Standards

The Standards for Education comprise 10 standards for programme approval and delivery. They provide the framework within which programmes are delivered, and specify the requirements that all programmes must meet, including those relating to the teaching, learning and assessment of nursing students (see also Standards to support learning and assessment in practice (NMC 2008).

Standard 1
Standard 2
Standard 3
Standard 4
Standard 5
Standard 6
Standard 7
Standard 8
Standard 9
Standard 10

Safeguarding the public


Purpose	To establish the essential safeguards on any action or act of omission committed or witnessed by a nursing or midwifery student that affects the safety or wellbeing of service users.
Responsibility	Programme providers, students, mentors, practice teachers and teachers.
Standard	Nursing and midwifery education must be consistent with The code: Standards of conduct, performance and ethics for nurses and midwives (NMC 2008).

R1.1
Approved Education Institutions (AEI's) must be accountable to the NMC for the programme.

Requirement
R1.1.1	The EAI must ensure thet the programme meets all NMC standards and requirements for pre-registration nursing programmes in line with the code and relevant legislation, including Directive 2005/36/EC.

R1.2
Programme providers must make the needs of service users their first priority.

Requirement
R1.2.1	Program providers must ensure that no student activity or learning opportunity, or the performance, health or conduct of any individual student, puts peoples safety at risk.

Guidance
G1.2.1a	Programme providers should consider the impact of student learning on service users and respect their right to decline student care.

G1.2.1b

Programme providers should refer to guidance, including:

Guidance-on-professional-conduct-for-nursing-and-midwifery-students (NMC 2009)
Good health and good character: Guidance for educational institutions (NMC 2008)
Guidance issued by the UK health departmentsand other organisations on students' access to service users in all settings
Health and safety guidance and legislation.

R1.3
Programme providers must have clear processes in place to deal with any concerns about the safety of service users.

Requirement
R1.3.1	Programme providers must have systems in place to safeguard service users during student learning activities.

Guidance
G1.3.1	Programme providers should have systems in place to allow prompt action to be taken where there are concerns that a student may not be recieveing adequate supervision, or where the quality of the students experience is in doubt. If necessary, the student should be withdrawn from that learning activity and their competence re-evaluated.

Requirement
R1.3.2	Programme providers must make sure that students understand their responsibilities and know how to raise concerns when they believe the safety of service users is at risk.

R1.4
Programme providers must have effective policies and procedures on fitness to practice.

Requirement
R1.4.1	Programme providers must have systems in place to identify and address and concerns about the conduct or health of any nursing student.

Guidance
G1.4.1	Programme providers should follow: Guidance on professional conduct for nursing and midwifery students (NMC 2009) Good health and good character: Guidance for educational institutions (NMC 2008).

Equality and diversity


Purpose	To address key aspects of equality and diversity including access and participation, provision of information, promotion of inclusion, and making reasonable adjustments for people with a disability.
Responsibility	Programme providers.
Standard	Nursing and midwifery education must address key aspects of equality and diversity and comply with current legislation.

R2.1
Programme providers must ensure that information about programmes is clear and easily obtainable, and gives sufficiant information to allow an applicant to make an informed choice.

Requirement
R2.1.1	Programme providers must treat all students fairly, and ensure equality of opportunity regardless of race, gender, disability, age, religion or sexual orientation.

Guidance
G2.1a	Programme providers should include information about access to programmes for people with disabilities.

G2.1b

Programme providers should offer guidance on what to do when a student's culture or religion might create difficulties in meeting programme requirements, for example, dress codes; caring for people of all genders; and the scheduling of learning activities, assessments and examinations.

R2.2
Programme providers must ensure that programmes comply with current equality and diversity legislation, including making reasonable adjustments without compromising safety.

Guidance
G2.2a	Programme providers should consider how reasonable adjustments can be made to ensure that applicants with disabilities can fully participate in both theory and practice aspects of the programme. In the case of increasing disability, it may not always be possible to make an adjustment or a further adjustment.

G2.2b

Programme providers should refer to Good health and good character: Guidance for educational institutions (NMC 2008).

R2.3
Programme providers must have clear policies, guidance and action plans that recognise and respond to the benefits of diversity, promote equality and address discrimination and harassment.

Guidance
G2.3	Programme providers should ensure that policies are regularly reviewed and made available to students and staff.

Selection, admission, progression and completion


Purpose	To ensure that processes for selection, admission, progression and completion of nursing and midwifery education programmes are open and fair.
Responsibility	Programme providers.
Standard	Processes for selection, admission, progression and completion must be open and fair.

R3.1
AEIs must ensure that selection and admission criteria include evidence of a good command of written and spoken English, including reading and comprehension. For programmes delivered in Wales, selection and admission criteria must include evidence of a good command of written and spoken English or Welsh, including reading and comprehension.

