BSc Children's Nursing

Children’s Nurses care for children and young people of all ages in a variety of settings, from babies in intensive care to teenagers in outpatients clinics. It is a great career choice if you are a committed, caring and confident individual who wants to help children and their families through a difficult time in their lives.

When you choose UEA, you will be joining a supportive community of health and medical students, working together to gain first-hand experience and providing first-class care to children, young people and their families.

We are ranked 7th in the UK for Nursing (The Guardian, 2018) and our nursing academics are at the forefront of innovative new teaching methods which have been recognised nationally. We also have a great reputation with our partner NHS Trusts, and are proud that students graduate with excellent career prospects and good honours. We will support you to become the very best nurse you can be.

Overview

“As a nurse you get lots of enjoyment knowing that you are supporting a child and family during a stressful time in their lives.” Joseph Smith, Children’s Nursing Graduate.

With the NHS Constitution at its core, our Children’s Nursing degree provides rigorous training, fantastic placement opportunities and is fully approved by the Nursing and Midwifery Council (NMC). 

You will learn about the responsibilities of a Children’s Nurse, essential nursing practice and also specialist areas such as long term illness and the complex needs that some children suffer from. Throughout your degree, you will gain the knowledge, skills and experience needed to care for and support children, young people and their families.

Highlights of Children's Nursing at UEA

  • Experience a wide range of placements including community, hospitals and specialist care units
  • Take part in regular group work with other health and medicine students
  • Link theory to practice with Enquiry Based Learning – a proven successful way to learn
  • Combine 50% theory with 50% practice – the best way to prepare for your career
  • Learn in our award-winning facilities such as our skills laboratories
  • Experience healthcare in another country with an elective placement
  • Learn in a highly supportive culture
  • Join a motivated group of students: 100% of our 2015 graduates achieved a 2.1 or first class degree

Facilities

Increase your knowledge and build your confidence by trying out new techniques in our state-of-the-art skills laboratories and anatomy suite and take part in scenario based training in our fully equipped bungalow. You will also explore contemporary practice in small seminar groups in our purpose built Edith Cavell Building.

Course Structure

  • Three-year course
  • Two modules each year
  • Keynote lectures and small group teaching alongside clinical placements
  • Variety of assessments such as written assessments, unseen examinations and group presentations
  • Teaching hours are allocated between 9am-7pm. When in practice, your hours will reflect typical patterns for nursing staff at your placement and a minimum of 75 hours on night duty is normally required.

The NHS Constitution

The NHS Constitution Values are an integral part of everything we do; they underpin the behaviours and expectations of all our staff and students in the university and in the practice setting. As part of our recruitment process, your understanding of the values of the NHS Constitution will be explored at interview, with successful candidates demonstrating how these are reflected in their own beliefs.

Placements

Your placements will take place in a variety of settings under the supervision of a professional, where you will be able to use and develop your skills and knowledge in a clinical environment, while working closely with children, young people and their families.

A fantastic student experience

Studying Children’s Nursing at UEA means that you’ll join the Health Sciences School, home to a group of exceptional students, world-class research and enthusiastic educators who are experts in their fields. 

Life beyond University

The placements we offer allow you to build an individual profile demonstrating that you have undertaken the necessary time in practice required for you to register with the Nursing and Midwifery Council (NMC). Our Children’s Nursing graduates are highly sought-after healthcare professionals.

Working as a Children’s Nurse means developing your knowledge and skills further and working in a demanding yet rewarding environment, which could be based in a number of areas such as:

  • Hospital Children’s Ward
  • Hospital Adolescent Unit
  • Outpatients Clinic
  • Specialist Nursing Role
  • Emergency and Urgent Care Setting
  • Theatres or Recovery
  • High Dependency or Intensive Care Setting
  • Child Health and Wellbeing Clinic
  • Children’s Community Nursing Team
  • Children’s Hospice

More information

Course Modules 2017/8

Students must study the following modules for 120 credits:

