Faculty of Medicine. Nursing & Health Care. Mentor s Handbook 2009/2010

Transcription

1 Faculty of Medicine Nursing & Health Care Mentor s Handbook 2009/2010

2 CONTENTS STAFF LIST 2 Page INTRODUCTION 4 GRADE DESCRIPTOR 5 THE ROLE OF THE MENTOR 6 THE ROLE OF THE ASSOCIATE MENTOR 8 THE ROLE OF THE STUDENT 9 THE ROLE OF NURSING & HEALTH CARE, UNIVERSITY OF GLASGOW 10 PHILOSOPHY AND STRUCTURE OF THE BACHELOR OF NURSING AND BACHELOR OF NURSING (WITH HONOURS) DEGREE PROGRAMMES 11 CLINICAL ASSESSMENT 18 ASSESSMENT OF THE STUDENT 21 GUIDELINES FOR GOOD PRACTICE 22 1

3 Staff Head of Division Margaret Sneddon MSc (Med Sci), RGN, RM, RCNT, PGC(HE), FHEA Head of School Grad Dip/Cert Lymphoedema Management Programme Director Deputy Head of Division Dr Anna O'Neill PhD MN BN RNT RGN Professors/Readers Prof Lorraine N Smith BScN, MEd, PhD, RN, RMN, Pub Health Cert Prof Margaret C Smith RN, RM, MBA Dr Lorna Paul PhD, MPhil, BSc, MCSP Msc(MedSci) in Health Care Programme Director Postgraduate Convenor/CPD Lead Honorary Professor Research Convenor Senior Lecturers/ Senior University Teachers Dr Claudette Comerasamy DBA, MSc, BA (Hons), Dip in Nursing Education, RN, RM, RNT Joan R S McDowell MN, RN, DN Cert, RM, RNT Dr Anna O'Neill PhD MN BN RNT RGN Deirdre E M Moriarty MSc (Palliative Care), MSc (Pedology & Soil Survey), BSc (Hons), RN, DN Undergraduate Programme Director Senior Lecturer Msc(MedSci) in Health Care Programme Director BN Year 3 Co-ordinator Lecturers/University Teachers Robert Hoskins BASS, MSc, RMN, RN, HV Cert Jane P Joy MSc, BSc, RN, RNT, PGDE Susan Kennedy MScHC, BSc, RGN Graham MacIntosh MPH, BSc, RN, Cert in Forensic Medicine BN Year 2 Co-ordinator BN Admissions BN1 Course Leader BHF Lecturer in Cardiac Care BN Admissions BN Year 4 Co-ordinator 2

4 Jane Munro MSc (Med Anthrop.), BSc (Hons) Nursing, Dip Adv Nurs (Inf Ctl), PGC(HE), PGC (Tissue Viability & Wound Mgnt), PGC (TLHE) RGN Ann Marie Rice MSc (Advanced Practice, Cancer Nursing), RGN, PGC (HE) Honorary Lecturer Practitioners Linda Gorman MScHc, BScN, RN Honorary Lecturers Moira Boyle MN, RN, DN, RCT, RNT; GDip Chronic Oedema Management Florence Brown MPhil, PgD, RN, RM, RHB Shirley Byron BSc, PGCE; PGDip, SPQ (Pall Care), DN, RSCN, RN Kathryn Clark RN, GDip Chronic Oedema Management Mark A Cooper PhD, BN,RN Cathy Hutchison MSc (Cancer), RN, Oncology Cert Frank Irvine MA, LlB, RN, RMN Margaret E Lait MPhil, RN, RNT Jill Lisle RN, GDip Chronic Oedema Management Annette O'Hara BSc, PGCE, Pg Dip, SPQ (Palliative Care), DN, RN Alna J P Robb MN, RN, RM, RCNT, CHSM, MHSM, RNT Nicola Tedford BSc(Hons) Physiotherapy, MCSP Sheena Wright MN, BA, RN, RM, HV BN Year 3 Course Leader Year 1 Coordinator UG/PG Cancer Lead Clinical skills lead Critical Care 3

5 Grace Lindsay PhD, MN, BSc (Hons), RN, SCM Honorary Research Fellow Teaching Assistants Margaret Macdonald BA, DipN, PGCE Yolande Borthwick BSc, GDip Chronic Oedema Management BN Clinical Support Lymphoedema Programme Administration Carol Ryder Janice Turnock Karen Allan Janet Anderson Nicola Keane Schools Administrator PA to Head of School/School Secretary Undergraduate Secretary Postgraduate and Research Secretary Undergraduate Secretary 4

6 INTRODUCTION The student-mentor relationship plays a critical role in the successful preparation of competent, confident practitioners of nursing. The aim of this handbook is to provide guidelines and information for clinical staff mentoring students undertaking courses offered by Nursing & Health Care, University of Glasgow. It contains an outline of the course, details of role expectations of the mentor, student and university and guidelines for assessment of students. Information specific to the student s course is also included. The handbook is intended to be used in conjunction with the principles of mentorship and assessment detailed in the mentorship programme undertaken by all mentors. The philosophy of Nursing & Health Care at the University of Glasgow states the School s belief that nursing is a practice-based discipline and as such that students develop nursing knowledge from theory to practice and from practice to theory. It is hoped that the structure of both clinical and theoretical input and the effective use of the mentorship system aids this process. Thank you for your participation in this education process. A University lecturer will be your main link with the University and will provide assistance and support as required. NB: It is important that you contact the named lecturer or course leader if you encounter any problems with a student. This is really essential if you do not understand the grading system or the student s behaviour/performance is likely to affect the grade they receive. Each clinical grade is aggregated towards the credits for that year of study. If a student does not achieve a grade D (pass) for each period of clinical experience it will affect their progress onto the next year of the course. However, the main aim of the clinical placement is the ensure the student is Fit to Practice and Fit for Purpose and has achieved all the learning outcomes/competencies to be put forward for registration on the Professional Register There is also a University of Glasgow Protocol for Clinical Placements and Code of Professional Conduct which students have to adhere to in order to progress on the course. See Appendices for the University of Glasgow lists of contacts, Protocol for Clinical Placements and Code of Professional Conduct. The latter two SHOULD be considered if there are any professional issues with your student. The student has signed both of these to say they will adhere to the agreements therefore the content of these can be quoted if there are concerns about a student. 5

