Health and Social Care (HSC) Undergraduate Prospectus 2010
DipHE (Graduate Entry -
Location Location
Southwark Southwark
DipHE (Graduate Entry -
Accelerated Course)
Duration Duration
Accelerated Course)
2 years (full-time) 2 years (full-time)
Children’s Nursing
Start date Start date
Mental Health Nursing
March March
Number of places Number of places
10 12
Health and Social Car Health and Social Car
Course description choice. All students are offered an
Simple timetable information How to apply
Course description Career opportunities
This programme offers an accelerated opportunity to apply for employment
Full-time only, 50% of course spent in university Via UCAS
This programme offers an accelerated Successful completion of the course
and 50% in hospital/primary care placements
route to children’s nursing registration in their host Trust on completion
UCAS code
route to a mental health nursing enables students to meet the criteria
for graduates with health-related of the course when posts are
How to apply 3310
registration for graduates with health- to register as a Registered Nurse –
degrees. This course will equip you available. Graduates have also gained
Through UCAS
e
related degrees. Mental health care Mental Health on the Nursing and
Course contact
e
(HSC)
with the knowledge and skills to assess employment overseas and have
(HSC)
UCAS code Tina Burke
in the UK has changed significantly Midwifery Council (NMC) Professional
and manage the nursing care needs of progressed to undertake further studies.
3310 Admissions Tutor
in recent years. The Mental Health Register and to subsequent practice as
children, including those with acute and
burketa@lsbu.ac.uk – 020 7815 8035
Nursing programme at LSBU is designed a qualified nurse. This is a nationally and
Course contact
long term conditions. It also develops Progression routes
Sue Mullaney Jane Gordon
to equip students with the skills and internationally recognised qualification,
the student nurse to consider the to postgraduate study
Sue.mullaney@lsbu.ac.uk – 020 7815 8419 Admissions Tutor
competencies required to meet the and job opportunities are available
wider aspects influencing children’s Successful graduates will be suitably
gordonjd@lsbu.ac.uk` – 020 7815 8423
challenges of providing effective mental within NHS Trusts and the private health
Non-Standard Entry Requirements
health needs from a social and political qualified to study a range of specialist
Candidates will normally hold an Honours degree Non-Standard Entry Requirements
health care. care sector.
perspective and prepares them for pathways, such as intensive care
in a subject related to health, for example, Candidates will normally hold an Honours degree
future leadership in an ever changing nursing, adolescent health, childhood
psychology, sociology, child health/development, in a subject related to health, for example,
Practice experience is gained in a wide Progression routes
biology, health sciences. psychology, sociology, child health/development,
healthcare system. cancer nursing in addition to a variety of
All applicants are required to be successful in biology, health sciences.
range of in-patient and community to postgraduate study
postgraduate courses. With additional
numeracy and literacy assessment at interview. All applicants are required to be successful in
settings reflecting the diversity of The Department of Mental Health and
You will gain your clinical experience experience, advanced practice is
Shortlisted applicants are interviewed and, if numeracy and literacy assessment at interview.
mental health specialisms. This could Learning Disabilities has a range of
offered a place, must successfully complete both a Shortlisted applicants are interviewed and, if
in a variety of settings, for example, available at Masters level with potential
Criminal Records Bureau and Occupational Health offered a place, must successfully complete both a
include acute psychiatry, child and post-qualifying courses available which
in primary care and hospital wards to progress to doctorate studies.
check and satisfactory references. Criminal Records Bureau and Occupational Health
adolescent mental health, forensic are designed to help practitioners to
including specialist and intensive care
check and satisfactory references.
psychiatry, eating disorders, addictions develop more advanced and specialist
Course units
areas. Practice experience is gained in Professional contacts/industry links
Students on this course undertake units in the Course units
and rehabilitation. skills within the mental health field.
a number of central and outer London, Practice experience is gained in
Foundation Programme that are shared by all Students on this course undertake units in the
for example, Great Ormond St Hospital leading NHS Trusts across London, for
students on the pre-registration programmes. Foundation programme that are shared by all
The main resource mental health nurses Professional contacts/industry links
Foundation Programme: students on the pre-registration programmes.
for Children, Evelina Children’s Hospital, example, Great Ormond St Hospital for
A total of 4 compulsory units will be studied
have to draw upon is themselves, and The course leads to registration with
University College Hospital, Kings Children, Evelina Children’s Hospital,
over a 6 month period – the units studied will be Foundation programme: A total of 4
how they engage effectively with the Nursing and Midwifery Council.
