Nursing Associate Higher Apprenticeship FdSc

1. Personal, professional and lifelong learning: transition to Higher Education; academic writing and study skills; demonstrate the numeracy, literacy, digital and technological skills required to meet the needs of people to ensure safe and effective practice. Relevant professional regulation (for example NMC Code; Assistant Practitioner Core Standards); Duty of Candour and professional requirements influencing the role.
   
   
2. Self-awareness:  recognising signs of vulnerability in themselves or their colleagues; adopting a healthy lifestyle; understand and explain the meaning of resilience and emotional intelligence; the importance of reflection and continuous self-reflection.
   
   
3. Research awareness: principles of research; how research findings are used to inform evidence-based practice.
   
   
4. Effective communication: use a range of skills and strategies with colleagues, within teams and people, their families and carers at all stages of life and with a range of mental, physical, cognitive and behavioural health challenges in order to develop, manage and maintain appropriate relationships.

To provide a foundation for the socialisation of students into the values and responsibilities of their professional role.

1. Personal, professional and lifelong learning: transition to Higher Education; academic writing and study skills; demonstrate the numeracy, literacy, digital and technological skills required to meet the needs of people to ensure safe and effective practice. Relevant professional regulation (for example NMC Code; Assistant Practitioner Core Standards); Duty of Candour and professional requirements influencing the role.
   
   
2. Self-awareness:  recognising signs of vulnerability in themselves or their colleagues; adopting a healthy lifestyle; understand and explain the meaning of resilience and emotional intelligence; the importance of reflection and continuous self-reflection.
   
   
3. Research awareness: principles of research; how research findings are used to inform evidence-based practice.
   
   
4. Effective communication: use a range of skills and strategies with colleagues, within teams and people, their families and carers at all stages of life and with a range of mental, physical, cognitive and behavioural health challenges in order to develop, manage and maintain appropriate relationships.

To provide a foundation for the socialisation of students into the values and responsibilities of their professional role.

1. Public Health:  aims and principles of health promotion, protection and improvement and the prevention of ill health, demonstrating an understanding of co-morbidities and the demands of meeting peoples holistic needs.  Preventive health behaviours; supporting people to make informed choices to improve their mental, physical, behavioural health and wellbeing.
   
   
2. Determinants of Health:  contribution of social influences, health literacy, individual circumstances, behaviours and lifestyle choices to mental, physical and behavioural health outcomes.  Health screening and factors that may lead to inequalities in health outcomes.
   
   
3. Human development from pre-conception to death:  delivery of person-centred safe and effective care.  The importance of early years, childhood experiences and the possible impact on later life choices.
   
   
4. Health protection:  evidence base for immunisation, vaccination and herd immunity; principles of infection prevention and control, including communicable disease surveillance and antimicrobial stewardship and resistance. 

To introduce students to public health and health promotion across the age continuum.

1. Public Health:  aims and principles of health promotion, protection and improvement and the prevention of ill health, demonstrating an understanding of co-morbidities and the demands of meeting peoples holistic needs.  Preventive health behaviours; supporting people to make informed choices to improve their mental, physical, behavioural health and wellbeing.
   
   
2. Determinants of Health:  contribution of social influences, health literacy, individual circumstances, behaviours and lifestyle choices to mental, physical and behavioural health outcomes.  Health screening and factors that may lead to inequalities in health outcomes.
   
   
3. Human development from pre-conception to death:  delivery of person-centred safe and effective care.  The importance of early years, childhood experiences and the possible impact on later life choices.
   
   
4. Health protection:  evidence base for immunisation, vaccination and herd immunity; principles of infection prevention and control, including communicable disease surveillance and antimicrobial stewardship and resistance. 

To introduce students to public health and health promotion across the age continuum.

1. Defining person centred care: recognition of a person’s health improvement or deterioration; timely reporting of findings; safety, dignity, privacy; holistic care.  Monitor effectiveness of care in partnership with people, families and carers. How mental capacity affects ability to make decisions about own care; giving or withholding consent; recognising when capacity has changed; where and how to seek guidance and support from others to ensure that the best interests of those receiving care are upheld.
   
   
2. Safety of individuals: recognise people at risk of abuse, self-harm and/or suicidal ideation. Personal responsibility to ensure relevant information is shared according to local policy; keep complete, clear, accurate and timely records; recognise and report any factors that may adversely influence on safe and effective care provision. Provide appropriate safeguarding measures.
   