Requirement
R3.1.1	AEIs must ensure that selection and admission criteria include evidence of literacy, including the basic skills required to follow a pre-registration nursing programme at a satisfactory level.

R3.1.2

AEIs must ensure that selection and admission criteria include evidence of ability to communicate clearly and effectively in writing, including using a computer.

Guidance

G3.1.2a

When applicants from outside the European Economic Area (EEA) offer the International English Language Testing System (IELTS) as evidence of literacy, AEIs should apply NMC requirements for overseas applicants to the register. In these cases, the NMC will accept IELTS examination results (academic or general) where the scores are at least 7.0 in the listening and reading sections and at least 7.0 in the writing and speaking sections, and where the overall average score is at least 7.0.

G3.1.2b

AEIs should ensure that, wherever possible, applicants are given feedback on their level of literacy in relation to their application to support their developmental needs.

R3.2
AEIs must ensure that selection and admission criteria include evidence of capacity to develop numeracy skills sufficient to meet the competencies required by the programme.

Requirement
R3.2.1	AEIs must ensure that selection and admission criteria provide evidence of basic numeracy skills, such as the ability to use numbers accurately in respect of volume, weight and length. These skills must include addition, subtraction, division and multiplication; use of decimals, fractions and percentages; and the use of a calculator.

Guidance
G3.2.1	AEIs should ensure, wherever possible, that applicants are given feedback on their level of numeracy in relation to their application to support their developmental needs.

R3.3
AEIs must specify appropriate academic and professional entry requirements.

Requirement
R3.3.1	AEIs must ensure that selection and admission criteria for all programmes include certificated evidence of completion of general education of 10 years, as defined for nurses responsible for general care in article 40(2)(a)(b) of Directive 2005/36/EC on the recognition of professional qualifications.

R3.4
AEIs must ensure that students meet NMC requirements for good health and good character.

Requirement

R3.4.1

AEIs must check evidence of students’ good health and good character when they enter the programme. They must also check evidence of good health and good character at progression points and on completion. Good health and good character must also be checked when transferring from a nursing programme elsewhere, or when rejoining a programme after a lengthy break. AEIs must require students to immediately declare any cautions and convictions they receive, including charges pending, before entering and throughout the programme.

Guidance
G3.4.1	Programme providers should follow: Guidance on professional conduct for nursing and midwifery students (NMC September 2011). Good health and good character: Guidance for educational institutions (NMC November 2011).

Requirement
R3.4.2	AEIs must ensure that students already registered as nurses or midwives, who are undertaking a further programme leading to a mark on the nurses’ part of the register, comply with NMC requirements for good health and good character.

R3.4.3

AEIs must ensure that applicants from outside the UK meet the same requirements for good health and good character as UK applicants. Non-EU students must also meet UK government requirements for healthcare workers from overseas.

R3.5
Programme providers must ensure that programmes include opportunities for accreditation of prior learning (APL).

Requirement
R3.5.1	Programme providers must have rigorous processes for accrediting both theory and practice learning.

Guidance
G3.5.1a	AEIs should apply APL when accrediting previous learning in theory or practice for students who are: starting a programme transferring from one AEI to another moving from one nursing field to another returning to a programme after a lengthy break.

G3.5.1b

AEIs should develop their own APL procedures based on best practice (for example Guidelines on the accreditation of prior learning (Quality Assurance Agency 2004) to be endorsed at programme approval.

G3.5.1c

AEIs should show for each student how previous learning is mapped to programme outcomes and requirements. AEIs should determine the amount of learning accredited in both theory and practice (up to the permitted NMC maximum).

G3.5.1d

AEIs should be able to show how all programme outcomes and requirements have been met in both theory and practice by the end of the programme through a mix of prior learning and programme attendance. Students cannot be exempted from meeting any programme requirement.

G3.5.1e

AEIs, when applying APL, should make sure that all progression criteria have been met in both theory and practice for the relevant parts of the programme.

Requirement
R3.5.2	AEIs must have processes in place to allow APL for up to a maximum of 50 percent of the programme, provided all requirements are met in full. This can be done by combining accredited learning with learning undertaken as part of the approved programme.

R3.5.3

AEIs must ensure that where APL is applied to students studying adult nursing programmes, the general care requirements of Directive 2005/36/EC are met in full.

R3.5.4

AEIs receiving students who are transferring from one institution to another must ensure their previous learning is mapped against the new programme, so that they meet all necessary standards and requirements by the end of the programme.

R3.5.5

AEIs must have processes in place to consider unlimited APL for first and second level nurses registered with the NMC entering programmes that lead to qualification in the same or another field of practice, provided that all requirements are met in full.

