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Faculty of Health Sciences

Practice Learning Handbook2013 Curriculum

Academic Year 2014-2015

CONTENTS: Page Number

INTRODUCTION &PLACEMENT STRATEGY

2-8

SECTION 1 : BEFORE YOU START YOUR PLACEMENT 9 - 11

SECTION 2 : DURING YOUR PLACEMENT 12 - 18

SECTION 3 : AFTER YOUR PLACEMENT 18 - 20

APPENDIX 1 Inter Professional Education whilst in placement

APPENDIX 2 Principles for Placement Experience

APPENDIX 3 Learning Outcomes

APPENDIX 4

APPENDIX 5

APPENDIX 6

Practice Learning Preparation Checklist

Setting Learning Objectives

European Directives and exposure to other fields of practice

APPENDIX 7 Uniform Policy

APPENDIX 8 Mentor definition

APPENDIX 9

APPENDIX 10

Placement Charter

Management of appeals related to clinical practice

APPENDIX 11 Students awaiting the outcome of an appeal againstassessment failure in Clinical Practice

APPENDIX 12 Student complaints related to placements/practice

Practice Learning Handbook Revised Sept 14

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INTRODUCTION

Welcome to Staffordshire University and the Faculty of Health Sciences. We want your learning experience with us to be an enjoyable and fulfilling one.

Our aim is to provide you with a quality higher education that enables the integration of theory and practice for delivering nursing care. Nursing is about engaging in human experience. These experiences involve thinking, acting and feeling, and as such, knowledge (cognitive), skill (behaviour), and attitudinal aspects of care are all equally important. Situated learning is designed to bring together the cognitive, attitudinal and experiential aspects of learning that facilitate professionalism. It bridges the gap between knowing what and knowing how by embedding learning in authentic activities (Steinert 2009). This is discussed in your programme handbook and also links to the Assessment of Practice Learning Record (which incorporates your Ongoing Achievement Record). This outlines and records your practice competencies and skills as you progress through the award.

We want you to be a practitioner who will provide care that creates a sense of security, continuity, belonging, purpose, achievement and significance - for patients, carers, students and staff (Nolan et al 2006). The care that you provide will involve enhancing the lives of those you care for and their significant others, with an emphasis on enabling people to flourish, to feel as well as they can, and to function to the best of their ability (Keyes and Haidt 2003).

In tandem with this, some of the nursing theories that you will be exposed to such as Swanson’s Caring Theory (Swanson 1991) provide a focus to enable you to explain links between theory and practice, caring processes and patient wellbeing. This caring theory postulates that nurses need to demonstrate that caring about patients is as important as caring for them.

Throughout your practice experience, we also encourage you to adopt a holistic approach to nursing care by exploring the concept of evidence-based nursing practice that allows for critique and interpretation of evidence obtained from inquiry guided by ethical, personal, aesthetic, and empirical theories.

The need for you as a student to be aware of the inter-relatedness of physical and mental health is paramount in practice. Thorough assessments of the physical health condition of individuals with mental health challenges are increasingly required to maximise mental health. Conversely: when assessing physical health in patients attention is required to gauge the mental health status of such individuals.


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Learning in practice accounts for 50% of your Award. This enables you to meet the professional requirements for registration, and to pursue a wide range of activities to meet personal, educational and professional learning needs within clinical practice environments.

You will work with a range of other professionals in practice, and this is an ideal time to collaborate with and learn from these people. Indeed, part of the core competencies outlined by the Nursing & Midwifery Council (NMC, 2010) requires you to demonstrate aspects of this within team working and Interprofessional Education. Some of these ideas and strategies are outlined in Appendix 1.

This handbook has been designed to help you gain the most from the practice learning experiences during your placements. You should use it as a support document for the beginning of each placement and consult it if any placement queries arise.

It sets out principles, guidelines and protocols that promote a high quality learning experience in placements throughout the award. These are based on best practice advised from the NMC and Higher Education agencies.

The document contains the overall Placement Strategy and 3 sections, which focus on what happens;Before, during and after your placement experience. Each section addresses questions that are frequently asked by students.


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PLACEMENT STRATEGY

Setting it in ContextPlacements for your award are spread across Shropshire and Staffordshire, which are two large counties incorporating rural and urban localities. Placements can include partner NHS trusts, the independent sector and a range of voluntary services and social provision. There is a continuing trend nationally for shorter stays in hospital and institution settings and movement of care closer to home. Care is increasingly being shared between health and social care agencies. Changes and reconfigurations of health service provision result in fluctuations in the available number of placement allocations, sometimes at short notice. This will have a direct impact on our placement strategy. Two significant projects are currently in progress:

1. Expansion of placement numbers within the independent sector and continuing healthcare teams.

2. Inclusion of GP practices within the placement circuit.The strategy is continually under review to ensure you have exposure to a relevant breadth of learning opportunities that will contribute to you gaining the knowledge, skills and attitude to practice in a caring, compassionate, confident and competent manner. When putting this strategy into place the following points are taken into account:

The NMC require you to complete a total of 4600 hours by the end of this award.

Half of this time has to be achieved in placement (2300 hours), and half in theory. Theory and practice are linked throughout the award. What you learn in practice is essential for your academic studies, and what you learn in theory is necessary for your practice.

Your progress and attendance in placements is supported, monitored and assessed by trained Mentors. These are staff who have undergone a Mentorship Programme to enable them to engage with you about your learning and to support you in this, as well as to teach and assess you fairly and rigorously in clinical practice.

There are a total of 8 Practice Learning Periods (PLP) within the 3 years. A Practice Learning Period may include more than one placement area. You will be provided with a Placement Preparation session before each PLP starts.

During each PLP you will attend a number of Skills Acquisition for Excellence (SAfE) days which are part of your theory modules. These offer time for you to learn clinical skills in simulated scenarios.


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There will also be an opportunity for you to access your Personal Tutor for continuing support throughout your placement time, and indeed you will need to have tutorials with your personal tutor following each placement to review your Assessment of Practice Record.

There are 6 NHS partner trusts involving hospital and community settings providing approximately 320 possible allocations.

There are a number of independent sector organisations providing placements e.g. nursing homes providing approximately 30 possible allocations.

ALL students must follow the relevant Trust/Organisation Health and Safety and other policies

There are approximately 2,000 mentors eligible to supervise you in practice.

The following tables give you a field specific (adult, mental health or child) picture of how your placement pathway will look. The aim is that 50% of placement time will be in community settings.

Table1: Adult Placement PathwayPracticeLearningPeriod

Number ofweeks

Possible Allocation

19 weeks, 317.5 hours Care closer to Home or Independent

Sector or CommunityAcute care settingsFocus- assisting with direct nursing care1 x 9-week placement (includes taster week from block)

28 weeks, 280 hours Care closer to Home

or Independent sector orCommunity hospitalAcute Care settingsFocus- assisting with direct nursing care1 x 8-week placement

38 weeks, 300 hoursProgression point 1 assessment

Care closer to Home or Independent sector or Community hospitalorAcute/High dependencyFocus- assisting with direct nursing care1 x 8-week placement



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4 orAcute orHigh dependencyFocus –Caring for the individual1 x 8-week placement


orAcuteorIndependent Sector orCommunity Hospital orHigh dependencyFocus –Caring for the individual1 x 8-week placement


Care closer to Home orAcute/High dependencyFocus –Caring for the individual1 x 8-week placement


or acute orIndependent Sector orHigh dependency (all 1st 8 weeks)4 weeks Elective plus2 weeks negotiated ALFocus- Leadership and managing client groups

812 weeks, 450 hours

Year 3 competencyEntry to the Register

Care closer to HomeorAcute/High dependencyFocus- Leadership and managing client groups1 x 12 week placement

Table 2: Mental Health Placement Pathway

Practice LearningPeriod

Number ofweeks

Possible Allocation

19 weeks 317.5 hours Secondary care settings

(Functional/organic in-patient wards)Focus- assisting with direct nursing care1 x 9-week placement(includes taster week from block)

