PRACTICE LEARNING HANDBOOK FOR THE BSc (Hons) Nursing (Child)PROGRAMME

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1 Faculty of Health and Wellbeing PRACTICE LEARNING HANDBOOK FOR THE BSc (Hons) Nursing (Child)PROGRAMME 2017 Reapproval 1

2 Contents Page no. 1.0 Introduction to the placement handbook Introduction to the Child Nursing Programme Professional issues Expectations of behaviour and conduct during placement Equality and diversity Confidentiality Informed consent Professional relationships Social networking Accountability and responsibility Patient safety Adherence to policies and procedures Infection Control Drug Administration Moving and Handling Smoking Mobile phones Lone working Fitness to Practice DBS Clearance Occupational Health Readiness for Practice Health Issues Immunisations Accidents in practice Reasonable Adjustment Personal Presentation Timekeeping Professional Dress Body Language and Interpersonal Skills Readiness to learn Role of the student Attendance Allocated hours Reporting Absence Unauthorised Absence Annual Leave Study Leave Compassionate Leave Practice Issues The role of the Practice Learning Unit Factors affecting placement Location of Practice Placements Requests for change of Practice Placement Accommodation Travel expenses Insurance issues Car Insurance 16 2

3 5.2 Professional Indemnity Personal property Elective placements Practice learning in the Child nursing programme Theoretical content Overview of Child nursing programme Hub and spoke Support and Supervision Preparation for Practice Orientation Levels of supervision Participation in clinical skills Mentorship Assessment of Practice The PAN London Practice Assessment Tool Assessment of Practice Process Ongoing Assessment Record Practice Assessment Document (PAD) Guide to the Assessment Practice Process Identifying and responding to concerns Tripartite Meeting Failing in Practice Sign-off Mentors Validity and Reliability of the PAN London Assessment Tool Moderation of Practice Assessment Quality Assurance Frequently Asked Questions 31 Appendix one 34 Appendix two 41 Appendix three 50 Appendix four 74 References 75 3

4 1.0 An Introduction to the Practice Handbook for the BSc. (Hons) Nursing (Child) Programme at Canterbury Christ Church University The BSc (Hons) Nursing (Child) programme has been developed in line with the NMC s Standards for Pre-Registration Nursing Education (NMC, 2010) which requires all preregistration nursing education to be delivered at degree level. It ensures that nursing graduates acquire the intellectual, professional, academic and practical competencies that are informed by the European Tuning Project (2009). The BSc (Hons) Nursing (Child) programme aims to develop practitioners with the tools to adapt to the rapidly changing socio-economic and political arena within which they will practice while recognising the high quality, evidence-based care that is expected by Service Users. This handbook provides an overview of the policies and guidelines that underpin practice learning and will introduce students and practitioners to the practice learning component of the programme. Stella Lovell Programme Director, Child Nursing Gayle Le Moine Practice Module Lead for Child Nursing 4

5 2.0 Introduction to the BSc. (Hons) Nursing (Child) Programme Welcome to the BSc (Hons) Nursing (Child) Programme at Canterbury Christ Church University. Practice informs, applies and develops the theoretical content of the child nursing Programme. The Programme values the unique characteristics of the individual within the context of teaching and learning whilst recognising the collective responsibility and accountability of students, academics and practitioners. Partnerships are central to the child nursing programme and a positive, open relationship between academic staff, practitioners and students is essential. It is recognised that children s nurses need to be competent and confident at the point of registration and to be prepared for practice in the broad range of settings where health and social care is delivered. As stated by the Nursing and Midwifery Council: All nurses must practice autonomously, compassionately, skilfully and safely, and must maintain dignity and promote health and wellbeing. They must assess and meet the full range of essential physical and mental health needs of people of all ages who come into their care (NMC, 2010, p17). The programme provides a variety of academic and practical experiences for students. Your role as a mentor within the practice area is vital to their success and we appreciate the dedication you show in facilitating the students experience in practice. We know that students value practical experience and a mentor s support has a huge influence on the perceptions students have about child nursing. We hope that both students and mentors will find this handbook helpful regarding the support, supervision and assessment of practice. The Academic in Practice (AiP), the student s Personal Academic Tutor (PAT), the Senior Lecturer Practice Learning (SLPL) for your Organisation or the Practice Placement Facilitator (PPF) are available for guidance and support. Child Nursing Team (2017) 5