   
3. Therapeutic relationships: support people with commonly encountered symptoms including anxiety, confusion, discomfort, pain and vulnerability. Understand the principles of basic mental health first aid. Service user empowerment, empathy, compassion, care, commitment; communication and relationship management skills.
   
   
4. End of life care: principles of person-centred planning and delivering sensitive and compassionate end of life and bereavement care. Supporting people who are dying and deceased; acting in line with any end of life decisions, organ and tissue donation protocols, infection protocols, advanced planning decisions, living wills and lasting powers of attorney for health.

To promote students understanding of person-centred care.

1. Defining person centred care: recognition of a person’s health improvement or deterioration; timely reporting of findings; safety, dignity, privacy; holistic care.  Monitor effectiveness of care in partnership with people, families and carers. How mental capacity affects ability to make decisions about own care; giving or withholding consent; recognising when capacity has changed; where and how to seek guidance and support from others to ensure that the best interests of those receiving care are upheld.
   
   
2. Safety of individuals: recognise people at risk of abuse, self-harm and/or suicidal ideation. Personal responsibility to ensure relevant information is shared according to local policy; keep complete, clear, accurate and timely records; recognise and report any factors that may adversely influence on safe and effective care provision. Provide appropriate safeguarding measures.
   
   
3. Therapeutic relationships: support people with commonly encountered symptoms including anxiety, confusion, discomfort, pain and vulnerability. Understand the principles of basic mental health first aid. Service user empowerment, empathy, compassion, care, commitment; communication and relationship management skills.
   
   
4. End of life care: principles of person-centred planning and delivering sensitive and compassionate end of life and bereavement care. Supporting people who are dying and deceased; acting in line with any end of life decisions, organ and tissue donation protocols, infection protocols, advanced planning decisions, living wills and lasting powers of attorney for health.

To promote students understanding of person-centred care.

1. Introduction to the human body across the age continuum; characteristics of life; concept of integration and homeostasis. Levels of structural organisation; systems and cross-system concepts, organs, tissues, cells and chemicals. Geographical navigation of the body; anatomical position and directional terms.   Overview of relevant disciplines. Overview of the biological basis of routine investigations.  
   
   
2. Basic principles of pharmacology and their application; concept of keeping an ongoing personal formulary diary.
   
   
3. The internal environment, fluid and electrolyte balance;  homeostatic control; common disorders; principles of restoring fluid and electrolyte imbalance homeostasis.
   
   
4. Human body systems:
   
   - Integumentary system and cross-system concepts; human microbiome; inflammation, introduction to wound healing; introduction to the physiology of pain; principles of pharmacology/ topical route; common disorders and commonly prescribed medicines.
   
   - Nervous system and cross-system concepts; mental health/learning disability; common disorders; principles of pharmacology and commonly prescribed medicines.
   
   - Endocrine system and cross-system concepts; common disorders and commonly prescribed medicines.
   
   - Cardiovascular system and cross-system concepts; blood; common disorders and commonly prescribed medicines.
   
   - Lymphatic system and immunity; cross-system concepts; common disorders and commonly prescribed medicines.
   
   - Respiratory system and cross-system concepts; common disorders and commonly prescribed medicines.
   
   - Gastro Intestinal system and cross-system concepts; common disorders and commonly prescribed medicines.
   
   - Muscular Skeletal system and cross-system concepts; common disorders and commonly prescribed medicines.
   
   - Urinary system and cross-system concepts; common disorders and commonly prescribed medicines.
   
   - Reproductive system and cross-system concepts; genetics/ genomics; common disorders and commonly prescribed  medicines.

To demonstrate an understanding of basic human anatomy and physiology, show how these are linked to the biological basis of pharmacology, and subsequently applied in practice.

1. Introduction to the human body across the age continuum; characteristics of life; concept of integration and homeostasis. Levels of structural organisation; systems and cross-system concepts, organs, tissues, cells and chemicals. Geographical navigation of the body; anatomical position and directional terms.   Overview of relevant disciplines. Overview of the biological basis of routine investigations.  
   
   
2. Basic principles of pharmacology and their application; concept of keeping an ongoing personal formulary diary.
   
   
3. The internal environment, fluid and electrolyte balance;  homeostatic control; common disorders; principles of restoring fluid and electrolyte imbalance homeostasis.
   
