male adult nursing student with patient

Accreditations

Nursing and Midwifery CouncilWinner at the Student Nursing Times Award 2023

Course Summary

Make a difference to people's lives as you study for a professional nursing career on our pre-registration Adult Nursing degree. 

This is a 4-year, part-time degree that will provide you with an Adult Nursing degree to prepare you to become a registered adult nurse.  You will learn how to assess, plan and evaluate the needs of the patient with complex acute and long-term illness, promote health and wellbeing, and communicate effectively with professional colleagues and service users. You will learn to become an adaptable, flexible practitioner who will be able to lead care, supervise others, and work in a demanding and rapidly changing environment.

Our Adult Nursing degree is a dynamic, interactive professional course which places the needs of patients and their families, and Adult Nursing practice at its centre. The Programme Team are committed to supporting you to realise your potential to become a compassionate, competent, and autonomous Adult Nurse, able to meet current and future healthcare demands. 

We also work in partnership with a wide range of Trusts, which enables us to provide placements covering a large geographical area that includes Wirral, Warrington, Cheshire, Crewe, and Shropshire. 

The NHS Learning Support Fund provides additional funding for eligible healthcare students studying nursing. Further details can be found on theNHS Learning Support Fund page on our website. 

Why you'll love it

Nursing at the University of Chester video

Nursing at the University of Chester


What you'llstudy

In Year 1, you will apply theory to practice in Adult Nursing while developing key skills. You will also learn about anatomy, physiology, and pharmacology. This can then be put into practice during your clinical placements, where you will complete 26 hours per week during placement blocks.

Module content:

The generic content of this module is designed to enable students to meet the needs of service users and carers from all four fields of practice and as such the delivery will include examples and application to all service user groups. 

  1. Impact of communication: skills definitions; theory of communication; verbal and non-verbal. Barriers to communication: sensory; cognition; perceptual; language; environment; disease and culture. Communication as an intervention: self-awareness; compassion and dignity. Application to field example - strategies used in communicating with specific client groups.
  2. Assessment skills: theories of nursing; formal and informal assessment; physical; social; psychological assessment strategies; approaches to care planning; sleep. Application to field example - formal and/or informal assessment in specific field nursing.
  3. A range of nursing activities: first aid; BLS (child and adult); moving and handling; dealing with emergencies; health and safety; application of numeracy including length, weight, volume and medicines management and administration related to the ESC’s’; infection prevention and control; de-escalation and information management. Physical assessment skills in relation to the Essential Skills Clusters (ESCs). Application to field example - field specific nursing activities in relation to complex assessment skills.
  4. Developing relationships: family centred care; MDT; forming therapeutic relationships; self-awareness; vulnerable clients; safeguarding; empowerment; emotional support; application of advocacy and understanding challenging behaviour. Application to field example - development of relationships in field nursing and care of vulnerable clients.
  5. Risk assessment awareness: identification of physical, psychological and environmental risks; hazards; sign posting; maintaining a safe environment; policy and procedures and medical devices. Application to field example - risk assessment.

Module aims:

The module will include the four NMC domains and will introduce generic and field specific skills for nursing. The learner will develop an understanding of, and be able to demonstrate, the skills required for practice.

Module content:

The generic content of this module is designed to enable students to meet the needs of service users and carers from all four fields of practice and as such the delivery will include examples and application to all service user groups. 

  1. Impact of communication: skills definitions; theory of communication; verbal and non-verbal. Barriers to communication: sensory; cognition; perceptual; language; environment; disease and culture. Communication as an intervention: self-awareness; compassion and dignity. Application to field example - strategies used in communicating with specific client groups.
  2. Assessment skills: theories of nursing; formal and informal assessment; physical; social; psychological assessment strategies; approaches to care planning; sleep. Application to field example - formal and/or informal assessment in specific field nursing.
  3. A range of nursing activities: first aid; BLS (child and adult); moving and handling; dealing with emergencies; health and safety; application of numeracy including length, weight, volume and medicines management and administration related to the ESC’s’; infection prevention and control; de-escalation and information management. Physical assessment skills in relation to the Essential Skills Clusters (ESCs). Application to field example - field specific nursing activities in relation to complex assessment skills.
  4. Developing relationships: family centred care; MDT; forming therapeutic relationships; self-awareness; vulnerable clients; safeguarding; empowerment; emotional support; application of advocacy and understanding challenging behaviour. Application to field example - development of relationships in field nursing and care of vulnerable clients.
  5. Risk assessment awareness: identification of physical, psychological and environmental risks; hazards; sign posting; maintaining a safe environment; policy and procedures and medical devices. Application to field example - risk assessment.

Module aims:

The module will include the four NMC domains and will introduce generic and field specific skills for nursing. The learner will develop an understanding of, and be able to demonstrate, the skills required for practice.

Module content:

The generic content of this module is designed to enable students to meet the needs of service users and carers from all four fields of practice and as such the delivery will include examples and application to all service user groups. 

  1. Transition to higher education including Learning to learn, academic writing and study skills professional development, lifelong learning, personal reflection, self-awareness, self-management, IT skills, searching for evidence.  
  2. The Nursing and Midwifery Council, other regulatory bodies, codes of practice (The Code - Prioritising People, Practising Effectively, Preserving Safety and Promoting professionalism and Trust, including aspects of the code relating to power, empowerment, advocacy and stigma) and professional regulation, consent. Application to field example - consent.
  3. Professional values and beliefs, equality and diversity, cultural multiplicity, spirituality, ethics and law and vulnerable individuals as service users, service user and carer involvement, rights, dignity, respecting diversity. Application to field examples - complexity of legislation and consent issues; vulnerable and challenging groups.  
  4. Evidence based practice as principles which inform health and social care across the age continuum to promote health and wellbeing. Application to field example - evidence based research relevant to field.  
  5. Reflection, self-awareness of own values, beliefs and values about health, compassion. Application to field example – impact of values, withdrawal/refusal of treatment.

Module aims:

To provide a foundation for the socialisation of students into the values and responsibilities of the nursing profession.

Module content:

The generic content of this module is designed to enable students to meet the needs of service users and carers from all four fields of practice and as such the delivery will include examples and application to all service user groups. 

