Key Information

Full-time

3 years

Typical Offer

Standard route: BBC (112 UCAS Tariff points from a minimum of 3 A Levels) Apprenticeship route: CCC (96 UCAS Tariff points from a minimum of 3 A levels)

Campus

Brayford Pool

Validation Status

Validated

Fees

View

Course Code

NURCLDUB

Key Information

Full-time

3 years

Typical Offer

Standard route: BBC (112 UCAS Tariff points from a minimum of 3 A Levels) Apprenticeship route: CCC (96 UCAS Tariff points from a minimum of 3 A levels)

Campus

Brayford Pool

Validation Status

Validated

Fees

View

Course Code

NURCLDUB

BSc (Hons) Nursing (Registered Nurse - Child) BSc (Hons) Nursing (Registered Nurse - Child)

This course is accredited by the Nursing and Midwifery Council (NMC).

Key Information

Full-time

3 years

Typical Offer

Standard route: BBC (112 UCAS Tariff points from a minimum of 3 A Levels) Apprenticeship route: CCC (96 UCAS Tariff points from a minimum of 3 A levels)

Campus

Brayford Pool

Validation Status

Validated

Fees

View

Course Code

NURCLDUB

Key Information

Full-time

3 years

Typical Offer

Standard route: BBC (112 UCAS Tariff points from a minimum of 3 A Levels) Apprenticeship route: CCC (96 UCAS Tariff points from a minimum of 3 A levels)

Campus

Brayford Pool

Validation Status

Validated

Fees

View

Course Code

NURCLDUB

Frances Nicol - Programme Leader

Frances Nicol - Programme Leader

Frances Nicol is Programme Leader for the adult, child, and mental health nursing courses. Frances has experience of working in a neonatal unit, paediatric ward, and within public health and community settings. Her research specialisms include children's nursing, health visiting, and public health.

School Staff List

Welcome to BSc (Hons) Nursing (Registered Nurse - Child)

Nursing practice in the 21st Century is becoming increasingly demanding. Nurses play a key role, through their work in primary and secondary care settings, restoring and promoting health, supporting patients and their families, and profiling healthcare needs of communities.

This professionally accredited course enables students to study to become eligible to be a registered nurse with the Nursing and Midwifery Council upon completion of the programme.

The University of Lincoln recognises the challenges to contemporary and future healthcare and nursing practice. The course is designed to prepare graduates to help shape future healthcare provision in the complex, demanding, and rewarding area of children's nursing.

Children and young people’s nurses care for children, from newborns to adolescents. They play a vital role in providing, leading, and coordinating care that is compassionate, evidence based, and family centred. Nurses in this field work within and across teams, and in partnership with family members and carers.

The degree is underpinned by the six fundamental values outlined in the Chief Nursing Officers vision and strategy - Compassion in Practice.

https://www.england.nhs.uk/wp-content/uploads/2012/12/compassion-in-practice.pdf

Welcome to BSc (Hons) Nursing (Registered Nurse - Child)

Nurses perform a vital role in 21st Century healthcare, in both primary and secondary care settings, restoring and promoting health, supporting patients and their families, and profiling healthcare needs of communities.

The University of Lincoln recognises the challenges facing current and future healthcare and nursing practice, offering three distinct nursing programmes specialising in adult, child, and mental health.

Our professionally-accredited programmes enable students to become registered nurses with the Nursing and Midwifery Council (NMC). The programmes aim to prepare students to become fit for practice in accordance with the NMC’s Standards for Pre-registration Nursing Education and be eligible to register as a qualified nurse. Students are encouraged to become confident, critically analytical advocates of excellence in nursing practice within their respective specialisms.

How You Study

First-year modules aim to provide the core foundation skills for children’s nurses to work within health and social care settings. There is an emphasis on the acquisition of knowledge and understanding of anatomy, physiology, pharmacology, and social sciences.

The second year aims to build upon the knowledge and skills gained in the first, focusing on the development of professional skills and the application of ethical principles to rational decision making. During the final year of the degree, students can study the theory behind leading and managing complex children’s nursing care, and explore the theory and practice of innovative and transformational change in practice for their final project.

