1 annual educational update for mentors and registrants / associate mentors 2008-9

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Annual Educational Update Annual Educational Update for Mentors and Registrants / for Mentors and Registrants /

Associate Mentors Associate Mentors 2008-92008-9

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IntroductionIntroduction

• Welcome to the Annual Update.

• Annual updates are essential to support the Mentor / Registrant (Associate Mentor) in the role.

• This update will support your professional requirements under The Code (NMC 2008), KSF(DH 2004) and Standards to Support Learning and Assessment in Practice (NMC 2006).

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Purpose of The Educational UpdatePurpose of The Educational Update

• Enable Mentors/Registrants to feel empowered to make confident judgements about student performance in practice.

• To keep Mentors/Registrants abreast of current issues related to student learning in clinical practice.

• To review the characteristics of a good learning environment.

• To highlight the needs of students with disabilities in clinical practice.

• To explain what constitutes evidence for standards related to mentorship.

• Identify support for failing students and what happens afterwards.

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Standards to Support Learning and Standards to Support Learning and Assessment In Practice (NMC 2008)Assessment In Practice (NMC 2008)

Summary of Key Points

• Requirements to be a Mentor– Qualification.– Local arrangements for Triennial review.

• Sign off Mentor Status– Local arrangements for first group.– Additional criteria.– Ongoing record of achievement.

• Requirements to be a Practice Teacher

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Standards to Support Learning and Standards to Support Learning and Assessment In Practice (NMC 2008)Assessment In Practice (NMC 2008)

Summary of Key Points

• Local register of current Mentors/Registrants and Practice Teachers.

• Consideration of Due Regard.• Further information from FAQ Sept 2007

NMC via the Standards to Support Learning and Assessment in Practice section of the Education and Quality Assurance Section on the NMC website:

http://www.nmc-uk.org/aframeDisplay.aspx?DocumentID=3250&Keyword

http://www.nmc-uk.org/aframeDisplay.aspx?DocumentID=3250&Keyword

Standards to Support Learning and Standards to Support Learning and Assessment In Practice (NMC 2008) Assessment In Practice (NMC 2008)

Framework consists of 8 domains:

1) Establishing effective working relationships.2) Facilitation of learning.3) Assessment and accountability.4) Evaluation of learning.5) Creating an environment for learning.6) Context of practice.7) Evidence-based practice.8) Leadership.

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Standards to Support Learning and Standards to Support Learning and Assessment In Practice (NMC 2008) Assessment In Practice (NMC 2008)

From September 2008:

In NMC approved: • Specialist Practice Nursing Programmes and, • Advanced Nursing Practice Programmes. • “student support, assessment and sign-off of practice

must be by a practice teacher”. (NMC 2006 p9).

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Curriculum HighlightsCurriculum Highlights

The following slides address the highlights in the curriculum

documents at each University offering pre-registration nursing.

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University of SalfordUniversity of Salford

• 3 modules per year for all programmes.

• No split placements by March 2009.

• In 7 of the 9 placements, documents are submitted at the end of the placement.

• A wide range of skills will be delivered prior to the first practice placement.


Personal Development Planning (PDP):

• All students engage in a PDP process.• The process consists of self-assessment, planning,

activity, review and recording.• Students produce Development Plans and PDP plans

or action plans.• Students should record evidence of their achievement

in the Ongoing Record of Achievement and their Personal Development Record.

• Mentors / Associate Mentors should facilitate students in all stages of the PDP process in practice.

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The University of Salford offers 2 programmes:

1) Diploma in Higher Education programme in Adult, Mental Health or Child; where students can study the final year at Diploma or Degree, gaining a BSc Ordinary Degree (60credits at Level 3).

2) BSc (Hons) Adult Nursing, Mental Health and Children's Nursing programmes.

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Diploma Programme highlights:

Year 1 Semester 1: • 4 weeks practice for skills acquisition – assessed by

OSCE in practice and Workstation OSCE in University.

• Examination prior to practice on skills theory e.g. bio-psycho-social basis.

Year 3 (Level 2 or 3): • Flexible Learning Module. • Role Development Module.• Nurse as a Professional Module.


Degree Programme highlights:

Year 1 Semester 1: • Increase in number of skills sessions delivered prior

to practice.

