Upon completion of this innovative apprenticeship programme, learners gain a BSc (Hons) degree from University of Gloucestershire and will be able to register with the Nursing and Midwifery Council as a Registered Nurse.
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About the Registered Nurse Degree Apprenticeship
This degree apprenticeship is playing a key role in the development of the multi-disciplinary workforce that is needed to respond to future healthcare needs.
Throughout this programme, degree apprentices are required to apply their learning in the workplace, meaning they have an immediate impact on care for patients.
Delivered through a blended approach that consists of a 50 / 50 split between theory and practice, Level 4 begins with a six week introductory block where learners are based at university full-time. For the remainder of the course, blocks of teaching are interspersed with a mix of ‘home’ and ‘away’ placements – the former take place in the apprentice’s place of work, while the latter are with host organisations. This approach enables learners to gain experience in a variety of healthcare settings, including acute, primary, independent and private care.
Towards the end of Year 3, learners return to their place of work full-time for one year to put their studies into practice. They then return to university for a short period of further study and assessment in order to complete the taught programme.
As no two learners are the same, assessment is through a range of methods including essays, projects, presentations, portfolios and exams, as well as through the demonstration of clinical competence.
Note that we also offer this programme as a two-year top-up for learners who have completed the Nursing Associate Higher Apprenticeship.
As well as offering Adult Nursing, we offer pathways of for apprentices in Mental Health and Learning Disability roles.
What are Degree Apprenticeships?
Degree apprenticeships are a fantastic way to upskill employees and train new staff. They contribute to improved competitiveness and productivity, as well as increased staff retention.
Degree apprentices study for higher level qualifications alongside working. As such, they spend at least 6 working hours each week carrying out ‘off-the-job training’ where they study for their degree and gain the knowledge, skills and behaviours that are required to successfully complete the apprenticeship.
Large employers can use their apprenticeships levy to pay for apprenticeship training. Smaller firms can claim up to 95 per cent of these costs from the Government. This means apprenticeships are a cost-effective choice for both the employer and learner.
Meet the lecturer
Helen Giles, Programme lead
Helen qualified as a registered nurse (Adult) in 1998, graduating from Middlesex University.
She started her career in surgical nursing at North Middlesex Hospital. She then moved to Gloucestershire Hospitals’ NHS Foundation Trust, specialising in diabetes care, an area she is passionate about. She spent 16 years working in this field and during this time her team won a national award for an insulin safety initiative. She also achieved a Master’s degree from Warwick University in Diabetes Care.
Helen’s other roles for Gloucestershire Hospitals’ NHS Foundation Trust include being part of the Safeguarding Adults team alongside being the Trust’s Non-medical Prescribing Lead. She was also a Matron within the medical division.
Helen sees teaching as being about sharing her knowledge and encouraging innovative thinking to support learners in becoming flexible and resilient practitioners. She enjoys working with students and always strives to ensure they have the best possible learning experience.
During Year 1, learners are introduced to the fundamentals of care and develop core skills and knowledge to underpin their working practices. This includes developing strategies to support their own resilience, so that they are able to deliver the best possible care to others.
Personal and Professional Development for Health and Well-being
This module helps learners to build a portfolio to demonstrate their personal development and show that they have acquired skills to support lifelong learning. They also explore how to look after their own well-being, so they are able to deliver the best possible care to others.
Foundations of Anatomy and Physiology to Support Clinical Practice
On this module learners are introduced to the structure and functions of the human body. They gain insight into how the body reacts to external influences and a range of illnesses commonly seen in today’s communities.
Practice Based Learning 1: Foundations of Essential Skills
This module provides learners with their first experience of the ward environment, enabling them to put into practice the theory they have gained over the previous two modules.
Fundamentals of Person Centred Care in Practice
This module provides the foundations from which learners develop their skills, knowledge, attitudes and behaviours in the professional arena. This includes developing an understanding of their role in promoting the importance of health and well-being.
Nursing Assessment and Skills Development
This module introduces learners to evidenced-based healthcare and explains how this supports clinical practice. It provides the theory behind some of the essential practical skills needed in order to be a safe and effective practitioner.
Practice-Based Learning 2: Applying the Evidence Base in Practice
This module supports degree apprentices in really beginning to understand the impact of evidence-based practice. Learners are introduced to the basic terminology of research and look at how research influences public health.
In Year 2, learners should be able to demonstrate their understanding of key concepts relating to patient care. These include risk and how to manage it in a clinical setting, the principles of shared decision making in healthcare practice, and the nurse’s role in supporting individuals with long term and complex needs.
Caring for the Physical and Emotional Needs of Individuals Across Their Life Span
This module pays particular attention to children and young people, learning disabilities and mental health, emphasising the importance of health and well-being in optimising an individual’s quality of life.