Modules can include Personal Development and Resilience; Fundamental Nursing Care; Person-centred Holistic Children’s Nursing; Promoting Health and Preventing Ill Health; Assessing Needs, Planning and Coordinating Care; and Healthcare Sciences.

The course is offered over three academic years, consisting of 45 weeks of study per year, using a range of teaching and learning styles. Students spend half of their time studying at the University and half of their time in practice gaining experience in child nursing.

What You Need to Know

We want you to have all the information you need to make an informed decision on where and what you want to study. To help you choose the course that’s right for you, we aim to bring to your attention all the important information you may need. Our What You Need to Know page offers detailed information on key areas including contact hours, assessment, optional modules, and additional costs.

Find out More

How You Study

Our nursing courses are offered over three academic years, consisting of 45 weeks of study per year. They utilise a range of teaching and learning styles. Students spend half of their time studying at the University and the other half gaining practical
experience in nursing.

The theoretical and clinical elements of the course are centred on the NHS values of working together for patients; respect and dignity; commitment to quality care; compassion; improving lives; and everyone counts.

First-year modules aim to provide the core foundation skills for adult, child, or mental health nursing, with a focus on the acquisition of knowledge and understanding of anatomy, physiology, pharmacology, and social sciences. This is built upon in the second year, where students can develop professional skills and apply ethical principles to rational decision-making.

During the final year of the degree, students are able to explore the theory behind leading and managing complex nursing care, and consider the theory and practice of innovative and transformational change in preparation for their final project.

What You Need to Know

We want you to have all the information you need to make an informed decision on where and what you want to study. To help you choose the course that’s right for you, we aim to bring to your attention all the important information you may need. Our What You Need to Know page offers detailed information on key areas including contact hours, assessment, optional modules, and additional costs.

Find out More

An Introduction to Your Modules

Module Overview

This module aims to provide students with the opportunity to develop fundamental nursing care skills including the principles of communication, health and safety, support of vulnerable people, introduction to biosciences and pharmacology, moving and handling, and basic life support. It has been designed to provide students with a theoretical and practical introduction to the skills and knowledge underpinning contemporary nursing practice. Students can engage in hands on clinical skills sessions to develop and gain confidence in preparation for the first placement. This module will deliver and assess your mandatory training requirements to ensure that you are appropriately prepared for your first practice learning experience.

Module Overview

This module aims to help students to build on skills developed in their first placements, to further their understanding of holistic children and young peoples’ nursing practice. By applying this approach to children's nursing care, students should be able to identify factors which may place children and young people at risk of harm and vulnerability. Students can learn how to work in partnership with people, to provide child and family-centred, non-discriminatory care, within professional, ethical and legal frameworks. This will include the mandatory reporting duties to escalate concerns about people at risk of harm at any stage of the lifespan. Students will be supported to demonstrate their understanding of the issues involved in providing care and support to children, young people and their families; empowering people to make decisions about their own health and care needs.

Module Overview

Health professionals work with a wide range of different people; including other professionals, colleagues, families, carers, and the general public. Cohesive interprofessional teamwork is essential to facilitate successful and integrated healthcare services. Interprofessional teamwork is the means by which different healthcare professionals bring together their diverse knowledge, skills, and talents to collaborate and achieve a common goal. It is important that students are able to recognise and understand other professional roles and responsibilities, to interprofessional teamwork for the benefit of patients and their care experience.

Module Overview

This module aims to prepare students for the opportunities and challenges that are involved when starting on the journey to become a registered nurse. It explores the theory, philosophy, and concepts of personal development and resilience. Students can gain an insight into how you learn and respond in a range of different situations that have relevance to healthcare settings. Students are supported to develop their academic study skills, non-technical nursing skills, and personal resource skills, all of which are crucial to prepare you for both your academic and practice-based learning. Techniques for applying theory to practice can be demonstrated and enabled through workshops and facilitated discussions. Students can develop their own individual learning plan, utilise a range of validated questionnaires, and engage with a variety of supervisory techniques to inform and aid development across the programme.

