Contemporary Nursing BSc (Hons)

About the course

As nursing diploma courses will be phased out between September 2011 and early 2013, soon the demand for nurses with a degree will be greater and career progression opportunities will be more competitive.

Our BSc (Hons) Contemporary Nursing degree is specifically designed to develop your knowledge, understanding and skills required to meet the increasingly complex needs in this fast changing world of health service provision.

The course will develop your intellectual and practice skills in order to enhance your performance as a nurse and improve the effectiveness of the care you give to patients and their families/carers.

The BSc (Hons) Contemporary Nursing course is modular in structure and is appropriate for nurses who want to focus on a particular clinical speciality as well as nurses who have still not decided on a clinical pathway.

The course gives you the option to study for single modules only as part of your continuing professional development scheme or study a combination of compulsory and optional modules in order to obtain a BSc (Hons) award

To complete a BSc (Hons) award for this course you need to collect the following credits:

•  Compulsory modules – 45 credits
• Optional modules – 75 credits 
• You could include Health CPD short courses – 30 credits

The BSc Contemporary Nursing course lets you select optional modules, in consultation with your employer/funding body and programme tutors at the University, to reflect your personal and professional career aspirations and your area of practice.

View here Sally Roberts's case study

View here Oliver Conway's case study

Download here the BSc (Hons) Contemporary Nursing brochure

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Why choose this course?

•  The BSc (Hons) Contemporary Nursing is for nurses qualified at diploma level who wish to 'top-up' their diploma nursing qualification to degree level
•  The course is designed to support care improvement and continuing professional development for nurses working in a variety of settings
•  It enhances your skills and knowledge in your specific area of nursing practice
•  It is rooted in clinical practice and offers a combination of on and off campus learning

Download here the BSc (Hons) Contemporary Nursing brochure

Study routes

• Part Time, 4 Years

Locations

• University of Hertfordshire, Hatfield

Careers

All the modules of the BSc Contemporary Nursing degree have been mapped against the Knowledge Skills Framework and may be studied individually or as part of a degree programme.

You may want to discuss your learning needs with your manager (for example, at appraisal) so that your career development and individual strengths and ambitions can be linked.

Specialist tutors will support your career and academic ambitions and the University offers a full range of career advice including interview skill development, CV writing and an active alumni association.

Teaching methods

Teaching will be student focused and interactive using a variety of strategies including lectures, workshops, discussion groups and individual/small group tutorials. You will also use StudyNet, the University's online managed learning environment.

StudyNet will allow you to access online journals and books as well as access learning materials and resources posted by the lecturers involved in delivering your modules. This will help to save you time and costs associated with travel.

Additionally you will have access to two state of the art Learning Resource Centres. You will be encouraged to bring your personal and professional experiences to the group to enhance the diversity of learning available.

Analysis and reflection on work-based issues and problems are an integral part of your learning. As a general 'rule of thumb', you should expect to spend 150 hours studying a 15 credit module including taught sessions, directed and self-directed learning.

Work Placement

You will continue to work in your clinical area for a minimum of 20 hours per month whilst studying the BSc Contemporary Nursing course.

There are no formal placements but you may decide to arrange visits to specialist areas of practice as part of your learning. Details will be given when you commence your study.

Professional Accreditations

The programmes and award does not lead to professional registration with any professional body but is subject to periodic review of standards by the NMC

Structure

Year 1

Core Modules

Optional

• Acute Clinical Care

  This module is designed for students who work within general hospital wards or specific practice areas which cater for acutely ill patients in the secondary care environment. It aims to develop professional competence in implementing and managing holistic, evidence based nursing care for patients with complex conditions necessitating higher dependency care without requiring admission to an Intensive Care Unit or similar. The module encompasses consideration of the broader strategic, ethical and legal issues which are posed by the availability of ever increasing technological capabilities. Before enrolling on the module students should be able to demonstrate an understanding of relevant underpinning anatomy and physiology and therapeutic interventions for patients requiring acute care e.g through completion of 6NMH1005 Physiology Based Assessment.

• Assessment - Physiology Based

  This module is aimed at health care professionals working with the acutely ill patients. It focuses upon the physiological processes that underpin the assessment process; enabling the student to prioritise care decisions relating to the acutely ill patient. Building on the student's fundamental specialist skills, an emphasis will be placed on developing the knowledge and expertise required to effectively assess the acutely ill individual.

• Assessment - Systematic Approaches

  This module is designed to provide the participants with the knowledge and skills to undertake autonomous assessment using a systematic approach, triage and/or diagnosis of patients in a variety of settings. Students undertaking this module will require a minimum of 50 hours of clinical practice dedicated to the taking of patient histories and appropriate physical examination.

