study time table for bsc nursing students

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How to Create an Effective Study Schedule for Nursing Students: A Step-by-Step Guide

• person Alyssa Francisco
• calendar_today Jun 16, 2023
• comment 0 comments

Having an effective study schedule is crucial for nursing students preparing for the demanding challenges of nursing education and the NCLEX exam.

A well-structured study schedule Helps Student s stay organized, manage their time efficiently, and achieve academic Success . In this blog post, we will explore the importance of creating an effective study schedule and provide practical tips and a step-by-step guide to help Nursing Students optimize their study routine.

1. Understand the Benefits of a Study Schedule:

A study schedule provides several benefits to nursing students:

▪️ Organization: It helps you plan and prioritize your Study time effectively. ▪️ Time Management: It ensures that you allocate sufficient time to cover all essential topics. ▪️ Consistency: It establishes a routine, helping you maintain a regular study habit. ▪️ Balance: It allows for a balanced distribution of study time across different subjects and areas of focus.

2. Assess Your Study Needs and Goals:

Identify your study needs and goals to create a personalized study Schedule . Consider factors such as your learning style, strengths, weaknesses, and the specific requirements of your nursing program and the NCLEX Exam.

3. Determine Available Study Time:

Evaluate your current schedule and commitments to identify available study time. Consider your class schedule, clinical rotations, work obligations, and personal responsibilities. Allocate dedicated blocks of time for studying, ensuring they align with your energy levels and productivity.

4. Set Realistic Study Goals:

Establish realistic Study Goals for each study session and overall Study Schedule . Break down larger topics into smaller, manageable tasks, making it easier to track progress and stay motivated. Ensure that your goals are specific, measurable, attainable, relevant, and time-bound (SMART).

5. Prioritize Study Topics:

Identify the priority areas and topics that require more attention. Focus on high-priority subjects, challenging concepts, or areas where you need additional practice. Allocate more study time to these topics within your schedule.

6. Create a Weekly Study Schedule:

Use a calendar or a study planner to create a visual representation of your study schedule. Divide your study time into dedicated blocks and assign specific subjects or topics to each block. Consider incorporating breaks, rest periods, and leisure activities to maintain a healthy balance.

7. Optimize Study Environment:

Choose a study environment that is conducive to learning, free from distractions, and comfortable. Find a quiet place with good lighting, comfortable seating, and all the Necessary Study Materials within reach.

8. Be Flexible and Adaptive:

Recognize that life may bring unexpected changes to your schedule. Be flexible and adaptive in adjusting your study schedule when necessary. Learn to manage interruptions, reschedule missed study sessions, and adapt to new circumstances without losing Focus.

Conclusion:

Creating an effective study schedule is essential for nursing students targeting the NCLEX Exam and pursuing a nursing career. By following the steps outlined in this guide, nursing students can develop a well-structured study routine that maximizes productivity, ensures balanced studying, and promotes success in their nursing education. Remember, a study schedule is a tool to help you stay organized and focused, but it should also be adaptable to accommodate changes and ensure a healthy work-life balance. With a well-designed study schedule in place, you'll be better equipped to excel in your studies, pass the NCLEX exam, and thrive in your Future Nursing Career.

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Nursing Studies (Adult)

If a solution-focused approach appeals to you, you can study at degree level and learn how to care for adults suffering from multiple conditions. Graduates go on to become a professionally educated Adult Registered Nurse.

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Adult nursing is a dynamic, rewarding and highly skilled caring and compassionate career. You'll develop diverse skills ranging from the delivery of health education for individuals from a wide variety of backgrounds to delivering complex care for people with multiple acute or long term conditions.

This course aims to develop nurses who are able to deliver person-centred, safe and effective care, working with other professions and agencies in an ever-changing and complex healthcare environment.

You'll experience a variety of clinical placements and will learn using a diverse range of techniques and approaches. You'll undertake clinical practice for 50% of the course, in community and hospital placements as well as independent and voluntary sector experience.

During placements, you will be involved in nursing activities including providing care for a range of patients relevant to the nursing pathway you've chosen.

GCU's learning environment provides innovative, flexible and effective opportunities to develop understanding and nursing skills, using methods such as a blend of online and face-to-face teaching and a state-of-the-art inter-professional simulation suite.

Your career

On successful completion of the course, you will be eligible for registration as a Registered Nurse with the Nursing and Midwifery Council (NMC). You will be equipped to apply for a wide range of positions in the NHS, working closely with patients, clients, service users and carers, and also leading in management and research.

What you will study

97% of graduates from our BSc Nursing Studies (Adult) are in work and/or further study fifteen months after graduating (HESA, 2023)

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Adult Nursing

Duration & study mode

3 years full-time

Health & Life Sciences

Ayr, Dumfries, Lanarkshire, Paisley

Additional information

Study abroad

Course starting dates

Ayr: September

Dumfries: September

Lanarkshire: September

Paisley: September

Entry Requirements

• Course Details
• Fees & Funding

OPEN FOR Clearing 2024

This programme is in clearing for students resident in Scotland, Rest of the UK, Republic of Ireland, EU.

During Clearing our entry requirements remain flexible, and we are committed to providing opportunities to study with us based on a range of qualifications. Please get in touch, and we can discuss your specific circumstances.

You can apply now through UCAS or find out more information about the Clearing process on our dedicated Clearing hub.

Apply on UCAS

CLEARING INFORMATION HUB

The BSc Adult Nursing prepares graduates to begin the study of nursing as a discipline and, following completion to the threshold standard of ordinary degree, to meet the requirements for registration with the Nursing and Midwifery Council (NMC). An NMC accredited BSc Honours pathway provides a competitive, optional additional year to progress to Honours degree qualification.

This degree enables nurses to meet the requirements of a modern health care system, work in multi-professional teams and demonstrate leadership and management abilities.

programme highlights

• Successful students will be adaptable, proficient and safe practitioners who will have demonstrated the graduate skills required to engage in a range of therapeutic approaches together with an underpinning knowledge of the evidence base for Adult healthcare.
• The programme develops safe, proficient and adaptable nurses who can facilitate health promotion approaches including the nurturing of self-care at individual, family and community level with an appreciation of needs across the lifespan.
• It develops graduate attributes including decision making skills, criticality, and research mindedness to influence safe and compassionate adult nursing practice.
• Prepares the nurse to be responsive to the social, political and economic influences on population health and health care.
• Graduates are eligible to register with the Nursing and Midwifery Council as a Registered Nurse in Adult Nursing.

Placement Opportunities

Work-based learning makes up 50% of the BSc Adult Nursing and you will spend time on placement with our local healthcare partners:

• NHS Greater Glasgow & Clyde
• NHS Highland
• NHS Lanarkshire
• NHS Dumfries
• NHS Ayrshire & Arran
• NHS Golden Jubilee

STUDY ABROAD

Study abroad is extremely beneficial to personal and professional development and research has shown that worldwide employers value graduates with intercultural awareness and global competences.

Opportunities for study abroad may be an option at different points in the programme and you will be notified if/when these are available.

(The Times Higher Education Impact Rankings 2022)

What qualifications do you need?  

We welcome Scottish, UK and international students and consider all applicants on an individual basis.

• Standard Entry Requirements: BBC (75 UCAS Tarrif points) or BCC (69 UCAS Tarrif points) plus UWS's First Steps to Nursing module
• Minimum Entry Requirements: BCC (69 UCAS Tarrif points) or BC (48 UCAS Tarrif points) plus UWS's First Steps to Nursing module
• A levels*: CDD (80 UCAS Tariff points) including Biology or Human Biology
• Irish Leaving Certificate:   H3 H4 H4 H4
• International Baccalaureate (IB) Diploma:   24 points with 3 @ HL
• SQA HNC / BTEC Level 4 HNC:   Health or Social Care or Care & Administrative Practice or Healthcare Practice are preferred HNCs, although any discipline will be considered
• SQA HND / BTEC Level 5 HND:   Health, or Social Care, or Care & Administrative Practice or Healthcare Practice are preferred HNDs, although any discipline will be considered
• Scottish Vocational Qualification 3:   will considered on a case-by-case basis alongside other qualifications. As a guide, every 24 credits at SCQF Level 6 is equivalent to one SQA Higher (Grade C)
• Scottish Wider Access Programme (SWAP):   Access to Nursing or Access to Medical Studies or Access to Integrated Health and Social Care (BBB). All must be completed no later than two years before you intend to start your studies
• Further Education and Training Awards Council (FETAC): Completed and pass Level 5

All applicants must satisfy the entry requirements of the Nursing and Midwifery Council (NMC) including having the capability to meet the numeracy requirements of the programme and proficiency in English language and literacy ( NMC Future Nurse Standards 2023 ).

IMPORTANT NOTE

An offer to study is also dependent on the outcome of the selection process and background checks:

• personal interview
• health Screening
• membership of the Protection of Vulnerable Groups (PVG) scheme

* for more information on standard and minimum entry requirements, see our Undergraduate Entry Requirements webpage

English Language Requirements

English language requirements overview.

All academic degrees/awards at UWS are taught in English. For applicants whose first language is not English*, the University sets a minimum English Language proficiency level. All English language qualifications must have been gained within two years of the start of your UWS course.

* applicants who are exempt from english language requirements include:

• native speakers of English
• Erasmus students (unless advised otherwise)
• non-Erasmus students from EU partner institutions (your institution must provide confirmation of your English language ability in the absence of a formal qualification)
• students whose previous degree-level study has been taught and assessed in English in what UK Visas and Imigration (UKVI) define as a majority English speaking country

In general terms, if you are applying to study a course at, or above, Year 1 (SCQF Level 7) bachelor’s degree level, then the UKVI’s minimum level of English proficiency is Common European Framework for References of Languages (CEFR) at B2 (Upper Intermediate).

UWS & INTERNATIONAL ENGLISH LANGUAGE TEST SYSTEM (IELTS)

At UWS, we define our general English language requirements using the International English Language Testing System (IELTS) Academic module ( not General Training ) as follows:

Undergraduate (bachelor's - BA, BAcc, BEng, BSc etc.) degrees and postgraduate (master's - MA, MBA, MSc etc.) taught degrees

• the CEFR equivalent requirement is normally an overall IELTS score of 6.0 (or equivalent), with a score of no lower than 5.5 in any of the four elements (listening, speaking, reading and writing)

Postgraduate research degrees (MRes, MPhil, PhD, DBA etc.)

• the CEFR equivalent requirement is an overall IELTS score of 6.5 (or equivalent), with a score of no lower than 6.0 in any of the four elements (listening, speaking, reading and writing)

These are minimum requirements and some courses may require a higher standard for admission†.

† Exceptions to this level of IELTS scoring exist for some accredited or professionally-recognised courses (see IELTS Score Exceptions section below for more information). 

IELTS SCORE EXCEPTIONS (RESEARCH DEGREES, BIOMEDICAL & PARAMEDIC SCIENCE DEGREES, NURSING & MIDWIFERY DEGREES WITH NMC REGISTRATION, SOCIAL WORK DEGREES, CERTIFICATE OF HIGHER EDUCATION, ETC.)

Research degrees.

For our research degrees ( MRes, MPhil, PhD, DBA, DProf ) applicants are required to have an IELTS score as follows:

• overall score of 6.5
• no sub-test score of less than 6.0

HEALTH & MIDWIFERY AWARDS

For Health, Nursing & Midwifery courses that lead to professional registration with the Nursing & Midwifery Council (BSc Adult Nursing, MSc Adult Nursing, BSc Mental Health Nursing, MSc Mental Health Nursing, BSc Midwifery and MSc Midwifery ), applicants are required to have an IELTS score as follows:

• overall score of 7.0
• score of at least 7.0 in reading, listening and speaking and
• score of at least 6.5 in writing

PARAMEDIC SCIENCE DEGREE

Our BSc Paramedic Science degree leads to professional registration with the Health and Care Professions Council (HCPC); it has different IELTS requirements than other Health-related courses. Although it is not possible to apply for this degree directly as an international student , for applicants who meet SAAS residency requirements and for whom English is not their first language, then the following IELTS scores are required:

• no sub-test score of less than 6.5

BIOMEDICAL DEGREES

For our   BSc (Hons) Applied Biomedical Science ,   BSc (Hons) Biomedical Science   and   MSc Advanced Biomedical Science degrees , which may lead to professional registration with the Health and Care Professions Council (HCPC), applicants are required to have an IELTS score as follows:

• no sub-test less than 6.5

SOCIAL WORK DEGREES

Our   BA (Hons) Social Work and MSc Social Work degrees are professionally recognised by the Scottish Social Services Council and applicants are required to have an IELTS score as follows:

• no sub-test score of less than 7.0

CERTIFICATE OF HIGHER EDUCATION

For our   Certificate of Higher Education   courses, applicants are required to have an IELTS score as follows:

• overall score of 5.0
• no sub-test less than 4.5

OTHER IELTS EQUIVALENT ENGLISH LANGUAGE TESTS

In additional to IELTS, we also accept a number of alternative English language for application and admission to our courses for both home/EU and international students at bachelor's degree study at Year 3 (SCQF Level 9), and above. From Cambridge to TOFEL iBT qualifications the number of these qualifications is extensive.

Find out about non-IELTS English Language Tests

ENGLISH LANGUAGE HIGH SCHOOL QUALIFACTIONS ACCEPTED FOR NON-EU APPLICANTS

UWS has also reviewed a range of High / Secondary School qualifications studied by non-EU applicants that can be used as a basis of entry to a UWS. These range from Botswana GCSEs to USA High School Graduation Diplomas, the number of these qualifications is extensive.

Find out more about international English Language high-hchool qualifications

PRE-SESSIONAL ENGLISH LANGUAGE COURSES AT UWS

Applicants who do not meet the minimum English language requirements have the option to study one of our preparatory and pre-sessional English courses. The UWS courses available are:

• 10-week pre-sessional - entry criteria UKVI IELTS 5.0 with no element below 4.5.
• 5-week pre-sessional - entry criteria UKVI IELTS 5.5 with no element below 5.5.
• English Language for University Study - entry criteria UKVI IELTS with an overall score of 4.0, plus a score of 4.0 in all sub-tests (10-month course), or an overall score of 4.5, plus no score below 4.0 in all sub-tests (7-month course).

Find out more about our English language Courses.

Course details

The Part 1 theory and practice modules, equate to 120 academic credits at SCQF Level 7. In total, students complete 1000 theory hours and 600 practice hours.

You will complete modules on Nursing Health and Care, Nursing in Society, Health and Human Development 1, Community Health and Social Care, Values in Practice and Academic and Professional Development.

LEARNING AND TEACHING:

You will experience a blended approach to learning which will include theory (scheduled and independent study) and practice learning experiences.

ASSESSMENT:

Theory will be assessed using a variety of coursework assessments and modules with associated practice will also involve practice-based assessments.

The Part 2 theory and practice modules, equate to 120 academic credits at SCQF Level 8. In total, students complete 720 theory hours and 840 practice hours.

In Year 2 you will focus on caring for vulnerable individuals and gain skills in understanding, learn how to evaluate risk and provide effective and safe care. 

You will complete modules on Promoting Positive Outcome, Health and Human Development 2, Resilience in Healthcare and Building Healthy Communities. Time will also be spent enhancing your clinical skills on placement. 

In Year 3 you will continue to develop your knowledge, decision-making and practical skills.  You will also develop and demonstrate the professional standards required for registration as a Registered Nurse.

The theory and practice modules in Year 3, equate to 120 academic credits at SCQF Level 9. Students are required to complete all practice hours and assessment. In total, they complete 680 theory hours and 880 practice hours.

You will complete modules on Managing Complex Needs, Evidence Led Enquiry and  Leadership in Healthcare.

Assessment:  

• Practical: 33%  
• Coursework: 67%

Teaching & Assessment

You will be taught through a combination of lectures, tutorials, practical workshops and guided laboratory work.  

There will also be group work, literature reports and research projects in order to ensure our degrees provide a strong set of additional skills, such as presentational and communicative skills.  

Our nursing degree uses a variety of assessment methods. The below list provides a guide to the types of assessment methods you can expect:  

• Written examinations  
• Written reports  
• Coursework  
• Patchwork assessment
• Practical assessment

Course Structure

Uws programme specifications and module descriptors.

Programme Specification and Module Descriptors for Undergraduate and Postgraduate courses are available to download (PDFs). These provide you with core information concerning your chosen subject. 

View our Programme Specifications & Module Descriptors

Career prospects

Upon completion you can register with the Nursing and Midwifery Council (NMC) as a Registered Nurse. Most graduates use their registration to become Staff Nurse, School Nurse, Specialist Nurse / Nurse Practitioner or Health Visitors working in the community. Some graduates move into wider fields of public health. Job opportunities are excellent and graduates can expect a good starting salary and career prospects. For students interested in working abroad this degree enables you to work in the rest of the EU, Canada and   Australia

Further Study

Some graduates choose further study, leading to postgraduate certificate or diploma or an MSc in a   heathcare -related subject.  

More Information

For more information on undertaking a career in Adult Nursing click here .

BURSARY OPPORTUNITIES

Two new scholarships are available for application for eligible students on this programme.

The Men into Nursing Bursary will see one male nursing student being awarded £5,000 annually to support the student experience in the first the first two years of undergraduate study on our BSc Adult Nursing, BSc Mental Health Nursing or BSc Midwifery programmes.

The Myra McMurdo Nursing Bursary will see £750 being awarded to seven students, who have received a conditional place on our BSc Adult Nursing, BSc Mental Health Nursing or BSc Midwifery programmes. These will be delivered on an annual basis and will support them through their nursing placements.

Paramedic, Nursing and Midwifery Student Bursary Scheme (PNMSB)

If you are ordinarily resident in Scotland, you may be eligible to receive £10,000 worth of funding in each of the first three years of your BSc programme, and £7,500 if you study an honours year, for tuition and living costs. This funding is available through the Paramedic, Nursing and Midwifery student bursary scheme (PNMSB) which comes from the Scottish Government Health Directorate but is administered by the Student Awards Agency Scotland (SAAS).

You can find out more on the webpages below:

• Funding for Paramedic and Nursing & Midwifery Courses (with Registration) | UWS
• Paramedic, Nursing and Midwifery - SAAS - Funding

Don't take our word for it

"I'm loving every minute. The support system at the University has been absolutely fantastic. Before UWS, I had quite low self-esteem, but the University has helped me build on my confidence, to the point where, at the Royal College of Nursing Congress, I was able to stand up in front of hundreds, possibly thousands, of people to put my point across about student nurses in the cost of living crisis. It was such an amazing learning opportunity".

Charlie, Adult Nursing student

Tuition Fees 2023-24

Use the Link below to download details of our full-time, part-time tuition fees for Bachelor, Masters, Research, and English Language pre-sessional courses for session 2023-24.

Undergraduate Tuition Fees

Tuition fees for this course 2024/25.

£1,820 cost per year of study (usually paid by the Scottish Government via SAAS*)

All other UK & Republic of Ireland

£9,250 Cost per year of study, but not more than £27,750

Channel Islands & Isle of Man

International (all other eu plus non-eu).

£18,000 per year of study

Apply through clearing

Those not applying through an agent or partner, should apply through UCAS (Universities and Colleges Admissions Service).

Further information

Clearing for 2024 runs from 5 July through to 21 October . Spaces are limited, therefore we encourage application as soon as possible. 

Full-time (domestic & EU/EEA)

If you are using Clearing to apply for University for the first time, you’ll need to register with UCAS and submit an application. Find out more about applying through Clearing. A small number of courses will require applications to be made directly to UWS. This will be noted where required.

For those looking to apply outside of Clearing 2024, the on-time application deadline for 2025/26 entry is 29 January 2025 , 18:00 (UK time). For some courses it may still be possible to apply beyond this period, subject to suitable vacancies remaining. The final deadline for late applications via UCAS is 30 June 2025.

Please refer to our  Undergraduate Application Guide for domestic & EU/EEA  to find more information on when and how to apply to study at UWS.

For applications and more information on applying in 2025, please visit www.ucas.com

Full-time (non-EU/non-EEA), Part-time & Online (all students), Erasmus & International Exchange

Students from non-EU/non-EEA countries can apply directly to UWS via our dedicated online application system. The latest we can process your application is 6 weeks before the course start date to allow for visa processing times. For more information on when and how to apply to study at UWS please refer to our International Undergraduate Application Guide .

For part-time & online study , you should apply directly to the University through our online application system, not through UCAS. Please select the part-time mode of study when submitting your application. Before you begin your application, it is important to read the part-time application step-by-step guide for a smooth process.

To come to UWS as a visiting student on a study abroad or exchange programme , you must apply entirely through our online system.

Our Clearing team is here to help, so please get in touch if you have any questions and need to know more about applying for this course.

You can also find out more information about Clearing on our dedicated Clearing pages. 

Clearing information 

• [email protected]
• 0800 027 1000 (UK)

Unistats draws together comparable information in areas students have identified as important in making decisions about what and where to study. The core information it contains is called the Key Information Set.

We will always try to make sure that we publish accurate course information but we do not accept responsibility for any mistakes or omissions. We will also try to make sure that we deliver our courses in line with our published information. However, we may not always be able to do so and you can find further information about this in our enrolment terms and conditions .

By using www.uws.ac.uk you agree to our Website Terms of Use and Cookie Policy .  We use cookies to offer you a better browsing experience, analyse site traffic and user behaviour.  Read about how we use cookies and how you can manage them on our Cookie Policy page .  The content of our Privacy Notice has recently been updated to reflect recent legal changes (the General Data Protection Regulation).

BSc Nursing Syllabus 2024: Free Download (1st, 2nd, 3rd & 4th Year)

The syllabus of BSc Nursing is divided into four years: 1st, 2nd, 3rd & 4th & each year is divided into two semesters. In this post, we are here with the complete BSc Nursing syllabus for free in pdf.

In the next few sections, you will get to know a little about the BSc course, the syllabus of BSc 1st, 2nd, 3rd & 4th year & finally the links to download the complete syllabus in pdf format.

Alright, let’s dive right in!

BSc Nursing Course Details

The Bachelor of Science in Nursing (BScN) is a four-year, degree-granting program that students can pursue after 10+2. The curriculum consists of a general education component, a science component, a clinical component, and a professional component. 

The general education component consists of the humanities, social sciences, and behavioral sciences, as well as a college-preparatory component. The Science component on the other hand includes courses in nursing theory, nursing research, nursing, and nursing practice and/or leadership. 

The clinical component consists of courses in nursing theory, nursing research, nursing and nursing practice and/or leadership, and clinical experience in a variety of settings. 

Last but not the least, the professional component consists of a capstone course in which students apply their general education and science knowledge to provide a synthesis of knowledge, skills, and experience.

Eligibility: 10+2 with 45 – 50% marks & entrance exam as per the university.

BSc Nursing Syllabus

The first stage of the BSc Nursing program begins with the study of basic nursing theory and the development of nursing practice. 

This includes the study of the anatomy and physiology of the body, the basic science of nursing, and the theoretical and practical aspects of nursing.

Then as the course continues you will get to learn more advanced topics like Medical-Surgical Nursing, OBG, Community Health Nursing, etc.

BSc 1st Year Nursing Syllabus

The 1st year course is broken up into two semesters. Semester I covers general science, communicative English, applied anatomy and physiology, applied sociology and psychology, nursing foundations I and II, and introduction to community health nursing. 

Semester II covers applied biochemistry, applied nutrition and dietetics, and nursing foundations II.

BSc 2nd Year Nursing Syllabus

BSc 2nd year nursing syllabus starts off in the third semester with topics such as applied microbiology and infection control, pharmacology, pathology, adult health(medical-surgical) nursing, professionalism, professional values, and ethics. 

The fourth semester starts off with pharmacology II and pathology II and genetics, and the fifth semester covers adult health nursing II and educational technology.

BSc 3rd Year Nursing Syllabus

The syllabus of the 3rd year in the BSc Nursing course is extensive and covers a wide range of topics in the field of nursing. 

The syllabus includes topics like Nursing management and leadership, nursing research and statistics, nursing informatics and technology, health and nursing informatics, mental health nursing, and midwifery.

BSc 4th Year Nursing Syllabus

Last but not the least, the syllabus of the final year of BSc Nursing consists of Community Health Nursing & Midwifery in the second last semester & Internship/Project submission in the last semester.

BSc Nursing Syllabus Download PDF

Nursing is a profession that requires a lot of hard work and dedication. It is imperative that students understand the syllabus of nursing and how they should study the syllabus. Nursing is a profession that requires a lot of hard work and dedication. 

It is imperative that students understand the syllabus of nursing and how they should study the syllabus. You can download the complete syllabus for the 1st, 2nd, 3rd & 4th year from the link below.

