Nursing (Learning Disability) BSc (Hons)

About the course

1/

This course is available to UK/EU students only.

The pre-registration Learning Disability Nursing course provides a carefully integrated balance of theory and practice that will enable students to confidently take on the role of a registered nurse within a changing health and social care arena. The programme will benefit those who have an interest or experience in supporting people with a learning disability. During the programme you will:

  • Acquire and become equipped with the current knowledge and skills required for this challenging and yet highly rewarding nursing role.
  • Be part of a friendly, dedicated and highly experienced team of lecturers and practitioners within the School of Nursing, Midwifery and Social Work.
  • Be taught in small class sizes during the field programme.
  • Be provided with a range of practice placement opportunities within health, social, and independent sectors.
  • Be provided with excellent pastoral and academic support during the course of your studies.
  • Be provided with excellent teaching and learning facilities.
  • Be provided with the best possible opportunities to develop the academic, professional and clinical skills required to be a confident, competent and professional practitioner.

Funding

Tuition fees for this course are paid by the NHS. However following our recent move to degree only nursing programmes you will need to apply for a means tested grant. Further information is available online at Directgov.

Why choose this course?

The Learning Disability Nursing degree pathway offers students the opportunity to take up the challenge of ensuring that the health care needs of people with learning disabilities/ special needs are addressed both within mainstream and specialist services. We prepare learning disability nurses to develop a holistic approach in meeting the health and social care needs of people who have learning / intellectual disabilities. The programme will equip students with relevant nursing knowledge, skills and attitudes to:

  • Enhance the person's health and well-being.
  • Improve or maintain a range of complex developmental, physical, psychological and mental health needs.
  • Work in partnership with people with a learning disability, their families / carers and other health and social care professionals.
  • Reduce barriers to disability and promote social inclusion.
  • Support people with learning difficulties to achieve a life which is as fulfilling as possible by maintaining their rights, choice and independence.

Where can you study?

This learning disability nursing pathway offers students the opportunity to study in one of four study centres located in:

Hertfordshire

College Lane, Hatfield, AL10 9AB

Berkshire

University of West London, Tenth Floor, Fountain House, 2 Queens Walk, Reading, RG1 7QF

Hampshire

Tom Rudd Unit, Moorgreen Hospital, Botley Road, Southampton, SO30 3JB

Oxfordshire

Abell House, Horspath Driftway, Headington, Oxford, OX3 7JH

View map of south central study centre locations

For further information please email Amanda Keighley or call 01707 284344

Entry requirements...

240 UCAS points to include at least two A levels and 5 GCSEs/O levels grade A-C, to include English language and mathematics or equivalent.

OR 14-19 Diploma in Society, Health and Development. Minimum 240 UCAS tariff points.

OR BTEC National Diploma in a science or health-related subject with a minimum of 240 UCAS tariff points.

OR Access to Nursing Higher Education students must achieve a minimum of 45 credits at Level 3 of which 24 must be merits.

The University also accepts a number of other equivalent qualifications including IB – to find out more about the requirements for these and other equivalent qualifications visit the UCAS website 

We welcome applicants from the age of 18 and above. Experience of working (paid or unpaid) in a health or social care environment is desirable, but not essential. It is recognised that such experience may not be accessible to younger applicants.

Applicants are normally expected to have undertaken some form of academic study within the last five years.

All students from non-majority English speaking countries require proof of English language proficiency. The following qualifications and grades will be considered

  • GCSE English language grade A-C
  • IELTS 7.0 (with no less than 7.0 in any band)

Other English language tests are accepted. Please contact the International Office for details.

All offers will be subject to proof of entry requirements, occupational Health and enhanced Disclosure and Barring Service screening.

Study routes

  • Full Time, 3 Years
  • Full Time,

Locations

  • University of Hertfordshire, Hatfield

Careers

Following successful completion of the Learning Disability Nursing programme you will be entitled to apply for registration as a nurse with the Nursing and Midwifery Council UK. This registration will enable you to take advantage of the varied opportunities available to you, to put into practice all you have learned and make a positive contribution to the lives of people with learning disabilities and their families.

You will be able to seek employment in a wide range of organisations including NHS, social services and private and voluntary organisations. You will meet many interesting people throughout your career and each day will be different. You will always be learning, and developing new and innovative skills through experience and education that will enable you to diversify or specialise in a particular area of Learning Disability Nursing, giving opportunity for promotion and job satisfaction.

Following qualification there are many opportunities to further your professional studies with courses, available at graduate level and above, to help develop your knowledge and practice.

Teaching methods

The Learning Disability field programme comprises both of theory and practice in a range of service-user contact experiences in a diversity of settings. The aim is to enable you to develop the knowledge, skills and attitudes necessary to assess, plan, implement and evaluate the total nursing care of service-users who have learning disabilities in partnership with their families / carers and other professionals.

A range of teaching and learning approaches will be used. Teaching approaches will include; lectures, seminars, group work/projects, role play, tutorials, practice experience / fieldwork, course work, problem based learning, internet technologies and reflection as an integrating technique between theory and practice.

Work Placement

Your practice experience may involve working with a broad range of health and social care professionals and carers who support children, adults and older people who have special needs/ disabilities.

Practice learning experiences during the three year course include:

  • Community Learning Disability Nursing teams. 
  • Assessment and treatment services.
  • Forensic services.
  • Day care / outreach / educational services.
  • A range of residential services in health, social, and independent settings.
  • Health liaison experience
  • Child and Adolescent Mental Health Service Teams
  • Short Term Break and Respite Services.
  • A placement opportunity abroad.

Professional Accreditations

Successful completion of the programme will lead to entitlement to apply to enter the professional register of the Nursing and Midwifery Council UK for Learning Disabilities Nursing.

Structure

Year 1

Core Modules

  • An Introduction to Inter-professional Education

    The module is designed to give students the opportunity to work in multi-professional groups in order to improve understanding of a range of professional roles and encourage co-operative learning and working. The rationale for and benefits of inter-professional working within health and social care are explored. Learning will be through multi-professional group seminars and tutorials that require students to access and gather appropriate data from a range of sources and apply this to a series of practice-based, simulated scenarios and exercises.

  • An Introduction to Inter-professional Education

    The module is designed to give students the opportunity to work in multi-professional groups in order to improve understanding of a range of professional roles and encourage co-operative learning and working. The rationale for and benefits of inter-professional working within health and social care are explored. Learning will be through multi-professional group seminars and tutorials that require students to access and gather appropriate data from a range of sources and apply this to a series of practice-based, simulated scenarios and exercises.

  • An Introduction to Inter-professional Education

    The module is designed to give students the opportunity to work in multi-professional groups in order to improve understanding of a range of professional roles and encourage co-operative learning and working. The rationale for and benefits of inter-professional working within health and social care are explored. Learning will be through multi-professional group seminars and tutorials that require students to access and gather appropriate data from a range of sources and apply this to a series of practice-based, simulated scenarios and exercises.