R3.5.6

AEIs must have processes in place to consider APL to a maximum of 50 percent of the programme for NMC registered midwives entering pre-registration nursing programmes, provided that all requirements are met in full.

R3.6
AEIs must ensure that the selection process provides an opportunity for face-to-face engagement between applicants and selectors.

R3.7
AEIs must ensure that the selection process includes representatives from practice learning providers.

Guidance
G3.7a	AEIs should ensure that, where possible and appropriate, the selection process also includes nurses in current practice, service users, carers, nursing students and people with disabilities.

G3.7b

AEIs should take account of the views of those directly involved in selection when making final decisions to accept or reject an applicant.

R3.8
Programme providers must ensure that selection is conducted by people who have been trained in the principles of selection, anti-discriminatory behaviour and equal opportunities.

R3.9
Programme providers must have processes to manage interruptions to programmes.

Requirement
R3.9.1	AEIs must ensure that full-time programmes are completed in not more than five years, including interruptions, and part-time programmes are completed in not more than seven years, including interruptions.

Guidance
G3.9.1	AEIs should note that ‘interruptions’ mean any absence from a programme of education other than statutory and public holidays and annual leave.

Requirement
R3.9.2	AEIs must have arrangements in place for students who leave a programme early.

R3.9.3

AEIs must provide students who leave a programme early with a transcript of their achievements in both theory and practice.

Guidance
G3.9.3a	AEIs should ensure that the transcript is suitable for mapping previous learning against vocational and other awards.

G3.9.3b

AEIs should ensure that, when a student has been asked to leave a programme, the reasons are included in the transcript.

Requirement
R3.9.4	AEIs must have APL processes in place to consider whether a student may return to a programme in the same or a different field of nursing.

R3.10
AEIs must make explicit any arrangements for student progression.

Requirement
R3.10.1	AEIs must ensure that, in normal circumstances, students can meet all required outcomes, including extra attempts, within the assessed period for that part of the programme.

R3.10.2

AEIs must ensure that, where exceptional circumstances prevent all outcomes being achieved within the assessed period for that part of the programme, any outstanding outcomes are met and confirmed within 12 weeks of the student entering the next part of the programme. The 12-week period includes holidays and any absences. Reasonable adjustments may be applied for students with a disibility.

R3.10.3

AEIs must ensure that students who fail to achieve the outstanding outcomes within the 12-week period must, depending on local assessment policy, either return to the previous part of the programme to meet the shortfall or be discontinued.

R3.11
AEIs must have processes in place to confirm achievement of all programme requirements.

Requirement
R3.11.1	AEIs must ensure that students have met all theory and practice requirements before confirming that they have successfully completed the programme.

R3.11.2

AEIs must ensure that programme leaders confirm to the AEI examination or assessment board that all NMC requirements have been met for each individual student by the end of the programme. This must include evidence of a sign-off in practice from a sign-off mentor or practice teacher.

R3.12
AEIs must inform students when they complete a programme that they have five years in which to register or record a qualification leading to a mark on the NMC register.

R3.13
AEIs must ensure that students comply with NMC requirements for good health and good character at completion.

Requirement

R3.13.1

The AEI must identify a designated person who is a registered nurse responsible for directing the educational programme at the AEI. Their name, or that of their designated registered nurse substitute, must be given to the NMC. The designated person must confirm the student’s good health and good character in support of the student’s own self-declaration required for registration The designated person must know the student and be accountable for the decision to sign the declaration.

R3.13.2

AEIs must inform applicants of additional requirements where there is a delay of six months or more between them completing the programme and applying to register. In these circumstances, their application must also be supported by a nurse registered in the same part of the register to which the applicant is applying. The registered nurse must have known the applicant for at least a year, and have been in contact with them during the previous six months. This is in addition to the confirmation of good health and good character supplied by the designated person at the AEI.

Support of students and educators


Purpose	To ensure that appropriate support is available to meet the professional development needs of students and their educators.
Responsibility	Programme providers.
Standard	Programme providers must support students to achieve the programme outcomes, and support educators to meet their own professional development needs.

R4.1
Programme providers must ensure that programmes include an induction period during which the requirements of the curriculum are explained.

Requirement
R4.1.1	Programme providers must ensure there is an induction period at the start of each new learning experience.

Guidance
G4.1.1	Programme providers should ensure that students understand how to make best use of learning experiences in both academic and practice settings, with particular emphasis on their own and others’ safety.

R4.2
Programme providers must ensure that students are allocated to an identified mentor, practice teacher or supervisor during practice learning.

Requirement
R4.2.1	Practice learning providers must ensure that a mentor or practice teacher is available to the student for at least 40 percent of the time during periods of practice learning.