  1. Transition to higher education including Learning to learn, academic writing and study skills professional development, lifelong learning, personal reflection, self-awareness, self-management, IT skills, searching for evidence.  
  2. The Nursing and Midwifery Council, other regulatory bodies, codes of practice (The Code - Prioritising People, Practising Effectively, Preserving Safety and Promoting professionalism and Trust, including aspects of the code relating to power, empowerment, advocacy and stigma) and professional regulation, consent. Application to field example - consent.
  3. Professional values and beliefs, equality and diversity, cultural multiplicity, spirituality, ethics and law and vulnerable individuals as service users, service user and carer involvement, rights, dignity, respecting diversity. Application to field examples - complexity of legislation and consent issues; vulnerable and challenging groups.  
  4. Evidence based practice as principles which inform health and social care across the age continuum to promote health and wellbeing. Application to field example - evidence based research relevant to field.  
  5. Reflection, self-awareness of own values, beliefs and values about health, compassion. Application to field example – impact of values, withdrawal/refusal of treatment.

Module aims:

To provide a foundation for the socialisation of students into the values and responsibilities of the nursing profession.

Module content:

The generic content of this module is designed to enable students to meet the needs of service users and carers from all four fields of practice and as such the delivery will include examples and application to all service user groups.

  1. Impact of illness and disability on the service user, family and carers: stigma and self-esteem. Emotional support; Family centred care. Application to field example - complexity of individual, family and illness interaction.
  2. Overview of a variety of biological systems and related conditions through the lifespan: for example cardiovascular; endocrine; respiratory, reproduction, genetics and nervous system. Application to field example - using biological systems to understand relevant health conditions.  
  3. Psychological explanations of a variety of health and health behaviours across the age and ability continuum. Application to field example - using psychological explanations of health and health behaviours to understand relevant health conditions.  
  4. Basic pharmacology, pharmacokinetics and pharmacodynamics. Service user perspectives and concordance. Application to field example - impact of medications on health.

Module aims:

The module aims to introduce students to biological and psychological conceptualisations of health, illness and disability across the age continuum.  

Module content:

The generic content of this module is designed to enable students to meet the needs of service users and carers from all four fields of practice and as such the delivery will include examples and application to all service user groups.

  1. Impact of illness and disability on the service user, family and carers: stigma and self-esteem. Emotional support; Family centred care. Application to field example - complexity of individual, family and illness interaction.
  2. Overview of a variety of biological systems and related conditions through the lifespan: for example cardiovascular; endocrine; respiratory, reproduction, genetics and nervous system. Application to field example - using biological systems to understand relevant health conditions.  
  3. Psychological explanations of a variety of health and health behaviours across the age and ability continuum. Application to field example - using psychological explanations of health and health behaviours to understand relevant health conditions.  
  4. Basic pharmacology, pharmacokinetics and pharmacodynamics. Service user perspectives and concordance. Application to field example - impact of medications on health.

Module aims:

The module aims to introduce students to biological and psychological conceptualisations of health, illness and disability across the age continuum.  

Module content:

The generic content of this module is designed to enable students to meet the needs of service users and carers from all four fields of practice and as such the delivery will include examples and application to all service user groups. 

  1. Positive and integrative models of health: definitions of health; relationship between health, stress and coping; complementary therapies; cross-cultural perspectives; spirituality; role modelling; health beliefs. Field application example - exploring the relevance of health models for service users, family and carers.  
  2. Health and wellbeing determinants: family; community; local economy; the built and natural environments; housing; political climate and media influences; social inclusion/exclusion and the global ecosystem. Field application example - impact of health determinants on the service users, family and carers.  
  3. The historical development of health and social care services and approaches to health. Field application example - relevant historical perspectives.  
  4. Social policy; policy development; power; empowerment; advocacy and abuse. Implication of policy for service provision. Field application example - developments in social policy in relation to service users, family and carers.
  5. Health inequalities; addressing disadvantage and vulnerability. Field application example - impact of health inequalities and disability on service users, family and carers.  

Module aims:

To introduce the student to the history and development of health and social care services, social policy, and the effect of socio-economic and environmental factors on health and wellbeing.  

Module content:

The generic content of this module is designed to enable students to meet the needs of service users and carers from all four fields of practice and as such the delivery will include examples and application to all service user groups. 

  1. Positive and integrative models of health: definitions of health; relationship between health, stress and coping; complementary therapies; cross-cultural perspectives; spirituality; role modelling; health beliefs. Field application example - exploring the relevance of health models for service users, family and carers.  
  2. Health and wellbeing determinants: family; community; local economy; the built and natural environments; housing; political climate and media influences; social inclusion/exclusion and the global ecosystem. Field application example - impact of health determinants on the service users, family and carers.  
  3. The historical development of health and social care services and approaches to health. Field application example - relevant historical perspectives.  
  4. Social policy; policy development; power; empowerment; advocacy and abuse. Implication of policy for service provision. Field application example - developments in social policy in relation to service users, family and carers.
  5. Health inequalities; addressing disadvantage and vulnerability. Field application example - impact of health inequalities and disability on service users, family and carers.  

Module aims:

To introduce the student to the history and development of health and social care services, social policy, and the effect of socio-economic and environmental factors on health and wellbeing.  

Module content:

The generic content of this module is designed to enable students to meet the needs of service users and carers from all four fields of practice and as such the delivery will include examples and application to all service user groups. 

  1. Professional values: the NMC Code and accountability; boundaries; professional appearance and behaviour; legal and professional frameworks, understanding the role of the mentor in the attainment of and role modelling of professional values. Communication and interpersonal skills: active listening and effective communication. Theories of practice. Nursing practice and decision making: essential needs; person centred care; health and safety, seeking help; medicine management and administration. Leadership, management and team working: team ethos; the roles and responsibilities of others.
  2. Acquisition of a range of basic skills in relation to the practice achievement record and practice learning experience.
  3. The importance of reflection: models of reflection; reflection on action and reflection in action; self-assessment through reflection.
  4. Portfolio building to include profiling of learning experiences and University required referencing system.
  5. The importance of multi professional teams in health and social, role of the service user, carers and families in relation to professional values.

Module aims:

To provide students with practice learning opportunities which provide a range of experiences at a basic level across fields.

Module content:

The generic content of this module is designed to enable students to meet the needs of service users and carers from all four fields of practice and as such the delivery will include examples and application to all service user groups. 