Name Code Credits

ESSENTIAL NURSING PRACTICE

The aim of this module is for students to explore the health needs of a diverse population. Underpinning theory will take account of individual physical, psychological, social and spiritual health needs. Recognition will be given to the importance of working with families, carers, and support networks to address people's needs. Key themes within this module will include communication, common physical and mental health problems, children and young people, dealing with emergency situations. This module will provide students with the underpinning knowledge related to the nurse's role in safeguarding children and vulnerable adults. Interprofessional learning will continue in this module. Students will be supported in further developing their self-awareness, using support systems to recognise, manage and deal with their own emotions. Essential nursing skill development will continue. In the first 8 weeks of the module blended and shared learning approaches support you the student to meet the module outcomes. During week 9 the student will engage in simulated practice to further prepare, prior to their 11 week practice experience. Adult Field Specific Adult field students will consider the philosophy and policy underpinning contemporary adult services. They will learn the underpinning knowledge and skills relating to building relationships with people in physical and/or mental distress in a range of settings. The module will include exploration of the power imbalances between professionals and people experiencing physical and mental health problems. Knowledge will be developed to enable the recognition of the early signs of illness in individuals of all ages, accurate patient assessment and an understanding of the prompt and appropriate management of patients who are either acutely ill or have the potential to become so. Through teaching and learning activities students will be required to demonstrate a willingness to actively consider the significance of and factors affecting their own physical and mental wellbeing and the importance of this for the therapeutic use of self. There will be an emphasis on the value and need for clinical supervision in adult practice. The student will be allocated to a field-specific practice learning experience as their practice Hub. Together with spoke learning experiences this will facilitate the student to meet the practice learning outcomes. The students will return to School during the placement for some one-day simulated practice to enhance skills development. Following this module there are 3 independent learning weeks in which the student can, should they need to, make up practice/theory time or undertake independent study/reading. Learning Objectives: Professional values 1.Promoting dignity, choice and respect, 2.Upholding individual's rights 3.Advocacy 4.Professional identity 5.Professional and legal frameworks Nursing practice and decision making Common physical and mental health conditions across the lifespan - epidemiology and applied anatomy and physiology in relation to: 1.Diabetes 2.Cardiovascular disease - hypertension 3.Depression 4.Anxiety 5.Dementia 6.Substance misuse 7.Asthma 8.Epilepsy 9.Infection 10.Musculo-skeletal 11.Co morbidity 12.Community profile 13.The relationship between the population and health needs 14.Inclusion/exclusion 15.Child protection 16.Adult protection 17.Inequalities and stigma 18.Holism 19.Spirituality 20.Essential nursing practice 21.Human development 22.Detecting and dealing with common emergencies, within own limitations Communication and interprofessional skills 1.Overcoming barriers to communication 2.Augmented and alternative communication strategies 3.Working with distress, including handling strong emotions 4.Appropriate communication across the lifespan 5.Working with families and carers 6.Engagement and self-awareness 7.Self-awareness including own value base 8.Use of written and verbal communication #telephone communication #writing letters #writing reports #handover Leadership, management and team working 1.Support networks 2.Effective team working Research 1.Identifying relevant literature 2.Applying evidence to practice Lifelong learning 1.Clinical supervision 2.Applied numeracy skills 3.Emotional intelligence 4.Self-awareness Adult Field Specific 1.Introduction to the principles of sick patient assessment 2.Assessing and observing the sick adult or child 3.Prompt and appropriate management of the sick adult or child 4.History of adult health practice 5.History of the NHS 6.Politics of the NHS and impact of governmental policies 7.Role of NICE and NICE guidance 8.Administration of medications across the lifespan 9.Service user involvement and experiences of service users 10.Power imbalances within the NHS 11.Clinical supervision in Adult practice 12.Maintaining own physical and mental wellbeing in Adult practice

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FOUNDATIONS OF NURSING

This generic module introduces students to the four fields of nursing. Mandatory training is undertaken during this module in order to prepare students for their first clinical placement. The holistic nature of nursing care is explored within this module from both the biological and psychological perspectives. This module has the core attributes of nursing at its core being heavily focused on developing person-centric care using values such as communication, dignity, care and compassion. The Module aim is to introduce students to the values and evidence base that underpin contemporary nursing practice encapsulated by the NMC Code (2015). Students will begin to develop and harness the skills of lifelong learning including reflection. Key concepts to be explored include therapeutic relationships, professional boundaries, promoting health, clinical governance, interprofessional learning and systematic approaches to nursing. An emphasis is placed on the acquisition of essential nursing skills. There will be a focus on the development of student's self awareness for effective nursing practice.