Year 1 Semester 2 and 3:• Run at the same time to integrate EBP with practice.

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Manchester Metropolitan Manchester Metropolitan University New Curriculum University New Curriculum

InformationInformation

• 3 years full time, 45 weeks a year.• One year CFP, 2 years Adult Branch.• There are 2 entry points.• Diploma Programme with option of doing Year 3 at Level

3 and exiting with BSc in Nursing Award.• BSc (Hons) in Nursing Pathway. • 50% theory and 50% practice.• Theory and practice alternate.• All students are assessed in practice with generic

outcomes.• Annual leave pre-determined.

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Theory Overview• Units of study. • All shared in CFP.• Branch specific AND shared in branch with IPL integrated, initially

within the 1st year of the programme.• All units assessed - Coursework, examination, presentations. • OSCE’s (ALL SUMMATIVE) include the following:-

– BLS. Manual Handling, Hand washing, Manual Blood Pressure, Aseptic Technique, Communication, Medicine Administration.

• Delivered in a variety of Ways using a Student Centred approach:-– Lectures, Small Groups, Individual & group tutorials

• Stronger emphasis on PBL in Year 2 and 3 of the programmes.• Support - Unit Lead, Unit Teams and Personal Tutor.• Summative Numeracy Test – requires a 100% pass at the end of

CPF in order to progress.

Manchester Metropolitan Manchester Metropolitan University New Curriculum InformationUniversity New Curriculum Information

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Curriculum Overview • Anatomy & Physiology Unit.• Health, Diversity and Public Health Units.• Clinical Skills and Knowledge for Nursing.• Developed over CFP and Branch Programmes.• Year 3: Leadership, Professional Development and Critical Thinking and Independent

Study AND student choice units .• Achieving Competence by end of Programme underpinned by Benner.• Developing key skills and professional attitudes.

Practice Assessment• Generic outcomes remain unchanged, however the format of the documents have

been modified. This is due for Launch with University of Salford in September 07 across existing and new cohorts.

Transfer to the South Circuit• MMU are in the process of transferring over to placing students in the South Circuit.

This process started with Sept 06 Cohorts, however in academic year 07/08, 2/3rds of students will be placed across Acute and Primary Care NHS Trusts in the South Circuit with the remaining 1/3rd being placed in the North. Therefore, as mentors, you will start to see less MMU students across the North Circuit. In academic year 08/09, ALL students will be placed on the South Circuit.

Manchester Metropolitan Manchester Metropolitan University New Curriculum InformationUniversity New Curriculum Information

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University of ManchesterUniversity of ManchesterDPSN/BSc ProgrammeDPSN/BSc Programme

September 2008September 2008

There are three exits points:

• Diploma.

• Diploma with 40 level 3 credits.

• Degree.

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Curriculum Changes From Sept Curriculum Changes From Sept 20082008

Key principles:

Linear programme. Regular Pattern of theory days spread evenly

through the unit. Standardised ‘front loading’ of theory. Theory delivered before assessment. Revision time clearly identified Week 8.

Curriculum Changes from Sept 2008Curriculum Changes from Sept 2008

Key principles:

Reduction in overall programme theory and practice hours <90 hrs.

45 week academic year. Units 15 weeks long. 10 weeks in practice per unit. Practice from week 3 to week 13 (except term

1). 1 day per week in University- Friday for

Foundation studies.

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Key principles:

Practice 4 days a week except for induction week 5 days.

Exam revision week 8 no practice that week. 2 weeks of reflective theory in weeks 14 and 15. No change to weekend and night duty

requirements. Assessment submitted/conducted week 11. Clinical assessment document completed by end

of week 13. Clinical assessment document submitted week 14.

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Key principles:

Foundation year students will be allocated toone long' hub’ placement with exposure to other areas.

Term 2/3 Community experience. Adult branch students will undertake 5 weeks

Mental Health experience. Mental Health branch students 5 weeks Adult

experience.

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Key principles:

NMC Skills Clusters (2006): Students must complete these as they are compulsory and must be assessed in practice.

Separate document from PAD. Specific document for foundation studies and

another for the branch programme.

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Key principles:

EU exposure incorporated into foundation units.

EU directives (adult branch only) incorporated in Branch units.

