professional focus - issue 2 - march 2015
TRANSCRIPT
2015 � Sign off Mentor Programme
� Care Certificate
� Failing to Fail
Professional
focus A D D R E S S I N G T H E N E E D S O F S T U D E N T S A N D E D U C A T O R S
A C R O S S T H E O R G A N I S A T I O N
Welcome to the second edition of Professional Focus.
This newsletter is dedicated to Education, why it is important, how we
support it and what that means for our future workforce
The Clinical Education team currently manages a live Mentor Register which
is located on our intranet site:
http://srv-intranet/NonClinicalServices/CEP/Lists/Mentor%20Register/
AllItems.aspx
It is important that you let us know if your record is up to date or if you
need to be added / removed from the register.
If this is the case, Please contact someone from the placements team
Editor - Tracey Hilton, Senior Clinical
Placements Facilitator
What is a stage 1 Mentor?
The term stage 1 mentor applies to all registered nurses or midwives and is
an introduction to the roles and responsibilities of being a mentor (Kinnell
and Hughes, 2010)
All registered practitioners are required to ‘facilitate students and others to
develop their competence’ (NMC 2008). However, while stage 1 mentors
are able to support, supervise and teach students, this must be done under
the supervision of a stage 2 mentor who is accountable for those students’
assessments.
What is a stage 2 Mentor?
Nurses can become stage 2 mentors when they have been registered for a
minimum of one year and successfully completed a mentorship module or
course meeting all of the outcomes of stage 2 (NMC 2008)
‘The NMC does not expect mentors, practice teachers and teachers who
have undertaken a preparation programme previously approved by one of
the National Boards, or since April 2002 undertaken preparation approved
by programme providers to have to repeat such preparation’ (NMC 2008)
http://www.nursingtimes.net/Journals/2013/01/18/k/r/j/310511CPD-
for-mentors--creating-a-portfolio.pdf
NHS England sets out proposals for more efficient and responsive access to medicines
for patients
Proposals allowing certain health professions to prescribe or supply and administer medicines for patients have been published by NHS England.
The proposals would apply across the United Kingdom, and would enable four groups of registered allied health professions (AHPs) – radiographers, paramedics, dietitians and orthoptists – to prescribe or supply and administer medicines, giving patients responsive access to treatment.
For many patients an AHP is their lead clinician, yet they often do not have access to the appropriate prescribing or supply and administration of medicines mechanisms. This means the patient may have to make an additional appointment with their GP or doctor to get the medicines they need.
The proposals would enable new ways of working to make better use of AHPs’ skills, providing a more efficient and convenient service for patients while reducing demand on other services. http://www.england.nhs.uk/2015/02/26/access-to-
medicines/
Issue 2
The NMC requires that mentors who make the final decision regarding a student’s
competence for registration must fulfil additional criteria to be a “sign off mentor”
This course of study provides an opportunity for existing pre registration nursing
mentors to progress to the sign off mentor role as part of the NMC’s developmental
framework for supporting learning and assessment in practice
The Learning Team created a course which was designed to enable mentors to meet the
competency criteria for the sign off mentor role.
Attendees were assessed against the criteria for two signing off proficiencies using a case
study approach and will be allocated a final year student for third and final sign off
assessment.
The sign off mentor role plays an important part in shaping our future nurses and
supporting the development of a skilled, quality workforce which is fit for practice and fit
for purpose.
Staff feedback;
‘Very interactive and educational. I will definitely recommend to my colleagues. Thank
you for sharing your knowledge with us’ Ify Nwabia, Staff Nurse, Wormwood Scrubs
‘Very useful for practice, future engagement with students and development of services’
anonymous
‘Excellent course’ Meena Nazari, Deputy Team Leader, Colville Health Centre
The Care Certificate
From April 2015 any new
Health Care Support Workers
(HCSW) and Rehabilitation
assistants will be required to
undertake the new national
care Certificate Training and
Assessment programme as
part of their induction to
CLCH. Whilst
undertaking this they will
need to be supervised in their
area of work.
The aim of the Care
Certificate is to ensure that all
HCSW and Rehabilitation
Assistants involved in direct
patient care have the
necessary knowledge, skills
and attitudes to provide high
quality, compassionate care.
They will need to achieve
competency in 15 standards
of care and this will be
achieved through a
combination of CLCH’s
existing induction programme
in addition to a further 3
study days. They will also
require to be supervised in
practice and undertake
holistic assessments and sign
off during their
supernumerary period.