  1. Professional values: the NMC Code and accountability; boundaries; professional appearance and behaviour; legal and professional frameworks, understanding the role of the mentor in the attainment of and role modelling of professional values. Communication and interpersonal skills: active listening and effective communication. Theories of practice. Nursing practice and decision making: essential needs; person centred care; health and safety, seeking help; medicine management and administration. Leadership, management and team working: team ethos; the roles and responsibilities of others.
  2. Acquisition of a range of basic skills in relation to the practice achievement record and practice learning experience.
  3. The importance of reflection: models of reflection; reflection on action and reflection in action; self-assessment through reflection.
  4. Portfolio building to include profiling of learning experiences and University required referencing system.
  5. The importance of multi professional teams in health and social, role of the service user, carers and families in relation to professional values.

Module aims:

To provide students with practice learning opportunities which provide a range of experiences at a basic level across fields.

Module content:

The generic learning outcomes in this field specific module will be applied to the students own field of practice through the use of case scenarios and field specific examples and discussion.

  1. Professional values: the NMC Code and accountability; boundaries; professional appearance and behaviour; legal and professional frameworks. Communication and interpersonal skills: active listening and effective communication. Theories of practice. Nursing practice and decision making: essential needs; person centred care; health and safety; physical and psychological deterioration; seeking help; medicine management and administration. Leadership, management and team working: team ethos; the roles and responsibilities of others.
  2. The acquisition of a range of basic skills with underpinning knowledge and understanding.
  3. The importance of reflection: models of reflection; reflection on action and reflection in action; self-assessment through reflection.
  4. Portfolio building to include profiling of learning experiences and University required referencing system.
  5. The roles of the multi-professional team, collaborative working (to include independent and voluntary sector), Inter-professional Learning (IPL), service user, carer and family involvement, rights, dignity, respecting diversity.  

Module aims:

To provide students with practice learning opportunities which provide a range of experiences at a basic level across fields.

Module content:

The generic learning outcomes in this field specific module will be applied to the students own field of practice through the use of case scenarios and field specific examples and discussion.

  1. Professional values: the NMC Code and accountability; boundaries; professional appearance and behaviour; legal and professional frameworks. Communication and interpersonal skills: active listening and effective communication. Theories of practice. Nursing practice and decision making: essential needs; person centred care; health and safety; physical and psychological deterioration; seeking help; medicine management and administration. Leadership, management and team working: team ethos; the roles and responsibilities of others.
  2. The acquisition of a range of basic skills with underpinning knowledge and understanding.
  3. The importance of reflection: models of reflection; reflection on action and reflection in action; self-assessment through reflection.
  4. Portfolio building to include profiling of learning experiences and University required referencing system.
  5. The roles of the multi-professional team, collaborative working (to include independent and voluntary sector), Inter-professional Learning (IPL), service user, carer and family involvement, rights, dignity, respecting diversity.  

Module aims:

To provide students with practice learning opportunities which provide a range of experiences at a basic level across fields.

Year 2 aims to equip you with the skills to demonstrate competence in coordinating and leading care. You will again study anatomy, physiology, and pharmacology, with further placement blocks throughout the year.

Module content:

The generic learning outcomes in this field specific module will be applied to the students own field of practice through the use of case scenarios and field specific examples and discussion.

  1. Overview of a variety of biological systems and related conditions through the lifespan; for example gastro-intestinal tract; skin; renal; musculoskeletal and sensory. Psychological explanations of a variety of health and health behaviours across the age and ability continuum. Use psychological and biological conceptualisation to understand relevant health conditions; for example - cancers; hypertension; renal system disease; urinary incontinence; trauma and orthopaedics and sensory impairment.
  2. Introduction to complex interventions, poly pharmacy, approaches to manage acute episodes, long term care and end of life across age and ability continuum, co-morbidity physical and mental health. Application to adult field example - a range of field specific conditions relating to pharmacology, pharmacokinetics and management of interventions.
  3. Field specific nursing interventions and care planning in relation to a range of patient journeys. Application to adult field - a range of medical and surgical interventions and care of all.
  4. Appropriate frameworks and procedures to escalate concerns: first diagnosis; acute episodes; clinical deterioration; timely management and risk identification. Responding to rapid deterioration and common complaints across the life span. 
  5. Strategies to manage and record MDT programmes of care for specific needs – decision making in complex clinical situations.  

Module aims:

The module aims to further develop the student’s understanding of biological and psychological conceptualisations of health, illness and disability across the age continuum, and to introduce the student to a range of field specific nursing interventions and care planning.    

Module content:

The generic learning outcomes in this field specific module will be applied to the students own field of practice through the use of case scenarios and field specific examples and discussion.

  1. Overview of a variety of biological systems and related conditions through the lifespan; for example gastro-intestinal tract; skin; renal; musculoskeletal and sensory. Psychological explanations of a variety of health and health behaviours across the age and ability continuum. Use psychological and biological conceptualisation to understand relevant health conditions; for example - cancers; hypertension; renal system disease; urinary incontinence; trauma and orthopaedics and sensory impairment.
  2. Introduction to complex interventions, poly pharmacy, approaches to manage acute episodes, long term care and end of life across age and ability continuum, co-morbidity physical and mental health. Application to adult field example - a range of field specific conditions relating to pharmacology, pharmacokinetics and management of interventions.
  3. Field specific nursing interventions and care planning in relation to a range of patient journeys. Application to adult field - a range of medical and surgical interventions and care of all.
  4. Appropriate frameworks and procedures to escalate concerns: first diagnosis; acute episodes; clinical deterioration; timely management and risk identification. Responding to rapid deterioration and common complaints across the life span. 
  5. Strategies to manage and record MDT programmes of care for specific needs – decision making in complex clinical situations.  

Module aims:

The module aims to further develop the student’s understanding of biological and psychological conceptualisations of health, illness and disability across the age continuum, and to introduce the student to a range of field specific nursing interventions and care planning.    

Module content:

The generic content of this module is designed to enable students to meet the needs of service users and carers from all four fields of practice and as such the delivery will include examples and application to all service user groups. 

  1. Public health: its scope and practice, population health and epidemiology, mortality and morbidity, the health promotion movement. Application to individual fields - changes in health, populations and population characteristics.
  2. Assessment of health needs, current public health policies, ladder of interventions. Application to Adult field - policy and assessment of health needs of all people, care of people with long term conditions, promoting self-care and self-management. Application to Child field - policy and assessment across health and social care, CAMHS. Application to LD field - assessment of physical, mental and social well-being and health policy in the population of people who have a learning disability. Application to MH field - policy and assessment of mental health needs across a range of settings including positive mental health and recovery focus. 
  3. Setting based approaches, brief interventions, therapeutic communication, social marketing, socio-cognitive change, health education. Application to individual fields - approaches to health promotion and prevention with clients, families and carers.
  4. Partnerships and alliances for health, role of health professionals. 
  5. The global context of health, partnership working, WHO, UNICEF.
  6. Health protection, the Public Health Agency, surveillance and screening, sources of public health data. Application to individual fields - health protection, surveillance and screening in relation to the population.

