Future Nurse Future Midwife Implementation Workshop (2) · •Guided participation in care and performing with increasing confidence and competence, ... •Communication and Relationship

Future Nurse Future Midwife

Implementation Workshop (2)

Mossley Mill

10th February 2020

Agenda

09:00 Registration and Tea/Coffee

09:30 Opening Remarks and Introduction

Northern Ireland Practice Assessment Document

Overview and Q&A

Tea/Coffee Break

Standards for Student Supervision and Assessment

Work stream update


Preparation Programmes

Lunch Break


Preparation Programmes continued

Practice Learning Environments Education Audit

The Audit, Audit Guidance and Q&A

Curriculum Update and Student Flow

Next steps

16:00 Close

Opening Remarks and Introduction

Frances Cannon

NIPEC



Upcoming Approval Visits

OU – 9th & 10th March 2020

UU – 30th March 2020

FNFM Programme Board:-

Organisational Readiness

NI Practice Learning Collaborative

MERG

Northern Ireland

Practice Assessment Document

(NIPAD)

Dr Neal Cook - Ulster University https://prezi.com/view/TDQTmMna5ZdaErlnxHMz/

https://prezi.com/view/TDQTmMna5ZdaErlnxHMz/

Northern Ireland Practice Assessment Document (NIPAD)

Dr Neal Cook

Ulster University

NIPAD – an overview

Tool to support learning and assessment in practice

Based on the NMC Future nurse: Standards of proficiency for registered nurses and Standards for education and training (NMC 2018)

Predicated upon students taking ownership of their learning and development

Location of all evidence of learning and development over each Part of the programme

Is also the Ongoing Record of Achievement (ORA)


Future Nurse standards have person-centredness at their core

Requires pre-registration nursing curricula to place people at the centre of learning in order that the person-centred context of practice is also the context of their learning and development.

NIPAD follows the Framework for Practice Learning (FPL) (Cook, 2017)

• Transformative learning experience in developing person-centred practitioners.

• Predicated upon a value base of trust, mutuality and knowledge exchange.

• Engages student and educator in dialogue that illustrates value of the other, mutuality and sharing of knowledge and experiences in a dialectic manner.

• Dialogue that leads to action and positive change


Set out in two main sections:

Section 1

Records of Discussions

Evidence of learning and achievement

Section 2

Formative Assessment

Summative Assessment


Evidence includes:

• Professional Values in Practice

• Communication and Relationship Management Skills

• Promoting Health and Preventing Ill Health

• Leading and Coordinating Care Episode

• Reflections

• Care Documentation

• Health Numeracy & Calculation of Medicines

• Quality Improvement in Practice

• Service User/Carer Feedback.

• Field specific worksheets


Other records include:

• Personal Profile

• Signature Log

• Record of Underperformance

• Record of Attendance

• Practice Supervisor Notes

• Practice Assessor Notes

• Academic Assessor Notes

• Record of Learning with Other Health Care Professionals

Developmental Nature of Learning in Practice

• Guided participation in care and performing with increasing confidence and competence, applying knowledge, skills and professional attributes

Part 1

• Active participation in care and decision making and performing with increased confidence and competence, applying knowledge, skills and professional attributes

Part 2 • Practicing autonomously with minimal supervision and leading and coordinating care competently and confidently within changing environments, applying knowledge, skills and professional attributes

Part 3

Assessment Strategy Across Each Part of the Programme in Practice

Tripartite Formative Assessment

Student

Practice Assessor

Link lecturer/practice tutor

Tripartite Summative Assessment

Student

Practice Assessor

Academic Assessor

Records of Discussion and Evidence of Achievement for One Part of the Programme


Completed by Practice Assessor with Student

Informed by feedback and discussions with Practice Supervisor(s), Nominate Person and Student

All sections to be completed at the time

No section is Not Applicable


Initial Discussion

• Completed within first week

• Practice learning plan agreed

• Review of previous progress

• Orientation – completed first shift


Progress Review

• Halfway through allocated weeks

• Professional Values in Practice completed

• Future Development Plan completed


Final Discussion

• End of practice learning experience

• Acknowledge students achievement to date

• Complete Professional Values in Practice again

• Every student must have a learning and development plan for the next practice learning experience

• Complete checklist for assessed documents


Records completed throughout the practice learning experience

• Record of attendance

• Weekly learning log

• Practice supervisor/assessor notes (if necessary)

• Academic notes (if necessary)

• Additional Development Plan (if necessary)

• Record of Underperformance

Supporting Evidence

• Evidence is aligned to proficiencies and annexes

• They set out the type and level of practice activities the student needs to be involved in so that they can develop to meet the Future Nurse standards

• Evidence is therefore not separate from practice but focused on practice

• Some evidence is developed over the three parts of the programme (colour coded)

