Buddy

KSF

PreceptorPersonal Coach

Practice TeacherSupervisor

Critical Friend

CoachCare Home Education Facilitator Mentor Critical Companion

Spoke Mentor

Practice Teacher

KSF Lead Mentor

BuddyLead Mentor

Practice Education Facilitator

Personal Coach

MentorCritical Friend

Lead Mentor

Care home education facilitator

Mentor

supervisor

Spoke Mentor

Coach

Coach Buddy

PreceptorKSF

Lead Mentor

CoachPractice Teacher

Lead Mentor

Critical Friend Practice Education Facilita-

Personal Coach

Mentor

Critical Friend

Mentor

KSF

supervisor

Buddy

Mentor

KSF

Glossary of Titles associated with Practice Education support roles used for Nursing and Midwifery in the NHS2nd Edition (2011)

Contents

IntroductionPractice Education support roles in NHS Scotland are key to the practice education infrastructure that supports learners in practice settings.

In 2009, NHS Education for Scotland carried out a national scoping exercise and literature review across NHSScotland to identify existing support roles across the nursing and midwifery profession resulting in the document ‘Glossary of titles associated with Practice Education support roles used for Nursing and Midwifery in NHS Education for Scotland’ (NHS Education for Scotland (NES) 2009a). This 2nd edition provides an update of these roles. Suggestions for our next edition are welcomed via the feedback form (appendix 1).

Within the document three support role functions are described:

1. The personal support function.This refers to a role which develops the individual but is outwith a formal educational context. This type of support can be instigated by the individual, their line manager or peers and accessed on an informal, planned or adhoc basis within the workplace to support learning and development.

2. The Professional support function role.This is a more formal role with defined outcomes that develop practice e.g. mentorship. The Professional support function will be integral to their role, and may incorporate specific job roles e.g. Practice Education Facilitators (PEFs). Often this type of support will have required some preparation.

3. Regulatory/statutory functions.

These are formal arrangements that align with regulatory bodies e.g. Nursing and Midwifery Council (NMC) or Scottish Qualifications Authority (SQA). These are more specific, prescriptive and formalised than other roles.

A Definition of Practice Education There is no single, universally agreed definition of practice education. However, an evolving definition developed by Nurses, Midwives and Allied Health Professionals (NMAHPs) across Scotland suggests Practice Education is an umbrella term for: “The wide range of education which takes place in the practice setting; along with the supporting infrastructure for learning which ultimately enhances patient care”

Practice Education is both interconnected and interdependent with other activities such as patient safety, practice development and service redesign, all of which are aimed at improving and enhancing care for the benefits of patients and clients. Practice Education in Nursing, Midwifery and Allied Health Professions aims to enhance patient care through the provision of evidence based educational support for all learners including students, registered practitioners, support staff and service users.

Practice Education support focuses equally upon the learner, those who support learning, and the factors which affect the learning environment in the workplace. See http://www.nes.scot.nhs.uk/disciplines/nursing-and-midwifery/practice-education/our-work for further information.

The NHS Knowledge and Skills Framework (NHS KSF)The knowledge and skills that NHS staff require within their role is formalised within the Knowledge and Skills Framework (NHS KSF). This provides a single, consistent, comprehensive and explicit framework on which to base review and development for all staff.

Using the Glossary DocumentIt is intended that this document will be useful in signposting staff to the variety of support roles used in practice. Information is presented under the following sections:

Section 1: Glossary of Titles - an alphabetical reference guide to the variety of support roles used within nursing and midwifery.

Section 2: Example of support roles and functions in practice – the types of support roles and functions within practice.

Section 3: NHS Education for Scotland (NES) programmes – the support roles used within current NHS Education for Scotland (NES) programmes of work.

Section 1: Glossary of Terms Clinical Coach

An expert/advanced nurse or midwife or a strategic lead (who need not be a nurse or midwife) within an NHS Board/Higher Education Institution who uses coaching skills to support and challenge the development of an individual. This includes: the development of clinical leadership skills to facilitate evidence-based practice and improved patient outcomes; exposure to wider issues and contexts which relate to the organisation of clinical care at local, NHS Board and national levels; and support for career progression (NHS Education for Scotland 2009a).

