STUDY

Apprenticeship

BSc (Hons) Adult Nursing (Degree Apprenticeship) 4-year

Institution code: S82
UCAS code: N/A
Start date: February 2026
Duration: Four years full-time
Location: Ipswich
Typical Offer: 96 UCAS tariff points (or above), CCC (A-Level), MMM (BTEC), Pass (T Level)
Institution code: S82
UCAS code: N/A
Start date: February 2026
Duration: Four years full-time
Location: Ipswich
Typical Offer: 96 UCAS tariff points (or above), CCC (A-Level), MMM (BTEC), Pass (T Level)
Course information table
Institution code: S82
UCAS code: N/A
Start date: February 2027
Duration: Four years full-time
Location: Ipswich
Typical Offer: 96 UCAS tariff points (or above), BBC (A-Level), DMM (BTEC), Merit (T Level)
Course information table
Institution code: S82
UCAS code: N/A
Start date: February 2027
Course information table
Duration: Four years full-time
Location: Ipswich
Typical Offer: 96 UCAS tariff points (or above), BBC (A-Level), DMM (BTEC), Merit (T Level)

Overview

This programme is delivered as a 2-year top-up apprenticeship route via Recognition of Prior Learning (RPL), with applicants entering at Level 5 on the basis of a relevant Foundation Degree (or equivalent).

This course will enable you to develop the knowledge, attitude, and skills necessary to register as an Adult Nurse. Nursing is an ever-evolving profession, making adaptability and resilience crucial components of this course. It focuses on equipping you with the ability to navigate new situations effectively.

The course is divided into theoretical (50%) and practical components (50%). The practical learning and assessments occur in a variety of clinical placements. The course's design has been and will continue to be determined through close collaborative relationships between the University of Suffolk, Service Partners, and Service Users. The program's purpose is to facilitate your development in order to meet the requirements for registration as an Adult Nurse with the Nursing and Midwifery Council (NMC). You will demonstrate appropriate values, possess the necessary knowledge, and showcase essential skills in accordance with the Registered Nurse Degree Apprenticeship Standard. Additionally, you'll view learning as a lifelong pursuit and be willing to assume professional leadership and management roles, not only in clinical practice but also in various other contexts.

The curriculum is designed to be flexible, allowing it to adapt to changing needs, developments, priorities, and expectations in health, healthcare practice, and education. It will instill in you the understanding that providing the highest quality care in any environment involves embracing the opportunities and challenges brought about by change. Nursing hasn't always fully recognized the leadership role of newly qualified nurses. This curriculum is designed to equip you with the skills and motivation needed to take on this responsibility.

Students consistently express that they undergo substantial personal growth throughout the course. You will have experiences that are unique to the nursing profession and will have the privilege of being present during some of the most significant moments in people's lives. Excelling in this requires a willingness to question your assumptions and those of others, both within and beyond the profession. You will learn about and cultivate these skills at university, applying them during placements, ultimately reaching a point where you are prepared to work as an independent practitioner.

Additional information about the University's relationship with the Nursing and Midwifery Council (NMC) is available in the PSRB register.

This Adult Nursing Degree Apprenticeship is offered only to students undertaking the course as part of their employment. For more information on how to apply, visit our Apprenticeships page.

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Get closer to your future as an Adult Nurse

Nursing students working on a simulated patient

The University of Suffolk has an international profile while being committed to our region. We are proudly modern and innovative and we believe in transformative education. We are on the rise with a focus on student satisfaction, graduate prospects, spending on academic services and student facilities.

1st

for Student Support

(Whatuni Student Choice Awards 2025)
1st

for Lecturers and Teaching Quality

(Whatuni Student Choice Awards 2025)
2nd

in the East of England for Graduate Prospects

(Complete University Guide 2024)

Course Modules

Our undergraduate programmes are delivered as 'block and blend', more information can be found on Why Suffolk? You can also watch our Block and Blend video.

Each semester students will attend blocks of theory (2-6 weeks) and blocks of practice (6-8 weeks). The first year concentrates on essential midwifery skills, anatomy and physiology, communication skills and the nature of professional practice. The focus is on the normal childbearing experience and the knowledge and skills needed to monitor and facilitate this. As the course progresses students will be introduced to more complex aspects of theory and practice associated with childbearing and midwifery practice.

Downloadable information regarding all University of Suffolk courses, including Key Facts, Course Aims, Course Structure and Assessment, is available in the Definitive Course Records.