Module Overview

This module has been developed to build knowledge of person centred holistic care planning, and develop clinical skills to enable students to undertake a comprehensive assessment of a person’s needs. It aims to introduce the nurses’ role in prioritising the needs of people when assessing and reviewing their mental, physical, cognitive, behavioural, social, and spiritual needs. The module aims to provide the skills to identify priorities and requirements for person-centred and evidence-based nursing interventions and support. Personalised care and support planning is a process in which the person is an active and equal partner, therefore requiring health professionals at times to act as an advocate. Students can learn how to work in partnership with people to develop person-centred care plans that take into account people’s life circumstances, characteristics, and preferences.

Module Overview

This second year module explores in greater depth a full range of health sciences. It provides the opportunity to develop an understanding of pathology, sociology, and health psychology which impact on an individual's health. Students can develop an appreciation of the interplay between the health sciences - essential in order to comprehend the biopsychosocial model of health. The application of this model is significant in health care as it broadens the scope to which health and illness can be examined and understood within clinical practice. Comprehension of the health sciences collectively acknowledges the patient as a person with an individual lifestyle and not simply as someone with a disease which has deviated them from normal functioning.

Module Overview

The Promoting Health and Preventing Ill Health module focuses on supporting individuals with their health and lifestyle choices. Students have the opportunity to enhance their skills in motivating, facilitating, and communicating change, whilst continuously promoting empowerment with individuals. It aims to develop knowledge on the best practices for promoting the health, and the psychological and emotional wellbeing of individuals. Students can consider how the social determinants of health and mental health impact on an individual’s ability to make positive health choices.

Module Overview

This module has been designed to promote high quality, evidence based, and person-centred nursing practice; ensuring safe and effective care delivery. It explores core elements of the nursing process which can progress knowledge of the assessment and the planning of care, as well as the implementation and subsequent evaluation of the care provided. Students are required to act in the capacity of a role model for others and evaluate the quality of care provided by yourself and others, including lay carers and members of the interprofessional team. This module can enable students to assess and prioritise the changing needs of people, facilitate safe discharge or transition between care services, and provide high quality care at the end of life. Underpinning care are the professional values and responsibilities of the nurse, which can be further explored in relation to improving quality of care and services and lifelong learning.

Module Overview

This module places a focus on the transition from student nurse to registered nurse. Students are supported to develop the skills needed to become resilient and have the ability to deal with the difficult decisions which are part of every day care situations, particularly in a climate of challenging political and economic constraints. It demonstrates how the concepts of responsibility, accountability, and autonomy are intrinsically linked in determining the scope of nursing practice. Nurses hold positions of responsibility and are, therefore, expected to be accountable for their practice. The module examines how responsibility and accountability are the cornerstones of professional nursing and midwifery practice, and are represented as a key principle in The Code: Professional standards of practice and behaviour for nurses, midwives and nursing associates (NMC, 2015, updated 2018).

Module Overview

Throughout this module offers an examination of contemporary leadership and transformation of change issues that impact on health and social care. Students are encouraged to explore and evaluate a variety of approaches to change management and reflect on personal styles and values-based practice in a range of situations. Students can critically reflect on their own qualities as leaders of change and develop core skills to increase leadership potential in order to become a confident leader, participant, and manager of change when starting a career. The module focuses on identifying the need for innovation and considers ideas for transformational practice as well as recognising the practicalities and challenges that this presents. Students can use their understanding of the theory and practice of making a transformation in a clinical service in order to design, implement, and evaluate a service transformation project.

Module Overview

The purpose of this module is to explore aspects of leadership and management in health, alongside the practical skills for facilitating practice-based learning. It aims to prepare students to become a practice supervisor in the future. Students can gain an understanding of management and leadership theories and how human factors can influence and impact upon organisational culture, service delivery, and care quality. The module enables the further development of knowledge of how to function effectively as a member of a team, motivating and supporting your colleagues. This module explores critical and constructive reflection as a registered healthcare professional; preparing students for lifelong personal and professional development. This can involve practising coaching and supervision skills and techniques, to support and facilitate the development of others.

Module Overview

This module will support students to develop the skills required to lead and manage complex care of children and young people. By examining the complex needs of children and their families, students will be expected to critically evaluate some of the challenges in provision of complex care and the comorbidities associated with complex care needs, pharmacology and end of life care needs. This module also allows students to think theoretically about concepts such as prioritisation and delegation and how to safely and effectively lead the care of a group of people; ensuring effective communication with others and the appropriate assignment of care responsibilities. This module will also support students to develop safe and effective clinical skills to meet the complex care needs of children and young people, within the simulated practice environment, prior to students' final practice based learning placement.