• Assessment and Management of Health Needs

  This module will equip practitioners with the skills to carry out effective patient centred practice in the assessment and diagnosis of a range of conditions relevant to their area of practice. The module will include critical evaluation of methods of communication and sources of health information, basic counselling skills and their application to a range of health and social care contexts and will be closely linked to the experiences of students in their practice placements. Delivery of the module will provide students with the opportunity for shared exploration of patient management within their own practice context. The learning outcomes will be achieved through a combination of lectures, seminars, role-play and practice. This material will be constantly related to current practice experience and students will be actively encouraged to explore and integrate the knowledge obtained in their practice settings.

• Cancer Care

  Whilst studying the module, students consider how lifestyle can influence the predispoition, onset and progress of the disease. Factors that promote cancer are addresssed be they environmental, viral or from a genetic predisposition. The module incorporates the various treatments used against cancer and the care of symptoms that arise from these treatments. In addition, consideration will be given to the impact that government policy has in regard to health promotion, and the management of cancer.

• Cardiac Care

  This module is designed for students who work with cardiac patients in a variety of hospital and community settings. It aims to develop professional competence in managing the complex care needs of a variety of conditions necessitating cardiac care. Drawing on relevant research-based evidence this module explores contemporary approaches to the management of cardiac disease from a holistic perspective. In order to ensure potential successful completion, students should be able to demonstrate an understanding of relevant underpinning anatomy and physiology and therapeutic interventions for patients requiring evidenced based cardiac care.

• Child - Care and Assessment of the Acutely Ill

  This module aims to develop professional competence in managing the care of acutely ill children and young people to facilitate the implementation of holistic and evidence based practice. The module explores the assessment, planning, implementation and evaluation of care for acutely ill children and young people. Students should be able to demonstrate a thorough understanding of relevant underpinning anatomy and physiology; in addition, they should be able to apply this knowledge to implement appropriate therapeutic interventions.

• Contemporary Issues in Infection Prevention and Control

  This module focuses on the prevention and control of infection associated with various clinical practices. Through critical analysis of the literature and field work enquiries students are enabled to evaluate whether the findings of empirical studies have been incorporated into clinical practices in their work place and make appropriate recommendations to change/improve practice. Students will be supported through group and individual tutorials, and will be provided with a reading list identifying essential and recommended reading, as well as additional specific topic-related reading list. Guidance will be given in relation to the completion of the practice based assessment.

• Emergency Care

  The module aims to produce nurses who can influence and provide high quality care to patients in emergency nursing areas. It aims to develop professional competence in managing the care of the variety of conditions with which patients may present and require emergency care. Management practices and strategies in emergency nursing care delivery will be addressed. Prior to enrolment on the module students should be able to demonstrate an understanding of relevant underpinning anatomy, physiology and therapeutic interventions for patients requiring acute care.

• End of Life Care

  End of life care involves active care and support of patients with non-curable illness focussing on their physical, psychological, spiritual and social needs (NICE, 2005). It is required by all patients with life limiting illness and occurs in nursing homes, hospitals and at home. Additionally, sections of the community such as those with mental health illness, learning disabilities, the homeless and those in prisons have been found to be marginalised within palliative care services (NICE, 2005). As indicated in the End of Life Care Strategy (DoH, 2008), the diagnosis of patients requiring such care is diverse and extends beyond cancer to include those with cardiac, respiratory, neurological and a host of other long term conditions. This module emphasises a need for all practitioners working in a variety of roles to develop skills and knowledge associated with end of life care to meet the challenges posed in contemporary practice contexts.

• Honours Project

  This module enables the student to conduct an in depth health related project. Students will apply previous knowledge of research and / or other methodologies to systematically review relevant evidence in order to suggest how a particular issue may be resolved or practice advanced. Students will be supported throughout by supervisors and a series of workshops supporting themes such as time management, project management skills, project framework and presentation skills.

• Intensive Care

  This module is designed for students who work within the intensive care setting. In order to implement holistic evidence-based care, it aims to develop professional competence in managing the complex care of a variety of conditions in the intensive care environment. In order to maximise potential success, students should be able to demonstrate an understanding of relevant underpinning anatomy, physiology and therapeutic interventions for patients requiring acute care. Drawing on relevant research-based evidence this module explores the applied assessment, planning, implementation and evaluation of care for a range of key intensive care client groups.