Also check out: BSc Nursing Books

Final Words

We hope you enjoyed this blog post on how to download the BSc nursing syllabus for all four years. It can be overwhelming trying to figure out what will be on the syllabus for your semester at first, which is why we have provided the link so you can download your syllabus easily. 

If you have any questions, please leave a comment or email us at [email protected] . 

Fullonstudy

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BSc Nursing Syllabus Semester Wise – 1st, 2nd, 3rd & 4th Year BSc Nursing Syllabus

BSc Nursing Syllabus: A science student’s journey after 12th becomes so hard because of the various options before them to excel in their careers. They can choose any field of their interest like medical, engineering, etc.

However, one of the best career options after 12th that comes to light is the BSc Nursing Program. It is a four-year degree program that allows students to learn how to care for patients to prevent illness. Before pursuing a BSc in nursing, you must have to know the syllabus and exam pattern. Don’t worry – below we have shared BSc Nursing 1st, 2nd, 3rd & 4th Year Syllabus.

Table of Contents

Integrated Nursing Training (Internship)

An internship means eight hours of integrated nursing clinical duties per day in which 2 weeks of evening and night shifts are included.

BSc Nursing Entrance Exam Syllabus

The BSc Nursing entrance exam syllabus has been prescribed by the National Medical Commission ( NMC ) for the candidates. The syllabus includes Physics, Chemistry, and Biology for classes XI & XII.

01. Physics Syllabus:-

02. Chemistry Syllabus:-

03. Biology Syllabus:-

BSc Nursing Syllabus: 1st Year

The syllabus of the BSc nursing 1st year includes subjects like Anatomy, Physiology, Respiratory System, etc. Students must know everything about human anatomy, otherwise they cannot participate in patient care.

BSc Nursing Syllabus: 2nd Year

BSc nursing second-year syllabus deals with subjects like Psychiatric Nursing, ENT (Ear, Nose, and Throat) Nursing, Role in Chemotherapy, etc. Here is a glimpse of the BSc Nursing 2nd year syllabus.

BSc Nursing Syllabus: 3rd Year

BSc nursing third-year syllabus deals with subjects like Public Health Nursing and Health Administration, Maternal and Child Health, Sociology, and Social Medicine, etc. These subjects will help students to improve their communication skills and overall ideas about the patients.

BSc Nursing Syllabus: 4th Year

It is the final year of BSc Nursing that consists of subjects like Philosophy of Supervision, Physiology of Labour, Preparation for Delivery, etc. Here is a glimpse of the BSc Nursing 4th year syllabus.

BSc Nursing Practical Subjects

The course curriculum consists of theoretical subjects as well as practical subjects. Here is the table below which shows the main practical subjects in most of the BSc nursing colleges in India.

BSc Nursing Syllabus Semester Wise

BSc Nursing is a 4-year degree course consisting of 8 semesters with a syllabus for each year set out differently. The syllabus and subjects provide in-depth knowledge of the fundamentals of Genetics, Nutrition, Anatomy, and Physiology. Here is the BSc nursing semester wise syllabus below.

AIIMS BSc Nursing Syllabus

BSc Nursing AIIMS is a 4-year program that can be extended up to 8 years. This course is designed to prepare candidates for professional nurses and midwives in providing health care services. The table below contains the syllabus of AIIMS BSc Nursing.

BSc Nursing is a 4-year degree course that anyone can pursue after 12th science. However, before that you have to follow the BSc Nursing Syllabus because it will provide you a proper knowledge about the 4-year degree. I hope the above article is helpful for you.

Frequently Asked Questions (FAQs):-

01. Is BSc Nursing Good For Females?

Ans: Yes, BSc nursing is good for both males and females.

02. Is BSc Nursing Better than Pharmacy?

Ans:  If you want to pursue research in the future, then obviously pharmacy is a better option for you. But, if you want any job security then BSc nursing is the better option for you.

03. Is BSc Nursing Good or Bad?

Ans:  Yes, BSc Nursing is good for those who are interested in the healthcare sector.

04. What Courses are there in BSc Nursing?

Ans:  The major topics of BSc Nursing are Human Physiology, English, Physiology, Genetics, Psychology, Microbiology, Computers, etc.

05. How Much Does it Cost to Study BSc Nursing Abroad?

Ans:  It will cost around Rs. 30,22,538 to study BSc Nursing abroad. However, it depends on the destination and university.

Related Posts

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ANM 1st Year Syllabus PDF Download For Free

ANM 2nd Year Syllabus PDF Download in English Version

BSc Nursing 1st Year Syllabus – Best Nursing Books, PDF and Subjects

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King's College London

Nursing with registration as an adult nurse bsc, ucas code: b740, key information.

Jump straight into a rewarding career in nursing. Within your first term you’ll be on a placement, discovering the job first hand. With our links to prominent London hospitals, Nursing at King’s provides you with the skills and experience to become a future leader in healthcare. We focus on developing your practical skills to help make sure you leave King’s capable of taking on any challenge in your career. And our research knowledge means you’ll always be up-to-date with the latest thinking.

Key benefits

• You will be studying at the top nursing faculty in the UK, ranked second in the world (2023 QS World University Rankings).
• King’s College London offers exciting opportunities with two world-class academic health science centres and renowned teaching hospitals providing nursing care.
• Our study courses are delivered by internationally renowned clinicians and academics with a strong focus on promoting evidence-based care and appreciation of translational research.
• Opportunities to take an elective to study in the UK or abroad during Year 2.
• 99 per cent of our graduates find successful employment.

“ Receiving training under the Florence Nightingale Faculty of Nursing is highly reputable, making King’s nursing students highly sought after. ”

• Course essentials
• Entry requirements
• Teaching & structure

Employability

We are the leading Faculty of Nursing, Midwifery & Palliative Care in London, holding an excellent reputation for producing outstanding clinicians and world leaders in specialist areas.

Graduates who qualify from our courses also gain professional registration as an Adult Nurse from the Nursing and Midwifery Council. Many of our qualifying nurses go on to further study or gain employment in prominent London NHS Trusts, while others choose to work elsewhere in the UK and abroad. There are varied choices of career destinations from hospitals to research, teaching and management. Whatever the chosen pathway, our Adult Nursing graduates are well-prepared to face the challenges of a career in the field and the complexities of pioneering healthcare.

• Fees & Funding
• How to apply
• Register your interest
• Chat to a student
• Order a prospectus

Related departments

• Department of Adult Nursing
• Florence Nightingale Faculty of Nursing, Midwifery & Palliative Care

Open days and events

Chat with current students and King's staff to find out about the courses we offer, life at King's and ask any questions you may have.

Applying for pre-registration Nursing and Midwifery programmes at King's

FAQs and tips for making a successful pre-registration Nursing or Midwifery application

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Explore more

Accommodation

Take a look at our comfortable, safe residences to suit your budget, located close to King's teaching campuses.

Campus life

Art, food, music, shopping – you'll never find yourself with nothing to do in the world's most vibrant city.

Life in London

Information about living in London, including events, budgeting and expenses, travel and safety.

Student support

During your time at King's College London, a range of academic and personal support and guidance is available to you.

Browse our courses in Clearing and apply today

We're here to support you, every step of the way.

Advertise a vacancy on our platform today.

Read about our Research Excellence Framework submissions and results

In 2024 UEL celebrates a Year of Science

• All results

Nursing (Adult) BSc (Hons)

This course is in clearing

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Adult nursing is a rewarding and challenging career, helping you to make a real difference in people's lives. This adult nursing degree is a blend of on-campus simulation-based learning and real-world placements in hospital that will prepare you to be a registered nurse.

• Learn in our immersive, state-of-the-art Hospital & Primary Care Training Hub
• Work on placements at prestigious London NHS Hospitals such as the Royal London and St. Barts 
• Become registered as an adult nurse with the Nursing and Midwifery Council (NMC)
• Book a campus tour
• Apply for accommodation
• Book for an open day
• Order a prospectus
• Make an enquiry Close
• Undergraduate Prospectus

This course is in Clearing

Call our Clearing number today to apply through Clearing. Our call centre is open between 10am - 4pm at the weekend.

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Join us on Thursday

For our Open Day Our from 6pm - 7pm, we will showcase our facilities and give you an opportunity to ask questions of staff

Course options

• September 2024

Entry Requirements

Academic requirements, accepted qualifications.

112 UCAS points from an equivalent Level 3 qualification listed on the UCAS tariff calculator , including:

• BTEC Extended Diploma – DMM
• BTEC Diploma – D*D*
• Access to HE Diploma
• International Baccalaureate – 25 points including a minimum of 15 points at Higher Level, must include Biology and Chemistry at Higher Level.

We also welcome applications from students who are taking Level 3 or higher qualifications not on the UCAS tariff calculator and will assess the suitability, on a case-by-case basis.

In addition to one of the above, you should have:

• GCSE English Grade 4/C or Level 2 Functional Skills in English
• GCSE Mathematics Grade 4/C or Level 2 Functional Skills in Mathematics

International Qualifications

We accept a wide range of European and international qualifications in addition to A-levels, the International Baccalaureate and BTEC qualifications. Please visit our International page .

English Language requirements

IELTS 7.0 with a minimum of 7.0 in Writing, Speaking, Listening and Reading (or recognised equivalent). If you do not meet the academic English language requirements for your course, you may be eligible to enrol on a Pre-sessional English course .

The length of the course will depend on your current level of English and the requirements for your degree programme. We offer a 5-week and an 11-week pre-sessional course.

Disclosure and Barring Service (DBS)

A completed Student Suitability Declaration Form and an Enhanced Disclosure and Barring Service (DBS) check are required. You need to complete this process before starting the course. Further information is available .

Health check

An occupational health check is required. Further information is available .

Admissions policy

We are committed to fair admissions and access by recruiting students regardless of their social, cultural or economic background. Our admissions policy .

Further advice and guidance

You can speak to a member of our Applicant Engagement team on +44 (0)20 8223 3333, Monday to Friday from 9am to 5pm. Alternatively, you can visit our Information, Advice and Guidance centre.

BSc (Hons) Nursing (Adult)

Bsc (hons) nursing (adult), home applicant, full time.

• Home Applicant
• Full time, 3 years
• 9250 per year Pound 9250 per year

Fees, funding and additional costs

Uk/home students.

You don't need to pay the fees upfront.

Find out more about paying your fees. 

Fee status after Brexit

EU, EEA and Swiss Nationals starting a course from September 2021, will no longer be eligible for Home fees.

However, such nationals benefitting from Settled Status or Citizens' Rights may become eligible for Home fees as and when the UK Government confirms any new fee regulations. 

Further information can be found at UKCISA .

*Tuition fees are subject to annual change. Fees for future years will be published in due course.

Government Funding

Tuition Fee Loan

You can apply for a loan to cover the cost of your tuition fees, which will be paid directly to UEL. There are no up-front fees required. Repayment only starts after you finish your course and are earning over £25,000. If you haven’t finished repaying your loan after 30 years it will be automatically cancelled.

To apply visit  gov.uk/student-finance

Maintenance Loan

You can apply for a loan to help with living costs such as food, travel and accommodation. How much you can borrow depends on where you live and study, and whether you are currently on welfare benefits. The maximum loan you can apply for is £12,729.

Supplementary Grants

The government also offer the following additional support:

• Parents' Learning Allowance
• Adult Dependants' Grant
• Childcare Grant
• Disabled Students' Allowance
• All  nursing  and many  allied health  students on courses from September 2020 will receive a payment of at least £5,000 a year from the government.

For further information visit  gov.uk/student-finance  or contact Student Finance England.

UEL Funding

We appreciate that finance is one of the key considerations when you are applying to university. That's why alongside your Government loan, you can apply for scholarships to help towards your finances. We have invested over £2 million worth of scholarships to financially assist new students, starting from September 2019. If you are awarded a scholarship you don't need to pay it back. All students will receive:

Bursaries Schemes for which you can apply

• Care Leaver and Foyer Bursary - up to £1,500
• Progression Bursary - up to £2,000
• Engagement Bursary - up to £2,000
• Hardship Bursary - up to £2,000
• Helena Kennedy Foundation - £1,500
• Going Global - awards range from £300 - £700

Scholarships Schemes for which you can apply

• Vice Chancellor Scholarship - up to £27,750 over three years
• Dean Scholarship - up to £13,500 over three years
• Civic Engagement Scholarship - £1,000
• EU Scholarship (EU Only) - £1,000 
• ELSEF Scholarship - £1,000
• UTC Scholarship - £1,500
• Sports Scholarships - up to £6,000

External Funding

There are a number of external organisations that offer financial help to students. Please see the list below list to view additional support options. Alternatively, you can visit the  Scholarship Search  website. Please note that the University of East London is not responsible for the content of these external sites and is not associated in any way with the funding schemes and their application processes.

• Bank of England Scholarship Programme
• European Funding Guide
• The Student Disability Association Fund
• Portal Trust
• The Leverhulme Trade Charities Trust
• The Newby Trust
• Walcot Foundation
• Scholarships Search

The Student Money Advice and Rights Team (SMART) are here to help you navigate your finances while you are a student at the University of East London.

We can give you advice, information and guidance on government and university funds so that you receive your full funding entitlement.

Email:  [email protected]

Phone: 020 8223 4444

Additional costs

Depending on the programme of study, there may be extra costs which are not covered by tuition fees, which students will need to consider when planning their studies.

Tuition fees cover the cost of your teaching, assessment and operating University facilities such as the library, IT equipment and other support services. Accommodation and living costs are not included in our fees. 

Textbooks Our libraries are a valuable resource with an extensive collection of books and journals as well as first-class facilities and IT equipment. You may prefer to, or be required to, buy your own copy of key textbooks.

Computer equipment There are open-access networked computers available across the University, plus laptops available to loan. You may find it useful to have your own PC, laptop or tablet which you can use around campus and in halls of residences.

Free WiFi is available on each of our campuses.

Printing In the majority of cases, coursework can be submitted online. There may be instances when you will be required to submit work in a printed format. Printing and photocopying costs are not included in your tuition fees.

Travel Travel costs are not included but we do have a free intersite bus service which links the campuses and halls of residence.

For this course, you will be:

• involved in processes of making, as a means of exploration, experimentation, and understanding your practice, by using a diverse range of media and materials
• required to purchase your own copy of books, for required reading
• required to produce physical artefacts for assessment 
• able to participate in optional study visits and/or field trips

However, over and above this you may incur extra costs associated with your studies, which you will need to plan for. 

In order to help you budget, the information below indicates what activities and materials are not covered by your tuition fees:

• personal laptops and other personal devices 
• personal copies of books 
• optional study visits and field trips (and any associated visa costs)
• printing costs
• your own chosen materials and equipment
• costs of participating in external events, exhibitions, performances etc.

The costs vary every year and with every student, according to the intentions for the type of work they wish to do. Attainment at assessment is not dependent upon the costs of materials chosen.

Learn about applying

Important information about your application, uk full-time starting sept.

How to apply Apply directly to UEL by clicking on the apply button. For further information read our  Guide to Applying . When to apply Places on many courses are limited and allocated on a first-come first-served basis. We advise you to apply as early as possible to give yourself the best chance of receiving an offer. Advice and guidance Our  Information, Advice and Guidance team  provide impartial advice on courses, entry requirements, pre-entry and access programmes in person and via the telephone. +44 (0)20 8223 4354 Already applied? You can track the progress of your application by contacting our Applicant Engagement team on +44 (0)20 8223 3333 (Monday - Friday, 9am - 5pm). Read our  guide to applying  for further information. Need help? Contact our Applicant Engagement team (Monday - Friday, 9am - 5pm) +44 (0)20 8223 3333

UK Part-time starting Sept

How to apply Apply directly to UEL by clicking on the apply button. For further information read our  Guide to Applying . When to apply Places on many courses are limited and allocated on a first-come first-served basis. We advise you to apply as early as possible to give yourself the best chance of receiving an offer. Advice and guidance Our  Information, Advice and Guidance team  provide impartial advice on courses, entry requirements, pre-entry and access programmes in person and via the telephone. +44 (0)20 8223 4354 Already applied? You can track the progress of your application by contacting our Applicant Engagement team on +44 (0)20 8223 3333 (Monday - Friday, 9am - 5pm). Read our  guide to applying  for further information. Need help? Contact our applicant engagement team (Monday - Friday, 9am - 5pm) +44 (0)20 8223 3333

International Full-time starting Sept

Submitting your application please read and consider the entry and visa requirements for this course before you submit your application. for more information please visit our  international student advice pages .  .

How to Apply We accept direct applications for international students. The easiest way to apply is directly to UEL by clicking on the red apply button. Please be sure to  watch our videos  on the application process.

When to Apply Please ensure that you refer to the international admissions deadline . We advise you to apply as early as possible to give yourself the best chance of receiving an offer.

International students who reside overseas Please ensure that you have read and considered the entry requirements for this course before you submit your application. Our enquiries team can provide advice if you are unsure if you are qualified for entry or have any other questions. Please be sure to read about the  Tier 4 visa requirements .

Advice and guidance Our  Information, Advice and Guidance team  provide impartial advice on courses, entry requirements, pre-entry and access programmes in person and via the telephone.

+44 (0)20 8223 4354 Need help? Contact our applicant engagement team (Monday - Friday, 9am - 5pm)

+44 (0)20 8223 3333

About our foundation years

Our Foundation Year courses are perfect for you if you... 

• are returning to education after a long time, or you don't have the qualifications for direct entry into our degree programmes
• are thinking of re-training and would like an introduction to the area
• are an international student wanting an additional year to adapt to the UK academic system
• are still evaluating which degree pathway at UEL is the right one for you

Please note: Foundation years can only be studied full-time. However, you can transfer to part-time delivery once you have completed your foundation year. Please apply to the full-time option if you wish to study in this way.

What makes this course different

World-class technology

Our courses use AI technology, the metaverse and simulator dolls. We're the only London university to have the Simulator doll ‘Stan’ who simulates sweat, breathing patterns, birthing complications and more.

Personalised learning experience

You will be part of a tight-knit course where lecturers are very attentive with their students. You'll experience tailored teaching to suit your strengths and weaknesses inside and outside of the classroom.

£5,000 training grant available now

All degree-level Nursing and Allied Health students will receive a payment of at least £5,000 a year from the government, provided they are normally eligible for a student loan. For further information visit the Gov.uk website or contact Student Finance England.

Course modules

Nursing practice (1) core module.

This nursing practice module is designed to run across the academic year alongside 'Communication and Professional Values and Mental Wealth.' Your learning within this module centres on the placement requirements and simulation. Covering the NMC 7 platforms across all fields of nursing (Adult, Child, Mental Health and Learning Disabilities) and the nursing procedures in Annexes A and B.

Law and Ethics (Mental Wealth) Core Module

This module introduces you to the professional values that act in the best interests of people whilst collaboratively working in health and social care delivery. This will enable you to explore person-centred care over the lifespan that promotes safe and compassionate practice and develop appropriate communication, personal and partnership working skills required to meet the needs of clients/ carers/ service users. You will have the opportunity to explore their experiences and knowledge and apply this to evidence-based practice in your nursing career.

Bioscience for Nursing Core Module

This bioscience for nursing module introduces you to the normal anatomy and physiology of the main body systems. The module will also explore common conditions that may be encountered in the practice environment. It is envisaged you will develop the ability and apply human biological concepts that underpin safe, effective, evidence-based nursing practice.

Promoting Health and Preventing ill Health Core Module

The aim of this module is to introduce you to the concepts of empowerment and health promotion in nursing practice. You will explore a range of care settings that includes chronic illness and health challenges throughout the lifespan which is related to working across professional roles, agencies and organisations. You will have the opportunity to learn about factors, inequalities and behaviour that affect the individual's health outcomes and have a good understanding of health preventative and screening measures. Gaining an appreciation of adopting a healthy lifestyle in order to increase and maintain physical and mental well-being.

Communication Core Module

This module will take a lifespan approach to explore effective methods of communication in healthcare. The module aims to support you in communicating effectively with a wide range of individuals, the public and health and social care professionals. Central to this module will be a focus on the importance of good communication to enhance health and social care delivery and develop interpersonal skills that promote clarity, compassion, empathy, trust and respect. Equally, the module will support the use of communication skills to form meaningful relationships with patients, families and the multi-disciplinary team.

Learning in this module will enable you to develop the appropriate communication skills necessary for working with patients including recognising the patient’s capacity to consent to treatment and/or potential risks of abuse, self-harm or suicidal ideation (platform 3).

This module aligns with the seven platforms of the NMC proficiencies and Annexe A.

Nursing Practice (2) Core Module

This nursing practice module is designed to run across the academic year alongside NS5015 'Clinical decision-making in providing and evaluating care'. This module covers the placement requirement for the Level 5 Nursing curriculum which allows you to gain proficiency with the NMC’s seven platforms across all fields of nursing (Adult, Child, Mental Health and Learning Disabilities). This also supports Nursing Procedures Annexe B 'What about communication' and 'relationship skills', Annexe A.

The module provides a range of clinical skills at level 5 which is supported by simulated learning, to enhance skills knowledge and competency. This will assist you in meeting the requirements of the programme, set out by the NMC standard of proficiency for registered nurses.

Pharmacology for Adult Nurses Core Module

This pharmacology module aims to enable you to be competent in providing safe and effective drug administration whilst adhering to local and national policies. You will explore and discuss the principles of pharmacokinetics and pharmacodynamics alongside the pharmacology of drugs commonly used in clinical practice. This module will direct your focus to the roles and responsibilities of the nurse in relation to the safe administration of medication and the impact on patients with multiple health conditions.

(Platform 3 & Annexe B)

This module equips you with the knowledge and skills to respond and recognise potential risks, hazards or incidences that require an appropriate escalation. In identifying your limitations within your role, you will examine your resilience and seek support to ensure quality patient care is not compromised. (Platform 5)

Long Term Conditions Core Module

This module spans the academic year and supports the module 'Nursing Practice 2' (NS5191). This module helps you to increase and apply knowledge of all commonly encountered mental, physical, behavioural and cognitive health conditions. Included is medication usages and treatments when undertaking assessments of nursing care needs across the lifespan. This module will enable you to develop, prioritise and review person-centred care plans.

You will undertake a range of clinical skills and scenarios supported by simulated learning to provide a safe environment for you to practice. The clinical skills will meet the requirements in the 7 platforms and Annexes A and B in the NMC (2018) Standards of Proficiency for Registered Nurses.

Evidence Based Research Core Module

This module enables you to consider how research is generated from practice and its application to healthcare provision. You will explore the steps in conducting research and audits. The main research methods in health and social care will be explained and the associated ethical aspects will be examined. Methods of analysing and presenting different types of research data will be introduced and critical appraisal tools will be reviewed. This module equips you with the core skills and understanding to appraise research and its application in supporting the improvements and quality of effective patient care.

Clinical Decision Core Module

This module will run concurrently with the module Managing acute and long-term conditions (NS5102). This module aims to increase your clinical decision-making when applying knowledge of commonly encountered mental, physical, behavioural and cognitive health conditions in your nursing career. You will use a range of assessment tools and frameworks to increase your clinical reasoning and judgment when administering care.

Nursing Practice (3) Core Module

This nursing practice module aims to ensure you can meet the practice requirements for completion of the programme and registration as a nurse with the Nursing and Midwifery Council (NMC). This will be achieved by experience in practice placements in acute and community.

The module aims to provide a range of clinical skills and scenarios supported by simulated learning to provide a safe environment for you to practice your clinical skills to meet the requirements in the 7 platforms and Annexes A and B in the NMC (2018) Standards of Proficiency for registered nurses.

Civic Engagement Core Module

This module on the nursing course enables you to understand the value and importance of civic engagement, within the context of health and wellbeing in the local community. This will entail you engaging with the local community in either a health, social or not-for-profit organisation.

Civic engagement enables you to engage with the local community exposing you to real-world healthcare experiences and situations not available in acute hospitals, classroom or simulation settings. Civic engagement gives you the opportunity to enhance pre-existing skills and values but also to engage in political activity, advocacy and policy-making.

Preparing for Registration as an Adult Nurse Core Module

This module aims to develop the key components of the roles, responsibilities and accountabilities of registered nurses. This nursing module will build upon and consolidate existing core knowledge and skills that every newly registered nurse can demonstrate. Exhibit leadership potential by demonstrating an ability to guide, support and motivate individuals and interact confidently with other members of the care team.

The module supports the acquisition of advanced understanding, knowledge and skills in nursing in order that you may deliver, develop and lead nursing care and act as a role model to others.

Advancing Adult Nursing Skills Core Module

This module acknowledges that advanced nursing skills are at the forefront of enhancing the profile and range of professional practice. As such this module will develop your ability to employ clinical reasoning to respond to and manage unfamiliar and complex scenarios in adult nursing.

