RCN Education Forum national conference and exhibition Book of abstracts
Tuesday 15 – Wednesday 16 March 2016 The International Centre, St Quentin Gate, Shropshire, Telford, TF3 4JH
Concurrent Session 1
Megan O'Connor, Senior lecturer, Nursing and Midwifery Higher Education Department Liz Cotrel-Gibbons, MMedSci (clinical nursing), BA (Hons) nursing, RGN, PGCEA, Cert HEd. Senior lecturer, Nursing and Midwifery Higher Education Department, States of Jersey. Aim To discuss the use of the café as an approach to developing a proactive working partnership between mentors and the preregistration education team. Abstract As part of the strategy to increase higher educational provision on the island a full time undergraduate preregistration nursing programme (adult field) commenced in Jersey in September 2013. This programme is validated by the University of Chester. The mentor process that was already in place for the existing Open University programme gave us a foundation to build on. In Jersey, 2013 brought a new curriculum, new documentation, a new approach to placement allocations and a new preregistration team. The mentor update is one occasion when mentors and education staff have the space to work together. We
saw the annual mentor update as an opportunity not only to meet the NMC (2008) requirements but as a forum for relationship building and the proactive development of mentoring skills. We decided to divide the mentor update into three sections – information about requirements/changes, exploration of approaches to facilitating learning and a discussion focused on an assessment issue. Facilitation of learning is seen as a key element of the mentor’s role (McIntosh, Gidman and Smith 2014). In 2015 the approach we took to the ‘exploration of facilitating learning’ was based upon principles of World Café’ (Brown and Issacs 2005). The key principles that we applied were: ‘Create hospitable space’, ‘explore questions that matter’, ‘encourage everyone’s contribution’ and ‘share collective discoveries’. There were three key outcomes from the café; firstly this enabled mentors to have the space to discuss ideas about facilitating learning with their peers and education staff in a supportive environment – this built confidence and stimulated wider identification and sharing of learning opportunities – the sum is greater than the parts. Secondly the enthusiasm of staff to develop new learning opportunities – resources and placements Finally the setting up of communication channels between mentors and the
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education team Intended learning outcomes • Explore approaches to developing a pro-active relationship between mentors and pre-registration education staff. • Discuss the value of annual mentor updates. • Explore the use of the café as an approach to developing learning opportunities and resources. Recommended reading
Brown, J. and Issacs, D. The World Café: Shaping Our Futures Through Conversations That Matter. San Francisco, U.S.A. BerrettKoehler Publishers
McIntosh, A., Gidman, J. and Smith,D. ( 2014) Mentor’s perceptions and experiences of supporting student nurses in practice. International Journal of Nursing Practice, 20: 360365. doi: 10.1111/ijn.12163
Nursing and Midwifery Council. (2008) Standards to support learning and assessment in practice NMC standards for mentors, practice teachers and teachers. London, U.K. N.M.C.
Biography Megan O’Connor qualified as a Registered Nurse in 2004 at Brighton University. Since qualification she has worked in a variety of specialties including, Trauma and Orthopaedic, Intensive care and acute medicine in both Brighton University Hospital, Worthing and Southlands NHS trust and Jersey General Hospital. During
Concurrent Session 1 this time she developed a particular interest in student experiences which led her to apply for her current role of Senior Lecturer within the States of Jersey Health and Social Services department in the pre-registration nursing team. Megan’s educational interests are mentoring students, communication skills and clinical skills. 1.1.2 Team mentorship Sheila Turner, Lecturer, Florence Nightingale Faculty of Nursing and Midwifery, King's College London Aim To consider alternative approaches to mentoring, such that the disaffected become engaged and the habitual are afforded a break. Abstract Background In the past ten years significant changes have been made to the way in which nursing students are mentored, yet nursing students still report poor experiences and a lack of support in practice. This presentation offsets the findings of an original research project conducted with nursing students exploring their ‘becoming’ nurses with recent feedback from mentors-in-practice. Results During the research student nurses focused wholly upon their clinical persona,
relationships in practice proved very important. Many participants reflected upon their experience of being mentored, which was not always positive. Some student nurses questioned why their mentors had become mentors if unwilling to offer help and support. Being a ‘link lecturer’ affords access to mentors, both in the clinical area and during Trust mentor updates; these contacts indicate a significant concern that not all mentors function effectively within the role. Two aspects are identified: 1. ‘Good’, conscientious mentors risk burn-out because they are heavily relied upon to mentor students 2. Some mentors evade their commitment, offering excuses for their inability to support students. Both scenarios can lead to resentment between colleagues.
Intended learning outcomes • Identify mentors 'at risk' of either becoming disaffected or 'burning-out'. • Consider a team approach to mentorship. • Review the allocation of learners to mentors to ensure parity, such that a few mentors do not become overloaded.
Implications for practice Students aspire to emulate their mentors. The pressures upon mentors as healthcare professionals with a job to do have been well documented, mentors need support to find new ways of working which will engage the whole team, not just those ‘good’ mentors who habitually support nursing students.
Recommended reading • Caldwell J, Dodd K and Wilkes K (2008) developing a team mentoring model. Nursing Standard 23(7): 3539. • Gopee N (2015) Mentoring and supervision in healthcare. London, Sage. • Huybrechta S, Loeckxb W, Quaeyhaegensc Y, De Tobela D and Mistiaena W (2011) Mentoring in nursing education: Perceived characteristics of mentors and the consequences of mentorship. Nurse Education Today 31 (3): 274-278
Recommendations Team mentorship; involving three experienced mentors working together with three co-mentors to support sixeight students in practice, working collaboratively in small teams affords an
Biography RN qualified 1980. Experience in general medicine, respiratory medicine and trauma/orthopaedics before settling in the Perioperative environment; capable of any
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opportunity for individual mentors to explore their strengths and weaknesses; learning from the shared experience. A ‘mentor holiday’ mentors must be afforded the opportunity to take a break from their commitment so that all mentors on the team can become equal participants in mentorship.
Concurrent Session 1 role within the operating theatre, preference anaesthetic nursing. Eleven years in senior nurse role in the OR. First role in education was as a lecturerpractitioner (LP), three years 50% working in the operating theatre and 50% teaching in the university. Full-time lectureship in 2000. Teaching commitments module-lead Perioperativespecific modules, deputy lead for Mentorship and high-fidelity simulation facilitator. Recent publication: Hood P, Tarling M and Turner S (2011) AfPP in your pocket: Perioperative Practice. Harrogate, The Association for Perioperative practice. 1.1.3 An appreciative inquiry of expert mentorship: exploring the views of students, practice education leads, link lecturers and mentors to inform best practice guidance for the development of expert mentorship. Dr Ros Kane, Principal Lecturer, College of Social Science, University of Lincoln Dr. Alison Crombie, PhD, MSc, BSc, RN. Health and Education and Strategic Development Advisor and Visiting Professor, University of Surrey. Sharon Black, PhD, MA, PGcert, BSc(Hons), DipN, RN, SFHEA, Director - Nurse Education & Deputy Head of School, School of Health and Social Care, University of Lincoln
Aim To present findings and recommendations from a qualitative study exploring the prerequisites for expert mentorship and to provide the opportunity for discussion about development and implementation of best practice guidance Abstract The quality of mentorship has been shown to be pivotal in determining levels of satisfaction and success amongst pre-registration nursing students and the growing body of literature is beginning to suggest some key elements of both good and poor mentorship practice. Currently, mentorship in the UK is seen as an integral component of the role of the registered nurse although this in itself is not without controversy with some questioning the appropriateness of all nurses taking on the mentor role, or whether it should be open solely to those with genuine motivation. Indeed the requirement that all nurses must take on mentorship has recently been debated at national level. Levels of enthusiasm for and commitment to the mentor ship role vary greatly and this impacts on delivery and execution. There is evidence of high levels of inconsistency between and within organisations and this has a profound effect on student experience.
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There is therefore an urgent need to better understand what constitutes good practice in mentorship and how this can be fostered and promoted within health care organisations. This study was designed to understand what constitutes ‘expert’ mentorship and the factors that influence the creation of a culture conducive to the implementation of best practice. Respondents (n=17) were recruited from one large London based HEI and one large NHS teaching hospital and their views and experiences of delivering or receiving mentorship were explored during an in-depth qualitative interview. Data from the study have been used in the development of recommendations for best practice recommendations. This presentation will present the key results from the study and discuss the process of, following thematic analysis, respondent verification of key statements to reach consensus for the formulation of recommendations to inform best practice guidance. Intended learning outcomes • To understand the meaning of expert mentorship from the viewpoint of those who have experienced it • To appreciate the significance of the findings of a study exploring the pre requisites for expert mentorship from the
Concurrent Session 1 perspective of those delivering and receiving it. • To discuss the mechanism for the development of best practice guidance for expert mentorship.
nursing students in their final placement). Throughout her academic career, Sharon has focused on teaching and learning and the student experience.
Recommended reading • Black,S, Curzio,J. & Terry,L. (2014) Failing a student nurse: A new horizon of moral courage. Nursing Ethics; 21 (2) 224-238. • Chandon,M., Watts,C. (2012) Mentoring and preregistration nurse education. An NHS London ‘Readiness for Work’ project. London, National Nursing Research Unit, King’s College. • Robinson,S., Cornish,J., Driscoll,C., Knutton,S., Corben,V., Stevenson,T. (2012) Sustaining and managing the delivery of student mentorship: Roles, resources, standards and debates. An NHS London ‘Readiness for Work’ project. London, National Nursing Research Unit, King’s College.
1.1.4 An exploratory study of mentors’ perceptions of the factors that enable and inhibit them in their role of mentoring pre-registration students of Nursing/Midwifery Maria Loughran, Trust Practice Development Facilitator, Northern Health and Social Care TrustNorthern Ireland
Biography Dr. Sharon Black is the Director of Nurse Education and Deputy Head of the School of Health and Social Care at the University of Lincoln. Sharon successfully completed her PhD in 2011 ‘Being a mentor who fails a pre-registration nursing student in their final placement: Understanding failure’ (An interpretive, hermeneutic phenomenological study to explore, interpret and develop an understanding of mentors’ experiences of failing pre-registration
Aim This aim of the study was to explore mentors’ perceptions of the factors that enable and inhibit them in their role of mentoring pre-registration students of Nursing and Midwifery, while attempting to understand what works well and what additional support mentors feel they require in practice. Abstract The Nursing and Midwifery Council (NMC) requires all pre-registration students undertaking an NMC approved programme to be assigned a named mentor. The role of the mentor is hugely important in the development, support and assessment of both preregistration and postregistration students of nursing and midwifery. The role of the mentor is significantly important in the student’s journey in terms of their skills and knowledge development and
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professional socialization (Pearcey and Elliott 2004; Ousey 2009). However mentors continue to report challenges with supporting and assessing students in practice (Gainsbury 2010a; Jervais and Tilki 2011).This study focussed on the factors that enable and inhibit mentors and what 'support might look like'. A qualitative exploratory study was conducted using focus groups. Using Ely et al thematic data analysis, four main themes emergedteaching and learning, professional pride, resources and the underperforming student. Mentors in the study were influenced by a desire to shape the future nursing workforce and anchored by their own professionalism. Mentors demonstrated both clarity of values and beliefs and commitment to the job, pre-requisites of the PersonCentred Nursing Framework (McCormack and McCance 2010). Mentors are motivated to fulfil their roles and responsibilities as stated in the Standards to Support Learning and Assessment in Practice (SLAiP) Nursing and Midwifery Council (NMC 2008a). Mentors ‘educational use of self’ (Wilson 2014) and demonstration of ‘moral courage’ (Black et al 2014) emerged from the study alongside a desire to instil in students a sense of professional pride that they themselves felt. Reassuringly mentors identified a number of support factors that exist within both the external stakeholders and the organisational
Concurrent Session 1 infrastructures. However mentors expressed frustration and guilt due to a lack of time, repeated interruptions and competing priorities, resulting in the belief that this negatively impacts on their ability to be truly effective as mentors. They are also greatly challenged to support underperforming students and require support and resources to effectively do this. Intended learning outcomes • Understand the factors that enable and inhibit mentors of pre-registration students of nursing and midwifery. • Understand the factors that support mentors of preregistration students of nursing and midwifery. • Identify recommendations made and how we can all support and value the role of mentors.
Recommended reading • Jokelainen, M., Jamookeeah, D., Tossavainen, K. and Hannele, T. 2013. Finnish and British mentors’ conceptions of facilitating nursing students’ placement learning and professional development. Nurse Education in Practice, 13 6167. • Nursing and Midwifery Council. 2008a. Standards to support learning and Assessment in Practice. London: NMC. • Royal College of Nursing Congress. 2013. Equity for Nurse Mentors. Available at: https://www.rcn.org.uk/news
events/congress/2013/agend a/21-equity-for-nursementors. [accessed 3rd November 2014]. Biography Maria qualified as an Adult Nurse in December 1991. Maria worked as a staff nurse for several years in a variety of roles before embarking on her BSc Hons Degree in Professional Development in Nursing specialising in Occupational Health Nursing, graduating from the Ulster University in 1999. Maria worked as an Occupational Health Nurse Practitioner for 10 years. Maria developed a professional interest in Practice Development and completed her PG Cert in Facilitation in 2008. Becoming a Practice Education Facilitator in 2009, Maria worked in this role for 5 years whilst continuing her post graduate study. In January 2015 was appointed to a new post of Trust Practice Development Nurse Facilitator. Maria completed her MSc in Developing Practice in Health care in April 2015. 1.2.1 The use of problem based learning (PBL) in developing final year student’s knowledge, understanding and application of compassionate care. Sarah Jane Renton, Lecturer, Glasgow Caledonian University Dora qualified as registered and district nurse from The University of Edinburgh, Scotland in 1984. She
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worked within a variety of clinical settings including medical in-patients, the Medical Research Council and as a research sister for the West of Scotland Coronary Prevention Study. She entered education in 1993 and worked at Bell College Hamilton. In 2000 she joined Glasgow Caledonian University to focus on pre-registration nurse education and since starting has undertaken a number of roles. Dora’s current interests include: learning and teaching, student engagement, interprofessional working/education and preregistration nurse education. She has published and presented both orally and by poster. Most recently, she presented her doctoral thesis at the International RCN Nursing Research conference in Glasgow 2014 and has two papers in preparation for publication. Similarly, Dora has presented as part of an interprofessional team at the biannual international interprofessional conference in Pittsburgh. International work has included a WHO funded project concerned with practice placement assessment in Sri-Lanka. Aim The overall aim of the paper is to present an evaluation of the use of a PBL approach/established training resource in developing final year student nurses knowledge and understanding of compassionate care.
Concurrent Session 1 Abstract Compassionate practice is an explicit expectation and a key quality indicator for nursing in the United Kingdom (UK) according to standards set within the UK Department of Health (DOH 2010) and the Nursing and Midwifery Council (NMC, 2010). Compassionate practice is also an expectation of those who access healthcare and reports of a lack of compassion within nursing have raised concerns by both professional and public organisations (Curtis et al, 2012). Student nurses’ caring behaviour has also been shown to diminish as they near the end of their programme of study (Murphy et al., 2009). In order to explore the acquisition of skills, knowledge and identity that are characteristics of the nursing profession further, 4th year nursing students complete a theory/practice module entitled “Delivering Compassionate and Competent Care in Practice”. The teaching and learning strategy used adopts an established training guide “Barbara’s Story – Her Whole Journey – Delivering dignity for older people and those with dementia” (Guy’s and St Thomas’ NHS Foundation Trust, 2014) in conjunction with a problem based learning (PBL) approach. Utilising an established and well evaluated training guide allows for real world practice, which can ensure that the skills students develop lead to compassionate and
skilled/competent care in practice (Wilkie & Burns, 2003). A problem based learning approach was used to develop knowledge and skills on compassionate and competent care as an alternative to traditional lecture based methodologies, which involve the passive transfer of information between educator and student. Instead of a lack of active student engagement to reflect on the concepts being delivered, PBL allows the development of students’ critical thinking skill readiness (Kek & Huijser, 2011). This paper presents both an evaluation of the student experience pre and post PBL and also the implementation of the process using a range of strategies/technologies. Intended learning outcomes • To explore the need for compassionate and competent care in theory and practice. • To demonstrate the use of innovative pedagogics in the teaching and learning of compassionate and competent care. • To evaluate and present the student’s experience pre and post-delivery. Recommended reading • Curtis, K., Horton, K., Smith, P., 2012 Student nurse socialisation in compassionate practice: A Grounded Theory study. Nurse Education Today 32, 790-795.
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• Kek, M.Y.C.A., Huijiser, H., 2011. The power of problembased learning in developing critical thinking skills: preparing students for tomorrow’s digital futures in today’s classrooms. Higher Education Research and Development 30 (3), 317329. • Murphy, F., Jones, s., Edwards, M., James, J., Mayer, A., 2009. The impact of nurse education on the caring behaviours of nursing students. Nurse Education Today 29 (2), 254-264.
Biography Sarah qualified as registered nurse in 1991 and has worked within a variety of orthopaedic settings. She joined Glasgow Caledonian University in 2002 and her current interests include: orthopaedic/surgical nursing; global health; interprofessional working/education and preregistration nurse education. She is a peer-reviewer for the International Journal of Orthopaedic and Trauma Nursing. International work has included delivering a programme of orthopaedic nursing in Malawi and delivery of a CPD programme to nurse tutors at the Grameen Caledonian College of Nursing, Dhaka, Bangladesh.
1.2.2 An action research project to evaluate the potential of video based technology as a means of communication between university link lecturers and students
Concurrent Session 1 while on practice placement Una Keating, Senior Lecturer, University of Cumbria Aim To evaluate the potential of technology (Skype and FaceTime) to improve communication with, and support of, students on placement. Abstract Pre-registration nursing students are required to spend 50% of their time on practice placements (Nursing and Midwifery Council, 2010). The Higher Education Institution provides support for students through the link lecturer role. Competing demands on nursing lecturers' time and frequently, dispersal of students over a wide geographical area means that lecturers struggle to fulfil this role. This study is a result of discontent with my practice as a link lecturer. Increasing demands on time has led to my being less visible to students on my placement areas. Reflection has prompted me to look at additional or alternative ways to facilitate support. This presentation reports on phase two of an action research cycle looking at my practice as a link lecturer and the potential of video based technology to improve communication with, and support of students on placement. Phase one of the study used the web conferencing system Big Blue Button which, though beset with technological
problems, yielded positive feedback on the potential of a video based link. Rapid developments in mobile devices and the increased ownership of 'smartphones' (OFCOM, 2014) prompted the second cycle, exploring the potential of students own mobile devices to facilitate communication. Results suggest that video based technology may compliment conventional systems for student support. Intended learning outcomes • Understand some of the challenges facing link lecturers in facilitating student support while on placement • Appreciate some of the advantages and pitfalls of using technology in this context • Make an informed judgement on the potential application to individual practice Recommended reading • Abbass, A. Arthey, S. Elliott, J. Fedac, T. Nowoweiski, D. Markovski, J and Noroweiski, S. (2011) Web-conference supervision for advanced psychotherapy training: a practical guide. Psychotherapy. 48, 2, Pp109-118 • Pratt, N (2008) Multi-point e-conferencing with initial teacher training students in England: pitfalls and potential. Teaching and Teacher Education. 24,Pp1476-1486 • Taylor,T and Nicol,D (2011)Supporting practicebased learning with vidomediated technologies: an
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overview. International Journal of Therapy and Rehabilitation. 18,9,Pp513518. Biography Una Keating qualified as a registered nurse in 1981. Having spent her initial post registration year working in dermatology, subsequent years were spent in medical nursing during which time she obtained her degree. Una embarked on a teaching career in 2003. Further academic awards include a PGCL&T (HE) and MA (Academic Practice). One of Una's main areas of interest is the support of students in practice. Previous work involved the use of web conferencing to communicate with students. Work is now being planned to involve mentors in exploring how technology can better facilitate links between mentors, students and university link lecturers. 1.2.3 Appreciation of neonatal care through the eyes of learners: Using student nurses’ stories to enhance the learning experience for others. Julia Petty, Senior Lecturer in Children's Nursing, University of Hertfordshire Aim To explore how stories can be developed from the narratives of student children’s nurses within the neonatal field, with view to them being used for others to learn about the care experience within this speciality.
Concurrent Session 1 The specific objectives are • To collect narratives from student nurses who have worked in the neonatal unit for a clinical placement about their experiences. • To create brief stories and highlight key themes for learning that emerge from analysis of the stories. • To evaluate the effectiveness of a storytelling approach to teaching and learning in this speciality for children's nurse students. Abstract Introduction: There is an emerging body of literature to support the use of storytelling in many fields of health particularly in relation to what can be learnt about, and from the experiences of both service users and health professionals (Anderson et al., 2012). In essence, stories inform the listener or observer about experience through narrative (DasGupta, 2007). This study focuses on the development of stories as a strategy for understanding and learning about the neonatal care experience through the eyes of children’s nurse students. Rationale: Literature is growing within the medical profession and adult nursing field but more limited research has been undertaken into the value of narrative in children’s and neonatal nursing. There is much to learn from the neonatal speciality through those who have experienced it (Green et al, 2015) and little is known about how narrative can improve the student learning experience.
This has led to the question: What can be learnt about the neonatal care experience from the stories of student nurses? Research Design: Six student children’s nurses who have completed a placement in a neonatal unit were selected by purposive sampling. Individual, semistructured interviews were conducted to collect narratives. Narrative analysis to identify key themes and to develop stories is being undertaken using the principles of ‘emplotment’ and ‘core story creation’ (in progress) based on the work of Emden (1998) cited / used by Kelly and Howie (2007). Following verification with the participants, the stories will be integrated into a digital platform and evaluated by groups of students in January 2016 using questionnaire analysis and a group electronic voting system (EVS) method. Ethical approval has been granted by University of Hertfordshire Ethics Committee. Findings: Data analysis will reveal key themes for discussion relating to both the neonatal and learning experience (by December 2015). Evaluation findings will be complete by end of February 2016. Discussion: The anticipated contribution of this project to learning and teaching practice relates to how storytelling could be an alternative and innovative approach for understanding the neonatal care experience through the eyes of learners. In addition, stories written
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from student nurses’ narratives which are then offered to other groups is congruent with the concept of peer learning. Intended learning outcomes • Appreciate how narrative can be used to portray the experiences of learners. • Consider one approach to analysing narrative to create stories for learning • Understand how storytelling may be beneficial according to learner evaluation as well acknowledging the potential challenges. Recommended reading • DasGupta, S. (2007). Between Stillness and Story: Lessons of Children’s Illness Narratives. Pediatrics. 119(6), e1384-1391 • Green, J., Darbyshire, P., Adams, A., & Jackson, D. (2015). Looking like a proper baby: Nurses' experiences of caring for extremely premature infants. Journal of Clinical Nursing, 24(1-2), 8189. • Kelly, T and Howie, L. (2007). Working with stories in nursing research: Procedures used in narrative analysis. International Journal of Mental Health Nursing. 16, 136-144. Biography Julia Petty has worked as a Senior Lecturer in Children’s Nursing at University of Hertfordshire for 2 ½ years where she teaches and leads on a range of nursing modules. Prior to that, she was responsible for specific programmes as part of the neonatal post-qualifying
Concurrent Session 1 provision at City University for 11 years. She has a particular interest in the development of digital learning resources to improve the student learning experience and is currently undertaking a Doctorate in Education that is exploring the use of storytelling to enhance, empathetic, person-centred nursing care in children’s and neonatal care. 1.2.4 Using Critical Reflection to Understand the Perceptions and Experiences of Fourth Year Undergraduate Nursing Students Placed in a Long-Term Care Alyssa Indar, Registered Nurse, Bridgepoint Health Hospital Sherry Espin RN, PhD; Karen LeGrow RN, PhD and Nadine Janes RN, PhD Aim This qualitative descriptive study will describe the experiences of fourth year undergraduate nursing students completing a clinical placement in a LTC setting, as they actively engage in a guided critical reflection activity that is skilfully facilitated by an expert, to explore their perceptions and experiences of their placement within the LTC setting. Abstract Recent healthcare trends have highlighted the exponential growth of our aging population, both globally and locally. The Canadian healthcare system,
like other systems worldwide, will need to evolve to meet the needs of our aging population. This suggests an increase in long-term care (LTC) facilities and nursing staff to care for older adults. Current literature suggests that many new graduate nurses choose not to pursue a career in a LTC setting, as many find work in this area to be unchallenging and depressing (Haron, Levy, Albagli, Rothstein & Riba, 2013). The origins of these perceptions must be uncovered by critically examining the nursing student experience within LTC. This qualitative descriptive study seeks to describe the experiences of fourth year undergraduate nursing students completing a clinical placement in a LTC setting, as they actively engage in a guided critical reflection activity, to explore their perceptions and experiences of their placement within the LTC setting. This study is theoretically underpinned by practice development and situated within the worldview of critical creativity (McCormack & Titchen, 2006). Thus, the critical reflection activity utilizes creative expression and active dialogue with others to facilitate a critical deconstruction of the layers of their experience within the LTC placement. In small groups, fourth year nursing students will engage in a critical reflection activity prior to and near the end of
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placement. The data will be collected in form of audiotaped discussions and field notes; qualitative content analysis (Sandelowski; 2000, 2010) will reveal insights. This study will provide insight into the experience of fourth year nursing students placed in LTC settings. This will augment the literature and inform learning-teaching strategies related to the care of older adults. Educators may utilize critical and creative methods as it may aid nursing students in achieving a more fulfilling placement experience and consider a potential career in the LTC setting. References Haron, Y., Levy, S., Albagli, M., Rotstein, R., & Riba, S. (2013). Why do nursing students not want to work in geriatric care? A national questionnaire survey. International Journal of Nursing Studies, 50(11), 1558-1565. doi:10.1016/j.ijnurstu.2013.0 3.012 McCormack, B., & Titchen, A. (2006). Critical creativity: Melding, exploding, blending. Educational Action Research, 14(2), 239-266. Sandelowski, M. (2000). Focus on research methods: Whatever happened to qualitative description? Research in nursing and health, 23(4), 334-340. Sandelowski, M. (2010). What's in a name? Qualitative description revisited. Research in nursing & health, 33(1), 7784.
Concurrent Session 1 Intended learning outcomes • Understand the need for addressing nursing student perceptions of the long-term (LTC) setting, as it relates to the need for new graduate nurses to consider employment in this area. • Understand the utility of critical reflection in aiding nursing student exploration of underlying perceptions, beliefs, assumption and values in regards to their influence in the LTC placement experience. •Begin to consider utilizing critical and creative techniques in education related to older adult health or geriatric education. Recommended reading • 1. Dewing, J. (2010). Moments of movement: active learning and practice development. Nurse education in practice, 10(1), 22-26. • 2. Holroyd, A., Dahlke, S., Fehr, C., Jung, P., & Hunter, A. (2009). Attitudes toward aging: Implications for a caring profession. Journal of Nursing Education, 48(7), 374-80. • 3. McCormack, B., & Titchen, A. (2006). Critical creativity: Melding, exploding, blending. Educational Action Research, 14(2), 239-266. Biography Alyssa Indar is a Registered Nurse at Bridgepoint Health Hospital in Toronto, Canada. Her clinical practice in stroke rehabilitation led her to pursue a Master of Nursing at Ryerson University. She is working on her thesis, which
seeks to explore the experiences of fourth year undergraduate nursing students place in long-term care placements. 1.3.1 A framework to guide effective patient education skills Deryn Thompson, Lecturer in Nursing and Eczema RN, University of South Australia and Womens'& Children's Health Network Aim This presentation proposes a framework that may better guide educators involved with teaching nurses how to develop effective patient education skills. Abstract Patient education is part of nurse competencies and hospital accreditation programs globally but few hospitals' and universities' training programs utilise any theory to underpin their effective patient education skills teaching (ACSQHC, 2015). Nurses are often deemed competent at patient education if they have demonstrated understanding, used ‘appropriate teaching methods’, advanced communication skills, evaluated patient achievement, documented the evidence and used a patient-centred care process (Su et al. 2011; Svavarsdottir et al. 2015). These are essential, but to be effective in helping patients master management of their condition, the fundamentals of how the patient actually
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learns are mostly overlooked. Central to effective patient education is the nurse’s understanding of how the patient gains knowledge and learns from the nurse through experience, demonstration and instruction. Patients need to observe a skill, practise the task and refine it to become motivated to change their behaviour – a key to effective long-term management of chronic conditions (Bandura 1997; Thompson & Thompson 2014). Friedman et al. (2011) noted demonstration was the best form of patient teaching. Overburdened health systems have increasing numbers of people with chronic conditions who must master their on-going management strategies to avoid re-hospitalisation or increased personal health costs. Therefore, providing effective patient education is a priority (Willcox 2014). A recent survey showed 57% of Australian were unsure of how to monitor warning signs after discharge and 20 % were unsure about medications (Medicare 2015). This framework that unites the concepts of education, cognitive psychology and nursing should be considered in nurse education. The framework needs to be tested, discussed and refined. It can provide a consistent approach that improves nurses’ patient education skills, further develops their nursing practice, improves
Concurrent Session 1 patient health outcomes and patient satisfaction and potentially lessens the burden on the health system.
Intended learning outcomes • Identify the essential elements of effective patient education • Recognise the importance of knowing how patients learn • Recognise how the nurse can facilitate behaviour changes needed for longterm management of chronic conditions Recommended reading • Thompson D.L. & Thompson M.J. (2014) Knowledge, instruction and behavioural change: building a framework for effective eczema education in clinical practice. Journal of Advanced Nursing. 70, 11, 2483-94 • Friedman A.J., Cosby R., Boyko S., Hatton-Bauer J. & Turnbull G. (2011) Effective teaching strategies and methods of delivery for patient education: a systematic review and practice guideline recommendations. Journal of Cancer Education 26, 1, 12– 21 • Friberg, F., Granum, V & Bergh A. 2012 Nursespatient education work: conditional factors: an integrative review Journal of Nursing Management, 20, 170–186 Biography Deryn Has been an allergy nurse for 30 years and
eczema nurse for 10 years: establishing a paediatric nurse-led eczema clinic following time spent in UK upon winning the SA Premier’s Nursing Scholarship. The skills and experience gained in UK ignited a passion for helping patients effectively manage their eczema. She recognised there is a need to improve the ways nurses deliver effective patient education through a framework. She is also a lecturer in nursing in undergraduate programs and the professional certificate of allergy nursing. Deryn also delivers free eczema workshops to the community through AsthmaSA.. 1.3.2 Improving Mouth Care: An e-learning package to support the training of all healthcare professionals involved in mouth care Gill Mather, DCP Tutor/Facilitator, Dental Therapist GDC, Health Education Thames Valley, Health Education Wessex Katy Kerr MSc BDS DDPH RCS (Eng), Oral Health Improvement Co-ordinator Aim The introduction of an elearning package for health and social care workers that is freely accessible to improve mouth care of patients and clients within acute and community settings. Abstract Background Oral diseases are among the most common non-
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communicable diseases despite being largely preventable. There are links between poor oral health and diabetes, stroke, heart disease, lung disease and dementia (British Dental Health Foundation 2015). Effective mouth care can also help to reduce the number of bacteria retained in the mouth and decrease the incidence of hospital and care home acquired pneumonias. Method This free resource developed by Health Education Thames Valley and Wessex introduces the basics of oral health care. It has been designed to give health and care staff advice and guidance in order for them to provide evidenced based mouth care for their patients and clients. This resource is patient centred, mapped to Care Quality Commission standards, best practice as recommended by NICE and Essence of Care and guidance from the Department of Health and the British Association for the Study of Community Dentistry (2014). Results The e-learning package includes 3 units: 1) Introducing mouth care – aimed at first year student nurses and care staff including simple, retainable advice on mouth care. 2) Mouth care for adults – aimed at qualified nurses responsible for assessment and care planning, covering systemic diseases and how to support individuals with dementia or diminished capacity. 3) Mouth care for
Concurrent Session 1 people with additional needs - for staff looking after people with more challenging oral health issues and or behaviour that makes mouth care difficult. Each module includes pictures and videos with additional links to evidence and further reading, with an assessment and a pass mark of 80%. Discussion The Mouth Care programme is accessed through an eLearning for Health (e-LfH) account. Training on providing mouth care was found lacking in many healthcare programmes, this free resource aims to support health and social care workers to assess, plan and provide gold standard mouth care.
Intended learning outcomes • Understanding the impact of poor or neglected oral hygiene on general health • Being able to direct workforces to an appropriate and free resource to improve oral care in both hospital and community settings Recommended reading • “Delivering Better Oral Health - An evidence-based toolkit for prevention” – 3rd edition by Department of Health and the British Association for the Study of Community Dentistry, published June 2014. Biography Gill Mather works across Health Education Thames Valley and Health Education Wessex in the role of a Dental Care Professional
Development Tutor and Practice Facilitator. 1.3.3 The Care Certificate: Local implementation of a new nationally recognised training program to develop competent and caring Health Care Support Workers and future nursing workforce Alison Smith-Robbie, Practice Education Facilitator, Sussex Community NHS Trust Kate Vine RGN, PGCHSCE, SCHPN Clinical Skills Trainer Sussex Community NHS Trust Aim To inform the audience of the rationale and purpose of the new nationally recognised training program for Health Care Support Workers and how its been tailored and implemented locally to meet service needs locally and suport workforce development. Thereby, enabling the organisation to both ensure that this workforce are competent in delivering the fundamentals of care, and "home grow" its own future nursing workforce. Abstract Following the recent investigation by Francis (2013) into the failings at Mid Staffordshire NHS Foundation Trust, the subsequent review by Cavendish (2013) identified that Health Care Support Workers (HCSW's), who were at the forefront of care delivery, did not have access
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to any training. The recommendation of a nationally recognised training program based on best practice, for this workforce, has been endorsed by the Department of Health and nationally launched on the 1st March 2015 across Health and Social Care Sectors. The Care Certificate, comprising fifteen standards addressing the fundamentals of care, aims to ensure that HCSW’s are properly trained and motivated to perform their role with compassion, display the right skills, values and behaviour expected as underpinned by the Chief Nursing Officer’s 6c’s principals (2012). It further provides assurance to employers, patients, service users, that the HCSW has been trained to a specific set of national standards and have been assessed as competent to work unsupervised Sussex Community NHS Trust was chosen as a reginal pilot site, implementing it's tailored program in June 2014. By August 2015, seven courses have been delivered attracting attendance of 183 staff from the nursing and Therapies unregistered workforce. A large proportion have completed or in the process of completing the mandatory competencies, prior to being awarded the Care Certificate A significant number of these HCSW's have been inspired, and being funded or
Concurrent Session 1 sponsored, to pursue further professional development with local FE and HEI institutions.
Qualifications Credit Frameworks, and Health Education England Standards (2015).
Having a year’s worth of valuable data, the author, also the Care Certificate Lead for this large NHS organisation, is currently undertaking a large scale study to analyse the impact and benefits of the Care Certificate upon service user experience and workforce development. It is anticipated that quantitative statistical and qualitative thematic analysis of data from multiple channels, will yield favourable results in support of the Care Certificate in influencing change within clinical practice, improving quality and delivery of care, seeing positive trends in incident management, and pursuing professional development. Anecdotal evidence is so far highly suggestive of these outcomes.
Recommended reading • 1. Willis. 2013 Raising the Bar. Shape of Caring of the Future Education and Training of Registered Nurses and Care Assistants. Health Education England in partnership with the Nursing and Midwifery Council in partnership with the Nursing and Midwifery Council. • 2. Francis, R. 2013 The Mid Staffordshire NHS Foundation Trust Public Inquiry. Available at: http://www.midstaffspublicinq uiry.com/ • 3. Cavendish C (2013). An Independent Review into Healthcare Assistants and Support Workers in the NHS and Social Care Settings. Available at: https://www.gov.uk/governm ent/uploads/ system/uploads/attachment_ data/file/236212/Cavendish_ Review.pdf • 4. Talent for Care Strategic Framework via the Health Education East of England website. Available at: http://eoe.hee.nhs.uk/ourwor k/1to4
Intended learning outcomes • To have an understanding of the rationale for, and content of, the new national Care Certificate • To have an awareness of how this nationally recognised training program has been tailored and implemented locally to meet service needs and support professional and workforce development • To demonstrate the mapping and alignment of the training program and competency portfolio, to the Knowledge and Skills Framework (2004),
Biography Alison Smith-Robbie qualified as a nurse in 1983 in Brighton and has continued her nursing career in Sussex, undertaking a variety of roles in both the acute and community settings in clinical, management and for the past thirteen years in education. Her current role of Practice Education Facilitator
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and Care Certificate Lead, has enabled her to impart her knowledge and experience in designing in house training courses and supporting the professional development of nursing students and staff especially the unregistered clinical workforce. She enabled four HCSW's to publish their application of learning into practice, in a national journal. 1.3.4 Teaching foundation level communication skills using ‘SAGE & THYME’ in clinical practice and in the nursing curriculum Michael Connolly, Palliative Care Consultant Nurse, University Hospital of South Manchester NHS Foundation Trust Joanne Thomas, BSc, PhD, Senior Technology Manager, Central Manchester University Hospitals NHS Foundation Trust Aim To explain how the SAGE & THYME model can be used to teach listening skills. Abstract Communication is regarded as a core skill for nurses and is highlighted in The Code, NHS England’s 6Cs and the recent ‘More Care, Less Pathway’ report. Effective communication skills between staff and patients have been shown to improve patient adherence to treatment, recovery and psychology, and increase patient satisfaction and quality of life.
Concurrent Session 1 Most communication skills courses last over 20 hours and are for 3-12 learners. The ‘SAGE & THYME Foundation Level workshop’ was developed to teach core communication skills to 30 nurses and other professionals, in three hours: allowing a whole workforce to be trained. The workshop consists of small group work sessions, a presentation and conversation rehearsals. SAGE & THYME is a mnemonic (Setting – Ask – Gather – Empathy – Talk – Help – You – Me – End) and the evidence behind it is published in the Royal Marsden Manual of Clinical Nursing Procedures (2015). Its use allows nurses to notice distress, listen carefully and respond appropriately: they can provide patient-centred care, by allowing the patient to suggest solutions, before giving their advice. Research has been carried out in both acute and community settings. It has demonstrated that from pre to post workshop there is a significant increase in: knowledge; participant rated competence, confidence, and willingness to talk to patients about concerns; self-efficacy and outcome expectancy (required to transfer skills into practice); and use of appropriate communication behaviours when talking to a simulated patient. In addition, knowledge in helpful communication behaviours is sustained two months after the workshop, as is
motivation to use the SAGE & THYME model. Organisations can have their staff trained to become facilitators of the SAGE & THYME Foundation Level workshop in order to cascade the training to their own workforce. It has been adopted by a number of acute and community trusts and also a school of nursing.
Intended learning outcomes • 1. To understand why communication skills are important for nurses. • 2. To learn the principles of the SAGE & THYME model. • 3. To understand the evidence supporting the use of the SAGE & THYME model and its dissemination.
Recommended reading • Connolly M , Perryman J, McKenna Y, Orford J, Thomson L, Shuttleworth J, Cocksedge S (2010). SAGE & THYME: A model for training health and social care professionals in patientfocussed support. Patient Education and Counselling; 79: 87-93. • Connolly M, Thomas JM, Orford J, Schofield N, Whiteside S, Morris J, Heaven C (2014). The impact of the SAGE & THYME foundation level workshop on factors influencing communication skills in health care professionals. Journal of Continuing Education in the Health Professions; 34 (1): 37-46.
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• Griffiths J, Wilson C, Ewing G, Connolly M, Grande G (2015). Improving communication with palliative care cancer patients at home - a pilot study of SAGE & THYME communications skills model. Eur J Oncol Nurs: DOI: http://dx.doi.org/10.1016/j.ejo n.2015.02.005
Biography Michael is a Consultant Nurse in palliative care and specialty lead for the South Manchester palliative care services. He is the developer and lead trainer of the SAGE & THYME communications skills workshop. He has published three papers on evaluating communication skills teaching. Michael previously held national roles in the National Council for Palliative Care and NHS Improvement, and continues to combines local clinical, leadership and research roles in Manchester with national influence in health and social care. His national influence is focused on end of life care in non-malignant disease, end of life care in hospital and communication skills. 1.4.1 Thames Valley Regional Dementia Leads Forum: Collaboration and Partnership of NHS Trusts, County Councils, Clinical Commissioning Groups and Higher Education Institutes Jacqueline Fairbairn Platt, Associate Dean Quality
Concurrent Session 1 Improvement, Health Education Thames Valley Aim The aim of the presentation is to discuss the development of a Dementia Leads Forum, which is a collaboration of clinicians, educators and commissioners from across community, acute and mental health settings. The Dementia Leads Forum expands across the Thames Valley region and the aim of the presentation is to provide an understanding of how to bring NHS Trusts, HEI's as well as commissioners together to work collaboratively. Abstract Background: Education, training and support promotes the provision of dignity and compassion in caring for people with dementia. Tier 1, foundation level dementia training will need to be provided to all NHS staff by the end of 2018, supported by tiers 2 and 3. Furthermore, all undergraduate courses for health professionals will include education and training in dementia by September 2015 (Prime Ministers Challenge 2020). Health Education Thames Valley developed a Regional Dementia Leads Forum for a collaborative partnership approach to address these and develop other innovative approaches to dementia training and education. Methods: Health Education Thames Valley initiated a Regional
Dementia Leads Forum in 2014 to act as an expert reference group regarding education of staff caring for people with dementia and their carers across Thames Valley. The Regional Dementia Leads Forum has representation from Berkshire, Oxfordshire, Buckinghamshire and Milton Keynes including acute, community and Mental Health NHS Trusts, County Councils, Clinical Commissioning Groups and Higher Education Institutes. Results: The Regional Dementia Leads Forum and Health Education Thames Valley have created and supported dementia education and training projects, including: coordination of tier 1 training across Thames Valley, development of tier 2 training via Dementia Education and Learning Through Simulation (DEALTS), an e-handbook for dementia carers and care providers, podcasts specifically for the ambulance sector, dementia friendly GP practices including changes to the environment and the encouragement of all members of the Regional Dementia Leads Forum to be a Dementia Action Alliance. Discussion: The impact of the Regional Dementia Leads Forum has been a collaborative approach to dementia training across Thames Valley with the sharing of good practice as well as facilitators and barriers of developing a skilled workforce to care and
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support people with dementia, their carers and families.
Intended learning outcomes • Understand a working collaborative of HEI's, NHS Trusts and commissioners to provide clinical training and education • Understand barriers and facilitators in a collaborative forum, where members may have opposing or competing demands
Recommended reading • Prime Minister's Challenge on dementia 2020 https://www.gov.uk/governm ent/uploads/system/uploads/ attachment_data/file/414344/ pm-dementia2020.pdf • Health Education England Mandate https://www.gov.uk/governm ent/uploads/system/uploads/ attachment_data/file/310170/ DH_HEE_Mandate.pdf Biography Jacqueline is current working as the Associate Dean for Quality Improvement at NHS Health Education Thames Valley. She commenced her nursing career by training to be an Adult Nurse, prior to completing her degree. Jacqueline has specialised in Cardio-thoracic and critical care nursing. In addition she has had management posts and completed her MSc in Leadership and Management. Jacqueline’s focus remains on quality improvement and ensuring education and training
Concurrent Session 1 reaches out and improves the care for patients. 1.4.2 Returning Nurses to Practice. Meeting the Needs of the Current Educational, commissioners and Trust Requirements. Valerie McGouran, Course Director RtP Lecturer Adult Health, School of Health Sciences, Faculty of Medicine and Health Sciences Edith Cavell Building Norfolk Gary Parlett Lecturer in Adult Nursing. School of Health Sciences UEA Chris Sykes Strategic Development Manager Norfolk and Suffolk Workforce Partnership Julia Saunders Practice Development Nurse The Queen Elizabeth NHS Foundation Trust Nynke Hardy Senior Nurse Practice Development and Education Norfolk University Hospital NHS Foundation Trust Claire Ward Practice Development Nurse James Paget University Hospital NHS Foundation Trust Helen Copeland-Murray Clinical Education Lead East Coast Community Health Care C.I.C Dawn Collins Deputy Director of Nursing and Professional Practice Norfolk and Suffolk Foundation Trust Deborah Beresford Practice Education Lead Norfolk Community Health Care Trust Amander Wellings Service User
Aim Demonstrate how one University promoted collaboration with different organisations to developed a programme to assist previously qualified nurses to regain their NMC registration. Promote understanding of the value of the inclusion of NHS Trusts, Commissioners and service users in the development of an educational programme. Highlight the relevance to nurse education of the use of the advances in technology to provide students with alternatives to the traditional classroom lead activities. Abstract In 2015 the University of East Anglia (UEA) School of Health Sciences (HSC) collaborated with five National Health (NHS) Trusts, the commissioners and service users to design a new Return to Practice (RtP) programme for validation by the Nursing and Midwifery Council (NMC). The programme facilitates nurses returning to Adult, Mental Health, Learning Disabilities and Children's Nursing. The design of the programme drew on wellevaluated elements of the past RtP programme whilst also being aware of and responding to the new requirements of the local stakeholders, commissioners, service users and the NMC (2011). In addition, we sought to shape and develop a curriculum that is reflective of the dynamic nature of
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patient/clients/service user care needs and also embrace the advances in technology and online learning to give students a more flexible approach to teaching and learning. The curriculum team comprised of representation from five NHS Trust and commissioners and promoted the inclusion of a strong emphasis of the experience of service user engagement to encompass their vision of a rapidly changing NHS. The core belief of the programme is to emphasise the importance of delivering compassionate care that is safe, personcentred and reflects the central beliefs of the NHS Constitution (DH,2013) and the 6C's (DH,2012). To accomplish this the serviceusers and carers experience of health delivery combined with the experience of the Trust staff and commissioners was sought to develop and design the programme. This was accomplished by regular group and individual meetings and workshops. Successful validation of the programme was gained in May 2015 and approved without conditions for five years and received five commendations.
Intended learning outcomes • An understanding of the dynamics of the collaboration involved by a University when designing an educational programme for validation by the NMC.
Concurrent Session 1 • Have gained an understanding of the importance of the inclusion of a variety of interested personal in the formation of an educational programme. • Understand the relevance of embracing and including in adult education the technological advances that could provide students with a more flexible approach to teaching and learning.
Recommended reading • Department of Health (2013 The Handbook to The NHS Constitution: London department of Health • Department of Health (2012b) Liberating the NHS: Developing the Healthcare Workforce From Design to Delivery. Available online: h • Health Education England (2014a) Come Back Campaign: Supporting nurses to return to practice. Available online: http://comeback.hee.uk/ Biography Employed in 1984 at the Norfolk college of Nursing, Kings Lynn as a Nurse Tutor and by the University of East Anglia School of Health Sciences which is part of the Faculty of Medicine and Health Sciences as a lecturer in Adult nursing in 1992. Qualified in 1971. Became a Registered Nurse Tutor in 1989, gained MA in 1992 and became a Fellow of the higher Education Academy in 2014. Have published the following Worby P & McGouran (1999) Something to Write Home
About. Health Service Journal 109(5654):29 McGouran V E (2003) Back in the Fold. Health Service Journal 113(5856):30-31 McGouran et al (2015) Multi mini-interviews for nurse recruitment. Nursing Times 111(15):23 Although involved in the delivery of the undergraduate programme the main interest in teaching centres around post adult education and in particular helping nurses who have allowed their registration to laps to regain their registration through a RtP programme. 1.4.3 Service users as partners in values based recruitment Julie Bliss, Senior Lecturer, King's College London, Florence Nightingale Faculty of Nursing and Midwifery Laura Sherlock, Patient Educator Tutor, King's College London, Faculty of Life Sciences and Medicine Ian Noonan, Lecturer, King's College London, Florence Nightingale Faculty of Nursing and Midwifery Vicky Manning, Lecturer, King's College London, Florence Nightingale Faculty of Nursing and Midwifery Aim To work in partnership with service users to further develop values based recruitment using multiple mini interviews Abstract The Values Based Recruitment Framework (HEE 2014) and Standards
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for Pre-registration Nursing Education (NMC2010) require service user involvement in the preregistration nursing programmes recruitment processes. The literacy tests undertaken by applicants as part of the Faculty selection process already utilised service user accounts of their experience of healthcare. The introduction of multiple mini interviews (MMIs) provided an opportunity to further develop and consolidate partnership working with service users in recruitment. A task and finish group was established to introduce MMIs into the selection process. Membership of the group included academic staff, the lead patient educator, a clinical provider and a member of the professional services admissions team. Patient Educators are service users who have been trained in using their experience of health problems to inform and educate healthcare students. Involvement of the patient educator group ensured that service user involvement was integral to the recruitment process. A range of MMIs, utilising visual, written and situational judgements tests were developed and mapped against the NHS Values (NHS 2015). For example, one MMI focuses on service user experience and is assessed by a patient educator. To ensure consistency and reduce the demand a video of a service user discussing
Concurrent Session 1 their experience is shown to candidates during the introduction to the MMIS. A number of patient educators have been involved in the first recruitment cycle and have gone on to record 5 minute talking heads videos which will be utilized in recruitment and selection going forward. Partnership working as equals across healthcare is core to the development of the nurses and midwives of the future. The MMIs provide a window to showcase the values of the Florence Nightingale Faculty of Nursing and Midwifery to applicants for pre-registration nursing and midwifery programmes.
Intended learning outcomes • To strengthen the involvement of service users in the recruitment and selection processes • To strengthen values based recruitment for preregistration nursing and midwifery programmes • To showcase to applicants the values of the Florence Nightingale Faculty of Nursing and Midwifery and healthcare provider partners to applicants for preregistration nursing and midwifery programmes.
Recommended reading • Department of Health (2015) The NHS Constitution; The NHS belongs to us all, DH • Health Education England (2014) Values Based
Recruitment Framework, HEE • Knorr M & Hissbach J (2014) Multiple mini interviews: same concept different approaches Medical Education 48 (1157-1175) Biography Julie Bliss has considerable expertise in nursing and midwifery education having worked at King’s College London since 1994. This includes the design, delivery and evaluation of education programmes with a considerable involvement in quality assurance. She is currently Chair of the Faculty Pre-registration Admissions Panel and have overseen the introduction of multiple mini interviews. She is also the module leader for the NMC Teacher and Practice Teacher modules and a member of the Association of District Nurse Educators, the steering committee of the RCN district nurse forum and on the editorial board of the British Journal of Community Nursing. 1.4.4 Collaborative Working between Higher Education Institutions and Third Sector Charitable Organisations Ian Trueman, Senior Lecturer, School of Health & Social Care, College of Social Science, University of Lincoln Dr Ros Kane, Phd MSc BSc RGN, Principle Lecturer, School of Health & Social Care, College of Social Science, University of Lincoln
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Ros Kane is a Principal Lecturer in the College of Social Science at the University of Lincoln. She is a member of both the Community and Health Research Unit (CaHRU) and Mental Health, Health and Social Care (MH2aSC) research group. With a background in nursing, anthropology and medical demography and a PhD in Public Health, she has a strong interest in quality improvement as well as service and policy evaluation. Ros has extensive experience as a researcher in both national and local studies and has almost twenty years’ experience in teaching in Higher Education in the UK. Mrs Susan Sanderson, MSc BSc RGN, Learning and Development Manager, Macmillan Cancer Support Sue Sanderson joined Macmillan Cancer Support as the Learning and Development Manager for the East Midlands and South Yorkshire in June 2011. Sue is responsible for learning and development to meet the needs of Macmillan professionals, the wider health and social care workforce, volunteers, and people affected by cancer. Prior to her work at Macmillan Cancer Support Sue was for a number of years the Nottinghamshire Health and Social Care Workforce Lead developing health and social care workforce development plans, including the workforce implications and risks to the delivery of the
Concurrent Session 1 organisation’s strategies and operating plans. Aim This presentation aims to help participants understand the benefits from working with third sector charitable organisations and consider some of the challenges associated with two organisations having different approaches to education provision. Abstract Macmillan Cancer Support and the University of Lincoln entered into a local collaboration, focussing on fundraising and volunteering, research and innovation and shaping the future cancer workforce through education. Whilst there have been several exciting opportunities for volunteering and research, this presentation focuses on the development, delivery and evaluation of a module around the cancer survivorship agenda and how clinicians were enabled to facilitate this innovation into their practice. Several meetings were arranged with Macmillan learning and development managers, other members of the Macmillan interprofessional team and service users. The module content was developed to ensure that the clinical needs of the Macmillan workforce were met but also to ensure that it met the criteria for academic studies at the required levels.
Due to the diverse workforce within the charity, the challenge was to develop the module at both degree and masters level to ensure that all staff could expand their knowledge around the topic and that academic credits gained were useful for future studies and awards. It was clear however, the University needed the module to be financially viable so it became necessary to broaden the scope of the module solely from cancer to include long terms conditions too, thus appealing to a wider range of staff outside the organisation. It was crucial to Macmillan that the module evaluation considered both the immediate impact of the course to determine how and if the participants have been able to develop the survivorship agenda in their practice following the completion of the module and whether changes were needed for future delivery. The collaboration has highlighted the challenges of developing a module that meets the needs of third sector charities whilst ensuring that it is viable as a module for the university through its wider appeal to professionals outside of the charity.
Intended learning outcomes • Discuss the benefits and challenges of collaborative working between HEI’s and Charities.
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• Recognise the need for transparent curriculum development that engages with senior figures within the charity, the intended course participants and service users and carers. • Consider the importance of innovative approaches to course evaluations that extend beyond module provision into service transformation.
Recommended reading • Bell, K., Tanner, J., Rutty, J., Astley-Pepper, M., Hall, R. (2015) Successful partnerships with third sector organisations to enhance the healthcare student experience: A partnership evaluation, Nurse Education Today. 35(3):530-534. • Buys, N., Bursnall, S. (2007) Establishing university–community partnerships: Processes and benefits, Journal of Higher Education Policy and Management. 29(1):73-86. • Macmillan Cancer Support (2013) Living with and Beyond Cancer: Taking Action to Improve Outcomes. London: Macmillan Cancer Support.
Biography Ian Trueman is a Senior Lecturer in the College of Social Science at the University of Lincoln. He has a background in district nursing and palliative care in which he attained his MSc. He has undertaken research around life review in younger people at the end of life and has a strong interest in equality of end of life support
Concurrent Session 1 for all. Having almost twenty years’ experience teaching in Higher education and a fellow of the Higher Education Academy, he complements this through undertaking voluntary work for a first responder scheme affiliated to the British Association of Immediate Care. 1.5.1 Embracing opportunities to enhance internationalisation within nursing: promoting and evidencing learning via a self-reflective audit tool Dr Helen Bedford, Lecturer in Midwifery, University of York Aim This paper will explore the need for, and value of, promoting internationalisation within nursing education at individual, curriculum and institutional levels. It will focus on the development of a holistic, self-reflective audit tool for educators and students which addresses the Higher Education Academy’s (HEA 2014) Internationalising Higher Education Framework. Abstract A range of social, political, economic, educational and technological advances are reshaping professional and personal lives, transforming our perceptions as local, national and European citizens to global ones. Health agendas mirror these trends, and nurses make invaluable contributions to communities that are
increasingly internationally engaged. Nurses participate in a range of activities, collaborations and networks to share professional expertise, to educate and to enhance care. UK HE institutions where nurses are educated have also become increasingly diverse communities, reflecting the global trends indicated above. Students and staff now have unprecedented opportunities to enrich their learning by embracing international perspectives. Within the UK HE sector, strategic efforts are being made to enhance internationalisation. A key, nationally recognised initiative is the Internationalising Higher Education Framework (HEA 2014). This flexible framework encourages and supports a range internationalisation activity at organisational, curriculum and individual levels. This presentation provides a practical but insightful example of how the HEA (2014) Internationalising Higher Education Framework can be used to enhance learning. It outlines the development and use of an innovative, self-reflective audit tool for individual staff or students to apply within the framework. Reflections on the utility and rich potential of the self-reflective audit tool within nursing and midwifery are indicated, which can extend beyond individual learning to address curriculum and institutional aspects of the
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Internationalising Higher Education Framework. The presenter is a nurse, midwife and experienced educator. The impetus to develop the self-reflective audit tool came from everyday educational practice. Engagement with post-registration students and colleagues from international and home settings lead to unanticipated and immensely rich professional and personal learning. This prompted engagement with the Internationalising Higher Education Framework (HEA 2014) and recognition of its power to enhance intra- and inter-professional learning. Intended learning outcomes • Describe the Internationalising Higher Education Framework (Higher Education Academy (HEA) 2014) and indicate its value within nursing education. • Articulate a clear understanding of one application of the Internationalising Higher Education Framework (HEA 2014) i.e. via a self-reflective audit tool for individual use. • Give examples of how they could actively use the Internationalising Higher Education Framework (HEA 2014) to enhance their learning and professional development. Recommended reading • Ash, S. L. and Clayton, P. H. (2009) Generating, deepening and documenting learning: the power of critical reflection in applied learning,
Concurrent Session 1 Journal of Applied Learning in Higher Education. 1 (Fall) pp. 25-28 • Higher Education Academy (2014) Internationalising Higher Education Framework [Online] Available from: https://www.heacademy.ac.u k/sites/default/files/resources /InternationalisingHEframew orkFinal.pdf • Tervalon, M. and MurrayGarcia, J. (1998) Cultural humility versus cultural competence: A critical distinction in defining physician training outcomes in multicultural education, Journal of Health Care for the Poor and Undeserved. 9 (2) pp. 117-125 Biography Helen is an experienced clinician, researcher and educator with broad curricula leadership and development expertise at undergraduate and postgraduate levels. She is a Senior Fellow of the Higher Education Academy, an experienced external examiner and a peerreviewer for professional journals. She supervises PhD and MSc students and is a practising coach in HE settings. Helen is currently undertaking scholarly activity around internationalisation as one aspect of her role. In 2014 she jointly hosted four prestigious Commonwealth Professional Fellows (midwife tutors from Malawi) funded by the Commonwealth Scholarship Commission. 1.5.2 Creating a Strategy to Guide Students to Success
on Standardized Nursing Examinations Dr Stephen Krau, Associate Professor of Nursing, School of Nursing, Vanderbilt University Medical Center, Stephen D. Krau, Ph.D., RN, CNE, Associate Professor, Vanderbilt University School of Nursing Aim The aim of the paper is to disseminate a pragramatic strategy to help students pass standardized nursing tests for entry, and advanced practice. The paper will describe an encompassing program to help students learn to think using sequential reasoning, and to identify test taking issues for remediation. Abstract Standardized tests for variant levels of nursing practice are an integral part of a student's professional journey, and a gold standard by which Schools of Nursing are evaluated. Most of these examinations are designed to assure that students have basic, and functional knowledge to practice at the appropriate entry level upon program completion, or graduation.
Intended learning outcomes • Create test questions that engage nursing students in sequential reasoning. • Review tools that guide students in identifying barriers to successful test taking. • Identify resources that enhance student success through academic enhancement.
Creating strategies to assure student success is an ongoing challenge for nurse educators. One such strategy designed to improve graduating students test scores involves fostering skills to answer sequential reasoning type questions and to identify individual hindrances that prevent successful results. This
Recommended reading • 1. McDonald M. (2013). The Nurse Educator's Guide to Assessing Learning Outcomes, 3rd Ed. Jones & Bartlett: Burlington, MA • 2. Pennington T, & Spurlock D. (2010). A systematic review of the effectiveness of remediation interventions to improve NCLEX-RN pass rates.
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presentation will identify strategies nursing faculty can use to elevate their own current test questions to a higher level of cognition. A tool will be presented that is designed to help students reflect on issues that might have influenced their testing choices such as study habits, anxiety, test taking skills, or time management. Through this assessment, faculty can collaborate with the student to ameliorate barriers to successful test taking. Resources to address testing issues are readily available for use and adoption in the process of improving test scores in nursing programs themselves, as well as on standardized national tests.
Concurrent Session 1 Journal of Nursing Educaton. 49(9):485-492. •3. Oermann MH & Gaberson KB. (2014). Evaluation and Testing in Nursing Education (4th Ed.). Springer: New York, NY Biography Dr. Krau has been a nurse educator for more than 30 years. He currently teaches in the DNP (Doctor of Nursing Practice) and Ph.D. programs at Vanderbilt University School of Nursing. His focus is on teaching nurses to become competent nurse educators. Most of the students in his courses are recipients of the Nurse Faculty Loan Program which is a U.S. government grant incentive to provide qualified faculty to educate new nurses in the face of the national nursing shortage 1.5.3 Innovating and Sustaining Wider Patient Engagement and Involvement in a PreRegistration Nursing Programme Kim Young, Lecturer (Adult Nursing) / Adult Nursing Field Lead, Plymouth University Aim Aim of Paper: Will identify and provide discussion of recent innovations for wider patient, service user and carer involvement which have been embedded into the pre-registration nursing programme at Plymouth University. Abstract The pre-registration nursing programme requires that
student nurses spend a 50/50 split between theory and clinical practice in order to acquire relevant proficiency and competency to register as nurses. During clinical placement periods, student nurses have direct contact with patients, service users and carers mainly within clinical settings. The onus is mainly on clinical skills acquisition, developing communication and leadership skills. Nursing students may not necessarily have the chance to experience or develop a wider understanding of the patient, service user or carer perspective. Service user involvement within nurse education is stipulated by the Nursing and Midwifery Council (NMC,2010). Keogh (2013) and Francis (2013) highlighted within their Reports the importance and significance of listening to patients and carers which include wider engagement recommendations. Recently implemented innovations at Plymouth University are now providing student nurses with opportunities to gain experience of working with ‘patients as people’ in nonclinical settings. They are offered the chance to utilise some of their practice hours working with patient groups as volunteers namely patient participation groups (PPGs). The presentation discusses pilot work recently undertaken during 2015 with 23 student nurses each being allocated as a volunteer student nurse to a PPG in the South West of England. Student nurses and
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PPG members’ experiences and views were evaluated. This was implemented in partnership and collaboration with the Patients Association and became a national first. This has since led to increased student nurses working with additional PPG groups. This session identifies a number of associated initiatives and activities which support student nurses to develop knowledge and gain experience of wider engagement and involvement with patients, service users and carers within the nursing programme. An educational framework will demonstrate how student nurses’ educational experiences can be enhanced by working with patients’ service users and carers in non-clinical settings.
Intended learning outcomes • Understand how to enhance student nurses’ experience of working with patients, service users and carers in both clinical and non-clinical settings during their pre-registration nursing programme • Identify examples of innovating and embedding wider patient, service user and carer engagement within a pre-registration nursing programme and how these could support portfolio evidence for NMC revalidation • Consider and evaluate the importance of working collaboratively with external organisations, patients,
Concurrent Session 1 service users and carers to develop nurse education curricula and programme delivery
clinical settings. Recent pilot work to link student nurses to patient participation groups is a national ’first’.
Recommended reading • Griffiths J, Speed S, Horne M, Keeley P (2012) ‘A caring professional attitude’: what service users and carers seek in graduate nurses and the challenge for educators. Nurse Education Today. 32, 2, 121 - 127 • Terry JM (2013) The pursuit of excellence and innovation in service user involvement in nurse education programmes: report from a travel scholarship. Nurse Education in Practice. 13, 3, 202 - 206 • Tremayne P, Russell P, Allman H (2014) Service user involvement in nurse education. Nursing Standard. 28, 22, 37 - 41
1.5.4 Identifying individual students' "Habits of Mind" to support disciplinaryrelevant academic transition Dr Sandy Oldfield, Senior Lecturer, Children's Nursing, Oxford Brookes University Sandy Oldfield Julia Winter Emma Inness Liz Jestico Jo Peto
Biography Kim Young is a Lecturer (Adult Nursing), Adult Field Lead; BSc [Hons] Nursing Programme (February Cohorts) and Lead: Patient Engagement and Involvement at Plymouth University. Kim has recently embedded new innovations of wider patient, service user and carer engagement and involvement into the preregistration nursing programme at Plymouth University. Kim has developed collaborative working with external organisations such as the Patients Association and Patient Opinion to enhance student nurses’ education of working with patients in non-
Aim To share our experiences of using a self-evaluation tool designed to identify the individual "Habits of Mind" of pre-registration nursing students, and to discuss whether this can then help us to offer individualised support to students in developing disciplinaryrelevant academic skills. Abstract This session explores some of the work being done as part of a teaching fellowship awarded to the Children's Nursing team at Oxford Brookes. Working in partnership with our students is a team philosophy, and over the past few years we have worked closely with students so that they have real choice in how the curriculum is designed and delivered. Since September 2012, we have been offering both preregistration undergraduate and postgraduate preparation for registration.
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For both groups of students, but particularly for the postgraduates, we observed that students often struggled with some of the core disciplinary relevant academic skills, for example reflection and problemsolving. Scott et al (2011), as part of a larger project, explored transition for postgraduate students who were moving from a pure to applied discipline. They identified that students struggled to self-measure their progress within the applied context, their previous academic reference points lacking relevance. Successful students demonstrated self-efficacy, an academic attribute that is described by Chemers (2001) as requiring the development of persistence and problem-solving skills. This seemed to evidence resilience, as they adapted to new and different expectations, including ways of academic working. It is our assumption that early identification of individual perceptions of personal academic skills will allow targeted interventions and reduce the likelihood of academic "selfhandicapping" and low academic self-efficacy. The problem-solving capabilities associated with self-efficacy are also essential in professional practice, when working in challenging and changing clinical situations. This project is not yet complete and the next stages will include working with students to design activities to foster those
Concurrent Session 1 "Habits of Mind" in which they have less confidence.
cts/Final_Report_v3_06-0212.pdf
Intended learning outcomes • Review the use of a "Habits of Mind" self-assessment tool at an early stage of preregistration nurse education; • Consider the significance of specific habits of mind in making the transition to nurse education for students of varying cognate backgrounds; • Discuss how students might use insight into their own habits of mind to develop a greater sense of academic self-efficacy.
Biography This Children’s Nursing teaching team has a diversity of clinical, education, research and academic management experience. Areas of expertise include child development, health literacy and user involvement, assessment and care of families of children with chronic illnesses, supporting students to develop confidence in clinical skills bridging the theory practice gap and exploration of how pre-registration courses prepare students for practice in specialist areas.
Recommended reading • Costa, A. (2000) Describing the 16 Habits of Mind. Available at: http://studentweb2.reinhardt. edu/FACULTYSAVE/DPNICHOLS/Habitsof Mind/article_HOM.p • Accessed April 2014 • Chemers, M., Hu, L. and Garcia, B.(2001) Academic Self-Efficacy and First-Year College Student • Performance and Adjustment, Journal of Educational Psychology, 93(1), 55-64. • Scott, D., Evans, C., Watson, D., Hughes, G., Burke, P.J., Walter, C., Stiasny, M., Bentham, M. and Huttly, S. (2011) Facilitating Transitions to Masters-Level Learning Improving Formative Assessment and Feedback Processes, NTFS Projects Final Report, HEA. Available at http://www.heacademy.ac.uk /assets/documents/ntfs/proje
They were recently awarded a team teaching fellowship in recognition of consistent achievements developing the student academic experience. The funding from this fellowship supports a project focussing on supporting academic and disciplinary transition through peer-assisted learning. 1.6.1 ‘...all my research skills were learnt on the job’: Exploring research nurses’ education needs Hilary Brown, Senior Fellow, University of Birmingham Alistair Hewison Senior Lecturer University of Birmingham Aim To examine the educational needs of research nurses in the English NHS Abstract
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Background There has been an increase in research activity in the NHS in recent years, although there is concern that embedding a research culture remains a significant challenge. In view of this a study was undertaken to investigate the extent to which a culture of clinical research exists, and the actions needed to promote a stronger culture of research in the NHS. The importance of clinical research nurses was a consistent finding and this paper focuses on the development needs of this group. Methods A mixed methods approach was taken synthesising data from a rapid evidence, assessment (REA), semistructured expert interviews (46), two appreciative inquiry events and an online survey of NHS organisations involved in research (56). Findings The importance of research leadership, research capacity, appropriate metrics to determine success, incentives, and the need for greater awareness of research in the NHS were key findings. The role of the research nurse in coordinating research activity is crucial. However training and preparation for the role was variable and in most cases, inadequate. Discussion The role of the clinical research nurse is central to research activity. The success of research is
Concurrent Session 1 dependent on this group of staff being able to manage projects, recruit patients, maintain their involvement, and develop the relationships with staff required to facilitate research activity. Yet current organisational arrangements and the ambiguity of the role in the context of the wider health team present difficulties. The specialist training needs of this group are considered and it is suggested structured training programmes and clearer career pathways are required. In this way the huge progress that has been made with research of late can be maintained. Intended learning outcomes • Discuss critically the contribution of Clinical Research Nurses to research activity in the English National Health Service • Identify the challenges facing nurses in these roles • Examine the training and development challenges of Clinical Research Nurses
Recommended reading • Brown H, Hewison A, Gale N, Snelling I and Shneerson C (2015) Every Patient a research patient? Evaluating the current state of research in the NHS. Cancer Research UK, London. (https://www.cancerresearch uk.org/sites/default/files/cruk _every_patient_may2015_w eb.pdf?utm_source=twitter_c rukpolicy&utm_medium=cruk socialmedia&utm_campaign =CRUKpolicy)
• NIHR (2014) Our Workcelebrating the work of the clinical research nurse. National Institute for Health Research, London. (http://www.crn.nihr.ac.uk/wp content/uploads/Healthcare %20professionals/CCRN%2 02014%20Our%20Work%20 Final.pdf) • Spilsbury K. et al (2008) The role and potential contribution of clinical research nurses to clinical trials. Journal of Clinical Nursing, 17, 549-557. Biography Hilary is a Senior Fellow and Director of Policy at the Health Services Management Centre (HSMC). She has extensive experience of applied health policy and services research. Her research interests include: health reform, policy and service evaluations; cancer policy and services; and patient and service user experience and involvement. She has a wide range of teaching, research, and consultancy responsibilities. Hilary has been a manager in the NHS, a journalist, served on the Council of Governors at Birmingham Children’s Hospital and was a Director of the Foundation Trust Governors Association. 1.6.2 Developing voluntary standards for District Nurse education and practice Dr Crystal Oldman, Chief Executive, Queen's Nursing Institute
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Mary Saunders, MSc, BA, RGN, RHV, NDN, DipN, Dip NEd, DNT Project Manager Queen's Nursing Institute Aim To present an analysis of the QNI/QNIS process for developing voluntary standards for District Nurse education and practice. Abstract A report published by the Queen’s Nursing Institute (QNI) in 2014 highlighted a need for a clear articulation of the role of the District Nurse specialist practitioner and enhancement of the professional standards underpinning District Nurse courses to ensure these reflected the depth and breadth of this role in the 21st century. Currently all District Nurse programmes approved by the Nursing and Midwifery Council (NMC) leading to a specialist practice qualification have to meet standards that were set in 1994 and republished, but not updated, in 2001. In September 2014 the QNI and Queen’s Nursing Institute Scotland (QNIS) funded a project to develop new standards for District Nurse education and practice. This paper charts the process of developing these voluntary standards that will support and enhance, but not replace, the NMC standards. The project was guided by an advisory group with wide representation, including the NMC. Data collection was carried out in the four UK countries and included focus
Concurrent Session 1 groups representing practitioners, managers and educationalists and others, observational visits with District Nurses, a survey of Higher Education Institutions offering the District Nurse course, telephone interviews with recently qualified District Nurses and a consultation process using an online tool. In developing the standards there was much debate regarding the difference between advanced and specialist practice. A majority view was that the role of District Nurse is an “advancing level of practice” with elements of specialist and advanced practice necessary for contemporary and future district nursing. District Nurses are at the centre of community based, integrated health and social care and co-ordinate increasingly complex care at home with individuals and their families, through acute illness, long term and multiple health challenges and at the end of life. The new QNI/QNIS voluntary standards articulate the agreed standards expected from District Nurses in practice and enable greater consistency in the expectations of patients and service commissioners, as well as practitioners and service providers. Intended learning outcomes • Appreciate the complexity of the District Nurse’s role and the breadth of practice required. • Understand how the voluntary standards will build on current NMC standards.
• Identify how the standards will be implemented in practice. Recommended reading • QNI (2014) 2020 Vision – Five Years on. Reassessing the future of district nursing. http://www.qni.org.uk/docs/2 020_Vision_Five_Years_On _Web1.1.pdf • QNI/QNIS (2015) The QNI/QNIS Voluntary Standards for District Nurse Education and Practice.
