Oxford Brookes University

PS/Sept 26th 2015 Page 1

2015-16

Mentor Update Hand-outs/activities

Oxford Brookes University

As a mentor you are required to update every year and complete a ‘triennial review’ of your performance as a mentor every 3 years (as part of your appraisal).

You should keep a ‘mentor profile and portfolio of evidence’ and self-assess against the NMC (2008) Standard to support learning and assessment in practice and ensure that your update meets your needs see NMC website or for summaries/presentations see: http://www.hls.brookes.ac.uk/peu/nmc-standards

Additional resources are available at: http://www.hls.brookes.ac.uk/peu/keeping-up-to-date-as-a-mentor-practice-assessor

You can get feedback from your student using a feedback form available at http://www.hls.brookes.ac.uk/peu/feedback

To keep yourself up to date clinically and professionally you can access https://www.evidence.nhs.uk/ where you can access Nice guidelines, knowledge summaries and A-Z of topics. See also Cochrane Database of systematic reviews

There are also professional and clinical guides available on the RCN website http://www.rcn.org.uk/development/publications/publicationsA-Z and the NMC website standards http://www.nmc.org.uk/standards/additional-standards/ or guidance http://www.nmc-uk.org/Publications/Guidance/ become familiar with the NEW CODE! http://www.nmc.org.uk/standards/code/ and information about revalidation http://www.nmc.org.uk/standards/revalidation/

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Do an Initial self-assessment and then look at the ideas for collecting evidence for NMC (2008) Standard to support learning and assessment in practice (8 Domains).

There is a broad statement from the standard at the start of each domain and then further detail is given as bullet points ** these are adapted from the actual statements

You are excellent at this

You are good at this

You have potential to improve in this area

Potential Evidence:This can be OBSERVED, DISCUSSED/ REFLECTED ON OR WRITTEN DOWN

Consider additional sources of evidence tooDomain 1. Establishing effective working relationships:You build an effective relationship with the student (as part of a wider team) to support learning by: Helping them to settle into the placement area effectively. Providing on-going and constructive support to help them to adjust to

the placement Role modelling effective professional and inter-professional relationships

(i.e. use of professional language/non- judgemental language and behaviour and gives constructive (not gossip) feedback to colleagues)

Verbal or written student feedback /evaluations

Quick feedback form http://www.hls.brookes.ac.uk/peu/feedback

Feedback from peers/managers Reflective evidence The student works with you regularly

(**they may avoid you if they do not feel the relationship is good!)

Thank you/leaving cards etc. You can state your students prior

experience/knowledge/skillsDomain 2. Facilitation of learning:You facilitate student learning, encourage them to self-manage learning opportunities and provide support to help them reach their potential by: Recognising what stage of the course they are at and helping them to

select appropriate learning opportunities Using a variety of ways to help them to integrate learning from practice

and academic experiences (asking them about their university course/other placements and discussing what to do if there are differences between perspectives)

You discuss the different expectations you have of the student at different levels.

Student feedback that: you help them in setting SMART goals/

objectives that stretch them (different words for different levels) see http://www.businessballs.com/bloomstaxonomyoflearningdomains.htm

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Supporting them to critically reflect on learning experiences (by challenging asking probing questions, using reflective approaches, in depth discussions)

Explicitly consider learning preferences specific needs/disability and educational theory such as hierarchy of needs, adult learning, active learning etc.

You are observed promoting increased independence/ decision making and case management

You can state what your student has studied in university recently that is related to the placement

Domain 3. Assessment and accountability:You fully assess their learning and competencies by observing skills/behaviour, discussing and questioning knowledge by: Helping them to become increasingly responsible/accountable as the

placement develops Considering a range of approaches to assessment (questioning, direct

observation and feedback, reflection, discussion etc.) Providing constructive feedback which helps them to identify future

learning needs and actions (particularly and where they may not be performing to a safe or acceptable level - explaining what they need to do to improve and what the consequences are if they do not).