Module aims:

To develop an appreciation of public health and to equip students to undertake health promotion interventions.  

Module content:

The generic content of this module is designed to enable students to meet the needs of service users and carers from all four fields of practice and as such the delivery will include examples and application to all service user groups. 

  1. Public health: its scope and practice, population health and epidemiology, mortality and morbidity, the health promotion movement. Application to individual fields - changes in health, populations and population characteristics.
  2. Assessment of health needs, current public health policies, ladder of interventions. Application to Adult field - policy and assessment of health needs of all people, care of people with long term conditions, promoting self-care and self-management. Application to Child field - policy and assessment across health and social care, CAMHS. Application to LD field - assessment of physical, mental and social well-being and health policy in the population of people who have a learning disability. Application to MH field - policy and assessment of mental health needs across a range of settings including positive mental health and recovery focus. 
  3. Setting based approaches, brief interventions, therapeutic communication, social marketing, socio-cognitive change, health education. Application to individual fields - approaches to health promotion and prevention with clients, families and carers.
  4. Partnerships and alliances for health, role of health professionals. 
  5. The global context of health, partnership working, WHO, UNICEF.
  6. Health protection, the Public Health Agency, surveillance and screening, sources of public health data. Application to individual fields - health protection, surveillance and screening in relation to the population.

Module aims:

To develop an appreciation of public health and to equip students to undertake health promotion interventions.  

Module content:

The generic content of this module is designed to enable students to meet the needs of service users and carers from all four fields of practice and as such the delivery will include examples and application to all service user groups. 

  1. Clinical effectiveness through evidence-based practice; searching for evidence; principles of critical analysis; utilisation and application into practice.
  2. Evidence related to nursing practice - clinical governance; policies and frameworks; service user choice; ethical considerations; challenges to changing practice; audit and quality assurance.
  3. Using a range of critical appraisal tools.
  4. The research process, qualitative and quantitative methodologies. 
  5. Methods and techniques of data analysis and dissemination; interpretation of results; information pathways; peer and user perspectives.

Module aims:

The aim of the module is to develop the students’ ability to contextualise evidence into nursing practice.

Module content:

The generic content of this module is designed to enable students to meet the needs of service users and carers from all four fields of practice and as such the delivery will include examples and application to all service user groups. 

  1. Clinical effectiveness through evidence-based practice; searching for evidence; principles of critical analysis; utilisation and application into practice.
  2. Evidence related to nursing practice - clinical governance; policies and frameworks; service user choice; ethical considerations; challenges to changing practice; audit and quality assurance.
  3. Using a range of critical appraisal tools.
  4. The research process, qualitative and quantitative methodologies. 
  5. Methods and techniques of data analysis and dissemination; interpretation of results; information pathways; peer and user perspectives.

Module aims:

The aim of the module is to develop the students’ ability to contextualise evidence into nursing practice.

Module content:

The generic learning outcomes in this field specific module will be applied to the students own field of practice through the use of case scenarios and field specific examples and discussion.

  1. Professional values: the NMC Code and accountability, boundaries, professional appearance and behaviour; legal and professional frameworks. Communication and interpersonal skills: active listening and effective communication. Theories of practice. Nursing practice and decision making: essential needs; person centred care; health and safety; physical and psychological deterioration; seeking help; medicine management and administration, clinical decision making. Leadership, management and team working: team ethos; the roles and responsibilities of others; working autonomously.
  2. The acquisition of a range of clinical skills with underpinning knowledge and understanding.
  3. A range of models of reflection. Analysing and action planning.
  4. Portfolio building to include enhanced CV writing, self-assessment and action planning to meet development needs in preparation for future revalidation.

Module aims:

This module provides students with practice learning opportunities that allow for students to demonstrate competence in many routine care situations.

Module content:

The generic learning outcomes in this field specific module will be applied to the students own field of practice through the use of case scenarios and field specific examples and discussion.

  1. Professional values: the NMC Code and accountability, boundaries, professional appearance and behaviour; legal and professional frameworks. Communication and interpersonal skills: active listening and effective communication. Theories of practice. Nursing practice and decision making: essential needs; person centred care; health and safety; physical and psychological deterioration; seeking help; medicine management and administration, clinical decision making. Leadership, management and team working: team ethos; the roles and responsibilities of others; working autonomously.
  2. The acquisition of a range of clinical skills with underpinning knowledge and understanding.
  3. A range of models of reflection. Analysing and action planning.
  4. Portfolio building to include enhanced CV writing, self-assessment and action planning to meet development needs in preparation for future revalidation.

Module aims:

This module provides students with practice learning opportunities that allow for students to demonstrate competence in many routine care situations.

Module content:

The generic learning outcomes in this field specific module will be applied to the students own field of practice through the use of case scenarios and field specific examples and discussion.

  1. Professional values: the NMC Code and accountability, boundaries, professional appearance and behaviour; legal and professional frameworks. Communication and interpersonal skills: active listening and effective communication. Theories of practice. Nursing practice and decision making: essential needs; person centred care; health and safety; physical and psychological deterioration; seeking help; medicine management and administration, clinical decision making. Leadership, management and team working: team ethos; the roles and responsibilities of others; working autonomously.
  2. The acquisition of a range of clinical skills with underpinning knowledge and understanding.
  3. A range of models of reflection. Analysing and action planning.
  4. Portfolio building to include enhanced CV writing, self-assessment and action planning to meet development needs in preparation for future revalidation.

Module aims:

This module provides students with practice learning opportunities that allow for students to demonstrate competence in many routine care situations.

Module content:

The generic learning outcomes in this field specific module will be applied to the students own field of practice through the use of case scenarios and field specific examples and discussion.

  1. Professional values: the NMC Code and accountability, boundaries, professional appearance and behaviour; legal and professional frameworks. Communication and interpersonal skills: active listening and effective communication. Theories of practice. Nursing practice and decision making: essential needs; person centred care; health and safety; physical and psychological deterioration; seeking help; medicine management and administration, clinical decision making. Leadership, management and team working: team ethos; the roles and responsibilities of others; working autonomously.
  2. The acquisition of a range of clinical skills with underpinning knowledge and understanding.
  3. A range of models of reflection. Analysing and action planning.
  4. Portfolio building to include enhanced CV writing, self-assessment and action planning to meet development needs in preparation for future revalidation.

