Welcome to our new and returning apprentices for the BSc (Hons) Mental Health Nursing apprenticeship. This handbook provides you with information that you will need on your course. You should find it helpful when you first start, when you are preparing for assessment and at any time that you need help or advice in connection with your studies here. You will also receive a Module Handbook for each module you study on your course and a Practice Learning Handbook.

You are enrolled on an apprenticeship programme that is preparing you for a career which carries with it great privilege and responsibility. You should be proud of the profession you are preparing to enter into and look forward to upholding the values and standards that have made the UK's nurses so well regarded across the world.

It is important that, even as an apprentice, you conduct yourself professionally at all times in order to justify the trust the public places in our profession. This can take some getting used to at first, but your tutors, practice assessors and the Nursing & Midwifery Council are here to support you. Throughout your course you will learn about the behaviour and conduct that the public expects from nurses. You will develop and be assessed on the knowledge, skills and attitude you need to become a registered nurse. The Nursing and Midwifery Council Code of Conduct (2018) details standards to which you should work towards at all times, including while at work, during your studies and also in your personal life: https://www.nmc.org.uk/standards/code.

The course is challenging and rewarding in equal measures - do commit to developing good relationships with your fellow apprentices and with your academic advisor. We look forward to getting to know you over the weeks and years ahead and working in partnership with you all. It is a privilege to be part of your journey. The course team is looking forward to working with you this year and we hope that your time studying with us at Leeds Beckett is both enjoyable and successful.

On behalf of our University and the whole course team, we would like to wish you well in your studies.

Zoe Lambert, Course Director Nursing Apprenticeships


Downloading this handbook: If you are downloading this Course Handbook, the appendices will need to be downloaded separately from the Handbook.

Course calendar: This apprenticeship follows a non-standard academic calendar - see the course calendar/year planner in the Timetable Information section.

Welcome to your course in the School of Health. I am delighted to be able to welcome our new and returning students and apprentices into the 2023/24 academic year.

The year ahead will contain success, challenge, and personal growth for you, and the School's team of dedicated academics, learning officers and administrators are here to help you to achieve your potential.

Our School has a broad range of disciplines, including Biomedical Sciences, Health Promotion, Nursing and Healthcare, Nutrition and Dietetics, Occupational Therapy, Physiotherapy, Psychological Therapies and Mental Health, Safety and Environmental Health, Social and Community Studies and Sports and Exercise Therapy teams. Our academic teams work collaboratively - drawing on each other's expertise to support learning, undertake professional practice and consultancy, and delivery internationally recognised, societally impactful research.

Throughout the year ahead please do take time to let us know what you are enjoying and what you find valuable - but also please let us know if there are things we could do differently to improve your experience through feedback to your Course Director, at the School Forum or through the module evaluation and surveys.

I wish you every success for this academic year!

Dr Duncan Sharp, Dean of School

Leeds Beckett Students' Union (LBSU) is led by students for students! Their mission is to make your uni life better! Your Student Officer Team is elected by you to lead the Students' Union into the academic year. They represent all Leeds Beckett students and campaign for the changes you want to see in the university and beyond. They do this by representing your interests, giving you the chance to socialise and meet new people, hosting CV-boosting opportunities, and providing advice and support when you need it most. Shape your own experience by submitting your thoughts through your Course Rep, or if you'd like to influence the Students' Union's policy stance on particular issues or share ideas for improving the student experience across the University, submit your ideas on the Have Your Say platform, which is designed to make change happen! Below you'll find information on a few of their services but if you've any questions, please feel free to get in touch.

Silas Ozoya, your Academic Experience Officer, also wanted to say a few words to introduce himself: "Hey There! I'm Silas, your Academic Experience Officer. It's my job to ensure your academic experience at Leeds Beckett is the best it can be! We're a friendly and open-minded bunch at LBSU, so don't hesitate to get in touch with us! I'm looking forward to meeting you very soon!"

Contact LBSU at:

Email: lbsu-welcome@leedsbeckett.ac.uk

Phone: 0113 812 8400

Website: www.leedsbeckettsu.co.uk

1. Following the lifting of all pandemic restrictions and advice from the Department for Education, we currently anticipate that no social distancing measures will be in place on campus during the 2023/24 academic year, enabling a normal on-campus experience. Our aim is to ensure that our students experience Leeds Beckett University, our courses, campuses, facilities and services to the fullest extent possible, while maintaining an environment where students and staff feel safe.
2. In all cases, the health and safety of students and staff is our priority and we will continue to follow guidance from the UK Health Security Agency, the Department for Education and all other recognised government agencies (such as the Office for Students) in full and keep matters under close review at all times. The advice and restrictions may change before and/or during the academic year, either nationally or in response to local conditions and rates of infection and include the need for social distancing measures and other restrictions. Our flexible delivery model allows us to revert to a blended and/or remote delivery model if this becomes necessary. In a worst case scenario it is possible our campuses may need to close.
3. In the event that delivery is restricted as a consequence of pandemic restrictions, we will keep you informed of planned changes as they arise, to ensure you are provided with accurate information.
4. We will provide general COVID-19 updates to our University community here and more specific updates will be provided by your School.

Your apprenticeship provides a great opportunity to gain valuable skills and knowledge, at work and at the University, to ensure you are fully competent in your chosen field and enable you to progress in your career.

Successful apprenticeships are built on strong relationships between the apprentice, their employer and the University, in particular the course team. These colleagues are there to support you on your learning journey and you will work closely with them to make sure you get the most out of this exciting experience. Full attendance is mandatory so you must keep your employer and course team fully informed about any matters relating to your attendance, support you might need, concerns you have and any other challenges you come across. We need this information to help keep you on track to complete your apprenticeship successfully and so we can remain compliant with government rules for delivering apprenticeships.

On-the-job training refers to the activities that you undertake during your working role. It is training for the sole purpose of enabling you to perform the work for which you have been employed. Through your on-the-job activities you will have opportunities to apply the learning that you gain through your off-the-job learning, particularly your on-campus days. Your course team will indicate activities that can be classed as on-the-job training, and this will also be reflected in your training plan.

All apprentices spend a significant part of their working time undertaking 'off-the-job' training. If you started your apprenticeship in the academic year 2021/22 or earlier you are required to spend at least 20% of your working time 'off-the-job'. If you started your apprenticeship from academic year 2022/23 onwards you are required to spend at least 6 hours per week of your working time 'off-the-job'.

This time is typically spent in University but it may also include learning activities in your workplace, but outside your normal day-to-day tasks.

You are expected to undertake off-the-job learning throughout the whole year including during university holiday periods when you don't have timetabled activities. Your course team will provide further advice about what is expected.

You will need to keep track of this off-the-job learning through our Aptem system which includes an activity log. If you need further guidance or training on using Aptem, contact your course team or the Apprenticeship Team (apprenticeships@leedsbeckett.ac.uk).

Your training plan is a personalised formal document which provides details of your apprenticeship requirements, including both the on- and off-the-job training that you will undertake. It forms part of the apprenticeship agreement which you, your employer and the University should have agreed signed off before the start of your apprenticeship.

Our University was inspected by Ofsted in November 2022 and was given a rating of good for overall effectiveness and also for each of the thematic areas specified in their Education Inspection Framework (EIF):

1. Quality of education
2. Behaviour and attitudes
3. Personal development
4. Leadership and management

Zoe Lambert

Z.L.Lambert@leedsbeckett.ac.uk

0113 812 0000

Michelle Stephenson

M.Stephenson@leedsbeckett.ac.uk

0113 81 25070

Academic Advisor
On this course, you will be allocated an academic advisor/ personal tutor who will support you for the duration of the course. They are available to support your academic, personal and professional development and progression across the programme. They will also provide pastoral support throughout the year and where needed signpost you to Student Services for counselling, financial support, disability support, etc., as appropriate.

Academic Assessor
You will also be allocated a NMC academic assessor. Their role is to review your practice assessment documents at the end of each placement and confirm your achievement of proficiencies and other NMC requirements to inform your progression.

You are usually allocated these staff during your induction period.

Your workplace mentor will support you in the workplace by, for example, helping to identify relevant learning opportunities and helping you succeed in these. More details of your workplace mentor and other support options will be listed in your training plan.

Mollie Gartshore, m.gartshore@leedsbeckett.ac.uk, 0113 812 8745, Portland Building room 513

Your Course Representative details will be provided in class or via MyBeckett.

The Academic Librarians for this course can be contacted at: sohlibrary@leedsbeckett.ac.uk

Or complete their online form for help with academic and research skills: Get Help form

Practice Learning team
PLTapprentices@leedsbeckett.ac.uk
Please also see your Practice Learning Handbook for more contacts and who to contact for queries.

Pre-Registration Nursing Practice Learning Lead
Kathryn Waldegrave, k.e.waldegrave@leedsbeckett.ac.uk

The contact details of other key services, such as The Student Advice Team, Disability Advice, Student Wellbeing, the Library, Money Advice, Careers, Students' Union Advice Service and Students' Union Student Voice Team can be found on the Students web page.

In addition:

Apprenticeship Assessors - these colleagues are a key contact for you; they will coordinate and complete progress review meetings with you and provide on-going support.

Apprenticeship Team - these colleagues support apprentices, employers and other university staff with the recruitment, application and on-boarding processes; they also ensure apprenticeships run smoothly and are compliant with government rules.

Please see your training plan for contact details.

Academic and administrative staff at our University use your University email address to contact you. It is important that you check this account regularly i.e. at least twice a week. You can forward emails from your University email address to a preferred personal email address, however, quarantine and spam filters needed by our University mean that emails sent from external email addresses may be delayed, blocked or deleted. It is therefore important that your University email address is the only email address that you use to contact University staff. Information on how to access your University email address can be found on the Library IT Support page http://libguides.leedsbeckett.ac.uk/it_support/office365/outlook

Please make sure that you inform your Course Administration team whenever you change your address and contact details. It is important that you also update your records yourself. You can do this via the My Account/Update my Data tab on MyBeckett. This will ensure we can always contact you in an emergency, and that you receive any important University communications that we may need to send you.

We will inform you of class activities and course notifications, including any cancellations. Cancellations or changes to timetables will be notified as soon as possible. This will usually be done by email to your University email address and announcements sent out via MyBeckett. If on a rare occasion, you do attend a session and the member of staff does not arrive, please contact the Course Administrator for advice.

For each module, the Module Handbook will include the preferred method of communicating general information about that module to you and the Nursing Group on MyBeckett will be the preferred method of communicating course Information.