R4.2.2

Practice learning providers must ensure that students are supervised directly or indirectly at all times during practice learning by a mentor, practice teacher or other suitably prepared registered professional.

Guidance
G4.2.2	Practice learning providers should note that in this context ‘suitably prepared’ means that the registered professional has received training and is competent in supporting students.

R4.3
Programme providers must ensure that those who supervise students in practice are properly prepared and supported in that role.

Requirement
R4.3.1	Programme providers must ensure that nurse and midwife practice teachers and mentors meet the Standards to support learning and assessment in practice (NMC 2008) in relation to preparation and support.

R4.3.2

Programme providers must ensure that other professionals who supervise students in practice are suitably prepared (G4.2.2) and supported in that role.

R4.4
AEIs must ensure that support facilities, including learning support, are available to all enrolled students.

Guidance
G4.4	AEIs should provide access to all enrolled students to support facilities such as learning support, a students’ union and disability advice.

R4.5
Programme providers must give students access to pastoral support, occupational health facilities and disability specialists.

Guidance
G4.5	Programme providers should ensure that student support includes making reasonable adjustments for students with disabilities in both theory and practice aspects of the programme.

R4.6
Programme providers must ensure that learning time is protected as specified.

Requirement
R4.6.1	Programme providers must ensure that students are supernumerary during all practice learning. Supernumerary means that the student will not, as part of their programme of preparation, be contracted by any person or body to provide nursing care.

R4.7
Programme providers must provide nurse and midwife teachers with time for professional development to enable them to remain up to date in their field of practice.

Requirement
R4.7.1	Programme providers must ensure that nurse and midwife teachers meet the relevant requirements in Standards to support learning and assessment in practice (NMC 2008) as part of their professional development.

Structure, design and delivery of programmes


Purpose	To ensure that students are prepared to meet the outcomes, competencies and proficiencies of the approved programme required by the NMC.
Responsibility	Programme providers and partners.
Standard	The programme must be structured, designed and delivered to meet NMC standards and requirements.

R5.1
AEIs must ensure that programme development and delivery involves key stakeholders.

Requirement
R5.1.1	AEIs must work in partnership with service providers, commissioners, disability specialists and others to design and deliver programmes.

R5.1.2

Programme providers must clearly show how users and carers contribute to programme design and delivery.

R5.2
AEIs must specify the required hours, days or weeks of learning.

Requirement
R5.2.1	AEIs must ensure that all pre-registration nursing programmes are no less than three years or 4,600 hours.

R5.2.2

AEIs must ensure that full and part-time programmes meet the same requirements.

R5.2.3

AEIs must ensure there are at least 2,300 hours of practice learning.

R5.2.4

AEIs must ensure that no more than 300 hours of the 2,300 hours of practice are used for clinical training in a simulated practice learning environment. This environment must support the development of direct care skills, and be audited by the AEI before it is used.

Guidance
G5.2.4	AEIs should apply the auditing criteria in NMC Circular 35/2007 Supporting direct care through simulated practice learning in the pre-registration nursing programme.

Requirement
R5.2.5	AEIs must ensure that the minimum length of programmes leading to registration in two fields of nursing is 6,133 hours over at least four years.

R5.2.6

AEIs must ensure that in a programme leading to nursing registration together with registration in another profession, the nursing component takes at least 4,600 hours over at least three years, and that all outcomes are achieved in a nursing context.

R5.3
Programme providers must clearly set out the structure of the programme.

Requirement
R5.3.1	AEIs must ensure that programmes lead to a mark on the nurses’ part of the register indicating the field of practice as adult, mental health, learning disabilities or children’s nursing.

R5.3.2

Programme providers must ensure that there are two progression points, normally separating the programme into three equal parts.

R5.3.3

Programme providers must ensure that there is a period of at least four weeks of continuous practice learning towards the end of the first and second parts of the programme.

R5.3.4

Programme providers must ensure that there is a period of practice learning of at least 12 weeks towards the end of the programme.

R5.3.5

Programme providers must ensure that the 12-week period of practice learning enables safe judgements to be made regarding the achievement of the required standards of competence for safe and effective practice for entry to the NMC register.

R5.3.6

Programme providers must ensure an equal balance between theory and practice learning is achieved by the end of the programme.

Guidance
G5.3.6	Programme providers should ensure that the percentage of time spent in practice in each part of the programme is no less than 40 percent and no more than 60 percent.

Requirement

R5.3.7

AEIs must have formal arrangements in place with host partners before students start learning in academic or practice settings outside the UK. In total, this must not be more than six months (or exceed 17.5 percent) of the total programme. There are exceptions for programmes approved to be partly delivered in the Isle of Man, Channel Islands and in British Forces institutions.

