Annual Educational Update for Mentors and Registrants / Associate Mentors 2008-9

1. Annual Educational Update for Mentors and Registrants / Associate Mentors 2008-9

2. Introduction Welcome to the Annual Update. Annual updates are essential to support the Mentor / Registrant (Associate Mentor) in the role. This update will support your professional requirements under The Code (NMC 2008), KSF(DH 2004) and Standards to Support Learning and Assessment in Practice (NMC 2006).

3. Purpose of The Educational Update Enable Mentors/Registrants to feel empowered to make confident judgements about student performance in practice. To keep Mentors/Registrants abreast of current issues related to student learning in clinical practice. To review the characteristics of a good learning environment. To highlight the needs of students with disabilities in clinical practice. To explain what constitutes evidence for standards related to mentorship. Identify support for failing students and what happens afterwards.

4. Standards to Support Learning and Assessment In Practice (NMC 2008)Summary of Key Points Requirements to be a Mentor Qualification. Local arrangements for Triennial review. Sign off Mentor Status Local arrangements for first group. Additional criteria. Ongoing record of achievement. Requirements to be a Practice Teacher

5. Standards to Support Learning and Assessment In Practice (NMC 2008)Summary of Key Points Local register of current Mentors/Registrants and Practice Teachers. Consideration of Due Regard. Further information from FAQ Sept 2007 NMC via the Standards to Support Learning and Assessment in Practice section of the Education and Quality Assurance Section on the NMC website: http://www.nmc-uk.org/aframeDisplay.aspx?DocumentID=3250&Keyword

6. Standards to Support Learning and Assessment In Practice (NMC 2008) Framework consists of 8 domains: 1) Establishing effective working relationships. 2) Facilitation of learning. 3) Assessment and accountability. 4) Evaluation of learning. 5) Creating an environment for learning. 6) Context of practice. 7) Evidence-based practice. 8) Leadership. 6

7. Standards to Support Learning and Assessment In Practice (NMC 2008) From September 2008: In NMC approved: Specialist Practice Nursing Programmes and, Advanced Nursing Practice Programmes. “student support, assessment and sign-off of practice must be by a practice teacher”. (NMC 2006 p9).

8. Curriculum Highlights The following slides address the highlights in the curriculum documents at each University offering pre-registration nursing.

9. University of Salford 3 modules per year for all programmes. No split placements by March 2009. In 7 of the 9 placements, documents are submitted at the end of the placement. A wide range of skills will be delivered prior to the first practice placement.

10. University of Salford Personal Development Planning (PDP): • All students engage in a PDP process. • The process consists of self-assessment, planning, activity, review and recording. • Students produce Development Plans and PDP plans or action plans. • Students should record evidence of their achievement in the Ongoing Record of Achievement and their Personal Development Record. • Mentors / Associate Mentors should facilitate students in all stages of the PDP process in practice. 10

11. University of Salford The University of Salford offers 2 programmes: • Diploma in Higher Education programme in Adult, Mental Health or Child; where students can study the final year at Diploma or Degree, gaining a BSc Ordinary Degree (60credits at Level 3). 2) BSc (Hons) Adult Nursing, Mental Health and Children's Nursing programmes. 11

12. University of Salford Diploma Programme highlights: Year 1 Semester 1: 4 weeks practice for skills acquisition – assessed by OSCE in practice and Workstation OSCE in University. Examination prior to practice on skills theory e.g. bio-psycho-social basis. Year 3 (Level 2 or 3): Flexible Learning Module. Role Development Module. Nurse as a Professional Module.

13. University of Salford Degree Programme highlights: Year 1 Semester 1: • Increase in number of skills sessions delivered prior to practice. Year 1 Semester 2 and 3: • Run at the same time to integrate EBP with practice. 13

14. Manchester Metropolitan University New Curriculum Information 3 years full time, 45 weeks a year. One year CFP, 2 years Adult Branch. There are 2 entry points. Diploma Programme with option of doing Year 3 at Level 3 and exiting with BSc in Nursing Award. BSc (Hons) in Nursing Pathway. 50% theory and 50% practice. Theory and practice alternate. All students are assessed in practice with generic outcomes. Annual leave pre-determined.

