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Annual Educational Update Annual Educational Update for Mentors and Registrants / for Mentors and Registrants /
Associate Mentors Associate Mentors 2008-92008-9
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IntroductionIntroduction
• 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).
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Purpose of The Educational UpdatePurpose 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.
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Standards to Support Learning and Standards to Support Learning and Assessment In Practice (NMC 2008)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 Standards to Support Learning and Assessment In Practice (NMC 2008)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
Standards to Support Learning and Standards to Support Learning and Assessment In Practice (NMC 2008) 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.
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Standards to Support Learning and Standards to Support Learning and Assessment In Practice (NMC 2008) 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).
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Curriculum HighlightsCurriculum Highlights
The following slides address the highlights in the curriculum
documents at each University offering pre-registration nursing.
9
University of SalfordUniversity 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.
University of SalfordUniversity 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.
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University of SalfordUniversity of Salford
The University of Salford offers 2 programmes:
1) 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.
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University of SalfordUniversity 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.
University of SalfordUniversity 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.
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Manchester Metropolitan Manchester Metropolitan University New Curriculum University New Curriculum
InformationInformation
• 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.
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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 Manchester Metropolitan University New Curriculum InformationUniversity New Curriculum Information
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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 Manchester Metropolitan University New Curriculum InformationUniversity New Curriculum Information
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University of ManchesterUniversity of ManchesterDPSN/BSc ProgrammeDPSN/BSc Programme
September 2008September 2008
There are three exits points:
• Diploma.
• Diploma with 40 level 3 credits.
• Degree.
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Curriculum Changes From Sept Curriculum Changes From Sept 20082008
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.
Curriculum Changes from Sept 2008Curriculum 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.
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Curriculum Changes from Sept 2008Curriculum 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.
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Curriculum Changes from Sept 2008Curriculum Changes from Sept 2008
Key principles:
Foundation year students will be allocated toone 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
Curriculum Changes from Sept 2008Curriculum 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.
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Curriculum Changes from Sept 2008Curriculum 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.
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Curriculum Changes from Sept 2008Curriculum 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 N.B. Please refer to the optional slides for more details re course structure and course units.details re course structure and course units.
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Pre-Registration Student Nursing University Rules & RegulationsPre-Registration Student Nursing University Rules & RegulationsCriteria University of Salford The University of Manchester MMU
Programme Diploma / Ordinary Degree: Adult, Child, Mental Health.
BSc (Hons): Adult, Child, Mental Health.
DPSN (Diploma): Adult, Mental Health.
BNurs (Degree): Adult, Child, Mental Health.
DipHE / BSc: Adult.
Entry Requirements 2 A Levels @E or above. GCSE English Language & Maths @ C or above.
2 A Levels @ C or above.GCSE English Language & Maths @C or above.
5 GCSE’s @ c or above, incl English Lang & Maths or equivalents. Also desirable: Science GCSE @ C or above & 2 AS levels @ C or above or equivalents. CRB & health check.
3 A Levels @ C or above. GCSE English Language & Maths @ C or above.
5 GCSE’s @ C or above, including English Language & Maths.
Hours Per Week 37.5 37.5 37.5 – 1 day per week in HEI (= 7.5 hrs). As from 09/08: 28 hrs in practice & 1 day per week in HEI.
Various – students work an 8 hour day.
37.5
Nights Min of 4 weeks in 3 yrs.150 hours.
Min of 4 weeks in 3 yrs150 hours.
Up to 6 weeks in years 2 & 3. Min of 4 nights in 3 years. Min of 4 weeks in 3 yrs. 15o hours.
Weekends Max of 2 weekends in 4. Max of 2 weekends in 4. Max of 1 or 2 weekends in 4. Can be asked to work 2 weekends in 4.
Max of 2 weekends in 4.
Bank Holidays Do not work BH’s. Do not work BH’s. At the placements discretion, but must still work hours as above.
At the placements discretion, but must still work 37.5 hrs.
Do not work BH’s.