This may take the form of:

a period of theoretical and/or practice learning of not more than four weeks, which may include direct care but which is not summatively assessed, or
a period longer than four weeks of theoretical and/or practice learning which may include direct care that is summatively assessed and contributes to the overall achievement of programme outcomes.

R5.3.8

AEIs must use relevant aspects of the NMC guidance for students learning outside of the UK to develop criteria for single periods of learning of four weeks or less. This is to ensure the safety of service users, students and staff and show how the intended programme outcomes are to be addressed.

AEIs must fully apply the NMC guidance to all periods of learning undertaken outside of the UK that are longer than four weeks.

Guidance
G5.3.8a	AEIs should ensure that the principles underpinning periods of learning to be undertaken outside of the UK that are longer than four weeks, form part of the approved programme.

G5.3.8b

AEIs should ensure that the period undertaken outside of the UK does not form any part of a period of continuous practice learning required to determine whether a student can progress from one part of the programme to another, or required to confirm that the student is safe and effective in practice at the end of the programme.

G5.3.8c

AEIs should, wherever practicable, fully meet the Standards to support learning and assessment in practice (NMC 2008). Where adjustments are required to take account of the local context, these should be previously agreed by the programme board, fully documented and the detail made available for NMC monitoring.

G5.3.8d

AEIs should have arrangements in place for the safety of service users, students and staff ensuring that:

risk assessments have been completed and all identified risks addressed
audits of the learning environment confirm adequate levels of supervision and mentorship and that planned experience supports the intended programme outcomes
a suitable and experienced named person(s) is available to support the student throughout the period of learning in relation to the outcomes to be achieved
students have the essential language skills needed to participate in learning activities, and where relevant have the level of language required to safely and effectively engage in direct care
students are prepared for the environment in which learning is to be undertaken
students work within the scope of their UK approved programme and fitness to practise requirements, complying with the NMC Standards for pre-registration nursing.
measures are in place to act promptly where there are concerns about a students conduct or progress, or where safety, or learning is compromised.
students have in place appropriate and adequate insurance against major risks including: professional liability, personal health and travel and where appropriate for vicarious liability.

R5.4
Programme providers must state what teaching and learning methods will be used to support achievement of outcomes.

Guidance
G5.4	Programme providers should ensure that teaching and learning methods address individual learning styles in order to achieve competence and safe and effective practice.

R5.5
Programme providers must ensure that learning opportunities are offered at an appropriate academic level using evidence-based sources.

Requirement
R5.5.1	AEIs must ensure that the minimum programme award is a degree (see R7.2.1).

R5.6
Programme providers must specify essential content of the programme.

Requirement

R5.6.1

Programme providers must ensure that the following content is included and underpins key aspects of practice as listed in R5.6.2:

theories of nursing and theories of nursing practice
research methods and use of evidence
professional codes, ethics, law and humanities
communication and healthcare informatics
life sciences (including anatomy and physiology)
pharmacology and medicines management
social, health and behavioural sciences
principles of national and international health policy, including public health
principles of supervision, leadership and management
principles of organisational structures, systems and processes
causes of common health conditions and the interaction between physical and mental health and illness
best practice
healthcare technology
essential first aid and incident management.

R5.6.2

Programme providers must ensure that programme content is applied within both a generic and field specific context enabling students to meet the essential and immediate needs of all people and the complex needs of people in their chosen field in relation to:

communication, compassion and dignity
emotional support
equality, diversity, inclusiveness and rights
identity, appearance and self-worth
autonomy, independence and self-care
public health and promoting health and wellbeing
maintaining a safe environment
eating, drinking, nutrition and hydration
comfort and sleep
moving and positioning
continence promotion and bowel and bladder care
skin health and wound management
infection prevention and control
clinical observation, assessment, critical thinking and decision-making
symptom management, such as anxiety, anger, thirst, pain and breathlessness
risk management
medicines management
information management
supervising, leading, managing and promoting best practice.

R5.6.3

Programme providers must ensure that the content for general care in Directive 2005/36/EC Annex V.2. (4.2.1) is included in programmes leading to the adult field of practice.

R5.6.4

Programme providers must ensure that content is developed and delivered at a suitable level for each part of the programme. They must also ensure it is sufficient to enable the student to acquire competencies at degree level in their chosen nursing field by the end of the programme.

R5.7
Programme providers must ensure that students have the opportunity to learn with, and from, other health and social care professionals.

Guidance
G5.7	Where possible programme providers should give students opportunities to learn with, and from, other health and social care students in practice and academic settings.

Practice learning opportunities


Purpose	To facilitate practice learning opportunities for students.
Responsibility	Programme providers.
Standard	Practice learning opportunities must be safe, effective, integral to the programme and appropriate to programme outcomes.