Contacting Staff

If you need to contact a member of the academic team, you should first try to speak to them at the end of your lectures or in practice support. If they are not available, or the matter is urgent, please email them for an appointment.

Responses from Staff

Please allow staff 3-5 of their working days to respond to your email and if you do not receive a response, please re-email or phone. If you do have difficulties contacting a member of the team, your Course Leader or administrator will be able to help.

Changes to Timetables

Please check the electronic timetable regularly (at least once a week) to see any changes which may have been made to forthcoming sessions. The course team will notify you by email of any changes which have to be made with short notice - i.e., affecting sessions in the forthcoming 7 working days.

What to do if staff are late / do not arrive to sessions

If staff do not arrive for a session within 10 minutes of the start time, please stay in the room and request course representatives contact the Course Administrator and staff responsible for teaching to ask for advice. It is unusual for this to happen so please ensure this is reported.

Also see more details in the Attendance and Absence appendix below and your Practice Learning Handbook.

If you will be absent from University sessions, email nursing@leedsbeckett.ac.uk

Please ensure you include full name; University ID number, course; intake year and month; personal tutor name; reason for absence and expected date of return. You must also inform your employer.

For placement absences, see details in your Practice Learning Handbook. The absence reporting web page is here: https://www.leedsbeckett.ac.uk/health-practice-learning-hub/absence-reporting/.

MS Teams is part of the Office 365 suite used by staff, students and apprentices for communication and collaboration:

• Access via MyBeckett on University devices as well as on personal mobiles via a free downloadable app.
• Participate in online meetings and video conferencing in groups or one-to-one.
• Work on shared content, ideas, projects and online learning.
• Utilise breakout rooms to create more dynamic sessions

Further information is available on the Library's MS Teams FAQ web page.

The University’s standard term dates are available on our Academic Calendars web page for information.

You will be able to access your timetable through Aptem.

Taught sessions will normally be scheduled and included in your timetable. This will include on-campus sessions that you should attend. Depending on your apprenticeship, this may also include scheduled online teaching and learning sessions that you need to take part in. Module information will be made available online by the school for enrolled apprentices. Timetables will also be made available via:

1. The Student Portal (MyBeckett)
2. The Leeds Beckett app

You should discuss any difficulties relating to your engagement with timetabled sessions with your Course Director.

School Forums, where students and apprentices raise feedback on their academic experience, are scheduled into all students’ and apprentices' timetables. Any apprentice can attend but only Course Reps are expected to be in attendance.

Course Calendar

Course Calendar

Course Calendar

This undergraduate nursing degree apprenticeship prepares apprentices to qualify as registered mental health nurses and develop the expertise to be able to support people with mental illnesses in their homes and specialist health services. The course at each level is structured around three academic modules and one practice module which supports practice learning experiences across a wide range of settings. Level 4 and 5 take one year each and level 6 is completed over 18 months culminating in the End Point Assessment (EPA).

On successful completion of the course mental health nurses are educated, knowledgeable graduates who act with leadership and confidence to support people and their families through self-care or through the delivery and co-ordination of integrated care across the patient pathway. Graduates have the skills to communicate effectively and to critically select and use their knowledge to effectively lead, manage and deliver packages of care which address an individual's health needs, choices and decision making. Graduates assess, plan and deliver safe and effective evidence-based care using their professional judgement to make informed decisions in delegating and supervising fundamental aspects of care to others who are sufficiently trained.

The course prepares graduates, who will be eligible to apply to register with the NMC on successful completion of the target award, to act as change agents and champion research and innovation into care. Graduates are prepared for practice in the 21st century health care environment. They will have the knowledge and skills to care for people of all ages and across all care settings and play a vital role in providing, leading and co-ordinating care that is compassionate, evidence-based, and person-centred.

The course has been designed to meet the NMC's Standards Framework for Nursing and Midwifery Education (SFNME) and the Institute for Apprenticeships and Technical Education Apprentice Registered Nurse Degree NMC 2018 standard (ST0781), and is mapped to these requirements, providing theory and practice learning across the four fields of nursing practice: adult, mental health, learning disabilities and children's nursing. On completion of the course, successful mental health nursing apprentices will have met the NMC (2018) Future Nurse: Standards of Proficiency for Registered Nurses (FNSPRN). Graduates will be autonomous practitioners who can capably, safely, compassionately and proficiently meet the FNSPRN detailed in the seven platforms below and demonstrate the communication and relationship management skills (Annex A) and the nursing procedures (Annex B) at the point of registration in order to provide safe nursing care.

Philosophy for pre-registration nursing courses (mental health field)

The philosophy underpinning the course reflects a vision of nursing and nurse education which has been developed through discussion and engagement with a broad range of stakeholders. It reflects the Nursing and Midwifery Council (NMC) Standards (2018), the NMC Code (2018), the Institute for Apprenticeships and Technical Education Registered Nurse Degree standard (2018) and Leeds Beckett 'graduate attributes'. The resulting philosophy places emphasis on the development of autonomous graduates through enquiry-based learning who are empowered to ask questions, challenge practice, interrogate evidence, identify solutions, formulate conclusions to achieve the desired proficiencies and programme outcomes.

Values and beliefs underpinning nursing practice

Nursing is a caring and compassionate activity, where the relationships formed between nurses and people using services, aim to foster hope. These relationships are based upon principles of mutuality, empowerment, integrity and candour aiming to establish a solid foundation of trust. Nurses aim to work collaboratively with people towards health, well-being and personal recovery in a context sensitive manner. Given the need for nurses to engage in these close, therapeutic relationships, they need high levels of self-awareness and ways of sustaining the emotional labour involved in this work.

Nursing is collaborative and flexible in approach, recognising and supporting individuals and teams, to address the diversity of physical and mental health needs across the lifespan, including end of life care. Nursing care is respectful, non-discriminatory, evidence informed, effective and safe, making the needs of people using our service the first priority. To support the personal recovery of people using health services we recognise the need to understand and engage in highly personalised ways with people across biological, social, psychological and spiritual dimensions. This engagement seeks to build on the strengths and assets which people have within their own social networks.

On successful completion of the course, graduate mental health nurses will be educated, knowledgeable graduates who act with leadership and confidence to support people and their families through self-care or through the delivery and co-ordination of integrated care across the patient pathway. The graduates will have the skills to communicate effectively and to critically select and use their knowledge to effectively lead, manage and deliver packages of care which address an individual's health needs, choices and decision making. The graduate nurse will assess, plan and deliver safe, effective evidence-based care and wisely use their professional judgement to make informed decisions in delegating and supervising fundamental aspects of care to others who are sufficiently trained. The course prepares graduates, who will be eligible to apply to register with the NMC, to act as change agents and champion research and innovation into care.

Learning culture to promote engagement

Enquiry based teaching and learning strategies engage apprentices collaboratively in the production of knowledge and skills to underpin nursing practice. High quality learning is facilitated by experienced academic staff and people with lived experience of health problems and is delivered in an inclusive manner which enables apprentices to personalise their education and interests.

Emphasis is placed on nurturing active and self-regulated learners who are motivated and responsible for their progression through the course and career (Zimmerman 1990, Tennant 2006). Assessment incorporates feed-forward and feedback approaches to foster apprentice development as resilient, reflective and independent learners and graduates (Schon 1983, Boud et al 1985). Apprentice support is ethical, sustainable and developmental.

Given the relational nature of nursing practice, the engagement with apprentices recognises their need both for gaining knowledge and also for exploring their values, and the intrapersonal challenges of therapeutic work. Teaching, learning and assessment methods used across the course support the development of critical thinkers capable of generating evidence-based solutions for delivery of safe and effective practice (Pedaste et al 2015).

As an apprentice you will be working towards achievement of the required knowledge, skills and behaviours (KSBs) for your specific apprenticeship. However, through achieving the apprenticeship KSBs you will also meet the requirements of a Leeds Beckett qualification, normally an honours or Masters degree. These qualifications have defined Course Learning Outcomes which are statements about what you will be able to do at the end of the qualification. The Course Learning Outcomes of your qualification have been provided below for information.

Apprenticeship Learning Outcomes and Future Nurse: Standards of Proficiency for Registered Nurses Platforms summary

These learning outcomes collectively reflect the Knowledge, Skills and Behaviours (KSBs) required to become a competent registered nurse as defined by the sector in the Apprenticeship Standard and the NMC's Standards of Proficiency for Registered Nurses. On successful completion of the apprenticeship, apprentices will be able to:

Platform 1 Being an accountable professional

Act in the best interests of people, putting them first and providing nursing care that is person-centred, safe and compassionate which embraces enhancements in digital health technologies. They act professionally at all times and use their knowledge and experience to make evidence-based decisions about care. They communicate and manage relationships effectively using a range of approaches, are role models for others, and are accountable for their actions. They critically reflect on their practice and keep abreast of new and emerging global, national, regional developments in nursing, health and care.

Platform 2 Promoting health and preventing ill health

Play a key role in improving and maintaining the mental, physical and behavioural health and well-being of people, families, communities and populations. They support and enable people at all stages of life and in all care settings to make informed choices about how to manage health challenges in order to maximise their quality of life and improve health outcomes. They are actively involved in the prevention of and protection against disease and ill health and engage in public health, community development and global health agendas, and in the reduction of health inequalities using digital applications and social prescribing to support their work.

Platform 3 Assessing needs and planning care

Prioritise the needs of people when assessing and reviewing their mental, physical, cognitive, behavioural, social and spiritual needs. They confidently and critically identify and use data and information obtained from a range of sources during assessments to identify the priorities and requirements for person-centred and evidence-based nursing interventions and support. They work in partnership with people to develop person-centred care plans that take into account their individual circumstances, characteristics and preferences.

Platform 4 Providing and evaluating care

Appraise the evidence base to provide compassionate, personalised nursing care, procedures and interventions to evaluate the effectiveness of nursing care planned and come to sound clinical judgements about the effectiveness of nursing actions. Using reflective skills to develop aesthetic knowledge, ensuring the care they provide is person-centred, of a consistently high standard and evaluated in partnership with people, families and carers to ensuring care has been provided in line with their wishes, preferences and desired outcomes.

Platform 5 Leading and managing nursing care and leading teams

Provide leadership by acting as a role model for best practice in the delivery of nursing care. They are responsible for managing nursing care and are accountable for the appropriate delegation and supervision of care provided by others in the team including lay carers. They play an active and equal role in the interdisciplinary team, collaborating and communicating effectively using a range of techniques and with a range of colleagues.