Coach

Formal objective-based relationship organised internally to help staff in specific roles to develop new knowledge and skills to apply to work (Chin 2008). Coaching can be seen to facilitate learning (Fielden et al 2009).

Clinical Supervisor

Provides facilitation of reflection on and in practice to support both continuing professional development and the development of clinical practice (NHS Education for Scotland 2010a).

Critical Companion A one-one working relationship to enable experiential learning. It is also a helping relationship where an experienced facilitator accompanies another on an ‘experiential learning journey’, using methods of ‘high challenge’ and ‘high support’ in a trusting relationship (Titchen 2000).

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Action Learning Set Facilitator

The facilitator provides guidance on the theory and practice of action learning and supports members to develop a group environment that promotes discussion, planning, questioning, listening, challenge, support, reflection and evaluation (The British Psychological Society 2006). Learning is attributed to the process of finding solutions to workplace problems and supports members to develop (Thomas and Etheridge 2004).

Associate Mentor

Associate mentors facilitate, supervise and teach, but rarely assess students (Hinton 2009).

Buddy

Part of a peer support network, a colleague of equal status, forming a collaborative relationship that is mutual and non-competitive (Morton-Cooper and Palmer 2000).

Care Home Education Facilitator

Work with mentors in care homes to enhance the learning experience of student nurses on practice placements. They provide support to mentors through education and development activities and contribute to the development of a positive learning environment which promotes a values based, person centred approach to care.

Glossary of Terms Critical Friend

Someone willing and able to say openly the things that colleagues are reluctant to expose. May provide a source of challenge to assumption, probing beneath the surface of issues to test the logic of decisions, prompting a review of behaviour and motivations (Clutterbuck and Megginson 1999).

Facilitator

Acts as a facilitator of learning. A skilled practitioner who provides an understanding of the nature of professional practice through the provision of learning opportunities and supportive intervention (Morton-Cooper and Palmer 2000).

Lead Mentors

They are experienced mentors who can take the lead on student-related issues and support less experienced mentors (Wilkins and Ellis 2004).

Mentor

Draws on a coaching approach and facilitating self-directed learning within programmes. Acts as a role model, assists in the prioritisation and setting of goals and encourages transfer of learning into practice. Someone who provides an enabling relationship that facilitates anothers personal growth and development. The relationship is dynamic, reciprocal and can be emotionally intense. Within such a relationship the mentor assists with career development and guides the mentee (Morton-Cooper and Palmer 2000).

NMC Mentor

An NMC mentor has the knowledge and skills to support and assess students in practice who are undertaking a NMC approved programme that requires a mentor as a mandatory requirement and that leads to registration or a recordable qualification on the register. Formal preparation as a mentor is required (NMC 2008).

Preceptor (NMC 2006) used in England and Wales

A registered nurse who helps newly qualified nurses develop confidence and reinforces their knowledge and skills after their initial registration.

Personal Coach

Facilitates personal development. Relates to individual as a partner. Does not need to be a subject expert.

Practice Education Facilitator (PEF)

The PEF ensures that the student experience at both pre and post registration level is of the highest quality, primarily through the support of mentors, to enable greatest benefit from the individual clinical learning experience (Carlisle et al 2009, NHS Education for Scotland 2010b). Supporting and enhancing the quality of practice learning experiences for all learners is also a key element of the role.

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Glossary of Terms

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Practice Educator

This role is part of the practice education infrastructure and focuses primarily on levels 5 and 6 nurses and midwives, bringing learning and development resources directly relevant to clinical care closer to practice. They will assist NHS Boards to develop and deliver education for nurses and midwives linked to key national clinical priority areas with a clear focus on better outcomes for patients, families, service users and carers.

Practice Teacher

A nurse or midwife on the NMC register who, following successful completion of an NMC approved practice teacher preparation programme, is entered on a local register and is eligible to supervise and assess nursing and midwifery students in a practice setting (NMC 2008).

Resource Facilitator

Provides access to resources, shares experiences and information.