You will enhance your professional practice by using clinical skills and scenarios supported by simulated learning that align to real-life scenarios. You will build on your existing knowledge which will allow you to demonstrate evidence-based practice in complex situations.

Quality Improvement and Evaluation Core Module

This module will enable you to develop and enhance your ability to evaluate and advance professional nursing practice, in the field of adult nursing, in a variety of settings. You will have the opportunity to identify and formulate ideas as to how service improvements can be made, through innovative practice and how nurses can make a difference.

This module will provide you with an understanding of improvement methodologies, so you are able to participate in an audit activity.

NOTE: Modules are subject to change. For those studying part time courses the modules may vary.

Download course specification

PDF, 185.3kb

Your future career

Adult nursing encompasses a broad range of both general and speciality settings and roles.  As a result, a career in adult nursing offers many fulfilling opportunities to grow and progress within a recognised career structure as an adult nurse.

Industry links

Central to the adult nursing course are placement experiences with local healthcare providers who work collaboratively with the University in the delivery of the adult nursing course. 

Through our placement links, we have close connections with many NHS and independent providers. These include Barts Health NHS Trust, Barking Havering & Redbridge University Hospitals Trust, Lewisham & Greenwich NHS Trust, North East London NHS Foundation Trust, and East London NHS Foundation Trust.

Graduate employers

Close links with our healthcare partners ensure employment in the future for learners who complete their courses and are registered with the Nursing and Midwifery Council. 

Many of our nursing graduates secure jobs within the trusts that have supported the students during their course. one of our local NHS partners across North East London. Upon completion, our graduates have an opportunity to work in acute hospitals, community nursing services, nursing homes, care homes, private hospitals and the independent sector.

As a registered adult nurse, you will be able to apply for Band 5 roles within the NHS and/or the private and independent sector. These roles have a starting salary of £28,407, plus up to a 20 per cent uplift for a London hospital.

Explore the different career options you can pursue with this degree and see the median salaries of the sector on our Career Coach portal .

Further study

If you wanted to do further study you could study for an MSc Public Health , which would develop your career as a health or nursing professional.

I am always inspired as an educator when students have that light bulb moment and say “ Ahh, now I get it, now I understand!”. It motivates me to continue the work of helping students achieve their academic and career goals."

Senior lecturer in Allied and Public Health

How we support your career ambitions

We offer dedicated careers support, and further opportunities to thrive, such as volunteering and industry networking. Our courses are created in collaboration with employers and industry to ensure they accurately reflect the real-life practices of your future career and provide you with the essential skills needed. You can focus on building interpersonal skills through group work and benefit from our investment in the latest cutting-edge technologies and facilities.

Career Zone

This digital platform provides you with careers and employability resources, including:

• Jobs board for internships, placements, graduate opportunities, flexible part-time work
• Mentoring programmes for insight with industry experts 
• 1-2-1 career coaching services
• Careers workshops and employer events
• Learning pathways to gain new skills and industry insight

Mental Wealth programme

Our Professional Fitness and Mental Wealth programme issues you with a Careers Passport to track the skills you've mastered. Some of these are externally validated by corporations like Amazon and Microsoft.

We are careers first

Our teaching methods and geographical location put us right up top:

• Work-based projects
• Networking and visits to leading organisations
• Support in starting a new business
• London on our doorstep

How you'll learn

You'll be based in the School of Health, Sport, and Bioscience in Stratford, but this course integrates theory alongside practice, so you'll be on placements in many clinical settings.

Guided independent study

Our innovative Technology Enhanced Active Learning (TEAL) approach enhances face-to-face learning by providing students with scheduled on-campus contact hours and additional learning opportunities. Through our Virtual Learning Environment (VLE) , students can access course materials and resources beyond their scheduled hours. We offer access to industry-standard technology and specialised spaces to prepare students for their future careers. 

Dedicated time for activities and development, along with a holistic approach to learning, fosters academic, personal, and professional growth. Students benefit from career support through on-campus and virtual Career Zones , personalised support services, and a dedicated online portal, Track My Future (TMF) . 

Academic support

Students are supported with academic or subject-related queries by a programme director, module leaders, academic advisors (you’ll have an academic advisor from the teaching team as soon as you arrive with us), and University central support services.

Dedicated personal tutor

If you need a bit of extra help with certain skills such as academic writing, English, maths, or statistics, academic tutors offer workshops, drop-in sessions, and one-to-one appointments to help you achieve your potential. 

You can receive advice and guidance on all aspects of the IT systems provided by the university from our IT Service Desks located on all three campuses. 

Our Student Support hubs feature centralised helpdesks. UEL provides support and advice for disabled students and those with specific learning difficulties (SPDs).

We have strong links with local NHS trusts and private-sector providers, which means you'll have a range of work placement opportunities. 

These nursing placements are spread throughout your three years of study, with two placements in year one and two with three placements in your final year. In total, you'll do 60 weeks of placements. On placement, you will work roughly 37.5 hours per week with shift patterns ranging from 11.5 hours a day for 3 days a week to 7.5 hours a day for 5 days a week. You will be supervised by qualified nursing staff and assessed by both practice and academic assessors. We also have a team of link lecturers on hand to help you during your time on placement.

Your timetable

When not on nursing placement, you'll enjoy practical and clinical sessions in our Clinical Education Building. Our modern, purpose-built campus offers superb teaching facilities, as well as our Nursing Simulation Lab where you can practice what you have learned in a safe immersive environment.

Class sizes

The size of classes can vary depending on the nature of the course, module and activity. This can range from large groups in a lecture theatre setting, to smaller groups taking part in seminars and collaborative work.

How you'll be assessed

Assessment tasks are mainly spread across the year to make the workload manageable. Assessment methods include group work, exams and individual work including essays, presentations, case studies, professional development and practical activities depending on the nature of the course. All grades count towards your module mark. More details will be included in the student handbook and module guides.

Campus and facilities

Gallery of campus and facilities

Our campus and the surrounding area

Our historic Stratford campus is located in one of the best-connected areas of London: close to Stratford's thriving town centre, the 2012 Olympic Park, and just 15 minutes from London's West End.   Stratford’s facilities include a state-of-the-art library and learning centre, the majestic great hall and specialist laboratories and computing services. The School of Education and Communities, and Centre for Clinical Education in Podiatry, Physiotherapy and Sports Science are housed in new buildings. There is also a campus restaurant and bookshop, and a Students' Union café-bar.   Westfield Stratford City - Europe's largest indoor shopping mall - is just one of Stratford's attractions, alongside many other shops, cafés, bars and restaurants. There are two multiscreen cinemas, a theatre, an arts centre and much more.

Who teaches this course

This course is delivered by School of Health, Sport and Bioscience

The teaching team includes qualified academics, practitioners and industry experts as guest speakers. Full details of the academics will be provided in the student handbook and module guides.

Joshua Onyango

Stephen Thompson

Marva Campbell

DiscoverUni

The banner below displays some key factual data about this course (including different course combinations or delivery modes of this course where relevant).

Statistics for BSc (Hons) Nursing (Adult) Degree, Full Time

What our students and staff say

I love UEL because of its diversity, equality and inclusivity for staff, students and the Newham community. I love our Hospital and Primary training hub that uses the latest technology, AR, VR, and Oxford Medical Simulation (OMS) for our nursing students."

Kelly Ncube

Senior lecturer in Adult Nursing

I am motivated and continually inspired by being involved in creating the next generation of nurses who will be responsible for the care of the United Kingdom. It is inspirational to help students to acquire knowledge and skills while helping them to become passionate about nursing."

Kamille Radcliffe

Secondee Nurse Lecturer

Related courses

This course is part of the Nursing and Midwifery subject area.

FdSc Nursing Associate

Nursing associates are essential in ensuring the long or short-term physical/mental health conditions of adults. This course will give you the necessary training.

BSc (Hons) Public Health

A public health degree will give you skills and knowledge to improve and protect public health and the well-being of individuals, communities and populations.

TERMS AND CONDITIONS Modal

Terms of Admittance to the University of East London

The Terms of Admittance govern your contractual relationship with the University of East London ("UEL"). A contract between you, the Student, and us, UEL, is entered into once you accept an offer of a place on a programme at UEL and this contract is subject to consumer protection legislation. You are entitled to cancel this contract within 14 days of enrolment onto your programme.

1) Student enrolment

Enrolment at UEL is the process whereby you officially become a UEL student. The enrolment process requires you to:

• Ensure that we are holding the correct personal details for you
• Agree to abide by our regulations and policies
• Pay your tuition fees/confirm who is paying your tuition fees

You are expected to enrol by the first day of your academic year (click on "Discover") which will be notified to you in your enrolment instructions. Failure to enrol by the deadline contained in our Fees Policy (for most students by the end of the second week of teaching) may lead to the cancellation of student status and all rights attached to that status, including attendance and use of UEL's facilities. If you do not complete the formal process of enrolment but, by your actions, are deemed to be undertaking activities compatible with the status of an enrolled student, UEL will formally enrol you and charge the relevant tuition fee. Such activities would include attendance in classes, use of online learning materials, submission of work and frequent use of a student ID card to gain access to university buildings and facilities. Late enrolment charges may be applied if you do not complete your enrolment by the relevant deadline.

2) Tuition fees

Your tuition fee is determined by:

• the programme you are studying;
• if you are studying full or part-time;
• whether you are a UK/EU or International student; and when you started your studies with us.

We will tell you the tuition fee that you are due to pay when we send you an offer as well as confirm any additional costs that will be incurred, such as bench fees or exceptional overseas study trips. Unregulated tuition fees (where the UK government has not set a maximum fee to be charged) are generally charged annually and may increase each year you are on the programme. Any annual increase will be limited to a maximum of 5% of the previous year's fee. Regulated tuition fees (where the UK government has set a maximum fee to be charged) may also be subject to an annual increase. Any annual increase will be in line with the increase determined by the UK government. You will be notified of any increases in tuition fees at re-enrolment in the programme. Further information on tuition fees and payment options is contained in our Fees Policy .

3) Student ID Cards

To produce an ID card, we need a recent photograph of you that is not obscured and is a true likeness. We will either ask you to send us/upload a photograph in advance of enrolment or take one of you at the point of enrolment. The photograph will be held on our student records system for identification purposes by administrative, academic and security/reception staff. By accepting these Terms of Admittance you are confirming that you agree to your photograph being used in this way. If you object to your photograph being used in this way please contact the University Secretary via email at gov&[email protected] . You are required to provide proof of your identity at initial enrolment and prior to the issue of your UEL student ID card. This is usually a full and valid passport but instead of this you may bring two of the following:

• A (full or provisional) driving licence showing current address
• An international driving licence
• An original birth certificate (in English)
• A debit or credit card (one only)
• A benefit book or benefit award letter (dated within the last 3 months)
• An Armed Forces Identity card
• A police warrant card

You are required to carry and display your student ID card whilst on UEL premises and must keep it safe so that it is not misused by others.

4) Proof of qualifications

You are required to produce evidence of having satisfied the entry requirements for your programme. Such evidence must be in the form of the original certificates or certified notification of results from the examining body. All qualifications must be in English or supported by an official certified translation. If you fail to provide evidence of having satisfied the requirements for the programme you are liable to be withdrawn from the programme.

5) Non-academic entry requirements

You may need to demonstrate that you have met non-academic entry requirements prior to enrolment by providing additional information to UEL. For example, if you:-

• are under 18 years of age at the time of initial enrolment,
• are applying to a programme that requires health clearance for study as stated in the programme specification,
• have declared a relevant criminal conviction,
• will be studying a programme that involves contact with children and/or vulnerable adults or leads to membership in a professional body that deals with children and/or vulnerable adults.

You will not be permitted to enrol and any offer will be withdrawn if UEL deems that you are unsuitable for study following assessment of this additional information in line with published policies. These policies will be provided to you when the additional information is requested.

6) Criminal convictions

UEL has a responsibility to safeguard staff, students and the wider community. You are required to inform UEL of any relevant criminal convictions you have and provide further information relating to these as requested. This includes any relevant criminal convictions received whilst studying at UEL. UEL will assess all information received in line with published policies and may remove you from a programme if the conviction makes you unsuitable for study in UEL's opinion. Failure to declare a relevant criminal conviction or provide further information about you may result in expulsion from UEL.

7) Providing false information to UEL

If you are discovered to have falsified or misrepresented information presented to UEL at application, enrolment or during your studies, you may be expelled from UEL.

8) Continued enrolment and student status

You are expected to abide by all UEL policies and regulations, both those in force at the time of first and subsequent enrolment and as later revised and published from time to time. UEL reserves the right to make reasonable changes to its policies and regulations and any substantial amendments will be brought to your attention. You are also required to take personal responsibility for your studies; this includes undertaking all studies in support of your programme as prescribed by UEL. Key policies include: Manual of General Regulations This describes the general regulatory framework of UEL and gives information about how UEL confers its degrees, diplomas and certificates. It includes important information about academic performance requirements for continued study. Engagement Attendance Policy This outlines UEL's expectations of students in relation to attendance on and engagement with taught programmes. These students are expected to attend all scheduled classes and engage fully with learning materials and resources provided to them - failure to do so may result in withdrawal from module(s) and/or the programme. Code of Practice for Postgraduate Research Degrees The purpose of this code is to provide a framework for the successful organisation and implementation of good practice in all matters relating to postgraduate research degrees at UEL. It aims to ensure that all students are effectively supported and supervised so that the full scope and potential of their research is realised; that their thesis is submitted within regulatory periods and that they complete their programme with a suitable and sufficient portfolio of research and employment-related skills and competencies. Health and Safety Policy This describes the structures and processes by which UEL protects the health and safety of its staff, students and visitors. It confirms that students will receive sufficient information, instruction and induction in relation to health and safety. All students should take reasonable care of their health and safety. They must abide by UEL’s rules and regulations and cooperate with supervisors to enable them to fulfil their obligations. Students must not interfere intentionally, or recklessly misuse anything provided for health and safety. UEL has consulted with its students and staff and has adopted a No Smoking Policy to safeguard the health and well-being of its community. Students are required to comply with this policy which restricts smoking to designated shelters and prohibits the use of electronic cigarettes within any UEL building or near building entrances. For further information on our Healthy Campus initiatives and support please visit the Health and Safety pages . Student Disciplinary Regulations and Procedures (incorporating the student code of conduct) This code is more than a list of things that we should and should not do: it reminds us that we should always consider how our behaviour affects others. The code applies:

• to all students;
• at all sites throughout our estate, and;
• when we represent UEL on business beyond our campus, both in real (face-to-face) and virtual environments.

And outlines expectations of students:

• verbal and physical behaviour should always be polite and respectful;
• behaviour should not impair the engagement, learning or participation of others;
• anti-social behaviour by individuals and groups will not be tolerated.

9) Changes to scheduled programmes

UEL will take all reasonable steps to ensure that the programme of study that you have accepted will conform to the programme specification published on our website and will ensure that the necessary resources required to enable you to meet the required learning outcomes and pass the relevant assessments are available. In order to ensure that our programmes are current and relevant, they are subject to regular review. From time to time, to ensure the maintenance of academic standards and/or compliance with professional body requirements, it may be necessary to amend a module or make adjustments to programme content. Major changes to programmes that in the reasonable opinion of UEL, will have a significant impact on students will involve consultation with students already enrolled on the programme when the changes are proposed. Once any changes are confirmed, UEL will notify all students and applicants of the changes. When UEL reasonably considers that the change may only impact one or more cohorts on the relevant programme, UEL may decide to only consult with the relevant cohort. In the event that we discontinue a programme, we will normally permit existing students to complete the programme within the typical duration of study. In these circumstances, UEL will use reasonable endeavours to continue the programme for existing students without making major changes. If this is not possible, we will support students in changing to another UEL programme on which a place is available, and for which the student is suitably qualified, or assist with transfer to another HEI to complete the programme elsewhere.

10) Changes to these terms

We may change these terms from time to time where, in UEL's opinion, it will assist in the proper delivery of any programme of study or in order to:- (a) Comply with any changes in relevant laws and regulatory requirements; (b) Implement legal advice, national guidance or good practice; (c) Provide for new or improved delivery of any programme of study; (d) Reflect market practice; (e) In our opinion make them clearer or more favourable to you; (f) Rectify any error or mistake; or (g) Incorporate existing arrangements or practices. No variation or amendment to these Terms of Admittance may be made without our prior written agreement. In the event that we agree to transfer you to an alternative programme of study, the transfer will be considered to be a variation to the Terms of Admittance, which shall otherwise remain in full force and existence. If we revise the Terms of Admittance, we will publish the amended Terms of Admittance by such means as we consider reasonably appropriate. We will use reasonable endeavours to give you notice of any changes before they take effect.

11) Data Protection

UEL is committed to adhering to its obligations under the Data Protection Act 2018 and will act as a Data Controller when it processes your personal data. You can find our registration to the Data controller register on ico.org.uk . UEL processes your personal data to fulfil its contractual and legal obligations to students. Personal data that we process about you includes:

• Your contact details and other information submitted during the application and enrolment processes;
• Details of courses, modules, timetables and room bookings, assessment marks and examinations related to your study;
• Financial and personal information collected for the purposes of administering fees and charges, loans, grants, scholarships and hardship funds;
• Photographs, and video recordings for the purpose of recording lectures, student assessments and examinations and for the purposes of university promotion that is in our legitimate interest but still fair to you;
• Information about your engagement with the University such as attendance data and use of electronic services such as Moodle, Civitas and YourTutor;
• Contact details for next of kin to be used in an emergency;
• Details of those with looked-after status or those who have left the care system for the provision of support;
• Information related to the prevention and detection of crime and the safety and security of staff and students, including, but not limited to, CCTV recording and data relating to breaches of University regulations;

This is not an exhaustive list, for further information please refer to our fair processing notice pages on uel.ac.uk. In all of its data processing activities, UEL is committed to ensuring that the personal data it collects stores and uses will be processed in line with the data protection principles which can be summarised as:

• Being processed lawfully, fairly and in a transparent manner;
• Collected for specified, explicit and legitimate purposes;
• Adequate, relevant and limited to what is necessary;
• Accurate and, where necessary, kept up to date;
• Kept in a form which permits identification of data subjects for no longer than is necessary;
• Processed in a manner that ensures appropriate security of the personal information;
• Be accountable for, and be able to demonstrate compliance with, the six principles above.

Student Responsibilities You must ensure that:

• All personal data provided to UEL is accurate and up-to-date. You must ensure that changes of address etc. are notified to the Student Hub.
• Students who use UEL's computing facilities may process personal data as part of their studies. If the processing of personal data takes place, students must take responsibility for that processing activity to ensure that it is in line with the data protection principles above.
• Students who are undertaking research projects using personal data must ensure that:
• The research subject is informed of the nature of the research and is given a copy of UEL's Fair Processing Notice and this Data Protection Policy.

12) Legal basis for use of data

By agreeing to these Terms of Admittance and enrolling at UEL, you are agreeing to the terms and conditions of a contract for the use of your personal data relating to your enrolment, and if appropriate, registration and ongoing participation in a programme of study. Your personal or special category data will be collected, processed, published and used by UEL, its online learning and teaching services and/or its partners and agents in ways which support the effective management of UEL and your programme of study, to allow for the delivery of bursary schemes and to support improvements to student experience and progression, and are consistent with: The terms of the Data Protection Act 2018; Any notification submitted to the Information Commissioner in accordance with this legislation; and compliance with any other relevant legislation. You have fundamental rights associated with how organisations use your personal data. Further information on data protection and use of your personal data can be found in our Data Protection Policy and on uel.ac.uk.

13) Intellectual property

You are entitled to the intellectual property rights created during your time studying at UEL that would belong to you under the applicable law. There are some programmes where the assignment of certain types of intellectual property to UEL is appropriate. UEL will require the assignment to it of intellectual property rights relating to postgraduate research that is part of an ongoing research programme. Where the nature of the research programme means that some assignment of intellectual property rights to UEL is appropriate, we will take what steps that we can to ensure that your interests are protected. UEL will take reasonable endeavours to ensure:-

• the scope of the assignment is narrow, and is restricted to what is necessary, for example, to protect UEL’s legitimate interests in the intellectual property created as party to a research programme;
• the application of the assignment is clearly defined so that it is clear to you in which circumstances the assignment will apply;
• where the assignment of the intellectual property is appropriate in the circumstances, we will take all reasonable steps to ensure that the rights of the parties are evenly balanced (for example, your work being acknowledged in a publication and, where appropriate, subject to an appropriate revenue sharing scheme)
• where UEL claims ownership of intellectual property rights in relation to a taught programme of study, such treatment of those rights will be made clear in the published information relating to that programme.

14) How we communicate with you

UEL will communicate with you via a variety of channels, including postal letters, e-mail, SMS text messages and online notices. To enable this, we request that you provide us with your e-mail address, postal address, and contact telephone number when you first enrol. Throughout your studies, it is important that you keep your contact details up to date. You can view and edit this information by logging into our student portal, UEL Direct at https://uel.ac.uk/Direct . We will create a UEL e-mail account for you after you enrol. Your e-mail address will be your student number, prefixed with a ‘u’ and followed by ‘@uel.ac.uk’ – e.g.: [email protected]. UEL will use this e-mail address to communicate with you and it is important that you regularly check and manage this mailbox for important updates and information. You can access your email account, plus information about our services, news and events by logging into our Intranet, intranet.uel.ac.uk. At the login screen, enter your email address (as above) and password. Your default UEL password will be your date of birth, formulated as DD-MMM-YY, e.g. 31-jan-84. Your UEL email account and associated UEL IT accounts will be deleted not more than 6 months after you graduate or withdraw from your programme of study (if earlier).  

15) University of East London Students' Union

The University of East London Students' Union (UELSU) represents students at UEL. By enrolling at UEL you are automatically granted membership of both UELSU and the National Union of Students (NUS). If you wish to opt out from this membership, please inform UELSU in writing at either [email protected]  or by writing to Chief Executive, UELSU, University of East London, Docklands Campus, 4-6 University Way, London E16 2RD. UELSU provides a range of services and support to students and can provide advice and representation on any matter affecting the contract between you and UEL. For further information on this support, please visit www.uelunion.org

16) Students studying at partner institutions

If you are undertaking a programme of study at a partner institution you will need to generally abide by the above terms and also those of the partner institution. Further information and support in understanding these terms is available from the Academic Partnership Office -  [email protected] .

17) International students - additional responsibilities

All international students must also comply with UK Visa and Immigration requirements. All international students are required to hold a valid visa which permits study in the UK or hold a Tier 4 visa/have applied for a Tier 4 visa with a Confirmation of Acceptance for Studies issued by UEL. Students who are being sponsored under a Tier 4 student visa must also understand and comply with the responsibilities of their student visa and cooperate with UEL in fulfilling our Tier 4 duties .

18) Equality, Diversity and Inclusion

UEL is committed to working together to build a learning community founded on equality of opportunity – a learning community which celebrates the rich diversity of our student and staff populations and one in which discriminatory behaviour is challenged and not tolerated within our community. Within the spirit of respecting difference, our equality and diversity policies promise fair treatment and equality of opportunity for all regardless of gender, ethnicity, sexual orientation, age, disability or religion/belief (or lack of). In pursuing this aim, we want our community to value and to be at ease with its own diversity and to reflect the needs of the wider community within which we operate. For further information on this inclusive approach to education please visit our Student Policies page .

19) Complaints

We welcome feedback on our programmes and services and facilitate this in a variety of ways, including programme committees, module evaluation forms and surveys. However, if you are dissatisfied with a particular service or programme or the manner in which it has been delivered, you must let the person responsible for that service know as we will always try to resolve matters at the earliest opportunity via informal conciliation. If you are unsure who to approach, please e-mail The Hub who will be able to direct your concerns appropriately. If you remain dissatisfied with a service or programme, or the manner in which it is delivered, you should refer to our formal complaints procedure to have the matter formally addressed. In addition, once you have enrolled on your programme, you will also have access to the Advice and Information Service offered by UELSU. This access is not available to students studying at partner institutions.

20) Cancellation

If you wish to cancel this contract within 14 days of enrolment in your programme, you must do so in writing. Any fees that you have paid will be refunded – please see the Fees Policy for further information on obtaining a refund.

21) Further guidance

If any of the information in these Terms of Admittance or related policies is unclear or if you have any questions, please contact The Hub for guidance on +44 (0) 208 223 4444 .

22) Right to advice

This is a consumer contract and you are able to obtain independent advice in relation to its terms and conditions from UELSU as well as your local Citizens Advice Bureau.  