28 weeks,280 hours Secondary care settings/

(Functional/organic in-patient wards)Focus- assisting with direct nursing care1 x 8-week placement


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Primary care(Community – balance of functional/organic with PLP1 and PLP2)Focus- assisting with direct nursing care1 x 8-week placement

48 weeks, 285 hours Secondary care

(Acute/rehabilitation/organic in-patient or community settings)Focus –Recovery (caring for the individual)1 x 8-week placement

58 weeks, 285 hours Secondary care

(Acute/rehabilitation/organic in-patient or community settings)Focus – Wider context of services- voluntary/non-statutory services (caring for the individual)Student to organise a voluntary placement to spend 4 hours per week, to be agreed with the module team & PLP5 mentor

68 weeks, 300 hours

Progression point 2 assessment

Secondary care(Acute/rehabilitation/organic in-patient settings – balance in-patient/community with PLP4)Focus –Psychological interventions (caring for the individual)1 x 8-week placement

714 weeks, 425 hours Specialist services or rehabilitation

settings1x 8 week placement (1st 8 weeks)(to have a specialist placement in either 7 or 8)Focus- Psychological support (leadership and managing client groups)4 weeks- elective2 weeks negotiated AL

812 weeks, 450 hoursYear 3 competencyEntry to the register

Specialist services or rehabilitation settings(to have a specialist placement in either 7 or 8)Focus- Psychological support (leadership and managing client groups)1 x 12-week placement

Table 3: Child Placement Pathway: Family Centred Care

Practice Number of Possible AllocationPractice Learning Handbook

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Learning Period

weeks

19 weeks,317.5 hours Child in the community

Focus- assisting with direct nursing care

8 weeks Health Visitor orSchool Health Advisor/Nurse(includes taster week to Children’s ward)

28 weeks, 280 hours Experience of child and maternity care

Focus- assisting with direct nursing care4 weeks Maternity Care4 weeks Children’s Ward(includes taster week from block)


Children’s WardFocus- assisting with direct nursing care

48 weeks, 285 hours Unscheduled care

Focus –Caring for the individual4 weeks A & E4 weeks Neonatal Unit/Children’s ward

58 weeks, 285 hours Focus –Caring for the individual

Students to experience 2 from below list (4 weeks each allocation)Community Children’s Nurses,Child & Adolescent Mental Health Services CAMHS, Hospice,Specialist paediatric nurses,Children’s ward/Day surgery

68 weeks, 300 hours

Progression point 2 assessment

Children’s ward/Neonatal unit/Children’s HospiceFocus –Caring for the individual

714 weeks, 425 hours Focus- Leadership and managing client

groups8 week placement as 5 but allocation to 2 different areas (1st 8 weeks)4 weeks elective2 weeks negotiated AL

812 weeks, 450 hours

Entry to the register

Children’s WardFocus- Leadership and managing client groups

SECTION 1

BEFORE YOU START YOUR PLACEMENT

Where are the placements?


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The Faculty has a large placement circuit of over 300 practice areas covering Shropshire and Staffordshire NHS Trusts and several independent sector organisations. You are expected to have experience in a broad range of areas, regardless of your base, to prepare you to work in a variety of healthcare settings. This means it will be necessary for you to travel, sometimes long distances, on routes that are not frequently served by public transport. You therefore need to consider how you can ensure your punctual and regular attendance in such placements. You can access travel information on www.travelinemidlands.co.uk web site.

Placements are planned to provide you with experiences which reflect the varied communities and situations in which healthcare professionals work. The majority of health care is no longer delivered in acute hospitals but is in the community and the independent sector, and hence your placements will help prepare you to be employed in any of these settings. This includes nursing homes, private hospitals, community facilities, hospitals and prisons.

Will the placement provide me with a good learning experience?

All placements have an agreed set of standards and minimum requirements to ensure that the quality of your practice learning experience is maintained. All placements are subject to an annual educational audit to ensure that these standards are being met. In order to be accepted as a student training area, the placement must provide evidence that they can appropriately supervise students, offer relevant education and rigorous assessment.

How do I know where my placement is?

The Placements Allocation Team provides you with advance notice of your allocated placement. This will include the allocation area (name of department/team) and the address and/or name of the Trust, where appropriate. If you have any specific queries about a placement prior to starting you should speak to the relevant Placement Lead.

PLACEMENT LEADS

Kay [email protected]

Justina Blinston

Adult Placements Shropshire

Adult Placements Staffordshire


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mailto:[email protected]

http://www.travelinemidlands.co.uk/

[email protected]

Fiona [email protected]

Andrea [email protected]

Louise [email protected]

Mary [email protected]

[email protected]

Helen [email protected]

Community Placements Staffordshire

Community Placements Shropshire

Mental Health Placements

Child Placements

Independent Sector Placements

How long will my placement be?

The previous tables show the 8 practice learning periods that make up your Placement Pathway for your award. Each practice learning period shows the number of weeks (including total required) you will be allocated, and the type of area to which you will be allocated.

Negotiated elective placements in the third year (a 4 week period as part of placement period 7) enable you to develop your clinical skills in a local, national or international environment of your choice relevant to your field of practice.

All placements should provide you with the opportunity to experience the inter relatedness of care with people’s physical, mental, and social circumstances. This will be reiterated throughout the programme, and although placements are divided into distinct periods you will find that you learn skills, attitudes, behaviours and strategies in one area that are transferrable to other areas of practice.

What hours will I be expected to be in placement?

You should read Appendix 2 “Principles for Placement Experience” for full details of hours, Bank Holidays and Flexible hours in placement.


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Recommendations from the Government and Professional Regulatory Bodies require that you experience the full 24 hour a day, 7 day a week nature of health care and that placements are long enough to allow you to achieve the stated learning outcomes (Appendix 3). This means that you must prepare yourself to work the full range of shift patterns (including nights) across all 7 days of the week. Tables 1 - 3 (above) show you the number of hours you will be required to be in placement during each practice learning period.

All professionally approved awards need you to meet statutory requirements e.g. number of hours in practice. An attendance policy (see your Award Handbook) is therefore in operation and you must complete and have your attendance verified in your Assessment of Practice Learning Record. You will need to make an appointment with your Personal Tutor after each practice learning period so they can monitor and support you in relation to your performance, progression and attendance.

What do I need to do before going on placement?

You need to:1. Attend the Practice Learning Preparation session prior to each practice

learning period (see Appendix 4). If you already have experience in healthcare you may choose to make an APEL (Accreditation of Prior Experiential Learning) claim for exemption from some placement days. You can enquire about this at the General Office on either Faculty site.

2. Contact your allocated placement area to introduce yourself, find out your mentor’s name and access your off duty rota/shifts – which should be the same as your mentor’s for at least 40% of the time.

3. Ensure you can make travel arrangements to arrive promptly for duty. Visit www.travelinemidlands.co.uk.

4. If you are in receipt of an NHS Bursary, you have certain entitlements to claim back travel expenses, or to stay in temporary accommodation whilst on placement. For further details of the entitlements, please go to http://www.nhsbsa.nhs.uk/Documents/Students/FAQ_14_0612.pdf

5. Spend some thinking about what you wish to gain/learn from the experience – this is discussed in appendix 10 under ‘setting learning objectives’ and also in section 2 of this document.

SECTION 2:

DURING YOUR PLACEMENT


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http://www.nhsbsa.nhs.uk/Documents/Students/FAQ_14_0612.pdf

http://www.travelinemidlands.co.uk/

What will I learn?Whilst in placement you will be supported in your learning by your mentor.

There is knowledge / skill / behaviour and attitude that you will need to demonstrate, and this is determined by the NMC Competency Framework and Essential Skills Clusters (NMC 2010).

This Framework sets out the standards and the related competencies that every nursing student must acquire before applying to be registered at first level on the nurses’ part of the register.There are separate sets of competency requirements for each of the four fields of adult nursing, mental health nursing, learning disabilities nursing or children’s nursing.