7 THE ROLE OF THE MENTOR INTRODUCTION Nursing s move from task orientation to holism reflects nurse education s move from generic to individualised learning (Woodrow, 1994, Quinn, 2007). The concept of individualised learning has many similarities with that of individualised nursing and has the needs of the patient or student as the central focus of the nursing or learning process. The mentorship programme is a key part of individualised learning culminating in a clinical experience where the student achieves their learning outcomes, either prescribed or negotiated, in a way which allows them to practice and learn within a safe, structured and non-threatening relationship. The staff at Nursing & Health Care view your role as mentor as a vital component of the students learning. The guidance and support provided by you as mentor is crucial to the success of a clinical placement. The relationship between you and your student is a partnership with an element of co-operation and interchange that leads to the development of openness and trust and allows for mutual learning (Atkins and Williams, 1995). Given the individual nature of such a partnership, its effectiveness will depend on the individual attributes of you as mentor and the individual needs of your student (Woodrow, 1994, NMC, 2006). The perceived benefits and problems with the relationship can also be seen on an individual basis. It is appreciated that clinical areas are often busy and that mentors are frequently asked to manage conflicting roles and responsibilities. It is also understood that practicebased learning is not entirely problem free (Andrews and Wallis, 1999, Rideout, 2001), but the literature indicates that the majority of students and mentors find the relationship of benefit. The mentor s own learning and practice is developed through mentorship (Atkins and Williams, 1995, Cooper, 2000, Kelly, 2002) and job satisfaction is seen to increase (Bartlett and Myrick, 1998, Morton Cooper & Palmer, 2000). The view of mentorship common in the USA of a close, personal and guiding relationship (Cahill, 1996), is not the commonly practised relationship in the UK. It is, however, a multi-faceted role where the student is facilitated in the achievement of their learning outcomes through assessment, planning, clinical support and role-modelling Morton Cooper & Palmer, 2000). Each student is required to have a mentor in the clinical setting. It is understood that the mentor may be unavailable at times due to leave, or conflicting shift patterns. When this occurs an associate mentor is normally allocated to take over the mentoring responsibilities. The mentor is expected to facilitate the student s progress during the clinical placements by assisting the student to achieve outcomes relevant to that placement. The mentor also has a joint role, with the university supervisor, in the verification of the student s competence and fulfilment of requirements for progression. 6

8 In order to achieve this, the mentor will: normally be a trained nurse (i.e. first level registered nurse); normally have 12 months post registration experience; wherever possible be a graduate of nursing and/or hold a post graduate qualification as appropriate to the level of the student being mentored; have undergone a mentorship course; possess a willingness to undertake the commitment of the mentorship role and be able to fulfil 50% mentorship time with the student as outlined in the mentorship standard; act in a lead role in the co-ordination of student teaching and assessing requirements; have a working knowledge of the student s educational and clinical programme; understand the expected learning outcomes of the student being mentored, which are contained in the record of ongoing achievement (ROA); participate with the student in reflective activities; understand what creates a good learning environment and strive to achieve this within the clinical area and the mentor-student relationship; facilitate the student in the identification of their own outcomes for the placement; guide the student towards experiences that will assist the achievement of outcomes; ensure that the student has a satisfactory number of mentored hours during a placement and ensure adequate cover with an associate mentor when unavailable; liaise with the associate mentor(s) to ensure continuity and fairness in teaching and assessment; ensure that a safe level of supervision is achieved, so that the student always works within the NMC Code of Professional Conduct; meet with the student at regular intervals to discuss progress and have a commitment to a process of liaison with Nursing & Health Care in relation to the student; understand the assessment tool in use; participate in the assessment process and have an understanding of a shared responsibility for the evaluation of the student's clinical learning outcomes and verification of the achievement of competencies. 7

9 THE ROLE OF THE ASSOCIATE MENTOR With factors such as conflicting shift patterns and responsibilities and leave becoming increasingly significant it is appreciated that the lead mentor may often be unavailable. The allocation of an associate mentor is seen as crucial in the provision of continuity and fairness in teaching and assessment of the student. The associate mentor has a significant role to play in the maintenance of a quality educational experience in the absence of the mentor and in the monitoring and assessment of student performance and achievement of outcomes. In order to achieve this, the associate mentor will: normally be a trained nurse (i.e. first level registered nurse); have undergone a mentorship course; possess a willingness to undertake the commitment of the associate mentor role; have a working knowledge of the student s educational and clinical programme; understand the expected learning outcomes of the student being mentored; liaise with the mentor regarding learning plan and student progress; participate with the student in reflective activities and with education plans as appropriate; understand what creates a good learning environment and strive to achieve this within the clinical area and the mentor-student relationship; in keeping with the learning plan, guide the student towards experiences that will assist the achievement of outcomes; liaise with the lead mentor to ensure continuity and fairness in teaching and assessment; ensure that a safe level of supervision is achieved, so that the student always works within the NMC Code of Professional Conduct; meet with the student, in the absence of the mentor, to discuss progress and have a commitment to a process of liaison with Nursing & Health Care in relation to the student; understand the assessment tool in use; participate in the assessment process and have an understanding of a shared responsibility for the evaluation of the student's clinical learning outcomes and verification of the achievement of competencies. 8

10 THE ROLE OF THE STUDENT The student is expected to be an active member of the mentor-student partnership. The partnership offers a safe and structured system for the student to learn and to practice and develop their skills. For some students it isn t possible to work the shift pattern of the mentor and these needs to be considered during the negotiation stages of the partnership. The significance of a working partnership and the positive effect this has on a student s performance is well documented (Atkins and Williams, 1995, Wise & Others, 2004). It is important for the student to contribute to the work of the nursing team and feel they have membership of it. The provision of quality clinical time, where the student is actively involved in learning and working and encouraged in the achievement of both prescribed and negotiated outcomes is the ultimate aim. Through participation in the mentorship system the student will be enabled to identify learning needs and strategies available to meet them. In order to achieve this, the student will: understand the mentorship system and the role of the mentor; understand the expected outcomes of the placement and competencies to be achieved, contained within the record of ongoing achieving (ROA); be aware of the clinical environment and the experiences that may be gained and be prepared to take responsibility for their learning; identify their own outcomes for the placement; take part in negotiations aimed at formulating strategies for achieving outcomes and the appropriate use of clinical time; take part in discussions at regular intervals regarding progress; ensure a satisfactory number of mentored hours are received during a placement; participate in the assessment process; always work within the NMC Code of Professional Conduct. 9

