Postgraduate Taught

Graduate Diploma in Integrated Community Nursing

Aimed at band 5 registered nurses, this online academic programme will develop the core generalist knowledge, skills and competencies required for safe and effective practice across the range of community roles at practitioner level (level five of the NES Career Framework for Health), to meet people’s physical, mental health and social care needs.

 The aim of this approach is to provide a responsive, flexible, community nursing workforce. Nurses will be equipped to practise confidently and competently across a range of settings at level five and then move to more specific roles following additional specialised education to provide safe, effective, person-centred care to people with more complex health and care needs within a specialist area of practice.

This programme will develop the core generalist knowledge, skills and competencies required for safe and effective practice across the range of community roles at practitioner level (Level 5 of the Career Framework for Health), to meet people’s physical, mental health, and social care needs.

Why QMU?

Viewed as a natural fit to our post-registration nursing educational portfolio, a team from across the Division of Nursing, led by Julie Churchill came together with a range of stakeholders to adopt an integrated approach to curriculum development. This is in response to a decision that was made by NHS Education for Scotland to have a Once for Scotland approach to developing nursing in Adult Integrated Community Teams.  Queen Margaret University (QMU) were successful in their recent tender to deliver an online programme at SCQF Level 10. 

Course overview

This program will be completed online. 

This programme will develop the core generalist knowledge, skills and competencies required for safe and effective practice across the range of community roles at practitioner level (Level 5 of the NES Career Framework for Health), to meet people’s physical, mental health, and social care needs.
The programme outcomes are that learners will:

  • Increase self-awareness of themselves as a person-centred practitioner and feel confident to work in integrated teams within a range of community and primary care settings
  • Develop self-compassion and resilience as a learner and practitioner
  • Develop competence and confidence in line with local and national competencies required of their role
  • Develop the core generalist knowledge, skills and competencies required for safe and effective practice in their role which meets people’s physical, mental health, and social care needs
  • Enable people to take more responsibility for their health and wellbeing, with a greater focus on prevention and early intervention
  • Have deep and critical understanding of different sources of knowledge including research evidence that contribute to the health and wellbeing of persons, groups, and populations, in ways that are consistent with person-centredness
  • Develop as facilitative leaders who work within integrated teams in community and primary care, putting people at the centre of health and social care services and ensuring quality is at the heart of service delivery
  • Have created and contributed to communities of practice through collaborative and inter professional working from the perspective of lifelong learning

Structure

Year One: 3 Core Modules
(60 credits total)
Successful completion: Graduate Certificate

  • Promoting Person-centred ways of working in Integrated Community and Primary Care Teams (Level 10 - 20 credits)
  • Systematic Approaches in Clinical Assessment (Level 10 - 20 credits)
  • Learning from and with people and families living with Long-term Conditions (Level 10 - 20 credits)

Year Two:
(further 60 credits)
Successful completion: Graduate Diploma

  • Developing Professional Practice – work-based learning (Level 10 – 40 credits)
  • Elective module (Level 10 – 20 credits)


OR

  • Independent and Supplementary Prescribing for Health Care Professionals (Level 10 – 40 credits)
  • Elective module (Level 10 – 20 credits)

Elective options (dependent on module uptake) are available to choose from across various pathways within the School of Health Sciences

Students will complete an Overarching Portfolio of Evidence throughout year 1 and year 2

Modules

Year One

Promoting Person-centred Ways of Working in Integrated Community and Primary Care Teams (20 credits)
Systematic Approaches in Clinical Assessment (20 credits)
Learning from and with people and families living with long-term conditions (20 credits)

Year Two
Developing Professional Practice: work-based learning (40 credits) and a 20 credit elective module   
OR
Independent and Supplementary Prescribing for Health Care Professionals (40 credit module) and a 20 credit elective module 