  • An Introduction to Inter-professional Education

    The module is designed to give students the opportunity to work in multi-professional groups in order to improve understanding of a range of professional roles and encourage co-operative learning and working. The rationale for and benefits of inter-professional working within health and social care are explored. Learning will be through multi-professional group seminars and tutorials that require students to access and gather appropriate data from a range of sources and apply this to a series of practice-based, simulated scenarios and exercises.

  • Biological Basis for Health and Wellbeing

    This 30 credit level 4 module provides the foundations for fundamental nursing practice. It has three overarching aims. In the first instance the module will introduce the student to the nursing skills and assessments that they will be expected to execute in clinical practice. The second aim of the module is to introduce the student to the physiological theory that underpins clinical practice. The bioscience focus will be taught with continuous reference to clinical nursing with emphasis on how biological knowledge informs nursing decisions. The third aim is to explore the relationship between the psyche and soma when assessing patients/service users/clients, e.g. individuals experiencing anxiety, stress or depression. The taught content includes clinical assessment and observational skills, underpinning anatomy and physiology and fundamental nursing principles, all delivered within the context of the life continuum focussing on all stages of life from birth to death.

  • Biological Basis for Health and Wellbeing

    This 30 credit level 4 module provides the foundations for fundamental nursing practice. It has three overarching aims. In the first instance the module will introduce the student to the nursing skills and assessments that they will be expected to execute in clinical practice. The second aim of the module is to introduce the student to the physiological theory that underpins clinical practice. The bioscience focus will be taught with continuous reference to clinical nursing with emphasis on how biological knowledge informs nursing decisions. The third aim is to explore the relationship between the psyche and soma when assessing patients/service users/clients, e.g. individuals experiencing anxiety, stress or depression. The taught content includes clinical assessment and observational skills, underpinning anatomy and physiology and fundamental nursing principles.

  • Biological Basis for Health and Wellbeing

    This 30 credit level 4 module provides the foundations for fundamental nursing practice. It has three overarching aims. In the first instance the module will introduce the student to the nursing skills and assessments that they will be expected to execute in clinical practice. The second aim of the module is to introduce the student to the physiological theory that underpins clinical practice. The bioscience focus will be taught with continuous reference to clinical nursing with emphasis on how biological knowledge informs nursing decisions. The third aim is to explore the relationship between the psyche and soma when assessing patients/service users/clients, e.g. individuals experiencing anxiety, stress or depression. The taught content includes clinical assessment and observational skills, underpinning anatomy and physiology and fundamental nursing principles.

  • Biological Basis for Health and Wellbeing

    This 30 credit level 4 module provides the foundations for fundamental nursing practice. It has three overarching aims. In the first instance the module will introduce the student to the nursing skills and assessments that they will be expected to execute in clinical practice. The second aim of the module is to introduce the student to the physiological theory that underpins clinical practice. The bioscience focus will be taught with continuous reference to clinical nursing with emphasis on how biological knowledge informs nursing decisions. The third aim is to explore the relationship between the psyche and soma when assessing patients/service users/clients, e.g. individuals experiencing anxiety, stress or depression. The taught content includes clinical assessment and observational skills, underpinning anatomy and physiology and fundamental nursing principles.

  • Building Capability & Enhancing Capacity (1) The Learning Disability Context

    This 30 credit level 4 field specific module is designed to introduce students specialising in the Learning Disability Nursing field, to some fundamental concepts and knowledge which will underpin their practices. The first semester will emphasise the exploration of the broad nature and concept of, what is referred to in the UK as learning disability. This will involve examining individual and societal perceptions and values which have influenced the historical and contemporary construct, definition and diagnosis of learning disabilities. The second semester will increasingly draw upon the students own first year experiences to examine and bring together the modular theory from across the year and establish their application to the experiences encountered. This will use a student-focused approach to the development of both students' reflective and self awareness skills. Throughout the year students will also be using their practice based experiences to undertake activities identified within their practice documents in order to explore the nature and meaning of learning disabilities and its impact upon people's life experiences. The overall practice learning experiences engaged with will be used as vehicles for reflection on such issues and to consider the implications this has for nursing knowledge, skills and values. The module is founded on the CNO Strategy (2012) and the 6Cs underpinning a culture of passionate care Care, Compassion, Competence, Communication, Courage and Commitment.

  • Building Capability & Enhancing Capacity (1) The Learning Disability Context

    This 30 credit level 4 field specific module is designed to introduce students specialising in the Learning Disability Nursing field, to some fundamental concepts and knowledge which will underpin their practices. The first semester will emphasise the exploration of the broad nature and concept of, what is referred to in the UK as learning disability. This will involve examining individual and societal perceptions and values which have influenced the historical and contemporary construct, definition and diagnosis of learning disabilities. The second semester will increasingly draw upon the students own first year experiences to examine and bring together the modular theory from across the year and establish their application to the experiences encountered. This will use a student-focused approach to the development of both students' reflective and self awareness skills. Throughout the year students will also be using their practice based experiences to undertake activities identified within their practice documents in order to explore the nature and meaning of learning disabilities and its impact upon people's life experiences. The overall practice learning experiences engaged with will be used as vehicles for reflection on such issues and to consider the implications this has for nursing knowledge, skills and values The module is founded on the CNO Strategy (2012) and the 6Cs underpinning a culture of passionate care Care, Compassion, Competence, Communication, Courage and Commitment.

  • Building Capability & Enhancing Capacity (1) The Learning Disability Context

    This 30 credit level 4 field specific module is designed to introduce students specialising in the Learning Disability Nursing field, to some fundamental concepts and knowledge which will underpin their practices. The first semester will emphasise the exploration of the broad nature and concept of, what is referred to in the UK as learning disability. This will involve examining individual and societal perceptions and values which have influenced the historical and contemporary construct, definition and diagnosis of learning disabilities. The second semester will increasingly draw upon the students own first year experiences to examine and bring together the modular theory from across the year and establish their application to the experiences encountered. This will use a student-focused approach to the development of both students' reflective and self awareness skills. Throughout the year students will also be using their practice based experiences to undertake activities identified within their practice documents in order to explore the nature and meaning of learning disabilities and its impact upon people's life experiences. The overall practice learning experiences engaged with will be used as vehicles for reflection on such issues and to consider the implications this has for nursing knowledge, skills and values. The module is founded on the CNO Strategy (2012) and the 6Cs underpinning a culture of passionate care Care, Compassion, Competence, Communication, Courage and Commitment.

  • Building Capability & Enhancing Capacity (1) The Learning Disability Context

    This 30 credit level 4 field specific module is designed to introduce students specialising in the Learning Disability Nursing field, to some fundamental concepts and knowledge which will underpin their practices. The first semester will emphasise the exploration of the broad nature and concept of, what is referred to in the UK as learning disability. This will involve examining individual and societal perceptions and values which have influenced the historical and contemporary construct, definition and diagnosis of learning disabilities. The second semester will increasingly draw upon the students own first year experiences to examine and bring together the modular theory from across the year and establish their application to the experiences encountered. This will use a student-focused approach to the development of both students' reflective and self awareness skills. Throughout the year students will also be using their practice based experiences to undertake activities identified within their practice documents in order to explore the nature and meaning of learning disabilities and its impact upon people's life experiences. The overall practice learning experiences engaged with will be used as vehicles for reflection on such issues and to consider the implications this has for nursing knowledge, skills and values. The module is founded on the CNO Strategy (2012) and the 6Cs underpinning a culture of passionate care Care, Compassion, Competence, Communication, Courage and Commitment.

