Nursing (Adult and Mental Health) MNurse

Theory:

Theory teaching is delivered through a structured programme informed by constructivist, experiential, and transformative learning principles, ensuring that students actively engage with content and apply knowledge in authentic contexts. In years one to three, MNurse students’ study alongside BSc (Hons) Nursing students, studying the adult field of practice. Theory teaching is delivered in the following formats:

• Lead Lectures: Delivered both on-campus and synchronously online, lead lectures introduce foundational concepts to students. In core modules, lead lectures are delivered to all students and introduce nursing knowledge and ideas that are applicable across all fields of nursing practice. In adult field-of-practice modules, lead lectures focus on more specialist underpinning theoretical concepts for adult nursing practice.
• Seminars: Delivered both on-campus and synchronously online, seminars are delivered in smaller field of practice/mixed field groups that enable students to contextualise theoretical content within the adult field of nursing practice or develop holistic skills to provide care to all individuals. Seminars use smaller group activities to engage in dialogue, debate, and reflection to encourage deeper understanding and critical thinking. Seminar-based learning is aligned with constructivist learning principles.
• Workshops: Interactive workshops which are delivered both on-campus and synchronously online. Workshops are delivered in field of practice/mixed field groups and use interactive, case-based and problem-based learning approaches, allowing students to apply theory to practice and develop clinical reasoning skills in a structured and interactive learning environment. Workshop activities facilitate learning grounded in experiential learning practices.
• Guided learning: Hybrid asynchronous-synchronous activities, delivered online and hosted via the specific module Blackboard Ultra pages. Guided learning tasks reinforce taught content and support the development of academic skills and insight into learning to learn. Guided learning activities are structured tasks that support heutagogical learning principles that encourage autonomy and lifelong learning. Guided learning activities are time-bound and tutor monitored, distinguishing them form self-directed and independent learning.
• Online directed asynchronous learning: Delivered through Blackboard Ultra, directed learning refers to activities delivered online, including discussion boards, quizzes, and reflective journaling.
• Independent learning: Independent self-study is designed to develop critical thinking and academic autonomy, support heutagogy, and prepare students for lifelong learning and professional development. It is supported by a range of excellent learning facilities, including the Hive and library resources, the virtual learning environment, and extensive electronic learning resources.

Practice Learning:

Practice learning is central to the MNurse Adult and Mental Health Nursing programme and is underpinned by experiential learning theory and social learning principles, ensuring students develop competence through authentic, real-world experiences. These approaches align with the NMC (2024) Standards of Proficiency for Registered Nurses and the NMC (2023) Part 2: Standards for Student Supervision and Assessment. Practice learning consists of simulated practice learning and undertaking practice placements in a diverse range of clinical settings across the programme. The real-world learning environments that clinical and simulated practice placements offer foster work-readiness, professional development, confidence, and competence.

In line with the NMC (2023) Part 3: Standards for Pre-registration Nursing Programmes, practice learning constitutes 50% of the total programme hours. Practice placements are delivered in blocks, enabling students to immerse themselves in practice environments and apply theoretical knowledge in real-life contexts, a key feature of experiential learning. Students will usually complete two distinct placements per year of the programme. In years one to three these placements will primarily adult nursing focused health care settings, in year four the focus will be in mental health nursing settings. To broaden exposure, students can also undertake ‘spoke’ experiences in alternative or non-traditional settings. These spoke experiences provide students with exposure to caring for people across the lifespan with physical, mental health, learning disabilities, and complex conditions, fostering awareness of the complexities of care, cultural responsiveness, and adaptability to diverse settings and needs.

Students are supernumerary while on practice placement. They are supported and supervised by their Practice Supervisors and assessed by Practice Assessors, who have undertaken additional training to undertake these roles in the practice learning environment. Students will also be assigned an Academic Assessor in line with the NMC (2023) Part 2: Standards for Student Supervision and Assessment for each year of their course, who will provide additional support during practice learning and ensure that the required standards are met to progress through the programme or complete it at the end of the final year. The relationships between student, Practice Assessor, Practice Supervisor and Academic Assessor reflect a coaching pedagogy that fosters the development of professional identity and confidence.

To complement real-world practice, students will complete 562.5 hours (487.5 across years 1-3 and 75 hours in year 4) (max 600 hours) of simulated practice learning as part of the MNurse Adult and Mental Health Nursing programme, which contribute to the total practice learning hours. Simulated practice learning activities, which are delivered both virtually and on-campus in high-fidelity simulation suites and community settings, mirror authentic clinical scenarios, and integrate technology to enhance learning, supporting digital literacy and aligning with NHS digital transformation priorities. Simulation incorporates role-play, manikins, and video-assisted reflections, embedding formative feedback from staff and peers throughout to promote continuous improvement and safe practice. Immersive simulations are realistic clinical scenarios where students gain experience with clinical procedures and skills in realistic settings, contextualising learning. The pedagogical approach to practice learning facilitates a transformative experience, developing autonomous and reflective practitioners capable of navigating complex care environments and contributing to service improvement. All simulated practice learning is supported and supervised by Practice Supervisors

Students can also undertake UK or international elective placements during year 3, semester one. This may be a formative four-week experience or a summative placement of six to twelve weeks, both of which support awareness of global health perspectives and enhance employability. While undertaking electives, students are supernumerary and supported and assessed in line with the NMC (2023) Part 2: Standards for Student Supervision and Assessment.