   
4. Human body systems:
   
   - Integumentary system and cross-system concepts; human microbiome; inflammation, introduction to wound healing; introduction to the physiology of pain; principles of pharmacology/ topical route; common disorders and commonly prescribed medicines.
   
   - Nervous system and cross-system concepts; mental health/learning disability; common disorders; principles of pharmacology and commonly prescribed medicines.
   
   - Endocrine system and cross-system concepts; common disorders and commonly prescribed medicines.
   
   - Cardiovascular system and cross-system concepts; blood; common disorders and commonly prescribed medicines.
   
   - Lymphatic system and immunity; cross-system concepts; common disorders and commonly prescribed medicines.
   
   - Respiratory system and cross-system concepts; common disorders and commonly prescribed medicines.
   
   - Gastro Intestinal system and cross-system concepts; common disorders and commonly prescribed medicines.
   
   - Muscular Skeletal system and cross-system concepts; common disorders and commonly prescribed medicines.
   
   - Urinary system and cross-system concepts; common disorders and commonly prescribed medicines.
   
   - Reproductive system and cross-system concepts; genetics/ genomics; common disorders and commonly prescribed  medicines.

To demonstrate an understanding of basic human anatomy and physiology, show how these are linked to the biological basis of pharmacology, and subsequently applied in practice.

1. Professional values; the NMC Code; Nursing Associate professional boundaries and behaviours
2. Effective Communication; interpersonal skills and listening.
3. Acquisition of a range of fundamental skills relating to PAD and practice learning experience across a variety of learning environments.
4. Portfolio building which includes the profiling of learning experiences
5. The importance of working within multi professional teams in health and social care; role of the service users, carers and families in relation to professional values.
6. Infection prevention and control; standard protection protocol, aseptic and non-touch techniques; personal protection equipment; isolation procedures, hand hygiene; decontamination; waste handling; and potential infection risks.  

To enable the student to represent the standards of knowledge and skills required in order to be capable of delivering safe and effective care across a variety of health and care settings.

Provide students with practice learning opportunities to develop knowledge and skills enabling informed decision making about delegation of care.

1. Professional values; the NMC Code; Nursing Associate professional boundaries and behaviours
2. Effective Communication; interpersonal skills and listening.
3. Acquisition of a range of fundamental skills relating to PAD and practice learning experience across a variety of learning environments.
4. Portfolio building which includes the profiling of learning experiences
5. The importance of working within multi professional teams in health and social care; role of the service users, carers and families in relation to professional values.
6. Infection prevention and control; standard protection protocol, aseptic and non-touch techniques; personal protection equipment; isolation procedures, hand hygiene; decontamination; waste handling; and potential infection risks.  

To enable the student to represent the standards of knowledge and skills required in order to be capable of delivering safe and effective care across a variety of health and care settings.

Provide students with practice learning opportunities to develop knowledge and skills enabling informed decision making about delegation of care.

1. Professional standards:  relevant professional regulation; Duty of Candour and professional requirements impacting on the role requirements whilst acting as an ambassador for their profession and promoting public confidence in health and care services.
   
   
2. Professional attitudes, values and behaviours: provide, promote, and where appropriate advocate for, non-discriminatory, person-centred and sensitive care at all times.
   
   
3. Self- reflection: continuous self-reflection, seeking and responding to support and feedback to develop professional knowledge and skills.
   
   
4. Legal, ethical and accountable practice: understand and apply relevant legal, regulatory and governance requirements, policies, and ethical frameworks, including any mandatory reporting duties, to all areas of practice including discriminatory behaviour.

To enhance the socialisation of students into the values and responsibilities of the professional role.

1. Professional standards:  relevant professional regulation; Duty of Candour and professional requirements impacting on the role requirements whilst acting as an ambassador for their profession and promoting public confidence in health and care services.
   
   
2. Professional attitudes, values and behaviours: provide, promote, and where appropriate advocate for, non-discriminatory, person-centred and sensitive care at all times.
   
   
3. Self- reflection: continuous self-reflection, seeking and responding to support and feedback to develop professional knowledge and skills.
   
   
4. Legal, ethical and accountable practice: understand and apply relevant legal, regulatory and governance requirements, policies, and ethical frameworks, including any mandatory reporting duties, to all areas of practice including discriminatory behaviour.

To enhance the socialisation of students into the values and responsibilities of the professional role.

