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Professional

focus A D D R E S S I N G T H E N E E D S O F S T U D E N T S A N D E D U C A T O R S

A C R O S S T H E O R G A N I S A T I O N

Welcome to the third edi on of Professional Focus. This newsle�er is dedicated to Educa on, why it is important, how we support it and what that means

for our future workforce

Mentorship

The Clinical Educa�on team currently manages a live Mentor Register

which is located on our intranet site:

h�p://srv-intranet/NonClinicalServices/CEP/Lists/Mentor%

20Register/AllItems.aspx

It is important that you let us know if your record is up to date or if

you need to be added. If you are aware of any mentors leaving the

trust, please inform us so we can remove them accordingly.

Mentor updates;

If you are due to a�end a mentor update (you will receive a

no�fica�on if you are out of date), please book on to a course via ESR

20th August (Barnet)

16th September (inner)

If you have any queries rela1ng to your mentor update/triennial

review, please refer to our guidance on the hub

h5p://srv-intranet/NonClinicalServices/CEP/SitePages/Pre%

20Registra1on%20Nursing.aspx

Alterna�vely, contact the team on;

Prac1ce.placements@clch.nhs.uk

Editor - Tracey Hilton,

Senior Clinical Placement Facilitator

E-Learning

The prac�ce placements team are currently

working on a project which will allow pre-

registra�on nursing students to complete their

CLCH induc�on online.

The package will comprise of 6 x core modules

which will need to be accessed and concluded

before they commence their prac�ce

placement.

The system will allow the team to retrieve

informa�on for repor�ng purposes. It will also

offer the students some flexibility around their

own learning and maximise their �me in clinical

prac�ce.

The Educa1on team (upcoming clinical

courses)

Our courses can be accessed via the hub;

h�p://srv-intranet/NonClinicalServices/

LearningZone/SitePages/All%20Courses.aspx

Placements - Have created a poster which

introduces the team and their roles within

educa1on. This poster will be displayed in the

clinical areas that are currently accessed by

our students.

Issue 3

A Mentors story

Being a mentor within CLCH is a privilege . My team and I support approximately 5-6 students per year, hopefully giving students a

great experience with the health visi�ng and school nursing teams.

There are 5 mentors in my team all together, and we work hard to ensure all students are able to achieve learning objec�ves and

competencies. We are very lucky to have excellent links within CLCH, and arrange students to gain other experiences within the

community. We work very closely with the Children's Community Nursing Team, Speech and Language and the CHEYNE Children's

Development team. School Nurses and Health Visitors work very closely with a lot of mul� disciplinary teams such as specialist

nurses in diabetes, integrated gangs unit, locali�es and GPs, all serviced help to give our students a great experience in the

community.

Mentoring students is very important and allows you to play a huge part in shaping a students nursing future. To be a good mentor

it's important to be able to ac�vely listen, support, encourage and provide space and �me (some�mes difficult) for a student to

develop and become confident in their new prac�ce placement.

Mentor's should be good role models within placement. Mentoring is an honour and I would encourage anyone who wishes to

develop their leadership skills to take up the mentoring course. It can lead on to great things. Not only do you provide support for

our future nurses, but you can help change a nurses percep�on of community nursing and how valuable our role is out of the

hospital se@ng. Mentoring helps you to become more confident within your team, it's enables you to support new staff, junior staff,

skill mix and become an effec�ve leader within your team. As a mentor you are con�nuously learning in and out of prac�ce and I am

always learning new skills and prac�ces from my students!

Laura Holt

0-19 Team Leader-Cluster 4

Specialist Community Public Health Nurse Designated School Nurse for West London Free School-Secondary

Nicolas Arche5a -

Professional and Clinical

Educa1on Administrator

‘The new learning site will be

launching soon. It will include

be�er naviga�on, less

scrolling, less clicks. Find what

you’re looking for quicker and

easier’.

For further details, contact;

Nicolas.arche5a@clch.nhs.uk

Wedding Bells

The Educa�on team would

like to congratulate Marcia

Pinnock (Clinical Educa�on

and Prac�ce Lead) on tying

the knot back in May

We wish you all the best for

the future!

Nurse Training - Year 2 - Yolan is currently seconded by CLCH to undertake a PG Dip (Child)

at KCL. Yolan is due to qualify this September.

