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The University of Southampton
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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
Completion of assessment task40
Lecture10
Seminar20
Wider reading or practice117
Total study time187

Resources & Reading list

NHS Scotland Centre For Change And Innovation Service Redesign.

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

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

NMC (2015) The Code. 

Bolton G (2010). Reflective Practice. 

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

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.

Institute of Health Care Management.

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

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

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

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

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

NHS Modernisation Agency.

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

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

Service improvement documents.

Department of Health (2013). NHS Constitution. 

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

The Revised Code.

Service improvement documents.

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

Tools and techniques.

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

Raising concerns..

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

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

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

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

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

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

National Institute for Health and Clinical Excellence.

Health Commission.

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

Process mapping.

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

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

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

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

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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