Biography Dr Crystal Oldman is Chief Executive of the Queen’s Nursing Institute. Crystal started her career in the NHS in 1975 and worked mostly in London for 18 years. Crystal then spent 18 years in Higher Education, completing her academic career as Dean, where her role included the development of partnerships to promote evidence based practice and the community and primary care nursing workforce. Crystal is the Governing Body Nurse of Aylesbury CCG, with a particular interest in quality assurance and the transformation of primary and community services to meet the national agenda of care being delivered closer to home. 1.6.3 An Interprofessional Approach to the Preparation of Nurses for Advanced Practice
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Helen Stanley, Assistant Head of School, Postgraduate Lead, School of Health Sciences, University of Brighton Christine Watson Christine is a Senior Lecturer School of Health Sciences at the University of Brighton and Course Leader for the interprofessional MSc Advanced Practice (Health). She has recently completed a British Heart Foundation sponsored secondment in an advanced practice role in heart failure, leading a practice innovation within a multi-professional team. The work has led to presentations at two recent European Society of Cardiology World Heart Failure Conferences and subsequent publications. She has worked for a number of UK Universities and is an active member of the Association of Advanced Practice Educators (AAPE). Aim To share and invite debate on an interprofessional approach to the preparation of nurses for an advanced level of practice. Abstract Across the world, people are living longer with complex and multiple disease processes. In the UK there is a move away from a medical, disease-specific approach towards more coordinated, individualised and integrated approaches to care delivery. Traditional pathways of care are being challenged and role boundaries between disciplines blurred as a
Concurrent Session 1 result. Advanced Nurse Practitioners are at the forefront of service delivery, in autonomous roles, often leading the transformation of care. Nurses were the first of the professions to extend their scope of practice in response to service need and now other professions are working in flexible and enhanced roles. Advanced practice should be viewed as a ‘level of practice’ rather than a specific role (RCN 2014). All Advanced Practitioners should develop skills and theoretical knowledge to the same standards and be empowered to make high level, complex decisions. Masters Education must underpin all Advanced Practitioner role development, including the pillars of clinical, education, management and leadership (National Leadership and Innovation Agency for Healthcare 2010). In 2010, the World Health Organisation highlighted the necessity for interprofessional structures to better prepare health professionals to respond to local health needs and impact on health outcomes. The development of interprofessional, collaborative competencies requires moving beyond profession-specific educational efforts to engage students of different professions in deliberate interactive learning with, from and about each other (Centre for the Advancement of Interprofessional
Education 2002, Interprofessional Education Collaborative 2011). The Masters in Advanced Practice (Health) will include Nurses, Paramedics, Physiotherapists, Podiatrists, Occupational Therapists and Midwives. This innovative interprofessional approach to preparing Advanced Practitioners will offer an interesting perspective from a UK Higher Education Institution that is taking forward the IPE agenda to develop the workforce and service priorities aimed at improving the quality of care to the population.
Intended learning outcomes • Understand how the philosophy of advanced practice can be transformed into an educational programme. • Debate the contribution of the ePortfolio in governance and accountability of advanced level practice. • Explore the challenges and benefits of interprofessional education in an advanced practice programme.
Recommended reading • National Leadership and Innovation Agency for Healthcare, NHS Wales. 2010.The Framework for Advanced Nursing, Midwifery and Allied Health Professional Practice in Wales. NLiAH: Llanharan. • Royal College of Nursing. 2014. Specialist and Advanced Children’s and
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Young People’s Nursing Practice in Contemporary Health Care. London: RCN. • Interprofessional Education Collaborative Expert Panel. 2011. Core competencies for interprofessional collaborative practice: Report of an expert panel. Washington, D.C.: Interprofessional Education Collaborative. Biography Helen Stanley is currently Assistant Head and Lead for Postgraduate Education in the School of Health Sciences at the University of Brighton. She has extensive clinical and curriculum development experience in post qualification nursing and interprofessional health and social care higher education and has designed a number of practice-focused educational projects to support workforce planning and service redesign in the NHS. Her current PhD study is to identify the learning and development strategies in a clinical leadership programme that have an impact on workplace practice and culture. 1.6.4 The use of simulation to support new mentors: Bridging the theory practice gap Nickey Rooke, Senior Lecturer, University Campus Suffolk Jo Wesley, RGN, DipEd, DipHE,BA, MA. Simulation Training Facilitator / Nurse, Ipswich Hospital. Laura Mallett, RN, BSc (Hons), PGC-HE. Clinical Learning Environment Lead,
Concurrent Session 1 Norfolk and Suffolk Workforce Partnership, Health Education East of England. Aim To introduce simulation as an innovative approach to support developing mentors Abstract Mentorship is a fundamental part of pre-registration nursing and midwifery programmes through which students are able to translate knowledge and skills gained within the academic setting to professional practice and direct patient care. Mentors are required to have undertaken a NMC approved preparation programme (NMC, 2008), the local mentorship programme incorporates four practicebased activities to assist new mentors in developing teaching and assessment skills. However, the literature suggests that new mentors still struggle to close the theory practice gap when taking on the role for the first time (Duffy, 2003; Black, 2011). This presentation explores the development of an innovative, collaborative project between Health Education East of England, University Campus Suffolk and the East Anglian Simulation and Training Centre at Ipswich Hospital NHS Trust. The project consisted of a simulated study day attended by mentorship students who had completed the preparation for mentorship programme but were awaiting final results. The aim of the project was to
provide the new mentors with a safe environment in which to explore anxieties associated with the mentor role predominantly centred on mentor – student communication, giving feedback and managing difficult conversations. New mentors had the opportunity to revisit and build upon key mentorship principles using simulated real-time scenarios and ‘after action review’ (AAR). The simulation incorporated three ‘live’ student mentor interactions; of which the first two scenarios were observed by new mentors via video link and all delegates participated in the final scenario. The pilot evaluation data suggests that new mentors found participatory scenario the most useful as several found that despite having developed good communication skills with patients and families the skills required for effective student-mentor communication when managing failure to fail needed a more direct and facilitative approach. References: Black, S., (2011). Being a mentor who fails a preregistration nursing student in their final placement: Understanding failure. PhD Thesis. London South Bank University [Online]. Available from: https://www.rcn.org.uk/__dat a/assets/pdf_file/0008/45823 4/Black_S_PhD_Thesis_Aug ust_2011.pdf accessed 01/09/2015
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Duffy, K., (2003). Failing students: a qualitative study of the factors that influence the decisions regarding assessment of students’ competence in practice. Glasgow, Glasgow Caledonian University. Nursing and Midwifery Council., (2008). Standards to support learning and assessment in practice. London, NMC.
Intended learning outcomes • Evaluate the use of simulation to develop educational skills and practices • Appraise the use of simulation as a strategy to support the management of difficult conversations with students • Determine the impact of a simulated study day on new mentors’ confidence
Recommended reading • ANDERSON, J.K. and NELSON, K., (2015). Patterns of Communication in High-Fidelity Simulation. Journal of Nursing Education, 54 (1), pp. 22-27 • BERRAGAN, L., (2013). Conceptualising learning through simulation: An expansive approach for professional and personal learning. Nurse Education in Practice, 13 (4), pp. 250-5 • WIENS, SANDRA,M.SCN., R.N., BABENKO-MOULD, Y. and IWASIW, CARROLL,EDD., R.N., (2014). Clinical Instructors' Perceptions of Structural and Psychological Empowerment in Academic Nursing
Concurrent Session 1 Environments. Journal of Nursing Education, 53 (5), pp. 265-70.
Biography Nickey Rooke has been a Senior Lecturer and mentorship lead at University Campus Suffolk since 2005 and has developed a range of educational resources for mentors and practice educators including one of the first online interactive mentor updates in 2009. Nickey’s main areas of interest are supporting practice learning, service user engagement in healthcare education, and coaching in practice. Currently studying for a PhD at the University of Essex her research utilises poststructuralist discourse theory and Glynos and Howarth's (2007) Logics of Critical Explanation to explore patient contributions to the practice assessment of nursing students.
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Concurrent Session 2 2.1.1 How do preceptors guide and mentor students during internship towards ‘attentive and good care’? A qualitative research. Trees Coucke, researcher, Vives University of applied science Annick Vandelanotte, master in nursing, teacher at the university of applied science: bachelor nursing? Vives: university of applied science Heid Schepers: master in nursing, teacher at the university of applied science: bachelor nursing? Vives: university of applied science Mieke Grypdonck: Dr. Prof Em. Worked on nursing science, at the university of Leuven and Gent. Aim The aim of the paper is to enhance the quality of preceptorship in regard to the delivery of good ethical care. Students are trained to deliver good technical care and mentors are focused on that aspect of care. The attentive involved interaction is, in Belgium, not a focus in the coaching process of students during their internship. No research has been done in this area. The presence of a mentor in internship is essential to the learning of students. The effect of a good relationship, the support of the organization, a trustful connection with the educational environment has been argued repeatedly in literature. Abstract A preceptor has different roles. Focus on the delivery of ‘attentive good care’ and the role of a preceptor towards this
aspect of care is however not described. From Sept ‘13 until June ‘15 a qualitative phenomenological research was performed, with a convenient sample of 21 preceptors, working in two regional hospitals and 22 undergraduate students, 1st, 2nd and 3rd year, during their internship. A researcher interviewed all participants, during working hours, questions were semi-structured. The students were interviewed during or just after the internship. All interviews were recorded, literally transcribed, analyzed using Grounded Theory and coded. Delivering ‘attentive and good care’ is not a focus during the internship of the student. Neither the preceptors nor the students mention this focus, even when it is asked for. They lack the ‘language’ to explain care in terms of ethics and reflection, on the effect of their care, on the care receiver. Preceptors ‘know’ that care is more than the delivery of good technical care and being friendly. They see themselves as role models, want to prepare the students for the demands of the profession. 25% of the students admire nurses for having professional knowledge and performing in a professional ‘technical way’. They point out that a good virtuous relationship with the patient is important. However, only a few remarks consider the deep relationship and the urge to know the patient in a deeper sense in order to relate the care to his/her needs. Students don’t refer to a value oriented approach but say it is essential for the nursing profession. Some question the ability of preceptors to focus
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them on person-centered care and their ability to relate in anything other than a ‘technically friendly’ way. They hardly see critical reflection or personal relations. Nurses choose to have deep conversations with patients outside the presence of students, as also students do. The evaluation focuses on the students’ attention to the social physical wellbeing but no further. Both preceptors and students wonder if the ability to emphasize is teachable or whether it is an attitude one ‘has’. Discussion Where do students learn about value-centered care? During internship the focus has evolved away from personal centered care, ethics of virtue and care ethics. The ability to reflect on situations, to evaluate delivered care, to question ethical dilemmas is present in education but this research shows no evidence that it is also trained in the nursing practice. Conclusion A training program for preceptors, supported by the organization and with the focus on critical reflection, case analysis, developing ‘ethical’ language, asking questions, not only relying on obvious evidence, could affect the coaching role of the mentor and the learning of students. Research is recommended on the effect of a critical reflective attitude of nurses and preceptors on the learning of nursing students, before, during and after preceptors and nurses training modules. Intended learning outcomes • The role of mentors should be supported by the organization
Concurrent Session 2 • The interaction, communication and tuning with the university and the mentors on the wards should be organized in a structured way • Understanding of the others aspects of care such as involvement, real attention and compassion are important next to good technical care and proper communication. Recommended reading • Hilli, Y., Salmu, M. , Jonsén, M. (2013) Perspectives on good preceptorship: a matter of ethics. Nursing etics. Vol 2 (5) 565 – 575 • McCarthy, B. (2006) Translating person-centred care: a case study of preceptor nurses and their teaching practices in acute care areas. Journal of Clinical Nursing, 15, 629–638 • Vanlaere, L., Gastmans, C. (2007) Ethics in nursing education: learning to reflect on care practices. Nursing Ethics 14 (6) 758 - 766 Biography The researcher is a bachelor nurse, with a master in nursing science, currently doing a PhD on exposure in nursing education. She has a career in teaching with a special focus on elderly with chronicle suffering. Ethics of care is a key point in teaching and working. She was one of the founders of the sTimul Care ethics lab in Belgium and The Netherlands (www.sTimulnederland.nl) and is still working in this lab to emerge students and experienced caregivers in a role of care dependent people. 2.1.2 A study to examine the quality of mentors’ written
feedback and use of the ongoing achievement record following the introduction of grading in practice Cathrine Derham, Senior Teaching Fellow (Integrated Care), University of Surrey Deanna Hodge RGN , PG Cert, ENB 998, 405, 100 Learning Environment Lead Royal Surrey County Hospital Fiona Holley BSc (Hons) PG Diploma, PGCE, RGN ENB 199, 998 Learning Environment Lead Ashford and St Peters NHS Foundation Trust Aim The aim of the paper is to discuss the effectiveness of the on-going achievement record in facilitating student progression and development Abstract The aim of any assessment strategy is to enable development. Effective feedback should serve to summarise activities and achievements, in addition to highlighting issues related to future practice (Maton 2012, Jenkins 2010). This is the purpose of the ongoing achievement record (NMC 2008). There is an expectation that comments made by mentors, should both state attainment and feed forward to identify what needs to be developed and how this might be achieved. Although there is evidence that students are critical of mentors who provide feedback that is not developmental (Clynes and Rafferty 2008), very little is known about the nature or quality of written feedback and
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the effectiveness of the ongoing achievement record as a tool to enable development. This paper examines the quality of mentor feedback documented in the on-going achievement record. A quantitative analysis of feedback was completed using students’ practice assessment documents from across the fields of nursing practice. Mentors’ feedback was classified using a scoring system with criteria ranging from ‘personal opinion’ to ’informative developmental guidance’. Findings from the analysis of data indicate that the majority of mentor feedback is descriptive, with reference made to students’ personal characteristics or simply stating what has been achieved. There is little evidence of developmental feedback, even in the case of the failing student. This paper will discuss the findings from the study, which raise significant concerns about the nature and quality of written feedback and the use of the ongoing achievement record. It will be argued that the ongoing achievement record is not being utilised effectively as results indicate that mentor feedback does not enable progression and on-going learning. Clynes, M. and Rafferty, S. (2008) Feedback: An essential element of student learning in clinical practice. Nurse Education in Practice 8, pp.405 - 411 Jenkins, J. (2010) A multifaceted formative assessment approach: better recognising the learning needs of students. Assessment and Evaluation in Higher Education 35 (5) pp. 565 - 576
Concurrent Session 2 Maton, K. (2012) Making semantic waves: A key to cumulative knowledge building. Linguistics and Education 24 pp. 8 - 22 Nursing and Midwifery Council (2008) Standards to support learning and assessment in practice. NMC: London Intended learning outcomes • Gain insight into the nature and quality of feedback documented in the on-going achievement record • Reflect upon own feedback practices and consider this in light of the findings of the study • Identify strategies to improve the quality of written feedback
Recommended reading • Clynes, M. and Rafferty, S. (2008) Feedback: An essential element of student learning in clinical practice. Nurse Education in Practice 8, pp.405 - 411 • Jenkins, J. (2010) A multifaceted formative assessment approach: better recognising the learning needs of students. Assessment and Evaluation in Higher Education 35 (5) pp. 565 - 576 • Maton, K. (2012) Making semantic waves: A key to cumulative knowledge building. Linguistics and Education 24 pp. 8 - 22 Biography An experienced practitioner, with a background in critical and high dependency care, with experience that includes the management of an Intensive Care Unit, working as a Practice Development Facilitator and Practice Educator. Currently as
Programme Director, responsible for the development, delivery and assessment of a range of modules across the preregistration nursing programmes. This involves supporting students and mentors with all aspects of assessment practices which includes collaborative working with practice partners to evaluate the assessment of practice and mentor grading. 2.1.3 Findings from a research study: Children’s Nurse Mentor Experiences of Undertaking Assessments at Sign-off Stage Dr Anita Flynn, Associate Head Nurse Education (AHNE): Research, Innovation and Enterprise. Child Lead., Faculty of Health and Social Care, Edge Hill University, Ormskirk, Lancashire. Aim To share recent research which furthers our understanding of nurse mentor assessment which takes place in practice at signoff stage. This Research builds on and contributes to work in the field of mentor assessment, especially children’s nurse signoff mentor experiences of undertaking the assessment of pre-registration student nurses in clinical practice learning settings. Abstract Assessment is routinely used to assess a student’s performance within professional programmes. The outcome of both theory and practice based assessments inform the decision about a student’s suitability to continue and/or complete the
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programme. In pre-registration nurse education, a student nurse must fulfil theoretical, clinical and professional criteria set by the NMC. Nursing students spend approximately 50% of their time (2,300 hours) out in clinical practice learning settings undertaking a series of practice placements to facilitate their achievement of competencies and range of nursing skills required to be achieved over three years (NMC 2004a, 2010a). During this time in practice learning settings, a student nurse has supernumerary status, but they do nevertheless contribute to the care of patients/clients, under the supervision of qualified nurses or other suitably qualified professionals, in particular those prepared as mentors (NMC, 2006, 2008a). In the nursing profession, signoff mentors (SOM’s) support and assess students who are undertaking their final practice learning experience to confirm the student nurse as either having achieved, or not, the practice requirements necessary in order to enter the professional register (NMC, 2008a, 2010a; 2010b). SOMs were introduced by the Nursing and Midwifery Council in order to strengthen mentorship and requires experienced nurse mentors to have undergone additional training and period of supervision (NMC, 2006, 2008a, 2010b). The area of nurse SOM experiences in the assessment of pre-registration students at the end of the nurse training programme had received little attention. Using a qualitative, case study research approach the experiences of twelve children’s nurse sign-off
Concurrent Session 2 mentors in the North West of England were explored and analysed. Data was collected from individual and focus group interviews and analysed using thematic analysis. Findings from this study provide new insight and understanding of children’s nurse SOM experiences. Intended learning outcomes • To share recent research which furthers our understanding of nurse mentor assessment which takes place in practice at sign-off stage. • Share factors that influence final sign-off assessment of children’s nursing students and their views as to how they decide if a student nurse is ready or not to enter the nursing register. • Consider how the findings can feed forward to enhance practice learning assessment. Recommended reading • Nursing and Midwifery Council (2010) Standards for Preregistration Nursing Education. NMC, London. • Nursing and Midwifery Council (2008) Standards to Support Learning and Assessment in Practice. NMC, London. Biography Anita joined Edge Hill University, Lancashire in June 2001 to take up the position of lecturer in the Faculty of Health and Social Care. She is now the Associate Head of Nurse Education (AHNE): Research, Innovation, Enterprise and Child Lead. Prior to moving into education she had extensive clinical experience working with children and young people in acute care settings. She has specific experience in relation to advanced practice, were the
need to undertake high level clinical assessments for children and young people were essential to her clinical role. Her specific interests relate the assessment of students in practice settings; Children and young people: advanced practice, adolescence, selfharm, suicide and pain. Anita joined Edge Hill University, Lancashire in June 2001 to take up the position of lecturer in the Faculty of Health and Social Care. She is now the Associate Head of Nurse Education (AHNE): Research, Innovation, Enterprise and Child Lead. Prior to moving into education she had extensive clinical experience working with children and young people in acute care settings. She has specific experience in relation to advanced practice, were the need to undertake high level clinical assessments for children and young people were essential to her clinical role. Her specific interests relate the assessment of students in practice settings; Children and young people: advanced practice, adolescence, selfharm, suicide and pain. Anita is a Fellow of the Higher Education Academy and in recent years she has become increasingly interested in the assessment of students. She has recently completed a professional doctorate (part– time), her research focus explored experiences of children’s nurse mentors undertaking assessment of student nurses at sign-off stage. Anita has also been involved in a range of other various projects including: introducing action learning into the pre-registration curriculum; enhancing public health training for students (brief
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interventions public health project), completed a joint research project in collaboration with practice which focused on paediatric urethral catheterisation training and students willingness to undertake in clinical areas and the development of a practice learning and skills record, used as a tool to enhance learning in the practice placement setting. 2.2.1 Returning to our roots: person-centered care in nursing education Dr Bonny Kehm, Faculty Program Director, Excelsior College Fran Ludwig, MS, RN, Faculty Program Director in the Bachelors of Science in nursing program at Excelsior College, Albany, New York, USA. Fran Ludwig is a Faculty Program Director in the Bachelors of Science in nursing program at Excelsior College. Her area of interest and research is in population health specifically the work of Faith Community Nurses with vulnerable populations. Recognized on the national level for her work in promoting Faith Community Nursing and advocating for appropriate levels of care for vulnerable populations, she has presented and written about this subject extensively. Academically, she has been involved in creating on line courses that reflect a paradigm shift in nursing education embracing new ideologies that have a stronger focus on student-centered learning and promote critical thinking and analysis while emphasizing person-centered care.
Concurrent Session 2 Aim The aim of this project was to empower nurse educators in transforming nursing education from disease-focused acutecare into authentic personcentered care. Although written about extensively, the actual concept of person-centered care is only recently being reintegrated into nursing curriculum. Re-designing courses to include aspects of person-centered care provides the framework for learning activities that shape how students learn to provide high quality wholistic care. This presentation will discuss a creative approach in which emphasis is placed on the provision of person-centered care integrated into an online nursing curriculum in the United States, as well as provide examples of the lived student experience. Abstract This project focuses on cultivating the spirit of personcentered care in baccalaureate online nursing education. Person-centered care, identified as a fundamental unit for improving the quality of health care in the United States, has begun to be reintroduced into nursing education and course structure. This presentation illustrate ways to integrate the “Art of Nursing” into 21st century, person-centered, BSN online nursing curricula. The epistemological foundation for exploring what is nursing knowledge provides the framework for person-centered care and understanding the meaning of human situations and nursing experiences. This presentation emphasizes the importance of knowing the
person behind the patient, and engaging the person as an active partner in their care with embedded exemplars of learning activities for the development of more reflective knowledgeable practitioners. Intended learning outcomes • Summarize the importance of person-centered care in 21st century nursing curriculum and practice. • Discuss approaches to incorporating person-centered care into 21st century nursing curriculum. • Identify next steps for advancing person-centered care in nursing education.
Recommended reading • Flagg, A. J. (2015). The role of patient-centered care in nursing. Nursing Clinics of North America, 50(Transformational Tool Kit for Front Line Nurses), 75-86. doi:10.1016/j.cnur.2014.10.006 • McCance, T., Slater, P., & McCormack, B. (2009). Using the caring dimensions inventory as an indicator of personcentered nursing. Journal of Clinical Nursing, 18(3), 409-417. doi:10.1111/j.13652702.2008.02466.x • Topol, E. (2015). The patient will see you now: The future of medicine is in your hands. New York, NY: Basic Books. Biography Bonny Kehm is a Faculty Program Director in the Bachelors of Science in nursing program at Excelsior College in New York. Her research interests focus on lifelong learning, and promoting growth of professional nurses. Dr. Kehm is a member of Sigma
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Theta Tau, American Nurses Association, National League for Nursing, Missouri Organization of Nurse Leaders, International Council of Nurses Education Network, and Midwest Nursing Research Society. She has more than 14 years of nursing education experience as a faculty member in distance education at the associate degree, baccalaureate, master, and doctor of nursing practice degree levels. 2.2.2 Master’s-level Public Health Nurse Education in Norway: a tension between professional and academic subjects? A qualitative study among Public Health Nurse Students. Anne-Gerd Karlsen, Assistant professor, Public Health Nurse educator, The Artic University of Norway, UIT Mari Wolff Skaalvik, PhD, Department OF Health and Care Sciences ,The Artic University of Norway, UIT Aim The aim of this paper is to describe and explore how the students in this first cohort in Master`s program in Public Health Nursing experienced and perceived the programme for their practical placement and future practice as Public Health Nurses. Abstract Background: Since 2003, nursing education in Norway has been coordinated through higher degree programmes, many of which produce clinical specialists, including Public Health Nurses (PHN). The Arctic University of Norway, UIT, piloted an innovative Master’s program in Public Health
Concurrent Session 2 Nursing in 2011. The first cohort graduated in 2014. This shift from postgraduate clinical specialization to Master’s accreditation has led to questions about which forms of knowledge are appropriate for Public Health Nursing. Aim: The aim of this paper is to describe and explore how the students in this first cohort experienced and perceived the programme for their practical placement and future practice as PHNs. Methods. A qualitative design with qualitative research interviews aiming to explore the participants’ subjective experiences and perceptions. Results: Students expectations of the study programme were not met as they felt inadequately prepared for practical placement. Scientific studies were prioritized in the curricula. The informants wanted to learn more specific knowledge in Public Health Nursing. On the other hand the scientific focus had helped them develop a more reflective and critical stance towards professional practice. The following findings emerged: 1. Specific knowledge in Public Health Nursing is a basis for clinical confidence. 2. The students found that theoretical knowledge was insufficient for practicing Public Health Nursing. 3. The students acknowledged reflective, analytical and critical competencies. 4. The students found that multiple pedagogical approaches enhanced their learning outcomes. 5. The students questioned the common scientific subjects’ relevance for Public Health Nursing. 6. The students acknowledged the importance of scientific PHN research.
Conclusion: The informants experienced tension when the curriculum in PHN included academic subjects in addition to specific public health nursing subjects. In creating a new curriculum, pedagogical and didactic principles are important to consider. Educators must help the students understand the importance of academic subjects for both an autonomous profession and lifelong learning. Intended learning outcomes • Discuss issues about which forms of knowledge are needed in Masters Programs for nurses and healthcare professionals. • Discuss dilemmas about integrating nurse’s practical knowledge and academic knowledge. • Consider some potential contradictions and opportunities in negotiating curricula. Recommended reading • Benner P, et.al. (2010) Educating Nurses. A Call for Radical Transformation, The Carnegie Foundation for the Advancement of Teaching • Graneheim, U.H and Lundman, B (2004) Qualitative content analysis in Nursing research: concepts, procedures and measures to achieve trustworthiness • Nurse Education Today (2004)24,105-112 • Schön, D.A (1987) Educating the reflective practitioner, Jossey-Bass Publishers,San Francisco Biography Registered Nurse in 1988, Master degree in Health Science in 1994,lecturer and Assistant professor in Master’s program Public Health Nurse, in
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The Artic University of Norway.From August 2013 to August 2016 in a Mentor programme for Associate professor title. Manuscript on this current Research is submitted for publication. 2.2.3 How a student conference can support the development of students, mentors, service users and practice initiatives. Lorraine Jacobs, Practice Placement Facilitator, Kent and Medway NHS and Social Care Partnership Trust Teresa Buchan, BSc (Hons) OT, MA Clinical Education, AHP Practice Development / Placement Coordinator, Kent and Medway NHS and Social Care Partnership Trust Nicola Dawber, RGN, RMN, Dip HE, BSc (Hons), Practice Placement Facilitator, Kent and Medway NHS and Social Care Partnership Trust. Aim To share learning and experiences gained through the delivery of a student conference and its impact on students and mentorship and power of hearing the service users’ voice. Abstract The outline of this symposium aims to highlight three key aspects identified from the delivery of a student focused conference. The three papers offer insights into how a single student conference can impact on students feeling valued in practice, developing mentorship within the organisation, and how using the lived experience of service users can impact on student learning. Each presentation will explore and
Concurrent Session 2 reflect on an aspect and will link through the theme of our trust values and how these transfer into clinical practice and the learning environment. It will include papers: What makes you feel valued in practice? Supporting student learning and experiences through a provision of a student focussed conference. By T. Buchan Using the voice of the student to develop a mentor’s update. By L. Jacobs Using service users lived experiences to shape students learning in practice. By N. Dawber. The first presentation will share the learning gained from facilitating a student conference and the importance of providing students with time and space to reflect and enhance practice. It resulted in identifying what made students feel valued in practice and contributed to the production of a short film which was to be used and shared with students and work place mentors. The second presentation explores the innovative delivery of a mentors update within the organisation using the influential nature of the student’s voice through showing this short film and the impact it has on mentor development. The final presentation focuses on service user involvement at the conference and how hearing their stories can have a powerful impact on students’ values and practice development. Intended learning outcomes • Recognise the importance of providing students with time and space to reflect and enhance practice through the shared
experience of a student focussed conference • Consider an alternative approach to delivering a mentors update that can meet NMC requirements. • Consider alternative ways of using service user stories to improve the patient experience within their organisation.
Social Care Trust - Northern Ireland Iain W McGowan, Academic Lead for Quality Assurance, School of Nursing, Ulster University Registered Mental Health Nurse, EMDR Therapist, Nurse teacher, Associate Fellow for Higher Education Practice
Recommended reading • Segar, A. 2009 Conferences that work. Creating events that people love. Booklocker.com Inc. • Walsh, D. 2014. The Nurse Mentor's Handbook: Supporting Students in Clinical Practice. Open University Press; 2 edition • Department of Health, 2015 The NHS Constitution. The NHS belongs to us all. London: The Department of Health
Aim The aim of this paper is to review the literature pertaining to preceptorship and explore the perceptions held by preceptors in relation to their role supporting newly qualified registrants
Biography Lorraine Jacobs is a mental health nurse, worked within adult mental health and learning disability in patient services for 30 years. In 2001 she became a Practice Placement Facilitator overseeing the quality and quantity of practice placement provision in Kent and Medway NHS & Social Care Partnership Trust. Leading on mentor development in the organisation has the responsibility of developing mentor update training in collaboration with partner Universities and maintaining mentorship standards within the Trust. 2.3.1 How do preceptors perceive their role in supporting newly qualified nurses/midwives? A qualitative exploratory study. Julie Tracey, Practice Education Facilitator, Northern Health &
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Abstract International literature suggests retention, stress, burnout and difficult transition are associated with new graduates entering the workforce (Hughes and Fraser 2011). Disquiet with regards to new registrants’ competence is apparent as reviews of both pre and post-registration nursing (Department of Health (DoH), 2007; Nursing and Midwifery Council (NMC), 2007) have reported concerns regarding fitness to practise at the point of registration. Willis (2012) also acknowledged that new registrants required further development and views preceptorship as an essential vehicle in their developmental journey. The Department of Health (DoH 2006; 2008) has recognised that there are issues and have endorsed the use of preceptorship models. In 2015 preceptorship continues to feature as a priority as Willis (2015) recommends one year preceptorship with an employer post qualification. In practice, preceptorship models have
Concurrent Session 2 been implemented to provide support, guidance and enable newly qualified nurses to make the transition from a student to a confident and competent registrant (Snow 2013). The benefit of a supportive preceptorship period for new registrants is evident in the literature (Odland et al 2015). The experiences of stress and feelings of being unprepared are also evident (Snow 2013). Gross Forneris and PedenMcAlpine (2009) recognise that new registrants require the support from a preceptor, however there is limited information in the literature on the perceptions and the preparation of the preceptor. This study focused on the role of the preceptor. A qualitative exploratory study was conducted using a purposive sample to examine how preceptors perceive their role in supporting newly qualified nurses. Interview method was used to capture the data. The data analysis has identified that overall preceptors do feel prepared for their role however they highlighted the benefits of preceptor up-dates and regular support. Preceptors identified rewards and challenges associated with this role. The first six months of being a registrant has challenges for both the preceptees and the preceptor. The implementation of preceptorship models which include preparation and support for preceptors is essential to alleviate issues of transition, retention and stress. Preceptors have identified areas for improvement such as regular
up-date sessions, formal peer support, and protected time to discuss and complete the documentation Intended learning outcomes • Identify with the difficulties which are experienced by some new registrants • Identify with the requirements of a preceptorship programme • Identify with the role of the preceptor and how to support this role Recommended reading • Department of Health. (2010) Preceptorship Framework for Newly Qualified Registered Nurses, Midwives and Allied Health Professionals. London: Department of Health • Haggerty, C., Holloway, K., Wilson, D. (2012) Entry to nursing practice preceptor education and support: Could we do it better? Nursing Praxis in New Zealand Inc, 26(1), 3039. • Willis Commission. (2015) Raising the Bar. Shape of Caring: A Review of the Future Education and Training of Registered Nurses and Care Assistant. Available at:http://hee.nhs.uk/wpcontent/blogs.dir/321/files/2015/ 03/2348-Shape-of-caringreview-FINAL.pdf [Accessed April 2015] Biography Julie qualified as an Adult nurse in 1996 with a Diploma in Nursing Studies. Julie further developed her knowledge and skills through the completion an undergraduate Certificate in Counselling while working in a surgical unit. In 2000 Julie completed a Bsc Hons in Professional Development, during this period of study Julie
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worked in a regional Recovery unit. Julie commenced employment in an Intensive Care Unit in 2000. In 2002 Julie’s career took a community focus as she completed a Specialist Community Public Health Post graduate certificate. Julie then practiced as a Health visitor until she took up her current post as a Practice Education Facilitator in 2009. Julie has continued her studies and has been successful in completing a Post Graduate Certificate in Education at Ulster University. In 2014 Julie successfully completed an MSc programme, Developing Practice in Healthare, at Ulster University and is currently a Fellow of the Higher Education Academy 2.3.2 Supporting the preceptor to improve preceptorship Gary Francis, Associate Professor, London South Bank University Aim To explore the development of nurses in their role as preceptor through a workshop Abstract Preceptorship for newly qualified nurses is accepted part of professional best practice (DH, 2010) The journey from student nurse to qualified professional is well known as being a challenging transition for many in an ever busy and complex health and social care sector. Some of this is due to varied or inadequate practice exposure or inconsistent pre-registration mentorship that can leave newly qualified nurses struggling,
Concurrent Session 2 anxious or stressed in their first position (Billay, 2008; McClure & Black, 2013) Not all preceptors have undertaken the mentorship qualification or nor do they want to and many have often forgotten the basic principles of support, facilitation and how learning takes place due to the busy nature of todays practice. This abstract is to present a preceptor workshop that was implemented to support preceptors in their role. The one day interactive workshop is supported by a workbook and covered the following; - preceptor role and coordinating the experience - preceptor challenges - difference between mentorship and preceptorship - learning styles - giving and receiving feedback - making action plans meaningful - putting preceptorship into action (preceptors charter) In a combination of discussion from the pre work, class teaching, scenario work, watching video clips of preceptorship in action and follow up work the workshops were delivered to over 150 nurses all of which were about to take on a preceptee. Evaluation of the workshop was undertaken from the preceptor (delegates) immediately post the workshop and 6 months later to assess how useful the workshop had been and to assess if further workshops would be of benefit. 80% of
delegates found the work shop to be very useful at the time and 92% found it still to have been useful during the process of precepting a preceptee. Intended learning outcomes • Discuss the importance of the role of preceptor in newly qualified practice • Gain and insight into a successful workshop format • Explore further developments in preceptor development Recommended reading • Department of Health (2010) Preceptorship Framework for Newly Registered Nurses, Midwives and Allied Health Professionals. London, Department of Health. • www.networks.nhs.uk/nhsnetworks/ahpnetworks/.../dh_114116.pdf (accessed 14 August 2015) • Robinson S, Griffiths P (2009) Preceptorship for newly qualified nurses: impacts, facilitators and constraints – a scoping review. National Nursing Research Unit, King’s College London Biography Associate Professor School Lead for Practice Skills Learning & Simulation Preceptorship Facilitator Keen interest in the journey of student nurse to qualifed practice and the significance of the preceptors role in supporting the transition to improve confidence, competence and staff retention 2.3.3 A co-ordinated approach to workforce transformation: Health Education England’s
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Genomics Education Programme Dr Michelle Bishop, Education Development Specialist, Health Education England Dr Anneke Seller, PhD FRCPath, Scientific Advisor, Health Education England Val Davison, FRCPath, National Scientific Advisor, Health Education England Professor Sue Hill OBE, Chief Scientific Officer, NHS England Aim To raise awareness of Health Education England’s Genomics Education Programme and highlight the application of genomics to nursing practice and the genomic education opportunities available to nurses. Abstract England aims to become the first country to introduce genomic technologies into routine healthcare through its 100,000 Genomes Project, in which 100,000 genomes from patients with cancer and rare diseases will be sequenced. Whole genome sequencing, which looks at the genetic information inside a cell, provides an insight into how and why people develop particular conditions, and how management and treatment can be targeted to specific genetic variants. Alongside the scientific and clinical advances, this ambitious project provides a unique opportunity to implement a coordinated approach to workforce transformation and development, embedding genomic medicine into mainstream clinical practice. Health Education England’s
Concurrent Session 2 Genomics Education Programme (GEP) was established to provide educational support to the National Health Service (NHS) to deliver its contribution to the 100,000 Genomes Project, and address capacity and capability of the current and future workforce to ensure a lasting legacy from the Project. Our strategic approach ensures all NHS staff can access education and training that meet their learning and professional needs. We have adopted a framework that segments the workforce based on their interface with genomic medicine within their clinical role, interlinked with the education and training continuum for each profession. Clinical relevance and applicability of the resources has been addressed through continuous engagement with NHS staff throughout the development and implementation phases. Key achievements to date include: • Establishing an active web platform (www.genomicseducation.hee.n hs.uk) supported by social media • Developing online training modules to support the 100,000 Genomes Project pipeline • Developing a multiprofessional Master’s in Genomic Medicine delivered by a network of 9 higher education institutions • Funding a national network of genetic diabetes nurses This presentation will provide details of our work and engagement with NHS staff, including applications of
genomics in improving healthcare and the relevance to nursing practice, as well as provide evidence of workforce transformation. Intended learning outcomes • Awareness of Health Education England’s Genomics Education Programme • Identify broadly where genomics will apply to different aspects of nursing practice • Know where to access relevant genomic education and training resources Recommended reading • Introduction to genomics (www.genomicseducation.nhs.u k/courses/courses/introductionto-genomics/) • Genetics/Genomics in Nursing and Midwifery Task and Finish Group Report to the Nursing and Midwifery Professional Advisory Board. (2011) accessed through www.gov.uk • How genomics will influence nursing: Learning outcomes for education and practice (2013) www.geneticseducation.nhs.uk Biography Michelle Bishop is a genetic counsellor who now works in the field of genomics education. After completing her PhD in Melbourne, Australia, she worked at the NHS Genetic and Genomic Education centre where she was involved in developing educational resources for a wide range of health professionals including nurses. Since 2014 she has been the Educational Specialist at Health Education England’s Genomics Education Programme. With an interest in workforce development, Michelle is on numerous curriculum committees and is a
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regular guest lecturer for undergraduate and postgraduate nursing and midwifery courses in the UK. 2.4.1 Low fidelity interdisciplinary ward simulation with limited staffing: how feasible and effective is it in undergraduate healthcare training? Dr Liz Berragan, Associate Professor, University of the West of England Dr Jo Kennedy Southmead Hospital, Bristol and Bristol University Dr Alison Ellis Southmead Hospital, Bristol and Bristol University Aim We have piloted a new collaborative programme between the University of the West of England and Bristol University delivering multidisciplinary ward based simulation teaching to a cohort of 70 final year nursing and medical students. The programme aimed to improve prioritisation skills, management of on-call jobs and interdisciplinary team work. We delivered this with realistic staffing levels to assess the feasibility of embedding the programme within the undergraduate curricula for health care students. Abstract It has been shown that 40% of UK nursing and medical students feel un-prepared for registeed practice and foundation jobs. (1) A key reason for this is lack of experience in prioritisation and on-call skills. (2) This has been postulated as a contributing
Concurrent Session 2 factor to increased death rates in patients presenting when new doctors start in august. (3) (4) Busy on-call shifts often result in friction between nursing and medical teams due to difficulties managing workloads and increased stress levels. Medical and nursing students took turns to run the simulated ward together. Nursing students delivered care, assessed patients, referred to the ‘doctor’ and initiated treatment. Medical students worked as the junior doctor on-call; triaging bleeps, undertaking a variety of ward jobs, and managing sick patients. At several ‘time out’ points during the ward simulation all students gathered to discuss issues that emerged and developed suggestions and solutions. Qualitative and quantitative data collected from students and staff overwhelmingly suggests that not only is on-call ward simulation an effective way of improving confidence in prioritisation and on-call skills, it is also a preferred method of understanding the roles of allied health care professionals and how to best support each other to promote patient safety. This pilot project also showed the effectiveness of students acting as patients in the scenarios which allowed them a fresh perspective, decreased running costs and promoted humour. This reduced nerves and encouraged a friendly learning environment. We hope to better equip medical and nursing students for the challenges of on-call shifts. By understanding co-workers roles, challenges and limitations we
hope to foster more effective interdisciplinary communication and in turn improve patient safety. This project shows that on-call ward simulation is an effective and achievable way of delivering this. Intended learning outcomes • Recognise the benefits of multi-disciplinary simulation learning. • Consider how this approach might work for them to support multi-disciplinary undergraduate and postgraduate learning. • Consider the benefits of low fidelity and minimally resourced simulation for students and faculty. Recommended reading • Hellaby, M. (2013) Healthcare Simulation in Practice M&K Update Ltd • Gallo, K. and Smith, L.G. (2014) Building a Culture of Patient Safety through Simulation: An Interprofessional Learning Model Springer Publishing Co Inc Biography Liz joined UWE in 2005, having had a varied nursing career within critical care, military nursing and nurse education. As a nurse educator since 1992, Liz has a keen interest in supporting students to learn to deliver compassionate and evidence based nursing care. Focusing upon the clinical simulation environment, Liz works to develop, facilitate and share successful learning strategies for students which can be transferred to the practice learning environment to help students to deliver safe and effective care.
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2.4.2 Clinical holding of children and young people – evaluation of the effectiveness of a website developed through a collaboration between Birmingham City University and Birmingham Children’s Hospital Dr Andrea Page, Associate Professor, Birmingham City University Alison Warren RGN, RSCN, APLS, EPLS, GIC Instructor, PGCert (HE), MA (Cand). Education Sister/Lecturer Practitioner, Birmingham Children's Hospital/ Birmingham City University Nicola Vanes EN(G), RGN (Adult), Prince 2 Clinical Research Manager, Birmingham Children's Hospital Aim It is difficult to engage children in discussions about their healthcare without visual tools. As part of a PhD thesis exploring clinical holding one of the authors has identified that many of the common holding practices are not ‘best practices’ with a lack of assessment of techniques, with techniques being made up, and parents being asked to hold their child. This has led to a lack of formal discussion around techniques with the child, their parents and healthcare staff which means that there is currently little demonstration being offered or practice/role-play opportunities taking place on holding techniques. The aim of this paper is to evaluate the introduction of a clinical holding website and explore whether this visual tool has led to more openness and discussion about clinical holding practices.
Concurrent Session 2 Abstract Introduction Clinical holding techniques help a child/young person stay still for a medical procedure or examination, keeping them safe and ensuring that they receive appropriate care. The context may be that the child/young person lacks capacity, the ability to understand and co-operate with the specific procedure; due to a medical condition, medication, or because of their age. Other context may be that the child/young person does not understand the need to remain still; the child/young person has involuntary movements or an inability to control their movement and needs help to remain still; or the child/young person may have asked for help to remain still. The aim of this collaborative project is to provide a repository of interactive images and information about holding techniques to aid decision making and selection of techniques. Methods In 2013, 15 participants representing nursing, radiography, phlebotomy, play specialists, dental nurses neuro scientists and medical staff, were interviewed to identify what their teaching and learning needs are regarding the application of therapeutic holding techniques and which techniques they commonly used. This group identified 28 techniques which were transformed into 3 D images and developed into a website. Healthcare staff will be asked to give feedback each time they
use the resource (on line survey). Participants from key wards will also be invited to complete a questionnaire. Descriptive statistics will be applied to the quantitative data. Qualitative data will be analysed using the six phase Thematic Analysis framework. Results Between the period of September and December 2015 we will be collating feedback via an on line survey and questionnaire. Conclusion It is hoped that this website will be an invaluable tool for healthcare staff visualise holding techniques. It is intended that the results of this project will inform the introduction of this resource within nurse education.
Intended learning outcomes • To assess whether the clinical holding techniques currently being piloted using the medium of 3D technology aid learning, memory and retention of skill. • To assess whether the website facilitates formal discussion with the child, their parents and healthcare staff. • To explore how the website is being used by healthcare staff (ie discussion only, or whether it facilitates demonstration, practice/roleplay). Recommended reading • Valler-Jones, T & Shinnick, A (2005) Holding Children for invasive Procedures Paediatric Nursing • Page, A & McDonnell, A, A (2013) Holding children and young people: defining skills for
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good practice British Journal of Nursing • Page, A & McDonnell, A, A (2015) Holding children and young people: identifying a theory practice gap British Journal of Nursing Biography Andrea Page is a module leader and lecturer on foundation nursing skills and issues relating to people with a learning disability for undergraduate students. She has recently been awarded her PhD. Her research looked at Holding Children for Clinical procedures. In partnership with colleagues from Birmingham Children's Hospital, she has developed 3 D images of the holding techniques reviewed as being safe, effective and appropriate to use with children and young people. Her current research explores what are effective low arousal and holding strategies to enable a child who has a learning disability receive treatment during a clinical trial.
2.4.3 Birmingham City University High Fidelity Simulation Exercise Senior Sister Alison Warren, Lecturer Practitioner, Birmingham City University/Birmingham Children’s Hospital Aim High Fidelity Simulation in the healthcare setting is acknowledged as a powerful teaching tool that enables practice and preparation for real life situations. The aim of the simulation exercise is for
Concurrent Session 2 student practitioners to experience and respond to a rapidly changing environment and the critical decisions that have to be made, whilst being supported by qualified practitioners. The exercise equips students with the situational awareness of the multiple roles and responsibilities. Abstract The major incident scenario (MIS) exercise at Birmingham City University was designed to enable students’ to demonstrate their clinical skills when working within a multi-professional team, both pre-hospital and in hospital. Moreover, the event allowed them to experience the impact of a major incident and collaborate with other healthcare professionals and front line services. They emerge equipped with an awareness of the roles and responsibilities as well as many transferable skills which can be used in everyday practice. Post- event feedback and reflective practice indicated that participants had learnt the importance of clinical assessment, decision making, the need for expert knowledge and skills, team working, leadership and effective communication with multiprofessionals, patients and relatives. They acknowledged the importance of responding to a rapidly changing environment. In addition, it is documented that immersive simulation on this scale activates the same responses as in a “real-life” situation. There is no dispute that an exercise such as this is a “once in a lifetime” learning experience for the students involved, but it
has previously had little impact on those students who did not participate. Therefore 2015 MIS adopted a structured approach to the patient story lines and event filming with the intention to acquire and build on a video library of purposeful clips that could be used to enhance student learning. The aim was to “film for purpose” capturing episodes of care for modules within the curriculum. Module leads now have access to themed footage archives and may request clips to support module content. Ohatake et al (2013) state that, efficacy of simulation is dependent upon the fidelity, which is the realism of a patient and environment. As a result, it is imperative simulation offers participants high-fidelity patient simulation in order to enable the practice of safe, controlled learning opportunities. Intended learning outcomes • Demonstrate a global understanding and awareness of the potential for major incidents and their impact • Analyse effective communication and collaboration with patients, relatives and other healthcare professionals with appropriate and effective leadership and management in decision making and resource management • Reflect on the personal, organisational and community impact of exposure to trauma in the scope of both every day and major incidents Recommended reading • OHTAKE, P.J., LAZARUS, M., SCHILLO, R., and ROSEN, M. (2013). Simulation experience eenhances physical therapist sstudent confidence in managing
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a patient in the critical care environment. American Physical Therapy Association, 92(2), pp. 216-228. • Rall, M. & Dieckmann, P. (2005). Crisis resource management to improve patient safety. European Society for Anaesthesia. Brussels. Retrieved from http://chua2.fiu.edu/Nursing/ane sthesiology/COURSES/Semest er%207/STUDY%20GUIDES/C RM%20Rall%20and%20Dieckm ann.pdf • World Health Organization (WHO). (2007). Mass casualty management systems: Strategies and guidelines for building health sector capacity. Geneva: WHO Press. Biography Alison Warren is a senior sister Birmingham Children’s Hospital with a clinical background in PICU, Neurosciences, Liver Transplantation and Resuscitation services with specialist interests in simulation. Alison has a wealth of advanced acute clinical paediatric skills and expertise and is a qualified instructor for Paediatric advanced life support courses (APLS/EPLS/pILS/GIC). She is currently seconded as a lecturer practitioner in clinical skills and simulation for the Faculty of Health (Child) at Birmingham City University and has played a lead role in the clinical coordination of the Major Incident Simulation. 2.5.2 Cultivating a compassion discourse in the workplace Claire Martin, Head of Nursing and Midwifery Education, Brighton, Sussex, University Hospitals Trust
Concurrent Session 2 Dr Julia Montgomery: Senior Clinical Teaching Fellow Brighton & Sussex Medical School (BSMS) Dr Charlotte Ramage: Principal lecturer, School of Health Sciences, University of Brighton Annie Chellel, Principal lecturer, School of Health Sciences, University of Brighton Dr Angela Glynn, Assistant Head of School,School of Health Sciences, University of Brighton Aim To share experience of projects aims which were to Develop a sustainable and evidence based programme of compassion awareness training. • To engage effectively with healthcare staff, building on existing organisation initiatives to promote compassionate care. • Generate compassion indicators and digital stories from healthcare workforce to contribute to the toolkit. • Evaluate the ‘train the trainers’ approach, the use of the compassion leads and the compassion toolkit. Abstract Universities of Brighton and Surrey, Brighton & Sussex Medical School (BSMS) and Brighton & Sussex University Trust (BSUH) The Cultivating Compassion Project was developed in response to a call for bids from HEKSS to provide ‘compassion awareness training’. A team from University of Brighton and Surrey, BSMS and BSUH collaborated to develop a proposal which built on previous research, practice and educational expertise in the areas of professionalism and
ethics in healthcare practice. (Adamson et al 2012, Banks and Gallagher 2009, Cornwell and Goodrich 2008, DH 2013). Aims and Research Objectives: • Develop a sustainable and evidence based programme of compassion awareness training. • To engage effectively with healthcare staff, building on existing organisation initiatives to promote compassionate care. • Generate compassion indicators and digital stories from healthcare workforce to contribute to the toolkit. • Evaluate the ‘train the trainers’ approach, the use of the compassion leads and the compassion toolkit. Methods Following review of the literature on compassion, the team developed a cultivating compassion toolkit. Some of the toolkit resources such as digital stories and compassion indicators were developed with healthcare practitioners within local NHS organisations. The resources when used varied from 10 minute exercises to whole half day workshop material. Within BSUH ‘training the trainer’ workshops were ran with the support of the Head of Nursing and Midwifery Education. The toolkit was further developed following the feedback from these workshops ensuring the organic nature of the toolkit. Evaluation of the project involved questionnaires, focus groups, semi structured interviews with users and senior staff within BSUH. Results The evaluation of the workshops were positive with participants seeing themselves as being able to use some of the resources themselves as aids to
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compassionate discourse within the workplace. Many of the participants have used the toolkit either within separate training sessions or as part of existing programmes. Many participants have been able to use resources in the clinical setting rather than the need to take healthcare workers out of the clinical environment. The most popular resources within BSUH were digital stories and activity cards. Themes arising from evaluation data • New lens on compassion • Confidence in initiation discourse about compassion • Compassion training/dissemination enablers and challenges • Integration and sustainability within the NHS organisation Discussion Factors for success of the project included: • Flexibility in the design and accessibility of activities within the toolkit • Engagement of multidisciplinary leaders within the organisation that supported and encouraged staff to disseminate the toolkit. • Embedding the project within existing training programmes. • Aligning the project alongside the Trusts’ own organisational ‘values based’ initiatives. Author(s) Claire Martin: Head of Nursing and Midwifery Education, Directorate of Education, Brighton & Sussex University Trust (BSUH) Intended learning outcomes • Have an understanding of challenges of multi disciplinary project • Awareness of Cultivating compassion Web based tool
Concurrent Session 2 • Key factors that influenced the success of the disemination of the tool kit at trust level. Recommended reading • Adamson, Elizabeth, Dewar, Belinda, Donaldson, Jayne H, Gentleman, Mandy, Gray, Morag, Horsburgh, Dorothy, King, Linda, Kalorkoti, Jenny, MacArthur, Juliet, Maclean, Mairi, McCrossan, Gill, McIntosh, Iain, Ross, Janis, Pullin, Simon, Sloan, Sue, Smith, Fiona C, Smith, Stephen, Tocher, Ria and Waugh, A. (2012) Leadership in compassionate care programme: final report. Project Report. Edinburgh Napier University/ NHS Lothian, Edinburgh. • Banks S. & Gallagher A. (2009) Ethics in professional life: virtues for health and social care Palgrave MacMillan, Basingstoke • Department of Health (2013) Delivering high quality, effective, compassionate care: Developing the right people with the right skills and the right values, DH London • Cornwell, J. & Goodrich J. (2008) Seeing the Person in the Patient: The Point of Care review paper, King’s Fund London Biography Lead for Non-Medical Prescribing Lead for Patient Group Directives Lead of the Practice Development Team Lead for quality review of education provision for pre and post registration nurses & midwives Strategic lead for nursing & midwifery education
Provide professional advice on study opportunities for nonmedical staff Trust Education & Training cost collection lead Education Liaison Lead - Higher Education Institutes Representative for BSUH at stakeholder Board of Studies, Nursing Course Boards, Educational / Academic Partnership meetings Lead for the Education Commissioning Plan Accountable for the management of educational placement funds Accountable for the management for continual professional development allocation Chair of Trust Multi-disciplinary Placement Group and Clinical Education Network and CoChair (with Medical Director) Education & Knowledge Board Oversee educational activity for Allied Health Professionals Education Liaison with Health England, Kent, Surrey & Sussex Education Liaison with Brighton & Hove Clinical Commissioning Group 2.5.3 ‘Everyone brings their expertise to the discussion table’- children’s nursing and social work students’ experiences of on line role play. Jean Shapcott, Senior Lecturer, Kingston University and St George's, University of London Dr Jayne Price, Associate Professor, School of Nursing, Kingston University and St George’s University London Kathleen Henderson, Senior Lecturer, School of Social Work, Kingston University and St George’s University London
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Aim The paper aims to highlight an inter-professional learning initiative and suggests ways of utilising this type of activity to enhance student learning. Abstract The initiative: The initiative involved students taking on roles with discussion taking place via online forums. Whilst previous nursing students indicated the merit of on line role play they suggested that this type of learning could be enhanced by involving other professionals. Thus Children’s Nursing and Social Work students worked together with a view to reaching a consensus on the management of the child / family under discussion. The role play was moderated by lecturers from both professions.
Methods: This study adopted an ‘action research approach’ which is increasingly used within education, since it aims to help practitioners solve problems, answer questions and develop new practices. Data was collected from students via an on line questionnaire following participation in the learning activity. Students were also invited to take part in a follow up interview to further unpack suggestions for future such learning activities. An on line questionnaire was also used to collect the experiences of lecturers who acted as moderators. Key Findings: Overall student experiences were positive regarding the value of this type of activity enabling them to learn with,
Concurrent Session 2 from and about other professions. In addition, students were able to identify skills which are common to both professions most notably those related to communication and teamwork. Both moderators and students identified that a number of competing factors impacted their ability to participate.
Conclusions/Recommendations The study, through a combination of insights from for students and educators, has enabled the development of a strategy to assist those wishing to implement such an approach to learning and this will be presented. Intended learning outcomes • At the end of the session the participants will be able to:• Consider the value of on line role play to promote student learning • Outline the process of enabling optimum student learning regarding health and social care • Describe the process involved in an Action Research Study
• Walsh, M & van Soeren, M (2012) ‘Interprofessional learning and virtual communities: An opportunity for the future’ Journal of Interprofessional Care 26(1) pp 43-48
Biography Jean Shapcott is a Registered Sick Children’s Nurse who has been involved in nurse education since 1990. Initially involved in neonatal nurse education, she returned to general children’s nursing education and her current interests lie in the care of children with complex special needs and those receiving palliative care. She undertook an MSc in Technology Enhanced learning (University of Stirling) and has used knowledge gained through this to develop a range of innovative online learning activities for children’s nursing students including the use of wikis and online discussion forums in a range of modules. She introduced the concept of an online role play was initially introduced into a final year nursing module with great success.
Recommended reading • Curran, VR; Share, D; Flynn, K & Button, P (2010) ‘A longitudinal study of the effect of an interprofessional education curriculum on student satisfaction and attitudes towards interprofessional teamwork and education’ Journal of Interprofessional Care 24(1) pp 41-52 • McNiff, J and Whitehead, J (2011), 2nd Edition, All you need to know about Action Research London: Sage
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Concurrent Session 3 3.1.1 From Preston to Zambia: What can student children’s nurses learn from a two week international placement? Linda Sanderson, Senior lecturer nursing, University of Central Lancashire James Meek, Senior lecturer in Sexual health, UCLan Abigail Heath or Zoe Wood Student nurses, Child Nursing, UCLan Aim To discuss the value of international placements generally and a 2 week short placement to Zambia more specifically. Abstract Caring for children with HIV in the UK is not a common occurrence for child nursing students. 770 children received HIV care in 2012 (Public Health England, 2013). However the necessity to provide effective health promotion to any child, with or without HIV, is a key skill for child nursing students. Sexual and reproductive health (SRH) promotion aimed at children and young people is particularly relevant in Zambia as a high proportion of the population of children and adolescents are HIV positive (150,000) or AIDs orphans (600,000) (UNAIDS,2015). Funding was secured from UCLan to go to Zambia with a group of students to build and expand upon a 2014 project. The 2015 project included 8 students undertaking BSc (Hons) Sexual Health Studies, 2 child nursing students, 2 BSc (Hons) media students and two lecturers. We worked with Sport in Action, a non-governmental
organisation which delivers sporting activities through a network of peer educators in schools across Zambia. We incorporated sexual health promotion alongside the sport. The placement in Zambia offered an opportunity to contribute to the health promotion of children and young people in Zambia and enhance the skills required of child nursing students. Rigorous research was not undertaken to measure the effectiveness of the learning taking place for the students, or the lecturer, during the Zambian experience. However the students and lecturer reflected upon their experience using a series of questions which offer insight into the value of the Zambian placement for their professional development. This will be shared within the presentation along with a broader consideration of the value of international placements for student nurses. Intended learning outcomes • Consider the value of international placements for student nurses • Discuss the impact of a 2 week project in Zambia for student nurses and lecturer • Discuss experiences of organising international placements for student nurses Recommended reading • Higher Education Academy (HEA) (2014) Internationalising higher education framework York, UK: HEA • Kelleher, S. (2013). Perceived benefits of study abroad programs for nursing students: An integrative review. Journal of Nursing Education, 52(12
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• Sweeney, S. (2012) Going Mobile: Internationalisation, Mobility and the European Higher Education Area York, UK: The Higher Education Academy
Biography Linda qualified as a RGN with BSc (Hons) nursing in 1985. She worked with adults in a variety of settings until RSCN training was commenced in 1989. When qualified as a children’s nurse Linda began working on the Yorkshire Regional Centre for Paediatric and Adolescent Oncology and Haematology Unit in Leeds. She worked on the oncology unit for 14 years in total, as a staff nurse, senior sister and lecturer practitioner. As the lecturer practitioner Linda was seconded to the University of Leeds to run the Paediatric and Adult Oncology courses. In 2004 she left the clinical area of oncology and worked as a sister on a busy general Paediatric ward at Airedale General Hospital. In 2006 Linda commenced as Senior Lecturer Child Health at the University of Central Lancashire. 3.1.2 Development and training of Healthcare Assistants to join the Care Crew: Supporting patients with challenging behaviour in a hospital setting. Dr Joanne Brooke, Visiting Associate Professor in Dementia Care, Royal Berkshire Hospital Aim The aim of the paper is to provide an understanding of the Care Crew and the development
Concurrent Session 3 of the role of Healthcare Assistants to specialise and become care crew members. Abstract Background Healthcare assistants (HCAs) provide care for people with dementia in acute hospital settings; current training focuses on QCF qualifications and dementia awareness. Specialist roles for HCAs are beginning to emerge. The ‘Care Crew’ at Royal Berkshire Hospital is a team of HCAs lead by a band 4 assistant practitioner. The structure of the Care Crew involves the development of HCAs to become recognised and valued members of a team, working independently to provide support and care for people with challenging behaviours, including those with dementia. Methods Care Crew members receive a programme of training and support from the Practice Educator in Dementia. Patients are referred to the Care Crew by nurses from 8 wards including elderly care, renal and bone fragility unit. The Care Crew provide one-to-one support and group activities. One-to-one support can be provided for any patient who is distressed, confused, unsettled, presents with challenging or aggressive behaviours, risk of causing harm to themselves or others, or are at risk of leaving the ward without being discharged. The Care Crew also supplements ward teams at key times of the day to support patients’ activities of living. Results Regular contact provides consistent and continuity of care for people with dementia, formal
evaluation of the care crew is ongoing, but anecdotal evidence suggests a reduction in falls due to closer supervision of patients, reduction in use of antipsychotics and improved uptake of food and drink by providing one-to-one support at mealtimes. Discussion On completion of a formal evaluation of the Care Crew, expansion of the model across Royal Berkshire Hospital will be discussed. Further expansion of the role and training of the Care Crew is currently occurring for example expanding opportunities to take patients off the wards, such as having a designated gardening area within the hospital grounds. Intended learning outcomes • To understand the role of the Care Crew • To understand the training and development of healthcare assistants to become practitioners within the Care Crew • To discuss the appropriateness of the model of the Care Crew in acute hospitals Recommended reading • - Hancock, H., Campbell, S. (2006). Developing the role of the healthcare assistant. Nursing Standard 20(49): 35-41. Biography Dr Joanne Brooke is a qualified Adult Nurse and Health Psychologist. Joanne has worked across specialities in nursing, although has focused on stroke and dementia before entering the world of research. Joanne has worked as a clinical research nurse within both clinical trials and long term
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disease registers prior to commencing her own research studies. Joanne has held the posts of Senior Lecturer and Nurse Consultant and is currently an Associate Professor at the University of West London. A focus for Joanne's work is developing care and support for patients in hospital with behaviours that may challenge staff. 3.2.1 Developing sustainable student nurse placements in primary care: benefits & challenges Tina Fear, Lead for the Independent Sector, University of the West of England Aim The aim of this paper is to discuss the benefits and challenges of student nurse placements in primary care. Abstract Society’s views of the practice nurse role in general practice has until recently been relatively unknown and misunderstood and has not been seen by nursing students as an exciting career pathway on qualification. At a time when 50% of the practice nurse workforce has either retired or approaching retirement, primary care is starting to view newly qualified nurses as one option to meeting some of the resulting deficit in their workforce. From a general practitioner viewpoint student nurse placements are now seen as one aspect of their future workforce planning. This paper provides an insight into the challenges and benefits of student placements in general practice with practice
Concurrent Session 3 nurses as their supporting mentor. Developing sustainable student nurse placements in primary care is both rewarding and challenging. In the last 6 years students have seen these placements as an opportunity to consolidate their clinical and non-clinical skills in addition to learning many others. Their experiences of the patient journey through multiprofessional community service provision and future opportunities has become a steer for students to consider a career in general practice on qualification. As a University we are now offering an optional 3rd year primary & community care module for those student nurses wishing to follow a nursing career within the community. This module equips them with core essential clinical skills and an insight into primary and community care. This is linked to a placement in general practice or community to enable them to apply their knowledge and learning. These student are then signposted to practice nursing or district nursing vacancies within the region when they qualify. Intended learning outcomes • To explore the development of sustainable student nurse placements in general practice • To examine the benefits and challenges of student nurse placement in primary care • To share student experiences of a placement in general practice Recommended reading • Campbell, P, Longbottom A, Pooler A (2007) Nursing in general practice: the toolkit for
nurses and health care assistants London Radcliffe • Edwards M, (2008) The Informed Practice Nurse, Chichester, Wiley • Primary Health Care Journal Biography Tina is lead for the Independent Sector in the Faculty of Health & Applied Sciences, University of the West of England, Bristol. She also works with general practice as an Associate Postgraduate Dean for Nursing in the School of Primary Care HESW. Tina’s background is general nursing, health visiting and general practice nursing. Her expertise lies in care home and primary care. Her role involves partnership working, with care homes and general practice through developmental projects, student placements and academic education. Projects include: promoting learning in care homes; evaluating telecare in care homes; developing and implementing e-appraisals for practice nurses. 3.2.2 Mental health student nurses' first practice placement: Exploring their experiences Andrea Lacey, Lecturer and Part-time Prof Doc Student, Bournemouth University Details of my Professional Doctorate Supervisors Professor Jonathan Parker Dr Caroline Ellis-Hill Aim The aim of this presentation is to share my doctoral research for which the data gathering was carried out at a university in the South of England during 20132014. The overall aim for the study was to explore the
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accounts of mental health student nurses’ first mental health practice placement and to identify whether these students could be more fully prepared prior to their first practice placement. Abstract Koskinen et al (2011) found student nurses felt unprepared for their first mental health placement whilst Mullen and Murray (2002) noted that students who feel inadequately prepared for their practice placement are more likely to miss out on valuable learning compared to those who are better prepared and feel more confident. This is an understudied area and there appears to be little research which explores the experience of mental student nurses and their first practice placement. Presentation Aim To provide an overview of my doctoral research studies that explores whether mental health student nurses could be more fully prepared prior to their first practice placement. Three presentation objectives: 1) To introduce and justify why this is an important area for research 2) Discuss the methodology and different research methods selected 3) Disseminate the initial research findings The research sample was composed of 26 first year Mental Health student nurses who had just completed their first term of study at the university and were preparing for their first practice placement. The research took the form of a
Concurrent Session 3 narrative enquiry and data were collected with the use of focus groups, the completion of diaries and face to face interviews. Prior to placement, all participants took part in one of four focus groups with the objective of exploring their expectations of this first practice placement. During the placement, participants were asked to compile diaries to keep an account of their experiences. These diaries provided the cue for the interviews and took place after the end of their placement. The objective of the interviews was to explore the experiences these students considered significant during their first placement. The data analysis is not yet completed, but it is hoped the experiences the students considered significant will highlight any potential for additional support or preparation to enhance student placement experience. This is an understudied area and is important because of the potential impact on the overall first practice placement experience of mental health student nurses in terms of preparation for practice placement. References Happell, B., 2008a. Clinical experience in mental health nursing: Determining satisfaction and the influential factors. Nurse education today [online], 28, 849-855. Koskinen, L., Mikkonen, I. and Jokinen, P., 2011. Learning from the world of mental health care: nursing students’ narratives. Journal of psychiatric and mental health nursing [online], 18, 622-628.
Mullen, A. and Murray, L., 2002. Clinical placements in mental health: Are the clinicians doing enough for undergraduate nursing students? International journal of mental health nursing [online], 11 (1), 61-68. Intended learning outcomes • Have an understanding of why this is an important area for study. • Have an awareness of the strengths and limitations of utilising focus groups, diaries and face to face interviews for qualitative research. • Have an insight into the initial research findings of what mental health student nurses find significant during their first practice placement. Recommended reading • Three recommended reading titles: • Granskar, M., Edberg, A. and Fridlund, B., 2001. Nursing students’ experience of their first professional encounter with people with mental disorders. Journal of psychiatric and mental health nursing [online], 8, 249-256. • Henderson, S. Happell, B. and Martin, T., 2007. So what is good about clinical experience? A mental health nursing perspective. Nurse education in practice [online], 7,164-172. • Hung, B., Huang, X. and Lin, M., 2009. The first experiences of clinical practice of psychiatric nursing students in Taiwan: A phenomenological study. Journal of clinical nursing [online], 18, (22) 3126-3135. Biography Andrea is a Chartered Psychologist and Associate Fellow of the British Psychological Society who
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currently works as a Lecturer and Student Rep Champion for the Faculty of Health and Social Sciences at Bournemouth University. Andrea also leads the undergraduate first year Communication unit for nursing students and also a compulsory post-registration research based unit. Prior to working at Bournemouth University, Andrea worked for the Open University where she was employed as a Psychology Lecturer, Assessment feedback monitor and a staff and student mentor. Andrea’s Professional Doctoral studies focus on the experience of mental health student nurses and their experiences of their first practice placement. Her interest in this area stemmed from spending four years working as a Programme Coordinator and Personal Tutor on the Mental Health Programme. As a psychologist and not a nurse, Andrea was interested in finding out what the practice placement experience was like for these students, so that she was better informed and could support these students more competently. 3.3.1 A Student’s Perspective of Service User Involvement within Educational Programmes for Nursing Students Rachel Morris-Davis, Student Mental Health Nurse, Coventry University Elizabeth Summerfield Student Mental Health Nurse at Coventry University, course representative and student ambassador. Previous BA Degree in Criminology and sociology. 1 years working experience as a dementia carer,
Concurrent Session 3 has been a family carer for her siblings for many years. Volunteer with Lucy Faithful for 3 years and a befriender for Coventry Mind mental health charity for the last 5 years. Aim To give an overview of the students experience and perspective of the direct participation and involvement of service users within their educational programme. To assist trainers and educators to involve service users and plan lessons in a way that would most benefit the students learning. This will be done by gaining insight into the students perspectives of this type of learning, and what has best helped them to gain knowledge and improve their skills once out in practice. Abstract Presentation delivered by mental health nursing students studying at Coventry University; looking at their perspective of experiencing classes and workshops that have been led by service users. The presentation will examine the positive and negative aspects of this type of teaching for both the students (across all fields of nursing) and service users and how the students feel that this type of learning has benefited them to assist them to become better nurses once in practice. They will discuss lesson and workshop styles that they have experienced and give recommendations to facilitate better student involvement and key points that students feel would improve the quality of learning gained from this type of teaching based on a series of
student perspectives across several universities. Perspectives of staff working within the NHS and private sector, that have utilised training sessions that have involved aspects of teaching from service users, have been surveyed and will be debated within this session also. There will also be a short discussion on the perspectives of the service users who are involved in the lessons on what they feel would improve the students learning and how sessions could be structured in order to be effective.
Intended learning outcomes • Hear a Students perspective of the impact of having service users involved in the teaching of their course. • Understand the positive impact that this type of learning has on students and service users alike and promotes positive practice. • Discuss any negative issues that arose from our experience to avoid this occurring in future sessions and allow educators to appropriately structure lesson plans. Recommended reading • Service user and carer involvement in education for health and social care promoting partnership for health- Michael McKeown, Lisa Malihi-Shoja and Soo Downe (2010) • Reflective Practice in NursingLisa Howatson-Jones (2013) • Service User and Carer Involvement Beyond Good Intentions- Mo McPhail (2007) Biography Student Mental Health Nurse at Coventry University, course
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representative and student ambassador. 10 years’ experience of working in the field of health and Social Care. Former working experience as the Registered Manager of a domiciliary care service, Health Care Support Worker within an acute hospital setting and within the community. Volunteer for Coventry Mind and Dementia Champion for the Dementia Friends Campaign. Fundraiser for Warwickshire Air Ambulance Service and Coventry & Warwickshire Friend LGBTQIA+ support service. 3.3.2 An exploration of political awareness amongst a cohort of all field nursing/midwifery students, in one university in Northern Ireland - Phase 2. Siobhan McCullough, Lecturer, Queens University Belfast Aim This study aims to explore nursing/midwifery student’s perceptions of the role of politics as they experience the academic and clinical components of an undergraduate degree programme, at four time points. This paper will discuss data analysis from time point two, which is at the end of year 1 of the programme. Abstract Background The literature suggests nursing and midwifery students often hold negative perceptions about the role of politics in nursing. However as healthcare involves the allocation of scarce resources nurses operate in a highly political context, thus nursing knowledge and practice should have a political
Concurrent Session 3 dimension (Maslin-Prothero and Masterson, 2002). This includes an imperative to contribute meaningfully to health policy-making to improve public health. Equipping nurses/midwifes with the requisite knowledge, understanding and skills for this arguably involves developing political awareness at the undergraduate level. However little is known about how to structure political education for nursing/midwifery students, to facilitate this. Methods A cross sectional longitudinal study design was used and data was collected using a selfcompletion questionnaire, based on questions from the EUYOUPART and Northern Ireland Life and Times surveys. A pilot study was undertaken and ethical approval was granted by the university school research ethics committee. The sample was a convenience sample of one cohort of all field nursing/midwifery students who had just commenced the degree programme (n=353). This study will report the findings from Time 2 (October 2014). Results Data was analysed using SPSS 20.0. The findings indicated changes in student interest and disinterest, knowledge and awareness about politics from Time 1 to Time 2, timeframes. Sources of political influence included educationalists, friends, family and practice. 20% of students reported a fair amount of political knowledge compared to 78% with not very much knowledge, although reported knowledge about Northern Ireland’s politics was greater than that about Westminster.