Teaching, learning and assessment

The Division of Nursing has developed and embedded a person-centred ethos in the teaching and learning strategies across all programmes. We draw on the philosophical ideas of persons, personhood and person-centredness. This move from learner-centredness to person-centredness values the personhood of all persons equally. By creating an environment where learners and teaching staff engage in mutual learning, our approach is facilitative and consistent. We create learning environments where all persons feel engaged and able to commit to humanist and transformational learning processes, both in the classroom and online. Examples are facilitated groupwork, active learning, critical reflection, storytelling, poetry, work-based learning, skill rehearsal, critical creativity and contemplative education. This will be built on in the curriculum development of the online Graduate Diploma in Integrated Community Nursing . Whilst most of the learning will take place in the workplace, delivery of the academic elements of this programme will be entirely on line with opportunities to engage regularly with the teaching team and other students. Learners will agree an individual Learning Action Plan through tripartite discussion between themselves, their Clinical Guide and their Personal Academic Tutor at QMU. This will allow learners flexibility to define the competencies and other learning activities needed to develop their own practice. QMU has led on the delivery of this type of learning, and it is embedded in work-based modules across the School of Health Sciences. In addition to planned study time, learners will be expected to complete self-guided independent study. Assessments will be discussed at the beginning of each specific module.

Teaching hours and attendance

This part-time programme is normally two years. It is a work-based programme with particular practice requirements for different modules.

Placements

Learners will complete the programme in their substantive clinical post

Careers

Upon successful completion of this programme band 5 nurses will be equipped to practice confidently and competently across a range of settings and then move on to more specific roles following additional specialised education to provide safe, effective, person-centred care to people with more complex health and care needs within a specialist are of practice.

Exchange opportunities

N/A

Entry requirements

Standard Entry 

Graduate Diploma Integrated Community Nursing: All applicants must be Registered Nurses (Part 1- adult, mental health or learning disabilities) with the Nursing & Midwifery Council (NMC). A degree is not required. Normally be employed as a Band 5 nurse (Level 5 of the NES Career Framework for Health), working within a community or primary care context. Have access to a Clinical Guide to support their learning and development.

Non-standard entry Graduate Diploma Integrated Community Nursing: In line with the university policy of seeking to offer opportunities to candidates regardless of their personal background and level of educational attainment, the programme team will promote entry to the programme for all learners. Practically this means that the programme team will consider: 

  • Candidates who have no formal degree level qualification but can demonstrate substantive professional experience and suitable CPD outcomes.
  • Applications for non-standard entry will be assessed by the Programme Team and will be based on the following criteria:
  • Evidence of appropriate work experience and supporting CPD activity which maps against the SCQF level descriptors for level 9; 
  • A statement of what the applicant has learnt from the above activity, showing how the learning has been at the equivalent of SCQF level 9;
  • Supporting statement from your employer

It may be appropriate for applicants without academic qualifications to be admitted initially as an associate learner. Should they be successful in their first module as an associate learner, they may then transfer to the full programme.

International: Where your honours degree has not been studied in English, you will be required to provide evidence of English language competence at no less than IELTS 6.5 and no individual component score below 6.0

English language requirements

Where your honours degree has not been studied in English, you will be required to provide evidence of English language competence at no less than IELTS 6.5 and no individual component score below 6.0

Application deadline

  • 21st August for our September intake
  • 18th December for our January intake

Exit awards

This programme is studied at SCQF level 10. Students can obtain a Graduate Certificate after successfully completing 60 credits in year 1 or a Graduate Diploma after successfully completing year 1 and a further 60 credits in year 2.

Associate student places

Associate students can apply to study any of the modules within this programme.

Fees

A number of places are funded by NES.

Professional registration / accreditation

The Graduate Diploma is not a professional award

Awarding body

SCQF level 10

More information and contacts

For further information on this course please contact Julie Churchill the Programme Leader 

2020/21 Entry - Terms and Conditions (Postgraduate).

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Course Overview

Delivery
Workplace learning and online
Duration
Two years
Start Date
September 2020
Location
Workplace learning and online
Study Abroad
No
School
Nursing
Division
Fees & Funding