Continuity of Practice Assessment: All students will have an Ongoing Achievement Record which they will take to each placement.

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Key principles:

Adult and Mental Health Branches same structure except for the Elective Unit and Leadership and Management.

As part of Medicines Management (NMC 2008) drug calculation and administration will be assessed in practice in year three of the branch programme.

N.B. Please refer to the optional slides for more N.B. Please refer to the optional slides for more details re course structure and course units.details re course structure and course units.

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Pre-Registration Student Nursing University Rules & RegulationsPre-Registration Student Nursing University Rules & RegulationsCriteria University of Salford The University of Manchester MMU

Programme Diploma / Ordinary Degree: Adult, Child, Mental Health.

BSc (Hons): Adult, Child, Mental Health.

DPSN (Diploma): Adult, Mental Health.

BNurs (Degree): Adult, Child, Mental Health.

DipHE / BSc: Adult.

Entry Requirements 2 A Levels @E or above. GCSE English Language & Maths @ C or above.

2 A Levels @ C or above.GCSE English Language & Maths @C or above.

5 GCSE’s @ c or above, incl English Lang & Maths or equivalents. Also desirable: Science GCSE @ C or above & 2 AS levels @ C or above or equivalents. CRB & health check.

3 A Levels @ C or above. GCSE English Language & Maths @ C or above.

5 GCSE’s @ C or above, including English Language & Maths.

Hours Per Week 37.5 37.5 37.5 – 1 day per week in HEI (= 7.5 hrs). As from 09/08: 28 hrs in practice & 1 day per week in HEI.

Various – students work an 8 hour day.

37.5

Nights Min of 4 weeks in 3 yrs.150 hours.

Min of 4 weeks in 3 yrs150 hours.

Up to 6 weeks in years 2 & 3. Min of 4 nights in 3 years. Min of 4 weeks in 3 yrs. 15o hours.

Weekends Max of 2 weekends in 4. Max of 2 weekends in 4. Max of 1 or 2 weekends in 4. Can be asked to work 2 weekends in 4.

Max of 2 weekends in 4.

Bank Holidays Do not work BH’s. Do not work BH’s. At the placements discretion, but must still work hours as above.

At the placements discretion, but must still work 37.5 hrs.

Do not work BH’s.

Long Days Not advised to work long days but can be worked if is the placements normal shift pattern.

Not advised to work long days but can be worked if is the placements normal shift pattern.

Can be worked if is the placements normal shift pattern to a max of 1 per week if it is educationally driven.

Can be worked if is the placements normal shift pattern.

Can be worked if is the placements normal shift pattern.

Sickness / Absence Max of 27 days in 3 yrs. Max of 27 days in 3 yrs. 100% attendance expected with the exception of authorised absence.

Min of 80% academic attendance. All practice must be made up.

Max 25 Days in 3 yrs.

Travel Expenses Available for journeys greater than home to university base.

Available for journeys greater than home to university base if in receipt of the maintenance bursary.

Available for journeys greater than home to university base.

Available for those students eligible for a Means Tested Bursary.

Available for journeys greater than home to university base if in receipt of the maintenance bursary.

Learning Outcome / Proficiencies

Generic based on NMC outcomes / proficiencies.

Generic based on NMC outcomes / proficiencies.

Module specific outcomes based on NMC outcomes / proficiencies.

Module specific outcomes based on NMC outcomes / proficiencies.

Generic based on NMC outcomes/proficiencies.

Evidence of Achievement

The student may provide evidence in portfolio in addition to Personal Development Plan.

The student may provide evidence in portfolio in addition to Personal Development Plan.

The student must provide evidence to support each learning outcome.

The student must provide evidence to support each learning outcome.

The student may provide evidence in portfolio in addition to action plans.

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Placement Learning and Placement Learning and DisabilityDisability

• SENDA (2001).

• Disability Student Allowance (DSA).

• Disclosure.

• Impact of Non–Disclosure.

• Disability Discrimination Act (DDA 2006).

• Reasonable Adjustments.

• Student scenario to discuss (handout).26

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New and Ongoing DevelopmentsNew and Ongoing Developments

• Pan Manchester assessment document from September 2007.

• Ongoing Record of Achievement.

• The AIP / DLT model of practice.