Throughout my nurse training I have ac�vely sought opportuni�es to learn about the ways in

which nurses and other health & mul�-agency professionals work collabora�vely to provide an

op�mal standard of care in hospital and facilitate the con�nua�on of care and op�mal quality

of life post discharge. This has been achieved through a�endance to MDT and discharge plan-

ning mee�ngs, working with community children’s & school nurses, social workers and other

allied health professionals. Where possible, I have made efforts to follow the pa�ent journey

from admission to discharge and beyond through liaisons with mul�-disciplinary colleagues;

this has helped me to become familiar with the range of professionals and addi�onal services

that are oFen involved in the con�nua�on of care for children/young people and the exis�ng

services that my fellow colleagues & I can signpost children and their families to where appro-

priate

I now possess a sound understanding of professional accountability and have been commi�ed

to taking ownership and responsibility for my ac�ons and decisions throughout my nurse

training; my ability to empathise and dedica�on to deliver excellence to those under my care

means I am con�nually in the prac�ce of consul�ng my senior colleagues, ensuring relevant

informa�on is adequately recorded and issues or concerns are escalated as required.

I am enthusias�c about the prospect of returning to prac�ce from study with the ability to

perform and undertake a greater range of roles and responsibili�es, a sound understanding

and experience of the nursing role and new innova�ons regarding best prac�ce. I am keen to

develop and improve the drug administra�on skills acquired within my training and become

fully competent with IV administra�on and central venous/peripheral access amongst a range

of speciality specific skills

Yolan Mcleary, Student Nurse, KCL

Educa1onal Audits (update)

We are currently carrying out Educa�onal Audits with all prac�ce areas that support

student Educa�on in collabora�on with our partner Higher Educa�onal Link Lecturers.

All audits for Barnet locality should be completed by 30th

June and we an�cipate that

all audits for our inner London prac�ce areas to be completed prior to the New

September 15 intake.

The purpose of the audit is to monitor and enhance the quality of the prac�ce learning

environment, student support and assessment of prac�ce. This includes learning

environments which support students on pre-registra�on nursing and midwifery

programmes as well as CPPD courses which have a formal assessment component.

There is an expecta�on that all areas can support all levels of students unless there is a

clear ra�onal agreement between prac�ce educa�on and HEI’s. The audit will help to

iden�fy a specific ac�on plan if required and ensure that the learning environment

con�nues to meet required standards or is supported in enhancing quality where

necessary.

For our inner London team leads, please expect a call from any of our HEI links (listed

below) or placement facilitators arranging a date for audit comple�on. If you are a

placement lead and are unavailable to complete the audit, please can you nominate a

representa�ve to complete this on behalf of the prac�ce environment.

Irene Zeller KCL

Julie Bliss KCL

Cynthia Davies Kingston University

Sian Lavers BNU

APL Mentorship Training

Accredita�on of prior learning incorporates accredita�on of prior cer�ficated learning

(APCL) and accredita�on of prior experien�al learning (APL). APCL considers whether

previously assessed and cer�ficated learning at a postgraduate level is eligible for credit

within a programme of study. In the case of the programmes present in this

prospectus, this can be, for example, (Associate) Fellowship of the Higher Educa�on

Academy or a postgraduate cer�ficate or diploma or individual modules thereof

relevant to the subject area. APL considers learning outside a formally assessed

programme and to be eligible for credit must be relevant , adequate and current to the

module and the intended programme of study.

As approved APL results in the assigning of credit and permits exemp�on from a

module or modules, King’s learning ins�tute must ensure that learning derived from

APCL or APL is relevant and equivalent to the learning that the par�cipant should have

achieved if they had undertaken the standard programme of study. In short, the

programme modules act as benchmarks against which the par�cipant needs to

demonstrate equivalence.

Mentorship - an accredita�on claim can be made for Mentorship as a free-standing

module as well as part of a diploma or degree pathway.

If you would like to explore this route into Mentorship, please contact

tracy.stevenson@clch.nhs.uk in the first instance

Failing to Fail

Most nursing students will achieve

the proficiency standards they need

to register but mentors may be faced

with a student whose performance is

weak.

