SHE Level 3
SCQF Credit Points 30.00
ECTS Credit Points 15.00
Module Code M3B723023
Module Leader Mark Molesworth
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 adult/health visitor/school 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 adult/Health Visiting 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.


Assessment, judgement and decision making Bio-psychosocial and cognitive development Code of Practice Communication Skills Contemporary and Contextual Issues in Adult/Health Visiting/School Nursing Evidence Based Practice Health inequalities and diversity Health Promotion Inter-agency and inter-professional working Legal, accountability and ethical principles Ongoing Achievement Record (OAR) Person centred, safe and effective practice Principles of Public Health Reflective Practice and Writing Research Awareness Risk Assessment and Management Safeguarding Standards for Medicines Management

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 adult/health visitor/school nursing practice.Demonstrate an ability to integrate knowledge of legislation, guidelines, codes of practice and policies into contemporary adult/health visitor/school nursing.Evaluate the current structure and organisation of care nationally and locally.Reflect on and evaluate the current issues in adult/health visitor/school nursing, education and practice.Critically analyse relevant literature and research to inform practice of adult/health visitor/school nursing.Demonstrate an ability to prioritise and manage client/patient care using holistic and evidence based practice.Explore the role of the adult/health visitor/school nurse 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

Aggleton, P., Chalmers, H (2000) Nursing Models and Nursing Practice (2nd ed) London MacMillan Press Ltd. Berk, L (2001) Development through the Lifespan (2nd Ed). London: Allyn and Bacon. Coles L., Porter E. (2008) Public Health Skills: A practical Guide for Nurses and Public Health Practitioners. Oxford Blackwell Publishing Ltd. Cottrell, S. 2008, The Study Skills Handbook , 3rd edn, Palgrave: Hampshire Cowley, S (2001) Public Health in Policy and Practice. London: Bailliere Tindall. Dawes, M (2004) Evidence-based practice: a primer for health care professionals. Edinburgh: Churchill Livingstone. Department of Health. Acheson Report - Independent Inquiry into Inequalities in health. London: HMSO (1998). Dimond, B (2011) Legal Aspects of Nursing Practice. London: Prentice Hall. Gerrish K and Clayton A (2010) The Research Process in Nursing, 6 th Ed. Wiley Blackwell, Oxford Gray M. (2009), Evidence-based health care and public health: how to make decisions about health services and public health, Churchill Livingstone. Green J. and Tones K. (2010) Health Promotion: planning and strategies. (2nd edition) London: Sage. Hughes L & Owen H. (2009) Good Practice in Safeguarding Children: Working Effectively in Child Protection. London: Jessica Kingsley Publishers. Jasper, M., 2003, Beginning Reflective Practice , Nelson Thornes: Cheltenham Lucas, K., Lloyd, B (2005) Health Promotion: Evidence and Experience, London: Sage Nursing & Midwifery Council, 2004, Standards for proficiency for specialist community public health nursing, NMC London. Nursing & Midwifery Council, 2008, Standards to support learning and assessment in practice, NMC London. Nursing & Midwifery Council, 2008, The Code; Standards of conduct, performance and ethics for nurses and midwives, NMC London. Nursing & Midwifery Council, 2009, Standards for pre registration midwifery education, NMC London. Nursing & Midwifery Council, 2010, Standards for pre registration education, NMC London. Nursing & Midwifery Council, 2011, The Prep Handbook, NMC London. Polit, Denise F. (2003) Nursing research: principles and methods. Philadelphia: Lippincott Williams & Wilkins Scottish Executive. Delivering for Health SO 2006. Scottish Government. Better Health Better Care, SG 2007. Taylor G. & Hawley H. (2010) Key Debates in Health Care. Berkshire: Oxford University Press. Wilson F & Mabhala M (2008) Key Concepts in Public Health. London: Sage. URL's <> <> <> <>

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
Lectures (BL) 36.00
Tutorials ( Bl) 6.00
Seminars (BL) 8.00
Independent Learning (BL) 70.00
Assessment (BL) 30.00
Placement 300.00

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 Acheivement Record (OAR)