Recognising and acting on your accountably for confirming that they have met, or not met, the NMC competencies

You are familiar with the students Practice Assessment documents (PAD) https://shsc-int.brookes.ac.uk/documents/browse.php?fFolderId=596 You need to select the relevant branch of nursing or midwifery to get the documents

You have read the PAD ‘how to use this document sections’ and the examples of completed paperwork (see later in these hand-outs)

Reflection on your experience of assessing

Photocopy or summary of constructive feedback given

You self-assess as confident and competent to fail a student

Domain 4. Evaluation of learning:You adopt a variety of strategies for evaluating learning in practice and academic settings by: Evaluating (asking them about) their learning and assessment

experiences – and suggesting changes if appropriate Self-assessing and asking your peers for feedback regarding your

professional and mentoring role development. Contributing to the development of others by constructively offering feedback and support.

Complete the practice assessor/mentor feedback form at the end of each placement

Verbal and written feedback from peers/managers/Link lecturer

Student feedback - that you check their understanding by questioning and discussion and their skill by observing them

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Domain 5. Creating an environment for learning:You create an environment for learning, where practice is valued and developed, that provides appropriate professional and inter-professional learning opportunities and support for learning by: Supporting students to identify learning needs and experiences that are

appropriate to their level of learning (setting challenging and realistic goals etc.)

Using a range of learning experiences, involving patients, clients, carers and the professional team

Identifying aspects of the learning environment which could be enhanced – negotiating with others to make appropriate changes

Acting as a resource to facilitate personal and professional development of others

Copies of SMART goals for performance management and development

Student feedback that you can clearly state/present in writing) a full range of learning opportunities for the different levels of students

You can identify if asked what makes a successful learning environment

Students observe good leadership and teamwork in the placement and evidence of a culture that is open to learning (questioning, challenging)

Domain 6. Context of practice:You support learning by drawing on health care and educational policies. You manage change to ensure that particular professional needs are met within a learning environment that also supports practice development by: Contributing to the development of an environment in which effective

practice is fostered, implemented, evaluated and disseminated Setting and maintaining professional boundaries which are sufficiently

flexible for providing inter-professional care Initiating and responding to practice developments to ensure safe and

effective care is achieved and an effective learning environment is maintained

You can discuss current ideas/topics in your profession for example 6 C’s, Francis report, Willis report, changes to the service, quality initiatives, targets etc.

You have accessed the latest report from the student feedback of your placement area (your link lecturer or manager should have access to it). Make some notes on how you can improve the student experience

You discuss raising and escalating concerns with the student

Domain 7.Evidence based practice:You apply evidence-based practice to your own work and contribute to the further development of a knowledge and practice evidence base by: Identifying and applying relevant research and evidence based practice Contributing to strategies to increase or review the evidence-base for

practice Supporting the student in applying an evidence base to their own

Feedback from the student that: You can discuss relevant evidence (see

https://www.evidence.nhs.uk/ ) relating to your speciality such as NICE and NSFs and Cochrane Systematic reviews etc.

You give clear rationale for your practice and if uncertain are proactive in seeking

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practice information/evidence You self-assess that you have/are

developing skills in evidence seeking/appraising and applying

Domain 8. Leadership:You demonstrate leadership skills for education within practice and academic settings by: Planning a series of learning experiences to meet their learning needs Acting as an advocate and supporting the student to access relevant

learning opportunities – involving a range of other professionals, patients, clients and carers

Prioritising work appropriately to accommodate their support. Providing feedback to managers and to the link lecturer about the

effectiveness of learning and assessment in practice.

You are familiar with the resources for supporting students available on the PEU website http://www.hls.brookes.ac.uk/peu/resources-for-supporting-students

You have feedback that you communicate any issues in a timely manner to managers/Link lecturers etc.

