Course Catalogue

This programme aims to develop and prepare graduate registered adult nurses for the complex, demanding, and rewarding area of nursing. The programme aims to produce registered adult nurses who are proficient, safe and accountable practitioners, who can deliver person-centred, evidence based and effective care, working with other professions and agencies in an ever-changing and complex healthcare environment. The programme will enable the development of undergraduate academic skills underpinned by a global perspective, supported by technology and simulation-based teaching and learning. 

On completion of the BSc (Hons) Adult Nursing programme the apprentice learner will be able to:

The programme utilises a variety of teaching and learning approaches that are designed to engage and inspire apprentice learners. These include lectures, seminars, group work activities, simulation and tutorials. LJMU’s Learning and Teaching Strategy 2023-2030 has guided the programme delivery to ensure that learners develop and utilise progressively higher order graduate skills throughout the modules, as well as subject specific knowledge and skills as they become inquiring and confident learners.

The NMC Standards for Pre-registration Nursing Programmes (NMC, 2023) is also reflected in the teaching learning and assessment to ensure all learners receive the appropriate breadth of knowledge and experience required as Registered Adult Nurse. 

In addition to theoretical teaching, learning and assessment, apprentice learners also experience learning within practice environments.  A range of learning and teaching strategies support practice leaning including simulated education. All student nurses will be allocated an appropriate and suitable prepared practice assessor, practice supervisor and academic assessor who will support their learning and assessment in practice and confirm their progression. This is a requirement of the NMC (2023) Standards for Supervision and Assessment. Learners will be assessed in practice using the Nursing Practice Assessment Document.

A model of teaching and learning will be applied across the programme that fosters independence in the acquisition of knowledge and the facilitation of the application of theoretical knowledge to nursing practice; learners will therefore:

• Be enabled in acquiring knowledge through supported independent learning. This will include being directed to scholarly activities that will prepare them for scheduled teaching activity that is provided directly by members of staff in real time, either face-to-face or synchronous online. This may take the form of lectures, seminars, tutorials and webcasts.
• Be supported in engaging in online asynchronous activity. Examples include asynchronous tutorial discussions, tutor-facilitated discussion boards, and tutor-facilitated collaborative or individual projects such as wikis, padlets, blogs and e-portfolios. Academic staff actively, iteratively and directly engage with students to facilitate and guide learning, and are visible, engaged and active in the virtual learning environment.
• Consolidate theoretical learning in the practice learning environment whilst being supported and assessed by practice supervisors and assessors and academic assessors.

Formative assessment will take place both within the theoretical and practice learning environment. To prepare for theoretical assessment learners will be given the opportunity to practice the appropriate skills that relate to the variety of assessment methods that are utilised throughout the programme. This will enable them to adequately prepare for written, verbal, practical and examination forms of assessment in each year of study.

Learners will have to undertake a theoretical assessment for each theoretical module. Assessment methods will be authentic to nursing to demonstrate knowledge and competency, in preparation of ‘real-world’ tasks that students are expected to experience in their professional careers.

The programme will utilise a combination of face to face, delivery, assessment and KSB delivery time. Apprentice learners are required to have a balance of on-the-job and off-the-job learning. This is divided between the employer workplace and the apprenticeship training provider.  The apprenticeship standards require a minimum of 20% of the programme time as off-the-job learning.

Practice  learning accounts for 50% of the learning on this programme as per NMC Programme Standards for Pre-registration Nursing (2023). In addition to learning within their place of employment, students will have the opportunity to work in external placements across a wide range of settings to ensure that they meet NMC requirements.. Placements will be allocated either by the employer or by LJMU.

Learners must achieve NMC proficiencies in practice. This is recorded within the Practice Assessment Document and learners are supported, and assessed, by Practice Assessors and Practice Supervisors. These are registered professionals that meet the NMC (2023) requirements of Supervision and Assessment in Practice.

A Practice Supervisor has an important role in supporting and guiding students through their learning taking into account any reasonable adjustment required. Practice Supervisor(s) will give feedback on progress in achieving assessment requirements and proficiencies. There will be occasions when non-registered professionals will support their learning and provide feedback.

Every learner will also have an Academic Assessor who will liaise with the Practice Assessor to confirm progression and programme outcomes in the academic environment for each part of the programme. 

All placements have an educational audit and are evaluated by students for quality assurance and monitoring.