6 3.0 Professional issues 3.1 Expectations of behaviour during practice placements The Nursing and Midwifery Council (NMC) expects that people in the care of nurses must be able to trust them with their health and wellbeing. Students are therefore expected to familiarise themselves with The Code; professional standards of practice and behaviour for nurses and midwives (NMC) 2015) and apply the four overarching themes, as detailed below, to their conduct and practice during the programme; Prioritise People Practise Effectively Preserve Safety Promote professionalism and Trust Students are also expected to adhere to the CCCU Code of Student Professional conduct, available at: Equality and diversity While in practice students will meet people from diverse cultures, religions and those whose value base will differ from their own. At all times students are expected to respect the rights and individuality of each person. 3.3 Confidentiality Students must maintain confidentiality at all times (NMC 2015). They should ensure that they understand what information can be shared and with whom. Patients / service users must never be discussed outside of the practice area and anonymity of individuals, organisations and staff must be maintained when completing assessments. 3.4 Informed Consent Students should be aware that they must always seek consent for their participation in any care and treatment of individuals and must respect an individual s right to refuse to have them participate in their care. 3.5 Professional relationships Students should never arrange to meet patients / service users socially either during practice experiences or after the experience has finished. The student should aim to develop professional relationships; being friendly rather than becoming friends. Students should also be aware that they are not allowed to accept personal gifts from patients, their families or friends (NMC 2015). 6

7 There is an opportunity within the Practice Assessment Document (PAD) to gain feedback from patients / service users / relatives in relation to how they cared for them Social networking (Facebook) Please remember to use social networking sites responsibly and not to comment about practice or anything that could breach patient confidentiality (NMC 2015). Also please refrain from be-friending staff members at your placement as this is not appropriate. By all means enjoy using Facebook socially but remember to do so wisely. Further information can be found at: The Code: Professional standards of practice and behaviour for nurses and midwives (NMC 2015) Social Media Guidelines for Students (CCCU 2015) NMC Accountability and responsibility Part of being a professional is being aware of personal limitations. It is essential that students do not undertake any intervention that has not been taught or been agreed with their supervisor or that they do not feel competent to undertake. Throughout their education students work under the supervision of a qualified practitioner. This means that a student s practice will always be observed until it is deemed safe that they can work with less direct supervision. Practice supervisors are accountable for their delegation decisions. However, students are responsible for their own actions and therefore if a student does not know how to do something, it is important that this is explained to the supervising practitioner. 3.7 Patient Safety Patient safety is everyone s responsibility The NMC expect pre-registration students to inform their mentor/ practice placement manager, supervisor or a member of academic staff immediately if they believe that they, a colleague or anyone else is putting someone at risk of harm. It is expected that students will seek help immediately from an appropriately qualified professional if someone, for whom they are providing care for, has suffered harm for any reason. Students may find it difficult to discuss their concerns during their practice experience. However, it is not appropriate to do nothing (NMC 2015), or delay action until they have returned to university if they feel concerned that a patient/client may be at risk. It is also possible that students may not understand the full context surrounding their concerns and a discussion with a practitioner or member of the academic team may help to reduce their 7

8 anxiety. The role of the Personal Academic Tutor will be vital in supporting students through this process. A patient safety incident is defined by the National Patient Safety Agency (NPSA; 2004) as: Any unintended or unexpected incident, which could have or did lead to harm for one or more patients receiving NHS care. And includes: Incidents that you have been involved in; Incidents that you may have witnessed; Incidents that caused no harm or minimal harm; Incidents with a more serious outcome; Prevented patient safety incidents (known as near misses ) Further information can be found at: The NMC has produced guidance surrounding Raising Concerns, which is available at: and have also produced resources available at: Adherence to policies and procedures Students must adhere to host Trust/Practice Area policies and procedures at all times; and it is important for mentors to highlight to students on the first day of their practice placement where the policies and procedures can be found. Some specific examples of policies and procedures that students need to be aware of include: Infection control Students must familiarise themselves with Infection Control policies and procedures for their host organisation. This forms part of the placement orientation and is required to be 8