Each set is detailed in your Assessment of Practice Learning Record laid out under the following four domains (table 4) which are areas you can focus your learning on with your mentor:

NMC COMPETENCY FRAMEWORK Table 4 Professional values

Communication and interpersonal skills

Nursing practice and decision making

Leadership, management and team working

In addition to these competencies, there are Essential Skills Clusters (ESCs) (Table 5) which you need to demonstrate that you have achieved in practice by the end of PLP 3, 6, and 8. Some ESCs will also be subject to assessment via Objective Structured Clinical Examination (OSCE) or simulation.

NMC ESSENTIAL SKILLS CLUSTERS Table 5Care, compassion and communication

Organisational aspects of care

Infection prevention and control


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Nutrition and fluid management

Medicines management

The progression points for each year are outlined in Table 6 below and these are detailed in your Assessment of Practice Learning Record.

NMC PROGRESSION POINTS Table 6

First progression point This happens at the end of year 1Criteria include

Safety, safeguarding and protection of people of all ages, their carers and families

Professional values, expected attitudes and the behaviours that must be shown towards people, their carers, their families, and others

Second progression point This happens at the end of year 2Criteria include

Working more independently, with less direct supervision, in a safe, increasingly confident manner

Demonstrate the potential to work autonomously, making the most of opportunities to extend knowledge, skills and practice

Entry to the register This happens at the end of year 3 providing you have met the above progression points, NMC competencies and, Essential Skills Clusters.

Remember that you will work with your mentor to negotiate, determine and outline how you can demonstrate that you have met all the requirements. This will be recorded in your Assessment of Practice Learning Record and signed by you and your mentor.

SEE APPENDIX 5 – for advice about setting objectives

How will I be assessed in placement?

Clinical assessment has several components:Practice Learning Handbook


13

Formative assessment of clinical practice

This occurs in each of the 8 PLPs and uses your Assessment of Practice Learning Record (see document per year for your field of nursing). It feeds into your summative assessment for each placement.

Summative assessment of clinical practice

This also occurs in each of the 8 PLPs and uses your Assessment of Practice Learning Record (see document per year for your field of nursing).

Objective Structured Clinical Examination (see OSCE Information)

Profile production

This occurs in year 1 (PLP 2), and year 2 (PLP 5). Details for OSCE examinations and focus are in the relevant module handbooks

Linked to specific modules and EU Directive (see Appendix 6 European Directive Profile). Your profile will include your Assessment of Practice Learning Record, your EU Directive profile and any Inter Professional Education evidence you may have.

Formative assessment: what is it?

Formative assessment is aimed at providing you with feedback which you can act upon to improve, or to give you an indication about your progress.The formative assessment in each PLP is conducted by your mentor. This will be a designated qualified member of staff who can provide on-going supervision and support for you. They are required to complete the relevant sections of your Assessment of Practice Learning Record.

Summative assessment

Your performance in practice will be summatively assessed during each PLP, following on from the formative feedback.


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This summative assessment is designed to allow you time to achieve all the NMC outcomes within each year of your award / within each progression point, and all competencies prior to your registration. This assessment is based on your progress and performance along with the competencies you achieve in practice. This form of summative assessment requires your mentor to hold an appropriate qualification in mentorship and be up to date on the Mentor Register held by their employing trust. The Clinical Placement Facilitator (CPF) or equivalent will normally check this but you should also check with your mentor and/or CPF.

You must share your Assessment of Practice Learning Record and previous years’ Records with your mentor in each placement. This will help your mentor assess your individual learning needs from placement to placement. These Records are used by the Sign-off mentor in your third year as evidence that you are competent for registration. You cannot be signed off without them. They are important documentary evidence that you need to keep safe. You should ensure you keep a photocopy.

Your mentor will observe your practice, question you on each appropriate competency/domain (for the level you are performing at) and use other evidence to assess you making a decision to pass or refer you. This is known as triangulation and it helps provide rigour to the process. You must hand in your completed Assessment of Practice Learning Record on the specified deadline date.You will need to hand-in your Assessment of Practice Learning Record to the University by the Monday of

Week 5 in PLP 1, 2, 4, 5 and 7. Week 7 in PLP 3 and 6 Week 11 in PLP 8

All Assessment of Practice Learning Records are checked and analysed by the relevant University staff and CPFs to ensure mentors have assessed fairly and consistently using the triangulation of evidence. This allows your Personal Tutor to give you feedback and also ensures the CPFs can give feedback to mentors in practice. The feedback is based on the mentor and student’s ability to complete the document fully, accurately and appropriately. CPFs provide the analysed results to mentors in their Trusts to assist in enhancing inter- mentor reliability and improving practice.

Objective Structured Clinical Examination

There is an Objective Structured Clinical Examination in Year 1. This aims to test your clinical skills in a safe learning environment. You should take every opportunity in PLP 1 and 2 to discuss and/or participate in the appropriate and related clinical skills with your mentor or supervisor. In addition you should


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attend the training sessions and practice sessions delivered in the skills laboratories (during SAfE days).These are part of the NMC Essential Skills that all nurses must be competent in.

There is also an OSCE in Year 2. It will focus on required ESCs and fall within the requirements of progression point two. You should take every opportunity in PLP 4 and 5 to discuss and/or participate in the appropriate and related clinical skills with your mentor or supervisor. Many areas may not perform a particular skill in everyday routines so other learning methods to acquire these skills will be provided e.g. e-learning, simulations, demonstrations and role play. In addition you should attend the training sessions and practice sessions delivered in the skills laboratories (during SAfE days).

What should I wear?

Please read and abide by the Uniform Policy (see Appendix 7).

Who will support me on placement?

There are key staff who will support you in practice. The most important is your named Mentor who is responsible for supervising, educating and assessing your performance during the practice learning period (Appendix 8). You are required to be directly or indirectly supervised by your mentor for at least 40% of your hours in placement. It is your responsibility to make sure you are available to mirror your mentor(s) hours wherever possible. When your mentor is unavailable you should make sure you know who is supervising you.

Each hospital Trust or Primary Care Trust has a CPF or equivalent employed to liaise between the University and the Trust. They are responsible for maintenance of a quality learning experience in placement areas. You can access them whilst in placement if you have any queries.

Many placements also have an Education Link Nurse system (or equivalent).This ensures that someone is responsible for the management of students in a specific practice area. They also have the opportunity to communicate regularly with the named CPF.

You will be allocated a Personal Tutor from the start of your course. Your mentor, if concerned about your progression, non-attendance or clinical performance, can contact your Personal Tutor directly or via the relevant CPF.


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All the placement providers have a Practice Support Team from the University. Members of each team may provide direct support to targeted areas and will be working collaboratively on agreed projects and/or initiatives. They will be a point of contact if you have any queries or concerns. Details of these teams will be included in your Practice Learning Preparation session. Both you and the placement staff have a responsibility to abide by the Placement Charter (see Appendix 9) and the Principles for Placement Experience (see Appendix 2).

What if I do not pass my clinical practice assessment 1st time?

You will be entitled to a 2nd attempt. You should immediately inform your Personal Tutor and the appropriate CPF. Develop an action plan with your mentor to address your weaknesses. This must identify the areas for improvement and how these could be achieved within the set timeframe. If you have extenuating circumstances that have impacted on your assessment then you need to inform your Personal Tutor and follow the University Policy/procedure: Extenuating Circumstances.

What if I fail my practice assessment at 2nd attempt?

You will be withdrawn from the course. You do have a right to appeal against the assessment process (see Appendix 10 and 11). The mentor’s clinical judgement cannot be overturned but if part of the process was not conducted, or incorrectly done then an appeal may be upheld. This would allow a further attempt to be carried out (normally in the same area with the same mentor). You may need to consider if you have any extenuating circumstances which have impacted on your ability to achieve the outcomes in practice (please see university Extenuating Circumstances policy).

What if problems occur in placement?