• Introduction to Cognitive Behavioural Therapy

  This module will be of interest to MH practitioners involved in delivering therapeutic interventions to people experiencing mental health problems and their families, and wish to include behavioural/cognitive therapies in their clinical intervention repertoire. It has been designed to introduce a critical knowledge base, which could be integrated with other models of therapeutic intervention. The module will analyse the principles and practice in cognitive behavioural therapy and the models in practice and accountability. It will focus on facilitating students to apply CBT in their clinical practice with a variety of mental disorders. The teaching of the module will include course participants taking an active part in role play, group work and case presentations. Service user and carer/family perspectives of CBT will also be critically considered.

• Leadership Skills

  This module is aimed at health care professionals who have responsibilities for leading and developing teams and practice delivery. An emphasis will be placed on effectively developing the student's leadership skills, knowledge and expertise. Students will be facilitated to undertake self assessment of their leadership skills and develop a personal development plan reflecting their skills need analysis. Theory and skills will be integrated using both a reflective and evidence based approach. A variety of classroom based strategies will be used, with a focus on experiential and problem based learning, facilitating an interactive approach to learning.

• Learning Disability - Enabling Health Inclusion for Service-Users

  This module is designed to enhance the preparation of health care professionals and particularly nurses who are beginning and/or aspiring to actively support the health inclusion agenda within their spheres of practice and responsibility. The module will adopt a practical, solution-oriented approach in addressing the multitude of challenges encountered when facilitating the meeting of often complex health needs of people who have learning disabilities. It will particularly consider how health facilitators may adopt a strategic role in enabling pathways of health access to be more effectively opened up for service-users. This module is taught through flexible learning strategies which enable participants to study primarily at a distance from the main University campus but with approximately a third of the module being taught by direct classroom contact. Study will be facilitated through the use of a variety of e-learning technologies that enable participants to study both independently as well as potentially through real time video links with lecturers and other participants studying the module.

• Leg Ulcer Theory and Practice

  This module introduces the learner to the complex aetiology and epidemiology of leg ulceration. It focuses on the holistic assessment and management of people with lower limb ulcers and discusses the controversies surrounding this area of practice. In addition, the skills required to effectively organise and run leg ulcer services in acute and primary care settings are reviewed.

• Managing Long Term Conditions

  This module is designed to promote an understanding of the impact of long-term conditions on the physical and psychosocial health of individuals and their carers. It will develop an understanding of the evidence base for approaches to long-term conditions disease management. It will also develop the skills and knowledge to enhance service delivery. Students will be encouraged to challenge professional assumptions regarding the needs of individuals and families affected by long-term conditions.

• Minor Illness - Autonomous Practice

  This module is designed to provide the participants the knowledge and skills to undertake comprehensive assessment, triage and/or diagnosis of patients with a minor illness. Learning outcomes will be achieved through a combination of lectures, tutorials, practice workshops and work-based learning. Students undertaking this module will need a minimum of 50 hours of clinical practice dedicated to taking of patient histories and appropriate physical examination.

• Minor Injury - Autonomous Practice

  This module is designed to provide participants with the knowledge and skills to undertake comprehensive assessment, triage and/or diagnosis of patients with a minor injury. Learning outcomes will be achieved through a combination of lectures, tutorials, practice workshops and work-based learning. Students undertaking this module will need a minimum of 50 hours of clinical practice dedicated to taking of patient histories and appropriate physical examination.

• Pain Management

  The module makes use of a holistic perspective to the concept of pain and the pain experience whether it is acute, chronic or malignant in nature. Factors such as emotion, spirituality and mood influences in the experience of pain and a person's response to treatment will be explored. In addition to conventional approaches, the role of alternative and complementary therapies will be examined as to their effectiveness as measured through research and evidence based practice.

• Preparation for Mentorship

  By examining mentorship in the context of work placed learning, the module will offer students an opportunity to become stage 2 mentors to learners studying a range of health and social care topics and programmes in accordance with professional standards. The module will draw upon the student's teaching and learning experiences as a stage 1 mentor, to develop their professional expectation and responsibilities with theoretical perspectives associated with the role. This scrutiny will include work placed learning activities and taught sessions relating to the 8 domains from the NMC Standards to support learning and assessment in practice (2008) that are associated with the mentor's role. The module will address strategies to support learners from an interprofessional dimension that will promote and facilitate ongoing assessment in the practice setting. The module aims to prepare mentors for triennial review and ongoing continuous professional development.