Module aims:

This module provides students with practice learning opportunities that allow for students to demonstrate competence in many routine care situations.

Module content:

The generic learning outcomes in this field specific module will be applied to the students own field of practice through the use of case scenarios and field specific examples and discussion.

  1. Using and applying therapeutic communication skills and health promotion with clients, family, carers and other professional groups in challenging, complex and difficult situations: breaking bad news; bereavement; anxious/upset clients; consent; concordance; withdrawal of treatment; DNR orders; culture; responding to complaints and play distraction.  Effective communication strategies to reduce physical, psychological or emotional barriers.
  2. A range of nursing activities: first aid; BLS (child and adult); moving and handling; dealing with emergencies; health and safety; medicines management; application of numeracy including length, weight, volume related to the ESC’s’; pain assessment; numeracy; infection prevention and control; de-escalation and information management. A range of physical and psychological observational skills and diagnostics in relation to the ESCs.  Adult field specific nursing activities in relation to physical and psychological observational skills.
  3. Person centred care planning: partnership assessment; promoting self-care and independence; facilitating concordance; safe discharge and transfer; evaluation of care outcomes; documentation; health informatics; compassion, dignity; advocacy and mediation skills.  Using evidence to support holistic and complex assessment and decision making skills.
  4. Risk assessment in acute and community settings: risk management and prevention strategies; maintaining a safe environment; signposting and managing hazards.  Using tools to identify risk and manage transportation and transfer.
  5. Interpreting and responding to changes in client condition: escalating concerns; responding to deterioration and improvement. 

Module aims:

The module aims to facilitate students in developing competence and confidence in both generic and increasingly field specific nursing skills. The module will build on Year 1 modules, and enhance generic and field specific skills required for practice in the context of the four NMC domains of nursing. 

Students will develop an increasing ability to make informed decisions and relate skills to their chosen field.

Module content:

The generic learning outcomes in this field specific module will be applied to the students own field of practice through the use of case scenarios and field specific examples and discussion.

  1. Using and applying therapeutic communication skills and health promotion with clients, family, carers and other professional groups in challenging, complex and difficult situations: breaking bad news; bereavement; anxious/upset clients; consent; concordance; withdrawal of treatment; DNR orders; culture; responding to complaints and play distraction.  Effective communication strategies to reduce physical, psychological or emotional barriers.
  2. A range of nursing activities: first aid; BLS (child and adult); moving and handling; dealing with emergencies; health and safety; medicines management; application of numeracy including length, weight, volume related to the ESC’s’; pain assessment; numeracy; infection prevention and control; de-escalation and information management. A range of physical and psychological observational skills and diagnostics in relation to the ESCs.  Adult field specific nursing activities in relation to physical and psychological observational skills.
  3. Person centred care planning: partnership assessment; promoting self-care and independence; facilitating concordance; safe discharge and transfer; evaluation of care outcomes; documentation; health informatics; compassion, dignity; advocacy and mediation skills.  Using evidence to support holistic and complex assessment and decision making skills.
  4. Risk assessment in acute and community settings: risk management and prevention strategies; maintaining a safe environment; signposting and managing hazards.  Using tools to identify risk and manage transportation and transfer.
  5. Interpreting and responding to changes in client condition: escalating concerns; responding to deterioration and improvement. 

Module aims:

The module aims to facilitate students in developing competence and confidence in both generic and increasingly field specific nursing skills. The module will build on Year 1 modules, and enhance generic and field specific skills required for practice in the context of the four NMC domains of nursing. 

Students will develop an increasing ability to make informed decisions and relate skills to their chosen field.

Year 3 and Year 4 focus on advancing your leadership and clinical skills in Adult Nursing, and consolidating your understanding in other nursing fields. There is a specific emphasis on practice learning during these two years and you will undertake more clinical placements to enable you to consolidate your clinical knowledge and skills in preparation for qualification as a registered nurse.

Module content:

The generic content of this module is designed to enable students to meet the needs of service users and carers from all four fields of practice and as such the delivery will include examples and application to all service user groups. 

  1. Generic Learning: Professional accountability; clinical decision making; feedback within ethical and legal frameworks as applied to field specific nursing. Application to individual fields.  
  2. Generic Learning: Continuing professional development: clinical supervision; action planning for personal development and principles of lifelong learning. Application to individual fields - preparation for employment, opportunities for personal development in field.  
  3. Generic Learning: Supporting learning: teaching role; learning and teaching strategies; peer supervision; skills of teaching and facilitation; Inter-professional Learning (IPL). Application to individual fields.  
  4. Generic Learning: Developing self-awareness; reflection and peer review.  
  5. Generic Learning: Preparation for a teaching role: preceptorship; mentorship; mentorship role; role modelling and coaching as applied to nursing. 
  6. Generic Learning: Transition to registration: leadership role; change management; time management; prioritisation and delegation as applied to field nursing. 

Module aims:

As part of the transition to registration, the module aims to develop the student’s leadership, teaching and mentoring potential.  

Module content:

The generic content of this module is designed to enable students to meet the needs of service users and carers from all four fields of practice and as such the delivery will include examples and application to all service user groups. 

  1. Generic Learning: Professional accountability; clinical decision making; feedback within ethical and legal frameworks as applied to field specific nursing. Application to individual fields.  
  2. Generic Learning: Continuing professional development: clinical supervision; action planning for personal development and principles of lifelong learning. Application to individual fields - preparation for employment, opportunities for personal development in field.  
  3. Generic Learning: Supporting learning: teaching role; learning and teaching strategies; peer supervision; skills of teaching and facilitation; Inter-professional Learning (IPL). Application to individual fields.  
  4. Generic Learning: Developing self-awareness; reflection and peer review.  
  5. Generic Learning: Preparation for a teaching role: preceptorship; mentorship; mentorship role; role modelling and coaching as applied to nursing. 
  6. Generic Learning: Transition to registration: leadership role; change management; time management; prioritisation and delegation as applied to field nursing. 

Module aims:

As part of the transition to registration, the module aims to develop the student’s leadership, teaching and mentoring potential.  

Module content:

The generic learning outcomes in this field specific module will be applied to the students own field of practice through the use of case scenarios and field specific examples and discussion.