23) General

Neither you nor UEL will be liable for failure to perform their obligations under these Terms of Admittance if such failure arises from unforeseeable events, circumstances or causes outside of that party's reasonable control. Examples of such events include, but are not limited to, war, terrorism, industrial disputes, natural disasters, fire and national emergencies. Only you and UEL are parties to these Terms of Admittance. No other person shall have any rights under the Contracts (Rights of Third Parties) Act 1999 to enforce any term of these Terms of Admittance. Failure or delay by you or UEL to exercise any right or remedy provided under this contract shall not constitute a waiver of that or any other right or remedy, nor shall it prevent or restrict the further exercise of that or any other right or remedy. No single or partial exercise of such right or remedy shall prevent or restrict the further exercise of that or any other right or remedy. These Terms of Admittance are governed by the law of England and Wales and you and UEL agree to submit to the exclusive jurisdiction of the courts of England and Wales.

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Find your course

Nursing studies (registered nurse adult nursing) bsc (hons), nursing studies (registered nurse adult nursing).

Do you have the passion and empathy to care for adults in a variety of settings? Working as a nurse is an incredibly rewarding career. No two days are the same in nursing – it's one of the most demanding and rewarding roles in health and social care.

Location: Aston University, Birmingham

See our Clearing entry requirements

Course overview

Course description, nursing placements, course objectives, entry requirements, fees and scholarships, career prospects.

• Book an Open Day
• Request a prospectus

Our Nursing Studies (Registered Nurse Adult Nursing) BSc (Hons) course aligns to the key principles of the NHS Constitution, derived from extensive discussions with staff, patients and the public. These principles inspire passion in the NHS, and provide a common ground for cooperation in achieving shared aspirations, at all levels of the NHS.

At Aston you’ll learn in an inter-professional way, developing the theoretical and practical skills you'll need to be able to register as a nurse, specialising in adult care. When you successfully complete the course, you will be eligible to register as an adult nurse with the NMC (Nursing and Midwifery Council).

Why Nursing at Aston University?

"Undertaking my first clinical placement so far has been great. In the two weeks I have been on the ward I have learnt so much and have gained more confidence. I am more comfortable approaching patients and asking questions and trying to get to know them as the people they are outside of their condition. My supervisor and the entire team in general have been supportive and welcoming so far and I enjoy working with them. Also, the patients were warm and welcoming and encouraged me along the way as well, which definitely made things easier."

Our Nursing Studies (Registered Nurse Adult Nursing) BSc (Hons) degree at Aston will equip you with the skills, insights, and confidence required to become an outstanding adult nurse, well-equipped to be able to keep our communities healthy and safe in a rewarding career. 

What we will provide First-class teaching in the UK's second-largest city, delivered by a diverse array of staff who will inspire and excite you, fantastic facilities that will bring your course to life through hands-on, practical experience; years of close industry collaboration that is harnessed to provide you with learning based on real-world needs. 

What you will provide It is important you learn how to adapt a growth mindset to your studies - understand that intelligence and success come from applying yourself, you must be able to demonstrate critical thinking and have ambition and drive to excel.

What skills we teach As a student in our Nursing Studies (Registered Nurse Adult Nursing) BSc (Hons) programme, you will study topics that are fundamental to nursing, ensuring you have a solid foundation upon which to build your knowledge and skills over the course of three years

Integrated placements You will benefit from extensive patient contact throughout the course with practice learning placements forming a large part of your study experience. You will spend 50% of your study time in practice, which will be undertaken in various clinical and community environments. 

Career prospects The field of adult nursing is very diverse so there’s a range of career paths, and with our programme being approved by the Nursing and Midwifery Council (NMC), you’ll have the academic requirements needed to register to work as an adult nurse upon graduation. 

How you will learn

A significant portion of your learning will be the application of theory into practice such as delivering care to people and their families at home, in the community, or in the hospital environment. The programme will help you to understand the key health priorities for adults, to consider how you can enable people to live healthily, manage acute illness, and adapt to living with long-term health conditions. 

Practice learning placements are a large part of your study experience. You will spend 50% of your study time in practice in various clinical environments. This will support you in gaining experience in different clinical areas in organisations that offer specialist services. You will also have the opportunity to experience a placement in an alternative setting in the UK, or abroad. We also partner with high-level NHS Trust clinical environments in the West Midlands, which provides a collaborative approach to learning, clinical placements and quality assurance.

This three-year course runs over 45 weeks each year. There are three year-long modules, incorporating both theory and practice. 

Placements are an integral part of the Aston University Nursing programme. Learn more about our placements here.

What you will learn

This course is delivered by seminars, lectures, work-based learning, tutorials, and technology enhanced learning environments such as our new highly advanced clinical simulation suite.

You will study topics that are fundamental to nursing, ensuring you have a solid foundation upon which to build your knowledge and skills over the course of three years. You will develop the skills needed to care compassionately for patients, and explore theories and concepts to boost your understanding of patient nursing needs.

You will be kept up to date with the leading improvements in health and social care which will prepare you for professional practice.  

Nursing students have access to a range of specialist facilities that reflect the hands-on learning within the field. In these settings, you gain practical experience alongside like-minded students, a multidisciplinary team of lecturers, industry professionals, and expert technicians.

• Clinical simulation environments to practise real scenarios on lifelike adult manikins and actors.
• Anatomy and physiology anatomical models that help you learn about the structure and function of the human body. 
• Libraries and study spaces are available 24 hours a day and offer students access to a wide range of resources, including books, journals, databases, and online learning materials.   

• Provides you with the opportunities to realise your academic potential through a range of learning experiences.
• Encourages you, through a practical approach, to have a passion for Nursing and an enthusiasm for learning.
• Develops you as a competent and confident practitioner who is autonomous, compassionate, skilled and safe  to support patients with their physical and mental health needs
• Enables you to achieve the Nursing and Midwifery Council (NMC) Standards of Proficiency for entry to the NMC Professional Register as an Adult Nurse
• Enables you to develop research skills and apply these to nursing practice
• Offers you the opportunity to obtain relevant industrial experience by providing integrated placements throughout your educational experience.

Modules and learning outcomes

Year 1 modules.

In your first year, you will study the following core module:

Year 1 outcomes 

On successful completion of the first year, you will be able to:

• Demonstrate an understanding of professionalism in nursing practice and how the NMC Code (2018) provides a framework of the professional standards that nurses, midwives and nursing associates must uphold in order to be registered to practice in the UK
• Define health and ill health within current theoretical frameworks and consider health promotion approaches when working with patients and families
• Explain how nursing needs are identified and appropriate care is planned. Apply knowledge of health needs to develop nursing care plans appropriate for the patient’s individual situation
• Define person-centred care and identify the variety of approaches used to deliver nursing care that promotes dignity, safety and comfort for patients
• Demonstrate an understanding of the multi-disciplinary team and how patient care is delivered with the patient at the centre
• Explain the processes and policies that monitor and contribute patient safety and service provision within the contemporary healthcare arena
• Define care co-ordination and the value of right care, right skills, right time to deliver appropriate nursing care to patients in a variety of environments.
• Demonstrate an understanding of a variety of communication methods and approaches to communicate effectively, sensitively and clearly with patients, families, peers, team members, supervisors and tutors
• Demonstrate effective use of technology and information technology and perform the defined list of clinical skills and procedures safely

Year 2 modules

In your second year, you will study the following core module:

Year 2 outcomes 

On successful completion of the second year, you will be able to:

• Understand the relevant legal and regulatory frameworks that inform and influence practice and consider how they might apply in a variety of situations
• Compare different principles and approaches to engaging with people in health promotion, protection and improvement initiatives
• Apply knowledge of commonly encountered mental and physical health conditions and their treatments when undertaking full and accurate assessments of nursing care needs 
• Justify the range of knowledge and skills required to provide people, families and carers with a range of interventions and evaluate the outcomes of those interventions.
• Compare leadership styles in different situations and demonstrate an ability to guide, support and motivate individuals and interact confidently with other members of the care team
• Demonstrate how to use service delivery evaluation and audit findings and compare how findings are used to bring about continuous improvement in health and social care services
• Evaluate current health and social care policies, and how to influence local policy to ensure that care delivery is optimised and appropriate for the needs of the community

Year 3 modules

In your third year, you will study the following core module:

Year 3 outcomes 

On successful completion of the third year, you will be able to:

• Adopt a reflective approach to career and professional development, recognise professional responsibility and accountability in nursing practice
• Critically analyse the settings, frameworks, systems and culture in which patient care is delivered across the UK
• Effectively assess and manage a range of conditions and develop comprehensive plans of nursing care, involving the patient, carers and advocates in management decisions to maximise patient outcomes
• Demonstrate the knowledge and skills required to provide nursing care to people with a range of conditions, and act as a role model for others in providing high quality nursing interventions to meet people’s needs
• Appraise the various roles of health and care professionals at different levels of experience and seniority when managing and prioritising care across a range of settings
• Critically analyse research to inform and lead on nursing care and demonstrate knowledge of initiatives to improve service provision and service improvement
• Critically appraise the variety of approaches available to co-ordinate safe, effective and person-centred nursing care for people who have multiple co-morbidities and increasingly complex care needs

We may update our courses to reflect best practices and academic developments. If we do, we’ll let you know of any changes at the earliest opportunity by updating our course webpages. If you have already received an offer, we’ll write to you directly to let you know of the changes.

BBB in any three A Levels BBC in any three A Levels for contextual offer students .*

We welcome applications from students who have tried to improve their examination grades by taking resits and only your latest grades will be accepted. We treat these applications in exactly the same way as other applications.

View our Admissions Policy under the 'Respect' tab on our Principles and Policies page.

View our Admissions Policy

Whilst the grades listed here are our entry requirements, we understand that predicted grades are only an estimate. We will therefore consider applicants with predicted grades that fall below these entry requirements if the application is of a high standard (however, initial offers will not be lower than stated above).

*For details on our Aston Ready contextual offer scheme, please see here .

The information contained on this website details the typical entry requirements for this course for the most commonly offered qualifications. Applicants with alternative qualifications may wish to enquire with the relevant admissions teams prior to application whether or not their qualifications are deemed acceptable. For less commonly encountered qualifications this will be judged on a case-by-case basis in consultation with the academic admissions tutor.

• International Baccalaureate Diploma
• CACHE Qualifications
• Access to Higher Education
• External Foundation Programmes from another University
• Age of qualifications
• International Applicants
• Further Requirements

Five GCSEs all at grade C/4 or above and must include Maths and English Language/Literature. A Pass in Maths/English Functional skills Level 2 will be accepted in lieu of GCSE Maths/English.

We accept grade Distinction in any of the below subjects:

• Healthcare Science

31 points overall and must include grades 5, 5, 5 in Higher Level subjects. You must also have Standard Level grade 5 in both Mathematics and English Language. 

29 points overall, three Higher Level subjects at 5 5 4. You must also have Standard Level grade 5 in both Maths and English Language for contextual offer students .*

NCFE CACHE Level 3 Extended Diploma in Health and Social Care – Grade B.

We accept the QAA-recognised Access Diploma which must consist of 45 credits at Level 3. You must obtain a minimum of 30 distinction and the rest must be at merit or distinction. With this qualification, you must also have GCSE maths and GCSE English Language/Literature at Grade C/4. A Pass in Maths/English Functional Skills Level 2 will be accepted in lieu of GCSE Maths/English.

We consider applicants for year 1 entry who are undertaking a foundation programme elsewhere on a case-by-case basis. However, applications will only be considered where you meet the GCSEs and A Level (or equivalent) requirements as listed. Alongside this you must have gained (or be expected to gain) 60% overall and 120 credits with no fails at another recognised university. In order to be considered you will need to submit a UCAS application as we do not accept direct applications, and this must include an academic reference.

Year 1:  We consider applicants for year 1 entry who are undertaking a degree elsewhere. You must meet the GCSEs and A Level (or equivalent) requirements as listed. Alongside this you must have gained (or be expected to gain) 60% overall and 120 credits with no fails at another recognised university. In order to be considered you will need to submit a UCAS application as we do not accept direct applications, and this must include an academic reference.

Year 2:   Second Year transfers may be considered on a case-by-case basis only if applicants have successfully completed 120 Level 4 credits on Year 1 of an undergraduate Nursing programme elsewhere and have completed approx. 800 hours of clinical practice. You will need to submit a UCAS application form for further review.

Year 3/final year:   We do not accept any transfers into year 3 or final year of this programme

View our Transfers Policy

For further information regarding the transfers policy and Student Transfer Arrangements please see here . 

Applicants presenting qualifications between 3 - 10 years will be considered on a case-by-case basis by the Academic Admissions Lead.

Applicants who meet our minimum requirements will be invited to a small panel interview. Interviews last approx. 30 minutes and typically involve a nursing academic tutor and an NHS practice partner. The interview is a compulsory element of the admissions process and we cannot issue offers to applicants who haven’t had a satisfactory interview.

We are accepting a limited amount of international applications for our BSc Nursing Studies (Registered Adult Nurse) programme. If you apply with an unknown fee status and you meet all requirements for an offer, your fee status will need to be assessed before any offer can be made.

Due to the nature of this course and in line with national requirements, you will be required to complete a series of checks and screenings, in addition to adhering to a number of regulations and policies. Full details can be found here .

Enhanced Level Criminal Records Bureau check (known as a DBS check) and Fitness to Practise Regulations Health screening assessments:  Before starting the nursing programme at Aston, you will be invited to complete an online health questionnaire. This is part of the clearance process, and you will not be allowed to commence your programme if you have not completed your health questionnaire. Following the completion of the questionnaire and the health screening process, we may review students identified as having a long-term health condition during the first term to establish any additional support and/or adjustments both when in theory and also during practice placements. As a nursing student, you must comply with the Department of Health guidelines on immunisations and screening to protect you and your patients during the course of your work. We therefore require you to be vaccinated for some infectious diseases before you commence your practice placement if you do not already have immunity.  All accepted candidates to the nursing programme will be required to provide appropriate evidence of immunisation against rubella, measles, tuberculosis, varicella and hepatitis B. 

During your time on your programme, there may be a requirement for you to contact occupational health for example if you sustain a needle or splash injury. Some students may experience changes to their health and need to be reviewed by occupational health. As well as supporting you for any health conditions, occupational health will also be able to assess whether any further adjustments are necessary to help support you in your practice placements. 

International students

Aston University is a diverse, close community and welcomes international students on many of our undergraduate programmes. Students from over 120 countries choose to study with us every year. Based in the centre of Birmingham, Aston is not only a great place to study, it’s also a great place to live.

Please see below for the international qualifications we accept, if you cannot find your qualification please get in touch with the Undergraduate Admissions Team via [email protected]

Qualifications in your country

Applicants whose first language is not English will be required to provide evidence of an English language qualification.

English language requirements

Aston University provides a range of opportunities for international students to join our community and study on our campus. A key part of our strategy is our relationships with teaching partners, providing multiple pathways to Aston.

Aston’s professional work placements can improve your chance of securing a graduate job. Placements give you experience, confidence and opportunities and, as an Aston student, you’ll be better prepared for your future career. One of the great things about Aston is our focus on employability. Our close links with businesses, industries and professions make this possible.

Find out more about applying

Post-study work visa

Aston University welcomed the creation of a new Graduate Immigration Route which enables international students to remain in the UK for two years after you complete your studies to find work. This new post-study work visa applies to international students completing full-time undergraduate and postgraduate courses.

Graduate Immigration Route

Pathway Programmes

If you don’t meet our entry requirements, we have a range of  pathway programmes  offered by our partner,  ON CAMPUS Aston, which you can complete to progress onto one of our degrees.

Course fees

UK students (2024/25)

International students (2024/25)

More information on fees

For Home students: Tuition fees for UK/Home students may change in line with government policy.

For International students: The International students fee is a fixed annual fee for the duration of the Programme, except whilst on placement when a placement year fee applies.

Scholarships

At Aston University we are committed to supporting the most talented and hardworking students to achieve their potential by providing a range of scholarships to help lower tuition and living costs.

You will be assessed through a combination of written and oral examinations, class tests, individual and group coursework, projects, presentations, and practical assessments.

The assessment strategy is designed to match the module aims and learning outcomes and will provide you with the opportunity to demonstrate practical skills, knowledge, and written and verbal communication skills. Assessments follow the same approach in years 1, 2 and 3 so that you can understand what assessment to expect, and be able to prepare accordingly. Our approach to assessments increases opportunities for employability, as it maximises the opportunity to practise skills that are expected in the working environment, such as presenting information and performing clinical skills competently.

Academic assessment will be completed alongside practice-based proficiencies, in order to achieve the criteria set by the Nursing and Midwifery Council, (NMC 2018). Progression will be confirmed by the practice assessor and the assigned academic assessor.

Students must pass all summative assessments and professionalism to pass the course. Professionalism will include assessment of attendance, engagement and professional conduct.

On successful completion of the programme, you will be able to apply for registration with The Nursing and Midwifery Council as a Registered Nurse (Adult). We prepare you to be a confident, autonomous practitioner, driven and committed to advocating and meeting the needs of patients and their families.

The Nursing Studies (Registered Nurse, Adult Nursing) BSc (Hons) programme is approved by the Nursing and Midwifery Council (NMC), which means that on successful completion of your studies, you’ll have the academic requirements needed to register to work as an adult nurse. 

The field of adult nursing is very diverse so there’s a range of career paths. Adult nurses play a vital role in providing, leading and coordinating care for a variety of patients in different healthcare settings such as in people’s homes, the community, GP surgeries and hospitals. There are also specialist areas that offer opportunities for registered nurses, in social care, schools, mental health agencies, hospices, the military and in industry. You may also want to explore alternative paths, including education, management, and research.

You can also use your qualification to work outside the UK. 

To help you continually develop and reflect on your practice, the NMC expects registrants to revalidate every three years.  Revalidation is about promoting good practice, as well as strengthening public confidence in the nursing and midwifery professions. It helps to encourage a culture of sharing, reflection and improvement.  As part of this process, all registered nurses in the UK are encouraged to engage in continuous professional development to maintain their registration and keep their skills and knowledge up-to-date, ensuring safe and effective practice.

Be part of our community

Once you have joined us at Aston University, you’ll always be part of our community, even beyond graduation.

Frequently asked questions

Why study nursing at aston.

You will learn from a multidisciplinary team of lecturers, who are all healthcare professionals with experience of working in the NHS.  You will study a hands-on, clinical curriculum, where you’ll learn to meet the diverse needs of people and you will have access to our clinical simulation environments to practise real scenarios on lifelike adult manikins and actors.

We prepare you to apply for registration as an adult nurse with the Nursing and Midwifery Council (NMC) to work as an adult nurse once you’ve graduated.

What is covered during placement?

You will spend 50 per cent of your time on placement in the community, in hospitals, and in our skills and simulation areas developing valuable hands-on skills. You will work with patients, carers and other healthcare students and healthcare professionals. Placement opportunities include district nursing, GP practice nursing, integrated community teams, medical and surgical wards, oncology, Intensive Care Unit, Accident and Emergency, coronary care and operating theatres.

Will I learn with students from other health care programmes within Aston?

As Aston offers a range of health care programmes including medicine, pharmacy, optometry, audiology and biomedical sciences, you have the opportunity to learn alongside other health students. This enhances your understanding of holistic care, the importance of communication and recognition of how different professional roles contribute to the individual patient/client experience.

Why should international students choose Aston University?

Study at Aston University and you will be part of a multi-cultural community located at the heart of the dynamic city of Birmingham. Our courses are practical, inspired by industry and many have internationally recognised accreditations. Renowned for our employability prospects and connections to business and industry, we provide outstanding career support, advice and placement opportunities.

For those interested in working in the UK after they have graduated, the UK Government has created a new post-study work visa .

Register your interest

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Related courses.

Nursing Notes and Study Guides for Nurses

Welcome to our extensive and detailed collection of nursing notes and study guides , meticulously designed to cater to students and medical, nursing, and healthcare professionals. This list of nurse notes is a vital resource, encompassing various topics, ranging from the intricacies of human anatomy and physiology to the nuances of various diagnostic and laboratory tests. It’s your treasure trove of knowledge, indispensable for anyone aiming to excel in their nursing career.

Table of Contents

Anatomy and physiology, diagnostic and laboratory tests, nursing fundamentals, infectious diseases, maternal and child health nursing, pediatric nursing, medical-surgical nursing.

• Mental Health and Psychiatric Nursing

Nursing Pharmacology

Nursing theory.

Our list of nurse notes begins with an in-depth exploration of human anatomy and physiology, covering every major system in the body, such as the cardiovascular, digestive, endocrine, and nervous systems. Special attention is given to both the male and female reproductive systems, providing a comprehensive understanding of these complex areas.

• Cardiovascular
• Female Reproductive
• Integumentary
• Male Reproductive
• Respiratory
• Special Senses

This section on diagnostic and laboratory tests is particularly valuable for those involved in clinical settings. It includes detailed guides on critical procedures like bronchoscopies, CT scans, echocardiograms, and mammography . Additionally, there’s a vital reference on normal lab values, a must-read for healthcare professionals to accurately interpret diagnostic results.

• MUST READ: Complete Normal Lab Values Reference Guide & Cheat Sheet
• Bronchoscopy
• Chest X-ray (Chest Radiography)
• Colonoscopy
• Computed Tomography (CT) Scan
• Echocardiogram
• Fecal Analysis (Stool Analysis)
• Holter Monitoring
• Lumbar Puncture (Spinal Tap)
• Magnetic Resonance Imaging (MRI)
• Mammography (Mammogram)
• Pap Smear (Papanicolaou Smear)

In the realm of nursing fundamentals, our collection of study guides is unparalleled. It includes practical advice and tips on documentation, the nursing process , and patient education . This section delves into everyday nursing procedures, offering step-by-step guides on various patient care strategies, from arterial blood gas analysis to urinary catheterization , ensuring a well-rounded understanding of nursing responsibilities.

• 10 Tips on How Nurses Can Improve Documentation
• ADPIE: A Guide to Understanding Nursing Process
• Arterial Blood Gas Analysis Made Easy with Tic-Tac-Toe Method
• Blood Transfusion Therapy
• Cleaning Bedpans and Urinals
• Colostomy Irrigation
• Cheat Sheet: Common Drugs and Their Antidotes
• Communication in Nursing: Documentation & Reporting
• Cranial Nerves Assessment Chart and Cheat Sheet
• Documentation & Reporting in Nursing
• Ear Irrigation
• Eye Drop Instillation — Nursing Procedure
• Focus Charting (F-DAR): How to do Focus Charting or F-DAR
• Guide to Patient Education: A Nursing Process
• Hair Care & Combing
• Hand Hygiene and Handwashing
• Head-to-Toe Assessment: Complete Physical Assessment Guide
• Health Teaching Strategies & Tips for Persons with Disabilities
• History of Nursing in the Philippines
• Hospital Diets for Select Disease Conditions
• Hot Sitz Bath Nursing Interventions & Procedure
• How to Change a Hospital Gown for Patients with IV Line
• IV Fluids and Solutions Guide & Cheat Sheet
• Loss and Grief
• Measuring Central Venous Pressure
• Moving Patients from Bed to Chair or Wheelchair
• Nasogastric Intubation
• Nurse Snooze: 7 Sleep-Promoting Tips Nurses Must Share to their Clients
• Nurses’ Guide to Specimen Collection, Preparation, and Handling Procedures
• Nursing Abbreviations and Acronyms
• Nursing Care of the Dead
• Nursing Management: Guide to Organizing, Staffing, Scheduling, Directing & Delegation
• Patient Education: 5 Nursing Tips in Creating Effective Written Teaching Aids
• Patient Positioning: Complete Guide and Cheat Sheet for Nurses
• Perioperative Nursing
• Principles of Sterile Technique – Gowning & Gloving in the OR
• Proper Body Mechanics for Nurses
• Providing Back Care & Massage
• Providing Evening Care to Patients
• Safety First: A Nurse’s Guide to Promoting Safety Measures Throughout the Lifespan
• The 10 Rights of Drug Administration
• The Aging Body Systems: Explaining Physiological Aging
• The Nightingale Pledge And Its Versions
• The Nursing Process: A Comprehensive Guide
• Thoracentesis
• Tracheostomy
• Urinary Catheterization Nursing Procedure & Management
• Vaginal Irrigation (Douche)
• 460 Nursing Bullets: Fundamentals of Nursing Reviewer

For those focusing on infectious diseases, our guide covers a comprehensive range of conditions from Anthrax to Zika Virus. This segment provides essential information for the effective management and understanding of these diseases, crucial for healthcare professionals dealing with infectious diseases.