College Hospital, Queens Hospital and University College Hospital, Kings
dependent on prior learning: compulsory units will be studied over a 6
service users and others. Emphasis is
– Biology for Nursing month period – the units studied will be
Whipps Cross Hospital. All students College Hospital, Queens Hospital and
– Applied Biology for Nursing dependent on prior learning:
therefore placed on helping students For full entry requirements see pages
have one of these hospitals as their Whipps Cross Hospital. The course leads
– Foundation Skills for Practice – Biology for Nursing
develop self-awareness and effective 252 to 253.
host Trust during the course. to registration with the Nursing and
– Engaging with Vulnerable People – Applied Biology for Nursing
interpersonal skills. These skills underpin
Child Branch units studied over an 18 month – Foundation Skills for Practice
Midwifery Council.
period: – Engaging with Vulnerable People
specific physical, psychological and
During your placements you will be
– Knowledge of Child Development in Practice
social interventions and holistic
supervised and work closely with Recent guest lecturers
– Physiology Applied to Nursing Care of Children Mental Health Branch units studied over an
approaches to care, and being able to
– Working with Children, Young People and 18 month period:
experienced qualified nurses who Expert speakers include: service
Families – Promoting Recovery: Understanding Human
work confidently with multi-disciplinary
will help you to further develop the users, such as parents and charitable
– Public Health for Children and Young People Distress
colleagues. Service user input is integral
required skills. These exciting learning organisations, expert practitioners and
– Care of the Acutely Ill Child – Promoting Recovery: Holistic Approach to
to programme delivery.
– Children and Young People with Long Term Mental Health
experiences will prepare you to become other lead professionals in child health
Health Needs – Promoting Recovery: Working with Complex
a safe and proficient children’s nurse and children’s nursing. Children’s nurses
– Management of Care for Children with Needs
and prepare you to register with the work within a multi-professional team
Complex Needs 1 – Promoting Recovery: An Inclusive Approach
– Role Transition 1 – Professional Role Transition
Nursing and Midwifery Council. which is reflected in the variety of
– Therapeutic Effectiveness and Communication
speakers who contribute to the course.
Skills (1)
Career opportunities
– Advanced Therapeutic Effectiveness and
Communication Skills (1)
LSBU’s Children’s Nursing students For full entry requirements see pages
– Advanced Therapeutic Effectiveness and
have an excellent record in gaining 252 to 253.