9 signed as undertaken by the mentor and student within the Practice Assessment Document (PAD) Drug administration Students must adhere to the NMC s Standards for Medication Management (2007) and organisational policies relating to the administration of medicines. Students must never check medications or infusion devices or administer drugs on their own and must always be under the direct supervision of a qualified nurse Moving and Handling Child Nursing Students must complete mandatory moving and handling training prior to commencing their first practice experience and annually thereafter. Students must comply with Trust/Organisational policies and procedures related to moving and handling. Students must only participate in moving and handling procedures that comply with the safe principles they have been taught. Students should be aware who in their practice area could advise them on moving and handling issues as necessary and if they are unsure they should contact the AiP. Students have the right to refuse to participate in moving and handling activities that do not conform to techniques taught at either the University, Trust or Organisation Smoking Students must follow the smoking policy of their host organisation during practice placements Mobile phones Students should turn their phones off while in practice, unless they are required to use it for contact with patients / service users or their supervisor. Personal messages and voic s should be accessed at break times only. Students must not take photographs of patients or practice areas on their mobile phone Lone working Guidelines have been developed to inform lone working for students and should be considered in line with Trust/Organisational policies. These guidelines bring to the student and practitioner s attention the specific risks associated with lone working. The guidelines outline the requirements that are necessary in order to manage the risk present where staff find themselves working alone. 9

10 Please familiarise yourself with the Guidance for practice learning facilitators and students when undertaking unaccompanied work in the community and for the use of the student s own car during practice activity, which can be found on the university s Virtual Learning Environment (VLE). 3.9 Fitness to and for Practise in relation to students The University and our practice partners have a duty to ensure that only students who meet the requirements for fitness to practice are recruited to and graduate from the programme. Someone who is fit to practise has the skills, knowledge, character and health to practise their profession safely and effectively. Statutory Regulatory bodies are responsible for safeguarding the health and wellbeing of the public. One of the mechanisms used to achieve this is through ensuring registrants are fit to practise and by dealing swiftly and fairly with those who are not. The University undertakes the monitoring of applicants and students fitness to practise on behalf of the Statutory Regulatory bodies that approve our programmes. The purpose of the Faculty of Health and Wellbeing Student Fitness to Practise (SFTP) Policy is to ensure that all students of the Faculty are fit to practise through appropriate implementation of the associated procedures. This policy applies to all students undertaking a programme leading to eligibility to apply for entry on a Statutory Regulatory body register, and to all students who are already registered with a Statutory Regulatory body. It includes matters relating to a student s health and conduct, both of which may have an impact on their fitness to practise. Further information can be found at: Faculty Student Fitness to Practise Policy (CCCU 2015) DBS clearance During practice placements all students will work with vulnerable people and for this reason Enhanced DBS clearance must be obtained prior to the first practice placement. Students must keep their clearance notification in a safe place and may be asked to produce it prior to practice placements if requested. The University is not responsible if the student loses their paperwork Occupational Health Clearance Occupational Health clearance must be received before students can commence practice. Delays in clearance will delay commencement of practice experiences. Students are expected to inform their PAT of any changes in their health throughout the programme as subsequent health clearance may be required Readiness for Practice 10

11 It is the Faculty s responsibility to ensure that every effort is made to verify that students are Ready for Practice prior to commencing their practice placements. Readiness for Practice has two components; that a student has undertaken and confirmed that they have received the stipulated mandatory training for that stage of the programme, and a completed and approved declaration of good health and good character. Once all elements have been completed students are issued with a Readiness for Practice certificate, which should be shared with the practice area. Students are not permitted to commence practice placements without a readiness for practice certificate Health issues Immunisations Students must complete all of 4 stages of the Hepatitis B immunisation programme. This involves 3 vaccinations and a blood test. Students should be aware that: they will be responsible for funding completion of their immunisation programme if they fail to attend appointments planned for them and that they must do this prior to completion of their year 2 declaration of Good Health and Good Character Accidents and incidents in practice Students who are involved in accidents or incidents in practice must immediately inform their mentor or supervisor and organisational reporting mechanisms need to be initiated and any recommendations followed. The AiP and or PAT must be informed as soon as practicable so that university reporting mechanisms may be initiated. Copies of any incident/accident forms should be submitted to the PAT for inclusion into the student file Reasonable adjustments The Faculty is committed to supporting students with additional needs in both the University and Practice setting. The faculty guidelines for the support of students requiring reasonable adjustment during placement provides guidance for staff and students and are located on the VLE Personal presentation Time keeping Students are expected to arrive promptly for the start of their shift and return from breaks at the time agreed with their supervisor. Poor time keeping is considered to be unprofessional behaviour and will be taken into account during the assessment process Professional dress and appearance Students are expected to wear the uniform provided by the university (unless otherwise instructed) and comply with organisational policies in regards to professional expectation relating to personal dress and appearance. 11