  1. Consolidation of a variety of biological and psychological explanations to related conditions across the age and ability continuum. For example - co-morbidities. 
  2. Complex case management: Theory and strategies; complex case management reflecting a client journey; working across service boundaries; MDT partnership; utilising quality indicators in nursing care, formulate and rationalise plans of care. :
  3. Adult field specific complex nursing interventions: competing evidence; underpinning values; service user perspective. 
  4. Adult field specific communication strategies: interpersonal communication, effective communication strategies with individuals and teams; managing stressful and complex situations; communication networks and systems; empathy and compassion.
  5. Collaborative care: devising and evaluating cross-sector programmes of care; referral to relevant agencies and professionals; co-ordination skills; active engagement and disengagement with clients and other professionals; empowering others. For example - case conference. 

 


Module aims:

This module focuses on the increasing complexity of interventions within field specific nursing practice. 

The generic elements of the module will focus on managing and evaluating care, and the facilitation of transferable skills within and across fields of practice.

Module content:

The generic learning outcomes in this field specific module will be applied to the students own field of practice through the use of case scenarios and field specific examples and discussion.

  1. Consolidation of a variety of biological and psychological explanations to related conditions across the age and ability continuum. For example - co-morbidities. 
  2. Complex case management: Theory and strategies; complex case management reflecting a client journey; working across service boundaries; MDT partnership; utilising quality indicators in nursing care, formulate and rationalise plans of care. :
  3. Adult field specific complex nursing interventions: competing evidence; underpinning values; service user perspective. 
  4. Adult field specific communication strategies: interpersonal communication, effective communication strategies with individuals and teams; managing stressful and complex situations; communication networks and systems; empathy and compassion.
  5. Collaborative care: devising and evaluating cross-sector programmes of care; referral to relevant agencies and professionals; co-ordination skills; active engagement and disengagement with clients and other professionals; empowering others. For example - case conference. 

 


Module aims:

This module focuses on the increasing complexity of interventions within field specific nursing practice. 

The generic elements of the module will focus on managing and evaluating care, and the facilitation of transferable skills within and across fields of practice.

Module content:

The generic learning outcomes in this field specific module will be applied to the students own field of practice through the use of case scenarios and field specific examples and discussion.

  1. Professional values: the NMC Code and accountability, boundaries, professional appearance and behaviour; legal and professional frameworks. Communication and interpersonal skills: active listening and effective communication. Theories of practice. Nursing practice and decision making: essential needs; person centred care; health and safety; physical and psychological deterioration; seeking help; medicine management and administration, enhanced clinical decision making; health promotion and education of people and carers. Leadership, management and team working: team ethos; the roles and responsibilities of others; working autonomously; delegating to others; mentoring novice students.  
  2. The acquisition of a range of advanced clinical skills with underpinning knowledge and understanding. 
  3. Double loop learning. Team reflection. Action learning. Organisational learning.  
  4. Portfolio building to include showcasing of work, preparation for mentoring others and an analysis of development needs post-registration.  

Module aims:

This module provides students with practice learning opportunities that allow for a developing level of autonomy. Students take increasing responsibility for complex care delivery within their chosen field and give support to novice students.    

Module content:

The generic learning outcomes in this field specific module will be applied to the students own field of practice through the use of case scenarios and field specific examples and discussion.

  1. Professional values: the NMC Code and accountability, boundaries, professional appearance and behaviour; legal and professional frameworks. Communication and interpersonal skills: active listening and effective communication. Theories of practice. Nursing practice and decision making: essential needs; person centred care; health and safety; physical and psychological deterioration; seeking help; medicine management and administration, enhanced clinical decision making; health promotion and education of people and carers. Leadership, management and team working: team ethos; the roles and responsibilities of others; working autonomously; delegating to others; mentoring novice students.  
  2. The acquisition of a range of advanced clinical skills with underpinning knowledge and understanding. 
  3. Double loop learning. Team reflection. Action learning. Organisational learning.  
  4. Portfolio building to include showcasing of work, preparation for mentoring others and an analysis of development needs post-registration.  

Module aims:

This module provides students with practice learning opportunities that allow for a developing level of autonomy. Students take increasing responsibility for complex care delivery within their chosen field and give support to novice students.    

Module content:

The generic learning outcomes in this field specific module will be applied to the students own field of practice through the use of case scenarios and field specific examples and discussion.

  1. Implications of the extended role of the nurse: advanced clinical and assessment skills.
  2. A range of nursing activities: first aid; BLS (child and adult); moving and handling; dealing with emergencies; health and safety; infection prevention and control; communication skills; de-escalation and information management. The use of public health focused skills such as motivational interviewing, brief interventions, health promotion and screening. Revision of and advanced physical and psychological observational skills, diagnostics and interventions - advanced nursing assessment metrics.  Activities in relation to prioritisation and assessment of physical and psychological observational skills 
  3. Managing care: case load; acting as a role model to patients and colleagues; autonomous decision making; recognising and dealing with stress in self and others; team working and leadership; effective and safe delegation; prioritising care; teaching and supporting others; challenging bad practice; consideration of care options and alternative therapies.    
  4. Management of immediate care needs: management and response to deterioration; prioritisation; delegation; incident reporting; debriefing; evaluating outcomes.

Module aims:

This module builds on the previous year 1 and 2 modules, and is designed to prepare students for registration and develop their mastery of adult field nursing skills, including complex case management.

Module content:

The generic learning outcomes in this field specific module will be applied to the students own field of practice through the use of case scenarios and field specific examples and discussion.

  1. Implications of the extended role of the nurse: advanced clinical and assessment skills.
  2. A range of nursing activities: first aid; BLS (child and adult); moving and handling; dealing with emergencies; health and safety; infection prevention and control; communication skills; de-escalation and information management. The use of public health focused skills such as motivational interviewing, brief interventions, health promotion and screening. Revision of and advanced physical and psychological observational skills, diagnostics and interventions - advanced nursing assessment metrics.  Activities in relation to prioritisation and assessment of physical and psychological observational skills 
  3. Managing care: case load; acting as a role model to patients and colleagues; autonomous decision making; recognising and dealing with stress in self and others; team working and leadership; effective and safe delegation; prioritising care; teaching and supporting others; challenging bad practice; consideration of care options and alternative therapies.    
  4. Management of immediate care needs: management and response to deterioration; prioritisation; delegation; incident reporting; debriefing; evaluating outcomes.

Module aims:

This module builds on the previous year 1 and 2 modules, and is designed to prepare students for registration and develop their mastery of adult field nursing skills, including complex case management.