At CLCH we will be running
monthly cohorts and will be
posting further information
on the Hub. If you have any
questions or would like more
information please email
Prospective Sign-off Mentor
Programme 2015
Educational Audits (update)
There are approximately 73 practice areas across the Organisation that will need
to be audited. Higher Education Institutes will take the lead for audits within
specified geographical areas/teams
APL Mentorship training
The Trust is currently exploring other mechanisms for increasing the number of
mentors across the organisation. This includes using Accredited Prior Learning
(APL) to gain mentorship qualification. The Trust’s Initial target is to train 20
mentors via the APL route and 50 staff on the HEI mentorship module
(combination of taught/classroom and e learning) Long arm mentor mentoring is
already taking place within health visiting service. This could potentially be rolled
out to pre registration placements. These sessions will take place over two
separate dates - 14th April (1.30-3.30pm, ECH)
and 20th April (9.30-11.30am, Small Chapel, St Charles Centre for Health).
Please contact [email protected] for further information.
Practice placements (Nursing students) - Working with Bank/Agency
staff - (currently working on a guide for AHP students).
It is advisable that students are not allocated to work with bank and/or agency
staff; however, we recognize that at times this may not be possible. In situations
where staffing dictates that it is unavoidable for students to be allocated to work
with bank and/or agency staff the following apply
AGENCY STAFF
• They must have been working for CLCH for the previous 6 months on a regular
basis and ideally for 3 months in that team
• Agency staff CANNOT act as the main mentor – this must be undertaken by a
permanent member of the team with the mentorship course.
• Agency staff CANNOT sign off student outcomes – but it is expected that they
will feedback to the mentor about how the student performed and any issues
that may have arisen whilst out in practice with the student
• Agency staff CAN verify hours and sign this section in the students PAD.
BANK STAFF
• They must have been working for CLCH for the previous 6 months on a regular
basis and ideally for 3 months in that team
• Bank staff CANNOT act as the main mentor, unless they are already a
permanent member of staff who is undertaking a bank shift within their team
• Bank staff CANNOT sign off student outcomes – but it is expected that they
will feedback to the mentor about how the student performed and any issues
that may have arisen whilst out in practice with the student. The exception
being if they are a permanent member of staff who is undertaking a bank shift
within their team
• Bank staff CAN verify hours and sign this section in the students PAD.
For further information, please contact the placements team;
Failing to Fail
Most nursing students will achieve
the proficiency standards they need
to register but mentors may be faced
with a student whose performance is
weak.
While these may be in the minority,
evidence suggests that mentors find
this one of the most challenging
aspects of their role (Duffy, 2003)
The NMC Standards to Support
Learning and Assessment in Practice
(2008) identified mentors’
responsibility in supporting and
assessing nursing and midwifery
students. The standards emphasise
mentors’ role in managing failing
students
It is important that mentors do not
avoid these uncomfortable situations
by passing students when they feel
that they have not achieved the
outcomes required of them,
whatever the reason
If you require support, please contact
the team;
Useful information can be found on
the following website;
http://www.nursingtimes.net/
Journals/2013/02/12/o/k/
y/071120GLFailing1.pdf
5 key points
1) Nurses and midwives have a
responsibility to continually develop
themselves for professional growth
2)Mentors play a pivotal role in
protecting the public by ensuring
students are fit for purpose and
practice
3)It is mandatory for mentors to
support and assess pre-registration
students in practice
4)Clinical placements are a vital part
of education because they help
students to translate theory into
practice
5)Supporting mentors in formulating
a mentor portfolio builds confidence
and skills
Useful information
The NMC recognises that nurses and midwives who are Mentors are primarily employed to
provide care for patients and clients. Pre-registration students have supernumerary status and
can expect to be able to work with mentors. The NMC requires that as a minimum, whilst giving
direct care in the practice setting, at least 40% of a student’s time must be spent being
supervised (directly or indirectly) by a Mentor/Practice Teacher.
The nature of supervision will vary from direct to indirect depending upon the:
• nature of the activity the student is engaged in.
• evidence of their current competence.
• need to assess achievement of NMC outcomes or competencies for progression on
the programme.
When in a final placement this 40% of the student’s time is in addition to the protected time, of
one hour per week, to be spent with a sign-off mentor/practice teacher. The sign-off Mentor/
Practice Teacher will remain accountable for assuring any judgments made on the student’s
competence is safe. They need to feel confident about whether a student has achieved the
required standards of proficiency for safe and effective practice for entry to the register by the
end of the placement.
http://www.nmc-uk.org/Educators/Standards-for-education/Standards-to-support-learning-
and-assessment-in-practice/Standards-to-support-learning-and-assessment-in-practice-
settings-SLAiP/Mentorship/
Workforce recruitment and retention
In line with increases in health spending (see section on Policy), the numbers of health
professionals in the UK has also been increasing. In 2005 there were 2.4 practicing physicians
per 1000 population compared with 1.9 in 1998, but still below the OECD average of 3.0 and
well behind the 3.4 of other European countries such as France, Germany and Sweden.