You arrange for suitable support for the student in your absence (student and link lecturer feedback)

As a sign-off mentor (for final placement or return to practice students only)1. You have informed the student that you are a ‘sign-off’ mentor and meet

the criteria to remain a sign off mentorDiscussion

2. You can discuss current programme requirements, practice assessment strategies and relevant changes in education and practice

Discussion

3. You can explain the NMC registration requirements for signing off end of programme competencies and your contribution to this

Explanation, correct completion of paperworkReflection

4. You recognise and can discuss your accountability to the NMC for the decision to pass or fail when assessing proficiency requirements at the end of a programme

DiscussionReflectionAppropriate liaison with Link lecturer

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Becoming a sign-off mentor:

SOMs should be: Sign off Mentors are required for:

Identified on the live register of mentors. Registered on the same part of the register Working in the same field of practice as the student Have clinical currency and capability in the same field of practice as

the student Met the NMC requirements to remain on the register Undertake 3 supervised assessments of student’s progress

Adult and Child Nursing programme final placement students

All Midwifery students All Specialist Nursing programme leading to a recordable

nursing qualifications Specialist Public Health Nurses Return To Practice programme Nursing and Midwifery

Students

All midwives need to be a SOM for all students.

If you have been a nurse mentor for about a year you should consider working towards this by:

Self-assessing against the SOM criteria Being observed by an existing sign off mentor on 3 occasions (the final observation

needs to be with an final placement student See additional guidance http://www.hls.brookes.ac.uk/images/pdfs/plu/guidance-on-the-sign-off-mentor-role-for-nurses-and-midwives.pdf

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You must undertake 40 hours of Continuing Professional Development (CPD) relevant to your scope of practice as a nurse or midwife, over the three years prior to the renewal of your registration. Of these hours, 20 must be through participatory learning.

You will need to maintain accurate records of your CPD and demonstrate how you have used it to reflect on and improve your practice in your written reflections.

Participatory learning includes any learning activity which involves interacting with other people, which could include:

study day

learning events, such as a conference or workshop

peer review

coaching and mentoring

participation in clinical audit, practice visits and group meetings

Portfolio record: You must maintain accurate records of your CPD, including:

CPD method

Description of the topic and how it relates to your practice

Dates and number of hours

Relevance to Code

Evidence that CPD has taken place

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Using your mentoring experiences and reflection to meet NMC Revalidation requirements

You can use your self-assessment (for

your triennial review) and any

reflections or notes of any update

activities for your revalidation

Oxford Brookes University

Activity: consider the last 12 months in your role as a mentor (you can use this as evidence for your NMC revalidation) – you may want to refer to the 8 domains above

Strengths Areas for development

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Some specific questions to ask yourself…yes no ?

I am familiar with the student paperwork (the PAD) (you can access it at https://shsc-int.brookes.ac.uk/documents/browse.php?fFolderId=596 )

I ask for regular specific feedback on my mentoring skills (support, feedback, explaining, questioning)

I challenge/push the student to become more knowledgeable and independent

I ask specific questions relating to the knowledge specified in the competencies (e.g. drug knowledge, rationale for care)

I really read the words of the competencies and ensure I have tested both knowledge and skills and I take my accountability for assessment seriously

I know how to contact the link lecturer and they have my contact details (email is often best)

I have been honest when I don’t know and know how to improve the knowledge base for my practice: consider using https://www.evidence.nhs.uk/

I am confident that I would fail a student if they did not demonstrate the required standards or were unprofessional

I complete the initial, midway and final feedback and paperwork in a timely way (where possible fully discuss it with the student) and I address it to the student e.g. Sue as we have discussed you have…

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Adult Nursing Competency FrameworkList of Competencies

Domain 1: Professional Values Domain 4: Leadership, Management & Team Working

1a (core): Professional Attitude 4a (core): Self Awareness1b (core): Professional Behaviour 4b (core): Teamwork, Leadership and Collaborative Practice1c: Confidentiality and Data Protection 4c: Time and Care Management and Prioritisation