Discussion and Conclusion These findings support further exploration of the factors which influence nursing/midwifery student’s political awareness and activity as they progress through the undergraduate degree programme. The inclusion of political education throughout the undergraduate nursing/midwifery curricula would also be advocated. Intended learning outcomes • To enable identification of the relevance of political education for undergraduate nursing/midwifery students. • To enable identification of some of the barriers and enablers related to the development of undergraduate nursing/midwifery student’s political awareness. • To enable critical discussion of the academic and clinical curricular influences, on the development of undergraduate nursing/midwifery student’s political awareness. Recommended reading • Bryd, M. E., Costello, J., Gremel, K., Blanchette, M.S. & Malloy, T. E. (2012) Political Astuteness of Baccalaureate Nursing Students Following an Active Learning Experience in Health Policy, Public Health Nursing, 29 (5), pp433 – 443. • Carnegie, E. and Kiger, A. (2009) Being and doing politics: an outdated model or 21st century reality, Journal of Advanced Nursing, 65(9), pp1976-1984. • Maslin-Prothero, S. and Masterson, A. (2002) Power, Politics and Nursing in the United Kingdom. Policy, Politics and Nursing Practice. 3(2), pp.108-117.
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Biography Studied politics as an undergraduate and remain a passionate advocate for political education for nurses. Current Doctoral study is exploring this area. Professional role as a Lecturer at Queen's University Belfast, with teaching areas including politics, social sciences and public health. Current research interests include politics, health policy and human rights. 3.4.1 Findings of a single case study on a partnership between a university and an NHS Foundation Trust to deliver Nursing CPD. Kathryn Drury, Head of Postgraduate Professional Education, Edge Hill University, St Helens Road, Ormskirk. Lancashire L39 4QP Aim To disseminate the findings of a single case study of a partnership that has been designated as successful by both organisations involved. The study aimed to understand the elements of the validated partnership between an NHS Foundation Trust and a University relating to nursing CPD that have designated it a success, and to consider any lessons that may be of use to others Abstract Following the Health and Social Care Act (2012) the Department of Health launched the ‘Developing the healthcare workforce’(DH, 2012) policy document aimed at improving quality standards of education for the health workforce and assuring greater access to
Concurrent Session 3 employer-led continuing professional development programmes. A project had been underway since 2009 that involved the formal validation of a partnership between an NHS Foundation Trust and a University to jointly deliver degree level continuing professional development modules on trust premises. This took the notion of collaboration further than any previous partnership approach within either organisation. The post 2012 scrutiny of the outcomes of this partnership within both organisations deemed it to be a huge success. The performance indicators within the NHS Trust relating to the area of staff development undertaken within the partnership all improved, leading to recognition of the trust as being one of the best performing organisations in England. In order to understand the elements of this partnership that had resulted in the perception of efficiency and positive impact on the professional development of participants a single case study has been undertaken. This has explored the way in which this partnership engages both academic and clinical learning in order to achieve staff development with observable impact on patient outcomes. This presentation will describe the methodology and process of the study and discuss how this approach allowed exploration and analysis of the partnership approach. T The findings and conclusions from this research and the indicators of the reasons for success in this partnership will be disseminated so that others may consider these when seeking to improve workforce
development in the current challenging financial and political climate. Intended learning outcomes • Be able to identify the methodology of the case study and how this promoted exploration and discovery. • Have insight into the findings of the research and the conclusions drawn from analysis. • Be aware of recommendations constructed from the research and their potential usefulness to others seeking to develop a similar partnership approach. Recommended reading • Department of Health (2012) Liberating the NHS: Developing the Healthcare Workforce. London: DH Publications • Heidegger, M (1967/1972) Being and Time. Oxford: Blackwell • Yin, R.K (2009) Case Study Research. (Fourth Edition) London: Sage Publications Biography Kathryn is head of postgraduate professional education, working within the senior management team to lead and manage a team of twenty one staff, including two assistant heads of department, to ensure delivery of high quality programmes of study within a secure financial framework. Kathryn has overall responsibility for the delivery and co-ordination of undergraduate and postgraduate programmes and budget responsibilities. Kathryn is a Member of Institutional Validation & Audit Standing Panel; a Dissertation supervisor at both undergraduate and postgraduate level. Her
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academic, professional and research interests focus on the bridging of the two epistemologies of professional practice and higher education.
3.4.2 Delivery of a Clinical Academic Career Programme across the East Midlands: A Collaborative Approach Ian McGonagle, Principal Lecturer, University of Lincoln Dr Chetna Modi PhD, BSc. Head of Research, Health Education East Midlands, 1 Mere Way, Ruddington Fields Business Park, Ruddington, Nottinghamshire, NG11 6JS. Honorary Fellow University of Leicester, Department of Medical and Social Care Education,107 Princess Road East, University of Leicester, Leicester, LE1 7LA Dr. Ros Kane, Phd, MSc, BSc, RGN, DipLSHTM. Principal Lecturer, College of Social Science, University of Lincoln Reena Valand, BSc, Project Manager, Health Education East Midlands, 1 Mere Way, Ruddington Fields Business Park, Ruddington, Nottinghamshire, NG11 6JS Hannah Rowley, BSc. Project Coordinator, University of Leicester, Department of Medical and Social Care Education,107 Princess Road East, University of Leicester, Leicester, LE1 7LA Dr. Christine Jackson, PhD, M Phil, Dip Ad Ed, TDCR (Radiotherapy). Principal Research Fellow, College of Social Science, University of Lincoln
Concurrent Session 3 Aim To present a collaborative approach to the integrative opportunities for workforce development for nurses and Allied Health Professionals: the Clinical Academic Career pathway. Abstract Questions considered important are, “what do I want my learners to have learnt and what is the most valid and reliable way of knowing that they have learnt this?” The answers are implicitly embedded in a working knowledge of classic education theory. Always considered within the challenges of the university and NMC requirements of what forms assessment. Intended learning outcomes • Understanding of implicit element of learning and teaching strategy Recommended reading • Rogers, C.R. (1969). Freedom To Learn: A View of What Education Might Become. Columbus: Merril. Biography Ian joined the University of Lincoln in 2007 as a principal lecturer where he is centrally involved in the development and delivery of the Clinical Academic Career pathway for nurses and Allied Health professionals. Previously he has worked for the National Institute for Mental Health in England (NIMHE) and the Centre for Clinical and Academic Workforce Innovation (CCAWI). He led the national implementation of the 10 Essential Shared Capabilities
and the national Race Equality and Cultural Capability education programmes and other values based practice initiatives. 3.5.1 Reconsidering Scholarship in Nursing Practice. From Rhetoric to Reality. Making Revalidation Purposeful and Exciting Anita Catherine Kelsey, Nurse Lecturer, Leeds Beckett University Aim The aim of the paper is to critically analyse the seminal work of Boyer (1990) in which he challenges the outdated ideas of scholarship and through his perspective rethink nursing as a scholarly profession. At a time when the nursing profession is still reeling from recent criticisms Revalidation it will be argued is an opportunity to expand the perspective of scholarship and rethink nursing as a profession that puts the delivery of quality, safe and effective care first. Abstract The changing landscape of healthcare provision has presented significant challenges to the nursing profession. This is no more evident than the reputational challenge following the outcome of the Francis Report (2013). In order to effectively manage these challenges, nurses must continue to drive forward new and innovative ways of working within a climate of uncertainty and relentless government reforms. The NMC has proposed that some of these challenges can be met through Revalidation.
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Nurses should recognise this as an opportunity to reinvigorate the nursing profession and provide the leadership and mentorship to enable this to work. At the heart of nursing lies the provision of quality patient care; central to this is the provision of quality learning, supported by excellent appraisal and mentorship. All nurses must recognise the importance of this and become active participants. To do so will confidently silence the critics and help the profession to raise its profile and achieve the highest level of credibility. One way in which this can be achieved is by embracing Boyer’s (1990) views on scholarship into professional practice. In his work Boyer sought to expand the perspective of scholarship to one which recognises the importance of exploring relationships, fostering links between theory and practice and communicating personal knowledge to students. Taking into consideration the view of scholarship, this concurrent session will support the definition of nurses as scholars supported by mentors as scholars. Quality mentors support the assimilation of learning into professional practice, they are committed to the values and direction of nursing and underpin this through teaching and selfdetermined learning. It has perhaps never been more crucial to step up to the challenge and embrace the process of Revalidation making it the professions responsibility to implement such change
Concurrent Session 3 efficiently or ultimately someone else will do it for us. References Boyer, E.L. (1990) Scholarship Reconsidered. Priorities of the Professoriate. The Carnegie Foundation for the Advancement of Teaching Francis, R. (2013) Report of the Mid Staffordshire NHS Foundation Trust Public Inquiry. London: The Stationary Office.
Intended learning outcomes • Demonstrate a critical understanding of the work of Boyer (1990) in relation to the nurse as a scholar. • Demonstrate an awareness of the importance of Revalidation in enhancing the credibility of the profession. • Describe the importance of skilled mentorship in enhancing teaching and learning opportunities in the clinical setting. Recommended reading • Boyer, E.L. (1990) Scholarship Reconsidered. Priorities of the Professoriate. The Carnegie Foundation for the Advancement of Teaching. • Francis, R. (2013) Report of the Mid Staffordshire NHS Foundation Trust Public Inquiry. London: The Stationary Office. • Smith, K.A. and Crookes, P.A. (2011) Rethinking Scholarship: Implications for the Nursing Academic. Nurse Education Today, 31 (2011) pp.228-230. Biography Personal experiences of working with specialist nurses, practice teachers and senior nurse lecturers, has provided
the clinical and educational skills to facilitate the development of critically reflective nurse practitioners able to work collaboratively to develop and deliver evidence based practice within an increasingly demanding healthcare environment. Being awarded the Title of Queen’s Nurse by the Queen’s Nursing Institute in recognition of personal commitment to ensuring high standards of patient care and continually improving nursing practice and more recently becoming a member of Sigma Theta Tau International have been significant highlights in a career that has been challenging and yet fundamentally rewarding. 3.5.2 Supporting and enabling Mentors to link Mentor CPD to NMC Revalidation (2015) criteria Heather Robb, Practice Education Facilitator, NHS Tayside Heather Robb , RGN.RN Bsc Midwifery. Practice Education Facilitator NHS Tayside, Ninewells Hospital Dundee Aim To share the methods used in Tayside to empower mentors to reflect, utilise and promote the linking of Mentorship CPD to Revalidation (NMC 2015a) Abstract NHS Tayside involvement as a pilot site for the NMC Revalidation prompted the Tayside Practice Education Facilitator/Care Home Education Facilitator team (PEF/CHEF) to explore how
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mentors could be supported to recognise and evidence their mentorship CPD towards the Revalidation process. Consequently, the Tayside PEF/CHEF team developed, in partnership with our HEI colleagues, a facilitated workshop where mentors could explore and reflect on their mentorship experiences to capture ways of demonstrating effective mentorship practice and meet the criteria for Revalidation (NMC 2015a). The workshop helps to demystify, explore and clarify mentor CPD activities in regards to Revalidation. It also allows mentors to explore their practice and experience with students, ensuring they recognise and acknowledge their own learning, which in turn empowers reflection on practice and provides evidence for Revalidation and adherence to the code (NMC 2015b). These workshops have been positively evaluated by attendees with mentors identifying the increased value of Mentor CPD, and how it could be evidenced and applied within the Revalidation process. As indicated by Willis (RCN 2012) quality mentorship supports a positive practice placement experience with positive learning experiences and is pivotal to safe, person-centred care provision and a positive patient journey. The workshop demonstrates promotion of reflection on the mentorship role, reduced anxieties towards revalidation and motivation of mentors to acknowledge that the skills, opportunities and challenges yielded through mentorship are directly linked to the Code and
Concurrent Session 3 accepted as evidence by the NMC for Revalidation. Intended learning outcomes • Demonstrate how mentors can be encouraged to recognise the value of their mentorship activities and how to map this to The NMC Code • Demonstrate how mentors can reflect on their mentorship experiences and CPD to gather evidence for NMC Revalidation. • Understand routes to evidence Mentor CPD meeting NMC Revalidation requirements.
Recommended reading • Nursing and Midwifery Council (2015a) Revalidation. London NMC http://www.nmc.or.uk/standards/ revalidation • Nursing and Midwifery Council (2015b) The Code. London NMC • Willis,P. (2012) Quality with Compassion the future of nurse education. Report of the Willis Commission 2012. Royal College of Nursing. http://www.williscommission.org/ _data/assets/pdf_file/0007/4951 15/Willis_commission_report_Ja n_2013pdf accessed 17th August 2015 Biography Heather qualified in 1988 as a Registered General Nurse, then went on to qualify as a Registered Midwife in 1991 and in 1996 Heather completed the BSc Midwifery. Heather has retained both NMC registrations combining roles within both adult nursing and midwifery, and in 2003 Heather completed a Transition to Practice Nursing Programme . Throughout her career, Heather has enjoyed working in various
aspects of hospital and community based nursing and midwifery roles. Since 2014, Heather has worked as a Practice Education Facilitator aiming to deliver close working relationships with the mentoring teams within the clinical environments to support the learning and development of students. Heather’s Practice Education Facilitator remit covers Adult nursing, Mental Health Nursing and Midwifery.
3.6.1 What influences the response of student nurses to concerns about quality of care? Maggie Sugrue, Senior Lecturer and Placement Lead, Adult Nursing (Swindon), Department of Clinical Health Care, Faculty of Health and Life Sciences, Oxford Brookes University Aim To answer the research question about what influences the response of student nurses to concerns about quality of care in practice environments? Abstract There is substantial and widespread disquiet about the standards of nursing care, delivered by some nurses in the UK. This has implications for education. The Nursing & Midwifery Council (NMC) sets standards for pre-registration nursing education. Nurse education programmes prepare students to achieve their degree and NMC registration. Student nurses are expected to act as future leaders to change the culture of health services and ensure quality care. They also have a professional responsibility to report if they
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have concerns about the quality of care delivered in any critical environment. Therefore, an understanding of how student nurses' respond to concerns out quality of care is important to inform nurse education. To date, no studies have estimated the prevalence of students who have had concerns, the number who did or did not report their concerns or the reasons for reporting or not reporting. This study aims to investigate the response of student nurses to concerns about quality of care. A mixed methods study will combine quantitative and qualitative data from an online survey to allow a detailed understanding of the factors which influence student nurses’ response to concerns about quality of care. This is a vital area to explore as the findings will inform nurse education. It is anticipated that the results will suggest strategies to effectively support student nurses and allow concerns to be raised, ultimately improving the care delivered to patients in all clinical settings. Intended learning outcomes • To identify the current literature on student nurses raising concerns about quality of care in practice environments. • To provide a rationale for this study • To outline the proposed study Recommended reading • Francis, R. (2013) Report of the Mid Staffordshire NHS Foundation Trust Public Inquiry. Available online: http://webarchive.nationalarchiv es.gov.uk/20150407084003/http ://www.midstaffspublicinquiry.co
Concurrent Session 3 m/report . Accessed 02 Sept 2015 • Francis R (2015) Freedom to Speak Up. Available online: http://webarchive.nationalarchiv es.gov.uk/20150218150343/http ://freedomtospeakup.org.uk/thereport/. Accessed 02 Sept 2015. • Nursing and Midwifery Council (2015) The Code: Standards of conduct, performance and ethics for nurses and midwives. Available online: http://www.nmc.org.uk/standard s/code/ Accessed 02 Sept 2015 Biography Maggie is a Registered General Nurse, Registered Mental Nurse and Nurse Teacher. Maggie has worked in acute NHS Trusts where she held a variety of staff nurse, ward sister, senior sister and practice development roles before entering Higher Education in 2004. Maggie is currently undertaking an EdD and has a commitment to deliver nurse education of the highest standard. Maggie teaches on a range of subjects from certificate to masters’ level and has specific expertise in various aspects of acute nursing, leadership and coaching. 3.6.2 Looking through the fog: How the mixed identities of nurse lecturers shapes the student experience Dr Caroline Barker, Senior Lecturer (Adult Nursing), The University of Hudderfield Professor Nigel King PhD Associate Dean for Research The University of Huddersfield Dr Michael Snowden PhD, RGN, FHEA Principal Lecturer The University of Huddersfield
Dr Karen Ousey PhD, RGN, FHEA Reader in Advancing Clinical Practice The University of Huddersfield Aim Using empirical data, this presentation highlights the problems posed by the mixed identities of nurse academics. It calls for academics to clarify their academic identity to improve the student experience Abstract This presentation reports on the findings from an empirical study. Data were collected nine semistructured interviews with nurse academics and three focus group interviews with student nurses from an undergraduate pre-registration nursing course in one university in the United Kingdom (UK). Data were analysed using template analysis. Findings revealed that lecturers lacked a clear sense of identity, referring to themselves as “nurses”, “teachers” and “parents”. The value they placed on clinical practice and the importance of “doing” informed their identity and their attitudes towards nurse education. Whilst the former nurse tutor role had changed to nurse lecturer as nurse “training” moved into higher education their identity remained unchanged as their behaviours indicated how they “nursed” nursing students. Lecturers still considered themselves as teachers or nurse tutors and longed to return to hospitals; they considered their role as a teaching role which implied a parent/child relationship and the concept of reward and punishment was evident. The
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need for lecturers to control meant that students were not empowered to grow and develop as independent autonomous learners. This highlights a dichotomy for nurse education in the UK considering the shift towards flexible pedagogies within higher education, the increasing number of graduate entry nursing courses and the impetus for nurse lecturers and senior nurses to attain higher academic awards. While we acknowledge that we cannot assume that the identity issues apparent in the one University we recruited from, past research and anecdotal evidence suggest they are very unlikely to be unique. If student nurses are not empowered to take responsibility for their learning within the university context how can they be expected to take responsibility to deliver evidence based practice. Nurse lecturers must develop academic identities and enable students to develop as autonomous professionals equipped with the skills to progress the nursing profession. Intended learning outcomes At the end of the session, participants should be able to: • Understand the problems associated with mixed identities of academics within nurse education. • Appreciate how the identity of lecturers’ informs students’ identities and attitudes towards learning. • Consider how lecturers can develop a clear identity as academics to empower nursing students.
Concurrent Session 3 Recommended reading • Benner, P., Sutphen, M., Leonard, V., Day, L. (2010) Educating Nurses: A call for radical transformation. Stanford, CA: Jossey-Bass. • Darbyshire, P. (2011) The business of nurse educators in troubled times. Nurse Education Today. 31, pp. 723-724. • Ousey, K. , Gallagher, P. (2010) The clinical credibility of nurse educators: Time the debate was put to rest. Nurse Education Today. 30 pp. 662665. Biography Dr Caroline Barker is a Senior Lecturer (Adult Nursing) at the University of Huddersfield. Caroline’s clinical background is acute medical nursing. Caroline is the course leader for MSc Pre Registration Nursing and has a strong interest in curriculum development, nurse education and the student experience.
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Concurrent Session 4 4.1.1 ‘Re-thinking specialist nurse education’ Jeremy Finch, Senior Lecturer in Nursing, Manchester Metropolitan University Aim This presentation will share the findings of a two year action research study that led to a fundamental evaluation of the way we deliver Critical Care education in Manchester. The paper will briefly share the research methods that provided our students with stronger voice, providing the impetus and evidence for us to redesign our curriculum. It will seek to raise questions about how we should best teach specialist / technically advanced areas of nursing practice, while retaining the art of nursing. Abstract This paper will present the findings of a two-year participatory action research PhD study exploring the delivery of a degree & masters level Critical Care Programme for nurses provided by the Critical Care Skills Institute in Manchester. The purpose was to evaluate if our curriculum was well aligned to meeting the academic and practice learning needs of our students. The results have led to fundamental changes in our approach to this specialist nurse education. Methods • Classroom observations evaluated study days using a criterion based on the course learning outcomes. Feedback was provided to the educators, with agreed recommendations. A second cycle of observations evaluated the changes.
• Focus groups and questionnaires explored the views of all students, educators and Lead Nurses. Results • The primary motivation of majority of our students is to become better critical care nurses. • Students prioritise learning pathophysiology and the evidence base underpinning the decisions they make in practice; value learning with their peers, and applying theory to practice; highly value academic study, because it develops them personally and clinically. Impact • Students and educators were central to the change process. • Teaching materials are underpinned with a robust current evidence-base. • Teaching methods have moved away from lectures towards providing opportunities for students to apply their theoretical knowledge directly to practice, ‘thinking like critical care nurses’. • Complex sequential case histories provide a basis for scenario-based learning, with students learning from each other as they interact in decision-making to develop solutions. This generates discussion of the technical and nursing considerations when caring for critically ill people and their relatives. • The academic achievement and clinical confidence of students has improved over the period of the study. Conclusion Specialist nurse education needs to evolve in order to meet the needs of students and
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practice. A tripartite approach delivered a cohesive and balanced approach. Intended learning outcomes • Develop increased understanding and insight of how teaching methodologies impact the student learning experience. • Reflect on how we should deliver nursing graduate / masters education in order to develop specialist nurses who are academically confident and clinically competent. Recommended reading • Benner, P., Sutphen, M., Leonard, V. and Jossey-Bass, C. (2011) ‘Educating Nurses: A call for Radical Transformation’. Cambridge Quarterly of Healthcare Ethics, 20, pp.617619 • Hardcastle, J. (2008) ‘Back to the bedside’: Graduate level education in critical care. Nurse • Education in Practice, 8, pp 46-53 • Scott, D and Usher, R. (2011) Researching Education (second edition). London: Continuum. Biography A Senior Lecturer in Nursing who has been involved in Critical Care and Critical Care education for over 25 years within the UK and Australia. Clinical experience for 15 years within cardiac intensive care, as a Charge Nurse and then a Clinical Educator. Moved into University education in 2004, teaching pre and post registration nurses at Manchester Metropolitan University, leading on clinical skills teaching and simulation. Advanced/ Immediate Life Support instructor role for the RCUK for over 15 years.
Concurrent Session 4 Member of the Acute Illness Management (AIM) national steering group. Currently undertaking a PhD. 4.1.2 Framework for advanced nursing, midwifery and allied health professional practice in Wales: the implementation process Dr Carolyn Middleton, Senior Nurse, Aneurin Bevan University Health Board, Pain Management Centre, County Hospital, Griffithstown, Pontypool, NP4 5YA Dr. Nicola Ryley, DNurSci, MSc, PGCE, DipCH, RGN, RSCN, RNT. Assistant Director of Nursing, ABUHB, Grange House, Llanfrechfa Grange, Cwmbran, NP44 8YN. Aim To discuss the implementation of the Welsh Government's Advanced Practice Framework. Abstract A multitude of advanced practice roles have been developed across UK healthcare settings in response to drivers such as the European Working Time Directive and workforce shortage. Confusion and lack of professional structure has ensued. As healthcare delivery evolves, advanced nurse practice (ANP) will inevitably form part of future healthcare delivery models of flexible and affordable high quality patient care. Aneurin Bevan University Health Board implemented the Welsh Governments ANP framework using a staged implementation plan. Stage one included identifying existing ANP roles, post holders, qualifications held
and funding streams. Stage two required Directorate Management Teams (DMT) to review the impact on patient outcomes of existing ANPs and where service development was planned to ensure posts were considered. Stage three ensured consistency and quality assurance checks with all ANP’s, Nurse practitioners and clinical nurse specialists invited to information workshops, to produce a generic ANP band 7 job description and to develop support networks. All of these activities were conducted with engagement from local universities, staff side organisations and human resources representatives. A buddy system of support was also put into place as part of a wholly inclusive and iterative process. Stage four required the DMTs to further review the data prior to implementation. The final process was the validation stage, which involved an existing ANP submitting a portfolio for consideration of awarding the protected ANP title in order to ‘test’ the system. Following successful implementation of the framework, an annual review of professional updating for every ANP is required. Advanced practice should be viewed as a level of practice and not as a role, it must be underpinned by robust Governance arrangements and included in workforce planning. Audit of practice demonstrates the impact of advanced practice roles in the delivery of high quality safe patient care. Intended learning outcomes
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• To understand the principles underpinning the Advanced Practice Framework. • To appreciate that ANP a level of practice and not a role. • To appreciate the value of ANP outcome measures in assuring quality and safe care.
Recommended reading • NHS Wales framework (2010) Framework for Advanced Nursing, Midwifery and Allied Health Professional Practice in Wales. Bridgend: National Leadership and Innovation Agency for Healthcare • SGHD (2008) Supporting the Development of Advanced Nursing - A Toolkit Approach http://www.aanpe.org/LinkClick. aspx?fileticket=giFsLijsCR%3D &tabid=1051&mid=2508&langua ge=en-US • Ryley, N., Middleton, C. (2015) Framework for advanced nursing, midwifery and allied health professional practice in Wales: the implementation process (online). Available at: http://onlinelibrary.wiley.com/doi /10.1111/jonm.12291/abstract Accessed 31/8/2015. Biography Dr. Carolyn Middleton joined the corporate nursing team at ABUHB to lead on the revalidation pilot project and has been an active member of the working party implementing the Advanced Practice Framework within the UHB and has coauthored a poster on the implementation process accepted for the 43rd International Biennial Sigma Theta Tau conference to be held in the USA in November 2015.
Concurrent Session 4 Carolyn has 36 years of nursing experience and continues to work clinically as a non-medical prescriber, leading the ABUHB pain management nursing team. She has a special interest in research and medicines management, chairing the UHB non-medical prescriber group,
4.1.3 The Family Clinical Nurse Specialist: A New Advanced Nursing Practice Role Mario Ortiz, Dean & Professor, Shields Endowed Chair, Indiana University South Bend Aim The purpose of this presentation is to outline a master's-level curriculum for the Family Clinical Nurse Specialist (FCNS) role within advanced nursing practice. Abstract Background: The Family Clinical Nurse Specialist (FCNS) is a new advanced practice focus and population that emerged out of the APRN Census Model (Consensus Model for APRN Regulation: Licensure, Accreditation, Certification & Education, 2008). The FCNS is a highly skilled advanced practice nurse who guides the care of patients and families across the life span in community or other health care settings and across the trajectory of health-illness. The FCNS is educated to use theories and models from nursing and other sciences to design, implement, and evaluate services to meet to the needs of families across care environments based on the clinical nurse specialist spheres of influence and specialty focus.
Purpose: The purpose of this presentation is to outline a master's-level curriculum for the FCNS role within advanced nursing practice. Methods/Practice: The clinical nurse specialist spheres of influence (the patient/client sphere, the nurses and nursing practice sphere, and the organization/system sphere) will be reviewed in light of the FCNS role in enhancing quality of life across the spectrum of healthillness (Fulton, Lyon, & Goudreau, 2014). Conclusions and Results: The practice of FCNS enhances quality of life with a focus on ways individuals and families experience health-illness. The FCNS guides and supports individuals and families within complex healthcare systems. Implications for Practice: Family CNS practice is advanced nursing expertise in diagnosis and treatment to prevent, remediate, or alleviate illness and promote health with individuals and families. “The expertise of clinical practice is manifested in the care of clients — individuals, families, groups, and communities. CNS practice is the translation of clinical expertise into nursing care . . .” (NACNS, 2004, p. 5). Intended learning outcomes • Outline the role and carepopulation of the FCNS. • Describe the unique master'slevel curriculum and utilization of knowledge of the FCNS. • Explain the spheres of influence related to the FCNS, advanced nursing, and curriculum development.
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Recommended reading • Consensus Model for APRN Regulation: Licensure, Accreditation, Certification & Education (Retrieved from: https://www.ncsbn.org/Consens us_Model_for_APRN_Regulatio n_July_2008.pdf) • Fulton, J. S., Lyon, B. L., Goudreau, K. A. (2014). Foundations of clinical nurse specialist practice (2nd ed.). New York, NY: Springer Publishing Company. • National Association of Clinical Nurse Specialists. (2004). Statement on clinical nurse specialist practice and education (2nd ed.). Harrisburg, PA: Author. Biography Mario R. Ortiz is the Dean of the Dwyer College of Health Sciences and the William & Kathryn Shields Endowed Chair at Indiana University South Bend, USA. Dr. Ortiz earned a PhD in Nursing from Loyola University Chicago. He is a board certified public health nurse specialist and a family nurse practitioner, and works with community agencies in these roles. Dr. Ortiz is a respected scholar who focuses on nursing theory-guided research and practice. He serves on the referee panels for Nursing Science Quarterly, the Journal of Holistic Nursing, and the Journal of the Association of Nurses in AIDS Care. 4.1.4 Cultivating the 21st Century Advanced Practitioner Linda Sutcliffe, Senior Lecturer Advanced Practice, University of Cumbria
Concurrent Session 4 Kathryn Haigh MSc, BSc (Hons), PGC LTHE, Dip HE, RGN, EN Qualified as an NP in 1999 and practised in secondary care until 2005, then moved into the educational setting. Currently Programme Leader for the MSc Advanced practice. National committee member for Association of Advanced Practice Educators UK and committee member for RCN educational forum. Currently practices at local 'out of hours' provider. Kay Donnellon RGN, DPSN, DipDN, BSc (Hons), DMS, RCN ANP, Independent and Supplementary Prescriber, PGCLTHE, MBA. Kay is a senior lecturer with the University of Cumbria in advanced clinical practice with an interest in palliative care. Kay teaches in both undergraduate and post graduate programmes. She is a current PhD student researching quality in out of hours services where she is an active member of the local clinical governance group as well as keeping clinically active as an advanced nurse practitioner in the local 'Out of hours' service. Aim To stimulate debate around the terminology and definition of advanced practice that crosses international boundaries and unifies it as both a representative educational paradigm and clinical exemplar Abstract Arguably, for clinicians working beyond the confines of traditionally defined roles, advanced practice underpins the refinement of their personal
clinical repertoire. It is reflected through the synthesis of theoretical perspectives, experience in practice and those subtle skills that help evolve clinical enquiry beyond a process driven approach to one that is unconscious, embedded and expertly displayed. Advanced practitioners within nursing have a long established history within the USA and United Kingdom healthcare arenas and yet a standardized approach to both defining advanced practice, the prerequisite level of entry to post-graduate study and the benchmark for the minimum educational degree has yet to be reached. Despite the evidence that advanced practice improves patient outcomes, the research gap around the longer term impact of advanced practitioners across a range of health providers remains unfulfilled. In the UK, gaining recognition from professional bodies and political policy makers is a constant challenge and it could be argued that educational reform and a standardised approach may be the tool through which greater professional acumen may come to fruition. In this instance, should the standard be set beyond Master’s level in favour of the doctorate in order to facilitate a greater research evidence base? Or does this risk losing the art of nursing to the science of ‘doctors’? The pedagogical strategies utilised by universities in their approach to the development of advanced practitioners will necessitate a flexible and innovative approach to produce those who are fit for purpose and leaders in reform
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Intended learning outcomes • Define advanced practice and at what educational level should it be based? • Understand the pedagogical approaches that serve to nurture those qualities associated with advanced practice. • Establish a consensus around the relevance and application of advanced practice to a range of disciplines across the modern international health and social care arenas Recommended reading • Fitzgerald, C., KantrowitzGordon, I., Katz, J & Hirsch, A. (2012) Advanced Practice Nursing Education: Challenges and Strategies. Nursing Research and Practice Volume 2012, Article ID854918, doi:10.1155/2012/854918 • Clark, L., Casey, D & Morris, S. (2015) The value of Master’s degrees for registered nurses. British Journal of Nursing, 2015,Vol 24, No 6 • Nardi, D. & Diallo, R. (2014) Journal of Professional Nursing, Vol 30, No. 3 (May/June), 2014: pp 228 –232 http://dx.doi.org/10.1016/j.profnu rs.2013.09.010 © 2014 Elsevier Inc. Biography Linda has nine years’ experience as an Advanced Nurse Practitioner, initially as a community matron and then working in a large GP surgery before making the transition into education with the Advanced Practice team in March 2015. Her work as a community matron led to recognition as a finalist in both the Nursing Times Awards 2009 and Health Service Journal Awards 2010 as well as by the Institute for
Concurrent Session 4 Innovation and Improvement as part of the high quality actions for Nursing and midwifery 'The Essential Collection'. She has presented at conferences around establishing successful matron services. 4.2.1 Preparing assessments and examinations. Common errors and good practice. Laurence Leonard, Lecturer, School of Nursing and Midwifery, Queens University Belfast Aim The aim of this paper is to highlight examples of common errors and examples of good practice in the preparation of assignments and examinations submitted to an internal assessment quality group Abstract Assessment forms an important part of the student learning experience and students place a high value on the quality of feedback that they receive from academic staff on where they might improve on their examinations or assignments. However while feedback is important the quality of the actual assessment itself before students undertake an examination or commence writing an assignment is also important. It is imperative that students are clear in their understanding of what is expected of them in order to achieve a particular grade and that there is lack of ambiguity in examinations or assignments. Biggs (2003) highlighted the importance of clarity in what students are expected to be able to do at the end of a unit of study, and that intended
learning outcomes should be clearly aligned to the assessment and communicated to students so that they can structure their learning activities to optimize their assessment performance. However as Rust(2002) highlighted there are often inconsistencies in assessment practices ranging from a mis-match of assessment and learning outcomes to the inclusion of additional learning criteria and lack of clarity in the instructions. Such inconsistencies and unacceptable errors in examination papers can undermine student confidence in the assessment process In order to try and minimise such inconsistencies an internal assessment group was set up October 2013 within the School of Nursing and Midwifery at Queens University Belfast, consisting of representative academic staff from across the range of undergraduate and post-graduate courses in nursing and midwifery. The assessment group was to be a point of reference for all school examinations with a particular remit to develop an assessment strategy for all nursing and midwifery programmes and to ensure that all assessments comply with current best practice and with Nursing and Midwifery Council (NMC) requirements. Aim This paper aims to highlight some examples of good practice and common errors that were found in assignments and examinations that were submitted to the assessment group for review.
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Intended learning outcomes • Have a clearer knowledge of good practice in examination and assessment setting. • Have improved knowledge of common errors in examination and assessment setting. • Understand the importance of aligning learning outcomes with assessments. Recommended reading • Biggs. J. (2003) Teaching for Quality Learning at University – What the Student Does 2nd Edition SRHE / Open University Press, Buckingham. • Rust, C.( 2002) The impact of assessment on student learning, Active Learning in Higher education Vol3(2):145-158 • Daugherty, R.,Black, P.,Ecclestone,K.,James, M.& Newton,P.(2009) Assessment of Significant Learning Outcomes in Berry, R.(ed.) Assessment Reform and Educational Change. New York: Springer Biography Laurence Leonard is a registered nurse and nurse teacher. He has worked in a number of clinical and Higher Education settings both in London and Northern Ireland. He is currently a lecturer with the School of nursing and Midwifery at Queens University Belfast having taken up post in 2007.In addition he chairs the Schools' Assessment committee with responsibility for ensuring quality standards in all assessments across pre and post registration programmes. In his current post and having been a Senior Lecturer with the Faculty of Health and Social Care at St Georges London he has led and taught across a range of subjects in both undergraduate and
Concurrent Session 4 postgraduate nursing and health programmes, with specific teaching interests in public health, infection control, infectious diseases, trauma, healthcare ethics and paramedic education. He is currently an external examiner at London South Bank University and has previously been external examiner at Surrey and Wolverhampton Universities. He is currently enrolled on the Educational Doctorate programme at Kingston University and has a particular interest in assessment and the students experience. 4.2.2 Weaving the curriculum Charlotte Moen, Programme Lead Professional Postgraduate Education, Edge Hill University, Faculty of Health and Social Care Trish Prescott: RN, Cert Ed, PGCHETL, BA Hons, MSc. Senior Lecturer, Professional Postgraduate Education, Edge Hill University, Faculty of Health and Social Care. Aim This paper will explore the introduction of an innovative approach to learning and assessment within a masters leadership programme. Abstract Overview: This paper will explore the introduction of an innovative approach to learning and assessment within a master’s leadership programme aimed at health and social care professionals. The notion of patchwork texts (PT) as an approach to curriculum development and assessment (Ovens, 2003) is integral to the
programme. Action research was undertaken to explore the impact of the PT approach on student learning. Initial results are extremely positive and detailed evaluation will be discussed within the session. Objectives: To evaluate students’ experience of the ‘patch work text’ approach. To explore whether a ‘patch work text’ approach supports student assessment. How the patchwork texts approach has been incorporated into the programme: The aim is to scaffold student learning using short pieces of writing or ‘patches’ that gradually develop. The content of the ‘patches’ emerge from student’s reflection on various self-awareness tools and is recorded in their reflective diaries. The emerging themes are then critically explored through Action Learning Sets (ALS) and World Cafes, which both offer practical methods for holding conversations which matter (Lewis et al, 2008). This sharing of ‘patches’ and themes aims to encourage collaborative learning and to enrich the learning process as well as developing a learning community (Ovens, 2003). The PT approach thus facilitates students’ process of selfexploration and self-questioning, to make explicit the nature of their ‘self-enlightenment’ journey’ (Ovens, 2003), using several reflective lenses (Brookfield, 1995). Assessment strategies: The ‘patches’ form the basis of the student’s formative and summative assessment. The assessment is based on an over-arching critically reflective commentary which
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demonstrates critically reflective insight, new understandings and synthesis. Methodology: A questionnaire comprising open questions to explore student’s opinion and experience of the PT approach has been evaluated between 2010 - 2015. Evaluation: Evaluation has demonstrated that students find the approach has supported their academic development. Word count 295 References: Brookfield, S. (1995) Becoming a critically reflective teacher. San Francisco: Jossey-Bass. Lewis, S., Passmore, J. and Cantore, S. (2008) Appreciative Inquiry for Change Management: Using AI to Facilitate Organizational Development. London: Kogan Page. Ovens, P. (2003) ‘A Patchwork text approach to assessment in teacher education’ Teaching in Higher Education, Vol 8. (4) pp. 545-562. Intended learning outcomes • To explore patchwork texts as a teaching for learning strategy • Debate how the ‘Patchwork Text’ approach can be embedded within the curricululum • Critically reflect on the student experience of the ‘Patchwork Text’ approach Recommended reading • Bassot, B. (2013) The Reflective Journal: capturing your learning for personal and professional development, Basingstoke, Palgrave Macmillan • Brookfield, S. (1995) Becoming a critically reflective
Concurrent Session 4 teacher. San Francisco: JosseyBass. • Lewis, S., Passmore, J. and Cantore, S. (2008) Appreciative Inquiry for Change Management: Using AI to Facilitate Organizational Development. London: Kogan Page. Biography Charlotte Moen: DBO, CASE, B.Phil, MA. Charlotte worked within the NHS initially as an Allied Health Professional and then as Clinical Governance Manager. Her current role is Senior Lecturer, Professional Postgraduate Education, for Edge Hill University, Faculty of Health and Social Care. She has developed and is lead for a MSc Leadership Development programme with three pathways (Clinical leadership; Leadership & Management; Medical Leadership & Management). Charlotte is the joint lead for a Medical Leadership module that is delivered in collaboration with the Royal College of Physicians for HENW. She is also an External Examiner for postgraduate programmes. 4.2.3 Presentations as a method of assessment a students’ perspective. Carol Blackmore, senior lecturer, UCLAN Aim To share experience of student perspectives on this method of assessment. Abstract Introduction: Presentations as an assessment method provide good opportunity for students to develop transferable skills such as communication and
information technology which are rarely the focus of assessment. Nursing as a career offers a variety of developmental and professional opportunities for graduates, for example nursing research, teaching and managerial roles, also conference presentations all of which require a range of skills and abilities including presentation skills and public speaking. Assessment should support the programme aim to enhance employability (NCIHE 1997, Knight & Yorke 2004 p121). Aim of study: The aim of this study was to understand the benefits and limitations of presentations as a method of assessment from a students' perspective. Methods: A qualitative study under the heading of phenomenology, the lived experience of the individual. The study was undertaken on all three branches of preregistration nursing within the University of Central Lancashire. Focus groups were utilised in this study which acquired large quantities of data which were analyses using thematic analyses. Findings: Students experience many positive benefits with this assessment method including increased confidence in communication and presentation skills. This study highlights presentations clearly develop students’ communication skills and several examples were provided of the relevance of these skills in relation to their future nursing career. The students believed this assessment method greatly enhanced their learning as it necessitated a deep approach
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to learning of the subject matter in order to be able to present to others. The major disadvantage was the anxiety experienced by some students whilst undertaking a presentation. This study highlights, anxiety experienced by some students not only impacted on their own performance but also on their ability to concentrate on their peers presentations. However the students were able to provide suggestions for managing their anxiety before and during presentations. Implications for practice: Educators need to encourage students to participate in activities to help them manage their anxiety, for example, practising before the day of assessment, utilising peer support, practice workshops, improving their confidence by having a good knowledge of their subject. Educators need to have an awareness of the potential bias in this assessment method due to their interactions with the student during this assessment and ensure consistency in facilitation throughout all student presentations. This assessment method enhances the development of communication skills necessary for providing good quality patient care (DOH 2003, 2000) therefore is a valuable assessment tool within the nursing curriculum. Conclusion: This research study clearly demonstrates students’ views and experiences of presentation as a method of assessment. Presentation clearly enhances the development of transferable skills, especially communication, recognised as important for nursing registration (NMC 2010) to enhance care delivery.
Concurrent Session 4 Intended learning outcomes • Recognise the benefits and limitations of presentations as a method of assessment from a students’ perspective. • Demonstrate an understanding of the student experience of this method of assessment. Recommended reading • Department of Health (2003) Guiding principles relating to the communication and provision of communication skills training in pre-registration and undergraduate education for health care professionals. Leeds .DOH. • Knight P. & Yorke M., (2004) Learning Curriculum and Employability in Higher Education .Routledge Falmer. London. • Nursing and midwifery Council (2010) Standards for preregistration nursing education. London NMC Biography Carol is a member of the children team within the child branch nursing division and teaches on both the preregistration and post registration nursing curriculum. Carol is a module leader of a third year Anatomy and physiology module in which she contributed to the design and development of this module. . Carol has recently completed her master’s degree in which she undertook a research project looking at presentations as a method of assessment a students’ perspective. Carol has a wealth of experience as a children nurse and has worked mainly with the acute setting of paediatric
medicine and surgery and also many years management experience as a ward sister prior to coming into teaching. Carol is interested in the acute care and management of the sick child and also supporting children and their families who have chronic or complex needs. 4.2.4 Grading of Practice: Monitoring and Enhancing Student Learning and Assessment Nora Cooper, Senior Lecturer, Middlesex University Kathy Wilson Head of Practice-based Learning Middlesex University Aim This paper aims to present the findings of a study which explores both student and mentor perceptions of grading of practice, analyses assessment documentation and reports on the effectiveness of a quality monitoring panel set up to review completed assessment documents with the aim of enhancing assessment practice. Abstract Assessment in practice has been identified as a long running problem whether the decision has been taken to grade or not, due to the complexity of an objective assessment (Clouder and Toms 2005) and this is a view supported by a number of authors who have reviewed assessment practices for nursing students. Grading practice involves making a decision based on the assessment of performance that allows recognition of merit or
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excellence beyond awarding a mere pass and Andre (2000) asserts that a practice based discipline such as nursing that espouses the value of applying skills to practice needs to consider how such value is communicated in academic form. Gray and Donaldson (2009) conclude that the evaluation of grading tools is underdeveloped and a number of concerns have been raised regarding the reliability and validity of grading schemes. Within the Middlesex University nursing curriculum the grade awarded to the student by the mentor in practice is converted to a percentage and contributes to their degree classification. This has been a part of the assessment strategy since 2012 for all fields of nursing and with a curriculum revalidation due in 2017 a formal evaluation of the assessment strategy is currently being undertaken. This has involved a documentary analysis of a sample of completed assessment documents, focus group interviews with students and mentors and analysis of data gathered through the quality monitoring panel for practice assessment, a panel that has both clinical and academic representation. The findings from this study will contribute to the debate about grading of practice and be presented for exploration and analysis within this concurrent session Intended learning outcomes • Explore the benefits and challenges of grading practice. • Debate the value of grading of practice in enhancing the student learning experience.
Concurrent Session 4 • Critically discuss the issues of reliability and validity and the importance of robust quality monitoring processes. Recommended reading • Andre, K. (2000). Grading student clinical practice performance: the Australian perspective. Nurse Education Today. 20 (1), 672-679. • Gray, M A. Donaldson, J. (2009). Exploring issues in the use of Grading in Practice: Literature Review. National Approach to Practice Assessment for Nurses and Midwives. • Heaslip, V. Scammell, J M.E.. (2012). Failing Underperforming Students: The role of grading in practice assessments. Nurse Education in Practice. 12 (1), 95-100. Biography Nora Cooper is a Senior Lecturer and a Practice Learning Co-ordinator in the School of Health and Education at Middlesex University. Nora has been in nurse education for almost 20 years and has had a specific role in practice learning for the past 5 years. Within this role Nora takes responsibility for both the NMC mentorship and Practice Teacher awards and works closely with a number of practice partners in both the NHS and independent sector in monitoring and enhancing the student learning experience for both nursing and midwifery. Nora chairs a quality monitoring panel for practice assessment within the school. 4.3.1 Models of mentorship nursing in education: implication for international student mobility
Dr Ros Kane, Principal Lecturer, School of Health and Social Care, University of Lincoln, Lincoln. B. Dobrowolska. RN, MNS, MPhil, PhD, Academic Teacher (adjunct), Faculty of Nursing and Health Sciences, Medical University of Lublin, Lublin, Poland I. McGonagle. RMN Dip N, BSc(Hons), MSc, Principal Lecturer, School of Health and Social Care, University of Lincoln, Lincoln, UK, C. Jackson. Dip Ad ED, TDCR, MPhil, PhD, Principal Research Fellow, , School of Health and Social Care, University of Lincoln, Lincoln, UK, E. Cabrera. RN, PhD, FEANS, Director and Associate Professor, School of Health Sciences TecnoCampus, University Pompeu Fabra, Mataró (Barcelona), Spain D. Cooney-Miner. RN, CNS, PhD, FAAN, Professor and Dean, Wegmans School of Nursing, St. John Fisher College, Rochester, NY, USA, V. Di Cara. RN, BNSc, MNSc, Executive Board Member, Czech Nurses Association, Prague, The Czech Republic M. Pajnkihar. RN, PhD, Dean and Head, Institute for Nursing Care, Faculty of Health Sciences, University of Maribor, Maribor, Slovenia, N. Prlic´. PhD, Professor, Faculty of Nursing, Medical University of Osijek, Osijek, Croatia,
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A.K. Sigurdardottir. RN, PhD, Professor and Dean, School of Health Sciences, University of Akureyri, Akureyri, Iceland, D. Kekuš. RN, PhD, Professor and Academic Teacher, Higher Health School of Professional Studies, Belgrade, Serbia, J. Wells. RPN, RNT, RPN PGDip(Ed), BA(Hons), MSc, PhD Professor and Head, School of Health Sciences,Waterford Institute of Technology,Waterford, Ireland, A. Palese. RN, BNSc, MNSc Associate Professor, School of Nursing, Udine University, Udine, Italy Aim To present findings and recommendations from an international study exploring the approaches to mentorship adopted in different countries to inform future strategies for student mobility. Abstract Background: The introduction of the European Directive (EC directive 2005/36/EC) calling for mutual recognition of professional qualifications across Europe has resulted in increased international mobility. Issues relating to the facilitation of student mobility are therefore currently being debated. Identification and comparison of international differences and similarities in the way in which mentorship is offered are crucial to aid mutual understanding for the support of undergraduate nursing students. Aims: To present the findings from a study which explored the variety of approaches taken in
Concurrent Session 4 the preparation for and delivery of mentorship adopted across a range of different European and non-European countries. Methods: A qualitative approach involving an expert panel of nurses was adopted. The Nominal Group Technique was employed to develop the initial research instrument for data collection. Eleven members of the UDINE-C network, representing institutions engaged in the process of professional nurse education and research (universities, high schools and clinical institutes), participated. Three data collection rounds were implemented. Results: Key findings and recommendations from the study included differences and homogeneity regarding: (a) the clinical learning requirements across countries; (b) the prerequisites and clinical learning process patterns; and (c) the progress and final evaluation of the competencies achieved. Conclusions: A wider discussion is needed regarding nursing student exchange and internationalisation of clinical education. A clear strategy for mentorship accreditation and harmonization of patterns of delivery of mentorship are recommended. Intended learning outcomes • To appreciate the complex nature of clinical placement provision across different international contexts and understand the implications for student mobility. • To have an understanding of the diverse ways mentorship is
taught, supported and delivered across a range of international settings. • To provide the opportunity to discuss the need for and mechanisms working towards more standardised provision of clinical experience and mentorship practice. Recommended reading • Dobrowolska B et al (2015) Patterns of clinical mentorship in undergraduate nurse education: A comparative case analysis of eleven EU and non-EU countries. Nurse Education Today. In Press • Dobrowolska, B. and McGonagle, I. and Jackson, C. and Kane, R. and Cabrera, E. and Cooney-Miner, D. and Di Cara, V. and Pajnkiha, M. and Prlic, N. and Sigurdardottir, A. and Kekuš, D. and Wells, J. and Palese, A.. (2015)Clinical practice models in nursing education: implication for students’ mobility. International Nursing Review, 62 (1). pp. 3646. • Palese, A., et al. (2014) Bologna process, more or less: nursing education in the European economic area: a discussion paper. International Journal of Nursing Education Scholarship, 11 (1), 1–11. Biography Ros Kane is a Principal Lecturer in College of Social Science at the University of Lincoln where she is a member of both the Community and Health Research Unit (CaHRU) and Mental Health, Health and Social Care Group (MH2aSC). With a background in nursing, Ros graduated from University College London (UCL) with a BSc (Hons.) in Anthropology and Geography and from The
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London School of Hygiene and Tropical Medicine (LSHTM) with an MSc in Medical Demography and a PhD in Public Health research. Ros is also a Fellow of the European Academy of Nursing Science (EANS) and a member of the UDINE-C network of International nurse researchers. 4.3.2 PEF in Practice (PIP) days a new model of delivery Katie Robinson, Education, Governance and Assurance Lead, Lancashire Care NHS Foundation Trust Aim The aim of the paper is to demonstrate the benefits of a new model of working at Lancashire Care. The Practice Education Facilitator (PEF) team cover a large geographical area with over 400 placements in a large community and Mental health Trust. Creating a visible PEF presence was difficult due to the locality and accessibility of certain service areas. PEF in Practice (PIP) days were launched in July 2015. This paper will demonstrate how in a short period of time mentor compliance has increased, student satisfaction has increased and travel time for clinical staff has reduced. Abstract Lancashire Care NHS Foundation Trust (LCFT) is a large community and Mental Health Trust, we employ over 7000 staff and over 1000 students undertake clinical placements annually across a range of disciplines. We have a team of 4.0WTE Practice Education Facilitators (PEF)
Concurrent Session 4 based centrally at Trust Headquarters. The PEF in Practice (PIP) days were launched as a new model of delivery across the Trust in order to increase visibility, increase access for students /mentors/educators, allow increased opportunities for quality surveillance of the learning environment and an opportunity to deliver bespoke mentor/educator updates and triennial review support. Each member of the PEF team undertakes one PIP day per week and these are mapped across different localities and services. A dedicated administration resource sends out the dates to Mentors/Students and placement leads advertising the dates and locations. Neighbouring placements are also invited to access the PEF team on the PIP days increasing access for community teams. Since the launch in July we have seen a 13% increase in mentor compliance, student issues have been identified earlier and mentor satisfaction has improved. This model of working ensures that over 200 placements are visited each year in addition to the planned mentor updates and educational audits. Travel time has reduced as mentors/educators can access training on site and this has produced a significant saving for the Trust. This model encourages a collaborative approach within the team and raises the PEF profile. At each visit a quality surveillance survey is undertaken based on the CQC Key lines of enquiry. This is done in a variety of formats as part of conversation than a formal assessment. The
benefits of this approach also allow clinical staff to become familiar with the CQC format. Intended learning outcomes • Identify a new way of working in large geographically diverse community Trusts • Recognise how quality surveillance can be undertaken in a variety of methods • Evaluate the impact of bespoke training delivery and the benefits to learning environments Recommended reading • Shape of Care review raising the bar • The future of primary care: creating teams for tomorrow • Education Outcomes Framework (HEE) Biography Katie commenced her Nursing career in the Queen Alexanders Royal Army Nursing Corp working in Orthopaedics with civilian and military patients. She then moved into Accident and emergency and developed a passion for teaching and training. Katie undertook a PGCE in post compulsory education whilst commencing in a new role as Practice Education facilitator in a large acute Trust. After several years of developing the role Katie completed a PgDip in Health care management and moved into a more strategic role as Education, Governance and Assurance Lead at Lancashire Care NHS Foundation Trust managing the PEF team and leading on revalidation, preceptorship and widening participation.
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4.3.3 A study to explore the shifting perceptions of mentorship in mental health nursing: Being and becoming Dr Julie Teatheredge, senior lecturer, Anglia Ruskin University Aim To present an understanding of the importance of the role of the mentor, and how this mentoring affects the training of student mental health nurses in clinical practice. Abstract This longitudinal study examined the perceptions of mentorship in mental health clinical practice from nurses, as they moved from being a student to becoming a nurse, being a mental health nurse then becoming and being a mental health nurse mentor. The aim of this study was to understand the existential perceptions off the everyday reality of being a mentee and a mentor in mental health practice, and the subjective and inter-subjective process of constructing meanings in this social reality. This study mainly used qualitative methods, initially interviewing eight third year students, and sending postal questionnaires to qualified mentors. The final data collection was interviews with the participants in the first collection once they had qualified as nurse mentors. The ontological perspective was existential phenomenology. The results of this study revealed that in order to become skilled in the craft of mental health caring (Barker 2009) the apprentice has to understand
Concurrent Session 4 the essence of the craft, its hidden depths, what it really means to be a mental health nurse. For this understanding of the craft to be revealed, the apprentice the participants said, needs a mentor who cares and has concern for the craft of caring. A good mentor will inspire and motivate the student, to develop confidence in the craft of caring, develop an understanding of ones self through each transitional stage thus reaching and realizing their own potential. Intended learning outcomes • Why a mentor/teacher in mental health practice needs to have care and concern for the craft of caring, and for teaching. • How learning from experience can develop a sense of self and inspire change • Understanding the importance of taking the student on a journey of a shift to teach the reality of the craft of caring Recommended reading • Barker, P. ed. 2009 Psychiatric and Mental Health Nursing, The craft of caring. 2ed. London. Hodder Arnold. • Heidegger, M. 1962 Being and Time Trans. Macquarrie, J. and Robinson, E. 2008 New York. Harper Row. • Gopee, N., 2011. Mentoring and supervision in healthcare. London: Sage. Biography I am a registered mental health nurse with the UK’s Nursing and Midwifery Council (NMC). I worked in practice for many years, inpatient, day care and community with adult service users who were acutely unwell. My nursing also involved caring for the carers.
I am also trained as a psychodynamic person centered therapist, and I did some training in CBT and family therapy. I mastered in Psychoanalysis, and have a post graduate diploma in teaching and learning, I am also registered with NMC as a community specialist practitioner and a teacher. I am also a senior fellow with the Higher Education academy. I became a senior lecturer at Anglia Ruskin University England in 2002. I lecture student mental health nurses, but also I teach BSc and MSc students in a variety of subjects including child and adolescent mental health, mentorship, and research. I also have led programmes and pathways. I have attended international conferences presenting in Europe, Canada and America and I have some publications. 4.3.4 The Realities and Experiences of Being a Stage 1 Mentor: A Hermeneutic Phenomenological Study Louise Lawson, Principal Lecturer, University of Hertfordshire Aim The overall aim of this study was to capture the lived experiences of stage 1 mentors in order to gain an in depth understanding of what the role involves and what it is like to be a stage 1 mentor. The aim was also to obtain a detailed appreciation of the assumptions of being a stage 1 mentor and to examine in detail the meanings that they give to these experiences.
Intended learning outcomes
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Abstract It is acknowledged that mentors are critical in the enhancement of student achievement in practice, and that stage 2 mentors are responsible and accountable for student learning and assessment. However, there is little to explain what it is like to be a stage 1 mentor who often spends more time working with students than the qualified mentor. A qualitative phenomenological design was selected which was underpinned by Heideggarian philosophy of double hermeneutics. In order to allow the complexity of the stage 1 mentor role to be explored and captured, eight semi-structured interviews were conducted. The search for meaning ascribed through a six step by step interpretive process adapted from Smith et al (2009) was employed to examine the data. Interpretation of stage 1 mentor’s experiences revealed a dynamic model which comprised a process of three distinct phases. These three conceptual phases emerged as superordinate themes being ‘Managing and Dealing with Deficits’, which describes the lack of conditions that stage 1 mentors felt needed to exist in order to truly understand the nature of the role. ‘Learning the Craft’ which describes how stage 1 mentors learnt how their practical knowledge and wisdom was gained to do the craft and how to be a stage 1 mentor and ‘Transformation of Self’ which portrays how the stage 1 mentors start to feel confident and competent to assume the role.
Concurrent Session 4 • To redefine and clarify the concept of stage 1 mentoring • To articulate eight newly qualified nurses perceptions of stage 1 mentoring • To reconceptualise the preparation of newly qualified nurses for the stage 1 mentor role. Recommended reading • - Lawson, L (2012) The stage 1 mentor role needs questioning. Nursing Times. 108, (39), p11. • - Smith J.A, Flowers P, Larkin M (2013) Interpretative Phenomenological Analysis: Theory, Method and Research. Reprinted Book from Sage Publications, London Biography Louise Lawson is a Principal Lecturer at the University of Hertfordshire and is programme leader for the BSc top up degree nursing programme in the UK and Malaysia. She is in her final year of a professional educational doctorate (EdD) exploring the lived experiences of stage 1 mentors. 4.4.1 Turning a Dissertation into an Innovation. Deebs Canning, Senior Lecturer, University of West London Aim To discuss how third year PreRegistration nursing students have each developed a 'Patient Service Innovation' as the summative assessment requirement of their double disseration module. Abstract The first BSc (Hons) Nursing commenced at the University of
West London in September 2011. The summative assessment for the PreRegistration Nursing Programme up until that time had been a 6,000 word literature review. In keeping with the dynamic changes taking place in the NHS, and leading on from the recommendations of the Francis Report (2013), the assessment was changed to a patient service innovation. Students are asked to identify a gap in practice, linked to one of the five domains of the NHS Outcomes Framework (20156)and develop a Patient Service Innovation (PSI). Students need to explore the history and current context of the NHS, provide a thorough background on the chosen topic, along with a 'project plan', outlining how the PSI would be implemented into practice. Change management, leadership, clinical governance and service improvement are just some of the key concepts students are required to explore. Results for this double module have continued to be excellent, with many creative innovations being presented. Students have evaluated the assessment positively, suggesting that it has enabled them to be more prepared for their role as Health Care Professionals of the future. This paper will discuss the journey taken by both students and members of the module team, in bringing this new assessment to life. Intended learning outcomes • Identify the role of Patient Service Innovation assessments as a way to help RNs of the future to fully understand their roles in a challenging health care environment
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Recommended reading • Smith, N. & Lister, S. (2011) Turning students’ ideas into service improvements. Learning Disability Practice, 14(2), 12-16. • McSherry, R. & Warr, J. eds. (2010) Implementing excellence in your health care organisation. Maidenhead: Open University Press. • Gage, W. (2013) Using service improvement methodology to change practice. Nursing Standard, 27(23), 51-57.
Biography Deebs Canning RN, Onc Cert, Postgrad Dip Nsg (Pall Care), Postgrad Cert/Dip Teaching & Learning (London) Masters Nsg L'Ship, HEA (Fellow) Deebs holds the position of Senior Lecturer (Adult Branch) at the University of West London. Originally from Australia, Deebs has previously worked in both oncology and palliative care (PC) specialties. This has included a long acute hospital tenure as a nurse consultant in PC, and later taking on the inaugural Director of Education post at the newly established government initiative, the Centre for Palliative Care Research and Education in Brisbane, Australia. More recently Deebs has worked as a joint lecturer oncology/palliative care in several London universities and charity organisations. Deebs is currently the module leader of the Evaluating and Advancing Nursing Practice, which is the 40 credit ‘dissertation module for the BSc
Concurrent Session 4 (Hons) Nursing pre-registration programme. 4.4.2 Me first: an innovative education package to improve communication between children, young people and healthcare professionals Joanna Reid, Practice Educator for Nursing &Non-Medical Educati, Great Ormond Street Children's Hospital Kate Martin, PhD 2013 to date, MA, BA (Hons), Director Common Room Consulting Ltd Aim This paper aims to introduce you to an innovative package of education resources that improve communication between children, young people and healthcare professionals. It will highlight the work of the Me first project, the design of the education package, the role of online resources and the impact of the masterclass. It will also explain why child and young person (CYP) centred communication is important and what a difference it can make in healthcare. Abstract Me first is a new education resource to enhance the knowledge, skills and confidence of healthcare professionals (HCP) in communicating with CYP. It has been developed by Great Ormond Street Hospital and Common Room, and is funded by Health Education North Central and East London education and training board. Me first recognises that whilst involving CYP in healthcare conversations and decisions presents challenges, there are significant benefits including
reduced resistance, improved treatment adherence, patient safety and health outcomes. The Me first team have used multi-modal techniques to design a bespoke range of educational resources to meet the project aim: - The Me first CYP centred communication model is the first communication model designed specifically for and with CYP. It is based on a review of the literature and research on person-centred communication in healthcare, and on communicating with CYP in healthcare. - Me first masterclasses facilitate peer-to-peer learning, provide practical advice and resources and quality improvement techniques to enable HCPs to build on their existing expertise and apply the Me first communication model to their clinical practice. - mefirst.org.uk contains all the learning materials needed to support the Me first training and is interactive enabling users to build their own conversation by adapting the model to their practice. - A searchable resource hub enables users to share tools, projects and ideas that already exist throughout the UK. 100% of participants during the pilot of Me first rated the training and resources as good or excellent. Emerging findings from the independent evaluation of the impact of the Me first masterclass will be presented, they include the impact of the masterclass on:
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1 attitude towards partnership with young people, 2 communication skills with young people, 3 changes to clinical practice, and 4 to what extent professionals’ goals were achieved.
Intended learning outcomes • 1. Understand the methodology used by Me first to improve communication between CYP and healthcare professionals • 2. Increase awareness of the techniques used by Me first to improve communication with CYP • 3. Demonstrate the impact of the multi-modal Me first education package on communication between CYP and healthcare professionals
Recommended reading • Cahill, P. and Papageorgiou, A. (2007). 'Triadic communication in the primary care paediatric consultation: a review of the literature'. The British Journal of General Practice, 57 (544), 904-911. • Levetown, M. (2008). 'Communicating with children and families: from everyday interactions to skill in conveying distressing information'. Pediatrics, 121 (5), e1441e1460. • van Staa, A. (2011). 'Unraveling triadic communication in hospital consultations with adolescents with chronic conditions: The added value of mixed methods research'. Patient Education and Counseling, 82 (3), 455– 464.
Concurrent Session 4 Biography Joanna Reid is the Co-Lead for Me first. She helped design Me first’s research-based communication model, and has been instrumental in the planning and delivery of the accompanying education package. As a PE Joanna ensures that nurses at GOSH have the support and learning opportunities they need to work with CYP. She has a wealth of clinical and research experience in paediatrics. Last year she volunteered in Uganda for seven months running education projects in neonatal and child health. Joanna studied Nursing at King’s College London and also has a BSc in Natural Science (Physics and Psychology) from Durham University.
4.4.3 The Patients First Programme-A learning and development programme to enable nurse led teams to change practice and improve their patients experiences. Joanne Odell, Practice Development Facilitator, Foundation of Nursing Studies Aim To share knowledge, skills and experiences that could help others interested in creating the right conditions to enable nurses to develop, flourish and lead innovations in practice to improve patient and carer experience. Abstract As a registered charity, The Foundation of Nursing Studies
(FoNS) operates UK wide and across all healthcare settings. We are dedicated to working with nurses and multi professional healthcare teams to develop and share innovative ways of improving practice; thereby enabling them to provide care that is high quality; evidence based and meets the needs of patients. The Patients First Programme provides expert facilitation and support to help nurse led teams to develop, implement and evaluate locally focused innovations that improve patient care in any healthcare setting across the UK. The programme is aimed at clinical front line teams who want to understand and improve their patients experience by using practice development methodology, but lack the knowledge or experience to enable an innovation in practice. Over a period of 18 months, the Patients First Programme provides six learning and development workshops that bring together the nurse-led teams to explore and enable effective strategies for understanding patients experiences, using this to develop and change practice. To enable the project teams to transfer their learning into practice a skilled Practice Development Facilitator provides regular workplace visits and a small bursary is provided which can be used for project activities. To date 70 project teams have been supported via this programme and a variety of evaluation data demonstrates that the effectiveness of practice development approaches to
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enabling practice change through the unique combination of the three support elements of the Patients First programme, provides effective support for nursing and healthcare teams to develop their confidence and skills as facilitators of new methods and approaches. It will also show how the programme helped the nurses and their teams bridge the evidence to practice gap and introduce more patient and person centred focused innovations in their challenging and complex workplaces. Intended learning outcomes • Understand the practice development methodology used within the Patients First programme • Learn about the support elements of the Patients First programme that enable nurse led teams to introduce their innovations into practice • Explore effective strategies for understanding patients experiences and how these are used to develop practice
Recommended reading • 1.Boomer, C and McCormack, B. A collaborative practice development programme for nurse leaders “creating conditions for growth” pg 146150 in McCormack,B and McCance, T • (2010) Person centred Nursing – Theory and Practice. Oxford: Wiley -Blackwell • 2.McCormack B, Manley K, Titchen A (2013) Practice Development in Nursing and Healthcare. Wiley -Blackwell • 3.Unversity of Worcester (2013) Evaluation of the Patients First Programme .http://www.fons.org/resources/d
Concurrent Session 4 ocuments/Patients-First-Year3/University-of-Worcester-PFEvaluation-FinalReport_Nov2013.pdf Biography I have worked in a number of clinical roles specialising in Emergency care and Care of Older People. Since 2000 I have been in a practice development role managing different projects and working as a skilled facilitator to enable learning and improvements in care. I have been the facilitator for the Patients First Programme for the last 4 years. 4.4.4 Understanding the service users's pathway: A practice learning model Joanne Guy, Senior Lecturer: Professional Practice Learning, Coventry University Dr Jean Astley-Cooper RN,MSc,DSci Nursing Stratgeic Practice Lead Coventry University Aim To share a new practice learning model for general practice with the delegates Abstract As health care provision increasingly shifts to primary care more nurses will need to work in these settings in the future and be recruited at the point of registration. Preregistration nurse education programmes therefore need to ensure students are exposed to placement experiences in general practice to ensure individuals are equipped to effectively take up roles within primary care at the point of registration if they wish. Traditionally general practice
has been reluctant to provide student nurse placements and some of these reservations relate to the impact supporting students has on service delivery. In recognition of this factor and also to reduce the intense nature of the mentorstudent relationship within general practice a new practice learning model was developed and implemented for students to undertake as part of their wider placement. The model is entitled ‘Understanding the service users pathway’ and aims to maximise students understanding of community care whilst being compatible with the nature of service delivery. Students meet with 2 / 3 service users to interview them about their pathway through health and social care and then identify relevant practice visits they wish to undertake to enable them to increase their understanding of the service users experience. The students present their findings to their mentor and contextualise them within relevant national and local epidemiology. Students are allowed up to 800 hours undertake these activities and their mentor oversees them. Resources have been developed to support the model’s implementation and five students have undertaken this model of learning as part of their placement so far. Feedback from both mentors and students has been positive and students have indicated that their understanding of a number of aspects of primary care has increased including: resource use, health promotion, and deprivation.
• To discuss the 'service users'pathway'practice learning model • To discuss the opportunities and challenges • To discuss the transferability of the model to other settings
Intended learning outcomes
Aim
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Recommended reading • NHS England (2014) Five Year Forward View. Available at: • https://www.england.nhs.uk/w p-content/uploads/2014/10/5yfvweb.pdf accessed 7/9/15 • Nursing and Midwifery Council (2010) Education Standeoards for Pre-registartion Nurisng Programmes. NMC: London • Willis Commission (2012)Quality with Compassion: the future of nurisng education. RCN: London Biography Jo is a Registered Nurse and has worked at the practicetheory interface for over fifteen years in a variety of roles within the NHS and Higher Education Institutions and consequently has experience of developing healthcare education and workforce development initiatives at both strategic and operational levels. Recent activities include leading Coventry University’s project to develop student nurse placements within general practice 4.5.1 Making the invisible visible: Supporting Nursing Students with Hidden Disabilities in Clinical Practice Daniela Blumlein, Lecturer in Pre- registration Adult nursing, University of West London
Concurrent Session 4 The aim of the paper is to explore the experiences of nursing students with hidden disabilities in clinical practice and to offer suggestion for mentors on how to provide reasonable adjustments to facilitate a positive learning experience. Abstract The Equality Act (2010) defines a disability as a condition that has a significant adverse effect on a person’s ability to carry out day-to-day activities in the long term. Some disabilities, such as dyslexia, epilepsy, depression, schizophrenia, dyspraxia and others, may be hidden and therefore mentors and practice colleagues may not be aware that a student has a disability unless the learner chooses to disclose this fact. This concurrent session will highlight the experiences of nursing students with hidden disabilities in clinical practice and will suggest some reasonable adjustment that may improve the student experience and help learners to complete practice placements successfully. The presentation will share the results of a Plan, Do Study Act (PDSA) Cycle (part of a larger doctoral study) which explored the experiences of a small number of student nurses with hidden disabilities such as dyslexia on clinical placements. Nursing students may not disclose a hidden disability to mentors if they perceive that there is a risk of being unfairly judged or discriminated against. Conversely, some mentors may hold negative views about learners with certain impairments, which may inhibit the student’s learning
experience during a clinical placement Negative experiences during a clinical placement could impact on learning and affect the student’s confidence, however personal tutors and link tutors may not always be aware of these issues unless the student discusses this with them. The session will suggest strategies mentors can use to support students with hidden disabilities, as well as highlighting the role of the link lecturer as a resource for facilitating successful clinical placements for nursing students.