Sign-off Mentor

The role of the sign-off mentor is to make judgements about whether a student has achieved the required standards of proficiency for safe and effective practice for entry to the NMC register (NMC 2008). Sign-off mentors are required for all students on pre-registration midwifery programmes.

Spoke Mentors

These are mentors who support students on hub and spoke placements. The ‘hub’ element of the placement is where the student is based predominantly with the ‘spoke’ allowing placements out with the hub for a specific duration.

Supervising Mentor

Experienced mentor (on local mentor register) who supports nurses and midwives undertaking mentor preparation programmes and who verifies that they have provided evidence to confirm achievement of the NMC mentor domains and outcomes (NHS Education for Scotland 2010a).

Supervisor

A skilled practitioner who observes, assesses, advises and practices with another to enable him/her to attain professional skills. The degree of supervision should reflect the personal development and competence of the less experienced learning individual (Morton-Cooper and Palmer 2000).

Scottish Qualifications Authority (SQA) Assessor Award

Previously known as the A1 assessor, as part of the SQA it is now called L&D9DI: Assess Workplace Competence using Direct and Indirect Methods. This allows nurses and midwives to simultaneously achieve an SQA assessor qualification and the NMC mentor outcomes.

Glossary of Terms Scottish Qualifications Authority (SQA) Internal Verifier Award

This allows individuals to monitor and maintain the Quality of the Workplace Assessment L&D 11 following completion of the SQA verifier’s preparation.

Teacher

A nurse or midwife who, following successful completion of an NMC approved teacher preparation programme or its equivalent, is recorded on the NMC register. The NMC teacher standard is mandatory for those nurses and midwives based in higher education who make a major contribution to the learning and assessment of students on NMC approved programmes.

Team Mentoring

A framework for supporting students by ensuring all staff members have an input into their learning (Wilkins and Ellis 2004).

Support Role Function

Mentor Personal support role for:Healthcare support workers, Pre-registration Nurses or Midwives, Flying Start NHS® (associate) mentor, Early Clinical Career Fellowships (ECCF), Effective Practitioner and Advanced Practitioner.Professional support role for:Flying Start NHS® mentor.

Supervisor Personal support role for:Healthcare Support Workers, Effective Practitioner

Action learning set facilitator or group supervision

Personal support and Professional support function for:Effective Practitioner, Early Clinical Career Fellowships.

Buddies Personal support and Professional support function for:Effective Practitioner

Practice Educators Professional support for:All levels of the career framework but in particular nurses and midwives at levels 5 and 6.

Critical Companion Professional support for:Advanced Practitioner programme.

Clinical Coach Professional support for:Early Clinical Career Fellowships

Reviewer Professional support for:Healthcare Support Workers completing mandatory induction standards.

SVQ Assessor and Verifier Professional support for: Healthcare support workers, Pre-registration nurses or midwifes, Flying Start NHS®, Flying Start NHS® mentors.

Practice Education Facilitator (Nursing and Midwifery)and Care Home Education Facilitators

Personal and Professional support function for:Mentors who support pre and post-registration students.Professional support for:Mentors who support pre-registration nurses or midwifes, nurses and midwives undertaking national approach to mentor preparation, Flying Start NHS® mentors.

NMC mentor and sign-off mentors Regulation for:Pre-registration nurse or midwife programmes.

Supervising and sign-off mentors Regulation for:National Approach to Mentor Preparation for nurses and midwives. All midwives undertaking the supervisor of midwives programme.

Section 2: Examples of Support Roles and Functions in Practice

N.B some titles may be used for other applications and therefore this list should not be taken as exhaustive.