Long Days Not advised to work long days but can be worked if is the placements normal shift pattern.
Not advised to work long days but can be worked if is the placements normal shift pattern.
Can be worked if is the placements normal shift pattern to a max of 1 per week if it is educationally driven.
Can be worked if is the placements normal shift pattern.
Can be worked if is the placements normal shift pattern.
Sickness / Absence Max of 27 days in 3 yrs. Max of 27 days in 3 yrs. 100% attendance expected with the exception of authorised absence.
Min of 80% academic attendance. All practice must be made up.
Max 25 Days in 3 yrs.
Travel Expenses Available for journeys greater than home to university base.
Available for journeys greater than home to university base if in receipt of the maintenance bursary.
Available for journeys greater than home to university base.
Available for those students eligible for a Means Tested Bursary.
Available for journeys greater than home to university base if in receipt of the maintenance bursary.
Learning Outcome / Proficiencies
Generic based on NMC outcomes / proficiencies.
Generic based on NMC outcomes / proficiencies.
Module specific outcomes based on NMC outcomes / proficiencies.
Module specific outcomes based on NMC outcomes / proficiencies.
Generic based on NMC outcomes/proficiencies.
Evidence of Achievement
The student may provide evidence in portfolio in addition to Personal Development Plan.
The student may provide evidence in portfolio in addition to Personal Development Plan.
The student must provide evidence to support each learning outcome.
The student must provide evidence to support each learning outcome.
The student may provide evidence in portfolio in addition to action plans.
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Placement Learning and Placement Learning and DisabilityDisability
• SENDA (2001).
• Disability Student Allowance (DSA).
• Disclosure.
• Impact of Non–Disclosure.
• Disability Discrimination Act (DDA 2006).
• Reasonable Adjustments.
• Student scenario to discuss (handout).26
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New and Ongoing DevelopmentsNew 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 DevelopmentsNew 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).
Essential Skills ClustersEssential Skills Clusters
Five essential skills clusters identified:
1) Care, compassion and communication.2) Organisational aspects of care. 3) Infection prevention and control. 4) Nutritional and fluid maintenance. 5) 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.
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Annual Educational Update Annual Educational Update For Mentors & Associate Mentors / For Mentors & Associate Mentors /
RegistrantsRegistrants
OPTIONAL SLIDESOPTIONAL SLIDES
Inter-professional LearningInter-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).
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Preparing for the Arrival of the StudentPreparing 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 StudentPreparing 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 Support For Mentors and
Registrants / Associate MentorsRegistrants / 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.
Guidelines for Dealing with Issues Relating to Clinical PlacementsGuidelines for Dealing with Issues Relating to Clinical Placements
Joint discussion to take place between Student, Mentor and Placement Educational Lead (PEL)
Issue/problem identified within a clinical placement
Personal Tutor to liaise with Mentor & PEL to support Student/resolve issue
Academic in Practice / PDT to liaise with Mentor and PEL and support placement
area to resolve issue
Personal Support IssueStudent/Mentor to contact Personal Tutor (Programme
Support Team if sickness/absence issue)
Placement IssueStudent 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.
Programme Leader to liaise with the Head of
School/Department & Trust Senior Manager for further
action
Personal Tutor /PDT to liaise with Mentor and PEL to support placement and Student
Disciplinary/Conduct IssueMentor to liaise with PEL, Academic
in Practice and Personal Tutor
Lessons learnt & changes made as required, preventing future
reoccurrence
YesIssue resolved
NoFurther action required
AiP/Personal Tutor to inform PDT and refer the issue to the
appropriate Programme Leader and Trust Senior Manager
Academic/Student Progression IssueMentor to liaise with Personal Tutor from relevant University and inform a member of the Placement
Development Team
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
Concerns Regarding Student ProgressionConcerns 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.
Mentor to inform Practice Education Facilitator and Academic Tutor about concerns and action plan.
Review of action plan.
Partial or no improvement.
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.
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.
