LE6001 - Transition to Accountable Practitioner in Learning Disability Nursing

Throughout this module, you will engage in a variety of learning and teaching approaches. Taught sessions will include individual work, group discussion and debate. You will be encouraged to consider competing perspectives, share opinions, work with Experts By Experience (EBE’s) and develop a greater understanding of the complexity of transitioning to an accountable practitioner. You will also be engaged in enquiry-based learning and guided engagement in exploring personal narratives to examine the assumptions and values related to transitioning to an accountable practitioner. Workshops within the module will develop your project management skills, leadership attributes, and knowledge of legal and ethical issues relating to research governance. Journal club activity will develop research mindedness and your ability to appraise the literature. To further support the transition to accountable practitioner, Local, National and International legislation and policy will be critically evaluated within workshops.
The module will be delivered using a blend of web-based resources, and face-to-face in-class sessions underpinned by the ‘flipped classroom’ approach (Bergman & Sam’s, 2012). This approach will enable you to engage with technology-enhanced learning, with the provision of links to the web-based resources and other useful materials; and a combination of pre-recorded lecture videos and interactive e-learning packages. Flipping the classroom enables you to engage in both directed and self-directed study outside of formal teaching sessions as preparatory work for facilitated seminars.

Reading is vital for professional development. Reading will provide you with information to enhance the evidence base for clinical practice. Reading is also necessary for you to appraise the merits of a variety of writing styles; adopting the strongest and best of the characteristics in your own work to demonstrate progression in your scholarship.

All students are encouraged to access individual academic support via a tutorial with their allocated supervisor. Academic support aims to engage the student and the marker in constructive discussion regarding the chosen area of practice and relate this to the assessment criteria. The use of peer support is a vital component of critical discussion and generating ideas, this is utilised during this module.

There are useful study skills guides via the Northumbria University Library. See the Developing your learning skills link: "Developing your Learning Skills" NU Lib Guides

All modules at Northumbria include a range of reading materials that students are expected to engage with. The reading list for this module can be found at: http://readinglists.northumbria.ac.uk
(Reading List service online guide for academic staff this containing contact details for the Reading List team – http://library.northumbria.ac.uk/readinglists)

Knowledge & Understanding:

1. Demonstrate knowledge of theory in the chosen area to level 6 standard.
2. Articulate the application of theory to practice at level 6

Intellectual / Professional Skills & Abilities:

3. Provide a critical analysis of the evidence base

4. Demonstrate how the higher level of study informs the process of transitioning to Registered Nurse (Learning Disability).


Personal Values Attributes (Global / Cultural awareness, Ethics, Curiosity) (PVA):

5. Demonstrate how values and accountability are relevant to becoming a Registered Nurse (Learning Disability).
6. Demonstrate leadership attributes in preparation for registration.

Formative Assessment:
You will obtain evidence that supports the viability of your project (the idea), before you generate the proposal. This feedback will ensure that your idea is supported by service users/carers and clinical staff via standardised documents such as SUE Q or Witness Testimony. This could also be used as evidence for your Practice Assessment Document.
(MLO 1, 2, 3 & 4).


Summative Assessment:
Summative assessment of Practice Project Proposal. This will be 6000 words long. The Practice Project Proposal will be submitted for assessment electronically and assessment by an Academic Supervisor. There will be written feedback (MLO 1, 2, 3, 4,5 & 6).

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This module will focus on your transition from an undergraduate Student Nurse to graduate NMC Registrant. You will be consolidating and advancing your knowledge, skills, abilities and professional values. This will ensure your responsiveness in relation to the ever-changing local, national and global health care landscape and the dynamic needs of children, young people their families and communities. You will develop a practice-based project proposal that reflects the real world of nursing practice and the user/carer experience. Through your project proposal, you will understand and experience the various stages of research, enquiry, project management and governance. The module provides an exciting opportunity to facilitate the creativity and independent thinking that are central to professionalism. This will enhance your role transition and preparation for employability as a Registered Nurse. This module will develop and further your understanding of research-rich learning, the research process and its application to current children and young people’s nursing practice as you transition to an accountable practitioner.