4d: Manage Own DevelopmentDomain 2: Communication and Interpersonal Skills2a (core): Communication2b (core): Therapeutic Relationships2c: Professional Communication and Record Keeping2d: Challenging Situations, Conflict and Aggression

Domain 3: Nursing Practice and Decision Making3a (core): Person Centred Care3b (core): Safety and Risk Management3c: Safeguarding Children and Vulnerable Adults3d: Assessment of Client Needs and Planning Care3e: Evaluation of Care3f: Emergency First Aid and Immediate Care3g: Prevention and Control of Infection3h: Nutrition, Fluids and Elimination3i: Medicines Management3j: Health Promotion and Empowerment3k: Wound Care and Management

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Restricted Clinical Nursing Skills forPre-registration Adult Nursing Students (dated Jan 2014 most recent)

This document must be used in conjunction with the Adult Nursing Policy/Guideline Document, which can be found in the resource file.

This list does not preclude students from performing other skills not included here.SKILL SPECIAL NOTE

1 Check, calculate dosage and administer (non-controlled) drugs through the following routes: inhalation, PO, PR, PV, topical, eyes, ears, enteral feeding tubes, IM Injections and SC Injections

Yes Students must be under direct supervision

2 Administer vaccinations/immunisations Yes Only to adults (over 16 years) and under direct supervision.NB: Students must not participate in the checking or participate as a second checker in the administration of Medicines supplied and/or administered under a Patient Group Directive (PGD) (see point 3)

3 Check, administer or participate as a second checker in the administration of Medicines supplied and/or administered under a Patient Group Directive (PGD)

No Students can only observe the mentor. They may be able to articulate related theory.(see NMC for further guidance)

4 Calculate the rate of IV/SC maintenance fluid Infusions and prime giving sets/lines if it is not attached to a patient.

Yes Students must be under direct supervision

5 Connect/Disconnect IV/SC maintenance fluid infusions or IV drugs to a patient and flush IV access lines including venflons.Alter the rate/volume on any medical device/syringe driver connected to a patient.

No Students can observe the mentor. They may be able to articulate any related theory

6 Check or calculate dosage of IV drugs, including drugs added to IV bags and burettes

Yes Students can act as a second checker with the mentor.

7 Check, calculate dosage, set up PCA/other IV infusion pumps (including priming/ changing giving sets/lines, and setting rates on pumps etc.)

No Students can observe the mentor. They may be able to articulate any related theory.

8 Check and calculate Blood Transfusions and Blood Products Yes Students can act as a second checker with the mentor.9 Connect Blood Transfusions and Blood Products No Students can observe the mentor. They may be able to articulate any related

theory10 Defibrillate-manual No11 Defibrillate – AED (Oxford) Yes If they have been passed as competent during HLS training and the mentor

agrees.12 Defibrillate – AED (Swindon) No13 Blood glucose monitoring Yes Only under direct supervision, following attendance of Diabetes lecture and a

skills session attached to module U4013514 Insert male urinary catheters No This role requires additional training and is not addressed during pre-registration

education.15 Students should not be directly involved in any skill or invasive procedure which requires additional and/or specific training not afforded them in their capacity as a

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student nurse. Please seek support from your link lecturer or the Practice Education Unit should this be necessary.

FINAL YEAR ONLY16 Check, calculate dosage and administer controlled drugs through the

following routes: PO, PR, enteral feeding tubes, IM Injections and SC Injection

Can act as second checker for controlled IV stat drugs but not for controlled drugs administered via PCA or though other infusion devices.

Yes In accordance with local placement policy and trust policy.

17 Use airway adjuncts-insert oropharyngeal airways (Oxford) Yes Only if in the final year of the course and under direct supervision18 Use airway adjuncts-insert oropharyngeal airways (Swindon) No

19 Use airway adjuncts-insert nasopharyngeal airways (Oxford & Swindon)

No

Direct Supervision requires that the Registered Nurse responsible for the student must remain in constant attendance with the student for the entire duration of the procedure/skill/competency.