Module content:

The generic learning outcomes in this field specific module will be applied to the students own field of practice through the use of case scenarios and field specific examples and discussion.

  1. Health and social care system: reform and service redesign; demographic change and changing roles; statutory, independent and voluntary provision.  Drivers and agendas for change in service provision.
  2. Innovation, enterprise and development within health and social care provision including the challenges of contemporary approaches. Current developments within health and social care services. 
  3. Resources for health and social care including workforce planning; advances in technology, inter-agency collaboration, service user involvement. Expert patients; facilitating vulnerable groups; people as change agents; services users as change monitors and future commissioning of services.
  4. Contemporary changes in health care: transformational change; change theories; accountability and leadership.  Managing service changes.  
  5. Enhancing quality and managing risk within the context of change; metrics and indicators; governance. Using measurement data to inform practice.

Module aims:

To explore political, policy and practice challenges and dilemmas experienced in contemporary health and social care.

Module content:

The generic learning outcomes in this field specific module will be applied to the students own field of practice through the use of case scenarios and field specific examples and discussion.

  1. Health and social care system: reform and service redesign; demographic change and changing roles; statutory, independent and voluntary provision.  Drivers and agendas for change in service provision.
  2. Innovation, enterprise and development within health and social care provision including the challenges of contemporary approaches. Current developments within health and social care services. 
  3. Resources for health and social care including workforce planning; advances in technology, inter-agency collaboration, service user involvement. Expert patients; facilitating vulnerable groups; people as change agents; services users as change monitors and future commissioning of services.
  4. Contemporary changes in health care: transformational change; change theories; accountability and leadership.  Managing service changes.  
  5. Enhancing quality and managing risk within the context of change; metrics and indicators; governance. Using measurement data to inform practice.

Module aims:

To explore political, policy and practice challenges and dilemmas experienced in contemporary health and social care.

Module content:

The generic learning outcomes in this module will be applied to the students own field of practice through the use of case scenarios and field specific examples and discussion in field specific modules NM6411, NM6421, NM6431 and NM6441.

  1. Application of numeracy including length, weight, volume and medicines management and administration and other activities related to the ESC’s;
  2. Use of SN@P numeracy assessment tool which allows students to increase their level of confidence and understanding around clinical numeracy.  Each student will have their own unique SN@P account giving them access to a range of learning resources which include an assessment simulator, online tutorials and podcasts;
  3. Class based numeracy tutorials with maths tutors facilitated by the SN@P team and accessed via face to face contact and online webinars.

Module aims:

This module aims to consolidate previous learning at Level 4 and Level 5 of the Bachelor of Nursing programme related to numeracy and to enable students to achieve the required level of numeracy competency for entry on to the nursing register as required by Nursing and Midwifery Council Standards for Pre-Registration Education (2010).

The module will include the baseline skills needed to calculate medicines, nutrition, fluids and other areas as required by the Essential Skills Clusters (NMC 2010)

Module content:

The generic learning outcomes in this module will be applied to the students own field of practice through the use of case scenarios and field specific examples and discussion in field specific modules NM6411, NM6421, NM6431 and NM6441.

  1. Application of numeracy including length, weight, volume and medicines management and administration and other activities related to the ESC’s;
  2. Use of SN@P numeracy assessment tool which allows students to increase their level of confidence and understanding around clinical numeracy.  Each student will have their own unique SN@P account giving them access to a range of learning resources which include an assessment simulator, online tutorials and podcasts;
  3. Class based numeracy tutorials with maths tutors facilitated by the SN@P team and accessed via face to face contact and online webinars.

Module aims:

This module aims to consolidate previous learning at Level 4 and Level 5 of the Bachelor of Nursing programme related to numeracy and to enable students to achieve the required level of numeracy competency for entry on to the nursing register as required by Nursing and Midwifery Council Standards for Pre-Registration Education (2010).

The module will include the baseline skills needed to calculate medicines, nutrition, fluids and other areas as required by the Essential Skills Clusters (NMC 2010)

How you'll learn

You will be taught using lectures, seminars, tutorials, e-learning, practice-based workshops, practice in skills labs, practice simulation, learning-through-practice placements, and self-guided study. We will support you to take responsibility for your own learning. 

Assessments include written assessments, such as essays and a written exam, oral assessments, such as presentations, and one-to-one oral examinations, and practical assessments, including skills assessments and the ongoing practice assessment record. 

Beyond the classroom

On this course, you’ll spend time out on placement where you’ll apply what you have learned to real scenarios in healthcare settings, giving you genuine experience and insight that will prepare you for your future nursing career. 

The University of Chester has excellent links with practice learning providers, such as local NHS Trusts, the independent sector, and primary care. This ensures that you will gain a wide variety of learning experiences in a range of practice learning environments and clinical and healthcare settings. This relationship ensures that you will be fully supported by mentors, academic links to practice, lecturers in practice learning, practice education facilitators, and practice module leaders during placement learning experiences. This degree goes beyond traditional clinical placements to provide students with a comprehensive learning experience.

Alongside simulation placements, where students can practice essential clinical skills in a controlled environment, we have introduced creative health placements. These unique placements are designed to help students develop additional skills required by the 21st-century nurse. By incorporating creative health approaches, our students will be better equipped to address diverse patient needs, foster innovative solutions, and become well-rounded healthcare professionals. The combination of simulation and creative health placements ensures that you are prepared to excel in the dynamic and evolving healthcare landscape.

Entry requirements

112UCAS points

UCAS 

112 UCAS points 

GCE A Level 

Typical offer - BCC/BBC 

BTEC 

 BTEC National Extended Diploma: DMM; BTEC Diploma: D*D*

T Level 

T Level Health - Merit

Irish / Scottish Highers 

Irish Highers: H3 H3 H3 H3 H4

Scottish Highers: BBBB

International Baccalaureate 

26 points 

Access requirements 

Access to HE Diploma, to include 45 credits at Level 3, 30 of which must be at Merit or Distinction 

OCR 

OCR Extended Diploma: DMM

Extra Information / General Entry Requirements 

Welsh Baccalaureate Advanced and A Level General Studies will be recognised in our offer. We will also consider a combination of A Levels and BTECs/OCRs. FETAC Level 5 (Major Award) with all eight subjects at Merit. Applicants must also have GCSE Grade 4/C or above in English and Maths or recognised Level 2 equivalent. Please note that applicants must also have evidence of recent study within the last five years.