After a period of relative stability the number of nurses has also been increasing, but in this case
the UK is above the OECD average. In 1998 there were 8.0 nurses per 1000 population, and 9.1
in 2005. This compares with an OECD average of 8.6 nurses per 1000 population in 2005.
In addition to the longer-term oscillations in the demand for, and availability of healthcare
professionals in the NHS – which will probably continue to bedevil workforce planning in the
period to 2015 – the pressure to ensure that UK doctors’ working weeks comply with the
European working directive will force changes to the allocation of roles within medicine and
between medicine and other professions, and will hasten a wider appraisal of the balance of
care within the NHS
http://www.nmc-uk.org/Documents/ResearchPapers/Nursing%20towards%202015%20full%
20report%20.pdf
Latest news - internal and external communications
Barnet are currently in the process of applying for stage 1 training to achieve Unicef Baby Friendly
accreditation status.
The CQC inspection is scheduled to take place from 07th April to 10th April 2015. The inspection
team may wish to speak with students during this time.
The Education team is considering using innovative approaches to gather students’ feedback. This
includes videoing students sharing their community experiences. One suggestion is to bring students
collectively together or video them individually in their clinical setting. Videos can be used as part of
the mentor updates. Conferences and student inductions.
The Education team, in partnership with practice colleagues, is hoping to establish a multi
professional learning in practice programme for students on placement with CLCH. The proposal is
for a learning programme of teaching/learning sessions that will take place on a designated
afternoon on a five week rolling period. The aim is to link students’ theory to the clinical practice
setting, enhance students’ knowledge of wider community and specialist services. A variety of
contributors will be asked to deliver the teaching programme.
Benefits will include; development of staff in delivering teaching, enhancement of students’
learning, promoting wider community services, contributing to the development of skilled workforce
and support for mentors/placement capacity.
Immunisations - The minimum requirements for working under community Patient Group Directives
(PGDs) is RGN. HV and SN, DN students (already RGN) can immunise once they have completed the
relevant Trust training (immunisation/CPR/anaphylaxis)
Student Induction - CLCH is currently reviewing its current model for pre-registration nursing student
induction. The proposal is for students to access the e-learning induction package before they
commence with the Trust. Students will then meet with the Trust for one hour on the morning of
their first day in practice. Following this, they will be required to report to their designated area/
mentor.
Additional fundraising (coffee mornings)
The practice placements team continue to raise money for various charities via monthly cake sales.
So far we have raised £114 for McMillan (Sep), £65.00 for Alzheimer's (Oct)
and £35.00 for SENSE (Deaf Blind Children)
If you would like to get involved, please contact [email protected]
Raising the Bar - Shape of Caring - A review of the Future Education and Training of
Registered Nurses and Care Assistants
‘The establishment of Health Education England (HEE) as a Special Health Authority and its immediate future
as a non-departmental public body with responsibility for the education and training of the health workforce
has afforded a unique opportunity to look beyond the current mandate to the needs of a workforce some 10
or 15 years from now. Whilst the future is clouded with uncertainty - new technology, pharmaceutical
advances, genetic engineering and emergent evidence based medical nursing practice requires us to develop
new ways of working with an aging population, that will have more complex co-morbidities, be more aware of
their care needs and have growing expectations of what the care system should deliver with them and for
them.
My recommendations have been guided by two principles; to celebrate existing good practice, which needs to
be widely disseminated to stimulate a debate around areas with less evidence and to generate a research
culture; and the need to provide the appropriate foundation architecture to make change necessary. In both
cases, the public must be at the heart of what we do, both as patients and as taxpayers and the NHS
Constitution must be the guiding framework.
This review does not seek to apportion blame or criticism ; indeed, the fact that we have in place such a strong
foundation of regulation, education and commitment must be recognised as a huge strength. However, to
meet the challenges that lie ahead, every individual or organisation providing healthcare must ask how can
they raise the bar to continue to provide a world-class health and care workforce’ - Lord Willis, Health
Education England
http://hee.nhs.uk/wp-content/blogs.dir/321/files/2015/03/2348-Shape-of-caring-review-summary-
FINAL.pdf
The Mentor Toolkit
The publication of the Mid Staffordshire NHS Foundation Trust Public Inquiry Report (Francis, 2013)
highlighted the critical role the workforce plays in ensuring the provision of high quality and safe healthcare
and, in particular, the significance of staff values and behaviours in maintaining the standard of patient care.
‘A recommendation of the report was that nurses being recruited into the NHS should be assessed to show
how their values and behaviours align with the values of the NHS constitution. This should ensure that the
workforce is recruited not only with the right skills and in the right numbers, but also with the right values to
support effective team working to deliver excellent patient care’ - Francis report, 2013
The Mentor toolkit has been developed using a values based approach to the recruitment of mentors.