Platform 6 Improving safety and quality of care

Make a key contribution to the continuous monitoring and quality improvement of care and treatment using evidence based approaches, in order to enhance individual's and population health outcomes and people's experience of nursing and related care. They assess risks to safety or experience and take appropriate action to manage those, putting the best interests, needs and preferences of people first.

Platform 7 Co-ordinating care

Provide leadership, co-ordinate and manage complex nursing and integrated care needs of people at any stage of their lives, across a range of organisations and settings. They contribute to processes of organisational change through an awareness of local and national policies.

By the end of level 4, apprentices will be able to:

• Describe and articulate the need for a holistic and person-centred approach to patient assessment and planning individualised nursing care.
• Search for information, evaluate the appropriateness of different approaches and reflect on how this relates to practice and identify areas for personal and professional growth.
• Communicate the results of their study/work accurately and reliably, and with structured and coherent arguments.
• Demonstrate an understanding of the personal, interpersonal and professional and interprofessional roles.
• Use safe, compassionate, respectful and effective communication skills with service users, carers and teams.
• Describe the ethical, legal social and political context within which nursing and healthcare operates.

During your apprenticeship you will develop Knowledge, Skills and Behaviours (KSBs) that have been identified by employers and subject experts across the country as being essential in ensuring you are fully competent in your specialised role. These KSBs are built into the modules you will study as part of the apprenticeship and will be developed through a range of learning activities at work and at University.

The apprenticeship's learning outcomes listed above collectively reflect the Knowledge, Skills and Behaviours required to become a competent registered nurse as defined by the sector in the Apprenticeship Standard and the NMC's Standards.

Every module has been mapped to the Knowledge, Skills and Behaviours - see the details in your module handbooks.

The details of the Knowledge, Skills and Behaviours are the in apprentice standard: Registered Nurse Degree (NMC 2018) ST0781 https://www.instituteforapprenticeships.org/apprenticeship-standards/registered-nurse-degree-nmc-2018/

Level 4 is assessed by coursework, examinations and practical assessments.
Level 5 is assessed by coursework, examinations and practical assessments.
Level 6 is assessed by coursework, examinations and practical assessments.
Apprentices are assessed in practice at each level.

The End-Point Assessment for the apprenticeship is fully integrated into the course.

All Apprentices are required to complete an End Point Assessment (EPA) before they can successfully pass the apprenticeship. Course teams will support and prepare you for your EPA throughout the apprenticeship. Before an Apprentice can attempt the EPA they must satisfy a number of criteria, which are referred to as Gateway Requirements. Once they have met the Gateway requirements, the Apprentice undertakes the EPA which is designed to test/confirm the Apprentice's KSBs and their overall competency.

EPAs will be conducted by an outside organisation (EPAO) or by someone within the University who has not been involved in the delivery of the apprenticeship.

The Apprenticeship grade will normally be based on the EPA, for example, if you achieve a Pass in the EPA you will be awarded a Pass in the Apprenticeship.

There are a wide range of EPA requirements across all of the apprenticeships and therefore the details below provide more information about your specific EPA. You are advised to contact your Course Director with any questions relating to the EPA.

Registered Nurse apprenticeship standard

When this apprenticeship standard was originally approved, it had a non-integrated EPA, meaning additional assessments had to be undertaken after the degree was awarded in order to complete the apprenticeship. This is no longer the case and the EPA is now fully integrated in the degree. The Institute for Apprenticeships & Technical Education has published the EPA plan for the Registered Nurse fully integrated degree apprenticeship standard and here is a summary.

Overview
Apprentices will typically spend up to 48 months on-programme working towards the occupational standard. The EPA period should only start, and the EPA be arranged, once the employer and NMC Approved Education Institution are satisfied that the apprentice is consistently working at or above the level set out in the occupational standard and all of the pre-requisite gateway requirements for the EPA have been met.

It is expected that the gateway will be reached on completion of the final qualification module and before the Examination Board. The EPA period is expected to last a maximum of one month beginning when the apprentice has passed the EPA gateway. The EPA starts with the Examination Board and finishes when the University makes the required declarations to the NMC. The EPA will determine the overall apprenticeship standard and grades of:
- Pass
- Fail
Please note that you can no longer achieve a merit or distinction for your EPA and apprenticeship.

Gateway requirements (this wording has been contextualised for your apprenticeship)
- The apprentice has met the knowledge, skills and behaviours: the employer and University are satisfied the apprentice has consistently demonstrated they meet the KSBs of the occupational standard.
- Achieved English and mathematics at Level 2.
- Achieved all the required modules, taking into account any Recognition of prior learning (RPL), of the following approved qualification: Degree in Nursing approved by the NMC (including all theoretical and practice hours required by the NMC), but before the Examination Board.
- Practice Assessment Document (PAD) completed and signed-off by the workplace and practice and academic assessor.

The EPA plan and your occupational standard are on these Institute for Apprenticeship & Technical Education web page: NMC 2018 Standards apprenticeship: https://www.instituteforapprenticeships.org/apprenticeship-standards/registered-nurse-degree-nmc-2018-v1-1

Please note the exam/assessment periods in the programme plan and make sure that you are available during those periods. Further details of your schedule of examinations can be found on your timetable once the examination schedule is released. Coursework submission deadlines can normally be found on MyBeckett or in individual Module Handbooks/other module guides.

Disabled students requiring adjustments to assessments/examinations should contact Disability Advice as soon as possible. We can only guarantee that adjustments can be put in place if students have contacted us by the following deadlines:

Semester 1 - 10th November 2023

Semester 2 - 8th March 2024

Contact us:

Email: disabilityadvice@leedsbeckett.ac.uk

Tel: 0113 812 5831

Website: https://www.leedsbeckett.ac.uk/student-information/disability-advice/

It is important for your progression and achievement that you submit all work for all assignments in a timely manner. It is also important that you keep copies of all work submitted until after you have graduated. You should also keep any receipts confirming the submission of assignments. In the event of your submitted work being lost you may be required to produce a copy of the work and submission receipt. If you are unable to do so, your work will not be marked.

It is important to note that submitting all assignments is a requirement of your course. Should you experience extenuating circumstances which prevent you from submitting on time please make yourself aware of the Mitigation and Extenuating Circumstances process. Without any form of extenuating circumstances, standard penalties apply for late submission of assessed work. Full details of the penalties for late submission of course work are available in section 3 of the Academic Regulations at https://www.leedsbeckett.ac.uk/our-university/public-information/academic-regulations/

You are required to submit written work via Turnitin and information on Turnitin is available here: https://libguides.leedsbeckett.ac.uk/it_support/mybeckett/turnitin

ASSESSMENT AND REASONABLE ADJUSTMENTS

For apprentices with Reasonable Adjustment Plans, you should arrange to meet with your academic advisor at the start of the semester and discuss any challenges from the assessment hand-in dates for the semester and how these may best be managed with support identified in your reasonable adjustment plan.

Apprentices with Reasonable Adjustments Plans or anticipatory adjustments, which include flexibility around deadlines, can submit on the extension date for the first sit of the module (or if you are undertaking a re-assessment, the extension date for the resit). Please let the module leader know if you wish to make use of this adjustment.

If you feel that your requirements for your RAP require a further extension, please contact your module leader to discuss.

These RAP extensions do not apply to exams and the mitigation process should be used.

Please note: Due to the professional requirements of the course, readers and scribes are not usually permitted in any exams relating to online calculations or practical exams. These exams and assessments replicate practice and this level of support is not reasonable in practice. Learners will be supported with extra time if detailed in the reasonable adjustment plan.

GUIDELINES FOR ASSIGNMENT PRESENTATION

The following guidelines are provided as general guidance for assignments unless otherwise specified in your module handbook.

Format
Layout - assignments must be typed in double line spacing (except for quotations of more than 3 lines) on a A4 size document. Margins should be 2 cm wide. Pages should be numbered. Font - Arial or Calibri or similar, size 12 should be used.
Structure
Title Page - giving your University ID number, University details, course, module details and word count.

Statement of Confidentiality - a clear statement of your intention to protect the anonymity and confidentiality of clients and colleagues should be included in all assignments. Please see below for further guidance.

Contents Page - showing all page numbers for the detailed listing in sequence.

Reference List - for all written assignments, in alphabetical order of authors, listing all journals/books used or referred to in your text. Use the Harvard referencing convention as outlined in Quote Unquote: https://libguides.leedsbeckett.ac.uk/subject_support/harvard_referencing/quote_unquote_online

Word count - assignments must not exceed or fall below 10% of the total word count allowed unless otherwise specified. Any content over the word count +10% will be disregarded and will not be marked. For example, if the word count is 3000 words then the marker will mark up to 3300 words and disregard anything written after that point. All words, including quotes, within the assignment are included in the word count, except for the reference list, appendices and any tables. Please specify how many words you have used for your assignment on the front page. Assignments which do not declare their word count will not be marked.

Appendices - if these are required as support materials they should be clearly numbered and listed in the contents page.

Style - try to write in a straightforward, clear style, avoiding colloquialisms and abbreviations like didn't and can't, etc.

Plagiarism - Acknowledge all quotations and sources of information to avoid plagiarism using Harvard referencing. Use single quotation marks at the beginning and ending of the precise words used. Quotations longer than three lines should be indented five spaces and single spaced, so that they stand out clearly from your own material. Check the Skills for Learning web pages for further guidance on avoiding plagiarism and paraphrasing guidance so you can show your understanding.

Ensuring anonymity and confidentiality in assignments

All work submitted must have the confidentiality statement together with a submission sheet. In your academic work, you may be required to draw on your experience in practice. It is vital that in addition to ensuring confidentiality in terms of the names and identifying characteristics of patients/service users/ colleagues, the place of work should not be identifiable in any way. This includes the department, ward or service in addition to the Trust or private organisation. Examples of terms you might consider using to ensure confidentiality include:
.a surgical ward in a large teaching hospitals Trust in the north of England
.a specialist community team from a large mental health Trust in the north of England
..a private nursing home in an inner city area

If you need to cite a local policy or locally developed practice guidelines, you should use the term Trust or Nursing Home without actually citing the actual name. An example of this would be:
...Mary was assessed using the Trust's validated pressure sore assessment tool (Trust, 2021)

In the reference list, this should be presented as: Trust (2021) Pressure Sore assessment practice guidelines

In addition, any copies of local documentation that you might be submitting as an appendix (such as an assessment tool) should have any identifiable logos, letterheads or brandings obscured.

If you are in any doubt about the issue of how to maintain confidentiality and anonymity in your written work, please seek advice from your module leader.