  • Learning for Professional Development 1

    This is the first of three modules that will facilitate the students ability to independently engage in learning for personal and professional development. It will facilitate the acquisition of values, knowledge and skills that are essential for learning and effective independent study. Within the notion of learning to learn , this module will feature reflective processes so as to enable students to appraise their own personal learning needs and strengths and to then develop strategies to identify personal goals and areas for development. Notions of research, evidence and scholarly enquiry will be introduced in this module, as will the skills and conventions of academic writing.

  • Learning for Professional Development 1

    This is the first of three modules that will facilitate the students ability to independently engage in learning for Continuing Personal and Professional Development (CPPD). It will facilitate the acquisition of values, knowledge and skills that are essential for learning and effective independent study. Within the notion of learning to learn , this module will feature reflective processes so as to enable students to appraise their own personal learning needs and strengths and to then develop strategies to identify personal goals and areas for development. Notions of research, evidence and scholarly enquiry will be introduced in this module, as will the skills and conventions of academic writing.

  • Learning for Professional Development 1

    This is the first of three modules that will facilitate the students ability to independently engage in learning for Continuing Personal and Professional Development (CPPD). It will facilitate the acquisition of values, knowledge and skills that are essential for learning and effective independent study. Within the notion of learning to learn , this module will feature reflective processes so as to enable students to appraise their own personal learning needs and strengths and to then develop strategies to identify personal goals and areas for development. Notions of research, evidence and scholarly enquiry will be introduced in this module, as will the skills and conventions of academic writing.

  • Learning for Professional Development 1

    This is the first of three modules that will facilitate the students ability to independently engage in learning for Continuing Personal and Professional Development (CPPD). It will facilitate the acquisition of values, knowledge and skills that are essential for learning and effective independent study. Within the notion of learning to learn , this module will feature reflective processes so as to enable students to appraise their own personal learning needs and strengths and to then develop strategies to identify personal goals and areas for development. Notions of research, evidence and scholarly enquiry will be introduced in this module, as will the skills and conventions of academic writing.

  • Person-centred Approaches 1 - Health and Social Inclusion

    This 15 credit Level 4 module provides the student with opportunities to begin to explore health and social inequalities in relation to the everyday life experiences of people who have learning disabilities. The module will emphasise the role of the nurse in supporting and promoting the values bases which now inform current policy and practice including the skills of person-centred assessment and planning of care needs with people who have learning disabilities. Collaborative working with service users, carers and professionals is examined in effectively challenging and influencing the provision of reasonable adjustment in restoring the balance to those inequalities which exist. In order to achieve this meaningfully, the module will include a significant range of contributions from people who have learning disabilities, carers and professionals. This module is complemented in the 2nd. Year of the programme through undertaking either of the modules, "Multi-cultural Dimensions of Contemporary Learning Disability Services" (5NMH1052) OR "International Dimensions of Contemporary Learning Disability Services" (5NMH1023). These modules both begin to examine health and social inclusion issues within a cultural context and in relation to service design effectiveness and good practice.

  • Person-centred Approaches 1 - Health and Social Inclusion

    This 15 credit Level 4 module provides the student with opportunities to begin to explore health and social inequalities in relation to the everyday life experiences of people who have learning disabilities. The module will emphasise the role of the nurse in supporting and promoting the values bases which now inform current policy and practice including the skills of person-centred assessment and planning of care needs with people who have learning disabilities. Collaborative working with service users, carers and professionals is examined in effectively challenging and influencing the provision of reasonable adjustment in restoring the balance to those inequalities which exist. In order to achieve this meaningfully, the module will include a significant range of contributions from people who have learning disabilities, carers and professionals. This module is complemented in the 2nd. Year of the programme through undertaking either of the modules, "Multi-cultural Dimensions of Contemporary Learning Disability Services" (5NMH1052) OR "International Dimensions of Contemporary Learning Disability Services" (5NMH1023). These modules both begin to examine health and social inclusion issues within a cultural context and in relation to service design effectiveness and good practice.

  • Person-centred Approaches 1 - Health and Social Inclusion

    This 15 credit Level 4 module provides the student with opportunities to begin to explore health and social inequalities in relation to the everyday life experiences of people who have learning disabilities. The module will emphasise the role of the nurse in supporting and promoting the values bases which now inform current policy and practice including the skills of person-centred assessment and planning of care needs with people who have learning disabilities. Collaborative working with service users, carers and professionals is examined in effectively challenging and influencing the provision of reasonable adjustment in restoring the balance to those inequalities which exist. In order to achieve this meaningfully, the module will include a significant range of contributions from people who have learning disabilities, carers and professionals. This module is complemented in the 2nd. Year of the programme through undertaking either of the modules, "Multi-cultural Dimensions of Contemporary Learning Disability Services" (5NMH1052) OR "International Dimensions of Contemporary Learning Disability Services" (5NMH1023). These modules both begin to examine health and social inclusion issues within a cultural context and in relation to service design effectiveness and good practice.

  • Person-centred Approaches 1 - Health and Social Inclusion

    This 15 credit Level 4 module provides the student with opportunities to begin to explore health and social inequalities in relation to the everyday life experiences of people who have learning disabilities. The module will emphasise the role of the nurse in supporting and promoting the values bases which now inform current policy and practice including the skills of person-centred assessment and planning of care needs with people who have learning disabilities. Collaborative working with service users, carers and professionals is examined in effectively challenging and influencing the provision of reasonable adjustment in restoring the balance to those inequalities which exist. In order to achieve this meaningfully, the module will include a significant range of contributions from people who have learning disabilities, carers and professionals. This module is complemented in the 2nd. Year of the programme through undertaking either of the modules, "Multi-cultural Dimensions of Contemporary Learning Disability Services" (5NMH1052) OR "International Dimensions of Contemporary Learning Disability Services" (5NMH1023). These modules both begin to examine health and social inclusion issues within a cultural context and in relation to service design effectiveness and good practice.

  • Professional Aspects of Care

    This 15 credit module focuses on the student's professional development so that s/he is able to work therapeutically with patients/service users, families and carers. A range of teaching and learning strategies will be utilised to facilitate the student's development of therapeutic communication skills; reflection on personal and professional development will be encouraged. In addition, the concept of care will be explored with emphasis being placed upon meeting the unique and individual needs of patients/service-users. An introduction to legal and ethical frameworks and health policy will be provided to enable the student to understand the professional responsibilities and boundaries that may impact upon nursing practice. The module will be delivered using a mixture of teaching methods. Blended learning strategies will be employed throughout and approximately 15 hours of this will be through technologically assisted distance learning methods. These hours have been incorporated into the "Independent Study" hours shown in Section 12 of this DMD.