11 THE ROLE OF NURSING & HEALTH CARE UNIVERSITY OF GLASGOW Nursing & Health Care has ultimate responsibility for ensuring both student and mentors are appropriately equipped for the relationship. Therefore the role in providing effective information, feedback and liaison is vital. In order to achieve this Nursing & Health Care will: provide the mentor with a named liaison person; brief mentors on: year of student and realistic expectations of clinical readiness student's background preparation learning outcomes for the placement student assessment requirements evaluate the effectiveness of the mentorship role through student feedback, mentor comments and staff observation; liaise with mentors when students are in the clinical setting; be available to mentors when students are in the clinical setting via telephone and telephone answering machines and/or secretarial messages, or fax; keep mentors fully briefed on developments within the undergraduate and postgraduate programmes: report on student progress: liaise with mentors with regard to student assessment and verification of the achievement of outcomes and competencies. 10

12 PHILOSOPHY AND STRUCTURE OF THE BACHELOR OF NURSING AND BACHELOR OF NURSING (WITH HONOURS) DEGREE PROGRAMMES As with all programmes leading to registration on part 12 of the professional Register the Bachelor of Nursing and Bachelor of Nursing (with Honours) programmes comprise a Foundation programme and a Branch programme. All competencies prescribed by the NMC (2004) Standards of Proficiency for Pre-registration Nursing & QAA (2002) Scottish Subject Benchmarking Statements for Nursing are met. These outcomes have been revised to reflect the guidance from the NMC with regards to the essential Skills Clusters (NMC, 2007). Achievement of the learning outcomes of the foundation programme and competencies of the branch ensures that the student is competent to practise in both institutional and non-institutional settings. The following pages provide an outline of the programme. FOUNDATION STUDIES The first year of the degree offers foundation modules and introductory community and hospital experience. As can be seen from the curriculum diagrams below the courses provide a foundation in nursing knowledge, health and community issues, and ethics as well as behavioural and life sciences. Having received appropriate theoretical teaching, students are introduced to a variety of clinical experiences. Year One Type of nursing Total duration Experience Care of the Older Adult 4 weeks integrated theory and practice Hospital/Care Home Community care - The Family in the Community Community Care - The Adult in the Community 4 Weeks integrated theory and practice; community based 4 weeks integrated theory and practice; communitybased; HV Based - Visits DN Based - Visits Adult Surgical Nursing 4 weeks Hospital Based Adult Medical Nursing 4 weeks Hospital Based 11

13 Year 1 Curriculum THE SCOPE AND PRACTICE OF NURSING AND SUPPORTING DISCIPLINES Nursing and Integrated Biomedical & Life Sciences Nursing: Moral Philosophy & Ethics; Anatomy; Physiology; Biochemistry; Microbiology 50 credits (L1) NURSING PRACTICE THE SCOPE AND PRACTICE OF NURSING AND SUPPORTING DISCIPLINES Health Studies and Nursing Health; Psychology & Sociology; Health Promotion; Social Policy and Nursing 25 credits (L1) Nursing Older Adults Families with children + learning disabilities; Adult in Community Individual & mental health Adult Hospital Nursing medical surgical 75 credits (L1) 12

14 ADULT BRANCH Years 2 and 3 represent the Adult Branch. (+ Year 4 - Honours) Year 2 In year 2, the theoretical modules build on the foundation courses and develop a holistic view of nursing and disease processes and therapies. In conjunction with the theoretical courses students undertake hospital and community based adult nursing experience. Type of nursing Setting Duration Adult Nursing: Surgical Hospital-based 6 weeks Adult Nursing: Medical Hospital-based 6 weeks Community Nursing Community-based 5 weeks + 1 week consolidation Public Health Nursing Community based 5 weeks + 1 week consolidation Streaming occurs at the end of year 2 for students to progress to Honours if they meet the criteria. Some students may opt not to progress to Honours. Year 2 Curriculum THE SCOPE AND PRACTICE OF NURSING Nursing and Health Studies Nursing; Research; Moral Philosophy and Ethics in Nursing; Health Promotion; Social Policy Nursing & Health NURSING PRACTICE Adult medical 50 credits (L2) Adult surgical General community (DN) Community (Public Health Nursing) 75 credits (L2) SUPPORTING DISCIPLINES Integrated Biomedical & Life Sciences Anatomy; Physiology; Biochemistry; Microbiology Pathology 25 credits (L2) 13

15 Year 3 (Non-Honours) The modules undertaken in year three continue to build on a holistic view of nursing and therapeutics, but also aims to prepare the student for registration. Type of Nursing Setting Duration Adult Surgical / Medical Hospital based 6 weeks Speciality Critical Care Nursing / Surgical / Medical Hospital based 6 weeks Consolidation / Surgical / Hospital or Community 12 weeks Medical based Year 3 Curriculum THE SCOPE AND PRACTICE OFNURSING Nursing (including pharmacology); Moral Philosophy and Ethics in Nursing Management of Care THE SCOPE AND PRACTICE OF NURSING Research Methods 10 credits (L3) 15 credits (L3) (Honours students) 50 credits (L3) SUPPORTING DISCIPLINES Pathology and Human Disease 20 credits (L2) NURSING PRACTICE Adult Specialist Medical Nursing Adult Specialist Surgical Nursing Adult Critical Care Nursing 40 credits (L3) CLINICAL CONSOLIDATION PRACTICE 40 credits (L3) (Non-Honours only) 14