Section 3: NHS Education for Scotland (NES) programmes

Healthcare Support WorkersThis section describes the current programmes of work within NHS Education for Scotland (NES) and shows where support roles are used in practice. These programmes of work are dynamic and therefore may change over time. It is advised that the NHS Education for Scotland website is accessed for the most current information: http://www.hcswtoolkit.nes.scot.nhs.uk/

Description

Healthcare Support Workers in clinical roles as described in “A Guide to Healthcare Support Worker Education and Role Development” (NES 2010c) work at Career Framework for Health levels 2, 3 and 4. There are many historic job titles to describe support worker roles across nursing, midwifery and allied health professions, but recommended job titles in the guide are healthcare support worker (HCSW), senior healthcare support worker and assistant practitioner. http://www.hcswtoolkit.nes.scot.nhs.uk/

Personal support Professional support Regulation

SupervisorAs articulated in the Guide to Healthcare Support Worker Education and Role Development (NES 2010), supervision should consist of four elements: • Delegation• Direction• Guidance• Support

For further details access:http://www.nes.scot.nhs.uk/media/341852/hcsw%20report%20final.pdf

Mentor Supporting Healthcare Support Workers is done in a variety of ways depending on whether work-based learning or formal learning programmes are being undertaken. More information can be accessed at:http://www.hcswtoolkit.nes.scot.nhs.uk/learning--development/supporting-learning

Reviewer For Mandatory Induction Standards and Codes (Scottish Government 2009). This role includes supporting new HCSWs to meet the 14 standards in the first 3 months of employment in NHS Scotland. The reviewer will help to plan the learning required, review progress and confirm completion in accordance with national guidance

For further details access: http://www.hcswtoolkit.nes.scot.nhs.uk/induction-standards--codes/standards--codes

SQA Assessor and VerifierAn individual who is competent to assess vocational qualifications and other Scottish competence based units. Assessor – undertakes assessor L&D9DI:Assess Workplace Competence using Direct and Indirect Methods unit (previously A1 assessor) or National Approach to Mentor Preparation (SQA 2010).Verifier – undertakes SQA verifiers preparation (SQA 2010).

Delegation: Registered practitioners have a legal responsibility to determine the knowledge and skill level required by a HCSW to perform a delegated task or care activity (RCN et al 2006, NMC 2009).Healthcare Support Workers are responsible for the delegated care undertaken by them and are accountable to their employers through their contract of employment.

Assurance of Public Protection From 31 December 2010, all new HCSWs must successfully achieve the Mandatory Induction Standards and sign up to the Scottish Government’s HCSW Code of Conduct

For further details access:http://www.scotland.gov.uk/Resource/Doc/288853/0088360.pdf

Joanne was appointed as a Healthcare Support Worker 6 months ago. In order to develop within her role, her ward manager has encouraged her to enrol on a Scottish Qualifications Authority (SQA) award in health and social care. To assist her she has been assigned Margaret, a Staff Nurse in her workplace who will act as a mentor, supporting her to collect the evidence from her everyday work to ensure she meets the required standards. Margaret and Joanne meet regularly with an assessor from the local SQA centre to allow competencies to be signed off.

Case StudyHealthcare Support Workers

Pre-registration Nurse or MidwifeDescribes the programme that a nursing student in the UK undertakes in order to acquire the competencies needed to meet the criteria for registration with the NMC (NMC 2010). This includes a move towards a graduate profession who will undertake of field of nursing with four fields of nursing domains, each domain has generic standards for competence and field standards for competence. It also encompasses skills clusters and midwife proficiency.

Description

Describes the programme that a nursing or midwifery student undertakes in order to acquire the competencies needed to meet the criteria for registration with the NMC (NMC 2010). This includes a move towards a graduate profession for nursing (midwifery is already an all graduate profession) where a student will undertake one of four fields of nursing (Adult, Child, Mental Health or Learning Disabilities). Each field has domains with generic and field specific competencies and encompasses skills clusters and midwife proficiency (NMC 2010).

Personal support Professional support Regulation

Mentor A nurse or midwife on the NMC register who, following successful completion of an NMC approved mentor preparation programme, is entered on a local register and is eligible to supervise and assess students in a practice setting (NMC 2010). In addition, all midwives who undertake mentor preparation programmes are required to have met the additional sign-off criteria.

Other suitable professionals such as social workers can undertake this role provided that they are suitably prepared and supported in that role (NMC 2010).

Practice Education Facilitator (PEF) (Nursing and Midwifery)The PEF will ensure that the student experience at both pre and post registration level is of the highest quality, primarily through the support of mentors.

In addition, they will enhance the quality of practice learning experiences for learners.