• Changes to the NHS Northwest Network.

• Inter-professional Learning (IPL).

• The introduction of E-Learning updates (multi-professional which addresses the IPL agenda).

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New and Ongoing DevelopmentsNew and Ongoing Developments

• Essential Cluster Skills (NMC 2007).

• NMC Review of Pre-Registration Education.

• DH Review Modernising Nursing Careers.

• Skills for Health (EQuIP) (SfH 2007).

• Standards for Medicines Management (NMC 2008).

• The Code (NMC 2008).

Essential Skills ClustersEssential Skills Clusters

Five essential skills clusters identified:

1) Care, compassion and communication.2) Organisational aspects of care. 3) Infection prevention and control. 4) Nutritional and fluid maintenance. 5) Medicines management. NB: Certain aspects must be assessed at the end of

Year 1 and Year 3. The Year 3 assessment must be in practice.

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Annual Educational Update Annual Educational Update For Mentors & Associate Mentors / For Mentors & Associate Mentors /

RegistrantsRegistrants

OPTIONAL SLIDESOPTIONAL SLIDES

Inter-professional LearningInter-professional Learning

• To be encouraged in pre and post registration curricula across health and social care.

• Inter-professional respect and understanding has been highlighted as pivotal in the future of inter-professional working (CAIPE 2005).

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Preparing for the Arrival of the StudentPreparing for the Arrival of the Student

The learning Environment:

• Identify learning opportunities for students at different stages of their programme.

• Staff familiarity with the self assessment document and the required evidence.

• Mentors and Associate Mentors familiarity with the practice assessment documentation and the learning opportunities.

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Preparing for the Arrival of the StudentPreparing for the Arrival of the Student

• Allocate students to mentors and associate mentors and plan off duty accordingly.

• Record mid-point and final interview dates in the diary to support the team approach to mentorship recognising supernumerary status. (See paper on supernumerary status in ward/unit folder or Web CT/Blackboard).

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Support For Mentors and Support For Mentors and

Registrants / Associate MentorsRegistrants / Associate Mentors

• Academics in Practice / Directorate Liaison Teachers.• Tutors – Personal, Academic, Supportive / Elective.• Programme/Unit Leads.• Placement Development Managers.• Practice Education Facilitators.• Disability Support Officers / Equality & Diversity

Office.• Programme Support / Secretaries.

Guidelines for Dealing with Issues Relating to Clinical PlacementsGuidelines for Dealing with Issues Relating to Clinical Placements

Joint discussion to take place between Student, Mentor and Placement Educational Lead (PEL)

Issue/problem identified within a clinical placement

Personal Tutor to liaise with Mentor & PEL to support Student/resolve issue

Academic in Practice / PDT to liaise with Mentor and PEL and support placement

area to resolve issue

Personal Support IssueStudent/Mentor to contact Personal Tutor (Programme

Support Team if sickness/absence issue)

Placement IssueStudent or Mentor to liaise with Academic in Practice from relevant University and inform a member of the

Placement Development Team.The Student must document the issue and forward to

the AiP or Personal Tutor.

Programme Leader to liaise with the Head of

School/Department & Trust Senior Manager for further

action

Personal Tutor /PDT to liaise with Mentor and PEL to support placement and Student

Disciplinary/Conduct IssueMentor to liaise with PEL, Academic

in Practice and Personal Tutor

Lessons learnt & changes made as required, preventing future

reoccurrence

YesIssue resolved

NoFurther action required

AiP/Personal Tutor to inform PDT and refer the issue to the

appropriate Programme Leader and Trust Senior Manager

Academic/Student Progression IssueMentor to liaise with Personal Tutor from relevant University and inform a member of the Placement

Development Team

The Placement Development Team (PDT) could include one or more of the following - the Placement Development Lead (PDL), the Placement Development Manager (PDM), Practice Education Facilitator.

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Concerns Regarding Student ProgressionConcerns Regarding Student Progression Mentor may wish to discuss

progression issues with Practice Education Facilitator, prior to meeting with the student.

Mentor discusses concerns with the student, clearly stating specific areas of concern and relating them to the learning outcomes. An

action plan is negotiated between the mentor and student. A review date is agreed. Discussion and plan documented in student

placement documentation.