16 Year 3 (Junior Honours) The Junior Honours year follows a similar pattern to the BN modules. The clinical and theoretical competencies are different so those students undertaking Honours are ineligible to register or graduate at the end of year 3 as the consolidation is undertaken in year 4. Type of Nursing Setting Duration Adult Surgical / Medical Hospital based 6 weeks Speciality Critical Care Nursing / Hospital based 6 weeks Surgical / Medical Year 4 Consolidation / Surgical / Hospital or Community 12 weeks Medical based Year 4 (Senior Honours) This year is mainly an academic year allowing the student to write a dissertation and to allow them to study in depth professional issues in preparation for their role as registered nurses. The only clinical placement is the compulsory 12 week consolidation to complete the course. Year 4 (Hons) Curriculum DISSERTATION 30 credits (L4)- double weighted NURSING POLICY IN CONTEXT 30 credits (L4) MANAGEMENT FOR HEALTH CARE 30 credits (L4) CLINICAL PRACTICE CONSOLIDATION 45 credits (L3) 15

17 CLINICAL ASSESSMENT The clinical assessment strategy incorporates the Record of Ongoing Achievement (ROA), a portfolio of personal and professional development and number of clinically-based assignments. Record of Ongoing Achievement The ROA, developed in conjunction with clinical colleagues and the Practice Education Facilitators takes account of the NMC outcomes for entry to the Branch Programme, the competencies for professional Registration (NMC 2004) and the Essentials Skills Cluster NMC circular (2007). The student s performance is assessed in terms of outcomes for entry to the Branch Programme / competencies for professional Registration. These incorporate the four domains identified by the NMC (NMC 2004) and are grouped under the Essential Skills Clusters (NMC, 2007), Care, Compassion and Communication. Organisational Aspects of Care Infection Prevention and Control Nutrition and Fluid Management Medicines Management Each period of clinical practice has a discrete set of outcomes / competencies which incorporate the cognitive, affective and psychomotor domains. The three domains encompass the major spheres of learning and thus reflect the knowledge and intellectual function underlying clinical practice (cognitive domain), the feelings and attitudes which constitute the caring function (affective domain), and motor skills relevant to nursing (psychomotor domain). The outcomes / competencies and taxonomic levels (Cork 1987) selected for each period of clinical experience reflect the nature of the student s role and extent of participation in the delivery of nursing care as part of the overall learning experience. For example, during the Foundation Programme the student will initially be in the role of informed observer, gradually progressing to participating in care under direct supervision as experience is gained, and this is reflected in the outcomes for each period of clinical practice. In subsequent years of the degree programme as the student acquires additional knowledge there should be evidence of its application to patient care and further skills development towards the achievement of the identified competencies. The level of guidance and supervision required will decrease as the student progresses. By the end of the degree programme, having achieved all the stated programme clinical competencies the student will have achieved the competencies for professional registration. 16

18 PRACTICE ASSESSMENT LEVEL DESCRIPTORS Year 1 (Common Foundation Programme) With no / little experience of the clinical environment the students needs to have the salient features of situations pointed out. With prompting the student will be able to demonstrate his/her knowledge of relevant underlining theory. The rationale for specific nursing tasks / interventions needs to be identified for the student. Following demonstration, the student will be able to perform basic nursing tasks and activities under supervision and close guidance. The student has limited organisational ability at this stage and requires help to prioritise. The student shows interest and willingness to learn, asks relevant questions. Year 2 (Adult Branch) The student is able to observe situations with an appraising eye and with initial prompting is able to identify salient features of clinical situations and to demonstrate knowledge of relevant underlying theory. With guidance, the student demonstrates development of essential skills in assessing patients nursing needs, can suggest specific nursing interventions that are required and be able to perform previously practiced nursing interventions. New skills must be performed under supervision and with initial close guidance. The student should be beginning to show ability to prioritize patients nursing needs and prioritise his/her own workload. Year 3 (Adult Branch) The student has an holistic understanding of patients health care needs and demonstrates the ability to question and critically analyse relevant issues. The student uses an holistic approach to meeting the needs of individual patients, basing practice on sound theoretical knowledge The student is competent in undertaking nursing care under supervision but without guidance or assistance New skills must be performed under supervision and with initial close guidance. Assessment of the student The student should be assessed as having either Achieved or Not Achieved each stated clinical outcome. (The assessor should tick the appropriate column of the assessment form, and date and sign the final column.) Achieved : the clinical outcome has been achieved by the student. The student is able to perform the activity satisfactorily. Not Achieved : despite adequate opportunity the student s level of achievement does not reflect that stated in the clinical outcome. A note of explanation should be made in the section provided for final assessment comments. Where the student has not had the opportunity to achieve a clinical outcome that row of the assessment form should be left blank. 17

19 Having assessed the student s performance in relation to each clinical outcome the assessor should rate the student s overall performance on the following scale which is based on Schedule B of the University s Code of Assessment see appendix 2. It should be noted the descriptors and grades have been set by the Senate of the University and are therefore cannot be changed. However, it was agreed to allow Nursing & Health Care to modify the descriptors to make them more relevant to nursing practice. Grade A B C D E F Descriptor Exemplary and polished demonstration of at least 80% of the required clinical outcomes, with focussed sensitivity to the needs of the subject. Efficient and confident display of the required clinical outcomes, demonstrating initiative and flexibility of approach Clear demonstration of attainment of at least 80% of the required clinical outcomes. Acceptable performance of at least 80% of the required clinical outcomes. Presently inadequate performance of at least 80% of the required clinical outcomes, but evidently aware of personal limitations and likely to attain sufficient practical competence through practice. Not presently capable of demonstrating achievement of at least 80% of the required clinical outcomes, lacking in perception in the operational context and prone to errors of judgement and faulty practice. It should be noted also a D grade is deemed a pass for all clinical placements. However, when grading a student it is essential to consider the year of study, the level descriptors and the learning outcomes/competencies listed in the assessment booklet. Therefore it is possible for a first year BN student to achieve an A grade if these components are considered together. If you have any problems understanding the grading system please contact your link lecturer. This is especially important if you feel the student is not performing at the appropriate level. The next page explains the Assessment Process required for students from the University of Glasgow. Students who fail a placement may not be able to progress to the next year of the programme therefore it is essential to identify problems early and recommendations made on how the student could achieve the required learning outcomes / competencies 18

