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The University of Southampton

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;


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

Completion of assessment task40
Wider reading or practice117
Total study time187

Resources & Reading list

Health Commission.

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

Service improvement documents.

NMC (2015). The Revised Code. 

Service improvement documents.

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

Bolton G (2010). Reflective Practice. 

Murray E & Simpson J. (2000). Professional Development and Management for Therapists: An Introduction. 

General Information Sources. Signposts to Blackboard site, Careers Advice for FOHS and WordPress site Also to Careers and Employability Services NHS Careers website

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

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

Bolton G (2010). Reflective Practice. 

For further Learning Resources that act to support this module please see.

Process mapping.

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

NMC (2015) The Code. 

Institute of Health Care Management.

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

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

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

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

NHS Modernisation Agency.

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

Tools and techniques.

National Institute for Health and Clinical Excellence.

Department of Health (2013). NHS Constitution. 

NHS Scotland Centre For Change And Innovation Service Redesign.

Lugon, M. and Secker-Walker, J. (1999). Clinical Governance: Making it Happen. 



Workshop activities


MethodPercentage contribution
Short answer paper  (90 minutes) 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:

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

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