• Some Nursing Procedures

• Communication and Relationship Management Skills

• Field Specific Worksheets

Supporting Evidence

All elements must be authenticated by practice supervisor/assessor – this includes authenticating any account of practice and that the work is the student’s independent work and to the standard expected/required

If all evidence is present and authenticated as being to standard, then student meets criteria to pass summative assessment

Do not authenticate anything you cannot stand over

Examples include:

Promoting Health and Preventing Ill Health

Care Documentation

Quality Improvement in Practice

Learning and Coordinating Care Episodes

Supporting Evidence

Service User Feedback

• Three to be achieved without issues for each Part of the programme

• Must not be gained by the student

• Areas of concern must lead to Development Plan and repeat feedback

• Student must reflect on each set of feedback

Supporting Evidence

Authenticated Reflective Accounts

Aligned with proficiencies and Annexe A

Must follow a recognised model of reflection

Can address one or more proficiencies in each reflection

All must be authenticated

Supporting Evidence

Supporting Evidence

Supporting Evidence

Health Numeracy & Calculations of Medicines

• Student needs to demonstrate not only that they get the right answer, but how and that it is their work

• Includes understanding prescriptions

• Must undertake administration of medicines

• Calculations in Nursing section must not include repeating entries from previous Part of programme.

Supporting Evidence Nursing Procedures

Formative Assessment

• Completed by the practice assessor, link lecturer/practice tutor and student

• Occurs approximately halfway through practice learning for this part of the programme (e.g. if student had 20 weeks of practice learning in Part 1, it would occur around week 10).

• Record summary of progress and key areas for development for remaining weeks of practice learning prior to the summative assessment for this part of the course

Summative Assessment

Purpose is to determine whether requirements for progression to next Part of the programme/registration have been achieved with sufficient supporting evidence provided

Provisional until all practice hours are completed

May be reviewed should an issue (professional or otherwise) arise in the time between the assessment and all hours being completed.

Two attempts

First - towards the end of the final practice learning experience of Part of programme, permitting a minimum period of two weeks for a second attempt

Second (Final) – End of practice learning experience after two week period to address any missing evidence

Undertaken by the practice assessor, academic assessor and student

Resources

PREPARATION PROGRAMMES FOR PRACTICE SUPERVISOR, PRACTICE ASSESSOR, ACADEMIC ASSESSOR

ONLINE NIPAD VIDEOS

NIPAD PRACTICE LEARNING HANDBOOK

UNIVERSITY COLLEAGUES

Questions?

Tea/Coffee Break

Standards for Student

Supervision and Assessment

Update

Clare Marie Dickson

Co-Chair FNFM SSSA work-stream

SEHSCT

Current mentors, Sign-off mentors

& Practice Teachers

Registrants: New to Role

Transitioning Programme F2 F

Or

E Learning


The Fundamentals E Learning

MANDATORY

Practice Assessor Ready New to Role F2F (1 Day)

Or

New to Role E Learning

Self-Declaration

Practice Assessor Ready

Name added to

Practice Assessor Database

Self –Declaration

Name added to

Practice Assessor Database

Standards for Student


Preparation Programmes

Joanne Fitzsimons FNFM Professional Officer - SEHSCT

Rhonda Brown FNFM Professional Officer - BHSCT

FNFM:SSSA

It is the expectation that all mentors sign-off mentors and

practice teachers and will transition to the role of practice

supervisor and also into the practice assessor role

& undertake a Practice Assessor Transitioning Programme

What's included

• Roles and Responsibilities

• NIPAD Overview

• Curriculum Update

New to Role

What's included

• Supervision and Assessment “The Fundamentals” E-

learning Mandatory


• NIPAD Overview

• Curriculum Update

Module 1 E-learning “The Fundamentals”

Mandatory for all New to Role

• Welcome

• Objectives

• Why engage in course?


• Reflection - current Knowledge, skills, attitudes and

behaviours Positive role modelling

• Reflection – How do you learn?

Module 1 E-learning

• Visual, Auditory & Kinaesthetic (VAK)Questionnaire

• Your learning style – link to VAK questionnaire with

explanation

• Identifying learning needs

• Identifying learning opportunities – within your environment

and MDT

• Supporting the student in practice – direct and indirect

supervision and delegation

Module 1 E-learning

• Coaching model – G.R.O.W

• Positive coaching environment

• Assessment

• Formative and Summative assessment

• Reflection – how do you assess if a student has met their

learning needs?

• Answers given in feedback section

Module 1 E-learning

• Giving feedback

• Raising and escalating concerns – link to flowchart

• Reflection – What might you be concerned about regarding

students progress?