While these may be in the minority,

evidence suggests that mentors find

this one of the most challenging

aspects of their role (Duffy, 2003)

The NMC Standards to Support

Learning and Assessment in Prac�ce

(2008) iden�fied mentors’

responsibility in suppor�ng and

assessing nursing and midwifery

students. The standards emphasise

mentors’ role in managing failing

students

It is important that mentors do not

avoid these uncomfortable situa�ons

by passing students when they feel

that they have not achieved the

outcomes required of them,

whatever the reason

If you require support, please contact

the team;

prac1ce.placements@clch.nhs.uk

Useful informa1on can be found on

the following website;

h�p://www.nursing�mes.net/

Journals/2013/02/12/o/k/

y/071120GLFailing1.pdf

5 key points

1) Nurses and midwives have a

responsibility to con�nually develop

themselves for professional growth

2)Mentors play a pivotal role in

protec�ng the public by ensuring

students are fit for purpose and

prac�ce

3)It is mandatory for mentors to

support and assess pre-registra�on

students in prac�ce

4)Clinical placements are a vital part

of educa�on because they help

students to translate theory into

prac�ce

5)Suppor�ng mentors in formula�ng

a mentor porMolio builds confidence

and skills

CLCH End of Life Care Strategy

Death and dying are not topic areas for everyday conversa�on for the majority of us; however, for a range of

our CLCH colleagues, conversa�ons about death and dying may take place on a frequent or daily basis with

those in their care. These CLCH staff need to have access to the appropriate support, educa�on and training

to ensure adults and children with advanced, progressive or chronic illness, feel able to have conversa�ons

about their preferences and wishes at a �me of their lives when it is �me which is short.

With this in focus, a group of representa�ves from services across CLCH, who are involved with specialist and

generalist end of life care, have been developing an End of Life Care Strategy (2015 – 2018). In order to

ensure care for people with end of life care needs are met by our CLCH colleagues and the broader aims of

the strategy are achieved too, there are six strategy objec�ves to we must engage with.

These are:

high quality, rela�onship centred, compassionate care

advance care planning/risk stra�fica�on

assessment and care planning

symptom management, comfort and well being

support for families including bereavement care

educa�on and training

We have one chance to get it right for this group of people in our care; with this in mind we would like to

invite you to get involved in delivering these objec�ves with us.

For more informa�on about the strategy or end of life care in CLCH, please contact Hilary Shanahan at:

hilary.shanhan@clch.nhs.uk

The Placements team bid farewell to one of our valued colleagues - Sian Lavers, Senior Link

Lecturer, Bucks New University.

We wish Sian every success in her new role and would like to thank her for the support she has

provided to CLCH and students in past years.

Good luck!

Latest news - internal and external communica1ons

NMC to consult on introducing language controls for EU trained nurses and midwives

Following recent changes to EU legisla�on, we are now consul�ng on our powers to require applicants to

the register from the European Economic Area (EEA) to sa�sfy us that they have the necessary knowledge

of English to prac�se safely and effec�vely in the UK.

Jackie Smith, NMC Chief Execu1ve, said:

“We have pressed for language controls for years so that nurses and midwives can prac�se safely and

effec�vely, in order to further protect the public.

“The Code is clear that you must be able to communicate effec�vely with pa�ents and colleagues.”

A new ground of impairment in rela�on to English language competence will also be introduced to our

Fitness to Prac�se procedures.

Applicants from outside the EEA are already required to achieve an Interna�onal English Language Training

System (IELTS) score of seven but under the current laws we are unable to request proof of English

language ability for those trained in Europe.

The 12-week consulta�on began on 1 June.

h5p://www.nmc.org.uk/news/news-and-updates/nmc-to-consult-on-introducing-language-controls-for

-eu-trained-nurses-and-midwives/

The code for Nurses and Midwives

The Code presents the professional standards that nurses and midwives must uphold in order to be

registered to prac�se in the UK.

Effec�ve from 31 March 2015, this Code reflects the world in which we live and work today, and changing

roles and expecta�ons of nurses and midwives. It is structured around four themes – priori�se people,

prac�se effec�vely, preserve safety and promote professionalism and trust. Developed in collabora�on

with many who care about good nursing and midwifery, the Code can be used by nurses and midwives as a

way of reinforcing their professionalism. Failure to comply with the Code may bring their fitness to prac�se

into ques�on.

h�p://www.nmc.org.uk/standards/code/

Student feedback (all placement requests must come via the placements team)

Students are now asked to provide feedback on their placement via surveymonkey.