12 Body language and interpersonal skills Students should be aware of how they present themselves in practice. Students are expected to be polite and use professional language at all times. It is important to be aware of our body language and how this makes us appear to others Readiness to learn The prime role of the student in practice is to learn the practice of their profession. To make the most of practice experiences students will need to attend practice ready to make the most of the opportunities available to them; portray an interest and enthusiasm for the experience and potential learning opportunities and be ready to make notes and ask questions at appropriate times Role of the student in practice The student is expected to be active within both the mentor-student partnership and the clinical team they are placed with. It is important for the student to contribute to the work of the team and feel that they are part of it. Mentorship is a reciprocal process. The student must engage in this relationship to create a partnership. Good mentorship relationships promote critical thinking in regards to aspects of patient care. This prepares nursing students for the kind of experiential learning and development that is needed throughout their careers. (Gopee, 2015). An important aspect of this process is exposure to expert role models who can actively involve students in practice and challenge their skills, knowledge, understanding and approach in a safe environment. Through having a mentor, the student should be able to identify their learning needs and strategies available to meet these within the practice area. The student will: Act professionally at all times during the practice experience. Review and utilise previous practice placement learning to inform subsequent experiences. Take advantage of learning opportunities and review the learning plan regularly. Disclose any special needs or disability in order that reasonable adjustment can be made by the practice area. Comply with organisational policies and procedures. Attend their allocated practice hours and when this is not possible due to unforeseen circumstances use University procedures to inform the practice area of their absence. Agree with his / her mentor ground rules and expectations for their working relationship. Understand the expected outcomes for their practice experience and the competencies they need to achieve. Be aware of the practice environment and take advantage of the learning opportunities available. Identify their own personal learning objectives. Assess their own progress and discuss this with their mentor. 12

13 Participate actively in the assessment process and provide written evidence of learning and achievement. Always work within their limitations and organisational policies and guidelines, including the NMC Code (2015) Attendance Allocated hours Students must complete all allocated practice hours and also experience the full cycle of 24-hour care. Students are required to follow the procedures of their practice area with regards to shift pattern and negotiating any requests. Within the Practice Assessment Document part 1, 2 and 3 the attendance records (as shown below) must be completed on a daily basis. Date Placement Total Hrs Initials Shift Type Date Placement Total Hrs Initials Shift Type Example of hours confirmation Sun 1/7/13 Pixie Ward 7.5 FF D Mon Tue Wed Thu Fri Sat Sun Mon Tue Wed Thu Fri Sat Sun Weekly Total = Weekly Total = In order to ensure students meet NMC requirements (2010) for practice hours they are required to make up any time lost through absence. Absence of up to 37.5 hours should be negotiated between student and mentor and undertaken at a mutually convenient time, taking in to consideration other cohorts of students that are accessing the practice area at that time. Absence over 37.5 hours should be discussed with the student s Personal Academic Tutor and will be formally arranged through the Practice Module Lead and Practice Learning Unit (PLU). This is to ensure the European Working Time Directives (European Parliament and Council of the EU 2003) are adhered to and to enable appropriate management of student numbers in practice. There may be the need for students to make up practice time in university holidays, if no other option is available. Students may not work more than 48 hours per week when making time up. When students are at university they are considered to be studying for 37.5 hours per week, although required attendance may be less than this. The European Working Time Directives (European Parliament and Council of the EU 2003) still applies during university weeks. 13

14 Reporting absence Any student who has a period of sickness during their practice experience must inform their practice area by telephone, record their absence on the electronic placement database and inform their PAT. The generic address for the Practice Learning Unit is placements@canterbury.ac.uk and can be used as the first point of contact for all communications and concerns if needed Unauthorised absence Unauthorised absence, which is not sick leave, is considered to be unprofessional behaviour that reflects negatively on the student in terms of their professional values and respect for the team they are working with. Any unauthorised absence must be reported immediately to the PLU by practice staff and should be documented on the student s attendance record as absent. The PLU will inform the relevant member of academic staff. Lateness and poor time keeping is also considered poor professional behaviour and will be taken into account during the assessment process. Students should be aware that unprofessional conduct could lead to a fail in practice and could potentially be considered as a Fitness to Practise issue Annual Leave Annual leave is pre-set at the start of the programme. Students are not allowed to make arrangements with individual practice areas to exchange practice hours with annual leave or vice versa. Students are not entitled to Bank Holiday leave entitlement. If a student works a Bank Holiday they do not receive a day off in lieu. Students are expected to work Bank Holidays if they fall on an allocated practice day. Bank Holidays are within the students allocation of leave (holidays). Any student allocated to a practice placement that does not open on Bank Holidays will be expected to undertake reflective activity agreed with their supervisor Study leave Practice managers are informed of any study days that occur during practice placement hours. Students should also ensure that their mentor / practice manager is aware of this planned leave at the beginning of practice experiences Compassionate leave If a student experiences distressing personal circumstances whilst undertaking practice placement they should be allowed to leave practice, and should be advised to contact their 14