Wherever possible issues should be raised immediately with your mentor and /or the relevant CPF. If it is not resolved to your satisfaction you should seek further advice from your personal tutor.

If you are the victim of bullying /abuse / harassment

You have a professional responsibility to report this immediately to:the clinical manager of the area referring to the trust/organisation policy on bullying and harassment;AND


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to your personal tutor.

This may require you to be moved while an investigation is conducted.

If you witness any form of abuse of a client, poor clinical practice or professional misconduct

In the case of alleged abuse you should raise an alert immediately directly to the local safeguarding teams for protection of vulnerable adults and children (based in Shropshire or Staffordshire Council).You have a professional responsibility to report poor clinical practice or professional misconduct immediately to:Your mentor and/or the clinical manager of the area referring to the appropriate trust/organisation policy and your personal tutor (see Appendix 12 and refer to Nursing & Midwifery Council (2013) Raising concerns: guidance for nurses and midwives) http://www.nmc-uk.org/Documents/NMC-Publications/NMC-Raising-and-escalating-concerns.pdf In addition you may refer to the Public Concern at Work charity (http://www.pcaw.org.uk/) who can offer you confidential advice and support.

If you are involved in an error or incident in clinical practice

You have a professional responsibility to report this immediately to:the clinical manager of the area referring to the appropriate trust/organisation policy and your personal tutor (see Appendix 12, flowchart 3).

SECTION 3

AFTER YOUR PLACEMENT ENDS


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http://www.pcaw.org.uk/

http://www.nmc-uk.org/Documents/NMC-Publications/NMC-Raising-and-escalating-concerns.pdf


What do I need to do at the end of my placement?

Ensure you and your mentor have completed your Assessment of Practice Learning Record before you leave the area. It is your responsibility to ensure that you have this document completed in a timely fashion. Remember your mentor may have planned holiday or be required to work nights. Therefore you need to plan at the start of your placement when the documents will be completed.

You must make an appointment to see your personal tutor for a progress review meeting at the end of every PLP. Take along your Assessment of Practice Learning Record as evidence of your performance in practice and proof of placement attendance for your personal tutor to sign. You should also use your portfolio content where relevant. You cannot progress to your next placement without this meeting being signed off by your Personal Tutor.

You will be reminded to complete a Placement Evaluation at the end of each PLP. These are used as per Figure 1 below. This provides feedback from you to the placements and contributes towards making improvements where needed.

Fig1: Processing of Student Placement Evaluations

REFERENCES

Keyes, C. Haidt, J. (eds) (2003) Flourishing: Positive Psychology and the Life Well-Lived. American Psychological Association Press. Washington DC.


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centrally for audit

Student

Collation

details to clinical

areas for action

Student Council

feedback

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Nolan, M. Brown, J. Davies, S. Nolan, J. and Keady, J. (2006) The Senses Framework: improving care for older people through a relationship-centred approach. Getting Research into Practice (GRiP) Report No 2. Project Report. University of Sheffield.

NMC (2010) Standards for pre – registration nursing education http://standards.nmc-uk.org/PublishedDocuments/Standards%20for%20pre-registration%20nursing%20education%2016082010.pdf

Nursing & Midwifery Council (2013) Raising concerns: guidance for nurses and midwives, NMC, London.http://www.nmc-uk.org/Documents/NMC-Publications/NMC-Raising-and-escalating-concerns.pdf

Steinert, Y. (2009) Educational theory and strategies for teaching and learning professionalism in, Cruess R, Cruess S, Steinert Y (eds) (2009) Teaching Medical Professionalism. Cambridge University Press. Cambridge

Swanson, K.M. (1991) Empirical development of a middle range theory of caring, Nursing Research 40 (3) p161-166.


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http://standards.nmc-uk.org/PublishedDocuments/Standards%20for%20pre-registration%20nursing%20education%2016082010.pdf

http://standards.nmc-uk.org/PublishedDocuments/Standards%20for%20pre-registration%20nursing%20education%2016082010.pdf

APPENDIX 1

Inter Professional Education whilst in placement

A key dimension of your professional practice and future career will be working with others to care and support individuals, families, groups and communities. The extent to which different healthcare professionals work together can affect positively or negatively, the quality of the healthcare patients or service users receive (Zwarenstein et al 2009).

The process of different professional groups working together to positively impact on health care is termed interprofessional collaboration. The term also refers to working relationships between branches of the same profession, between professional, paraprofessional and non-professional personnel, and between organisations and practice settings (HEA 2011). Working collaboratively implies a partnership between health and social care professionals from across disciplines and patients or services users in a coordinated approach to shared decision-making about patients’ care. The World Health Organisation identifies a ‘Collaborative Practice-Ready Workforce’ comprises of healthcare professionals who have learned to work in an interprofessional team and are competent to do so (WHO 2010). This acknowledged by UK professional regulatory bodies including the Nursing and Midwifery Council (NMC) in their standards of education (NMC 2010) and expectations of professional practice expressed in the Code of Conduct (NMC 2008). It is therefore an essential element of your role and you will be expected to be competent in such practice.

Interprofessional education is considered an effective strategy to teach pre and post qualifying students about collaborative practice. The UK Centre for the Advancement of Interprofessional Practice and Education (CAIPE) describes interprofessional education; as bringing together two or more different professions to learn with from and about each other. It is about educating within practice or educating to enter practice (Barr 2002).

Staffordshire University has centralised the principles of interprofessional education in the design and delivery of its health and social care academic programmes, embedding the processes involved. Your undergraduate studies will therefore include in both theory and practice elements, opportunities to learn with, from and about other professional groups to enable you to develop competent, collaborative practice.

The programme draws upon themes common to health and social care professional practice to support you to learn and reflect upon your shared professional values, different disciplinary perspectives and distinct contributions in order to gain insight into the contribution of each and the benefits to patients or service users of such collective efforts. A common theme includes a reliance on evidence to inform and support best practice. Furthermore for care to be safe, effective, timely and compassionate requires best practice that is characterised by communication, team working within groups, across organisations and between agencies. Collaborative practice therefore requires leadership, although this may seem a distant issue for you, it will be an important dimension of being a qualified nurse. Leadership is as process that provides direction, aligns people motivating and inspiring them


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(Kotter 1996) with clinical leadership expected to occur ‘From Ward to Board’ (Machell et al 2009). Recent reviews of management and leadership in the NHS in England identifies changes are required in the current NHS leadership model to one that is increasingly shared, distributed and adaptive (Ham 2011).

Throughout the programme you will be involved in a range of activities that will support you to develop your knowledge, skills and clinical practice. Interprofessional education aims to enhance this learning by placing it in the context of multi-professional and multi-agency collaborative practice.

References

Barr H. (2002) Interprofessional education today, yesterday and tomorrow: a review, London: LTSN HS&P

Ham C. (2011) The future of leadership and management in the NHS. No more heroes. London: King’s Fund, 2011.

Higher Education Academy (2011) Developing Interprofessional Education in health and social care courses in the United Kingdom: A Progress Report Occasional Paper 12. London: Health Sciences and Practice Subject CentreHigher Education Academy.

Kotter, J. (1996) Leading Change . Cambridge, MA: Harvard Business School Press.

Machell S, Gough P, Steward K (2009) From ward to board:Identifying good practice in the business of caring. London: Kings Fund

Nursing and Midwifery Council (2008) T he code : Standards of conduct , performance and ethics for nurses and midwive s. London: Nursing and Midwifery Council

Nursing and Midwifery Council (2010) Standards for pre-registrationnursing education. London: Nursing and Midwifery Council

World Health Organization (2010) Framework for action on interprofessional education & collaborative practice. Geneva: The Organization; 2010.

Zwarenstein M, Goldman J, Reeves S. (2009) Interprofessional collaboration: effects of practice-based interventions on professional practice and healthcare outcomes. Cochrane Database of Systematic Reviews 2009 , Issue 3. Art. No.:CD000072. DOI: 10.1002/14651858.CD000072.pub2.