* In placement areas where there is no Practice Education Facilitator, mentors would contact the Academic Tutor directly.
Satisfactory progression.
Mentor to inform Practice Education Facilitator and
Academic Tutor.
Student may wish to discuss the situation with their Academic Tutor.
36
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Most Frequently Asked QuestionsMost Frequently Asked Questions
1) 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 QuestionsMost 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 QuestionsMost 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?
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Most Frequently Asked QuestionsMost 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 QuestionsMost Frequently Asked Questions
13) What are Personal Development Plans?
14) What is meant by mandatory training sessions?
42
Most Frequently Asked QuestionsMost 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?
DPSN / BSc Programme ChangesDPSN / BSc Programme ChangesOptional SlidesOptional Slides
The optional slides cover the following:
Programme structure.
Course Units.
Overview of B Nurse programme structure.
Guidelines for student Midwife learning.
43
updated 09Apr08 DPSN CURRICULUM 2008version 9
YEAR 1 (FOUNDATION) - SEP INTAKETerm 1: Sep
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15Year 1 hrs I T T T T T R P M M M M M F F749.0 Theory 14.0 33.0 37.5 37.5 37.5 37.5 33.0 4.0 4.0 4.0 4.0 4.0 32.0 32.0 314.0749.0 Practice 35.0 28.0 28.0 28.0 28.0 28.0 175.0
weekly hours 14.0 33.0 37.5 37.5 37.5 37.5 33.0 35.0 32.0 32.0 32.0 32.0 32.0 32.0 32.0
Term 2: Jan1 2 3 4 5 6 7 8 9 10 11 12 13 14 15T T P M M M M R M M M M M R R
37.5 37.5 4.0 4.0 4.0 4.0 37.5 4.0 4.0 4.0 4.0 4.0 30.0 30.0 208.535.0 28.0 28.0 28.0 28.0 28.0 28.0 28.0 28.0 28.0 287.0
37.5 37.5 35.0 32.0 32.0 32.0 32.0 37.5 32.0 32.0 32.0 32.0 32.0 30.0 30.0
Term 3: May1 2 3 4 5 6 7 8 9 10 11 12 13 14 15T T P M M M M R M M M M M R R
37.5 37.5 7.0 7.0 7.0 7.0 37.5 7.0 7.0 7.0 7.0 7.0 30.0 21.0 226.535.0 28.0 28.0 28.0 28.0 28.0 28.0 28.0 28.0 28.0 287.0
37.5 37.5 35.0 35.0 35.0 35.0 35.0 37.5 35.0 35.0 35.0 35.0 35.0 30.0 21.0
I = Introductory Theory R = Reading week R = Reflective weekT = Theory only week M = Mixed theory/practice week C = Consolidation
P = Practice only week 44
Foundation Co-ordinator – Lynda Millard
updated 09Apr08 DPSN CURRICULUM 2008version 9
YEAR 2 - SEP INTAKESTerm 1: Sep
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15Year 2 hrs I I M M M M M R M M M M M R R787.5 Theory 37.5 37.5 7.5 7.5 7.5 7.5 7.5 37.5 7.5 7.5 7.5 7.5 7.5 37.5 37.5 262.5840.0 Practice 28.0 28.0 28.0 28.0 28.0 28.0 28.0 28.0 28.0 28.0 280.0
weekly hours 37.5 37.5 35.5 35.5 35.5 35.5 35.5 37.5 35.5 35.5 35.5 35.5 35.5 37.5 37.5
Term 2: Jan1 2 3 4 5 6 7 8 9 10 11 12 13 14 15I I M M M M M R M M M M M R R
37.5 37.5 7.5 7.5 7.5 7.5 7.5 37.5 7.5 7.5 7.5 7.5 7.5 37.5 37.5 262.528.0 28.0 28.0 28.0 28.0 28.0 28.0 28.0 28.0 28.0 280.0
37.5 37.5 35.5 35.5 35.5 35.5 35.5 37.5 35.5 35.5 35.5 35.5 35.5 37.5 37.5
Term 3: May1 2 3 4 5 6 7 8 9 10 11 12 13 14 15I I M M M M M R M M M M M R R
37.5 37.5 7.5 7.5 7.5 7.5 7.5 37.5 7.5 7.5 7.5 7.5 7.5 37.5 37.5 262.528.0 28.0 28.0 28.0 28.0 28.0 28.0 28.0 28.0 28.0 280.0
37.5 37.5 35.5 35.5 35.5 35.5 35.5 37.5 35.5 35.5 35.5 35.5 35.5 37.5 37.5
I = Introductory Theory R = Reading week R = Reflective weekT = Theory only week M = Mixed theory/practice week C = Consolidation