  • Professional Aspects of Care

  • Professional Aspects of Care

    This 15 credit module focuses on the student's professional development so that s/he is able to work therapeutically with patients/service users, families and carers. A range of teaching and learning strategies will be utilised to facilitate the student's development of therapeutic communication skills; reflection on personal and professional development will be encouraged. In addition, the concept of care will be explored with emphasis being placed upon meeting the unique and individual needs of patients/service-users. An introduction to legal and ethical frameworks and health policy will be provided to enable the student to understand the professional responsibilities and boundaries that may impact upon nursing practice. The module will be delivered using a mixture of teaching methods. Blended learning strategies will be employed throughout and approximately 15 hours of this will be through technologically assisted distance learning methods. These hours have been incorporated into the "Independent Study" hours shown in Section 12 of this DMD.

  • Professional Aspects of Care

    This 15 credit module focuses on the student's professional development so that s/he is able to work therapeutically with patients/service users, families and carers. A range of teaching and learning strategies will be utilised to facilitate the student's development of therapeutic communication skills; reflection on personal and professional development will be encouraged. In addition, the concept of care will be explored with emphasis being placed upon meeting the unique and individual needs of patients/service-users. An introduction to legal and ethical frameworks and health policy will be provided to enable the student to understand the professional responsibilities and boundaries that may impact upon nursing practice. The module will be delivered using a mixture of teaching methods. Blended learning strategies will be employed throughout and approximately 15 hours of this will be through technologically assisted distance learning methods. These hours have been incorporated into the "Independent Study" hours shown in Section 12 of this DMD.

Optional

Year 2

Core Modules

  • Building Capability & Enhancing Capacity (2) Facilitating Development & Health

    This 30 credit level 5 field specific module is designed to develop the student's knowledge and skills within the key nursing role of promoting and facilitating the health needs of people who have learning disabilities. Fundamental to effective health promotion is a sound knowledge of bio-psycho-social human growth and development and how this may deviate from the norm in individuals who have learning disabilities. The module will emphasise the application of such knowledge in assessing and designing healthcare interventions that appropriately meet the needs of people who have learning disabilities whilst incorporating effective teaching skills to support their specific learning needs. Such skills will be developed and organised throughout the module within a number of teaching skills work-shops. Throughout the year students will be using their practice based experiences to undertake health related activities identified within their practice documents. The overall experiences engaged with will be used as vehicles for reflection on the health issues, needs and interventions which are encountered in addition to synthesising relevant modular theory from across the year. The module is founded on the CNO Strategy (2012) and the 6Cs underpinning a culture of passionate care Care, Compassion, Competence, Communication, Courage and Commitment.

  • Building Capability & Enhancing Capacity (2) Facilitating Development & Health

    This 30 credit level 5 field specific module is designed to develop the student's knowledge and skills within the key nursing role of promoting and facilitating the health needs of people who have learning disabilities. Fundamental to effective health promotion is a sound knowledge of bio-psycho-social human growth and development and how this may deviate from the norm in individuals who have learning disabilities. The module will emphasise the application of such knowledge in assessing and designing healthcare interventions that appropriately meet the needs of people who have learning disabilities whilst incorporating effective teaching skills to support their specific learning needs. Such skills will be developed and organised throughout the module within a number of teaching skills work-shops. Throughout the year students will be using their practice based experiences to undertake health related activities identified within their practice documents. The overall experiences engaged with will be used as vehicles for reflection on the health issues, needs and interventions which are encountered in addition to synthesising relevant modular theory from across the year. The module is founded on the CNO Strategy (2012) and the 6Cs underpinning a culture of passionate care Care, Compassion, Competence, Communication, Courage and Commitment.

  • Building Capability & Enhancing Capacity (2) Facilitating Development & Health

    This 30 credit level 5 field specific module is designed to develop the student's knowledge and skills within the key nursing role of promoting and facilitating the health needs of people who have learning disabilities. Fundamental to effective health promotion is a sound knowledge of bio-psycho-social human growth and development and how this may deviate from the norm in individuals who have learning disabilities. The module will emphasise the application of such knowledge in assessing and designing health and care interventions that adequately meet the needs of people who have learning disabilities whilst incorporating effective teaching skills to support their specific learning needs. Such skills will be developed and organised throughout the module within a number of teaching skills work-shops. Throughout the semester students will also be using their practice based experiences as vehicles for reflection on the health issues, needs and interventions which are encountered in addition to synthesising relevant modular theory from across the year. The module is founded on the CNO Strategy (2012) and the 6Cs underpinning a culture of passionate care Care, Compassion, Competence, Communication, Courage and Commitment.

  • Building Capability and Enhancing Capacity (2) Facilitating Development & Health

    This 30 credit level 5 field specific module is designed to develop the student's knowledge and skills within the key nursing role of promoting and facilitating the health needs of people who have learning disabilities. Fundamental to effective health promotion is a sound knowledge of bio-psycho-social human growth and development and how this may deviate from the norm in individuals who have learning disabilities. The module will emphasise the application of such knowledge in assessing and designing health and care interventions that adequately meet the needs of people who have learning disabilities whilst incorporating effective teaching skills to support their specific learning needs. Such skills will be developed and organised throughout the module within a number of teaching skills work-shops. Throughout the semester students will also be using their practice based experiences as vehicles for reflection on the health issues, needs and interventions which are encountered in addition to synthesising relevant modular theory from across the year. The module is founded on the CNO Strategy (2012) and the 6Cs underpinning a culture of passionate care Care, Compassion, Competence, Communication, Courage and Commitment.

  • Learning for Professional Development 2

    This is the second of three modules designed to facilitate the students ability to independently engage in learning for Continuing Personal and Professional Development (CPPD). It advances the students acquisition of values, knowledge and skills that are essential for learning and effective independent study. The module will enable students to develop strategies designed to support learning, including participation in e-learning and the use of portfolios. The module also supports the students ability to engage constructively with available research and to utilise the evidence to support nursing practice.

  • Learning for Professional Development II

    This is the second of three modules designed to facilitate the students ability to independently engage in learning for Continuing Personal and Professional Development (CPPD). It advances the students acquisition of values, knowledge and skills that are essential for learning and effective independent study. The module will enable students to develop strategies designed to support learning, including participation in e-learning and the use of portfolios. The module also supports the students ability to engage constructively with available research and to utilise the evidence to support nursing practice.

  • Learning for Professional Development II

    This is the second of three modules designed to facilitate the students ability to independently engage in learning for Continuing Personal and Professional Development (CPPD). It advances the students acquisition of values, knowledge and skills that are essential for learning and effective independent study. The module will enable students to develop strategies designed to support learning, including participation in e-learning and the use of portfolios. The module also supports the students ability to engage constructively with available research and to utilise the evidence to support nursing practice.