15. Theory Overview Units of study. All shared in CFP. Branch specific AND shared in branch with IPL integrated, initially within the 1st year of the programme. All units assessed - Coursework, examination, presentations. OSCE’s (ALL SUMMATIVE) include the following:- BLS. Manual Handling, Hand washing, Manual Blood Pressure, Aseptic Technique, Communication, Medicine Administration. Delivered in a variety of Ways using a Student Centred approach:- Lectures, Small Groups, Individual & group tutorials Stronger emphasis on PBL in Year 2 and 3 of the programmes. Support - Unit Lead, Unit Teams and Personal Tutor. Summative Numeracy Test – requires a 100% pass at the end of CPF in order to progress. Manchester Metropolitan University New Curriculum Information

16. Curriculum Overview Anatomy & Physiology Unit. Health, Diversity and Public Health Units. Clinical Skills and Knowledge for Nursing. Developed over CFP and Branch Programmes. Year 3: Leadership, Professional Development and Critical Thinking and Independent Study AND student choice units . Achieving Competence by end of Programme underpinned by Benner. Developing key skills and professional attitudes. Practice Assessment Generic outcomes remain unchanged, however the format of the documents have been modified. This is due for Launch with University of Salford in September 07 across existing and new cohorts. Transfer to the South Circuit MMU are in the process of transferring over to placing students in the South Circuit. This process started with Sept 06 Cohorts, however in academic year 07/08, 2/3rds of students will be placed across Acute and Primary Care NHS Trusts in the South Circuit with the remaining 1/3rd being placed in the North. Therefore, as mentors, you will start to see less MMU students across the North Circuit. In academic year 08/09, ALL students will be placed on the South Circuit. Manchester Metropolitan University New Curriculum Information

17. University of ManchesterDPSN/BSc ProgrammeSeptember 2008 • There are three exits points: • Diploma. • Diploma with 40 level 3 credits. • Degree.

18. Curriculum Changes From Sept 2008 Key principles: Linear programme. Regular Pattern of theory days spread evenly through the unit. Standardised ‘front loading’ of theory. Theory delivered before assessment. Revision time clearly identified Week 8.

19. Curriculum Changes from Sept 2008 Key principles: • Reduction in overall programme theory and practice hours <90 hrs. • 45 week academic year. • Units 15 weeks long. • 10 weeks in practice per unit. • Practice from week 3 to week 13 (except term 1). • 1 day per week in University- Friday for Foundation studies. 19

20. Curriculum Changes from Sept 2008 Key principles: • Practice 4 days a week except for induction week 5 days. • Exam revision week 8 no practice that week. • 2 weeks of reflective theory in weeks 14 and 15. • No change to weekend and night duty requirements. • Assessment submitted/conducted week 11. • Clinical assessment document completed by end of week 13. • Clinical assessment document submitted week 14. 20

21. Curriculum Changes from Sept 2008 Key principles: • Foundation year students will be allocated to one long' hub’ placement with exposure to other areas. • Term 2/3 Community experience. • Adult branch students will undertake 5 weeks Mental Health experience. • Mental Health branch students 5 weeks Adult experience. 21

22. Curriculum Changes from Sept 2008 Key principles: • NMC Skills Clusters (2006): Students must complete these as they are compulsory and must be assessed in practice. • Separate document from PAD. • Specific document for foundation studies and another for the branch programme. 22

23. Curriculum Changes from Sept 2008 Key principles: • EU exposure incorporated into foundation units. • EU directives (adult branch only) incorporated in Branch units. • Continuity of Practice Assessment: All students will have an Ongoing Achievement Record which they will take to each placement. 23

24. Curriculum Changes from Sept 2008 Key principles: • Adult and Mental Health Branches same structure except for the Elective Unit and Leadership and Management. • As part of Medicines Management (NMC 2008) drug calculation and administration will be assessed in practice in year three of the branch programme. N.B. Please refer to the optional slides for more details re course structure and course units. 24

