Nursing Associate Higher Apprenticeship FdSc

How to Apply for an Apprenticeship

Nursing associate students practice clinical skills on a child medical training mannequin during a simulation session as part of the Nursing Associate Higher Apprenticeship FdSc programme.

Registered Nursing Associate roles are in a variety of health and social care settings. This Foundation Degree underpins Registered Nursing Associate development, and the course content includes both theory and practice which adhere to the Nursing and Midwifery Council (NMC 2018) Standards of Proficiency for Nursing Associates and the Nursing Associate Higher Apprenticeship Standards (2021).

We provide students with amazing subject-specific facilities and a practical approach to learning. Our experienced team of staff work hard to help you realise your potential through a variety of teaching methods, including practice placements.

As an apprentice you will be required by the NMC to complete 460 hours of external practice placements, and you will need to be employed for at least 30 hours per week to be considered full time and be paid at least the minimum wage. However, the course requires you to work 37.5 hours a week. Within your working hours, you will attend one full day at the University of Chester. Your employer will commit to supporting you in practice to achieve work-based learning, development in your role and the application of theory to practice during the remainder of your working week. This will be implemented in varying ways, dependent upon your employing organisation.

Nursing and midwifery courses require clinical placements and strict safeguarding, so students must be at least 18 at the course start to meet professional standards and fully take part in all required activities.

Why You'll Love It

Learn in state-of-the-art simulation suites

students in nursing simulation suite that can be used to enhance your learning during your nursing degree

Gain experience on placements

Nursing degree student smiling and talking with two people, showing supportive and compassionate care.

Kick-start your career

Nursing Associate Higher Apprenticeship FdSc

What You'll Study

Year 1 (Level 4): the following key themes are covered throughout your first year, including: introducing professional and academic lifelong learning; promoting health and preventing ill health across the age continuum; providing and monitoring person centred care; applied anatomy, physiology and integrated pharmacology; practice learning.

Core Modules

To provide a foundation for the socialisation of students into the values and responsibilities of their professional role

You will develop skills in

Personal, professional and lifelong learning: transition to Higher Education; academic writing and study skills; demonstrate the numeracy, literacy, digital and technological skills required to meet the needs of people to ensure safe and effective practice. Relevant professional regulation (for example NMC Code; Assistant Practitioner Core Standards); Duty of Candour and professional requirements influencing the role.
Self-awareness: recognising signs of vulnerability in themselves or their colleagues; adopting a healthy lifestyle; understand and explain the meaning of resilience and emotional intelligence; the importance of reflection and continuous self-reflection.
Research awareness: principles of research; how research findings are used to inform evidence-based practice.
Effective communication: use a range of skills and strategies with colleagues, within teams and people, their families and carers at all stages of life and with a range of mental, physical, cognitive and behavioural health challenges in order to develop, manage and maintain appropriate relationships.

To introduce students to public health and health promotion across the age continuum.

This module will cover the following:

Public Health: aims and principles of health promotion, protection and improvement and the prevention of ill health, demonstrating an understanding of co-morbidities and the demands of meeting peoples holistic needs. Preventive health behaviours; supporting people to make informed choices to improve their mental, physical, behavioural health and wellbeing.
Determinants of Health: contribution of social influences, health literacy, individual circumstances, behaviours and lifestyle choices to mental, physical and behavioural health outcomes. Health screening and factors that may lead to inequalities in health outcomes.
Human development from pre-conception to death: delivery of person-centred safe and effective care. The importance of early years, childhood experiences and the possible impact on later life choices.
Health protection: evidence base for immunisation, vaccination and herd immunity; principles of infection prevention and control, including communicable disease surveillance and antimicrobial stewardship and resistance.

To promote students understanding of person-centred care by:

Defining person centred care: recognition of a person’s health improvement or deterioration; timely reporting of findings; safety, dignity, privacy; holistic care. Monitor effectiveness of care in partnership with people, families and carers. How mental capacity affects ability to make decisions about own care; giving or withholding consent; recognising when capacity has changed; where and how to seek guidance and support from others to ensure that the best interests of those receiving care are upheld.
Safety of individuals: recognise people at risk of abuse, self-harm and/or suicidal ideation. Personal responsibility to ensure relevant information is shared according to local policy; keep complete, clear, accurate and timely records; recognise and report any factors that may adversely influence on safe and effective care provision. Provide appropriate safeguarding measures.
Therapeutic relationships: support people with commonly encountered symptoms including anxiety, confusion, discomfort, pain and vulnerability. Understand the principles of basic mental health first aid. Service user empowerment, empathy, compassion, care, commitment; communication and relationship management skills.
End of life care: principles of person-centred planning and delivering sensitive and compassionate end of life and bereavement care. Supporting people who are dying and deceased; acting in line with any end of life decisions, organ and tissue donation protocols, infection protocols, advanced planning decisions, living wills and lasting powers of attorney for health.