This has already proved successful with an 800% increase in returned submissions. Examples below;

my mentor (Jacinta McGurn) was amazing. Arranged so many opportuni es and experiences for me. I was

made to feel so welcome and part of the team. She made this placement brilliant and made me consider

working in the community in the future

My mentors were great. Respiratory unit and other staff. They made me feel welcome. Lots of learning

opportuni es. Please join me in giving them a great big thank for the wonderful services they provide to the

community. Well done all!

Uoh Recruitment Event On 7th July CLCH, Sulekha Ali, Jumoke Oladipupo, Donna Thornley and Nira Varsani attended a Nursing celebration and recruitment event at our partner HEI, University of Hertfordshire. Nursing graduates were very keen to find out about the various career opportunities within offender health, community nursing and health visiting. It was great sharing positive stories about the work we do and what we offer once employed, in terms of support and continuous professional development. We received very positive feedback from the students, having had their community placement with CLCH and hope to attend more nursing and recruitment events throughout the year. Learning to Care Workshop at UoH Prior to attending the workshop ‘learning to care’ the first thought that occurred to me was ‘can you LEARN to care or is it already instilled in us?’ With this in mind, I was certainly thinking it was an intrinsic element – either you have it in you or you don’t and for someone in the nursing profession it would be quite an innate quality, right? This was an interesting presentation around research that was carried out to understand and discover whether there was evidence of caring behaviours in practice Below are some of the interesting findings from pre-registration nursing student whist in practice. ‘Some Nurses will just go in, do whatever, they are very task orientated, so do what they’ve got to do and move on to the next person’ MSc year 2 interview ‘It’s like the handover sheets they have - that checklist becomes the patient, i.e. Bed A when it should be Peter Jones in bed A’ Focus Group Student thoughts on Nature or Nurture: ‘I do like that approach of ‘Okay, we’ve sorted out this side so we can come and help you’. It’s all hands on deck, everybody’s going to be happy then and it’s about the patient at the end of the day, it’s not about how much work you have to do’ BSc year 1. ‘I think we’re debating what care means or compassion means because obviously compassion is a trait in somebody, being caring is a trait but so is love and if you love somebody, whether it be your child, your mother, your partner, whatever, you may see somebody else buying their mum a bunch of flowers, you may think ‘you know what? I’m going to buy my mum a bunch of flowers, cheer her up, Now that person hasn’t taught me to love my mum but they’ve taught me a strategy to show it and I think that some of us are caring people but we can be taught strategies in how to express that care’ BSc student, Yr 2

Having attended the session, I was more open to the fact that although caring is intrinsic it can be nurtured and the expression of caring can be taught. Some examples included role modelling; creating a culture of care, looking after staff, confidence and courage are some of the ways. What strategies should be adopted in clinical practice to ensure caring is routinely embedded in nursing care?

Mentor and Student stories - If you’ve had an exceptional student in your final year placement and you

would like to share your story please email practice.placement@clch.nhs.uk

Hub and spoke model for nursing student placements in the UK

The quality of clinical placements is an important factor in nurse educa�on and depends, partly, on the quality of the

mentoring. In a hub and spoke model of prac�ce learning, pre-qualifying nursing students are allocated to their

placement (hub) in the tradi�onal way and, in addi�on, are formally supported by their mentor to work in other se@ngs

and with different clinicians (spoke experiences) for one week in eight.

In a first pilot in three children’s wards, par�cipants reported the wide-ranging benefits of this model, which included; A

richer learning experience; a heightened sense of belonging; enhanced understanding of the pa�ent journey; a greater

insight into the roles and responsibili�es of the mul�-professional team; and increased awareness of possible career

choices. Students were able to work more confidently with different clinicians and teams, which should help them

become nurses who deliver high quality, modern health care.

‘Karen Harrison-White and Elizabeth King

Nursing Children and Young People - March 2015’

MIND Pilot study for resilience training for people with arthri1s and musculoskeletal condi1ons

MIND, the na�onal charity for mental wellbeing, has developed a resilience programme, based on CBT principles, to

reduce stress and anxiety with the aim of preven�ng the development of mental ill health.