20 ASSESSMENT OF THE STUDENT The Mentor will be expected to have a minimum of three formal discussions with the student. Initial discussion The first discussion should be held soon after the student commences the placement. This should include an orientation to the clinical placement and a discussion of the student's learning needs related to that clinical placement and any specific learning outcomes negotiated. At this stage the first section of the assessment section of the ROA should be completed. Interim assessment The second discussion should take place not more than half way through the clinical placement period and should provide the student with feedback on his/her progress. Achievements should be identified and acknowledged, strengths and weaknesses in the students performance should be discussed and any identified problems addressed. Help, support and advice should be given and the student encouraged to reflect on their practice and how they may remedy any deficits. Written comments should be made in this section of the ROA and the student should also be given an opportunity to comment. Note should be made of outcomes not achieved so that the link lecturer can formulate an action plan for the student to carry forward to their next placement. At this stage if the mentor has concerns about the student's progress, he/she should contact the link lecturer in order that any necessary additional teaching/support can be given. It is important to note if a student is given a satisfactory interim assessment and then their performance deteriorates the link lecturer must be contacted immediately before a final assessment is completed. Final assessment The third discussion is for the purpose of consolidating and evaluating the experience. Written comments should be provided and the opportunity given for the student to write comments also. Continuous assessment is an ongoing process throughout the student s placement and it is anticipated that during placement the Mentor will discuss the student s progress with other members of the nursing team and take account of their views in assessing the student s performance prior to the final assessment. Students receive an overall grading at this time. See previous page As indicated above any incident which indicates unsafe or unacceptable practice should be recorded along with actions taken. The university lecturer should also be informed. Should there be a problem with any student an assessment / counselling interview would be done prior to the interim assessment. The university lecturer would be informed of this and the opportunity given for the counselling interview to be a joint session. If necessary, an action plan and learning contract is devised to support the student in his/her clinical placement. After the final assessment by the Mentor, the university lecturer countersigns the document. This is filed in the student s notes and made available to the external examiner if required. 19

21 GUIDELINES FOR GOOD PRACTICE INTRODUCTION The following guidelines are our clinical commitment to the student. The guidelines are given to each student prior to the first period of clinical practice in each year. Previous experience has informed us that students need to be reminded of the varying nature of clinical teaching. It is therefore practice to remind and reinforce the guidelines prior to clinical experience no matter the year. GUIDELINES FOR GOOD PRACTICE: SUPERVISION OF STUDENTS IN THE CLINICAL SETTING 1. Students Students have the right to know what is expected of them in clinical experience - and have a list of the clinical competencies which they are required to meet. Students should understand the lines of communication between the clinical setting and Nursing & Health Care School. All information regarding communication will be explained during the pre-clinical briefing session. Students will be allocated a university lecturer for each period of clinical experience and will be informed of the ways of contacting her/him. Students should have an assigned mentor who is a trained nurse and has completed a mentorship course. Each student should normally have 2 hours of contact time with the university lecturers / clinical demonstrators per 4 weeks of placement for the first 2 years. However, this could be university based. Year 3 focuses largely on reflective practice with an opportunity during each clinical placement for the student to reflect on and discuss practice with the university lecturer. In addition to the clinical competencies which the student is required to meet, the student can negotiate additional specific learning outcomes with her/his mentor. 2. Preparation of Clinical Staff Staff should be briefed on the following by the university lecturer: - year of student and realistic expectations of their clinical readiness; - student's background preparation; - learning outcomes of the placement; - student assessment requirements (i.e., form, interim and final). Staff should know how to contact the university lecturer both within the placement and at the University. Staff should be consulted by the university lecturer as to a student's progress and vice versa. 20

22 3. University lecturers For each practice placement the student will be allocated a named university lecturer who will be a member of the teaching staff of Nursing & Health Care, University of Glasgow. Throughout each period of clinical experience the university lecturer will liaise with the student, mentor and clinical nursing staff. Clinical nursing staff in the area to which the student has been allocated will be briefed by the university lecturer in relation to: - year of student and realistic expectations of their clinical readiness; - student's background preparation; - learning outcomes of the clinical placement; - student assessment requirements (i.e., form, interim and final). The university lecturer will discuss, normally with the student's mentor or the nurse in charge, the expected learning outcomes for the period of clinical experience and will meet preferably with both the student and mentor or nurse in charge during the period of experience to discuss progress. The university lecturer will be responsible for ensuring that the student receives at least 2 hours of clinical teaching per 4 weeks of placement. This could be university University lecturers will organise briefing and de-briefing sessions with students prior to commencement and on completion of the period of clinical experience. 4. Clinical Teaching Strategies The term clinical teaching is a generic one and applies across all sectors and can take a number of different forms Observation of student practice and direct feedback to the student on their competence; Demonstration of good practice by university lecturers /clinical staff and mentors, i.e. hands-on, by example. Pastoral visits, particularly in areas of high dependency nursing where the student may need much psychological support; Tutorial sessions in which patient/client assessments, care planning and evaluation of care are developed and discussed. These can be carried out either on the ward if appropriate or during a study day; Utilisation of resources indigenous to the setting and which are helpful in meeting the student's learning outcomes, i.e. observation of cardiac catheterisation; health centres; Participation in nursing and medical teaching rounds; Initiated and negotiated clinical teaching by the student with the university lecturer. 21

23 The form of clinical teaching which is decided upon should reflect the following: student needs as identified by staff and student; the environment and resources offered therein; the requirement to meet specified learning outcomes, i.e. medication rounds, surgical dressings, case management; the level of clinical performance at any given time; for example there is a great deal of difference between the first year nursing student who is essentially a participant observer in year one and the second year student who is involved in total patient care as a supervised practitioner; clinical teaching should be context-specific. Student learning may be: in a one-to-one situation (i.e. district nursing) or in small group teaching sessions (i.e. on the ward) - or in class reflecting upon practice; from other students from a variety of professions and institutions (i.e. health centres); from sessions led by clinical staff, university staff, peer teaching and other professionals; from informal situations not clearly identified as clinical teaching and which may constitute the covert curriculum. UNIVERSITY POLICY ON SUPERNUMERARY STATUS FOR BN STUDENTS Students are supernumerary throughout their course. This means that the experience they gain during practice should be determined by their educational needs. This does not mean that students are purely observers. Students should experience effective learning opportunities in placement and have the status of student respected. This includes not using the students to fill gaps in the placement establishment of staff. The type of nursing activities that students participate in will vary from placement to placement and cognisance should be taken of the particular learning outcomes/competencies identified by the University of Glasgow for the BN programme for each placement. These are included in the ROA for easy reference. Attendance at all programme placements is compulsory. In order to meet statutory requirements in terms of clinical hours completed within the programme students are expected to work 37.5 hours per week or 150 hours per 4 week placement. Study days within the university are counted within the clinical hours (7.5 hours per study day) and are therefore considered part of the working week. 22