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APPENDIX 2 Principles for Placement Experience

INTRODUCTION

The purpose of this guidance is to ensure that all students meet the appropriate professional requirements of practice competencies, hours and experience through a range of high quality learning environments. The Faculty and its partner Trusts are committed to providing excellent clinical practice experience and ensuring appropriate levels of practical and attitudinal skills, and underpinning knowledge within programmes. Students will, therefore, experience a programme consisting of 50% theory and 50% practice. Educational staff, clinical staff and students are all responsible for monitoring the quality of the learning environment. Clinical staff are also equally responsible, with university staff, in assessing that students have achieved the required level of competency and in confirming that the student is fit for practice and award.

The following core principles of best practice have been formulated as guidance for the clinical areas, the university and the student. They are identified under four aspects which include general principles, models of placement, the 24-hour cycle of care and bank/agency working. Adherence to these core principles will help ensure equity and parity of experiences for the student.

GENERAL PRINCIPLES

All placements must have an educational audit carried out annually by an audit team consisting of academic staff and clinicians.

Each area must have an appropriate number of suitable mentors. Students may be allocated anywhere within the placement circuit. Students are given supernumerary status in all placements. Students are supported by a named mentor in each placement. When the student’s named mentor is not on duty the student will be

informed of the designated qualified member of staff responsible for supervising them that day/shift.

Where the trust has a lone working policy covering students the student can carry out unsupervised visits to clients homes.

Clinical placements will provide appropriate experience and supervision to achieve the NMC nursing competencies (NMC 2010), as appropriate.

Summative assessment of practice will take place in all Practice Learning Periods (PLPs).

Summatively assessed OSCEs will take place in Practice Learning Period 2 and 5.

All students should complete a Placement Evaluation form at the end of each Practice Learning Period.


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The students will contact their allocated placement for the name of their mentor and duty rota 3 weeks prior to commencement of their allocation. This must meet the NMC requirement for the student to be directly or indirectly supervised by their mentor for a minimum period equivalent to 40% of the allocated hours per week.

MODELS OF PLACEMENT

Creative and innovative models of placement will be used alongside the traditional allocations to a ward/department. These will include following care pathways with specific clients, undertaking placements with specialist clinicians/teams where appropriate and gaining experience with staff working within primary care. Each placement area will have a range of learning opportunities identified and planned for each student during his/her allocation.

Students are encouraged to take responsibility for their own learning by identifying their strengths and weaknesses and opportunities provided in each placement. This will be in collaboration with their mentor.

Students may visit other areas/Departments to access appropriate learning opportunities but they must not be moved away from their allocated placement unless there are specific educational reasons for doing so or service reconfigurations taking place.

Multi-professional/multi-disciplinary learning opportunities should be used with a client focus. Service user and carer involvement is central to the learning opportunities presented to students.

24 HOUR CYCLE OF CARE

In order to meet NMC requirements all students must experience the 24-hour cycle of care. Students should, therefore, experience the normal variety of shift patterns (nights and weekends) and follow their mentor’s shift pattern where appropriate and feasible.

o The student should work a minimum of 1 weekend in 4 where applicable and appropriate and a maximum of 2 in 4.

o The student will work a minimum of 3 nights per year, or three weeks of nights over the three year period.

o Any negotiation regarding the above should be conducted with the Team Leader/Ward Manager.

o Students should normally work the shift pattern of the placement area.

Negotiated, flexible hours

Within each year of the programme students can take up to 30 flexible hours away from the practice experience without compromising practice requirements, as long as this is negotiated in advance with mentors. This


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extra time has been built in, in order to provide some flexibility to manage the course and students’ personal demands. The principles for agreeing flexible hours are as follows:

This will be agreed in advance with mentors and must not be taken if it compromises the 40% of time needed to be directly or indirectly supervised by their mentors during the placement.

Flexible hours will not be taken within four weeks prior to the date of summative assessment.

Flexible hours will be recorded within the Assessment of Practice Learning and signed as accurate by the mentor. The number of flexible hours will be monitored by the personal tutor.

It is acknowledged that there may be occasions when the student needs to take flexible hours as an emergency, for example, with unexpected family health / care problems. On these occasions, students let placement and reception at the Faculty of Health Sciences know immediately of the need to take flexible hours away.

Days off should be together unless agreed otherwise with the student. Students require a handover report prior to commencement of their

working day. Students are required to work the set number of placement hours,

irrespective of whether or not the bank holiday(s) fall(s) within the placement. Bank holidays are included in the annual leave entitlement.

BANK/AGENCY WORKING

Employers must consider the health and well-being of students when approaching students to work bank/agency shifts.

Students should not commit to working bank shifts if they know it will compromise their health and safety.

No change of student status should take place whilst the student is on allocation, i.e. to bank.

Students who agree to undertake bank/agency work outside of the programmed placement hours should do so only on areas other than their current placement.

Students must not wear University uniform or their student badge when working on the bank/agency.


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APPENDIX 3 Placement Learning Outcomes

The NMC has set minimum requirements that must be met by the first and second progression points, as well as core competencies and skills that you need to achieve. These criteria must normally be achieved during your practice learning, but some may be met through simulation.

In addition to these, Staffordshire University has identified their own outcomes (see table below) that students must achieve by each progression point. These are based on local need, programme design, organisation of learning in practice, and Staffordshire University’s own Learning Outcome strategy and Staffordshire Graduate framework. They will make sure that a student is safe and adequately prepared to take part in the full range of practice learning opportunities without risk to the public. NMC quality assurance processes will confirm this through approval and monitoring.

Additional Staffordshire University Learning Outcomes

Year 1 learning outcomes

Demonstrate knowledge and understanding of the caring theories and behaviours that underpin nursing practice.

Assist in the provision and evaluation of nursing care and begin to recognise when agreed plans of care require modification

Engage in activities to develop self-awareness and apply the principles of caring communication with others.

Demonstrate working within the NMC student code of conduct


Demonstrate the increasing use of self-directed learning approaches and the development of greater independence in meeting own learning needs relevant to the scope of nursing practice.

Undertake directly and indirectly supervised practice and provide safe and effective person centred care, relating practice to underpinning theories and concepts.

Reflect on professional values, clinical experiences and theoretical learning to enhance and challenge professional practice

Demonstrate the skills necessary to interpret the theoretical principles required to assess, plan, implement and evaluate person centred care using interdisciplinary working.

Demonstrate the ability to undertake caring communication with service users/ carers and colleagues.


Demonstrate the learning ability, qualities and transferable skills necessary for employment as a graduate nurse.

Emulate and model professional nursing behaviours and consistently provide safe and effective patient care.

Identify and review own personal and professional Practice Learning Handbook


26

boundaries; recognise own learning needs and independently advance learning and understanding in response to changing circumstances and scope of the chosen field of nursing theory and practice.

Exhibit critical thinking and clinical reasoning behaviour through formulation, provision, prioritisation and evaluation of patient-centred care in promoting optimal patient outcomes.

Demonstrate the use of analysis, critical thinking and clinical judgment in the prioritisation of complex care needs, in sometimes unpredictable contexts.

Achieve the knowledge, skills and attitude required by the regulatory body to be registered on the appropriate part of the NMC register

APPENDIX 4 Practice Learning Handbook


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PRACTICE LEARNING PREPARATION CHECKLIST

This checklist is to be used for the above session and completed by the lecturer leading this session. Please return it immediately to the relevant Module Leader for module annual quality monitoring purposes.

DATE OF SESSION …………………………………………

COHORT/FIELD …………………………………………

LECTURERS NAME …………………………………………

TICK

Fitness to Practice reiterated

Safeguarding process reiterated

Raising concerns reiterated

Uniform Policy reiterated.

Attendance Policy/Principles for Placement Experience reiterated.

Appropriate Professional Conduct & Behaviour in Practice discussed.

Profile development discussed.

Use of Assessment of Practice Learning Record discussed.

Placement Learning Outcomes explained.