15 PAT to seek appropriate support. Due to NMC requirements (2010) any time lost in practice will need to be made up at a later date. 4.0 Practice issues 4.1 The role of the Practice Learning Unit The Practice Learning Unit arrange where students spend their practice hours while on the programme. They liaise with the Practice Module Lead, SLPLs, PPFs and health and social care providers to ensure that students have a broad and varied practice placement pattern that incorporates different aspects of professional practice in line with the programme needs and NMC requirements (2010). 4.2 Factors affecting Practice Allocation Occasionally factors happen in practice that can affect practice placement allocation, for example mentor sickness. This may necessitate the need for the placement to be reallocated or rearranged at a different point within the academic year. 4.3 Location of Practice Placements Practice placements will be undertaken within a variety of settings throughout Kent and Medway to enable students to gain a comprehensive overview of services provided to children, young people and families. Practice experiences will be in hospital, non-hospital and community settings and the Private, Voluntary and Independent Sector to provide experiences of the child/young person s journey through health and social care. Due to the variety and distribution of service provision in Kent and Medway, students will need to undertake some form of travel to get to and from practice placements. It is a university expectation that students will travel a maximum of 1.5 hours each way when travelling to and from placements. Requests for change of practice placements Once practice placements have been allocated, changes will only be made in extenuating circumstances. Students are expected to use the PIR2 request form, which can be found on the University s VLE, to detail the reason for their request and to obtain the written consent of the Practice Module Lead. Examples of extenuating circumstances are: A close relative currently works in the practice area. There has been a recent bereavement in the practice area. The student has recently been / or is undergoing treatment in the practice area. The student is involved in litigation with the practice area. 15

16 4.2 Travel and Accommodation Expenses With regards to travel to practice placements, the government is providing a grant to cover the first 300 of travel expenses then students can access funding from the standard student support system to pay for travel over this amount. Accommodation costs are also covered by this. For further information: Insurance issues 5.1 Car Insurance Students should be aware that travel to placement is considered to be a commute and is covered by normal car insurance. If students are required to travel to another site or in the community using their own transport, this is considered a business journey and as such requires restricted business use insurance. Any student who has fully comprehensive insurance will find that requesting this change to their policy is unlikely to incur an additional cost, although it may cost extra for students who have 3 rd party insurance policies. Students who do not have restricted business insurance may not be covered in the case of an accident. All students are advised that they must not transport patients / carers in their cars. 5.2 Professional Indemnity All students are encouraged to apply for membership of a professional body or union as professional indemnity is provided as part of this membership. Any student who practices outside of their supervision or the boundaries of their student role and competence are putting themselves and the people they are working with at risk. 5.3 Personal property Students are advised that their personal property is not covered when in accommodation aligned to practice and they should ensure that the Insurers of their primary home are aware of their change of address. 5.4 Elective Placements In Year 3 of the programme students will have the opportunity to undertake an elective placement. This is a practice placement, which is non-assessed, but provides an opportunity for the student to experience an area not worked in previously or one in which they would like to gain more experience. This is a unique and exciting opportunity for the student to plan and organise a short period of work experience in an environment that is not always available to them as part of the usual practice learning pattern. 16

17 This placement can occur either within CCCU placement areas or can be out of area or overseas. Full details of the elective practice placement, including the associated documentation can be found in the elective handbook. 6.0 Practice learning in the Child nursing programme Practice forms 50% of the child nursing programme; meaning that students are required to complete 2300 clinical practice hours over 3 years. These hours will be undertaken in a variety of settings, including hospital, non-hospital and, community settings and the Private, Voluntary and Independent Sector to provide both acute and community experiences of the child/young person s journey through health and social care hours of simulation based education, provided within university and counted as practice hours will also be utilised. During each practice placement students will undertake a mid-point and final interview that will allow student reflection and mentor feedback in relation to the student s progress in achieving the practice requirements of the PAN London assessment tool for their stage of education. Students will be expected to successfully achieve all the requirements of the assessment tool to pass practice and progress to the next part or to apply for entry onto the professional register. Students will submit their OAR and PAD on a pre-arranged date following final assessment of practice prior to the examination board. PATs will monitor student progress after each practice placement. 6.1 Theoretical content Module content and learning outcomes The aim of the programme is to enable the graduate nurse to be a confident, competent, reflective, compassionate and sustainable practitioner with the ability to work in a diverse range of practice areas. Our aim is to create and sustain opportunities of learning that are recognisable at local, national and international levels. The teaching and learning strategies designed for this curriculum, therefore, seek to acknowledge the close relationship between theory and practice; within theoretical assessments students are expected to analyse practice issues and during the assessment of practice students are required to demonstrate their understanding and application of knowledge to the designated practice based competencies within the Practice Assessment Document. It is imperative that when mentors complete practice assessment documentation all aspects are completed, dated and signed where indicated Assessment University Students undertake a theoretical assessment for each module within the programme. A variety of assessment methods are utilised including written assignments, formal examinations and individual / group presentations. 17