Intended learning outcomes By the end of the session participants will be able to : • Discuss implications of the Equality Act 2010 on support of student nurses with disabilities • List 4 hidden disabilities that may affect student nurses • Explain reasonable adjustments mentors in clinical practice can provide to support student nurses with hidden disabilities
Recommended reading • Elcock, K. (2014) Supporting students with disabilities: good progress but must try harder British Journal of Nursing 23(13), p.758 • Evans, W. (2014) ‘If they can’t tell the difference between duphalac and digoxin you’ve got patient safety issues’.Nurse Lecturers’ contructions of students’ dyslexic identities in nurse education Nurse Education Today , 34(6), p.4146
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• Great Britain. Parliament. Equality Act 2010: Elizabeth II. Chapter 15. (2010) • London: Stationery Office. Biography Daniela Blumlein is a lecturer in pre-registration adult nursing at the University of West London (UWL) and she is the programme leader for the PG Dip in pre-registration adult nursing. She is a Registered nurse who trained in Germany and holds a MA in Lifelong Learning from the Institute of Education and is currently studying for a professional doctorate in Nursing at UWL 4.5.2 The experience of registered nurses with dyslexia in the lifelong learning environment of nursing Rachael Major, Lecturer (adult nursing), Institute of Health and Social Care Studies, Guernsey None Aim The aim of this paper is to report on the findings of a qualitative study into the lifelong learning experiences of registered nurses with dyslexia. Abstract Nurses are required to develop and maintain their knowledge and skills throughout their careers in order to maintain patient safety (Nursing and Midwifery Council, 2015). Dyslexia is a neurological condition with lifelong persistence (Ramus et al., 2003), however the majority of the research that has been completed has been carried out with pre-registration student nurses with dyslexia (Morris and Turnbull, 2006, Morris and
Concurrent Session 4 Turnbull, 2007a, White, 2007, Child and Langford, 2011, Ridley, 2011, Evans 2014). One study researched the career progression of nurses with dyslexia (Morris and Turnbull, 2007b) and another studied the effects of dyslexia on the work of nurses and healthcare assistants (Illingworth, 2005). There appears to be no other published research on the effects of dyslexia in qualified nurses. Whilst there is literature on the attitudes of nurses to Continuing Professional Development (CPD) and the influencing factors for engagement in study (Morris and Turnbull, 2007b), there is little evidence of what types of lifelong learning nurses engage in or indeed the effects of dyslexia on the choices that nurses make when engaging in CPD. The literature review has shown that previous experiences of learning influence nurses attitudes to CPD (Hughes, 2005) and as much of the literature identified a lack of self-esteem in regards to learning in students with dyslexia (Burden and Burdett, 2005, Price and Gale, 2006, Gibson and Kendall, 2010, Evans, 2013), it could be concluded that this may have an effect on how qualified nurses with dyslexia engage in lifelong learning and if they choose, formal, non-formal or informal learning. A narrative approach was used within the study, which is part of a Doctorate in Education, to investigate the experiences of registered nurses learning experiences throughout their lives, along with the support and
strategies they used to further their learning. Intended learning outcomes • To recognise the impact that dyslexia may have on registered nurses' learning. • To identify learning strategies that registered nurses with dyslexia may use. • To explore the support that may be beneficial to aid the learning of registered nurses with dyslexia. Recommended reading • Evans, W. (2014). ‘I am not a dyslexic person I'm a person with dyslexia’: identity constructions of dyslexia among students in nurse education. Journal of Advanced Nursing, 70(2), 360-372. • Illingworth, K. (2005). The effects of dyslexia on the work of nurses and healthcare assistants. Nursing Standard (Royal College Of Nursing (Great Britain): 1987), 19(38), 41-48. • Morris, D. and Turnbull, P. (2007). A survey-based exploration of the impact of dyslexia on career progression of UK registered nurses. Journal Of Nursing Management, 15(1), 97-106
Hannah Curtis BSc, Research Assistant, College of Nursing Midwifery and Healthcare, University of West London
Biography Rachael Major has been a nurse lecturer for the past 14 years and has experience in supporting mentors, preregistration students and registered nurses at undergraduate and post graduate level. She is currently completing a Doctorate in Education investigating the learning experiences of registered nurses with dyslexia
Abstract Background: Student attrition rates have long been regarded as a major challenge for Higher Education Institutions (HEI) and cost the NHS approximately £99 million a year. Attrition affects students’ self-esteem as well as healthcare organisations challenged by nursing shortages. Some risk factors identified as contributing to high attrition include stress, courserelated difficulties, loss of motivation and personal
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The role of resilience in retention: a report of preliminary findings from a prospective study with nursing and midwifery students Aggie Armstrong, Research Assistant, University of West London Dr Maddie Ohl C.Psychol, AFBPsS, Head of School, School of Psychology, Social Work and Human Sciences, University of West London
Professor Heather Loveday, Director of Research, Richard Wells Research Centre, College of Nursing, Midwifery & Healthcare, University of West London Aim This is a report on the preliminary findings of an ongoing prospective, longitudinal study which aims to assess the impact of combining values-based recruitment and resilience testing on student performance and retention over a period of three years.
Concurrent Session 4 reasons. It has also been recognised that the students enrolled on nursing programmes differ from traditional university students and may therefore require different support to progress and complete successfully. Greater insight into the relationship between these factors is needed to enable HEIs to predict those most likely to struggle, develop tailored interventions and thereby reduce attrition. Methods: Participants in the current study are 63 nursing and midwifery students who commenced their programmes in 2013/14. Data were collected using a battery of tests at the beginning of the course (T1) and one year into the studies (T2). Data on academic performance, personal stressors such as financial hardship and sickness/absence during placement were also collected (T2) using the Student Requirements Prediction Tool. Data were analysed using descriptive and inferential statistics. Results: At both T1 and T2, there was a positive correlation between resilience and empathy scores and negative correlation between perceived stress and resilience. The data on academic performance and the effects of sickness revealed a positive correlation with perceived stress but no correlation with empathy and resilience scores at T2. Conclusions: The data for this sample indicate that students who perceive higher levels of stress require further support. Personal stressors may potentially be as damaging to successful progression as academic difficulties. Suitable
interventions to address these issues will be further discussed. Intended learning outcomes •better understand the risk factors for attrition in students enrolled on nursing and midwifery programmes • identify students most at risk of attrition • identify possible interventions to support these students Recommended reading • Clements, A.J., Kinman, G., Leggetter, S., Teoh, K. & Guppy, A. 2015, "Exploring commitment, professional identity, and support for student nurses", Nurse Education in Practice. In press • Galbraith, N.D. & Brown, K.E. 2011, "Assessing intervention effectiveness for reducing stress in student nurses: quantitative systematic review", Journal of advanced nursing, vol. 67, no. 4, pp. 709-721. • Urwin, S., Stanley, R., Jones, M., Gallagher, A., Wainwright, P. & Perkins, A. 2010, "Understanding student nurse attrition: Learning from the literature", Nurse education today, vol. 30, no. 2, pp. 202207.
Biography Aggie has a degree in Human Nutrition and Masters in Cancer Biology and is currently a Research Assistant and a PhD student in the College of Nursing, Midwifery and Healthcare at the University of West London. For the last twelve months she has been working under the guidance of Dr Maddie Ohl and Professor Heather Loveday to explore the nursing and midwifery student experiences. She has had
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experience lecturing and presenting her work at numerous conferences and forums. 4.5.4 Becoming a successful student in pre-registration nurse education Dr Helen Bell, Lecturer, School of Health Sciences, University of East Anglia Aim The aim of this paper is to discuss the most significant factors that enable student nurses to become successful on a pre-registration nursing programme and to offer a model of student success in preregistration nurse education. Abstract Student success in preregistration nurse education is becoming increasingly important in order to reduce student attrition and meet workforce needs in the United Kingdom (UK). Extensive quantitative research exists on student attrition and the predictive power of factors such as entry qualifications, age and gender, however there are few studies that have explored students’ accounts of their own success. This paper presents the findings of a multiple qualitative case study that identifies and explains the significance of factors that enable highachieving student nurses to become successful on their programme and offers a model of student success in preregistration nurse education. Traditionally, success has been defined as programme completion however this paper considers success in terms of
Concurrent Session 4 high academic achievement and competence in clinical practice. High-achieving nursing students identified that the most significant factors contributing to their success were being highly motivated, being actively engaged in learning, and having effective support systems. Highachieving students have the attributes of adult learners: they are self-directed, independent and actively engaged in learning. Adult learning attributes contribute positively to success but experiences in the learning environment also influence student achievement. A model of student success in pre-registration nurse education is offered that can be utilised by students, education providers and clinical mentors to understand and promote student success.
Intended learning outcomes • Discuss the factors that students' say have contributed to their success on a preregistration nursing programme • Understand the meaning of 'success' for student nurses. • Appreciate the complexity of factors that contribute to student success and their interrelationships. Recommended reading • Jeffreys, M (2007) Tracking students through program entry, progression, graduation, and licensure: Assessing undergraduate nursing student retention and success. Nurse Education Today, 27, 406-419. • Jeffreys, M (2012) Nursing Student Retention: Understanding the process and making a difference. 2nd
edition. Springer Publishing Company. • Thomas, G (2011) How to do your Case Study: A Guide for Students and Researchers. London: Sage. Biography Helen Bell has been a Registered Nurse for over 27 years working in General Surgery and Intensive Care in the UK and Canada. She currently works as a lecturer specialising in critical care nursing. She has served in the Princess Mary’s RAF Nursing Service as an Aeromedical Evacuation Liaison Officer and Senior Lecturer. Her research has included various projects: the nutritional assessment of hospital patients receiving Total Parenteral Nutrition, the impact of lecturers’ clinical credibility in relation to student learning, and the lived experience of novice intensive care nurses. Recently her doctoral thesis focused on the factors that contribute to success in pre-registration nurse education using multiple qualitative case studies. 4.6.1 Aneurin Bevan University Health Board's (ABUHB) experiences of developing nurses to meet the NMC revalidation requirements. Dr Carolyn Middleton, Senior Nurse, Aneurin Bevan University Health Board, Pain Management Centre, County Hospital, Griffithstown, Pontypool, NP4 5YA Dr. Nicola Ryley, DNurSci, MSc, PGCE, DipCH, RGN, RSCN, RNT. Assistant Director of Nursing, ABUHB, Grange House, Llanfrechfa Grange, Cwmbran, NP44 8YN.
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Denise Llewellyn, FRCN, MSc, RGN. Executive Director of Nursing, ABUHB Head Quarters, St. Cadocs Hospital, Lodge Road, Caerleon, NP18 3XQ. Aim The aim of this paper is to outline contribution of Aneurin Bevan University Health Board in developing the nursing workforce to meet the requirements of the NMC revalidation agenda. Abstract Aneurin Bevan University Health Board (ABUHB) made a significant contribution (> 38%) to the NMC revalidation UK pilot project as one of nineteen partner organisations. A clear strategic organisational approach was taken with a multi-disciplinary pilot group established to lead on the project. Workforce identified the 1000 pilot cohort (January September 2015) via the electronic staff register. The communications team facilitated effective strategies and roadshows delivered by the project lead, assisted by the education and training department, providing information and support for registrants. This resulted in 888 registrants signing up to the NMC pilot project. Despite the pilot being a voluntary process, 813 registrants completed the pilot including developing a portfolio of 450-evidenced hours of practice, 40-evidenced hours of CPD, thinking broadly about updating opportunities, 5 practice feedback examples and 5 reflective accounts. Each
Concurrent Session 4 registrant underwent a professional development discussion (PDD), a means of the organisation assessing registrants’ knowledge and understanding of learning undertaken and for registrants to explain how learning has impacted on practice and how it relates to their professional Code. A DVD and other support materials were produced providing guidance around this revalidation element. The PDD proved to be the linchpin of the revalidation process, bridging any perceived theory-practice gap. It also showed the Code is not only at the center of revalidation but also at the heart of clinical practice. Confirmation is the process of verification that the NMC revalidation needs have been met, guidance was provided to nurse, midwifery and non-registrant managers to successfully carry out this process. The UHB demonstrated an open and supportive culture and a real commitment to workforce development with 813 registrants completing the process, resulting in the organisation having a registrant in every area to act as a champion when revalidation goes live. Intended learning outcomes • Evaluate the value of encouraging a supportive organisational culture. • Identify opportunities for registrants to engage in continuing professional development activities. • Consider how professional workforce development activities can positively impact on the delivery of effective and safe care.
Recommended reading • NMC (2015) Preparing for revalidation: A guide for employers and organisations where registered nurses and midwives work (Online). Available at: NMC.org.uk (Accessed 31st August 2015). • Middleton CM, Ryley N, Llewellyn D (2015) Revalidation: A University Health Board's learning from pilot partner engagement. Nursing Management Being published September 2015. • Middleton CM, Ryley N, Llewellyn D (2015) Revalidation: implications for senior nurses. Nursing Management. 22, 6, 3238. Biography Dr, Middleton joined the Corporate Nursing Team at ABUHB leading on revalidation. Post pilot she has co-authored a number of revalidation related articles, spoken at several national conferences and has been shortlisted for the Chief Nursing Officer’s Category of the RCN Wales Nurse of the Year Awards for her revalidation work. Carolyn has 36 years nursing experience and continues to work clinically as a non-medical prescriber, leading the ABUHB pain management nursing team. She also has particular interests in research and the Advanced Practice Framework with a poster accepted for an international conference in November 2015. 4.6.2 How do Nurses Make Career Decisions
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Alison Coutts, Senior lecturer, City University London Dr. Pamela Parker, Associate director LEaD, City University, London Aim Career decisions are complex and particularly difficult in an unpredictable and unstable professional and educational environment. This paper will examine some career theories and go on to explore how nurses maximise the value they obtain from educational opportunities as they explore their career options, and will ask how well these are adapted to the current climate. Abstract The nursing profession offers multiple opportunities, but the available career options could appear like a maze. This could be particularly challenging for nurses, many of whom do not come from traditional academic or professional backgrounds, or who come from overseas. There are several theories that endeavour to provide a rationale for career choices, but few have been empirically tested, and none have been tested with nurses. This paper will review some of these theories, and explore the extent to which they are able to describe career decisions by nurses as revealed in a series of 26 semi-structured interviews with nurses, managers and educators. The paper will then present an analysis of the data using planned happenstance (Krumboltz, 2009) for the framework, and demonstrate that some nurses approach their careers in a manner that maximises the possibility of taking opportunities in uncertain
Concurrent Session 4 times, but that others are less proactive in their career decisions. Krumboltz, J.D. 2009, "The happenstance learning theory", Journal of Career Assessment, vol. 17, no. 2, pp. 135-154. Intended learning outcomes • Outline a number of career theories and explore how relevant these are to modern life. • Explore the role of the educationalist in assisisting student nurses and nurses taking higher qualifications to maximise their career potential. • Discuss a number of habits and demeanours that could maximise career success, and explore how relevant these are to nurses. Recommended reading • Krieshok, T.S., Black, M.D. & McKay, R.A. 2009, "career decision making • The limits of rationality and the abundance of non-consious processes", Journal of vocational behavior, vol. 75, no. 3, pp. 275-290. • Krumboltz, J.D. 2009, "The happenstance learning theory", Journal of Career Assessment, vol. 17, no. 2, pp. 135-154. • Pryor, R. & Bright, J. 2011, The chaos theory of careers the new perspective of learning in the twenty first century, Routledge, Oxford. Biography Alison is a senior lecturer in Adult Nursing at City University London. The focus of her academic work is applied biological sciences and professional issues. Alison acts as programme director for MSc Advanced Practice in Health and Social Care (nursing) and
(Ophthalmic nursing). She has recently organised the first careers fair for all post graduate students in Health and Social Care at City University. This paper concerns part of her work for a PhD submission planned for 2016.
development for the role has been widely acknowledged (Royal College of Nursing 2009). My own research set out to explore the factors that impact on developing the next generation of clinical nurse leaders
4.6.3 Clinical Leadership-preparing the next generation Judith Enterkin, Principal Lecturer - Leadership, London South Bank University, School of Health and Social Care Mrs Judith Enterkin RGN, RSCN, RNT PhD student MSc Nursing research and practice development PG Certificate in Academic Practice BSc (Hons) Health Studies Principal Lecturer – Leadership School of Health and Social Care, London South Bank University
Method: Case study design using: in-depth interviews with key participants, repeated over time; interviews with key informants and organisational exploration through policy and documentary analysis.
Aim This presentation will report on the findings in this case study which has explored the transition from staff nurse to ward sister, and will discuss the implications for supporting and developing the next generation of clinical nurse leaders. Abstract Background: The Francis report [into the failings at Mid Staffordshire NHS Foundation Trust] highlights the need for “Strong leadership in nursing” [Francis 2013, p66]. The Ward Sister role is fundamental to clinical leadership and high quality patient care; the role is increasingly challenging, increasingly managerial and difficult to recruit to. A lack of formal preparation and skills
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Findings: Participants required considerable to support to prepare them for the transition to band 7 (clinical ward leader) positions. Support available for participants varied considerably. Development programmes, mentoring and shadowing opportunities when available, were valuable. The band 7 role was seen by some as unattractive to junior staff, having lost patient contact time to overwhelming managerial responsibility. A range of support mechanisms were available across the organisation but these were disparate, did not necessarily achieve the desired purpose. Organisational learning concerning the development needs of this group of nurses was difficult to identify. Intended learning outcomes • Understanding of the needs of aspiring clinical leaders • Understand the need to provide integrated support for aspiring clinical leaders • Understanding that sharing best practice needs time is more complex than receiving ‘ward of the month or year awards.
Concurrent Session 4 Recommended reading • Hewison A and Morrell K (2014) Leadership development in the English National Health Service: A counter narrative to inform policy. International Journal of Nursing Studies 51, 677-688. • Pegram A, Grainger, M, Sigsworth, J and While, A (2014) Strengthening the role of the ward manager: a review of the literature. Journal of Nursing Management 22, 685–696. • Pegram, A, Grainger, M, Jones K, While, A, (2015), An exploration of the working life and role of the ward manager within an acute care hospital organisation Journal of Research in Nursing Vol. 20(4) 312–328 Biography Judith Enterkin is Principal Lecturer for Leadership and Course Director for the MSc in Leadership and service improvement in health care and is currently undertaking her PhD. She is a qualified general and children’s nurse with 20 years paediatric critical care experience, and 8 years as a Lecturer Practitioner developing and providing critical care education for nurses in South London. Judith's interests are in service improvement, leadership and change management, coaching and mentorship for leadership, supporting and facilitating learning concerning clinical leadership for learners from all areas of health care provision
4.6.4 Transition experiences of qualified nurses joining a children's hospice: a case study
Joanne Dixon, Practice Education Facilitator, Shooting Star Chase Hospice Care for Children Aim The aim of the paper is to explore the transition experiences of nurses new to children's hospice care, identify the learning needs highlighted by this group and identify the perceived support required to assist with the transition into the children's hospice setting. Abstract Transition into a new clinical environment can be a potentially difficult time for newly qualified and experienced nurses. Children’s hospices provide specialist short breaks and end of life care to children and young people with life limiting and life threatening conditions and this can be an emotionally challenging area to work in. This study adds to the existing theory on nurse transition by examining children’s nurses’ experience of transition in the unique environment of children’s hospices. A multiple case study approach was used to explore the perspective of children’s nurses who had been working in five children’s hospices in the South and East of England for up to one year. Data was collected from nine participants using a qualitative questionnaire; three were then selected to participate in a follow up interview. Data was thematically analysed and findings presented in a cross case analysis. Three main themes emerged from the data; a very different place to work, supporting
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professional development in a children’s hospice and complexity of care. The findings suggest that the following elements are important to nurses during transition: access to a structured induction; recognition of transferable skills; supportive team; having the opportunity to observe and learn from colleagues and families and the use of debriefs to reflect on and learn from experiences. Overall the environment of children’s hospices and the approach to care appears to enable the provision of a good balance of formal and informal learning opportunities. It is suggested that more emphasis may be needed in induction on the different role of the nurse and ongoing support offered with this adjustment. Furthermore, children using hospices have very individual care needs and it is essential nurses are supported in learning how to meet these needs in order to provide the high quality care they aspire to.
Intended learning outcomes • Understand some of the difficulties associated with transition for newly qualified nurses and experienced nurses entering a new clinical environment • Understand how nurses experience transition within the specialist setting of a children's hospice • Understand what support is seen as beneficial in assisting nurses during the transition into this setting Recommended reading • Brown, E (ed.)(2007)Supporting the child and family in paediatric palliative
Concurrent Session 4 care. London: Jessica Kinglsey Publishers. • Darvill, A., Fallon, D. and Livesley, J. (2014) ‘ A different world?: The transition experiences of newly qualified children’s nurses taking up first destination posts within children’s community nursing teams in England’, Issues in Comprehensive Pediatric Nursing, 37(1), pp. 6-24. • Rosser, M. and King, L. (2003) ‘Transition experiences of qualified nurses moving into hospice nursing’, Journal of Advanced Nursing, 43(2), pp. 206-215. Biography Joanne Dixon completed her children's nursing degree at the University of Surrey in 2002 and began her career working in general children’s nursing. In 2005 she started working at Shooting Star Chase children’s hospice, where she later became a Team Leader for the in-house care team. During her time at the hospice she developed an interest in education and has now been a practice education facilitator for four years. She has just completed the final year of her MA in Education for Professional Practice at the University of Surrey.
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Concurrent Session 5 5.1.1 Introducing an Electronic Games Resource to Evaluate the Teaching of Haemoglobinopathies Diana De, Lecturer in Adult Nursing, Cardiff University Aim There is increasing evidence for the benefit of a ‘gamification’ approach to learning (Cullum, 2015). Literature by Bhoopathi and Sheoran (2006) amongst others supported the idea of utilising educational games to support adult learning for complex areas of care such as sickle cell and thalassaemia. Findings from a study “Are Their Genes Compatible?” indicated that a ‘chalk and talk’ method of delivering haemoglobinopathy training to healthcare students was not being effective (De, 2005). Supported by the literature and in conjunction with Antenatal Screening Wales, the author therefore introduced a more fun element to formatively assess the knowledge retained following taught sessions on these red cell disorders; to midwives initially, then across the rest of the nursing pathways and now it is being utilised during medical training also. Abstract The evaluative resource is based upon the familiar TV show series “Who Wants to be a Millionaire?” with the rules of the game based on answering incremental monetary sums of multiple choice questions correctly to win an imaginary jackpot prize of one million pounds. As in the popular TV show, classroom participants also receive up to three in-built and easily accessible lifelines to
support them in selecting and ‘locking-in’ the correct answer. This formative method of assessment reinforces student learning which has taken place and the instantaneous feedback rewards students positively with a desirable sense of achievement. The author truly considers that successful teaching has to be a two way process. Facilitating this game not only promotes classroom interaction, critical consideration and competitiveness, it is also a resource which caters for various individual learning needs and different learning outcomes. This innovative electronic assessment method was submitted as a ‘best practice’ exemplar to the Council of Deans of Education in 2013. Additionally, it has been adapted, embedded and shared successfully across other nursing, midwifery, SCPHN and medical curriculum in both England and Wales. For delegates attending; it will be shown that this resource is highly flexible and can easily be tailored for any new learner group and with the global popularity and familiarity of the ‘game show’ means the dissemination potential of this resource is quite considerable. Intended learning outcomes • The value of formative assessment is sometimes undervalued and overlooked in academia; delivering it in a nonthreatening manner is the key for its successful implementation, as well as informing student’s summative performances. These will be the author’s take home messages. Recommended reading
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• Bhoopathi P S and Sheoran R (2006) Educational Games for Mental Health Professionals The Cochrane Library DOI: 10.1002/14651858.CD001471.p ub2 • Cullum P (2015) cited in Havergal C (2015) Lego: The Building Blocks of University Teaching? https://www.timeshighereducatio n.co.uk/news/lego-the-buildingblocks-of-university-teaching • De D (2005) Report: Are Their Genes Compatible? ISBN 184054-129-6
Biography Diana has worked within academia for the last twelve years. Over this period, changes in UK population demographics and strategic developments within the higher education sector has seen a significant rise in the need for Diana’s subject speciality teaching based around culture based care, pedagogy supporting international student’s learning, equality and diversity. Research, scholarly activity and various management responsibilities within the UK and overseas have informed much of Diana’s teaching, personal and professional development and involvement with quality assurance processes. Now working parttime, Diana continues to be an active advocate for improving awareness and services for those with red cell disorders like sickle cell and thalassaemia.
5.1.2 Using Post Mortem Computed Tomography (PMCT) images and videos as an advanced tool for teaching anatomy as
Concurrent Session 5 an adjunct to traditional methods within nursing and midwifery curriculums. Dr Jane Rutty, Principal Lecturer (Nursing), School of Nursing and Midwifery, Faculty of Health and Life Sciences, De Montfort University, Leicester. Professor Guy Rutty MBE MD FRCPath DipRCPath(Forensic) MBBS FFFLM FCSFS Chief Forensic Pathologist East Midlands Forensic Pathology Unit, University of Leicester, UK
The exposure to cadavers is traditionally considered essential to anatomy learning within healthcare, but a shortage of donated specimens usually restricts this to specialized anatomy training. Hence, courses such as nursing and midwifery tend to rely on oral lectures, instructional videos, plastic models, printed materials etc. While these are considered powerful mediums there is now an innovative adjunct, PMCT images and videos.
Professor Bruno Morgan PhD PG Cert CCT FRCR MRCP BM BCh BA(Hons) Professor of Cancer Imaging and Radiology Department of Cancer Studies, University of Leicester, UK
For this study, PMCT images and videos were created using OsiriX an open source software package. This software is dedicated to DICOM images produced by medical imaging equipment such as CT Scanners. OsiriX has been specifically designed for navigation and visualization of multimodality and multidimensional images, including 3D reconstructions, 3D multi planar reconstructions and virtual endoscopy.
Dr Alison Brough PhD BSc(Hons) FAIII Post-doctorate Research Associate East Midlands Forensic Pathology Unit, University of Leicester, UK Aim The aim of this survey was to compare traditional methods of teaching anatomy to nurses and midwives with an innovative method of combining the current teaching material with supplementary PMCT images and videos within both pre and post registration curriculums. The objective was to determine whether having access to this additional learning aid would enhance the course curriculums by increasing the students’ understanding and learning experience of the subject. Abstract
The PMCT images and videos used in this study included detailed images of external soft tissues, musculature, nervous, venous and arterial systems, and internal organs. Fly through videos moving from the external to the internal organs were also created along with detail of cardiovascular and respiratory systems, using virtual endoscopy tools to produce a virtual human body dissection. The study sample consisted of students studying undergraduate courses who were randomly exposed to either anatomy teaching using traditional methods or the
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innovative method of combining the current teaching material with supplementary PMCT images and videos. Data was collected following the teaching sessions from both groups using a questionnaire entailing quantitative and qualitative elements. The data collected was analysed using statistics and thematic analysis. The findings show that the adjunct of a PMCT course component improves the teaching and learning of anatomy by offering students an innovative virtual tour of a human body. The results of this study will be presented in the UK for the first time at this conference along with a demonstration of the PMCT images and videos. Intended learning outcomes • Recognise how the advanced tool of PMCT images and videos as an adjunct to traditional methods of anatomy teaching can increase nursing and midwifery students’ understanding and learning experience; • Identify how to create and integrate PMCT images and video so as to provide students with an innovative virtual tour of a human body; • Determine how to appropriately within a multidisciplinary team develop, plan and manage this innovation through to implementation, evaluation and dissemination with a university partner. Recommended reading • Bradshaw MJ and Lowenstein AJ (2013) Innovative Teaching Strategies in Nursing and Related Health Professions. 6th
Concurrent Session 5 edition. Jones and Bartlett Learning, Burlington MA USA; • Herman JW (2015) Creative Teaching Strategies for the Nurse Educator. 2nd edition. FA Davis Company, Philadelphia PA USA; • Rutty JE, Morgan B and Rutty GN (2015) Managing transformational change: Implementing cross-sectional imaging into death investigation services in the United Kingdom. Journal of Forensic Radiology and Imaging 3:57-60 Biography Jane joined De Montfort University as a Principal Lecturer in 2002 following ten years experience in clinical practice (medicine, critical care and clinical research) and eight years as a university academic. Today her principle roles include: • Research Theme Lead for Education and Practice Development; • Programme Leader for the Professional Doctorate in Health Sciences; • PhD supervisor for UK and international students; • Specialist Teacher in research, advancing clinical practice and medico-legal nursing; • Reviewer for five international nursing journals. In 2015 Jane was awarded the Chao Tzee Cheng Visiting Associate Professor at the Alice Lee Centre for Nursing Studies, National University of Singapore. 5.1.3 App Technology in Nurse Education
Karen McCutcheon, Senior Lecturer, Queen's University Belfast Aim To discuss the development and introduction of an app designed for use in an undergraduate nursing curriculum in Northern Ireland. Abstract The use of app software in nurse education is a relatively novel approach for teaching and learning. Internet-capable mobile technologies have often in the past been viewed as a classroom distraction by lecturers. This opinion is now changing with a growing trend in higher education towards the use of mobile technology in the facilitation of learning. App software can provide educators and students with the ability to engage in mobile technology which ultimately removes geographical and time constraints to learning. However, the application of educational content on mobile technologies has a number of issues such as teacher inexperience with technology, user engagement, the integration of user experience across all multi-media, the need for cross platform support and the ease of app accessibility. This paper discusses the development and introduction of an app designed for use in an undergraduate nursing curriculum in Northern Ireland. With the increased demand for technology based learning in higher education, appropriate support and training is essential for lecturers to gain confidence in teaching using mobile technology.
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Intended learning outcomes • Discuss the current use of mobile technology in higher education. • Explain the various stages of app development. • Describe the introduction of an app for use in an undergraduate nursing curriculum. Recommended reading • Gordon N. (2014) Flexible pedagogies: technologyenhanced learning. York, Higher Education Academy. • McCutcheon K. (2014) A leadership framework to support the use of e-learning resources. Nursing Management 21 (3), 26-29. • Singh G. and Hardaker G. (2013) Barriers and enablers to adoption and diffusion of elearning. Education and Training 56 (2/3), 105-121. Biography Karen is currently employed as a senior lecturer in the School of Nursing and Midwifery at Queen’s University Belfast. She has just completed a Doctorate in Nursing Practice and has a wide publication history. Karen has been a committee member for the National Institute for Health and Care Excellence for nine years and is currently the editor of the Journal of Perioperative Practice. 5.1.4 Is there anybody out there?: the design and delivery of a nursing MOOC. Denis Parkinson, Lecturer, University of Liverpool Aim The aim is to share the experience of the design and delivery of a nursing MOOC; "The Impact of Nursing", to an
Concurrent Session 5 international audience of 3300 individuals. Abstract Massive Open Online Courses (MOOCs) are a relatively new development in education. They are free online courses available to anyone with an interest in the subjects offered. They are not limited by geography or previous educational qualifications. Anyone can sign up. They can be seen as a democratising element of modern education. This presentation will relate the experience of designing and delivering a nursing MOOC; The Impact of Nursing, to an international online audience of 3300 individuals. This is a follow up to my presentation at the conference in 2014 which focused on the potential of using MOOCs in nursing. This course is “The Impact of Nursing”. It is a four week wholly online course with diverse content and delivery. Experts within the field of nursing share their expertise. The course includes Jane Cummings – Chief Nurse for England and Andrea Spyropolous – former president of the Royal College of Nursing. There are video clips, articles, quizzes and group activities. The course promotes communication between people with an interest in nursing from all over the world. It has proved to be an opportunity to learn from and share knowledge with a global community of like-minded individuals. Content explores the strong historical links between nursing, healthcare and Liverpool; particularly nurse education and public health. An exploration of these areas establishes the
credibility of Liverpool as a source for nursing knowledge and expertise. The course demonstrates how the city has influenced and continues to influence global nursing and healthcare. There is an exploration of nursing worldwide and the influence and effect of the profession on quality of life within different cultures. The future of nursing was also explored. This presentation aims to share the experience of delivering this course including design, management and delivery to enable nursing to take full advantage of this new educational development in a variety of positive and original ways. Intended learning outcomes • To understand what MOOCs are and how they can be used in nurse education. • To explore the specific issues involved in the design and delivery of a nursing MOOC. • To outline potential areas of application of MOOCs to nursing and nurse education. Recommended reading • Bellack, J. (2013), MOOCs: The Future is Here, Journal of Nursing Education, vol. 52, no.1, pp. 3-4. • McGettigan, A. (2013) Q. Will “Moocs” be the scourge or saviour of higher education? The Guardian 13 May. • Parkinson, D. (2013) “Open for Business?” – The Relevance of Massive Open Online Courses (MOOCs) to Nurse Education. Nursing Times, 110 (13), pp.1517. Biography Denis Parkinson is a Lecturer in Nursing at the University of
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Liverpool. His clinical background is in adult cardiac nursing and he has worked on coronary care units and in accident and emergency departments as a cardiac nurse specialist in several North West hospitals. He has also previously worked as a lecturer at the University of Salford. He has an MSc Clinical Nursing from the University of Liverpool and is a qualified teacher. His experience of teaching at a variety of academic levels is extensive. Denis has a keen interest in technology enhanced learning and its application to nurse education. 5.1.5 The Benefits of Incorporating Mindfulness Principles into Nurse Training Emily Prescott, Mental Health Nurse (awaiting pin), The Grand Care Centre, Greythorn Drive, West Bridgford, Nottingham, NG2 7GG Aim The aim of this paper is to explore the benefits to health care professionals, particularly developing nurses of incorporating mindfulness principles into their daily routine and practice. Abstract Mindfulness - derived from an element of Buddhist practice is the ability to be present in the moment whilst calmly accepting one’s feelings thoughts and bodily sensations. It has been popularised in the West by individuals such as Jon KabatZinn with his mindfulness based stress reduction program. It has also grown in popularity in the UK National Health Service (NHS), particularly within mental
Concurrent Session 5 health settings, as a form of alternative therapy. However, this concurrent presentation will focus on the benefits of incorporating mindfulness principles into nurse training and reflective practice, particularly during the pre-registration and early postregistration phase. In the aftermath of various high profile reports regarding fundamental care principles and compassion, nursing practice has undergone a series of debates on the structure and effectiveness of nurse recruitment and training. This presentation will highlight how Mindfulness principles, particularly the focus on developing compassion for others and self-awareness, mirror many of the core principles of nursing and the 6 C’s. It will explore how through a daily routine of meditation and self-reflection, nursing skills and focus can be developed to enhance patient care. It will also discuss the identified benefits of introducing mandatory mindfulness training and a 15 minute mindfulness session prior to the handover of every care shift within a nursing home setting, enabling staff to settle and focus clearly on the day ahead. Intended learning outcomes • Understand the potential benefits of utilising Mindfulness principles in a healthcare setting. • Identify the developmental opportunities for pre-registration and early post-registration nurses by utilising mindfulness into their daily routine. • Consider the benefits for ongoing nursing reflective practice Recommended reading
• Kabat-Zinn, J. (1994) Wherever You Go, There You Are: Mindfulness Meditation in Everyday Life. Hyperion.New York. • Beddoe A,E., Murphy, S,O. (2004) Does mindfulness decrease stress and foster empathy among nursing students. Journal Nursing Education.43(70 pp. 305-312 • Wolever R,Q. (2012) Effective and viable mind-body stress reduction in the workplace: a randomized control trial. Mental Health Foundation [online] Available from: http://www.mentalhealth.org.uk/ help-information/mental-healtha-z/M/mindfulness. Accessed 01/09/2015. Biography Originally career civil servant. Pursued career change into Mental Health Nursing. CQC Specialist Advisor. Editorial Board Member 'Mental Health Nursing Journal' Presented at Horatio International Psychiatric Nursing Conference, Malta, 2014 5.2.1 Professional development role modelling and other influences Dr Ian Felstead, Faculty Director of Quality, Faculty of Health & Wellbeing, Canterbury Christ Church University Aim The aim of this paper is to demonstrate the nature and impact of role modelling and other influential factors in student nurses' development as professional practitioners. Abstract Patients’ expectation of being cared for by a nurse who is
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caring, competent and professional is very pertinent in current health and social care practice. The process by which nursing students’ development of professionalism is shaped is not fully known, though it is acknowledged that their practice experience strongly shapes behaviour. This study (in 2014) explored twelve Adult Nursing students’ lived experiences of role modelling through an Interpretive Phenomenological Analysis approach, aiming to understand the impact on their development as professional practitioners. Clinical nurses influenced student development consistently. Some students reported their experiences allowed them to learn how not to behave in practice; a productive learning experience despite content. Students also felt senior staff influence on their development to be strong, citing ‘leading by example’. The influence of peers and service users on students’ professional development is also pertinent. This is directly related to how students perceive their role model status and participants in this study found that reflecting on experiences with peers and observing the reaction by service users to care delivery had a positive influence on their professional development. Other principal influence-related findings include the importance to students of feeling valued as part of the team within their clinical placements and the potentially deleterious impact on students working with nurses
Concurrent Session 5 who are displaying signs of burnout.
British Journal of Nursing 22 (4), pp. 223-227
Through analysing information gained, it would appear that identifying and educating practice-based mentors who are ready, willing and able to role model professional attributes appears crucial to developing professionalism in nursing students. Those involved in nurse education, whether service providers or universities, may wish to acknowledge the influence of clinical nurse behaviour observed by students both independent of and in direct relation to care delivery and the impact on student nurse professional development.
• Price, A. and Price, B., (2009) 'Role modelling practice with students on clinical placements', Nursing Standard, 24(11), pp. 51-56
Intended learning outcomes • Critically discuss the impact of role modelling and other influencers on student professional development including how both positive and negative aspects can be utilised to enhance student learning • Understand the importance of role modelling in observational learning • Reflect on their own professional behaviour and that of colleagues in relation to the potential influence this can have on the next generation of nurses
Recommended reading • Donaldson, J. H. and Carter, D., (2005) 'The value of role modelling: perceptions of undergraduate and diploma nursing (adult) students', Nurse Education in Practice, 5(6), pp. 353-359 • Felstead, I., (2013) ‘Role Modelling and Students’ Professional Development’,
Biography Ian Felstead is a senior lecturer in Adult Nursing and the Faculty Director of Quality at Canterbury Christ Church University. He has recently completed his Doctorate in Education. His research explored the lived experience of role modelling and its impact on the development of Adult Nursing students as professional practitioners. This was with a particular emphasis on role modelling as a learning and teaching strategy and the development of professional traits. He is a member of the Royal College of Nursing, registered with the Nursing & Midwifery Council, and a fellow of the Higher Education Academy.
5.2.2 ‘Flipped Learning: placing students centre stage’. Bridget Malkin, Senior Lecturer Adult Nursing, Birmingham City University Claire Wilcox –Tolley MA Ed(pending) BSc (Hons) Specialist Practitioner RGN RNT PG Cert Ed Learning and Teaching in Higher Education PG Cert health and Social Care Aim The aim is to share and demonstrate how the student’s seamless transition into the workforce can be facilitated and
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enhanced through challenging educational practices. Students are empowered to achieve transition through constructivist approaches e.g. experiential, social learning and group work, as they are well aligned to developing students’ employability. Abstract There is a wealth of data in relation to the transitional experience of the newly qualified nurse that indicate key areas for development and that the 'transition process' should start prior to registration. Issues of feeling under confident, a lack of preparation and overwhelmed remain problematic for third year nursing students entering the ‘transition’ to registrant period. In order to enhance the quality of the student experience and facilitate preparation of the future workforce innovative educational interventions are needed. Problem Based Learning facilitates this change. Students become the ‘teachers’, developing confidence and creativity. Opportunities for students to practice generic employability skills as part of curricula activities is often unfulfilled yet through the integration of flipped classroom concepts students are enabled and empowered for professional practice through rehearsal of a repertoire of skills. Students demonstrate their capability through participation; they lead with openness, are receptive to new ideas and demonstrate the drive to make positive things happen. Students reflect on what they have learnt and how it will inform their practice and
Concurrent Session 5 progression as a registered nurse. Intended learning outcomes • Discuss the learning approach in relation to enhancing the employability of student nurses. • Create a strategy for inclusion of this innovation within their practice. • Evaluate the current challenges to utilising the problem based approach within their area of nursing. Recommended reading • Biggs, J. and Tang, C. (2011). Teaching for Quality Learning at University. 4th Edition. England: McGraw Hill. • Pegg, A., Waldock, J, HendyIssac, S. and Lawton, R. (2012). Pedagogy For Employability. York: Higher Education Academy. • Willis, P. (2012). Quality with Compassion: the future of nursing education. Report of the Willis Commission on Nursing Education London: Royal College of Nursing. Available from: http://www.williscommission.org. uk/. Accessed 06/08/2015 Biography Bridget Malkin has over 10 years’ experience as a senior lecturer in nursing at Birmingham City University supported by over 20 years clinical experience as a registered nurse(adult field). Bridget maintains her clinical and relevant educational focus through the research stimulated by her collaborative role with Trust partners. Bridget is passionate about developing quality in educational practice to challenge and develop nursing graduates.
Bridget is a fellow of the Higher Education Academy and an active member of the West Midlands Regional Preceptorship group. Bridget has written, published and presented at local, national and international events and continues to enjoy the challenges of nursing! 5.2.3 Preceptorship programmes: Are they fit for purpose? Dr Venetia Brown, Director of Programmes (Nursing), Middlesex University, London Aim The need for a preceptorship programme for newly qualified nurses is well established and is required to support the transition from student nurse to NQN in clinical practice. Based on the findings of a study on the healthcare CPD student experience, the aim of this presentation is to demonstrate that preceptorship programmes require a wider focus which prepares NQNs for the transition in the study experience in addition to the practice experience Abstract Abstract theme: student experience / workforce development The literature on the transition experience of newly qualified nurses (NQN) emphasizes the importance of a well-organized preceptorship programme (DoH, 2010; Health Education England, 2015). This presentation will explore whether current and proposed models of preceptorship fully meet the needs of the NQN. The author completed a study on the healthcare CPD student
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experience in higher education in 2014. Key findings were: the lone student experience, and the lack of cohort identity and its impact on the CPD student study experience. Since completion of the study, Raising the Bar Shape of Caring Review has been published (Health Education England, 2015). The importance of CPD for NQNs is emphasized and the challenges of engaging in CPD studies whilst being in full time work are acknowledged. It will be argued that whilst the need for a preceptorship programme for NQNs is well established and recognized, the NQN transition experience and need for support require a wider focus than that which currently provided in preceptorship programmes. Whilst transition as it impacts on practice is emphasised, neither the DoH in 2010 nor Willis in 2015 acknowledge the importance of transition in the learning experience and the need to support students ability to ‘relearn how to learn’ and to manage their learning in the context of being a qualified practitioner studying in higher education. In relation to healthcare CPD curriculum provision, more explicit recognition is required of the healthcare CPD student experience in terms of the impact of multiple commitments, on the ability to study effectively. In particular, there are key issues around the lone student experience, the lack of cohort identity and its impact on the CPD student study experience which need to be addressed in any CPD provision starting with preceptorship programmes for NQNs.
Concurrent Session 5 Intended learning outcomes • Discuss the key features of the healthcare CPD student experience • Apply the concept of transition to the CPD study experience in addition to the practice experience of newly qualified nurses. • Evaluate existing preceptorship programmes in fully meeting the needs of newly qualified nurses.
Recommended reading • Boychuk Duchscher (2008) ‘Transition shock: the initial stage of role adaptation for newly graduated registered nurses’ Journal of Advanced Nursing 65 (5), pp. 1103-1113. • Department of Health (2010) Preceptorship Framework for Newly Registered Nurses, Midwives and Allied Health Professionals. • Health Education England (2015) Raising the Bar. Shape of Caring: A Review of the Future Education and Training of Registered Nurses and Care Assistants. Willis Review Biography Dr Venetia Brown is an Associate Professor (Practice) at Middlesex University, London. She is a Director of Programmes for Nursing and is the lead for nursing and midwifery CPD. Her main interest is in the teaching and learning experience of preregistration and CPD healthcare students and her Doctorate was based on the experience of healthcare CPD students in higher education. Current projects include: the impact of CPD on practice, the implementation of team based learning in the pre-registration
nursing curriculum and supporting the development digital literacy and use of the flipped classroom for healthcare CPD academics. 5.2.4 Student experiences of returning to practice Ann Macfadyen, Academic Development Officer, Northumbria University Julier Brewster, RGN, Staff Nure, Newcastle upon Tyne NHS Foundation Trust Sheenagh de Silva, RN, Staff Nurse, Northumberland, Tyne and Wear Mental Health Foundation Trust Helen Sanderson, RGN, Staff Nure, Newcastle upon Tyne NHS Foundation Trust Vivien Spencer, RGN,RSCN, Research Nurse Northumbria Healthcare Trust Aim To present the experiences of nurses who have been off the NMC register for over 10 years as they return to practice and the strategies which have been successful in supporting them through this transition. Abstract Following the mid-Staffordshire NHS Foundation Trust Public Enquiry (2013), it was recognised that there was a need to increase numbers of nurses nationally (Health Education England, 2014). Return to Practice programmes are the main route for lapsed registered nurses, who have not maintained the required numbers of hours in practice or undertaken continuous professional development, to return to the NMC register. These courses have low attrition rates and are a more cost
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effective way of increasing the nursing workforce rather than the 3 year pre-registration programme (HEE, 2014). Following a scoping exercise of Return to Practice programmes in 2014, a national ‘Toolkit’ was developed to inform further development of Return to Practice programmes. The Return to Practice programme has been delivered by one University in the north of England since 1987, and is currently funded by Health Education England. The recruitment for, and delivery of the programme involves close working arrangements between the University and its partner trusts. Unlike many other institutions, there is no limit as to the amount of time applicants for this programme have been off the NMC register, and over the last five years, more than half of the students commencing the programme have been out of practice for over 10 years. While this group of students have particular educational needs and, although most have not studied at University previously, they have a wealth of life experiences. Many have drawn upon their nursing skills throughout their careers, albeit away from nursing. The experiences of Return to Practice students who are now working as registered nurses after many years out of practice and the strategies which have been developed to recruit and support them in facilitating their smooth return will be outlined during this session. Intended learning outcomes • Demonstrate an awareness of the Return to Practice national toolkit and recruitment campaign
Concurrent Session 5 • Be able to articulate the challenges faced by nurses who wish to return to practice • Be able to identify possible strategies which can facilitate a smooth transition back to registration with the NMC Recommended reading • Health Education England (2014) Nursing Return to Practice: Review of the current landscape available at http://hee.nhs.uk/wpcontent/uploads/sites/321/2014/ 05/HEE-Return-to-practice.pdf • Health Education West Midlands (2014) Growing Nursing Numbers: A toolkit for good Return to Practice available at http://learning.wm.hee.nhs.uk/re sources/rtp Biography Ann Macfadyen has worked in both adult and children’s health services in Glasgow, London and Newcastle before moving into higher education in 1990. Her teaching involvement has included Children’s Nursing, Return to Practice programmes and on education programmes for health care educators and new academics. Her research experience has involved a range of projects which have consulted with students about their experience of Higher Education and with children and their families about their experience of health care. 5.2.5 Compassion in the Emergency Department: the experiences and perceptions of student nurses. David J. Hunter, Lecturer in Adult Health, University of the West of Scotland
Dr Jacqueline McCallum Qualifications: EdD MN PGCert BA RGN FHEA Senior Lecturer, Glasgow Caledonian University Dr Dora Howes ProfD MN PGCert BSc SocSci/Nursing Studies RGN NDN RNT Lecturer, Glasgow Caledonian University Aim This paper aims to report to delegates on the preliminary findings of a doctoral study which considered BSc Adult Nursing students who had been allocated to an Emergency Department for a Practice Learning Experience (PLE). The focus was on the students' experiences and perceptions of compassionate care within this type of clinical setting. The research was undertaken using a novel methodological approach, which is referred to as EDQ research. Abstract Background Compassion is currently at the forefront of healthcare policy and is debated both nationally and internationally in relation to practice and education (Dewar, 2013). Previous work by the author (Hunter, 2010) explored the experiences of student nurses within the Emergency Department. By reviewing the literature, it was apparent that the experiences of student nurses themselves regarding compassionate care has received little attention. There appeared to be no studies which looked at the combined phenomena of student nurses, compassionate care and the Emergency Department.
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Participants Participants were recruited from one Higher Education Institute in Scotland. The intention was to recruit 15 student nurses from the BSc Adult Nursing programme, all of whom had engaged in a Practice Learning Experience (PLE) in an Emergency Department in academic year (2014/15). These would be divided into 5x 1st years, 5x 2nd years and 5x 3rd year students from across the four campuses of this university, to provide a sample covering different levels of student and different geographical areas. Methodology The underpinning methodology is that of an exploratorydescriptive qualitative (EDQ) design. This is justified as it allows the researcher to explore a topic with limited coverage within the literature and allows the participants to contribute to the development of new knowledge in relation to the area of study (Reid-Searl & Happell, 2012). Methods Ethical approval was granted from the institution the author is completing his Professional Doctorate at and access to the participants gained from the university the students attend. Data was collected via individual, face-to-face, semistructured interviews with participants. These interviews were audio recorded and transcribed verbatim. Thematic data analysis was undertaken based upon the work of Braun & Clarke (2006).
Concurrent Session 5 Findings At the time of submitting this abstract the findings are not known. This paper shall present on the preliminary findings of the study. Intended learning outcomes Following this session, delegates will: • Appreciate the experiences student nurses have in the Emergency Department in relation to the provision of compassionate care • Be aware of an alternative research methodology which they may not have considered before • Understand some of the practical issues involved with using EDQ research Recommended reading • Sandelowski M (2000) Whatever happened to qualitative description? Research in Nursing & Health. 23, 4, 334-340. • Stebbins R A (2001) Exploratory research in the social sciences. Sage Publications Ltd, London. • Hunter D (2010) How clinical practice placements affect professional development. Emergency Nurse. 18, 5, 3034. Biography David Hunter qualified as an RN in 1999. He worked as an emergency nurse for 9½ years, latterly as a senior nurse/nurse practitioner. In 2009, he became a Practice Education Facilitator and then Lecturer in Adult Health at UWS in 2011. He is currently in the final year of his Professional Doctorate where his thesis utilises EDQ research to uncover the experiences and
perceptions of student nurses in relation to the delivery of compassionate care in the Emergency Department. He has published articles in Nursing Standard and Emergency Nurse and recently co-authored a chapter in a textbook for nursing students. 5.3.3 The development of a NonCommissioned BSc (Hons) Nursing (Adult) programme the first in England in order to meet the workforce needs: Initial reflections. Trish Houghton, Academic Coordinator Standards and Enhancement, University of Bolton Jane Howarth – Registered nurse, Registered Midwife, Health visitor. Dean of the School of Health and Human Sciences, University of Bolton Aim To provide a critical overview and initial reflections on the development and the implementation of a Non Commissioned BSc (Hons) Nursing (Adult) programme. Abstract The National Health Service faces ongoing and consistent challenges that requires a workforce built around the actual needs of the population (Willis 2015).The ability of the NHS to deliver world class compassionate care is dependent on high quality training and education of the healthcare workforce (DH 2015).It is recognised nationally that there is a shortage of nurses and the University of Bolton (UoB) School of Health and Human Sciences and it’s partner Trust Lancashire
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Teaching Hospital NHS Trust (LTHTR) identified a need to seek new ways in which to ensure the future supply of nurses to care for their service users. The UoB and LTHTR are passionate and committed to developing a truly collaborative pre-registration adult nurse education and training programme. As a result of this commitment both partners have worked together to investigate and apply innovative solutions to resolve the current nursing workforce needs. Thus UoB and The Trust have taken the innovative step of developing a partnership to implement a non commissioned nursing programme. This is an independent nursing degree programme where students will not be commissioned by Health Education England (HEE) in order that there will be additional numbers of student nurses in training. The students will be fee paying. The programme was approved by the UoB and the Nursing and Midwifery Council (NMC) in October 2014. The innovative model has been developed to ensure that the students feel part of the Trust workforce, have a sense of belonging and therefore have ownership of the Trust values and the 6 C’s from the beginning of their training. They will also develop a depth of understanding about building partnerships with patients. The students will furthermore engage with Patient Coaches throughout their training and it is envisaged this will enhance their learning. Additionally these students, will receive individual and intensive student support both in the academic setting but
Concurrent Session 5 also in practice through the employment of a Clinical Tutor per cohort. Intended learning outcomes • Identify and critically discuss the rationale and background for the development of the noncommissioned nursing programme. • Explain the process, the development stages, approval, model embedded and implementation of the Noncommissioned nursing programme • Critically discuss the initial reflections and lesson learnt in the development and initial implementation of the noncommissioned nursing programme Recommended reading • Department of Health (2015) Delivering high quality, effective, compassionate care: Developing the right people with the right skills and the right values. A mandate from the Government to Health Education England: April 20152016. London: DH. • Willis (2012) Quality with compassion the future of nursing education. London: Royal College of Nursing. • Willis (2015) Raising the Bar. Shape of Caring: A review of the future education and training of registered nurses and care assistants, Health Education England Biography Qualified as a nurse 1990 and employed within the medical division. From 2001 established a career within education & training within the NHS. Employed by The University of Bolton since 2005 as a Senior
Lecturer. Over the years acted as Programme Leader for the Mentorship, BSc Top up Degree, CPD Lead and currently Programme Lead for the Adult Nursing programme. Attained Senior Fellow with the HEA and currently undertaking Doctorate studies. Recently 11 articles: Developing Mentors to Support Students in Practice have been accepted for publication. Academic and research interests include: mentorship, pre-registration nursing, supporting learning and assessment in practice. 5.3.4 Values based recruitment and screening for undergraduate nursing interviews: A comparison of personal statements and a personality assessment Lyn Dale, Assessment Psychologist, Admissions Testing Service, Cambridge Assessment, University of Cambridge Moira Davies, Admissions Tutor (Health), University of South Wales Kevin Yet Fong Cheung, Senior Research Manager, Admissions Testing Service Sarah McElwee, Principal Research Manager, Admissions Testing Service Aim The aim of this paper is to present a case study evaluating personal statements and a personality assessment, in relation to their effectiveness for selecting undergraduate nursing applicants with desirable values and behaviours. The other aim of this paper is to promote the formal evaluation of selection methods used to recruit and select applicants.
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Abstract Undergraduate nursing courses are experiencing unprecedented increases in the number of applicants they have to consider; UCAS figures show a 400% increase in nursing applications since 2007. As a result, university admissions teams are under pressure to ensure that their processes are efficient and valid. NHS England’s recent guidance on values based recruitment has added another dimension for universities to consider. Implementing values based recruitment is crucial to universities, as it could develop undergraduate selection’s role in workforce development. Furthermore, values based recruitment has potential to reduce attrition and increase visibility of the NHS constitution, ensuring newly registered nurses are engaged with these aspects of working in healthcare. Arguably, values are informally assessed with traditional selection methods. For example, personal statements and interviews can, and often do, include judgement about the candidate’s values. However, the recent focus from NHS England provides opportunities to evaluate their role of these methods in values assessment, and in the selection process more generally. The current paper presents findings from focus groups with nursing and healthcare admissions tutors. The results suggest that personal statements are commonly used as a screening tool to select a candidate pool for interview. There is variation in the ways
Concurrent Session 5 that personal statements are assessed and some examples are identified. In line with recent research, we found that the validity of judging personal statements is rarely evaluated. Therefore an evaluative study was conducted with shortlisted applicants to an adult nursing course at a UK university (n=324). Relationships between their interview performance, personal statement scores, and scores on a healthcare oriented personality assessment are presented to comment on validity. Finally, personal statement grading and personality assessments are discussed and it is proposed that more universities follow the example of the case study institution, by formally evaluating the performance of their selection assessments. Intended learning outcomes • Critically reflect on values based recruitment and selection procedures used at their own organisations • Understand the strengths and limitations of two assessment methods available for screening before interviews for undergraduate nursing • Evaluate different methods of values based recruitment informed by evidence based practice
Recommended reading • Lievens, F., Ones, D.S., Dilchert, S. (2009). Personality scale validities increase throughout medical school. Journal of Applied Psychology, 94(6), 1514-1535. • Ferguson, S., & O’Hehir, J. (2000). Predictive validity of personal statements and the role of the five-factor model of
personality in relation to medical training. Journal of Occupational & Organizational Psychology, 73, p 321-344. • Rodgers, S., Stenhouse, R., McCreaddie, & Small, P. (2013). Recruitment, selection and retention of nursing and midwifery students in Scottish Universities. Nurse Education Today, 33, 1301-1310. Biography The presenter, Lyn Dale is Assessment Psychologist at the Admissions Testing Service (part of the Cambridge Assessment Group) where she has managed the development and validation of the Cambridge Personal Styles Questionnaire (CPSQ). Lyn holds an MSc (Distinction) in Occupational Psychology from Goldsmiths, University of London. She is a Member of the British Psychological Society (MBPsS). Before joining the Admissions Testing Service, Lyn was an Assessment Psychologist at the Psychometrics Centre in Cambridge with extensive experience in business of competency-based recruitment and appraisal systems. 5.4.1 ‘Empowering students to empower the profession: The case for partnership working in pre-registration nurse education’ Nicola Fisher, Student Nurse, University of Nottingham Professor Joanne Lymn, Director of Teaching and Learning, University of Nottingham Aim To present a case for partnership working in preregistration nurse education to
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enhance the empowerment of the nursing profession. Abstract The nursing profession has recently been charged with a lack of compassion and an associated decline in care standards resulting in the production of the 6Cs ‘Compassion in Practice’ framework. We argue here that the critical factor required to improve patient care is not more compassion, but rather a more empowered workforce. Empowering the nursing work force will result in improved patient safety and patient care as empowerment leads to ownership of self and actions which links to improvements in clinical governance and the enhancement of the professional voice. This was raised by the Francis Report as an area for improvement within the nursing profession. All professions are a product of their education and as such empowerment must begin within the educational environment. Empowerment is integral to leadership and confidence which the Shape of Caring Review ‘Raising the Bar’ has stated underpins the development of nurse education and future nurses. To this end we propose the application of the ‘Students as partners’ framework from the Higher Education Authority to preregistration nurse education to enhance empowerment In particular the areas of learning, teaching, assessment and student engagement will be looked at and how taking a partnership approach can have an impact on the acquisition of skills and development a student needs to transition to a
Concurrent Session 5 registered professional. This will demonstrate the importance and need for empowerment at the grassroots level and also allows for the consideration of the development of advanced nursing roles. A more thorough understanding of how to empower students through partnership working will help higher education institutions to enable their students to meet the demands of a complex and challenging work environment post-registration. Intended learning outcomes • Understanding the concept of empowerment • Understanding how empowering students can empower the profession • Understanding how to develop student partnership working Recommended reading • The Shape of Caring Review (2015) Raising the Bar: A Review of the Future Education and Training of Registered Nurses and Care Assistants. London: Health Education England. • Healy, M. Flint, A and Harrington, K. (2014) Engagement through partnership: students as partners in learning and teaching in higher education York: The Higher Education Academy. • Kennedy, S. Hardiker, N. and Staniland, K. (2015) Empowerment an essential ingredient in the clinical environment: A review of the literature. Nurse Education Today 36: pp. 487-492. Biography At the time of submission, Nicola Fisher is a final year adult nursing student at the
University of Nottingham. Nicola is sponsored by the Queen Alexandra's Army Nursing Corps as a Nursing Officer and will work with them once qualified. At the Edith Cavell Scholarship Awards 2015, Nicola was runner up for 'Outstanding Academic Achievement' and shortlisted for the 'Community Award'. Furthermore she was shortlisted for the 'Outstanding Contribution to Student Affairs' award at the Student Nursing Times Awards 2015 and winner of an Education Network 'Gold Award' from her Students Union. Nicola's collaborative work on projects has seen her present at national conferences and gain further short-listings for national awards. 5.4.2 Interprofessional communication to facilitate the implementation of a Hub and Spoke model. Lindsey Watson, Acting Programme Leader, Robert Gordon University Mrs Davina Grant: RGN, Adult Nursing, PG cert Orthopaedics. Associate Lecturer Robert Gordon University, Practice Education Facilitator, Orthopaedics and Trauma Surgical Division 3 Foresterhill Health Campus Aim To share the experience of communicating across Interprofessional disciplines to facilitate change. Abstract The health sector is undergoing changes which impact on all professions. In order to prepare pre-registration students for the delivery of effective and efficient
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health care, collaborative working between Higher Education Institutes and Practice is essential. The implementation of a 'hub and spoke' model for student nurse practice placements within the Bachelor of Nursing degree programme has initiated the need for a more structured, cohesive and integrated approach to clinical experience. In preparing for the implementation of this model, communication with clinical colleagues, health professionals and the delivery of education was vital to raise awareness of the changes to the curriculum to establish the nature of the experiences that would be available professionally. As this work was being planned the organisation itself underwent a restructuring process and as a consequence services realigned. This necessitated monitoring changes and compromise in order for the experience to be equitable and of quality. Planning of all three/four years’ experience was undertaken and negotiation/communication took place with Physiotherapists, Occupational Therapists, Theatre staff, Clinics, Emergency Department Staff, Paramedics, Acute Pain, Plaster Technicians, Senior clinical staff, Mentors, Education providers and any other relevant PAMs. A communication strategy was developed to encompass the following components: Clear documentation structure of experiences, information for the experience provider and the student's clinical area, identifiable outcomes, student allocation and ongoing assessment. This was based on
Concurrent Session 5 the maximum audited numbers of students that could be supported in practice. Due regard was also given to practice locations to minimize disruption to clinical services and avoid student oversaturation. The model also encourages frequent engagement between student and mentor on return to their Hub for vital times of assessment. This management strategy could be applied to any profession and area of practice. Intended learning outcomes • have a deeper understanding of the elements of communication necessary for inter collegial working. • demonstrate greater awareness of other professional modes of working and the impact on any communication. • have increased knowledge around the benefits of a structured approach to the implementation of a Hub and Spoke Model in a clinical environment.
Recommended reading • 1. J McCallum & C McGuiness. 2012. THE HUB AND SPOKE MODEL FOR PRACTICE LEARNING. Glasgow Caledonian University. • 2. Roxburgh M, Conlon M & Banks D. 2012. EVALUATING HUB AND SPOKE MODELS OF PRACTICE LEARNING IN SCOTLAND, UK: A MULTIPLE CASE STUDY APPROACH, Nurse Education Today, 32 (7), pp. 782-789. Biography Lindsey Watson, MEd, BSc (Hons) Nursing, Pg Dip Ed, RGN, RNLD, RM, RNT, RCT is a lecturer with 37 years nursing
experience, the last 25 years relates to lecturing in the School of Nursing and Midwifery at Robert Gordon University. She has continued to have an active clinical involvement with preregistration nursing students. For the last 6 years she has supervised and educated other professionals in accredited courses of teacher education. She also has experience of delivering education internationally. Her current role is acting programme leader for pre registration nursing.
quality; evidence based and meets the needs of patients. To enable this FoNS provides a series of programmes of support and facilitation to clinically based nurse-led teams to help them to develop, implement and evaluate locally focused innovations to improve patient care and experience. The Patients First Programme provides learning and development workshops, dedicated practice development facilitator support in the workplace and a small bursary.
5.4.3 A facilitative relationship, as part of the Patients First Programme to enable nurse led teams to change practice and improve their patients experiences. Joanne Odell, Practice Development Facilitator, Foundation of Nursing Studies Fiona Shally. RGN and medical prescriber Lead Nurse, Community COPD service. University Hospitals Coventry and Warwickshire NHS Trust
This presentation will highlight the partnership between FoNS and a nursing team working in the University Hospitals Coventry and Warwickshire NHS Trust, as part of the Patients First Programme. With the support of FoNS, the specialist community nursing team developed and implemented a project to reduce the social isolation of patients suffering from Chronic Obstructive Pulmonary Disease. The focus of the presentation will be on the experience of the facilitation relationship and the enabling approach used on the Patients First Programme. The presentation will also highlight the level of collaboration that was achieved between the various organisations involved in the project including the NHS , the charitable and independent sectors that has resulted in the development of this innovative new service that has improved the wellbeing of patients.
Aim To share knowledge, skills and experiences that could help others interested in working collaboratively and in partnership to improve patient and carer experience. Abstract As a registered charity, The Foundation of Nursing Studies (FoNS) operates UK wide and across all healthcare settings. We are dedicated to working with nurses and healthcare teams to develop and share innovative ways of improving practice; thereby enabling them to provide care that is high
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Intended learning outcomes • Understand the experience of the project team taking part in the Patients First programme
Concurrent Session 5 • Understand the impact of the facilitation relationship and enabling approach to create the outcomes for the new service • Explore the challenges to effective collaboration between different organisations involved in the creation of the service for people with respiratory disease Recommended reading • Shaw, T. (2012) Unravelling the consequence of practice development: an exploration of the experience of the healthcare practitioner. International Practice Development Journal. Vol. 2. No. 2. Available at: http://www.fons.org/library/journ al/volume2-issue2/article2 • Sanders, K., Odell, J. and Webster, J. (2013) Learning to be a practice developer. Chp 2 in McCormack, B., Manley, K. and Titchen, A. (2013) (Eds.) Practice Development in Nursing and Healthcare. Second Edition. Chichester: Wiley-Blackwell Publishing. pp 18-44 • University of Worcester (2013) Evaluation of the Patients First Programme Available at :http://www.fons.org/resources/d ocuments/Patients-First-Year3/University-of-Worcester-PFEvaluation-FinalReport_Nov2013.pdf
Biography The presenter has worked in a number of clinical roles specialising in Emergency care and Care of Older People .Since 2000 she has been in a practice development role managing different projects and working as a skilled facilitator to enable learning and improvements in
care. The presenter has been the Practice Development Facilitator for the Patients First Programme for the last 4 years. 5.4.4 The Blue Wave of Change Caroline Taylor-Smith, Practice Education Facilitator, Sceptre Point, Lancashire Care Foundation Trust, Preston, Lancashire Aim The aim of the paper is to introduce others to the ambitious work that has begun within LCFT, involving a generative conversation amongst the 4000 nurses within the Trust, which was initiated by our Director of Nursing, Dee Roach, who was passionate that nurse's voices should be heard. The paper will define the work that has been done to date and will introduce others to the idea of 'blue mind', 'red mind' and the 'blue marble' and how these concepts have encouraged nurses within the Trust to reconnect with their core purpose for why they initially became a nurse, by being given the time to be listened to and by being heard and how this links with the 6 C's. The work is ongoing and those that have been involved continue to reach out to other nurses, to help in bringing a collaborative way of working. Abstract Lancashire Care Foundation Trust (LCFT) was established in 2002 and authorised as a Foundation Trust in 2007. Within LCFT there are 7000 staff members, with the majority of 4000 being nurses. The Director of Nursing for the Trust,
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Dee Roach felt passionately that the voices of nurses’ should be heard and she was determined that a generative conversation between all 4000 nurses could produce significant outcomes. Fiona McNeil Associates (FMA) worked in partnership with Dee to create a programme entitled ‘Blue Wave of Change’, which was the ambitious programme to indeed create this generative conversation. This programme was built on foundations created by Theory U and Wallace J Nichol's book entitled ‘Blue Mind’. Initially the programme involved two groups of nurses from across the trust who attended several workshops facilitated by FMA, in order that these nurses could engage in further conversations with other nurses, creating a ripple effect of the basis to the programme and ultimately reconnecting nurses with their core purpose, connecting with an open heart. The programme was enlightening, invigorating and emotional, but ultimately gave each nurse who partook in the conversations, the time to be listened to and the reconnection with their core purpose for being a nurse. Those involved were asked to consider ‘blue’ and ‘red’ mind in relation to their daily work and how this might impact on their relationships with their colleagues and the patients and clients they worked with. The nurses were then introduced to ‘blue marble’ and the powerful story behind this marble signifying appreciation. Hundreds of blue marbles were shared with the nurses, for them to then pass onto others as a sign of appreciation. This programme has successfully
Concurrent Concurrent Session Session 55 rippled throughout the Trust and it’s only the beginning. With further workshops planned, this exciting journey has only just begun. Intended learning outcomes • Have an understanding of the concept of 'blue mind' and 'red mind' • Have an understanding of the idea of 'Blue marble' and it's sign of a token of appreciation • Appreciate the ripple effect that this programme has had on nurses in LCFT in reconnecting with their core purpose of why they wanted to originally become a nurse Recommended reading • 'Theory U: Leading from the Future as it Emerges' by Otto Scharmer • 'Blue Mind' by Wallace J Nichols • 'An Astronaut's Guide to Life' by Chris Hadfield Biography Caroline has extensive experience in working with children and families. On qualifying as a Childrens' Nurse in 1999, she commenced her first staff nurse post on the Oncology Unit at Alder Hey Childrens' Hospital. Caroline then went on to work as part of an acute Childrens' Community Nursing Team before qualifying as a health Visitor in 2004. Caroline worked as a Health Visitor for ten years on a mixture of three case loads, inclusive of 8 years safeguarding experience. Caroline is now utilising all of this experience in her new role as a Practice education Facilitator.
5.4.5 Working in partnership with service users and carers to create innovative e-resources to support the development of a values-based workforce in health and social care Patricia Bluteau, Associate Head- School of Nursing, Midwifery & Health, Coventry University Yvette Brown, Faculty Service User and Carer Facilitator, RN (Mental Health) Dip H.E, MA, PGCE Aim To demonstrate how the use of technology ensured the voice of service users and carers to develop e-resources to promote a values-based workforce Abstract Health Education England directive is to develop a workforce not only with the right skills and in the right numbers, but with the right values to support effective team working in delivering excellent patient care and experience (HEE 2014). Values Based Recruitment is a process in which an individual is selected based on their ability to demonstrate the values required for their role. In aiming to address this policy directive the Faculty of Health and Life Sciences in collaboration with service users and carers have developed a number of e-resources to inform potential students of what values and behaviours are necessary to create a collaborative practice ready workforce.
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The e-resources are also underpinned by the values of the collaborative curriculum which is unique to Coventry University, the NHS values and the 6 C’s. Our overall aim is to ensure that all health and social care students are recruited for the “right skills and the right values”. Intended learning outcomes • Understand how service users, carers, academic staff and learning technologists can collaborate to develop eresources underpinned by the values of the collaborative curriculum which is unique to Coventry University, the NHS values and the 6 C’s. • Highlight the rationale and key benefits of the e-resources for values based recruitment (VBR) in the recruitment and selection of health and social care students. within the Faculty of Health and Life Sciences at Coventry University • Explore how technology can support values based recruitment Recommended reading • Department of Health (2013) The NHS Constitution: the NHS belongs to us all. Department of Health: London. • Department of Health (2012) The 6C’s. Department of Health: London. • Health Education England (2014) Values based recruitment framework. • Health Education England: London. Biography Patricia Bluteau is the Lead for Interprofessional Education at the Faculty of Health & Life Sciences at Coventry University. She has a background in Mental
Concurrent Session 5 Health Nursing and has practiced for many years in the field of counselling and psychotherapy. She is committed to moving interprofessional education into sustainable practice based learning and is particularly interested in supporting colleagues to implement interprofessional working. 5.5.1 An innovative model: An APEL and Transition Process into Nursing in the UK for Overseas Trained Nurses Marion Taylor, Associate Professor, Middlesex University Aim This paper aims to present an innovative model from Middlesex University which provides a route for Overseas Trained Nurses working as Health Care Assistants in the UK to achieve their NMC Registration. Abstract This paper presents an educational pathway developed at Middlesex University which facilitates a route to NMC registration within an eighteen month timeframe, which given the literature appears to be unique in the UK. The pathway is a response to the local workforce needs which identified significant numbers of Overseas Trained Nurses (OTNs) working as Health Care Assistants (HCAs) unable to achieve their NMC registration. The pathway has 3 components; • Accreditation of he prior experience and learning (APEL) of OTNs • Supporting the students through a ‘transition module’
• Facilitating the students to join year 3 of the BSc Nursing programme We are now recruiting our second cohort of OTNs to this pathway, and this paper will provide an overview of the first cohort who commenced in March 2015. HCAs who were eligible to apply underwent the required entrance tests for preregistration nursing as identified by the NMC (2010), which include literacy, numeracy and face to face interviews conducted by the employing Trust and Middlesex University. The current NMC Standards for Pre-Registration Nursing Education (NMC 2010) identify that the maximum amount of a 3 year nursing programme that can be subject to APEL is 50%, thus the second two components (transition module and year 3) also comprise of eighteen months in order that this professional standard is met. The central component of the pathway, the Transition Module was developed to meet the needs of the students before they join the large existing cohort of the 3rd year of the BSc (Hons) Adult Nursing programme. It aims to support students in both theory and practice, acknowledging they have not studied in the UK before, and for many have not studied for several years. The module placement periods ensure students meet the NMC progression point 2 (NMC 2010), and the theoretical assessment ensures readiness for the demands of Year 3 of the programme. It is managed as a discrete module, running March – September.
