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The University of Southampton
Courses

NPCG3134 Transition to Professional Practice

Module Overview

This module aims to develop students’ knowledge in understanding accountability and skills in relation to nursing leadership, and of the role and responsibilities of a registered nurse; thereby supporting them to transition to the role of registrant with confidence. The module will provide knowledge and skills rehearsal in preparation for employment and transition into contemporary professional practice within a dynamic health and social care environment. Through completion of the module learning students acquire an understanding of the legal, political and cultural contexts in which professional practice occurs. The module will explore technical and resource innovations in professional and service delivery and encourage students to think of themselves as future leaders and change agents. Students will consider professional practice in relation to developing societal trends, government policy, research evidence, legislation, professional guidance and ethics. The module will have some generically taught content but will also have field specific focus for relevant material

Aims and Objectives

Learning Outcomes

Learning Outcomes

Having successfully completed this module you will be able to:

  • the core skills, competencies and knowledge needed to move from supervised to autonomous practice in their field;
  • understanding current policy drivers in their field;
  • ensuring maintenance of their registration according to NMC requirements;
  • applying leadership principles to the management of self and others, including to the delegation of care activities;

Syllabus

Broad content themes are as follows. Detailed content is suggested in Appendix 2 but this could vary according to changes in health provision, student and partner feedback. These themes will be delivered from the perspective of the chosen fields of practice: 1. Policy drivers for nursing (field specific) 2. Leading a team 3. Leading self as a professional 4. Preparing for first post and future practice

Learning and Teaching

Teaching and learning methods

The students will have an opportunity to experience: • Lectures and seminars • Practical workshops • Presentations from clinical practitioners (field specific) • Guided reading • Web based resources (including Blackboard learning support and eAOPP) • Developmental activities for which students receive feedback

TypeHours
Wider reading or practice117
Lecture10
Completion of assessment task40
Seminar20
Total study time187

Resources & Reading list

Montgomery, J. (2012). Health Care Law. 

Taylor, R. and Webster-Henderson, B. (2017). The essentials of nursing leadership. 

Darvill, A., Stephen, M. and Leigh, J. (2018). Transition to Nursing Practice: From Student to Registered Nurse (Transforming Nursing Practice Series). 

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

Service improvement documents.

The Revised Code.

National Institute for Health and Clinical Excellence.

Feeney, A. and Everett, S. (2019). Understanding Supervision and Assessment in Nursing. 

Institute of Health Care Management.

NHS Modernisation Agency.

Griffiths P, Ball J, Drennan J, Dall’Ora C, Jones J, Maruotti A, Pope C, Recio Saucedo A, Simon M  (2016). Nurse staffing and patient outcomes: Strengths and limitations of the evidence to inform policy and practice. A review and discussion paper based on evidence reviewed for the National Institute for Health and Care Excellence Safe Staffing guideline development.. International Journal of Nursing Studies. ,63 , pp. 213-225.

General Information Sources. Signposts to Blackboard site, SOHS-Careers: Careers Advice for Health Sciences Also to Careers and Employability Services NHS Careers website

Gopee, N. (2018). Supervision and Mentoring in Healthcare. 

Process mapping.

Burton, R. and Ormrod, G. (2020). Nursing: Transition to Professional Practice . 

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

Raising concerns..

NHS Scotland Centre For Change And Innovation Service Redesign.

Department of Health (2012). Final Report of the Mid Staffordshire Foundation Trust Public Enquiry. (Francis Report). 

Department of Health (2013). NHS Constitution. 

The association between patient safety outcomes and nurse / healthcare assistant skill mix and staffing levels & factors that may influence staffing requirements..

NMC (2015) The Code. 

Health Commission.

Forde-Johnston, C. (2020). How to Prepare for Interviews and Develop your Career as a Nurse or Midwife. 

Barr, J. and Dowding, L. (2019). Leadership in Health Care. 

Bottomley, J. and Pryjmachuk, S. (2018). Critical thinking skills for your nursing degree. 

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

Elcock, K, and Sharples, K. (2011). Preceptorship for Newly Registered Nurses. 

Thurston, C. and Wrycraft, N. (2020). Transition to Registered Practice. 

For further Learning Resources that act to support this module please see. http://www.commonlearning.net/private/students/unit3/handbook/

Martin, P. (2018). Coping and thriving in nursing. 

Service improvement documents.

Bolton G (2010). Reflective Practice. 

Department of Health (2010). Equity & Excellence: Liberating the NHS (White Paper). 

Department of Health (2012). Health & Social Care Act. 

Forde-Johnston, C. (2018). How to Thrive as a Newly Qualified Nurse. 

Griffith, R. and Tenghah, C. (2017). Law and professional issues in Nursing . 

Taylor, L. (Ed) (2016). How to develop your healthcare career. 

Tools and techniques.

Assessment

Formative

Workshop activities

Summative

MethodPercentage contribution
Short answer paper  (90 minutes) 100%

Repeat Information

Repeat type: Internal & External

Costs

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:

Travel Costs for placements

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 and Employability Week.

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 www.calendar.soton.ac.uk.

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