This module aims to provide an in-depth understanding of Children and young people's health, combining theory and applied practice.  You will explore the physical, cognitive, emotional, and social developmental stages from conception to adolescence, and examine the pathophysiological changes associated with common physical and mental health conditions.  The module will develop the ability to recognise vulnerability and safeguard children effectively, while considering the influence of family and multidisciplinary care on well-being.  Through this integrated approach, you will be equipped to provide safe, compassionate, and evidence-based care to children and young people.

This module aims to equip you with an understanding of the pathophysiological changes that occur throughout adulthood and how these impact health needs and common conditions.  It prepares you to deliver safe, person-centred, evidence-based care that promotes independence, dignity, and informed choices.  You will also learn to recognise signs of vulnerability, neglect, or abuse and take appropriate safeguarding actions in the adult context.  Additionally, the module explores the nursing role within multidisciplinary teams, highlighting its contribution to holistic care.

This module introduces you to the role of the Nurse and the skills needed to provide safe, person-centred care.  It focuses on understanding professional practice, communicating effectively, applying knowledge of the human body, and reflecting on personal learning and development.  Through the module, you will explore how your practice is guided by professional standards and develop the knowledge, skills, and confidence to contribute to patient care and work effectively within healthcare teams.  The module provides a foundation for ongoing learning and professional growth for Nursing.

This module is designed to support you in developing the core professional values, behaviours, and attitudes expected of a registered nurse , in line with the NMC (2018) Code.  You will be guided to apply your foundational knowledge and demonstrate selected proficiencies outlined in the Practice Assessment Documentation Part 1 under supervision, ensuring that the care they provide is safe, evidence-based, and person-centred.  The module emphasises reflective practice, encouraging you to critically evaluate your learning experiences, identify areas for improvement, and respond constructively to feedback.  This reflective process not only enhances skill development but also builds confidence and fosters professional growth, preparing you to deliver high-quality care across a range of clinical settings.

This module equips you as nurse apprentice with the knowledge and skills to promote health and wellbeing through holistic, person-centred care.  You will explore health promotion principles, addressing health inequalities and improving outcomes for individuals, families, and communities.  You will analyse local, national, and global determinants of health, understanding their impact on diverse populations and tailoring equitable interventions. The module emphasises effective communication and behaviour change strategies to empower people across the lifespan.  Critical reflection on the Nursing role in health promotion will help you identify opportunities to advocate for individuals and communities within the wider public health context. You will be able to integrate theory and practice to deliver care that is evidence-based, person-centred, and responsive to the social, cultural, and environmental factors affecting health.

This module develops the knowledge, skills, and professional behaviours required for Nurses to provide safe, compassionate, and person-centred care when supporting individuals experiencing deteriorating health, including palliative and end-of-life contexts, across the lifespan.  You will explore the physical, psychological, social, cultural, and spiritual needs of individuals and their families as health declines.  The module emphasises recognising deterioration and frailty, assessing and managing symptoms within the Nurses scope of practice, escalating concerns appropriately, and working collaboratively within the multidisciplinary team.  You will develop confidence in supporting individual preferences, promoting dignity, maintaining comfort, and upholding legal, ethical, and professional responsibilities.  The module also focuses on effective and compassionate communication, supporting the emotional well-being of individuals, families, and carers, and demonstrating professional values in relation to grief, bereavement, and care following death.

Effective communication and leadership are central to safe, ethical, and person‑centred nursing practice. This module is designed to develop your ability to adapt communication approaches to meet the diverse needs of patients, families, and carers, while working collaboratively within multidisciplinary teams. Through exploration of communication skills, talking therapies, and interprofessional learning, you will critically evaluate the effectiveness of communication in a range of clinical situations and identify tools and techniques that support high‑quality care. The module also emphasises the relationship between personal leadership skills and effective communication, enabling you to reflect on your own communication style and leadership approach to identify strengths and areas for development. By integrating ethical practice, literature searching skills, and principles of delegation and supervision, the module prepares you to lead person‑centred practice, manage human relations effectively, and support others in clinical environments. This knowledge and skillset are essential for developing confident, reflective, and accountable nurses capable of influencing positive practice and service outcomes.

The NMC (2018) Standards for pre-registration nursing requires that you learn and are assessed in practice environments. This module focuses on developing competence in the areas of practice covered in the practice assessment document. Professional values are viewed as an important aspect of working in practice environments and are therefore, assessed through this module. Theory hours are allocated for practice preparation; practice consolidation; e-learning and tutorial support. 

