Integrated Practice in Learning Disabilities Nursing and Social Work
BSc (Hons)

Clinical Placement
Overseas study available
Work placement opportunity

3 good reasons to study Integrated Practice in Learning Disabilities Nursing and Social Work at Salford

1.

Incorporates Social Work and Registered Nurse in Learning Disability qualifications

2.

Professional preparation to work in the Learning Disability Service

3.

Only course of this kind in Greater Manchester that combines nursing with social work

Course Summary

This innovative course will offer you the opportunity to develop the key knowledge, skills and experience required for working in health and social care and specifically with people who have learning disabilities.

You will study a number of related topics including sociology, psychology, social policy, law and ethics, risk and abuse, health promotion and human growth and development, which are applicable to working with people with learning disabilities and their families and communities.

Placements represent a fundamental aspect of the course and you will gain valuable insight and experience of supporting people in the real world by working alongside qualified nurses and social workers in a diverse range of locations.

When you qualify, you will be able to register as a qualified nurse (learning disability) with the Nursing and Midwifery Council and to the Health Care Professions Council as a social worker.

Please note: For applications for entry in September 2017 or later, it is likely there will be changes to the funding of fees and a bursary may no longer be available. Please see the ‘Fees and Funding’ tab for further details.

Course Details

This course acknowledges that the rights and needs of people with a learning disability are not clearly divisible into health or social care services. While recognising that some distinct teaching of nursing and social work is necessary, this course adopts a holistic approach and emphasises the need for training courses to develop transferable skills and strategies for caring.

Your time will be split equally between theory and practice. You will study a number of related topics including sociology, psychology, social policy, law and ethics, risk and abuse, health promotion and human growth and development which is applicable to working with people with learning disabilities and their families and communities.

Placements represent a fundamental aspect of the course and you will gain a wealth of experience in a diverse range of settings including NHS, local authority, secure settings and the independent sector. You will complete over 2,300 hours on placement which will give you valuable insight and experience of supporting people in the real world.

The University makes every effort to assist students in finding a placement but is unable to guarantee that a placement opportunity will be available or that students will have access to the placement of their choice. There is a nationally recognised shortage of placements and availability is dependent upon external providers who are able to offer a limited number of placements opportunities. If you are unable to take up a placement opportunity you will need to return any funding that you receive from the Student Loan Company if you are not actively attending the programme.

Further guidance is available from the Practice Education Lead, Allison Coleman.

Course Structure

Year 1

To enable the student to acquire essential knowledge, skills, values and attitudes in order to best meet the needs of individuals, families and communities and develop key principles and concepts underpinning professional practice.
To provide students with an understanding of the historical development of health and welfare services and how this has shaped the legislative framework relating to the delivery of health and social care today. In addition, students will develop an awareness of factors that impact on health and wellbeing across society and develop and apply concepts and approaches to health promotion within a diverse society.
To enable students to identify the nature of learning disabilities including causation, impact, complexity and the support needed by individuals, families and communities, taking into account relevant bio-psycho-social perspectives. In addition, students will develop an understanding of the role of Nurses, Social Workers and others professionals who support people with a learning disability, and ways in which discrimination, oppression and exclusion can be addressed whilst promoting empowerment inclusion and person centred thinking and practice.

Year 2

To enable students to identify and respond to the changing mental and physical health needs of individuals, families and communities across the lifespan and to recognise specific social phenomena such as class, poverty, unemployment, disability, age and gender impact on mental and physical health. Students will specifically consider service systems in relation to children and families and those in need of support to achieve and sustain mental health as well as develop assessment skills that clearly identify ongoing and developing health needs from childhood through to end of life care.Health and Wellbeing across the Lifespan – Theory
To enable students to achieve key roles and outcomes in practice
To enable students to work collaboratively across inter-professional settings and boundaries in order to maximise the health and social wellbeing of children and adults who have a learning disability irrespective of the degree or complexity of their impairments. To maximise the student skill set in relation to working in partnership with individuals, families and other professionals in order to develop and sustain a person centred focus on the individual child or adult who has a learning disability.

Demonstrate the competencies outlined in the Practice Assessment document that is commensurate with Year 2 Semester 3 Demonstrate the outcomes outlined by the NMC/GSCC for progression point 2

Year 3

To provide an opportunity for students to study and reflect on historical, political, social and economic factors in service systems from a European and International perspective and to critically review differing perspectives. In so doing, students are better able to locate and critically analyse contemporary British provision within a wider international context.
To introduce students to different ways of defining research problems; acquaint them with key principles of research and evidence based practice; to explore a range of research methodologies and skills and to enable students to undertake, analysis of research data and consider the implications for professional practice.
Facilitate students to utilise their acquired knowledge, skills and values in the transition from student to qualified professional practitioner; to prepare for a career in learning disability services by providing them with opportunities to further develop their understanding and skills so central to working sensitively and responsively with people who have a learning disability and their families and to enable them to become professional and autonomous practitioners, managing themselves and others effectively through personal and professional reflection and supervision.

Please note that it may not be possible to deliver the full list of options every year as this will depend on factors such as how many students choose a particular option. Exact modules may also vary in order to keep content current. When accepting your offer of a place to study on this programme, you should be aware that not all optional modules will be running each year. Your tutor will be able to advise you as to the available options on or before the start of the programme. Whilst the University tries to ensure that you are able to undertake your preferred options, it cannot guarantee this.