  • Learning for Professional Development II

    This is the second of three modules designed to facilitate the students ability to independently engage in learning for Continuing Personal and Professional Development (CPPD). It advances the students acquisition of values, knowledge and skills that are essential for learning and effective independent study. The module will enable students to develop strategies designed to support learning, including participation in e-learning and the use of portfolios. The module also supports the students ability to engage constructively with available research and to utilise the evidence to support nursing practice.

  • Person Centred Approaches 2 Supporting People with Complex Needs

    With advancements in medical knowledge and ever more effective health interventions, the incidence and prevalence of people who have profound intellectual and multiple disabilities is increasing progressively. The very nature of such multiple disabilities, alongside that of frequently profound intellectual impairment, provides broad ranging challenges to healthcare professionals generally and to Learning Disability nurses in particular. This 30 credit Level 5 module provides the student with both a socio-political and bio-psycho-social context in which the health issues and practical support needs/interventions required by people who have profound intellectual and multiple disabilities are examined. The module addresses both theoretical dimensions as well as exploring and developing a range of nursing skills to more effectively support persons who have complex needs. Such skills bases will be developed through experiential learning techniques and simulated activities with a focus upon supporting physical and sensory impairment needs.

  • Person Centred Approaches 2 Supporting People with Complex Needs

    With advancements in medical knowledge and ever more effective health interventions, the incidence and prevalence of people who have profound intellectual and multiple disabilities is increasing progressively. The very nature of such multiple disabilities, alongside that of frequently profound intellectual impairment, provides broad ranging challenges to healthcare professionals generally and to Learning Disability nurses in particular. This 30 credit Level 5 module provides the student with both a socio-political and bio-psycho-social context in which the health issues and practical support needs/interventions required by people who have profound intellectual and multiple disabilities are examined. The module addresses both theoretical dimensions as well as exploring and developing a range of nursing skills to more effectively support persons who have complex needs. Such skills bases will be developed through experiential learning techniques and simulated activities with a focus upon supporting physical and sensory impairment needs.

  • Person Centred Approaches 3-Supporting Psychological Health & Well-being

    This 30 credit Level 5 module is designed to build upon introductory theory addressed in previous/concurrent modules and further develop the student 's knowledge and understanding in supporting the psychological well-being and mental health needs of people who have learning disabilities. The inherent vulnerability of the emotional well-being of people who have learning disabilities is well documented as is the increased prevalence of mental health disorder amongst this population (Cooper et al., 2007). However, identifying emotional risks and mental health problems amongst service-users, as well as constructing both preventative and treatment interventions, is a challenging and complex process which requires significant levels of both knowledge and skill. This module explores such complexities within the context of psycho-social theory informing both understanding of the influences on the experience of psychological distress for people who have learning disabilities as well as some key skilled therapeutic approaches which may be employed to reduce and /or treat their needs.

  • Person-centred Approaches 2 -Supporting People with Complex Needs

    With advancements in medical knowledge and ever more effective health interventions, the incidence and prevalence of people who have profound intellectual and multiple disabilities is increasing progressively. The very nature of such multiple disabilities, alongside that of frequently profound intellectual impairment, provides broad ranging challenges to healthcare professionals generally and to Learning Disability nurses in particular. This 30 credit Level 5 module provides the student with both a socio-political and bio-psycho-social context in which the health issues and practical support needs/interventions required by people who have profound intellectual and multiple disabilities are examined. The module addresses both theoretical dimensions as well as exploring and developing a range of nursing skills to more effectively support persons who have complex needs. Such skills bases will be developed through experiential learning techniques and simulated activities with a focus upon supporting physical and sensory impairment needs.

  • Person-centred Approaches 2 -Supporting People with Complex Needs

    This 30 credit Level 5 module is designed to build upon introductory theory addressed in previous/concurrent modules and further develop the student' s knowledge and understanding in supporting the psychological well-being and mental health needs of people who have learning disabilities. The inherent vulnerability of the emotional well-being of people who have learning disabilities is well documented as is the increased prevalence of mental health disorder amongst this population (Cooper et al., 2007). However, identifying emotional risks and mental health problems amongst service-users, as well as constructing both preventative and treatment interventions, is a challenging and complex process which requires significant levels of both knowledge and skill. This module explores such complexities within the context of psycho-social theory informing both understanding of the influences on the experience of psychological distress for people who have learning disabilities as well as some key skilled therapeutic approaches which may be employed to reduce and /or treat their needs.

  • Person-centred Approaches 2 Supporting People with Complex Needs

    With advancements in medical knowledge and ever more effective health interventions, the incidence and prevalence of people who have profound intellectual and multiple disabilities is increasing progressively. The very nature of such multiple disabilities, alongside that of frequently profound intellectual impairment, provides broad ranging challenges to healthcare professionals generally and to Learning Disability nurses in particular. This 30 credit Level 5 module provides the student with both a socio-political and bio-psycho-social context in which the health issues and practical support needs/interventions required by people who have profound intellectual and multiple disabilities are examined. The module addresses both theoretical dimensions as well as exploring and developing a range of nursing skills to more effectively support persons who have complex needs. Such skills bases will be developed through experiential learning techniques and simulated activities with a focus upon supporting physical and sensory impairment needs.

  • Person-centred Approaches 3 - Supporting Psychological Health and Well-being

    This 30 credit Level 5 module is designed to build upon introductory theory addressed in previous/concurrent modules and further develop the student 's knowledge and understanding in supporting the psychological well-being and mental health needs of people who have learning disabilities. The inherent vulnerability of the emotional well-being of people who have learning disabilities is well documented as is the increased prevalence of mental health disorder amongst this population (Cooper et al., 2007). However, identifying emotional risks and mental health problems amongst service-users, as well as constructing both preventative and treatment interventions, is a challenging and complex process which requires significant levels of both knowledge and skill. This module explores such complexities within the context of psycho-social theory informing both understanding of the influences on the experience of psychological distress for people who have learning disabilities as well as some key skilled therapeutic approaches which may be employed to reduce and /or treat their needs.

  • Person-centred Approaches 3 - Supporting Psychological Health and Well-being

    This 30 credit Level 5 module is designed to build upon introductory theory addressed in previous/concurrent modules and further develop the student's knowledge and understanding in supporting the psychological well-being and mental health needs of people who have learning disabilities. The inherent vulnerability of the emotional well-being of people who have learning disabilities is well documented as is the increased prevalence of mental health disorder amongst this population (Cooper et al., 2007). However, identifying emotional risks and mental health problems amongst service-users, as well as constructing both preventative and treatment interventions, is a challenging and complex process which requires significant levels of both knowledge and skill. This module explores such complexities within the context of psycho-social theory informing both understanding of the influences on the experience of psychological distress for people who have learning disabilities as well as some key skilled therapeutic approaches which may be employed to reduce and /or treat their needs.

Optional

  • International Dimensions of Contemporary Learning Disability Services

    This 15 credit module is an intensive 2 week academic programme undertaken as part of an Erasmus funded international EU project currently involving collaboration between Universities in the UK, Norway, Sweden and Romania The module builds upon the foundation of themes addressed within the first year module, Person-centred Approaches 1 - Health and Social Inclusion (4NMH1011). The module further develops the student s knowledge and expands the application of theory within a multi-cultural and international context. The module will expose students to the richness, commonalities and diversity of approaches and challenges experienced in developing inclusive services primarily within the European countries participating in the project. Students will acquire an appreciation of the key social, cultural, political, administrative and legal influences underpinning the models, design and delivery of services presented.