18 It is likely that students will be working on theoretical assessments throughout each practice placement. Students are advised on occasion to ask their mentors for help to select an appropriate patient / client on whom to base their assessed work. It is important that the student shows their mentor the assessment guidelines in order to facilitate this process. Please note that students are not permitted to take time out of practice to work on or submit their assessments. Practice At designated points during the programme students undertake formal assessment of practice. Please refer to the OAR, PAD and Academic in Practice for further information regarding timings of assessment and a clear outline of the process. Students may be offered a first reassessment opportunity within their current year of study if their practice assessment is referred. If they are unsuccessful during the first reassessment opportunity their progress will be discussed at the programme examination board where a decision will be made as to whether the student is offered a second reassessment opportunity with attendance. Students will submit their OAR and PAD on a pre-arranged date following final assessment of practice prior to the examination board. These are then reviewed by the student s Personal Academic Tutor who confirms the successful completion of the OAR and PAD. Service User Feedback Throughout the course of each practice placement children, young people, parents or carers will be asked to contribute to the student s assessment. The mentor in collaboration with the student will identify children, young people, parents or carers that the student has worked with that would be suitable to provide feedback. The mentor will approach them, explain the process of student service user feedback and gain their consent. It is important to note that children, young people, parents or carers may not feel comfortable in providing feedback and that they may retract their comments at any time and in doing so will not affect their current or future care. The child, young person, parent or carer will be asked to comment on How happy were you with the way the student nurse. : Cared for you Listened to your needs Talked to you Showed you respect And also: What did the student do well? What could they have done differently? The mentor and the student then discuss the feedback that has been received and sign to verify this. At the end of each academic year students are expected to reflect upon the feedback provided by service users in relation to the NMC domains (2010). This is then discussed with their personal academic tutor and forms an important element of the students continued professional development. 18

19 6.2 Overview of the Child Nursing Pathway Students will have opportunity to work collaboratively within a multi-disciplinary team to ensure the holistic needs of the child/young person/family are met. Practice experiences have been planned, utilising a hub and spoke approach, to allow students to experience a range of placements that enable them to appreciate the extent of paediatric services offered to children, young people and families. Year 1 Semester 1 Semester 2 Sep Oct Nov Dec Jan Feb Mar Apr May Jun Jul Aug Practice (40 credits) 600 hours plus 50 hours simulation Clinical Supervision (20 credits) 200 hours Introduction to Children s Nursing (20 credits) 200 hours Contextualising Children s Nursing (20 credits) 200 hours Introduction to Public Health and Health Promotion in Children s and Young People s Nursing (20 credits) 200 hours Year 1 Practice Placements 4 weeks Hospital Hub (Hub and Spoke) 4 Weeks Community Hub (Hub and Spoke) 4 Weeks Hospital Hub (Hub and Spoke) 4 Weeks Other Professions Progression Point 1 Year 2 Semester 1 Semester 2 Sep Oct Nov Dec Jan Feb Mar Apr May Jun Jul Aug Practice (40 credits) 600 hours plus 50 hours simulation Clinical Supervision (20 credits) 200 hours 19

20 Care of the child/young person whose health is compromised part1 (20 credits) 200 hours Acute Children s Nursing (20 credits) 200 hours Care of the child/young person whose health is compromised part 2 (20 credits) 200 hours Year 2 Practice Placements 4 Weeks Community Hub (Hub and Spoke) 4 Weeks Hospital Hub (Hub and Spoke) 4 Weeks Hospital Hub (Hub and Spoke) 4 Weeks Community Hub (Hub and Spoke) Progression Point 2 Year 3 Semester 1 Semester 2 Sep Oct Nov Dec Jan Feb Mar Apr May Jun Jul Aug Practice (40 credits) hours plus 50 hours simulation Clinical Supervision (20 credits) 200 hours Preparation for Registered Practice (20 credits) 200 hours Technology Dependent and Critical Care across the age span in Children s Nursing (20 credits) 200 hours Nursing Dissertation (20 credits) 200 hours Year 3 Practice Placements 4 Weeks Elective/Alternative Practice Area 4 Weeks NICU (Hub and Spoke) 4 Weeks Hospital Hub (Hub and Spoke) 13 Weeks Extended Practice 20