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Students must study the following modules for 120 credits:

Name Code Credits

HEALTH AND WELLBEING - CHILD (SEPT)

The aim of this module is to explore and apply the concept of empowerment and health promotion in nursing practice. There will be exploration of the impact of illness and disability on people's lives across the life span. The assessment of nursing needs and planning of interventions continues to be a key theme. The skills and knowledge related to identifying changes in health status, health crises and coping strategies form a key part of learning. An emphasis on therapeutic relationships continues in the context of empowering relationships. Interprofessional learning (IPL2) commences in this module. In this module children's nursing field students will focus on the importance of the nurse's role in empowerment and health promotion with children, young people and families. They will explore the health needs of children from 0 to 16 years of age from a range of backgrounds including traveller and immigrant families. The mental health needs of this age group will also be explored. The epidemiology of child health will be explored and they will be introduced to the concepts of genetics and inheritance.

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LONG TERM CONDITIONS - CHILD (SEPT)

This module explores the unique needs across the lifespan of individuals living with a long-term condition. Using a strengths based approach you will explore the adjustment needs of people, including families and carers, living with long term conditions to enable them to function to their full potential. Key concepts and content will include communication, social inclusion, reasonable adjustments, legislation, capacity, pharmacology, reflexivity, health and social policy, and end of life care. The learning objectives of this module are to: #Explore the holistic needs and expectations of individuals living with a long term condition. #Promote critical thinking and problem solving, utilising a systematic approach #Investigate and critique the contemporary evidence base that underpins nursing practice #Present and critically discuss evidence that is applied to/ in practice, in both the class and practice environments.

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Students must study the following modules for 120 credits:

Name Code Credits

MEETING COMPLEX NEEDS (SEPT)

The aim of this module is to facilitate your increasing autonomy with regard to theory and practice learning whilst supporting your transition to degree level studies. Theory and practice experiences will focus on developing your ability to prioritise the requirements of people with complex needs. Building on previous skills a second focus will be on effective communication in diverse and challenging situations. Themes will include influencing others, managerial strategies and the effectiveness of the inter-professional team with the option to attend IPL3 and IPL4 conferences. You will continue to learn in both multi-field and field specific study groups. The learning objectives of this module are to increase your autonomy with regard to theory and practice learning whilst supporting your transition to degree level studies. You will learn primarily in field specific groups and your placements will all be field specific. The theory and practice experiences will focus on developing your ability to prioritize and manage the requirements of people with complex needs. Building on previous knowledge and skills this semester will have a strong field-specific focus and the learning issues will be increasingly challenging. During this final year of the programme, you will also be expected to be an increasingly independent learner use self-directed study time to enhance your learning in relation to the module outcomes. Your preparation for writing your dissertation will be supported by taking part in seminars and a reading week. Students in the children's nursing field will acquire and be able to demonstrate knowledge and skills related to working effectively with children and young people who have complex acute health needs. This module will focus on the acutely ill child (including the effects of respiratory distress and trauma on children, young people and their families), on care of the premature baby, on having to give bad news and the knowledge and skills required when coping with emergency situations arising within the context of children's nursing.

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PREPARATION FOR FUTURE PRACTICE (SEPT)

This module is about#. (100 words maximum) #students exploring their role in relation to the enhancement of nursing practice and service delivery. The emphasis will be on the knowledge and skills of a resilient nurse. Key themes will include change management, service improvement, conflict management and decision making in complex situations. Students will #consolidate and review the knowledge and skills gained throughout the programme in relation to their field of practice #be expected to contribute to the management of practice learning environment #use the knowledge gained throughout the programme to act as a resource regarding best practice to members of the wider interprofessional team. The learning objectives of this module are to consolidate and review the knowledge and skills they have gained throughout the programme in relation to their field of practice. Contemporary legislation and policy is considered in the light of their existing knowledge and experience, with an emphasis on future autonomous practice. Self-management in complex and challenging situations is a key theme. They are expected to contribute to the management of their practice learning environment and use the knowledge they have gained throughout the programme to act as a resource regarding best practice for all members of the interprofessional team. During this final module of the programme, the students are expected to be an independent learner, using self-directed study time to enhance their learning in relation to the module outcomes. Their preparation for future practice will be further supported by participation in EBL and devising a Service Improvement Project.