Mentor to inform Practice Education Facilitator and Academic Tutor about concerns and action plan.

Review of action plan.

Partial or no improvement.

Mentor to have clear discussion with student about progression, highlighting which learning outcomes may not be met by the end of the placement. Continue with or amend action plan.

Mentor to inform Practice Education Facilitator and Academic Tutor.

An individual action plan/learning contract will be required, tailored to the nature of the concerns and carried over to the next placement area.

This will be developed by the Unit Team and the Academic Tutor, and Examinations Office informed.

* In placement areas where there is no Practice Education Facilitator, mentors would contact the Academic Tutor directly.

Satisfactory progression.

Mentor to inform Practice Education Facilitator and

Academic Tutor.

Student may wish to discuss the situation with their Academic Tutor.

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Most Frequently Asked QuestionsMost Frequently Asked Questions

1) What should I do if the student has had time off sick whilst on placement, and I do not think they can achieve their objectives in the time remaining?

2) A student has asked me if they can “make up” time they may have missed by doing extra hours in practice so that they can gain their 2300 hours. Should I let them do this?

3) What do I do if the student has passed the assessment but is now exhibiting unprofessional behaviour or poor practice?

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4) Are there any occasions when students would go to University during placement?

5) My student has childcare problems and can only do late shifts and no weekends. How should I respond?

6) What should I do if I find that a student is having difficulty with written English?

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7) What should I do if a student has reached the mid point of Assessment of Practice and is not achieving?

8) What is the escort policy as it relates to students e.g. what can a first year nurse do and so on?

9) What do I do if a student injures themselves on duty?

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10) What do I do if the student does not present themselves appropriately for duty e.g. not adhering to the uniform policy, wearing jewellery or too much make up or heavy perfume/after shave?

11) What should I do if a student discloses a learning or health need?

12) What can students do whilst in practice?

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13) What are Personal Development Plans?

14) What is meant by mandatory training sessions?

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15) How do I check that a student has been on a spoke visit and has achieved their learning needs?

16) I am a Registrant (Associate Mentor). Why do I have to obtain a countersignature of a registered mentor when completing a student’s summative assessment?

DPSN / BSc Programme ChangesDPSN / BSc Programme ChangesOptional SlidesOptional Slides

The optional slides cover the following:

Programme structure.

Course Units.

Overview of B Nurse programme structure.

Guidelines for student Midwife learning.

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updated 09Apr08 DPSN CURRICULUM 2008version 9

YEAR 1 (FOUNDATION) - SEP INTAKETerm 1: Sep

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15Year 1 hrs I T T T T T R P M M M M M F F749.0 Theory 14.0 33.0 37.5 37.5 37.5 37.5 33.0 4.0 4.0 4.0 4.0 4.0 32.0 32.0 314.0749.0 Practice 35.0 28.0 28.0 28.0 28.0 28.0 175.0

weekly hours 14.0 33.0 37.5 37.5 37.5 37.5 33.0 35.0 32.0 32.0 32.0 32.0 32.0 32.0 32.0

Term 2: Jan1 2 3 4 5 6 7 8 9 10 11 12 13 14 15T T P M M M M R M M M M M R R

37.5 37.5 4.0 4.0 4.0 4.0 37.5 4.0 4.0 4.0 4.0 4.0 30.0 30.0 208.535.0 28.0 28.0 28.0 28.0 28.0 28.0 28.0 28.0 28.0 287.0

37.5 37.5 35.0 32.0 32.0 32.0 32.0 37.5 32.0 32.0 32.0 32.0 32.0 30.0 30.0

Term 3: May1 2 3 4 5 6 7 8 9 10 11 12 13 14 15T T P M M M M R M M M M M R R

37.5 37.5 7.0 7.0 7.0 7.0 37.5 7.0 7.0 7.0 7.0 7.0 30.0 21.0 226.535.0 28.0 28.0 28.0 28.0 28.0 28.0 28.0 28.0 28.0 287.0

37.5 37.5 35.0 35.0 35.0 35.0 35.0 37.5 35.0 35.0 35.0 35.0 35.0 30.0 21.0

I = Introductory Theory R = Reading week R = Reflective weekT = Theory only week M = Mixed theory/practice week C = Consolidation

