Nursing (Adult)

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Academic Year of Entry: 2024/25
Course overview
(BSc) Bachelor of Science
Nursing (Adult)
University of Essex
University of Essex
Health and Social Care (School of)
Southend Campus
Honours Degree
BSC B740


Professional accreditation

Recognised by the Nursing and Midwifery Council (NMC) for the purpose of registration as a qualified nurse (adult).

Admission criteria

Our published entry requirements are a guide and we welcome applications from those who have achieved one of the below qualifications with lower grades but meet our GCSE Mathematics and English (or equivalent) requirement.

  • GCSEs: Mathematics and English Language C/4. Acceptable alternatives are listed further down this page
  • A-levels: BBB - BBC or 120 - 112 UCAS tariff points from a minimum of 2 full A-levels.
  • BTEC: DDM - DMM or 120 - 112 UCAS tariff points from a minimum of the equivalent of 2 full A-levels.
  • Other UCAS tariff qualifications, and combined qualifications: 120 - 112 UCAS tariff points from a minimum of 2 full A levels or equivalent. Tariff point offers may be made if you are taking a qualification, or mixture of qualifications, from the list on our undergraduate application information page.
  • IB: 30 - 29 points or three Higher Level certificates with 555-554.
  • IB Career-related Programme: We consider combinations of IB Diploma Programme courses with BTECs or other qualifications.
  • QAA-approved Access to HE Diploma: 6 level 3 credits at Distinction and 39 level 3 credits at Merit.
  • T-levels: We consider T-levels on a case-by-case basis, depending on subject studied. The offer for most courses is Distinction overall. Depending on the course applied for there may be additional requirements, which may include a specific grade in the Core.

We also consider vocational level 3 qualifications for entry. If you are taking or have achieved any qualifications that are not listed here, email Undergraduate Admissions.

GCSE/level 2 requirements

All applicants must have, or be working towards, acceptable level 2 Mathematics, and English qualifications such as GCSE grade C/4 or equivalent.

  • We accept OFQUAL regulated level 2 maths qualifications, including Functional Skills level 2, Key Skills level 2 or numeracy units taken as part of an Access to HE Diploma.
  • If you don't need a Student visa and are either a first language English speaker or have a lived in the UK for over three years, we can accept OFQUAL regulated level 2 English qualifications, including Functional Skills level 2, Key Skills level 2 or literacy units taken as part of an Access to HE Diploma.

Additional requirements

This course has additional requirements including pass of an interview, a satisfactory reference, Occupational Health Check and Disclosure and Barring (DBS) check. For more information see the Health and Social Care Undergraduate page

Contextual Offers:

We are committed to ensuring that all students with the merit and potential to benefit from an Essex education are supported to do so. For October 2024 entry, if you are a home fee paying student residing in the UK you may be eligible for a Contextual Offer of up to two A-level grades, or equivalent, below our standard conditional offer.
Factors we consider:

  • Applicants from underrepresented groups
  • Applicants progressing from University of Essex Schools Membership schools/colleges
  • Applicants who attend a compulsory admissions interview
  • Applicants who attend an Offer Holder Day at our Colchester or Southend campus

Our contextual offers policy outlines additional circumstances and eligibility criteria.

For further information about what a contextual offer may look like for your specific qualification profile, email

If you haven't got the grades you hoped for, have a non-traditional academic background, are a mature student, or have any questions about eligibility for your course, more information can be found on our undergraduate application information page or get in touch with our Undergraduate Admissions Team

IELTS (International English Language Testing System) code

English language requirements for applicants whose first language is not English: IELTS 7.0 overall with a minimum of 6.5 in writing and 7.0 in all other components, or specified score in another equivalent test that we accept.

Details of English language requirements, including component scores, and the tests we accept can be found here

If we accept the English component of an international qualification it will be included in the academic levels listed above for the relevant countries.

English language shelf-life

Most English language qualifications have a validity period of 5 years. The validity period of Pearson Test of English, TOEFL and CBSE or CISCE English is 2 years.

If you require a Student visa to study in the UK please see our immigration webpages for the latest Home Office guidance on English language qualifications.