25. Pre-Registration Student Nursing University Rules & Regulations 25

26. Placement Learning and Disability • SENDA (2001). • Disability Student Allowance (DSA). • Disclosure. • Impact of Non–Disclosure. • Disability Discrimination Act (DDA 2006). • Reasonable Adjustments. • Student scenario to discuss (handout). 26

27. New and Ongoing Developments Pan Manchester assessment document from September 2007. Ongoing Record of Achievement. The AIP / DLT model of practice. Changes to the NHS Northwest Network. Inter-professional Learning (IPL). The introduction of E-Learning updates (multi-professional which addresses the IPL agenda).

28. New and Ongoing Developments Essential Cluster Skills (NMC 2007). NMC Review of Pre-Registration Education. DH Review Modernising Nursing Careers. Skills for Health (EQuIP) (SfH 2007). Standards for Medicines Management (NMC 2008). The Code (NMC 2008).

29. Essential Skills Clusters Five essential skills clusters identified: • Care, compassion and communication. • Organisational aspects of care. • Infection prevention and control. • Nutritional and fluid maintenance. • Medicines management. NB: Certain aspects must be assessed at the end of Year 1 and Year 3. The Year 3 assessment must be in practice. 29

30. Annual Educational Update For Mentors & Associate Mentors / Registrants OPTIONAL SLIDES

31. Inter-professional Learning • To be encouraged in pre and post registration curricula across health and social care. • Inter-professional respect and understanding has been highlighted as pivotal in the future of inter-professional working (CAIPE 2005). 31

32. Preparing for the Arrival of the Student The learning Environment: Identify learning opportunities for students at different stages of their programme. Staff familiarity with the self assessment document and the required evidence. Mentors and Associate Mentors familiarity with the practice assessment documentation and the learning opportunities.

33. Preparing for the Arrival of the Student Allocate students to mentors and associate mentors and plan off duty accordingly. Record mid-point and final interview dates in the diary to support the team approach to mentorship recognising supernumerary status. (See paper on supernumerary status in ward/unit folder or Web CT/Blackboard).

34. Support For Mentors and Registrants / Associate Mentors Academics in Practice / Directorate Liaison Teachers. Tutors – Personal, Academic, Supportive / Elective. Programme/Unit Leads. Placement Development Managers. Practice Education Facilitators. Disability Support Officers / Equality & Diversity Office. Programme Support / Secretaries.

35. Guidelines for Dealing with Issues Relating to Clinical Placements Issue/problem identified within a clinical placement Joint discussion to take place between Student, Mentor and Placement Educational Lead (PEL) Further action required No Issue resolved Yes Lessons learnt & changes made as required, preventing future reoccurrence Personal Support Issue Student/Mentor to contact Personal Tutor (Programme Support Team if sickness/absence issue) Personal Tutor to liaise with Mentor & PEL to support Student/resolve issue Placement Issue Student or Mentor to liaise with Academic in Practice from relevant University and inform a member of the Placement Development Team. The Student must document the issue and forward to the AiP or Personal Tutor. Academic in Practice / PDT to liaise with Mentor and PEL and support placement area to resolve issue Academic/Student Progression Issue Mentor to liaise with Personal Tutor from relevant University and inform a member of the Placement Development Team Personal Tutor /PDT to liaise with Mentor and PEL to support placement and Student Disciplinary/Conduct Issue Mentor to liaise with PEL, Academic in Practice and Personal Tutor AiP/Personal Tutor to inform PDT and refer the issue to the appropriate Programme Leader and Trust Senior Manager Programme Leader to liaise with the Head of School/Department & Trust Senior Manager for further action The Placement Development Team (PDT) could include one or more of the following - the Placement Development Lead (PDL), the Placement Development Manager (PDM), Practice Education Facilitator. 35