† Some courses may offer optional modules. The availability of optional modules may vary from year to year and will be subject to minimum student numbers being achieved. This means that the availability of specific optional modules cannot be guaranteed. Optional module selection may also be affected by staff availability.

An Introduction to Your Modules

Module Overview

This module aims to provide students with the opportunity to develop fundamental nursing care skills including the principles of communication, health and safety, support of vulnerable people, introduction to biosciences and pharmacology, moving and handling, and basic life support. It has been designed to provide students with a theoretical and practical introduction to the skills and knowledge underpinning contemporary nursing practice. Students can engage in hands on clinical skills sessions to develop and gain confidence in preparation for the first placement. This module will deliver and assess your mandatory training requirements to ensure that you are appropriately prepared for your first practice learning experience.

Module Overview

This module aims to help students to build on skills developed in their first placements, to further their understanding of holistic children and young peoples’ nursing practice. By applying this approach to children's nursing care, students should be able to identify factors which may place children and young people at risk of harm and vulnerability. Students can learn how to work in partnership with people, to provide child and family-centred, non-discriminatory care, within professional, ethical and legal frameworks. This will include the mandatory reporting duties to escalate concerns about people at risk of harm at any stage of the lifespan. Students will be supported to demonstrate their understanding of the issues involved in providing care and support to children, young people and their families; empowering people to make decisions about their own health and care needs.

Module Overview

Health professionals work with a wide range of different people; including other professionals, colleagues, families, carers, and the general public. Cohesive interprofessional teamwork is essential to facilitate successful and integrated healthcare services. Interprofessional teamwork is the means by which different healthcare professionals bring together their diverse knowledge, skills, and talents to collaborate and achieve a common goal. It is important that students are able to recognise and understand other professional roles and responsibilities, to interprofessional teamwork for the benefit of patients and their care experience.

Module Overview

This module aims to prepare students for the opportunities and challenges that are involved when starting on the journey to become a registered nurse. It explores the theory, philosophy, and concepts of personal development and resilience. Students can gain an insight into how you learn and respond in a range of different situations that have relevance to healthcare settings. Students are supported to develop their academic study skills, non-technical nursing skills, and personal resource skills, all of which are crucial to prepare you for both your academic and practice-based learning. Techniques for applying theory to practice can be demonstrated and enabled through workshops and facilitated discussions. Students can develop their own individual learning plan, utilise a range of validated questionnaires, and engage with a variety of supervisory techniques to inform and aid development across the programme.

Module Overview

This module has been developed to build knowledge of person centred holistic care planning, and develop clinical skills to enable students to undertake a comprehensive assessment of a person’s needs. It aims to introduce the nurses’ role in prioritising the needs of people when assessing and reviewing their mental, physical, cognitive, behavioural, social, and spiritual needs. The module aims to provide the skills to identify priorities and requirements for person-centred and evidence-based nursing interventions and support. Personalised care and support planning is a process in which the person is an active and equal partner, therefore requiring health professionals at times to act as an advocate. Students can learn how to work in partnership with people to develop person-centred care plans that take into account people’s life circumstances, characteristics, and preferences.

Module Overview

This second year module explores in greater depth a full range of health sciences. It provides the opportunity to develop an understanding of pathology, sociology, and health psychology which impact on an individual's health. Students can develop an appreciation of the interplay between the health sciences - essential in order to comprehend the biopsychosocial model of health. The application of this model is significant in health care as it broadens the scope to which health and illness can be examined and understood within clinical practice. Comprehension of the health sciences collectively acknowledges the patient as a person with an individual lifestyle and not simply as someone with a disease which has deviated them from normal functioning.

Module Overview

The Promoting Health and Preventing Ill Health module focuses on supporting individuals with their health and lifestyle choices. Students have the opportunity to enhance their skills in motivating, facilitating, and communicating change, whilst continuously promoting empowerment with individuals. It aims to develop knowledge on the best practices for promoting the health, and the psychological and emotional wellbeing of individuals. Students can consider how the social determinants of health and mental health impact on an individual’s ability to make positive health choices.