P = Practice only week 44

Foundation Co-ordinator – Lynda Millard


YEAR 2 - SEP INTAKESTerm 1: Sep

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15Year 2 hrs I I M M M M M R M M M M M R R787.5 Theory 37.5 37.5 7.5 7.5 7.5 7.5 7.5 37.5 7.5 7.5 7.5 7.5 7.5 37.5 37.5 262.5840.0 Practice 28.0 28.0 28.0 28.0 28.0 28.0 28.0 28.0 28.0 28.0 280.0

weekly hours 37.5 37.5 35.5 35.5 35.5 35.5 35.5 37.5 35.5 35.5 35.5 35.5 35.5 37.5 37.5

Term 2: Jan1 2 3 4 5 6 7 8 9 10 11 12 13 14 15I I M M M M M R M M M M M R R

37.5 37.5 7.5 7.5 7.5 7.5 7.5 37.5 7.5 7.5 7.5 7.5 7.5 37.5 37.5 262.528.0 28.0 28.0 28.0 28.0 28.0 28.0 28.0 28.0 28.0 280.0

37.5 37.5 35.5 35.5 35.5 35.5 35.5 37.5 35.5 35.5 35.5 35.5 35.5 37.5 37.5

Term 3: May1 2 3 4 5 6 7 8 9 10 11 12 13 14 15I I M M M M M R M M M M M R R

37.5 37.5 7.5 7.5 7.5 7.5 7.5 37.5 7.5 7.5 7.5 7.5 7.5 37.5 37.5 262.528.0 28.0 28.0 28.0 28.0 28.0 28.0 28.0 28.0 28.0 280.0

37.5 37.5 35.5 35.5 35.5 35.5 35.5 37.5 35.5 35.5 35.5 35.5 35.5 37.5 37.5


P = Practice only week 45

Adult Branch Co-ordinator – Dianne BurnsMental Health Branch Co-ordinator – Marcus Percy


YEAR 3 - SEP INTAKESTerm 1: Sep

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15Year 3 hrs I I M M M M M R M M M M M R R808.5 Theory 37.5 37.5 7.5 7.5 7.5 7.5 7.5 37.5 7.5 7.5 7.5 7.5 7.5 37.5 37.5 262.5756.0 Practice 28.0 28.0 28.0 28.0 28.0 28.0 28.0 28.0 28.0 28.0 280.0

weekly hours 37.5 37.5 35.5 35.5 35.5 35.5 35.5 37.5 35.5 35.5 35.5 35.5 35.5 37.5 37.5

Term 2: Jan elective assessment1 2 3 4 5 6 7 8 9 10 11 12 13 14 15I I M M M M M M F R I I I M M

37.5 37.5 7.5 7.5 7.5 7.5 7.5 7.5 30.0 37.5 37.5 37.5 37.5 7.5 7.5 315.028.0 28.0 28.0 28.0 28.0 28.0 28.0 28.0 224.0

37.5 37.5 35.5 35.5 35.5 35.5 35.5 35.5 30.0 37.5 37.5 37.5 37.5 35.5 35.5

Term 3: May P4P assessment1 2 3 4 5 6 7 8 9 10 11 12 13 14 15M M M M M R P P P M T T T C C

7.5 7.5 7.5 7.5 7.5 34.5 7.5 30.0 30.0 30.0 30.0 31.5 231.028.0 28.0 28.0 28.0 28.0 28.0 28.0 28.0 28.0 252.035.5 35.5 35.5 35.5 35.5 34.5 28.0 28.0 28.0 35.5 30.0 30.0 30.0 30.0 31.5


P = Practice only week

Total programme hrs Foundation hours Branch hours2345.0 Theory Theory 749.0 Theory 1596.02345.0 Practice Practice 749.0 Practice 1596.04690.0 TOTAL Difference 0.0 Theory diff 0.0

Programme hours in excess of NMC requirement 90.0Programme weeks in excess of NMC requirement 2.4

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Adult Branch Co-ordinator – Dianne BurnsMental Health Branch Co-ordinator – Marcus Percy

