ÐÔÊӽ紫ý

ÐÔÊӽ紫ý is renowned as a centre for person-centred practice and research. Engaging with this approach allows you to develop an understanding of the knowledge and evidence that positively contribute to the health and wellbeing of persons, groups and populations.

On this course, you will:

• develop critical thinking, professional reasoning and research knowledge and skills to develop practice in a way that is informed by evidence and that is person-centred;
• gain an increase in self-awareness as a person-centred practitioner and feel confident to work in integrated teams within a range of community and primary care settings;
• develop self-compassion and resilience as a learner and practitioner as well as developing your competence and confidence in line with local and national competencies required of your role;
• be offered opportunities to develop core generalist knowledge, skills and competencies required for safe and effective practice in your role which meets people’s physical, mental health, and social care needs, alongside enabling people to take more responsibility for their health and wellbeing, with a greater focus on prevention and early intervention;
• be able to a have deeper and more critical understanding of different sources of knowledge including research evidence that contribute to the health and wellbeing of persons, groups, and populations, in ways that are consistent with person-centredness; and
• have the opportunity to develop as a facilitative leader who works within integrated teams in community and primary care, putting people at the centre of health and social care services and ensuring quality is at the heart of service delivery as well as having created and contributed to communities of practice through collaborative and inter professional working from the perspective of lifelong learning.

You will complete an electronic overarching portfolio of evidence throughout Years One and Two.

Upon completion of the course, you can explore the many opportunities to undertake additional specialised education that will enable them to move to more specific roles such as District Nursing, Advanced Care Home Practitioners and Advanced Nurse Practitioners, providing safe, effective, person-centred care to people with more complex health and care needs within a specialist area of practice.

Structure and exit awards

This course is studied at SCQF level 10. You can obtain a Graduate Certificate (60 credits) in Year One or a Graduate Diploma (120 credits) in Year Two.

It is also possible to study single modules in areas of interest. Contact Rebecca McNicholas for further information.

Teaching, learning and assessment

The Division of Nursing at ÐÔÊӽ紫ý has developed and embedded a person-centred ethos in the teaching and learning strategies across all of its courses, drawing on the philosophical ideas of persons, personhood and person-centredness. This move from learner-centredness to person-centredness values the personhood of all persons equally, creating an environment where learners and teaching staff engage in mutual learning, with an approach which is facilitative and consistent.

We create learning environments where all persons feel engaged and able to commit. Whilst most of the learning will take place in the workplace, delivery of the academic elements of this course will be entirely online with opportunities to engage regularly with the teaching team and other learners. Learners will be supported throughout the course by their Clinical Guide.

A Clinical Guide is someone selected by the learner to support them through their learning journey. A Clinical Guide is someone who is encouraging and supportive, but who also provides honest and often candid feedback. Learners will agree an individual Learning Action Plan through tripartite discussion between themselves, their clinical guide and their personal academic tutor at ÐÔÊӽ紫ý. This will allow learners flexibility to define the competencies and other learning activities needed to develop their own practice. Assessments will be discussed at the beginning of each specific module.

Work-based learning

You will complete the course in your substantive clinical post.

Teaching hours and attendance

A notional 160 hours in each academic year (equivalent to 3.5 hours a week) of protected learning time, towards this portfolio has been proposed for this course.

These hours can be used as is best suited to each learner and their individual situation. Some of these hours will be used towards synchronous (live) sessions, spending time with colleagues within the Integrated Community Team, self-directed study and viewing recorded sessions.

As this is an academic programme of study, and you will need to commit to self-directed learning in addition to these notional hours.

Teaching staff

You can read more about the teaching staff on this course at the bottom of this page. Please note that teaching staff is subject to change.