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Intended learning outcomes • Identify the contribution the pathway presented makes to the nursing workforce • Consider the various transitions the students are making • Consider applicability to other workforce challenges Recommended reading • Professional Support Unit 2014 Supporting safe transition for intenationally educated health professionals (IEHPs) working in the NHS in London Health Education North Central and East London • Edgecombe K, Jennings M, Bowden M 2013 International nursing students and what impacts their clinical learning: Literature review Nurse Education Today 33 138-142 • Buchan J 2007 International recruitment of nurses: Policy and Practice in the United Kingdom Health Research and Educational trust 1321 - 1335 Biography Marion Taylor is Associate Professor in the School of Health and Education at Middlesex University, and is Director of Programmes Nursing. Marion has a keen interest in programme and process development that allows students to release their potential and contribute to the nursing workforce. 5.5.2 Challenge, Opportunity and Development: Tendency of Curriculum Innovation on undergraduate nursing education in China
Concurrent Session 5 Prof Yan Gao, assistant dean, Nursing School of Guilin Medical University Associate prof. Gao Yan Assistant Dean Aim To illustrate the existing challenges and opportunities during the curriculum renewal process in China. To analyze the tendencies of Chinese baccalaureate curriculum innovation over the next few years. Abstract As the deep influence of traditional medical education, many undergraduate nursing schools in China still keep the traditional disease-focused curriculum system. However, it became outdated as the Chinese high nursing education developed. Meanwhile, the increasing demand of nursing human resources stimulates the enrollment expansion of colleges. Nursing education internationalization also impact the high nursing education system in China. All of these bring more difficulties and opportunities for nurse educators who are endeavoring to reform the undergraduate curriculum. The authors retrospectively reviewed the related Chinese literature, illustrating the existing challenges and opportunities during the curriculum renewal process in China. This article also analyzed the tendencies of Chinese baccalaureate curriculum innovation over the next few years. One is integration. Integration of correlated subjects can reduce the overlap and makes the education system more structured. Humanization is
another tendency which means more humanities courses are designed. Imitate foreign curriculum system can help renew the traditional teaching mode and belief. A variety of elective courses could widen students’ knowledge and horizons, and cultivate their independence and personalities. Therefore, integration, humanization, internationalization and diversification are main tendencies leading the future curriculum innovation in China. Intended learning outcomes • Visited at least three nursing colleges. • Known the current curriculum system and inovation in UK. • Establish the contact or the cooperation intention between colleges. Recommended reading • Challenge, Opportunity and Development: Tendency of Curriculum Innovation on undergraduate nursing education in China • Practice and Reflection of Curriculum Innovation on undergraduate nursing education in China • Current Status and Development Tendency of Curriculum Innovation on undergraduate nursing education in China Biography She began to work in pediatric ward in 1993 and obtained the clinical nursing specialist in 2000. Long clinical experiences enhance the deep understanding of “nursing” and “nurse”. She turned to devote herself to nursing teaching from 2005 and became the director of fundamental nursing department
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in 2010. She is also busy in research work and completed two clinical research projects. Now she is presiding a teaching project program. She also edited two nursing textbook and published more than ten papers. 5.5.4 Magnet hospital accreditation in the UK: what are the implications for academic partners? Prof Dickon Weir-Hughes, Magnet Programme Consultant, Oxford University Hospitals Catherine Stoddart, Chief Nurse, Oxford University Hospitals, UK Aim The aim of this paper is to explore the implications of Magnet hospital accreditation for academic partners using the experience of Oxford University Hospitals, UK, who commented their Magnet journey in 2014. The paper will provide an open and honest description of the challenges for both health care organisations and their academic partners using data collected at Oxford University Hospitals. Abstract Since the 1990's, Magnet has been the world's premier accreditation scheme for high quality nursing. Originally developed from research on hospitals who were able to attract and retain Registered Nurses (RN's) in the USA, Magnet is now a sophisticated system of accreditation and benchmarking that has been achieved by 416 hospitals worldwide. Magnet accredited institutions are known for having fewer vacancies, better educated are more satisfied
Concurrent Session 5 RN's, higher levels of patient satisfaction and better clinical outcomes. In the UK, Magnet has been less popular but nurses and midwives at Oxford University Hospitals started on a journey to Magnet accreditation in 2014 as a result of a major engagement exercise that included approximately 250 staff nurses. Coincidentally, in 2015 one of the 'Shape of Caring Review' recommendations was that UK hospitals consider Magnet accreditation and the Trust Development Authority and Health Education England are now considering ways in which this may be taken forward. Four key Magnet standards focus on education and this starts with ensuring that all band 7's and above have a minimum of a Bachelor's degree in Nursing or Midwifery and that from 2020 80% of all RN's / RM's are graduates. There are also significant educational implications for Advanced Practice Nursing and Specialty Certification. These standards are evidence-based and focused on patient safety and reducing mortality and morbidity. As an early adopter, the Oxford experience will be useful to other organisations embarking on the journey to accreditation. This paper focuses specifically on the educational implications and ways in which academic partners can support trusts with meeting the Magnet standards. Intended learning outcomes • Describe the characteristics of Magnet accredited
organisations and the key elements of the Magnet journey • Understand the generic educational challenges of achieving Magnet accreditation, regardless of type of organisation, country or health system • Take away the key lessons from Oxford's experience in relation to education and use these to prepare their own academic institution to support partners embarking on the Magnet journey Recommended reading • Drenkard, K., Wolf, G & Morgan, S (Eds) (2011) Magnet: The next generation - Nurses making the Difference. Silver Spring, MD: American Nurses Credentialing Centre. • Erickson, J., Jones, D., Ditomassi, M (2013) Fostering Nurse-led Care: professional practice for the bedside leader from Massachusetts General Hospital. Indianapolis, IN: Sigma Theta Tau International • Magnet Application Manual (2014). Silver Spring, MD: American Nurses Credentialing Centre. Biography Dickon Weir-Hughes is an Independent consultant and a Magnet Program Consultant. He works on a range of projects in Europe, USA and the Middle East and is a Care Quality Commission Special Advisor (Inspector) and Chair of Diagnosis Development and Taxonomy for the international nursing knowledge society, NANDA International. From 2009 - 2012 he was CEO of the Nursing & Midwifery Council, the largest professional regulator in the world and was previously Chief Nurse &
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Deputy CEO of The Royal Marsden Hospital and in a joint post of Professor of Nursing at London South Bank University / Chief Nurse at Barking, Havering & Redbridge Hospitals. 5.5.5 To what extent can a multidisciplinary student Community First Responder Scheme benefit the local community and healthcare students? Nicola Fisher, Final year student nurse, University of Nottingham At the time of submission: Daryl Newland, 4th year Graduate entry medical student, University of Nottingham Jaren Mabbot, Foundation year one Doctor, Trent deanery Aim To showcase the impact a university multidisciplinary community first responders scheme can have on the local community and on healthcare students professional and personal development. It highlights the importance of inter professional learning and exposure to more community based learning in healthcare education. Abstract This concurrent session aims to highlight the impact that a multidisciplinary student Community First Responder scheme has had on a local community and the subsequent benefits for students in their professional and personal development. In 2014, three healthcare students established a Community First Responder Scheme in partnership with the
Concurrent Session 5 local NHS ambulance service and the support of the local RCGPs faculty. The scheme is believed to be the first in the country to recruit students from all healthcare disciplines and years. After being trained to a nationally recognised standard, student volunteers respond in pairs alongside the ambulance service to high priority 999 calls within the local community, bringing lifesaving equipment and knowledge to patients as soon as possible. During the first fifteen months of operations, students responded to 711 patients, arriving first-onscene 48% of the time. Essentially 341 members of the local community received emergency help sooner than they would have done had the scheme not been operating. Responders provided oxygen/salbutamol therapy to 31 patients and an AED was used on two patients in cardiac arrest. Five responders have received awards from the ambulance service for successfully resuscitating patients out of hospital. The evidence shows that the scheme has made a significant contribution to the provision of emergency medical care in the community. Interviews with members of the scheme show they have learnt a huge amount about working together in multidisciplinary pairs and have utilised each other’s knowledge and skills to enhance their own clinical and professional development. The scheme plans to continue growing and has made contact with other local Universities with the aim of expanding the model.
This will allow other healthcare students’ to develop a much more rounded community focused education, whilst benefiting their local communities. Intended learning outcomes • To see how the scheme gives the foundations for future healthcare professionals to experience the progression of patients from primary to secondary care and overall more exposure to community based education. • How this establishes a rounded peer support network of future healthcare professionals through collaborative mentoring and reflection. • How this in turn benefits the local community and patient health outcomes Recommended reading • The Shape of Caring Review (2015) Raising the Bar: A Review of the Future Education and Training of Registered Nurses and Care Assistants. London: Health Education England. • Francis, R. (2013) Report of the Mid Staffordshire NHS Foundation Trust Public Inquiry. London: The Stationery Office. • Larsen, M. Elsenberg, M. Cummins, R. and Hallstrom, A. (1993) Predicting survival from out of hospital cardiac arrest: A graphic model. Annals of Emergency Medicine 22(11): pp.1652-1658 Biography At the time of submission, Nicola Fisher is a final year adult nursing student at the University of Nottingham and a co-founder of the community first responders scheme. Nicola
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is sponsored by the Queen Alexandra's Army Nursing Corps as a Nursing Officer and will work with them once qualified. At the Edith Cavell Scholarship Awards 2015, Nicola was runner up for 'Outstanding Academic Achievement' and shortlisted for the 'Community Award'. Furthermore she was shortlisted for the 'Outstanding Contribution to Student Affairs' award at the Student Nursing Times Awards 2015 and winner of an Education Network 'Gold Award' from her Students Union. Nicola's collaborative work on projects has seen her present at national conferences and gain further short-listings for national awards. 5.6.1 Student experience – Bridging the gap in the management of intravenous therapies for final placement student nurses Victoria Garner, Lecturer, University of Liverpool Heather Kirby RGN, DipHE Nursing, BSc (Hons) Practice Education Facilitator Royal Liverpool & Broadgreen University Hospital NHS Trust Jackie Davenport RGN, MA, BSc (Hons), PGCE Senior Lecturer Liverpool John Moores University Faculty of Education, Health and Community Aim To identify potential way for student nurses to safely gain experience in the preparation and management of intravenous therapies
Concurrent Session 5 Abstract The Nursing and Midwifery Council requires that for student nurses to achieve the outcomes and standards required for registration, they must be given opportunities to participate in the administration of medication. These opportunities must always be under direct supervision. Despite this the opportunities for students to develop the knowledge and skills that underpin safe practice for the preparation and management of intravenous (IV) medication and fluids have become increasingly difficult and in most placements do not exist. As a result students on registration lack knowledge, skills, confidence and dexterity with IV therapies. To address this, the Practice Education Facilitator at the Royal Liverpool and Broadgreen University Hospital Trust, in collaboration with the University of Liverpool and Liverpool John Moores University, has developed a study day and work book for final placement student nurses. The purpose of this additional training is to provide the students with the underpinning knowledge and skills for the preparation and management of IV antibiotics and fluids via a peripheral cannula to adult patients. The training allows students to practice the preparation and reconstitution of IV antibiotics and to prime giving sets using ANTT under the direct supervision at of a qualified nurse. The supervising qualified nurse must be competent and authorised to prepare and administer IV medication. Additional associated training
includes the identification of clinical and safety risks related to the administration of IV medication and fluids, and how avoid complications. The feedback from the students and mentors has been positive with the students particularly evaluating the opportunity to practice the preparation, reconstitution of IV antibiotics and the priming of giving sets as being beneficial. On registration further training will still be required before staff can independently administer IV medication and fluid. It is anticipated that this preregistration training will support this. Intended learning outcomes • Discuss the underpinning knowledge required by student nurses to prepare and manage intravenous therapies* • Explore potential ways for student nurses to practice the preparation and management of intravenous therapies whilst still adhering to NMC and Trust guidance on practice placement* • Under direct supervision whilst training and following addition training required once registered.
Recommended reading • Nursing and Midwifery Council (2015) The Code – Professional Standards of Practice and Behavior for Nurses and Midwives. London: NMC • Nursing and Midwifery Council (2010) Standards for Preregistration Nursing Education. London: NMC
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• Nursing and Midwifery Council (2010) Standards for medicines management. London: NMC. Biography Vicky is a registered nurse with more than 30 years’ experience in nursing. She is currently a lecturer in undergraduate nursing at the University of Liverpool focusing on clinical skills training. Her additional roles include the support of students whilst on practice placement and the facilitation of clinical skills development through simulation. Vicky’s background is in Accident and Emergency nursing which she is still passionate about. She has held various posts in A&E departments including senior sister, team leader and clinical educator. She has for the last 12 year focused on education in both the clinical and University settings. 5.6.2 The effects of Peer led Simulation on Student Learning in the Preregistration programme Tracey Valler-Jones, Lead for Children's Nursing, University of Birmingham Richard Standage, Lecturer in Child Filed of Practice, University of Birmingham. Aim Simulation within Nurse Education has been widely accepted as a pedagogical approach. However this is mainly led by the facilitator with the student maintaining a passive role in the learning. This paper describes a study that was undertaken to analyse the effectiveness of peer led simulations in the
Concurrent Session 5 undergraduate nursing programme. Abstract Nursing students were empowered to run and facilitate their own scenario as an alternative to the more usual facilitator led session whereby students are the passive participants. Design; A mixed method approach. Settings ; A simulation suite within a university in the Midlands Participants; 16 third year child branch students were purposively selected to take part. Methods; Students designed and facilitated a simulation based on the care of a critically ill child. Formal assessment of the learning was garnered via the use of a clinical examination on completion of the module. Students also completed an evaluation of their perceived confidence and competence levels. Results; There was 100% pass rate in the assessment of students’ clinical competence following the simulation. Thematic analysis of the evaluation highlighted the learning achieved by the students, not only of their clinical skills but also about their personal development. Conclusions. The use of peer led simulation promotes new learning and is a valuable educational approach. Intended learning outcomes • Understand the concept of Peer led simulation as a contrast to the more usual facilitator led simulations.
• Appreciate the value of peer led simulation as a pedagogical alternative Recommended reading • Haskvitz, I. M, Koop, E.C. 2004. Students struggling in clinical? A new role for the patient simulator. J Nurs Educ, 43(4), 181-184. • Issenberg, S. B., McGaghie, W. C., Petrusa, E. R., Gordon, D. L. & Scalese , R. J. 2005 Features and uses of highfidelity medical simulations that lead to effective learning: a BEME systematic review. Medical Teacher, 27, 10-28 • Valler--Jones,T.(2014)The impact of peer--led simulations on student nurses. British Journal of Nursing 23, 321‐326 Biography Tracey is the Lead for preregistration Child Field of Practice at Birmingham University. She has a keen interest in simulation as a pedagogocal approach within health as is currently undertaking an Doctorate in Education looking at the implications of simulation on critical thinking and the creation of simulation professionals. 5.6.3 The use of high fidelity simulation to enhance knowledge and confidence in third year adult nursing students Colin Winter, Senior Lecturer, London South Bank University Gary Francis MA, BA (Hons), RN (Adult), RNT, SFHEA Associate Professor (School Lead for Practice Skills Learning & Simulation) London South Bank University.
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Aim To present and generate discussion around the benefit of a third year adult nursing simulation innovation, which has enhanced student experience and supported development of practice. Abstract Introduction Whilst previous research into High Fidelity Simulation (HFS) has indicated relatively little difference in knowledge levels in comparison to traditional classroom teaching (Reilly and Spratt 2007), there is published evidence that HFS is effective at increasing confidence levels of student nurses (Bye 2008). Evidence indicates that HFS is useful in preparing for clinical practice and problem solving (Blum et al 2010). The use of HFS has increased considerably in the last ten years and offers the opportunity for students to experience clinical scenarios in a safe, realistic environment. If the practice experiences are seen as authentic then students are likely to engage more and achieve maximum benefit (Leigh 2008). Aim To improve student confidence and learning in acute assessment, SBAR reporting, Managing difficult situations (anger), and Incident Reporting by developing a new simulation day. Activity We used SIM Man to simulate a patient with anaphylaxis as a result of an incorrectly prescribed antibiotic. Students were expected to assess and
Concurrent Session 5 diagnose the condition working together in small groups. They would then suggest appropriate interventions. In the second station the students prepare and escalate the problem using the SBAR acronym. In station three students are faced with the arrival of an angry relative after being informed about the incident. This is played by an actor. The final station involves the students preparing an incident report about the initial incident. Discussion Feedback from students undertaking the scenarios is positive indicating that they have acquired new knowledge, skills and confidence. Students found the interaction with the angry relative challenging and found the chance to debrief useful after this session. Clinical stakeholders have identified improved preparedness of the students in their consolidation placement and an greater awareness of patient safety and reporting processes. We also have a video clip of the simulation in progress. Intended learning outcomes • To discuss the use of simulation as a beneficial teaching modality to enhance practice learning • To apply the use of simulation to professional contexts and wider educational practice • To understand the future and role of simulation in the context of better patient care and safety Recommended reading • Blum, C., Borglund, S., Parcells, D. (2010) High-Fidelity nursing simulation: Impact on
student self-confidence and clinical competence. International Journal of Nursing Education Scholarship 7 (1) 115 • Bye, B. (2008) Evaluation of high-fidelitysimulation within a health assessment course Towson MD: Towson University • Leigh, G. (2008) High-fidelity patient simulation and nursing students self-efficacy: A review of the literature International Journal of Nursing Education Scholarship 5 (19) 1-16 • Reilly, A., Spratt, C. (2007) The perceptions of undergraduate student nurses of high fidelity simulation-based learning: A case report from the University of Tasmania Nurse Education Today 27 (69) 542550 Biography Senior Lecturer - Pre-Regisation Adult Nursing Course Director (Orthopedic Nursing) 5.6.4 "Can I get some help please?" ....."Oh no, not simulation!" Mary Jenkins, Paediatric Practice Development Nurse, Wexham Park, Frimley Health Foundation Trust Aim The aim of this paper is to showcase an innovative and realistic way to build bi-monthly ward based simulation into multidisciplinary team training and development within paediatrics in a District General Hospital. Abstract NMC registered nurse educators employ varied rationales for choice of assessment strategies when
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formulating new programmes in accordance with NMC requirements. Learning theories were implicitly elucidated, for example, for a fundamental nursing activity involving knowledge and action and Skinner’s (1953) behaviour shaping theory might be applied in selecting an assessment tool. To assess learning the process of literature reviewing a Knowles-centred (Knowles 1973, Hughes and Quinn 2013) andragogical approach could indicate production of a dissertation, including a learning log. Similarly a Rogerian approach (Rogers 1969, 1984) is used as appropriate for evaluating attitudinal changes. Intended learning outcomes • An awareness of other how lecturers navigate and evaluate the learning, teaching and assessment process Recommended reading • Rogers, C.R. and Freiberg, H.J. (1994). Freedom To Learn. (3rd edition). New Jersey: Merril. Biography Mary Jenkins has 20 years’ experience in general paediatrics, surgery and Neonatal Intensive Care (NICU). She currently works as Paediatric Practice Development Nurse, Wexham Park, Buckinghamshire. Mary trained in Newcastle-uponTyne. She moved to London & worked in General Paediatrics & NICU, Royal Free Hospital before realising her dream & working for Medicines Sans Frontieres (MSF). Mary worked for MSF in Republic of Congo & Guinea as Project Nurse: Supporting
Concurrent Session 5 Primary Health Care, facilitating vaccination campaigns & reestablishing the health surveillance system. She returned to London & worked at Great Ormond Street Hospital in General Surgery as the Ward Manager before moving to Buckinghamshire.
5.6.5 Community Simulation Student Nursing Times Award Teaching Innovation of the Year Neesha Oozageer Gunowa, Senior Lecturer, Kingston University and St George’s, University of London Michelle McBride, DN, Senior Lecturer (Community Team), Kingston University and St George’s, University of London Karen Elliott, RN, Senior Lecturer (Skills and simulation team), Kingston University and St George’s, University of London Aim Introduce student nurses to a Community Nursing Environment Abstract The education sector faces major challenges in providing learning experiences so that newly qualified nurses feel adequately prepared to work in a community setting. With this in mind, HEIs need to develop more innovative ways to deliver the community nurse experience to student nurses. Simulation provides an opportunity for educators to evaluate student performance in an environment that models a complete patient encounter. As senior lecturers, two being
district nurses and one experienced in ward simulation, we came together proactively to enrich student learning and develop a highly realistic community learning environment in a nonconventional manner. We used each other’s skills and knowledge to challenge thoughts, reinforce thinking, prevent task orientated care and promote the use of efficient and effective communication as well as autonomy. Both quantitative and qualitative data was collected. Various questions were asked using a Likert scale and the answers were analysed by a group of senior lecturers to identify possible solutions for issues raised. Most changes occurred on the second day however they slowly continued throughout the week. This can be evidenced in the analysis of evaluation which represents a higher proportion of students giving a more positive rating towards the end of the simulation week. Intended learning outcomes • Develop an understanding and awareness of care provision within a community nursing setting. • Comprehend the impact of simulation within an academic setting. • Identify the structure of simulation when working with 200 student nurses. Recommended reading • Betony, K. (2012) ‘Clinical practice placements in the community: A survey to determine if they reflect the shift in healthcare delivery from secondary to primary care
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settings’, Nurse Education Today, 32 (1), pp. 21–26. • Glasper, A. (2013) ‘A look into the future nursing education in the UK’. British Journa of Nursing. 22 (1), pp. 58-59. • Handley, R. and Dodge, N. (2013) Can simulated practice learning improve clinical competence? British Journal of Nursing, 2 (9), pp. 529-535 Biography Neesha is an experienced district nurse who has worked in the community for the last ten years. She continues to work in clinical practice, spending one evening a week working as a district nurse. Since qualifying as a registered nurse, Neesha has progressed as a district nurse and associate matron. Neesha joined Kingston & St George's with a focus on community care delivery and diabetes. Her professional interests lie in community nursing with a particular focus on district nursing theory and skills, as well as caseload and diabetes management. Externally, Neesha is a Queen's Nurse and external examiner at Brighton University.
Symposia 1.7 Engaging on all levels to promote employability patient centred care Peggy Murphy, Nurse Lecturer, Bangor University Sian Davies (nurse lecturer, Bangor) Jane Wright (nurse lecturer, Bangor) Angela Williams (nurse lecturer, Bangor) Francesca Elner (student nurse, Bangor) Aim To discuss the importance of student engagement and staff/student partnerships in preparing nurses to lead their profession. Abstract This symposium show-cases four activities designed to engage students in Bangor University Firstly, how students are engaged through assessment design. The second year module, “Developing the adult nurse” ensures student engagement in a number of ways. Students have to work in groups so they have to engage with their peers, they need to assess their work and that of their peers so need to engage with self and peer-assessment. In order to be successful in the assessment they need to engage with current policy literature in order to give informed opinions in the debate assessment. Secondly, to create different ways of engaging with students in course communication and design we are adapting experience based co-design (EBCD) in our Wrexham campus. EBCD is a Kings Fund initiative and we are adapting their health focussed toolkit and applying it to the health context.
The principles of videoing staff and patients are applied but here the students’ voice is listened to in order to shape their experience in higher education. This project aims to engage students with their own nursing programme and also ensures that students learn the principles of co-designing services that they can take into the workplace. Thirdly facilitating students to engage with 1000 Lives Plus, the National improvement programme that supports organisations and individuals to deliver safe healthcare and put quality care to the forefront in Wales. Students have been facilitated to engage with this organisation by encouraging them to establish a quality improvement chapter in North Wales. This structure encourages an enquiry based approach to patient-centred care. One of the main benefits of students setting up a chapter is that they can explore quality improvement and quality enhancement and learn with their peers in a safe environment. Lastly and perhaps most importantly is a session on how a student led initiative has been created to promote students interacting with other students from all stages of the course about professional issues in nursing. Bangor University Nursing Society has been established by student nurses in order to engage students in current professional issues and create a forum where students to meet to discuss their chosen career path. The aim is to bring all nursing cohorts together across two sites in order to share experiences, providing a
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forum for mutual support, with a shared philosophy Intended learning outcomes • Understand engagement on an individual level • Discuss engagement on a national level • Explain when engagement moves into partnership Recommended reading • See individual symposium abstracts Biography Peggy is an academic with dyslexia and this underpins her philosophy on learning and teaching. She respects diversity and different ways of learning. Her interest in inclusive practice led her to improve the contact between students and university during their transition to higher education. Peggy advocates early engagement with assessment and feedback as a strategy for learning as an approach to promote student retention and success. She has earned two teaching in excellence awards due to her work in admissions; retention and feedback and last year she was awarded a National Teaching Fellowship by the HEA for her work. 1.7 Setting up a Quality Improvement (QI) Chapter and how 1000 Lives activities influence professionalism in student nurses Angela Williams, Lecturer, Bangor University Francesca Elner, Student Nurse (3rd year) Adult Field Bangor University Aim
Symposia To discuss the potential of QI activities on student development.
• To recognise the impact of QI on student confidence & professionalism.
Abstract There is increased interest on how patient care in the UK can be improved. This paper explores the development of a QI Chapter with student involvement and engagement in QI activities. This has resulted in students’ building confidence in the professional arena of patient safety and quality improvement. Often student QI ideas are simple and students benefit from supporting each other with different ways of thinking. Within a QI Chapter environment students feel empowered to engage in QI activities. The implementation of QI methodology within the curriculum provides the nursing students with a quality enhancing structure and encourages students to develop a curious approach to patientcentred care. It is beneficial to explore the use of QI within nurse education and whether nursing students understand how to implement the QI process. The QI Chapter allows this to happen in a nonthreatening approach. This paper describes how the students have the potential to transform their simple ideas into actions and apply them to the clinical area with the support of a QI Chapter.
Recommended reading • 1000 Lives Plus (2014), ‘The Quality Improvement Guide: The Improving Quality Together Edition’. Cardiff: 1000 Lives Plus. • Armstrong, L., Lauder,W. and Shepherd A., (2014). An evaluation of methods used to teach quality improvement to undergraduate healthcare students to inform curriculum development within preregistration nurse education: a protocol for systematic review and narrative synthesis. Systematic Reviews, 4:8 • Jones, A., Williams, A. and Carson-Stevens, A. (2013)’Integrating quality improvement into preregistration education’ Nursing Standard. 27,29 pp.44-48.
Intended learning outcomes • Understand the potential of a QI Chapter and to consider the impact of a supportive student community. • Adopt a positive approach to QI by learning from successful stories of improving patient care and student experiences.
Biography Angela has a background in midwifery and health visiting. She is the academic lead contact for the Student Chapter at Bangor University. She has an all Wales Faculty roles with 1000Lives and is an active member of their student and educator programme. She has a keen interest in the integration of quality improvement into the curriculum. She fully supports the drive to involve students in quality improvement and has acted as faculty advisor for students who took part in the Institute for Health Improvement (IHI) Open School improvement practicum project in 2012. Angela is a co-founder of the GNN @nurses-qi group.
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1.7 Co-co time for nursing? A pilot that is adapting experienced based co-design from the health context and applying it to Higher Education in order to cocreate the course Peggy Murphy, Nurse Lecturer, Bangor University Elinor Smith (Student nurse, Bangor University and Francesca Elner, Student nurse, Bangor University) Aim To discuss how this pilot works on many levels to fit with current educational and health drivers for partnership working and shaping the future of nursing Abstract Changes in the profile of students, and increasing expectations associated with tuition fees, mean that Universities need to regularly evaluate their approaches to student engagement. Students’ assessment of the student experience is shaping student recruitment and organisational standing. This presentation focuses the development of a novel approach to student participation in quality enhancement processes, to improve their educational experience (Quality Assurance Agency, 2015). It draws on principles of co-production, from Experience-based Co-design (EBCD), and is applied to a programme of undergraduate nursing students. Co-production celebrates the contributions of service users in uncovering new insights around their experience, and integrating these into plans for incremental service improvements. Originating in the design
Symposia sciences EBCD (Bate and Robert, 2006) was utilised as a systematic approach to identifying and acting on student perspectives. Briefly, students’ video stories were recorded to highlight ‘emotional touchpoints’ about their experiences. Interviews with staff members were also conducted to explore their perspectives. Stories and interviews were then discussed in separate workshops to explore interpretation and agree what information can be shared. A joint staff-student event is then conducted to identify codesign groups to work on shared improvement objectives. The process culminates in a shared learning event. This presentation covers some of the practical challenges encountered in implementing experience-based co-design in Bangor University including managing students’ expectations. The project steering group includes executive leadership buy-in, engagement of students and at organisational level through the Students’ Union is key to maintaining project momentum. In conclusion, EBCD provides a systematic and powerful approach bringing together perspectives of students and University staff in driving forward incremental change to improve the student experience. Intended learning outcomes • Understand the principles of working in partnership • Appreciate the value of collaboration • Understand a framework that facilitates partnership working Recommended reading • Bate P, Robert G: (2006) Experience-based design: from
redesigning the systems around the patient to co-designing services with the patient. Quality and Safety in Health Care. 2006, 15(5): 307-310. • Healey, M., Flint, A., & Harrington, K. (2014) Engagement through partnership: students as partners in learning and teaching in higher education: York, Higher Education Academy. • National Union of Students (2012) A Manifesto for partnership http://www.nusconnect.org.uk/re sources/a-manifesto-forpartnership Biography Peggy is an academic with dyslexia and this underpins her philosophy on learning and teaching. She respects diversity and different ways of learning. Her interest in inclusive practice led her to improve the contact between students and university during their transition to higher education. Peggy advocates early engagement with assessment and feedback as a strategy for learning as an approach to promote student retention and success. She has earned two teaching in excellence awards due to her work in admissions; retention and feedback and last year she was awarded a National Teaching Fellowship by the HEA for her work. 1.7 Engaging students to become critical thinkers about professional/healthcare dilemmas Jane Wright, Lecturer, Bangor University Sian Davies, RN (Dip), BA, BSc, PGCE, MSc
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Aim To discuss an undergraduate nursing module, which has been designed to enable students to develop skills of analysis, critical thinking, problem solving, working with peers and reflection. To develop a wider knowledge and understanding of the moral and ethical frameworks and how they can be applied to everyday situations. Abstract The professional nurse encounters many challenges in clinical practice that require articulation of knowledge to advocate for patients, and to promote evidence informed practice in a multiprofessional arena. We have develop an assessment, which asks students to work in small groups to design a debate thesis. The debate thesis explores the professional, moral, legal and ethical aspects of a healthcare issue/debate motion. This assessment is more holistic and is broken down into a delivery format that challenges students to develop and use their knowledge and skills in problem solving, working with others and developing transferable skills for their future practice (100 words). Intended learning outcomes • Understand how and why these methods of learning and assessment were introduced. • How the students managed their learning and interacted with supervisors. • How students performed and reflected upon this type of module delivery and assessment.
Symposia Recommended reading • Debating S.A. (2008) Debating. A brief introduction for beginners. Found at: https://www.debatingsa.com.au/ SchoolsCompetition/Documents/Debatin g-An-Introduction-ForBeginners.pdf • Doody O. and Condon M. (2012) Increasing student involvement and learning through using debate as an assessment. Nurse Education in Practice. 12:232-237. • Talbot M. (2010) Critical reasoning for beginners. Found at: https://podcasts.ox.ac.uk/series/ critical-reasoning-beginners Biography Sian Davies - Trained in St Mary’s Paddington went on to gain a specialist practitioner award in Coronary Care, with experience in England and Wales. Now completing PhD. thesis in smoking cessation. Jane Wright – Background in District Nursing, worked on the community for 12 years before entering nurse education. Now writing up PhD thesis, following a three year NISCHR research scholarship, ‘Tailoring stroke best practice outcomes for the care home setting’. Believe nurse education should equip nurses with the skills to apply evidence based knowledge in practice and to articulate evidence informed opinions to enhance person centred care. 1.7 Student nurses for solidarity Francesca Elner, Student Nurse, Bangor University Anna Coombs (third year student nurse, learning disabilities field, and secretary of Bangor University Nursing
Society); Katie Healy (third year student nurse, child field, and treasurer of Bangor University Nursing Society); Rose Sinclair (third year student nurse, mental health field, and events officer of Bangor University Nursing Society); Stephanie Morris (second year student nurse, adult field, and press officer of Bangor University Nursing Society); Elinor Smith (second student nurse and Welsh Officer/ Swyddog Cymraig of Bangor University Nursing Society). Aim To disseminate information about the benefits of setting up a nursing society. Abstract Following the success and networking experienced at a number of events attended by Bangor student nurses of different disciplines, it was decided that creating a student nurse society across all four nursing courses (adult, child, mental health and learning disabilities) and both Bangor's North Wales campus's would facilitate interdisciplinary learning and collaboration. The society's aims to create relationships between nursing students, bringing all four disciplines, all cohorts and both campus's together in order to share experiences, provide a forum for mutual support with a shared philosophy and to promote the highest quality care whilst upholding the principles of the Nursing and Midwifery Council (NMC) code. The society intends to meet these aims by raising the positive profile of nursing and by creating opportunities to socialise and share knowledge.
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The skills gained through participation of the society will enhance students' employability and professional aptitude. Intended learning outcomes • To appreciate the importance of students supporting students • To understand the benefits of student led initiatives to employability • To discuss how to set up a nursing society Recommended reading • Galdass, P. & Foster-Lill, A. (2013). Strength in solidarity. Nursing Standard 27(18), 64. Biography Third year student nurse at Bangor University's Wrexham campus (adult branch), president of newly formed Bangor University Nursing Society, Wrexham lead for 1000Lives student chapter, peer guide and course representative. Previous degree in Biological Anthropology at LJMU and also studied for PGCE in secondary science at Liverpool Hope. 4.7 Utilizing Narrative Inquiry Pedagogy in clinical practicum: new approaches to nursing education Katalin Pere, Academic Adjunct Professor Faculty Advisor, University Heatl Network Stephanie Chu RN, MN, CPON The Hospital for Sick Children/Nipissing University Valini Geer, RN, BSc, BAA, MN Toronto Public Health/Nipissing University Krysia Thériault, RN, MN, BComm, CPMHN(c)
Symposia University Health Network/Nipissing University Aim This presentation aims to describe an innovative approach to guiding learners through nursing clinical practicum by utilizing the Narrative Inquiry Pedagogy framework. Abstract The Nipissing University Scholar Practitioner Program (NU-SPP) established in 2011is a two year innovative second degree entry nursing program that provides a bachelor degree in nursing sciences. This program challenges traditional pedagogy models by embedding its framework in narrative inquiry pedagogy (NIP). The program’s unique structure incorporates partnership with three major academic health organizations from which full-time faculty is appointed. Thus, faculty and learners engage as co-learners in the discovery paradigm to strengthen the knowledge transfer within point of care experiential opportunities. This presentation aims to describe an innovative approach to guiding learners through nursing clinical practicum by utilizing the NIP framework. The NU-SPP is comprised of six semesters, each semester 13 weeks with nine weeks spent in clinical practicum. In the clinical setting, each learner is paired with a preceptor forming a 1:1 mentor dyad, and is part of a preceptor, learner and faculty learning triad. This allows for a broad and deep learning experience with the scope of providing the learner with a rich learning journey. Utilization of the NIP enhances this learning experience by encouraging
learners to capture, construct and re-construct meaning of learning experiences and introduces learners to the reflective practice process and its application to their personal learning, the clinical setting and knowledge development. During weekly reflection sessions held throughout the practicum, faculty challenge learners to explore and question praxis from different philosophical perspectives unique to the given semester (i.e. concepts such as generativiy and life or hope and possibility). Learners are asked to engage in self-reflection, to explore new knowledge, experiences, and feelings; and guided by the NIP framework to co-create new meanings and knowledge through meaningful collaboration with peers and faculty. The presentation will conclude with a discussion of lived experiences of faculty in this program.
Intended learning outcomes • Participants of this session will learn about the structures and philosophical foundations of a new innovative nursing program that challenges the classical approach to nursing education. • Participants will advance their understanding about the narrative inquiry pedagogy (NIP) and its application in nursing education • Listening to presenters’ experiences with the application of NIP will aid participants in learning to integrate NIP in their own practice. Recommended reading • Lindsay, G.M., & Smith, F. (2003). Narrative inquiry in a
Biography The presenter has 20 years of clinical nursing experience in the fields of pediatrics and clinical cardiology. During her carrier she had numerous roles as a clinician as well as an educator working as a staff nurse, clinical nurse educator, nursing clinical manager, clinical instructor, and most currently as adjunct professor in the Nipissing University – Scholar Practitioner Program 4.7 Mask Making: A Narrative Introduction to the Therapeutic Nurse-Client Relationship Valini Geer, Adjunct Professor, Toronto Public Health, Nipissing University Stephanie Chu RN, MN, CPON The Hospital for Sick Children/Nipissing University, Katalin Pere, RN, BScN, CCN(C), MN, University Health Network/Nipissing University ACPF Krysia Thériault, RN, MN, BComm, CPMHN(c) University Health Network/Nipissing University Aim
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nursing practicum. Narrative Inquiry, • 10(2), 121-129. • Clandinin, D. J., & Connelly, F. M. (2000). What do narrative inquirers do? In Narrative Inquiry: Experience and story in qualitative research (pp. 48-62) San Francisco, CA: JosseyBass. • Lindsay, G. M. (2006). Constructing a nursing identity: reflecting on and reconstructing experience. Reflective Practice 7(1) 59-72. DOI 10.1080/14623950500489732
Symposia This paper will describe how the therapeutic nurse client relationship is introduced to nursing undergraduates using the narrative and aesthetic context of mask making. Abstract The Scholar Practitioner program from Nipissing University in Toronto, Canada, is a 2 year second degree entry nursing program that utilizes narrative inquiry pedagogy as the curriculum framework within a discovery paradigm. The discovery paradigm differs from traditional learning paradigms in which teachers are the experts, as students and teachers learn together. In the first of six semesters, the student is introduced to theoretical and practice perspectives that comprise the foundation of the therapeutic nurse-client relationship. The introduction of this complex and multifaceted relationship is simulated in the narrative and aesthetic context of mask making. Alongside of faculty, students work in pairs, to create plaster masks, alternating roles so that each experiences being mask-maker and mask-receiver. Incumbent in the role of mask-maker, is balancing the kinesthetic experience of mask materials and communication throughout the mask making process. The mask-receiver experiences trust and vulnerability as the mask materials are applied and the mask on the face decreases sensations and mobility. The simulation provides experiential and relational knowing and becomes a narrative space from which foundational knowledge related to the concepts of caring, power, vulnerability and empathy in the therapeutic
nurse-client relationship can be discovered, revisited, and explored. Narratives from the Nurse and Client perspective are constructed and act as building blocks for further reflection and discovery of the therapeutic nurse-client relationship in future semesters. Intended learning outcomes • Describe the faculty-student relationship experience embedded in a discovery paradigm; • Understand mask making as aesthetic knowing to engage students and build foundational knowledge about the therapeutic nurse-client relationship; • Apply knowledge about narrative spaces and their use as a reflective tool for curriculum Recommended reading • Hartrick Doane, G., & Brown, H. (2011) • Recontextualizing learning in nursing education: Taking an ontological turn. Journal of Education, 50 (1), 21-26 • Silva, M (1999) • The Scholarship of Teaching as Science and as Art, Journal of Nursing Education, 51 (11) • Ironside, P. (2006) • Using Narrative Pedagogy: Learning and Practicing Interpretive Thinking. Journal of Advanced Nursing, 55(4), 478486. Biography Valini Geer has worked in public health nursing in both rural and urban settings for over 15 years. She has also experienced nursing as a Pediatic Nurse, Clinical Research Nurse, Clinical Instructor, Educator and more recently an adjunct professor.
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4.7 Innovative Teaching Strategies: The Use of Narratives in Nursing Education Curriculum Stephanie Chu, Advanced Nursing Practice Educator, The Hospital for Sick Children Valini Geer, RN, BSc, BAA, MN Katalin Pere, RN, CCN(c), BScN, MN Krysia Theriault, RN, MN, BComm, CPMHN(c) Aim To provide an overview of the Scholar Practitioner Program curriculum themes, describe the utilization of narrative inquiry in the curriculum, outline learner outcomes and demonstrate how narratives are used as a teaching strategy in the program. Abstract Nipissing University’s BScN Scholar Practitioner Program (SPP) is a second-degree entry nursing program that utilizes the non-traditional pedagogy of Narrative Inquiry. Narrative inquiry in the curriculum asks teachers and learners to make meaning from knowledge and experience to build the foundations of nursing practice. Throughout the six semesters, four curriculum themes are explored which include narrative inquiry, therapeutic nurse-client relationship, scholarship and health. In year one, client narratives that incorporate the curriculum themes are introduced at the beginning of a semester to the learners. Through the use of these narratives, learners are provided the opportunity to explore client and nursing experiences related to primary health, health
Symposia promotion, prevention, curative, and rehabilitative care across the lifespan of individuals, families, groups and communities. These narratives provide learners the opportunity to research and apply knowledge from nursing and related fields and use clinical reasoning to analyze information and create a comprehensive plan of care. Learners explore multiple concepts such as anatomy, pathophysiology, determinants of health and nursing care and utilize scholarly literature such as the code of ethics, nursing standards and guidelines, best practice guidelines and evidence-based research. These narratives are revisited at the end of the semester with added complexity, which allows learners to apply knowledge gained from their experiences in clinical practicum. This presentation will provide an overview of the SPP curriculum themes, describe the utilization of narrative inquiry in the curriculum, outline learner outcomes and demonstrate how narratives are used as a teaching strategy in the program.
Teacher Education, 58 (1), 2135 • Ironside, P. (2004). “Covering Content” and Teaching Thinking: Deconstructing the Additive Curriculum. Journal of Nursing Education, 43 (1), 5- 12 • Lindsay, G.M., & Smith, F. (2003). Narrative inquiry in a nursing practicum. Narrative Inquiry, • 10(2), 121-129 Biography The presenter has over 10 years of nursing experience in pediatric oncology, nursing education and nursing administration roles. Currently, she is an educator for undergraduate nursing students in Nipissing University's Scholar Practitioner Program.
4.7 Nipissing University’s Scholar Practitioner Program (SPP) Krysia Theriault, BScN Scholar Practitioner Program, Nipissing University
Aim
Abstract Intended learning outcomes • Describe the use of narrative inquiry pedagogy in nursing education curriculum. • Identify the importance of narratives and experiences in building nursing knowledge. • Explore how the use of narratives as a teaching strategy can be utilized in own practice.
Intended learning outcomes • Recommended reading • Biography
Recommended reading • Clandinin, J., Pushor, D., & Orr, A. (2007). Navigating Sites for Narrative Inquiry. Journal of
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Posters Poster 1 The development of a mentorship update e-learning tool for NMC stage 1, stage 2 and stage 3 mentors. Sharon Roberts, Practice Education Facilitator, Liverpool Community Health Aim The aim of the project was to develop a mentorship e-learning tool which should increase compliance of stage 1, stage 2 and stage 3 mentors needing an annual mentorship update as stated by the NMC (2008). The e-learning package would allow flexibility to the mentor as they would have an alternative option of fulfilling the annual NMC (2008) requirement as the only other method of delivery at present is at a face to face session. Abstract The regulatory board for nurses which is the Nursing and Midwifery Council (NMC) (2004) state that professional practitioners have a duty to facilitate students of nursing in order to develop their competence. The NMC (2008) devised a document entitled; Standards: Learning and Assessment in Practice for qualified nurse stage 1, 2, 3 and stage 4 mentors. The NMC are cogniscent of the dynamic nature within the NHS and suggests that continual professional development for mentors is crucial to maintain competencies in mentoring students. This is achieved by attending an annual mentorship update which is provided by Practice Education Facilitators (PEF) in most NHS Trusts.
The purpose of the annual update is to ensure that mentors – have a current knowledge of NMC approved programmes, are able to discuss the implications of change to NMC requirements and lastly have an opportunity to discuss issue related to mentoring, assessment of competence and fitness for safe and effective practice (NMC 2008). An e-learning approach is seen as the way forward within the author’s organisation as it will provide a more effective and efficient method of delivery and a more flexible approach to learning. This will be beneficial to mentors within the author’s practice area, which is a Community Trust, as work pressures are often cited as a barrier to attending the face to face mentorship update sessions. Fifty per cent of the preregistration academic award is practice based therefore the pivotal role that mentors have in assessing and supporting students should not be underestimated (Whitehead and Bailey 2006). The consequences of having mentors, who have lapsed their annual mentorship update, could mean less students having access to the placement area which would be a lost opportunity. Having mentors updated is a major driver as nurse education is a partnership between Higher Education Institutions (HEI) and placement providers. Intended learning outcomes • Acknowledge the benefits of an e-learning mentorship
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package which would help increase compliance with annual mentorship updates. • Promote the use of e-learning packages within agile working environments which will make mentorship updates more accessible to NMC stage 1, stage 2 and stage 3 mentors. • A live visual demonstration of the e-learning package. Recommended reading • Nursing and Midwifery Council, (2004) The Code: Code of Professional Conduct Education. London:NMC Nursing and Midwifery Council, (2008) Standards for Mentors: Learning and Assessment in Practice. London: NMC • Nursing and Midwifery Council, (2010) Standards for Pre - Registered Nursing Education. London: NMC. Biography Completion of a Diploma in Adult Nursing 2004 Ophthalmic Nurse in Day Surgery for 5 years Clinical teacher University of Liverpool for 1 year Placement Development Manager HENW fot 1 year Clinical Education Facilitator Central Manchester Foundation Trust for 2 years Practice Education Facilitator Liverpool Community Health current post Poster 2 Nursing Simulation: A Community Experience Neesha Oozageer Gunowa, Senior Lecturer, Kingston University and St George’s, University of London Michelle McBride BSc,DN, HEA Fellow, Senior Lecturer, Kingston University and St George’s, University of London
Posters Karen Elliott, Bsc, Senior Lecturer,Kingston University and St George’s, University of London Aim Introduce student nurses to a Community Nursing Environment Abstract The education sector faces major challenges in providing learning experiences so that newly qualified nurses feel adequately prepared to work in a community setting. With this in mind, HEIs need to develop more innovative ways to deliver the community nurse experience to student nurses. Simulation provides an opportunity for educators to evaluate student performance in an environment that models a complete patient encounter. As senior lecturers, two being district nurses and one experienced in ward simulation, we came together proactively to enrich student learning and develop a highly realistic community learning environment in a nonconventional manner. We used each other’s skills and knowledge to challenge thoughts, reinforce thinking, prevent task orientated care and promote the use of efficient and effective communication as well as autonomy. Both quantitative and qualitative data was collected. Various questions were asked using a Likert scale and the answers were analysed by a group of senior lecturers to identify possible solutions for issues raised. Most changes occurred on the second day however they
slowly continued throughout the week. This can be evidenced in the analysis of evaluation which represents a higher proportion of students giving a more positive rating towards the end of the simulation week. Intended learning outcomes • Communicate effectively in a home environment moving away from task orientated care • Work efficiently when prioritising care delivery • Plan for the future to ensure continuation of care. Recommended reading • QNI (2014) Transition to community nursing care • NHS England (2014) Five year forward view •S.Chilton,H.Bain,K.Melling,A.Cl arridge,D.Drew (2012)A Textbook of Community Nursing, Taylor & Francis Ltd. Biography Neesha is an experienced district nurse who has worked in the community for the last ten years. She continues to work in clinical practice, spending one evening a week working as a district nurse. Since qualifying as a registered nurse, Neesha has progressed as a district nurse and associate matron. Neesha joined Kingston & St George's with a focus on community care delivery and diabetes. Her professional interests lie in community nursing with a particular focus on district nursing theory and skills, as well as caseload and diabetes management. Externally, Neesha is a Queen's Nurse and external examiner at Brighton University.
Aim The aim of this poster is to demonstrate the unique contribution of the Nursing & Midwifery Practice Educator role in improving the quality of care by supporting nurses and midwives’ learning in practice. Abstract As part of NHS Education for Scotland’s (NES) commitment to supporting the ongoing development of the NHS workforce, a multi-stakeholder Nursing and Midwifery Consensus Conference was held in 2009 (NES 2010). This event’s outputs shaped the NES Nursing and Midwifery Strategy (NES 2011), a key message of which was the need for a sustainable human resource to support nurses and midwives’ learning in practice. Method:
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Poster 3 The Nursing & Midwifery Practice Educator role in improving the quality of care by supporting nurses and midwives' learning in practice. Keith Dow, Nursing and Midwifery Practice Educator, NHS Education for Scotland Catrin Evans, Registered Nurse, NES Nursing & Midwifery Practice Educator (NHS Highland) Suzanne Lake, Registered Midwife, NES Nursing & Midwifery Practice Educator (NHS Forth Valley) Bernie McCormick, Registered Nurse, NES Nursing & Midwifery Practice Educator (NHS Greater Glasgow & Clyde) Keith Dow, Registered Nurse, NES Nursing & Midwifery Practice Educator (NHS Greater Glasgow and Clyde)
Posters Posters This led to the creation of the unique Practice Educator role whereby 1. Post holders are employed by NES but hosted within the 14 territorial boards 2. Posts are fully integrated into existing practice education or equivalent teams, ensuring the delivery of outcomes appropriate to local, regional and national priorities. Results The Practice Educator role is integral to the refreshed NES Nursing and Midwifery Strategy (NES 2014) which sets out four strategic themes aligned with the 2020 Vision for Health and Care in Scotland (SG 2013): 1. Developing an excellent nursing and midwifery workforce 2. Improving quality of health and care through education and research 3. Ensuring responsive education to meet service needs 4. Enhancing educational infrastructure Practice Educators: • Work with Boards to assist practitioners to access resources that support continuing professional development and preparation for Nursing and Midwifery Council Revalidation. • Enhance access to education and local development that underpins the delivery of person centred, safe and effective care. • Articulate links between policy, education and practice. Conclusion Outputs of the role includes:
• Contribute to enhancing post registration education and learning by working with key staff in Boards to locally develop, deliver and evaluate quality education. • Bring an understanding of the needs of practitioners and Boards to enable education and learning resources to be both contemporary and useful. • Provide real-time feedback to NES from practitioners and Boards on the effectiveness of educational resources NHS Education for Scotland Nursing and Midwifery Education and Workforce Development: Toward 2020. Report of the Consensus Conference, 18-19 November 2009. NHS Education for Scotland 2010 NHS Education for Scotland Quality Education for a Healthier Scotland. NES nursing and midwifery strategy:2011 – 2014. NHS Education for Scotland 2011 NHS Education for Scotland NHS Education for Scotland Nursing and Midwifery Strategy: 2014- 2017. NHS Education for Scotland 2014 Scottish Government 2020 Vision for Health and Care in Scotland. Edinburgh, Scottish Government 2013 (http://www.scotland.gov.uk/Top ics/Health/Policy/2020-Vision, accessed 25th February 2015). Intended learning outcomes At the end of this session, participants should be able to:
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• Outline ways in which the Practice Educator role enhances access to education to support development in practice • Identify the benefits of a National Network of Practice Educators • Discuss the impact of the Practice Educator role in relation to supporting nurses and midwives’ learning in practice Recommended reading • NHS Education for Scotland • NHS Education for Scotland Nursing and Midwifery Practice Educator National Network • Annual Report 2013-2014: Activity and Outcomes •http://www.nes.scot.nhs.uk/me dia/3078867/practice_educator_ annual_report_january_2015.pd f, accessed 18th February 2015 • NHS Education for Scotland • NHS Education for Scotland Nursing and Midwifery Strategy: 2014- 2017. NHS Education for Scotland 2014 • Scottish Government • 2020 Vision for Health and Care in Scotland. Edinburgh, Scottish Government 2013 http://www.scotland.gov.uk/Topi cs/Health/Policy/2020-Vision, accessed 25th February 2015 Biography Keith qualified in children’s nursing at Foresterhill College, Aberdeen. Clinically focussed on Child Mental Health he developed an interest in reflection, work based learning and the development of career pathways.
Posters He has been a Practice Education Facilitator in Adult Mental Health Services, Associate lecturer at Robert Gordon University and a Nurse Educator for Child Health within NHS Grampian. He completed his Post Graduate Certificate in Higher Education Teaching and Learning before moving to NHS Education for Scotland as a Practice Educator. He is currently undertaking his MSc in Leadership and Innovation through the University of Dundee. Poster 4 Multiple mini interviews; a collaborative approach. Katrina Emerson, Lecturer in Adult Nursing, Director of Admissions, School of Health Sciences, University of East Anglia. Val McGouran MA, RNT, Cert Ed. RN. Lecturer Adult Nursing, School of Health Sciences, Faculty of Medicine and Health Sciences, University of East Anglia. Aim The aim of this paper is to: • Discuss stakeholder collaboration in the selection of students for an undergraduate programme. • Highlight the advantages and disadvantages between traditional approaches to interview and the MMI process. • Explore the acceptability of MMI method from the perspective of the student, clinicians and HEI. Abstract Previous studies of candidate interviews for the undergraduate degree programme at the School of Health Science (HSC) indicated that the traditional
approach to interviewing was labour intensive, subjective, time consuming and resulted in poor student experience (Mcgouran et al. 2015). Reflecting on this evidence, the school adopted multiple mini interviews (MMI). This new approach to student selection develops the personal interview by providing several short independent assessments, evaluating candidates on agreed criteria; which includes aspects of professionalism, collaboration, communication and interpersonal skills, as well as task performance. The process was introduced in 2013 and has completed two recruitment cycles. This paper will compare and contrast the traditional approaches to interview and the newly adopted MMI from the perspective of all stakeholders. A collection of both quantitative and qualitative data was gathered by questionnaire and individual interviews. Intended learning outcomes The learning outcomes for the session are: • Further the understanding of the advantages and disadvantages of using a collaborative processes for student selection. • Highlight the strengths and weaknesses of differing approaches to student selection. • Demonstrate the acceptability of embracing an alternative approach to selection processes. Recommended reading • Perkins, A., Burton, L., Dray, B., Elcock, K (2013) Evaluation of multi mini interview protocol used as a selection tool for entry to an undergraduate nursing
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programme. Nurse Education Today. 33:465-469 • Rodgers, S., Stenhouse, R., McCreaddie, M., Small, P (2013) Recruitment, selection and retention of nursing and midwifery students in Scottish Universities. Nurse Education Today. 33 (11), 1301-1310 • Dowell, J., Lynch, B., Till, H., Kumwenda, B., Husbands, A (2012) The Multi Mini Interview in the UK context: 3 years of experience at Dundee. Medical Teacher. 34:297-304 Biography Katrina is a Lecturer in Adult Nursing and Director of Admissions, School of Health Sciences, Faculty of Medicine and Health Sciences, University of East Anglia. Poster 5 Using electronic voting system (EVS) in the classroom Di Douglas, Lecturer: Adult Nursing, University of the West of Scotland Aim This poster will focus on the positive bearing EVS can make in relation to enhancing learning and teaching. Focusing on social constructivism, the poster will outline the manner in which EVSs have the potential to enhance the learning experience of students through interaction with lecturers. Abstract Electronic voting systems in higher education has escalated over the last two decades (Keough, 2012; Chen & Lan, 2013). The EVS can be used before, during or after a lecture
Posters (Kang, Lundeberg, Wolter, Delmas & Herreid, 2012). Students are asked questions and requested to respond using an electronic hand held devise (handset). The handset communicates remotely with a receiver which is connected to a computer that has specific software. Multiple choice questions, true-or-false, or Likert-type questions are often used (Christopherson, 2011). After a set period of time, the responses are collated and results displayed almost instantaneously in the form of, for example, histograms, bar or pie charts. As the research and subsequent supporting evidence on their use proliferates, EVS have been regarded by many academics as a tool to enhance both teaching and learning (Moss & Crowley, 2011; Chrstopherson, 2011). For example, the EVS has been employed in both small and large classes and used to support formative and summative assessment (Duggan, Palmer and Devitt, 2007; Patterson, Kilpatrick & Woebkenberg, 2010, Micheletto, 2011). Moreover, EVSs may be used to promote interaction and feedback between students and lecturers (Nicol and MacfarlaneDick, 2006; Hancock, 2010). Students can respond anonymously to questions although individual handsets may be assigned to students which allows the lecturer to identify the student responses (Kay and LeSage, 2010). King and Robinson (2009) suggests contingent teaching may be promoted as feedback, provided by students, may result in the session material being adapted by the lecturer. In addition, EVS
have also been used for recording attendance (Keough, 2012). The poster will outline the role of the EVS in promoting interaction between students and lecturers. Evidence from a range of studies will be included which show the contribution to learning. Reference section (not included in the word count) Chen, T. & Lan (2013). Using a Personal Response System as an In-Class Assessment Tool in the Teaching of Basic College Chemistry. Australasian Journal of Educational Technology 29(1): 32-40. Christopherson, K. M. (2011). Hardware or Wetware: What Are the Possible Interactions of Pedagogy and Technology in the Classroom? Teaching of Psychology 38(4): 288-292. Duggan, P. M., Palmer, E. & Devitt, P. (2007). Electronic voting to encourage interactive lectures: a randomised trial. BMC Medical Education 7(25). Hancock, T. M. (2010). Use of audience response systems for summative assessment in large classes. Australian Journal of Educational Technology 26(2): 226-237. Kang, H. S., Lundeberg, M., Wolter, B., Delmas, R. & Herreid, C.F. (2012). Gender differences in student performance in large lecture classrooms using personal response systems ('clickers') with narrative case studies.Learning. Media and Technology. 37(1): 53-76
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Kay, R. H. & LeSage, A. (2009). Examining the benefits and challenges of using audience response systems: A review of the literature. Computers & Education 53(3): 819-827. Keough, S. M. (2012). Clickers in the Classroom. Journal of Management Education 36(6): 822-847. Moss, K. C., M. (2011). Effective learning in science: The use of personal response systems with a wide range of audiences. Computers & Education 56(1): 36-43. Patterson, B., J. Kilpatrick and E. Woebkenberg (2010). Evidence for teaching practice: The impact of clickers in a large classroom environment. Nurse Education Today 30(7): 603607. Intended learning outcomes At the end of this session, participants should be able to: • Identify the various ways in which EVS can help promote social interaction in the classroom • Outline the relationship between EVS and constructivism • List the possible uses of EVS to teaching and learning Recommended reading • Keough, S. M. (2012). Clickers in the Classroom. Journal of Management Education 36(6): 822-847. • Moss, K. C., M. (2011). Effective learning in science: The use of personal response systems with a wide range of audiences. Computers & Education 56(1): 36-43.
Posters • Patterson, B., J. Kilpatrick and E. Woebkenberg (2010). Evidence for teaching practice: The impact of clickers in a large classroom environment. Nurse Education Today 30(7): 603607. Biography Di Douglas qualified as an RN in 1987 and worked as staff nurse in cardio-thoracic surgery in the Western Infirmary, Glasgow. Di has worked in a number of settings including palliative care and forensic psychiatry. She has worked in a number of HEIs including the Universities of Glasgow and Stirling. Di has been a Lecturer in Adult Nursing at the University of the West of Scotland since 2008 and is currently in her 3rd Year of her Doctorate in Education at the University of Strathclyde, Glasgow. Poster 6 Effective collaboration to achieve excellence in practice learning. Julie Barrett Lead for Practice Learning, Liverpool John Moores University Carol Gordon, RGN, Practice Education Facilitator (PEF), Liverpool Community Health and Co Chair of the Cheshire and Merseyside PEF network. Anita Hargreaves, RGN, Practice Education Facilitator (PEF), Countess of Chester Hospital NHS Foundation Trust and Co Chair of the Cheshire and Merseyside PEF network Aim To share an example of excellent academic and practice partnership working for the benefit of learner experience
The Cheshire and Merseyside Practice Education Partnership (CMPEP), established in 2003, consists of four Academic Education Institutes and twentyone placement organisations. All are stakeholders in nurse education. The group works across multiprofessional boundaries to ensure that all learners enjoy the best possible practice experience which is not dependant on the locality or the Academic Education Institute (AEI). The AEI’s provide nursing programmes to the same NMC standards in a complex shared practice circuit. Collaboration enables the streamlining of placements to enhance consistency in the learner’s experience which can improve patients’ outcomes (DOH, 2013). The CMPEP shares innovative and best practice to inform emerging practice learning agendas. The group is both proactive and responsive to emerging regulatory bodies’ directives. A key strength is the ability to drive through change timely and effectively through extensive consultation. The successes of the group are many including the development of a joint Practice Assessment Record (PAR) for nursing across all fields’ benefitting learners and mentors and has been commended at validation by the Nursing and Midwifery Council (NMC) and external examiners. The group has implemented across the region an online evaluation tool which enables the sharing of good practice, celebration of success and identification of areas to be strengthened. Learners receive feedback and see how their
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evaluation improves the placement experience for all. The CMPEP ensures that across the sub - region NMC standards are met and working collaboratively has produced core resources for mentor updates and workshops to meet the Standards for Supporting Learners in Practice (NMC, 2008). Regular meetings mean that the group has the ability to respond changes in the placement circuit, policy, procedure and professional directives. The CMPEP maximises the expertise of both academic and practice staff to ensure that the NMC Standards (NMC, 2010) for pre-registration nurses are met effectively. Intended learning outcomes • To understand the complexities of a shared practice circuit when ensuring experience an effective quality placement • Recognise how collaborative working enhances the implementation of change. • Identify how team working across both organisation and geographical boundaries can improve standards of pre=registration nurse education. Recommended reading • Nursing and Midwifery Council (2008), Standards to Support Learning and assessment in Practice • Nursing and Midwifery Council (2010) Standards for Preregistration nursing education. • Department of Health (2013) Education Outcomes Framework. Biography I am a Registered General Nurse with over 30 years’
Posters experience in both secondary and primary care. My post prior to moving into academia was as a Community Matron working as an advanced practitioner. Since 2009 I have been a Senior Lecturer teaching both preregistration and post registration programmes. I am also a registered teacher with the NMC. I am the Lead for Practice Learning in the School of Nursing and Allied Health ensuring that the practice experience for all health students meet their needs in quality placements. I am the current chairperson of the CMPEP. Poster 7 Learning from Student Incidents - a Collaborative Approach Eleanor Weir, Practice Education Facilitator, Northern Health and Social Care Trust Aim To illustrate how, following critical incidents, collaborative working between Health and Social Care Trusts and Approved Educational Institutions enhances students’ clinical practice. Abstract Student nurses are particularly vulnerable to ‘near-miss’ events and critical incidents due to their inexperience and the increasing complexity of health care settings. There is often a reluctance to report incidents or errors for a variety of reasons. Espin and Meikle (2014) suggest that students require clarification during their training concerning what constitutes an incident and how and when to report. Cooper (2012) advocates the creation of a
more transparent reporting culture in educational institutions to improve communication, promote an environment of trust and reduce fear of blame, so improving patient and student safety. The introduction of the Practice Education Team (PET) within the Trust six years ago has led to the systematic collection of data regarding student involvement in critical incidents. This includes: • the nature of the incident, • the clinical area, • the year and university of the pre-registrant • follow-up action for health and well-being, process analysis, future education and training. The PET follow up all student incidents to establish the welfare of the student, to discuss the circumstances surrounding the event, identify root cause and lessons learnt. Real-time alert is communicated to the university concerned and the educational audit is reviewed to ascertain if the placement is still suitable for the year 1-4 students. Incidents are reviewed collectively and emergent themes identified. Reports highlighting the number of incidents per practice learning environment and themes identified are collated six monthly and shared with managers within the Trust to ensure openness and transparency. Reports are communicated to the universities annually and discussed at collaborative practice and university forums to inform changes in curricula if needed and focus training and tutorials around the main issues. Ulster University have developed a ‘Health and Safety’ newsletter to highlight issues to
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the student population; details have been added to the IT supporting system - ‘Blackboard Learn’ which students may access. Intended learning outcomes • To utilise data of student incidents compiled by the Practice Education Team to inform the training and education of pre-registration student nurses. • To increase critical incident awareness and provide effective clinical supervision of student nurses in order to minimise future incidents. • To provide a platform for future research into the factors that may lead to students being involved in clinical incidents. Recommended reading • Cooper, E.E, (2012) A spotlight on strategies for increasing safety reporting in nursing education, The Journal of Continuing Education in Nursing. 43, 4, 162-168 • Espin, S. and Meikle, D. (2014) Fourth-year nursing student perceptions of incidents and incident reporting, Journal of Nursing Education. 53, 4, 238-243 • Lambton, J. and Mahlmeister, L. (2010) Conducting root cause analysis with nursing students: best practice in nursing education, Journal of Nursing Education. 49, 8,444-448 Biography Eleanor Weir has worked as Practice Education Facilitator in the Northern Health and Social Care Trust for six years. She obtained a BA from Queen’s University, Belfast prior to entering the nursing profession. Following achievement of State Registration, Eleanor
Posters specialised in Orthopaedic Nursing and worked in Musgrave Park Hospital, Belfast for three years. She returned to education to complete a Diploma in Health Visiting at Ulster University; after a career break Eleanor worked in the private sector for twelve years, returning to the Health Service in 1999. She has worked in Rehabilitation Nursing and as an Infection Prevention and Control Nurse in the Northern Trust. Poster 8 On line face to face tutorial support or in person tutorial support for student. Which was used more and why Beverley Ramdeen, Senior lecturer adult nursing, University of Hertfordshire Aim This study was formulated to determine if providing standard face to face (in person) tutorials and on line face to face tutorials via Skype would be utilised equitably and if not why not and what were the difficulties of accessing tutorial support while out in practice Abstract This study had 53 participants. Results indicated that in person tutorials (IPT) were preferred to skype. 53.3% of the students had IPT compared to only 11.4 % for skype. When asked if skype was equitable to IPT 80% of respondents were either neutral or strongly disagreed that is was. Rationale for choice of IPT was that it is more personal, formal and comfortable, while Skype was more informal and not considered the same as in person. There was positive
feedback for skype form the students that did utilise it; easier to access lecturer as at home and was more convenient. The challenges of accessing tutorial support while out in practice was acknowledged with 92.3% agreed that tutorial support was difficult to access. The reasons for this being shift patterns, work, study, and tutorial times. These key findings indicated that ITP remains important to the students (Elder, 2011). Blau & Caspi (2008) also found that face to face learning is more enjoyable than on line for students. However Koch, et al, (2009) discovered that computer assisted learning can help with the work, life and family commitments of the contemporary student. Conversely for the students that accessed Skype tutorials this was supported by favourable comments but statically this was not found to be the case. The significant number that found accessing tutorial support out in practice difficult appears to have not impacted on the use of skype as an addition, alternative to IPT. A Larger sample size and a higher number of respondents are required. In order to gain a more generalizable understanding of the dynamic and rationale for choice of tutorial and to identify if Skype could be a satisfactory addition / alternative to IPT, particularly when out in practice. This will be taking place from spring 2016. Intended learning outcomes • Understanding the rationale of student’s selection of traditional and non-traditional forms of tutorial support.
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• Technology and its usefulness to the student experience of learning • An awareness of the barriers to students using tutorial support while out in practice Recommended reading • Blau, I., Caspi, A. (2008) Do Media Richness and visual Anonymity influence learning? A comparative study. Proceedings of the Chaos conference on instructional technologies research 20080: Learning in the technology era. (pp.18-24) Israel: Open university. • Elder,R., L., Lewis, P., A., Windsor, C., Wheeler, M., Foster, E,. Foster, J., Chapman., H. (2011) Engaging undergraduate nursing students in face to face tutorial. Nurse Education in Practice. 11, 314319. • Koch, J., Andrews, S., Salamonson, Y., Everett, B., Davidson, M. (2009) Nursing students’ perception of a webbased intervention to support learning. Nurse Education Today. 30, 584-590. Biography Senior lecturer in Adult nursing at 3 universities over 12 years. Teaching undergraduates and post graduates in nursing and sociology. Clinical nursing range has varied from acute general medicine, Tissue Viability and clinical educator. Personal academic focus is social science, specialist areas are gender and ethnicity. Currently pursuing a PhD in the occupational identity of British born Caribbean nurses. Educational research has focused on the student experience, use of a rubric in assessment, flipped classroom
Posters and module leader’s experience of their assessment. Presentation at various national and international conferences have been given. Poster 9 Twelve month Preceptorship: How to retain newly qualified staff and develop more experienced staff in one 'hit'! Mary Jenkins, Paediatric Practice Development Nurse, Wexham Park, Frimley Health Foundation Trust Aim The aim of this paper is to showcase how this structured 12 month paediatric preceptorship programme has developed and retained more junior staff. It has also facilitated the development of the more experienced staff teaching on it. The paper show cases a variety of blended learning e.g.presentations, simulation, clinical shifts with PDN (Practice Development Nurse) and group work. This ensures that learning is constantly evolving and not the 'expected'. Abstract How it was.... It has been widely reported that the transition from Student to staff nurse (SN) is a stressful time. We offered a 6 month preceptorship programme to bridge this gap but we were not retaining staff..... What we did... I produced a programme that reflected the clinical picture in paediatrics within a district general hospital, met the needs of newly qualified staff, the children and families that they
are looking after and the development needs of those more senior staff supporting them. I feel that it is a responsibility of everyone within the multidisciplinary team (MDT) to train, support and value staff. The programme acts as a catalyst for this, embedding accountability and ownership intrinsically in the team. It includes a variety of blended learning e.g. presentations, simulation and group work that ensures that learning is constantly evolving and not the 'expected'. Simulation is the cornerstone of all sessions allowing the consolidation of learning & acquisition of new skills. It acts as a tool to challenge nurses in other areas eg managing conflict, breaking bad news. The Programme facilitates the development of knowledge and skills required to complete the Preceptorship Booklet. I work clinically to support nurses to consolidate these skills in a safe environment. Preceptors are involved to support the programme so that knowledge from the ‘classroom’ continues on the 'shop floor'. The 12 month Programme: 10 Study days over the year. Eg Acute Care Skills Programme (ACSP) 1 – Airway & Breathing. ACSP 2 – Circulation. ACSP 3 – Disability & Exposure Mental Health & Emotional Resilience Leadership skills
Intended learning outcomes To understand how important it is to use this programme as an opportunity to involve and develop all staff within paediatrics. To understand how important it is to use different learning styles. To understand the importance of linking knowledge learnt with clinical examples and the human factors involved - eg to give junior staff an opportunity to practice dealing with distressed parents in safe environment. Recommended reading • Morgan et al (March 2012): Implementing structured preceptorship in an acute hospital. Nursing Standard.vol 26, issue 28, pg 35-39 • Price (Dec 2013) Successful preceptorship of newly qualified nurses, Nursing Standard, vol28,issue 14,p51-56. • HEE (March 2015) raising the bar: A review of the future of registered nurses and care assistants. Biography Mary Jenkins has 20 years’ experience in general paediatrics, surgery and Neonatal Intensive Care (NICU).
What staff said....
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Testimonials outline how Staff feel more supported & that they wanted to stay. Preceptees have agreed to become 'buddy' preceptors for the next intake of newly qualified staff. Staff have applied for jobs at Wexham because of this preceptorship programme.
Posters Posters She currently works as Paediatric Practice Development Nurse, Wexham Park and Buckinghamshire. Mary trained in Newcastle-uponTyne. She moved to London & worked in General Paedaiatrics & NICU, Royal Free Hospital before realising her dream & working for Medecines Sans Frontieres (MSF). Mary worked for MSF in Republic of Congo & Guinea as Project Nurse: Supporting Primary Health Care, facilitating vaccination campaigns & reestablishing the health surveillance system. She returned to London & worked at Great Ormond Street Hospital in General Surgery as the Ward Manager before moving to Buckinghamshire. Poster 10 Benefits and Deterrants of Mentoring in a Nursing Dedicated Educational Unit (DEU) Dr Renee Bauer, Nursing Professor, Indiana State University Renee Noel Bauer, PhD, MS, RN, professor of nursing at Indiana State University in Terre Haute, Indiana Aim The aim of this paper is to allow the qualitative perspectives of the preceptors in the dedicated educational unit of the host hospital. My paper will address the views of preceptors working in a rural hospital. Abstract Currently, Indiana State University has implemented a Dedicated Educational Unit (DEU) that partners with a local hospital. A DEU is more than a medical unit, it is a concept that
uses a nursing preceptor to train a nurse with a 1:1 experience. These preceptors were selected due to both skills and preference. Because this is in a rural area, this hospital needs bachelor prepared nurses for magnet status. Many nurses chose to work in larger cities but with the implementation of the DEU concept, it is hoped that more nurses can be retained, trained, and feel invested in their host hospital. Ultimately this DEU shortens the length of orientation, saving the organization money and produces an ownership of the novice student. This paper will address both benefits and deterrants related to the preceptor experience by listing their qualitative comments. This research will use codes and themes to describe perceptions regarding mentoring bachelorette nursing students. Intended learning outcomes • Learn what a Dedicated Educational Unit (DEU) consists of. • Understand and appreciate the benefits of a DEU. • Learn positive and negative attributes of the DEU from the lens of the preceptors. Recommended reading • Benefits and Deterrants of Mentoring in a Nursing Dedicated Educational Unit (DEU) • Why use a DEU? • A Qualitative Study of Perceptors Involved in a Nursing Dedicated Educational Unit (DEU) Biography Greetings, I teach at Indiana State University in Terre Haute
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Indiana and I have over 23 years of being a psychiatric nurse. Currently, I am the director of the accelerated nursing program at my university. This summer, I presented research of my own regarding nursing themed housing at East Normal University in Shanghai, China. Poster 11 Promoting Personal Responsibility for Continuing Professional Development in a Palliative Community Setting Melanie Jane Legg, Head of Practice Development, Marie Curie Aim The aim is to demonstrate the changing of culture in learning and development in a disperse community palliative care setting to one of personal responsibility and accountability and how this change has been achieved. Abstract Continuing Professional Development (CPD) is fundamental to the development of all health and social care practitioners, and is the mechanism through which high quality patient and client care is identified, maintained and developed (RCN, 2007). Encouraging staff both registered and non-registered to continuously develop and keep their skills up to date is a key role of practice development teams. Whilst this seems straight forward it can be quite a challenging job especially where there has been more focus on mandatory training rather than
Posters Posters on developmental opportunities. Moving to a person-centered approach is not only inclusive of patients but also of staff and their learning and educational needs and development.
increased staff retention (DH, 2000). Intended learning outcomes At the end of this session, participants should be able to:
Diploma in Nursing Science (Oncology) and Graduate Certificate in Public Health and will commence a Masters in Supportive and Palliative Care in September 2015.