SAfE days reiterated.

3rd years only -Lone visits/ car insurance and personal safety.

Remind students to access their email regularly.

European Directives Profile and exposure to other Fields of practicediscussedState other topics discussed:

Appendix 5Practice Learning Handbook


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SETTING LEARNING OBJECTIVES

INFORMATION FOR MENTORS AND STUDENTS

Outcomes are ‘statements of what a learner is expected to know, understand and/or be able to do at the end of a period of learning’.

In other words, the learning outcomes for a placement are what you have to demonstrate to your mentor that you have achieved. The documentation that you complete is the vehicle you use to demonstrate the learning outcomes which you have agreed.

Definition of Goals and Objectives

Goal: Broad spectrum, complex, organizational, indication of intentions.

Objectives: Measurable, defined, operational, simple steps, and specific. Objectives contribute to the fulfilment of specified goals. Complete with a beginning and an end.

The most well known acronym for setting objectives is the S.M.A.R.T. way. S.M.A.R.T refers to the acronym that describes the key characteristics of meaningful objectives, which are Specific, Measureable, Achievable, Realistic and Time-Bound. This is described below:

Specific

Specific means that the objective is detailed, focused and well defined. That is the objective is straightforward, emphasizes action and the required outcome. Objectives need to communicate what you would like to see happen. To help set specific objectives it helps to ask the following questions:

WHAT am I going to do? This is best written using strong, action verbs such as conduct, demonstrate, describe, identify, discuss, perform, etc. This helps your objective to be action-orientated and focuses on what’s most important.

WHY is this important for me to do? WHO is going to do what? Who else need to be involved? WHEN do I want this to be completed? HOW am I going to do this?

Measurable

If the objective is measurable, it means that the measurement source is identified and we are able to track the results of our actions, as we progress towards achieving the objective. Measurement is the standard used for comparison. For example, your mentor will need to be able to measure your behavior / actions / in order to know that you are achieving your objectives.


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Achievable

Objectives need to be achievable, if the objective is too far in the future it might be difficult to keep motivated and to strive towards its attainment. Objectives, unlike your aspirations and visions, need to be achievable to keep you motivated. Whilst being obtainable, objectives still need to stretch you, but not so far that you become frustrated and lose motivation.

Realistic

Objectives that are achievable may not be realistic. However, realistic does not mean easy. Realistic means that you have the resources to get it done, and you will need to think about what these resources might be.

Time-Bound

Time-bound means setting deadlines for the achievement of the objective. Your mentor will then also have a timescale to work towards. Deadlines create a sense of urgency. Without this you might reduce the motivation and urgency required to execute the tasks.

THREE TYPES OF LEARNING

Knowledge, Skills and Attitude

It is important to recognise that nursing is not simply about what you know and what you can do, but how you are with people you care for. Any type of learning involves three aspects:

1. Knowledge – knowing something, and knowing why we do what we do – linking in to evidence based practice

2. Skills – being able to safely perform the tasks that we need to perform and knowing how to do what we do safely and according to the appropriate policy or guideline

3. Attitude – this is about our values and how we behave with people. This domain includes the manner in which we deal with things emotionally, such as feelings, values, appreciation, enthusiasms, motivations, and attitudes towards others.


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APPENDIX 6

European Directives and exposure to other Fields of practicePlacement Handbook European (EU) Directives section

Health care is a rapidly changing field where patients/service users have increasingly complex needs. This means that during your Nurse Education you will be working with patients/service users who have a variety of needs due to factors such as their illnesses, conditions or personal circumstances. It is essential that you are aware of, and sensitive to these differences, and are able to provide high quality and compassionate care that meets patients/service users wide ranging needs. In doing so it will ensure that you facilitate and empower patients/service users to function and feel as well as possible (Keyes and Haidt 2003). In order to do this well you need to actively consider different aspects of Nursing as related to your field, and in order to demonstrate you have done so you will need to produce a profile of evidence. By doing this you will meet the requirements of the European Directive 2005/36/EC (Nursing and Midwifery Council (NMC) 2010).

The directive itself explicitly requires Adult Nursing students to undergo a range of nursing experiences that are essential to the achievement of the professional qualification of Registered Nurse; it enables Adult Nurses to work as a nurse within any European Union member state. Although there is not the same formal requirement for mental health and children’s fields, there is a need for awareness of these areas. Consequently, it is expected that all students across all fields will undertake learning related to areas identified by the NMC (2010):

1. General and Specialist Medicine2. General and Specialist Surgery3. Child Care and Paediatrics4. Maternity Care5. Mental Health and Psychiatry6. Care of the Older person and Geriatric care 7. Home Nursing and additionally8. Learning Disabilities

The profile, which will need to include evidence of the range of learning activities you have undertaken, is necessary in order to demonstrate that you have met the requirements of the EU directives aspect of your Award. Your evidence must demonstrate your theoretical and practice based learning, in relation to the areas identified below, as evidence that you have met the requirements of the EU Directives. As your profile focuses on both theory and practice it will assist you in linking together your theoretical and practice based learning. It will also require you to think about patients holistically and to consider the complexity of their circumstances. As exposure to maternity care will be limited, maternity focused simulation and sessions will be delivered within the generic practice modules. It is expected that you will negotiate with your mentor a range of learning experiences that will enable you to meet the requirements of the Directives.

Further details can be obtained from the document ‘Profile of Evidence of Achievement of European Union (EU) Directives and Field Awareness’.


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Progress will be assessed by your personal tutor and module leader, from whom additional guidance can be sought. It is important to note that progress will need to be demonstrated in the profile documentation and completed in order to qualify at the end of the Award. It must be verified by your Personal Tutor at the end of each Placement Learning Period.

References:

Keyes, C. Haidt, J. (eds) (2003) Flourishing: Positive Psychology and the Life Well-Lived. American Psychological Association Press. Washington DC.

Nursing and Midwifery Council (2010) Standards for pre-registrationnursing education. London: Nursing and Midwifery Council


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APPENDIX 7

Uniform Policy

THE WEARING OF UNIFORM

Uniform should always be clean, in good condition and appropriately fitting when commencing duty.

Black, flat shoes and dark socks must be worn with tunic and trousers. Cardigans must be grey in colour and must not be worn when attending to patients/clients or carrying out clinical procedures.

Hair must be off the face and worn above the collar and in a clean, neat and tidy style. Long hair must be tied back and secured with a plain band. Beards must be neatly trimmed. Nails must be kept short and nail varnish must not be worn. Make-up should not be excessive.

Name badges must be worn at all times during practice and must be clearly visible. No other badges may be worn.

Uniforms should not be worn outside the hospital unless on a community placement. The wearing of uniform outside the clinical area is not acceptable unless travelling to and from placement in a private vehicle in which case it must be covered completely by a coat.

Please note that strong perfumes/aftershaves must be avoided when in clinical practice.

Jewellery must not be worn on duty with the exception of:

a) Plain wedding ringb) One plain stud in each ear - nose, tongue and facial studs must not be worn on duty.c) Wristwatch – providing it is not worn whilst attending to patients/clients

Please note that the Trusts reserve the right to ensure that student nurses and midwives abide by their uniform policies. Non-compliance will mean you cannot remain in placement and hence on the course.

Any religious uniform/dress requirements need to be discussed with the personal tutor and appropriate Infection Control Team.

Uniforms should be returned to the Faculty Office reception on withdrawal/completion of the Programme.

Be aware that the uniform policy may differ between organisations where you are on placement.


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APPENDIX 8

Nursing and Midwifery Council: supporting learning and assessment in practice

Role DefinitionsThe NMC identify the following requirements for effective practice learning for pre-registration nursing and midwifery studentsNMC Requirements Advice and guidanceEvery student has a named mentor for each period of practice learning.

Mentors should be allocated prior to commencement of a placement.