• Breaches where the exact patient cannot be identified are managed through a deduction of marks between 5-10%.
• Where patients can be identified, e.g., exact details of condition and area of care, the work is failed at 0% and if it was a first submission, the reassessment is capped at the pass mark.

Assessed work will normally be returned with appropriate feedback within 20 working days after your submission. There is sometimes a perceived delay between submitting an assessment and receiving feedback, as work has to be marked and moderated, before feedback can be given, but this will normally be within the standard return period. Each Module Handbook will provide you with specific guidelines on how and when you will receive feedback on your assessments.

Formative feedback: This will be provided either at face to face sessions, during module sessions or via online or written feedback.

Summative feedback:Marks will usually be released online on or before 6pm at the end of the 4 week turn around period. Marks may be released earlier and if so, learners will receive an email informing them of the release. The module leader will then arrange for you to collect your work if necessary. Please note this 4 week period does not include Bank holidays and periods where the University is closed for business. Learners who are unclear about their feedback should make an appointment to discuss this with the marker in the first instance and should contact the Course Leader if there are any unresolved concerns.

Results will appear on Results Online within five working days from the date of the Progression and Award Board meeting (the meeting where your end of level outcome will be decided) or the Module Board meeting (the meeting where modular outcomes are decided).

If you are unsure about when you might receive your results or have queries relating to your results, you should contact your Course Administrator.

Moderation of marks contributing to honours degree classifications will reference the expectations set by the classification descriptors, as defined within the Framework for Higher Education Qualifications and aligned with the relevant internal marking conventions. The marking convention can be found on the Academic Regulations web page on this link.

The University recognises that, from time to time, apprentices may encounter issues which may prevent them from being able to submit or take assessment. Where this is the case, apprentices may be able to submit their 'extenuating circumstances' for consideration. Please see the Mitigation and Extenuating Circumstances web page for further information.

If you have not passed a module at the first attempt you will be eligible for re-assessment. See your Module Handbook for details of the relevant re-assessment process (e.g., whether it is coursework, an examination, a presentation or other form of assessment/when it will take place/what the deadline is).

You will be advised of the re-assessment opportunity and details by group email or a MyBeckett announcement from the module leader when results for the first assessment are released.

You are advised to contact your module leader, Course Administrator or academic advisor for any clarification.

Please note that if you fail a module at the reassessment opportunity, the Progression and Award Board may offer you a repeat module or repeat year opportunity. This offer does not guarantee support from your employer to continue your apprenticeship.

If a practice experience is failed, please check the information in the Additional Regulations section.

Details about our Appeals process can be found on the appeals web page.

Academic integrity means intellectual honesty and is part of good academic practice. Further information can be found on our academic integrity web page.

As part of the apprenticeship, you will undertake a wide range of off-the-job and on-the-job activities, at work and at the University. Off-the-job learning is defined as activity which is undertaken outside of the normal day-to-day working tasks required for your job and directly links to the Knowledge, Skills and Behaviours you need to pass the apprenticeship. This can include training delivered at your workplace.

You must spend a minimum period of your paid working hours doing off-the-job activities. You must carefully and regularly log these activities/ hours and submit these to the University as they will be used in regular reviews (guidance will be provided on this).

The off- and on-the-job learning activities work together and collectively enable you to develop the KSBs that are required for you to successfully complete the apprenticeship's End-Point-Assessment (EPA) and determine your competency as a Registered Nurse.

Your employer and course team will offer support and guidance throughout your apprenticeship, providing you with the necessary learning opportunities and helping you to make the connections between the different activities you will undertake and the Apprenticeship Standard.

Examples of on-the-job learning
Protected learning time in practice for developing new clinical knowledge, skills and behaviours through a process of formal practice supervision and assessment and documented within the practice assessment documents. Learning in practice might include opportunities to practise clinical skills under supervision, observation of practice by a Practice Supervisor/ Practice Assessor, receiving constructive feedback on practice performance and following a patient pathway across settings.

Examples of off-the-job learning
Learning and teaching activities include lectures, seminars, application to practice groups, simulated learning, online quizzes, and e-learning modules and activities. There is a course and level overview of learning and teaching which ensures that there is balance across the year and progression throughout the course. There is a focus on encouraging increasing independence and advancing skills, taking account of different preferences, learning styles and disabilities.

Through your apprenticeship journey to becoming a competent practitioner you will be provided with a range of opportunities to develop your confidence and resilience, to recognise the value of diversity and inclusivity in society, and in your profession, and to prepare you for further learning/ training/ employment following your apprenticeship.

Supernumerary time in practice (at least 2300 hours) developing new clinical knowledge, skills and behaviours through a process of formal practice supervision and assessment and documented within the ePAD. Supernumerary learning in practice might include opportunities to practise clinical skills under supervision, observation of practice by a Practice Supervisor/Practice Assessor, receiving constructive feedback on practice performance and following a patient pathway across settings.

There is an equal balance of theory and practice in the curriculum in order to meet the NMC's Standards for Pre-Registration Nursing Programmes (2.9, 2.12).

Professional standards while studying on the apprenticeship
To ensure the highest standards of teaching and learning, the course team takes a zero tolerance to any disruption in class. Disrupting the learning of others contravenes both Leeds Beckett University Student Regulations, which you have agreed to abide by when enrolling on the course, and the Nursing & Midwifery Code of Conduct (2018). Disruption may take the form of arriving late, using mobile phones in class and talking which disturbs others concentration.

Learners are required to refer any other learner who is in breach of these regulations to the module leader in the first instance, for immediate management and to the Course Leader if problems continue. The module / Course Leader will arrange to meet with the learner and may issue a letter of warning following the meeting. Learners who do not meet standards of professional behaviour during the course may be referred to the University Fitness to Practise Panel. Information relating to unprofessional conduct may be recorded on any references supplied by the University.

Any concerns regarding your professional conduct will also be discussed with your employer.

Ensuring Professional Standards while studying on the Pre-Registration Nursing Courses

The School of Health is committed to ensuring that learners and staff conduct themselves at all times in a way that shows respect to one another, to visitors and to members of the community. The Student Charter states that 'We are responsible, diligent, reliable and considerate in our academic and professional actions and behaviours'. The University is committed to providing a high-quality learning and teaching experience for all learners. This can only be achieved if members of the University community live and work beside each other in an environment which promotes respect.

However, unfortunately, this is not always the case in terms of the direct contact from learners towards their staff. The following offers two examples in which we ask learners to uphold their professional standards while on campus and in their interactions with all colleagues.

Example: Disruption in class
Being on a professional course your professional behaviour at University is fundamental to your success and the success of others. We all wish to ensure the highest standards of Learning and Teaching for all concerned. As such, course teams will take a poor view to any disruption in class. Disruption may take the form of arriving late, openly talking to others, using a mobile device during the session without good reason, eating and drinking or any other activities that disturb others' concentration. Disrupting the learning of others contravenes our 'Student Code of behaviour', which includes 'Students and staff are expected to follow the principles below to ensure that we all work collaboratively to enhance your learning experience'. Classroom disruption is one of the examples cited as being a problem.

BEHAVIOUR CONDUCT FOR TEACHING SESSIONS

As lecturers we will: Start and finish sessions on time, support your learning, ensure relevant resources are available before scheduled sessions (where appropriate and practical) and welcome your feedback.

As apprentices you will:
-Arrive for sessions on time; switch mobile devices off unless using these for the session, avoid private discussions and intervene if someone is disruptive by asking them to stop.
-Follow your absence reporting procedure. Persistent non-attendance or non-engagement will mean that your Course Team will follow the 'Attendance and Engagement' policy.
-If not using SEAtS for a session on campus (details on this link), ensure that you sign the register for that session and do not sign anyone else's attendance or ask any others to sign you into the session. Those who appear to have signed the register but who are not present and who have not followed absence reporting procedure will be referred for 'Fitness to Practise' review.
-Email your Course Administrator (or your course's absence inbox if there is one) if you need to leave a session part way through and do not plan to return to the session. Please provide details of the session and the reason for your absence. Leave the session quietly. Ensure that missed work is completed.
-Use mobile phones appropriately for individual learning needs during lectures. This may be acceptable providing you are not disturbing the learning of others. During practical sessions the use of video on mobile devices is prohibited unless for filming oneself and/or if you have documented reasons for doing so in your 'Reasonable Adjustment Plan'.
-Join online sessions with microphone muted. Cameras should be switched on when you are answering or asking questions.
-Refer any individual who is persistently disrupting session despite being asked to stop to the Module Leader and, if necessary, then to the Course Leader if the problems persist.

Process for escalating concerns regarding disruption
-Stage One: If the cohort are disrupted by others in a session then they need to let those disruptive individual(s) know that they are causing difficulties affecting others' concentration. The learning cohort should ask the disruptive colleague to stop.
-Stage Two: If the disruption continues then the cohort need to highlight this the relevant Lecturer and identify the relevant individual(s) causing the disruption.
-Stage Three: Staff will remind the cohort of the professional conduct required.
-Stage Four: If further disruption is reported by the cohort to staff then staff will investigate the incident and potentially refer individuals for 'Fitness to Practice' review as appropriate. Information relating to unprofessional conduct may be recorded on any job references supplied by the University.

EMAIL COMMUNICATION
The following relates to improper use of communication especially that of email communication directed towards staff by students and apprentices. Unfortunately, staff report some inappropriate email communication from some individuals. The following offer suggestions to ensure your professional exchanges and status. A well written email with good email etiquette makes it more likely that people will respond positively to your emails. It shows people that you are polite and professional. It also makes it less likely to cause misunderstandings.

When starting the email use proper greetings. Starting an email with no greeting at all can appear rude. While you might say 'Hey', 'Heya' or 'Hey there!' to someone in person it is not the best way to start an email as it is too informal in professional settings. If you know the person that you are sending the email to then some common greetings such as 'Hi' or 'Hello' can be used. Otherwise, if you need to be a bit more formal then 'Dear ...' or 'Good morning/afternoon' are more appropriate.

The way to end an email is important too. For instance 'I look forward to hearing from you', if needed, is courteous. Common ways you can sign-off an email include 'Kind regards', 'Sincerely' or even 'Thank you'. For emails to staff, please include your full name, your course, your year group (e.g. 1st, 2nd, 3rd year) and, where appropriate, your academic advisor/ personal tutor's name.

Keep the email content brief, relevant and polite while still being clear. If the message is something that you feel might need more explaining, then try contacting the person by a different method such by 'phone or face-to-face by appointment.