• Chikungunya Virus
• Coronavirus Disease 2019 (COVID-19)
• Cytomegalovirus
• Ebola Virus Disease (EVD)
• Hand, Foot, and Mouth Disease (HFMD)
• Infection Control in Nursing
• Meningococcemia
• Methicillin-resistant Staphylococcus Aureus (MRSA)
• Middle East Respiratory Syndrome Coronavirus (MERS-CoV)
• Pertussis (Whooping Cough)
• Polio (Poliomyelitis)
• Salmonella Infection (Salmonellosis)
• Typhoid Fever

Our Maternal and Child Health Nursing notes provide a concise yet comprehensive overview of maternal, newborn , and child healthcare. Covering pregnancy, childbirth, postpartum , and newborn care , this guide addresses high-risk pregnancies, fetal development , and common complications. It also includes critical maternal health concerns and essential aspects of pediatric care, ensuring a holistic understanding of this specialized nursing area.

• Abruptio Placentae
• Breastfeeding
• Care of the Newborn
• Cesarean Birth
• Ectopic Pregnancy
• Family Planning/Contraceptive Methods
• Female Reproductive System Anatomy and Physiology
• Fetal Development & Fetal Growth Assessment
• Gestational Trophoblastic Disease
• GTPAL: Guide to Gravidity and Parity in Obstetrics
• Pregnant Adolescent
• Pregnant Woman Over the Age of 40
• Pregnant Woman with Physical and Mental Challenges
• Pregnant Woman who is Substance Dependent
• Musculoskeletal Disorders in a Pregnant Woman
• Cancer and Pregnancy
• Mental Illness and Pregnancy
• Trauma in Pregnancy
• Respiratory Disorders in a Pregnant Woman
• Endocrine Disorders in a Pregnant Woman
• Neurological Disorders in a Pregnant Woman
• Gastrointestinal Diseases in a Pregnant Woman
• Hematologic Disorders in a Pregnant Woman
• Sudden Pregnancy Complications
• Anomalies of the Placenta
• Incompetent Cervix
• Labor and Labor Complications
• Newborn Reflexes
• Placenta Previa
• Postpartum Care and Changes
• Postpartum Depression
• Postpartum Hemorrhage
• Pregnancy Changes and The First Prenatal Visit
• Pregnancy Induced Hypertension
• Subfertility
• The Menstrual Cycle and Menstrual Disorders
• The Newborn & Normal Developmental Milestones
• VEAL CHOP Nursing Mnemonic
• 360 Nursing Bullets: Maternity and Newborn Nursing Reviewer

Our Pediatric Nursing notes offer a comprehensive guide on the care and management of infants to adolescents. Covering a range of topics from common illnesses like chickenpox to complex conditions such as juvenile diabetes , this resource provides key insights into pediatric assessments, development stages, and vaccinations. It also includes tailored nursing care plans for various pediatric disorders, equipping nurses with the knowledge to deliver age-appropriate care effectively.

• Acute Glomerulonephritis
• Acute Nasopharyngitis
• Allergic Rhinitis
• Attention Deficit Hyperactivity Disorder
• Cerebral Palsy
• Chicken Pox (Varicella)
• Cleft Lip and Cleft Palate
• Congenital Hypothyroidism
• Congenital Talipes Equinovarus (Clubfoot)
• Croup Syndrome
• Cryptorchidism (Undescended Testes)
• Cystic Fibrosis
• Diabetes Mellitus Type 1 (Juvenile Diabetes)
• Down Syndrome (Trisomy 21)
• Enterobiasis
• Epiglottitis
• Febrile Seizure
• Galactosemia
• Gastroenteritis
• Gastroesophageal Reflux
• Hirschsprung Disease (Aganglionic Megacolon)
• Hydrocephalus
• Hypospadias and Epispadias
• Idiopathic Thrombocytopenic Purpura
• Imperforate Anus
• Intussusception
• Iron Deficiency Anemia
• Juvenile Rheumatoid Arthritis
• Kawasaki Disease
• Lead Poisoning
• Measles (Rubeola)
• Nephrotic Syndrome
• Non-Organic Failure to Thrive
• Otitis Media
• Pediatric Dosage Calculations
• Pediatric Health and Physical Assessment
• Phenylketonuria
• Pyloric Stenosis
• Respiratory Syncytial Virus
• Reye’s Syndrome
• Rheumatic Fever
• Roundworms (Ascariasis)
• School Phobia
• Seizure Disorders (Epilepsy)
• Spina Bifida
• Sudden Infant Death Syndrome (SIDS)
• Thalassemia
• Tonsillitis and Adenoiditis
• Tracheoesophageal Atresia
• Turner Syndrome
• Wilms Tumor (Nephroblastoma)

In this guide for Medical-Surgical Nursing includes a comprehensive guide covering a wide range of conditions needing medical and surgical management. It provides detailed insights into diseases like diabetes , hypertension , heart failure , and cancer , along with information on surgical procedures and postoperative care. Ideal for nurses in hospital settings, this resource offers essential knowledge on preoperative and postoperative management, patient education , and handling complex health conditions.

• Acetaminophen Overdose
• Achilles Tendonitis
• Acoustic Neuroma
• Acute Lymphocytic Leukemia
• Acute Renal Failure
• Acute Respiratory Distress Syndrome (ARDS)
• Anaphylactic Shock
• Appendicitis
• Bacterial Meningitis
• Bell’s Palsy
• Benign Prostatic Hyperplasia
• Bile Duct Stones (Choledocholithiasis)
• Brain Abscess
• Bronchiectasis
• Buerger’s Disease
• Burn Injury
• Cardiogenic Shock
• Cerebrovascular Accident (Stroke)
• Chest Pain (Angina Pectoris)
• Cholecystitis
• Chronic Obstructive Pulmonary Disease (COPD)
• Chronic Renal Failure
• Contact Dermatitis
• Cushing’s Syndrome
• Deep Vein Thrombosis
• Dengue Hemorrhagic Fever
• Diabetes Mellitus
• EKG Interpretation & Heart Arrhythmias Cheat Sheet
• Fluid and Electrolytes, Acid-Base Balance
• Heart Failure
• Hepatic Cirrhosis
• Human Immunodeficiency Virus (HIV) and Acquired Immunodeficiency Syndrome (AIDS)
• Hypertension
• Hypothyroidism
• Hypovolemic Shock
• Intracranial Aneurysm
• Intraoperative Phase
• Legionnaire’s Disease
• Metabolic Acidosis
• Metabolic Alkalosis
• Myocardial Infarction
• Neurogenic Shock
• Osteoarthritis
• Osteogenesis Imperfecta
• Osteoporosis
• Pancreatitis
• Patent Ductus Arteriosus
• Peptic Ulcer Disease
• Peritonitis
• Pneumothorax
• Postoperative Phase
• Preoperative Phase
• Pulmonary Embolism
• Pulmonary Tuberculosis
• Respiratory Acidosis
• Respiratory Alkalosis
• Rheumatoid Arthritis
• Sepsis and Septic Shock
• Sickle Cell Anemia
• Status Asthmaticus
• Urinary Tract Infection
• Urolithiasis (Renal Calculi)
• 160 Nursing Bullets: Medical-Surgical Nursing Reviewer

In this section, you’ll find Mental Health and Psychiatric Nursing notes that provide a detailed guide on assessing, diagnosing , and treating mental health disorders. Covering a spectrum of conditions from depression to substance abuse , the guide delves into various therapeutic techniques, medication management, and patient care strategies. It also emphasizes the crucial role of psychiatric nurses in offering support, education, and advocacy to patients and their families, underscoring a comprehensive approach to mental healthcare.

• Amnestic Disorders
• Anxiety Disorders and Panic Disorders
• Bipolar Disorder
• Defense Mechanisms
• Disruptive, Impulse-Control, and Conduct Disorders
• Dissociative Disorders
• Eating Disorders: Anorexia & Bulimia Nervosa
• Electroconvulsive Therapy
• Major Depression
• Personality Disorders
• Psychological Therapies
• Psychosocial Theories
• Schizophrenia
• Sexual Dysfunctions, Paraphilias, and Gender Dysphoria
• Somatoform Disorders
• Stress and Anxiety
• Substance Abuse Disorders
• 225 Nursing Bullets: Psychiatric Nursing Reviewer

This section contains the study guides and nursing notes for Nursing Pharmacology to help nursing students and healthcare professionals grasp the pharmacological principles and medication management. It provides detailed information on drug actions, uses, and nursing considerations, including patient education , covering a spectrum of medications from Acetaminophen to complex drugs like Adrenergic Agonists and Antineoplastics. This guide is instrumental in enhancing pharmacological knowledge and improving patient care .

• Acetaminophen Nursing Considerations & Patient Teaching [Drug Guide]
• Adrenergic Agonists (Sympathomimetics)
• Adrenergic Antagonists (Sympatholytics)
• Adrenocortical Agents
• Albuterol Nursing Considerations and Patient Teaching [Drug Guide]
• Anthelmintics
• Anti-Infective Drugs
• Antianginal Drugs
• Antiarrhythmic Drugs
• Antiarthritic Drugs
• Antibiotics (Aminoglycosides, Cephalosporins, Penicillins)
• Anticholinergics (Parasympatholytics)
• Antidepressants
• Antidiabetic Agents
• Antifungals
• Antihistamines
• Antihyperlipidemic Drugs
• Antihypertensive Drugs
• Antineoplastic Agents
• Antiparkinsonism Drugs (Dopaminergics, Anticholinergics)
• Antiprotozoal Drugs
• Antiseizure Drugs
• Antitussives
• Antiviral Drugs
• Anxiolytic and Hypnotic Drugs
• Aspirin Nursing Considerations and Patient Teaching [Drug Guide]
• Atorvastatin (Lipitor) Nursing Considerations and Patient Teaching [Drug Guide]
• Bronchodilators and Antiasthmatics
• Cardiotonic-Inotropic Drugs
• Cholinergic Agonists (Parasympathomimetics)
• Decongestants
• Drugs Affecting Coagulation (Anticoagulants, Antiplatelets, Thrombolytics)
• Enoxaparin (Lovenox) Nursing Considerations and Patient Teaching [Drug Guide]
• Expectorants and Mucolytics
• Female Reproductive System Drugs
• Furosemide Nursing Considerations and Patient Teaching [Drug Guide]
• Gabapentin Considerations and Patient Teaching [Drug Guide]
• General and Local Anesthetics
• Generic Drug Name Stems Cheat Sheet
• Glucose-Elevating Agents
• Heparin Nursing Considerations and Patient Teaching [Drug Guide]
• Histamine-2 Antagonists
• Hydromorphone (Dilaudid) Nursing Considerations & Patient Teaching [Drug Guide]
• Hypothalamic Agents
• Immunostimulants (Interferons, Interleukins)
• Immunosuppressants (Immunomodulators, Interleukin Receptor Antagonists)
• Inhaled Steroids
• Lisinopril Nursing Considerations and Patient Teaching [Drug Guide]
• Lung Surfactants
• Male Reproductive System Drugs
• Metoprolol Nursing Considerations and Patient Teaching [Drug Guide]
• Muscle Relaxants
• Narcotics, Narcotic Antagonists, and Antimigraine Agents
• Neuromuscular Junction Blocking Agents
• Nonsteroidal Anti-Inflammatory Drugs (NSAIDs) and Related Agents
• Pantoprazole Nursing Considerations and Patient Teaching [Drug Guide]
• Parathyroid Agents: Bisphosphonates, Calcitonins
• Pharmacology Nursing Mnemonics & Tips
• Pituitary Drugs
• Proton Pump Inhibitors
• Psychotherapeutic Drugs
• Salicylates
• Sulfonylureas
• Thyroid Agents

This section contains nursing notes and study guides on nursing theory and notable nurse theorists aimed at helping students grasp core concepts and understand the backgrounds of these theorists . The guide offers brief overviews of key nursing theories , ranging from Betty Neuman’s Systems Model , which blends biological, psychological, and environmental elements, to Dorothea Orem ‘s Self-Care Deficit Theory, which focuses on the importance of patient self-care in health and wellness.

• Betty Neuman: Neuman Systems Model
• Dorothea Orem: Self-Care Deficit Theory
• Dorothy Johnson: Behavioral System Model
• Faye Abdellah: 21 Nursing Problems Theory
• Florence Nightingale: Environmental Theory
• Hildegard Peplau: Interpersonal Relations Theory
• Ida Jean Orlando: Deliberative Nursing Process Theory
• Imogene King: Theory of Goal Attainment
• Jean Watson: Theory of Human Caring
• Lydia Hall: Care, Cure, Core Nursing Theory
• Madeleine Leininger: Transcultural Nursing Theory
• Martha Rogers: Science of Unitary Human Beings
• Myra Estrin Levine: The Conservation Model of Nursing
• Nola Pender: Health Promotion Model
• Nursing Theories and Theorists: The Definitive Guide for Nurses
• Sister Callista Roy: Adaptation Model of Nursing
• Virginia Henderson: Nursing Need Theory
• Which Nursing Theorist Are You?

15 thoughts on “Nursing Notes and Study Guides for Nurses”

I will be joining nursing training school in Ghana next year so I want to learn before entering, I will apply for general nursing

That’s awesome you’re starting nursing school in Ghana next year! Getting a head start is a great idea. Brush up on some basic anatomy and nursing concepts if you can. If you need any tips or resources, feel free to ask. Best of luck on your nursing journey!

Hi! I am a 2nd yr adult nursing student and I wanted to ask are these notes suitable for UK student nurses or are they more for American student nurses? I just want to make sure that I don’t end up studying the wrong thing? Thank you

Hi Po, Hey there,

Great question! Our notes and materials are primarily tailored for American nursing students, so they align more closely with U.S. standards and practices. However, many fundamental concepts in nursing are universal, so you’ll likely find a good amount of overlap and relevance to your studies in the UK.

It’s always a good idea to cross-reference with your UK-specific materials or curriculum to ensure you’re on track with the specifics required for your program. If you have any particular topics you’re curious about or need help navigating the differences, feel free to ask. Always happy to help out where I can!

Can I get notes on sociology and anthropology please I am a 1st year student in kenya

Hi I’m Mulki,thanks so much for this

Very nice and toomuch usefull content for the Nursing aspirants

Can I use Nurseslabs in the uk As it is NCLEX?

I am nyumu from Kenya and I am not yet joined the nursing school I want to read before and by this notes I am 💯%i will thankyou

I am kenneth from uganda. I have not yet joined nursing but i would like to go through these before joining

I need pathology

Very useful

Soooo helpful! Can you add study guide or nsg notes about Nursing research too? 🥺

Hi I am a Registered Nurse,I regularly use Nurseslabs website,this is not only enhance my skills but as well as great opportunity to aware from current developments in Nursing. Thanks

I am a 1st year college student who will take a nursing course and I am a bit worried and scared a lot cuz I am a slow learner and broke. Also, my class will start next week. I’m so thankful that I discovered this website before my academic year started, this will be my bestie website till the day that I am a PH-USRN. Thank you so much for making this website accessible.

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• BSc (Honours) Nursing (Adult)
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BSc (Honours)

Nursing (Adult)

Become a compassionate nurse who considers the changing nature of health, illness and recovery – preparing to lead care in diverse health and social care settings.

Places available in clearing

Apply for a place on this course starting in 2024. Get started with our online form , or call 0330 024 6390 from 10am on Monday 19 August.

View phone line opening times .

We are no longer able to accept applications from international undergraduate students for 2024.

Everything you need to know...

What is the fee.

Home: £9,250 per year International/EU: £18,655 per year

How long will I study?

Where will i study.

Collegiate Campus

What is the UCAS code?

When do i start.

September 2024

Course summary

• Gain the knowledge, skills and values to provide competent nursing care.
• Develop a strong professional identity to prepare for future leadership roles.
• Broaden your knowledge alongside other health and social care professionals.
• Learn from enthusiastic academic staff who have a variety of clinical expertise.
• Benefit from real-world experience with placements and hands-on practicals.

This unique course offers you an exciting opportunity to become a fully qualified nurse, transforming the lives of individuals and communities. You’ll gain a wide range of skills and experience while considering the relationship between healthcare professionals and service users. You’ll graduate as a reflective and highly employable professional.

If you don't meet the entry requirements for this course, or you’d like extra preparation before starting degree-level study, we recommend you join the foundation course.

Accredited by

This course is approved by the  Nursing and Midwifery Council  (NMC). Graduates are eligible to apply to register with them. You must be registered with the NMC in order to practise as a nurse in the UK.

Employability

100% of our graduates are in work or further study fifteen months after graduating, with 93% in highly skilled employment or further study (2020/21 Graduate Outcomes Survey).

Come to an open day

Visit us to learn more about our gold-rated teaching and why we were awarded the highest possible rating in the Teaching Excellence Framework.

How you learn

All our courses are designed around a set of key principles based on engaging you with the world, collaborating with others, challenging you to think in new ways, and providing you with a supportive environment in which you can thrive.

On this course you’ll learn from academic staff who have a variety of clinical expertise and experience. You’ll apply your theoretical study directly to your practice setting, using the knowledge, skills and attributes you’ve gained. The course is a blend of theory and hands-on practical work, giving you the opportunity to practise what you learn in both simulated and real-world settings.

Nurses are an integral part of a multidisciplinary team. You’ll have the chance to learn and collaborate with students from other health and social care courses, helping you deliver person-centred care, with an understanding of how other professionals contribute to the person's journey through health and social care services.

You learn through:

• Exams 
• Poster presentation 
• Reflective writing 
• Assessment of proficiency in practice 
• An extended project  
• Group and individual presentations 
• Written assessment

Key themes 

In the first year you’ll establish the fundamentals of nursing in your chosen field, further developing your knowledge, skills and attitudes through a variety of placement learning experiences. 

In your second year you’ll build on these fundamental skills by exploring the complexity of care provided to adults and children who use services, as well as their carers. 

In your final year you’ll consolidate your knowledge, attitudes and skills by leading nursing care in diverse settings.

Course support

We’ll nurture your creativity, encouraging you to ask compelling questions and providing you with the tools to answer them. 

With our high ratio of staff to students, you’ll always get the support you need on your learning journey towards highly skilled, graduate-level employment. This includes:  

• Access to our student support triangle to help with your personal, academic and career development.
• Access to our Skills Centre for support with one-to-ones, webinars and online resources, where you can get help with planning and structuring your assignments and assessment preparation.

Course leaders and tutors

Richard Clark

Senior Lecturer, Sheffield Hallam University

Student View

Hear our BSc (Hons) Adult Nursing student Alex Morton, discuss why he chose a career in nursing.

Applied learning

Live projects

You’ll apply your learning in our specialist labs, practice facilities, simulation environments and workshops – as well as externally through field trips, educational visits and digital technologies. You’ll also have loan access to specialist equipment so you can work on or off-campus, and you’ll be supported by lecturers and technical experts. 

You’ll practise your learning in a range of settings where nurses care for adults, children and young people. You’ll take part in all activities that contribute to your training and demonstrate the responsibilities involved. 

Work placements 

You’ll gain real-world experience through placements, projects, and voluntary activities. These take place in work settings, through online interfaces and within the university.

There’s also an optional placement where you can arrange an experience – nationally or internationally – to meet your personal professional development needs and support your employability.

You’ll be supervised and supported by practice supervisors, practice assessors, link lecturers and academic assessors – enabling you to learn and safely achieve proficiency and autonomy in your professional role.  

Field trips

Previous field trips have included time in refugee camps in Greece, working with community projects in India, and learning clinical skills with nursing students from the US.

Others have included working with local schools and charity organisations to create a health promotion campaign as part of Simulated Practice Learning. These are great chances to gain experience while supporting your community..

Networking opportunities

• In your first year we host a welcome event so you can meet our practice learning partners and engage with opportunities to further your career planning and development.
• In your third year you can attend our onsite careers event and speak to our practice learning partners about employment opportunities and career pathways.

Future careers

This course prepares you for a career in clinical nursing within a range of health and social care settings, including:

• Primary and community care
• Secondary care
• Private and voluntary organisations
• Advanced practice roles 
• Management positions in clinical nursing 
• Research nursing 
• Lecturing 
• Further study, such as health visiting and masters and doctoral education

Previous graduates of this course have gone on to work in: 

• Hospital and community nursing environments 
• Health centres 
• GP surgeries 
• The armed forces 

Student's success story

Nursing student Dave Gwinnell helped launch a nationwide support group for male nurses.

You study at Collegiate Campus through a structured mix of lectures, seminars and practical sessions as well as access to digital and online resources to support your learning.

Collegiate campus

Collegiate Campus can be found just off Ecclesall Road, a bustling student district.

Collegiate Campus map | Campus facilities  

Collegiate Crescent Sheffield S10 2BP

Collegiate library

Collegiate Library can be found just off Ecclesall Road. It's open 24 hours a day, every day.

Equipment and facilities

On this course you work with:

• A range of clinical nursing placement environments 
• Our purpose-built clinical simulation suites
• Mock wards and community spaces 
• Technology-enhanced learning 
• Clinical skills laboratories
• Oxford Medical Simulation 
• Virtual reality software
• 24-hour libraries and study spaces designed by our students

360 tour - nursing and midwifery facilities

Media gallery.

Learn more about your department

Health and Social Care Facilities Tour

Learn what it's like to study health and social care at our Collegiate Campus from our adult nursing student Alex.

Entry requirements

All students, additional information for eu/international students.

If you are an International or non-UK European student, you can find out more about the country specific qualifications we accept on our international qualifications page.

For details of English language entry requirements (IELTS), please see the information for 'All students'.

Important notice: The structure of this course is periodically reviewed and enhanced to provide the best possible learning experience for our students and ensure ongoing compliance with any professional, statutory and regulatory body standards. Module structure, content, delivery and assessment may change, but we expect the focus of the course and the learning outcomes to remain as described above. Following any changes, updated module information will be published on this page.

Compulsory modules

Collaboration for individual and community wellbeing, fundamentals of nursing practice, part 1 placement , personal and professional development, sciences for nursing practice, applied sciences for nursing practice, assessing and addressing complexity in practice, developing nursing practice, evidence and enquiry for practice, part 2 placement, complexity & leadership in professional practice, consolidating sciences for nursing practice, one credit module – bsc (hons) nursing, part 3 placement , the advancing professional, transition to registration in adult nursing practice, fees and funding, home students, international students.

Our tuition fee for UK students starting full-time undergraduate study in 2024/25 is £9,250 per year. These fees are regulated by the UK government and are therefore subject to changes in government policy.

If you are studying an undergraduate course, postgraduate pre-registration course or postgraduate research course over more than one academic year then your tuition fees may increase in subsequent years in line with Government regulations or UK Research and Innovation (UKRI) published fees. More information can be found in our terms and conditions  under student fees regulations.

Our tuition fee for International/EU students starting full-time study in 2024/25 is £18,655, which includes an annual placement supplement of £2,000.

Additional course costs

This link allows you to view estimated costs associated with the main activities on specific courses. These are estimates and, as such, are only an indication of additional course costs. Actual costs can vary greatly depending on the choices you make during your course.

Health and social care funding

£5,000 maintenance grant is available to fund your studies. Additionally, payments of up to £3000 per year may also be available, eligibility applies.

Legal information

Any offer of a place to study is subject to your acceptance of the University’s Terms and Conditions and Student Regulations .

Apply now for a 2024 start

This course has places available in clearing.

Get started with our online form , or call 0330 024 6390 from 10am on Monday 19 August.

Not ready to apply?

Ask us a question about life at Sheffield Hallam.

Why choose us?

We are Gold rated in the Teaching Excellence Framework (TEF) for the outstanding quality of our teaching and student outcomes

Home students can access a non-repayable maintenance grant of at least £5,000 per year, eligibility applies

We are one of the largest training providers of health and social care in the UK, giving you access to cross-discipline learning

Where next?

Want to know more about Sheffield Hallam? Get your questions answered with our tips, guides and information.

Health and social care courses

Find out how you could make a difference.

How to apply

Read our tips about finding the right course for you, and how to apply.

Find accommodation

We guarantee accommodation for all first year students. All of our halls are in popular student areas, and close to our campuses.

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Adult Nursing BSc (Hons)

Select your course options:.

Applying through UCAS? Apply here (B740) Course Code: B740

Where Are You Applying From?

How would you like to study, when do you want to start your studies, which campus would you like to study at, which options would you like with your course, why choose the school of nursing, midwifery and health education.

Our Nursing and Midwifery courses rank 1st in their subject table for graduate prospects – outcomes (CUG, 2024).

98% of our Nursing graduates are in graduate-level employment – one of the highest rates in the country (Guardian, 2024).

50% of your learning time is spent in practice, offering hands-on experience of providing care across a range of healthcare settings.