You will study the following modules:

Year One (Graduate Certificate)

• Promoting Person-Centred Ways of Working in Integrated Community and Primary Care Teams (20 credits): This module will support you to critically and creatively build on your knowledge of person-centred practice. This will enhance critical understanding around ‘knowing’ and ‘becoming’ as a person- centred practitioner within the context of integrated health and social care community teams.Ìý
• Systematic Approaches in Clinical Assessment (20 credits): This module will engage you in learning experiences which will enable you to demonstrate a systematic approach to patient assessment. This will include aspects such as history taking and clinical examination skills to promote health and wellbeing, as well as recognising when an individual’s condition is deteriorating.Ìý
• Learning from and with People and Families Living with Long-term Conditions (20 credits): Within this module, you will be encouraged to explore theoretical principles and evidence, in relation to long-term conditions and integrate knowledge into practice. Considerations will be given to not only the individual living with the long-term condition, but for their families, carers and other professionals within the wider community of support.

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Year Two (Graduate Diploma)

• A 20-credit elective module in Palliative Care:ÌýYou have the option to undertake an elective Palliative Care module which will focus on exploring and applying theory and evidence to practice and the care provided to individuals with a life-limiting illness or advanced progressive disease.Ìý

Plus

• Developing Professional Practice: Work-based Learning (40 credits): This module aims to support you in the planning, implementing and critical evaluation of developments or projects within your immediate practice environment.Ìý

Or

• Independent and Supplementary Prescribing for Health Care Professionals (40 credits): Please check the course page and entry requirements. It is a NMC approved qualification, requiring an up-to-date Criminal Records Check.

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NB The modules listed here are correct at time of posting (October 2024) but are subject to change. In the event that modules do change, ÐÔÊӽ紫ý will seek to use reasonable endeavours to ensure that there is no detrimental impact to the students. Please check here for any updates.

Upon successful completion of this course, nurses working at level 5 on the NES career framework will be equipped to practice confidently and competently across a range of settings and then move on to more specific roles following additional specialised education to provide safe, effective, person-centred care to people with more complex health and care needs within a specialist area of practice. 

Nurses who have successfully completed this course at ÐÔÊӽ紫ý have gone on to further study to enable them to progress their careers in fields such as district nursing, advanced care home practice, and advanced clinical practice.

Standard Entry:

• All applicants must be registered nurses (Part 1 - adult, mental health or learning disabilities) with the Nursing & Midwifery Council (NMC)
• Normally be employed as a Band 5 nurse (Level 5 of the NES Career Framework for Health), working within a community or primary care context
• Have access to a clinical guide to support their learning and development
• A degree is not required

Non-standard entry:

In line with ÐÔÊӽ紫ý’s policy of seeking to offer opportunities to candidates regardless of their personal background and level of educational attainment, we will promote entry to the course for all learners. Practically this means that we will consider candidates who have no formal degree level qualification but can demonstrate substantive professional experience and suitable CPD outcomes.

Candidates who are awarded successful NES sponsorship for the duration of the course will not need to evidence non-standard entry. However, please provide a document to admissions signed by the relevant Health board confirming NES funding.

Applications for non-standard entry for candidates not in receipt of NES sponsorship will be assessed by the academic team and will be based on the following criteria:

• Evidence of appropriate work experience and supporting CPD activity which maps against the SCQF level descriptors for level 9
• A statement of what the applicant has learnt from the above activity, showing how the learning has been at the equivalent of SCQF level 9
• Supporting statement from your employer

It may be appropriate for applicants without academic qualifications to be admitted initially as an associate student. Should they be successful in their first module as an associate student, they may then transfer to the full course.

Other information

Fees: A number of places are funded by NES. There is the opportunity to undertake this course through self-funding.

International students: International students requiring a student visa cannot apply for this course.

Disability/health conditions

If you have a disability, long-term physical or mental health condition, or learning disability, it should not stand in the way of your studying at ÐÔÊӽ紫ý. However, if you are not sure whether your disability might be a barrier in your studies or in relation to the professional standards, please contact the disability service who will be able to have a conversation with you about reasonable adjustments and supports available to you.

Applying for this course

For more information on applying, or to apply for this course, please follow the links in the 'Start your application' box at the top right of this page.

Application deadline

NES will share the deadline for applications for the September intake with successful candidates.

Terms and Conditions

The delivery of this course is subject to the terms and conditions set out in our 2025/26 Entry - Terms and Conditions (Postgraduate).

Contact Rebecca McNicholas (Programme Leader)Ìý