Module Overview

This module has been designed to promote high quality, evidence based, and person-centred nursing practice; ensuring safe and effective care delivery. It explores core elements of the nursing process which can progress knowledge of the assessment and the planning of care, as well as the implementation and subsequent evaluation of the care provided. Students are required to act in the capacity of a role model for others and evaluate the quality of care provided by yourself and others, including lay carers and members of the interprofessional team. This module can enable students to assess and prioritise the changing needs of people, facilitate safe discharge or transition between care services, and provide high quality care at the end of life. Underpinning care are the professional values and responsibilities of the nurse, which can be further explored in relation to improving quality of care and services and lifelong learning.

Module Overview

This module places a focus on the transition from student nurse to registered nurse. Students are supported to develop the skills needed to become resilient and have the ability to deal with the difficult decisions which are part of every day care situations, particularly in a climate of challenging political and economic constraints. It demonstrates how the concepts of responsibility, accountability, and autonomy are intrinsically linked in determining the scope of nursing practice. Nurses hold positions of responsibility and are, therefore, expected to be accountable for their practice. The module examines how responsibility and accountability are the cornerstones of professional nursing and midwifery practice, and are represented as a key principle in The Code: Professional standards of practice and behaviour for nurses, midwives and nursing associates (NMC, 2015, updated 2018).

Module Overview

Throughout this module offers an examination of contemporary leadership and transformation of change issues that impact on health and social care. Students are encouraged to explore and evaluate a variety of approaches to change management and reflect on personal styles and values-based practice in a range of situations. Students can critically reflect on their own qualities as leaders of change and develop core skills to increase leadership potential in order to become a confident leader, participant, and manager of change when starting a career. The module focuses on identifying the need for innovation and considers ideas for transformational practice as well as recognising the practicalities and challenges that this presents. Students can use their understanding of the theory and practice of making a transformation in a clinical service in order to design, implement, and evaluate a service transformation project.

Module Overview

The purpose of this module is to explore aspects of leadership and management in health, alongside the practical skills for facilitating practice-based learning. It aims to prepare students to become a practice supervisor in the future. Students can gain an understanding of management and leadership theories and how human factors can influence and impact upon organisational culture, service delivery, and care quality. The module enables the further development of knowledge of how to function effectively as a member of a team, motivating and supporting your colleagues. This module explores critical and constructive reflection as a registered healthcare professional; preparing students for lifelong personal and professional development. This can involve practising coaching and supervision skills and techniques, to support and facilitate the development of others.

Module Overview

This module will support students to develop the skills required to lead and manage complex care of children and young people. By examining the complex needs of children and their families, students will be expected to critically evaluate some of the challenges in provision of complex care and the comorbidities associated with complex care needs, pharmacology and end of life care needs. This module also allows students to think theoretically about concepts such as prioritisation and delegation and how to safely and effectively lead the care of a group of people; ensuring effective communication with others and the appropriate assignment of care responsibilities. This module will also support students to develop safe and effective clinical skills to meet the complex care needs of children and young people, within the simulated practice environment, prior to students' final practice based learning placement.

† Some courses may offer optional modules. The availability of optional modules may vary from year to year and will be subject to minimum student numbers being achieved. This means that the availability of specific optional modules cannot be guaranteed. Optional module selection may also be affected by staff availability.

How you are assessed

The way students are assessed on this course may vary for each module. Examples of assessment methods that are used include written assignments, presentations, workbooks and practical observations. The weighting given to each assessment method may vary across each academic year.

The University of Lincoln's policy on assessment feedback aims to ensure that academics will return in-course assessments to students promptly – usually within 15 working days after the submission date.

The way students are assessed on this course may vary for each module. Examples of assessment methods that are used include written assignments, presentations, workbooks and practical observations. The weighting given to each assessment method may vary across each academic year.

The University of Lincoln's policy on assessment feedback aims to ensure that academics will return in-course assessments to students promptly – usually within 15 working days after the submission date.

Fees and Scholarships

Going to university is a life-changing step and it's important to understand the costs involved and the funding options available before you start. A full breakdown of the fees associated with this programme can be found on our course fees pages.

Course Fees

For eligible undergraduate students going to university for the first time, scholarships and bursaries are available to help cover costs. The University of Lincoln offers a variety of merit-based and subject-specific bursaries and scholarships. For full details and information about eligibility, visit our scholarships and bursaries pages.