Foundation Branch Unit Foundation Branch Unit SpecificationsSpecifications

Sciences Applied to nursing

Diploma Diploma with extra credits

Degree Unit leader

20 level 1 credits 20 level 1 credits 20 level 1 credits Liz Lee-Woolf

Knowledge and Skills for Nursing

20 level 1 credits 20 level 1 credits 20 level 1 credits Heidi McDonnell

Health and Social Studies for Nursing

10 level 1 credits 10 level 1 credits 10 level 1 credits Bernie Hannity

Study Skills 10 level 1 credits 10 level 1 credits 10 level 1 credits Steven Prymachuk

Communication and Psychology in Nursing

20 level 1 credits 20 level 1 credits 20 level 1 credits Julie Apps

Knowledge and Skills for Nursing 2

20 level 1 credits 20 level 1 credits 20 level 1 credits Susan Jones

Professional and Ethical practice

20 level 1 credits 20 level 1 credits 20 level 1 credits Lesley Surman

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Adult Branch Unit SpecificationsAdult Branch Unit Specifications

Year 2

Public health and Primary care


Degree Unit leader

10 credits at level 2 20 credits at level 2 Joanne Kerr

Continuing Care 10 credits at level 2 20 credits at level 2 Julie Whitehead

Nursing Care of the Adult in an acute setting

20 credits at level 2 40 credits at level 2 Chris Chaloner

Acute illness recognition, prevention, reporting and treatment

10 credits at level 2 20 credits at level 2 Colin Steen

Severe and life threatening illness of adult hood

10 credits at level 2 20 credits at level 2 Donna Keyte

Year 3Palliative care 10 credits at level 2 20 credits at level 3 John Costello

Care of the older person 10 credits at level 2 20 credits at level 3 Lesley Wade

Elective module 10 credits at level 2 20 credits at level 2 20 credits at level 3 Julie Apps

Evidence Based Practice 10 credits at level 2 20 credits at level 2 20 credits at level 3 Nicky Olleavant

Leadership and Management in

Preparation for practice

20 credits at level 2 40 credits at level 3 40 credits at level 3 Lynda Millard/ Joanne Currid

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Mental Health Branch Unit SpecificationsMental Health Branch Unit SpecificationsYear 2

Core values for a recovery based approach


Degree Unit leader

10 credits at level 2 20 credits at level 2 Caroline Williams

Participating in the Care of Individuals and their families with Common Mental Health Problems

10 credits at level 2 20 credits at level 2 John Vernon

Core capabilities for mental health nursing

20 credits at level 2 40 credits at level 2 Ros Thomas

Crisis and acute care in mental health

10 credits at level 2 20 credits at level 2 Lynda Smithies

Caring for the older person with mental health needs

10 credits at level 2 20 credits at level 2 Trish Lees

Year 3Enhanced core capabilities

in mental health

10 credits at level 2 20 credits at level 3 Ros Thomas

Complex MH Needs and recovery in a community setting

10 credits at level 2 20 credits at level 3 Ian Wilson/Lindsay Rigby

Elective module 10 credits at level 2 20 credits at level 2 20 credits at level 3 Steve Worth

Evidence Based Practice 10 credits at level 2 20 credits at level 2 20 credits at level 3 Vacant ? Nicky Olleavant

Leadership and Management in Preparation for practice

20 credits at level 2 40 credits at level 3 40 credits at level 3 Lynda Millard

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Study Skills 10 Credits – Ms Sam Rogers

Term 1

Communication Skills 10 Credits – Ms Deborah Ward

Epidemiology and Public Health10 Credits - Drs Horne and McHugh

Sociology of Health and Illness10 Credits - Drs Cooke/Attree

Anatomy and Physiology (1)20 Credits - Dr Sheader

Anatomy and Physiology (2)20 Credits - Dr Sheader

Term 2

Psychology/Sociology10 Credits - Dr Speed

Research Methods10 Credits – Dr Veronica Swallow

Microbiology10 Credits -

Pharmacology and Medication Management)10 Credits - Dr Sheader (semester 1) – Dr Speed (semester 2)