• About the course

A nurse needs to be able to assess care needs then plan, implement and evaluate care for people with a wide range of illnesses. This calls for excellent communication skills and compassion as well as specialist knowledge and nursing skills, all of which you acquire from this degree. It is designed to give you high levels of hands-on experience in hospital and community settings, with 50% of your time spent in practice settings.

Find out if you are eligible for a £5,000 NHS training grant to help with living costs.

Course accreditation

All our Nursing and Midwifery courses are regulated by the Nursing and Midwifery Council (NMC). On successful completion of your course, you can register with the NMC as an adult nurse.

Facilities and specialist equipment

• Access to the latest medical/health equipment and facilities at regional hospitals and community health settings during placements
• Fully immersive simulation suites at both our Luton and Bedford campuses, preparing students to respond to and manage clinical situations and scenarios
• Simulation wards with a range of medical-grade training mannequins to tackle real-life scenarios in a safe and supported environment
• For students situated at Stoke Mandeville Hospital in Aylesbury, we have a three-storey building with simulation ward; classrooms; library; social learning spaces; and computer study facilities

Industry links

To ensure your learning meets the benchmark set for care providers, our healthcare courses have been developed in collaboration with our regional healthcare providers and health authorities.

Student experience

We deliver predominantly face-to-face teaching so your tutors are on site to support you while you get to meet and exchange ideas with other healthcare students.

Adult Nursing, Mental Health Nursing and Midwifery students gain a wider range of expertise through general units taught by tutors from all three courses.

Our lecturers are all experienced registered nurses and have published widely in their field.

Our strong links with regional healthcare providers mean you can secure a practice placement in Bedfordshire, Buckinghamshire, Berkshire, Hertfordshire, Milton Keynes, Oxfordshire or East London .

Clinical specialists from our partnership trusts come to campus to support your learning so your studies are underpinned by the latest research and practice.

Our Aylesbury campus is situated at Stoke Mandeville Hospital so you can fully immerse yourself in the hospital environment.

On your placement, you undertake a mix of early, late and night shifts to ensure you experience typical shift patterns for a healthcare professional.

with Professional Practice Year

This course has the option to be taken over four years which includes a year placement in industry. Undertaking a year in industry has many benefits. You gain practical experience and build your CV, as well as being a great opportunity to sample a profession and network with potential future employers.

There is no tuition fee for the placement year enabling you to gain an extra year of experience for free.

*Only available to UK/EU students.

with Foundation Year

A Degree with a Foundation Year gives you guaranteed entry to an Undergraduate course.

Whether you’re returning to learning and require additional help and support to up-skill, or if you didn’t quite meet the grades to pursue an Undergraduate course, our Degrees with Foundation Year provide a fantastic entry route for you to work towards a degree level qualification.

With our guidance and support you’ll get up to speed within one year, and will be ready to seamlessly progress on to undergraduate study at Bedfordshire.

The Foundation Year provides an opportunity to build up your academic writing skills and numeracy, and will also cover a range of subject specific content to fully prepare you for entry to an Undergraduate degree.

This is an integrated four-year degree, with the foundation year as a key part of the course. You will need to successfully complete the Foundation Year to progress on to the first year of your bachelor’s degree.

Why study a degree with a Foundation Year?

• Broad-based yet enough depth to give you credible vocational skills
• Coverage of a variety of areas typically delivered by an expert in this area
• Gain an understanding of a subject before choosing which route you wish to specialise in
• Great introduction to further study, and guaranteed progression on to one of our Undergraduate degrees

The degrees offering a Foundation Year provide excellent preparation for your future studies.

During your Foundation Year you will get the opportunity to talk to tutors about your degree study and future career aspirations, and receive guidance on the most appropriate Undergraduate course to help you achieve this; providing you meet the entry requirements and pass the Foundation Year.

• What will you study?

Studying our Adult Nursing BSc (Hons) course aims to provide you with specialist knowledge and skills in nursing and care. In doing so, we offer some introductory units such as an Introduction to Public Health where you will learn about the fundamentals of health and public health promotion. Based on published evidence and literature, you will explore current perspectives of health and the role of ethics in public health practice. You will then link this theory to practice in our Introduction to Nursing Interventions unit, where you will learn to be confident in performing a range of basic nursing procedures and interventions. This ties closely into our unit in Care Across the Lifespan in Adult Nursing, that aims to develop your awareness of adult nursing practice by providing direct holistic care to adults in practice learning environments. In other areas of practice, you will be taught the skills and knowledge around patient needs and planning care in our Assessment and Interventions in Adult Nursing Practice unit. Here, you will learn to assess adult patients while developing targeted plans for nursing interventions that will enable you to intervene appropriately and work collaboratively in clinical environments.  

In pharmacological aspects of care, you will gain the knowledge and skills to safely administer medicines in our Law and Decision Making in Medicines Management unit. Following professional standards and legislation, you will account for safeguarding, consent, pharmacology and medicines administration. Combined with other components including life sciences, psychology and sociology present in our Understanding Health unit, you will examine the structure and functions of a healthy body and mind to better understand a range of people. These theories will also be particularly useful in our Planning, Delivering and Coordinating Care for Adults unit where you will develop a deep understanding of a diverse range of patients' needs to be able to cater to them efficiently by working closely with other professionals to plan, deliver and coordinate care in a variety of clinical settings. As a result, you will reflect and think critically about service delivery discussed in our Transforming Care unit while also proposing ideas for change.  

In addition to administering care, our Supporting Learning unit will allow you to support people by teaching them the skills to self-manage their own condition just as registered nurses do. At the same time, this will equip you with the teaching and supervision skills to support learning in clinical environments for patients, carers and even other students in preparation for your role as practice supervisor. Another essential part of care is safety, and this is discussed in our Advocacy, Empowerment and Protection unit that will enhance your awareness of safeguarding as part of your responsibility as a nurse to protect people through advocacy, empowerment and care. At a more advanced stage, you will learn about Leading Complex Care in Adult Nursing to equip you with the skills for risk management within an adult nursing setting. This experience will give you the knowledge and skills for decision making, planning, intervention and evaluation of complex care needs. 

Aside from this, you will discover the health needs of your local population in our Exploring Health and Primary Care Services in the Community unit that will support your learning in health service provision. More importantly, this will enable you to pursue your own topic of interest relevant to your field of practice for your own project. To aid with this, our unit in Exploring Evidence will provide you with the knowledge and skills to draw conclusions from healthcare research and use this evidence to inform the nursing practice and care you provide.   

How will you be assessed?

The assessment strategy for this course is closely aligned to the teaching and learning strategy which is designed to have: immediate professional relevance to ensure safe and effective practice; foster active learning be leaner-centred in approach and draw on expertise-by-experience. The choice of assessments is determined by their fitness for purpose i.e. to evidence achievement of unit learning outcomes at undergraduate level (Level 6). You will be assessed across a range of practice settings and learning environments throughout the course. To enhance your understanding and experiences of assessment practices you will encounter a wide range of formative and summative assessment methods including those that enable you to undertake practice-focussed tasks that have the potential to influence care delivery. Many of the assessment tasks are designed so that you can tailor them to your professional interests experience and development needs. They are also designed so that you can rehearse ways of thinking and acting that are professionally relevant. Examples include: written assignments ranging from reflective pieces to case studies and academic essays as well as assessed practice within your placements. Assessments are also designed to support you integrating learning in theory and practice and in demonstrating that integration. You will be assessed in practice through the use of a Practice Assessment Document which outlines the skills and competencies required as a registered nurse.

These assessments are recorded and confirmed by a Practice Assessor alongside your own selfreflections on your progress. Service users and carers also contribute to your assessments. During each of your placement allocations you will have a nominated Practice Assessor in accordance with the NMC Part 2: Standards for student supervision and assessment (NMC 2018). They conduct assessment to confirm that you have achieved the NMC proficiencies and course outcomes for practice learning. You will also have a nominated Academic Assessor who is responsible for confirming your achievement of the NMC proficiencies and course outcomes in the academic environment for each part of the course. Together the Practice Assessor and Academic Assessor evaluate and recommend a student for progression for each part (year) of the course in line with course standards and local and national policies.

The course is vocational leading directly to registration with the Nursing and Midwifery Council under the new Standards which will allow you to start and quickly progress in your nursing career across a range of healthcare environments: community hospital and residential. It can also provide a route into specialised clinical practice management or education.

In adult nursing we offer postgraduate study at Master's and Doctoral level. The Master's includes the V300 Prescribing course and the Advanced Care Practitioner course. Graduate Rachel Marlow says "I studied Adult Nursing at the University of Bedfordshire, I now work as a sister in the children's emergency department. Studying this course it really helped in my nursing career. I've got to get out on clinical placements and obviously learn the job.

We did a range of placements from hospital based, community based, which was really interesting. So you get to really understand and learn what kind of things you want to do and where you want to work.".

Entry Requirements

Fees for this course.

The full-time standard undergraduate tuition fee for the Academic Year 2024/25 is £9,250 per year. You can apply for a loan from the Government to help pay for your tuition fees. You can also apply for a maintenance loan from the Government to help cover your living costs.

See www.gov.uk/student-finance

The University of Bedfordshire offers a number of scholarships and bursaries to help you finance your studies.

See www.beds.ac.uk/scholarships

Alternatively if you have any questions around fees and funding, please email [email protected]

Merit Scholarship

We offer a Merit Scholarship to UK students, worth £2,400* over three academic years, which is awarded to those who can demonstrate a high level of academic achievement, through scoring 120 UCAS tariff points or more.

Bedfordshire Bursary

If you aren’t eligible for the Merit Scholarship, this Bursary is there to help UK students with aspects of student living such as course costs. The Bursary will give you £1,000* over three academic years, or £1,300* if you are taking your course over four academic years (including those with a Foundation Year).

Full t www.beds.ac.uk/scholarships

Additional NHS funding

You will be eligible for additional support of at least £5,000 to help with living costs with funding from the NHS. The funding will be given to new and continuing degree-level students.

The funding comes as part of the government’s pledge to increase nurse numbers by 50,000 over the next five years.

You will receive at least £5,000 a year, with further funding available for eligible students:

• £1,000 for specialist disciplines
• £2,000 for childcare costs
• Exceptional Hardship Fund of up to £3,000.

The funding will not have to be repaid by recipients. You will also be able to continue to access funding for tuition and maintenance loans from the Student Loans Company.

International

The full-time standard undergraduate tuition fee for the academic year 2024/25 is £15,500 per year.

There are range of Scholarships available to help support you through your studies with us.

A full list of scholarships can be found here.

Virtual Tour

Adult Nursing (BSc)

Luton Campus Centre

The Campus Centre brings together all our student services under one roof including the Students’ Union and spaces to eat, drink, relax and learn.

There's a large central lecture theatre as well as a range of study rooms & breakout spaces on the upper floors.

Luton Campus Library

The library is a modern 9-storey building dedicated to study and learning.

As well as traditional library provisions it offers individual and group study spaces, a cafeteria on the ground floor and a ‘Study Hub’ offering guidance and workshops on academic writing and research skills to ensure all Bedfordshire students get the help they need to succeed in their studies.

When you join the University of Bedfordshire, you don't just join the university - you also become a member of Bedfordshire Students' Union (Beds SU)!

Beds SU is led by four Student Officers - a President and three Vice Presidents - who are elected annually by University of Bedfordshire students to lead the Students' Union.

We are here to help every student at the University of Bedfordshire get the most out of their university experience. We campaign on issues that you care about, as well as provide lots of opportunities for you to meet new people, develop your skills, campaign for change and try something new.

The Aspire Gym has state of the art cardiovascular equipment with smart phone compatibility. There is also an extensive range of fixed resistance machines and a small free weights area.

Changing rooms with showers and lockers are available for members to use.

Luton Campus Accommodation

The University guarantees accommodation to all new students. Fitzroy Court and Wenlock Court, the two main halls of residence, are located on campus so getting to lectures, shopping in town and participating in events and activities is easy.

STEM building

The STEM building is home to courses in the subject areas of science, technology, engineering and mathematics.

Opened in Autumn 2019, its cutting edge facilities provides four computer laboratories; workshops for subjects such as automotive engineering, cyber-security and robotics, along with three large teaching labs, and four specialist containment labs. 

• Course Options
• Entry requirements

• Undergraduate Courses

Adult Nursing

/ Undergraduate /

Start date:

September 2024 February 2025

Entry tariff:

112 UCAS points (or equivalent)

2024/25 entry: Call 0300 303 8320 to find out if you are eligible for this programme in Clearing

UCAS Code: 

To apply for Roehampton campus, add B740 (no additional codes needed)

To apply for Croydon University Centre: on your UCAS application select campus code 'C' when adding Roehampton (R78) and BSc Adult Nursing (B740)

This course is open for Clearing

Call us on 0300 303 8320 Complete our online application form

Be part of the next generation of nurses delivering high-quality, evidence-based care in community settings and hospitals, and help people to live healthy lives. You can choose to study this course at our main  Roehampton campus or Croydon University Centre .

Did you know.

During your three years at Roehampton, you'll demonstrate achievement of the Nursing and Midwifery Council (NMC) standards of proficiency for registered nurses. 

2nd in the UK for student satisfaction in Nursing

(Complete University Guide 2025)

Ranked 1st in London for Assessment and Feedback, Academic Support and Student Voice

National Student Survey 2024 for Adult Nursing

Top 10 in the UK for Nursing

 (Guardian University Guide 2024)

Build the solid foundations for your future career in nursing. 

Ranked top 10 in the UK (Guardian University Guide 2024), our BSc Adult Nursing degree will help you develop a holistic approach to assessing and supporting both physical and mental wellbeing.

Working with a dedicated team of experienced clinicians and academics, you’ll gain an in-depth understanding of:

• How the human body works
• How to help people stay healthy
• How to treat and support people with long-term and acute illnesses.

Our priority is ensuring that you graduate with a professional skillset - this nursing degree programme has been designed to meet the Nursing and Midwifery Council standards of proficiency, ensuring graduates are well-prepared for excellence in contemporary healthcare practice. This incorporates:

• Health assessment
• Planning holistic care
• Evidence-based practice
• Clinical skills
• Medication management
• Communication skills

During your three years at Roehampton, you’ll demonstrate achievement of the Nursing and Midwifery Council (NMC) standards of proficiency for registered nurses.

You’ll develop the values and behaviours that underpin the NHS Constitution, such as putting service users at the centre of their care and treating people with compassion, dignity and respect.

You will learn about nursing as a profession and its central role within 21st century health and care services. You will also learn about the shift towards integrated care in the community as part of the NHS Long Term Plan.

You’ll also gain the confidence to communicate with a diverse range of people, which is a pre-requisite in the health and care professions.

Professional accreditation

On successful completion of this course, you will be eligible to apply for registration as an Adult Nurse with the Nursing and Midwifery Council (NMC).

Enjoy hands-on learning in clinical settings.

This course blends theory with hands-on practice in our classrooms and state-of-the-art Clinical Simulation Centres (CSC).

Under the guidance of sector experts and academics, you’ll participate in:

• Online learning
• Reflective practical exercises.

Throughout your training, we give equal value to physical and mental health to ensure that parity of esteem is a key consideration in care delivery.

You’ll also have the chance to study with healthcare professionals from other fields to gain a comprehensive understanding of nursing today, including:

• Its role within 21st century health and care services
• The shift towards integrated care in the community as part of the NHS Long Term Plan
• The need for evidence-based practice for patient safety, and
• The importance of developing professional relationships with the people you care for and work with.

You’ll also spend a significant amount of time in our Clinical Simulation Centres (CSC), where you’ll practice skills safely with:

• Other students
• Service users
• Role players
• Hi-tech patient simulators.

You’ll go on to refine your techniques through a series of real-world placements – learning how to provide exceptional care in a wide range of clinical settings.  

Our placement partnerships

During your course, you’ll undertake professional placements to ensure that you’re career ready before you graduate. we have agreements in place with a broad mix of clinical placement partners, including:.

• NHS Trusts: St George’s University Hospitals, Kingston Hospital, Epsom and St Helier Hospitals, Croydon Health Services, Imperial College (Hammersmith, Charing Cross, and St Mary’s Hospitals), London Northwest University Healthcare Hospitals, and North Middlesex University Hospital
• Community health services: Your Healthcare, Hounslow and Richmond Community Healthcare NHS Trust, Sutton Health and Care, Croydon Health Services, and Surrey Heartlands
• Primary care nursing: Sutton, Kingston, Richmond, Croydon, Merton and Wandsworth Training Hubs
• Mental health providers: Southwest London and St George’s Mental Health Trust, The Priory, Holybourne Hospital, Blackheath Rehabilitation Centre.
• Other: Princess Alice Hospice, St Raphael’s Hospice, Trinity Hospice, Royal Hospital for Neuro-disability (RHND), and care homes.

You can also choose to organise your own elective placement abroad.

Still have questions about starting a nursing career with Roehampton? Check out our list of FAQs which cover several areas including funding, accommodation and uniforms, and links to further reading.

We also offer this course at Croydon University Centre, click here to find out more . 

To support you in your studies, we provide financial support for students. Home Nursing students also receive a non-repayable payment of £5,000 each academic year from the NHS, with additional support available.

During your time with us, you’ll undertake a range of academic and practice-based assessments.

This includes:

• Reflective and case study-based assignments
• Presentations
• Safety and quality enhancement projects

Your clinical skills will be evaluated through simulation-based assessments in our Clinical Simulation Centres (CSC).

Your performance and progress will also be measured on placements in various healthcare settings by both clinical and academic staff.

To support you through your studies, we offer in-person and online study support, wellbeing services and careers advice. We also provide financial support for students.

Help shape the future of healthcare and make a meaningful impact on people's lives.

We pride ourselves on training nurses who are highly sought after by employers and go on to become leaders of the profession.

With a BSc Adult Nursing from Roehampton, you’ll have the skills to succeed in a wide variety of settings and roles. For example:

• Community nursing teams (District Nurse, Health Visitor, School Nurse)
• General Practice Nurse
• Rehabilitation centres
• Hospitals (Wards, A&E, ITU, Outpatients, Theatre)
• Prisons and custody units
• Specialist teams (Respiratory, Oncology, Tissue Viability)

Wherever you’re heading, our Careers team will be on hand to help with personal coaching and support from the start of your studies until after you graduate.

Our careers team is available to support you from the start of your studies until after you graduate. We will help you build your CV, prepare for interviews, and meet and learn from successful graduates working at the top of their careers. You’ll also have opportunities to work with our partners across London and beyond, and to attend a Roehampton jobs fair where you can find out about graduate opportunities and meet employers.

Get a real taste of our campus, community and what it’s like to study at Roehampton

Full-time UK undergraduate students apply through UCAS.

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We welcome applications from students studying  T Levels .

For all courses we also accept a wide range of other qualifications and experience. Contact us to find out more .

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A levels/BTEC (or equivalent qualification): at least one science or health-related subject.

GCSE (or equivalent) grades 4/C in Maths and English (at least one science subject desirable).

Applicants will also undertake an interview. Successful applicants will need to complete an Occupational Health (OH) Check and an enhanced DBS (Disclosure and Barring Service) Check.

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September 2024 entry tuition fees

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We offer a wide range of scholarships and bursaries. See our 2024 financial support pages for UK students .

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International undergraduate students apply through our direct application system.

Applicants will undertake an interview. Successful applicants will need to complete an Occupational Health (OH) Check and an enhanced DBS (Disclosure and Barring Service) Check.

Non-native English speakers who do not have GCSE English or equivalent at grade 4/C or above require an IELTS score of at least 6.5 in writing and at least 7.0 in reading, listening and speaking, with a minimum overall score of 7.0. Please refer to the NMC website for more details.

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We offer a wide range of scholarships and bursaries. See our 2024 financial support pages for international students .

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Adult and Mental Health Nursing

Next entry: Sept 2024 • 4 years (full-time)

Mental Health Nursing

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Children's Nursing

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BSc Nursing Syllabus 2024

• Admission Process
• BSc Nursing Colleges

BSc Nursing Syllabus allows aspirants to take a sneak peek into the vast range of disciplines and subjects taught throughout the course duration. The BSc Nursing Syllabus includes theoretical and practical subjects for a holistic learning experience. Some of the core topics taught under the BSc Nursing Syllabus are Nutrition, Physiology, Genetics, and Anatomy. The BSc Nursing Syllabus is divided into 8 semesters that are taught over a period of 4 years.

• BSc Nursing Syllabus

BSc Nursing syllabus in combination with the BSc Nursing subjects is explicitly designed to train students to acquire theoretical as well as practical knowledge and hands-on experience. In accordance with the National Health Policy of 2002, the BSc in Nursing programme is a four-year undergraduate course of study with a focus on the development of intensive care, analytical thinking, dexterity, and values-related capabilities. By upholding moral principles and standards of behaviour at all times, BSc Nursing syllabus trains students to be responsible citizens who can meet their personal, social, and professional obligations to achieve national goals.

Offered by the Indian Nursing Council (national nurse education regulatory body), BSc in Nursing syllabus structure is divided into eight semesters. The curriculum for each semester offers students a step-by-step guide to learning important aspects of nursing and healthcare sectors. Students with a diploma in nursing or who have completed their class 12th in Biology are eligible for a BSc in Nursing course. BSc in Nursing course consists of core subjects like Nutrition, Physiology, Genetics, and Anatomy along with subsidiary subjects like English, Ethics, Computer science, MBA, etc. After graduation, students can work as psychiatric nurses, nurse managers, nursing tutors, etc.

But before that, candidates must have a clear idea about what the BSc Nursing syllabus entails and how switching BSc Nursing subjects helps them amass the various aspects of the healthcare profession. A detailed information regarding the BSc Nursing course syllabus has been provided below for reference. 

Table of Contents

Bsc nursing course structure, bsc nursing syllabus (year-wise), bsc nursing syllabus for distance programme, core bsc nursing subjects, elective bsc nursing subjects, b.sc nursing practical subjects, bsc nursing syllabus for projects, bsc nursing for different specialisations offered, bsc nursing important books, bsc nursing best obg books, faqs about bsc nursing syllabus, bsc nursing syllabus overview, bsc nursing entrance exam syllabus 2024.

All candidates wishing to pursue BSc Nursing must be well-versed with the BSc Nursing subjects structure of the same. There are eight semesters in the course, spread across four years, and two sections are dedicated to core and electives of BSc Nursing Syllabus. Core subjects are subjects that all students must take, whereas electives are subjects that they may choose as per their interests.

The BSc in Nursing course structure is as follows:

• Core Subjects
• Research Project
• VII Semesters

As discussed, BSc Nursing is a four-year undergraduate course of study that is divided into eight semesters, which means there are two semesters per year. The subsequent tables below discuss a detailed overview of the BSc Nursing course syllabus for all four years along with the subject details that will be taught to students over the whole study programme.

BSc Nursing 1st Year Syllabus

The following table outlines the first-year BSc Nursing subjects and their details:

BSc Nursing 2nd Year Syllabus

The following table outlines the second-year BSc Nursing subjects and their details:

BSc Nursing 3rd Year Syllabus

The following table outlines the third-year BSc in Nursing subjects and their details:

BSc Nursing 4th Year Syllabus

The following table outlines the fourth-year BSc Nursing subjects and their details:

BSc Nursing is also widely offered as a distance education course in India, for students who students cannot afford a full-time or regular education. While the BSc Nursing Syllabus of distance education is almost similar to that of regular programmes, the evaluation process differs in some aspects. 

Some of the popular colleges that offer a distance learning course in BSc Nursing in India are Acharya Institute of Health Science, All India Institute of Medical Sciences, Christian Medical College, Chandigarh University, Armed Forces Medical College, NIMS University, Kasturba Medical College, etc.

Students wishing to pursue BSc Nursing must be aware of the BSc Nursing subjects and syllabus of the course in order to acquire an understanding of the course structure. The core B.Sc Nursing subjects list is mentioned below: 

• Introduction to Nursing
• Human anatomy
• Community Health and Nursing
• Biomedical waste management

An elective subject, sometimes known as an ‘optional subject’, is one that is not obligatory (unlike core subjects discussed above). Students can choose what elective subjects they would like to take as per their interests. The following are the elective subjects for BSc Nursing:

Apart from the list of abovementioned core and elective subjects, BSc in Nursing also includes many practical subjects in the course curriculum. In the concluding year, the focus will be on imparting practical knowledge based on industry standards through different subjects as mentioned below:

BSc Nursing course is a 4-year program which also includes a final research project to be worked on and submitted by the students in their final year of the undergraduate program. All students are eligible to independently choose their research topic for projects, which are designed to help them learn about a specific topic or specialization in greater depth and detail. Mentioned below is the list of best examples of some popular research essays:

Being no stranger to the BSc Nursing Syllabus and subject specifications, let us discuss the different types of specialisations offered. The nursing programmes offer a wide variety of specialisations, all of which are thoroughly discussed below.