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Disclaimer

Whilst the University will make every effort to offer the modules listed, changes may sometimes be made arising from the annual monitoring, review and update of modules and regular (five-yearly) review of course programmes. Where this activity leads to significant (but not minor) changes to programmes and their constituent modules, there will normally be prior consultation of students and others. It is also possible that the University may not be able to offer a module for reasons outside of its control, such as the illness of a member of staff or sabbatical leave. Where this is the case, the University will endeavour to inform students.

Further Reading

  • Frequently asked questions

    Read it Frequently asked questions
  • Children's Nursing

    I proudly qualified as a Registered Children’s Nurse in 1998. During my training and a particularly fascinating and well taught child physiology seminar I made the decision (and told everyone who would listen) that I would one day teach this profession; and I am delighted to have achieved that goal. I had much to learn however and consolidated my nurse training with several years’ varied Paediatric Nursing experience across the UK, delivering care to both acutely and chronically unwell children, young people and their families. The biggest challenge (and reward) followed in my next move as a Clinical Nurse Specialist for Children’s Pain Management where I spent four wonderful years in this specialist nursing role, developing my passion and expertise for children and young people’s healthcare education. A decade from qualifying as a Children’s Nurse I commenced a new and exciting career pathway as a Nursing Lecturer; just as I had ‘pledged’ as a student nurse back in the late 1990s. I continue to feel energised and enthused to further develop my professional role as the Course Director at UEA. If you are considering a career in Children’s Nursing then I can assure you that this is a journey not to be taken lightly. It is a wonderful privileged profession requiring application to demanding studies and commitment to caring effectively for children, young people and their families’ healthcare needs. I often get asked if I miss ‘hands on’ clinical care. Apart from the fact that I am still able to deliver some clinical care from time-to-time in the local Paediatric Accident and Emergency Department, I have to reply a resounding NO. I continue to deliver patient care via the students I teach. Possibly you in the future.

    Read it Children's Nursing

Entry Requirements

  • A Level ABB
  • International Baccalaureate 32 points
  • Scottish Advanced Highers BCC
  • Irish Leaving Certificate AABBBB or 3 subjects at H2 and 3 subjects at H3
  • Access Course Pass with Distinction in 30 credits at Level 3 and Merit in 15 credits at Level 3 in a Health, Care or Science subject
  • BTEC DDD in a Health, Care or Science subject
  • European Baccalaureate 75%

Entry Requirement

We look for applicants to have a clear understanding of the profession ideally with relevant voluntary or paid work in health care, an interest in people, a strong academic attainment and a broad academic base.

You are required to have 5 GCSEs at grade 4 or grade C including English Language/Literature and Mathematics. A Science GCSE is also preferred. (Please note that we are not able to accept Adult Numeracy or Literacy, Key Skills, City & Guilds, Functional Skills or Access to HE credits in lieu of GCSEs.)

A science subject at A-level will be an advantage (Biology, Chemistry, Physics, Human Biology, PE or Mathematics). Psychology is NOT considered as a science for this course

General Studies, Critical Thinking, Public Services and AS-levels are not considered.

Applications are encouraged from those with non-traditional qualifications. Applicants with the following qualifications are required to demonstrate GCSEs at grade 4 or grade C in English Language/Literature and Mathematics. A Science GCSE is also preferred.

Access to Higher Education Diploma in a Health, Care or Science subject Pass with Distinction in 30 credits at Level 3 and Merit in 15 credits at Level 3
Bachelor Degree (hons) 2.1. 2.2 with ABB at A-level
CACHE Level 3 Diploma in Child Care and Education (Early Years Educator) A
CACHE Level 3 Extended Diploma in Children's Care, Learning and Development, or Children and Young People's Workforce, or Health and Social Care (including Technical Level) A
Certificate of Higher Education 60% with ABB at A-level
City & Guilds Advanced Extended Diploma in Health and Care (Health or Care pathway) Distinction
Diploma of Higher Education 60% with ABB at A-level
Foundation Degree in a Health, Care or Science subject 65%
Foundation Year in a Health, Care or Science subject 75%
Open University (60 credits) in a Health, Care or Science subject 60%

 

We do not consider Apprenticeships, NVQs (any level) or Work-based Level 3 Diplomas (previously NVQs) as meeting the minimum academic entry requirements, although these can be used as evidence of recent study. We will also not consider an applicant who has an academic fail from a health based degree programme, including where an exit award has been achieved.