24 Students are expected to experience the 7-days a week, 24 hours a day nature of nursing and is therefore, expected to work a range of shift patterns including some weekends and nights. The organisation of shift patterns should ensure adequate opportunities for learning and effective supervision e.g. to ensure the student is able to spend 50% of their time on placement with their mentor. The following guidelines should be taken into consideration when organising shift patterns for students; Students under 18 years of age are not permitted, for Health & Safety reasons to work any 12 hour shifts Students can only opt to undertake 12 hour shifts if 12 hour shifts are the accepted patterns of working. The 12 hour shift is inclusive of breaks in the students supernumerary status i.e. the student will work 7.15am 7.15pm and be allocated breaks as per Health & Safety Guidelines. Students are not permitted to undertake more than 3 consecutive 12 hour shifts and a maximum of 48 hours in any seven day period as specified in the Working Time Regulations Students may undertake night duty if they and their mentor have identified specific learning needs Students over 18 years of age can opt not to undertake 12 hour shifts if there is a legitimate reason (e.g. child care issues or travel problems). This must be negotiated with the link lecturer and mentor. Some students may stay a distance from Glasgow and public transport may not allow them to commence an early shift in time. This should be discussed with the mentor and link lecturer and the student given the opportunity to make up the time lost at the end of the shift or as appropriate for the clinical area. PRACTICE EDUCATION FACILITATORS The Practice Education Facilitator came in to post primarily to enhance and support the role of the mentor. The post is to link clinicians with educational staff thus enhancing the learning environment. The Practice Education Facilitator role evolved from Facing the Future (2001) the report on the retention and recruitment of nurses and Caring for Scotland (2001) the Nursing and Midwifery strategy. The funding is tripartite; NHS Education for Scotland (NES), Health Boards, and Higher Educational Institutions. There are 115 posts throughout Scotland each adopting different modes of delivery. Each mentor will have a named Practice Education Facilitator (PEF). You can discuss any problems with your named PEF in the first instance, if you require further guidance before contacting the University of Glasgow. The PEFs do attend Nursing & Health Care review days for the undergraduate programme and are familiar with the course. 23

25 CODE OF PROFESSIONAL CONDUCT & FITNESS FOR PRACTICE From the 2005/6 session all students registered in the Faculty of Medicine must adhere to the Code of Professional Conduct and Fitness for Practice. This code has been approved by Senate and adapted for each Division within the Faculty. The Code as it relates to BN students is based on the NMC (2007) Code of Professional Conduct and the NMC (2004) Guide for Students of Nursing and Midwifery The Procedure for Consideration of Fitness to Practice is contained in the University Calendar, Fees and General Information, paragraph XXX111. Each student has to sign an agreement that they will adhere to this agreement before they commence clinical placements each academic year. A copy is kept in their file. A copy is included for your information see appendix 3. Please refer to this appendix if you are concerned about professional issues related to the student s performance or behaviour. You should document your concerns in the Student Assessment booklet or a separate piece of paper. This should be attached to the booklet and the link lecturer contacted. Terminology in the Code of Professional Conduct & Fitness for Practice should help you assess the student and write the report. The university link lecturer should be involved at all stages and will guide you in submitting the report. Clear documentation is required if the student requires further investigation. HEALTH & SAFETY DURING CLINICAL PRACTICE Students are always made aware of relevant Health & Safety issues prior to clinical practice. If an incident does occur during your time with the student could you please complete the relevant Trust incident form and take the necessary action following the incident. The link lecturer should then be informed. The University of Glasgow also requires a university incident form to be completed. 24

26 APPENDIX 1 LINK LECTUERERS for CLINICAL PLACEMENT Undergraduate Staff Contact Details Name Telephone number Claudette Comerasamy J.C.Comerasamy@clinmed.gla.ac.uk Robert Hoskins R.Hoskins@clinmed.gla.ac.uk Jane Joy J.P.Joy@clinmed.gla.ac.uk Margaret MacDonald mm177g@clinmed.gla.ac.uk Graham MacIntosh gmi6e@clinmed.gla.ac.uk Deirdre Moriarty D.Moriarty@clinmed.gla.ac.uk Jane Munro jm227w@clinmed.gla.ac.uk Ann Marie Rice a.m.rice@clinmed.gla.ac.uk Joan McDowell J.R.McDowell@clinmed.gla.ac.uk Undergraduate secretary Karen Allan Nicola Keane kep2w@clinmed.gla.ac.uk N.Keane@clinmed.gla.ac.uk Clinical placement responsibilities Clinical placement co-ordinator Margaret MacDonald BN 1 Care of Older adult Jane Joy / Ann Marie Rice BN 1 Community Ann Marie Rice BN 1 Introductory Hospital Experience Jane Joy/Ann Marie Rice BN 2 Hospital Nursing Practice Deirdre Moriarty BN 2 General Community Robert Hoskins BN 2 Public Health Robert Hoskins BN 3 Specialist nursing practice and critical care Jane Munro BN 3 & 4 Consolidation Graham MacIntosh Link lectures for clinical areas - This is for general information. Link lecturers may change from time to time but you will always be informed of your link lecturer prior to your placement Clinical area Ward Link Lecturer Glasgow Royal Infirmary All wards Graham MacIntosh Stobhill Hospital All Wards Joan McDowell Southern General Hospital All wards Margaret MacDonald Victoria Infirmary All wards Robert Hoskins Golden Jubilee Hospital All wards Maggie McDonald/Jane Joy Nuffield Hospital All wards Jane Joy Rosshall All wards Graham MacIntosh Blawarthill Hospital All wards Jane Joy Drumchapel Hospital All wards Ann Marie Rice Lightburn Hospital All wards Graham MacIntosh Mansionhouse Unit All wards Robert Hoskins Mearnskirk All wards Robert Hoskins Nursing Homes All nursing homes See letter identifying link lecturer 25