21 Completion 6.3 Hub and spoke child nursing programme Throughout the programme a hub and spoke practice model will be utilised. This strategy towards practice learning offers additional contemporary practice opportunities for students. This approach within the BSc (Hons) Nursing (Child) is also designed to enhance the students understanding of the nursing services that children, young people and families require. The learning pathways for the Hub and Spoke approach have been agreed at the Child Health Forum, which is a key Academic Practice Partnership group. The Child Health Forum has been pivotal in designing the hub and spoke approach in the BSc (Hons) Nursing (Child). The following principles have been agreed at the Child Health Forum: All students will have a named mentor, based in the hub, at all times. All mentors will be live on the mentor register. The responsibility for the student will be with that of the supervising mentor within the hub. At least 40 per cent of the student s total time in the practice is spent in the hub with their supervising mentor. The supporting mentor in the spoke supervises the student directly in the required activities that address the essential skills and competencies related to the spoke placement. The supporting mentor completes provides feedback within the PAD for the supervising mentor on completion of the learning experience. This feedback will help the supervising mentor in completing the student s assessment. Ongoing support for mentors and students in managing the learning environment and maintaining the hub and spoke is available from the designated AiP for the hub. Recording of practice competencies in the student s PAD will only be performed by supervising mentors or by suitably qualified mentors with due regard. All practice areas (Hub and Spoke) will be audited following the Faculty Practice Learning Sub -Committee processes, as a practice in their own right. 7.0 Support and supervision 7.1 Preparation for practice Within each practice module delivered in University there is designated practice preparation time structured into the module content. This preparation is undertaken by either a member of the child nursing team or a specialist practitioner within that area of nursing and will include information on raising concerns and Practice Incident Reporting. At this session student are also informed about assessment requirements as well as support arrangements in practice, including the role of the AiP, SLPL and PPF. They will also be made aware of the Student Fitness to Practice Policy and Procedures that in tandem with the NMC Code (2015) govern the expectations of a student on a programme leading to professional registration. Within these sessions discussions also take place to 21

22 enable students to understand how to maximise their learning opportunities in that particular practice setting. 7.2 Orientation to practice placement It is important for students to become acquainted to the physical environment of the practice setting. Prior to the students first hospital experience they will have a planned orientation visit. This has the aim of reducing a student s anxiety and enabling them to identify their learning opportunities. As a mentor you have a number of responsibilities to the student placed with you. To maintain safety, on the first day in practice you should ensure that your student is orientated to the ward and that you complete the orientation section within the PAD. 7.3 Levels of supervision In addition, you need to ensure you understand the descriptors for assessing students in practice for their stage of education. Guidance in regards to this can be found on page 7 of each PAD. There is also guidance below in regards to what should be expected of a student for their stage of education. In Year 1, practice competencies should be achieved under Direct to close supervision of a registered nurse What does this mean in the practice setting? Initially the student will spend some time observing how clinical activities are carried out. When you feel it is appropriate the student will start participating in care activities under close supervision with 2 or 3 patients. It is important that the student is able to observe all aspects of clinical practice and is provided with an explanation of their observation. It is possible for the student to undertake some fundamental nursing practice with minimal supervision once you are confident of the students ability through direct observation and understanding through careful questioning. By the end of year one, the student will be demonstrating the ability to carry out some activities with confidence, the competencies within the PAD will give you ideas as to what these activities are. Please remember that whatever level of supervision you have planned with your student that you should still be in a position to monitor their practice. You are accountable for your delegation decisions throughout the student s education programme. In Year 2, practice competencies should be achieved under Guidance from and with close to minimal supervision of a registered nurse 22