36. Concerns Regarding Student Progression Mentor may wish to discuss progression issues with Practice Education Facilitator, prior to meeting with the student. Mentor discusses concerns with the student, clearly stating specific areas of concern and relating them to the learning outcomes. An action plan is negotiated between the mentor and student. A review date is agreed. Discussion and plan documented in student placement documentation. * In placement areas where there is no Practice Education Facilitator, mentors would contact the Academic Tutor directly. Mentor to inform Practice Education Facilitator and Academic Tutor about concerns and action plan. Review of action plan. Satisfactory progression. Partial or no improvement. Mentor to inform Practice Education Facilitator and Academic Tutor. Mentor to have clear discussion with student about progression, highlighting which learning outcomes may not be met by the end of the placement. Continue with or amend action plan. Student may wish to discuss the situation with their Academic Tutor. Mentor to inform Practice Education Facilitator and Academic Tutor. An individual action plan/learning contract will be required, tailored to the nature of the concerns and carried over to the next placement area. This will be developed by the Unit Team and the Academic Tutor, and Examinations Office informed. 36

37. Most Frequently Asked Questions What should I do if the student has had time off sick whilst on placement, and I do not think they can achieve their objectives in the time remaining? 2) A student has asked me if they can “make up” time they may have missed by doing extra hours in practice so that they can gain their 2300 hours. Should I let them do this? 3) What do I do if the student has passed the assessment but is now exhibiting unprofessional behaviour or poor practice?

38. Most Frequently Asked Questions 4) Are there any occasions when students would go to University during placement? 5) My student has childcare problems and can only do late shifts and no weekends. How should I respond? 6) What should I do if I find that a student is having difficulty with written English?

39. Most Frequently Asked Questions 7)What should I do if a student has reached the mid point of Assessment of Practice and is not achieving? 8) What is the escort policy as it relates to students e.g. what can a first year nurse do and so on? 9) What do I do if a student injures themselves on duty?

40. Most Frequently Asked Questions 10) What do I do if the student does not present themselves appropriately for duty e.g. not adhering to the uniform policy, wearing jewellery or too much make up or heavy perfume/after shave? 11) What should I do if a student discloses a learning or health need? 12) What can students do whilst in practice?

41. Most Frequently Asked Questions 13) What are Personal Development Plans? 14) What is meant by mandatory training sessions?

42. Most Frequently Asked Questions 15)How do I check that a student has been on a spoke visit and has achieved their learning needs? 16) I am a Registrant (Associate Mentor). Why do I have to obtain a countersignature of a registered mentor when completing a student’s summative assessment?

43. DPSN / BSc Programme ChangesOptional Slides The optional slides cover the following: • Programme structure. • Course Units. • Overview of B Nurse programme structure. • Guidelines for student Midwife learning. 43

44. Foundation Co-ordinator – Lynda Millard 44

45. Adult Branch Co-ordinator – Dianne Burns Mental Health Branch Co-ordinator – Marcus Percy 45

46. Adult Branch Co-ordinator – Dianne Burns Mental Health Branch Co-ordinator – Marcus Percy 46

47. Foundation Branch Unit Specifications 47

48. Adult Branch Unit Specifications 48

49. Mental Health Branch Unit Specifications 49

50. Bachelor of Nursing (Hons) - Year 1 Term 1 Term 2 Term 3 Study Skills 10 Credits – Ms Sam Rogers Psychology/Sociology 10 Credits - Dr Speed Communication Skills 10 Credits – Ms Deborah Ward Research Methods 10 Credits – Dr Veronica Swallow Epidemiology and Public Health 10 Credits - Drs Horne and McHugh Microbiology 10 Credits - Sociology of Health and Illness 10 Credits - Drs Cooke/Attree Anatomy and Physiology (1) 20 Credits - Dr Sheader Anatomy and Physiology (2) 20 Credits - Dr Sheader Pharmacology and Medication Management) 10 Credits - Dr Sheader (semester 1) – Dr Speed (semester 2) Practice Modules 24 weeks in practice in Year 1 Introduction to Primary Care 10 Credits - Dr Griffiths/Mr Pateman Introduction to Secondary Care 10 Credits - Dr Speed/Ms Hughes Foundation Co-ordinator - Jane Brooks (Sam Rogers as from November 08) 50