27 Huntershill Hospice All wards Jane Joy St Margaret s Hospice All wards Jane Joy General Community all years All students All Staff Public Health All students Robert Hoskins Gartnavel General Hospital - Homoeopathy Outpatients Jane Munro Medical RDU - haemodialysis Jane Munro 7a - haemotology Jane Munro Diabetes Centre Joan McDowell 8a -rheumatology Maggie McDonald 8b - diabetes Joan McDowell General Outpatients Maggie McDonald 6c respiratory unit Maggie McDonald 7c respiratory unit Maggie McDonald Ophthalmology OPD + Jane Joy Casualty 8c Gastroenterology Maggie McDonald Endoscopy Jane Munro Brownlee Unit + OPD Jane Munro Critical Care Outreach Service Jane Munro Gartnavel General Hospital - Surgical 3a,b &c older adult Outpatient urology Jane Munro Jane Munro Day surgery Claudette Comerasamy Interventional radiology Jane Munro 6a & b - Urology Jane Munro Theatres Jane Munro 5b - HDU Jane Munro 2c - ENT Jane Joy 4a general vascular Jane Munro 5c gastro/colo-rectal Jane Munro surgery 2 a/b - orthopaedics Jane Munro 1c day ward Jane Joy ophthalmology Western Infirmary - Medical G9 dermatology OPD Robert Hoskins G3 general medical Claudette Comerasamy Respiratory CNS Claudette Comerasamy General outpatients Robert Hoskins G4 male medical Claudette Comerasamy L7 west Renal medical Claudette Comerasamy Level 9 CID Claudette Comerasamy C Lab level 4 Claudette Comerasamy Level 9 CCU Claudette Comerasamy Cardiac Rehab - medical Claudette Comerasamy E3/4 Medical Claudette Comerasamy investigations ITU Deirdre Moriarty G2 Acute Stroke Deirdre Moriarty L8 Medical receiving Claudette Comerasamy A&E Claudette Comerasamy 26

28 Western Infirmary - Surgical Community CHP South East Glasgow South West Glasgow East Dunbartonshire East Glasgow West Glasgow West Glasgow North Glasgow North Glasgow CAPD Beatson Outpatients B1 - oncology head & neck B2 oncology urology/gynaecology B3 Brachytherapy B4 Lung/Brain tumours B5 oncology / breast / lymphoma B6 Chemotherapy B7 - Haematology B8 Bone marrow transplant B9 Bone marrow transplant Level 5 - CICU Level 2 theatres HDU Cardio-thoracic Level 9 cardio-thoracic Level 10 PSU east general and breast Level 10 west surgical receiving L8 - orthopaedics Theatres level 5 L7 East Renal acute/hdu Orthopaedic OPD / plaster room Link Lecturer Robert Hoskins Ann Marie Rice Maggie McDonald Graham McIntosh Jane Joy Jane Munro Claudette Comerasamy Deirdre Moriarty Claudette Comerasamy Ann Marie Rice Ann Marie Rice Ann Marie Rice Ann Marie Rice Ann Marie Rice Ann Marie Rice Ann Marie Rice Ann Marie Rice Ann Marie Rice Ann Marie Rice Deirdre Moriarty Claudette Comerasamy Claudette Comerasamy Claudette Comerasamy Claudette Comerasamy Deirdre Moriarty Deirdre Moriarty Claudette Comerasamy Deirdre Moriarty NB: There may be a change of link lecturer due to holidays or illness. Each clinical area will be informed in writing the name of the link lecturer for a particular student. The student will bring with them a copy of this letter. If there are any issues the link lecturer should be contacted in the first instance, failing that the lecturer responsible for the placement. All lecturers have answering machines or voic so a message can be left for the appropriate person. It must be remembered some of the lecturers are part-time therefore please contact the secretary in the first instance for advice. Once students are allocated to a specific ward, lecturers are assigned accordingly within there area of responsibility. In the main these are constant, allowing a good relationship to develop between the link lecturer and the clinical ward staff. 27

29 APPENDIX 2 XXXIII FITNESS TO PRACTICE 33.1 The Senior Senate Assessor for Discipline shall report to the Dean of the appropriate Faculty, the details of any breach of the University Code of Discipline concerning a student on a programme of study subject to fitness to practise procedures where the offence indicates a breach of or non-compliance with the relevant Code of Professional Conduct and Fitness to Practise. This will occur where responsibility for the offence has either been admitted by the student or where the case has been established by the Senate Assessors for Discipline or the Disciplinary Committee. XXXIV PROCEDURE FOR DETERMINING FITNESS TO PRACTICE Introduction Where a programme of study requires the student to act in the course of practical training in a quasi-professional role in relation to patients, children, clients or service-users or where the qualification provides a direct licence to practise, the University has a duty to ensure that the student is fit to practise. Students registered for these programmes of study are subject to separate fitness to practise procedures. The aims of the procedures are: a) to protect present or future patients, children, clients or service users; b) to comply with the requirements of professional bodies; c) to protect the health and well being of students and to ensure that they are provided with appropriate advice concerning the requirements of the professional body they seek to join; d) to protect the institution against legal action brought by someone claiming to have suffered loss as a result of a student proving during training or after qualification to be unfit to practise. To these ends, fitness to practise is assessed not only in terms of academic attainment but is assessed in accordance with relevant professional concerns and expectations. Principles 34.1 Faculty Code of Professional Conduct and Fitness to Practise Faculties providing programmes of study leading to the degrees listed below should prepare a Faculty Code of Professional Conduct and Fitness to Practise derived from any related code developed by the relevant professional or accrediting body for students, trainees or other members of the profession. Principles 34.1 Faculty Code of Professional Conduct and Fitness to Practise Faculties providing programmes of study leading to the degrees listed below should prepare a Faculty Code of Professional Conduct and Fitness to Practise derived from any related code developed by the relevant professional or accrediting body for students, trainees or other members of the profession. Faculty of Medicine MBChB BDS BN Doctorate in Clinical Psychology Faculty of Education BEd Professional Graduate Diploma in Education Postgraduate Diploma in Education BTechnolEd 28