In a community setting it can be difficult to ensure that information and opportunities are cascaded to the whole team across a large and disperse area. Therefore the Practice Development Team set out to support staff and encourage them to see mandatory, educational and continued professional development as their responsibility and to be proactive with this.
• discuss the opportunities and challenges with changing the learning and educational culture within an organization • what a person-centered approach looks like for staff and development of this in work based practice • understand the impact of setting parameters and goals within a disperse team and the positive effect this direction has
Poster 12 “Meeting the challenges of transition through a collaborative leadership framework in final placement” Rachael May, Senior Nurse Preregistration Education, Cambridge University NHS Foundation Trust Lesley Drayton BSc; MSc Senior Lecturer in Adult Nursing Anglia Ruskin University
Recommended reading • Royal College of Nursing (2007) 'A joint statement on continuing professional development for health and social care practitioners', Royal College of Nursing, London
Aim Development and implementation of a leadership framework to optimise transition using final placement through an acute NHS organisation and University collaborative partnership.
The culture change has been positive and a number of staff have been proactive in this. This has been helped through a number of engagement and information sharing tools. Education logs were established and given to all staff to log and manage their own mandatory training. The feedback from these have been very positive and useful. The implementation of an educational newsletter which details training and educational opportunities that is sent out every quarter, email reminders for training and the implementation of noncompliance reports have helped to establish this shift in culture. The implementation of study days focused on continuous professional development have also had a good uptake. Initiatives such as Improving Working Lives have shown that staff who are given training and development opportunities are likely to be more motivated and satisfied at work, leading to
• Lawton, S & Wimpenny, P (2003) 'Continuing professional development: a review' Nursing Standard, vol.17, no.24, pg. 4144 • McSherry, R (2013) 'Can clinical governance act as a cultural barometer?' Nursing Times Biography Melanie qualified as a nurse in Australia in 2008 and has worked predominantly in oncology, haematology and palliative care. Melanie has recently taken up the post of Head of Practice Development for Marie Curie across Northern Ireland, Scotland and Northern England having previously worked in the post of Practice Development Facilitator with Marie Curie from July 2013. Melanie has a Postgraduate
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Abstract The increasing emphasis of global policy shift has had a significant impact on our healthcare delivery and nurse education. Against these challenges reviews such as Francis, Berwick, and Willis have recommended adequate resources are provided to ensure leadership practices are embedded to ensure growth, support, patient safety and experience. The Nursing and Midwifery Council (2008) have placed emphasis on leadership, quality, and innovation in the final months of management placement. The partnership model of working between the placement provider and Higher Education Institute provides a realistic opportunity of establishing a final placement
Posters where transition begins to enable a student to flourish with competence and confidence. In response to student and newly qualified practitioner feedback working in partnership we have developed an evolving leadership framework for final management placements. This has been achieved through recruitment workshops, choice of final placement linked to employment and regular group supervision sessions in practice. Access and engagement at a senior level through support and participation at Trust Board Forums such as patient experience and nutrition groups. Support and implementation of student innovation enables talent to be supported through a structured career pathway. Elements of our preceptorship programme are delivered in final placement to enable students to develop confidence and skill for the future. Engagement with students whilst in the University setting is pivotal to ensure a successful innovative and evolving partnership in nurse education and patient care. Our leadership framework has enable a fit, competent and compassionate workforce whose sole focus is their patient and future healthcare. Intended learning outcomes By engaging with the poster presentation participants will be able to: • Understand how to develop and implement a leadership framework to support transition. • Understand how to identify and utilise resource and expertise in collaborative partnerships across academia and practice.
• Understand how to integrate organisations leadership into nursing education and final placement. Recommended reading • Broad, P, Walker, J, Boden, R, & Barnes, A. (2011) Developing a Model of Transition prior to Preceptorship. British Journal of Nursing. Vol 20, No 20 p. 12961301 • Berwick, R. (2013) Improving the safety of patients in England. London. The Stationary Office. • Willis, P (2012) Raising the Bar Shape of Caring: A review of the Future Education and Training of Registered Nurses and Care Assistants. London Biography Rachael May commenced her nurse education in Bristol and specialised in Gynaeoncology. Rachael has worked in acute NHS Trusts and in New Zealand. Rachael has worked as a Ward Sister and Matron across varied surgical specialties. She has worked in partnership with multiprofessional groups, represented nursing on the trust board as staff governor and contributed to “care closer to home” with the Department of Health. Rachael is passionate about nurse education and patient experience. Rachael has recently completed her MSc in Leadership and management in healthcare whilst chairing the regional AHP governance group. Rachael is currently senior nurse for pre-registration Education Poster 13
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Implementation of Schwartz rounds in a hospice to develop workforce resilience and team building Melanie Jane Legg, Head of Practice Development, Marie Curie Aim This presentation will explore the positive effects of the implementation of Schwartz rounds in a hospice. It will explore the use of Schwartz rounds and how these are evaluated by staff as well as the wider outcomes of resilience and team ethos for all staff in the hospice setting not only clinical but non-clinical staff as well. Abstract The link between the well-being of staff and the well-being of the patients in their care is accepted by many in practice and is part of the evidence base supporting the concept of Rounds (Goodrich 2012; Point of Care Foundation 2014). As a co-facilitator of the Schwartz Center Rounds in Marie Curie Hospice Belfast I have been able to be involved in the implementation of these rounds as part of a well-being concept for staff. Palliative care is essentially about increasing the quality of life for people, “palliating” symptoms to make life more comfortable, and allowing patients to make the most of the time they have left. There is fulfilment for workers, whatever their environment, when they know their contribution to the physical, emotional and spiritual comfort of patients makes a difference. However, we should never forget that it is also work that
Posters comes at a cost and that staff need the support and resources that allow them the satisfaction of doing their work well and to have someone to turn to when they need some support themselves. The ideal people to turn to for support are those that understand, the colleagues that they work with. Emotional labor and emotional intelligence are important aspects to consider for people working with palliative and end of life care. Working with staff to build their resilience and identify their own emotions helps to build skills and understanding of themselves and those around them. This is true for all staff, those new to palliative care and those who have been working in palliative care for a while, there are key issues for all staff working within this environment and self-care is an important tool for staff to learn. These rounds have been successful with more than 30 participants at each round. The inclusiveness of staff attending from all areas of the hospice team helps to build understanding, compassion and appreciation of the diverse role everyone plays and reaffirms that all staff contribute to the high level of care delivery that patients and families receive. Intended learning outcomes At the end of this session, participants should be able to: • understand the role of Schwartz rounds in reflective practice and building emotional resilience • acknowledging the role each member of a team makes to delivery of care and investing in
staff acknowledges the challenges of working in a highly charged and emotional environment • building staff resilience helps to provide more compassionate and empathetic care to all Recommended reading • Codier, E; Muneno, L & Frietas, E (2011) 'Emotional intelligence abilities in oncology and palliative care' Journal of Hospice and Palliative Care Nursing, vol.13, no.3, pg183188 • Goodrich J. (2012) Supporting hospital staff to provide compassionate care: do Schwartz Center Rounds work in English hospitals? Journal of the Royal Society of Medicine 105:117-122 • Schwartz Center for Compassionate Care (2015) 'Building compassion into the bottom line' Biography Melanie qualified as a nurse in Australia in 2008 and has worked predominantly in oncology, haematology and palliative care. Melanie has recently taken up the post of Head of Practice Development for Marie Curie across Northern Ireland, Scotland and Northern England having previously worked in the post of Practice Development Facilitator with Marie Curie from July 2013. Melanie has a Postgraduate Diploma in Nursing Science(Oncology) and Graduate Certificate in Public Health and will commence a Masters in Supportive and Palliative Care in September 2015. Poster 14
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“Responding to parents concerns” – using trained simulated parents to prepare neonatal intensive care nurses for difficult conversations Sara Morris, Lecturer, Keele University Jo Cookson, PG Diploma, BSc (Hons), RM, Diploma in Midwifery, PGCE (HE), ENB 405 & 997 Neonatal Lecturer, Keele University Aim A recent palliative care publication on care in UK neonatal units from the Royal College of Paediatrics and Child Health in February 2014 recommends that staff 'should receive training in the principles of palliative care and sensitive communication with parents.' This follows reports that have highlighted concerns that of parents and relatives are not being addressed in a caring and sensitive manner and the lack of clear and timely communication leads to service user dissatisfaction in the NHS (Francis, 2013, POPPY, 2009). This paper describes the impact of an innovative educational strategy which utilises actors to simulate interactions between parents, relatives and staff as a means of preparing novice neonatal intensive nurses for difficult conversations in their workplace. Abstract The educational intervention Traditionally neonatal nurse education has focused almost exclusively on deepening a pathophysiological knowledge base and developing technical competence. However, producing g caring,
Posters compassionate and competent nurse graduates also requires development of the nurse’s communication skill set. This innovation uses external providers consisting of an experienced facilitator and an actor to facilitate a one day workshop in which difficult and emotional scenarios are recreated.. The intervention ultimately aims to offer the student neonatal intensive care nurses a safe forum to deal with complex, emotional and ethically challenging conversations. Evaluating Impact At the end of the module an anonymised on line questionnaire asked students about their experience of participating in or observing the workshop. Key questions were used that examined students perceptions on the workshop format. On-going evaluation will continue with a follow up focus group six months after the completion of the workshop with students who have completed the module and are working in the practice environment. It is intended that this focus group will enable the authors to elicit further information regarding themes raised from the initial questionnaire. Findings Preliminary findings from the initial questionnaire indicated that although the group felt apprehensive regarding this different educational strategy, they acknowledged the benefit of practising in a safe environment. Many commented on the aspect of reflection and how the debrief had provided an insightful review of their current communication strategies. These issues will be explored in
further detail in the subsequent focus group. Conclusion The full impact of this educational approach is yet to be determined; however preliminary results from data collection appear to be encouraging. There is clear evidence to suggest that utilising this innovative teaching approach and allowing novice neonatal intensive care nurses to be exposed to difficult conversations in a safe environment has resulted in reflective practice that has increased confidence and ultimately assisted in bridging the theory practice gap. Intended learning outcomes • Discuss the implementation of communication simulation into the neonatal curricula • Discuss how the impact of this development may support and develop students in practice • Appraise the future role of utilising such educational approaches in the wider nursing and midwifery curriculums Recommended reading • Francis, R. (2013) Mid Staffordshire NHS Foundation Trust Public Inquiry. London: DH • Mancini, A. Uthaya, S., Beardsley, C., Wood, D. and Modi N. (2014) Practical guidance for the management of palliative care on neonatal units. London: Royal College of Paediatrics and Child Health • Parents of Premature babies Project (POPPY), (2009). POPPY Steering Group. Family Centred Care in Neonatal Units A summary of research results and recommendations from the POPPY project. London: NCT.
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Biography Sara’s learning and teaching philosophy focuses on the transformative nature of education and a notion that learning activities in Higher Education are most effective when they are student centred and actively engaging. The concept of student empowerment is central to Sara’s work and this is evidenced by the development of student’s self-belief, graduate attributes, emotional intelligence and the achievement of their potential. This has been developed over 25 years of professional practice in emergency and acute care clinical and a wide range of interesting and developmental academic roles. Poster 15 Celebrating student experience of positive mentorship Christine Armstrong, Lecturer, Mental Health Nursing & Practice Quality, Keele University - North Midlands NHS Trust, Keele University Aim To explain and highlight the attributes that student nurses look for in their clinical mentor, using examples of positive mentorship we have personally experienced in clinical practice. Abstract In May, of 2015, our University held a conference celebrating positive mentorship in practice. It was an event they hoped would enthuse mentors, celebrating the hard work they do in practice. As students who had been on the receiving end of excellent mentorship, we were invited to the conference
Posters Posters to speak about our experiences. The day received very positive feedback and also raised some interesting questions, such as “What a positive mentor should offer a student in the form of learning experiences and support” and “Should everyone be allowed to be a mentor.” After such positive feedback that followed the event we decided to develop a user friendly poster detailing what students value in a mentor, which we hoped would be published around our University campus and hospital site. Since then the poster has been a success and we are currently in the process of rolling it out. As a group we think it is important to celebrate good mentorship both in our own Trust and nationwide, recognising the hard work qualified nurses do to ensure the next generation of nurses are ready to continue and improve the face of nursing, within health care. We hope by sharing our good experiences of mentorship it will not only praise mentors, but guide others in what is expected and valued. Intended learning outcomes • Highlight the key attributes that student’s look for in mentors. • What could mentors gain from a positive student/mentor experience? • To understand how a good mentor is a necessity to having a positive clinical placement experience. Recommended reading •http://www.nmc.org.uk/standar ds/additionalstandards/standards-to-supportlearning-and-assessment-inpractice/
•https://www.rcn.org.uk/__data/ assets/pdf_file/0008/78677/002 797.pdf •https://www.kcl.ac.uk/nursing/r esearch/nnru/policy/By-IssueNumber/Policy--Issue-41FINAL.pdf Biography We are a group of Nursing students, from Keele University, with a passion for encouraging positive mentorship experiences, both for the students and the mentors themselves. We have a representative from each nursing field and range across each year of study. We have found that hearing from each of the nursing fields (adult, paediatric, mental health and learning disability) gives a depth to our experiences of good mentorship, highlighting the similarities and differences expected of mentors in each field. Poster 16 "Education Quality MatrixEnsuring the quality of our learning environments and patient experience." Rachael May, Senior Nurse Preregistration Education, Cambridge University NHS Foundation Trust Aim Development and implementation of a quality Assurance system to monitor and and ensure the quality of the learning environment to ensure safe and effective patient care and experience." Abstract The recent challenges and shift in healthcare policy following
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reports such as Willis, Berwick and Francis there has been significance emphasis of ensuring robust quality assurance systems to ensure the quality of our learning environment and safeguard our patients. As an acute NHS organisation we collect various forms of quality measures related to our patients and learners in practice. The data is numerous patient experience and care, documentation, safety, vacancies, recruitment, student and mentor feedback. The data is overwhelming and valuable in isolation but when triangulated enables valuable insight into our learning environments and our patient care. This evidence is vital in ensuring engagement at all levels with ability to improve, enhance our patient experience and our learning environment. The data is triangulated monthly using the following measures: Nursing Quality Metrics Friends and Family Test Complaints Leadership issues/ senior vacancy Turnover and vacancy Student / mentor feedback Student issues Safety thermometer Student mentor capacity Moderation of practice documentation Student feedback system Incidents and safety A traffic light system has enabled learning environments to be targeted with sustainable resource and the efficient delivery of support strategies to enable the central education resource team to promote and
Posters maintain the quality of the learning environment whilst ensuring our patient safety and experience. Issues are identified early and students supported in the appropriate environment whilst ensuring he quality of patient care. The Matrix data is shared with ward teams to enable ownership and clear delivery of outcomes on action plans. Our Partner University support required actions as a clear decisive team. The monthly data is shared at board level to ensure engagement, resource and investment from senior nurse leadership. The Matrix has led to the development of initiatives such as technology to gain student feedback, resilience training for students and newly qualified practitioners. Intended learning outcomes By engaging with this poster presentation participants should be able to: • Recognise and identify quality assurance data used to evaluate the learning environment. • Understand how to triangulate the evidence to support learners in participate and ensure safe and effective care. • Understand how to engage ward teams and Trust board level leadership in quality of nurse education and patient care. Recommended reading Berwick, R. (2013) Improving the safety of patients in England. London. The Stationary Office. Willis, P (2012) Raising the Bar Shape of Caring: A review of the Future Education and Training of Registered Nurses and Care Assistants. London
Tregunno, D. Ginsburg, L. Clark, B. and Norton, P. (2014) Intergrating Patient Safety into Health professionals Curricula: a qualitative study of medical, nursing and pharmacy faculty perspectives. British Medical Journal 2014;23:257-264 doi:10.1136/bmjqs-2013-001900 Biography Rachael May commenced her nurse education in Bristol and specialised in Gynaeoncology. Rachael has worked in acute NHS Trusts and in New Zealand. Rachael has worked as a Ward Sister and Matron across varied surgical specialties. She has worked in partnership with multiprofessional groups, represented nursing on the trust board as staff governor and contributed to “care closer to home” with the Department of Health. Rachael is passionate about nurse education and patient experience. Rachael has recently completed her MSc in Leadership and management in healthcare whilst chairing the regional AHP governance group. Rachael is currently senior nurse for pre-registration Education. Poster 17 An exploratory study of student nurses' experience in intercultural encounters in clinical practice Joy Shao, Senior Lecturer, Northumbria University Aim The overall aim of the paper is to explore student nurses' lived experience in intercultural encounters in the context of clinical practice
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Abstract 1991, 2001 and 2011 UK Censuses indicate that there is a dramatic increase in the figures of people from Black, Asian and Minority Ethic (BAME) groups (Office of National Statistics, 2011). Many of these people require health care that is different to indigenous people due to their diverse cultural needs and religious beliefs. However, several studies in the UK revealed that these ethnic minority group are disadvantaged compared to the majority population when accessing National Health Services (NHS) (Gerrish 2000; Duffy 2001, Papadopoulos 2006). Eckhardt and colleagues (2006) also reported that health care professionals, including qualified nurses, are often not responding effectively to the diversified cultural needs to their clients who are from cultural background different to themselves. Leisham (2004) study revealed that there are significant amounts of staff are afraid to interact with their patient or avoid working with that patient due to lack knowledge of diversified cultural needs. All these no doubt affect their quality of care and patient satisfaction. Equality Act (2010) sets legal duties to promote equality and Health and Social Care Act (2012) address health inequalities, it is believed that nurse educators and leaders take a key role to fostering a required cross-cultural competence for our next generation of nurses. The author carried out a project to explore intercultural competences nursing students
Posters required in practical context. In order to address this, following research questions were raised: 1. What are student nurses perceptions of competence in intercultural communication? 2. Do student nurses encounter any challenges when communicating with other cultures? To what extend do they respond to such a challenging situation in practice? What strategies do they employ to handle these situations? 3. How can nursing students be encouraged and supported to proactively seek out opportunities to make contact with patients of other cultures? A qualitative phenomenological research approach was used to investigate student nurses’ lived experiences in intercultural encounters. The participants were recruited from one university in Northeast of England from the end of the first year and final year Preregistration Adult nursing programmes, who have undertaken their clinical practice in healthcare settings serving BME communities. Interviews were conducted in English, which lasted 60-90 minutes at the participants’ university. The interview was digital recorded transcribed verbatim for interpretative phenomenology analysis. The research project has uncovered student nurses’ perception, barriers and strategies utilised in responding to service users whose culture backgrounds are different to themselves, therefore, the findings was useful to identify nursing students’ intercultural competency, which will help
nursing leaders, clinical educators, mentors and lecturers to understand students’ learning when providing care to culture others. Intended learning outcomes • informed following findings from the research: • What challenges do student nurses face in intercultural encounters • How student nurses engage in their intercultural communication through their engagement, and interaction; • What can nurse educators and clinical educators do to better prepare future nursing workforce. Biography Joy Shao has a number of years working experience at China and the UK as a registered nurse. Currently, she is a senior lecturer at Northumbria University teaching preregistration Adult Nursing students; and a doctoral student (on Doctorate in Education programme) at Durham University. She also received Mary Seacole Development award 2014/15. Poster 18 Developing and Implementing a philosophy of learning in pre and post registration nursing education - a collaborative project Sean Morton, Senior Lecturer in Health and Social Care, University of Lincoln Samantha McCarthy-Phull RN, Clinical Education Nurse, United Lincolnshire NHS Trust Aim
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To demonstrate collaborative working in implementing an innovative learning strategy to equip the newly qualified nurse with the skills required on qualification within their training and to develop this strategy to skills for both preregistration and post registration nurses. Abstract This paper will demonstrate how partnership working with a local NHS trust has led to a change in philosophy in both the HEI and NHS trust in the development of skills for student nurses and how this equips them for the workplace they are entering. Trust partners and local HEI have developed a framework of learning, called SimBubbles4 healthcare. These ‘bubbles’ are learning opportunities that aim to challenge current thinking in learning. It had been noted that the local trust required staff to undergo a pack before commencement of skills, which may have already been gained elsewhere. These skills are sometimes seen as advanced or extended, however, the authors sought to challenge this by embedding skills within a framework. The project took 180 adult student nurses in their final year and taught them the theoretical components of cannulation and phlebotomy, on completion of this element, they were invited to the clinical skills suite to demonstrate competence in implementing this skill in the safe environment of the skills suite on manikins. The third part of this process was allowing students who met other trust and HEI agreed criteria to undergo the skills in the clinical setting. This resulted in around 80 students who were deemed
Posters competent to carry out this task in practice. This has resulted in a reduction in education required in the local trust on qualification and has even been seen as satisfactory for other trusts where students procured jobs. The development of the SimBubbles4healthcare has already been developed in a similar project for trust staff for training in using the new observations documentation released in 2014 and further SimBubbles are being planned for male catheterisation and bladder scanning. The SimBubble attempts to utilise simulation to enhance the theoretical elements of learning to enhance and develop safe practice. Intended learning outcomes • See how policy challenges within an organisation can be overcome to develop new ways of thinking. • To challenge participants to define what they want from their nurses and how best to develop this. • To see how blended approaches to learning, in particular with simulation have been demonstrated to be effective. Recommended reading • Aldridge, M and Wanless, S (2012) Developing healthcare Skills through Simulation. Sage • Stayt, CL. Merriman,C. Ricketts, B. Morton, S and Simpson, T (2015) Recognizing and managing a deteriorating patient: a randomized controlled trial investigating the effectiveness of clinical simulation in improving clinical performance in undergraduate
nursing students. Journal of Advanced Nursing (Online), Available from: http://onlinelibrary.wiley.com/doi /10.1111/jan.12722/abstract • Royal College of Physicians. National Early Warning Score (NEWS): Standardising the assessment of acute illness severity in the NHS. Report of a working party. London: RCP, 2012. Biography Sean Morton RN is a senior lecturer in health and social care and has an interest in simulation as a learning pedagogy. He has presented on and been published on simulation and has been working closely with a local trust to develop SimBubbles4healthcare. Sean has been a nurse for nearly 25 years and has had a varied career in the USA and UK in a variety of clinical areas, his clinical background is A&E and Trauma and other areas of interest are healthcare quality improvement and education. His Masters is in Organisational Management Poster 19 Raising the profile of Interprofessional Learning in a new Mental Health inpatient unit Pam Dalton, Practice Education Facilitator, Lancashire Care NHS Foundation Trust Aim The aim was to develop Interprofessional Learning through a process of collaboration within a large predominantly community based Trust Abstract
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Following the development and opening of a new Mental Health inpatient unit within a large NHS foundation trust an opportunity was grasped for the development of Interprofessional Learning. The opportunity to involve a number of professionals in the development of all learners was identified as a clear area for development. An initial meeting was organised with the attendance of the Practice Education Facilitator, Lead Occupational Therapist and Modern Matron for learning and development at the inpatient unit, within the meeting the key areas for the educational session were discussed and identified based on those identified in learner forums. The range of professionals invited to deliver were; pharmacists, Occupational and Physiotherapists, Dementia Nurse Specialists and MOVA specialist. The sessions all built up to two final MDT problem based sessions which were designed to reinforce the prior learning for all attendees. The key to the education sessions was the involvement and interaction of all learners including the medical students and the opportunity to reinforce the importance of Multidisciplinary working and to enable the exploration of each team members’ role. The sessions were held within a large training room that facilitated group working. Invites to attend were delivered via partner universities, accessing all learner cohorts through their blackboard networks and via posters sent to all of the placements, leads and Medical Education Facilitators within the locality. Learners not based
Posters within the inpatient unit were also encouraged to access the sessions because they were not aimed at those only based within the unit. Many of the outlying community teams worked with the teams within the inpatient unit and this interaction was identified as an essential part of the learner experience. The ongoing evaluation of the education sessions was considered to be essential in the assessment of the impact within the care environment. Intended learning outcomes • An increase in the interaction between all professions in the education of learners • The identification and addressing of knowledge development in learners • The improved level of care for clients Recommended reading • Barwell J et al (2013) How interprofessional learning improves care. Nursing Times; 109: 21, 14-16. • Ewin (2013) Case Study: Strategic approach to interprofessional learning in Stockport. • RCN (2007) The impact of effectiveness of interprofessional education in primary care. Literature review. Royal College of Nursing Biography Pam Dalton started her nursing career in 1986 and has a range of experience from Secure Mental Health Services to Post 16 education. Following initial Registered General Nursing she has specialised in Neurology and Neurosurgical Nursing, qualified as a Midwife and specialised in Neonatal Care. In
2000 she pursued a career in Education where she managed and taught in a large Psychology, Health and Social Care department in a 6th Form College, she returned to Nursing in 2014. Following 18 months as a Clinical Educator working for the Skills For Health Academy she gained her current post of Practice education Facilitator at Lancashire Care Foundation Trust Poster 20 Collaborating to Facilitate Interprofessional Learning in Practice Janet Furlong, Interprofessional Practice Development Facilitator, Coventry University Pat Bluteau, Lead for Interprofessional Education, Coventry University Janet Davies, Practice Facilitator, George Elliot Hospital NHS Trust Aim To expose participants to different ways of engaging in inter-professional learning (IPL) in practice. Abstract This presentation will describe an interactive workshop that ran at an interprofessional conference for qualified health and social care professionals. This workshop was developed by the Interprofessional Practice Development Facilitator who is working on an Interprofessional Learning (IPL) in Practice Project to support staff and students during a series of pilot IPL in practice opportunities, in addition to developing and piloting a model of interprofessional collaboration in practice for students and staff;
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furthermore developing and piloting a tool kit for use by students and staff involved, whilst supporting everyone involved in the pilot and finally to feedback to the project steering group and University teams on the pilots. It was designed to get professionals to think about interprofessional working, to think about what that actually means, to consider what happens in their areas already, what they would want to see happening and steps to getting there. Participants will hear how practitioners plotted their experiences of IPL on a visual aid which enabled them to depict their experiences along the flow of a river. Experiences of others involved in IPL will be explored and further visual representations will be shown to facilitate the process of considering the attributes, knowledge, skills and values of their students that would be beneficial for students from other professions to know about. Opportunities, barriers and advantages of interprofessional learning in practice and what is needed to make it happen will also be explored. Participants will be able to view how conference delegates were enabled to develop a scrapbook of experiences to facilitate them in their own practice areas. Intended learning outcomes • Explore the possibilities of engaging with interprofessional learning in practice • Learn from other colleagues experiences of facilitating
Posters interprofessional learning in practice • Explore creative ways of promoting Interprofessional learning in practice Recommended reading • Hilton R, Morris J (2001) Student placements – is there evidence • supporting team skill development in clinical practice settings? • Journal of Interprofessional Care, 15(2), 171-83. •Mackenzie A et al (2006) Interprofessional Learning in Practice: • The Student Experience. British Journal of Occupational Therapy August 2007 70(8) pp 358-361 • Reeves S, Freeth D, McCrorie P, Perry D (2002) ‘It teaches you what to • expect in future … ’ : interprofessional learning on a training ward for • Medical, nursing, occupational therapy and physiotherapy students. • Medical Education, 36, 33744. Biography Jan Furlong is a qualified adult nurse who worked as a district nurse before entering the education field. She worked at Warwick Medical School organising the community experiences of first and second year medical students before commencing in her current role as Interprofessional Practice Development Facilitator for the IPL in Practice Project at Coventry University.
Facilitating learning in practice: The Open University’s unique and flexible approach to mentor preparation and support Julie Messenger, Head of Department, Nursing, The Open University, Faculty of Health & Social Care, Walton Hall, Milton Keynes, MK7 6AA. Aim To share The Open University’s experience of designing and delivering a unique and fully accessible mentorship programme approved by the Nursing and Midwifery Council (NMC) using both informal and formal learning schemes. To promote this resource as a tool to contribute to mentor preparation, updating and support for nurses wishing to enter a mentor register and also guide the practice of senior healthcare support workers who are expected to support more junior members of staff. Abstract The Open University (OU) has delivered mentorship provision via a supported open learning route for many years, primarily in response to the needs of practitioners supporting support students on the OU’s preregistration nursing programme. With increasing demands in the healthcare sector, changes to the funding of Higher Education (particularly in England) and the diminishing need for credited mentorship preparation, the OU developed a new and innovative model mentorship preparation programme – Facilitating Learning in Practice.
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The BOC consists of 24 hours online teaching with activities and assessment designed to support learning across all issues of relevance to mentorship. This resource is free and can be accessed by all. Apart from its primary audience (practitioners developing their mentorship potential), the course can also support those practitioners already working in mentoring roles who are seeking an update, or healthcare support workers needing to supervise the effective development of others. The ‘badge’ is an internal benchmark of quality and success and must be achieved before learners register for the portfolio assessment of competence. Using OpenLearn combined with a formal assessment of competence has enabled the OU to build maximum flexibility in this provision and truly be in a position to offer a meaningful and relevant learning experience to learners. Intended learning outcomes
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The programme consists of two components: a free OpenLearn Badged Open Course (BOC) that draws on free assets available openly from the OU external facing webpages and a competence assessment using a portfolio to capture and evidence skills. At approval the NMC review panel commended the OU for ‘providing an innovative, flexible mentorship programme; evidenced by the online professional forum, the learning activities that engage students and the mentorship portfolio.’
Posters • Demonstrate the synergy between informal and formal learning and how these differing approaches can lead to effective development of mentorship practices. • Understand the underlying quality assurance and enhancement mechanisms of this innovative approach to mentor preparation. • Demonstrate awareness of the OU’s unique and innovative approach to developing and supporting mentors.
Recommended reading • Eller, L.S., Lev, E.L. and Feurer, A. (2014) ‘Key components of an effective mentoring relationship: a qualitative study’, Nurse Education Today, vol. 34, no. 5, pp. 815–20. • Foster, H., Ooms, A. and Marks-Maran, D. (2015) ‘Nursing students’ expectations and experiences of mentorship’, Nurse Education Today, vol. 35, no. 1, pp. 18–24. • McIntosh, A., Gidman, J. and Smith, D. (2013) ‘Mentors’ perceptions and experiences of supporting student nurses in practice’, International Journal of Nursing Practice, vol. 20, no. 4, pp. 360–65. Biography Julie Messenger led on this development whilst in the role of Assistant Head of Department and Qualifications Lead for nursing. Julie has worked at the OU for over nine years and during this time has prepared course and module materials across all undergraduate levels; most recently this has focused on authoring online materials.
Julie has been actively engaged in scholarship projects designed to examine the teaching and learning experiences of students accessing higher education with wide entry profiles. She continues to champion and seek ways to integrate more effective engagement between students when working through online means. Poster 22 Embedding Service User and Carer Knowledge in Meaningful Partnerships to Select the Right Candidates for Nursing Jane Welby, Lecturer and PhD student, Univerisity of Bradford PhD Supervisors Dr Chris Dearnley PhD. Head of Post Registration Education. University of Huddersfield Dr Anita Sargeant PhD. Head of School of Allied Health Professionals and Sport. University of Bradford. Aim •To determine what service users and carers value when selecting future nurses. •To discuss the experiential knowledge of service users and carers and how this informs their decisions. •To consider the value that service users and carers bring to the selection process and how this may be further enhanced. Abstract Background Selecting candidates for programmes leading to nurse education is an extremely complex and resource intensive activity, which carries responsibility for getting the right candidates with the right values. It increasingly involves
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stakeholders which include service users and carers as partners who have a vested interest in selecting the right candidates. The political imperative to involve services users in education (Beresford and Carr 2012), is at the forefront of the literature. However, it is also widely acknowledged as a means to enhance practice (Barnes and Cotterall 2012). This paper focusses on the perspectives of service users and carers who interview prospective candidates. Method A social constructivist grounded theory methodology was used (Charmaz 2004). An initial purposive sample was chosen and subsequently theoretical sampling was employed. Thirty in-depth individual interviews were conducted and thematic analysis using constant comparison was undertaken. Findings Three key themes were identified relating to: ‘gut feelings’ about candidates and their values; what service users and carers look for in their partnership with other stakeholders; Having their experiences and expertise for the role validated. Discussion Whilst feeling valued and satisfied with the partnership with stakeholders, acknowledgment of past aspirations and previous professional capacity was stressed by service users and carers as a means to a more meaningful relationship which would impact on the value of their contribution.
Posters Conclusion The contribution of service users and carers to the selection process would be enhanced if they are acknowledged and valued as individuals, rather than purely as users of services. Intended learning outcomes • Have a better understanding of how the contribution of service users and carers can be enhanced in the selection process. • Critically reflect on their own practice with respect to their values and experiences which influence their partnership with service users and carers in recruitment. • Critically reflect on the institutional influences that impact on the selection process and potentially affect the decision making capacity of service users and carers.
Recommended reading • Barnes M and Cotterell P (Editors) (2012) Critical Perspectives on User Involvement Bristol: Policy Press • Beresford P and Carr S (Editors) (2012) Social Care, Service Users and User Involvement London: Jessica Kingsley Publishers. • McPhail M (Editor) (2008) Service User and Carer Involvement. Beyond Good Intentions. Edinburgh: Dunedin Academic Press Ltd. Biography
The author is a registered nurse working as a lecturer in nursing and currently studying for the award of PhD at the University of Bradford. Having trained as a State Registered Nurse and Midwife, she then specialised in Neonatal Intensive Care before embarking on an academic career. The PhD study developed as a consequence of reflecting on whether there was a correlation between the values by which candidates for nursing were selected and teaching for 21st century values in nursing and concern that some candidates may be disadvantaged by the selection process. Poster 23 The High Dependency Skills for Ward Nurses Course at UHCW: Using Collaboration and Innovation to Enhance Learning and Improve Competency Assurance Carolyn Letchford, Practice Facilitator, University Hospitals Coventry and Warwickshire Aim The High Dependency Skills for ward nurses programme (HDU Course) is a partnership between the Critical Care Outreach, West Midlands Surgical Training Centre and Practice Development Teams. The aims of the course are to equip Registered Nurses at UHCW with the necessary clinical skills and underpinning knowledge to recognise, assess and instigate immediate treatment for the deteriorating patient. Abstract Until January 2014 competence of candidates on the course was measured against the
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completion of the Trustwide Acutely Ill Patients Competency Booklet. The requirement was for these to be completed within 6 months of finishing the course. In an annual report evaluating attendance and competency completion for this course it was demonstrated that out of 88 nurses who attended the HDU Course between May 2012 and May 2013, only 2 submitted fully completed competencies. This meant that competence to assess the deteriorating patient could not be assured for the remaining candidates. It was also recognised that whilst PowerPoint sessions on anatomy and physiology were included in the course content there needed to be a more visual and innovative way to excite the participants to draw links between anatomy and physiology and the deteriorating patient. A review was undertaken of alternative methods to; 1. Teach the importance of underpinning anatomy and physiology in understanding causes of deterioration relating it back to nursing practice, and, 2. Assess competence of recognising, assessing and managing the acutely unwell patient. The result of this review led to the implementation of the Acute Illness Management (AIM, Greater Manchester 2002)) Course into the HDU Course as a final assessment day and the introduction of innovative, interactive anatomy and physiology workshops using plastinates. This was performed in partnership with the unique West Midlands Surgical Training
Posters Centre also partnered with Warwick Medical School.
• To understand how the programme is being evaluated
Since the introduction of AIM in January 2014 98% of the registered nurses assessed have been deemed competent to perform an A to E assessment of the acutely unwell patient in a simulated situation and passed the post course multiple choice paper. When comparing pre and post course knowledge there is a measurable improvement with all candidates. In addition to positive results the feedback from candidates regarding the anatomy and physiology workshops is enthusiastic.
Recommended reading • National Confidential Enquiry into Patient Outcome and Death (NCEPOD) (2005) An Acute Problem? NCEPOD, Epworth House, London. • National Patient Safety Agency (2007) Safer care for the acutely ill patient: learning from serious incidents, NPSA • NICE (2007) Recognition of and response to, acute illness in hospitalised adults, can be found at http://www.nice.org.uk/CG50
‘The surgical training centre was the best way to recap on A &P’ ‘Seeing the organs helped to visualise each and aided understanding’ ‘Very interesting and effective session being able to see organs from real people’ References Greater Manchester Critical Care Skills Institute (2003) AIM Courses [online] available from http://gmccsi.org.uk/aim-courses [1 March 2015] Intended learning outcomes • To understand why it was decided to introduce the plastinate models as a means of developing candidates underpinning knowledge (A&P) of the acutely unwell patient • To understand why it was decided to change the way competence was assessed in recognition, assessment and Management of the acutely unwell patient (using the A to E structured approach)
Biography Carolyn holds a Bachelor of Nursing (Hons) in Adult Nursing and City and Guilds Double A Award in Mentoring and Assessing. She currently works as a Practice Facilitator at UHCW and joined this team in 2010. In her role Carolyn works multi professionally across the organisation and works on a variety of interesting projects. She has a particular interest in recognising the deteriorating patient and facilitates and teaches on The High Dependency Skills for Ward Nurses Course. She has previously worked as a Critical Care Nurse on the General Intensive Care Unit at Northampton General Hospital. Poster 24 Does pre-registration nursing curriculum support effective learning of anatomy and physiology to inform clinical practice? Emma Addie, Lecturer in Nursing, The University of Liverpool Aim
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To determine the preregistration nursing curriculum supports this in relation to its importance in clinical practice. Abstract It is widely recognised that the biological sciences, particularly that of anatomy and physiology, are pivotal to the foundation knowledge of nursing practice. However, subjects encompassed in the biological sciences are notoriously difficult for nursing students to grasp due to their complexity, along with the inability to relate its position in nursing practice. Within their educational standards, the NMC charge responsibility of curriculum content to HEI’s, requiring nursing programme providers to ensure content such as anatomy and physiology is included, underpinning key aspects of practice, such as clinical observation, assessment, critical thinking and decision making. They do not stipulate what depth is required in order to gain the competence required for entry to the register, other than content is developed at a suitable level for each part of the programme. Wilson (1975) claimed knowledge of biological sciences in nurse education is nebulous, with its application being unstructured and haphazard; warning of a ‘theory-practice gap’. This remains an issue; particularly as entrance to the NMC’s professional register requires its highest ever academic qualification, demanding a deeper level of knowledge of all that encompasses the nursing role. A systematic literature review provided further insight into the position of the biological
Posters sciences within the preregistration nursing curriculum, focusing predominantly on anatomy and physiology. The main intention was to enquire as to whether nursing students are furnished with sufficient underpinning knowledge of this subject area to enable them to become competent, critical thinking practitioners; vital for providing a high standard of safe, holistic care. There is sufficient evidence to support the notion that knowledge of anatomy and physiology is substantive to the foundations of holistic nursing care. The study highlights it cannot be assumed that nurses are furnished with the necessary underpinning biological knowledge to ensure the competence required to inform clinical practice. Intended learning outcomes • Gain insight into the position of the biological sciences within pre-registration education. • Discuss emergent themes from synthesised findings of the study. • Consider the rigour in which pre-registration nursing curriculum is designed. Recommended reading • Clancy, J., McVicar, A., Bird, D. (2000) Getting it right? An exploration of issues relating to the biological sciences in nurse education and nursing practice. Journal of Advanced Nursing. 32 (6). P1522-1532. • Davis, G. M. (2010) What is provided and what the registered nurse needs – biosciences through the preregistration curriculum. Nurse Education Today. 30. P707-712. • Glasper, A. (2010) The NMC Quality Assurance Framework for Nurse Education, British
Journal of Nursing. Vol 19. No 12. P788-789. Biography Since qualifying as a registered nurse in 2006, Emma has predominantly worked within the speciality of critical care; and became a sister on a busy general critical care unit in the North West of England. After moving into nurse education in 2011, she is now a lecturer and admissions tutor for the undergraduate Bachelor of Nursing programme at The University of Liverpool. Still maintaining strong links with clinical practice, Emma is currently studying towards a Masters in Clinical Research. Poster 25 In-reach into Care Homes Enabling and Development Training Programme Elizabeth Graham, Asst Dir Nursing Innovation, Practice Development, Northern Health & Social Care Trust Mandy Ellis - practice development facilitator, RGN, BSc Hons Public Health, specialist practice in District Nursing, Non Medical prescribing. Aim “The aim of this initiative was to enable and develop the clinical competence of care home staff so they are better equipped to deliver person centred care by maintaining residents in their own home safely and effectively and promoting their positive experience”. This was undertaken using a HSC Trust and independent sector partnership approach. The objectives of this project were:
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• To identify two nursing home champions in each care home. • To undertake a patient profile per care home to identify training needs. • To develop a competency manual for nursing home champions • To determine how champions self-rated their clinical competencies before and after the programme in key clinical areas namely, suprapubic/male/female Catheterisation, Syringe Driver Management, Respiratory and Diabetes Management and Percutaneous Endoscopic Gastrostomy (PEG) tube management. • To provide on-going clinical support and assessment of clinical competency to nursing home staff in their care home facility. • To provide long term conditions training programme. • To promote sustainable partnership working between nursing homes and primary and community and secondary care. Abstract It is of concern that many nursing home residents who become acutely unwell are referred to hospital for sometimes futile and often distressing treatment. It has been documented that the patients most likely to be admitted from a nursing home to hospital are the most physically frail (Ahearn et al, 2010). In many cases, palliation and comfort care in a familiar environment might be considered a desirable alternative more in keeping with the nursing home resident’s own wishes (Ahearn et al, 2010). The importance of good end of
Posters life care provision for older people in nursing homes is recognised within the literature (Clark et al 2013, WHO 2011). Within the context of Northern Ireland the regional strategy ‘Transforming Your Care’ (DHSSPS, 2011) highlights that as older people are frequently living and dying in nursing homes, their increasing complexity and dependency levels have implications for staff training so to meet resident’s care needs effectively. This initiative aims to enable and develop care home staff through a training and development programme and through the provision of visible support in practice which is tailored to meet the unique needs of their patient profile in a dynamic way. Intended learning outcomes To understand: • A dynamic person centred approach to a training needs analysis process. • A collaborative which demonstrates partnership working between independent, primary and secondary sectors. • An initiative aimed at reducing unnecessary Emergency Department attendance Recommended reading • DHSSPSNI 2011. Transforming Your Care, sets out an overarching road map for change in the provision of health and social care services in Northern Ireland. It focuses on reshaping how services are to be structured and delivered in order to make best use of all resources available to us, and in so doing, ensure that our services are safe, resilient and sustainable into the future
where home is the "hub" of care. • The care of frail older people with complex needs: time for a revolution The Sir Roger Bannister Health Summit, Leeds Castle Author: Jocelyn Cornwell March 2012, kings fund • Living Matters Dying Matters A Palliative and End of Life Care Strategy for Adults in Northern Ireland March 2010 Biography Elizabeth Graham qualified as a Registered General Nurse in 1987 and undertook an ENB certificate in neurology and neurosurgery in 1990. Elizabeth spent most of her clinical career in District Nursing where she achieved her specialist practice qualification in 1996 and a MSc in Primary Care and General Practice in 2006. Elizabeth contributed to the regional review of District Nursing conducted in 2010. From 1998 Elizabeth has held senior managerial positions in Northern Health & Social Care Trust and currently is an Assistant Director for Nursing Innovation & Practice Development since 2014 and previously was responsible for Education commissioning for Nursing & Midwifery. Most recently Elizabeth was successful in her Post Graduate Certificate in Education and is a member of the Higher Education Academy. Current work-strands include: • Development of Dementia, Tracheostomy and Laryngectomy Nurse Champions • Enabling and supporting Registrant Nurses in the Care Home setting • Reviewing Care Planning documentation
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• Development of the Nursing Workforce through various education programmes • Embracing enabling technology ie eHealth Records and electronic nurse records Poster 26 Supporting disciplinary focused academic and professional transition through peer teaching. Julia Winter, Principal Lecturer Quality Assurance, Oxford Brookes University Sandy Oldfield, Emma Inness, Liz Jestico, Jo Peto Aim To share experiences of developing a programme of peer supported professional transition activities designed to help students foster disciplinary focussed academic and professional attributes. Abstract This session describes part of a teaching fellowship awarded to explore how peer supported activities can help students to achieve professional transition into nursing. Pre-registration nursing education recruits students from a varying demographic including age, gender, prior education and experience , so transition needs may vary. Gale and Parker (2012) propose that transition activities can be conceptualised as "induction" – pertaining to institutional requirements and expectations ; "development" – pertaining to the development of an HE identity and "becoming". Whilst the latter concept is yet to be understood in research and practice, it relates to developing an understanding of
Posters how to function within a disciplinary identity. The development of sense of self in terms of "becoming" for students as prospective health care Professionals seems to have two key attributes, academic and professional. The ability to cope and respond to the demands of challenging health care contexts requires professional resilience and selfefficacy. Self-efficacy as an academic attribute is described by Chemers (2001 ) as requiring the development of persistence and problem solving skills which in turn promotes the ability to deal with disorder. Thomas (2012) identifies the need for proactive student engagement to develop in students a sense of “fit”. Observation and experience tells us that junior students will orientate themselves to senior students in practice settings and a current inter year buddy systems has been well evaluated in helping this professional “socialisation” process. As a development of the peer support offered senior students worked with us to plan and lead a number of core disciplinary focused activities, intended to develop academic self-awareness and foster academic and professional selfefficacy problem solving and resilience. The project has been running for just over a year and is in the early stages of evaluation but is beginning to further inform our transition activities. Intended learning outcomes
• Gain insight into how a vertical (cross years) course buddying system can be implemented to improve the academic student experience • Consider how peer buddying can be used to support academic development and professional transition. • Explore the potential for students to be co-creators of their learning experiences Recommended reading • Chemers,M. Hu, L. and Garcia, B.(2001) Academic SelfEfficacy and First-Year College Student • Performance and Adjustment Journal of Educational Psychology 93, (1) 55-64 • Gale, T. & Parker , S. (2012) , Studies in Higher Education : Navigating change: a typology of student transition in higher education, Studies in Higher Education, Available at: http://www.tandfonline.com/doi/ pdf/10.1080/03075079.2012.72 1351 April 2014 • Thomas, E. (2012) What works? Facilitating an effective transition into higher education, • Widening Participation and Lifelong Learning 14, (Special Issue, Winter 2012-13) 14666529 Biography This Children’s Nursing teaching team have a diversity of clinical, education, research and academic management experience. Areas of expertise include child development, health literacy and user involvement, assessment and care of families of children with chronic illnesses, supporting students to develop confidence in clinical skills bridging the theory practice gap and exploration of how pre-
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registration courses prepare students for practice in specialist areas. They were recently awarded a team teaching fellowship in recognition of consistent achievements developing the student academic experience. The funding from this fellowship supports a project focussing on supporting academic and disciplinary transition through peer assisted learning. Poster 27 To facilitate higher education partnership in clinical practice. Jackie Phillips, Lecturer Adult Nursing, Southampton University School of Health Sciences Aim To facilitate higher education partnership in clinical practice Abstract Higher Education Institutions internationally recognise the need to work increasingly efficiently and effectively with partner organisations in order to maximise student learning and achieve clinical practice competencies. There are numerous recollections in the literature of deficits in this relationship. Key to student success in the practice environment is the dynamic role of the practice based mentor as a facilitator of learning as well as teacher and assessor. The integral role of the mentor which Lord Willis endorses requires an informed partnership with the education provider, possibly bridged with practice educators, who support these mentors in their essential role. Mentors are known to be challenged to
Posters provide increasingly complex care to increasing larger numbers of patients. Time for teaching and supporting an increasing number of learners needs to be both focused and accurate and there is little feedback to them individually on their performance or evaluation of the learners’ experience of working with them. Whilst the notion of evaluating the ward experience is undertaken by all institutions there are mixed modes of communication back to the mentor. Mentors are required to be updated once per year (NMC 2008) often with colleagues from different wards/disciplines. In supporting and valuing this often relentless role by a lecturer (linking in my case with a large critical care directorate) a discursive one hour meeting in the final week of placement with students and practice educators has been instrumental in the ongoing development of a close working, mutually beneficial relationship. By identifying those aspects that students “most value” about the placement and areas that they would “like to have changed” many areas of excellence and development evolve. By recording key bullet points and feeding these back individually to mentors some meaningful feedback and encouragement is directly offered. Key points for mentor updates become apparent and misinformation can be addressed. Intended learning outcomes • Consider the context of the higher education institution relationship with the mentors of student nurses • Discuss the multifactorial challenges to the mentor in the practice setting.
• To suggest a meaningful strategy of direct feedback to mentors that both value practice and enable development
Recommended reading • McIntosh, A. Gidman, P. Smith, D. (2014) Mentor’s perceptions and experiences of supporting student nurses in practice. International Journal of Nursing Practice 20 : 360-365 • Nursing and Midwifery Council (2008) Standards to support learning and assessment in practice. NMC standards for mentors, practice teachers and teachers, NMC, London • Pulsford, P. Boit, K. Owen, S. (2002) are Mentors ready to make a difference? A survey of Mentors’ attitudes towards nurse education. Nurse Education Today 22 : 439-446 Biography Having trained in London I moved to Southampton pursing my interest in intensive care nursing. Considering education in more depth was motivated from working at a senior clinical level with mentors and staff nurses leading me to undertake a Diploma in Nurse Education and the RCN. Undertaking the numerous roles involved in Lecturing at Southampton University allows me to be involved in the formal teaching of “Learning in practice settings” for potential mentors as well as supporting mentors and staff on our busy Critical care directorate. Being a personal tutor to undergraduate students’ give a further dimension to teaching and learning.
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Poster 28 “Making it happen? How an interactive service user and carer engagement toolkit can provide invaluable support to nursing academic staff Yvette Brown, Service User and Carer Engagement Facilitator, Health and Social Care Unit, Faculty of Health and Life Sciences, Coventry University Aim To showcase the development of an interactive service user and carer toolkit for nursing academics in the Faculty of Health and Life Sciences at Coventry University Abstract Service user and carer engagement in higher education has become an expected aspect of the nursing curriculum. The Nursing and Midwifery Council endorses the inclusion of service users and carers in nurse education to positively shape and influence student nurses to place service users and carers at the heart of healthcare and work in a collaborative, integrated way. However, the how of service user and carer engagement is often missing and for a number of nursing academic staff this endeavour can be shrouded in mystery. This presentation will focus on the development of an interactive service user and carer toolkit for staff in the Faculty of Health and Life Sciences at Coventry University, England. The toolkit was developed in response to feedback from service users and carers and academic staff who wanted clear, consistent,
Posters accessible information about the expectations and responsibilities of service user and carer engagement. The purpose of the toolkit is to provide learning resources that encourages nursing academic staff to consider and implement the key issues required for service user and carer engagement in undergraduate and postgraduate nursing provision in a dynamic and concise way. Intended learning outcomes • Explain the rationale, benefits and impact of having an interactive service user and carer toolkit for nursing academics. • Understand how service users, carers, academic staff and learning technologists all contributed to the development of the toolkit • Consider the resources they (or their organisation) may require to engage with service users and carers in an effective, consistent way.
Recommended reading • McKeown M, Malihi-Shoja L, Hogarth R, Jones, F Holt, K Sullivan, P Lunt, J Vella, J Hough, G Rawcliffe, L Mather, M (2012) The value of involvement from the perspective of service users and carers engaged in practitioner education: not just a cash nexus. Nurse Education Today. 32, 2, 178-184. • Speed, S Griffiths, J Horne, M Keeley, P (2012) Pitfalls, perils and payments: Service user, carers and teaching staff perceptions of the barriers to involvement in nursing
education. Nurse Education Today, 32, 829-834. • Willis, G(2015) Raising the bar. Shape of Caring: A Review of the Future Education and Training of Registered Nurses and Care Assistants. Health Education England Biography Yvette Brown is a Senior Lecturer in Mental Health Nursing at Coventry University. She is currently on a secondment as a Faculty Service User and Carer Facilitator providing a strategic direction to strengthen service user and carer engagement within the Faculty of Health and Life Sciences. Personal interests include recovery in mental health, cultural perceptions of mental health and service user and carer involvement in higher education. Poster 29 Just another fashion fad? Implementing a graduate rotation programme across the whole health community. Claire Agnew, Senior Nurse Clinical Practice Development, University Hospitals of Leicester NHS Trust Aim To share work on an innovative project implementing a Graduate Rotation Programme across the Leicester, Leicestershire and Rutland Health Community for Newly Qualified Nurses, specialising in the Frail Elderly Person. Highlighting the positives, pitfalls and intended outcomes of the initiative. Abstract
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The University Hospitals of Leicester (UHL) NHS Trust and Leicester Partnership Trust (LPT) are working together on an innovative project across the health community for newly qualified nurses wanting to specialise in the care of the frail elderly person. The Graduate Rotation Programme starts in November 2015 and will provide each nurse with four placements across UHL and LPT, over 27 months. There will be two placements in each Organisation, the first one being nine months followed by three six month placements. Alongside this the nurses will be supported by an exciting programme of education, development and support. The newly qualified nurses will complete their preceptorship whilst on the programme and also be supported to do inhouse accredited modules specifically focusing on the needs of the frail elderly person within both the acute and community setting. Towards the end of the rotation there will also be opportunities to undertake insight visits or electives with specialist areas such as community nursing teams, social services, hospice care, voluntary organisations or specialist mental health teams to gain awareness of what the whole health community has to offer in supporting the needs of the frail elderly person. The drive for this initiative was our intention to support the local Better Care Together project which brings together partners including local NHS
Posters organisations and councils, to ensure that services change to meet the needs of local people. We will share the benefits and challenges faced with introducing a rotation programme across the whole health community, the successes and disappointments experienced to date and recommendations for further programmes which we hope will be able to be transferred into other organisations. Intended learning outcomes • Identify the challenges faced when working across different organisations. • Reflect on the ways of overcoming challenges shared by the speaker and how these could be used within their own organisation. • Describe their vision for rotation programme opportunities within their own organisation. Recommended reading • Willis (2015) Raising the Bar. Shape of Caring: A Review of the Future Education and Training of Registered Nurses and Care Assistants, Health Education England • Jones et al (2015) Mind the gap - exploring the needs of early career nurses and midwives, Health Education England • Health Education England (2014) Growing Nursing Numbers - Literature review on nurses leaving the NHS
Biography Claire Agnew is a Registered Nurse with a passion for education and supporting staff to be the best they can be. She qualified in 1995 and after working across a variety of Medical wards at the University Hospitals of Leicester NHS Trust developed a role supporting newly qualified nurses in practice. This enabled Claire to achieve an MA in Lifelong Education in 2005 and move into her current post as Senior Nurse – Clinical Practice Development and Trust Lead for Preceptorship, where she continues to develop and support healthcare professionals to provide high quality patient care through education and policy development. Poster 30 Successfully implementing an induction and support programme for student nurses in an acute Hospital setting Adrian Debney, Practice Development Nurse, Queen Elizabeth Hospital Julia Saunders RGN, CertEd, BSc (Hons) Practice Development Nurse, Queen Elizabeth Hospital Aim To demonstrate how we have developed a comprehensive education and induction programme to optimise support for student nurses in a district general hospital and beyond. Abstract This presentation will demonstrate how we have developed comprehensive education and induction programmes designed to
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optimise support for all student nurses. Using feedback from patients, mentors and students the aim of the induction programme aimed to welcome them as an integral and valued part of the healthcare team. The on-going educational forum ensured that this support continued throughout their placement whilst providing them with a regular platform to discuss their experience. This framework reflected Trust expectations, standards and values whilst positively engaging students as part of the process of care and service improvement. This ensured that students were prepared equitably and at the appropriate time. The programme also facilitated a forum for support and provided an environment in which to establish key relationships through personalised introductions to ward areas and personnel whilst identifying opportunities for learning. Less formal initiatives such as catering and parking concessions allowed students to feel welcomed and valued by reducing their anxiety at the outset. The on-going educational programme continues this process by providing a regular focus for feedback and patient experience and the impact of practice at all levels of care. The programme allowed us to reduce the pressure on mentors whilst incorporating their expectations and issues. Finally, senior nurse endorsement and participation allowed students to have a credible voice at board level.
Posters The impact of this programme has had a profoundly positive impact on both patient care and the student experience. This has been demonstrated through patient audit, inspection reports and programme evaluations – the latter scoring consistently highly since its introduction. Additionally, two major inspectorates have commended the programmes by highlighting improved outcomes for patient experience relating to safe and consistent support for student nurses. This has become integral part of hospital culture and has influenced similar regional programmes and standards of induction. (299) Intended learning outcomes • Identify the positive impact of a structured induction and educational forum on patient care • Identify strategies for engaging and motivating key stakeholders • Describe how to influence regional practices through local changes Recommended reading • Levett-Jones.T ,Pitt. V Courtney-Pratt.H, Harbrow. G,Rossiter,R (2015)What are the primary concerns of nursing students as they prepare for and contemplate their first clinical placement experience? Nurse Education in Practice 15 (2015) 304-309. • NHS Institute for innovation and improvement (2010) A handy guide to Facilitation Warwick .NHS 111 • Taylor .M.J,McNicholas.C, Nicolay.C, Darzi.A, Bell.D, Reed.J (2013) Systematic review of the application of the plan-do-study-act method to improve quality in healthcare.
British Journal of Nursing Qual Saf:0:1-9 Biography The authors are currently Practice Development nurses in an acute NHS Foundation Trust, each with thirty years of clinical experience in a range of specialist fields including cardiology, ward management and stroke care. They work closely with the UEA to provide innovation and support for both undergraduates and the network of clinical staff who support them. They are passionate about promoting core values into all aspects of patient care through transformational leadership and have gained local and national recognition for contributing to, and implementing, innovative changes in support of best practice. Poster 31 The shape of learning in preregistration nurse education: perceptions of self-direction in nurse educators and undergraduate students. Maxine Pryce-Miller, Senior Lecturer, University of Worcester Aim To present the research findings from this hermeneutic phenomenological study Abstract Background: Students are entering nursing at a time when demographic and economic forces are driving an urgent national priority to ensure the public’s ability to access safe and high quality care. For nurse educators there is an expectation that they will rise to the challenges and support
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different agendas, policies and processes in order to educate students to be capable and competent to meet the changing and uncertain demands of an increasingly complex healthcare environment. Educating adults has to include an element of expected autonomy. What do nursing students and educators really think of its efficacy and what should happen during those times of ‘self-direction’. This controversial area is taken for granted and assumptions are made but seldom researched in terms of perceptions, expectations, and realities. This research focused on the lived experiences of nursing students and educators in a United Kingdom University setting, with particular focus on their conceptual understanding and developmental needs in relation to SDL. Methods: Consonant with the concern to seek out similarities and divergent thinking about SDL, a phenomenological hermeneutic approach guided the research design. Data were collected from six nurse educators and six pre-registration students from all four branches of nursing. Semistructured interviews provided the opportunity for participants to relate their individual perspectives. Thematic analysis was utilised to identify themes. Data interpretation: Student experiences were manifested in the dashing of high expectations and perceived lack of experiential learning opportunities, resulting in disappointment and disillusion. For educators, values conflict, perceived restrictions on
Posters professional autonomy, and apparent student animosity were key themes. Lack of a clearly articulated theoretical framework for their practice as educators was evident. Conclusions: The research postulates a nursing orientated framework for collaborative development of SDL capability among students and nurse educators and makes recommendations for optimising its utility in curriculum development. Intended learning outcomes • Identify barriers and challenges in the teaching and learning process • Identify ways in which this can be improved for students in the academic and practice setting • Recognise the importance of the role of a nurse educator in academia and practice Recommended reading • Derbyshire, J. A. & Machin, A. I. (2011) learning to work collaboratively: Nurses' views of their pre-registration interprofessional education and its impact on practice, Nurse Education in Practice 11(4): 239-244. • Pryce-Miller, M. (2010) Are first year undergraduate student nurses prepared for selfdirected learning? Nursing Times 106, (46) 21-24 • Willis Report (2015) Raising the Bar: Shape of caring: A review of the future education and training of registered nurses and care assistants. Lord Willis, Independent Chair, Health Education England Biography Maxine Pryce-Miller is a senior lecturer in applied professional
studies within the Institute of Health and Society at the University of Worcester. She is also a registered general and children's' nurse by background but has been employed in nurse education for the last 10 years. Her research and pedagogical focus and interests are around teaching and learning in Higher Education. More specifically, her publications addresses different aspects surrounding teaching and learning in an attempt to improve learning experiences for students. Poster 32 An Urgent and Emergency Response to Placements: A collaboration between South West Ambulance Service NHS Foundation Trust and Bournemouth University to provide innovative placements for adult student nurses. Sarah Keeley, University Practice Learning Advisor, Bournemouth University Steve Frost has been a registered nurse for 24 years. His background is in critical and emergency care as well as training. He left the acute sector as matron for Emergency Care Services in 2010 to work for South Western Ambulance Service Foundation Trust. He is an Advanced Nurse Practitioner and Independent Prescriber and currently works for the Trust as Head of Nursing. Aim To demonstrate how a collaborative partnership between the Ambulance service and a higher educational institute provided valuable learning experiences for student nurses.
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Abstract South West Ambulance Service NHS Foundation Trust (SWASFT) provides a range of diverse and innovative roles for nurses within the trust. Many of these roles revolve around the services provided in a Clinical Hub (call centre). These services include 999, NHS 111, Single Point of Access, GP Out of Hours Service and Advanced Nurse Practitioners working in Treatment Centres, Emergency Departments or responding to 999 calls. SWASFT approached Bournemouth University to investigate the possibility of placing student nurses within the Clinical Hub and patient facing services. The Nursing and midwifery Council (NMC) 2010 state that leaning can take place in a variety of areas. As collaboration can be seen as key to innovation (Inoue and Liu 2015), a member of the University Practice Learning Advisor (UPLA) team met with SWASFT to successfully facilitate this process. Meetings ensued and the student experience and learning opportunities were discussed along with how the NMC (2010) Competencies could be met. Mentor provision and preparation was highlighted as essential to the success of the project. Suitable mentors were identified and bespoke educational updates were delivered. Students now undertake the NHS pathways course in the first fortnight of the placement. This is a nationally recognised telephone triage course covering anatomy, physiology and pathophysiology alongside telephone communication skills. This allows the student to
Posters operate the NHS 111 system. The students are then placed in the clinical hub and actively engage in telephone triage mentored closely by nurse clinicians. The students also experience a variety of other nursing roles within the service and there are opportunities for the students to work inter professionally with paramedics and medical staff. Support continues to be given by the University to the students and the mentors throughout the placement. Both students and mentors within SWASFT have evaluated the placement extremely positively. Intended learning outcomes • Have a better understanding of nursing roles within the ambulance service • Have an understanding of the collaborative process involved in setting up new placements • Have an understanding of the role of a university practice learning advisor. Recommended reading • Inoue, H., Liu, Y-Y. 2015. Revealing the intricate effects of collaboration on Innovation. PLoS ONE 10(3): e0121973. Doi:10.1371/jopurnal.pone.0121 973 • Moore, J., Prentice, D., Taplay, K., 2015. Collaboration: what does it really mean to nurses? Journal of clinical nursing, 24, p2052-2054 • Nursing and midwifery council. 2010. The standards for preregistration nurse education. London : Nursing and midwifery council. Biography Sarah Keeley became a registered general nurse in 1989
and since then has worked in a variety of community settings including community hospitals, district nursing teams and nursing homes. She gained her Diploma in Professional Studies in Nursing and started working at Bournemouth University teaching clinical skills in 2002. Since then she has gained her BA Hons in Health Studies and MA in Health and Social Care Education. She currently works as a University Practice Learning Advisor
Poster 33 Developing a Nurse Pathway to enhance Registered Nurse development in the Care Home sector Sue Curtis, Clinical Training Manager, Bupa Care Services Aim To show how the creation of a nurse pathway can create a culture of ongoing learning, continuous professional development and personalised career progression. Abstract Presentation Overview: At Bupa Care Services we aim to create a culture of on-going learning, continuous professional development and career progression. In order to facilitate this we have created the Bupa Nursing Pathway. This is supported by a portfolio which assists and enables our nurses to document their clinical knowledge, competency and skills through reflection of current practice, planning educational and professional development and providing evidence for revalidation.
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The pathway commences on day one of employment and remains personal to the nurse throughout their career with Bupa Care Services. Presentation will cover: Development of the portfolio content and design in line with clinical competency, reflection, continuous professional development and revalidation. How the portfolio is used: • To demonstrate and evidence learning & competency in a set of Core and Essential modules in line with learning outcomes. Competency documents are structured to evidence both ‘tell me’ and ‘show me’ elements of competency • Completion of Core and Essential training entitles the nurse to become a member of the ‘Bupa Nursing & Care Service’, with a sense of ‘belonging’ to Bupa. • Second part of pathway looks at further development in a three day Nurse Professional Development Programme. Developing critical thinking, leadership, problem solving, reflection and personal development planning. • The portfolio also offers opportunity for reflective writing and self-assessment, logs of appraisal/clinical supervision and clinical audit and ongoing CPD. How the portfolio is being adopted across Bupa’s other UK and our global businesses including integration into clinic and hospital settings. By the end of 2015 we will look at the impact the pathway portfolio has had on:
Posters • Staff attraction • Staff attrition • Increased staff skills and confidence/competence • Decrease in clinical incidents • Improved working ethos and culture in line with Bupa’s 2020 vision • a healthcare partner to millions more people around the world • to deliver extraordinary business results • for all of us to love working here
Intended learning outcomes Reflect on current practice with a view to career enhancement Demonstrate achieving competency in a variety of clinical areas Plan CPD in line with career aspirations Recommended reading • 'Pillars of the Comunity' RCN August 2010 • 'Raising the Bar' Shape of Caring, Health Education England in partnership with NMC. March 2015 • 'Strategic Career Planning' Patti Rager Zuzelo, Jones and Bartlett Publishers 2010 Biography Commenced Registered Nurse training in 1984, qualifying as an RGN in 1987. Commenced in post as a staff nurse working in a variety of surgical settings, including genito urinary surgery, bowel surgery and high dependency unit post arterial surgery. Moved in to the Care Home sector in 1994 in a variety of roles, including staff nurse, senior sister, training manager and acting deputy manager. Attended college and achieved a PTLLS teaching qualification in 2009. Moved in to education
within the care home as a Regional Training Manager in 2013. Commenced in current post in April 2014 as Clinical Training Manager, managing a team of 5 nationwide Clinical Practice Trainers. Poster 34 “SIM Hospital” – incorporating simulation and human factors training into nurse preceptorship Victoria Garner, Lecturer, University of Liverpool Mark Murphy, Diploma HE Adult Nursing, Deputy Manager, Centre for Simulation and Patient Safety Aintree Hospital NHS Trust Christine Burton, RN Adult, Dip Health and Social Care, BSc, Practice Education Facilitator Royal Liverpool & Broadgreen University Hospital NHS Trust Aim To inform delegates of a collaborative initiative using a simulated hospital to introduce human factors into nurse preceptorship Abstract Patient safety has to be a priority in all healthcare settings with human factors becoming an increasingly important part of health care education and delivery. This is primarily due to the increased understanding of the influence of human factors on patient care and outcomes. A significant proportion of adverse events in health care relate to human factors and the application of the Non-technical Skills (NOTECS). These NOTECS, which include communication, teamwork, leadership, decision making, followership and situational awareness, are now being
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integrated in to nursing curricula however evidence suggests that student nurses on qualifying still lack some of these essential skills. In an attempt to address this, the Centre for Simulation and Patient Safety in collaboration with the University of Liverpool, Royal Liverpool & Broadgreen and Aintree Hospital Trusts created a study day which was based on a simulated hospital. Two pilot days were organised which provided training for over 45 preceptorship nurses from both trusts. The aim of this pilot was to provide exposure, in a protected environment, to simulated patients and human factors. These patients (who were both high fidelity mannequins and volunteers) posed a number of challenges for the participants and included emergency situations and more routine requirements, for example medication administration and comfort tasks. The inclusion of support from a doctor, latent errors and relatives added to the realism. Each day included two short shifts. This allowed time to handover, participate in, debrief and evaluate each shift. The evaluations from the days were positive and participants felt that the day helped them to consolidate previous experiences in the context of their new role. The participants enjoyed that they were able to practice NOTECS and then discuss ideas and ways to improve these for future practice. From this pilot it is hoped that this study day could be integrated into the preceptorship programmes for both trusts.
Posters Intended learning outcomes • Identify ways to introduce human factors training into a preceptorship programme • Discuss the benefits of newly qualified nurses developing NOTECS • Explore how a simulated environment can support the development of NOTECS for newly qualified nurses Recommended reading • Endacott, R., Scholes, J., Choles, J., Buykx, P., Cooper, S., Kinsman, L.,McConnellHenry, T,. (2010)Final-year nursing students’ ability to assess, detect and act on clinical cues of deterioration in a simulated environment. Journal of Advanced Nursing. 66(12): 2722–2731. • Flin R, O’Connor P, Crichton M. (2008) Safety at the Sharp End: A Guide to Non-Technical Skills. Aldershot: Ashgate. • Lewis, R., Strachan, A., and McKenzie Smith, M., (2012) Is High Fidelity Simulation the Most Effective Method for the Development of Non-Technical Skills in Nursing? A Review of the Current Evidence. The Open Nursing Journal. 6: 82-89. Biography Vicky is a registered nurse with more than 30 years’ experience in nursing. She is currently a lecturer in undergraduate nursing at the University of Liverpool focusing on clinical skills training. Her additional roles include the support of students whilst on practice placement and the facilitation of clinical skills development through simulation. Vicky’s background is in Accident and Emergency nursing which she is still passionate about. She has
held various posts in A&E departments including senior sister, team leader and clinical educator. She has for the last 12 year focused on education in both the clinical and University settings. Poster 35 Supporting the transition from Band 5 to Band 6 in Community Nursing Julie Crane, Senior Lecturer / Head of Directorate of Nursing, University of Liverpool Sarah Edwards, Professional Development Mentor, Liverpool Community Health Trish Mattinson, Head of Clinical Education, Liverpool Community Health Aim The presentation aims to inform delegates and prompt discussion with regards to a workforce development initiative to support community nurses. Abstract It was recognised in a local community trust that there were insufficient District Nurses to meet the needs of the population. Historically, nurses were required to complete the SPQ programme in order to meet the requirements of working as a band 6 District Nurse. There has been acknowledgment that the standards which underpin the SPQ programme require updating and whilst there is merit in this recordable qualification, it’s completion requires staff to be out of the workplace for 9 months. Additionally, due to the significant academic commitment required, there was some unwillingness amongst staff to commit to the
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programme. This represented a risk to the organisation. To manage the risk, a ‘Band 6 Development Programme’ was devised to support a small number of Band 5 staff who had expressed interest in progressing to the responsibility associated with a Band 6 role (caseload holder). The programme is 9 months in duration and the students are supported throughout by a Practice Development Mentor, peer support is also facilitated. To further support the students and to give academic credit to the Development Programme, the Trust approached the University with regards to the inclusion of an academic module. The focus of the module is on leadership. Students complete a quality improvement project in practice and deliver an oral presentation of this activity as part of their assessment. Project development is discussed in action learning sets during the module, these are co-facilitated by the module leader and clinicians from the trust. This ensures that the work both meets service need and the academic requirements for the module. Additionally students write a short essay to discuss their leadership style. Over 30 students have now completed the programme, which has been well evaluated at the completion of the programme. Further evaluation is planned to determine whether there are longer term benefits. Intended learning outcomes • discuss opportunities for meeting local workforce needs
Posters • discuss current issues in district nurse education • discuss how HEIs and service providers can work collaboratively to develop and deliver educational programmes Recommended reading • Department of Health (2013) Care in local communities: A new vision and model for district nursing. [online] available at www.dh.gov.uk/publications. Accessed [07/09/2015] • Marquis B and Huston C (2011) Leadership Role and Management Functions. Lippincott, Williams and Wilkins, Philadelphia Biography Julie has a range of academic experience and has worked in Higher Education for over 10 years. Prior to this, Julie held clinical posts in surgical nursing, Accident and Emergency, primary care, research and clinical governance. Julie has lead on the development of undergraduate curricula and has also developed CPD modules and courses. Julie is currently Head of Directorate of Nursing at the University of Liverpool. Poster 36 The implementation of Newly Qualified Nurse rotation programmes Louise Bolton, Critical Skills Educator, Nottingham University Hospitals NHS Trust Aim The aim of this paper is to discuss the implementation and structure of a Newly Qualified Nurse Rotation programme within a large acute teaching hospital within the East Midlands.