1. Principles of safe and effective medicine management: knowledge of pharmacology when delivering care; local and national policies; best practice guidance. Prescribing processes. Documentation. Escalation of concerns. Transport, storage and disposal.
   
   
2. Administering medication: informed consent and capacity; self-administration; professional accountability; oral, enteral, topical and inhalation routes; humidifier and nebulizer devices, administration of oxygen. Subcutaneous and Intra-muscular injections. Enemas and suppositories; symptom relief medication.
   
   
3. Monitoring: allergies, drugs sensitivities, contraindications; adverse drug reactions, effectiveness of pharmacological input.
4. Digital, literacy and technological skills: numeracy and drug calculations, safe and effective practice, professional accountability, legal and regulatory and governance requirements.

To enable the student to develop the required knowledge and professional accountability to be proficient in safe and effective medicine management across a variety of health and care settings. 

1. Principles of safe and effective medicine management: knowledge of pharmacology when delivering care; local and national policies; best practice guidance. Prescribing processes. Documentation. Escalation of concerns. Transport, storage and disposal.
   
   
2. Administering medication: informed consent and capacity; self-administration; professional accountability; oral, enteral, topical and inhalation routes; humidifier and nebulizer devices, administration of oxygen. Subcutaneous and Intra-muscular injections. Enemas and suppositories; symptom relief medication.
   
   
3. Monitoring: allergies, drugs sensitivities, contraindications; adverse drug reactions, effectiveness of pharmacological input.
4. Digital, literacy and technological skills: numeracy and drug calculations, safe and effective practice, professional accountability, legal and regulatory and governance requirements.

To enable the student to develop the required knowledge and professional accountability to be proficient in safe and effective medicine management across a variety of health and care settings. 

1. Role Modelling and supervision:  relevant professional regulation; Duty of Candour and professional requirements influencing your role. Support, supervise and act as a role model; preparation for practice supervisor. Promote reflection and provide constructive feedback. Contribute to team reflection activities.
   
   
2. Team working: support and motivate other members of the care team; understand and apply the principles of human factors and environmental factors.
   
   
3. Information and data: effectively and responsibly access, input, and apply information and data including digital technologies; share appropriately within interdisciplinary teams.
   
   
4. Managing others: prioritise and manage own workload; safe delegation, monitor and review the quality of care delivered, provide challenging and constructive feedback, staffing levels.
   
   
5. Legislation, policy and political drivers: impact upon health and care provision; Health and Safety, risk assessments.

To enable the student to apply an understanding of the core principles required for effective team working.  

1. Role Modelling and supervision:  relevant professional regulation; Duty of Candour and professional requirements influencing your role. Support, supervise and act as a role model; preparation for practice supervisor. Promote reflection and provide constructive feedback. Contribute to team reflection activities.
   
   
2. Team working: support and motivate other members of the care team; understand and apply the principles of human factors and environmental factors.
   
   
3. Information and data: effectively and responsibly access, input, and apply information and data including digital technologies; share appropriately within interdisciplinary teams.
   
   
4. Managing others: prioritise and manage own workload; safe delegation, monitor and review the quality of care delivered, provide challenging and constructive feedback, staffing levels.
   
   
5. Legislation, policy and political drivers: impact upon health and care provision; Health and Safety, risk assessments.

To enable the student to apply an understanding of the core principles required for effective team working.  

1. Evidence based approaches to monitoring signs and symptoms of health: deterioration and improvement; use of nutritional assessment tools; record fluid intake and output; peak flow and oximetry; neurological observations; nasal and oral suctioning techniques; blood glucose levels; venepuncture, electrocardiogram (ECG) recordings. Manage catheters; monitor continence, identify retention and incontinence. Use of personal protective equipment
   (PPE) and isolation procedures.
   
   
2. Person centred nursing care: observe and reassess skin and hygiene status; skin irritations and rashes; undertake wound care, assist with artificial nutrition and hydration using oral and enteral routes; identification of moving and handling independence. Care of the dying and deceased. 
   
   
3. Communication and record keeping: digital record keeping; therapeutic relationships; verbal and non-verbal communication; questioning techniques; alternative communication techniques; effective information sharing about a range of common mental, physical, behavioural and cognitive health conditions. Assertiveness; difficult conversations; de-escalation techniques, conflict management. Translator services. Repetition and reinforcement strategies.
   