Whilst giving direct care in the practice setting at least 40% of the student’s time must be spent being supervised (directly or indirectly) by a mentor/practice teacher. 10 When in a final placement this 40% of the student’s time is in addition to the protected time (one hour per week) to be spent with a sign-off mentor (paragraph 3.2.6)

At all times students must be directly or indirectly supervised in the practice setting. The mentor’s responsibility is to plan and co-ordinate the student’s whole learning experience, determining the amount of direct supervision required by the mentor, and what experience may be through indirect supervision (student working independently). Some experience may be supervised by others (other professionals, mentors or practice teachers). The named mentor is accountable for their decisions to let the student work independently or with others.

The mentor should have access to a network of support and supervision to enable them to fulfill their mentoring responsibilities, assist them in making complex judgments regarding competence such as failing a student and to support their professional development.

Support and supervision may be provided by , for example, other mentors, practice facilitators, practice teachers or link tutors, with due regard to the part of the register and field of practice. Where necessary, inexperienced mentors should seek support from a sign off mentor who has met the NMC additional criteria for assessing proficiency.

10 In some NMC approved programmes there is a specified requirement for the amount of practice that is supervised to exceed 40% NMC 2008a, 3.2.4. (selected elements)

Mentor “ a NMC mentor is a registrant who, following successful completion of an NMC approved mentor preparation programme - or comparable preparation that has been accredited by an Approved Educational Institution as meeting the NMC mentor requirements – has achieved the knowledge, skills and competence required to meet the defined outcomes.” (NMC 2008a, 2.1)

A mentor: “facilitates learning and supervises and assesses students in a practice setting”.(NMC, 2008a,5)

A mentor is “accountable [to the NMC] for confirming that students have met, or not met, the NMC competencies in practice”(NMC 2008a, 2.1.2)

Important noteOnly mentors who have been prepared to assess student performance in practice and are therefore accountable for their decisions can pass, refer or fail a student (NMC 2008a, 3.2.5). An associate mentor role is sometimes referred to e.g. RCN toolkit 2007 although this is not a NMC defined role, this is someone who has not


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undertaken a mentor preparation course or who has not been successful in undertaking a mentor preparation course (as required in stage 2 outcomes) so therefore cannot formatively or summatively assess learners.

Sign off mentor A mentor who “makes judgments about whether a student has achieved the required standards of proficiency for safe and effective practice for entry to the NMC register.” (NMC 2008a, p6) “Whilst all mentors may assess individual competencies, only those who have met additional NMC criteria to be a sign-off mentor are entitled to sign-off practice” (NMC 2008a, p11).

“All midwives who undertake mentor preparation programmes are required to have met the additional sign-off criteria” (NMC 2008a,5.2.2) including having been “supervised on at least 3 occasions for signing off proficiency by an existing sign-off mentor during the programme”. (NMC 2010, p1)

A sign-off mentor confirms “that students have met, or not met the NMC standards for proficiency in practice and are capable of safe and effective practice.” (NMC 2008a, 2.1.2); proficiencies “are defined within the standards of proficiency for each of the three parts of the register. Fitness to practice is demonstrated by meeting all NMC proficiencies and other requirements by the end of the programme” (NMC 2008b.5).

Practice Teacher “a registrant who has gained knowledge, skills and competence in both their specialist area of practice and in their teaching role, meeting the outcomes of stage 3 of the standards, and who facilitates learning and supervises and assesses students in a practice setting” (NMC 2008a, p46)Every SCPHN student will have a named practice teacher. (NMC 2008a, 3.3 & 3.4)

Triennial reviewTo be maintained on the live mentor register, the individual practitioner must meet requirements of triennial review in respect of the standards identified (NMC 2008a, p12).

Preceptorship “the process through which existing nurses and midwives provide support to newly qualified nurses and midwives” (NMC 2008a, p46)

“The NMC recommends strongly that all ‘new registrants’ should have a formal period of preceptorship of about four months but this may vary according to individual need and local circumstances. Formal preceptorship is dependent upon ‘new registrants’ having easy access to a named individual with due regard to the same part of the register and field of practice, who can be called upon to provide guidance, help, advice and support” (NMC 2006, p2)


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ReferencesNMC (2006) Preceptorship Guidelines.Circular 21/2006.Oct 3 2006. London:NMCNMC (2008a) Standards to support learning and assessment in practice. London: NMCNMC (2008b) The Code: Standards for conduct, performance and ethics for nurses and midwives. London:NMCNMC (2010)Professional Practice and Registration Committee. Sign-off mentor criteria. PPRC/10/06.Feb 10. London: NMC


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APPENDIX 9 Placement Charter

Both the University and its Partner Trusts are committed to nursing and midwifery education through the provision of high quality practice placements. A student nurse/student midwife/student health visitor may expect the following standards on a placement of four weeks or more:

All students are entitled to negotiate a pre-placement visit.

A placement profile/induction pack will be available to all students at the commencement of their placement.

The designated mentor will, wherever possible, be on duty for the first shift of the student’s placement. Where this is not possible, a qualified individual will be identified as responsible.

An initial interview will be conducted during the first week of the placement and dates for mid-point and final interviews arranged at that interview.

All students will be supervised directly or indirectly by their mentor for 40% of their placement time and be supervised by a designated qualified member of staff for the remainder.

The mentor will have the qualifications and experience required by the professional/statutory bodies.

All clinical placements will undergo annual educational audit to ensure the quality of the clinical learning environment is maintained.

All clinical placements will display the names and contact numbers of their University contacts and Clinical Placement Facilitator or equivalent role holder.

All students will adhere to the Trust/PCT’s relevant policies and procedures, including Moving and Handling.

Signature of Trust Educational Lead

Organisation name

Date


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APPENDIX 10

MANAGEMENT OF APPEALS RELATED TO CLINICAL PRACTICE

Appeal comes in to Faculty

Associate Dean - Learning and Teaching

Facts/feedback obtained from:Field Lead or Academic Group Lead,

Education Lead for Placement Area/Trust (or designated senior manager), Personal Tutor, Module Leader

Recommendation to uphold or reject sent toDean of Students

Decision made by Dean of Students andcommunicated to the student and

Faculty

Associate Dean - Learning and Teaching

Feedback to (list as above)

Appeal Upheld Referral Upheld or Fail

Remove from placement Student pending any request for continues with informal meeting further attempt

Informal meeting

Appeal Upheld Referral Upheld

Withdrawn from Award


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APPENDIX 11

Students awaiting the outcome of an appeal against assessment failure in Clinical Practice

Whilst awaiting the outcome of an appeal against failure in assessment of practice learning, it is desirable that, should the appeal be upheld, the student is not disadvantaged in the retake of the assessment or in her/his overall progression on the course.

Students awaiting the outcome of such an appeal are enabled to continue in practice in their current placement. This is to ensure that students are not disadvantaged if their appeal is upheld, however, the following criteria must be followed in all cases.

1. The placement area must agree to continue to place the student whilst the appeals process is underway.

2. The student must be directly supervised at all times by an appropriate mentor until the results of the appeal are known. This is in order to facilitate client and student safety.

If the student is successful at appeal arrangements will be made to facilitate a retake of the assessment. If the student is unsuccessful at appeal they will be discontinued from clinical practice immediately and withdrawn from the award.


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APPENDIX 12 STUDENT RAISING A CONCERN RELATED TO PRACTICE PLACEMENTS

GUIDANCE NOTES FOR ACADEMIC STAFF

Ask the student to explain their concern about the placement or practice. Decide which categories the issues raised fall into.

If it is alleged abuse (safeguarding issue) follow Flowchart 1 immediately.

If it is related to placement experience quality (e.g. professional training issues, out of date practice being witnessed, poor procedural techniques, weak supervision/mentor support) follow Flowchart 2.

If it is a concern regarding witnessing poor practice or professional misconduct follow Flowchart 2A.

If the student was involved in an error or incident follow Flowchart 3. Please note the student can only be suspended from practice if agreed by the Head of School (Nursing & Midwifery) and Trust Educational Lead.

