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Undergraduate Student Frequently Asked Questions
Q. What guidelines do schools of nursing have to follow?
A. Schools of Nursing must meet approval and accreditation requirements of the following organisations:
- Nursing Council of New Zealand requirements for approval
- New Zealand Qualification Authority NZQA or The Committee of University Academic Programmes accreditation requirements.
- Specific institute/ university Academic Boards requirements. If you are thinking of part time study, discuss your needs with your school. NETS recommends that you carefully consider any implications for student loans and allowances.
If you are considering transferring between programmes discuss requirements with your current Head of School and refer to the national NETS transfer policy in your schools handbook.
Q. Why do Bachelor Of Nursing programmes vary?
A. All programmes for Registered Comprehensive nurses must meet the following Standards set by the Nursing Council of New Zealand.
- The nursing course complies with legislated requirements and Nursing Council guidelines.
- Student selection complies with legislated requirements and nursing council policy.
- The nursing course has a structured curriculum.
- The scope and content of the curriculum includes theory and related practice experiences to enable students to achieve the expected outcomes of the course.
- The curriculum is implemented by teachers who are qualified for their role.
- The facilities and resources are available to support achievement of the expected outcome of the course.
- The environment is conducive to the teaching - learning process.
- Student performance is assessed relative to the attainment of expected learning outcomes and nursing practice.
- The application for registration complies with legislated requirements and Nursing Council policy and guidelines.
- The applicant for registration demonstrates the competencies for safe nursing practice.
Core curriculum areas as listed below must also be met. Programmes vary as they are designed to be responsive the needs of their local communities therefore curriculum are designed to meet local needs, such as, involvement of local population groups, and the timing and sequence of clinical placements.
Nursing Council criteria # 4.1
The context is specific to New Zealand and includes:
- The Treaty of Waitangi/ Maori health, Cultural safety, Nursing theory and practice, Biological and physical sciences, Social sciences, Health systems, History and politics of nursing, Communication skills, Pharmacology, Pathophysiology, Health science and health promotion, Ethics and law, Research, Organisation and supervision skills.
Practice content must include:
- Community health nursing, Maternal and infant health nursing, Child and family nursing, Medical nursing, Surgical nursing, Mental health nursing, Disability, rehabilitation and continuing care.
Q. How can I transfer form one programme to another?
Programme differences sometimes impact on students wishing to transfer between programmes. For example:
- In some programmes, Community health nursing papers/courses may be in year two, in other programmes they are in year three.
- In some areas of hospitals clinicians will not accept year two students to practice for safety reasons.
In practice, each application for a transfer is assessed individually by the institution to which the student wishes to transfer, and recognition of prior learning (RPL) is granted according to institutional policies.
See NETS policy regarding student transfers.
Q. How does student practicum in Nursing Degree programmes vary?
Institutions vary in their choice of clinical teaching / learning models. Influencing factors include the philosophy of the programme, student / teacher ratios in the institution, and the needs of the specific situation.
Clinical teaching / learning models may include:
- A small group of students learning under direct supervision of teaching staff.
- Students assigned to learn alongside a registered nurse/health professional (buddy, clinical preceptor) with support/contact from teaching staff to integrate curriculum.
- Students working with a family or group with distance support via phone, pager and visits from their lecturer.
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