• Guidance given in feedback section

• Supporting a student in practice – support network

• Development plans

• Multiple choice assessment

Certificate of attendance

Practice Supervisor:

Face to Face • PPP - Overview of roles and

responsibilities and NI Model • Group work • Welcome and orientation and

consequences when process fails • Consequences of not having NIPAD

available • Identifying learning opportunities • Authenticating evidence and giving

feedback • Identifying poor performance • Use of NIPAD throughout

E-learning • Overview of roles and responsibilities

and NI Model • Scenarios and videos to reflect all group

work content • Sign post to NIPAD resource • Sign post to curriculum

Practice Assessor:

Face to Face

• PPP – Roles and responsibilities and NI Model

• Your role in formative and Summative Assessment

• Identifying and management of underperformance

• Development plan • Review and feedback • Use of NIPAD throughout

E-learning

• PPP – Roles and responsibilities and NI Model

• Scenarios and videos to reflect all group work

• Sign post to NIPAD resource • Sign post to curriculum

Self-declaration Form

• Following transition programme F2F all attendees will

complete prior to leaving & PET add to name PA database

• Following transition programme e-learning, Nominated

Person and Practice Assessor will complete in PLE –

inform PET

• Following F2F module 2 and 3 attendee will complete as

being prepared and PET will add to PA database

• Following e-learning module 2 and 3 NP and PA will

complete in PLE – inform PET

Timelines

Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec

2020 2020 2020 2020 2020 2020 2020 2020 2020 2020 2020 2020

PLEEA Audits

Current Mentors Sign-off Mentors and Practice Teachers

Practice Supervisor & Practice Assessor Transitioning

Programme Face to Face

Practice Assessor Self Declaration Form

Local delivery by PET

Independent Sector/AEIs

Current Mentors Sign-off Mentors and Practice Teachers

Practice Supervisor & Practice Assessor Transitioning

Programme E Learning

Practice Assessor Self Declaration Form

Via HSC Leadership Centre

New to Role

Module 1 – Supervision & Assessment Fundamentals

E Learning (mandatory )

Via HSC Leadership Centre - Certificate

New to Role Face to Face (1 day )

Practice Supervisor & Practice Assessor Programme

Practice Assessor: Self Declaration Form

Or

Local delivery PET

Independent Sector AEI

New to Role

Practice Supervisor (E-learning) & Practice Assessor (E-

learning) Programme

Practice Assessor: Self Declaration Form

E- learning via The Leadership Centre

Lunch Break

Assessor Databases

• HSC Trusts will maintain their own practice assessor

database and AEIs will maintain a practice assessor

database for the Independent Sector

• Records: Name, NMC PIN, Part of NMC Register, Field of

Practice and date of preparation programme completed

• Current mentor register maintained until Dec 2022

transitions are complete

• AEIs also maintain an academic assessor database

Practice Learning Environments

Education Audit

Sharon Conlan - SHSCT

Carol McGinn - WHSCT

Curriculum Update

and Student Flow

Ulster University

Queens University Belfast

The Open University

Curriculum and Practice Learning Update Ulster University

Ursula Chaney Academic Lead Education

Seana Duggan Academic Lead Practice Learning

New Curriculum

• Being an accountable professional

• Promoting health and preventing ill health

• Assessing needs and planning care

• Providing and evaluating care

• Leading and managing nursing care and working in teams

• Improving safety and quality of care

• Coordinating care

• Annex A: Communication and Relationship management Skills

• Annex B: Nursing Procedures

Programme Structure (Adult)

Semester one Semester 2 Semester 3

Year 1

Level 4

Becoming A Professional

Registered Nurse (Adult) (20

credits)

Building Foundations in

Communication for Person-

centred Nursing (20 credits)

Assessing the Mental and

Physical Health Needs and

Abilities of People (20 credits)

Planning and Providing

Person-centred Care for

Mental and Physical Well-

being (Adult) (20 credits)

Learning to be a Professional Nurse in Practice (40 credits)

Year 2

Level 5

Responding to the Holistic

Health care needs of People

(20 credits)

The Collaborative and

Evidence Informed Registered

Nurse (Adult) (20 credits)

Nurse as an Active Agent in

Health Promotion and Public

Health (20 credits)

Therapeutic Communication

and Interdisciplinary

Teamworking (20 credits)

Interdisciplinary Working in Practice (40 credits)

Year 3

Level 6

Supporting People with

Complex Care Needs and

Pharmacological Interventions

in Nursing (Adult) (20 credits)

The Registered Nurse (Adult)

as an Accountable Decision

Maker (20 credits)

Leading and Influencing for

Population Health Improvement

(20 credits)

Leadership and Quality

Improvement in Healthcare

Environments (20 credits)

Becoming A Registered Nurse (40 credits)