P = Practice only week 45
Adult Branch Co-ordinator – Dianne BurnsMental Health Branch Co-ordinator – Marcus Percy
updated 09Apr08 DPSN CURRICULUM 2008version 9
YEAR 3 - SEP INTAKESTerm 1: Sep
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15Year 3 hrs I I M M M M M R M M M M M R R808.5 Theory 37.5 37.5 7.5 7.5 7.5 7.5 7.5 37.5 7.5 7.5 7.5 7.5 7.5 37.5 37.5 262.5756.0 Practice 28.0 28.0 28.0 28.0 28.0 28.0 28.0 28.0 28.0 28.0 280.0
weekly hours 37.5 37.5 35.5 35.5 35.5 35.5 35.5 37.5 35.5 35.5 35.5 35.5 35.5 37.5 37.5
Term 2: Jan elective assessment1 2 3 4 5 6 7 8 9 10 11 12 13 14 15I I M M M M M M F R I I I M M
37.5 37.5 7.5 7.5 7.5 7.5 7.5 7.5 30.0 37.5 37.5 37.5 37.5 7.5 7.5 315.028.0 28.0 28.0 28.0 28.0 28.0 28.0 28.0 224.0
37.5 37.5 35.5 35.5 35.5 35.5 35.5 35.5 30.0 37.5 37.5 37.5 37.5 35.5 35.5
Term 3: May P4P assessment1 2 3 4 5 6 7 8 9 10 11 12 13 14 15M M M M M R P P P M T T T C C
7.5 7.5 7.5 7.5 7.5 34.5 7.5 30.0 30.0 30.0 30.0 31.5 231.028.0 28.0 28.0 28.0 28.0 28.0 28.0 28.0 28.0 252.035.5 35.5 35.5 35.5 35.5 34.5 28.0 28.0 28.0 35.5 30.0 30.0 30.0 30.0 31.5
I = Introductory Theory R = Reading week R = Reflective weekT = Theory only week M = Mixed theory/practice week C = Consolidation
P = Practice only week
Total programme hrs Foundation hours Branch hours2345.0 Theory Theory 749.0 Theory 1596.02345.0 Practice Practice 749.0 Practice 1596.04690.0 TOTAL Difference 0.0 Theory diff 0.0
Programme hours in excess of NMC requirement 90.0Programme weeks in excess of NMC requirement 2.4
46
Adult Branch Co-ordinator – Dianne BurnsMental Health Branch Co-ordinator – Marcus Percy
Foundation Branch Unit Foundation Branch Unit SpecificationsSpecifications
Sciences Applied to nursing
Diploma Diploma with extra credits
Degree Unit leader
20 level 1 credits 20 level 1 credits 20 level 1 credits Liz Lee-Woolf
Knowledge and Skills for Nursing
20 level 1 credits 20 level 1 credits 20 level 1 credits Heidi McDonnell
Health and Social Studies for Nursing
10 level 1 credits 10 level 1 credits 10 level 1 credits Bernie Hannity
Study Skills 10 level 1 credits 10 level 1 credits 10 level 1 credits Steven Prymachuk
Communication and Psychology in Nursing
20 level 1 credits 20 level 1 credits 20 level 1 credits Julie Apps
Knowledge and Skills for Nursing 2
20 level 1 credits 20 level 1 credits 20 level 1 credits Susan Jones
Professional and Ethical practice
20 level 1 credits 20 level 1 credits 20 level 1 credits Lesley Surman
47
Adult Branch Unit SpecificationsAdult Branch Unit Specifications
Year 2
Public health and Primary care
Diploma Diploma with extra credits
Degree Unit leader
10 credits at level 2 20 credits at level 2 Joanne Kerr
Continuing Care 10 credits at level 2 20 credits at level 2 Julie Whitehead
Nursing Care of the Adult in an acute setting
20 credits at level 2 40 credits at level 2 Chris Chaloner
Acute illness recognition, prevention, reporting and treatment
10 credits at level 2 20 credits at level 2 Colin Steen
Severe and life threatening illness of adult hood
10 credits at level 2 20 credits at level 2 Donna Keyte
Year 3Palliative care 10 credits at level 2 20 credits at level 3 John Costello
Care of the older person 10 credits at level 2 20 credits at level 3 Lesley Wade
Elective module 10 credits at level 2 20 credits at level 2 20 credits at level 3 Julie Apps