The paper will discuss the need for developmental rotation opportunities for newly qualified nurses and how within this organisation, this has been implemented in order to structure continued professional development, support and clinical supervision. The paper will outline how the programme has affected recruitment and retention within the organisation and compare and contrast its effect of staff sickness rates and staff satisfaction. Abstract Investing in education and training is vital to recruit and retain newly qualified healthcare professionals. Evans (2001), believes it is widely documented that newly qualified nurses do not feel prepared to undertake the complex demands of clinical practice. Nationally, rotation programmes for Qualified Nurses are deemed to benefit patients, the organisation and those individual staff members involved, producing benefits including highly skilled nurses to care for complex patients, improve staff satisfaction and recruitment and retention. Research of nursing rotational programmes has identified Nurses believe these posts to be attractive developmental opportunities due to them delivering a range of clinical experience. Charnley (1999)
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Within a large acute Teaching Hospital in the East Midlands, three 18-month rotation programmes have been developed and implemented. The aims of the rotation programme are: · To ensure newly Qualified Nurses broaden their knowledge and skills through experience as a qualified team member within a range of healthcare settings. · To provide Newly Qualified Nurses with an 18 month period of structured support and continued learning. · To assist in improving recruitment and retention within the organisation. The three programmes of rotation are as follows: 1. Healthcare of older people – Trauma & Orthopaedics – Major Trauma 2. Short-stay Admissions – Long-stay Admissions – Emergency Department 3. Respiratory – Cardiology – Renal Medicine
A programme leader has been responsible for the development and implementation of the programme. The leader has continued to remain responsible for the on-going management of and recruitment to the programme alongside its evaluation. A structured education programme has been developed for each rotation encompassing both mandatory and speciality specific training requirements, alongside, structured clinical supervision.
Posters Evaluation of the programme is designed and planned, and will be readily available for discussion in January 2016. The evaluation will encompass how the programme has affected recruitment and retention within the organisation, alongside staff sickness and staff satisfaction.
Intended learning outcomes • Understand how the implementation of a Newly qualified rotation programme may benefit nurses within their organisation. • Understand the challenges of a newly qualified rotation programme. • Share learning from a large Acute Teaching Hospital to enhance developmental opportunities within other organisations.
Recommended reading • Royal College of Nursing (2013) Frontline First Nursing on Red Alert. RCN. London • Evans, K (2001), Rotational Programmes of Newly Qualified Nurses, Nursing Times, Vol 97, Issue 50, p42 • Varden G (2006), A rotational programme for newly qualified surgical nurses, Nursing Times, Vol 102, Issue 24, p32-33
Biography Louise Bolton qualified as a Registered Nurse in 2005. Her career has remained within Acute Medicine, specialising in Respiratory Medicine in 2007. Louise was a successful Ward manager of a Respiratory Ward
for over 4 years before committing to Nursing Education, firstly as a Preceptorship Support Nurse and then moving on to be the Critical Skills Educator for a large acute teaching hospital within the East Midlands. Poster 37 Barriers and enablers of math and math anxiety in beginning nursing students Deryn Thompson, Lecturer, University of South Australia Dr Sandra Ullrich PhD, BSc (Hons), Grad Dip. (Gerontology), BN, RN Lecturer University of South Australia Aim This paper aims to present insight into the experiences of beginning nursing students struggling with basic numeracy skills from the students' perspective Abstract Anxiety is a common problem experienced by individuals transitioning to university. Two examples are maths anxiety (MA) and foreign language anxiety (FLA) in beginning nursing students. Extensive quantitative research and some qualitative research have explored maths anxiety, poor numeracy skills and the impact on medication calculation skills in second and third year nursing students, but few have involved first year students, despite early intervention strategies being recommended (McMullen et al. 2012; Zahara-Suchs 2013; Hunter & McCurry 2013). Few researchers explored the issue from the students’ perspective. Anxiety may lead some students to withdraw from university.
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For many international students studying in Australia, anxiety about their English language skills negatively impacts upon their learning, connecting with peers, their sense of belonging and successful progression through their program (Schelle et al. 2011). Paradoxically, many of these students are good at mathematics (Zhang & Mi 2013). This presentation reports on the qualitative descriptive phase of a mixed-method first year student math tuition intervention aimed at improving skills and confidence and reducing FLA and MA. Through semistructured interviews with 28 students, we gained insight into the experiences, enablers and barriers of students. Some students had both MA and FLA. Thematic analysis identified 5 themes for MA: previous school experiences; how anxiety influenced study choices; family relationships; avoidance strategies and negative experience implications. For FLA, 3 themes emerged: lack of confidence; negative experience implications and personal changes resulting from using the new language. Post intervention interview themes were increased confidence; connectivity; benefits of multiple-approach math instruction and empowerment. We present findings which will help nurse educators considering support interventions for beginning nursing students struggling with these anxieties. The issues of FLA and MA in beginning nursing students impact upon their university experience and
Posters professional development so deserves urgent attention. Intended learning outcomes • Recognise that beginning nursing students may lack basic numeracy skills and early intervention is needed • Identify strategies to support these students • Outline the impact poor basic math skills and math anxiety has on beginning students • Recommended reading • Hunter, S & McCurry M (2013) Effective pedagogies for teaching math to nursing students- a literature review Nurse Education Today 33; 1352-1356. • McMullan, M., Jones, R & Lea, S. (2012) Math Anxiety, selfefficacy and Ability in British Undergraduate Nursing Students’ Research in Nursing & Health, 35, 178-186. • Zahara-Such, R. M. (2013). Improving medication calculations of nursing students through simulation: an integrative review. Clinical Simulation in Nursing, 9 (9), e379-e383. http://dx.doi.org/10.1016/j.ecns. 2012.08.00
Biography Deryn Has been an allergy nurse for 30 years and eczema nurse for 10 years: establishing a paediatric nurse-led eczema clinic following time spent in UK upon winning the SA Premier’s Nursing Scholarship. She also lectures undergraduate and post graduate nursing students and has recognised the difficulties
many students face when starting nursing if they have poor basic numeracy skills. She is exploring the challenges and trying to find ways to improve the student experience. Poster 38 The flipped classroom a paradigm shift in the classroom? Graduate student’s evaluation of reverse classroom activities on an MSc with nursing registration. Beverley Ramdeen, Senior lecturer Adult nursing, University of Hertfordshire MA, BA hons, RN, University of Hertfordshire, Hatfield, Hertfordshire UK Aim Flipping the classroom as a form of teaching has been around since the 1990’s.This pedagogical model was used with 40 MSc (with registration) adult nursing students to engage them more critically as graduate students and enhance / complement their learning experiences and attributes with traditional teaching methods. Abstract The graduate student should come with academic attributes, such as learning and research skills, intellectual depth, breath and adaptability that allows them to be more independent learners. To utilise these and build on them selected active learning strategies were in place. These was a group poster with presentation and multiple resource presentation. A debate and an on line discussion. These were communicated and explained to the students from the outset of the module with specify topics
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given for each activity. In theory this should allow the student to learn with more depth and less superficially. The advantages of this approach were: • Increase lecturer/student interaction • Lecturer was able to spend time directing and supporting the learners • Learners had the responsibility for their learning and could choose a pace that suited them • Lecturer was able to help students analyse current practices and issues in healthcare • This type of learning encourages active learning instead of passive learning which is associated with the traditional lecture. Whilst the disadvantages were: • Creating a learning environment conducive to small group work • IT could be problematic • The effectiveness of this approach depends on students being self-motivated and accepting responsibility for their own learning Although the evaluation by the students was multifaceted it did engage them in a different way than traditional methods and for both the student and lecturer a shift did occur, If not of paradigm proportions but positively enough to continue to use this method. Therefore if used appropriately the Flipped classroom can help with the disseminating of a large amount of knowledge and skills which is a key feature of the current nursing curricula. This is even more important for a shortened 2 year nursing course that is practise as well as classroom based.
Posters Intended learning outcomes • consider how Flipping the classroom can be used as a 'normal' way of teaching • Identify the key important points for students utilising the flipped classroom • understand the uniqueness of graduate students learning with flipping the classroom Recommended reading • O'Flahery, J. & Phillips, G.(2015) The use of flipped classroom in higher education: A scoping review. 25, 85 - 95. • Gilboy, M,B. et al. (2014) Enhancing student Engagement using the Flipped Classroom. Journal of Nutrition Education and Behaviour. 47(1):109-14. • Schlairet, M, C. et al. (2014) The flipped classroom: strategies for an undergraduate nursing course. Nurse Educator. 39(6) 321 - 325. Biography Senior lecturer in Adult nursing at 3 universities over 12 years. Teaching undergraduates and post graduates in nursing and sociology. Clinical nursing range has varied from acute general medicine, Tissue Viability and clinical educator. Personal academic focus is social science, specialist areas are gender and ethnicity. Currently pursuing a PhD in the occupational identity of British born Caribbean nurses. Educational research has focused on the student experience, use of a rubric in assessment, flipped classroom and module leader’s experience of their assessment.
Presentation at various national and international conferences have been given. Poster 39 The impact of an acute illness management programme on third year student nurses' experiences of managing deteriorating patients on clinical placement. Angela Hale, Senior Lecturer, Manchester Metropolitan University Aim To demonstrate if an acute illness educational programme which incorporates the Greater Manchester Acute Illness Management (GMAIM)course has an impact on third year student nurses' experiences of managing deteriorating patients in clinical practice placements. Abstract Research Question What is the impact of an acute illness management education programme (incorporating the Greater Manchester Acute Illness Management© course) on third year student nurses’ clinical practice experience of managing deteriorating patients? Background/Literature There is a vast body of literature demonstrating that deteriorating patients on acute wards are often mismanaged by nurses, and national guidance has recommended that preregistration nursing degrees should include education to address this knowledge and skills deficit. To date most research evaluating acute illness educational programmes is limited to student evaluation of the course, not transference
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of knowledge or skills into practice. Sample and Setting The sample was a cohort of third year student nurses at a single United Kingdom Higher Educational Institution who had completed the acute illness management education programme prior to a ten week clinical placement. Data Collection Methods and Analysis A questionnaire survey was used to collect data from the whole sample which included closed and open ended questions to facilitate qualitative and quantitative data analysis. Semi-structured interviews from a small number of volunteers within the sample provided some in-depth thematic analysis of the students’ experiences. Findings A significant majority of the students did gain experience of utilising the knowledge they had gained on the educational programme to manage patients with acute illness, and had identified, responded to and then referred or provided ongoing care for deteriorating patients whilst on clinical placement, with very few barriers experienced. The practice simulation scenarios and the structured primary survey approach to patient assessment and management were reported to be the most useful parts of the programme applied in clinical practice. Conclusion This acute illness management educational programme does have an impact on student nurses’ knowledge and
Posters confidence to implement the skills they have learned to manage deteriorating patients in clinical practice.
Intended learning outcomes • Have an awareness of the issue of mismanagement of deteriorating patients on acute wards. • Identify the appropriate content of an acute illness management education programme for third year student nurses. • Recognise how simulation of deteriorating patient scenarios can be applied by stdu7ents in clinical practice. Recommended reading • Fisher,D & King,L (2013) An integrative literature review on preparing nursing students through simulation to recognise & respond to the deteriorating patient. Journal of Advanced Nursing.69 (11) 2375-88. • Perkins,C & Kisiel,M (2013) Developing the recognition & response skills of student nurses. British Journal of Nursing. 22 (12) 715-24 • Bogossian,F et al (2014) Undergraduate nursing students' performance in recognising & responding to sudden patient deterioration in high psychological fidelity simulated environments. Nurse Education Today. 34 (5) 691-6. Biography Angela worked for the NHS for 23 years in acute clinical practice. Angela worked at various hospitals in London where she specialised in intensive care nursing & undertook the ENB 100 intensive care course. Angela then held various senior nursing
posts at the Manchester Heart Centre. Angela has worked as an academic for 5 years & teaches clinical skills, anatomy & physiology, acute care & management. Poster 40 An In-Depth Exploration of Academic Staff Perceptions and Experiences of Teaching International Post-Qualifying Nursing Students in England Lynn Viatge, Senior Lecturer, Buckinghamshire New University Supervisors: Dr. Ann Dewey, (Interim) Associate Head for Research, Department Research Degrees Coordinator, School of Health Sciences & Social Work, University of Portsmouth Dr Isobel Ryder, Associate Head (Education), School of Health Sciences & Social Work, University of Portsmouth Aim There is a considerable amount of literature on the difficulties (academic, personal and pastoral) faced by international students across disciplines, coming to the UK and undertaking Western higher education. There is little literature on international postqualified nursing students (IPQNS) who face the further challenges of a very different professional system, academically and clinically, and a dearth of literature on the challenges faced by the nurse academics and educators that teach these students. This professional doctoral study aimed to explore the challenges faced by nurse educators teaching IPQNS and to describe enablers in order to propose models of best practice.
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Abstract Methodology: Part 1 of this doctoral study was an emailed cross-sectional survey to NMC-registered nurse academics in Higher Education Institutions (HEIs) in England offering "top-up" degrees to international post-qualified nursing students (IPQNS). Participation was poor despite multiple reminders being emailed and a final sample of 19 academics completed the survey. Insufficient qualitative data was produced by Part 1 and this resulted in the development of Part 2. Five members of one international nursing academic team shared their experiences of teaching IPQNS, on a variety of courses to students from a wide range of international backgrounds, to add the rich, thick, contextual qualitative data required to triangulate the mainly quantitative outcomes from Part 1. Data Analysis: Part 1 utilised SPSSv22 to determine percentages and distribution frequencies of its mainly descriptive statistics. For Part 2, the framework analysis method was utilised for its systematic, comprehensive and transparent approach to qualitative data analysis. Findings: Challenges faced by nurse academics largely mirror the literature in relation to the difficulties international students face although the addition of nursing practice, both in the classroom and, where applicable, in the clinical setting, significantly adds to the challenges for IPQNS and their
Posters educators. Student success is valued more highly by the academics as a result of the difficulties faced by both. These findings can be interpreted as generalisable to practice educators in the clinical setting. Conclusion: A number of recommendations for nurse educators are made for best practice and relate to adaptive pedagogical strategies, student and academic preparation, and management and recruitment strategies. Synthesis of these findings may contribute to academic staff and management awareness and development, curriculum development and models of best pedagogical practice in relation to the teaching of IPQNS at post-qualifying and CPD level. Intended learning outcomes • understand existing literature on the challenges facing international students • develop an awareness of and identify key challenges and enablers to teaching international IPQNS • develop adaptive pedagogical strategies around best practice recommendations Recommended reading • Crawford, T. & Candlin, S. (2013) Investigating the language needs of culturally and linguistically diverse nursing students to assist their completion of the bachelor of nursing programme to become safe and effective practitioners. Nurse Education Today. 33 pp796-801 • Evans, C. & Stevenson, K. (2010): The learning experiences of international doctoral students with particular
reference to nursing students: a literature review. International Journal of Nursing Studies. 27 pp 499-505 • Starr, K., 2009: Nursing Education Challenges: Students with English as an Additional Language. Journal of Nursing Education. 48 (9) pp 478-487 Biography Lynn is a Registered General Nurse and Registered Sick Children’s Nurse who trained at the Royal Free Hospital in London. She has an eclectic background in healthcare over 25 years which encompasses nursing in a variety of national and international adult and paediatric clinical settings, coordinating and training in clinical research, and editing and writing healthcare material for a healthcare IT company. She has worked in the higher education setting for over 11 years, initially as a senior lecturer in prequalifying nursing, and then as a Course Leader of an international nursing programme in post-qualifying nursing. Poster 41 Workforce development within the Emergency Ambulatory Care environment: A work based learning approach. Susan Holmes, Lecturer-work based facilitator, Canterbury Christ Church University Aim The aim of this presentation is to discuss the lived experience of accrediting a bespoke inhouse emergency ambulatory care programme. Abstract Emergency health care provision within the NHS is
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currently facing huge challenges with increasing attendance putting considerable pressure on the Accident and Emergency departments (NHS Elect 2014). To assist with these challenges, Emergency Ambulatory care services have been set up to provide emergency same day care in a safe, effective, evidenced based, person centred way with increased patient satisfaction. In response to these drivers the local Ambulatory Care unit was changing from an elective day care facility to one that was required to take patients, with a range of urgent ambulatory conditions that were once seen in the AE department. With the evolving service and new areas of practice the workforce needed to be expert, knowledgeable practitioners with the appropriate skills to meet the changing service needs. This presentation describes how the matron identified the learning needs of the workforce and approached the local university to discuss the viability of providing an accredited workbased learning package, delivered by practice experts. It describes the process of collaboration in setting up the module, the challenges encountered with putting together an in- house accredited programme of learning and the proven benefits of this way of learning for all those involved It shares experiences from staff who attended the first module, discusses the challenges faced to achieve the successful outcomes and identifies how work- based learning can improve service delivery and patient satisfaction through staff education.
Posters The presentation also outlines how this successful experience of collaboration between the hospital trust and university can be replicated in other areas of practice to enhance work-based learning. Intended learning outcomes • Debate the challenges and benefits of accrediting an inhouse programme • Critically discuss learning in the workplace – from a manager and student perspective. • Analyse how in-house learning enhances patient care Recommended reading • NHS Elect (2014)Directory of Ambulatory Emergency Care for Adults V4 AEC Network, NHS Elect. London • NHS England (2013) Transforming urgent and emergency care service in England. Urgent and emergency care review. NHS England. Leeds • Emeny R, Connolly, V. (2013)"Improved patient pathways can prevent overcrowding" Emergency nurse 20 (10) 20,20-24. Biography Susan qualified in 1979 as a State Registered General Nurse at The Middlesex Hospital in London. The early years saw her working in a variety of positions in surgery and medicine in NHS and private sectors and an Occupational Health Nursing officer in industry. She re- joined the NHS in 2000. In 2006 she joined East Kent Hospitals, in 2010 took the position of Trust wide Matron for Ambulatory Care. It was in this post that she developed the Ambulatory Care nursing degree module in
collaboration with Christ Church University. She is currently a lecturer, work-based facilitator with the university Poster 42 The Preceptorship Faciliator Role; An innovative approach to supporting newly qualified nurses within a structured Preceptorship Framework. Caroline Williams, CMFT Preceptorship Lead, Central Manchester Foundation Trust Tracey Daulby - Paediatric Radiographer / Preceptorship Facilitator CMFT Nicola -Dale Branton- Matron for Education and Development within the Division of Surgery at CMFT. Aim The aim of the presentation is to showcase innovative researched based approaches to Preceptorship utilised by Central Manchester Foundation Trust (CMFT). Through a structured Preceptorship framework and a unique Preceptorship Facilitator role CMFT aims to improve the transitional experiences of all newly qualified nurses, whilst supporting the development of knowledge, skills, values and behaviours required to deliver quality patient care. Abstract In 2010, Preceptorship was officially recognised and documented by the Department of Health who defined it as:‘ A period of structured transition for the newly registered practitioner during which he or she will be supported by a preceptor, to develop their confidence as an autonomous professional, refine skills, values and behaviours and to continue
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on their journey of life-long learning’ (DoH 2010). DoH recommendations suggested in order for Preceptorship to be successful, structured programmes were required to provide equity in the provision of pastoral support and guidance for all staff. Following this CMFT embraced the recommendations and developed a bespoke Preceptorship framework (CMFT 2010). In 2014 Trust Preceptee evaluations of the framework, substantiated by the findings of a research study undertaken by an Education and Development Practitioner (EDP) to enquire if ‘Structured Preceptorship programmes prepared newly qualified nurses for their roles within clinical practice?, highlighted the need for some changes to the existing programme. A report was presented to CMFT Senior Nurses and recommendations to develop a new programme and introduce a new Preceptorship Facilitator (PF) role were agreed. The PF role uniquely provides equitable visibility in the clinical areas and a specific point of contact to raise any concerns, overcome challenges and prevent issues escalating thus increasing patient safety. Furthermore, the role provides additional support for research reported feelings, namely that of fear, inadequacy and uncertainty regarding professional identity by the Preceptees. The presentation will review the research undertaken by the
Posters EDP and how its results and recommendations influence changes to the programme and the implementation of the new role. It will conclude with the progress to date using quantitative comparison data from before and after the Preceptorship Facilitator role was introduced within CMFT with particular emphasis on its impact within the CMFT recruitment and retention strategy. Intended learning outcomes • To understand the importance of a structured Preceptorship Framework for the successful transition of student nurses to Newly Qualified registrants. • To appreciate how additional support from Preceptorship Facilitator may impact on improved patient care. • To recognise the impact of Preceptorship within an organisational recruitment and retention strategy.
Recommended reading • Banks,P; Roxburgh,M; Kane,H; Lauder,W; Jones,M; Kydd,A; and Atkinson,J. (2011).Flying start NHS: Easing the transition from student to registered health professional. Journal of Clinical Nursing. 20:3567-3576. • Hickey,M. (2009). Preceptor perceptions of new graduate nurses readiness for practice. Journal for Nurses in Staff Development. 25, 1:35-41. • O’shea,,M;and Kelly,B. (2007). The lived experiences of newly qualified nurses on clinical placement during the first six months following registration in the Republic of Ireland. Journal
of Clinical Nursing.16:15341542. Biography Caroline Williams qualified as a RGN in 1986. Her career began in Neonatal Surgical Care and following a good ‘Preceptorship ‘(although it was not called that at that time) Caroline stayed with the Neonatal field for 26 years, gaining a post registration RSCN qualification and BSc. Her love of education led to the career move as Practice Educator. In a continuation of her own CPD Caroline has recently graduated with an MSc in Practice Development from MMU. Caroline is currently leading the Central Manchester Foundation Trust Preceptorship programme which has been described as currently one of the best in England. Poster 43 Our Commitment To Engaging In Our Core Values Janette Whalley, Practice Education Team Coordinator, York Teaching Hospital NHS Foundation Trust Aim The aim of the paper is to demonstrate the use of Innovation, and Partnership and Collaboration within the Practice Education Team. Our poster has been developed to be visually stimulating so as to engage with all partners students, services users, peers and stakeholders alike. Our goal to demonstrate feedback is used to inform and further improve the learning experience. Abstract
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As a Team we would like to present a poster at the conference meeting the themes of innovation, and partnership and collaboration. Our vision as a Team will be realised and demonstrated through the actioning of feedback from those who use the organisations services. This is underpinned by the organisations shared commitment further detailed in their values, drivers and motivators which the Practice Education Team promote in their working practice. To quote from the NHS Health Education Yorkshire and the Humber 'Quality Placement in Healthcare - Best Practice Guidance' document (2014) 'we' need to ensure ... "Feedback from all partners, including students and service users is acted upon and used to inform and further improve the learning experience." At York Teaching Hospitals NHS Foundation Trust, the Practice Education Team set out to achieve this by demonstrating its commitment to seeking the views of those who use the services whether this is a student, service user, carer or member of staff. This results in the organisation being able to demonstrate the achievement of delivering on one of its core values which is to develop the service around the needs and preferences of the patient, family and carer. The poster will promote the Practice Education Team, and its aims and goals. It also asks the reader to forward comments and feedback to the Team. Therefore, evidencing and demonstrating that the promotion of the role of the
Posters Posters Practice Education Team and service user engagement will bring added value to the student and service user experience within the organisation. The presentation would provide opportunity to engage, network and share best practice with peers.
SCRIPT eLearning Manager, University of Birmingham Sarah Pontefract MRPharmS, Pg Dip NIHR Doctoral Research Fellow and SCRIPT eLearning Content and Editorial Manager University of Birmingham, Birmingham, UK.
Intended learning outcomes • How the Practice Education Team
Dr Nicolas Blackwell Director OCB Media Ltd, Leicester.
Recommended reading • HEYH - 'Quality Placement in Healthcare - Best Practice Guidance' (2014) • Living the Values - Healthcare Professional Learning - York Teaching Hospitals NHS Foundation Trust • Senior Leaders Programme ODIL, York Teaching Hospitals NHS Foundation Trust
Professor Robin Ferner MSc, MD, FRCP, FBPhS, FBToxicolS Honorary Professor of Clinical Pharmacology
Biography A Practice Education Facilitator working as part of the wider Practice Education Team responsible for promoting, enhancing, developing and improving the learning environment by providing continued support, expertise and guidance to staff, students and stakeholders alike so that all experience a positive patient experience. A team that has a combined background of experience that covers specialities such as theatres, midwifery, and prison nursing. Poster 44 An innovative eLearning programme to improve medicines management by qualified nurses in the West Midlands. Hannah Vallance
David Tait MRPharmS, Pg Dip Chief Pharmacist Coventry & Warwickshire Partnership NHS Trust. Professor Jamie Coleman MBChB, MD, MA (Med Ed), FRCP, FBPhS Professor in Clinical Pharmacology and Medical Education University of Birmingham, Birmingham, UK. Aim To show how an innovative eLearning programme can allow qualified nurses to improve their knowledge of medicines and medicines optimisation to benefit patient care. Abstract Objective: •To develop an eLearning programme for qualified nurses in the West Midlands that can support their Continuing Professional Development (CPD). •To help maintain and develop professional knowledge and
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competence related to medicines. Introduction: Drug Safety and Medicines Optimisation are clinical priorities of the West Midlands Academic Health Science Network (AHSN). To address these key issues, the West Midlands AHSN has funded the University of Birmingham, OCB Media Ltd, and Coventry and Warwickshire NHS Partnership Trust to develop an eLearning programme for nurses based on the successful programme for junior doctors. This project was conducted in close collaboration with Health Education West Midlands. Method: We commissioned a multidisciplinary team to author eLearning content for 15 modules across a wide range of therapeutic topics based on the Nursing and Midwifery Council’s Standards for Medicines Management. The module content has been developed to provide an interactive blend of background pharmacological knowledge and patient-centred learning by presenting scenarios that nurses are likely to encounter. All the modules appear online with the same basic outline (i.e. aims and objectives, session key points) and contain formative assessment. Results: The 15 modules can be accessed online (www.safeprescriber.org) by qualified nurses in the West Midlands. Each module takes between 30-40 minutes to complete, and upon completion, a personalised certificate is
Posters made available as evidence of CPD.
Society Conference; 2013; London.
Conclusion: Nursing SCRIPT is a web-based eLearning programme for qualified nurses in all sectors of healthcare in the West Midlands. SCRIPT will help develop their knowledge of medicines and medicines optimisation to benefit patient care.
Biography Hannah Vallance gained her Masters in Pharmacy (MPharm) from De Montfort University in 2009, and went onto complete her pre-registration training at The Dudley Group of Hospitals, becoming a member of the General Pharmaceutical Council in 2010. In 2012 she gained her Postgraduate Diploma in Clinical Pharmacy at Keele University and worked at the University Hospitals Birmingham NHS Foundation Trust as the lead pharmacist for medical admissions. In 2014, Hannah joined the Content and Editorial team of the SCRIPT eLearning programme at the University of Birmingham.
Intended learning outcomes • Discuss the national priority to optimise the use of medicines and reduce medication errors. • Describe the aim of the SCRIPT eLearning programme and the learning outcomes covered in the 15 modules. • Describe how the SCRIPT eLearning programme can be integrated into nursing postgraduate continuing professional development. Recommended reading • Dornan T, Ashcroft D, Heathfield H, Lewis P, Taylor D, Tully MP, et al. An in depth investigation into causes of prescribing errors by foundation trainees in relation to their medical education. EQUIP study. 2009. Available online at http://www.gmcuk.org/about/research/research _commissioned_4.asp. • Nursing and Midwifery Council’s (NMC) (2007). Standards for Medicines Management. Available online at http://www.nmcuk.org/Publications/Standards/ • Thomas S, Hughes E, Kaur S, Cox A, Hirsch C, Marriott J, et al., eLearning for prescribing and therapeutics: impact on knowledge, skills and patient safety. British Pharmacological
Poster 45 Using Simulation pedagogy in nursing to enhance learning through assessment Dr Liz Berragan, Associate professor, University of the West of England Heather Short, Senior Lecturer in Nursing, University of the West of England, Bristol, UK. Eirlys Grindrod, Senior Lecturer in Nursing, University of the West of England, Bristol, UK. Aim To highlight the opportunities for assessment of learning within the simulation learning environment as nursing students work together to demonstrate, describe and reflect upon their learning. Abstract Engagement with professional practice learning introduced through simulation, which includes peer and formative
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assessment and builds towards summative assessment in clinical practice, is central to the undergraduate nursing curriculum at UWE and at many higher education institutions across the world. This approach enriches the student experience and, as health care and the patient population continue to change and evolve, enables students to develop an adaptive and critical understanding of nursing (Berragan, 2014). These features are not just additional ways of learning nursing and developing fundamental nursing skills; they are ways of knowing nursing (Berragan, 1998). There is real potential for assessment through simulation to help students to understand the key features of nursing and learn to deliver skilled, integrated and compassionate care to their patients. This presentation focuses upon the opportunities provided through simulation to enhance learning through assessment. Simulation supports opportunities for authentic assessment of the fundamental skills of nursing (Wiggins, 1989; Walters, 2014). The notion that assessment tasks should acknowledge and engage with the ways in which knowledge and skills are used in authentic settings is important (Boud, 2007). Assessment has a major influence upon learning, directing attention to areas of significance, acting as an incentive for learning and having a powerful effect upon students’ approaches to their learning (Boud and Falchikov, 2007). Assessment also guides students, emphasizing what they can and cannot succeed in
Posters Posters doing (Boud, 2007). It is this aspect of simulation that we wish to highlight. Our current research explores undergraduate nursing students’ simulation experiences, and their descriptions of simulation during feedback, debriefing and formative assessment. It also highlights the benefits of peer assessment within the simulation learning environment as nursing students work together to demonstrate, describe and reflect upon their learning. Intended learning outcomes • To recognise the opportunities for assessment that are supported through simulation. • To consider the influence of assessment on learning and the powerful effect that assessment has upon students’ approaches to their learning. • To consider how simulation can be used to enhance student experiences of assessment. Recommended reading • Berragan, E. (2014) Learning Nursing through Simulation: A case study approach towards an expansive model of learning Nurse Education Today 34, 8, 1143-8. • Campbell, S and Daley, K. (2012)Simulation Scenarios for Nursing Educators: Making it Real, 2nd Edition Springer Publishing Co Inc. • Fowler Durham, C; Alden, K.R. In: Hughes, R (2008)Patient Safety and Quality: An Evidence-Based Handbook for Nurses: Chapter 51Enhancing Patient Safety in Nursing Education Through Patient Simulation http://www.ncbi.nlm.nih.gov/boo ks/NBK2628/__NBK2628_dtls_ _/
Biography Liz joined UWE in 2005, having had a varied nursing career within critical care, military nursing and nurse education. As a nurse educator since 1992, Liz has a keen interest in supporting students to learn to deliver compassionate and evidence based nursing care. Focusing upon the clinical simulation environment, Liz works to develop, facilitate and share successful learning strategies for students which can be transferred to the practice learning environment to help students to deliver safe and effective care.
Poster 46 An investigation into the lived experiences of preparation for, and transition into registered practice of newly qualified degree-pathway nurses. Elizabeth Hart, Clinical Education Facilitator, Papworth Hospital NHS Foundation Trust Sheila Turner, MSc, RGN, PGCE. Lead for Core and Clinical Education, Papworth Hosptial Rebecca Day, MSc, RN, PGCE. Clincial Lead Curriculum Development, Papworth Hospital. Siobhan Shuker, MSc, RN, PGCE. Clinical Education Facilitator, Papworth Hospital. Clinical Education Team. Papworth Hospital. Aim To describe the reflections on the experiences of newly qualified nurses during their final student placements and their preparation for registered practice.
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Abstract In the UK10-11000 newly qualified nurses register with the Nursing and Midwifery Council (NMC) every year. Since the introduction of revised preregistration education standards Higher Education Institutions (HEIs) have re-developed their courses to a degree-only curriculum. The delivery of the curriculum includes a requirement for 50% of the total learning hours to be clinically based and placement providers work in cooperation with the local HEIs to deliver practicelearning environments to meet the learning needs of the students. This includes placements within the final year supporting the development of management skills and preparation for practice. This study focuses on exploring the retrospective experiences of learning and support within the final placements, with regards to transition to, and preparation for, registered practice, as reflected upon by newly qualified nurses in the researcher’s trust. Using a phenomenological approach in the form of one-toone interviews, data was collected and analysed with a view of meeting the set aims of the project. The study found a positive experience of the final placements. Support strength was found to be dependent on staffing levels, commitment from staff and passion for teaching. Placements were found to support the preparation for registered practice and skills were appropriately chosen and taught, although it was recognised that some areas of practice cannot be prepared for. The impact of familiarity with a
Posters trust in improving transition was also recognised. It was concluded that placements and trust-based support are generally well designed and offer a range of learning and support mechanisms for students. Familiarity, team support, mentorship style and educational input were all highlighted as supporting and improving transition. This study recommends supporting transition through targeted placements based on employment offers, development of skills teaching guidelines, improved local teaching for mentors and increasing targeted support and teaching based on student needs. Intended learning outcomes • Understand the significance of placing students within their employing trust. • Explore the value of Student Forums • Understand the student perspective on mentoring experiences. Recommended reading • Cooper, C., Taft, L.B., and Thelen, M., 2005. Preparing for practice: Students' reflections on their final clinical experience. Journal of Professional Nursing, 21 (5), pp.293-302. • Mooney, M., 2007. Facing Registration: The expectations and the unexpected. Nurse Education Today, 27 (27), pp.840-847. • Royal College of Nursing (RCN), 2008. Nursing our future: An RCN study into the challenges facing today’s nursing students in the UK. . London: RCN. Biography
Elizabeth Hart is a Clinical Education Facilitator at Papworth Hospital, Cambridgeshire. She has worked at Papworth since 2009, within the ITU, then in Clinical Skills Training before commencing her current post in December 2014. Before this she was a Staff Nurse, then Sister in Acute Renal and General Medicine for 5 years. She has recently completed an MSc in Medical and healthcare Education including within the award her PGCE in Medical Education as well as the NMC Nurse Teacher Qualification. Poster 47 An Exploration of Module leaders’ choice of module assessments David Ring, Senior Lecturer, Middlesex University, London, Aim Assessment needs to be evidence-based, theory concordant and explicitly justifiable. Within this context an examination of the commonalities, differences and rationale for choice of assessment, on BSc nursing programmes was undertaken. This with the aim of enhancing the facilitation of learning for student nurses. Module leaders’ opinions and understanding of their modules assessment was surveyed using an emailed questionnaire. Questions considered important are, “what do I want my learners to have learnt and what is the most valid and reliable way of knowing that they have learnt this?” The answers are implicitly embedded in a working knowledge of classic education theory. Always considered within the challenges of the
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university and NMC requirements of what forms assessment. NMC registered nurse educators employ varied rationales for choice of assessment strategies when formulating new programmes in accordance with NMC requirements. Learning theories were implicitly elucidated, for example, for a fundamental nursing activity involving knowledge and action and Skinner’s (1953) behaviour shaping theory might be applied in selecting an assessment tool. To assess learning the process of literature reviewing a Knowles-centred (Knowles 1973, Hughes and Quinn 2013) andragogical approach could indicate production of a dissertation, including a learning log. Similarly a Rogerian approach (Rogers 1969, 1984) is used as appropriate for evaluating attitudinal changes. The literature indicates that there is no formal regulatory body or theoretical actionguiding basis for choice or how varied assessment can be. There is no explicit evidencebased structure dictating the nature of assessment. Therefore for these module leaders as educator, synthesise their knowledge of theory, their reflections on practice and their utilisation of learner preference, are all articulated with ostensive, identifiable links to classic education theory but not explicitly named as such (Muir Grey 1997, Sackett et al 1996). Abstract Assessment needs to be evidence-based, theory concordant and explicitly justifiable. Within this context an examination of the
Posters Posters commonalities, differences and rationale for choice of assessment, on BSc nursing programmes was undertaken. This with the aim of enhancing the facilitation of learning for student nurses. Module leaders’ opinions and understanding of their modules assessment was surveyed using an emailed questionnaire. Intended learning outcomes • Identify gaps in the multiple assessment element of teaching and learning Recommended reading • Muir Gray, J.A. (1997) Evidence-based healthcare: how to make health policy and management decisions. London: Churchill Livingstone. Poster 48 A rite of passage: Supporting first year student nurses professional identity Richard Greensmith, Lecturer in Nursing / Module 1 Coordinator, Keele University, School of Nursing and Midwifery, Clinical Education Centre, Royal Stoke University Hospital, Newcastle Road, ST4 6QG Aim The aim of this poster is to highlight past and current research/literature relating to supporting first-year student in transition to higher education. Abstract Background: It is evident in past and current literature that academics globally have an interest in the challenges faced by first-year students during the transition into university and how to promote positive experiences during this transition. When commencing a
nursing degree, the social and academic aspects alongside clinical placement are an essential concern in which student nurses are believed to experience heightened stress levels and apprehension. Therefore academic staff are expected to understand the enablers and barriers of the transitional passage in order to assist with the social, academic and clinical concepts in obtaining a professional identity. Methods: As an inductive theoretical study in preparation for the poster a literature review methodology is being carried out as a recognised and well developed method to review and provide synthesis between research and thematic concepts regarding first-year student transition. Poignant views are providing significant breadth of perspectives and clearer understanding of first-year nursing student’s transitional issues in forming a student nurse identity, this approach has aided in reflection on curricula development based on the student’s views, insight into original ideas and conclusions. Results: It has become clear that the development of a nurse’s professional identity is considered to be based on identity construction and deconstruction when in variable education, social and clinical contexts, while aiding transition and encouraging participation and interaction as students feel they are involved in the culture of the programme. Conclusions: When considering the development of a professional identity, the intermediary evidence suggests that a nursing programme is more than the construct of theory, practice and
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socialisation but a significant life transition. The resulting themes within the literature suggest to avoid feelings of isolation, social exclusion and alienation, and eventual withdrawing from the programme, academic staff must encourage a sense of belonging via the development and formation of a professional identity relevant to the student role. Intended learning outcomes The objectives are to be able to: • review and compare past and current literature; • identify and review thematic concepts; • consider discourse for recommendations in practice. Recommended reading • ANDREW, N., MCGUINESS, C., REID, G. and CORCORAN, T. (2009) Greater than the sum of its parts: Transition into the first year of undergraduate nursing. Nurse Education in Practice. 9(1), 13-21 • BOYD, V. and MCKENDRY, S. (2012) Staying the course: Examining enablers and barriers to student success within undergraduate nursing programmes. European Journal for Research on the Education and Learning of Adults. 3(1), 5975 • LOWE, H. and COOK, A. (2003) Mind the Gap: are students prepared for higher education? Journal of Further and Higher Education. 27(1), 53-76 Biography Having a clinical background as a health care assistant from 2001, followed by training and working in Adult Nursing from 2002 and working as a staff nurse, Nurse Specialist and
Posters Deputy Charge Nurse, the opportunity to work as a sessional lecturer in Higher Education arose teaching theory and clinical skills. Having moved into education full-time in 2010 as a Course Leader in Further Education for Health and Social Care, and since joining the academic team as a lecturer at Keele University in July 2013, an interest in hermeneutics, liminality, communication and counselling skills, end-of-life care, anatomy and physiology, and experiential practice are maintained. Poster 49 Developing mentor confidence in supporting the underachieving student nurse Bernadette Wallace, Senior Nurse Practice Placement Facilitator, Tees, Esk and Wear Valleys NHS Foundation Trust Teresa Moore, Senior Lecturer, Teesside University Aim This paper describes the underachieving student workshop that aims to develop the mentor's existing knowledge and skill in: • supporting the underachieving student in clinical practice • understanding the Cause for Concern Process it also has a supportive and restorative aim for mentors who have had difficult experiences with failing students Abstract The workshop and workbook "Supporting the Underachieving Student" was created by Bernadette Wallace (PPF) in partnership with Teresa Moore (a Senior Lecturer at Teesside University), in response to a perceived need to increase the
confidence of nurse mentors in clinical practice to support underachieving and failing student nurses. The paper describes the elements of the workshop and the evidence base associated with the challenges for mentors supporting underachieving or failing students. Intended learning outcomes • Understand the current evidence around mentoring failing students • Understand the challenges for mentors who support underachieving students in clinical practice • Identify elements of the workshop that mentors find helpful in developing their confidence in supporting underachieving and/or failing students Recommended reading • Duffy, K. (2003) Failing Students: A qualitative study of factors that influence the decision regarding assessment of student’s competence in practice. Glasgow Caledonian University. www.nmc-org.org • NHS Lothian & NHS Borders (2010) Supporting the underachieving student: a guide for mentors in practice • RCN (2007) Guidance for mentors of student nurses and midwives: An RCN Toolkit. London: RCN Biography Bernadette Wallace has been a mental health nurse for 30 years, she is currently employed by Tees, Esk and wear Valleys NHS Foundation Trust as a Senior Nurse Practice Placement Facilitator. Bernadette has worked in a variety of mental health settings that reflect the changing face of
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mental health care, from a 'long stay' ward in the 1980's through changes in acute mental health care to the development of community care such as Early Intervention in Psychosis. Her professional interests are around recovery and psychosocial interventions, as well as the development of the future mental health and learning disability workforce from pre-registration. Poster 50 Mentors’ attitudes, beliefs and implementation of evidence based practice when mentoring student nurses in the community: A qualitative study. Dr Joanne Brooke, Associate Professor in Dementia Care, University of West London Jaimee Mallion, Undergraduate Psychology Student, University of Kent Aim The aim of the paper is provide an understanding of nurse mentor’s attitudes, beliefs and implementation of EBP when mentoring student nurses in the community. Abstract Background: Nursing practice based on evidence improves patient care. Mentors supporting student nurses are in clinical placements are in a unique position to demonstrate evidence based practice (EBP). The NMC (2008) suggest mentors must be able to identify and apply research and EBP, increase or review the evidencebase used to support practice and support student nurses in applying an evidence base to their own practice. However,
Posters there is limited literature on nurse mentor’s attitudes, beliefs and implementation of EBP when mentoring student nurses in the community. Methods Data were collected via 7 focus groups in 2015 with 33 community nurse mentors from one NHS Foundation Trust. Community settings of the mentors included: community hospital inpatients and outpatients, minor injury units, and district nurse teams including specialist teams such as long term conditions, tissue viability, respiratory and cardiac rehabilitation. The interview schedule was based on information from a pilot group and previous literature. Data was analysed using Interpretative Phenomenological Analysis (IPA). Results Emergent super-ordinate themes from community nurse mentors included: 1) implementation of EBP 2) community nursing versus acute hospital nursing 3) implications of degree entry nursing 4) bidirectional learning 5) being part of the students’ journey a role model 6) EBP versus practice based evidence 7) barriers: IT, time, student attitudes, agency staff, mentorship course, paperwork 8) facilitators: IT, time, student attitudes, resources. Discussion All nurse mentors believed their clinical practice to be informed from evidence, specifically the structure provided from guidelines and policies both nationally and locally. Reviewing guidelines occurred in job descriptions of more senior roles. Mentors invested time and energy in supporting
students to implement EBP as recognised the importance of educating the next generation of nurses. Issues regarding the mentorship course arose including; accessibility, length of the course and content. Intended learning outcomes • recognize the barriers and facilitators to support student nurses to implement evidence based practice in community settings • understand the impact on mentors of the change from diploma to degree entry nursing • recognize the time, energy and dedication Recommended reading • Nursing and Midwifery Council (2008) Standards to support learning and assessment in practice. http://www.nmc.org.uk/globalass ets/siteDocuments/NMCPublications/NMC-Standards-tosupport-learningassessment.pdf • Brooke, J.M., HvaličTouzery, S. and SkelaSavič, B. (2015) Student nurse perceptions on evidencebased practice and research: An exploratory research study involving students from the University of Greenwich, England and the Faculty of Health Care Jesenice, Slovenia. Nurse Education Today (available online from 26/03/2015). Biography Dr Joanne Brooke is a qualified Adult Nurse and Health Psychologist. Joanne has worked across specialities in nursing, although has focused on stroke and dementia before entering the world of research. Joanne has worked as a clinical
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research nurse within both clinical trials and long term disease registers prior to commencing her own research studies. Joanne has held the posts of Senior Lecturer and Nurse Consultant and is currently an Associate Professor at the University of West London. A focus for Joanne's work is understanding student nurses and qualified nurses hesitant attitudes towards research. Poster 51 The Macmillan Cancer Care Facilitator Project Anne Richards, Macmillan Cancer Care Facilitator, Bucks Healthcare NHS Trust Lloyd Allen- MSc Psychodynamic Counselling, Dip Counselling, Dip Nursing Studies, NMP, ENB 998, 237, 931, RGN. Macmillan Cancer Care Facilitator (Nursing) Frimley Health NHS Foundation Trust Emma Earnshaw - EN(G) RGN BSc Cancer and Palliative Care. Macmillan Cancer Care Facilitator (Nursing) Frimley Health NHS Foundation Trust Barbara Reynolds -BA Linguistics and Language Pathology (Speech and Language Therapy) and MSc in Rehabilitation Counselling. Macmillan Cancer Care Facilitator (AHP) Bucks Healthcare NHS Trust Helen Clegg- RD, BSc (Hons) Applied Human Nutrition and Dietetics. Macmillan Cancer Care Facilitator (AHP) Frimley Health NHS Foundation Trust Trudi WallisRGN,Bsc(Hons)Professional
Posters Studies(Nursing). Macmillan Cancer Care Facilitator (Nursing) Bucks Healthcare NHS Trust Aim The aim of this project is to work in collaboration with a number of providers to improve and impact on the quality of cancer patient care by using highly qualified and experienced Macmillan Cancer Care Facilitators to work with the nursing and allied health workforce, who work with cancer patients across a variety of settings. Abstract People affected by cancer and their families have a right to expect that clinically competent and educationally prepared health care professionals delivering evidenced based care are available to meet their needs. There are currently more than 2m people living with cancer in the UK and this is set to rise to 4 million by 2030. As a result of this, a major emerging issue is the need to address the awareness, skills and confidence of the generalist workforce in relation to the care of cancer patients. To address the needs of those affected by cancer and ensure that the health care system is able to meet the challenges ahead, relevant professional development of health care professionals is essential. The Macmillan Cancer Care Facilitators 3 year project (January 2015- April 2018) places 5 senior clinical posts to support nursing and Allied Health professionals (AHP’s) working across 2 Trusts and in collaboration with an academic
partner institution, provide cross boundary working from classroom to point of care. The three partner organisations are Frimley Health Foundation NHS Trust, Buckinghamshire Healthcare NHS Trust and Bucks New University. The Macmillan Cancer Care Facilitators (MCCF) work with colleagues across the acute hospital, community and primary care setting as appropriate within two counties (East Berkshire and Buckinghamshire). The post holders work clinically and enhance care through facilitation, role modelling, change management and clinical leadership, as well as supporting lecturing. This aims to result in transfer of knowledge and skills, transformational learning and applied practice all of which enhance patient care and patient experience. Intended learning outcomes • 1.To be aware of the MCCF project • 2.Identify current achievements • 3.Understand future aims and evaluation Recommended reading • Achieving World-Class Cancer Outcomes a Strategy For England 2015-2020 Report • Macmillan 9 outcomes • 3.Design of A Cancer Learning Needs Survey: A Tool for Identifying Learning Needs of Staff Caring for Cancer Patients in an Acute NHS Trust- Verna Lavender • Journal of Cancer Education (2010) 25:49–50 Biography
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Annie Richards has worked within adult cancer care for 20 years, across a variety of settings. Clinical expertise lies within chemotherapy having held a lead chemotherapy role for the past 15 years. She has been key in the development of new services such as acute oncology and stem cell transplantation within her organisation. Within her previous Matron’s post staff education and training played a pivotal part which has led to her undertaking this new role within the Macmillan Cancer Care Facilitator Project. Poster 52 The lived experience of stress on qualified acute mental health nurses in context to the educational aspects of their role. Carl Chandra, Lecturer, Goldsmiths, University of London, Thomas J. Currid , RMN, RNT, BSc (Hons), PGCE, M.A. PG Dip (CBT) Programme Director, University of Essex Aim The aim of the study was to explore the lived experience and meaning of stress and how it impacts on qualified acute mental health nurses in context to the educational aspects of their role. Abstract Background: There is growing evidence that stress in acute mental health nurses is prevalent worldwide. Studies demonstrate that it impacts adversely on nurses and patients Stress is linked with high staff turnover and burnout. Whilst many of the studies
Posters pertaining to stress have focused on levels and the experience of nurses, there is a paucity of studies that focus on the impact that stress has on the educational aspects of their role. Mental health nurses undertake the role of mentor, continuing professional development (CPD) and are a role model to student nurses. Therefore their behaviours and examples can impact on the vicarious learning of students whilst CPD knowledge can impact on delivering quality patient care. In view of these aspects, it may be considered that it is important area to be studied. Methodology: The underpinning paradigm used in this study was of a qualitative nature and was guided by Gadamerian Hermeneutical Phenomenology. The sample of ten nurses was drawn from a mental health trust in London. Semi structured interviews were used to gather the data which was then analysed using Interpretative Phenomenological Analysis. Findings: Nurses find the competing demands of caring and be an educationalist challenging. They considered that their loyalties lay with caring for their patients and spoke about not having sufficient time to dedicate to mentoring students. This posed moral dilemmas, as they enjoyed the role of mentoring but felt pressured to meet with organisational objectives before meeting the needs of the students. Apart from mandatory training, few nurses undertook CPD activities due to feelings that they were unable to dedicate the time necessary, or feeling too tired to do so
Conclusion: Interventions to reduce stress need to be implemented so as staff can have sufficient time to undertake educational roles that will benefit patients, students and themselves Intended learning outcomes Describe the lived experience of nurses in this environment in context to the educational roles they undertake. Identify some of the challenges and dilemmas that nurses encounter. Formulate solutions that may improve the current situation in the future Recommended reading • Mårtensson, G., Engström, M., Mamhidir, A. G., & Kristofferzon, M. L. (2013). What are the structural conditions of importance to preceptors' performance?. Nurse education today, 33(5), 444-449. • McClure E, (2013). The role of the clinical preceptor: an integrative literature review. Journal of Nursing Education, 52(6), 335. • Omansky, G. L. (2010). Staff nurses' experiences as preceptors and mentors: an integrative review. Journal of nursing management, 18(6), 697-703. Biography Carl is a Social Worker by background and has experience of undertaking, clinical, educational and managerial roles within both Local Authority and Higher Education settings. He has a keen interest in supporting students and has many years’ experience of teaching social workers as well as pre-registration nurses. He is currently undertaking his
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Doctorate at the University of Dundee. Poster 53 "Enhancing the student and patient experience through the use of technology." Rachael May, Senior Nurse Preregistration Education, Cambridge University NHS Foundation Trust Luke Bage BSc, Clinical Educator Facilitator, Cambridge University NHS Foundation Trust Aim Encourage student feedback and clinical teams to improve the quality of the learning environment, ensure quality patient care, celebrate success and enable a voice for our future workforce. Abstract The NMC (2010) and recent reports-Francis and Willis make clear recommendations to nurse education and how this reflects our patient care. As an acute NHS organisation we receive feedback from our partnership university placement post completion. Whilst valuable it is often not timely, students can still feel isolated and anxious despite regular contact. The Trust currently uses the “Meridian” system for our friends and family data so this was an opportunity to use an embedded system to capture our student’s experiences and their perception of our patient care. The use of IPAD’s already insitu and the development of a desktop link have enabled students to access a questions regarding their learning environment and the patient care. Students use the system
Posters every 3 weeks. The system has enabled the team to capture live data and gain valuable insight into our patient care. Issues are identified early and positive outcomes are achieved prior to completion of the placement. The system is very responsive and sends an alert by e-mail to poor care or student’s not feeling welcome. The Meridian team have been very responsive to our needs and we are able to change questions in response to incidents or contextual healthcare issues. The system analyses and themes the data which we share with our partner University at our joint practice education meetings. We produce student newsletters with key themes and actions taken so we are able to feedback directly to our students and through our student forums. We feedback to our divisional nurse leads, ward sisters and mentors engaging ownership celebrating success and ensuring clear action plans where required. The data is shared at Trust Bard level to ensure our patient experiences are our focus and priority. Initial feedback has been very positive from students and clinical staff. Intended learning outcomes By engaging with this poster presentation participants should be able to: • Demonstrate how technology can play a pivotal role to capture student experiences and patient care. • Enhance, support and optimise the clinical learning environment. • Promote student and staff engagement to ensure an enriched learning environment
and ensure the quality of patient care. Recommended reading • Berwick, R. (2013) Improving the safety of patients in England. London. The Stationary Office. • Willis, P (2012) Raising the Bar Shape of Caring: A review of the Future Education and Training of Registered Nurses and Care Assistants. London • Morley, D. (2013)Supporting student nurses in practice with additional online communication Tools. Nurse Education in Practice, http;//dx.doLorg/10.1016/j.nepr. 2013.06.005 Biography Rachael May commenced her nurse education in Bristol and specialised in Gynaeoncology. Rachael has worked in acute NHS Trusts and in New Zealand. Rachael has worked as a Ward Sister and Matron across varied surgical specialties. She has worked in partnership with multiprofessional groups, represented nursing on the trust board as staff governor and contributed to “care closer to home” with the Department of Health. Rachael is passionate about nurse education and patient experience. Rachael has recently completed her MSc in Leadership and management in healthcare whilst chairing the regional AHP governance group. Rachael is currently senior nurse for pre-registration education. Poster 54 ‘A chance to examine the potential for increasing the capacity of clinical
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placements for future cohorts of student nurses and other learners who share the same environment.’ Steve Bracewell, Practice Education Facilitator, Lancashire Care NHS Trust Aim In light of the recommendations of the Willis Commission (2012) the aim of this paper is to encourage open and joined up discussion amongst all relevant stakeholders around the potential opportunities for them to work together to increase the capacity of clinical placements for future learners. Abstract ‘Nursing is, and always will be a practice based profession. This fact alone dictates that the number of available learning placements in clinical areas needs to be at least equal to, if not above the total number of students on pre-registration nursing courses, taking into account that currently as a three year course there is often an overlap of students from different years on placement in the same clinical area at any one time. In past years this ‘overlap’ has not been of particular concern, but more recently a number of necessary re-organisations within some NHS Trusts has led to a reduction in the number of in-patient beds and the merging of community teams across localities, often with less overall staffing numbers than before. Take this fact along with the clear need for learners from other professional backgrounds i.e paramedics to gain some level, all be it limited, of practical experience in areas such as
Posters mental health wards and teams and there becomes an ever increasing pressure for capacity on placement areas and then qualified mentors alike.
• An opportunity to assess whether the introduction of the new nursing curriculum in 2017 can be used to look at ways of managing learner capacity.
Further to this, recommendations from The Willis Commission (2012) support the development of more opportunities for the teaching of student nurses to be delivered within clinical placements and away from the more traditional classroom setting which may put further pressure on an already overloaded system.
Recommended reading • Building capacity for the clinical placement of nursing students; Barnett et al; Collegian (2008) 15, 55-61 Quality with compassion: The future of nursing education; The Willis Commission (2012)
This paper aims to examine and highlight briefly the initiatives that are already in use across the country by various NHS Trusts and Higher Education Institutions to tackle this growing issue as well as presenting actions and initiatives that the author is already exploring locally. It will then, in line with recommendations from The Willis Commission (2012) call upon stakeholders in the learning process to use the opportunity of designing the new 2017 pre-registration nursing curriculum to work in closer partnership than ever before to address the issue of capacity for learners within the current health care environment. Intended learning outcomes • A better understanding of current initiatives around increasing the capacity for learners in clinical environments. • A greater understanding of the total number of learners requiring placements in the clinical environment at any one time.
Biography ‘Steve Bracewell is a recent addition to the Practice Education Facilitator team at Lancashire Care NHS Foundation Trust. Since qualifying as a registered nurse in mental health in April 1997 he has worked in a number of different settings including both in-patient and community across both adult and older adult mental health services. The majority of his time in clinical practice was spent working as a Community Mental Health Nurse (CMHN) with ‘Assertive Outreach’ patients in the Fylde Coast area. Most recently he has been team leader for a Memory Assessment Service on the Fylde Coast. Steve has extensive experience of working with learners from different professional backgrounds and is passionate about improving the quality of the learning experience for the future workforce Poster 55 Bridging the GapTheresa Barker, Head of Education and Skills, St Giles Hospice Pam Swift, RGN, Dip Community Health Studies, BSc (Hons) Palliative and End of Life
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Care, PG Cert Education, MSc Nursing Practice. Head of Education Douglas Macmillan Hospice Stoke on Trent Lynn Best Apprenticeships and employer engagement Training coordinator, South Staffordshire College RGN, Dip Community Health Studies, BSc (Hons) Palliative and End of Life Care, PG Cert Education, MSc Nursing Practice. Aim To reflect upon collaborative, innovative working to deliver QCF qualifications and influence workforce development in end of life care Abstract Many UK Hospices have well established education and training departments, which have traditionally focused on palliative care study days and workshops, with the aim of educating and up skilling their own workforce and volunteers. In more recent years due to the desire and need for a competent and confident workforce, hospices have developed partnerships with Universities to successfully deliver accredited Awards in palliative and end of life care. However there was a widening gap developing in the delivery of nationally accredited education, provided by Hospices, for the entire workforce. In order to address this, in 2014 St.Giles Hospice, Whittington, Staffordshire and St.Christophers’ Hospice London decided to deliver QCF qualifications in end of life care
Posters with a particular focus on Bands 1 to 4. St Giles established a collaborative link with a local further education college to adhere to the quality standards for QCF qualifications. This initiative predated the Cavendish Review which served to shape the significant Health Education England (HEE) Talent for Care Initiative (2013). Additionally, the Commission into the Future of Hospice Care Report identified a strong agenda for collaboration between hospices and other organisations that serve people with life shortening conditions. This included hospices having a role in the education and training of social care staff. During March 2014, help the Hospices nationally consulted over 90 individual hospices to establish the enthusiasm of hospices to develop their ability and capacity to deliver vocational education and Qualification Credit Framework (QCF) qualifications. This poster will explore how 2 hospices, St Giles Hospice and Douglas Macmillan Hospice, working collaboratively with South Staffordshire Further Education College, have achieved this. The Poster will reflect the delivery of quality educational programmes, which are nationally accredited, that aim to positively influence workforce development to meet the needs of end of life care patients and families. Intended learning outcomes • Gain insight into the delivery of QCF qualifications
• Recognise the importance of workforce development for Bands 1-4 in end of life care • Highlight the importance of the delivery of end of life care education through collaborative working and innovation Recommended reading Calanzani,N.,Higginson, I.,Gomes,B. (2013) Current and future needs for hospice care: an evidence based report Help the Hospices.London.UK Health Education The Talent for Care Strategic Framework (2013) Health Education England www.gov.ul/government/publicat ions/health-education-englandmandateapril2014-to-march2015 Qualifications and credit Framework (QCF)
[email protected] g.uk
Biography Theresa is responsible for providing a wide range of educational programs delivered at the Hospice for their staff and volunteers as well as providing a wide range of workshops/ study days and lunch a learn events for health and social care workers. She has been involved with the development of QCF Qualifications in end of life care courses at the Hospice, in partnership with St Christopher’s Hospice in London and South Staffordshire College. This has resulted in further partnership working with the college to deliver QCF Dementia Level 2 and close working with her colleagues at
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Douglas Macmillan Hospice to enhance curriculum development. She was involved with the development of the Read “How to” Guides for the end of life care qualifications commissioned by Skills for Care. Poster 56 Learning to care for children & young people: an innovative approach to developing a University accredited course for health care support workers (HCSW) Amy Leonard, Practice Educator Bands 2-4, Great Ormond Street Hospital Jenny Halse, BN, PG Dip, Lead Practice Educator Nursing and Non-Medical Education, GOSH Sheelagh Mealing, LSBU, Director of Vocational Learning Developments Aim This paper describes the development of an academic award aimed at meeting the needs of health care support workers who care for children and young people, to ensure that the education meets clinical need. Abstract Recent national reports have increased attention on the provision of education for HCSW’s. Francis (2013) identified a lack of standardised training and the subsequent Cavendish review (2013) recommended the need for structured education programmes, with opportunities for progression. Great Ormond Street Hospital’s (GOSH) education strategy is designed to ensure that staff are able to meet the hospital’s vision of delivering excellence
Posters Posters and innovation. A key principle of this strategy is to ensure that staff have the opportunity to develop and that they have the necessary skills and knowledge to care for the children and young people they treat. Ensuring that the education provided meets the clinical needs of these HCSWs. In 2013 GOSH sought to create a course offering academic development for HCSWs whilst simultaneously ensuring HCSWs had the knowledge and skills to care for patients. A comparative evaluation identified disparity between current education provision, service needs and progression pathways for HCSWs. An innovative partnership between GOSH and the Institute of Vocational Learning at London South Bank University lead to the creation of the University Certificate of Competence in the Principles of Children’s and Young People’s Health Care. A level-three, sixty-credit award, designed to provide HCSWs with the knowledge and skills to care for children and young people. GOSH ran the first cohort of this award in March 2014. Twelve candidates enrolled on the course with 92% of candidates passing the course. Two cohorts are currently running with a total of 30 candidates comprising of HCSWs from both GOSH and other NHS trusts. Line manager’s and student’s evaluations have been extremely positive. Students felt they had more confidence in their clinical skills and approaches towards patients. Line managers noted a positive change within their staff and a higher quality of care provided for patients and their families.
100% would recommend the course. Intended learning outcomes • The need to have a standardised education pathway for HCSWs. • To provide education that meets the need of the service user. • Collaborative and flexible working between a healthcare organisation and education provider whom share a common goal Recommended reading • Cavendish, C. (2013) The Cavendish Review, An independent review into healthcare assistants and support workers in the NHS and social care settings.[Online]. Available at https://www.gov.uk/government/ uploads/system/uploads/attach ment_data/file/236212/Cavendis h_Review.pdf (Accessed 10th of October, 2014) • Francis, R. (2013) The Mid Staffordshire NHS Foundation Trust Public Inquiry [Online]. Available at: http://www.midstaffsinquiry.com/ pressrelease.html (Accessed 10th of October, 2014) • Health Education England (HEE). (2014a) National Bands 1-4 Project [Online]. Available at http://eoe.hee.nhs.uk/ourwork/1to4/ [Accessed 2 June, 2014] Biography Amy Leonard is Practice Educator for Bands 2-4 at Great Ormond Street Hospital; working clinically across the Trust providing teaching, support and mentoring. A key part of this role is practice development, service improvement and organisational
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transformation with the aim of delivering the Trust’s vision and objectives. Amy is course director of the University Certificate of Competence in Principles of Children’s and Young People’s Healthcare course and has also designed and implemented the Care Certificate course for Bands 2-4. Amy has a passion for respiratory medicine and previously has spent 5 years working on the respiratory unit at GOSH.
Poster 57 Student Surgeries/Forums Amanda Horrocks, Practice Education Facilitator, York Teaching Hospital NHS Foundation Trust Aim Discuss the rational and purpose of establishing student surgeries in a large Teaching Hospital Trust. Abstract Student evaluation is an essential part of the enhancement of the practice experience and plays a crucial part of the organisation’s quality assurance. Students are expected to contribute to the quality of the placement as part of their learning experience in order to offer information to practice experiences that can support change. Student evaluation gives wards and departments feedback on their performance as a learning environment; it offers fresh eyes on how the organisation is providing patient care, and how and where it could be improved. The process of student evaluation should give students the opportunity to reflect and
Posters provide feedback on their educational experience, on the understanding that their views are taken seriously and acted upon where appropriate. In order for Trust to demonstrate that they review the evaluations of the student in practice, the Practice Education team review all practice experience evaluations, as well as verbal or informal feedback from students that we receive during the length of their placement experience. However, apart from students completing these evaluations at the end of the placement experience we hadn’t identified how we could engage better with students during their placements and therefore, ensure that we were recognising the contributions that students make to the quality of care and ensuring we meet the standards required by the professional and regulatory reviewers to support healthcare professional learning. The Practice Education Team agreed to create a forum, whereby student voices were routinely heard by the Trust, and that they are recognised as an important component in the delivery of the Trust values. The forum purpose is:• To ensure students have a voice and are able to raise issues. • To ensure students are aware that the Trust are listening to them and that any concerns are acted on. (You say, we Do) • To meet with other students in a multi-professional setting. • To ensure we gain feedback in a more contemporaneous manner.
The presentation would be an opportunity to engage with others to see what they are offering to students regarding evaluation of practice and an opportunity to engage with peers about what we are doing. Intended learning outcomes • How to improve engagement with students on placement. • Advantages of raising the student profile within the organisation. • How surgeries contribute to multi-professional learning Recommended reading • Freedom to speak Up Sir Robert Francis 2015 • Quality Placement in healthcare-Best Practice Guidance, LocalEducation and Training Board, Health Education Yorkshire and the Humber 2014 • Helping students get the best from practice placements. An RCHN toolkit 2010 Biography Presently working in a large Teaching Hospital Trust, working in the Practice education Team, as a Practice Education Facilitator, supporting and enhancing the learning environment for all preregistration non-medical students. Previously presented at the 2014 RCN education conference, living the values document, which the previous Practice Learning Facilitators produced to give each student within the trust, to indicate how the Trust values the contribution they make to the organisation. The student surgeries have developed on from this as a way to engage further with the students on placement. Currently leading on this project,
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to establish the surgeries across two large hospitals, in order to gain and act on feedback in a more timely fashion. Poster 58 Re-Building a Preceptorship Program Nicola Walters, Clinical Skills Facilitator, Papworth NHS Foundation Trust Clinical Education Team at Papworth NHS Foundation Trust including: Sheila Turner Lead for Education Rebecca Day Clinical Lead – Curriculum Development Siobhan Shuker Clinical Education Facilitator Aim To illustrate the development of a rolling series of teaching sessions supported with clinical support designed to capture all newly qualified staff members joining the Trust. Abstract RE-BUILDING A PRECPTORSHIP PROGRAM The Willis Commission (2012) highlighted the importance of a preceptorship in the development of newly qualified nurses but recognised that provision was variable. Currie and Watts (2012) noted that although preceptorship programs have been shown to have benefits both for the newly qualified staff and the employing Trust there are barriers to implementation including provision of dedicated time for preceptorship. BACKGROUND Historically newly qualified nurses in our Trust attended an extended nurse induction, running twice a year, followed
Posters by additional study days and teaching sessions. Uptake was poor however and investigation indicated that this was related to difficulty in release from ward duties and accessibility to staff recruited at differing intervals. Additionally the extended induction process was only open to nurses. NEW PROGRAMME The new program design incorporates a rolling yearly preceptorship programme of study days, starting every 4 months, which can be accessed by all staff requiring preceptorship. This allows for preceptees' who have missed a session to catch-up within their initial year. The program also incorporates regular clinical supervision sessions We developed a more robust curriculum for the program and required preceptees' to attend all 11 study days. The program study days follow an ABCDE format with the same start and finish time with the opportunity for additional clinical supervision at the end of each session. There was significant cross over with teaching requested by other staff in the Trust so some of the sessions have also been opened to all Trust staff. Our initial findings at six months into the new program indicate improved uptake with positive evaluation and multiprofessional participation. Intended learning outcomes • Understand the construction and implementation of a flexible approach to supporting preceptees. • Consider the value of the inclusion of non-nursing
preceptees in a preceptorship program. • Be aware of the importance of a standardised program and how that can be expanded to meet the learning needs of other staff members. Recommended reading • Currie, L & Watts, C (2012) Mentoring and pre-registration nurse education [online] Available at http://www.williscommission.org. uk/__data/assets/pdf_file/0009/4 79934/Mentoring_and_preregistration_nurse_education.pd f Accessed 17/08/15 • Report of the Willis Commission (2012) Quality with Compassion: the future of nursing education [online] Royal College of Nursing, London. Available at http://www.williscommission.org. uk/__data/assets/pdf_file/0007/4 95115/Willis_commission_report _Jan_2013.pdf Accessed 17/08/15 • Whitehead, B., Owen, P., Henshaw, L., Beddingham, E.Beddingham & Simmons, M. (2015) 'Supporting newly qualified nurse transition: A case study in a UK hospital' Nurse Education Today 26/07/15[online] Available at http://www.sciencedirect.com.lib ezproxy.open.ac.uk/science/arti cle/pii/S0260691715002786 Accessed 17/08/15 Biography Nicola qualified in 1988 after completing a 4 year Batchelor of Nursing degree in at the University of Wales in Cardiff. She then was employed as a staff nurse at GOSH completing RSCN qualification in 1990. After a career break Nicola returned to work as a HCSW at Papworth NHS Foundation
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Trust for two years before completing a Return to Practice course and working as a staff nurse within the Respiratory Support and Sleep Unit at Papworth. She is now a member of Papworths education team and is studying for a MSc in advancing Healthcare Practice with the Open University. Poster 59 Twelve weeks and counting: A structured final placement programme to support the transition of paediatric nursing students from student to newly qualified nurse Marie Honeyfield, Clinical Practice Educator, Children's Services Wexham Park Hospital, Frimley Health Aim The aim of this paper is to showcase an innovative programme designed for final placement paediatric nursing students and their sign-off mentors. The programme anticipates transitional reality shock, encourages student autonomy and professionalises sign-off mentoring. Abstract Motivation: Transition from student to newly qualified nurse is continually acknowledged as a challenging and stressful period, with evidence of poor retention rates coinciding with high levels of ‘burn out’. Newly qualified nurses cite accountability, workload prioritisation and leadership as the biggest hurdles once entering the register. As a result a project was put in place to prepare and
Posters retain final placement students, consolidating skills needed to enter the register. Method: By reviewing literature related to the experiences of newly qualified nurses, as well as consulting with those across the unit, theory-practice gaps in their sign-off placement experience was identified. The gaps expressed by the newly qualified nurses emulated that of the literature. Two years ago a 12 week final placement programme was developed; designed specifically to transition student nurses into their new roles. The success of this programme is related to mentors taking an increasingly hands off approach with the students and utilising coaching techniques. This maximises learning in the final placement and enhances the quality of sign-off mentoring. A grand scale interdisciplinary simulation component was set up with the aim of allowing final placement students to take on the role of autonomous qualified nurses. The scenarios were based on the learning needs expressed to the Practice Educator during clinical shifts, as well as feedback from signoff mentors. The simulation took place halfway through the placement and focused the students learning needs for the final 6 weeks. Result and Conclusion: The paper gathered both quantitative and qualitative feedback. Early student results indicate higher recruitment and retention rates, higher quality of
care, improved patient feedback, reduction in rates of performance management and reduction in incidents related to the stressors identified. Early mentor results show increased awareness of their accountability and responsibility as sign-off mentors; displaying a more structured and valid assessment process and implementing action plans for students who require additional support. Intended learning outcomes • By allowing students to take on the role of a qualified nurse, they are able to develop clinical decision making skills, and recognise own competence and readiness to enter the register. • Setting up a ‘simulation ward’ has many benefits for students as it mirrors typical occurrences, facilitating students to consolidate valuable skills including patient prioritisation, workload management and changes in the clinical environment such as new admissions and deteriorating patients. • Sign-off mentors must facilitate students to gain and consolidate as much experience as possible during their final placements, and promote that students must be allowed to ‘do’ in order to prepare and retain them on the nursing register. Recommended reading • Edwards, D., Hawker, C., Carrier, J., and Rees, C (2015). A systematic review of the effectiveness of strategies and interventions to improve the transition from student to newly qualified nurse. International Jourmal of Nursing Studies, 52 (7), 1254-1268.