• Preparation for Mentorship Distance/Blended Option

  By examining mentorship in the context of work placed learning, the module will offer students an opportunity to become stage 2 mentors to learners studying a range of health and social care topics and programmes in accordance with professional standards. The module will draw upon the student's teaching and learning experiences as a stage 1 mentor, to develop their professional expectation and responsibilities with theoretical perspectives associated with the role. This scrutiny will include work placed learning activities and taught sessions relating to the 8 domains from the NMC Standards to support learning and assessment in practice (2008) that are associated with the mentor's role. The module will address strategies to support learners from an interprofessional dimension that will promote and facilitate ongoing assessment in the practice setting. The module aims to prepare mentors for triennial review and ongoing continuous professional development.

• Psychopharmacology & Medication Management

  This 30 credit Level 6 module will equip health & social care workers, including nurses, pharmacists, social workers and STR (support, time & recovery) workers, with skills and knowledge related to medications used within mental health care. The module will introduce and develop knowledge in psychopharmacology & medication management and enable students to apply this knowledge to their practice. It will provide a preparation for those who are considering Independent and Supplementary prescribing programmes as well consolidation for those who have completed the programme and wish to acquire related mental health focus. Learning outcomes will be achieved through a range of methods including traditional lectures, seminars, workshops, self study and completion of practice based learning activities. Lectures and seminars will be offered from experts in the field, including service users, and from a multi disciplinary range of mental health professionals. In so doing, students will be facilitated in making direct links between theory and practice.

• Recovery Principles, Values and Practices in Mental Health

  The Module content has been designed to enable mental health practitioners of all disciplines to develop a conceptual understanding of the knowledge and practical applications of recovery approach in their work. It aims to develop practitioners' conviction in the potential of service users discovering and applying their strength in the process of recovering. Addressing the practitioners own values and the dynamics of the relationship with service users is emphasized. An overview of the concept of recovery, principles and how these can be translated in different MH care settings are explored. The value and contribution of the users lived experience within a collaborative and empowering framework will also be considered. Service users will play an active part in the delivery of the module which will include experiential learning and personal reflection aimed at enhancing the course participants personal development. The support of the manager of the work place is essential.

• Research for Practice Development

  This module is designed for health and community care practitioners wishing to further develop their knowledge of the research process, and acquire an understanding of how such knowledge could enhance practice within their clinical area. The module covers both philosophical and practical aspects of research and encourages learners to reflect on their role in the research process. Students will gain knowledge and understanding of how research designs; methodologies; methods of data collection and analysis can be ethically and professionally employed within their respective areas of practice.

• Return To Contemporary Nursing

  This module is designed for qualified nurses whose registration with the NMC has lapsed (or nurses who are advised by the NMC to attend this module) and who wish to re-enter professional practice. This may also be of interest to nurses who wish to update their knowledge on contemporary issues / practice. It explores the delivery of safe and competent nursing care to patients/clients/service users. Contemporary evidence and practice are explored in-order to enable the nurse to reflect on both their past and present experiences. The role and responsibilities of the nurse and the factors that influence the nursing services is highlighted and discussed.

• Solution Focused Brief Therapy

  This module has been designed to enable practitioners to apply Solution Focused Brief Therapy as an effective intervention. The therapy is a strength based approach which enables service users, their families and carers to connect with their own resources and abilities in order to work towards their prefered future. It is appropriate for those professionals working with service users such as those with mental health problems and disabilities and their families and carers. The delivery involves video analysis and practice exercises. It allows students to focus on the application of skills in practice and context of their work.

• Work Based Learning

  This module is primarily aimed at health care professionals who wish to develop an aspect clinical practice in order to enhance care for clients and those supporting them. It is envisaged that students will be working towards developing a specific aspect of practice. It is designed to develop skills in evaluating the current care provision, reviewing the evidence which supports the practice and developing a plan for developing care to the satisfaction of the intended clients. Students will develop skills in evaluation, literature searching, project management, and decision making and team working.

• Wounds: Issues and Challenges

  This module will be of interest to healthcare professionals who are working with patients with non-healing and complex wounds. During the modulee studets will have an opportunity to examine the principles of assessment and management of a wide range of non-healing and complex wounds, explore factors that impact on wound healing and gain insight into current philosophies of managing challenging wounds. A more detailed description of the module content is available in the Module Handbook.

Fees & funding

Discounts are available for International students if payment is made in full at registration

View detailed information about tuition fees

Other financial support

Find out more about other financial support available to UK and EU students

Living costs / accommodation

The University of Hertfordshire offers a great choice of student accommodation, on campus or nearby in the local area, to suit every student budget.

View detailed information about our accommodation

How to apply