Evidence Based Practice 10 credits at level 2 20 credits at level 2 20 credits at level 3 Nicky Olleavant
Leadership and Management in
Preparation for practice
20 credits at level 2 40 credits at level 3 40 credits at level 3 Lynda Millard/ Joanne Currid
48
Mental Health Branch Unit SpecificationsMental Health Branch Unit SpecificationsYear 2
Core values for a recovery based approach
Diploma Diploma with extra credits
Degree Unit leader
10 credits at level 2 20 credits at level 2 Caroline Williams
Participating in the Care of Individuals and their families with Common Mental Health Problems
10 credits at level 2 20 credits at level 2 John Vernon
Core capabilities for mental health nursing
20 credits at level 2 40 credits at level 2 Ros Thomas
Crisis and acute care in mental health
10 credits at level 2 20 credits at level 2 Lynda Smithies
Caring for the older person with mental health needs
10 credits at level 2 20 credits at level 2 Trish Lees
Year 3Enhanced core capabilities
in mental health
10 credits at level 2 20 credits at level 3 Ros Thomas
Complex MH Needs and recovery in a community setting
10 credits at level 2 20 credits at level 3 Ian Wilson/Lindsay Rigby
Elective module 10 credits at level 2 20 credits at level 2 20 credits at level 3 Steve Worth
Evidence Based Practice 10 credits at level 2 20 credits at level 2 20 credits at level 3 Vacant ? Nicky Olleavant
Leadership and Management in Preparation for practice
20 credits at level 2 40 credits at level 3 40 credits at level 3 Lynda Millard
49
Study Skills 10 Credits – Ms Sam Rogers
Term 1
Communication Skills 10 Credits – Ms Deborah Ward
Epidemiology and Public Health10 Credits - Drs Horne and McHugh
Sociology of Health and Illness10 Credits - Drs Cooke/Attree
Anatomy and Physiology (1)20 Credits - Dr Sheader
Anatomy and Physiology (2)20 Credits - Dr Sheader
Term 2
Psychology/Sociology10 Credits - Dr Speed
Research Methods10 Credits – Dr Veronica Swallow
Microbiology10 Credits -
Pharmacology and Medication Management)10 Credits - Dr Sheader (semester 1) – Dr Speed (semester 2)
Term 3
Introduction to Secondary Care10 Credits - Dr Speed/Ms Hughes
Introduction to Primary Care10 Credits - Dr Griffiths/Mr Pateman
Practice Modules
24 weeks in practice in Year 1
Bachelor of Nursing (Hons) - Year 1Bachelor of Nursing (Hons) - Year 1
Foundation Co-ordinator - Jane Brooks (Sam Rogers as from November 08)50
Bachelor of Nursing (Hons) - Year 2Bachelor of Nursing (Hons) - Year 2
Pharmacology10 Credits - Dr Sheader
Term 1
Pathology 10 Credits – Dr Benbow
Term 2
Nursing Assessment10 Credits – Dr Lyte/Ms K Hornby/Ms D Ward/Ms Karen Kemp
Health Psychology and Change10 Credits - Drs Speed and McGowan
The Continuing Care of Adults across the Primary and Secondary Care settings - Dr Jane Brooks20 Credits - Dr Griffiths/Mr Pateman (Primary Care) 20 Credits - Dr Jane Brooks/Dr Christine Brown-Wilson (Secondary Care)
Term 3
Elective40 Credits – Drs Speed/Mrs Hughes
Practice Modules
Adult Branch Co-ordinator – Joanne Timpson
Child Branch Co-ordinator – Lucie Moore
Mental Health Branch Co-ordinator – Helen Pusey51
Bachelor of Nursing (Hons) - Year 3Bachelor of Nursing (Hons) - Year 3
Research Dissertation40 Credits – Mr Pateman
Term 1
Pharmacology & Medication Management10 Credits - TBA
Term 2
Nursing Assessment (2)10 Credits - Dr Lyte/Ms Karen Kemp/Ms Katheryne Hornby/Ms Deborah Ward
