The Salford School of Nursing
School Review: Self Evaluation Document
Learning that embraces the theory–practice gap (Warne and McAndrew, 2008)
Professor Tony Warne, Head of School, School of Nursing
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.
Taught Programmes 2
Research Assessment Exercise 2001-07 4
Last Quality Assurance Review and Key Outcomes 5
Current context 8
Current Structure 14
Role of Directorates 15
Potential Directorate Structure/Composition 16
4. TEACHING AND LEARNING
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
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
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
Academic Enterprise Activity 42
Academic Enterprise Highlights 43
7. RESPONSE TO REVIEW OF SCHOOL OF NURSING (2003)
Moving Forward 45
Review Outcomes 46
8. SUMMARY OF KEY ISSUES 47
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)
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.
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.
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 last reviewed
Date of next PPR
No. of students (Aug 08)
Undergraduate Pre Registration programmes
Dip/Ord Degree Adult / Child / Mental Health
BSc Adult / Children’s / Mental Health
Undergraduate Post Qualifying programmes
BSc (Hons) Community and Public Health Studies
BSc (Hons) Acute Child Care
BSc (Hons) Therapeutic Interventions
Dip Contemporary Health Care Practice
BSc (Hons) Professional Practice Development
BSc (Hons) Professional Studies (Nursing/Health Care)
MSc Collaborative Health Care
PG Dip CAMHS
MA Human Relations
MSc Advanced Practice (Health and Social Care / Neonatal)
Foundation Degree CAMHS
with Wigan and Leigh
*BSc (Hons) Professional Studies in Nursing and Social Work (Learning Disability) with School of CHSSC)
Jan & May 2008
* Professional Body (NMC) Review
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.
Part time staff
Administration / Support staff
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.
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 Managerhere 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.
Sept 2000 /Mar 2001
Sept 2001/ Mar 2002
Sept 2002/ Mar 2003
Sept 2003/ Mar 2004
Sept 2004/ Mar 2005
Sept 2005/ Mar 2006
Sept 2006/ Mar 2007
Sept 2007/ Mar 2008