(a)

University Requirements
Bachelor of Science (Nursing) :

(i)	8 MCs of General Education Module (GEM) (at least 4 MCs must be from Group B-Humanities and Social Sciences)
(ii)	4 MCs of Singapore Studies
(iii)	4 MCs of Breadth Electives selected by Department
Bachelor of Science (Nursing) (Honours) :
(i)	8 MCs of GEM (at least 4 MCs must be from Group B)
(ii)	4 MCs of Singapore Studies
(iii)	8 MCs of Breadth Electives selected by Department

(b)

University Requirements
20 MCs of non-Nursing Electives selected by Department for both Bachelor of Science (Nursing) and Bachelor of Science (Nursing)(Honours) programme

(c)

Major Requirements
76 MCs of Nursing modules for Bachelor of Science (Nursing) and 112 MCs of Nursing modules for Bachelor of Science (Nursing)(Honours) programme

(d)

Unrestricted Elective Modules (UEM)
4 MCs of UEM for Bachelor of Science (Nursing) and 8 MCs of UEM for Bachelor of Science (Nursing) (Honours) programmes

Students who matriculated in AY2006/2007 will be eligible for Honours if they have:

Obtained a minimum overall CAP of 3.50

Students who do not choose to proceed to Honours even though they are eligible may exit the programme and graduate with a BSc (Nursing) degree after satisfying graduation requirements at BSc level.

CAP computation is based on all modules completed at all levels. All students are on a track that leads to either the BSc (Nursing) or BSc (Nursing) (Honours) degree.

Students are allowed to exercise the Satisfactory / Unsatisfactory (S/U) Option up to 12 MCs worth of modules, provided they don't count towards student's Major, Faculty or University Scholars Programme (USP) requirements. To attain a Satisfactory grade, students must score a C (Grade Point: 2.0) and above for the module. Any lower grade (Grade Point: <2.0) will result in the Unsatisfactory grade. All modules read on S/U basis are excluded from the computation of the CAP. The S/U Option, once exercised, is irrevocable.

A basic tenet in the application of assessment principles is the need to ensure that assessment strategies, both formative and summative, must be consistent with and match the desired learning outcomes identified. A fundamental and commonly known fact in education is that assessment drives student learning and that well-designed assessment instruments will have a positive steering effect on student learning and learning outcomes. In the selection and design of assessment instruments it is critical, therefore, to adopt best practices which will ensure matching with the desired learning outcomes that will drive student learning in a positive way.

Assessment Strategies that will be implemented for the BSc (Nursing) programme will:

be holistic and designed to test the cognitive, psychomotor and affective domains of learning

test the various levels of learning (knows, knows how, performs, does) as described in the Miller's pyramid (Miller, 1990)

Continuous Assessment (CA) will be taken into account and it normally contributes from 40% to 60% of the final grade of a module unless otherwise stated by the department. Homework, tests, practical, essays, projects, seminar presentations, performance during tutorials and other project work are bases for continuous assessment.

ensure the validity and reliability of test instruments used for, both, formative and summative assessments e.g. integrated, scenario-based multiple choice questions (MCQs) and extended matching items (EMIs) which test higher-order thinking skills will replace recall-, rote-memory-based MCQs

clinical assessment will include testing of clinical skills, log book record of clinical practice and case presentations at clinical conferences

include multiple test instruments based on their utility with respect to the validity, reliability and practicality