SHE Level 3
SCQF Credit Points 30.00
ECTS Credit Points 15.00
Module Code M3B723020
Module Leader Linda Steven
School School of Health and Life Sciences
Subject Nursing
  • A (September start)
  • B (January start)

Pre-Requisite Knowledge

Participants will be nurses who are re-entering learning disability nursing after a break in practice. Confirmation of having previously completed a Pre-registration Programme of Nurse Education will be required. The participants must complete an appropriate induction programme prior to commencing the module.

Summary of Content

The aim of this practice/theory module is to comprehensively prepare nurses, who have a lapse of registration with the Nursing and Midwifery Council (NMC), the opportunity to return to the register. The module updates students on knowledge and skills required of a registered nurse working in learning disability nursing practice. Return to Practice students will normally undertake up to a maximum of 450 hours in practice learning. The theory component comprises of 8 days in total, 4 generic and 4 field specific. With guidance from the Nursing Midwifery Council (NMC) Standards for pre-registration education (2010) and the Standards for Learning and Assessment in Practice (SLAiP) (2008), an Ongoing Achievement Record (OAR) is adapted for Return to Practice students which will encompass a range of learning outcomes and supervised by a sign off mentor.


An awareness of the Protection of Vulnerable Groups Code of Practice Communication Skills Contemporary and Contextual Issues in Mental Health Nursing Evidence Based Practice Health Promotion Inter-agency and inter-professional working Legal, accountability and ethical principles Ongoing Achievement Record (OAR) Person centred, safe and effective practice Reflective Practice and Writing Research Awareness Risk Assessment and Management Standards for Medicines Management Supervision models in practice The development of constructional approaches and positive methods of intervention

Learning Outcomes

By the end of the module, the learner should be able to:Demonstrate an ability to analyse the influence of Health and Social Policy on the practice of contemporary learning disability nursing practice.Demonstrate an ability to integrate knowledge of legislation, guidelines, codes of practice and policies into contemporary learning disability nursing.Evaluate the current structure and organisation of care nationally and locally.Reflect on and evaluate the current issues in learning disability nursing, education and practice.Critically analyse relevant literature and research to inform practice of learning disability nursing.Demonstrate an ability to prioritise and manage client/patient care using holistic and evidence based practice.Explore the role of learning disability nursing within the multidisciplinary team.Discuss and reflect on own strengths and weaknesses with a view to further developing personal and professional competence.Demonstrate the ability to use appropriate communications, teaching and learning skills in the practice learning environment.Successfully meets the practice learning competencies of the module.

Teaching / Learning Strategy

The teaching and learning strategy is defined as blended as it seeks to provide an educational framework, which promotes active learning. Within this context there is a balance of teaching methods, including; face to face lectures, seminars, problems solving workshops, student presentations, experiential learning, directed reading, appraisal of contemporary literature and online discussion . Normally, students with a lapse of registration up to 12 years will be required to undertake 300 hours of practice learning and 450 hours of practice learning for a lapse in registration more than 12 years. Students will be encouraged to reflect upon their current knowledge of clinical expertise to develop skills commensurate with effective practice. To develop this further, students will be asked to submit a formative essay. These teaching and learning strategies expose students to a range of learning styles and will guide those most conducive to Lifelong Learning.

Indicative Reading

Atherton and Crickmore ( EDs ) 2011 Learning Disabilities, Toward Inclusion, Churchill Livingstone Elsevier, Edinburgh Clarke C., & Griffiths P., 2006 Learning Disabilities: Meeting needs through health services, Wiley, Chester Cottrell, S. 2008, The Study Skills Handbook , 3rd edn, Palgrave: Hampshire Gerrish K and Clayton A (2010) The Research Process in Nursing, 6 th Ed. Wiley Blackwell, Oxford Grant, G., Ramcharan, P., Flynn, M., Richardson, M., 2010, Learning disability: A life cycle approach OU Press, Milton Keynes Jasper, M., 2003, Beginning Reflective Practice , Nelson Thornes: Cheltenham Mandelstam, M., 2010 Quick guide to community care practice and the Law, Kingsley, London McCormack, B., McCance, T. 2010, Person- centred Nursing: Theory and practice. Wiley-Blackwell. Oxford NHS Health Scotland. 2004, Health Needs Assessment Report, NES, Edinburgh RCN. 2011 Learning from the past - Setting out the future: Developing Learning Disability Nursing in the UK, RCN, London Scottish Executive. 2002, Promoting health, supporting inclusion. The Stationary Office, Edinburgh URLs Scottish Government Health Department. 2013. The keys to life - Improving Quality of Life for People with Learning Disabilities Available at: <> Scottish Government Health Department. 2012. Strengthening the commitment: The report of the UK Modernising Learning Disability Nursing Review. Available at: <> Scottish Government Health Department. 2010, NHS Scottish Healthcare Quality Improvement Strategy. Available at: <> Scottish Government Health Department. 2007. Adult Support and Protection (Scotland) Act 2007 Available at: <> Scottish Government Health Department. 2003. Mental Health (Care and Treatment) (Scotland) Act 2003 Available at: <> Scottish Government Health Department. 2000. Adults with Incapacity (Scotland) Act 2000. Available at: <> -357 SIGN Guidelines <> NES - <http:// www. nes> National Institute for Health and Care Excellence (NICE) - <> Nursing and Midwifery Council (NMC) - <>

Transferrable Skills

Develop independent learning by working in a self-directed manner Develop study and IT skills to underpin effective learning Develop critical thinking, decision making and communication skills Work effectively with others Underpin professional practice through reflection and the integration of theory and practice Appreciate the need for a high level of ethical and professional conduct

Module Structure

Activity Total Hours
Placement 150.00
Assessment (BL) 30.00
Independent Learning (BL) 70.00
Tutorials ( Bl) 6.00
Lectures (BL) 36.00
Seminars (BL) 8.00

Assessment Methods

Component Duration Weighting Threshold Description
Coursework 01 n/a 100.00 40% Essay (3000 words)
Placement 02 n/a 0.00 35% Ongoing Achievement Record (OAR)