Pre-sessional English courses

If you do not meet our IELTS requirements then you may be able to complete a pre-sessional English pathway that enables you to start your course without retaking IELTS.

Pending English language qualifications

You don’t need to achieve the required level before making your application, but it will be one of the conditions of your offer.

If you cannot find the qualification that you have achieved or are pending, then please email

Additional Notes

If you’re an international student, but do not meet the English language or academic requirements for direct admission to this degree, you could prepare and gain entry through a pathway course. Find out more about opportunities available to you at the University of Essex International College

Course qualifiers

A course qualifier is a bracketed addition to your course title to denote a specialisation or pathway that you have achieved via the completion of specific modules during your course. The specific module requirements for each qualifier title are noted below. Eligibility for any selected qualifier will be determined by the department and confirmed by the final year Board of Examiners. If the required modules are not successfully completed, your course title will remain as described above without any bracketed addition. Selection of a course qualifier is optional and student can register preferences or opt-out via Online Module Enrolment (eNROL).


Rules of assessment

Rules of assessment are the rules, principles and frameworks which the University uses to calculate your course progression and final results.

Additional notes


External examiners

Staff photo
Mr Kevin Crimmons

Head of Subject, Adult Nursing and Health & Social Care

Newman University Birmingham

Dr Yusra Abdelat

Senior Lecturer

Angila Ruskin University

External Examiners provide an independent overview of our courses, offering their expertise and help towards our continual improvement of course content, teaching, learning, and assessment. External Examiners are normally academics from other higher education institutions, but may be from the industry, business or the profession as appropriate for the course. They comment on how well courses align with national standards, and on how well the teaching, learning and assessment methods allow students to develop and demonstrate the relevant knowledge and skills needed to achieve their awards. External Examiners who are responsible for awards are key members of Boards of Examiners. These boards make decisions about student progression within their course and about whether students can receive their final award.

eNROL, the module enrolment system, is now open until Monday 21 October 2024 8:59AM, for students wishing to make changes to their module options.


Core You must take this module.
You must pass this module. No failure can be permitted.
Core with Options You can choose which module to study.
You must pass this module. No failure can be permitted.
Compulsory You must take this module.
There may be limited opportunities to continue on the course/be eligible for the degree if you fail.
Compulsory with Options You can choose which module to study.
There may be limited opportunities to continue on the course/be eligible for the degree if you fail.
Optional You can choose which module to study.
There may be limited opportunities to continue on the course/be eligible for the degree if you fail.

Year 1 - 2024/25

Component Number Module Code Module Title Status Min Credits Max Credits
01  HS182-4-AP-SO  Fundamentals of Behavioural Sciences  Core  20  20 
02  HS183-4-AP-SO  Fundamentals of Lifesciences  Core  20  20 
03  HS184-4-FY-SO  Person-Centred Care 1  Core  60  60 
04  HS185-4-SU-SO  Welfare, Wellbeing and Health  Core  20  20 

Year 2 - 2025/26

Component Number Module Code Module Title Status Min Credits Max Credits
01  HS186-5-SU-SO  Advocacy, Activism and Resistance  Core  20  20 
02  HS187-5-FY-SO  Person-Centred Care 2  Core  60  60 
03  HS188-5-SP-SO  Relationship Based Practice  Core  20  20 
04  HS189-5-SP-SO  The Therapeutic Practitioner  Core  20  20 

Year 3 - 2026/27

Component Number Module Code Module Title Status Min Credits Max Credits
01  HS195-6-AP-SO  Service Improvement Project  Core  20  20 
02  HS196-6-FY-SO  Person-Centred Care 3 (Adult Nursing)  Core  60  60 
03  HS197-6-AU-SO  Supervising Learning in Clinical Practice  Core  20  20 
04  HS198-6-SU-SO  The Autonomous Practitioner - Adult Nursing  Core  20  20 

Exit awards

A module is given one of the following statuses: 'core' – meaning it must be taken and passed; 'compulsory' – meaning it must be taken; or 'optional' – meaning that students can choose the module from a designated list. The rules of assessment may allow for limited condonement of fails in 'compulsory' or 'optional' modules, but 'core' modules cannot be failed. The status of the module may be different in any exit awards which are available for the course. Exam Boards will consider students' eligibility for an exit award if they fail the main award or do not complete their studies.

