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The Salford School of Nursing

School Review: Self Evaluation Document

Learning that embraces the theory–practice gap (Warne and McAndrew, 2008)

October 2008
Acknowledgements
A large number of individuals have helped in the production of this Self Evaluation Document. I would like to thank those staff from our clinical placement partner organisations for taking the time to contribute and comment on the document as it has been developed over the last few months. Many of my colleagues within the School have also helped in providing high quality information, and critical advice. In particular I would like to thank the following people for their contributions and support:

Sandra Bann

Jennie Brinkman

Angela Gallacher

Janice Grant

Karen Holland

Celia Hynes

Jane Jenkins

Nancy-Jane Lee

Denise Megson

Cyril Murray

Jill Wild

Lis Bourne

Sylvia Crozier

Phyllis Dickinson

Kathryn Foden

Helen Franks

Christine Hogg

Marguerita Leyden

Moira McLoughlin

Maureen McMahon

Naomi Sharples

Karen Wild

Professor Tony Warne, Head of School, School of Nursing

EXECUTIVE SUMMARY

This self-evaluation document sets out the progress achieved by the Salford School of Nursing towards the objectives agreed at the School’s last review in 2003. This was a period of growth for the School, and a time that saw consolidation of the School’s presence on the Frederick Road Campus site. Additional staff were recruited to support the growth in programmes and student numbers, and to further build upon the School’s academic enterprise and research capability and expertise. However, towards the end of this period of growth, the School’s operating environment changed.

An increasingly turbulent local and national context ensued. Adverse employment prospects for nurses and a poor career image impacted upon student recruitment. Changes to the commission contract arrangements increased the School’s financial instability. It is to the School’s credit that even during these testing times, progress towards the strategic aims was maintained. Research grant income increased, the number of publications and conference presentations rose, academic enterprise saw a year on year increase in income, and new programmes were developed and approved. External quality assurance reviews undertaken during this time have shown the School to be delivering against academic and professional quality standards and requirements.

In 2007, a new Executive Head of School was appointed. The opportunity has been taken to review and redefine the strategic intent of the School. A clear set of strategic objectives have been developed, and a new organisational structure proposed that will facilitate the performance management requirements of the university. A project based initiative has been developed and is underway. This is systematically examining all the student related processes of the School in order to achieve greater efficiencies and effectiveness whilst improving and enhancing the student experience.

This Self Evaluation Document is part of an evidence base that has been assembled to demonstrate the achievements made, and lessons learnt since the School’s last review. A number of issues, challenges and opportunities critical to the School’s continued success are presented.

CONTENTS

Page

1. INTRODUCTION

Background 1

Taught Programmes 2

Staffing 3

Research Assessment Exercise 2001-07 4

Last Quality Assurance Review and Key Outcomes 5

NMC 6

2. STRATEGY

Introduction 8

Current context 8

3. STRUCTURE

Introduction 13

Current Structure 14

Role of Directorates 15

Potential Directorate Structure/Composition 16

4. TEACHING AND LEARNING

Introduction 17

Current Programme Provision 17

Evaluation of Taught Programmes 19

Teaching Learning and Assessment 20

Recruitment and Admission of Students 22

Widening Participation 24

Student Achievement 25

Student Support 26

Effectiveness of Procedures to Maintain Quality and Enhance Quality 28

International Opportunities 31

5. RESEARCH

Introduction 33

Organisation of Research and Scholarly Activity; Salford Centre

for Nursing, Midwifery and Collaborative Research 34

Research Informed Scholarly Activities 34

Delivery of Research and Scholarly Activities 35

Publications 36

SCNMCR National and International Profile 36

Research and Scholarly Achievements within the School 38

Post Graduate Issues 39

Enhancing the Wider Post Graduate Student Experience 40

6. ACADEMIC ENTERPRISE AND KNOWLEDGE TRANSFER

Introduction 41

Academic Enterprise Activity 42

Academic Enterprise Highlights 43

7. RESPONSE TO REVIEW OF SCHOOL OF NURSING (2003)

Introduction 44

Moving Forward 45

Review Outcomes 46

8. SUMMARY OF KEY ISSUES 47

APPENDICES

Appendix 1 Programme Provision 50

Appendix 2 School Strategic Plan 54

Appendix 3 Whole School Project 65

Appendix 4 School Scheme of Management (Revised Managerial Structure & Lines of Accountability – 7 January 2008) 71

Appendix 5 School NSS Results 2008 & Action Plan 83

Appendix 6 School International Strategy 2008 – 2012 87

Appendix 7 Summary of Research Activity 95

Appendix 8 Annual Academic Enterprise Activity Reports 111

Appendix 9 Response to Review of School of Nursing (2003) 126

Appendix 10 Report of Base Room Visit (29.09.2008) 135

I would describe our relationship with the School of Nursing as being very good, I sometimes think that the students don’t understand this… …even think that perhaps we don’t talk to each other… …but we do and that’s what makes it easier to work together well.

(PCT Education and Training Manager)


(1)INTRODUCTION

This Self Evaluation Document has been prepared in accordance with the University of Salford Quality Assurance Review Guidelines. Led by Professor Tony Warne, Head of School, the School Executive have reviewed progress in the School of Nursing since the last review in 2003, and have set out their analysis of the issues that have emerged during this time.