Care Home Education Facilitator works with mentors in care homes to enhance the learning experience of student nurses.

Sign-Off MentorA nurse or midwife mentor who has met additional NMC requirements in order to make judgements about whether a student has achieved the overall standards of competence required for entry to the register at the end of an NMC approved programme (NMC 2010).

In midwifery, sign-off is required at each progression point.

Julie has started her pre-registration programme and the award will take the form of a degree in adult nursing. She has undertaken a ‘hub and spoke’ programme (see glossary of terms) and thus has a spoke mentor and associate hub mentors. Sanjeev, the Practice Education Facilitator (PEF) for her area visits her mentor. Julie finds the support from her mentor important for her development and assists in identification of her learning needs. Julie is aware that there are two progression points separating the programme, at the end of year one and two. Before she can register as a nurse she must acquire the generic and field competency requirements in the context of the adult field. Assessment of competence in practice for entry to the register must be by a nurse sign-off mentor from the same nursing branch. She will undertake Flying Start NHS ® when she qualifies, to support her transition from student to confident and capable practitioner and develop skills in life long learning.

Case StudyPre-registration Nurse or Midwife

Flying start NHSFlying Start NHS® is a national development programme for newly qualified nurses, midwives and allied health professionals. Designed to enhance confidence and capability within the newly qualified practitioners first year in practice, Flying Start NHS® supports the learner directed journey to encourage the good practice development of life long learning.

Description

All newly qualified nurses, midwives and allied health professionals joining NHS Scotland workforce are required to undertake and complete the web-based development programme. It is most successfully undertaken with the support of a mentor or peer group. The programme is designed to be easily followed with completion of a portfolio to be submitted to a mentor/ line manager for review. By mirroring the systems and processes already in place through the NHS KSF development review process Flying Start NHS® offers a structured and integrated approach to development for both the new practitioner and their workplace mentor. Completion of the Flying Start NHS® programme is monitored by individual NHS Boards.

Personal support Professional support Regulation

An associate mentor would support the individual and would have previously undertaken the programme.

Flying Start NHS® mentor roleActing as a supportive role for a newly registered colleague, a Flying Start NHS® mentor acts as a role model for newly qualified practitioners, assists in the prioritisation and setting of goals and facilitates self-directed learning within the programme. The role is described as “light-touch” drawing on a coaching approach. Further information can be accessed on the Mentor’s area of the Flying Start NHS® websitehttp://www.flyingstart.scot.nhs.uk/mentor-area.aspx

Senior Charge Nurse (SCN) / Team Leader (TL) should advocate and support the programme by:• identifying a mentor who will

help support the transition from student to a qualified, confident and competent practitioner in NHS Scotland

• carry out a six and twelve month review of progress within the NHS KSF development review process. A joint agreement will facilitate development and also identify responsibilities in the first twelve months linking in with the learner guides in the “Getting Started” section of the website: http://www.flyingstart.scot.nhs.uk/

Practice Education Facilitator (PEF)Support for the Flying Start NHS® mentor in identifying learning resources and opportunities related to the programme.

Completion of the Flying Start NHS® development programme assists practitioners to meet NMC regulators Continuing Professional Development (CPD) requirements for remaining on the register.

For further details access:Nursing and Midwifery Council http://www.nmc-uk.org/Registration/Staying-on-the-register/

Qualifying as a registered nurse or midwife is a scary and exciting thought. Newly qualified practitioners all have different experiences, in different areas of nursing and have to develop good clinical skills as well as communication and interpersonal skills. Flying Start NHS® is a self-directed learning programme which meets the individual development needs of newly qualified nurses, both professionally and personally, by providing evidence to meet eKSF, Personal Development Plans (PDPs) and NMC requirements. It can be accessed at anytime from any internet enabled computer, is simple to use and guides you through all the learning units and activities in a user friendly format.