  • International Dimensions of Contemporary Learning Disability Services

    This 15 credit module is an intensive 2 week academic programme undertaken as part of an Erasmus funded international EU project currently involving collaboration between Universities in the UK, Norway, Sweden and Romania The module builds upon the foundation of themes addressed within the first year module, Person-centred Approaches 1 - Health and Social Inclusion (4NMH1011). The module further develops the student's knowledge and expands the application of theory within a multi-cultural and international context. The module will expose students to the richness, commonalities and diversity of approaches and challenges experienced in developing inclusive services primarily within the European countries participating in the project. Students will acquire an appreciation of the key social, cultural, political, administrative and legal influences underpinning the models, design and delivery of services presented.

  • International Dimensions of Contemporary Learning Disability Services

    This 15 credit module is an intensive 2 week academic programme undertaken as part of an Erasmus funded international EU project currently involving collaboration between Universities in the UK, Norway, Sweden and Romania The module builds upon the foundation of themes addressed within the first year module, Person-centred Approaches 1 - Health and Social Inclusion (4NMH1011). The module further develops the student s knowledge and expands the application of theory within a multi-cultural and international context. The module will expose students to the richness, commonalities and diversity of approaches and challenges experienced in developing inclusive services primarily within the European countries participating in the project. Students will acquire an appreciation of the key social, cultural, political, administrative and legal influences underpinning the models, design and delivery of services presented.

  • International Dimensions of Contemporary Learning Disability Services

    This 15 credit module is an intensive 2 week academic programme undertaken as part of an Erasmus funded international EU project currently involving collaboration between Universities in the UK, Norway, Sweden and Romania The module builds upon the foundation of themes addressed within the first year module, Person-centred Approaches 1 - Health and Social Inclusion (4NMH1011). The module further develops the student s knowledge and expands the application of theory within a multi-cultural and international context. The module will expose students to the richness, commonalities and diversity of approaches and challenges experienced in developing inclusive services primarily within the European countries participating in the project. Students will acquire an appreciation of the key social, cultural, political, administrative and legal influences underpinning the models, design and delivery of services presented.

  • Multi-Cultural Dimensions of Contemporary Learning Disability Services

    This 15 credit, Level 5 module builds upon the foundation of themes addressed within the first year module, Person-centred Approaches 1 - Health and Social Inclusion (4NMH1011). The module further develops the students knowledge and expands the application of theory within a multi-cultural context. In so doing the module exposes students to key social, political, administrative and legal influences underpinning the models, design and delivery of services as they have evolved primarily in the UK whilst also considering some comparable service experiences internationally. The concept of inclusion, its interpretation and transfer into practice will be the primary vehicle by which contemporary services will be explored enabling students to critically examine the effectiveness of services in meeting the rights and needs of all citizens who have learning disabilities.

  • Multi-Cultural Dimensions of Contemporary Learning Disability Services

    This 15 credit, Level 5 module builds upon the foundation of themes addressed within the first year module, Person-centred Approaches 1 - Health and Social Inclusion (4NMH1011). The module further develops the students knowledge and expands the application of theory within a multi-cultural context. In so doing the module exposes students to key social, political, administrative and legal influences underpinning the models, design and delivery of services as they have evolved primarily in the UK whilst also considering some comparable service experiences internationally. The concept of inclusion, its interpretation and transfer into practice will be the primary vehicle by which contemporary services will be explored enabling students to critically examine the effectiveness of services in meeting the rights and needs of all citizens who have learning disabilities.

  • Multi-cultural Dimensions of Contemporary Learning Disability Services

    This 15 credit, Level 5 module builds upon the foundation of themes addressed within the first year module, Person-centred Approaches 1 - Health and Social Inclusion (4NMH1011). The module further develops the students knowledge and expands the application of theory within a multi-cultural context. In so doing the module exposes students to key social, political, administrative and legal influences underpinning the models, design and delivery of services as they have evolved primarily in the UK whilst also considering some comparable service experiences internationally. The concept of inclusion, its interpretation and transfer into practice will be the primary vehicle by which contemporary services will be explored enabling students to critically examine the effectiveness of services in meeting the rights and needs of all citizens who have learning disabilities.

  • Multi-cultural Dimensions of Contemporary Learning Disability Services

    This 15 credit, Level 5 module builds upon the foundation of themes addressed within the first year module, Person-centred Approaches 1 - Health and Social Inclusion (4NMH1011). The module further develops the students knowledge and expands the application of theory within a multi-cultural context. In so doing the module exposes students to key social, political, administrative and legal influences underpinning the models, design and delivery of services as they have evolved primarily in the UK whilst also considering some comparable service experiences internationally. The concept of inclusion, its interpretation and transfer into practice will be the primary vehicle by which contemporary services will be explored enabling students to critically examine the effectiveness of services in meeting the rights and needs of all citizens who have learning disabilities.

Year 3

Core Modules

  • Building Capability & Enhancing Capacity (3) - Management & Leadership

    This 30 credit level 6 field specific module is designed to enhance the student's management and leadership skills of self, others and environments as applied to care delivery within learning disability nursing services. The module will prepare students in the transition to their future roles as qualified practitioners and prospective leaders within the learning disability nursing profession. The module will encourage students to think from a leadership and management perspective about their practice approaches, organisational and decision making skills in terms of effectiveness, efficiency and quality outcomes for the people (staff and service-users) within the working environment. Throughout the year students will also be using their practice based experiences to undertake management oriented activities identified within their practice documents. The overall experiences engaged with will be used as vehicles for reflection on the management and leadership issues which are encountered in addition to synthesising relevant modular theory from across the year. The module is founded on the CNO Strategy (2012) and the 6Cs underpinning a culture of passionate care Care, Compassion, Competence, Communication, Courage and Commitment.

  • Building Capability & Enhancing Capacity (3) - Management & Leadership

    This 30 credit level 6 field specific module is designed to enhance the student s management and leadership skills of self, others and environments as applied to care delivery within learning disability nursing services. The module will prepare students in the transition to their future roles as qualified practitioners and prospective leaders within the learning disability nursing profession. The module will encourage students to think from a leadership and management perspective about their practice approaches, organisational and decision making skills in terms of effectiveness, efficiency and quality outcomes for the people (staff and service-users) within the working environment. Throughout the year students will also be using their practice based experiences to undertake management oriented activities identified within their practice documents. The overall experiences engaged with will be used as vehicles for reflection on the management and leadership issues which are encountered in addition to synthesising relevant modular theory from across the year. The module is founded on the CNO Strategy (2012) and the 6Cs underpinning a culture of passionate care Care, Compassion, Competence, Communication, Courage and Commitment.