In 2012 MIND were successful in ge@ng funding from the Department of Health to adapt and run the programme for 3

years in two pilot areas, Birmingham and Manchester, to benefit people with long-term condi�ons, by addressing stress

and anxiety in order to support them to manage their condi�on be�er. They have been working with Diabetes UK and

BHF to a�ract referrals of people with these condi�ons to the pilots. The pilots are being evaluated by the Faculty of

Health and Social Sciences, Leeds Becke� University.

The pilot has recently been extended to include people with arthri�s and we are suppor�ng this extension by se@ng up

referrals through various channels in the two target areas men�oned above.

We are looking for organisa�ons in a range of sectors who would be willing to consider referring people with a

musculoskeletal condi�on into the programme which consists of two hours per week for six weeks. The programme is

completely free for those who sign up and criteria for referrals includes:

• Group 1 condi�ons - Inflammatory arthri�s e.g. rheumatoid arthri�s, lupus, ankylosing spondyli�s

• Group 2 condi�ons - Osteoarthri�s, back pain, fibromyalgia

h5p://www.ahpnw.nhs.uk/news-

mind_pilot_study_of_resilience_training_for_people_with_arthri1s_and_musculoskeletal_condi1ons.html

Allied Health Professionals have been urged to support the Five Year Forward View.

The call came from Sir Malcolm Grant, NHS England’s Chairman, as he opened the first Chief Allied Health Professions Officer’s Con-

ference. “How can we cope with the extra demand of a growing and ageing popula�on? This is our biggest challenge. The old mod-

els of care are not working, that’s why we need to bring all our Allied Health Professionals to work together.

He said one focus of the Five Year Forward View was to tackle the funding gap, explaining: “The extra investment needed every year

exceeds infla�on. We have suggested the funding gap will be £30billion. So we have set out our idea for new models of care and set

up 29 Vanguards covering more than five million people. It’s not a pilot, as it’s not reversible.”

h5p://www.england.nhs.uk/2015/06/23/ahp-fyfv/

The Learning Team - Statutory and Mandatory Training The Refresher Statutory Mandatory Programme is designed to help to improve the standard of care and service delivery across health and care sectors. To ensure you are up to date, please visit our page on the hub; Learning Team / Courses For further information, please contact: Marcia Daley, Head of Learning and Development (020 8937 7980) Patsy Powell, Learning and Development Team Leader (020 7798 1472) Carmen Tulloch, Learning and Development Coordinator (020 7798 1476) Naaznin Khaki, Learning and Development Service Coordinator (020 8937 7172) Sarah Hesni, Learning and DevelopmentCoordinator (020 8937 7152) Pauline Namwanje, Learning and Development Coordinator (020 7798 1474) Sima Kazemzadeh, Learning and Development Administrator (020 7798 1478)

L&D@clch.nhs.uk

Clinical and Professional Education (Learning Team): Providing a range of learning opportunities within CLCH. The team is focused on providing an ex-cellent quality service and works closely with Directorates and Service Leads to fully understand their learning needs. For further information, please contact: Tracy Stevenson, Head of Clinical and Professional Education (020 7798 1492) Marcia Pinnock, Clinical Education and Practice Lead (020 7798 1475) Asha Sharma, Practice Placements Coordinator (020 7798 1485) Tracey Hilton, Senior Clinical Placements Facilitator (020 7798 1486) Nira Varsani, Practice Placements Facilitator (020 7798 1488) Nicolas Archetta, Professional and Clinical Education Administrator (020 7798 1482)

A message from the team; As always, we would like to thank our Mentors/Practice Educators for their continuous support with student education. We understand at times this can be a challenge. With large student numbers and a need to increase our mentor database, it may feel a little overwhelming at times. We are extremely proud of the positive feedback we receive and feel secure in the knowledge that students’ are receiving excellent placement experiences across the Organisation!

Irene Zeller - Irene.zeller@kcl.ac.uk (Link Lecturer, Kings College),

Sian Lavers - sian.lavers@bucks.ac.uk (BNU)

Cynthia Davis - Cynthia.davis@sgul.kingston.ac.uk (Kingston), Noel Knop - n.1.knopp@herts.ac.uk (UoH)