To enable the student to represent the standards of knowledge and skills required in order to be capable of delivering safe and effective care across a variety of health and care settings, and to provide students with practice learning opportunities to develop knowledge and skills enabling informed decision making about delegation of care.

This will be undertaken by:

Professional values; the NMC Code; Nursing Associate professional boundaries and behaviours
Effective Communication; interpersonal skills and listening.
Acquisition of a range of fundamental skills relating to PAD and practice learning experience across a variety of learning environments.
Portfolio building which includes the profiling of learning experiences
The importance of working within multi professional teams in health and social care; role of the service users, carers and families in relation to professional values.
Infection prevention and control; standard protection protocol, aseptic and non-touch techniques; personal protection equipment; isolation procedures, hand hygiene; decontamination; waste handling; and potential infection risks.

Introduction to the human body across the age continuum; characteristics of life; concept of integration and homeostasis. Levels of structural organisation; systems and cross-system concepts, organs, tissues, cells and chemicals. Geographical navigation of the body; anatomical position and directional terms. Overview of relevant disciplines. Overview of the biological basis of routine investigations.
Basic principles of pharmacology and their application; concept of keeping an ongoing personal formulary diary.
The internal environment, fluid and electrolyte balance; homeostatic control; common disorders; principles of restoring fluid and electrolyte imbalance homeostasis.
Human body systems:

- Integumentary system and cross-system concepts; human microbiome; inflammation, introduction to wound healing; introduction to the physiology of pain; principles of pharmacology/ topical route; common disorders and commonly prescribed medicines.

- Nervous system and cross-system concepts; mental health/learning disability; common disorders; principles of pharmacology and commonly prescribed medicines.

- Endocrine system and cross-system concepts; common disorders and commonly prescribed medicines.

- Cardiovascular system and cross-system concepts; blood; common disorders and commonly prescribed medicines.

- Lymphatic system and immunity; cross-system concepts; common disorders and commonly prescribed medicines.

- Respiratory system and cross-system concepts; common disorders and commonly prescribed medicines.

- Gastro Intestinal system and cross-system concepts; common disorders and commonly prescribed medicines.

- Muscular Skeletal system and cross-system concepts; common disorders and commonly prescribed medicines.

- Urinary system and cross-system concepts; common disorders and commonly prescribed medicines.

- Reproductive system and cross-system concepts; genetics/ genomics; common disorders and commonly prescribed medicines.

The information listed in this section is an overview of the academic content of the course that will take the form of either core or option modules and should be used as a guide. We review the content of our courses regularly, making changes where necessary to improve your experience and graduate prospects. If during a review process, course content is significantly changed, we will contact you to notify you of these changes if you receive an offer from us.

In Year 2 (Level 5), you will continue to study the ethos of person-centred care as well as developing your skills to become a registered practitioner, including: enhancing professional and academic learning; medicines management; working in teams; practice learning; integrated care; trans-professional research and innovation.

Core Modules

The module will outline

Professional standards: relevant professional regulation; Duty of Candour and professional requirements impacting on the role requirements whilst acting as an ambassador for their profession and promoting public confidence in health and care services.
Professional attitudes, values and behaviours: provide, promote, and where appropriate advocate for, non-discriminatory, person-centred and sensitive care at all times.
Self- reflection: continuous self-reflection, seeking and responding to support and feedback to develop professional knowledge and skills.
Legal, ethical and accountable practice: understand and apply relevant legal, regulatory and governance requirements, policies, and ethical frameworks, including any mandatory reporting duties, to all areas of practice including discriminatory behaviour.

This module will cover:

Principles of safe and effective medicine management: knowledge of pharmacology when delivering care; local and national policies; best practice guidance. Prescribing processes. Documentation. Escalation of concerns. Transport, storage and disposal.
Administering medication: informed consent and capacity; self-administration; professional accountability; oral, enteral, topical and inhalation routes; humidifier and nebulizer devices, administration of oxygen. Subcutaneous and Intra-muscular injections. Enemas and suppositories; symptom relief medication.
Monitoring: allergies, drugs sensitivities, contraindications; adverse drug reactions, effectiveness of pharmacological input.
Digital, literacy and technological skills: numeracy and drug calculations, safe and effective practice, professional accountability, legal and regulatory and governance requirements.