The principle of parity of esteem is central to contemporary UK healthcare policy and reflects the commitment to valuing mental health equally with physical health across all fields of nursing practice. Despite being embedded within national policy through the Health and Social Care Act 2012 and successive NHS strategies, significant inequalities remain in access to care, health outcomes, service provision, and workforce capacity. Evidence continues to demonstrate that people experiencing mental ill health often have poorer physical health outcomes and reduced life expectancy, while individuals living with long term physical health conditions frequently experience unmet psychological and emotional needs. Increasing demand, fragmented services, stigma, and workforce pressures continue to challenge the delivery of integrated, person centered, and equitable care.
This module enables students from both adult and mental health nursing fields to critically explore the historical, political, ethical, and professional dimensions of the parity of esteem agenda within UK healthcare. You will examine the impact of health inequalities, stigma, and social determinants on service user experiences and outcomes while evaluating integrated care models, leadership strategies, advocacy, and evidence-based approaches that support holistic care across physical and mental health settings. The module prepares you to work collaboratively within multidisciplinary and service user led frameworks, developing the knowledge, skills, and leadership capabilities required to promote equitable, compassionate, and integrated healthcare across diverse practice environments.

Health and care services are experiencing sustained pressure as people live longer with substantial, ongoing, and increasingly complex healthcare needs. Rising levels of multimorbidity, frailty, and co existing physical and mental health conditions present significant challenges across adult and mental health care settings. Nurses must therefore be equipped with advanced knowledge, critical thinking, and holistic assessment skills to respond effectively to care needs that are multifaceted, dynamic, and often unpredictable.
Contemporary practice prioritises the prevention, early identification, and proactive management of long term and complex conditions. Key outcomes include delaying disease progression, reducing avoidable deterioration, and promoting quality of life, independence, dignity, choice, and personal control. These aims reflect a person centred, strengths based approach that recognises the whole person and the interaction of physical, psychological, social, cultural, and spiritual factors.
Both Adult and Mental Health Nurses are required to deliver and coordinate complex interventions across diverse settings. Adult Nurses must manage escalating physical health needs, clinical deterioration, and long term condition management, while Mental Health Nurses must respond to fluctuating risk, crisis presentations, and recovery focused care. Across both fields, effective practice requires collaborative working with multidisciplinary and interagency teams, confident decision making, and the ability to support individuals with co existing physical and mental health needs.

Learning about service improvement projects is essential in nursing practice as it equips nurses with the knowledge and skills to actively enhance the quality, safety, and effectiveness of healthcare services. Nurses are uniquely positioned to identify areas for improvement due to their close and sustained involvement in patient care. Developing an understanding of service improvement methodologies enables nurses to use evidence, data, and reflective practice to address challenges in care delivery and contribute to positive change. This knowledge supports professional accountability, aligns with regulatory expectations, and prepares nurses to respond to the increasing complexity and resource pressures within healthcare systems. Furthermore, engaging in service improvement promotes leadership, critical thinking, and collaboration, empowering nurses to influence practice, improve patient outcomes, and support continuous improvement across healthcare services.

The NMC (2018) Standards for pre-registration nursing requires that you learn and are assessed in practice environments. This module focuses on developing competence in the areas of practice covered in the practice assessment document. Professional values are viewed as an important aspect of working in practice environments and are therefore, assessed through this module. Theory hours are allocated for practice preparation; practice consolidation; e-learning and tutorial support.

Course Modules

Our undergraduate programmes are delivered as 'block and blend', more information can be found on Why Suffolk? You can also watch our Block and Blend video.

Each semester students will attend blocks of theory (2-6 weeks) and blocks of practice (6-8 weeks). The first year concentrates on essential midwifery skills, anatomy and physiology, communication skills and the nature of professional practice. The focus is on the normal childbearing experience and the knowledge and skills needed to monitor and facilitate this. As the course progresses students will be introduced to more complex aspects of theory and practice associated with childbearing and midwifery practice.

Downloadable information regarding all University of Suffolk courses, including Key Facts, Course Aims, Course Structure and Assessment, is available in the Definitive Course Records

This module aims to provide an in-depth understanding of Children and young people's health, combining theory and applied practice.  You will explore the physical, cognitive, emotional, and social developmental stages from conception to adolescence, and examine the pathophysiological changes associated with common physical and mental health conditions.  The module will develop the ability to recognise vulnerability and safeguard children effectively, while considering the influence of family and multidisciplinary care on well-being.  Through this integrated approach, you will be equipped to provide safe, compassionate, and evidence-based care to children and young people.

This module aims to equip you with an understanding of the pathophysiological changes that occur throughout adulthood and how these impact health needs and common conditions.  It prepares you to deliver safe, person-centred, evidence-based care that promotes independence, dignity, and informed choices.  You will also learn to recognise signs of vulnerability, neglect, or abuse and take appropriate safeguarding actions in the adult context.  Additionally, the module explores the nursing role within multidisciplinary teams, highlighting its contribution to holistic care.