Term 3

Introduction to Secondary Care10 Credits - Dr Speed/Ms Hughes

Introduction to Primary Care10 Credits - Dr Griffiths/Mr Pateman

Practice Modules

24 weeks in practice in Year 1

Bachelor of Nursing (Hons) - Year 1Bachelor of Nursing (Hons) - Year 1

Foundation Co-ordinator - Jane Brooks (Sam Rogers as from November 08)50


Pharmacology10 Credits - Dr Sheader

Term 1

Pathology 10 Credits – Dr Benbow

Term 2

Nursing Assessment10 Credits – Dr Lyte/Ms K Hornby/Ms D Ward/Ms Karen Kemp

Health Psychology and Change10 Credits - Drs Speed and McGowan

The Continuing Care of Adults across the Primary and Secondary Care settings - Dr Jane Brooks20 Credits - Dr Griffiths/Mr Pateman (Primary Care) 20 Credits - Dr Jane Brooks/Dr Christine Brown-Wilson (Secondary Care)

Term 3

Elective40 Credits – Drs Speed/Mrs Hughes

Practice Modules

Adult Branch Co-ordinator – Joanne Timpson

Child Branch Co-ordinator – Lucie Moore

Mental Health Branch Co-ordinator – Helen Pusey51


Research Dissertation40 Credits – Mr Pateman

Term 1

Pharmacology & Medication Management10 Credits - TBA

Term 2

Nursing Assessment (2)10 Credits - Dr Lyte/Ms Karen Kemp/Ms Katheryne Hornby/Ms Deborah Ward

Acute care20 Credits – Dr Cliff Richardson

Term 3

Practice Modules

Palliative Care20 Credits - Ms Timpson/Dr Rogers/Dr Carole Willard

Management & Consolidation of Practice20 Credits - Mr David Allsopp/Dr John Baker/Dr Geraldine Lyte/ Mrs GeraldineMain

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Adult Branch Co-ordinator – Joanne Timpson

Child Branch Co-ordinator – Lucie Moore

Mental Health Branch Co-ordinator – Helen Pusey

Guidelines for StudentGuidelines for StudentMidwife LearningMidwife Learning

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Statutory Requirements for Student Statutory Requirements for Student MidwivesMidwives

• Student midwives should have exposure to medical and gynaecology placements. They cannot register as a qualified midwife unless this is completed. – EC Midwifery

Directive (89.594/EC)

• NMC Midwives Rules and standards (2004) state that midwives and students should not knowingly expose themselves to infection. – Therefore re –allocation

to another area is required if there is evidence of C. Diff or diarrhoea/ vomiting.

• Allocations contact = 306 7700.

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Student Midwife LearningStudent Midwife Learning

• Student midwives undertake medical ward and spoke placements in Year two. Prior to this they have been placed entirely in the maternity services.

• Their allocation is to gain exposure to medical conditions rather than to ‘learn nursing’.

• Placements to a ward must include spoke placements to clinics or other departments to enhance learning about the management of medical conditions.

• Students are encouraged to organise these in consultation and with advice from ward staff e.g. outpatient clinics, anti- coagulation clinics, X-ray , Ultrasound, diabetes etc.

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Attendance Requirements for Student Attendance Requirements for Student MidwivesMidwives

• There are no study days during their two week placement.

• Evidence of attendance must signed daily by an RN in the clinical area.

• Student midwives must keep written evidence of their learning.

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Brief Guidelines for Midwifery Student Brief Guidelines for Midwifery Student Activity – Under Direct Supervision of a Activity – Under Direct Supervision of a

First Level RN (Not Support Worker)First Level RN (Not Support Worker)

• Identifying essential needs and providing essential nursing care for patients with medical conditions.

• Developing communication skills with patients and their relatives.

• Performing and recording observations of vital signs. • Applying the principles of asepsis. • Assisting a first level RN with drug administration.

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Brief Guidelines for Midwifery Student Brief Guidelines for Midwifery Student Activity – Under Direct Supervision of Activity – Under Direct Supervision of a First Level RN (Not Support Worker)a First Level RN (Not Support Worker)

• Identifying essential needs and providing essential nursing care for patients with medical conditions.

• They are not to be involved in performing last offices on deceased patients as this is inappropriate for the learning aims of their allocation.

• Developing communication skills with patients and their relatives.

• Performing and recording observations of vital signs.

• Applying the principles of asepsis.

• Assisting a first level RN with drug administration.

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1 annual educational update for mentors and registrants / associate mentors 2008-9

Documents

practice nmc

practice section

clinical practice

practice placement

practice teacher slide

practice teachers

context of practice

student learning