For BSc Nursing to be a highly coveted course with diverse specialisations, students must read a wide range of books over the course to concrete their understanding of the subject matter. The following table highlights some most important books to study BSc Nursing course subjects in detail:

The books on midwifery and obstetrical nursing listed below are written by well-known writers. Students can use them as resources as they prepare for the course. The following table outlines the best OBG books that are suitable for the BSc Nursing syllabus:

Which is the easiest subject in nursing?

Some of the easiest classes in nursing school tend to be general education courses. These often focus on the memorization of key terminology or the development of soft skills, such as collaboration and communication.

Which is the hardest subject in BSc Nursing 1st year?

Some of the hardest subjects in BSc Nursing first year syllabus are Pathophysiology, Pharmacology, Evidence-Based Practice, etc.

Is BSc Nursing easy?

The answer is, yes. However, it requires to study hard, get organized, and prepare to gain insights into the practical challenges in the field of Nursing. 

Is first year BSc Nursing Syllabus difficult?

The BSc Nursing 1st year syllabus is somewhat difficult for freshers. However, with proper guidance and best books to abide by, one can easily score g9od marks in BSc Nursing first year.

How many subjects are there in BSc Nursing 1st year?

The first year syllabus of BSc Nursing iis divided into 2 semesters including the following subjects: Anatomy, Physiology, Biochemistry, Nutrition, Microbiology, Introduction to Computers, English, Psychology, Microbiology, Nursing Foundations

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BSc Nursing Syllabus Overview provides a highlight of the important aspects of the BSc Nursing Syllabus, allowing interested students to understand it's significance. The BSc Nursing Course Syllabus comprises of the code and practical subjects over a duration of 4 years. Some of the important subjects integrated in the BSc Nursing Course Syllabus include Anatomy, Physiology, Computer Application, Genetics, etc. Refer to the table below to get a glimpse of the BSc Nursing Syllabus Overview:

BSc Nursing Syllabus for Entrance Exam provides an insight into the subject-wise important topics to be prepared for major entrance exam qualifications such as NEET UG. The entrance exam BSc Nursing Syllabus is prepared by analyzing the recommendation of the National Medical Commission (NMC). There are majorly four aspects of the BSc Nursing Syllabus for Entrance Exam, namely, Physics, Chemistry, Biology and General Knowledge. Most topics mentioned in the entrance exam BSc Nursing Syllabus are derived from NCERTS and are aligned with Class 10 to Class 12 course curriculum of boards like CBSE, ICSE, NIOS, and others. Refer to the tables below to find out the important details of BSc Nursing Syllabus for Entrance Exam.

Entrance Exam BSc Nursing Syllabus for Physics 

Entrance Exam BSc Nursing Syllabus for Chemistry 

Entrance Exam BSc Nursing Syllabus for Biology 

Entrance Exam BSc Nursing Syllabus for General Knowledge 

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BSc Nursing subjects | Know everything about it here!

Do you want to help people when they are sick and assist doctors if yes, then nursing can be a way to go. bsc nursing subjects provide in-depth knowledge to prepare aspirants for a successful nursing career. read on, table of contents, bsc nursing subjects | an overview of nursing, #1. foundation of nursing, #2. anatomy, #3. physiology, #4. nutrition, #5. biochemistry, #1. psychiatric nursing, #2. microbiology, #3. pathology, #4. pharmacology, #5. medical-surgical nursing, #6. communication, #1. public health nursing, #2. child health nursing, #3. sociology and social nursing, #4. nursing research, #1. midwifery and obstetrics nursing, #2. nursing services, administration, and supervision, #3. elementary principles of medicine, #4. community health nursing, key takeaways.

Nursing plays a significant part in the medical profession. As a matter of fact, it serves a dual role of a medical professional and a caregiver to maintain the well-being of a patient. It is a four-year-long course, divided into eight semesters, with year-wise BSc Nursing subjects curated to build a strong foundation and expertise.

BSc Nursing subjects| First-year syllabus

One of the most important BSc Nursing subjects is the foundation of nursing. It teaches basic theoretical and practical knowledge of nursing under supervised medical settings. Additionally, the subject includes theories, objectives, and an understanding of necessary skills.

The subject deals with equipping learners with the basic knowledge of the human body and its changes during any disease. In addition to this, students will also learn about the various tissues that make up a human body

All in all, physiology is the study of how a human body functions. The subject grants students the knowledge of human physiology, healthy functioning, and the alterations it faces during a disease.

The subject of nutrition teaches students the prominence of dietary nutrition to maintain optimum health levels in patients. In addition to this, it educates the students on suitable nutrients for various situations. Alternatively, the safe intake amount of the nutrients is also taught.

All in all, biochemistry deals with the functioning of biochemical composition inside the human body. Consequently, it also teaches the optimal condition to draw differences and treat them relatedly.

BSc Nursing subjects | Second year syllabus

Psychiatric nursing introduces students to the fundamentals of psychology. It also teaches them to assimilate the same into developing an insight towards giving better psychological help. As a matter of fact, psychiatric nursing helps in dealing with mental health patients in a much more relaxed and easier way.

All in all, the microbiology course is designed to introduce the foundation of microbiology to students. It helps students identify various microorganisms, understand infection control better, and inform others of precautions.

Pathology is a BSc Nursing subject that introduces students to the details of the pathology of various diseases. It also helps them comprehend several conditions and apply the knowledge in their nursing practice.

Pharmacology is a significant subject in the BSc Nursing course as it lets students explore various medicines . Additionally, it also lets students explore their interaction with the human body.

This BSc Nursing subject details include the in-depth knowledge of caring for patients requiring surgical assistance. As a matter of fact, the course equips nursing students with ample skills to take care of patients in various settings, including hospitals and homes.

Notably, this BSc Nursing subject details effective communication methods and the proper measures to maintain interpersonal communication towards better spreading community health teachings.

BSc Nursing subjects | Third-year syllabus

Instead of extending benefits to a single patient, public health nursing serves the whole community and population. All in all, the subject trains nursing students to educate, inform, and promote information about health issues, precautions, and healing measures.

As has been noted, this course helps develop an understanding for dealing with illnesses among children with aspects of identification and prevention or offering post-care to infants and children after health problems.

What’s interesting here is that sociology and social nursing is one of the essential BSc Nursing subjects. All in all, it refers to understanding the concepts of social institutions and their relationship with health, diseases, and nursing.

As a matter of fact, this subject enables students to understand the necessary research, process, and related statistical concepts. Research studies are conducted under various settings to ensure optimum nursing care.

BSc Nursing subjects | Fourth year syllabus

A pregnant woman can often be at high risk during the antenatal, prenatal, and postnatal periods. All in all, this subject helps students acquire ample knowledge to provide quality nursing care under high-risk pregnancy conditions. Learning the specifications of this program enables students to efficiently offer pre-and post-pregnancy care to the mother and the infant. As a matter of fact, the subject implements both theoretical and practical knowledge.

One of the BSc Nursing final year subjects, nursing services, narrates nursing management’s principles and core aspects. The course provides students with the knowledge of their professional responsibilities and acquaints them with future opportunities available in their field.

The practice of nursing deals a lot with registering medicines among patients. Therefore, elementary principles of medicine teach candidates about medications, identification of diseases, awareness of registering the right medicines, and all such aspects.

Community health nursing is included in the syllabus for nursing candidates to learn how to promote and inform communities about maintaining health in urban and rural communities.

• Summarizing the blog, nursing can be a great career.
• As a matter of fact, it allows you to help people while offering you a fantastic opportunity to grow in the essential field of medicine.
• If you want to work in this field, you can  connect with iSchoolConnect  and get the most out of this career by enrolling in top schools worldwide.

Liked this blog? Read next: MSc | 10 best career opportunities after pursuing this course!

Q1. Is nursing a challenging career option?

Answer- Nursing requires both professional and personal dedication with an excellent skill set and the empathy of a caregiver. Assimilating and presenting both in a profession can get tricky. Therefore, the field is challenging as well. But, the proper study plans and dedication can easily lead anyone to step into the medical world as a nurse.

Q2. How many years do you study nursing?

Answer- All in all, BSc nursing subjects are extensively filled with essential topics taking four years to let candidates attain their degrees to the best of their abilities. As a matter of fact, four years of the course is divided into eight semesters, where subjects change every semester.

Q3. Which is the highest-paying country for a nursing professional?

Answer- Luxembourg is termed to be one of the best-paying spaces for nursing professionals. As a matter of fact, it offers a plethora of opportunities, and their pay goes as high as $91,000 . In addition to this, other European countries like Denmark, Switzerland, and Norway follow the list with equally lucrative opportunities.

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BSc Nursing Degree

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BSc Nursing in Canada

Learn the skills, knowledge and confidence which is required to care for adult patients in hospital and community settings.

The need for skilled nurses at all sectors has also increased manifold in almost all countries. To contribute to the healthcare sector as a registered nurse who can take care of patients, one must study a Bachelor of Science in Nursing (BSc Nursing) program. A typical bachelor of nursing combines theoretical knowledge with practical training, equipping students with the skills and expertise to provide quality healthcare and nursing services to different populations. 

Studying a BSc in Nursing in Canada can offer several advantages and opportunities as the courses offered by the institutions are recognized globally for their excellence. Upon completing a BSc Nursing degree in Canada, one can apply for the license and work as a registered nurse in Canada or many other countries worldwide. Canadian universities and colleges are also known for their high education standards and rigorous academic programs. Pursuing a BSc in Nursing in Canada ensures that students receive a quality education that emphasizes practical training and hands-on experience and meets international standards. 

BSc Nursing graduates are better positioned to pursue specialized nursing roles, move into management positions, or even explore avenues in research and education within the nursing field. Moreover, as the healthcare landscape evolves, BSN-prepared nurses are better equipped to adapt to these changes and contribute effectively to patient care.

BSc Nursing Course Curriculum

A Bachelor of Science in Nursing integrates classroom learning with hands-on clinical experiences, enabling students to apply their theoretical knowledge in real-world healthcare scenarios. Clinical rotations in various healthcare settings, including hospitals, clinics, and community centers, allow students to gain valuable patient care experience under the guidance of experienced nurses and healthcare professionals. These experiences help students develop critical thinking, decision-making, and interpersonal skills crucial for providing safe and effective patient care.

In addition to the technical aspects of nursing, a BSc nursing emphasizes developing leadership and communication skills. Graduates are equipped to provide direct patient care and collaborate effectively with interdisciplinary healthcare teams, contribute to healthcare policy discussions, and assume leadership roles within healthcare organizations. This broader skill set is increasingly important as nurses are called to play an integral role in shaping and improving the healthcare system.

Via a combination of theoretical knowledge, hands-on clinical experience, and essential interpersonal skills, nursing graduates are prepared to provide high-quality patient care, take on leadership roles, and contribute to the ongoing advancement of the nursing profession and the broader healthcare industry.

• International fees: $20,000 to $40,000 per year
• Entry requirements: Nursing requirements include a high school diploma, preferably in Biology, Chemistry, English, and Mathematics. Some nursing programs may require you to complete an entrance exam, such as the Test of Essential Academic Skills (TEAS), which assesses your knowledge in mathematics, reading, science, and English. All foreign students whose first language is not English must demonstrate proficiency.

BSc Nursing Modules

Bachelor of nursing modules typically cover a range of theoretical and practical skills necessary for nursing practice.

• Anatomy and Physiology: In this module, the focus is on the structure and functioning of the human body, including systems such as cardiovascular, respiratory, musculoskeletal, nervous, and endocrine systems.
• Pharmacology: This module covers the principles of pharmacology, including drug classifications, medication administration routes, dosage calculations, and the effects and side effects of medications commonly used in healthcare.
• Microbiology and Pathology: This module explores microorganisms and their role in infectious diseases and covers topics such as immunology, pathogenic microorganisms, infection control, and the body's response to illness.
• Nursing Theory and Practice: This module introduces students to the core concepts, theories, and principles. 
• Health Promotion and Disease Prevention: This module focuses on promoting health and preventing diseases at the individual, family, and community levels.
• Adult and Geriatric Nursing: This module focuses on providing nursing care to adult and elderly populations.
• Pediatric Nursing: This module focuses on the care of infants, children, and adolescents. It generally covers topics such as growth and development, common pediatric health conditions, family-centred care, and nursing interventions specific to the pediatric population.
• Mental Health Nursing: This module addresses the assessment, care, and support of individuals experiencing mental health issues. 
• Maternity and Newborn Nursing: This module focuses on the care of women during pregnancy, childbirth, and the postpartum period, as well as the care of newborns.
• Community Health Nursing: This module explores the role of nurses in promoting health and providing care within the community. 

Scholarships

Many scholarships are available for nursing students, which can help support them financially and alleviate the burden of tuition fees and other living expenses. Prominent scholarships for nursing in Canada include:

• Canadian Nurses Foundation (CNF) Scholarships: The CNF offers many scholarships and bursaries, including the TD Aboriginal Nursing Fund, TD Indigenous Nursing Fund, CNF Aboriginal Nursing Award, and CNF Dr Kathryn J. Hannah Nursing Informatics Scholarship, among others.
• Association of Registered Nurses of British Columbia Scholarships: ARNBC offers various scholarships to nursing students in the province of British Columbia. These scholarships include the ARNBC Pat Fredrickson Scholarship, the ARNBC Collaboration in Nursing Education Scholarship, and the ARNBC First Nations and Aboriginal Nursing Award.
• Alberta Nursing Foundation (ANF) Scholarships: ANF offers scholarships and grants to nursing students in Alberta. The ANF Scholarships include the Leadership Scholarship, Margaret Scott Wright Memorial Scholarship, and Special Needs Assistance Scholarship.
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• Open access
• Published: 07 August 2024

Assessment during clinical education among nursing students using two different assessment instruments

• Nilsson Tomas 1 ,
• Masiello Italo 2 , 3 , 4 ,
• Broberger Eva 3 &
• Lindström Veronica 5 , 6  

BMC Medical Education volume  24 , Article number:  852 ( 2024 ) Cite this article

180 Accesses

Metrics details

Assessment of undergraduate students using assessment instruments in the clinical setting is known to be complex. The aim of this study was therefore to examine whether two different assessment instruments, containing learning objectives (LO`s) with similar content, results in similar assessments by the clinical supervisors and to explore clinical supervisors’ experiences of assessment regarding the two different assessment instruments.

A mixed-methods approach was used. Four simulated care encounter scenarios were evaluated by 50 supervisors using two different assessment instruments. 28 follow-up interviews were conducted. Descriptive statistics and logistic binary regression were used for quantitative data analysis, along with qualitative thematic analysis of interview data.

While significant differences were observed within the assessment instruments, the differences were consistent between the two instruments, indicating that the quality of the assessment instruments were considered equivalent. Supervisors noted that the relationship between the students and supervisors could introduce subjectivity in the assessments and that working in groups of supervisors could be advantageous. In terms of formative assessments, the Likert scale was considered a useful tool for evaluating learning objectives. However, supervisors had different views on grading scales and the need for clear definitions. The supervisors concluded that a complicated assessment instrument led to limited very-day usage and did not facilitate formative feedback. Furthermore, supervisors discussed how their experiences influenced the use of the assessment instruments, which resulted in different descriptions of the experience. These differences led to a discussion of the need of supervisor teams to enhance the validity of assessments.

The findings showed that there were no significant differences in pass/fail gradings using the two different assessment instruments. The quantitative data suggests that supervisors struggled with subjectivity, phrasing, and definitions of the LO´s and the scales used in both instruments. This resulted in arbitrary assessments that were time-consuming and resulted in limited usage in the day-to-day assessment. To mitigate the subjectivity, supervisors suggested working in teams and conducting multiple assessments over time to increase assessment validity.

Peer Review reports

Introduction

During undergraduate studies to become a registered nurse (RN), the assessment of clinical competence includes an assessment of both theoretical knowledge and practical skills [ 28 ]. The importance of high-quality clinical education for students that provides constructive and adapted feedback is a key factor affecting the student’s learning process and should not be understated [ 28 , 30 ]. Historically, different assessment instruments have been designed aiming both to support the clinical supervisors and to provide standardised, fair assessments of students’ achievement of the learning objectives (LOs) [ 10 ]. However, the assessment of nursing students’ skills and competence using assessment instruments is known to be complex and affected by several varied factors [ 29 ]. The assessment instrument, Assessment of Clinical Education (ACIEd), that is used in this study context, is used in a summative fashion to verify that the students earn a passing grade during clinical education. Formative assessment aims to support the students through continuous feedback. To support the student’s development towards becoming a RN, an assessment instrument that facilitates both summative and formative assessment is needed [ 1 ].

A well-educated RN is essential to achieve good health care. To realise this, supervisors, as well as students, need support during clinical education in facilitating student learning [ 12 ]. Nevertheless, supporting, and supervising students is known to be complex since learning in the clinical setting is affected by several factors, such as the clinical context, the student’s own strengths, workplace challenges, expectations, and the student’s social network and prior knowledge and skills [ 3 , 4 ]. For the students to succeed in their learning, an un-bias assessment with LO`s that are relevant for the student’s progression is necessary.

Assessment in clinical education

Assessment is a vital part of clinical education and should include both skills and theoretical knowledge reflecting the requirements of the RN everyday work and having a close connection to the university curriculum [ 17 ]. The assessment of nursing students can be accomplished in a formative or summative way. The formative assessment is meant to guide the nursing students in their learning progress and is a joint discussion between the student and the supervisor where strengths and areas of improvement are identified and addressed [ 6 ]. The summative assessment’s prime objective is to ensure that LOs are achieved, and it commonly occurs on one or two occasions during a period/session of clinical education with a university teacher present [ 15 ]. However, clinical assessment is sometimes hampered by the clinical supervisors’ lack of training in assessing students’ nursing skills and competence and/or the supervisors’ lack of competence in using a standard assessment instrument [ 17 ]. In addition, a heavy workload and staff shortages in the clinical setting make it difficult for the clinical supervisors to find time to assess students properly. It is also known that the relationship between supervisor and student can affect the assessment [ 11 ]. To aid the assessment of students’ nursing skills and competence, assessment instruments need to be reliable, valid, easy to use and adapted to the clinical setting [ 7 ]. Today, several different assessment instruments exist which all have strengths and weaknesses and focus on various aspects of the student’s learning. These instruments utilize different approaches to assessment where for example Observed Structural Clinical Examination (OSCE) uses checklists and Assessment of Clinical Education (ACIEd) uses more complex LO`s that require subjective assessments [ 22 , 26 , 27 ]. ACIEd, is used by several universities in Sweden for assessment of LO`s during clinical education. The ACIEd was designed for a mid and final assessment, where the mid assessment results in: “In line with expected achievement” or “Plan of action is needed”. The final assessment results in a “Pass” or “Fail” grade on each LO. In clinical education, every LO needs to be passed to get a final pass grade [ 26 , 27 ]. Criticism has been raised in the ambulance services in Stockholm, Sweden, towards ACIEd, claiming that it is ill adapted for daily use and has a summative character where progression is hard to visualize. Therefore, a new assessment instrument was developed from the ACIEd and named the Ambulance Assessment Instrument (AAI). The intent of the construction of AAI was to provide alternatives to the existing assessment instrument that was designed for digital use in the clinical setting.

The AAI was constructed with more distinct and phrased LOs listed one by one, instead of using complex LOs with several sub-LOs imbedded in one. A seven graded Likert scale facilitated formative assessment. The rationale for clarifying LOs was that earlier research has shown that complex LOs lead to interpretations and inconsistencies in assessment [ 17 ]. Therefore, this was considered when the AAI was developed, resulting in one-sentence LOs without sub-criteria. The assessment instruments can be found in appendix 1. However, to incorporate a new assessment instrument in clinical education, it needs to be validated. In this case the research group choose to validate the developed AAI instrument against the existing instrument ACIEd. The aim of this study was therefore to examine whether two different assessment instruments, containing LO´s with similar content, results in similar assessments by the clinical supervisors and to explore clinical supervisors’ experiences of assessment regarding the two different assessment instruments.

Clinical education in the ambulance service

The clinical setting in this study was the ambulance services in Stockholm, Sweden. Care in an ambulance is characterised by short patient encounters, ever-changing environments, and patients seeking care for all varieties of complaints [ 19 , 25 , 31 ]. Typical is also a lack of preparation time and little or no chance for the students to pause and step out of the care encounter to discuss strategies or reflect on care situations that have occurred. The ambulance service has similar challenges to those faced in ambulatory care [ 9 ]. Historically, the ambulance service is an uncommon placement for clinical education in undergraduate nursing education due to the environment and lack of RNs working in the service. At present, every ambulance in Sweden is staffed by at least one RN [ 16 ], and it is stated that nursing students have the possibility to learn nursing skills in the ambulance services [ 17 , 18 , 20 , 21 ]. In the region of Stockholm, the nurses have at least one year of additional training which, for example, could be prehospital care, anesthesiology, emergency care, psychiatric care, or midwifery. The amount of work experience can vary greatly. Among the employed nurses its almost an even split between males and females.

Material and method

A mixed-method study design was used [ 23 ]. Quantitative data was generated from supervisors when assessing pre-recorded, simulated patient encounters performed by students. Individual interviews, conducted directly after the assessments, were completed in accordance with a mixed-method design.

Assessment instruments

The ACIEd used in this study consists of five LOs with sub-criteria concerning what the student needs to achieve to receive a Pass grade during a course in emergency care. The LOs are designed to cover all aspects of the six-week clinical education in relation to the course objectives resulting in LOs with several goals embedded in one, for example, LO 1, which translated reads:

Approach and support patients and their relatives in respectful consultation and perform nursing care based on the patient's experience of the situation.

To clarify this LO and reduce the risk of inconsistencies in assessment one-sentence LOs without sub-criteria was reconstructed in the AAI, and one example of this reads as follows:

1.1. To what extent was the patient treated with respect?

1.2. To what extent was the patient allowed to describe his or her situation?

1.3. To what extent did the student create a safe care situation?

The complete list of LO´s used can be found in appendix one. To enable formative assessment by displaying progress using the assumption that students’ performances will generate higher grades as their clinical education progresses, the AAI has a seven-point Likert scale with a pass grade marked as 5, meaning that scores 1 to 4 results in a fail grade. The Likert scale was given descriptions from 1 = “ Not at all” to 7 = “ To a great extent”. Furthermore, the ACIEd separates midterm assessment from final assessment, where grades in midterm are referred to as “In line with objective” or “Plan of action is required”. The final assessment using ACIEd results in a pass or fail grade. The AAI provides a formative assessment, which is meant to be repeated frequently but can also act as a basis for grading in an equivalent way as the ACIEd.

Simulated patient encounters

Four different recorded simulated scenarios were used in the study (recorded time: 6min 58 s, 3min 14s, 5min 58s, 2min 32 s). The scenarios had variations of student performances with the intention of generating variations in supervisor assessments. Differences were seen in both students’ assessments of the patient and in their treatment strategies. Two scenarios included a student interacting with a standardised patient, while two scenarios had a student interacting with a patient simulator manikin. The standardised patient was a middle-aged woman with fatigue and dizziness. The patient simulator manikin was a young man with abdominal pain. The nursing students participating in the simulation scenarios were recruited from the fifth semester of the nursing study programme at one university in Stockholm, Sweden, after they had finished their six-week clinical education in the ambulance services and all grades had been made official. Both male and female students participated in the simulations.

Participants

A convenience sample of 50 clinical supervisors, all RN in the ambulance service, participated in the study, having varying experience of supervisorship. The participants were recruited at three different emergency departments by the main author. By selecting different emergency departments, it was possible to include participants with different ambulance service employers (private and public). The clinical supervisors from the ambulance service were asked to participate in the study after they arrived at the emergency department and the hand-over of the patient was completed. The convenience sampling of clinical supervisors was used due to the difficulty in recruiting participants at the ambulance station, as they were constantly mobile during their shifts. The supervisors were provided with both written and oral information about the study as well as a letter of consent for participation in the study. No participants were excluded due to experience, gender, educational level, or other factors.

Data collection

In total, 50 clinical supervisors from the ambulance service assessed and graded four recorded simulations in accordance with the LO described in the ACIEd and the AAI instrument. No supervisor declined the offer to participate in this part of the study. Before the assessment started, a randomisation process was conducted. Firstly, the order of the simulations was randomised using a lottery (standardised patient vs. patient simulator manikin.). Secondly, the two scenarios were randomised using lottery (scenarios 1 and 2). No power calculations were performed. The recorded simulations were watched in one sequence without time to reflect or discuss the assessment and grading with others. All supervisors had prior knowledge of the assessment instrument ACIEd but had never used AAI.