23 What does this mean in the practice setting? Progressing forward from Year 1 the student should be enabled to carry out a wider range of activities to 4-6 patients under less supervision than was previously possible. In Year 2 we are asking mentor and student to particularly focus on Assessment and Decision making in a variety of clinical contexts In order for this to happen it is essential that time is spent with the student observing their practice, questioning their knowledge and understanding carefully, to ensure that they understand and can transfer their learning from previous placements into the context of your clinical area. It is important that the student is actively involved in all aspects of clinical practice and can provide a rationale for their activities. In Year 3, practice competencies should be achieved with Support from and minimal to indirect supervision of a registered nurse What does this mean in the practice setting? In Year 3 students need to develop their ability to manage themselves, care and others By the end of year 3, it is anticipated that the student will be able to manage the care for 4-6 patients. It is important that the student is provided with the opportunity to manage all aspects of clinical practice for a group of patients and can demonstrate to you that they can organise and prioritise their care and provide you with a rationale for their decision-making. 7.4 Participation in clinical skills The BSc (Hons) Nursing (Child) programme ensures that students are prepared to practice effectively and safely. Throughout the 3-years students will have the opportunity to develop a number of essential clinical skills to assist them in meeting the essential skills detailed within the PAD. To ensure that the safety of both student and patients are maintained a guide as to when students are able to participate in clinical skills is available in Appendix One 7.5 Effective mentorship Professional body The Nursing and Midwifery Council (2008) views the role of the mentor as vital in ensuring Fitness for Practise. Within the Standards to Support Learning and 23

24 Assessment in Practice (NMC 2008) a number of key competencies that should be demonstrated in the mentoring role are listed. These include the ability to: Develop a learning relationship with students and help them become an integral part of the team. Use a number of teaching and learning strategies to help students to progress. Undertaking the assessment process, making sound defensible decisions and managing the failing student. Respond to student feedback, look for ways to develop the student learning experience in the workplace. Clarify objectives for the student s stage of education, making the most of all of the learning opportunities within and aligned to the workplace, work with the team to develop the workplace as an effective practice experience. Share skills and knowledge with colleagues. Working effectively within the team, ensuring students only undertakes tasks that they are allowed and safe to complete. Provide high quality evidence based care. Provide structure to the learning experience so that there is a clear plan for the overall placement which includes: 1) setting students up for individual shifts 2) Direct observation of their practice to ensure safe practice, monitor student progression and negotiate when less direct supervision is appropriate 3) Accessing learning opportunities that will help them meet the needs of your client group and develop their competencies 3) On-going informal and planned time for formal feedback 4) Time for completion of assessment documentation and communication with AiP where appropriate Roles and responsibilities Mentor The role of mentor is challenging and for this reason mentors will: Be first level registered nurses with the minimum of 12 months post registration experience. Have completed an approved mentor preparation programme that meets SLAIP (2008) requirements and be annually updated for their role. The role of the mentor is to: Act as a role-model for professional practice. Ensure students are made aware of the practice area s policies, procedures and expectations of professional behaviour. Identify a colleague who will take responsibility for the student in his / her absence and implement systems to ensure continuity of the experience. Agree with the student ground rules and expectations for the mentoring role. Have a working knowledge of the student s education programme and assessment process. 24

25 Meet the NMC requirements for a minimum of 40% time spent with the student and ensure continuity of the learning experience in their absence. Establish an effective working relationship with students and meet with them informally and at formally planned meetings. Clarify the standard of performance required. Use outcomes for preceding practice placements to inform the learning contract and overall learning experience. To be aware of the students learning needs in terms of skills acquisition, integration of theory with practice and promotion of professional attitudes. To ensure the student has the opportunity to observe and practice at an appropriate level for their stage of education. Provide constructive feedback. Conduct a fair and objective assessment of the students performance. Encourage student self-assessment/reflection. Use student evidence of learning to inform the assessment process. Identify strengths and areas for development. Identify any concerns, inform the student, AiP, PAT, SLPL or PPF and document in the student s PAD. Participate in Tripartite Progression monitoring and; Tripartite assessment Communicate with the AiP, SLPL and PPF as appropriate. Associate Mentor Student We appreciate that because of shift patterns and complex responsibilities students may not always work with their named mentor. The allocation of an associate mentor can be extremely helpful in ensuring continuity of learning and support. The associate mentor can play a significant role in the students learning experience through implementing the learning plan and meeting with mentor and student to provide feedback on the student s progress. The student is expected to be active within both the mentor-student partnership and the team they are placed with. It is important for the student to contribute to the work of the team and feel that they are part of it. An important aspect of this process is exposure to expert role-models who can actively involve students in practice and challenge their skills, knowledge, understanding and approach in a safe environment. The role of the mentor in clinical practice settings is an important aspect of nurse education. Through mentorship, qualified nurses get the opportunity to pass on professional values, knowledge and skills to the trainee nurse (Gopee, 2015). Through having a mentor, the student should be enabled to identify their learning needs and strategies available within and outside of the placement to meet them. The student will: Act professionally at all times during the practice experience. Review and utilise previous practice placement s learning to inform subsequent placements. 25

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