Acute care20 Credits – Dr Cliff Richardson
Term 3
Practice Modules
Palliative Care20 Credits - Ms Timpson/Dr Rogers/Dr Carole Willard
Management & Consolidation of Practice20 Credits - Mr David Allsopp/Dr John Baker/Dr Geraldine Lyte/ Mrs GeraldineMain
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Adult Branch Co-ordinator – Joanne Timpson
Child Branch Co-ordinator – Lucie Moore
Mental Health Branch Co-ordinator – Helen Pusey
Statutory Requirements for Student Statutory Requirements for Student MidwivesMidwives
• Student midwives should have exposure to medical and gynaecology placements. They cannot register as a qualified midwife unless this is completed. – EC Midwifery
Directive (89.594/EC)
• NMC Midwives Rules and standards (2004) state that midwives and students should not knowingly expose themselves to infection. – Therefore re –allocation
to another area is required if there is evidence of C. Diff or diarrhoea/ vomiting.
• Allocations contact = 306 7700.
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Student Midwife LearningStudent Midwife Learning
• Student midwives undertake medical ward and spoke placements in Year two. Prior to this they have been placed entirely in the maternity services.
• Their allocation is to gain exposure to medical conditions rather than to ‘learn nursing’.
• Placements to a ward must include spoke placements to clinics or other departments to enhance learning about the management of medical conditions.
• Students are encouraged to organise these in consultation and with advice from ward staff e.g. outpatient clinics, anti- coagulation clinics, X-ray , Ultrasound, diabetes etc.
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Attendance Requirements for Student Attendance Requirements for Student MidwivesMidwives
• There are no study days during their two week placement.
• Evidence of attendance must signed daily by an RN in the clinical area.
• Student midwives must keep written evidence of their learning.
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Brief Guidelines for Midwifery Student Brief Guidelines for Midwifery Student Activity – Under Direct Supervision of a Activity – Under Direct Supervision of a
First Level RN (Not Support Worker)First Level RN (Not Support Worker)
• Identifying essential needs and providing essential nursing care for patients with medical conditions.
• Developing communication skills with patients and their relatives.
• Performing and recording observations of vital signs. • Applying the principles of asepsis. • Assisting a first level RN with drug administration.
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Brief Guidelines for Midwifery Student Brief Guidelines for Midwifery Student Activity – Under Direct Supervision of Activity – Under Direct Supervision of a First Level RN (Not Support Worker)a First Level RN (Not Support Worker)
• Identifying essential needs and providing essential nursing care for patients with medical conditions.
• They are not to be involved in performing last offices on deceased patients as this is inappropriate for the learning aims of their allocation.
• Developing communication skills with patients and their relatives.
• Performing and recording observations of vital signs.
• Applying the principles of asepsis.
• Assisting a first level RN with drug administration.
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