revalidation – management and leadership 11 november 2014
TRANSCRIPT
Revalidation – Management and leadership
11 November 2014
Context
• NMC is the largest professional healthcare regulator in the world – 680,000 on register
• we protect patients and the public by regulating nurses and midwives
• we set standards of education, conduct and performance for nurses and midwives
• currently three year renewal period (Prep)
o 450 hours of practice
o 35 hours continuing professional development
The Principles
• Extensive engagement across 4 countries of UK
• Developed in line with our current legislative framework (450 hours of practice)
• Phased approach (phase 1: Jan 2016 to Dec 2018)
• Built on the existing processes:
o 3 year renewal cycle
o appraisals
• Regular auditing
Policy development
• 6 month, two part public consultation
o Revalidation model and revised Code
o Online surveys, deliberative focus groups (4 country)
• Engagement programme
o 5 stakeholder summits (1200 participants)
o 100+ engagement events
• Outputs of consultation part 1 informed part 2
• Ongoing development of revalidation policy and guidance
Proposed revalidation model• Will replace the current three-yearly renewal and the NoP form.
• Each nurse or midwife, at the point of renewal, will declare they have met the revalidation requirements: o Practised at least 450 hours during the last three years
o Undertaken at least 40 hours of CPD, with a minimum of 20 hours being participatory learning
o Declared their good health and good character
o Reflected on at least five instances of practice-related feedback
o Had an appropriate professional indemnity arrangement in place
o Obtained confirmation from a third party
Employers - Revalidation preparedness
Key questions1. What can employers do to prepare for
revalidation now?
2. What do employers already have in place to meet revalidation requirements?
3. How can employers meet the needs of registrants with different management arrangements - ‘atypical groups’?
1 or 2 Person confirmation
1 person: • One individual who is both an NMC registrant and the
manager/supervisor of the nurse or midwife
2 person:
• A non NMC-registered supervisor/line-manager with responsibility for the nurse or midwife’s practice (e.g. a lay/non-registrant/HR person, GP etc.)
and
• An NMC-registered peer who has knowledge of the registrant’s practice.
Atypical groups - confirmation
• Are there any groups of nurses who are managed by someone who isn’t a registered nurse or midwife and have limited access to registered peers?
• What steps can employers take to support these groups?
• How does this model fit with atypical settings, including agency nurses/midwives?
• Who between the agency and hiring employer is best placed to confirm?
Code and appraisals
• Do all your nurses and midwives receive an annual appraisal?
• Does this include agency/bank nurses? Who does or should carry out their appraisals?
• Are the appraisers most likely to be NMC registrants?
• How aware of the NMC Code are appraisers?
• Do appraisals cover Code requirements? If not, what do you have to do to ensure alignment?
• revalidation will require nurses and midwives to reflect on feedback in order to affirm or improve current practice.
• NMC doesn’t want the feedback - instead NMC consulted on providing a minimum of five reflective accounts which are discussed as part of confirmation.
• When the nurse or midwife has received feedback, they should reflect on: o If the feedback is appropriate to them and their practice
o What areas of their practice have been affirmed or could benefit from improvement
o How they put any improvements into practice
o What outcomes they have had in practice and how these have related to the Code
• We will develop a template for providing reflective accounts.
Feedback
Feedback
• What feedback do your nurses and midwives currently receive – both individual, team and organisational?
• Does this include agency/bank nurses? How do Trusts provide feedback to recruitment agencies or individual nurses/midwives?
• Does feedback cover Code related aspects?
• Do appraisals cover reflection on feedback?• What steps are needed to review existing
systems?
Continuing professional development
The proposed revalidation standard is: You must undertake a minimum of 40 hours of CPD within the 3 year period and at least 20 of those hours must be participatory learning - learning with others.
In addition:
• The CPD activity must be linked to the Code and the nurse or midwife’s registration
• The outcome of the CPD activity must contribute to keeping you up to date within your scope of practice
As part of the proposed revalidation process, each learning and development activity will need to be reflected upon as to how that learning activity has improved, or kept practice updated in relation to the Code.
Continuing professional development• How does your development processes link to
Code related requirements?
• Do appraisers and appraisees understand this linkage?
• What opportunities for ‘participatory’ style learning and development does your organisation offer?
• What evidence of CPD and its impact on practice do your nurses and midwives gather?
• What support, if any, does agency nurses and midwives receive and from whom?
Staff engagement
• Who in your organisation should lead preparations for revalidation?
• Establish a core group to lead this process – both HR, clinical/professional and corporate comms?
• What needs to be communicated to whom, when and how?
• Start early!!
Timeline
December 2014: Council considers draft revised Code
January 2015: publication of revised Code and draft guidance for revalidation
January to June 2015: revalidation – pilot and testing
Autumn 2015: Council decision on model and roll out
End of 2015: revalidation launch
The education strategy and its alignment to the NMC strategy, 2015 -2020
11 November 2014
Our education function
We set:• Standards for pre registration nursing and
midwifery education• Standards for specific post registration
nursing and midwifery education
We:• Quality assure education programmes
against our standards – this includes visits to practice placements
Public protection
Health care
services
Standards for
education
Higher education
Regulatory interface
Interface of our education function• Higher education policy and landscape
• four country context and resource• education commissioning• students as consumers
• Practice learning policy and landscape• patient focus• service delivery priorities with finite resources• assessing competence and capability
Effective regulation: improving our education functionBetter public protection via education• Pre-registration standards command public
confidence and drive public protection• Contemporary post-registration standards
driven by need for professional regulation• QA of education delivers public protection
effectively, addresses risks and highlights safe and effective professional practice
Using knowledge intelligently to protect the public• Use of regulatory evidence• Use of research community evidence • Transparent and accurate reporting• Exchange of information with other regulators
and relevant organisations
Use of intelligence: proactive education outputs
Collaboration and communication: creating enduring connectionsRelationships that support our priorities• Improved public profile and understanding of
education• Enhanced understanding and trust of key
stakeholders: patients and public, commissioners, employers, students and educators
• Effective UK wide collaboration on strategic and operational educational matters
Effective regulation:
Outcome based standards
Use of intelligence:
QA dataRisk data
Primary research & evaluation data
Collaboration and communication:
Proactive Engagement
with education stakeholders
Providing a contemporary and confident interface between education, practice
policy and people
Protecting the public
Next steps• Development of a draft education strategy that
will be presented to Council in January 2015• UK wide listening events• Analyse comments to inform final education
strategy which will be presented to Council in spring 2015