Programme Specific Funding and Bursaries

From September 2020, new and returning degree-level nursing, paramedic science, and midwifery students, and some students in allied health professions, will receive a payment of at least £5,000 a year which they will not need to pay back. This is in addition to any financial support they receive through the Student Loans Company. For more information visit: https://www.healthcareers.nhs.uk/career-planning/study-and-training/considering-or-university/financial-support-university.

Please note, this government bursary is available to Home students only. Details on scholarships and bursaries available to Overseas and EU students can be found online: https://www.lincoln.ac.uk/home/studywithus/scholarshipsandbursaries/

Please note that International students will not be eligible for support for travel and accommodation.

Course-Specific Additional Costs

Students are responsible for their own travel, accommodation and general living costs while on placement.

Placement expenses for travel, accommodation may be reimbursed by NHS Bursaries where, for example, the requirement exceeds that of attending university; requires transport out of normal operating hours; or requires additional accommodation to that of the usual term time location. These expenses may need to be covered initially by the student before any applicable reimbursement is received.

Going to university is a life-changing step and it's important to understand the costs involved and the funding options available before you start. A full breakdown of the fees associated with this programme can be found on our course fees pages.

Course Fees

For eligible undergraduate students going to university for the first time, scholarships and bursaries are available to help cover costs. The University of Lincoln offers a variety of merit-based and subject-specific bursaries and scholarships. For full details and information about eligibility, visit our scholarships and bursaries pages.

Programme Specific Funding and Bursaries

From September 2020, new and returning degree-level nursing, paramedic science, and midwifery students, and some students in allied health professions, will receive a payment of at least £5,000 a year which they will not need to pay back. This is in addition to any financial support they receive through the Student Loans Company. For more information visit: https://www.healthcareers.nhs.uk/career-planning/study-and-training/considering-or-university/financial-support-university.

Please note, this government bursary is available to Home students only. Details on scholarships and bursaries available to Overseas and EU students can be found online: https://www.lincoln.ac.uk/home/studywithus/scholarshipsandbursaries/

Please note that International students will not be eligible for support for travel and accommodation.

Course-Specific Additional Costs

Students are responsible for their own travel, accommodation and general living costs while on placement.

Placement expenses for travel, accommodation may be reimbursed by NHS Bursaries where, for example, the requirement exceeds that of attending university; requires transport out of normal operating hours; or requires additional accommodation to that of the usual term time location. These expenses may need to be covered initially by the student before any applicable reimbursement is received.

Entry Requirements 2020-21

GCE Advanced Levels: BBC

International Baccalaureate: 29 points overall.

BTEC Extended Diploma: Distinction, Merit, Merit.

Access to Higher Education Diploma: 45 Level 3 credits with a minimum of 112 UCAS Tariff points.

Applicants will also need at least three GCSEs at grade 4 (C) or above, including English, Maths and Science, or equivalent qualifications, such as Functional Skills Level 2.

Certificates of all previous qualifications will need to be provided before any offers are confirmed.

Other requirements include:

  • IELTS 7.0
  • Successful performance at an interview
  • Knowledge of contemporary health and social care issues, and the nature of nursing in a public health context
  • Understanding of written material and can communicate clearly and accurately in written and spoken English
  • “Settled residential status” in the United Kingdom in line with the requirements of the 1977 Immigration Act
  • Resident in the United Kingdom for at least three years
  • Satisfactory completion of Occupational Health Check
  • Satisfactory completion of an Enhanced Disclosure from the Disclosure and Barring Service (DBS) (formerly the Criminal Records Bureau (CRB)).

When you choose Nursing in your UCAS application, you will be asked an additional question regarding criminal convictions. Here you must declare all spent and unspent criminal convictions including (but not limited to) cautions, reprimands, final warnings, bind over orders or similar and details of any minor offences, fixed penalty notices, penalty notices for disorder, ASBOs or VOOs.

Further information can be found at http://www.isa-gov.org.uk
We cannot accept deferred applications for Nursing or Social Work. You must apply in the year you wish to start the programme.

If you would like further information about entry requirements, or would like to discuss whether the qualifications you are currently studying are acceptable, please contact the Admissions team on 01522 886097, or email admissions@lincoln.ac.uk.