Safeguarding / Suitability 

All successful candidates who receive an offer of a place for this course and choose the University of Chester as their firm choice will be required to undergo checks with regards to their suitability to practice. A couple of months prior to admission to this course, the University will contact you to request that you complete a self-declaration form detailing any relevant convictions or other information that you believe may have an impact upon your ability to undertake work with children or vulnerable adults. You will also receive instructions on how to complete an online application for a Disclosure and Barring Service (DBS) check through the University as a registered body – there will be a charge for this. Please note that the University does not accept previous DBS checks from other registered bodies or the update service. For details about the cost of the DBS and for further information please visit our DBS web pages.

112UCAS points

UCAS 

112 UCAS points 

GCE A Level 

Typical offer - BCC/BBC 

BTEC 

 BTEC National Extended Diploma: DDM; BTEC Diploma: D*D*

T Level 

T Level Health - Merit

Irish / Scottish Highers 

Irish Highers: H3 H3 H3 H3 H4

Scottish Highers: BBBB

International Baccalaureate 

26 points 

Access requirements 

Access to HE Diploma, to include 45 credits at Level 3, 30 of which must be at Merit or Distinction 

OCR 

OCR Extended Diploma: DMM

Extra Information / General Entry Requirements 

Welsh Baccalaureate Advanced and A Level General Studies will be recognised in our offer. We will also consider a combination of A Levels and BTECs/OCRs. FETAC Level 5 (Major Award) with all eight subjects at Merit. Applicants must also have GCSE Grade 4/C or above in English and Maths or recognised Level 2 equivalent. Please note that applicants must also have evidence of recent study within the last five years.

Safeguarding / Suitability 

All successful candidates who receive an offer of a place for this course and choose the University of Chester as their firm choice will be required to undergo checks with regards to their suitability to practice. A couple of months prior to admission to this course, the University will contact you to request that you complete a self-declaration form detailing any relevant convictions or other information that you believe may have an impact upon your ability to undertake work with children or vulnerable adults. You will also receive instructions on how to complete an online application for a Disclosure and Barring Service (DBS) check through the University as a registered body – there will be a charge for this. Please note that the University does not accept previous DBS checks from other registered bodies or the update service. For details about the cost of the DBS and for further information please visit our DBS web pages.

English Language Requirements 

Please note, that applicants whose first language is not English must demonstrate they can meet the following English language criteria for this programme: 

  • IELTS 6.5 (with no less than 6.0 in all other bands)
  • OET B- in Speaking, Listening, Reading, and C in writing
  • Degree completed in the UK with a 2:2 

72UCAS points

GCE A Level 

72 UCAS points from GCE A Levels to include C in one subject

BTEC 

BTEC National Extended Diploma: MMP

BTEC Diploma: DM

Irish / Scottish Highers 

Irish Highers: H4 H4 H4 H4 H4

 Scottish Highers: CCDD

International Baccalaureate 

24 points 

Access requirements 

Access to HE Diploma – Pass overall

OCR

OCR Extended Diploma: MMP

Extra Information / General Entry Requirements 

Welsh Baccalaureate Advanced and A Level General Studies will be recognised in our offer. We will also consider a combination of A Levels and BTECs/OCRs. Applicants must also have GCSE Grade 4/C or above in English and Maths or recognised Level 2 equivalent. Please note that applicants must also have evidence of recent study within the last five years.

Safeguarding / Suitability

 

All successful candidates who receive an offer of a place for this course and choose the University of Chester as their Firm choice will be required to undergo checks with regards to their suitability to practice.

A couple of months prior to admission to this course, the University will contact you to request that you complete a self-declaration form detailing any relevant convictions or other information that you believe may have an impact upon your ability to undertake work with children or vulnerable adults. You will also receive instructions on how to complete an online application for a Disclosure and Barring Service (DBS) check through the University as a registered body – there will be a charge for this.

Please note that the University does not accept previous DBS checks from other registered bodies or the update service. For details about the cost of the DBS and for further information please visit our DBS web pages.

Fees and funding

£9,250per year for a full-time course (2025/26)

Our full-time undergraduate tuition fees for Home students entering University in 2025/26 are £9,250 a year, or £1,540 per 20-credit module for part-time study.

The University may increase these fees at the start of each subsequent year of your course in line with inflation at that time, as measured by the Retail Price Index. These fee levels and increases are subject to any necessary government, and other regulatory, approvals.

Students from the UK, Isle of Man, Guernsey, Jersey and the Republic of Ireland are treated as Home students for tuition fee purposes.

Students from countries in the European Economic Area and the EU will pay International Tuition Fees.

Students who have been granted Settled Status may be eligible for Home Fee Status and if eligible will be able to apply for Tuition Fee Loans and Maintenance Loans.

Students who have been granted Pre-settled Status may be eligible for Home Fee Status and if eligible will be able to apply for Tuition Fee Loans.

Fees for 2025/26 to be confirmed

Your course will involve additional costs not covered by your tuition fees. This may include books, printing, photocopying, educational stationery and related materials, specialist clothing, travel to placements, optional field trips and software. Compulsory field trips are covered by your tuition fees. 

If you are living away from home during your time at university, you will need to cover costs such as accommodation, food, travel and bills.

The University of Chester supports fair access for students who may need additional support through a range of bursaries and scholarships. 

Full details, as well as terms and conditions for all bursaries and scholarships can be found on the Fees and Finance section of our website.

The NHS Learning Support Fund provides additional funding for eligible healthcare students studying nursing, midwifery, social work, and nutrition and dietetics. Further details can be found on the NHS Learning Support Fund page on our website.

Who you'll learn from

Christinah Makondo

Senior Lecturer
A dark grey silhouette on a light grey background

Where you'll study University Centre Birkenhead

Your future career

Job Prospects

Successful graduates are able to apply for registration with the Nursing and Midwifery Council as an adult nurse.

Careers service

The University has an award-winning Careers and Employability service which provides a variety of employability-enhancing experiences; through the curriculum, through employer contact, tailored group sessions, individual information, advice, and guidance.

Careers and Employability aims to deliver a service that is inclusive, impartial, welcoming, informed, and tailored to your personal goals and aspirations, to enable you to develop as an individual and contribute to the business and community in which you will live and work.

We are here to help you plan your future, make the most of your time at University and to enhance your employability. We provide access to part-time jobs, extra-curricular employability-enhancing workshops and offer practical one-to-one help with career planning, including help with CVs, applications, and mock interviews. We also deliver group sessions on career planning within each course and we have a wide range of extensive information covering graduate jobs and postgraduate study.