Entry Requirements

Qualification Entry requirements
Police Clearance All offers on this course are made subject to police clearance. The University adheres fully to the CRB Code of Practice.
Health Clearance All offers on this course are subject to Mandatory Health Clearance.
Other qualification Knowledge and understanding of the needs of people with learning disabilities and their families
GCSE All applicants must have GCSEs in English language and maths at grade C minimum
BTEC National Diploma DDM
International Baccalaureate 25

Salford Alternative Entry Scheme (SAES)

We welcome applications from students who may not meet the stated entry criteria but who can demonstrate their ability to pursue the course successfully. Once we have received your application we will assess it and recommend it for SAES if you are an eligible candidate.

There are two different routes through the Salford Alternative Entry Scheme and applicants will be directed to the one appropriate for their course. Assessment will either be through a review of prior learning or through a formal test.

English Language Requirements

International applicants will be required to show a proficiency in English. An IELTS score of 7.0 overall with a minimum 7 in reading, writing and speaking is required for this course.

Applicant profile

Applicants should demonstrate a clear desire and commitment to work with people with learning disabilities.  This may be achieved through any number of expressions of: personal experience of caring for people with learning disabilities, exposure to working in environments where people with learning disabilities attend, desirable personal characteristics/attitudes, insightful perceptions of nursing and social work, an insight into career opportunities, an appreciation of the the contributions nurses and social work make to care, relevance of recent study no more than five years ago, hobbies, involvement in voluntary activities, relevance of involvement in college/work activities, an appreciation of the value of life experiences.

Successful applicants who meet the criteria will be offered an interview. At interview, applicants will be tested on literacy and numeracy, ability to communicate effectively and to work in groups to achieve a task within allocated time and your values in relation to caring. There will also be an individual interview where applicants will have to answer questions posted by service users/carers.

We positively welcome applications from students who may not meet the stated entry criteria but who can demonstrate their ability to successfully pursue a programme of study in higher education. Students who do not have the traditional entry requirements may be able to apply through the Salford Alternative Entry Scheme. In the first instance you should discuss this will the relevant Admissions Tutor.

Teaching

A variety of teaching and learning methods are used.

  • Lectures
  • Seminars
  • Directed study
  • Problem-based learning
  • Individual tutorials

You will be on placement for a total 320 days during this three year course.

Assessment

  • Written assignments
  • Presentations
  • Direct observations of practice
  • Open book exam

Employability

When you qualify, you will be a valuable asset to employees because of your dual qualification. This will enable you to apply for a wide range of jobs within the NHS, local authorities and the independent sector. Many learning disability practitioners also occupy roles as managers and lead teams of support staff.

Career Prospects

As a practitioner who recognises the importance of collaboration across the social and health care divide, you will be extremely valuable to employers. You will be well equipped to take up a range of posts, many within statutory services, for example in day, field or residential services. You may also go on to be a staff nurse, community nurse, social worker or care manager and decide to work with adults with complex health needs or children with challenging behaviour.

Links with Industry

We have formed strong and varied partnerships with a large number NHS Trusts and social work agencies in the North West which means your learning is informed by current practice and developments. You will undertake your practical placements in a variety of setting depending on what area you wish to specialise in which include hospitals, community settings, third sector and private health care organisations.

Further Study

Fees and Funding

Fees 2016-17

Type of StudyFee
Full-timeIf you are a UK or EU resident, and have home student status, you will have your tuition fees paid for you. You may also qualify for a means-tested bursary to help with living expenses.

Please note: For applications for entry in September 2017 or later, it is likely there will be changes to the funding of fees and a bursary may no longer be available.

Please see more information on the proposed changes here, and we will update this page as soon as the changes are confirmed. If you are applying for entry before September 2017, there will be no changes to the funding available.

Facilities

Our Clinical Practice Wards are located in the Mary Seacole Building on the second floor. There are four rooms designed to give the look and feel of a hospital environment. The rooms are furnished with patient's beds, lockers, chairs, sinks and curtains as well as audio-visual equipment, internet and a teaching area.

We also have a number of clinical skills rooms that enhance student learning from taking blood pressure, to giving CPR and more complicated procedures. Along with nursing skills rooms where you can practice in a ward situation, there are basic skills rooms for sessions such as moving and handling.

Nursing

Patient Simulators

The patient simulation laboratory provides you with the opportunity to tackle real-life scenarios in a safe and supported environment. Set up like a hospital ward, the lab contains hi-tech patient simulators that can mimic everything from the common cold to a major heart condition.

The equipment includes:

  • Emergency Care Patient Simulators: Anatomically correct, feature-rich mannequins, which can be used for the physical demonstration of various clinical signs including bleeding, breathing, blinking eyes and convulsions.
  • iStan Patient Simulators: A step up from the ECS, the iStan adds an essential human element to patient simulation. It moves, breathes, can cry out or moan with pain, providing a realistic patient for you to practice on
  • Pedia Patient Simulator: A complete reproduction of a six-year-old child enabling you to practice paediatric scenarios
  • Baby simulator: This mannequin makes it possible to interact with our most vulnerable patients - in a safe, realistic learning environment

Nursing

All the simulation equipment can be linked up to some very hi-tech computer and audio-visual aids. Groups of students get to role-play a wide range of different scenarios, with a lab co-ordinator observing, running and intervening in the scenario remotely.

Sophisticated computer equipment can also provide detailed physiological information for each of the simulators under observation. The lab will help you develop the clinical skills you need but also the high level communication skills that will make a real difference to your patients.

Nursing