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• Suresh, P., Matthews, A., and Coyne,I (2013). Stress and stressors in the clinical environment: a comparative study of fourth-year student nurses and newly qualified general nurses in Ireland. Journal Of Clinical Nursing, 22(5-6), 770-779. • Whitehead,B., and Holmes,D. (2011). Are newly qualified nurses prepared for practice? Nursing Times,107, 20-3 Biography Marie Honeyfield works as a Clinical Practice Educator within Children's Services at Wexham Park Hospital. Marie has placed visibility and accessibility at the heart of her vision for education; working clinically alongside students and acting as an expert resource and clinically skilled practitioner for all students and mentors. Maie has increased the numbers and quality of mentors and sign-off mentors across the service whilst maintaining own activity as a sign-off mentor. This has led to the importance of student education being valued and supported by all staff. Marie has widened the student experience creating additional 'spoke'interdisciplinary learning opportunities, facilitating simulation sessions, microteaching sessions and student study days Poster 60 The Royal Liverpool and Broadgreen (RLB) Nurse Programme Julie Crane, Senior Lecturer, Head of Directorate of Nursing, University of Liverpool
Posters Vicky Garner, Lecturer, University of Liverpool Lisa Grant, Chief Nurse, Royal Liverpool and Broadgreen University Hospital Jo Marinas, Head of Clinical Education and Learning, Royal Liverpool and Broadgreen University Hospital Denis Parkinson, Lecturer, University of Liverpool Ian Pierce-Hayes, Lecturer, University of Liverpool Aim To inform delegates of a collaborative initiative to further develop registered nurses who are committed to delivering the highest quality care Abstract Nurses and nursing have been criticised significantly in recent years, and in addition, it was recognised that due to national financial constraints, nurses are working under extreme pressures. This has an inevitable impact upon staff morale. We wished to develop an initiative which would celebrate and reward nurses, whilst ensuring that all staff were working to the same common goal and level of basic competence. The Trust worked in collaboration with a local University to develop a programme which is currently being rolled out across the Trust. The programme comprises a one day study day and the requirement to complete a competency portfolio. Upon successful completion of the programme, nurses are invited to attend a graduation ceremony where they are awarded their RLB Nurse badge.
During the study day, facilitated by University staff, the history of nursing is explored, with a particular focus of the significant role that ‘Liverpool’ has played in the development of professional nursing. Nurses are invited to reflect upon their own experiences of nursing and to share these with fellow attendees. Through this, nurses are reminded of the important role that they play with regards to enhancing the patient experience, thus providing an opportunity for staff to reflect upon and to articulate the core values of nursing. Additionally, contemporary issues such as Human Factors and NMC Revalidation are also discussed. The competency portfolio has been developed by the Education Lead at the Trust, in collaboration with Matrons and staff working in clinical areas. Reflective elements of the portfolio have been developed to support staff to meet revalidation requirements. To date, we have held 2 graduation ceremonies and approximately a quarter of the Trust’s registered nurse workforce have completed the programme. Nurses have reported a greater sense of feeling valued following completion of the programme. Intended learning outcomes • to discuss how an understanding of nursing history can inspire the current workforce • to discuss contemporary nursing issues and consider which are a priority for their organisation • to discuss how the use of a competency portfolio might be
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used to support staff to meet NMC revalidation. Recommended reading • Fortune P-M, Davis M, Hanson J, Phillips B (eds) (2013) Human factors in the healthcare setting: a pocket guide for clinical instructors. Ebook [Accessed 12/07/15] • NMC (2015) Revalidation [online] London, NMC Available at: http://www.nmc.org.uk/standard s/revalidation/ [accessed pn 07/09/2015] • Parkes M and Sheard S (2012) Nursing in Liverpool since 1862. Lancaster, Scotforth books. Biography Julie has a range of academic experience and has worked in Higher Education for over 10 years. Prior to this Julie held clinical posts in surgical nursing, Accident and Emergency, primary care, research and clinical governance. Julie has lead on the development of undergraduate curricula, and has also developed CPD modules and courses. Julie is currently Head of the Directorate of Nursing at the University of Liverpool. Poster 61 Developing a workforce for Integrated Care– the Integrated Care Experience Project Kathy Wilson, Head of Practicebased Learning, Middlesex University, London, Sinead Mehigan, Head of Department for Adult, Child and Midwifery, School of Health and Education, Middlesex University.
Posters Karen Evans, Practice Educator, Whittington Health NHS Trust, London Jenny Finch, Lead Practice Nurse, Islington CCG/ Whittington Health NHS Trust, London Aim The aim of this paper is to present on the development and evaluation of a project that was set up to expand student nurse placements in primary and community care to equip student nurses with the knowledge, skills and desire to undertake the more flexible roles needed to deliver integrated care across a variety of settings. This project reflects strong partnership working between a HEI and a local NHS integrated Care Organisation and Community Education Provider Network (CEPN) Abstract This project is designed to meet several local and national needs. One of the key objectives of the HEE mandate (2014) was to ‘deliver the workforce development commitments required of it in Transforming Primary Care’. In March, the ‘Shape of Caring Review’ suggested the need for a separate pre-registration pathway, enabling registration as a Community Nurse. This project also relates to many of the priorities set out in the Five Year Forward Review (NHS Five Year Forward View, published in October 2014 http://www.england.nhs.uk/wpcontent/uploads/2014/10/5yfvweb.pdf).
students will be equipped with the knowledge, skills and desire to undertake the more flexible roles needed to deliver integrated care across a variety of settings. Depending on the structure of these placements, it is also possible that students will gain specific skills in managing patients across several different care pathways, such as Long Term Conditions, Minor Illness, Complex Care, Dementia Care. Aims of the project • Explore the development of more innovative curriculum models to enable a flexible approach to the ways in which placement opportunities are accessed and reflect ‘new care models’. • Work with the relevant stakeholders in developing further interprofessional experiences for students by building on current work and expanding partnership working with other healthcare professionals, care homes and the voluntary sector. • Raise the profile and promote the value of out of hospital placements by breaking down barriers in how care is provided; • Enable the development of more flexible working practices to utilise capacity effectively • Challenge current practice to enable new ways of thinking and enhance the quality of care. • Contribute to prevention and public health;
It is proposed that by expanding student nurse placements in primary and community care,
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Working with lead clinicians within Whittington Health and specifically Islington CEPN, we have identified a number of care pathways which offer students the opportunities to experience care delivery in a number of healthcare settings, and also meet with current CEPN workforce development priorities. Such pathways include (for example) Long Term Conditions, Frailty, Dementia, Health promotion and First Contact / Urgent Care. Intended learning outcomes • Explore the potential of innovative placement models to support increased capacity and effectively prepare the future workforce • Discuss the benefits and challenges of developing 'out of hospital' placements to ensure students gain a more integrated care experience • Promote new ways of working to enhance the student and patient experience. Recommended reading • HEE (2015) Shape of Caring: A Review of the Future Education and Training of Registered Nurses and Care Assistants, http://hee.nhs.uk/wpcontent/blogs.dir/321/files/2015/ 03/2348-Shape-of-caringreview-FINAL.pdf (accessed 04.09.15) • Kenyon L, Peckover S (2008) ‘A Juggling Act’: An analysis of the impact of providing clinical placements for pre-registration students on the organisation of community nursing and health visiting work. Nurse Education Today, 28, 202–209 • NHS England (2014) 5 year Forward review: http://www.england.nhs.uk/wp-
Posters content/uploads/2014/10/5yfvweb.pdf (accessed 04.09.15) Biography Kathy Wilson is a Principal Lecture at Middlesex University and is Head of Practice-based Learning within the School of Health and Education. Kathy has been in education for 25 years and works closely with students, academic staff, placement partners and commissioners in monitoring and enhancing practice learning for student nurses and miwdives. In the past two years Kathy has worked closely with the local LETB, i.e Health Education North Central and East London on a number of projects related to mentorship, placement and practice assessment and is currently chair of a pan london practice learning group.
Poster 62 Creation and implementation of a multi-professional student forum within Leeds Teaching Hospital’s Trust Douglas Bodey, Practie Learning Facilitator, St. James' Univerity Hospital. Jill Asbury, RGN, RSCN, DPSN, BSc (Hons), MA. Head of Nursing and Midwifery Workforce and Education, Leeds Teaching Hospital's Trust. Stuart Haines, BA (Hons), General Manager for Corporate Directorate. Leeds Teaching Hospital's Trust. Aim Across Leeds Teaching Hospital’s Trust the strong link between the receipt of a good quality educational experience and the provision of high quality
patient care has been recognised. This has been coupled with an increasing acknowledgment of both the challenges faced by students and the vulnerability of those students whilst working on placement within the Trust. An innovative multi-professional student forum has been set up across Leeds Teaching Hospital’s Trust to enhance the provision of support for all the students on placement within the Trust. One of the key components of this process has been to establish a direct channel of communication between the student body and the Trust Board. This paper aims to describe the creation and progression to date of the multi-professional student forum and to outline the future plans for its development within Leeds Teaching Hospital’s Trust. Abstract Following the implementation of the Placement Charter (2013) Leeds Teaching Hospital’s Trust held exploratory consultation meetings where it invited every student on placement within the Trust to attend. The objective of these meetings was to explore how students felt the Trust could improve the level of support they received. Having recognised the strong link between the quality of the educational experiences provided to students and the quality of care which the student provides (King’s Fund, 2013), the concept of a multiprofessional student forum, meeting quarterly, developed from these initial meetings. The aims of this Trust wide multi-professional student forum are fourfold: to increase the level of support provided to
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all students working within the Trust, to provide a more timely platform for students to feedback on both the level of mentoring received and care which they have witnessed being given, to create a pathway via which the student’s voice can become more prominent within the Trust and to enable the students in the Trust further opportunity to work in a multiprofessional environment. Smaller more frequently run departmentally based student forums have sprung from the Trustwide forum. These have enabled students the opportunity to voice their concerns and receive more timely localised support. Additionally these Forums have enabled the voice of the learners to be evident from ward to Board. This has been achieved through the creation of audio-visually records produced in the Forum and played at Board or committee meetings rather than the traditional report through the production of a paper. This has had the additional benefit of enabling the student body to showcase their innovative projects. To date this initiative has both reduced the number of complaints received by the Trust overall from students and increased the number of compliments received by both individual teams and departments from students. Intended learning outcomes At the end of this session, participants should have an: • Increased awareness of the connection between the quality of educational experiences and the provision of patient care.
Posters • Increased awareness of the importance of peer support for students. • An insight into the impact of increasing the prominence of the student voice. Recommended reading • Emmanuel, V. (2013) Creating Supportive Environments for Students. Nursing Practice, 109 (37), pp. 18-20. • Mackenzie, A., Craik, C., Tempest, S., Cordingley, K., Buckingham, I. & Hale, S. (2007) Interprofessional Learning in Practice: the Student Experience. British Journal of Occupational Therapy, 70 (8) pp. 358-361. • Pollard, Catherine. (2014) Integrated care: Barriers, Enablers and Implications for Clinicians. www.monitor.gov.uk Biography Douglas Bodey qualified as a physiotherapist from Coventry University in 2000. He has worked at Leeds Teaching Hospital Trust since then and specialised in the treatment of individuals with long standing pain in 2007. He completed his post graduate diploma in Rehabilitation Studies at Bradford University in 2014 and he presented some of his clinical practice findings on the topic of Chronic Regional Pain Syndrome at the British Society for Paediatric and Adolescent Rheumatology conference in 2014. He started work within the Nursing Directorate Team at Leeds Teaching Hospital Trust as a Practice Learning Facilitator in December 2014. Poster 63 Improving patient care and safety through collaborative working at End of Life
Anne Holland, Faculty Senior Educator, Heart of England NHS Foundation Trust Margaret Meixner RGN-Faculty Senior Educator, HEFT Cheryl Brewerton RGNEducator, Marie Curie Aim To demonstrate how collaborative education can impact positively on both staff knowledge and patient experience at End of Life Abstract The End of Life care education package was originally developed for nursing staff but would be transferable to other professions and healthcare workers. This 5 day course is hosted by HEFT, but delivered collaboratively by HEFT staff together with the local Marie Curie Hospice team (one of the days is hosted at the hospice); the Solihull community Macmillan SPC team; local funeral directors; the hospital medical examiner; the multi faith chaplaincy; the resuscitation team and organ transplant team, and others. The course aim is to allow participants a safe forum in which to discover and discuss the holistic needs of patients and family during the course of their end of life journey. Participants include HEFT staff from all areas of the Trust (acute; long term and even outpatient areas such as the Chest Clinic); hospice staff; mental health practitioners; community staff. The diversity of participant backgrounds allows the building of networks which can be used to improve processes and patient care when they return to their own areas.
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However, this is not just an in house programme, but it has also been academically accredited with 30 level 6 (degree level) credits, and can be utilised for career and professional development. What is unique is that each day within the programme can be accessed as a ‘standalone’ day to address individual staff needs. A beneficial and positive ‘side effect’ of the collaborative working with Marie Curie hospice has been the provision by HEFT of clinical skills training to hospice staff. Up-skilling hospice staff in this way allows more complex therapies and treatment to be delivered at the hospice, rather than the patient having to be transferred to an acute setting. Additionally we are in the process of developing a rotational education programme for band 5 HEFT and Marie Curie nurses. Intended learning outcomes • Articulate the benefits of collaborative working for both patients and staff when dealing with End of Life • Identify additional advantages of working and networking outside of one's own organisation • Discuss how national driver's (End of Life Care Strategy, Dept. of Health) influence education. Recommended reading • Booth, S. (2010) Palliative care in the acute hospital setting, a practical guide, Oxford: Oxford University press • Department of Health (2009) End of Life Care Strategy: Quality Markers and Measures for End of Life Care. 12035, London: Department of Health.
Posters • Payne, S., Seymour, J., and Ingleton, C (Eds.) (2008) Palliative Care Nursing: Principles and Evidence for Practice (2nd Ed). Maidenhead: McGraw Hill. Biography • Faculty Senior Educator: 2006 to date • Senior Sister, Ophthalmology: 1996-2006 • Senior Sister A & E: 19871996 • Ophthalmic Nursing Diploma: 1986-1987 • Staff nurse/Senior Staff nurse Elderly care: 1985-1986 • MSC Advancing Healthcare Practice; my dissertation was a phenomenological study of interprofessional learning and collaborative working (focussed on undergraduate students from 5 different professions) • CONFERENCES/SEMINARS GIVEN OR ATTENDED: • Preceptorship (presentation) New Cross Hospital Wolverhampton, 2011 • Student’s attitudes to giving and receiving feedback in interprofessional settings (presentation) • Aston University, the Birmingham Conference, May 2010 • The regional development of inter professional learning in simulated settings (workshop) • Wolverhampton University Laerdel Simulation Conference, May 2010 • The development and facilitation of IPL simulation scenarios (workshop) Birmingham City University • Laerdel Simulation Conference, May 2009
Poster 64 Development of an Emergency Department Nurse Training Programme Catherine Evans, Senior Charge Nurse / Emergency Nurse Practitioner, Emergency Department, Queen Elizabeth University Hospital, Glasgow Dr Mark COOPER, BN PgC PhD FHEA FFEN RN Lecturer-Practitioner in Practice Development, NHS Greater Glasgow and Clyde Ms Laura WILSON, BN (Hons), MSc Med Sci, RN (Adult), SPQ critical care Clinical Nurse Educator, Acute Receiving and Emergency Department, QEUH Aim To describe a collaborative project undertaken to develop an affordable, accessible and practical training programme for Emergency Department nurses across Greater Glasgow and Clyde. Abstract Emergency Department (ED) nurses require a wide range of increasingly complex skills, demanding the development of a broad body of knowledge and a skills set that is not taught in pre-registration nursing education. Providing ED nurses with training enabling them to provide safe and effective care to patients has always been challenging. Increases in workload and pressures on staffing, funding and time impinge on this further. The list of statutory and mandatory training is continually growing and the development of a Trauma Network within Scotland also highlighted additional training needs.
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EDs offer in-house teaching, regularly delivered or ad-hoc, depending on local constraints. A growing number of eLearning courses are available as well as short courses such as Immediate Life Support (ILS). Within this context a group of senior nurses from EDs across Greater Glasgow and Clyde worked together to overcome common problems in providing training; pooling resources and sharing ideas and examples of good practice. We realised that many of the resources for training our staff existed and a ‘core curriculum’ was decided upon in consultation with Lead Nurses. The ‘Moodle’ site was chosen as it is easily accessed from home or the workplace, providing a platform to structure an ‘ED nurses’ training programme’ incorporating essential knowledge and skills, formal courses such as ILS and statutory / mandatory training. It can be undertaken by any number of staff at once, is free to access and will support eKSF and NMC revalidation. An option to gain university credit through a learning contract route is planned, and the programme has been mapped against Faculty of Emergency Nursing competencies – enabling staff to gain formal and transferrable recognition of their development. Over thirty nursing staff are already registered for the programme and we plan to audit its use over the next six months. Intended learning outcomes • Delegates will gain an insight into the challenges of providing increasingly broad and complex training and continuing education to the ED nursing workforce.
Posters • Delegates will understand how a collaborative approach has been used to develop an accessible and flexible structure to guide education and practice development across a geographical area. • Delegates will gain an insight into how the tool has been used to improve the Learning Environment within a number of Emergency Departments. Recommended reading • NHS Education for Scotland (2007) Emergency Care in Scotland: A Framework for Practice NES. Edinburgh • Faculty of Emergency Nursing Competencies accessible at http://www.fen.uk.com/career.ht ml • Information about Moodle accessible at https://moodle.org Biography Catherine Evans is a Senior Charge Nurse and Emergency Nurse Practitioner in the ED at the Queen Elizabeth University Hospital and Minor Injury Units within Glasgow. She is Module Leader for the Emergency Nurse Practitioner course delivered by NHS Greater Glasgow and Clyde and Glasgow Caledonian University, and is currently working towards a PGCertEd in Health and Social Care Education at GCU. Catherine is an active member of the Practice Development Forum for the Emergency Departments in NHSGGC. It is this group that has undertaken the work presented.
Poster 65 Evaluating the Impact of ‘Developing as a Compassionate Practitioner’ an Innovative Course for Health Professionals Dr Caroline Barratt Lecturer, School of Health and Human Sciences, University of Essex Dr Leanne Andrews, PhD, Senior Lecturer, School of Health and Human Sciences, University of Essex Aim This paper aims to explain the rationale for the Developing as a Compassionate Practitioner course and to briefly touch upon the underlying teaching concepts. We will then introduce the results of our recent evaluation and reflect on their possible impact upon how compassion is taught and integrated into nurse education and training. Abstract The Developing as a Compassionate Practitioner course was created in response to increased debate about the role of education in training compassionate health professionals. The course brings together teaching on mindfulness, self-compassion and the ABIDE compassion model (Halifax 2013) with the aim of increasing the resilience, wellbeing and the capacity of health professionals to deliver compassionate care. The course is highly experiential, including a variety of mindfulness and selfcompassion practices. The course teaching is over three full days spread over 8 weeks. Although the course was originally designed as an
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assessed module that could be taken as a part of a degree pathway, a non-assessed course pilot was run over three Saturdays during June and July 2015 so that the course could be fully evaluated before being taken for academic credit. 9 health professionals, 8 Nurses and 1 General Practitioner, started the course although only 6 attended all three sessions and completed all of the data collection. We carried out a mixed methods evaluation including pre and post questionnaires to appraise teaching as well as using psychological measures to assess levels of selfcompassion and mindfulness. Overall the course was well received. Participants were able to make very valuable links between the course content and practice. The ABIDE compassion model in particular promoted interesting discussion about the importance of ‘noncompassion elements’ in compassionate care. The quantitative analysis showed a significant difference in mindfulness (p=0.046) and selfcompassion (p=0.028) between the start and end of the course demonstrating that the course did have an impact upon participants. At the time of writing we are waiting for the submission of reflective statements from participants which will allow us to assess the impact of the course on professional practice. The implications of our findings for nursing education will be explored. Intended learning outcomes •Understand why mindfulness and self-compassion may be relevant to compassionate care
Posters •Appreciate how the course contributed to significant changes in mindfulness and self-compassion scores •Have a basic understanding of the ABIDE model of compassion and the non-compassion elements that contribute to compassionate care. Recommended reading • Asuero, A.M. et al. 2014. Effectiveness of a Mindfulness Education Program in Primary Health Care Professionals: A Pragmatic Controlled Trial. Journal of Continuing Education in the Health Professions 34(1), pp. 4–12. • Halifax, J. 2013. ‘Understanding and Cultivating Compassion in Clinical Settings – The A.B.I.D.E. Compassion Model’. In Singer, T. and Bloz, M. eds. 2013. Compassion Bridging Practice and Science. Available at http://www.compassiontraining.org/en/online/index.html ?iframe=true&width=100%&heig ht=100% Accessed 2nd September 2015 • Neff, K. 2003. SelfCompassion: An Alternative Conceptualization of a Healthy Attitude Toward Oneself. Self and Identity 2(2), pp. 85–101. Biography Caroline Barratt is a Lecturer in the School of Health and Human Sciences at the University of Essex. She completed a PhD in International Development in 2009 and has an interest in qualitative, particularly narrative, research. As a meditator for many years Caroline has been interested in the growth of interest in mindfulness and selfcompassion and is keen to explore their relevance for
health professional education particularly in relation to compassionate care. Poster 66 Partnership working in children’s critical care education: collaboration and delivery Dr Maggie Doman, Lecturer in Nursing (Child Health), Plymouth University Beverley Cejer, PGCE, BSC (HONS), ENB415, RSCN, SRN Lead Nurse, Faculty of Children’s Nurse Education, Bristol Royal Hospital for Children Aim To present and discuss our experiences of collaboration and the development of a formal partnership between Plymouth University and the Faculty of Children’s Nurse Education, Bristol Royal Hospital for Children to deliver education for specialist practice Abstract It is essential that children and young people have their health care needs met by staff who are appropriately qualified and experienced. This is particularly important in specialist areas such as critical or cardiac care. Historically, staff in paediatric intensive care (PICU) at Bristol Royal Hospital for Children (BRHC) were supported to further their specialist education and skills through courses offered at the local university. However, following changes to the contract for post-qualifying education in 2010/11, clinicallybased modules were no longer being offered or funded in the SW, leading to staff having to travel further afield in order to access specialist education to
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support their practice. The long term feasibility of this option became questionable in 2014, when proposals for an in-house course were mooted. Since 2007, staff from BRHC and other units in the SW region had worked with child health nursing colleagues at Plymouth University to gain accreditation via APEL for children’s high dependency modules delivered and managed in Bristol and Plymouth. In view of the educational experience and clinical expertise of senior staff in PICU, the existing working arrangements with the university and awareness of their Academic Partnership Scheme, approaches were made regarding the potential for developing this further. Consequently, new critical care modules at degree and Masters level which addressed Paediatric Intensive Care Society recommendations (PICS, 2010, 2015) were designed collaboratively for delivery by BRHC staff, and a formal Healthcare Partnership was set up with Plymouth University to provide accreditation and academic oversight. The first group of students have now undertaken the modules successfully and new modules in children’s cardiac care have been developed. In this presentation we will share our experiences of working collaboratively to deliver education for specialist practice. Intended learning outcomes At the end of this session, participants should be able to: • Appreciate the benefits of collaborative working
Posters • Understand the importance of specialist clinical education • Consider the development of partnership working in education for specialist practice Recommended reading • Paediatric Intensive Care Society (2010) Standards for the Care of Critically Ill Children (4th Edition) London, PICS (N.B. 5th Edition currently out for consultation; due for publication late 2015) • Rattray, J.E., Paul, F. & Tully, V. (2006) ‘Partnership working between a Higher Education Institution and NHS Trusts: developing an acute and critical care module.’ Nursing in Critical Care 11(3): 111-117 • Royal College of Nursing (2014) Specialist and advanced children’s and young people’s nursing practice in contemporary healthcare: guidance for nurses and commissioners. London, RCN Biography Maggie Doman has worked in the field of child health nursing education for over 20 years, prior to which she held various posts in a range of acute hospital settings as a children’s nurse. She is responsible for teaching and managing modules in children’s acute, critical and emergency care as well as evidence-based practice/research at Levels 4 – 7 for pre-registration nursing students and various healthcare professionals. She is Pathway Lead for the MSc Contemporary Healthcare for Children and Young People and has been involved in the development and support of healthcare academic partnerships with Plymouth University for several years.
Poster 67 An exploration of student nurses experience of mentorship in an Irish hospital. Gerard Baxter, Staff Nurse, Letterkenny General Hospital, Co. Donegal Brian McGowan; RN, MSc, SFHEA, Lecturer, Ulster University Aim This study aims to explore fourth (4th) year undergraduate general nursing students experiences of mentorship by registered staff nurses in acute clinical settings in an Irish hospital. Abstract Method: A qualitative approach was used for the study. A purposive sample of six (n=6), was drawn from fourth year students. These students will be chosen as they have accrued experience of mentorship across their course and were able to reflect upon and articulate the impact that mentorship had on them. Newell and Burnard’s (2011) 6-stage pragmatic approach to thematic content analysis was used following the transcription of audio-recorded information to analyse the data. Ethical approval was provided by Ulster University and the institution where the participants were based. Findings: The themes to emerge from the data were that the interpersonal relationships between student and mentor were an important factor in the development and maintenance of the relationship. Effective communication in terms of
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feedback and assessment was seen as essential and directly affects the student’s confidence and self worth. Time issues and the busy nature of the ward impinged on this ability to assess and provide feedback. Despite its flaws, participants felt that the concept of mentorship was valuable and worthwhile. Conclusion: This study has shown that mentorship in this location was ad hoc at times and this had a negative effect on the participants who felt that they achieved learning outcomes despite their mentors. Given that this study was rigorously designed and conducted the likelihood that the findings can be transferred to other contexts in Ireland is high. Intended learning outcomes • Discuss the benefits of and barriers to mentorship • Compare and contrast models of mentorship provision • Identify developments in mentorship preparation, delivery and monitoring Recommended reading • Gopee N. (2011). Mentoring and Supervision in Healthcare. 2nd Edition. London. Sage • Newell R. & Burnard P. (2011). A pragmatic approach to qualitative data analysis in Newell R & Burnard P. (Eds) (2011). Research for EvidenceBased Practice in Healthcare (2nd Ed). Oxford. WileyBlackwell. • An Bord Altranais (2003) Guidelines on the key points that may be considered when developing a quality clinical learning environment. Dublin: An Bord Altranais
Posters Biography Gerard qualified as a general nurse in 2004 and has worked in a variety of departments including A&E and currently Orthopaedics. During this time he developed a keen interest in the mentorship of student nurses and is the student nurse link nurse in his department. His professional interests include pathophysiology and research methods. Poster 68 Guiding Principles for Practice Education – Managing capacity and quality in the practice learning environment. Chris Sykes, Strategic Development Manager, Health Education East of England (Norfolk & Suffolk Workfore Partnership) Kathy Branson, Director of Special Projects, Health Education East of England. Aim To explore findings from a fundamental review of nurse education in the east region along with outcomes from a small number of innovative practice based learning models. These have led to the development of a number of broad guiding principles which others might wish to test out in their areas. Abstract In 2014 Health Education East of England undertook a fundamental review of preregistration nurse education in the east region. A range of stakeholders including services users, mentors, academics and students provided feedback on their experiences; identifying what worked well and where
improvements were needed. As a result of this it was identified that the quality of the clinical learning environment, particularly the support students received in practice, was essential to developing confidence and competence in students. A number of practice based learning models have been tested to try to identify some key guiding principles for the practice learning environment. This presentation will explore key findings from the review with examples of the models implemented and outcomes arising. These include the CLiP model (highlighted in the Shape of Care Review) and the Practice Education Based Learning (Suffolk) model which combines learning from CLiP and the Dedicated Education Unit model from New Zealand. Key features of these models include a supported education infrastructure through supernumerary Clinical Educator posts, a coaching model of support and increased student capacity. Early outcomes suggest improved confidence and competence for both students and mentors and some pilot areas report improved patient outcomes (including reduction in adverse clinical episodes such as falls and reduced length of stay). Intended learning outcomes • Have an understanding of the findings from the Health Education East of England fundamental review of preregistration nurse training. • Have an understanding of the preliminary outcomes from a small number of innovative practice based learning models
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designed to address issues arising fro the review. • Be able to identify a number of broad guiding principles resulting from the testing of these models which they can adopt or adapt for their practice. Recommended reading • Greenlees-Rae, J., Sims, D. 2015 New DEU at Grey Hospital. Kai Tiaki: Nursing New Zealand. August. 21,7. Page 30. • Sims, D., Cook, D. 2013 Canterbury DEUs foster collegiality. Kai Tiaki: Nursing New Zealand. 19,1. pp16-17. • Willis, Lord. 2015 Raising the Bar. Shape of Caring: A Review of the Future Education and Training of Registered Nurses and Care Assistants. (Commissioned by Health Education England and the NMC). Available at: http://hee.nhs.uk/wpcontent/blogs.dir/321/files/2015/ 03/2348-Shape-of-caringreview-FINAL.pdf Biography Kathy Branson as Executive Lead - Special Projects is responsible for delivering the Review of Pre-Registration Nurse Education. She has a clinical background and trained as a nurse initially before training as a health visitor. She has worked in a range of senior leadership roles including Director of Nursing, Deputy Chief Nurse and Head of Education for NHS East of England. Chris Sykes is Project Lead for the Practice Based Learning Models and has worked in a range of clinical and practice learning settings for over 30 years. She is currently completing her Professional
Posters Doctorate and works in Education Development. Poster 69 Collaborative student workshops: Using reflection to reduce the “Theory Practice Gap” Sarah Redfern, Senior Lecturer, Birmingham City University Valerie Brown, RGN, RSCN, PGCert ED, ENB998, Practice Education Lead Birmingham Children's Hospital Aim To explore how collaborative reflective practice workshops delivered by both University and Trust staff may help to reduce students perceptions of a gap between theory and practice. The workshops are intended to create a tangible link between the two organisations in addition to enhancing the students’ skills of reflection and ability to apply knowledge in practice. Abstract Background: As nursing students commence their learning journey, quality patient care depends on their ability to apply theory to practice. Whilst acknowledging the importance of theory, students are often believed to perceive that they are independent of one another. Effective reflection can provide a link as well as generate new knowledge and skills. Formal reflections are now integral to the NMC revalidation process, however it is a skill many find difficult to perform effectively. Reflective practice appeals to a wide range of learning needs and provides nurses with the skills to become change agents and leaders of the future. Workshop delivery: Small groups of students on
placement are invited to participate. Each student identifies an incident from practice whilst the facilitators support the choice of a reflective model. Groups discuss the individual incidents and offer advice and guidance to develop peer support. The facilitators then assist the students to identify relevant evidence for best practice, and explore the impact upon future practice. Students are asked to identify clear action points and are encouraged to submit their reflections as part of their online portfolio. Workshops are facilitated collaboratively by a University lecturer and a Practice Education Lead, and are part of a wider organisational strategy for recruitment and retention. This partnership for recruitment has been identified as an area of best practice in the Shape of Caring: A review of future education and training of Registered Nurses and Care assistants (Willis, 2015). Evaluation: Student feedback indicates that the sessions are positive and motivate changes in practice. Reflective practice is viewed as integral to practice rather than purely an academic process. Recommendations: Evaluation processes need to be reviewed with a view to conducting research on the impact of the collaborative workshops. Expansion to other Trusts and a partner university are also planned. Intended learning outcomes • 1.Understand the importance of collaborative working in delivering nurse education. • 2.Acknowledge how effective reflective practice can be used
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to support students in realising the link between theory and practice. • 3.Identify practical ways to support nurses and students to apply evidence to practice. Recommended reading • Taylor, B. (2006). Reflective practice: A guide for nurses and midwives. 2nd edition. Open University Press. • Willis (2015). Raising the Bar. Shape of Caring: Review of the Future Education and training of Registered Nurses and Care Assistants. Health Education England. • Jones, K; Warren, A and Davies. A. (2015). Mind the gapexploring the needs of early career nursing and midwives in the workplace. Summary report from Birmingham and Solihull Education and Training Council Every Student Counts Project. Biography I started my nursing career working on a specialist liver ward at Birmingham Children’s Hospital. My passion for nursing education became apparent through mentoring and I quickly progressed to teaching sister on the ward. I spent four years as the lead for bands 1-4 education at the Trust, which gave me a superb insight into workforce planning and supported me in completing my PGcert in Teaching and Learning in Higher Education. This enabled me to progress to a post as Lecturer at Birmingham City University. I have since completed my Masters in Education with Distinction and advanced to Senior Lecturer. Poster 70 A blended learning approach to combine biological
Posters sciences and clinical skills teaching in a nursing education programme: examining the student experience. Shona Maclean, Student Nurse, School of Health and Social Care, University of Lincoln A Cornish (Student Nurse). University of Lincoln. M A M Sousa Meneses (Student Nurse). University of Lincoln. L Coates (Student Nurse). University of Lincoln. R Kane. RGN, BSc (Hons), MSc, PhD, Principal Lecturer, School of Health and Social Care, University of Lincoln, Lincoln, UK, I McGonagle. RMN Dip N, BSc(Hons), MSc, Principal Lecturer, School of Health and Social Care, University of Lincoln Aim To explore the reported student experience of an experimental model for the learning and teaching of biosciences and clinical skills. Abstract There is a significant drive in nursing education globally towards creating and delivering a range of innovative learning experiences for students (Narayanasamy et al, 2013; Andrews, 2011). This presentation reports on a study which piloted an alternative simulation approach to traditional teaching delivery in human biosciences and clinical application of skills and knowledge for student nurses. These two skills and knowledge elements are delivered separately from one another in the currently validated curriculum.
The purpose was to offer insight into an alternative pedagogical approach to combining teaching and learning for the biosciences and clinical skills while preparing students for their clinical practice using simulation as a model for learning. Aims: • Explore the reported student experience of an experimental model for the learning and teaching of biosciences and clinical skills. The stages of teaching within the model was: o a pre-reading exercise; o conventional teaching and learning of anatomy and physiology; o clinical skills learning in a laboratory o practical simulation • Evaluate the sustainability of the project (logistics, planning and resources). Methodology: A pre and post mixed methods intervention evaluation was conducted as a pilot study on a sample of 24 students. Two approaches to teaching pathophysiology were compared; seminar versus simulation. Questionnaires on learning style, and self-efficacy were completed along with an approach to OSCE assessment of clinical skills in pathophysiology. In addition focus groups were conducted to gain feedback on student experience of the element of the teaching intervention they were engaged. Quantitative data were analysed using descriptive statistics and qualitative data analysed through content analysis. Intended learning outcomes • Consider an alternative curriculum model for the combined teaching and learning
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of anatomy and physiology and clinical skills • Appreciate different student experiences and preference of different approaches to the teaching and learning in pathophysiology. • Consider student engagement in a primary research projects which could impact on future curriculum design. Recommended reading • Narayanasamy, A., Jurgens, F., Narayanasamy, M. and Guo, P. (2013) Diversity project: Mapping of diversity teaching and learning in nurse education curriculum. Journal of further and Higher Education, 37(4) pp536-551 • Venkatasalu, Munikumar Ramasamy; Kelleher, Michael; Chun Hua Shao. Reported clinical outcomes of high-fidelity simulation versus classroombased end-of-life care education. International Journal of Palliative Nursing, 2015, Vol. 21 (4) pp179-186. • Mills, Jane; West, Caryn; Langtree, Tanya; Usher, Kim; Henry, Renee; ChamberlainSalaun, Jennifer; Mason, Matt; 'Putting it together': Unfolding case studies and high-fidelity simulation in the first-year of an undergraduate nursing curriculum. Nurse Education in Practice, 2014; 14 (1) pp12-17. Biography Shona Mclean is a third year nursing undergraduate at the University of Lincoln. Poster 71 Evaluating outcomes from mentorship investment Laura Mallett, Clinical Learning Environment Lead, Health Education East of England Aim
Posters To present the findings of a project undertaken to examine CPD investment in mentor preparation and the proportion of the investment in workforce development leading to ‘active’ mentors. Abstract The challenge faced by all organisations is ensuring there are sufficient mentors to support Pre-Registation students in placement whilst balancing the CPD budget and other workforce development priorities. Preparation for mentorship is continuously the most subscribed Post-graduate module undertaken, with the cost ranging from £450 to in excess of £1100. Largely these modules are funded through Continuing Professional Development budgets allocated to organisations from Health Education England. In view of this, a project was undertaken to identify whether there was sufficient return on investment in terms of supporting preregistration Nursing and Midwifery students in practice. This strategic project explored Preparation for Mentorship spend over the past 5 academic years within Norfolk and Suffolk, whilst also identifying whether those whom had commenced the module were 'active' on the mentor registers, within their local organisations. Areas that were examined within each organisation were percentages of and investment costs associated with; • Successful completion, academic failure on noncompletion of the module. • Successful completers on local mentor registers.
• Successful completers ‘active’ on local registers. • Successful completers ‘inactive’ on local registers, and reasons why. The aim of this initial phase of the project was to present to the Directors of Nursing and Chief Executive Officers our analysis of the data supplemented with recommendations to support the careful balancing act of CPD investment and the requirement of a stable pool of ‘active’ mentors. Intended learning outcomes • Understand the links between CPD investment and mentorship output. • To be able to develop mechanisms to support effective investment in preparation for mentorship within the nursing and midwifery workforce. • To analyse selection processes for those wishing to undertake mentorship preparation within the workforce. Recommended reading • Watson S (2004) Mentor preparation: reasons for undertaking the course and expectations of the candidates. Nurse Education Today 24{\): 30-40 • Jokelainen M, Jamookeeah D, Tossavainen K, Turunen H. (2011) Building organizational capacity for effective mentorship of pre-registration nursing students during placement learning: Finnish and British mentors’ conceptions International Journal of Nursing Practice. 17: 509–517 • Imison C, Böhmer R (2013) Workforce. The King's Fund, London. http://www.kingsfund.org.uk/tim e-to-think-
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differently/publcations/nhs-andsocial-care-workforce Biography Laura undertook her preregistration Adult Nurse education at Kings College London. She worked within Heamatology and Stem Cell Transplantation in a number of large centres in London and the East of England before prior to moving in to practice development. She Joined Norfolk and Suffolk Workforce Partnership, Health Education East of England in her current role as a Clinical Learning Environment lead in 2012. Within her current role she supports whilst driving up the quality of the learning environments within both placement providers and Higher Education Institutes. She is currently undertaking a Masters in Healthcare Education at University Campus Suffolk. Poster 72 Preceptorship in Contemporary Nursing Practice: an evaluation of the Preceptorship Programme of Adult and Children's Nursing in Nottingham University Hospitals Liavel Vargas, Preceptorship Support Nurse, Nottingham University Hospitals NHS Trust Anna Broome, Preceptorship Support Nurse - Childrens' Hospital Nottingham University Hospitals NHS Trust Aim The aim of this paper is to discuss how an innovative, multi-professional and contemporary preceptorship programme helps towards the recruitment and retention of a
Posters large acute teaching hospital in the East Midlands. The paper will give an overview of the preceptorship programme in Nottingham University Hospitals where a timeline will be shown to discuss how the programme has evolved in the past few years. The paper will discuss the factors that have affected the changes in the programme - i.e. government and local initiatives, evaluation from the newly qualified practitioners, use of modern technology with regards to teaching and providing support for preceptees and preceptors. Additionally, the paper will discuss how the preceptorship programme is used as a recruitment tool to encourage newly qualified nurses to apply for their first post in Nottingham University Hospital. The paper will evaluate how the programme helps towards the retention of new and current staff and how it all ties in with revalidation. Abstract Kramer (1974) and the Department of Health (DH, 2010) recognise that the transition between student nurses and newly qualified nurses (NQNs) is a challenging time. NQNs have identified that a structured preceptorship is something they want to help them develop their confidence (NNRU, 2009 and DH, 2010). Additionally, DH (2010) stated that one of the benefits of receiving preceptorship is that it leads to increased job satisfaction leading to improvement in delivery of quality patient care.
Nottingham University Hospitals, a large acute teaching hospital, has a dedicated Preceptorship Support Team whom has designed a Trust-wide programme for NQNs to support and facilitate their transition to become independent practitioners (Willis, 2015). The programme encompasses different approaches to education and pastoral support. Working clinically with NQNs is a priority; to improve the NQNs’ communication and practical skills, knowledge, help develop their confidence and assertiveness. Additionally, the team takes this as an opportunity to give feedback to ward managers and preceptors and to offer them support and guidance. NQNs have identified the importance of learning acute care skills to help them become effective practitioners (RCN Newly Qualified Focus Group, 2013). A 7-day Acute Care Skills Programme is provided to NQNs and to those whom are new to acute care. This aims to improve the clinical assessment skills required to care for an acutely ill patient. The candidates’ values and behaviours (6Cs) are also assessed during this week. The DH (2010) recognises that practitioners receiving preceptorship benefit from professional socialisation into the working environment. This has led to the development of a multi-professional Preceptorship Development Day, Newly Qualified Forum and social media channels for NQNs via Twitter and a closed Facebook group. The programme encourages NQNs prepare for revalidation.
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Lastly, it enhances the Trust’s recruitment and retention and reduces sickness and absence (DH, 2010). Intended learning outcomes • have an overview of the preceptorship programme at Nottingham University Hospitals. • understand how preceptorship helps towards recruitment, retention and revalidation. • understand the importance of innovation in relation to different methods of delrgating Recommended reading • Department of Heatlh (2010) Preceptorship Framework for Newly Registered Nurses, Midwives and Allied Health Professionals. London: Department of Health. • Lord Willis (2015) Raising the Bar: The Shape of Caring Review. • Jones, K., Warren, A. and Davies, A. (2015) Mind the Gap: Exploring the needs of early career nurses and midwives in the workplace. Biography Liavel Vargas is a Preceptorship Support Nurse in Nottingham University Hospitals. She has obtained her first-class honours degree in Nursing in Nottingham University in 2011. She has a background in working in theatre, cardiology and the emergency department prior to joining the Preceptorship Team and has an interest in nursing education. Poster 73 Supporting the Developing Health Care Assistant. The 'backbone' for Safe Fundamental Care?
Posters Leanne Walford, Practice Education Facilitator - Post Registration, The Royal Wolverhampton NHS Trust, New Cross Hospital Vicki Gardner SRN, Dip HE,NDN, Nurse Prescriber, CPT, Community Practice Teacher,BsC Community Practice Teacher The Royal Wolverhampton NHS Trust Aim The aim of the Nurse Education Team was to proactively explore and implement education and continuing development opportunities for Health Care Assistants across the Trust including Commuity Services, which later embraced the development and implementation of the Care Certificate. The aims set by the Team were to: • Recognise the valuable contribution and the key role that Health Care Assistants (HCA) have in delivering safe high quality care. • Recognition of the HCA role within the nursing team and promote a sense of inclusion. • Demonstrate the Trusts commitment to continually striving to improve patient experience and outcomes including the development of all staff. • Support and nurture talent. • Provide on-going personal and professional development in line with National Guidance. • Effectively utilise the workforce. • Improving knowledge and skills whilst promoting evidence based practice and reflection.
The role of the HCA and standards of education have recently received increased attention. HCAs represent a large percentage of the NHS workforce and are valued integral members of the nursing team contributing to patient care and service delivery. The Royal Wolverhampton NHS Trust recognises that HCAs must be supported to develop the knowledge and skills required to deliver safe, competent, compassionate person centred care. The Trust embraced the implementation of the Care Certificate; it supports the Trusts vision and commitment to provide structured educational programmes and development pathways for all current and new HCAs joining the Trust including temporary staff. The Nurse Education Team recognised HCAs have a fundamental role and by providing education and development opportunities they are empowered with the courage, knowledge and skills to make the difference and influence change. HCAs joining the Trust begin a 'Journey of learning and development' starting with a robust induction programme, which includes AWARE programme (Awareness Why Anticipating and Responding is Essential) delivered under licence from Portsmouth Hospitals. This introduces staff to physiological observations and provides an introduction to recognition and responding to patient deterioration, enhanced with practical physiological observation skills.
The journey then continues onto: • Competencies – Care Certificate and Generic • Development Portfolio • Masterclasses • Four day HCA Development Course • Bedside Emergency Assessment Course for Healthcare Staff (under licence from Portsmouth Hospitals) • Communication forum Other developments: • Education, training and competency development for phlebotomists and HCAs within the IV Resource team to administer a saline flush following cannulation and completion of QCF Unit • Community services HCAs administering insulin and eye drops following bespoke training and competency assessment Future plans: • Assessor training for HCAS to assess HCAs undertaking the Care Certificate and generic competencies • Recruitment of a HCA into the Nurse Education Team Intended learning outcomes • Recognise and appreciate the contribution of HCAs in the delivery of safe, competent, compassionate person centred care. • Increased awareness of the importance of education and continuing development opportunities delivered internally for HCAs. • Review and explore the HCA role and the provision of continuing education and development opportunities. Recommended reading
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Posters • Department of Health (2013) The Cavendish review. An Independent REview into Healthcare Assistans and Support Workers in the NHS and social care setting. Retrieved August 05 2013, from Department of Health website: http://www.gov.uk/government/u ploads/system/uploads/attachm ent_data/file/236212/Cavendish _Review.pdf • Royal College of Nursing (2012) Position statement on the education and training of health care assistants (HCAS). London: Royal College of Nursing. • Willis,P.(2015) Raising the Bar. Shape of Caring: A Review of the Future Education and Training of Registered Nurses and Care Assistants. Retrieved March 2015, from Health Education England website: http//www.hee.nhs.uk/wpcontent/blogs.dir/321/files/2015/ 03/2348-shape-of-caringreview-summary-FINAL.pdf Biography Leanne trained as an Adult nurse in Wolverhampton in 2003 through the University of Wolverhampton. On qualifying her first post was at New Cross Hospital working in upper gastrointestinal and breast surgery. Before moving into Critical Care at Heart of England NHS Foundation Trust where she completed her degree in adult critical care obtaining a distinction. Leanne firmly believes in educational opportunities for all staff within the healthcare setting and has a passion for education. She joined the Nurse Education Team at The Royal Wolverhampton NHS Trust in 2011 obtaining her PGCE in 2013.
Poster 74 Implementing an End of Life Competency Framework in Community Services Mary Kirk, Consultant Nurse, Kent Community Health NHS Foundation Trust
wider roll out of assessment and the challenges of meeting targets whilst maintaining quality. The paper reviews the benefit of pre planning, training needs analysis and quality assurance in implementation of a competency framework.
Aim This paper aims to: 1. Identify the challenges of developing a suitable competency framework for use in clinical practice 2. Give guidance on how to implement a competency framework in clinical practice 3. Give guidance on monitoring and meeting targets in implementing a competency framework
Intended learning outcomes • Understand the complexity of developing a suitable competence framework • Recognise the challenges and complexities of implementing a competency framework • Understand how to monitor and achieve targets in assessing clinical staff in practice
Abstract Development of a competency framework within community healthcare services is a complex exercise. Following guidance from the leadership alliance for care of dying people (2014) recommendations were made to improve end of life care. The paper identifies the challenges of developing a competency framework to meet local need. It explores the challenges within a changing workforce to have a practical approach to ensuring staff have the correct skills and knowledge to meet the needs of their patients. The practical elements of undertaking end of life competence assessment are explored within a large workforce whose roles are wide and varied. It reviews the skills needed by the assessors and the practical ways of monitoring assessments and keeping on track to ensure key staff have appropriate skills. It explores a
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Recommended reading • DH Review More care less pathway a review of the Liverpool care pathway (2013) https://www.gov.uk/government/ publications/review-of-liverpoolcare-pathway-for-dying-patients • Department of Health (2009) Common Core Competencies and Principles for Health and Social Care Workers Working with Adults at the End of Life. To Support the National End of Life Care Strategy. The Stationery Office, London. http://www.endoflifecare.nhs.uk/ eolc/workforce.htm • Nursing and Midwifery Council (NMC) (2015) The code: Standards of conduct for nurses and midwives http://www.nmc.org.uk/standard s/code/ Biography Mary Kirk RGN MSc. Mary trained at St Thomas’ Hospital, London, then went on to undertake specialist training in Intensive Care Nursing. She has worked in the NHS, private
Posters healthcare and the charitable sector. She has been a Nurse Consultant for over 10 years specialising initially in Cardiology and Heart Failure and more recently focussing on End of Life care. She is an honorary lecturer for the University of Kent, leading on end of life care modules within a post graduate certificate in community healthcare. She has led on developing training programmes nationally for the British Heart Foundation and provided training for the National Cancer Action Team Poster 75 Undergraduate Nursing Student Placements in a Clinical Research Facility: Working in partnership to support student experiences of specialist practice Debbie Beirne Nurse Consultant for Clinical Research, Leeds Teaching Hospitals NHS Trust Helen Convey, Nurse Lecturer Subject Coordinator Ethics & Law, School of Healthcare RGN (Adult) Registered Nurse Teacher Diploma of Higher Education Nursing (with registration) Master of Arts, Health Care Ethics Postgraduate Certificate in Learning and Teaching Aim Poster Aim: To share our approach to partnership working and the experiences of nursing students and their mentors The poster will: 1. Outline our approach to launching and organising this specialist practice placement
2. Summarise our strategy for preparing and supporting nursing students and their mentors, to maximise student engagement in “hands-on” care delivery and ensure effective assessment of their learning 3. Disseminate our evaluation of: a. the overall placement experience b. Available learning opportunities c. Application of theory to practice d. Placement Organisation 4. State plans for future partnership and collaboration Abstract In the 2014-15 academic year University of Leeds 3rd year BSc Nursing students undertook a 9 week, substantive, clinical placement with highly skilled Research Nurses at the NIHR Leeds Clinical Research Facility, hosted by the Leeds Teaching Hospitals NHS Trust. This is a new and innovative clinical placement opportunity across three hospital sites and specialist areas. In offering the placement our aims were, to raise the profile of research as central to high quality care delivery, appreciate the considerations and motivations of patients when considering research participation, provide insight regarding the holistic research process, and integrate theory and practice and to stimulate career long commitment to the research process. The students were overwhelmingly positive about their placement experience. All students cited a rich, “hands-on” learning experience, the opportunity to see research from
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a “different perspective” and to experience “real life” research. Intended learning outcomes • Appreciate the value of offering students a placement with close interaction with and between research and clinical teams and direct patient care • Develop an understanding of the experience and insight students gained in linking theory and practice, including placement preparation, mentorship, support and feedback that is valued and influences future planning • Understand the benefits a vibrant, engaged student nurse placement programme can bring to the staff working within a clinical research facility or similar setting Recommended reading • Knowledge and Innovation Plan 2014-2018 (RCN) • NHS Outcomes Framework 2014/15 (DoH) • Standards to Support Learning and Assessment in Practice 2008 • Standards for pre-registration nursing education 2010
Biography Debbie Beirne is a senior nurse practitioner with 16 years’ experience in the field of clinical research, predominantly in cancer, and over 20 years’ experience in cancer care more broadly. She is a champion of the role nurses play in the delivery of high quality, evidence changing clinical research and knowledge generation for patient and societal benefit. Her clinical interests are in early phase research and malignant melanoma, and as such she
Posters contributes nationally as well as loco-regionally through advisory roles and appointments. Debbie combines her leadership and managerial responsibilities in clinical research delivery with a passion for providing the highest standards of support and care to patients, bridging science and experimental medicine developments to facilitate increased understanding and awareness of the value of research in driving advances and benefits to the health and wellbeing of patients and the public. Poster 76 The Role of The Education & Practice Development Team in Inducting International Nurses Amy Jones Education & Practice Development Sister, University Hospitals of Leicester Diane Champion, Education Lead, University Hospitals of Leicester NHS Trust DipHe (Adult)- 1997 BA- 2004 PGCert HE- 2013 Aim To share our experiences of devising an induction programme for newly recruited international nurses and the pivotal role the education teams take in this process. Abstract In the autumn of 2013 with registered nurse vacancies in excess of 500 and several unsuccessful attempts to attract nurses at high profile recruitment events across the UK the decision was taken to recruit nurses from outside of the UK. Teams of senior nurses went out to interview nurses
from Spain, Portugal, Ireland and Italy. The education team was asked to devise an induction programme to equip our international nurses with the necessary information and skills required to work within the NHS and in particular the clinical culture of our hospital. The process began with a group of educators getting together to establish the needs of nurses arriving in the UK with varying levels of experience and skills ranging from newly qualified to 20+ years of clinical experience across a variety of specialities. The over-arching objective was to familiarise the nurses to both the UK, the NHS and our organisation, it's accepted practices, it's expectations of the nursing workforce and their future development. A 12 week induction programme was developed to include a mixture of classroom based teaching and clinical exposure utilizing a variety of teaching methods and inclusion of the specialist nursing teams. The role of the education teams was to facilitate the devised programme, deliver the generic elements of the programme and to engage with and prepare the existing clinical staff for the arrival of their new colleagues. Based on the evaluations of both the education team and the international nurses the programme has evolved over the 18 month to 2 year period. To date we have recruited and inducted 385 nurses from across Europe and have retained 351 which equates to a retention figure of 91%. Intended learning outcomes • To explain the process of designing a robust induction
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programme for international nurses. • To describe the essential role the education team took in the development and facilitation of the programme • To reflect on the lessons learnt from the process Recommended reading • Adam E & Kennedy A (2006) Positive Practice Environments: Key Considerations for the Development of a Framework to Support the Integration of International Nurses. International Centre on Nurse Migration. Switzerland. • RCN (2005) Success with Internationally Recruited Nurses: RCN Good Practice Guidance for Employers in Recruiting and Retaining. RCN. London. UK • Robertson J The importance of Staff Induction. www.steptwo.com.au Biography DipHe (Adult Nursing)- 1998 Bsc Hons- 2004 PGCert HE- 2013 Since qualifying I have held the following positions; Staff Nurse Vascular and Gi Surgery, Clinical Educator Vascular and Gi Surgery, Staff Nurse Hepatobiliary and Gi Surgery, Community Staff Nurse. I have been in my current role as Education and Practice Development Sister since 2009. The role is diverse in nature and includes providing educational and practice development support and advise to staff and wards, devising and facilitating education programmes and
Posters steering educational development within the multidisciplinary workforce. Poster 77 Team working: Nursing students’ perception of low fidelity simulation as a pedagogical approach to a non-technical skill. Beryl Mansel, Mental Health Nurse Lecturer, Swansea University Aim To develop an understanding of the benefits of role-play as a teaching approach to teamworking. Abstract Simulation is seen as an effective educational strategy which provides opportunities for nursing students to acquire, develop and maintain their knowledge, skills, and attitudes for safe effective patient care (Department of Health, 2011). Despite its relatively low fidelity, role-playing can achieve considerable benefit, especially in the domains of team training (Aldrich, 2005). Non-technical skills reflect the interpersonal skills of communication, leadership and team working (Flin, O’Connor & Crighton, 2008) that complement technological skills to achieve safe and efficient practice. It is proposed that the use of roleplay as a teaching approach to team working could enhance the student experience. Final year nursing students from adult, mental health and child branches, were provided an opportunity to experience the formation of a new team and to adopt various roles in order to evaluate their team working skills.
A plenary introduction presenting the learning objectives, the process and the task, was followed by a random division of the whole group. Nine teams were formed, comprising of 10 nursing students in each team. One student was appointed a leader by the group and one was previously allocated as an observer by the facilitator. The observer completed a checklist of the group and team development, with time allocated for group feedback on task function, group climate and unhelpful behaviours. Students were requested to return an evaluation form and a visual representation of their team’s strengths/values/philosophy/cha llenges. The students reported improved knowledge and skills of vital team working abilities. They were able to identify effective team working skills which are essential in providing safe patient care. However, it was identified that in order to improve the student’s educational experience, from an earlier stage, interprofessional team working sessions must be considered.
Intended learning outcomes • -The nursing students' will be able to develop a basic knowledge of team development. • -The nursing students' will be able to appraise their own team working skills. • -The nursing students' will be able to create a visual representation of their team's Recommended reading • Aldrich, C. (2005). Learning by Doing: A comprehensive guide
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to simulations, computer games, and pedagogy in elearning and other educational experiences. San Francisco: Pfeiffer. • Department of Health. (2011). A framework for technology enhanced learning. London: Department of Health. • Flin. R., O´Connor, P., Crichton, M. (2008). Team working. In R, Flin., P. O´Connor,. M. Crichton, (Eds.), Safety At The Sharp End A Guide To Non-Technical Skills. (pp.93-127). Surrey, England: Ashgate Publishing Limited. Biography Beryl Mansel is a mental health nurse lecturer with the College of Human and Health Science, Swansea University, teaching both undergraduate and postgraduate students. Beryl’s background is in mental health nursing with experience of working in acute in-patient, community and primary mental health services. Beryl undertook a Master’s in healthcare management with a research study ‘Emotional Intelligence in Nurse Leadership: An Interpretative Phenomenological Analysis’ (unpublished to date). Teaching and research interests include mentorship, forensic mental health, emotional intelligence and non-technical interpersonal skills of team working, leadership and communication. Poster 78 Effectiveness of expenditure by the Cambridgeshire & Peterborough County Workforce Partnership on Mentorship Preparation Modules run at the local Higher Education Institute (HEI) April 2013 – March 2014
Posters Karen Flitton Clinical Learning Environment Lead, Cambridge and Peterborough Workforce Partnership, Victoria House, Cambridge Supported by the Clinical Learning Environment Team. CPWP Jenna Braddick Clinical Learning Environment Coordinator. Helen Muncey Clinical Learning Environment Lead (CoPresenter) Adelle Shaw-Flach Clinical Learning Environment Lead Caragh Urquhart Clinical Learning Environment Lead. Aim This paper aims to evaluate the effectiveness of expenditure by the Cambridgeshire & Peterborough Workforce Partnership (CPWP) on the 0, 15 and 30 credit mentorship preparation modules delivered by the local Higher Education Institute (HEI) from April 2013 March 2014 Abstract During 2013/14 a total of £212,290 was allocated to fund mentorship programmes at the local HEI across the county compared to £274,750 in 2011/12.This money has bought mentor modules in order to continue to ensure adherence of the Standards to Support Learning and Assessment in Practice (SLAIP 2008) and to improve the quality of the practice placements. The Quality Improvement and Performance Framework (QIPF 2014) is a process by which the Health Education East of England (HEEEOE) assures the quality of education it commissions and delivers on
behalf of Employers providing NHS commissioned care in the East of England. Within this framework there are key performance indicators (KPI). KPI 4- students are effectively supported, educated and assessed by employer. The organisations are required to demonstrate evidence of value for money in mentorship investment. This paper has therefore supported the organisations to demonstrate clear evidence where this has been met or to develop future action plans. It is important to ensure that mentors that have accessed these courses are still live and current in their capacity as mentors, if not, to establish what has happened to these mentors. This paper demonstrates the numbers of mentors trained per organisation, total cost of mentorship per organisation, total mentor numbers countywide and the cost of mentorship. Further analysis shows the cost of those who passed, failed, intermitted or resubmitted the modules. Some Key findings include• an overall increase in pass rate by 9% • The overall cost to the CPWP for mentorship modules has decreased by £62,460 • 70%- modules funded were non-credit bearing mentorship preparation modules. This will be explored. The overall information gained will help inform strategic decisions for mentorship continuing professional development (CPD) budget and the QIPF action plan. The NHS Five-Year Forward View (NHS 2014) indicates current spending practices are not
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sustainable and partnership working is required. Intended learning outcomes • Understand the importance of this data in commissioning future courses. • Demonstrate the importance of this information as part of a quality improvement process. • How acquiring this detail can inform strategic investment decisions. Recommended reading Nursing and Midwifery Council, 2008 Standards to support learning and assessment in practice. [ONLINE] Available at: http://www.nmcuk.org/Educators/Standards-foreducation/Standards-to-supportlearning-and-assessment-inpractice/. [Accessed 07 September 2015]. Health Education East of England, 2014 Quality improvement and Performance Framework- employer Organisation process.[ONLINE] Available at: https://heeoe.hee.nhs.uk/sites/d efault/files/docustore/14005889 87_xqfx_employer_handbook_2 014_0.pdf [Accessed 07 September 2015]. NHS England, 2014 Five Year Forward View. [ONLINE] Available at: http://www.england.nhs.uk/wpcontent/uploads/2014/10/5yfvweb.pdf. [Accessed 07 September 2015]. Biography Karen’s clinical background began in adult nursing where she worked in Neurosciences at Cambridge University Hospital Foundation Trust for 11 years, and then went onto progress to practice development roles. She has experience in creating staff
Posters development schemes such as rotational programmes and is currently working for Health Education England as a Clinical Learning Environment lead. Currently studying MA Leadership and Service Innovation in Health and Social Care. Poster 79 Preparing a Medium Secure Forensic Unit as a Clinical Placement for Students: Linking safety, policy and education. Sarra Kettles, Charge Nurse, RSCC, Medium Secure Unit, Ythan Ward, Murray Royal Hospital Murray Stevenson, BSC Nursing, Staff Nurse, RSCC, Medium Secure Unit, Ythan Ward, Murray Royal Hospital Aim To demonstrate the processes that are in place when preparing a clinical area for student learning. Abstract NHS Tayside Medium secure forensic unit is a newly developing service covering the North of Scotland. It is the first medium secure service that is specific to the North of Scotland and opened in September 2012. Safety and security are paramount for staff and patients and processes are embedded within the day to day working environment. Preparing this complex evolving service to receive students required joint working between staff, management, Higher Education Institution, Practice Education Facilitator, local training and development team. Students had never accessed this area. Prior to them being offered this
placement and a robust student induction was a priority to ensure safety and security practices were understood before the students entered the wards. Development of mentors was a focus throughout this time and the mentors showed dedication and commitment when attending university to complete the Mentorship Preparation Programme. Newly qualified mentors are supported within the ward by the Senior Charge Nurse and Charge Nurse who both are experienced mentors. This poster would share how we overcame the challenges to develop this practice learning environment ensuring that student development and patient centered care was at the heart of all processes. It would also enable the viewers to understand the processes that are specific to a Medium Secure Forensic Environment. Intended learning outcomes • 1.Understand the processes that are in place to get a clinical environment ready for students. • 2.Be aware of the specific challenges to a medium secure environment. • 3.Learn about what the student experience was in this clinical area. Recommended reading • 1.See Think Act, (DoH, 2012) • 2.Willis as recorded in RCN (2012) • 3.NMC (2008), SLAiPP Standards Biography Both Murray and Sarra have worked within the Forensic Service since qualifying in 2012. Are also both new to mentoring students and recently completed
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the Mentorship Preparation Programme at university. Murray is currently working as a Staff Nurse within Ythan Ward and Sarra recently took up a seconded Charge Nurse post in the same ward. Both Murray and Sarra are experienced in working within the security measures to ensure there is a safe environment for both staff and patients. Neither have had involvement in presenting at a conference. Poster 80 Approaches to skills acquisition in professional education – a collaborative and inter-professional student-centred approach Dr Jim Richardson Senior Lecturer (Children’s Nursing), Faculty of Health, Social Care and Education, Kingston University/ St George’s, University of London. Lorna Ashbrooke Linda Moore Aim To engage with small groups of students to explore experience of skills learning; To use this model approach to develop a related scenario, in this case the management of a child with an acute head injury; To identify a clear relevant scenario and the skills set associated with this; Abstract In all professional education it is important that students are helped to learn a set of core skills which they will use in their future workplace. There are a range of approaches to skills learning from simple demonstration and repetition to the use of sophisticated simulated environments (Lapkin,
Posters Posters S.et al, 2010) In all of these approaches it is important that the context of skills learning is authentic to maximise meaningfulness for students. This point also leads to the idea that students should be fully engaged with the process of skills learning rather than being simply passive recipients of knowledge (Decker, S. et al, 2008). To increase studentcentred-ness and sense of ownership, student involvement at every stage of the development and delivery of an approach to skills learning can be proposed through this project. This will mirror the coproduction approach (Athakkakath, M. et al, 2011) which has become more common of late in the development of clinical services. The project is undertaken with children’s nursing and paramedic students and lecturers in a co-productive approach This project will focus on simulating the care of a child in a community setting who has sustained a serious head injury. The immediate management of first response and the ‘golden hour’ will be jointly planned and delivered by paramedic science and children’s nursing students with lecturer support (Little, 2010). The first stage will involve two third year children’s nursing students and two paramedic science students and two lecturers from each discipline working to draft a communitybased scenario and the related potential skills set. Students will be recognised as taking a lead role in this process using their recent relevant experience of practice placement work. This represents an expansion on the
use of a high-fidelity simulated environment to support student learning. References Athakkakath, M., Al-Maskari, A. & Kumudha, A. (2012) Coproduction of Knowledge: a literature review and synthesis for a university paradigm. Quality Approaches in Higher Education. 6(1): 37- 46 Decker, S., Sportsman, s., Puetz, L. & Billings, L. (2008) The Evolution of Simulation and its Contribution to Competency. The Journal of Continuing Education in Nursing. 39(23): 74-80 Lapkin, S., Bellchambers, H & Fernandez, R. (2010) Effectiveness of Patient Simulation Manikins in Teaching Clinical Reasoning Skills to Undergraduate Nursing Students. Clinical Simulation in Nursing, 6,:207-222. Little, W.K. (2010) Golden Hour or Golden Opportunity: Early Management of Pediatric Trauma. Clinical Pediatric Emergency Medicine. 11(1): 4-9 Intended learning outcomes • Identify strategies to implement a co-production approach to planning educational packages • Recognise the advantages of this form of student-centred education planning and learning. • Envisage further applications for this pedagogical approach. Recommended reading • Athakkakath, M., Al-Maskari, A. & Kumudha, A. (2012) Coproduction of Knowledge: a literature review and synthesis for a university paradigm. Quality Approaches in Higher Education. 6(1): 37- 46 • Decker, S., Sportsman, s., Puetz, L. & Billings, L. (2008)
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The Evolution of Simulation and its Contribution to Competency. The Journal of Continuing Education in Nursing. 39(23): 74-80 • Lapkin, S., Bellchambers, H & Fernandez, R. (2010) Effectiveness of Patient Simulation Manikins in Teaching Clinical Reasoning Skills to Undergraduate Nursing Students. Clinical Simulation in Nursing, 6,:207-222. Biography Following qualification, Jim worked in neurology, paediatric anaesthetics and paediatric surgery in Finland and Wales for ten years.. Following this he commenced his teaching career at the University Of Wales College Of Medicine where he delivered the four year Bachelor of Nursing (children’s) for over nine years. This was then followed by 14 years at the University of Glamorgan where he co-ordinated the provision in children’s nursing, child welfare, midwifery, learning disability nursing and diagnostic ultrasound. Jim is currently a Senior Lecturer (Children’s Nursing) at Kingston University, St George’s University of London Poster 81 Development and Impact of Associate Lecturer role to enhance the Student Experience in Practice Learning and to Improve Student Retention Leena Koshy Vinod Associate Lecturer, Practice Learning support, College of Health and Wellbeing, University of Central Lancashire (UCLan), Preston, Lancashire Matthew Hartley, B.Sc Julie Earnshaw, MSc
Posters Donna Ryan-Swank, BSc Associate Lecturers Practice Learning Support College of Health and Well Being University of Central Lancashire (UCLan) Preston, Lancashire PR1 2HE Aim Dissemination of the role to share good practice Abstract The Associate Lecturer, Practice Learning Support (ALPLS) role was introduced in 2011 to enhance the student experience during the first year and to improve overall retention of students on Pre-Registration Nursing programmes. The role complements the usual support structure in the University for student nurses and provides support to all first year students, regardless of their specific field and placement circuit. The functions of the role are twofold. Firstly, to prepare first year students for their practice placement experience and secondly, to provide timely and effective ongoing support for students in need, whilst they are on practice placement within NHS and non NHS areas. ALPLS work in close collaboration with Practice Education Facilitators, Placement Mentors and Academic Staff to improve the learning environments and to promote positive student learning experiences in practice. A variety of communication methods are utilised to maintain contact with students, including use of social media and other innovative methods. Every student is contacted by one of the team members prior to
and/or during placement. A key part of the support is to visit as many students as possible in their placements. However, students who ask for help or those who are referred by practice or academic colleagues are targeted. The nature, intensity and duration of support provided varies depending on individual need. An array of support is offered, including mediation, advice, instilling confidence to escalate concerns, and advocacy to name a few. In addition, students are signposted to various agencies and services for further support. Following a reduction in attrition rates and positive feedback from various stakeholders, the team was increased from 2 to 4 members in 2014 and the role has been extended to support student nurses in subsequent years. Last year in November 2014, the role was presented in the ‘Improving Retention on Nursing and Midwifery programmes’ event organised by the Health Education North West as a good practice strategy. The Health Education North West is actively promoting the dissemination of the role in the region. Intended learning outcomes • Understand the role of Associate Lecturer in Practice Learning Support. • Examine the impact of the Associate Lecturer, Practice Learning Support to enhance the Student Experience in Practice Learning and to Improve Student Retention • Reflect on the support available to Student Nurses whilst in practice within their own organisation and explore the value of ALPLS role in terms
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of its impact on student experience and retention Recommended reading • Cameron, J., Roxburgh, M., Taylor, J, & Lauder, W. (2011) An integrative literature review of student retention in programmes of nursing and midwifery education: why do students stay? Journal of Clinical Nursing, 20, 1372– 1382. • Hamshire, C., Willgoss, TG., & Wibberley, C. (2011) ‘The placement was probably the tipping point’. The narratives of recently discontinued students. Nurse Education in Practice, 12, 182-186. • Hamshire, C., Willgoss, TG., Wibberley, C. (2013) Should I stay or should I go? A study exploring why healthcare students consider leaving their programme. Nurse Education Today, 33, 889–895. • Sedgley, L. (2015) Briefing Paper: Improving Retention in Nursing and Midwifery Programmes, Manchester: Health Education North West Biography Leena Vinod has an extensive nursing career of 18 years in various capacities within the UK and abroad. Leena has been working at the University of Central Lancashire since the Associate Lecturer role was introduced in 2011 and has played an instrumental role in the development and establishment of this role. Leena is passionate about Nursing Practice, Research and Education and completed her Masters in Nursing in 2013. Prior to taking up this role, Leena worked in two of the leading NHS Trusts in the North West in medical and surgical
Posters specialities. Before joining the NHS, Leena successfully ran a Dementia Home in West Sussex. Leena has a wide range of interests and is a keen promoter of integrating the 6Cs in Nurse Education Poster 82 LD-Adult Student Nurse Exchange Gamu Tendayi, Senior Lecturer, University of Hertfordshire Students that were on the exchange programme this year will have the opportunity to nominate a couple of representatives to present their experiences at the workshop. Aim For student nurse placement exchange to trigger reflection and raise awareness of the care needs of people with a learning disability within the acute hospital setting For students to experience the essential care needs of people in an area other than their usual practice and to consider the transferability of the skills acquired during the exchange to their own sphere of practice Abstract The LD-Adult Student Exchange was initiated in response to meeting the health needs of people with a learning disability in the community and acute sector. This was driven by the partners’ (University of Hertfordshire, Oxford Brookes University, Oxford University Hospitals and Southern Health NHS Foundation Trust) commitment to improving the experience of people with a learning disability when accessing generic health services and the meaningful application of the essential care
needs for both adult and learning disability student nurses studying in the different HEIs. Various reports over recent years have highlighted the challenges and barriers people with learning disabilities face when accessing generic services. Working with our partners in practice has opened up an opportunity to enhance students learning and education experience in exposing them to practice placements they may not otherwise have during their nurse training. Students have the opportunity to meet the NMC essential care need requirements in all settings and share knowledge and skills across boundaries. This applies to the students, service users and supporting placement staff. Students were able to experience inter - professional learning and consider the role of professionals in the care and support of people with a learning disability in different environments. Students were also able to work across professional and organisational boundaries. A primary focus for the project was that students and those working in the placement areas challenge their perceptions in and of practice of the various nursing fields. This not only provides a diversity of learning experiences, but empowers and equips the students with skills they may not have been able to attain otherwise. These experiences aim to support the students to be ambassadors of the profession and enhance their skills to become competent practitioners. Intended learning outcomes Recognise the need for learning disabilities training within the various fields of nursing
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Highlight the difficulties associated with acute hospital experiences for people with a learning disability To develop and appreciation of the various fields of nursing and gain an insight into our approach to meeting the educational needs of students in a different field of nursing Recommended reading Confidential inquiry into Premature Deaths of people with a learning disability (Heslop et al 2013 Cipold Report) 74 deaths and counting (Mencap 2012) Improving general hospital care of patients who have a learning disability (Bowness 2014) Biography Currently a senior lecturer with the University of Hertfordshire on the Learning Disability Nursing BSc programme and also a registered Learning Disability Nurse and qualified sign-off mentor. Has experience working within the inpatient services, supporting people with learning disabilities who also have other complex health issues and may also present with challenging behaviours. Qualifications also include a Masters degree in Public Health with a particular interest in health promotion. Currently a fellow of the Higher Education Academy having completed a post graduate certificate in Learning and Teaching in Higher Education.