Key to Abbreviations:IM = Intramuscular IV = Intravenous SC = Subcutaneous PO = Per Orally PR = Per RectumPV = Per VaginaPGD = Patient GroupDirective/Directions

AED = Automated External Defibrillator PCA = Patient Controlled Analgesia

TM/AI: November 2003Revised February 2004

BGM Revision February (TM) 2005IV and AED revision Dec (TM) 2005

IV and Blood transfusion and airway adjuncts (CM) April 2008Patient Group Directives (BR) December 2009

Revised April 2012 (module number amendments only)Revised IV/SC/ BGM Swindon/module number/ medical devices/syringe Drivers June 2012 (BR)

Revised point 5 and 15 to make more explicit July2013 (AK) 2013Revised points 2 & 3 to make more explicit that students are not able to administer PGD. A new point (15) to make it clear to mentors and students regarding additional skills Dec 2013

(CM,BR,SK)Approved CHiP 14_02 Feb 2014 (Chairs action)

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Some resources to help keep you up to date as a mentor (all accessed Sept 15)

NEW on YouTube Oxford Brookes students talking about 1st day on placement https://www.youtube.com/watch?v=1j9XzQesgrcMaking mistakes on placement https://www.youtube.com/watch?v=uoS4y6LKUDw

NEW NMC (2015) The Code http://www.nmc.org.uk/standards/code/

9.4 support students’ and colleagues’ learning to help them develop their professional competence and confidence.

20.8 act as a role model of professional behaviour for students and newly qualified nurses and midwives to aspire to

NEW NMC (2015) Duty of Candour http://www.nmc.org.uk/standards/guidance/the-professional-duty-of-candour/

NEW NHS England (2014) Compassion in practice 2 years on http://www.england.nhs.uk/wp-content/uploads/2014/12/nhs-cip-2yo.pdf

The NHS constitution http://www.nhs.uk/choiceintheNHS/Rightsandpledges/NHSConstitution/Pages/Overview.aspx

See the RCN (2010) Dyslexia, Dyspraxia and Dyscalculia toolkit for nurses http://www.rcn.org.uk/__data/assets/pdf_file/0003/333534/003835.pdf

Safeguarding Adults and raising and escalating concerns form the NMC http://www.nmc.org.uk/standards/safeguarding/ or http://www.nmc.org.uk/standards/guidance/raising-concerns-guidance-for-nurses-and-midwives/

Raising and escalating concerns (whistle-blowing) Oxford Brookes guidance for students http://www.hls.brookes.ac.uk/peu/guidelines-for-managing-concerns-in-practice-placements

Duffy who wrote the research on failing to fail has a new article on feedback Duffy K (2013) Providing constructive feedback to students during mentoring. Nursing Standard. 27, 31, 50-56. You should be able to access this article through a database search or ejournals at your local library if the link does not work http://nursingstandard.rcnpublishing.co.uk/archive/article-providing-constructive-feedback-to-students-during-mentoring

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The Shape of Caring Review (HEE 2014)

This resulted in ‘Raising the Bar’ http://hee.nhs.uk/work-programmes/shape-of-caring-review/ which set out 34 recommendations under eight themes:

1. Enhancing the voice of the patient and the public2. Valuing the care assistant role3. Widening access for care assistants who wish to enter nursing4. Developing a flexible model5. Assuring a high-quality learning environment for pre-

registration nurses6. Assuring high quality, ongoing learning for registered nurses7. Assuring sustainable research and innovation

8. Assuring high-quality funding and commissioning

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… Therefore, placement and

education providers must foster a

culture and environment where

learners feel that their views are

respected, acknowledged and acted

upon; where they are encouraged

to ask questions and inspired to act

with honesty, integrity and

compassion.(pg 48)