Below is an extract from a testimonial from the Flying Start NHS® website:

Flying Start NHS® Mentor TestimonialAs a mentor supporting newly qualified nurses in a busy surgical receiving ward through the Flying Start NHS® programme, I have personally witnessed the development of these nurses during their first year in practice. Flying Start NHS® has provided them with a structure to meet their clinical and professional development needs through a diverse range of activities undertaken in the workplace. Flying Start NHS® allows staff to reflect and ask questions in a safe and controlled environment which can motivate staff, reduce the stress of new situations and create a friendly atmosphere to learn. It also promotes up-to-date best practice which in turn aids the development of a safe, capable and confident practitioner and can only lead to

Case StudyFlying Start Mentor

improved patient care. On a personal level, mentoring newly qualified nurses has also allowed me to develop personally and professionally and meet some of my eKSF, PDP and NMC requirements. Flying Start NHS® is not without its challenges; however I believe that all newly qualified nurses need the support that Flying Start NHS® offers.

National Approach to Mentor Preparation for Nurses and Midwives - Core Curriculum Framework

Personal support Professional support Regulation

Mentors provide support whilst individu-als are undertaking the programme.

Senior Charge Nurse/Senior Charge Midwife/Team Leader Provide protected time to attend university study/contact days and facilitate allocation of a student nurse or midwife on practice placement. Provide feedback on development of mentor competencies.

Practice Education Facilitator (PEF) Provide guidance and support regarding the mentor preparation programme requirements, student assessment processes and professional decision-making in relation to mentor role (NES 2010b).

Supervising Mentor An existing mentor who “supervises” a mentor on the mentor preparation programme, supports the development of a portfolio and confirms achievement of the NMC mentor competencies.

Sign-off mentor An existing sign-off mentor who will confirm that the mentor has met the NMC requirements for sign-off on 3 occasions.

The final supervision for signing off proficiency must be with an actual student undertaking an NMC approved programme.

Description

The core curriculum framework for mentor preparation provides a consistent national approach to preparing mentors to support and assess learning in practice. The framework meets the NMC mentor domains and outcomes, allows for the realities of practice learning and the local pre-registration nursing and midwifery curriculum to be reflected in mentor programmes.

David Smart has been in his midwife post for a year and has completed Flying Start NHS® which he felt consolidated his learning whilst helping prepare him for practice. He enjoys working with students and has applied to undertake mentor preparation so he can have increased input with students and fulfil the role of mentor. To help with this undertaking, he has been appointed a ‘supervising’ mentor who is helping guide him in completion of the competencies required to fulfil the NMC requirements. He has attended his local university for formal face to face sessions.

Case StudyNational Approach to Mentor Preparation

Early Clinical Career Fellowships (ECCF)

Personal Support Professional Support

Mentor roleThe role of mentor is essentially to support the ECCF fellow in their day to day clinical practice, providing personal and professional support, such as supporting the development of clinical skills, providing advice, and acting as a guide or role model. As practitioners progress, they are likely to change their mentor to reflect their developing interest in specific aspects of care delivery.

Early in the fellow’s career, the mentor will be a practitioner who works in the same local clinical area as the fellow and will support them as they progress in their day to day clinical practice. The fellow will be involved in the selection of a mentor in each clinical area that they work (NES 2009b).

(The revised model will not have a named mentor in the clinical area unless they so choose).

Clinical Coach (This role is called Mentor for ECCF in the revised model) Development of clinical leadership skills to facilitate evidence-based practice and improved patient outcomes; exposure to wider issues and contexts which relate to the organisation of clinical care at local, NHS Board and national levels; and support for career progression.

Description

Early Clinical Career Fellowships are being piloted in NHSScotland on behalf of the four UK countries. They are one of a wide range of initiatives within Modernising Nursing Careers which aims to develop the nursing and midwifery workforce of today and the future (Scottish Executive Health Department 2006). The fellowships support highly enthusiastic and motivated nurses and midwives at an early stage in their career to develop personally, professionally and academically. The fellowships include access to Masters level education, mentorship, one to one clinical coaching, action learning sets and master classes. A revised model is progressing as part of ECCF 2011.

For more information please access the NES website at: http://www.nes.scot.nhs.uk/disciplines/nursing-and-midwifery/eccf

Andrea applied for an ECCF Fellowship and after a successful interview process, has started the programme. This has involved a mentor in her clinical area and a mentor for ECCF who guides her in wider leadership topics with a more strategic view. She has participated in action learning with her colleagues which has helped develop her practice. Attendance at the master class has resulted in an increased knowledge base in current healthcare issues such as Patient Safety, Person Centredness and Quality.