  • Building Capability & Enhancing Capacity (3) - Management & Leadership

    This 30 credit level 6 field specific module is designed to enhance the student s management and leadership skills of self, others and environments as applied to care delivery within learning disability nursing services. The module will prepare students in the transition to their future roles as qualified practitioners and prospective leaders within the learning disability nursing profession. The module will encourage students to think from a leadership and management perspective about their practice approaches, organisational and decision making skills in terms of effectiveness, efficiency and quality outcomes for the people (staff and service-users) within the working environment. Throughout the year students will also be using their practice based experiences to undertake management oriented activities identified within their practice documents. The overall experiences engaged with will be used as vehicles for reflection on the management and leadership issues which are encountered in addition to synthesising relevant modular theory from across the year. The module is founded on the CNO Strategy (2012) and the 6Cs underpinning a culture of passionate care Care, Compassion, Competence, Communication, Courage and Commitment.

  • Building Capacity and Enhancing Capacity (3) Management and Leadership

    This 30 credit level 6 field specific module is designed to enhance the student s management and leadership skills of self, others and environments as applied to care delivery within learning disability nursing services. The module will prepare students in the transition to their future roles as qualified practitioners and prospective leaders within the learning disability nursing profession. The module will encourage students to think from a leadership and management perspective about their practice approaches, organisational and decision making skills in terms of effectiveness, efficiency and quality outcomes for the people (staff and service-users) within the working environment. Throughout the year students will also be using their practice based experiences to undertake management oriented activities identified within their practice documents. The overall experiences engaged with will be used as vehicles for reflection on the management and leadership issues which are encountered in addition to synthesising relevant modular theory from across the year. The module is founded on the CNO Strategy (2012) and the 6Cs underpinning a culture of passionate care Care, Compassion, Competence, Communication, Courage and Commitment.

  • Enhancing Health & Social Care through Inter-professional Education

    The module is designed to give students further opportunities of working in multi-professional groups in order to improve understanding across professional boundaries and encourage collaborative learning and working that will bring benefit to patient/service-users. The justification for inclusion of inter-professional working within health care is addressed. The module requires students to bring specialist in-depth knowledge of their profession and professional codes of conduct to a group setting so that health and social care pathways are critically reviewed in the context of professional practice.

  • Enhancing Health & Social Care through Inter-professional Education

  • Enhancing Health & Social Care through Inter-professional Education

    The module is designed to give students further opportunities of working in multi-professional groups in order to improve understanding across professional boundaries and encourage collaborative learning and working that will bring benefit to patient/service-users. The justification for inclusion of inter-professional working within health care is addressed. The module requires students to bring specialist in-depth knowledge of their profession and professional codes of conduct to a group setting so that health and social care pathways are critically reviewed in the context of professional practice.

  • Enhancing Health & Social Care through Inter-professional Education

    The module is designed to give students further opportunities of working in multi-professional groups in order to improve understanding across professional boundaries and encourage collaborative learning and working that will bring benefit to patient/service-users. The justification for inclusion of inter-professional working within health care is addressed. The module requires students to bring specialist in-depth knowledge of their profession and professional codes of conduct to a group setting so that health and social care pathways are critically reviewed in the context of professional practice.

  • Imagination & Innovation in Evidence-based Nursing Care

  • Imagination and Innovation in Evidence-based Nursing Care

    This module builds upon the Learning for Professional Development sequence of modules and represents an exciting opportunity for students to engage in a negotiated practice-based project that will encourage them to focus upon a practice issue of professional interest. Students will be encouraged to explore this in an imaginative and innovative manner which may lead to new ways of improving practice for the benefit of service-users from an individual, group or whole service perspective. The project is conceived as being primarily an academic proposal with potential to be taken further by care/service teams should they wish to either during or post development of the project. The module will call upon students to employ both their skills of research awareness and appreciation and management in adopting a rigorous approach to the project design and organisation. Whilst the project will not concern itself with personal data gathering, it will nevertheless act as an academic opportunity and vehicle for students to begin to hone their skills in engaging with potential future research activity.

  • Imagination and Innovation in Evidence-based Nursing Care

    This module builds upon the Learning for Professional Development sequence of modules and represents an exciting opportunity for students to engage in a negotiated practice-based project that will encourage them to focus upon a practice issue of professional interest. Students will be encouraged to explore this in an imaginative and innovative manner which may lead to new ways of improving practice for the benefit of service-users from an individual, group or whole service perspective. The project is conceived as being primarily an academic proposal with potential to be taken further by care/service teams should they wish to either during or post development of the project. The module will call upon students to employ both their skills of research awareness and appreciation and management in adopting a rigorous approach to the project design and organisation. Whilst the project will not concern itself with personal data gathering, it will nevertheless act as an academic opportunity and vehicle for students to begin to hone their skills in engaging with potential future research activity.

  • Imagination and Innovation in Evidence-based Nursing Care

    This module builds upon the Learning for Professional Development sequence of modules and represents an exciting opportunity for students to engage in a negotiated practice-based project that will encourage them to focus upon a practice issue of professional interest. Students will be encouraged to explore this in an imaginative and innovative manner which may lead to new ways of improving practice for the benefit of service-users from an individual, group or whole service perspective. The project is conceived as being primarily an academic proposal with potential to be taken further by care/service teams should they wish to either during or post development of the project. The module will call upon students to employ both their skills of research awareness and appreciation and management in adopting a rigorous approach to the project design and organisation. Whilst the project will not concern itself with personal data gathering, it will nevertheless act as an academic opportunity and vehicle for students to begin to hone their skills in engaging with potential future research activity.

  • Learning for Professional Development III

    This is the final module of three designed to facilitate the students ability to independently engage in learning for Continuing Personal and Professional Development (CPPD). The module will enable students to critically analyse their continuing personal and professional development needs with a view to beginning the initial development of a Continuing Personal and Professional Development plan. The module will also enable students to develop strategies designed to foster and support practice learning and the learning needs of others. This module will further support the students ability to apply the findings of research and evidence with care environments.

  • Learning for Professional Development III

    This is the final module of three designed to facilitate the students ability to independently engage in learning for Continuing Personal and Professional Development (CPPD). The module will enable students to critically analyse their continuing personal and professional development needs with a view to beginning the initial development of a Continuing Personal and Professional Development plan. The module will also enable students to develop strategies designed to foster and support practice learning and the learning needs of others. This module will further support the students ability to apply the findings of research and evidence with care environments.

  • Learning for Professional Development III

    This is the final module of three designed to facilitate the students ability to independently engage in learning for Continuing Personal and Professional Development (CPPD). The module will enable students to critically analyse their continuing personal and professional development needs with a view to beginning the initial development of a Continuing Personal and Professional Development plan. The module will also enable students to develop strategies designed to foster and support practice learning and the learning needs of others. This module will further support the students ability to apply the findings of research and evidence with care environments.

  • Learning for Professional Development III

    This is the final module of three designed to facilitate the students ability to independently engage in learning for Continuing Personal and Professional Development (CPPD). The module will enable students to critically analyse their continuing personal and professional development needs with a view to beginning the initial development of a Continuing Personal and Professional Development plan. The module will also enable students to develop strategies designed to foster and support practice learning and the learning needs of others. This module will further support the students ability to apply the findings of research and evidence with care environments.