The current Strategic Plan is included. However, as the past five years have seen the School’s operating environment become increasingly turbulent, the currency of the Strategic Plan, in terms of effectively reflecting the School’s needs, is reduced. Thus the opportunity has been taken to both consider the journey to this point in the School’s development, but also set out how the achievements of the past have informed the development of the School’s future direction and strategic intent.

Background

The Salford School of Nursing is the largest of three School’s forming the Faculty of Health and Social Care. It was formed in 1996 following the merger of the University of Salford, Salford College of Technology and The Northern College of Nursing, Midwifery and Health Studies.

In 2005, contemporary teaching and learning facilities on the Frederick Road Campus were developed. These facilities, the Mary Seacole and Allerton Buildings, provide office, teaching and research accommodation for all the School staff.

The School’s annual income for 2007-2008 (primarily from commissioned teaching programmes, research, and academic enterprise) was £13.5 million.

Taught Programmes

Currently, the School offers 17 programmes, although there are a very small number of former Diploma and Degree students still registered on previously approved undergraduate programmes now replaced by the current portfolio (see Appendix 1). The students on these programmes are due to complete in March 2009.

Name of programme

Date approved

Date last reviewed

Date of next PPR

No. of students (Aug 08)

Undergraduate Pre Registration programmes

Dip/Ord Degree Adult / Child / Mental Health

June 2006

2010/2011

938

BSc Adult / Children’s / Mental Health

June 2006

2010/2011

457

Undergraduate Post Qualifying programmes

BSc (Hons) Community and Public Health Studies

June 2003

2008/2009

15

BSc (Hons) Acute Child Care

Nov 2001

June 2008

2012/2013

54

BSc (Hons) Therapeutic Interventions

June 2006

2011/2012

51

Dip Contemporary Health Care Practice

Dec 2006

2011/2012

13

BSc (Hons) Professional Practice Development

Dec 2006

2012/2013

3

BSc (Hons) Professional Studies (Nursing/Health Care)

Dec 2006

2012/2013

83

Postgraduate programmes

MSc Collaborative Health Care

June 1999

June 2003

2008/2009

9

MSc Nursing

June 1999

June 2003

2008/2009

15

MSc CAMHS

PG Dip CAMHS

Oct 2006

June 2004

2008/2009

8

MA Human Relations

June 1999

June 2003

2008/2009

3

M Res

June 2001

June 2005

2008/2009

3

Prof Doc

Feb 2004

June 2007

2012/2013

28

MSc Advanced Practice (Health and Social Care / Neonatal)

June 2004

June 2008

2013/2014

56

Collaborative programmes

Foundation Degree CAMHS

with Wigan and Leigh

June 2006

2010/2011

24

*BSc (Hons) Professional Studies in Nursing and Social Work (Learning Disability) with School of CHSSC)

Sept 2005

Jan & May 2008

2010

59


* Professional Body (NMC) Review

Staffing

The School of Nursing is one of the largest in the University. The permanent academic staff complement of 126.83 (at 1st August 2008) has increased from 111 fte in 2003. There is a slight decrease in the number of administrative/support staff (38 in 2003) employed directly in the School due to more effective working arrangements across the Faculty in the areas of Finance, Marketing and the effective integration of SIS.

Grade

Number

Professor

3

Professorial Fellows

1

Senior Lecturers

32.90

Lecturers

75.20

Research Fellows

4.50

Part time staff

5

Lecturer/Practitioners

5.23

Administration / Support staff

29.81

Technical staff

3

Total Staff

159.64

All but two of the academic staff in the School are qualified nurses and are registered on the Nursing and Midwifery professional register. 18School staff have PhDs and 25 staff are currently completing a PhD or professional doctorate.

T

The School of Nursing is excellent in terms of responding to our Trust workforce agenda...

the early identification of forthcoming issues has meant that existing groups and meetings are more effective in their forward planning…

the School is always willing to be flexible in developing new solutions to emerging problems…

Practice Development Manager

here is a direct correlation between staffing levels and total student numbers. In addition to the pre registration students the School has part time diploma, degree, masters and doctoral students all of which are reflected in the total staffing student ratios.

A significant factor in the staffing changes noted above has resulted from the increase in commissioned pre registration students seen up to year ending 2006, when there was the first reduction in commissioned numbers in some eight years. The University is normally advised of the proposed commissions in March/April.

Intake

Total comm

Actual

MH comm

MH actual

Adult comm

Adult actual

Child comm

Child actual

May 1998/

Nov 1998

344

351

May 1999/

Nov 1999

466

493

Sept 2000 /Mar 2001

573

549

83

329

99

Sept 2001/ Mar 2002

747

678

130

410

138

Sept 2002/ Mar 2003

766

743

177

150

463

440

175

159

Sept 2003/ Mar 2004

766

731

179

143

426

422

163

166

Sept 2004/ Mar 2005

766

696

177

150

426

412

163

134

Sept 2005/ Mar 2006

766

754

178

159

426

410

163

133

Sept 2006/ Mar 2007

726

634

177

120

386

385

163

129

Sept 2007/ Mar 2008

716*

540

177

133

366

266

146

133



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