This module will cover:

Evidence based approaches to monitoring signs and symptoms of health: deterioration and improvement; use of nutritional assessment tools; record fluid intake and output; peak flow and oximetry; neurological observations; nasal and oral suctioning techniques; blood glucose levels; venepuncture, electrocardiogram (ECG) recordings. Manage catheters; monitor continence, identify retention and incontinence. Use of personal protective equipment (PPE) and isolation procedures.
Person centred nursing care: observe and reassess skin and hygiene status; skin irritations and rashes; undertake wound care, assist with artificial nutrition and hydration using oral and enteral routes; identification of moving and handling independence. Care of the dying and deceased.
Communication and record keeping: digital record keeping; therapeutic relationships; verbal and non-verbal communication; questioning techniques; alternative communication techniques; effective information sharing about a range of common mental, physical, behavioural and cognitive health conditions. Assertiveness; difficult conversations; de-escalation techniques, conflict management. Translator services. Repetition and reinforcement strategies.
Risk management: local and national frameworks; reporting, escalating, uncertainty. Major incident protocols.

This module covers:

Interdisciplinary teams supporting across the lifespan: for example; physiotherapy, occupational therapy; dietetics; social care; primary care; specialist nursing; social work; speech and language therapy. Supporting patients and their families.
Safe and effective care: challenges; comorbidities, complexities of mental, cognitive, behavioural and physical across settings; equitable access; reablement.
Transition and discharge: lifespan considerations, environmental and settings for care; national and local policies and best practice guidance.

Role Modelling and supervision: relevant professional regulation; Duty of Candour and professional requirements influencing your role. Support, supervise and act as a role model; preparation for practice supervisor. Promote reflection and provide constructive feedback. Contribute to team reflection activities.
Team working: support and motivate other members of the care team; understand and apply the principles of human factors and environmental factors.
Information and data: effectively and responsibly access, input, and apply information and data including digital technologies; share appropriately within interdisciplinary teams.
Managing others: prioritise and manage own workload; safe delegation, monitor and review the quality of care delivered, provide challenging and constructive feedback, staffing levels.
Legislation, policy and political drivers: impact upon health and care provision; Health and Safety, risk assessments.

This module will facilitate you to explore the principles of evidence-based practice in detail. You will consider the value of interprofessional collaboration, and foundational research skills. It explores how integrating research evidence, clinical expertise, and patient values improves healthcare outcomes, and prepares students to contribute to service improvement through collaborative, research-informed approaches.

Indicative content

Problem solving within an interprofessional context, including evidence-based decision-making, hierarchies of knowledge and service user perspectives.
Interprofessional learning and collaboration: Remit, roles and responsibilities; sharing knowledge in health and social care.
Research: literature searching across evidence bases, research appraisal and critical thinking, ethics and governance.
Service improvement and innovation methodologies: audit, quality assurance, evaluation, continuous improvement, clinical governance, service user co-production.
Drivers influencing interprofessional health and social care: organisational and national policy, socio-political and economic drivers.

How You'll Learn

How we teach at the University of Chester

You will experience a variety of teaching and learning methods designed to facilitate achievement of learning outcomes and to foster your development. These include:

formal group-based learning sessions
e-learning/blended learning opportunities
learning through practice
private directed study.

Assessment methods include:

reflective portfolios
learning logs
practical examinations
practice-based assessment
case studies
assignments.

Your Future Career

Job Prospects

On successful completion of the course, you will be able to register with the Nursing and Midwifery Council as a registered practitioner. It is anticipated you will be employed in any one of a range of health care settings such as:

Hospitals
Community care
Primary care
Care homes
Mental health and learning disability services
Hospices
Private health care
Education institutions

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 which 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.

Beyond the Classroom

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

Entry Requirements

GCSE	GCSE Maths and English at Grade C (4) or accepted equivalent such as Functional Skills
Other Admission Requirements	Because nursing and midwifery courses involve clinical placements and strict safeguarding requirements, students must be at least 18 years old at the start of the course to meet professional standards and fully participate in all required activities
Employment Status	Applicants must be employed full time with a health or social care employer. Evidence of working within care would be beneficial.
Interview	Applicants meeting the entry requirements will be shortlisted for a values-based interview in line with NMC Standards of Proficiency for Nursing Associates (2024), and the Standards for pre-registration Nursing Associate programmes (2018).
DBS Check	A DBS Check is required
Occupational Health	An Occupational Health check is required

Fees and Funding

£9,790 per year for a full-time course (2026/27)

The full-time tuition fees for Home students entering in 2026/27 are £9,790 a year, or £1,590 per 20-credit module for part-time study.

University of Chester degree apprenticeship programmes rated as ‘Good’ by Ofsted.

Who You'll Learn From

Julie Lawson

Programme Leader for Nursing Associates (Apprenticeship) FdSc

Laura Clews

Senior Lecturer

Related Courses

Registered Nurse (Degree Apprenticeship) BN

Nursing Associate Higher Apprenticeship FdSc

Start Date(s)

Duration

Location

Home Fees

Course Leader

Start Date(s)

Duration

Location

Home Fees

Course Leader

Why You'll Love It