  • Person-centred Approached (5) Life Transitions for Adults & Older Person

    This module is the second of 2 inter-related modules concerned with life transitions . It draws upon concepts previously addressed in the first Life Transitions module and applies these to transitions experienced primarily by older persons and the therapeutic and organisational role of the Learning Disability nurse in effectively supporting the associated bio-psycho-social health issues which commonly arise. The experience of transition impacts on the health of people who have a learning disability across all life stages but are especially challenging at key times. Most of our living years are spent as adults and the challenging experience of people who have learning disabilities throughout this period are well documented e.g adjusting to adult expectations, growing sexual awareness, coping with independence and experiencing increasing health problems. The module will generally consider these life challenges and experiences however, as national demographic trends show an increasing profile of an ageing mainstream and learning disabled population, the issues of longevity form a major focus for this module.

  • Person-centred Approaches (4) Life Transitions for Adolescents and Adults

  • Person-centred Approaches (5) Life Transitions for Adults & Older Person

    This module is the second of 2 inter-related modules concerned with life transitions . It draws upon concepts previously addressed in the first Life Transitions module and applies these to transitions experienced primarily by older persons and the therapeutic and organisational role of the Learning Disability nurse in effectively supporting the associated bio-psycho-social health issues which commonly arise. The experience of transition impacts on the health of people who have a learning disability across all life stages but are especially challenging at key times. Most of our living years are spent as adults and the challenging experience of people who have learning disabilities throughout this period are well documented e.g adjusting to adult expectations, growing sexual awareness, coping with independence and experiencing increasing health problems. The module will generally consider these life challenges and experiences however, as national demographic trends show an increasing profile of an ageing mainstream and learning disabled population, the issues of longevity form a major focus for this module.

  • Person-centred Approaches (5) Life Transitions for Adults and Older Person

    This module is the second of 2 inter-related modules concerned with life transitions. It draws upon concepts previously addressed in the first Life Transitions module and applies these to transitions experienced primarily by older persons and the therapeutic and organisational role of the Learning Disability nurse in effectively supporting the associated bio-psycho-social health issues which commonly arise. The experience of transition impacts on the health of people who have a learning disability across all life stages but are especially challenging at key times. Most of our living years are spent as adults and the challenging experience of people who have learning disabilities throughout this period are well documented e.g adjusting to adult expectations, growing sexual awareness, coping with independence and experiencing increasing health problems. The module will generally consider these life challenges and experiences however, as national demographic trends show an increasing profile of an ageing mainstream and learning disabled population, the issues of longevity form a major focus for this module.

  • Person-centred Approaches 4 Life Transitions for Adolescents and Adults

    This module is the first of 2 inter-related modules concerned with Life Transitions & Partnership Working. This first module focuses upon the issues and specific support strategies needed to assist young persons who are making transitions from the child to adult world. Learning Disability nurses are becoming increasingly involved in this period of life for people who have learning disabilities working with schools, colleges, families, carers and people who themselves have learning disabilities in order to avoid and or reduce the negative impacts on bio-psycho-social health which can often be provoked or exacerbated within this vulnerable period (DH, NSF, 2004 - Standard 8: Disabled children and young people and those with complex health needs). The second module addresses similar themes but mainly in relation to the older person who has learning disabilities.

  • Person-centred Approcahes (5) - Life Transitions for Adults and Older Persons

    This module is the second of 2 inter-related modules concerned with life transitions . It draws upon concepts previously addressed in the first Life Transitions module and applies these to transitions experienced primarily by older persons and the therapeutic and organisational role of the Learning Disability nurse in effectively supporting the associated bio-psycho-social health issues which commonly arise. The experience of transition impacts on the health of people who have a learning disability across all life stages but are especially challenging at key times. Most of our living years are spent as adults and the challenging experience of people who have learning disabilities throughout this period are well documented e.g adjusting to adult expectations, growing sexual awareness, coping with independence and experiencing increasing health problems. The module will generally consider these life challenges and experiences however, as national demographic trends show an increasing profile of an ageing mainstream and learning disabled population, the issues of longevity form a major focus for this module.

  • Person-centred Planning (4) Life Transitions for Adolescents and Adults

    This module is the first of 2 inter-related modules concerned with Life Transitions & Partnership Working. This first module focuses upon the issues and specific support strategies needed to assist young persons who are making transitions from the child to adult world. Learning Disability nurses are becoming increasingly involved in this period of life for people who have learning disabilities working with schools, colleges, families, carers and people who themselves have learning disabilities in order to avoid and or reduce the negative impacts on bio-psycho-social health which can often be provoked or exacerbated within this vulnerable period (DH, NSF, 2004 - Standard 8: Disabled children and young people and those with complex health needs). The second module addresses similar themes but mainly in relation to the older person who has learning disabilities.

  • Person-centred Planning (4) Life Transitions for Adolescents and Adults

Optional

Fees & funding

If you are a UK or EU full-time undergraduate student, the NHS will pay the tuition fee for this course. You will not have to pay for the course yourself.

UK Students may be entitled to an NHS bursary.

Please note that in the event that you have to retake failed module(s) from a previous year (unconnected with adverse circumstances) you may have to 'step-off' the course until you have passed the module(s). In the event this happens, any NHS bursary you have been receiving will cease until you are in a position to resume the full-time course. In addition, you will be required to pay student tuition fees for retaking the failed module(s).

Find out more information on financial support arrangements for pre-registration health programmes.

University of Hertfordshire bursaries are not available for this course.

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

2014

Start DateEnd DateLink
26/09/201421/09/2015Apply online (Full Time)
26/09/201421/09/2015Apply online (Full Time)
23/01/201518/01/2016Apply online (Full Time)
24/09/201420/09/2015Apply online (Full Time)
24/09/201420/09/2015Apply online (Full Time)
01/02/201531/01/2016Apply online (Full Time)
23/09/201421/09/2015Apply online (Full Time)
23/09/201421/09/2015Apply online (Full Time)
23/09/201421/09/2015Apply online (Full Time)
23/09/201431/07/2015Apply online (Full Time)
23/09/201421/09/2015Apply online (Full Time)
01/02/201531/01/2016Apply online (Full Time)

2015

Start DateEnd DateLink
26/09/201521/09/2016Apply online (Full Time)
26/09/201521/09/2016Apply online (Full Time)
23/01/201618/01/2017Apply online (Full Time)
24/09/201520/09/2016Apply online (Full Time)
24/09/201520/09/2016Apply online (Full Time)
01/02/201631/01/2017Apply online (Full Time)
23/09/201531/07/2016Apply online (Full Time)
23/09/201521/09/2016Apply online (Full Time)
23/09/201521/09/2016Apply online (Full Time)
23/09/201521/09/2016Apply online (Full Time)
23/09/201521/09/2016Apply online (Full Time)
01/02/201631/01/2017Apply online (Full Time)