Politeness is not optional. If you wish to request something then it is polite to either use the word 'please' and form your request as a question rather than a command (e.g. write 'May I have an extension, please?' rather than 'I want an extension' or 'Give me an extension'). The tone of the email shows the writer's character or emotion at the time of writing. This is perceived by the reader as a result of how the email was written whether you intended it, or not.

Emails can come across as too casual. As such they can have unprofessional tone. Equally, emails can be perceived as angry or disrespectful. Proof-read the email before sending it and, if in doubt, wait and re-read the email and send later to ensure that it is written in a positive, constructive and respectful tone. Do not write in all CAPITALS. This makes it seem that you are shouting at the receiver. Refrain from bad mouthing. If you are emotionally charged it is best to wait 24 hours before emailing or responding to emails. The Golden Rule is 'treat those how you want to be treated'.

Example: It would be inappropriate to write the following:
Hey. I came to your office but you weren't there. I'm gutted at my mark. I worked REALLY HARD for this essay. The mark is unfair. I struggle to understand why you gave the mark. Can you explain why as I can't see a reason for it. The module was odd and don't understand the relevance of some of the tasks. I wait to hear from you. John

Instead you could write:
Dear Andrew, I'm one of your students in the XXXX module. To be honest I am disappointed in the mark that I have received for the essay as I thought that I had done better. Would it be possible to arrange a meeting with you to discuss the feedback so that I am able to better understand what has happened so that I can improve next time? I am on campus on Mondays, Wednesdays and Fridays and would be grateful if you could let me know if you have any availability on these days?
Regards.

John Smith, C12345678, Course: xxx; Personal tutor: name

LEARNER SUPPORT
At emotional or stressful times, we can make errors of judgement and act and/or communicate inappropriately. If you sense that your behaviour and actions differ from how you would normally feel, Student Wellbeing may be able to help. This is a confidential service providing information, practical and therapeutic support for you to work through in a safe space what you want to do about what you have experienced. The service provides counselling and mental health support. Contact the team on 0113 812 8507 or studentwellbeing@leedsbeckett.ac.uk

The Students' Union Advice Service can provide you with practical advice and support you if you want to make a complaint about another student or staff member. They are also able to signpost you to specialist one-to-one and group support. Contact the team: https://www.leedsbeckettsu.co.uk/advice/

STUDENT CODES AND POLICIES FOR BEHAVIOUR
The Student Code of Behaviour offers examples of misconduct as being:
1.3.7 Threatening, bullying or offensive behaviour or language
1.3.8 Antisocial behaviour

The University's 'Social Media Policy for Students' offers some additional relevant advice in that while using social media sites, students should refrain from:
a) making defamatory comment[s] about an individual or organisation.
b) making directly or indirectly discriminatory comments.
c) engaging in criminal activity, or inciting others to do so.
d) telling lies or making misleading comments.
e) posting inappropriate pictures or videos.
f) bullying or harassing any other individual[s] either directly or indirectly.
g) breaching confidentiality, for example by revealing confidential information owned by the university or another person.
h) breaching copyright, for example by using someone else's images or written content without their permission, or by failing to give acknowledgement where permission has been given.

Links

Student Charter link

Student Code of Behaviour link

Academic Engagement Policy link

Fitness to Practise Policy and Procedure link

Social Media Policy for Students link

All modules are core. Modules are 40 credits except the non-credit bearing Practice Assessments modules.

Indicative delivery: the course uses a non-standard academic calendar over 45 weeks

Level 4/Year 1
Becoming a Nursing Apprentice, semester 1
Fundamentals of Nursing Science and Practice, semester 1 and 2
Exploring Health and Wellbeing, semester 2
Mental Health Practice Assessments 1, semester 1 and 2

Level 5/Year 2
Developing Professional Skills, semester 1
Application of Nursing Science and Practice, semester 1 and 2
Promoting Health and Wellbeing, semester 2
Mental Health Practice Assessments 2, semester 1 and 2

Level 6/Year 3, modules semester 1 and 2
Advancing Nursing Science and Practice
Population Health and Wellbeing
Transition to Registered Nurse
Mental Health Practice Assessments 3

Level 6/Year 4, semester 1
Mental Health Practice Assessments 3 continues

A standard 40 credit module equates to 400 notional learning hours and a 20 credit module to 200 notional hours, comprising teaching, learning and assessment, placement activities and independent study. The standard notional hours are exceeded on this course due to placement hours requirements and the professional requirements of the programme require 4600 hours from theory and practice.

We are committed to providing a safe environment for our degree apprentices. We work with employers to ensure that you have a safe learning experience as set out in 'Keeping Our Apprentices Safe'. This includes information on how to identify and report concerns and access support covering safeguarding, wellbeing, online safety, the Prevent Duty (preventing individuals from being drawn into terrorism) and British Values.

In our University there is no place for bullying, harassment or sexual misconduct which includes sexual violence. We encourage any member of our community who has experienced any of these forms of unacceptable behaviour to use our Support, Report, Respect tool to access advice and raise concerns, which can be done anonymously.

Not sure who to contact? Speak to Student Advice: 0113 812 3000 or email studentadvice@leedsbeckett.ac.uk. They will listen and assess your concerns, offer information and advice, and refer to specialist support as required.

An understanding of British values is embedded in the apprenticeship curriculum.

British values are defined as:

1. Democracy
2. The rule of law
3. Individual liberty
4. Mutual respect and tolerance

In line with these values, we will foster a culture where values, opinions and beliefs can be shared in the knowledge that they will be respected.

British Values, Personal Development, Behaviours and Attitudes are embedded into the first module that you study as an apprentice, Becoming a Nursing Apprentice. This module introduces apprentices to academic skills for learning, and to the principles that underpin accountable evidence-based professional practice. It provides a foundation for future development towards achieving registration with the Nursing and Midwifery Council (NMC).

The University does understand that from time to time there is good reason why you cannot attend a class, and in this instance you must contact your School office and employer to let them know. Depending upon the reasons why you are unable to attend, and how long this might be for, arrangements will be put in place to ensure you can catch up on your missed learning. The School and your employer will work together to support you with this.

Our most important aim is to support your studies, but we are also required to report attendance to various external bodies such as the Student Loan Company, the Home Office and the Apprenticeship funding body, the Education and Skills Finding Agency (ESFA).

You must notify your Course Administrator if you are absent (for example for an interview, emergency unforeseen circumstances, or for compassionate leave). If you are going to apply for mitigation you will need to provide written evidence of the reason for your absence.

Please note that if your apprenticeship carries professional accreditation or recognition, there may be additional apprenticeship-specific absence reporting requirements detailed elsewhere in this handbook.

You are advised to review your commitment statement or training plan to ensure you are clear on who to contact in your employment organisation and University if you will be absent.

If you are unable to study because of illness for more than 14 consecutive days (including weekends), you must provide us with a Fit Note.

You can send a digital copy of your Fit Note to your Course Administrator, and then send the original by post.

If you are absent through illness on the day of an examination or assignment deadline and you intend to apply for mitigation, you must also provide us with details as possible. Your submission for mitigation may be made online and the circumstances surrounding it may be self-certified unless your period of absence is prolonged. Generally, all absences of 2 weeks or more will require the submission of verifiable documentary evidence.

For more information on 'fit to sit' and mitigation please visit our Mitigation web page.

Please note that if your course carries professional accreditation or recognition, there may be additional course-specific absence reporting requirements detailed elsewhere in this handbook.

Campus-based apprentices who suspect they may have, or have been diagnosed as having a serious infectious disease such as coronavirus, Mumps, TB, measles, meningitis or chicken pox should not attend campus. For notifiable diseases, students should notify their Course Director or Course Administrator as soon as possible giving information regarding which groups of students or apprentices (and/or colleagues and clients on placements) you have been in contact with and when. For some diseases, such as TB and meningitis, your doctor and our Student Wellbeing Team have a responsibility to notify the West Yorkshire Public Health Protection Team who may also wish to speak to you (or your family) to determine if others require screening or medication. You should follow advice given by the hospital or your GP about when it is safe to return to University. Further information is available on the Student Wellbeing web page.

For guidance on what to do if you have symptoms of Covid-19 (coronavirus), please visit our Covid-19 web page.

You are advised to review your Commitment Statement to ensure you are clear on who to contact in your employment organisation and University if you will be absent due to illness.

You must let your Apprenticeship Assessor know immediately if your employment status changes. This includes, for example:

1. Redundancy
2. Change in job role
3. Change in employer
4. Change in contracted hours
5. Parental leave
6. Other break in learning

Nursing and Midwifery Council

NMC Standards: The pre-registration nursing standards and the Code can be found here: https://www.nmc.org.uk/standards/

The NMC provides online resources for learners here: https://www.nmc.org.uk/education/information-for-students/

Successful completion of this course provides eligibility to apply for registration with the NMC as a qualified nurse - Mental Health.

Declaration of Health and Good Character
https://www.nmc.org.uk/education/becoming-a-nurse-midwife-nursing-associate/guidance-for-students/

In order to meet NMC and practice placement requirements, all learners must demonstrate that they are of good character and must participate in an enhanced pre-entry DBS check. Any previous cautions, reprimands and convictions must be declared. The presence of a caution, reprimand or conviction will not necessarily automatically result in rejection of the application but will be assessed in relation to the nature, severity and timing of the offence, and whether it is a single incident or repeat offence. Applicants may be invited for interview to discuss the circumstances before a decision is made. Any DBS not meeting requirements will be discussed anonymously with placement providers. Learners will only be offered a place if agreement is given by placement providers.

Learners are required to inform the Course Leader if there are any changes to their Health and Good Character during the course and immediately prior to applying for registration. In addition to this, at the start of every academic year, learners will be required to complete a Declaration of Health and Good Character form which will be reviewed by the Course Leader. You must keep a copy of your DBS certificate for the duration of the course. You may be required to provide a copy before you can start practice in some placement areas and University do not keep a copy so safe keeping of this is essential. If you fail to keep a copy, you may be asked to pay for a replacement. Learners who withdraw for more than 6 weeks will be usually required to complete another DBS on return to the course.

As an apprentice, you are responsible for informing your Course Leader and employer immediately if you develop a health condition or disability that may affect your ability to practise safely and effectively. This is so that your fitness to remain on the programme can be reassessed. You will be required to declare your good health annually.

Registration with the NMC

You will be required to complete a declaration of Good Health and Good Character towards the end of the course which will be reviewed by your Course Leader. Once you have completed the course and this has been confirmed at exam board, the University will inform the NMC. The NMC will contact you advising you to set up an online account, declare your fitness to practise and pay your registration fee. You have up to six months to register with the NMC or will need to follow additional processes detailed at: https://www.nmc.org.uk/registration/joining-the-register/register-nurse-midwife/trained-in-the-uk/applying-to-the-register-after-more-than-six-months/.

