LE6001 - Transition to Accountable Practitioner in Learning Disability Nursing

What will I learn on this module?

The module builds on the skills and knowledge that you have developed during the programme and supports your transition towards becoming a confident accountable practitioner. Scholarship within learning disability nursing will be embraced; this will enable you to critically analyse and challenge the status quo, demonstrating courage and professional curiosity. The module content encourages independent thinking skills and creativity. Research and practice development philosophy is explored, this will support your summative assessment which is a 6000 word Practice Project Proposal.

You will critically reflect upon a presenting operational, practice, or leadership challenge. In order to do this, you will explore contentious elements of people with learning disability receiving service support, healthcare, including consent & capacity, advocacy, global health priorities and health economics. Patient safety and cost effectiveness are competing forces in learning disability healthcare and community services, you will examine this paradox alongside the maintenance of high-quality care with finite resources. Human factors within organisations and/or systems are paramount to its success, you will appraise the evidence, particularly in relation to working within teams. Archived serious case reviews, critical incidents and governance will be critically analysed. This will promote understanding of organisational culture and professionalism, increasing your determination and resilience to become a competent accountable practitioner. Research and practice development provide rich evidence to support innovation and action. The module will develop your ability to analyse and select appropriate methods of research/practice development to fulfil the summative assessment requirements and prepare you for the future.

How will I learn on this module?

Throughout this module, you will engage in a variety of learning and teaching approaches. Taught sessions will include individual work, group discussion and debate. You will be encouraged to consider competing perspectives, share opinions, work with Experts By Experience (EBE’s) and develop a greater understanding of the complexity of transitioning to an accountable practitioner. You will also be engaged in enquiry-based learning and guided engagement in exploring personal narratives to examine the assumptions and values related to transitioning to an accountable practitioner. Workshops within the module will develop your project management skills, leadership attributes, and knowledge of legal and ethical issues relating to research governance. Journal club activity will develop research mindedness and your ability to appraise the literature. To further support the transition to accountable practitioner, Local, National and International legislation and policy will be critically evaluated within workshops.
The module will be delivered using a blend of web-based resources, and face-to-face in-class sessions underpinned by the ‘flipped classroom’ approach (Bergman & Sam’s, 2012). This approach will enable you to engage with technology-enhanced learning, with the provision of links to the web-based resources and other useful materials; and a combination of pre-recorded lecture videos and interactive e-learning packages. Flipping the classroom enables you to engage in both directed and self-directed study outside of formal teaching sessions as preparatory work for facilitated seminars.

How will I be supported academically on this module?

Reading is vital for professional development. Reading will provide you with information to enhance the evidence base for clinical practice. Reading is also necessary for you to appraise the merits of a variety of writing styles; adopting the strongest and best of the characteristics in your own work to demonstrate progression in your scholarship.

All students are encouraged to access individual academic support via a tutorial with their allocated supervisor. Academic support aims to engage the student and the marker in constructive discussion regarding the chosen area of practice and relate this to the assessment criteria. The use of peer support is a vital component of critical discussion and generating ideas, this is utilised during this module.

There are useful study skills guides via the Northumbria University Library. See the Developing your learning skills link: "Developing your Learning Skills" NU Lib Guides

What will I be expected to read on this module?

All modules at Northumbria include a range of reading materials that students are expected to engage with. The reading list for this module can be found at: http://readinglists.northumbria.ac.uk
(Reading List service online guide for academic staff this containing contact details for the Reading List team – http://library.northumbria.ac.uk/readinglists)

What will I be expected to achieve?

Knowledge & Understanding:

1. Demonstrate knowledge of theory in the chosen area to level 6 standard.
2. Articulate the application of theory to practice at level 6

Intellectual / Professional Skills & Abilities:

3. Provide a critical analysis of the evidence base

4. Demonstrate how the higher level of study informs the process of transitioning to Registered Nurse (Learning Disability).

Personal Values Attributes (Global / Cultural awareness, Ethics, Curiosity) (PVA):

5. Demonstrate how values and accountability are relevant to becoming a Registered Nurse (Learning Disability).
6. Demonstrate leadership attributes in preparation for registration.

How will I be assessed?

Formative Assessment:
You will obtain evidence that supports the viability of your project (the idea), before you generate the proposal. This feedback will ensure that your idea is supported by service users/carers and clinical staff via standardised documents such as SUE Q or Witness Testimony. This could also be used as evidence for your Practice Assessment Document.
(MLO 1, 2, 3 & 4).

Summative Assessment:
Summative assessment of Practice Project Proposal. This will be 6000 words long. The Practice Project Proposal will be submitted for assessment electronically and assessment by an Academic Supervisor. There will be written feedback (MLO 1, 2, 3, 4,5 & 6).





Module abstract

This module will focus on your transition from an undergraduate Student Nurse to graduate NMC Registrant. You will be consolidating and advancing your knowledge, skills, abilities and professional values. This will ensure your responsiveness in relation to the ever-changing local, national and global health care landscape and the dynamic needs of children, young people their families and communities. You will develop a practice-based project proposal that reflects the real world of nursing practice and the user/carer experience. Through your project proposal, you will understand and experience the various stages of research, enquiry, project management and governance. The module provides an exciting opportunity to facilitate the creativity and independent thinking that are central to professionalism. This will enhance your role transition and preparation for employability as a Registered Nurse. This module will develop and further your understanding of research-rich learning, the research process and its application to current children and young people’s nursing practice as you transition to an accountable practitioner.

Course info

UCAS Code B741

Credits 40

Level of Study Undergraduate

Mode of Study 3 Years Full Time

Department Nursing, Midwifery & Health

Location Coach Lane Campus, Northumbria University

City Newcastle

Start September 2024 or September 2025

Fee Information

Module Information

All information is accurate at the time of sharing. 

Full time Courses are primarily delivered via on-campus face to face learning but could include elements of online learning. Most courses run as planned and as promoted on our website and via our marketing materials, but if there are any substantial changes (as determined by the Competition and Markets Authority) to a course or there is the potential that course may be withdrawn, we will notify all affected applicants as soon as possible with advice and guidance regarding their options. It is also important to be aware that optional modules listed on course pages may be subject to change depending on uptake numbers each year.  

Contact time is subject to increase or decrease in line with possible restrictions imposed by the government or the University in the interest of maintaining the health and safety and wellbeing of students, staff, and visitors if this is deemed necessary in future.


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