Future Nurse Future Midwife Implementation Workshop (2) · •Guided participation in care and...
Transcript of Future Nurse Future Midwife Implementation Workshop (2) · •Guided participation in care and...
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
Standards for Student Supervision and Assessment
Preparation Programmes
Lunch Break
Standards for Student Supervision and Assessment
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
Future Nurse Future Midwife
Future Nurse Future Midwife
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/
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)
NIPAD – an overview
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
NIPAD – an overview
Set out in two main sections:
Section 1
Records of Discussions
Evidence of learning and achievement
Section 2
Formative Assessment
Summative Assessment
NIPAD – an overview
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
NIPAD – an overview
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
Records of Discussions
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
Records of Discussions
Initial Discussion
• Completed within first week
• Practice learning plan agreed
• Review of previous progress
• Orientation – completed first shift
Records of Discussions
Progress Review
• Halfway through allocated weeks
• Professional Values in Practice completed
• Future Development Plan completed
Records of Discussions
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 of Discussions
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
Supervision and Assessment
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
Supervision and Assessment
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
• Roles and Responsibilities
• NIPAD Overview
• Curriculum Update
Module 1 E-learning “The Fundamentals”
Mandatory for all New to Role
• Welcome
• Objectives
• Why engage in course?
• Roles and Responsibilities
• 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
Placement 2 = 6 weeks
Phase 3 = 5 weeks
Placement 3 = 7 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
Placement 4 = 7 weeks
Phase 5 = 8 weeks
Placement 5 = 6 weeks
Phase 6 = 4 weeks
Placement 6 = 7 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
Placement 8 = 7 weeks
Phase 8 = 5 weeks
Placement 9 = 12 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