If you do not register with the NMC within five years of completing the course, you must follow the NMC guidance detailed at: https://www.nmc.org.uk/globalassets/sitedocuments/registration/registering-more-than-five-years-after-qualifying.pdf

Apprentices are employed in a healthcare setting as a requirement to access the apprenticeship. Placement experiences for the Nursing Apprenticeships take the format of:

• Supervised practice in their employment area: Supervised Hub placement.
• Supervised learning in practice outside their employment area: Supervised Spoke Placements' which may include community placements, in-patient services and placements in private, independent, charitable and voluntary organisations.
• Simulated practice - University/employment area.

The placement plan aims to meet the needs of the individual apprentices complementing their practice experiences in their home Hub and ensuring the Nursing and Midwifery Council standards are met.

2300 hours of practice related experience across the three levels.

Supernumerary Status: Nursing degree apprentices are supernumerary during the 2300 hours of practice learning in accordance with the NMC Standards for pre-registration nursing education (2018). Any time spent working as an employee will not count towards their practice learning experience. While remaining employed, apprentices will be placed at other practice placements in their supernumerary capacity in order to gain their required minimum 2300 hours of practice learning. The apprentices are not limited to their employer's practice setting when learning in practice. N.B. Supernumerary means additional to the numbers required for safe staffing in any setting.

Own employment area and other placements usually in West Yorkshire.

Placement Activities
As part of preparation for placement, you are required to undertake mandatory training via your employment and health clearance each year and your declare good health and character.

Mandatory Training
Apprentices complete their mandatory training through their employment, and this is checked by the course team in PebblePad.

Occupational Health
Apprentices are required to ensure their health meets the requirements for placement through following advice from their employer's Occupational Health Department.

Immunisation
Appropriate evidence of immunisation is required before practice placements can commence.

Uniforms and Name Badges
Your employer will provide you with uniforms at the start of the course and a name badge for practice. It is your responsibility to ensure you follow the Uniform Policy of the placement area at all times and this can be found in the Student Nursing Group on MyBeckett.

You will also be provided with a name badge at the start of the course. If you misplace this you will be required to purchase a new one - please contact your Course Administrator about this.

Practice Learning Handbook
Yo will have online access to a handbook each year which contains information on learning in practice, supernumerary status, whistle-blowing, raising and escalating concerns and NMC requirements. Your academic assessor will also support you with any questions or concerns regarding practice.

As an employee, you will also have access to your local policies and procedures which should also be followed in conjunction with Leeds Beckett policies, procedures and guidance. Your academic advisor will also support you with any questions or concerns regarding any of these areas if you have any questions regarding which is the appropriate policy to follow.

Reasonable adjustments on placement
Please refer to your Practice Learning Handbook for details for adjustments in practice.

Placement Experiences
The placement experiences for the Nursing Apprenticeships takes the format of:
- Supervised learning in practice outside their employment area: supervised spoke placements
- Supervised practice in their employment area: supervised home hub placement.
- Simulated practice in the employment area and University.
The placement plan will aim to meet the needs of the individual apprentice complementing their practice experiences in their home hub and ensuring the EU Directives and Nursing and Midwifery Council standards are met.

Placements are arranged by the Practice Learning team. Please contact PLTapprentices@leedsbeckett.ac.uk if you wish to discuss your allocations.

Practice Hours gained through reflection on conferences, University meetings, etc.
There are certain events that you may attend as part of your pre-registration course, which can be counted towards your practice hours providing you have obtained Course Leader approval prior to the event. This is usually a maximum of 30 hours across the course that can be evidenced as practice this way and you will be required to complete a written reflection on the reflective accounts appendix, which should explore the impact of your learning on practice by relating your learning to the NMC Proficiencies. This form will need approval, signing and dating by your Practice Assessor and uploading to the timesheet section of your ePad, labelled as 'Practice Learning Hours' within 20 days of attending the event.

Reporting absences for placements and placement activities
For placement absences, see details in your Practice Learning Handbook. The absence reporting web page is here:https://www.leedsbeckett.ac.uk/health-practice-learning-hub/absence-reporting/.

Please ensure that at all times you follow your employer's sickness/absence processes.

Learners completing this course will have developed a wide portfolio of practical, professional and academic skills. The Nursing & Midwifery Council clearly identifies the Standards and skills required for registration and as an apprentice you will be working towards achieving these on the course. Academic skills developed during the course include reflective and report writing, critical thinking and evaluation, team working, use of databases to search for evidence, change management and leadership and management skills.

You will have opportunities to gain recognition during your time at Leeds Beckett University for the extra activities you do in addition to your studies, including volunteering, student societies, playing in our University sports teams and being a Course Representative.

By joining a society with Leeds Beckett Students' Union, you can make new friends, have fun, try something new and enhance your CV - societies provide a great opportunity to learn new skills and improve your existing ones. It can be difficult to get to know new people at university but don't worry, everyone is in the same boat! Our Leeds Beckett Students' Union believe that joining a student-led society is the best way to meet new people and make lifelong friends. There are so many societies out there - from course-based to hobby-based to religious to political and campaigning. Whether you're just starting out at Leeds Beckett or working on your last year of study, it is never too late to find the right society for you - or start one yourself!

Course-based societies are a great way to meet people on your course, expand your networks and celebrate your achievements together such as end of year Society Balls. If you have a great idea for a society, we can help you get it up and running. There are resources and support available for all societies - including funding to help make your society goals a reality. For more information on starting your own society, visit: leedsbeckettsu.co.uk/societies/create.

Graduate attributes: https://www.leedsbeckett.ac.uk/student-information/academic-skills-and-advice/graduate-attributes/

There are three Graduate Attributes for Leeds Beckett University and these are tailored to suit your course. The three attributes you should achieve by the end of the course are for you to be digitally literate, have a global outlook and for you to be enterprising. Learning about these attributes and being assessed on these as part of your modules will provide you with capabilities for your future career and wider life as you move on from your studies here. Where appropriate these attributes have been embedded into modules and across levels of the course and are identified in individual module handbooks.

Digital literacy

Throughout the three years of the course learners build on their digital literacy skills. At the start of the course, learners undertake a QuickScan test to identify their individual learning styles and any learning support requirements. The QuickScan test is followed up as required with disability services to ensure the learner has reasonable adjustments made to studies and practice if appropriate.

Formative and summative assessments have been designed to progressively develop digital literacy skills throughout the course. Learners engage with digital tools to search for information and evaluate and present information in a variety of ways, e.g., PowerPoint, video and poster presentations. Learners are supported to develop skills in critically appraising literature from a variety of sources. The use of the virtual learning environment is integrated throughout the course with structured learning activities to support face-to-face teaching and learning. Learners work online to practise clinical calculations and complete clinical skills assessments on an e-learning platform. Turnitin is used for assignment submission.

NHS England have shared e-learning modules which have been embedded across all levels of the course to enhance self-directed learning https://portal.e-lfh.org.uk. Nursing apprentices are required to access and maintain patient data using a range of software and devices. The course uses online packages such as Elsevier.com, CareShield and Safemedicate that replicate authentic drug calculations and practical skills activities in a virtual setting.

An emphasis is placed on information governance throughout the course by the Department of Health & Social Care and placement providers. Learners must complete an annual online assessment before they can safely access patient data systems on placement. Nursing apprentices are provided with clear NMC guidance on the use of social networking. Professional development planning and skills development is integrated throughout the course by use of an assessed PebblePad e-portfolio, which along with MyBeckett, provides a focus for formative development throughout the course.

Being enterprising

The nature of nursing courses requiring learners meet certain standards ensures that these attributes are embedded. In particular, the curriculum ensures that a reflective approach is used in assessment and learning and learners have the opportunity to practise giving and receiving feedback and develop self-awareness and team working skills. Learners have the opportunity to identify an area of risk in practice that they would change having evaluated evidence that would support such a change.

Global outlook

The course has embedded cross-cultural capability and global perspectives throughout the three years. Nursing apprentices must provide and promote non-discriminatory, person-centred and sensitive care at all times, reflecting on people's values and beliefs, diverse backgrounds, cultural characteristics, language requirements, needs and preferences, taking account of any need for adjustments. In recognition of the impact of globalisation on healthcare and its delivery, learners receive specific input on the World Health Organisation's health priorities and debate the impact of international health policy on human rights, unexpected health risks and culture at level 6.

The course has an excellent employability record. Learners exiting this course have successfully gained employment within the NHS in acute hospital settings and community settings; the private and voluntary sector, both within and outside the UK.

The course team, practice partners and the Practice Learning team work in conjunction to ensure that learners are prepared for placement and self-sourced/ enrichment experiences and that they are matched to experiences that are a good fit with their skills and/or chosen vocation. A dedicated team of placement officers work with the course teams to source potential placements well in advance of the start date and allocate these opportunities appropriately to individual learners taking into account any NMC requirements. All learners are encouraged to go through a process of personal development and skills analysis before embarking on a placement and reflect critically on their return on how their experiences have enhanced their development.

Additionally, learners are signposted to a variety of enrichment opportunities available through the Students' Union and the Practice Learning team which enable them to gain further work-related learning and employability skills. Apprentices also have access to the Careers service and online employability resources which help to prepare them for job applications and interviews and critically evaluate their employment prospects and identify potential opportunities.

Successful completion of this course will provide you with the eligibility to register with the Nursing & Midwifery Council. You'll take part in employability sessions that will allow you to experience a simulated shortlisting panel and interview, undertake workshops with employers, and attend recruitment events, all designed to help you excel during recruitment processes.

Graduates may wish to continue onto a Master's course at Leeds Beckett or other universities in specialist nursing courses, our MSc Advanced Clinical Practice course or our CPD course, MSc Health and Community Care.

If you have a question or a problem relating to your apprenticeship, your Course Administrator is there to help you. Course Administrators work closely with academic staff and can make referrals to teaching staff or to specialist professional services as appropriate. They can give you a confirmation of attendance letter, and a transcript. You may also like to contact your Course Rep or the Students' Union Advice team for additional support with apprenticeship-related questions.

Your Academic Advisor will be an academic member of staff who teaches you on your apprenticeship. Your Course Director will make sure that you are given the contact details of your Academic Advisor at the beginning of each year, usually in your apprenticeship induction. Further details on the role of your Academic Advisor are available on the Academic Advisor web page.

If you need support, but you're not sure where to go, your Student Advice Team are here to help. The team are an essential part of your Student Support Network and are dedicated to ensuring you can access the advice and support you need, when you need it most.