   
4. Risk management: local and national frameworks; reporting, escalating, uncertainty. Major incident protocols. 

To enable the student to represent the standards of knowledge and skills required in order to be capable of delivering safe and effective care across a variety of health and care settings.

Provide knowledge and skills to enable student to make informed decisions about delegation of care.

1. Evidence based approaches to monitoring signs and symptoms of health: deterioration and improvement; use of nutritional assessment tools; record fluid intake and output; peak flow and oximetry; neurological observations; nasal and oral suctioning techniques; blood glucose levels; venepuncture, electrocardiogram (ECG) recordings. Manage catheters; monitor continence, identify retention and incontinence. Use of personal protective equipment
   (PPE) and isolation procedures.
   
   
2. Person centred nursing care: observe and reassess skin and hygiene status; skin irritations and rashes; undertake wound care, assist with artificial nutrition and hydration using oral and enteral routes; identification of moving and handling independence. Care of the dying and deceased. 
   
   
3. Communication and record keeping: digital record keeping; therapeutic relationships; verbal and non-verbal communication; questioning techniques; alternative communication techniques; effective information sharing about a range of common mental, physical, behavioural and cognitive health conditions. Assertiveness; difficult conversations; de-escalation techniques, conflict management. Translator services. Repetition and reinforcement strategies.
   
   
4. Risk management: local and national frameworks; reporting, escalating, uncertainty. Major incident protocols. 

To enable the student to represent the standards of knowledge and skills required in order to be capable of delivering safe and effective care across a variety of health and care settings.

Provide knowledge and skills to enable student to make informed decisions about delegation of care.

1. Interdisciplinary teams supporting across the lifespan:  for example; physiotherapy, occupational therapy; dietetics; social care; primary care; specialist nursing; social work; speech and language therapy.  Supporting patients and their families.
   
   
2. Safe and effective care: challenges; comorbidities, complexities of mental, cognitive, behavioural and physical across settings; equitable access; reablement.
   
   
3. Transition and discharge: lifespan considerations, environmental and settings for care; national and local policies and best practice guidance. 

To enhance the knowledge of students in regard to the role of interdisciplinary teams in person centred care. 

1. Interdisciplinary teams supporting across the lifespan:  for example; physiotherapy, occupational therapy; dietetics; social care; primary care; specialist nursing; social work; speech and language therapy.  Supporting patients and their families.
   
   
2. Safe and effective care: challenges; comorbidities, complexities of mental, cognitive, behavioural and physical across settings; equitable access; reablement.
   
   
3. Transition and discharge: lifespan considerations, environmental and settings for care; national and local policies and best practice guidance. 

To enhance the knowledge of students in regard to the role of interdisciplinary teams in person centred care. 

1. Understand and apply evidence bases: decision-making and problem solving; hierarchies of knowledge; person centred practice and embedding service user perspectives.
   
   
2. Trans-professional learning development and collaboration: Remit roles and responsibilities; role interfaces; sharing knowledge.
   
   
3. Research: philosophy of research; literature searching; research methodologies; research appraisal and critical thinking; evaluation of research in practice utilising a breadth of evidence bases; ethics and governance.
   
   
4. Service improvement and innovation methodologies:  values, quality and continuous improvement; audit and evaluation in practice; clinical governance; service user co-production.
   
   
5. Drivers influencing practice: policy; socio-political and economic drivers; impact upon health and social care provision; policy determinants; organisational strategies. 

Demonstrate an understanding of the evidence based principles of research, service improvement and innovation in trans-professional practice. 

1. Understand and apply evidence bases: decision-making and problem solving; hierarchies of knowledge; person centred practice and embedding service user perspectives.
   
   
2. Trans-professional learning development and collaboration: Remit roles and responsibilities; role interfaces; sharing knowledge.
   
   
3. Research: philosophy of research; literature searching; research methodologies; research appraisal and critical thinking; evaluation of research in practice utilising a breadth of evidence bases; ethics and governance.
   
   
4. Service improvement and innovation methodologies:  values, quality and continuous improvement; audit and evaluation in practice; clinical governance; service user co-production.
   
   
5. Drivers influencing practice: policy; socio-political and economic drivers; impact upon health and social care provision; policy determinants; organisational strategies. 

Demonstrate an understanding of the evidence based principles of research, service improvement and innovation in trans-professional practice.