…while students greatly value the support of their mentor, significant variation exists in the quality of mentorship. Good

mentorship was seen to include clarity about learning outcomes, the opportunity to practice clinical skills under supervision and

a welcoming approach to questions and evidence-based enquiry (pg45)

reflecti

Oxford Brookes University

You can use reflection on your experiences and your update for your revalidation

See presentation on reflection for mentors http://www.hls.brookes.ac.uk/peu/keeping-up-to-date-as-a-mentor-practice-assessor

Use a reflective framework (see student PAD for some examples) Get feedback on your reflection from peers or manager –

Consider if you could search for and read about the issue to develop the analysis bit of your reflection (if we only reflect on what we know we will not grow!)

See forms on the next few pages to help you

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Using

EVIDENCE OF COMPLETING A MENTOR/CLINICAL UPDATE – NURSING AND MIDWIFERY

This tool can be used following any learning activity that contributes to you developing as a mentor, including clinical updates.

The NMC (2008) Standard to support learning and assessment (SLAiP 2008) in practice require mentors to update annually. The update can be achieved in a number of ways (please refer to the information on the following web page: http://www.hls.brookes.ac.uk/peu/keeping-up-to-date-as-a-mentor-practice-assessor) and should be related to your mentoring role and the 8 domains of the SLAiP (2008) Standards.

To determine the type of update that meets your personal and department needs you can self-assess yourself against the domains using the proforma on the following link: (http://www.hls.brookes.ac.uk/images/pdfs/plu/self-assessement-of-standards-to-support-learning-and-assessment-in-practice.pdf ) and then negotiate an update method that your manager will support.

If you attend a clinical education event (e.g. dementia awareness) and the learning contributes to your mentoring role, you can use your reflections as evidence of an update. You must be explicit as to how the learning has influenced your mentoring and the following form helps you to record how your mentoring has changed. When you have completed your update you need to let your manager know so the mentor database can be updated. Keep your evidence for your portfolio.

Session Name Date Duration Facilitator Discussed with Added to mentor register

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What I learnt from the session

How this learning session influenced the way I mentor students or other learners within my environment (this could be related to the learning about the session or the way the session was delivered; you could include a plan for your next learner /student)

Oxford Brookes University

MANAGING CHALLENGING PLACEMENT EXPERIENCES – This form is available on http://www.hls.brookes.ac.uk/peu/keeping-up-to-date-as-a-mentor-practice-assessor

REFLECTION AND ACTION PLANNING FOR PRACTICE ASSESSORS

This tool is designed to help you reflect, on negative experiences of facilitating or assessing student learning. This could be used as evidence for your continuing professional development for your professional registration or your employer.

It may highlight issues for which you may need support from others (e.g. peers, team, manager, sign-off mentor (nursing & midwifery), link lecturer, learning environment lead). Please remember there is a range of experienced people who are there to help and support you. We would encourage you to seek support early, as this benefits all.

There are many opportunities for giving and receiving feedback, and these may trigger the need for reflection, for example:

initial, midway and final placement meetings when you experience a challenging situation when you have had a really positive or rewarding experience discussion with your link lecturer observing other practice assessors and different approaches to facilitating and

assessing learning when you experience an emotional response which requires further exploration and

support.

They may help you to identify if further action or support is needed by either yourself or your student.

SUMMARY OF REFLECTION:

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MY ACTION PLAN AND DEADLINES

ACTIONS FOR OTHERS AND DEADLINES (AS NEEDED)

OUTCOME

DATE AND DURATION OF PLACEMENT: ………………………………………………………………….

LEVEL AND TYPE OF STUDENT: ……………………………………………………………………………

DATE: …………………………………………………..

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FACULTY OF HEALTH AND LIFE SCIENCESPRACTICE EDUCATION UNIT: STUDENT FEEDBACK DIRECT TO THE PRACTICE ASSESSOR

Please tick the box which reflects your views.