Student Advice can also help in the practical elements of university. The team will produce your first campus card and assist you in replacing your campus card if needed throughout your time at Leeds Beckett. They can provide Confirmation of Enrolment and Bank Letters for our current students and full or partial transcripts for our graduates and fully enrolled students.

If you need help with more complex queries or concerns, our trained Student Life Advisers offer 1-1 appointments, providing a safe, confidential, and non-judgemental space to talk about your circumstances and identify support that you can access both within and outside of the university.

To contact the team, or to arrange an appointment, visit The Student Advice webpage for full details.

The Student Voice & Insight team at LBSU works alongside the elected Academic Experience Officer to effectively represent students' and apprentices' academic interests.

We provide support, training and ongoing development to over 1,000 Course Representatives, Postgraduate Research Reps, Student Community Leaders and Global Majority Student Ambassadors who represent you whilst you study at Leeds Beckett; and facilitate the collection of student and apprentice feedback on your academic experience.

Unsure who your Course Rep is? Maybe you're interested in becoming a Course Rep or have feedback about your academic experience? Get in touch at:

- Email: studentvoice@leedsbeckett.ac.uk
- Telephone: 0113 812 8400
- Website: leedsbeckettsu.co.uk/your-voice

You can find information and resources online through the Support and Opportunities tabs in MyBeckett. In the Support tab, you can find details of a range of services that provide academic and personal support. These include Student Advice, Library Services, the Students' Union, Student Money, Disability Advice, Student Wellbeing, Student Immigration Advice and Compliance and Accommodation. There is also an A-Z of Support Services, and access to online appointments/registration.

In the Opportunities tab, you can explore the options you have for jobs, work placements, volunteering, and a wide range of other opportunities. For example, you can find out here how to get help with your CV, prepare for an interview, get a part-time job or a voluntary role, take part in an international project, or join societies closer to home.

If you have a disability, long-term physical or mental health condition, or a specific learning difference, we believe this should never be a barrier to studying at our University.

Please get in touch with us as soon as possible so we can ensure everything is in place before your apprenticeship starts.

What should I do next?

Register with us

• We will ask you to provide evidence of your disability, usually from a health professional or educational psychologist. Don't worry if you haven't got any, we can support you with this.

• Usually, we will arrange an appointment with your Disability Adviser to discuss any adjustments you might need and support you in applying for Disabled Students' Allowances (DSA).

• We will work with you to ensure any adjustments you need are available so you can fully participate on your apprenticeship.

Please watch this short video about how the Disability Advice Team can work with you.

Disabled students and apprentices can also access the Disability Resource Areas in each library and the support provided by the Library Learning Support Officer. More information is available on the Library website.

What is Disabled Students' Allowance (DSA)?

DSA is government funding to help with the cost of any additional support you might need while studying, such as: one-to-one support, specialist equipment (including useful software) and travel. For more information visit our website.

Contact Us:

Email: disabilityadvice@leedsbeckett.ac.uk

Tel: 0113 812 5831

Website: https://www.leedsbeckett.ac.uk/student-information/disability-advice/

The Library

The Library offers 24/7 support for your studies. You can access thousands of resources via MyBeckett or the Library website which also provides full details of all our services.

Library Academic Support

The Library Academic Support Team can help you develop your academic skills such as critical thinking, academic writing and analysing data, and research skills such as how to find, use and evaluate information for your studies. The team liaises with your lecturers to provide the information resources you need for your subject and to arrange academic skills sessions to support you in your studies.

The team maintains a number of websites and modules to support your learning:

• In your Subject guide, you'll find a variety of information resources which have been selected as a good starting point for research in that area. These are available on the Skills and Subject Support web page or via My Beckett.
• On the Skills for Learning website, you'll find online resources covering topics such as essay writing, research and time management, English Language and academic English plus information to help you reference and avoid plagiarism, alongside details of workshops that are designed to help you succeed in your assessments. The Skills for Learning website can be found on the Library website or via My Beckett.
• LBU Study Smart is a module in MyBeckett which introduces you to the key skills and services you'll need to study successfully at Leeds Beckett. There are also additional modules you can take as you move through your course to help you transition between study levels. The Academic Integrity Tutorial is a module in MyBeckett which introduces you to academic integrity at LBU and will help you develop the skills you need to attain good academic practice, including avoiding plagiarism and academic referencing.
• The Academic Integrity Tutorial is a module in MyBeckett which introduces you to academic integrity at LBU and will help you develop the skills you need to attain good academic practice, including avoiding plagiarism and academic referencing.

Library and Student IT Advice Service

The Library and Student IT Advice Service team can answer your queries on borrowing, finding information, passwords, multi-factor authentication (MFA) ,Office 365, online meetings, saving your work, MyBeckett and more:

• online (including 24/7 chat) via the Contact Us web page
• by phone - 0113 812 1000 (24/7 IT support)
• face-to-face in either of our Libraries, check Library opening times for details of when staff are available

They also have a wide range of short tutorials available on the Library's YouTube channel.

Wi-Fi

Wi-Fi on the University campus is provided by eduroam, a secure wireless network, which also allows you Wi-Fi access if you visit other universities. To connect:

1. Select eduroam from available Wi-Fi
2. Your login details are:

Username followed by @leedsbeckett: e.g. c1234567@leedsbeckett.ac.uk

Password: your normal university password

*Android Users: Select under Phase 2 Authentication - MS-CHAPv2

Help is available on the Library's Wi-Fi web page.

Microsoft Office 365

You are provided with free access to Office 365 and the latest version of Office can be downloaded from the IT tab in MyBeckett or from office.com. All apprentices who are registered for a qualification at Leeds Beckett University are eligible and you can use the subscription for the duration of your apprenticeship. For instructions and more information, please see the Office 365 support page.

OneDrive

OneDrive Leeds Beckett is your individual file storage with 1TB of storage space. With OneDrive you can access and share your files across your devices. This is accessible on University PCs and off-campus through Office 365 portal. See the Saving your Work pages on the Library website for more information.

Leeds Beckett RemoteApp

The Leeds Beckett RemoteApp gives you access to a range of specialist software for your course on your personal devices. See the RemoteApp page on the Library website for more information.

Media Equipment - free loans

You can borrow high-end Media Equipment for free. Browse, reserve and collect equipment ranging from GoPros to Remote Presenters from the ground floor of the Shelia Silver and Headingley Libraries. Further information is available on the Media Equipment web page.

University life can have its ups and downs, and occasionally you may find yourself in need of advice. That's where we come in. Here at the SU we have a free advice service that is here just for you, the students and apprentices at Leeds Beckett University.

The Advice Service at LBSU is a confidential, non-judgmental service run by professional advisers.

The service is independent from the University, so if you are having any problems with your apprenticeship you can talk confidentially with us - although we do work with the University to find the best solutions, we would only contact them with your permission. We can advise on a range of topics including all aspects of the University Regulations and Procedures, housing issues and finance issues. We can guide you through any processes or procedures.

We're here to help you with any questions or problems you might have while you are studying at Leeds Beckett.

Get more information at www.leedsbeckettsu.co.uk/advice.

MyBeckett, the portal and virtual learning environment provides:

• access to your modules and timetables;

• your reading lists and email account;

• your personal storage area on our University IT servers;

• information on where to look for academic or personal support (Support tab);

• information on opportunities such as jobs, careers, part-time work, placements and volunteering (Opportunities tab)

• access to Library and student IT advice

Further information and support for using MyBeckett can be found on the MyBeckett Support Pages.

The physical resources and online resources available for this course include:

• Classroom and lecture facilities with PC and smart board facilities.
• Social learning spaces with individual tutorial rooms.
• Online learning repository MyBeckett which contains lectures, notices, assignment submission facilities.
• Clinical skills suite.
• Communication skills suite.
• Online learning platforms, e.g., Care-shield, Safe-Medicate and Elsevier Clinical Skills

Further details:

• Location: the course is delivered in the University, predominantly at the City Campus and in healthcare placements within the Yorkshire and the Humber region. We have a Practice Learning team that supports the learners with their placements.
• Teaching and learning will take place in a number of bespoke venues in the University and these include: the science laboratory at City Campus, the purpose built communications suites, clinical skills laboratories and the simulation suite.
• Skills resources: the course is supported by a range of equipment including task trainers, adult, child and high fidelity simulated manikins, on line learning packages including the Safe medicate medication programme www.safemedicate.com and the Elsevier clinical skills web site https://www.elsevierclinicalskills.co.uk/
• Nursing lecturers: the course is primarily delivered by nurses with current registrations with the NMC. The NMC also require that nursing lecturers have teaching qualifications that are recorded on the register as approved by the NMC. All academics teaching on the course have postgraduate qualifications. Non-nursing lecturers may deliver into some sessions for the specialist context.
• Service users and carer involvement in the delivery and assessment of the course, continues to be developed.
• Library resources: the course is also supported by the Libraries and Learning Innovation who provide a variety of services which include the libraries and IT facilities, individual University email accounts, MyBeckett, VLE, resources and equipment loan, reprographics and stationary supplies. At the request of learners, there has been a drive to increase use of digitalised chapters and e-books to support modules and these will be highlighted to you by the module leaders.
• Online: learners are introduced to the virtual learning environment at the start of the course and it is integrated throughout the course to support all structured and guided academic activity. Independent study and learning is also facilitated through the VLE with a range of interactive resources and links to professional and academic materials and sites. Examples include: virtual discussion areas, electronic submissions and feedback for all level 4 modules, self-assessment quizzes, lecture slides available on the VLE for relevant modules and the Safe-Medicate and Elsevier clinical skills web site.

We are committed to working in partnership with you and the Students' Union to provide you with an inclusive, safe and engaging learning environment which is conducive to study for all our students, apprentices and our staff. An important element of your time studying with us is your engagement in developing your learning. Your engagement and attendance on your apprenticeship enables you to further your learning and supports your achievement, apprenticeship completion and aspirations for the future. There is an expectation that apprentices will attend, engage in their learning and submit on time for assessment. We provide support for you to maximise your time studying with us and to develop your learning, skills and abilities to support you in your chosen career path.

