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Agenda

Agenda. Introduction & Drivers. Frances, Willis, Cavendish, Berwick reports identified areas for improvement £ cost + quality National ‘Shape of Caring’ Review Safer Staffing. What We Have Done. 8 workshops held at 7 locations in East of England 191 people attended

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Agenda

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Presentation Transcript

  1. Agenda

  2. Introduction & Drivers Frances, Willis, Cavendish, Berwick reports identified areas for improvement £ cost + quality National ‘Shape of Caring’ Review Safer Staffing

  3. What We Have Done 8 workshops held at 7 locations in East of England 191 people attended Attendees - senior nurses, nurse managers, teachers, delegates from HEIs and a small number of Students Collected 48 hours of data analysed by key themes Carried out a Preliminary Literature Review – setting the context 4 Service user workshops held in June 1 HEI workshop

  4. What We Found Things are NOT broken, but can be improved Repetition of key themes Common understanding of key themes No surprises

  5. Quality Mentorship Recognition – ‘Trainer’ to be seen as a ‘badge of honour’ Choice. Do nurses aspire to being mentors? Practice assessment/sign off Infrastructure, time & support How do we demonstrate value for mentors and excellent education in practice?

  6. Core Skills Technical skills – clarity about measurements Care/compassion Resilience Understanding of relationship between mental and physical health Questioning/improvement culture How can we articulate core skills; how are these acquired, measured and maintained?

  7. Partnership – quality of relationship between placement and HEI “There are not that many environments or education models where there is joint responsibility for student learning. This is a potential risk and there is a tension between the student’s rights and academic requirements versus the need to protect patients and the professional nurse’s expectations of the student.” Workforce planning – ‘ownership of finished product’

  8. Culture (Practice and HEI) ‘Fundamentals’ of care are held in high esteem Freedom to ask questions and challenge. Blame free Demonstrates value for staff/students and develops their resilience Personal responsibility ‘changing culture is my job’ How do you demonstrate the ‘right’ culture to support learning? How do nurses make learning and reflection ‘culturally acceptable’?

  9. Theory/Practice Gap HEIs ‘own’ theory; service ‘owns’ practice How to narrow or bridge the gap? University/learning ‘without walls’ Anxiety about the meaning of evidence based practice Tension between intuition and knowledge based actions

  10. Service User/Patient/Client Need to ensure they are involved in and reflected in practice Student focus vs. service user focus Graduate preparation for synthesising the ‘paradox of nursing’ Standardisation vs. person centred care Meaningful encounters vs. speed of throughput Coaching and self-management/risk Fundamentals – the little things that mean a lot How do we describe this complex and difficult area so that it can really be the centre of practice?

  11. Managing Constant Change at Every Level Individual need Clinical need Organisational Political How do you prepare and support people for this and to maintain resilience?

  12. Leadership Management and leadership concepts and functions described interchangeably Personal leadership - responsibility linked to accountability Leaders of care/service improvements How to ‘teach’ leadership and leadership framework What do the concepts of ‘team’; leadership and management each mean within the context of nursing?

  13. Management A core skill embedded into curriculum Management of caseload/ward Management of self Management of workload/risk What can you safely do? Management of complexity

  14. Preparing Nurses to Work in a Range of Settings Team work/integration/multi-professional/inter-agency user interchangeably Defining the skills and implications of the setting Education based on patient pathways What are the skills and attributes of a newly qualified nurse and are they really fit for purpose in a range of settings?

  15. CPD Mentorship is part of CPD Students’ access to skilled clinicians Purpose of placements around specialist and advanced practitioners

  16. Group Work What is missing What are the priority themes?

  17. Next Steps 5 x Student workshops – July Interim report for national review - July Interviews and surveys –Aug – Oct Planning for implementation - Nov

  18. Next Steps PNEP Student Led Wards Grow Your Own

  19. Stay in Touch Website on HEEoE: http://eoe.hee.nhs.uk/our-work/fundamental-nursing-review/ Monthly blog Surveys Twitter: @HEEoENurse

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