5=Strongly agree. 4=Agree 3=Neither agree nor disagree 2=Disagree 1=Strongly disagree

My Practice Assessor……. 5 4 3 2 1

1 was enthusiastic about facilitating my learning

2 Established ground rules of what was expected of me during the placement e.g. professional behaviour, knowledge.

3 ( or another staff member) provided an informative induction at the beginning of the placement.

4 provided opportunities for me to be involved in the multi-professional team, where appropriate.

5 took into account my stage of training and past experience in relation to facilitating my learning.

6 provided an appropriate level of supervision (direct-indirect) throughout the placement, appropriate for my stage of development.

7 facilitated a good working relationship/ partnership

8 helped me to understand the relationship between theory and practice.

9 encouraged me to take responsibility for developing my own learning

10 was approachable and open to feedback and being asked challenging questions.

11 provided me with insight into their clinical reasoning and problem solving processes.

12 challenged my level of competence appropriately and gave me feedback throughout my placement

13 was aware of the level of performance expected at this stage of my programme.

14 Used a variety of methods to assess my competence: e.g. observation, listening, feedback from others, questioning, reflection and discussion of my self-assessment.

15 Made appropriate time to discuss my progress throughout my placement e.g. mid-way and end of placement assessment discussions or weekly meetings.

16 Acted as a good role model for high quality, evidence based practice

If you answered any question with a 1 or 2 please provide details overleafPlease hand directly to your practice assessor in an envelope at the end of the placement.

Revised January 2012

What’s new? This section allows us to discuss any new initiatives that are happening either in practice or the university

Q. Do you know about… Student numbers are increasing – Oxford Brookes has been commissioned to educate more

nurses in both our Oxford & Swindon sites.

Student can be on community placement in any year of their course and may have more than one/be placed with health visitors in clinics etc (discuss how most care happens in the community) See guidance for district nurses and health visitors:

https://shsc-int.brookes.ac.uk/documents/browse.php?fFolderId=940

The range of courses now being offered pre-reg MSc, Mental health/Adult, Child/Mental Health courses

Any service changes that are happening?

Placement of the year http://www.hls.brookes.ac.uk/peu

Other ways to update yourself http://www.hls.brookes.ac.uk/peu/keeping-up-to-date-as-a-mentor-practice-assessor …

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Our new curriculum –

To ensure student are prepared for nursing in 2020 and beyond (in development)

1. Core of content still based around the NMC (2010) Domains, emphasis on key areas e.g. older frail person, mental health, dementia, end of life care.

2. Patient / Person at core of all curriculum, students as partners in their education experience. 3. Themes to be integrated throughout the whole Curriculum: science, research, humanities,

sustainability, informatics, public health. 4. Currently mapping branch specific content but envisage a large proportion of the curriculum

for adult and mental health students will be shared. 5. Practice will be within credit rated modules, currently exploring how to organise and grade

these

PARTNERSHIP

Joint ownership with partners, service users and carers, students, educators.

LEADERSHIP

Leadership and management, innovators, decision makers, change agents, politically aware and influential, contribute to wider healthcare agenda, adaptable.

CONTEXT

Nursing people out of Hospital

Global

Flexible for Super complexities of health care

INFORMATICS Technologically aware and competent, future needs

 HEALTH & SOCIAL CARE

Lifespan orientated and family and person centred approach for all students

Public Health and prevention embedded

Self management of own Health and well being

 PERSONAL ATTRIBUTES & SKILLS

Resilience and self-efficacy and self-awareness Reflective learners, enquiring and critical thinkers

Clinically skilled and competent practitioners

Broader nursing skills – assessment, fundamental care

Essential and complex care needs for all strengthened.

 Care, Compassion, dignity

 EDUCATION

Specialisation within and emphasis on complexity of field at end of course. Art & Science of Nursing

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What do you think you (or others) can do to improve the 50% of the course that is in practice…

.

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