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Nikki HaleProgramme Manager – Competences
Skills for Health
Developing Competence through education and work based learning.
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An overview of the proposals for post-registration nursing education and the impact on nursing practiceEducation and work based learning
opportunitiesRevising the domains and competencies
for advanced nurse practitioners: an update
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An overview of the proposals for post-registration nursing education and the
impact on nursing practice
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Key Documents
Modernising Nursing Careers: Setting the direction (DH 2006)Towards a Framework for Post-
registration Nursing Careers: consultation response report (DH 2008)High Quality Care for All (DH 2008a)A High Quality Workforce: NHS Next
Stage Review (DH 2008b)
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Framing the Nursing and Midwifery contribution: driving up the quality of care (DH 2008c)
Nurses in Society: Starting the debate (Maben and Griffiths, 2008)
Trust, Assurance and Safety (2007)
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Key proposals
Modernising Nursing Careers (UK wide).
Careers aligned to patient pathways (England).
Preceptorship.
Map competences and roles to NHS career framework.
Clarity of Advanced level practice (Multi professional)
Leadership
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Education and work based learning opportunities
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Definition of Work Based Learning (Manley et al 2007)
WBL is a process:concentrates on how learning takes place within the
workplace.
stimulated by workplace activities that engage the learner in discussion and debate with workplace colleagues.
can trigger transformation of workplace culture into one that captures learning from practice to enhance individual, team and organisational working practices.
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Lessons from projects undertaken by the RCN
A need for skilled facilitation through clinical
supervision, critical companionship, action learning, or
practice development to help practitioners to:
Demonstrate their effectiveness
Develop their evidence and integrate this with all
agendas
Increase their competencies
Help others develop their effectiveness
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The attributes/characteristics of work-based learning (Manley 2008)
LEARNERAn active learner Learning from and with others
WORKPLACE ACTIVITY
Everyday work of healthcare is the basis for learning, development, inquiry and
transformation in the workplace RESOURCESA skilled facilitatorLearning resources
INFRASTRUCTURE:
Systems for providing assessment, feedback & support
Systems for enabling learners to investigate, evaluate and transform their practice and work environment
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Enabling Factors (1)
AN ORGANISATION-WIDE LEARNING PHILOSOPHY:
A learner-centred approach
Education outcome is directly related to needs of the organisation
as well as the needs of learners
Genuine workplace learning culture in place
Nurturing creativity and continual reflection to develop
professional expertise
Collaborative learning towards shared goals
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Enabling factors (2)
SUPPORTIVE ORGANISATION-WIDE INFRASTRUCTURE:
Partnership working between practitioners, academic and
healthcare organisations & communities
Professional and academic accreditation
locally delivered programmes tailored to the workplace
preparation of supportive facilitator roles
strategic direction for learning
resources: time and financial support
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Consequences
INCREASED EFFECTIVENESS:
Individual/personal effectiveness
Interdisciplinary/team effectiveness
Organisational effectiveness
Learners, facilitators, and those benefiting from the
learning will flourish and grow
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Educational Opportunities
Skills for Health competencesReflection on and in practiceUsed in qualificationsTeam developmentIdentify and recognise team and individual
rolesFacilitate career progression.
www.skillsforhealth.org.uk
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RCN Resources
RCN Expertise in practice standards.Encourage reflection and analysis of
practice, capturing expertise through day to day practice.
Facilitation standards
Specialist and generalist competencies
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Other education opportunities
National Institute for Health Research – Clinical Academic Training pathways
Masters in Research (MRes) or Masters in Clinical Research.
Doctorate Research (not professional doctorate)
Clinical Lectureship
Senior Academic Clinical Lectureship
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Clinical Doctoral Research Fellowship.
www.nccrcd.nhs.uk/nursesmidwivesandahp/catdoctoralfellowship09
Closing date for applications 1pm 8th April 2009.
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Revising the domains and competencies for advanced nurse
practitioners: an update
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Supporting the Development of Advanced Nursing Practice (MNC)
A level not a role
A combination of RCN/NMC/AANPE/ICN definitions
4 key themes: clinical/professional practice
facilitating learning
leadership & management
research
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Domains of Advanced Nurse Practitioner practice (NMC, 2005; RCN, 2008)
Assessment and Management of Patient health/illness status
The nurse-patient relationship
The education function
Professional role
Managing and negotiating health care delivery system
Monitoring and ensuring the quality of advanced health care practice
Cultural competence
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The Council for Healthcare Regulatory Excellence (CHRE) is to work with regulators, the professions in relation to advanced practice in nursing, AHPs and healthcare scientists. (DH 2007).Scotland – NES review of careers paths
and educational preparation for specialist and advanced roles.
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Advanced Practice
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In Conclusion
Challenging Future
Nurses at the forefront of care and service delivery.
Nurses as Practitioners, Partners and leaders.
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With grateful thanks to Dr. Kim Manley – Learning and Development Manager: Resources for Learning and Improving, Royal College of Nursing.