Skip to main navigationSkip to main content
The University of Southampton

HLTH6148 Transition to Registrant

Module Overview

This module will support students in confidently making the transition to the role of registrant within a dynamic health and social care environment. The module will develop students’ knowledge and understanding of the role and responsibilities of a registered nurse with particular emphasis on accountability, resilience and self-leadership. Drawing on their clinical learning throughout the programme, students will gain the skills required to understand, articulate and account for their clinical decision making in increasingly complex situations. Through completion of the module learning students acquire an understanding of their professional practice within a legal, professional and organisational context. Students will understand the role of the newly qualified nurse in ensuring and enhancing the delivery of high quality care within funding and organisational constraints, and will think of themselves as future leaders and change agents.

Aims and Objectives

Learning Outcomes

Learning Outcomes

Having successfully completed this module you will be able to:

  • Articulate and apply an in depth knowledge of the evidence based treatment and care needs of people with complex health problems
  • Critically explore the personal qualities and skills required by registered nurses in order to effectively lead self and others.
  • Demonstrate an understanding of the professional, organisational, and policy context in which care is delivered.
  • Explore the clinical reasoning and decision making skills necessary to meet the needs of service users.
  • Critically reflect on your journey to becoming an autonomous and accountable practitioner.


Module content may include (although this is not an exhaustive list): Leading self • Time management and prioritisation • Principles of autonomous practice and accountability • Giving and receiving feedback • Dealing with complex ethical issues. • Raising concerns and escalation of concerns • Responding to complaints • Clinical reasoning and decision making. Dealing with uncertainty • Critical exploration of the skills of medicines management and record keeping • Reflective practice and the need for continuous, life-long learning • Identifying personal development needs and personal development planning • Exploration of the NMC Code and revalidation requirements • Managing difficult situations and conversations Leading a team • Management of a team including team dynamics, motivation and delegation • Leadership styles • Working in and with teams o managing conflict o managing ‘difficult’ people o motivation o Coaching skills o Clinical supervision and reflective practice • Managing others’ performance including appraisal / addressing poor performance Leading services: The role of the NQN in relation to: • Service improvement & audit • Role of current policy drivers and wider health influences on health and social care services • Innovation and entrepreneurship (including social entrepreneurship) • Models and theories of change management • Managing ethical issues in resource allocation • Principles of major incident management Preparing for first post • Continuing professional development and professional requirements (Including NMC Revalidation) • Mentorship roles and responsibilities • Preceptorship and support for the NQN • Exploring the cost of emotional labour and strategies to enhance resilience and well-being, assertiveness skills and manage stress • Planning for final placement • Career pathways and career action planning • Planning for employment (Selection processes, building a CV and Personal Statement, negotiating a reference, interview skills, networking, dealing with rejection) In addition to the above ‘core’ teaching, students will have the opportunity to engage in planned learning activities which are relevant to their own field of practice and career aspirations. These will include: Adult Field • Vulnerable people in complex care situations, including those with concurrent mental health problems or learning disabilities • Developments in service delivery in relation to urgent/unscheduled care, tertiary referral centres and the independent sector • Systematically evaluate complex care in community and acute settings • Complex problems in adult nursing practice: o Principles of triage and trauma management o Management of minor injuries o Principles of advanced life support o Complex urgent and unscheduled presentations (e.g. Sepsis, AKI, DKA, anaphylaxis) o Role of nurse in Safeguarding, DOL’s and MCA in adult patients CHILDREN AND YOUNG PEOPLES’ field • Systematically evaluate complex care in community and acute settings • Complex problems in child nursing practice: o Fabricated Illness o Critical or technological dependent care • Decision making skills where views of children, young people, their parents or carer’s differ Mental Health field: • Contemporary evidence based assessment and management of service users with a range of conditions requiring complex care • Contemporary evidence-based individual and group therapeutic interventions o Therapeutic use of self in constructing enabling relationships that promote self-management and recovery o Cognitive behavioural therapy • The expert patient in complex care • Integrated physical and mental health care • Psychiatric emergencies/crisis management • Mental health education of other professionals and agencies • Impact of effective decision making and reflection on leadership and management

Learning and Teaching

Teaching and learning methods

Lectures Small group activities Self-directed study Directed study Technology Enhanced Learning Action Learning Groups

Preparation for scheduled sessions130
Completion of assessment task40
Total study time250

Resources & Reading list

McAllister, M and Lowe, J. (2011). The Resilient Nurse: Empowering Your Practice. 

Burton, R (2011). Nursing: Transition to Professional Practice (Prepare to Practice). 

Temple, J (2012). Becoming a Registered Nurse: Making The Transition To Practice (Transforming Nursing Practice Series). 

Smoker, A. (2015). Launching your Career in Nursing and Midwifery. 

Martin, V. and Henderson, E. (2001). Managing in Health & Social Care. 

Peate, I (2016). The Essential Guide to Becoming a Staff Nurse. 

Bolton G (2010). Reflective Practice. 


Assessment Strategy

Assignment (3500 words) Reflecting on a scenario from your field of nursing practice, critically explore the professional knowledge, decision making skills, and leadership qualities / skills that promote effective practice. Your assignment should draw conclusions about your learning needs as you make the transition to becoming an autonomous practitioner. (3500 words)


MethodPercentage contribution
Assignment  (3500 words) 100%

Repeat Information

Repeat type: Internal & External


Costs associated with this module

Students are responsible for meeting the cost of essential textbooks, and of producing such essays, assignments, laboratory reports and dissertations as are required to fulfil the academic requirements for each programme of study.

In addition to this, students registered for this module typically also have to pay for:

Anything else not covered elsewhere

There may be costs associated with the use of experts by experience and clinical experts to this module. There may also be a cost associated with room hire if the University is unable to timetable our groups into large teaching space and/or in sufficient small group rooms for tutorial activity.

Please also ensure you read the section on additional costs in the University’s Fees, Charges and Expenses Regulations in the University Calendar available at

Share this module Share this on Facebook Share this on Twitter Share this on Weibo
Privacy Settings