Programme Structure (Mental Health) Semester one Semester 2 Semester 3

Year 1

Level 4

The Accountable and Professional Evidence Informed

Registered Nurse (Mental Health) (20 credits)

Interpersonal Communication

and Collaboration in Person and

family centred Nursing (20

credits)

Assessing the Mental and Physical Health needs and

Abilities of People (20 credits)

Planning and Providing Person-

centred Care for Mental and

Physical Well-being (Mental

Health) (20 credits)

Learning to be a Professional Nurse in Practice (40 credits)

Year 2

Level 5

Meeting the Mental and Physical Healthcare Needs of

People in Mental Health Nursing (20 credits)

The Professional and Research

Informed Registered Nurse

(Mental Health) (20 credits)

Promoting Holistic Health and Well-being in Mental

Health Nursing (20 credits)

Interpersonal Communication

and the principles of

Psychological Therapies (20

credits)

Interdisciplinary Working in Practice (40 credits)

Year 3

Level 6

Supporting People with Complex Care Needs and

Pharmacological Interventions in Nursing (Mental

Health) (20 credits)

The Accountable Professional

and Research Competent Nurse

(20 credits)

Therapeutic Psychological Approaches and

Interventions in Mental Health Nursing (20 Credits)

Leadership and Quality

Improvement in Healthcare

Environments (20 credits

Becoming A Registered Nurse (40 credits)

Practice Learning Environments

• DoH placement classifications

• Maximise learning opportunities for all students

• Hub and Spoke placements

• Crossfield experiences

Adult Older Adults

Health Visiting

Community Nursing

Surgical

Care of acutely ill – hospital/community

Learning Disability Experience

Mental Health Experience

Mental Health

Older Adults

Children and Young People

Acute Adult Experience

Learning Disability Experience

• Questions

Shared Modules Across all Fields • Professionalism in Nursing

• Evidence Based Nursing 1 • Essential Life Science and Foundations

of Pharmacology • Caring communication in nursing • Public Health perspectives • Safe Medicate

• Foundation of Adult of Nursing • Foundations of Children’s and

Young People’s nursing • The Foundations of Learning

Disabilities Nursing • Foundations of Mental Health

Nursing

Phase 1 = 5 weeks

Placement 1 = 5 weeks

Phase 2 = 6 weeks


Phase 3 = 5 weeks


Field specific modules

Year 1

Calendar flow

Year 2

Shared Modules Across All Fields

• Evidence Based Nursing 2 • Applied Life Science • Essential Pharmacology • Working Inter-

professionally to Improve Mental Wellbeing

• Safe Medicate

Field Specific modules

• Nursing care of the acutely ill adult • Nursing care and Management of the Adult with Chronic

Health Care needs

• Care of acutely ill child and young person • Care of the child or young person with long term needs

• Nursing People with Learning disabilities across the lifespan with psychological and behavioural needs

• Nursing children and young people with neuro developmental disabilities and genetic conditions

• Vulnerability & Resilience across life course • Formulation Based Nursing Care in Mental Health

Phase 4 = 6 weeks


Phase 5 = 8 weeks


Phase 6 = 4 weeks


Calendar flow

Year 3

Shared Modules Across All Fields • Developing Leadership

and Professionalism • Evidence Based

Nursing for Quality Improvement

• Applied Pharmacology for Nursing Practice

• Interprofessional Working

• Safe Medicate

Field Specific Modules Adult • Specialist and Complex Care • Community and Integrated Care

Children and young people • Complex and High Dependency Care of Infants,

Children and Young People • Supporting Children, Young People and their

Families with Effective Transitions Across Services

• Managing Complexity in Sustaining Health and Wellbeing of Adults and Older Adults with Learning Disabilities

• Coordination of Care to Improve Quality of Life for the Person with Learning Disabilities

• Mental Health Interventions: theory and practice • Understanding the complexity of mental ill

health across the continuum

Placement 7 =5 weeks Elective

Phase 7 = 8 weeks


Phase 8 = 5 weeks


Calendar flow

OU Curriculum

Future Nurse degree overview

Understanding nursing: knowledge and theory K210 (60 credits)

Developing nursing practice K211 (60 credits)

Level 1 Level 3

Becoming an autonomous practitioner (60 credits) K326 Adult K329 Children and Young People K328 Learning Disability K327 Mental Health

Introduction to health and social care K102 (60 credits)

Introduction to healthcare practice K104 (60 credits)

Level 2

Assimilating nursing: knowledge and theory K325 (60 credits)

Next Steps

Organisational Readiness Frances Cannon

NIPEC

Documents

Future Nurse Future Midwife Implementation Workshop (2) · •Guided participation in care and performing with increasing confidence and competence, ... •Communication and Relationship