R6.1
AEIs must provide students and those supporting practice learning with information that includes dates, outcomes to be achieved, and assessment documents for each period of practice learning.

R6.2
Programme providers must ensure that mentors and practice teachers meet the relevant requirements within the Standards to support learning and assessment in practice (NMC 2008).

Standards to support learning and assessment in practice (NMC 2008)

R6.3
Programme providers must ensure that local registers of mentors and practice teachers are maintained according to Standards to support learning and assessment in practice (NMC 2008), including sign-off status of mentors, record of updates and date for triennial review.

R6.4
Programme providers must use objective criteria and processes for approving new practice learning environments, and audit them at least every two years.

Requirement
R6.4.1	Programme providers must ensure that audits of practice learning environments show how the nature, scope and quality of the learning experience supports programme outcomes.

R6.5
Programme providers must ensure that students have access to a range of practice learning opportunities sufficient to meet programme outcomes.

Requirement

R6.5.1

Programme providers must ensure that the 2,300 hours of practice learning gives students the opportunity to learn in direct contact with healthy and ill people and communities. Students will be required to use this experience to organise, deliver and evaluate their nursing care on the basis of the knowledge and skills they have acquired. Simulation may be used for up to 300 hours of practice learning (R5.2.4).

R6.5.2

Programme providers must ensure that practice learning opportunities take place across a range of community, hospital and other settings.

Guidance
G6.5.2	Programme providers should ensure that practice learning opportunities enable programme outcomes to be achieved in different settings with a range of service users over the duration of the programme. Wherever possible, there should be practice learning opportunities in hospital and community settings in each part of the programme.

Requirement
R6.5.3	Programme providers must ensure that practice learning throughout the programme provides students with experience of 24-hour and 7-day care.

Guidance
G6.5.3	Programme providers should take account of students’ individual needs and personal circumstances when allocating their practice learning including making reasonable adjustments for students with disabilities.

Requirement
R6.5.4	AEIs must carry out a risk assessment before anyone under 18 can enter a practice learning environment.

Guidance
G6.5.4	AEIs should observe the most recent health and safety legislation for each UK country.

Requirement
R6.5.5	Programme providers must ensure that the clinical instruction requirements for general care in Directive 2005/36/EC Annexe V.2. (4.2.1) are included in adult nursing programmes.

Outcomes


Purpose	To establish the required theory and practice learning outcomes of the programme.
Responsibility	Programme providers.
Standard	The programme outcomes must ensure that NMC standards for competence are met and that students are fit for practice and fit for award on completion.

R7.1
Programme providers must ensure that the programme outcomes enable students to achieve the NMC standards for competence and that they are fit for practice and fit for award on completion.

Requirement
R7.1.1	Programme providers must ensure that, by the end of the programme: the generic standards for competence and generic competencies have enabled students to acquire the basic skills necessary to meet all people’s essential needs the generic and field-specific standards for competence and generic and field competencies have enabled students to acquire basic and complex skills in their field.

R7.1.2

Programme providers must ensure that theory and practice learning outcomes are related to generic and field-specific competencies throughout the programme.

Guidance
G7.1.2a	Programme providers should introduce generic and field-specific learning from the outset. Learning should become increasingly field-focused as the programme progresses.

G7.1.2b

Programme providers should create opportunities for shared generic and field-specific learning where appropriate.

Requirement
R7.1.3	Theory and practice learning outcomes must take account of the essential physical and mental health needs of all people, including babies, children and young people, pregnant and postnatal women, adults and older people. This includes people with acute and long term conditions, people requiring end of life care, people with learning disabilities and people with mental health problems.

Guidance
G7.1.3	Programme providers should find ways to enable students to have contact with all specified client groups.

Requirement
R7.1.4	Providers of adult nursing programmes must have specific learning outcomes for theoretical and clinical instruction that meet the requirements of EU Directive 2005/36/EC Annex V.2 (5.2.1).

R7.1.5

Programme providers must develop learning outcomes that incorporate NMC criteria at the first and second progression points.

Guidance
G7.1.5a	Programme providers should ensure that the criteria for the first Progression Criteria are normally met in practice, but may use simulation to meet some of the criteria where appropriate (annexe 2).

G7.1.5b

Programme providers should use essential skills clusters (ESCs) when developing learning outcomes for the first and second progression points and those to be achieved by the end of the programme.

Requirement
R7.1.6	AEIs must ensure that all the competencies are met in full by the end of the programme.

R7.2
AEIs must make explicit requirements for the conferment of academic awards where applicable.