Care of People with Long Term and Complex Conditions
This module addresses some difficult topics and the nurse’s role in relation to them, including living with cancer and end of life transition.
Practice-Based Learning 3 – Managing Risk in Practice
This module teaches learners to identify what ‘risk’ is and gives them tools to manage it in the clinical environment.
Leading and Managing Care Within the Multi-Disciplinary Team
This module helps learners to examine leadership and management styles that are constructive in the clinical arena. It examines the role and value of the team and helps learners to identify the benefits of an effective multi-disciplinary partnership. It also gives degree apprentices the tools to challenge unsafe practice and apply the Nursing and Midwifery Council’s professional standards.
Shared Decision Making
This module helps learners understand the principles of shared decision making in practice and what it truly means to ensure patients feel ready and able to take part in decisions affecting their health, as well as the care they receive.
Practice-Based Learning 4 – Leading and Managing Care in Practice
This fourth practice-based module equips learners with the tools to become effective when leading and managing in practice. It enables them to explore their responsibilities and expectations, and develop strategies for coping and building resilience.
In Year 3 and Year 4, learners develop further the skills needed to become the leaders of first class healthcare services. They explore service improvement and how the latest research and innovation can contribute to this. After the first two taught modules are completed, learners are practice-based for one year, before returning to university for the final elements of teaching and assessment.
Leading and Managing Services
This module examines the delivery of successful health and social care services through effective management and strong leadership. It helps learners to build upon previous knowledge and experience, develop their analytical skills and provides an overview of the organisational, legal and policy contexts within which managers operate.
Facilitating Learning in the Workplace
This module explores some of theoretical perspectives of teaching in the workplace and considers how these can support degree apprentices in their own professional development, as well as the development of those they work with, supervise and mentor.
Driving Change and Innovation – Service Evaluation in Practice
This module gives degree apprentices a framework to appraise an aspect of service delivery and to consider service improvement and evaluation. By using reflective practice and reviewing literature, learners consider areas for innovation, propose a service improvement project and complete a service improvement report.
The compulsory (and independent) end point assessment takes place after the learner has completed the university part of the apprenticeship. It consists of two elements – a reflective essay and a professional discussion.
The reflective essay requires the apprentice to explore topics including leadership and management, team working, nursing practice and decision making. In the professional discussion they are required to consider two scenarios which they must relate to their practice.
Teaching for this apprenticeship will start at Oxstalls Campus, then transfer to the new City Campus in Gloucester in the 2024-25 academic year. This provides time to ensure a smooth transition and familiarisation with the new facilities for all.
Our new City Campus is partly funded by Gloucester’s successful £20million ‘Levelling Up’ bid, the building is being refurbished to an exceptionally high standard and will include state-of-the-art facilities and equipment for all our learners.
We have also secured a landmark £29million in funding from Barclays linked to our commitment to Environmental, Social and Governance (ESG) goals: to recruit a higher proportion of UK-domiciled young BAME students; widen access, engagement and participation for students from deprived areas; and to reduce gas and electricity CO2 emissions as part of its commitment to Net Zero by 2030.
As part of its decarbonisation drive, the University has also secured £3.3million funding from the Department for Business, Energy and Industrial Strategy (BEIS) as part of its Public Sector Decarbonisation Scheme, delivered by Salix. The scheme aims to put the public sector at the forefront of decarbonising buildings in the UK.
As well as training the region’s future nurses and teachers, it is estimated that over its lifetime, City Campus will add over £300million of direct and indirect value to the county’s economy, as well as more than 4,000 jobs.
Employer and learner support
Learners have a personal tutor throughout their apprenticeship, as well as a learner coach who conducts reviews and supports them towards successful completion. They are also supported by module tutors and our Helpzone staff, who are contactable by telephone, in person and online.
Employers are able to access our dedicated apprenticeship support team, who are here to ensure that businesses get the best from both the learner and the programme.
All apprentices have access to:
· experienced professionals, who are experts in their field
· state-of-the-art facilities
· all university libraries and IT and facilities
· discounted travel with Stagecoach across the South West network
· an NUS card offering great discounts at restaurants and high street stores
· a vibrant social scene complete with bars, sports clubs, gyms and leisure facilities
View our apprenticeships FAQ guide and discover answers to the most commonly asked questions about higher and degree apprenticeships.
Eligibility and Entry requirements
Apprentices should be in full-time employment (eg employed for at least 30 hours per week) throughout the duration of the apprenticeship.
This is a Level 6 degree apprenticeship. Learners should have achieved Level 2 qualifications in maths and English language (GCSE grade4/C or above, or equivalent).
Employers may set additional entry requirements suitable for their organisational needs.
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