Entry Requirements 2021-22

GCE Advanced Levels: BBC

International Baccalaureate: 29 points overall.

BTEC Extended Diploma: Distinction, Merit, Merit.

Access to Higher Education Diploma: 45 Level 3 credits with a minimum of 112 UCAS Tariff points.

Applicants will also need at least three GCSEs at grade 4 (C) or above, including English, Maths and Science, or equivalent qualifications, such as Functional Skills Level 2.

Certificates of all previous qualifications will need to be provided before any offers are confirmed.

Other requirements include:

  • IELTS 6.5
  • Successful performance at an interview
  • Knowledge of contemporary health and social care issues, and the nature of nursing in a public health context
  • Understanding of written material and can communicate clearly and accurately in written and spoken English
  • “Settled residential status” in the United Kingdom in line with the requirements of the 1977 Immigration Act
  • Resident in the United Kingdom for at least three years
  • Satisfactory completion of Occupational Health Check
  • Satisfactory completion of an Enhanced Disclosure from the Disclosure and Barring Service (DBS) (formerly the Criminal Records Bureau (CRB)).

When you choose Nursing in your UCAS application, you will be asked an additional question regarding criminal convictions. Here you must declare all spent and unspent criminal convictions including (but not limited to) cautions, reprimands, final warnings, bind over orders or similar and details of any minor offences, fixed penalty notices, penalty notices for disorder, ASBOs or VOOs.

Further information can be found at http://www.isa-gov.org.uk
We cannot accept deferred applications for Nursing or Social Work. You must apply in the year you wish to start the programme.

If you would like further information about entry requirements, or would like to discuss whether the qualifications you are currently studying are acceptable, please contact the Admissions team on 01522 886097, or email admissions@lincoln.ac.uk.

Teaching and Learning During Covid-19

At Lincoln, Covid-19 has encouraged us to review our practices and, as a result, to take the opportunity to find new ways to enhance the student experience. We have made changes to our teaching and learning approach and to our campus, to ensure that students and staff can enjoy a safe and positive learning experience. We will continue to follow Government guidance and work closely with the local Public Health experts as the situation progresses, and adapt our teaching and learning accordingly to keep our campus as safe as possible.

"The future of nursing starts with you. This course is designed to prepare graduates to help shape future healthcare provision in the complex, demanding, and rewarding area of children's nursing."

Frances Nicol, Programme Leader

Accreditations and Memberships

This course is accredited by the Nursing and Midwifery Council (NMC), enabling students to register as a qualified nurse upon graduation. Students are required to complete competencies for nursing in practice as part of the NMC Future Nursing: Standards framework for Nursing and Midwifery (2018).

Placements

Work placements are designed to prepare students to meet the challenges of a rapidly changing clinical environment, whether this be a hospital, GP surgery, or community healthcare setting.

In the second year students can undertake a four-week elective placement. This may be in the UK or abroad and can be organised by the University or by the student.

Students are responsible for their own travel, accommodation, and general living costs relating to placements.

Placement expenses for travel, accommodation may be reimbursed by NHS Bursaries where, for example, the requirement exceeds that of attending university; requires transport out of normal operating hours; or requires additional accommodation to that of the usual term time location. These expenses may need to be covered initially by the student before any applicable reimbursement is received.

How to Apply - Self-funded Route

To apply for this course as a self-funded student you will need to submit an application through our online application system:

Apply Now

 

 

Career Opportunities

Graduates have progressed to nursing roles in a range of diverse health and social care settings, from acute nursing to community care, or in education, research, and health management. Some have gone on to further study at postgraduate level.

BSc Nursing Apprenticeship

The School of Health and Social Care works with employers to provide employees with the opportunity to study for an undergraduate BSc (Hons) Nursing degree through an apprenticeship route, funded by the Government and your employer.

You can find out more about this apprenticeship online.

Virtual Open Days

While you may not be able to visit us in person at the moment, you can still find out more about the University of Lincoln and what it is like to live and study here at one of our live Virtual Open Days.

Book Your Place

Related Courses

The University intends to provide its courses as outlined in these pages, although the University may make changes in accordance with the Student Admissions Terms and Conditions.
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