Due to competition for places on this course, meeting (or being predicted to meet) the minimum academic entry requirements is not a guarantee of selection for interview.

Students for whom English is a Foreign language

We welcome applications from students from all academic backgrounds. We require evidence of proficiency in English (including speaking, listening, reading and writing) at the following level:

IELTS: 7.0 overall (minimum 7.0 in any component)

We will also accept a number of other English language qualifications. Please click here for further information.

INTO University of East Anglia 

If you do not yet meet the English language requirements for this course, INTO UEA offer a variety of English language programmes which are designed to help you develop the English skills necessary for successful undergraduate study:

 

 

Interviews

Of the applicants who pass the initial screening stage, the strongest will be invited to interview.

Those invited to attend an interview morning or afternoon will be required to undertake a numeracy test and a short written literacy test. The results of these tests do not form part of the selection process but are a requirement of Health Education England and help the University to plan the level of numeracy and literacy support we provide to our cohorts. An example test paper can be found here. 

The interview lasts approximately 40 minutes and follows a multiple mini interview format across four stations. When applicants enter the interview room, they will find a series of four interview 'stations' to circulate through, spending approximately 7 minutes at each. Interviews explore a range of issues, including the applicant's suitability for the profession and whether the applicant holds the NHS values as reflected in the NHS constitution. There will also be a short interview with local school children. Please note that we do not disclose interview questions.

Further information regarding the interview day can be found here.

Gap Year

We welcome applications from students who have already taken or intend to take a gap year. We believe that a year between school and university can be of substantial benefit. You are advised to indicate your reason for wishing to defer entry and to contact admissions@uea.ac.uk directly to discuss this further.

Special Entry Requirements

We prefer applicants to demonstrate evidence of recent formal academic study within 5 years of the start of the course.  This is to ensure they are equipped to succeed on this academically rigorous course. 

If you have not studied for an academic qualification within the last 5 years, and particularly where your previous study does meet our entry requirements, do contact our Admissions office (admissions@uea.ac.uk). 

We want to hear from you to assess whether your work, life or previous educational studies are suitable evidence for demonstrating your motivation, potential, knowledge and ability to study the course.  We want you to succeed and an application and offer will only be considered where we believe that an applicant has the potential to complete the course with a good final degree classification. The Admissions Office can also give you advice on further study, if required, that can help you make a future application to the course.

Offers to successful applicants will be subject to a satisfactory occupational health check, an enhanced Disclosure and Barring check (formerly CRB), two satisfactory references and eligibility for NHS funding.

Intakes

September

Fees and Funding

Undergraduate University Fees and Financial Support

Tuition Fees

Information on tuition fees can be found here:

UK students

EU Students

Overseas Students

Scholarships and Bursaries

We are committed to ensuring that costs do not act as a barrier to those aspiring to come to a world leading university and have developed a funding package to reward those with excellent qualifications and assist those from lower income backgrounds. 

The University of East Anglia offers a range of Scholarships; please click the link for eligibility, details of how to apply and closing dates.

How to Apply

Applications need to be made via the Universities Colleges and Admissions Services (UCAS), using the UCAS Apply option.

UCAS Apply is a secure online application system that allows you to apply for full-time Undergraduate courses at universities and colleges in the United Kingdom. It is made up of different sections that you need to complete. Your application does not have to be completed all at once. The system allows you to leave a section partially completed so you can return to it later and add to or edit any information you have entered. Once your application is complete, it must be sent to UCAS so that they can process it and send it to your chosen universities and colleges.

The UCAS code name and number for the University of East Anglia is EANGL E14.

Further Information

If you would like to discuss your individual circumstances with the Admissions Service prior to applying please do contact us:

Undergraduate Admissions Service
Tel: +44 (0)1603 591515
Email: admissions@uea.ac.uk

Please click here to register your details via our Online Enquiry Form.

International candidates are also actively encouraged to access the University's International section of our website.

    Next Steps

    We can’t wait to hear from you. Just pop any questions about this course into the form below and our enquiries team will answer as soon as they can.

    Admissions enquiries:
    admissions@uea.ac.uk or
    telephone +44 (0)1603 591515