Programme aims

  • Prepare students to act in the best interests of people, accountable for providing adult nursing case that is person-centred, safe and compassionate.
  • Prepare students to support, improve and maintain the health and wellbeing of people. communities and populations.
  • Prepare students to assess and prioritise a person's nursing needs and plan appropriate evidence-based care.
  • Prepare students to provide and evaluate evidence-based nursing care interventions and procedures.
  • Prepare students to lead and manage nursing care effectively, work as part of a team and appropriately delegate care.
  • Prepare students to continuously improve the safety and quality of nursing care, enhancing people's experiences of services and optimising health outcomes.
  • Prepare students to coordinate and lead complex care as an adult nurse across organisations and settings.
  • Prepare students to embody ethical principles of social justice and courageous advocacy in the delivery of nursing care.

  • Learning outcomes and learning, teaching and assessment methods

    On successful completion of the programme a graduate should demonstrate knowledge and skills as follows:

    A: Knowledge and understanding

    A1: Fundamental knowledge of the evidence bases applied to person-centred practices and proficiencies in nursing care, including its features, gaps, uncertainties and ambiguities.

    A2: Fundamental knowledge of the evidence bases applied to critical public health, welfare, wellbeing and the socio-political determinants of health

    A3: Fundamental knowledge, principles and practices of compassionate human interactions, relationships and relationship-based therapies applied to adult nursing

    A4: Fundamental knowledge of the evidence bases associated with clinical leadership and management strategies that enable the coordination of complex person-centred care

    A5: Fundamental knowledge of the evidence bases associated with the nursing processes of assessment, planning, providing and evaluating care

    A6: Fundamental understanding that different forms of knowledge (scientific, experiential, political, professional, organisational and cultural) contribute evidence to nursing practices and decision-making

    A7: Fundamental knowledge and application of the ethical principles of social justice, advocacy and accountability as the foundation for all nursing practices

    Learning methods

    A1-A7 are achieved through instructional methods ( interactive lectures, seminars, flipped classroom); critical reflection methods (lived experience seminars, digital stories, reflective tutorials, action learning sets and peer supervision); and participatory and experiential methods (practice-based learning and simulated practice)

    Assessment methods

    A1 and A6 are assessed using essays and case studies, practice assessment documents (PADs), written exam, oral exam, multiple mini interviews (MMIs), reflective journal and service improvement project.

    A2 is assessed using essays and service improvement project

    A3 is assessed using practice assessment documents (PADs) and multiple mini interviews (MMIs)

    A4-A5 are assessed using essays and case studies, practice assessment documents (PADs) and multiple mini interviews (MMIs)

    A7 is assessed using essays, analysis of digital stories, and service improvement project

    B: Intellectual and cognitive skills

    B1: Adopt an inquiring stance to all aspects of nursing practice, education and leadership

    B2: Locate and synthesise evidence from a range of sources in order to make evidence-based person-centred decisions

    B3: Manage complex ethical and professional issues, making informed judgements on matters that may not explicitly be addressed within existing codes, standards and protocols

    B4: Develop creative ideas for service improvements that are person-centred, participative and reflect contemporary health care practices

    B5: Engage in descriptive and critical reflection that integrates knowledge from different sources to inform personal development, professional practices, and service delivery

    Learning methods

    B1-B5 are achieved through lived experience seminars and workshops, scenario-based inquiry, action learning sets, structured reflection in practice, simulated practice, supported and independent self-directed learning, personal and group reflection on placement experience

    Assessment methods

    B1-B3 and B5 are assessed using essays and case studies, practice assessment documents (PADs), reflective journal and multiple mini interviews (MMIs)
    B4 is assessed using a service improvement project

    C: Practical skills

    C1: Safely and effectively demonstrate proficiency in practices, therapies, procedures and techniques that address the person-centred needs of people using nursing services