For further information, please visit;
http://www.valuesbasedmentorship.co.uk/values-based-recruitment.html
The Royal College of Nursing Conference - Irene Zeller, our link lecturer from KCL, and I had the opportunity to present to the RCN Education Conference
about how we are supporting pre-registration students to undertake the majority of their placements with us
here at CLCH. It was very timely as Lord Willis had presented earlier that morning and his recommendations
that we need greater flexibility of nurses to work across integrated landscapes and viewed acute care as only
one aspect of looking after a community.
The presentation was well received and general agreement that this was a way forward – it was great to be
able to showcase our innovative approach and partnership working with KCL.
Our plans for September 15 is that we will host 15 adult students – 10 x BSc and 5 PGDip from KCL . We are
also exploring how we can give child branch students greater exposure to the community nursing but this is
likely to be a more balanced approach to the placements between acute and community settings.
Career Fairs
On Friday 20th March, Tracy Stevenson (Head of Clinical Education), Asha Sharma (Clinical Education
Coordinator), Nira Varsani (Clinical Placements Facilitator) and Alice Aluku (District Nurse Team Leader)
attended a Careers Fair at Kings College London.
The event was very well attended (265 students) and CLCH received lots of interest in terms of Nursing Careers
within the Organisation. This interest will be followed up by the team at a later stage. Feedback indicated that
previous students had thoroughly enjoyed their community experience and were happy with the support they
had received from their mentors.
99% of students were happy with the fair overall, 97% will be applying to a company they met at the fair and
99% would recommend the event to a friend.
Jacqueline Carty, School Nurse and Nira Varsani, Practice Placement Facilitator supported two careers events
this month. Students from Sacred Heart High School and William Morris Sixth Form School (both based in the
Hammersmith locality) were given an insight into the nursing profession . They discussed qualification
requirements in order to study at degree and post graduate level. They also highlighted duties of the role,
what students were able to specialise in once qualified and career progression.
Students were also keen to find out about other opportunities within healthcare such as the work of Allied
health professionals. Nira and Jacqueline presented various trust clips to show students the work of AHPs and
Community Rehabilitation specialists .They discussed the importance of working professionally within
multidisciplinary teams.
The students were engaging, and keen to find out about work experience within the trust as well as volunteer
and Bank opportunities .Nira and Jacqueline thoroughly enjoyed contributing to the day in order to support
our potential future workforce
Left - Nira, Alice, Asha and Tracy
at the Careers Fair @ Kings Col-
lege
Right; Tracy and Irene at the
RCH Conference
The Learning Team - Statutory and Mandatory Training The Refresher Statutory Mandatory Programme is designed to help to improve the standard of care and service delivery across health and care sectors. To ensure you are up to date, please visit our page on the hub; Learning Team / Courses For further information, please contact: Marcia Daley, Head of Learning and Development (020 8937 7980) Patsy Powell, Learning and Development Team Leader (020 7798 1472) Carmen Tulloch, Learning and Development Coordinator (020 7798 1476) Naaznin Khaki, Learning and Development Service Coordinator (020 8937 7172) Sarah Hesni, Learning and DevelopmentCoordinator (020 8937 7152) Pauline Namwanje, Learning and Development Coordinator (020 7798 1474) Sima Kazemzadeh, Learning and Development Administrator (020 7798 1478)
Clinical and Professional Education (Learning Team): Providing a range of learning opportunities within CLCH. The team is focused on providing an ex-cellent quality service and works closely with Directorates and Service Leads to fully understand their learning needs. For further information, please contact: Tracy Stevenson, Head of Clinical and Professional Education (020 7798 1492) Marcia Pinnock, Clinical Education and Practice Lead (020 7798 1475) Asha Sharma, Practice Placements Coordinator (020 7798 1485) Tracey Hilton, Senior Clinical Placements Facilitator (020 7798 1486) Nira Varsani, Practice Placements Facilitator (020 7798 1488) Nicolas Archetta, Professional and Clinical Education Administrator (020 7798 1482)
A message from the team; As always, we would like to thank our Mentors/Practice Educators for their continuous support with student education. We understand at times this can be a challenge. With large student numbers and a need to increase our mentor database, it may feel a little overwhelming at times. We are extremely proud of the positive feedback we receive and feel secure in the knowledge that students’ are receiving excellent placement experiences across the Organisation!
Irene Zeller - [email protected] (Link Lecturer, Kings College),
Sian Lavers - [email protected] (BNU)
Cynthia Davis - [email protected] (Kingston), Noel Knop - [email protected] (UoH)