Requirement
R7.2.1	AEIs must ensure that the minimum outcome award for a pre-registration nursing programme is nursing registration with a degree. It must deliver the programme hours in Directive 2005/36/EC and be at least equal to a first cycle (end of cycle) qualification of the European Higher Education Area (EHEA).

Guidance

G7.2.1

AEIs should ensure that the degree is at least a:

Scottish bachelor’s degree of at least 360 SCOTCAT points, 60 of which must be at level 9 in the Framework for qualifications of higher education institutions in Scotland (SQA 2001)
bachelor’s degree of at least 300 academic credits, 60 of which must be at level 6 in the Framework for higher education qualifications in England, Wales and Northern Ireland (QAA 2008a), and takes account of the HE credit framework for England (QAA 2008b).

Requirement
R7.2.2	AEIs must ensure that there is no option to register if a degree level outcome cannot be achieved.

Assessment


Purpose	To ensure that the outcomes, competencies and proficiencies of the approved programme are tested using valid and reliable assessment methods.
Responsibility	Programme providers, mentors and practice teachers.
Standard	Programme outcomes must be tested using valid and reliable assessment methods.

R8.1
Programme providers must ensure that a variety of assessments are used to test the acquisition of approved outcomes, with reasonable adjustments for students with a disability.

Requirement
R8.1.1	Programme providers must include at least one unseen invigilated examination in the assessment process.

R8.1.2

Programme providers must ensure that there is equal weighting in the assessment of practice and theory in contributing to the final award.

R8.1.3

AEIs must not compensate between theory and practice assessment.

R8.1.4

Programme providers must make it clear how service users and carers contribute to the assessment process.

R8.1.5

Programme providers must ensure that there are periods of practice throughout the programme in which students are assessed in both hospital and community settings.

Guidance
G8.1.5	Programme providers should, wherever possible, assess practice in hospital and community settings in each part of the programme.

R8.2
Programme providers must ensure that assessment processes enable students to demonstrate fitness for practice and fitness for award.

Requirement
R8.2.1	Programme providers must ensure that their assessment framework tests all programme outcomes.

Guidance
G8.2.1	Programme providers should show that reasonable adjustments for students with a disability are applied in the assessment of both theory and practice.

Requirement
R8.2.2	Programme providers must have arrangements in place for practice assessment throughout the programme, at progression points and for entry to the register, as in a, b, c and d below.

R8.2.2a

Programme providers must ensure that practice assessment decisions regarding the achievement of skills and aspects of competence in each part of the programme are made by a registered nurse or, where these are transferable across professions, by an appropriate registered professional who has been suitably prepared.

Guidance

G8.2.2a

Programme providers should apply the following where practice assessment decisions regarding skills and aspects of competence in each part of the programme are made by a registered professional who is not a nurse:

Appropriate - a registered professional competent in the skill or aspect of competency in which the student is being assessed.
Suitably prepared – the registered professional has undergone training and development that has enabled them to be competent to support and assess students.

Requirement
R8.2.2b	Programme providers must ensure that assessment decisions regarding achievement of practice requirements at the first progression point are normally made by a mentor who is a nurse registered in any of the four fields of practice.

Guidance

G8.2.2b

Programme providers should apply the following criteria where the registered professional designated to assess achievement of all practice requirements needed for progression to the second part of the programme is not a registered nurse. The professional must

have been suitably prepared for the role
have had preparation to ensure they fully understand all the requirements for progression in the context of nursing – this may include undertaking the relevant parts of an NMC approved mentor programme
be listed on a register which confirms their ability to act in this capacity
be subject to similar requirements as those for mentors who are registered nurses, including annual updating and triennial review.

Requirement
R8.2.2c	Programme providers must ensure that assessment decisions regarding achievement of practice requirements at the second progression point are made by a mentor who is a nurse registered in any of the four fields of practice.

R8.2.2d

Programme providers must ensure that assessment decisions regarding achievement of competence in practice for entry to the register must be made by a registered nurse sign-off mentor from the same nursing field as that which the student intends to enter.

R8.2.3

Programme providers must ensure that an ongoing record of achievement, including comments from mentors, is passed from one named mentor to the next so that the student’s progress can be judged. These requirements must be met:

Programme providers must obtain the student’s consent to process or share confidential data between successive mentors and education providers when assessing fitness for practice.
Programme providers must ensure that processes are in place to address issues or concerns about a student’s progress, and that these are dealt with fully and quickly.
Programme providers must help students deal with any issues and concerns using a clear, time-limited development plan within or across periods of practice learning.
Programme providers must ensure that where reasonable adjustments are made for students with disabilities, they are assessed appropriately and receive the support they need to meet the requirements of any development plan.

Guidance
G8.2.3a	Programme providers should ensure that the ongoing record of achievement: is part of the assessment of practice document contains the detail needed to support safe judgments about overall achievement of the outcomes for each part of the programme at progression points, and for entry to the register.