    C2: Actively seek and value feedback from service users, peers, colleagues and others to inform personal development and professional activities

    C3: Demonstrate independence, autonomy and intiative in professional activities, leading creative responses to clinical situations identified within nursing practice

    C4: Be a champion for social justice, demonstrating advocacy with people and assertively challenge practices that are unsafe, unsatisfactory and ineffective

    Learning methods

    C1-C4 are achieved through participative learning strategies in practice-based learning and simulated practice
    C2 is also achieved through supervising peers and colleagues
    C2-C4 are achieved through lived experience seminars and workshops

    Assessment methods

    C1 is assessed using practice assessment documents (PADs) and multiple mini interviews (MMIs)
    C2-C4 is assessed using case studies, practice assessment documents (PADs), reflective journal and service improvement project

    D: Key skills

    D1: i) Develop skilled, relationship-based, context-appropriate communication when interacting with others in clinical and non-clinical situations, ii) Listen to, read and acknowledge alternative perspectives, iii) Communicate persuasive and engaging arguments in academic and professional situations.

    D2: Demonstrate proficiency in digital technologies by: i) Using the the Internet ii) Accessing information via the library, professional bodies, placement providers iii) Use appropriate data analysis packages, and iv) Use audiovisual presentation tools and techniques

    D3: Demonstrate applied health numeracy by: i) Interpreting statistical information, ii) Using statistics to analyse data, and iii) Using software packages to support data analysis.

    D4: Identify and reflectively analyse problems emerging from theory and practice

    D5: i) Motivate and engender partnership working, ii) Demonstrate a strong awareness of personal limitations and scope of practice, iii) Take responsibility for one's own work and significant responsibility for the work of others, iv) Respect and promote inclusivity and diversity.

    D6: i) Demonstrate an aptitude for continuing to advance knowledge, understanding and skills in line with identified learning needs, and ii) identify, conceptualise and define new and abstract ideas within professional practicem education and management.

    Learning methods

    D1 is achieved in group work, lived experience seminars, action learning sets, practice-based learning, simulated practice, and tutorials.
    D2 commences at induction and is achieved through structured workshops and seminars, flipped classroom, and structured self-directed learning
    D3 is achieved using seminars where students present and analyse work, tutorials, simuledted practice and practice-based learning
    D4 is achieved using authentic scenario-based inquiry, simulated practice, and practice-based learning
    D5 is achieved using collaborative group work, action learning sets, seminars, simulated practice, prqactice-based learning and project co-design in service improvement
    D6 is achieved through feedback on coursework, tutorial support, action learning sets, descriptive and critical reflections on practice-based learning

    Assessment methods

    D1 and D4 are assessed using essays and case studies, practice assessment documents (PADs), written exam, oral exam, multiple mini interviews (MMIs), reflective journal and service improvement project
    D2 is assessed using essays and case studies, and service improvement project
    D3 is assessed using a health numeracy exam, medicines management assessments in practice assessment documents (PADs), multiple mini interviews (MMIs), and presentation and manipulation of data in relfective case study
    D5 is assessed using essays and case studies, practice assessment documents (PADs), multiple mini interviews (MMIs), reflective journal and service improvement project
    D6 is assessed using reflective case studies, practice assessment documents (PADs) and reflective journal


    The University makes every effort to ensure that this information on its programme specification is accurate and up-to-date. Exceptionally it can be necessary to make changes, for example to courses, facilities or fees. Examples of such reasons might include a change of law or regulatory requirements, industrial action, lack of demand, departure of key personnel, change in government policy, or withdrawal/reduction of funding. Changes to courses may for example consist of variations to the content and method of delivery of programmes, courses and other services, to discontinue programmes, courses and other services and to merge or combine programmes or courses. The University will endeavour to keep such changes to a minimum, and will also keep students informed appropriately by updating our programme specifications.

    The full Procedures, Rules and Regulations of the University governing how it operates are set out in the Charter, Statutes and Ordinances and in the University Regulations, Policy and Procedures.


    If you are thinking of studying at Essex and have questions about the course, please contact Undergraduate Admissions by emailing, or Postgraduate Admissions by emailing

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