The qualitative data consisted of interviews, conducted after the participants had assessed the simulated patient encounters. The interviews started with the open question “What are your thoughts about the assessment instruments?” Probing questions were then used to explore the participants’ experience of using the assessment instruments when grading the student's performance in the recorded simulations. The interviews varied in length from a few minutes up to 30 min. In total, 28 interviews were conducted (Female: 11 Male: 17). Fieldnotes were used during the interviews and after every finished interview the fieldnotes were summarized and reviewed. Theses reviews were used to make changes to the probing questions in relations to the aim of the study. In 22 cases there were no interviews conducted due to participants’ shortage of time. The supervisors were not informed about the questions prior to the interview.

Data analysis

The data was analysed in two parts, a quantitative and qualitative. The quantitative data was analysed by compiling the assessments generated by the two assessment instruments and compared in a simple figure where the difference was described from the perspective of how many pass grades the assessment instrument generated. Secondly, a logistic binary regression analysis was used to examine whether the grades generated by two different assessment instruments was affected by the supervisor’s gender and/or experience. To explore whether work experience as an RN affected the grading of student’s performance, a dichotomisation of the work experience variable was carried out. The variables were dichotomised into \(\le\) 6 and 6 > years of working experience as RNs (Dichotomised 1 for \(\le\) 6 and 2 for 6 >). This dichotomisation was based on the theory by Benner, that experienced nurses can use their experience, knowledge, and additional perspectives instead of relying on standardised guidelines, tests, and regulations [ 2 ] to assess the students according to the LO`s. A gender dichotomisation was also performed to investigate if there was any difference in grading related to gender which was defined as male or female with no consideration to other gender definitions (Gender was coded 1 for males and 2 for females). This dichotomisation was based on the diversity of the staff in the ambulance service. The independent variables for both instruments were coded as 1 for a pass grade and 2 for fail. After considering the number of included supervisors in the study the p value was set to 0.05. The data was analysed using Statistical Package for the Social Sciences, version 24, Chicago, IL, USA in combination with Microsoft Excel 2010 (Microsoft Corp, Richmond, WA, USA).

The interviews were analysed using a thematic analysis approach [ 5 ]. The method was chosen due to its flexible nature. The themes constructed was done in a “theory driven way” meaning that the research question was clearly present in the coding in contrast to an inductive analysis approach. First, in the analysis the field notes were read several times to gain familiarity with the content. Secondly, codes were identified that described clinical supervisors’ experience of using the two different assessment instruments were identified. Thirdly, the codes were examined, and by identifying broader patterns of meaning, potential themes were constructed. Fourthly, a thematic map was constructed, and the themes were checked on two levels. First the codes were checked against the theme making sure that the codes formed a coherent pattern. In the second level the themes were checked against the entire dataset and in relations to the other themes to ensure that the themes did not intertwine with each other and finally, the themes were named.

In the fifth step the themes and sub-themes were related back to the narrative making sure that the themes captured the full story and that each theme was unique and contained valid information. The “story” that the themes and sub-themes were checked against, was the researcher’s contextual knowledge and experience. Lastly, the report was written up using the themes and the sub- themes. The first author initiated the analysis and the corresponding author participated in the analysis process.

Quantitative results

In total, 34 (68%) male and 16 (32%) female clinical supervisors participated in the study. The work experience as an RN ranged from four months to 19 years, with a mean of 7.95 years. The work experience from the ambulance services ranged from 2.5 months to 35 years with a mean of 6.63 years (missing data n = 5). All participants had experience of clinical supervision and assessing nursing students during clinical education. The logistic binary regression analysis showed that there was no significant difference in 23 out of 24 LOs as displayed in Tables 1 , 2 , 3 and 4 . One significant difference was found in the ACIEd LO 2 ( p  = 0.021) when the length of experience among the clinical supervisors was used as a dependent variable (Table  4 ). LO 2 assessed the students’ knowledge of the technical equipment and how they interacted with the patient while using the equipment.

Qualitative results

The thematic analysis used to explore clinical supervisors’ experience of assessment in relation to the two different assessment instruments resulted in three themes: Learning objectives , Assessment and Supervisorship.

• Learning objectives

Supervisors described a variety of experiences relating to the LO`s in the two sub-themes: Phrasing of the LOs, subjectivity in the LOs, Complexity of the LO`s. The subthemes describe the supervisors’ view of the learning objectives in relation to how the LO`s are constructed and how they are interpreted as well as how they are used in the daily activities.

Phrasing of the learning objectives

The supervisors discussed the language used in the ACIEd to describe the LO`s and that the academic writing created confusion and was complex and hard to understand. They also discussed the lack of clear definitions, and difficulties using the ACIEd with several sub-criteria embedded in one LO, which resulted in individual interpretation of the LO and a risk of subjective assessment. According to the supervisors’ reasoning, several sub-criteria in the same LO complicated the assessment when students performed well according to some of the sub-criteria and poorly according to others. The supervisors expressed that the LOs used in AAI had a clearer phrasing making it easier to use. LO`s related to communication and patient relations were considered complicated to assess using the ACIEd in contrast to LO`s regarding medical procedures where right and wrong was clearly defined. Medical procedures were considered easier to assess in both instruments.

Complexity of the learning objective

When assessing the students’ nursing and care skills in the simulations, the supervisors claimed that the complexity of ACIEd made it challenging to explaining why they assessed as they did. In the clinic setting the supervisors said that the complexity of the LO`s made the usage of ACIEd time-consuming and poorly adapted to everyday work, which resulted in limited use, and only used in a summative way right before mid and end assessments. Altogether, the ACIEd was considered by the supervisors to be time-consuming, and leading to subjective interpretations and sometimes, conflicting assessments. The AAI was considered more relevant due to the “simplified” LO`s. However, AAI was thought to be difficult to use due to the Likert scale ranging from 1–7 were lack of clear definitions of the grading steps increased the complexity of assessing the LO`s.

Supervisors described assessment from different perspectives as presented below in the following sub-themes: Summative Vs Formative assessment, Subjectivity in assessment, Pass/Fail or Likert scale, and Supervisors experience related to assessments. Within the sub-themes there were variations in how the supervisors described their experiences.

Summative Vs Formative assessment

The supervisors discussed if and how the assessment instruments could be used for formative or summative assessment and concluded that both instruments could be used for both purposes. However, the supervisors discussed whether ACIEd was harder to use as a formative instrument due to the sub-criteria in the LO`s and that the pass/fail scale were less useful then the 7 graded Likert scale when it came to displaying progress. The supervisors discussed whether displaying the student’s progression had a positive pedagogical value and they concluded as preferable relating it to formative feedback. Supervisors also discussed the frequency of formative assessments. Some supervisors raised concerns related to the increased workload generated by daily documented, formative feedback.

Subjectivity in assessment

To decrease the subjectivity, the supervisors discussed involving the patients in the assessments of students’ performance. They argued that the only persons who could assess the LOs concerning the patients’ own perception were the patients themselves. The supervisors concluded that more care encounters, with assessments between every encounter would probably produce a more accurate assessment of the student’s nursing skills. The supervisors also discussed the risk that the students would only be assessed according to the supervisor’s interpretation of what is a pass performance in relation to the assessment instrument.

The supervisors found that the assessments with a Likert scale could be beneficial but that the grading steps needed to be carefully defined to avoid subjective assessments. The definitions could be made clearer by using examples in relations to the grading steps and the LO`s where requirements could be listed for each step.

Supervisors said that assessments using a Pass/Fail grading was too definite. Supervisors described that assessing the care encounters became complicated since student’s performances may contain good and bad performances and with Pass/Fail grading the nuances did not become clear.

Supervisors experience related to assessments

Supervisors’ description of their relationship to the LO`s varied where some had more issues than others. Supervisors with less experience were more critical towards the LO`s then experienced supervisors. Furthermore, supervisors with less experience discussed that the student were obligated to display skills and knowledge and that supervisors were obligated to assess in accordance with the LO`s, meaning responsibility for demonstrating knowledge and skills fell on the student.

The more experienced supervisors argued that the LO`s were more like guidelines than specific goals to achieve, and that they used LO`s as a basis for discussions with the students. They argued that their clinical experience and understanding were the basis for the assessment, making the challenge with the LO`s less important, which contrasted with the view of the less experienced supervisors who interpreted the LO´s more literally. Furthermore, the more experienced supervisors discussed that complex care encounters offered scarce opportunities for the students to display knowledge and skills and that several care encounters were needed to assess knowledge and skills over time.

Supervisorship

The supervisorship was described by the supervisors in the following two sub-themes: Relationship with the students and Teams of supervisors.

Relationship with the students

All supervisors said that a relationship with the student could be a confounder when assessing students. They discussed whether a good relationship with the student would probably result in a more favourable assessment. The supervisors also claimed that a troubled relationship with the student might result in disinterest from their perspective which could result in diminishing feedback and lowered clinical education quality resulting in higher risk for failure. The supervisors discussed that formative feedback could help detect a lack of progression at an early stage and that measures could be taken to improve the situation for the student. Among the female supervisors a recurring statement was that it was difficult to assess the student negatively in the simulations because it felt harsh or even cruel to fail a student. Among the male supervisor’s similar feelings were described, but they related to the fact that assessments are not carried out on single occasions but over time, making the assessment instrument unfit for this kind of assessment. Male supervisors argued to a greater extent that it was hard to assess the student in the simulation due to lack of information about both patients and students. They argued that although some simulations were not as described in “textbook” examples, guidelines were bent daily and therefore it would be unfair to expect “textbook” care from the students. Hence, the male supervisors argued that the assessment instrument was a tool used for discussion and could not stand alone which it did in the simulations.

Teams of supervisors

The supervisors highlighted continuity as something important for the student’s learning, but it could also complicate their assessment since they may develop a relationship with the student. The desire for continuity in supervisorship could also create a problem when working schedules changed. This could result in the involvement of other supervisors, and disruption in the individual learning plan. The supervisors with longer experienced argued that it could be favourable with more than one supervisor involved in the assessment of the student, due to different perspectives. They argued that a supervisor team with different combinations of knowledge could be beneficial for the student, but that such teams must be coordinated and documented to ensure that the student’s learning progress was not hindered.

The findings showed that there were no significant differences in pass/fail gradings using the two different assessment instruments with the same content in the LOs, meaning that no matter what instrument was used the grade was the same when supervisors assessed the students in the simulated scenarios. However, there were significant differences within the assessment instruments, but the differences were consistent between the instruments, meaning that the quality of the assessment was considered equal. The differences within the assessment instrument can be explained by supervisor bias. Chong et al. showed in their study that seniority was a source for bias in LO`s related to communication but that the bias did not persist in LO`s related to physical examinations which is in line with the findings in this study [ 8 ]. The interviews with the clinical supervisors provided a more vivid picture of the complexity of assessments. Firstly, the intention of the assessments must be made clear for everyone. If the objective is formative assessment, the data indicates that using Likert scales is preferable to display progression. The complexity, phrasing and definition were recurring in the interviews, and it is a worth discussing why this is an issue. Supervisors rarely had any training in how to use the assessment instruments and as described, the more experience supervisors did not excel in their knowledge of the instruments but used their clinical experience to assess students from their own perspective. With this logic it would be wise to invest in training the supervisors rather than simplifying the LO´s. Prior research has shown that support from the supervisors during the clinical training is crucial to create a positive learning environment and to improve assessments [ 31 ].

However, the need for supervisor training and support does not mean that improving the assessment instrument is unnecessary. If a Likert scale is used, a clear definition of the grading steps is important as well as the layout of the instrument. As described by Immonen et al., it is important that the instrument is adapted to the every-day work, and fast and easy to use without losing its reliability and validity [ 14 ].

Subjectivity and complexity were reoccurring statements during the interviews. The supervisors highlighted this in all aspects regarding the clinical education. The supervisors’ own experience’ and expectations play a vital part in the clinical education as well as the relationship between the supervisor and the students which is supported in prior research [ 24 ]. To decrease subjectivity, an increase in the number of assessments made by more than one supervisor could be beneficial. Assessments after every care encounter in the ambulance service would generate a good basis for an overall assessment of the students’ performance. By organising the supervisors in teams, the different knowledges of the supervisors could be effectively utilized and possibly decrease subjectivity resulting in an improvement of the validity of the assessment. In contrast to this, prior research has shown that the relationship between the student and the supervisor is important to build trust and thereby a positive learning environment [ 30 ]. With documented, formative assessments accessible for both students and supervisors, continuity could be created through communication between supervisors. By using digital devices with LO`s and a Likert scale prepared in a mobile application, the assessments could be made easier to access, faster to use and the results could be displayed as a progression curve visible for students and supervisors. Digitalization of the assessment instrument also holds advantages concerning student possibility to argue for their grades. Without documented progress the students are in the hands of the supervisors as the only source of information about their performances. To further strengthen the validity of the assessments, other sources of feedback could be used. The supervisors discussed involving patients in the assessments and concluded that this could reduce subjectivity in the assessments and add other perspectives to the assessment. Further research is needed to fully understand the complexity of assessments and what methods to use to improve the quality of the assessment and strengthen the students learning.

Methodological considerations

There are several limitations to this study. The number of supervisors included in the study was decided in discussion with the research team and a statistician after considering the availability of clinical supervisors and the extent of data needed for analysis. No power calculations were performed. Using standardised patients and simulation for assessing and grading students’ ability to care for patients may not reflect the clinical reality. However, since every care encounter is unique it would have been difficult to conduct a similar study in a clinical setting. Another limitation concerns the qualitative data collection. The interviewer is well known in the ambulance service, and this may have affected how the participants’ discussions concerning their experiences of using the assessment instruments in both a positive and negative way and increase the risk of bias. Conducting interviews between ambulance missions may also be considered as a limitation since the time for interviews was limited which could have resulted in participants not being able to develop their reasoning. The interviews were documented through field notes, and important information could have been missed. Field notes limit the possibility of quotations, which could have strengthened the validity of the findings in the interviews. Lastly, a limitation regarding the definition of experience needs mentioning. Experience in describe according to Benner but no data was collected regarding the supervisor’s experience of supervisorship. To supervise students is a natural part of the nursing profession but in hindsight, data concerning the quantity of students supervised during the supervisor’s clinical career would have offered clarity on the supervisor’s experience.

The findings showed that there were no significant differences in pass/fail gradings using the two different assessment instruments containing the same LOs. However, the qualitative data suggests that supervisors struggled with subjectivity in the assessments as well as phrasing and definitions of the LO´s and the scales used in both instruments. This resulted in arbitrary assessments that were time-consuming and resulted in limited usage in the day-to-day assessment. The supervisors argued that the AAI was better adapted for formative assessment due to its Likert scale and simplified LOs, but a clear definition of the grading scales was considered important. Further research is needed concerning the validity of the assessments and how teams of supervisors can utilize different perspectives to improve the quality of the assessments. Digitalization could play a vital role in documenting feedback from multiple sources to enhance the formative feedback given to students during their clinical training. Transparency of documented feedback from multiple sources using a Likert scale provides an opportunity for the students to monitor their progress in situ. More research is needed to fully understand the mechanism behind the subjectivity of assessments and what methods could be used to strengthen the quality of the assessments and improve the quality of the clinical education.

Availability of data and materials

The dataset generated and analysed in this study is available from the corresponding author on reasonable request.

Abbreviations

Ambulance assessment instrument

Assessment of clinical education

Observed structural clinical examination

Registered nurses

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Acknowledgements

I’ve would like to send a special thanks to my family for their never wavering support and to all participants how made this paper possible. I also wanted to extend my gratitude’s towards Ambulansen I StorStockholm AB for facilitating my studies and this paper.

Open access funding provided by Karolinska Institute. Funding for this study was provided by the Karolinska Institute.

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Nilsson Tomas

Department of Pedagogy, Linnaeus University, Växjö, Sweden

Masiello Italo

Department for Neurobiology, Care Sciences, and Society, Division of Nursing, Karolinska Institutet, Huddinge, Sweden

Masiello Italo & Broberger Eva

Department of Computer Science and Media Technology, Linnaeus University, Växjö, Sweden

Department of Nursing, Division of Ambulance Service, Region Västerbotten, Umeå University, Umeå, Sweden

Lindström Veronica

Department of Health Promotion Science, Sophiahemmet University, Stockholm, Sweden

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All authors contributed significantly to the study design in terms of the choice of analytic methods and interview design. All authors played an active role in reading and providing feedback about the material throughout the entire process. TN, EB and VL were involved in carrying out group interviews of the students and contributed significantly by reading and providing feedback about the manuscript. All authors reviewed and approved the submitted manuscript.

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Tomas, N., Italo, M., Eva, B. et al. Assessment during clinical education among nursing students using two different assessment instruments. BMC Med Educ 24 , 852 (2024). https://doi.org/10.1186/s12909-024-05771-x

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DOI : https://doi.org/10.1186/s12909-024-05771-x

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BSc Nursing Entrance Exams 2024: Application Dates, Exam Date, Eligibility, Syllabus

Bhaskar Nandi

BSc Nursing has attained quite a fame in medical education in recent years. To get admission to top-ranked institutes, candidates must appear for BSc Nursing entrance exams. NEET is the national-level nursing entrance exam conducted by the NTA. NEET is accepted for  BSc Nursing Admission  in several colleges such as NEIGRIHMS, BHU, IPU, etc. Even for the Indian Army BSc Nursing Course, you must clear the NEET exam. 

Other top institutes such as AIIMS, BHU, and PGIMER conduct their own BSc Nursing entrance exam. Candidates who aspire to make their career in the field of Nursing can refer to this article to learn everything about Nursing and its related exams to start with.

Table of Content

Top BSc Nursing Entrance Exams

Colleges accepting aiims entrance exam for bsc nursing, eligibility criteria for the bsc nursing entrance exam, list of bsc nursing entrance exams, bsc nursing entrance exam 2025 dates, neet 2024 cut-off college (prediction)-government colleges, reservations for the bsc nursing admissions, bsc nursing entrance exams: faqs.

The events regarding the BSc nursing application form such as notification of application form, registration availability of application form, correction window (if any), and application fee payment have a specific date and candidates must adhere to them.

BSc nursing application form 2025 process for all the exams usually starts between January and February and the candidates get at least one month to 45 days to apply.

The following are some well-known nursing entrance tests and the authorities that administer them:

• AIIMS Bhopal
• AIIMS Raipur
• AIIMS Raebarely
• AIIMS Nagpur
• AIIMS Mangalgiri
• AIIMS Gorakhpur
• AIIMS Bibinagar
• AIIMS Bathinda
• AIIMS Kalyani
• AIIMS Deoghar
• AIIMS Rajkot
• AIIMS Guwahati
• AIIMS Vijaypur
• AIIMS Bilaspur
• AIIMS Madurai
• The minimum age for admission shall be 17 years on 31st December of the year in which admission is sought.
• 10+2 class passed with Science (PCB) & English Core/English Elective with an aggregate of 45% marks from recognized board under AISSCE/CBSE/ICSE/SSCE/HSCE or other equivalent board.
• Students shall be medically fit.
• Students appearing in the 10+2 examination in Science conducted by the National Institute of Open School with 45% marks.

Are Male Candidates Eligible to Appear for BSc Nursing Entrance Exams?

Boys are eligible for  BSc Nursing  in all major colleges like BHU, and BHOPAL JIPMER does take boys but there are limited seats available for boys.

JIPMER offers 94 Seats for admission to its BSc Nursing program. 85 Seats are reserved for female candidates and the remaining 9 Seats are reserved for male candidates.

BSc Nursing exams can be categorized into three main categories - National level BSc Nursing entrance exams, State level entrance exams, and Institute level entrance exams.

National-level BSc Nursing Entrance Exam

NEET  is the only national-level BSc Nursing entrance exam through which admission to various top-ranked nursing institutes is granted. 

The NTA conducts the NEET exam annually in offline mode and based on the NEET scores, several institutions offer admission to their 4-year BSc Nursing program.

State-level BSc Nursing Entrance Exams

Regarding the state-level BSc Nursing entrance exam, every state conducts its own BSc Nursing entrance exam. The list of these state-level BSc Nursing entrance exams is provided below.

Institute-wise BSc Nursing Entrance Exam

Many top-ranked institutes conduct their own BSc Nursing entrance exam such as AIIMS, PGIMER, BHU, and many more admission to these colleges is done only through the specific institute-wise BSc Nursing entrance exam. 

The list of these BSc Nursing Entrance Examination 2024 is provided below.

The dates of all the major BSc Nursing entrance exams in 2025 have been provided in the table below.

The official cutoff is expected to be released in July-August 2024, students could check out last year’s NEET cutoff rank required for BSc Nursing admission

Official Qualifying or passing marks for the NEET UG 2024 exam have been released for the BSc Nursing Course. Here are the NEET cut-off -Reservations for BSc Nursing.

Ques.  Can I apply for BSc Nursing entrance exams if I am from a non-science background?

Ans.  No, You can only apply for a BSc in nursing with biology. Before nursing, one should have to clear FSC premedical. in which biology is a compulsory subject. You have to get at least 85% in biology.

Ques.  What is the  BSc Nursing Entrance Exam Syllabus for Biology?

Ans. The syllabus for the biology section includes 12th subjects preferably from: 

• Structural Organization in Animals and Plants
• Genetics and Evolution
• Cell Structure and Function
• Biology and Human Welfare
• Plant Physiology
• Human Physiology
• Biotechnology and its application
• Ecology and Environment 

Ques.  What should I study for the BSc nursing entrance exam?

Ans.  Prioritise your revision by focusing on the core subjects and topics that are commonly asked in exams. Allocate more time to revise subjects like Biology, Chemistry, and Physics as they form the foundation of the nursing curriculum

Ques.   What is the syllabus for AIIMS for the BSc nursing entrance exam?

Ans. The AIIMS BSc Nursing Syllabus 2024 covers subjects like Physics, Biology, Chemistry, and General Knowledge at the 10+2 level. Therefore, in Physics, candidates must focus on electricity, magnetism, optics, and more. Chemistry covers topics like chemical reactions, elements, and compounds.

Ques.  Which questions are asked in the BSc nursing entrance exam?

Ans. In the AIIMS BSc nursing exam, you will be asked questions from Physics, Chemistry, and Biology. 

Ques. What are the passing marks for the BSc Nursing entrance exam in NEET for all categories?

Ans. The NEET qualifying cut-off for BSc Nursing is 50 percentile for the general category and 40 percentile for SC/ST/OBC.

Ques.  Can I do BSc Nursing without NEET?

Ans. Various nursing colleges in India offer BSc Nursing programs without NEET. Admission to these colleges is given through either state-level entrance exams or particular entrance exams of the institute. The list of these colleges along with the entrance exam required for admission is mentioned above.

Bachelor of Science [B.Sc] (Nursing) : 6 answered questions

Ques. which is better for ug university college of medical sciences (ucms) or vmmc.

● Top Answer By Akriti Banerjee on 25 Sept 23

Ques. How to get direct admission in BSc. nursing at SGPGIMS Lucknow?

● Top Answer By Sagar Dikshit on 30 Dec 23

Ques. What is the syllabus for pgims for bsc nursing

● Top Answer By Kirti Das on 31 Jul 23

Ques. What is the RUHS BSc nursing syllabus?

● Top Answer By Trina Guha on 29 Jun 22

Ques. Give Information regarding BSc nursing course entrance exam date, seats and also fees of hostel. How to join without neet exam and how to join 2022 admission?

● Top Answer By Gayatri Sinha on 17 May 22

Ques. Which entrance exam is needed for bsc nursing ?

● Top Answer By Prashant Ranjan on 10 May 22

Post Basic Bachelor of Science [P.B.B.Sc] (Nursing)

Bachelor of science [b.sc] (medical laboratory technology), bachelor of science [b.sc] (optometry), bachelor of science [b.sc] (operation theatre technology), p.b.bachelor of science [b.sc] (nursing), bachelor of physical education [b.p.ed], bachelor of business administration [bba], master of business administration [mba], bachelor of technology [b.tech] (computer science), master of science [m.sc] (nursing), doctor of pharmacy [pharm.d], master of business administration [mba] (banking and finance), diploma in web designing, bachelor of science [b.sc] (nursing) colleges in india.

Post Graduate Institute of Medical Education & Research - [PGIMER]

Christian Medical College - [CMC]

Sanjay Gandhi Postgraduate Institute of Medical Sciences - [SGPGIMS]

Chandigarh University - [CU]

Banaras Hindu University - [BHU]

Jawaharlal Institute of Post Graduate Medical Education and Research - [JIPMER]

King George's Medical University - [KGMU]

Sri Ramachandra Institute of Higher Education and Research

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