We seek active participation by all our apprentices in the continuous enhancement of our apprenticeships and through our monitoring, annual review and enhancement processes. These are formal processes used by our University for assuring the academic standards and quality of your apprenticeship and its continuous improvement. These processes utilise your feedback, External Examiners' reports, feedback from staff and others, data relating to apprentice outcomes on the apprenticeship and apprentice surveys to reflect on areas of good practice and areas for further enhancement. We invite all apprentices to participate in a range of opportunities to provide us with feedback on your apprenticeship and modules. This may include discussions with staff, focus groups, and meetings (e.g. with Course Representatives or with staff) and formalised student and apprentice surveys e.g. mid module reviews, end of module evaluations and specific apprenticeship or other surveys such as the Student Barometer, National Student Survey and Graduate Outcomes Survey. We utilise the outcomes of these surveys to benchmark our apprenticeships nationally and to inform annual apprenticeship enhancements.

Informal feedback is also welcome at any time either via your Academic Advisor or module tutor or via your Course Representative. Our partnership with you enables us together to make the most of your learning experience with us and to enhance the quality and reputation of your apprenticeship. You can find out what actions have been taken in response to your feedback through your Course Representative, the Students' Union, your tutors or through the Library.

Course Representatives (Reps) at undergraduate and postgraduate taught levels are student and apprentice volunteers who represent you in formal and informal meetings with the University, and follow up on actions that have occurred because of student and apprentice feedback. You can become a Course Rep, volunteering to represent the views of your peers in order to improve apprentices' academic experience.

In the first few weeks of your time at Leeds Beckett, your Course Director will facilitate an opportunity to appoint Course Reps on your apprenticeship.

LBSU provides support, training and ongoing development for Course Reps and supports their engagement in enhancement activities throughout the academic year.

Being a Course Rep provides you with an opportunity to enhance your own learning and the development of relevant professional and employability skills alongside your studies. As a Course Rep you would play an important role in:

• Acting as a point of contact and advocate for apprentices on your apprenticeship and in supporting their active engagement.
• Gathering feedback from apprentices on your apprenticeship to inform enhancements to the quality of your apprenticeship and the apprentice experience.
• Facilitating good communication between apprentices and staff on the apprenticeship.
• Working with the Course Director, members of the course team and the Students' Union to enhance your apprenticeship.
• Facilitating and engaging in meetings about your apprenticeship; and
• Being an ambassador for your apprenticeship.

Further information about being a Course Representative is available at:

• The Students web pages
• Leeds Beckett Students' Union
• The University Academic Regulations

We invite all apprentices to participate in a range of opportunities to provide us with feedback on your apprenticeship and modules. This may include discussions with staff, focus groups, and meetings (e.g. with Course Representatives or with staff) and formalised student and apprentice surveys e.g. mid module reviews, end of module evaluations and specific apprenticeship or other surveys such as the Student Barometer, National Student Survey and Graduate Outcomes Survey.

We are committed to providing a high quality experience for all our students and apprentices. We welcome comments and compliments from apprentices, and find them valuable for on-going improvements to our provision. Comments and compliments about your apprenticeship can be raised with your Course Representative or directly with your Course Director or Academic Advisor.

If you have a specific complaint about an act or omission of our University, you may be able to make a complaint under the Student Complaints Procedure. In the first instance, you should raise the matter as soon as possible with the member of staff most directly concerned, or with the person who can best resolve it. If this does not resolve the matter, or if the complaint is too serious to be addressed in this way, then you should make a formal complaint in writing. Information about how to make a complaint, including the student complaints procedure and a complaints form, is available on the Students web pages.

In addition to the University processes listed above, as an Apprentice, you also have the right to make enquiries or raise concerns outside of the University. Full details of these options can be found in your training plan.

Bachelor of Science with Honours Mental Health Nursing

Bachelor of Science with Honours Health Related Studies
Bachelor of Science Health Related Studies
Diploma of Higher Education Health Related Studies
Certificate of Higher Education Health Related Studies

Leeds Beckett University

Level 6 of the Framework for Higher Education Qualifications, with 120 credit points at each of Levels 4, 5, and 6 of the Higher Education Credit Framework for England (360 credits in total)

Registered Nurse Degree (NMC 2018) https://www.instituteforapprenticeships.org/apprenticeship-standards/registered-nurse-degree-nmc-2018/

City Campus, Leeds (plus location of work placement, if applicable)

An occasional activity may take place at Headingley campus.

Key University regulations and policies can be accessed on the following web pages:

• Academic Regulations (including assessment regulations) are available on our Academic Regulations web page
• The Student Contract is available on our Student Regulations web page
• The Student Charter is available on our Academic Regulations web page (Section 20)

Other Student regulations and University policies, including Safety, Health and Wellbeing policies, are available on our Student Regulations web page

You should also familiarise yourself with our Zero Tolerance Report and Support web page regarding sexual harassment and assult.

The course follows the Academic Regulations except where noted below.

Progression and achievement of the award

All assessments, components of assessment, modules, practice assessments and practice experiences (placements) must be passed for progression to the next level and for the conferment of the target award. The course does not allow for compensation or condoning of marks at component of assessment level or module level by the Progression and Award Board. There is no compensation in assessments across theory and practice. The pass mark is 40% or pass for pass/fail marking, except for the components of assessment noted below.

Components of assessment with pass mark above 40% and two reassessment opportunities

The following components of assessment have pass marks as stated and learners will be given exceptionally two reassessment opportunities for these components (this would also apply if the module was repeated):

Level 4 Fundamentals of Nursing Science and Practice, online calculation exam, 80% pass mark
Level 5 Application of Nursing Science and Practice, online calculation exam, 90% pass mark
Level 6 Advancing Nursing Science and Practice, online prescribing calculations and healthcare numeracy assessment exam, 100% pass mark

Reassessment opportunities in the level 6 Transition to Registered Nurse module

Learners will be allowed exceptionally up to two reassessment opportunities for the Extended Study assessment if this is not passed at 40% at the first or second attempt. This would also apply if the module is repeated.

Non-credit bearing modules

The Mental Health Practice Assessments modules at each level are non-credit bearing and accommodate the practice experiences (placements), episodes of care, practice hours and skills. All components of assessments must be passed for progression to the next level and to achieve the target award.

Reassessment opportunities for practice experiences (Mental Health Practice Assessments modules)

A learner may fail one practice experience only across the whole course. A recovery opportunity is provided in the same academic year if this fail takes place in semester one. If the failed practice experience takes place in semester two, then wherever possible, learners have a recovery opportunity provided before the end of the academic year. This fail remains on the learner's profile in the event of the learner being given an opportunity to repeat the full year.

A nursing apprentice failing two assessed practice experiences during the course will be deemed to have failed the course and a recommendation will made to the Progression and Award Board to withdraw the apprentice from the course and be awarded a contained award if the requirements of that award have been met. There are no reassessment or repeat opportunities.

Rapid reassessment viva

Reassessment opportunities include an option for a rapid reassessment viva in certain assessments (as detailed in the relevant module handbooks) for learners who obtain 35-39% at the first attempt. This is to provide learners with alternative options to reassessment.

Contained awards

Apprentices who fail to achieve the minimum performance required for the target award shall be recommended for the conferment of a lower award with a different title in line with the Regulations:

• Certificate HE Health Related Studies
• Diploma HE Health Related Studies
• BSc Health Related Studies
• BSc (Hons) Health Related Studies

The contained awards do not provide eligibility to apply for registration as a nurse and follow the standard Academic Regulations.

The BSc (Hons) Health Related Studies is awarded when a level 6 apprentice fails the Mental Health Practice Assessments 3 non-credit bearing module (there may be a repeat opportunity if a practice experience is failed for the first time on the course at this level) or fails a second practice experience (and therefore is not allowed a reassessment or repeat module opportunity) and successfully completes the level 6 three credit bearing modules, achieving 120 level 6 credits.

Practice assessments

Learners cannot claim mitigation against practice assessments. If a learner has extenuating circumstances, they should discuss this with their academic advisor and withdraw from practice.

Fitness to Practise

The course is authorised to use the University Fitness to Practise Policy. Apprentices are expected to act in a professional manner at all times in line with the Policy: https://www.leedsbeckett.ac.uk/-/media/files/policies/student/ups_fitness_to_practise_policy_procedure.pdf

Attendance

As well as following the University's attendance policy, the course has minimum attendance requirements of 100% for University sessions and 100% attendance on placement. Details of how absences are managed are detailed in the Course Handbook and the Practice Learning Handbooks. Attendance is monitored at University sessions and on placement. The courses stipulates 100% attendance in order to meet the NMC defined practice and theory hours. Nursing apprentices must follow the absence procedure detailed in the attendance and absences appendix (see end of the Handbook) where details are provided for how absence is managed for both taught and practice hours.

Recognition of Prior Learning (RPL)

• To meet the NMC requirements for RPL for credit transfer, a maximum of 50% of the credit for the course can be recognised through prior learning (100% for level 4 and 50% for level 5).
• For NMC registered nurses wishing to change or add to their field of practice, we can consider credit awarded at levels 4 and 5 of an NMC-approved honours degree in nursing (adult, children's, learning disability, mental health fields) studied at Leeds Beckett or at other UK universities, to be used as RPL towards either BSc (Hons) Adult Nursing or BSc (Hons) Mental Health Nursing (subject to curriculum and practice mapping of the original course) to a limit of 66% of the credit of the target award. Exceptionally, credit awarded at level 6 may also be considered, subject to the curriculum mapping evidencing achievement of the overall learning outcomes for the target award.

Academic calendar

This course follows a non-standard calendar to accommodate placements, including start and end dates, semester deliveries, and assessment periods. The course is scheduled over 45 weeks with 7 weeks holiday. Employers determine the apprentices' annual leave.

Notional hours

In view of the theory and practice/placement hours requirement of this professional course (2300 defined practice and 2300 theory hours), the notional hours exceed the usual hours for an undergraduate degree.

Reasonable adjustment plans

Due to the professional requirements of the course, readers and scribes are not usually permitted in any exams relating to online calculations, health care numeracy assessments or practical exams. These exams and assessments replicate practice and this level of support is not reasonable in practice. Learners will be supported with extra time if detailed in the reasonable adjustment plan.

Other requirements

Health and Good Character on entry and throughout the course

• Learners are required to have a satisfactory occupational health assessments and DBS and make an annual declaration of health and good character at the start of each academic year and prior to course completion.
• Any changes to a learner's health and good character during the course must be declared to the Course Leader and the employer.

The External Examiner assures that you are assessed fairly in relation to other apprentices on the same apprenticeship and also that the standard of your own award is comparable to similar apprenticeships taken by apprentices in other higher education institutions within the UK. The External Examiner(s) provide an annual report for your apprenticeship. External Examiner reports are available on our External Examiner Reports web page, which is accessible via the Course Information link on the Students home page

Attendance and absences (apprentices)

Reflective Accounts form

Assignment confidentiality statement