Case StudyEarly Clinical Career Fellowships (ECCF)

Effective Practitioner

Personal support Professional support

Practitioners access personal support in a range of ways through friends, family and colleagues. They may also seek support through individual roles such as supervisors, mentors and buddies or through group support such as group supervision and action learning sets.

The type of support role will be dependent on an individual’s needs and availability of support.

Practitioners access professional support through similar individual roles who provide personal support e.g. supervisors, mentors and buddies or through group support such as group supervision and action learning sets. The type of support role will be dependent on an individual’s needs and availability of support.

Description

The Effective Practitioner is a national initiative providing work based learning resources and support for Nurses, Midwives and Allied Health Professionals across NHS Scotland. It supports ‘practitioners’ and ‘senior practitioners’ as described on the Career Framework for Health (see appendix 2) to meet the three Quality Ambitions within the Healthcare Quality Strategy for NHS Scotland through the delivery of safe, effective, and person-centred care.

For more information please access the NES website at http://www.nes.scot.nhs.uk/initiatives/effective-practitioner

The Effective Practitioner web resource is at http://www.effectivepractitioner.nes.scot.nhs.uk

Name of support role: The support roles for individuals is relevant to their clinical context and individual professional development needs.

Description of context: Effective Practitioner is relevant to a large number (around 46,000) practitioners and 11 different professions

James was made aware of the Effective Practitioner Initiative by the District Nurse in his team. He decided to use the resource to help him to demonstrate his development at his next Personal Development and Performance Review meeting. He realised that he had a learning need in relation to using evidence in practice and felt he would benefit from some support. He identified a mental health colleague in the health centre who was undertaking some research in the same field and asked them if they would act as an informal buddy. He sees this as a short term support and intends to see how it goes, he might then look to identify someone who can support him for a longer period of time to develop his skills in research appraisal.

Case StudyEffective Practitioner

Advanced Practitioner

Personal support Professional support

MentorWill support individuals to meet their identified learning needs.

Critical CompanionA helping relationship in which an experienced facilitator accompanies another on an ‘experiential learning journey’, using methods of ‘high challenge’ and ‘high support’ in a trusting relationship (Titchen 2000).

To undertake this role an individual must have attributes to facilitate development within the role and this would normally be a healthcare professional who has attended a preparatory workshop.

Description

‘Advanced’ practice, it is argued, is a particular stage on a continuum between ‘novice’ and ‘expert’ practice. For further details access: http://www.advancedpractice.scot.nhs.uk/definitions/specialist-and-advanced.aspx

The ‘advanced’ role is characterised by high levels of clinical skill, competence and autonomous decision-making and reflects a ‘particular level’ of practice on the Career Framework.

Paola is an advanced practitioner in Accident and Emergency which is a demanding role with a busy clinical workload. She has a mentor within her clinical area that has helped her achieve some of the key skills required for the role. In addition, she has a critical companion who is a lecturer practitioner who has helped Paola to reflect on events that have occurred, and help identify ways in which she may improve and move out of her ‘comfort zone’ whilst being supported to develop both professionally and personally.

Case StudyAdvanced Practitioner

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Titchen, A (2000) Professional Craft knowledge in patient-centred nursing. Kidlington Ashdale Press.

Wilkins, A and Ellis, G (2004) Enhancing learning environments by maximising support to mentors. Nursing Times 100 26 36-38.

Appendix 1: Feedback formPractice Education Support Roles - Feedback form

Please use this form to inform NES nursing and midwifery practice education team of any new or evolving practice education support roles and to feedback about how they are used within NHS Boards.

Name and contact details

NHS Board

Practice education support role

Comments - literature, evidence base, change of support function, new role

Contact details: Please return your completed feedback form to Jacqui McKay, Project Coordinator at: Jacqui.mckay@nes.scot.nhs.uk

Appendix 2: NHSScotland Career Framework

(Note to reader: title will be on the same page as the diagram).