This module introduces you to the role of the Nurse and the skills needed to provide safe, person-centred care.  It focuses on understanding professional practice, communicating effectively, applying knowledge of the human body, and reflecting on personal learning and development.  Through the module, you will explore how your practice is guided by professional standards and develop the knowledge, skills, and confidence to contribute to patient care and work effectively within healthcare teams.  The module provides a foundation for ongoing learning and professional growth for Nursing.

This module is designed to support you in developing the core professional values, behaviours, and attitudes expected of a registered nurse , in line with the NMC (2018) Code.  You will be guided to apply your foundational knowledge and demonstrate selected proficiencies outlined in the Practice Assessment Documentation Part 1 under supervision, ensuring that the care they provide is safe, evidence-based, and person-centred.  The module emphasises reflective practice, encouraging you to critically evaluate your learning experiences, identify areas for improvement, and respond constructively to feedback.  This reflective process not only enhances skill development but also builds confidence and fosters professional growth, preparing you to deliver high-quality care across a range of clinical settings.

This module equips you as nurse apprentice with the knowledge and skills to promote health and wellbeing through holistic, person-centred care.  You will explore health promotion principles, addressing health inequalities and improving outcomes for individuals, families, and communities.  You will analyse local, national, and global determinants of health, understanding their impact on diverse populations and tailoring equitable interventions. The module emphasises effective communication and behaviour change strategies to empower people across the lifespan.  Critical reflection on the Nursing role in health promotion will help you identify opportunities to advocate for individuals and communities within the wider public health context. You will be able to integrate theory and practice to deliver care that is evidence-based, person-centred, and responsive to the social, cultural, and environmental factors affecting health.

This module develops the knowledge, skills, and professional behaviours required for Nurses to provide safe, compassionate, and person-centred care when supporting individuals experiencing deteriorating health, including palliative and end-of-life contexts, across the lifespan.  You will explore the physical, psychological, social, cultural, and spiritual needs of individuals and their families as health declines.  The module emphasises recognising deterioration and frailty, assessing and managing symptoms within the Nurses scope of practice, escalating concerns appropriately, and working collaboratively within the multidisciplinary team.  You will develop confidence in supporting individual preferences, promoting dignity, maintaining comfort, and upholding legal, ethical, and professional responsibilities.  The module also focuses on effective and compassionate communication, supporting the emotional well-being of individuals, families, and carers, and demonstrating professional values in relation to grief, bereavement, and care following death.

Effective communication and leadership are central to safe, ethical, and person‑centred nursing practice. This module is designed to develop your ability to adapt communication approaches to meet the diverse needs of patients, families, and carers, while working collaboratively within multidisciplinary teams. Through exploration of communication skills, talking therapies, and interprofessional learning, you will critically evaluate the effectiveness of communication in a range of clinical situations and identify tools and techniques that support high‑quality care. The module also emphasises the relationship between personal leadership skills and effective communication, enabling you to reflect on your own communication style and leadership approach to identify strengths and areas for development. By integrating ethical practice, literature searching skills, and principles of delegation and supervision, the module prepares you to lead person‑centred practice, manage human relations effectively, and support others in clinical environments. This knowledge and skillset are essential for developing confident, reflective, and accountable nurses capable of influencing positive practice and service outcomes.

The NMC (2018) Standards for pre-registration nursing requires that you learn and are assessed in practice environments. This module focuses on developing competence in the areas of practice covered in the practice assessment document. Professional values are viewed as an important aspect of working in practice environments and are therefore, assessed through this module. Theory hours are allocated for practice preparation; practice consolidation; e-learning and tutorial support. 

The principle of parity of esteem is central to contemporary UK healthcare policy and reflects the commitment to valuing mental health equally with physical health across all fields of nursing practice. Despite being embedded within national policy through the Health and Social Care Act 2012 and successive NHS strategies, significant inequalities remain in access to care, health outcomes, service provision, and workforce capacity. Evidence continues to demonstrate that people experiencing mental ill health often have poorer physical health outcomes and reduced life expectancy, while individuals living with long term physical health conditions frequently experience unmet psychological and emotional needs. Increasing demand, fragmented services, stigma, and workforce pressures continue to challenge the delivery of integrated, person centered, and equitable care.
This module enables students from both adult and mental health nursing fields to critically explore the historical, political, ethical, and professional dimensions of the parity of esteem agenda within UK healthcare. You will examine the impact of health inequalities, stigma, and social determinants on service user experiences and outcomes while evaluating integrated care models, leadership strategies, advocacy, and evidence-based approaches that support holistic care across physical and mental health settings. The module prepares you to work collaboratively within multidisciplinary and service user led frameworks, developing the knowledge, skills, and leadership capabilities required to promote equitable, compassionate, and integrated healthcare across diverse practice environments.