If the student is alleging that a member of placement staff has bullied or harassed them, advise the student to follow the relevant organisation’s policy on Bullying/Harassment in the workplace. The Personal Tutor will support the student through this process. The relevant Practice Support Lead will liaise with the appropriate Trust Educational Lead (during Educational Review Meetings) to ensure due process was followed. The Academic Group Lead can then provide feedback to the student.

Help the student prioritise the issues succinctly. You as the Personal Tutor may resolve minor issues at this point and record on a Student Contact Record sheet that this was done.

Discuss procedures that will be involved and support they can access.

Inform the student of possible implications/responsibilities.


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ADDITIONAL GUIDANCE FOR FLOWCHART 1. SAFEGUARDING

Introduction

This additional guidance sets out what is required of both students and the University in relation to allegations of abuse witnessed on placement or in the University.

It draws together guidance from professional bodies, Local Safeguarding Children Boards & Safeguarding - Protection of Vulnerable Adults to inform your practice.

If the concern is about the potential abuse of vulnerable adults, an Adult Protection referral must be made. You may find that you need to raise an alert with the safeguarding team for the locality where the patient resides if they are not normally resident in the area.

Please also refer to: http://www.shropshire.gov.uk/adultcarer.nsf/open/ABA6AF49A3A7361E802570A4004DB532 or http://www.staffordshire.gov.uk/Resources/Documents/i/InteragencyProceduresFinal2aug10.pdf

If the concern relates to a child or children then the Local Safeguarding Children Board procedures must be followed (a copy will be found in all Trusts). Please also refer to: www.shropshire.gov.uk or www.staffordshire.gov.uk

The Responsibility of the University

The University has a responsibility to;

Act in the public interest by ensuring that all referrals have been satisfactorily acted upon.

Fully investigate any allegations that name students or university staff as an alleged abuser.

Ensure that all placements offer high quality learning experience. Consider the discontinuation of the placement where poor standards of

care are identified. Provide the appropriate support to students or staff making referrals.

This may include attending meetings with the student or on the student’s behalf.

Work with the relevant Safeguarding Boards to ensure that training to staff and students is provided in line with the Board’s training.

The Responsibility of the Student

The student has a responsibility to;

Ensure that any concerns of potential abuse to a vulnerable adult are reported immediately through the adult protection process


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http://www.staffordshire.gov.uk/

http://www.shropshire.gov.uk/

http://www.staffordshire.gov.uk/Resources/Documents/i/InteragencyProceduresFinal2aug10.pdf

http://www.staffordshire.gov.uk/Resources/Documents/i/InteragencyProceduresFinal2aug10.pdf

http://www.shropshire.gov.uk/adultcarer.nsf/open/ABA6AF49A3A7361E802570A4004DB532

http://www.shropshire.gov.uk/adultcarer.nsf/open/ABA6AF49A3A7361E802570A4004DB532

(directly or with support from their Personal Tutor/a member of academic staff).

Make one referral immediately when more than one issue has been identified. This will enable the investigation to begin quickly and the immediate protection plans to be put in place.

Ensure that any concern of potential abuse to a child is reported through the Local Safeguarding Children’s Board.

Work in accordance with the relevant professional Codes of Conduct.

If appropriate, attend relevant investigation meetings. Work in a personalised way maximising choice and control for

people using services. Work in accordance with the Mental Capacity Act at all times. In the event of identifying a potential unlawful deprivation of liberty,

make the placement aware and submit an adult protection referral.

The student will not: Refuse to pass on information regarding abuse of a vulnerable adult

or child. Pass any information about the referral to the alleged abuser or the

organisation to which the referral relates. Abuse anyone in their care.

Responsibility of the University StaffUniversity staff have a responsibility to:

Ensure that any concerns of potential abuse to a vulnerable adult or child are reported immediately through the appropriate protection process.

Support the student.

The Reporting of Potential AbuseIt is preferable that the person who has witnessed the alleged abuse completes the referral form. If the student does not feel able to do this alone they must do so with the support and guidance of their Personal Tutor or an available member of academic staff.

Consideration should be given to the planned future use of the placement by the Head of School and the placement provider. In considering the continued use of the placement the University will consider;

The seriousness of the issues raised.The impact on the education of students. The management action taken or proposed.


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FLOWCHART 1 SAFEGUARDING:Student Concerns of Alleged Abuse in Placement/Practice

1. Student makes a referral to the relevant Council Safeguarding team within 24 hours of witnessing or becoming aware of alleged abuse.2. Student seeks Personal Tutor support if they wish.NB If Child Protection Issues – follow the Local Safeguarding Children Boards policy

Student must complete an Adult Protection Referral form (obtained from Council web sites) including names, dates and details. Student can request that the Personal Tutor organise an alternative placement, if appropriate, in liaison with the relevant Placement Lead.

Student sends referral form or details to relevant Council within 24 hours and registers the referral with the call centre (number on relevant web site)

If an academic member of staff has been made aware of the referral being made they should inform the relevant Academic Group Lead, Head of School and Practice Learning Improvement Co-ordinator that it has been submitted.A Practice Placement Concerns Record Form should be completed by the academic member of staff.

Safeguarding Team (Council) investigate and liaise with the student directly. Head of School to raise at subsequent placement provider meetings to ascertain outcomes. Relevant Academic Group Lead provides written feedback to student.


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FLOWCHART 2Student Concerns regarding placement experience quality or professional training issues

It is in the best interest of all concerned if issues can be resolved informally at source. The student should discuss her/his concerns initially with the supervisor/mentor and/or placement manager. However, in some circumstances this may be difficult, inappropriate or the student may not be able to do so.

Personal Tutor records student’s concern(s) on a Student Guidance and Support/Contact Record and completes a Practice Placement Concerns Record Form. Actions must be agreed for each issue, where possible. This may resolve the concern. If not;

Personal Tutor may either visit the area to resolve or inform relevant liaison staff to resolve (Clinical Placement Facilitator where appropriate)

Actions taken with support from appropriate Practice Support Team, CPF and placement staff.

Practice Support team confirm to Head of School, Practice Learning Improvement Co-ordinator and relevant Personal Tutor what actions were taken and if concerns are resolved.

Personal Tutor sees student for feedback to ascertain student is satisfied with the actions and records this in the student file.


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FLOWCHART 2ASTUDENTS WITNESSING POOR PRACTICE OR PROFESSIONAL MISCONDUCT

FLOWCHART 3


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Student concern received by an academic member of staff

Academic gathers as much detail as possible from the student e.g. names, dates, times, where allegations took

place, other witness names

Practice Placement Concerns Record Form completed by the academic

Full details forwarded to Practice Learning Improvement Co-ordinator, PLIC (or relevant Academic Group Lead, AGL), who appoints an Investigating Officer and agrees timescale for investigation or forwards to placement provider to investigate

Investigation Officer (I.O) completes investigation within agreed timescale

Practice Learning Improvement Co-ordinator follows Algorithm/Risk Assessment Tool for removal of a Placement if necessary

I.O sends complete report and recommendations to Head of School, PLIC and relevant AGL to implement.

PLIC informs placement provider of required recommendations for practice.

AGL provides feedback in writing to the student.

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Placement staff notify a Line Manager (and Supervisor of Midwives where appropriate),

the student and the Faculty of Health Sciences (within 48 hrs.)A Practice

Placement Concerns Record Form should be completed by academic member of staff. Student may be suspended from practice

by Dean or nominee. Practice Learning Improvement Co-ordinator informed

Student Errors & Incidents in Practice PlacementTrust and Faculty Action


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Practice Learning Improvement Co-ordinator appoints an Investigating Officer within 48 hours. Head of School and Academic Group Lead informed.

Summary Report done (within agreed timescale). Sent to Academic Group Lead and Practice Learning Improvement Co-ordinator.

No case to answer –All parties informed formally by Academic Group Lead.

Student offered support and/or directed to appropriate advice / advisor.

Placement staff follow their policy

Case to answer – Follow Fitness to Practice policies.

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