30 BTechStudies MA with teaching qualification BA Community Development Faculty of Veterinary Medicine BVMS 34.2 Students and the Code i) A student registered for one of the programmes of study which are subject to fitness to practise procedures may be treated differently from other students of the University if there is any question as to whether he or she is a fit and proper person to practise his or her intended profession. ii) All new entrants to programmes of study which are subject to fitness to practise procedures should undergo training before the end of the first semester of the first year of study, designed to explain the nature and effect of the Faculty Code of Professional Conduct and Fitness to Practise. The training should address the relevance of compliance and non-compliance with the Code in respect of their progress on the programme. iii) Continuing students on programmes of study which are subject to fitness to practise procedures should be provided with a copy of the current Faculty Code of Professional Conduct and Fitness to Practise within the first five weeks of each session and their attention drawn to any changes. iv) Where a student has failed to comply with a Faculty Code of Professional Conduct and Fitness to Practise the student may be required to leave the programme of study Applicants and Publicity i) Where fitness to practise procedures apply to a programme of study this should be noted in the publicity material for the programme (including the University Prospectus) and a copy of the Faculty Code of Professional Conduct and Fitness to Practise should be made available on request or via the internet. ii) Applicants should be made aware when fitness to practise procedures apply to the programme of study for which they have applied and the implications of this. A copy of the Faculty Code of Professional Conduct and Fitness to Practise should be provided with the final confirmation of admission Breaches of the Code Informal resolution i) Where a breach of the Code occurs or where there is a pattern of behaviour or an issue of persistent ill health, which has a bearing on fitness to practise, the Faculty should document the issue and agree with the student appropriate action and a deadline by which any action must take place. Where possible the matter should be dealt with informally. The Faculty should ensure that the student is made aware of the support services which are available: such as Adviser of Studies or equivalent, University Health Service, Student Counselling and Advisory Service, Special Needs Service and Students' Representative Council. Formal procedure ii) If the agreed action is not carried out or there has been a repetition of the breach or the breach is considered by the Dean to be of sufficient seriousness that the informal process is inappropriate, the Faculty Secretary should write to the student informing him/her that the matter will be referred for formal consideration by the Faculty Fitness to Practise Committee. The student should be advised of the reason for the referral. iii) Any referral should follow the procedure set out below. 29

31 Appeal process iv) A student may appeal against any decision of the Faculty Fitness to Practise Committee to the Senate Fitness to Practise Committee APPENDIX 3 University of Glasgow Faculty of Medicine Code of Professional Conduct and Fitness to Practice for BN students Introduction A student who is matriculated for the programme of study leading to the degree of Bachelor of Nursing is required during practical training to act in a quasi-professional role in relation to patients and therefore as a condition of matriculation undertakes to comply with the principles of this Code of Professional Conduct and Fitness to Practice (the Code). Purpose of the Code Compliance with the Code aims to: protect present or future patients, children, clients or service users; comply with the requirements of the Nursing & Midwifery Council (NMC); protect the health and well being of the student and to ensure that the student is provided with appropriate advice concerning the requirements of the Nursing & Midwifery Council (NMC); protect the University of Glasgow against legal action brought by someone claiming to have suffered loss as a result of the student proving during training to be unfit to practice. Core Values The Faculty of Medicine at the University of Glasgow adheres to a set of core values, which underpin its activities in education and research and which embody: The habit of truth The respect for others Caring Partnership Creativity Social justice. A student matriculated on the programme of study leading to the degree of Bachelor of Nursing is expected to adhere to these values, to be honest and trustworthy and to follow at all times the Code of Professional Conduct and Fitness to Practice. 30

32 Faculty of Medicine Nursing & Health Care Student Agreement As a nursing student you will be studying to obtain a University degree that automatically allows you to work in the nursing profession environment during the course of your studies. It is therefore essential that you are able to fulfil the following requirements, which are based on the Nursing & Midwifery Council statements on the duties of a nurse (NMC (2008) Code of Professional Conduct) so that you can learn effectively and become a capable nursing practitioner. The Bachelor of Nursing Course is a full time course, which involves exposure to patients and the clinical environment from the start of the Course, and students are required to attend all clinical placements. Students are required to attend all taught sessions: attendance is not optional. You must achieve a D grade or greater for each placement and make up time lost through illness or other legitimate reasons. The Division and clinical placement must be informed of any absences. You must complete all clinical placements at each level to proceed to the next year of the course. If there is a difficulty for you with any element of the statements the University will work with you to seek a resolution where possible. If a satisfactory resolution cannot be achieved it is unlikely that you would be allowed to continue to study Nursing at the University of Glasgow. Please read, understand and confirm ( ) that you accept the statements that follow. In signing this declaration you are construing yourself as fit to practice. This declaration will be confirmed annually. I will make the safety and care of patients my primary concern. I will listen to patients and respect their views, treat patients politely and considerately, respect patients' privacy and dignity, and respect the right of patients to refuse to take part in teaching. I will always make clear to patients that I am a student and not a qualified nurse. I will give information to patients in a way that they can understand; and I will not recommend any treatment that might be interpreted as nursing advice. I will recognise and act within the limits of my competence; and keep my professional skills and knowledge up-to-date. I understand, accept and agree to be bound by the principle of confidentiality of patient records and patient data, and also for information concerning teachers and students. I will therefore take all reasonable precautions to ensure that any personal data concerning patients, which I have learned by virtue of my position as a nursing student, will be kept confidential. I confirm that I will not discuss patients with other students or professionals outside the clinical setting, except anonymously. When recording data or discussing cases outside the clinical setting, I will endeavour to ensure that others cannot identify patients. I will respect all hospital and practice patient records. I will not allow my views about a person s lifestyle, culture, beliefs, race, colour, gender, sexuality, age, social status, or perceived economic worth to prejudice my interaction with patients, lecturers or colleagues. I undertake to report to the Division of Nursing & Health Care, and the appropriate authority, any action by others which may put patients/clients/students/service users at risk. I understand that failure to do so may lead to disciplinary action being taken against me. I will not use alcohol drugs or other substances to the detriment of my conduct, attendance, punctuality and safety (including the safety of others). 31