specific modules. However, there will be a much stronger focus on nurses leading and coordinating care across integrated health and care systems, including between community and in-hospital services and also physical and mental health services. Students will revisit health and social care policy and, in particular, the shift towards delivering care outside of hospitals. The module will explore the growth of integrated health and care services and the variety of models that have evolved both locally and across the UK. Students will examine contemporary and future potential directions of policy change in order to pre-empt the impact on service users, carers, the health and care workforce and the economy. Students will compare and contrast past, current and future ways of working. The module will analyse the service user journey through integrated services to highlight their strengths and weakness and to explore the service user journey. Approaches to monitoring and evaluating the quality of people's experience of complex care will be included. A variety of service user examples will be utilised - across the lifespan and within different fields of nursing. The module will focus on people with complex needs and/or multiple co-morbidities, including end of life care, but whilst still retaining the principle of supporting people to maintain optimal independence. Students will also investigate how to facilitate access to healthcare for vulnerable people, such as those with a learning disability and the homeless. The module will also explore the development and use of technology to facilitate collaborative, remote and mobile patient-centred integrated care. Finally, students will explore effective interagency working to facilitate safe discharge and transition of people between caseloads, settings and services. Students will hear stories from service users and carers about their experiences of complex care management and from clinicians working within integrated services.

This module will introduce students to the concept of acute deterioration in physical and mental health. The content will build on learning from year one by revisiting core anatomy, physiology, pathophysiology and pharmacology. It will also revisit assessment skills and how to identify priorities for person-centred care. Links to practice learning will be made throughout. The module is underpinned by the nursing process, but the main framework for assessment and management of physical health deterioration is the ABCDE approach (airway, breathing, circulation, disability, exposure). Students will explore common causes of physical deterioration and practice a systematic approach to assessment and management. The module will focus on threats to life such as airway obstruction, acute respiratory distress, shock, sepsis, acute coronary syndromes, acute kidney injury, stroke, diabetic emergencies, acute abdomen, acute pain and overdose. The module will cover acute disorders, deterioration of long-term conditions and pre- and post-operative care. Evidence-based interventions will be covered such as airway management, positioning, oxygen therapy, intravenous fluids, emergency medications, evaluation, ongoing monitoring and investigations, escalation of care and emergency transfer. Students will also explore end of life decisions, including recognition of dying, do not attempt cardiopulmonary resuscitation (DNACPR) decisions, advance care planning and organ donation. Students will explore the approach to deterioration in community, primary care and in-hospital settings. The module will also cover principles of patient safety. This module will also prepare students 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. Students will explore key symptoms such as psychosis, self-harm and suicidal ideation and common acute mental health disorders such as bipolar disorder, depression and borderline personality disorder. The focus of management will be on maintaining safety, providing mental health first aid and liaising with other agencies such as liaison psychiatry and crisis teams. Relevant areas of mental health policy will also be examined, particularly in relation to community-based management.

This module encompasses the skills, knowledge and professional behaviours needed to deliver safe, effective, compassionate and evidence-based person-centred care, in order to meet the Standards of Proficiency for Nursing Associates (2018). Students will be prepared for clinical placements through the taught content which will include simulation. They will undertake learning in the Clinical Simulation Centre to practice and develop their clinical skills. They will have the opportunity to integrate theory with practice and to practice their clinical skills within the varied clinical environments in the Clinical Simulation Centre prior to attending clinical placement. Students will undertake a series of external supernumerary clinical placements that will address the NMC and Article 31(3) of Directive 2005/36/EC requirements with regards to experiencing the full range of care environments, fields of practice and hours to be achieved External placements will include in-hospital settings, diagnostic and outpatient services, as well as community services, primary care and social care.

This module encompasses the skills, knowledge and professional behaviours needed to deliver safe, effective, compassionate and evidence-based person-centred care, in order to meet the Standards of Proficiency for Nursing Associates (2018). Students will be prepared for clinical placements through the taught content which will include simulation. They will undertake learning in the Clinical Simulation Centre to practice and develop their clinical skills. They will have the opportunity to integrate theory with practice and to practice their clinical skills within the varied clinical environments in the Clinical Simulation Centre prior to attending clinical placement. Students will undertake a series of external supernumerary clinical placements that will address the NMC and Article 31(3) of Directive 2005/36/EC requirements with regards to experiencing the full range of care environments, fields of practice and hours to be achieved. External placements will include in-hospital settings, diagnostic and outpatient services, as well as community services, primary care and social care.

This module will continue to develop and build on the key concepts and skills introduced in previous modules such as EDI and inclusive practice, interpersonal skills and self-refection, it also aims to build a comprehensive understanding of the complexity of leadership in healthcare and develop students’ leadership skills and innovation. Students will continue to explore and reflect on personal and professional development and learning. The module will introduce students to the concept of leadership such as the NHS approach to leadership. There will be detailed discussions around effective leadership (inclusive, authentic, collaborative) and the importance of a positive workplace culture. There will be content that focuses on supporting the development and learning of others and the importance of relationships and strong interpersonal skills. Students will develop their professional networks to foster collaboration, share ideas and enhance effectiveness and efficiency of practice and services provided. In addition, they will be encouraged to exercise leadership and initiative to bring about change, development, and new thinking. Students will develop a systematic understanding of the legal and policy frameworks governing healthcare practice, the structure of the health service and other relevant sectors and explore how practice in health and social care is evolving.

This module will continue to develop the key concepts and skills introduced in previous modules. It will emphasise the importance of professionalism and provide an opportunity for students to critically evaluate characteristics of professionalism. It will introduce the students to professional values, codes of conduct and legal and ethical principles surrounding practice. Students will explore physiotherapy scope of practice, emerging physiotherapy roles, and the different roles of allied health professionals. Students will be encouraged to critically reflect on effective interprofessional working. There will be content that focuses on equality, diversity, and inclusion (EDI) in all areas of practice and education. There will be a strong focus on personal and professional development, students will be encouraged to critically reflect on previous experiences, set Specific Measurable Achievable Relevant Time-bound (SMART) goals and demonstrate commitment to lifelong learning of self. Transferable skills that are meaningful to practice in health and social care such as communication skills, empathy, teamwork, resilience, self-awareness, and IT literacy, will be explored and developed. This module will be taught alongside a simulated placement which will allow integration and application of professional skills in a meaningful way such that students are well prepared for their first external placement.

This module will continue to develop and build on the key concepts and skills introduced in previous modules such as EDI and inclusive practice, communication skills, physical activity promotion and supporting behavioural change. It will focus on evidence-based rehabilitation of commonly encountered conditions and management of patients across lifespan. Practical handling skills will continue to be developed to ensure safe and effective practice. Students will explore the impact of the ageing demographic on health and social care and the profile of service users. There will be content that focuses on end-of-life care. Students will develop an understanding of how physiotherapy interventions and disease progression can bring about behavioural, structural, functional, and physiological changes. The importance of collaboration and teamwork to ensure inclusive, holistic person-centred care will be emphasised. Approaches to optimising engagement with service users will be discussed. Key transferable skills will continue to be developed such as communication, self-reflection, interpersonal skills, decision making and reasoning.

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.