G8.2.3b

Practice learning providers should ensure that mentors do not keep their own separate student progress records; everything should be recorded in the assessment of practice document.

Requirement
R8.2.4	Programme providers must ensure that judgments about the overall assessment of practice outcome at the end of a part of the programme are based on all the learning achieved in that part. The ongoing achievement record and the assessment of practice document must be used to support the judgment.

Guidance
G8.2.4	Programme providers should ensure that, where a sign-off mentor has concerns about a student’s overall competence at the end of the programme, they draw on evidence from the ongoing achievement record and the assessment of practice document for the whole programme to make their final assessment decision.

R8.3
AEIs must appoint external examiner(s) who can demonstrate currency in education and practice with due regard and engage with assessment of both theory and practice.

Resources


Purpose	To identify the physical resources in sites used for education, whether theory or practice, and the human resources available to manage and deliver the programme.
Responsibility	Programme providers.
Standard	The educational facilities in academic and practice settings must support delivery of the approved programme.

R9.1
AEIs must ensure that the programme leader is a nurse or midwife with a teacher qualification recorded on the NMC register.

Requirement
R9.1.1	AEIs must ensure that the programme leader responsible for a field of nursing is registered and has currency in that field.

R9.2
AEIs must ensure that teachers have appropriate qualifications and experience for their roles.

Requirement
R9.2.1	AEIs must ensure that nurse and midwife teachers who make a major contribution to the programme hold, or are working towards, a teaching qualification recordable on the NMC register. This includes people seeking NMC recognition of a comparable teaching qualification; see Standards to support learning and assessment in practice (NMC 2008).

R9.3
Programme providers must ensure that sufficient staff are allocated to deliver the programme effectively.

Requirement
R9.3.1	AEIs must make sure that most of the teaching and academic input to the programme is delivered by registered nurses and that all learning is applied to nursing.

Guidance
G9.3.1	AEIs should ensure that nurse teachers are able to spend part of their normal teaching hours supporting student learning in practice, as in Standards to support learning and assessment in practice (NMC 2008).

Requirement
R9.3.2	Programme providers must make sure that any practice learning environment, where nursing care is delivered, has sufficient registered nursing staff and equipment to deliver safe and effective care.

R9.3.3

Programme providers must ensure that mentors and practice teachers are able to meet the requirements of Standards to support learning and assessment in practice (NMC 2008) regarding:

roles and responsibilities
annual updating
triennial review
sign-off mentors having time allocated to reflect, give feedback and keep records of student achievement in their final period of practice learning, equivalent to one hour per student per week.

Guidance
G9.3.3	Programme providers should make sure that, normally, mentors or other registered professionals supporting and assessing nursing students do not support more than three students from any discipline at any time.

R9.4
Students must have access to appropriate learning approaches in a variety of formats on all sites.

Requirement
R9.4.1	AEIs must make sure that all students can access similar learning resources, in different academic and practice learning environments (including IT and library), to help them achieve the programme outcomes.

Guidance
G9.4.1	These resources should be fully accessible to students with disabilities.

Quality assurance


Purpose	To identify the quality management systems of education providers in AEIs and practice learning areas.
Responsibility	Programme providers at local and strategic level.
Standard	Programme providers must use effective quality assurance processes in which findings lead to quality enhancement.

R10.1
Programme providers’ quality assurance processes must be aligned with the programme specification, programme evaluation and enhancement.

Requirement

R10.1.1

AEIs must ensure that:

commissioners fully support the intention to develop, approve and deliver the programme
feedback from students and mentors is used to inform the programme and enhance the practice learning experience
partners at all levels are committed to and will contribute to quality assurance and enhancement
all practice learning experiences are of the same high standard
theory and practice are equally important, and external examiners consider and report on the quality of theory and practice learning.

R10.2
AEIs must demonstrate that they use effective quality assurance processes including conjoint programme approval, approval of minor or major modifications, endorsement and annual monitoring.

R6.2 Programme providers must ensure that mentors and practice teachers meet the relevant requirements within the Standards to support learning and assessment in practice (NMC 2008).​

R6.3 ​Programme providers must ensure that local registers of mentors and practice teachers are maintained according to Standards to support learning and assessment in practice (NMC 2008), including sign-off status of mentors, record of updates and date for triennial review.

R6.2
Programme providers must ensure that mentors and practice teachers meet the relevant requirements within the Standards to support learning and assessment in practice (NMC 2008).

R6.3
Programme providers must ensure that local registers of mentors and practice teachers are maintained according to Standards to support learning and assessment in practice (NMC 2008), including sign-off status of mentors, record of updates and date for triennial review.