SHE Level 3
SCQF Credit Points 20.00
ECTS Credit Points 10.00
Module Code M3B726173
Module Leader David Barber
School School of Health and Life Sciences
Subject Nursing
  • A (September start)
  • B (January start)
  • C (May start)

Summary of Content

This practice learning module consists of two practice learning experience and one University day at the start and end of the module for briefing and debriefing/PAD sign-off. Theoretical concepts will be applied to practice to develop knowledge and understanding. Students will be developing independence and actively participating in care, demonstrating increasing confidence and competence. The module provides students with the opportunity to develop further professional skills for nursing practice within the NMC Platforms and Annexes. Within this module students will undertake 640 of hours of practice as part of the total 2300 hours required for the programme which is stipulated in the NMC Standards for pre-registration nursing programmes.


-360b7 Future Nurse: Standards of proficiency for registered nurses (NMC 2018) b7 Practice Assessment Document b7 NMC Platforms and Proficiencies b7 NMC Annexes A & B: Skills and Procedures b7 EU Legislation: Directive 2005/36/EC NMC Proficiencies 1.20

Learning Outcomes

On successful completion of the module the student should be able to:-1.Critically reflect upon personal and professional development in the role transition process.2. With reference to the Participation in Care Framework, demonstrate safe, effective and person-centred practice at the INDEPENDENT level of performance.3. Demonstrate evidence of critical thinking through the application of theory to practice.4. Safely demonstrate all skills and procedures within Annexe A and Annexe B of the Future nurse: Standards of proficiency for registered nurses (NMC 2018).5. Critically evaluate own practice and identify own future learning development needs through collaborative discussion with the nominated practice supervisor(s) and, practice assessor and academic assessor.6. Demonstrate achievement of the proficiencies for entry to the register of the Future Nurse Standards of proficiency for registered nurses (NMC 2018).

Teaching / Learning Strategy

Students will be supported and supervised in their practice learning experience by a nominated practice supervisor who may be a registered nurse or another registered health and social care professional to develop their proficiencies, skills and procedures in practice. The level of supervision provided to the student will reflect their own individual learning needs. The 'Participation in Care' Framework contained within the PAD details the expected level of performance for each part of the programme. The student's final assessment for each PLE will be undertaken by a nominated practice assessor in collaboration with a nominated academic assessor to confirm achievement of the platforms and proficiencies for these PLEs. The GCU (2019) Practice Grading Rubric will be used to confirm a grade for the placement. In the first of these PLEs the student will achieve a formative grade and in the final PLE, the grade will be summative.

Indicative Reading

ARNOLD, E. & BOGGS, K., 2015. Interpersonal Relationships: professional communication skills for nurses 7 th ed. Philadelphia: W.B. Saunders. BURTON, R. & ORMORD, G., 2011. Nursing: Transition to Professional Practice. Oxford: Oxford University Press. DARVILL, A., STEPHENS, M. & LEIGH, J., 2018. Transition to nursing practice: from student to registered nurse . Learning Matters. DOUGHERTY, L. & LISTER, S., 2015. The Royal Marsden Hospital Manual of Clinical Nursing Procedures . 9 th ed. Oxford: Wiley-Blackwell. DUFFY, K & GILLIES, A, 2018. Supervision and assessment: the new Nursing and Midwifery Council Standards. Nursing Management, 25(3), pp. 21 ESTERHUIZEN, P. & HOWATSON-JONES, L., 2019. Reflective Practice in Nursing 4 th edition London sage FEENEY, A. & EVERETT, S., 2019. Understanding Supervision and Assessment in Nursing. London: Sage (In Press) FELSTEAD, I., 2013, Role modelling and students' professional development, British Journal of Nursing , 22 (4), pp. 223-227 FOWLER, J., 2010. The Staff Nurse Survival Guide . 2 nd ed. Mark Allan Group Quay Books. GATES, B., FEARNS, D., WELSH, J., 2015. Learning Disability Nursing at a Glance. Oxford: Wiley-Blackwell. GAULT, I., SHAPCOTT, J., LUTHI, A., REID, G., 2017. Communication in Nursing and Healthcare . London; Sage. GORMLEY-FLEMING, E., MARTIN, D., 2018. Children and Young People's Nursing Skills at a Glance. Oxford: Wiley-Blackwell. HIGGINS G., SPENCER, R.L., KANE, R., 2010. A systematic review of the experiences and perceptions of the newly qualified nurse in the United Kingdom. Nurse Education Today. 30, pp. 499-508. MACQUEEN, S., BRUCE, E. & GIBSON, F., 2012. The Great Ormond Street Hospital Manual of Children's Nursing Practices. Chichester: Whiley-Blackwell. NASH, M., 2014. Physical Health and wellbeing in Mental Health Nursing: Clinical skills for practice . Berkshire: McGraw Hill. NHS EDUCATION FOR SCOTLAND (NES), 2019. A National Framework for Practice Supervisors, Practice Assessors and Academic Assessors in Scotland [online]. Available at: <> [Accessed 28th November 2019] NHS EDUCATION FOR SCOTLAND (NES), 2019. Practice Learning Handbook for Practice Supervisors and Practice Assessors [online]. Available at: <> [Accessed 28th November 2019] NORMAN, I.J. & RYRIE, I., 2018. The Art and Science of Mental Health: Principles and Practice. 4 th ed. Maidenhead: Open University Press: McGraw Hill. NURSING AND MIDWIFERY COUNCIL (NMC), 2018. Future Nurse: Standards of proficiency for registered nurses [online]. Available at: <> [Accessed 28th November 2019] NURSING AND MIDWIFERY COUNCIL (NMC), 2018. Part 2: Standards for student supervision and assessment [online]. Available at: <> [Accessed 28th November 2019 PRICE, J. & Mc ALINDEN O., 2018. Essentials of Nursing Children and Young People. London: Sage. RENTON, S., MCGUINNESS, C., STRACHAN, E., 2019. Clinical Nursing Practices . 6 th ed. Edinburgh: Elsevier. SCOTTISH GOVERNMENT, 2017. Making it Easy: A health literacy action plan for Scotland 2017-2025 . [online] Scottish Government. [viewed 23 August 2019] Available from: <> Websites: Better Together: Scotland's patient experience programme <> Flying Start NHS Scotland <> JISC, Developing students' digital literacy <> NHS Greater Glasgow and Clyde <> National Institute of Clinical Excellence <> Nursing and Midwifery Council <> NHS Education for Scotland (NES) <> NES The health literacy place <> Scottish clinical skills network <> Scottish Government- Health and Community Care <>

Transferrable Skills

Development, or enhancement, of -360b7 Communication (verbal and non-verbal) and team working b7 Assessment, planning, analysis, evaluation and clinical judgement b7 Independent learning skills b7 Reflection b7 Theory and practice integrations and problem solving b7 Critical thinking and decision making skills b7 Confidence

Module Structure

Activity Total Hours
Placement 640.00
Tutorials (FT) 12.00

Assessment Methods

Component Duration Weighting Threshold Description
Placement 01 n/a 0.00 40% Placement 1 - Practice Learning Experience
Placement 02 n/a 100.00 40% Placement 2 - Practice Learning Experience