Health and care services are experiencing sustained pressure as people live longer with substantial, ongoing, and increasingly complex healthcare needs. Rising levels of multimorbidity, frailty, and co existing physical and mental health conditions present significant challenges across adult and mental health care settings. Nurses must therefore be equipped with advanced knowledge, critical thinking, and holistic assessment skills to respond effectively to care needs that are multifaceted, dynamic, and often unpredictable.
Contemporary practice prioritises the prevention, early identification, and proactive management of long term and complex conditions. Key outcomes include delaying disease progression, reducing avoidable deterioration, and promoting quality of life, independence, dignity, choice, and personal control. These aims reflect a person centred, strengths based approach that recognises the whole person and the interaction of physical, psychological, social, cultural, and spiritual factors.
Both Adult and Mental Health Nurses are required to deliver and coordinate complex interventions across diverse settings. Adult Nurses must manage escalating physical health needs, clinical deterioration, and long term condition management, while Mental Health Nurses must respond to fluctuating risk, crisis presentations, and recovery focused care. Across both fields, effective practice requires collaborative working with multidisciplinary and interagency teams, confident decision making, and the ability to support individuals with co existing physical and mental health needs.

Learning about service improvement projects is essential in nursing practice as it equips nurses with the knowledge and skills to actively enhance the quality, safety, and effectiveness of healthcare services. Nurses are uniquely positioned to identify areas for improvement due to their close and sustained involvement in patient care. Developing an understanding of service improvement methodologies enables nurses to use evidence, data, and reflective practice to address challenges in care delivery and contribute to positive change. This knowledge supports professional accountability, aligns with regulatory expectations, and prepares nurses to respond to the increasing complexity and resource pressures within healthcare systems. Furthermore, engaging in service improvement promotes leadership, critical thinking, and collaboration, empowering nurses to influence practice, improve patient outcomes, and support continuous improvement across healthcare services.

The NMC (2018) Standards for pre-registration nursing requires that you learn and are assessed in practice environments. This module focuses on developing competence in the areas of practice covered in the practice assessment document. Professional values are viewed as an important aspect of working in practice environments and are therefore, assessed through this module. Theory hours are allocated for practice preparation; practice consolidation; e-learning and tutorial support.

WHY SUFFOLK

1st University of the Year

WhatUni Student Choice Awards 2025

2nd Teaching Satisfaction

Guardian University Guide 2026

2nd Student Experience

Good University Guide
Nursing student
Adult nursing student, Jamie
Nursing lecturer and student
Health and Wellbeing building

Entry Requirements

Entry Requirements

Career Opportunities

Following qualification, the opportunities for registered adult nurses are vast. A wide variety of positions will be open to you in England and abroad. With the increasing emphasis on nursing people in the community, the opportunities are continuing to grow and we are seeing high levels (97%) of graduate recruitment within the East of England.

You will also be eligible to register your award with the NMC. This means they will be able to work anywhere in the UK as a registered nurse within the NHS, private or voluntary sectors. A very large percentage of students who qualify are employed locally, straight form the course. This can be straight into community settings as well as in the hospital. You can choose to go on to specialise within their chosen field of practice or perhaps they may wish to undertake their mentorship qualification and begin to support students in practice themselves. 

Following qualification as an adult nurse, opportunities for further training in mentorship, health visiting, school nursing and midwifery are also available in partnership with the University. 

Our Careers, Employability and Enterprise Team are here to support you, not only whilst you complete your studies, but after you graduate and beyond.

To find out more about our range of services and support, please visit our Careers, Employability and Enterprise page.

Your Course Team

Dawn Parsons

Dawn has developed particular interests in education and caring for acute and critically ill patients and is Senior Lecturer in Adult Nursing. 

Natasha Hackett

Natasha is a Senior Lecturer in Adult Nursing and has taught on a range of courses, including the Adult Nursing Degree Apprenticeship.

Apprenticeship Funding

Degree Apprenticeships are only offered to students undertaking the course as part of their employment. Apprenticeship training will therefore be funded directly by employers or by employers in partnership with Government. Apprentices will not be required to pay any tuition or course fees, and will not be eligible for any Student Finance England maintenance support. Please see our Apprenticeship pages for more information.

Apprenticeships Information

"The University of Suffolk empowered me to be better, to aim high and to make positive changes. I found people here that inspired me and supported me through my journey."

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