Communication Skills (2)
employment in the setting of their
210 211
Page 1 |
Page 2 |
Page 3 |
Page 4 |
Page 5 |
Page 6 |
Page 7 |
Page 8 |
Page 9 |
Page 10 |
Page 11 |
Page 12 |
Page 13 |
Page 14 |
Page 15 |
Page 16 |
Page 17 |
Page 18 |
Page 19 |
Page 20 |
Page 21 |
Page 22 |
Page 23 |
Page 24 |
Page 25 |
Page 26 |
Page 27 |
Page 28 |
Page 29 |
Page 30 |
Page 31 |
Page 32 |
Page 33 |
Page 34 |
Page 35 |
Page 36 |
Page 37 |
Page 38 |
Page 39 |
Page 40 |
Page 41 |
Page 42 |
Page 43 |
Page 44 |
Page 45 |
Page 46 |
Page 47 |
Page 48 |
Page 49 |
Page 50 |
Page 51 |
Page 52 |
Page 53 |
Page 54 |
Page 55 |
Page 56 |
Page 57 |
Page 58 |
Page 59 |
Page 60 |
Page 61 |
Page 62 |
Page 63 |
Page 64 |
Page 65 |
Page 66 |
Page 67 |
Page 68 |
Page 69 |
Page 70 |
Page 71 |
Page 72 |
Page 73 |
Page 74 |
Page 75 |
Page 76 |
Page 77 |
Page 78 |
Page 79 |
Page 80 |
Page 81 |
Page 82 |
Page 83 |
Page 84 |
Page 85 |
Page 86 |
Page 87 |
Page 88 |
Page 89 |
Page 90 |
Page 91 |
Page 92 |
Page 93 |
Page 94 |
Page 95 |
Page 96 |
Page 97 |
Page 98 |
Page 99 |
Page 100 |
Page 101 |
Page 102 |
Page 103 |
Page 104 |
Page 105 |
Page 106 |
Page 107 |
Page 108 |
Page 109 |
Page 110 |
Page 111 |
Page 112 |
Page 113 |
Page 114 |
Page 115 |
Page 116 |
Page 117 |
Page 118 |
Page 119 |
Page 120 |
Page 121 |
Page 122 |
Page 123 |
Page 124 |
Page 125 |
Page 126 |
Page 127 |
Page 128 |
Page 129 |
Page 130 |
Page 131 |
Page 132 |
Page 133 |
Page 134 |
Page 135 |
Page 136 |
Page 137 |
Page 138 |
Page 139 |
Page 140 |
Page 141 |
Page 142 |
Page 143 |
Page 144 |
Page 145 |
Page 146 |
Page 147 |
Page 148 |
Page 149 |
Page 150 |
Page 151 |
Page 152 |
Page 153 |
Page 154 |
Page 155 |
Page 156 |
Page 157 |
Page 158 |
Page 159 |
Page 160 |
Page 161 |
Page 162 |
Page 163 |
Page 164 |
Page 165 |
Page 166 |
Page 167 |
Page 168 |
Page 169 |
Page 170 |
Page 171 |
Page 172 |
Page 173 |
Page 174 |
Page 175 |
Page 176 |
Page 177 |
Page 178 |
Page 179 |
Page 180 |
Page 181 |
Page 182 |
Page 183 |
Page 184 |
Page 185 |
Page 186 |
Page 187 |
Page 188 |
Page 189 |
Page 190 |
Page 191 |
Page 192 |
Page 193 |
Page 194 |
Page 195 |
Page 196 |
Page 197 |
Page 198 |
Page 199 |
Page 200 |
Page 201 |
Page 202 |
Page 203 |
Page 204 |
Page 205 |
Page 206 |
Page 207 |
Page 208 |
Page 209 |
Page 210 |
Page 211 |
Page 212 |
Page 213 |
Page 214 |
Page 215 |
Page 216 |
Page 217 |
Page 218 |
Page 219 |
Page 220 |
Page 221 |
Page 222 |
Page 223 |
Page 224 |
Page 225 |
Page 226 |
Page 227 |
Page 228 |
Page 229 |
Page 230 |
Page 231 |
Page 232 |
Page 233 |
Page 234 |
Page 235 |
Page 236 |
Page 237 |
Page 238 |
Page 239 |
Page 240 |
Page 241 |
Page 242 |
Page 243 |
Page 244 |
Page 245 |
Page 246 |
Page 247 |
Page 248 |
Page 249 |
Page 250 |
Page 251 |
Page 252 |
Page 253 |
Page 254 |
Page 255 |
Page 256 |
Page 257 |
Page 258 |
Page 259 |
Page 260 |
Page 261 |
Page 262 |
Page 263 |
Page 264 |
Page 265 |
Page 266 |
Page 267 |
Page 268 |
Page 269 |
Page 270 |
Page 271 |
Page 272 |
Page 273 |
Page 274 |
Page 275 |
Page 276 |
Page 277 |
Page 278 |
Page 279 |
Page 280 |
Page 281 |
Page 282 |
Page 283 |
Page 284 |
Page 285 |
Page 286 |
Page 287 |
Page 288 |
Page 289 |
Page 290 |
Page 291 |
Page 292