An Introductory Welcome to Central Manchester University Hospitals NHS Foundation Trust for Nursing and Midwifery Students.

Transcription

1 An Introductory Welcome to Central Manchester University Hospitals NHS Foundation Trust for Nursing and Midwifery Students Incorporating Manchester Royal Infirmary Saint Mary s Hospital Royal Manchester Children s Hospital Manchester Royal Eye Hospital University Dental Hospital of Manchester Trafford Hospitals Community Services

2 Contents Subject Page Number CMFT- An overview of the organisation Page 3 Staff Structure-Recognising Staff Members Pages 4 & 5 NHS Constitution Page 6 Nursing and Midwifery Strategy Pages 7 & 8 CMFT Behavioural Framework Page 9 The Role of the Practice Education Facilitator Pages Raising and Escalating Concerns Pages CMFT Clinical Placement Charter Page 17 Expectations of the Learner Pages Supernumerary Status -Mandatory Training -Identification Badges -Accompanying/Escorting a Patient -Emergency Responsibilities -How to place an emergency call -How to use the bleep system -Car Parking -Moving and Handling -Cultural Needs Uniform Policy Pages 23 and 24 Infection Control Page 25 Sickness and Absence Reporting Page 26 Pre-Registration University Rules and Regulations Pages 27 Useful Contacts Page 28 2

3 Central Manchester University Hospitals NHS Foundation Trust- Overview Welcome to Central Manchester Foundation Trust (CMFT). As an organisation, our Hospitals and services are;- Manchester Royal Infirmary St Mary s Hospital for Women and Neonates Royal Eye Hospital Royal Manchester Children's Hospital University Dental Hospital Trafford Hospital Community Services We hope that you enjoy your experience whilst in the Trust. This booklet has been developed to assist you whilst on placement at CMFT. 3

4 Managerial and Professional Reporting Structure at CMFT Chief Nurse Professional Reporting Managerial Reporting HON=Head of Nursing Director of Nursing (Children) Director of Nursing (Adults) Deputy Director of Nursing (Community / Safeguarding / Learning Disabilities) Deputy Director of Nursing (Quality) Deputy Director of Nursing (Education and Workforce Deputy Director of Nursing (Professional Practice) HoN Children HoN REH / Dental HoN Medicine & Community Services HoN Surgery HoN Specialist Medical Services HoN Midwifery HoN CSS HoN Trafford Lead Nurse R& I

5 Staff Structure-Recognising Staff Members Chief Nurse- Navy blue with double gold braiding Directors/Deputy Directors of Nursing- Navy blue with single gold braiding Head of Nursing- Navy with yellow piping Lead Nurse- Navy blue with red piping Modern Matron- Navy blue with white piping Education Development Practitioner and Specialist Nurses-Navy Blue with light blue piping Ward Manager- Navy blue Sister/Charge Nurse- Royal blue with white piping Staff Nurse- Sky blue with white piping Allied Health Professionals- White with various coloured piping Assistant Practitioner/Trainee Assistant Practitioner- Bottle green Clinical Support Worker/Ward Clerk- Pale green Nursing and Midwifery Students- White tunic with University Logo Play Workers- Blue polo tops

6 NHS Constitution- Living the Values The NHS Constitution (DoH, 2010) ascertained the principles and values required of the NHS in England. All NHS services by law must take account of this Constitution in all their decisions and actions. In 2012, CMFT Nursing & Midwifery leaders developed and communicated a set of core values and commitments in accordance with the principles laid out within the constitution. The six values defined are Compassion, Dignity, Respect, Consideration, Empathy and Pride which when displayed within an organisation, evidence suggests, produces a positive culture and ultimately improves patient safety, patient care and patient experience. The Francis Report (2013) has highlighted the need for a return to a more caring, values based culture within all areas of the NHS, including being a pre-requisite for entry into nurse training. Subsequently, training delivered leading to a registered nurse qualification, require those who succeed to be competent in delivering a consistent standard in the fundamental aspects of compassionate care. Clinical placements are required to ensure that placement learning supports the principles and values of the NHS in England, as set out in the NHS Constitution (DoH, 2012). The learning environments, in which learners are placed in, are required to be conducive to learning, in order to develop safe, competent, caring practitioners of the future. The Learning and Development Agreement (LDA) with Health Education North West (HENW) requires CMFT to provide and evidence 100% quality assurance within all clinical placements and thus concurrently upholding the values and beliefs culture within a safe learning environment, commitment to which is demonstrated by the display of the Clinical Placement Charter in all areas. The values have been embedded across Nursing and Midwifery and are being rolled out across other professions in the Trust. 6

7 Nursing and Midwifery Strategy We have expanded the Nursing and Midwifery services we deliver to include community services, learning disability services and more recently have acquired acute services in Trafford, as well as consolidating all the Making it Better changes; which have seen births in St Mary s increase to over 7000 a year. There are over 5000 Nurses and Midwives working in our hospitals, in the community, in formal and informal care settings and in patients homes. The breadth and complexity of services we provide would not be possible without a competent, caring and committed Nursing and Midwifery workforce. In such a busy and complex environment it can be a real challenge for nurses and midwives to provide high quality clinical care and a personalised service but it is one which nurses and midwives rise to every day. The values and commitments set out in this strategy are firmly aligned to the Trust s strategic direction and core objectives. The heart has been chosen to represent those values reflecting the attributes of courage, care and compassion which resonate individually with Nurses and Midwives, as well as what patients, families and the public want and expect from us. 7

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9 Our Behavioural Framework Living our values- Putting our heart into what we do. The values and the behavioural framework have been developed by staff from across all of our care settings and shared with patients, families and local communities to enable us to live our values and deliver the best patient care. CMFT aims to be a fulfilling and enjoyable place to work. We know that the right attitude and behaviours impact on a positive patient, staff and learner experience. We also recognise the crucial role that each and every one of us plays in helping to achieve our vision of making patients central to everything we do. What is the behavioural framework? The behavioural framework is a set of core behaviours and attitudes that define how we are expected to approach our work and our relationships we have with others. It sits alongside what we do, as outlined in each of our role descriptions and defines the expectations of our leaders in ensuring that the values are core to everything we do. Behaviours demonstrate the attitudes and approach that each of us takes to work: How we do things How we treat others What we say and how we say it The behavioural framework will help us to talk about how we behave, how we may need to modify or change our behaviour and how we hold each other to account. It will encourage us to celebrate our achievements and develop and grow as individuals, as a team and as an organisation. 9

10 The Role of the Practice Education Facilitators (PEF s) in providing a quality placement. We commit to the delivery of a clear and consistent message in relation to all aspects of multi-professional student training and development. We commit to lead by example as role models and support all mentors and students as they develop their own leadership skills. We commit to celebrating IPL educational activity integral to meeting Trust / PEF educational outcomes. This will be reported through Professional Forum & Educational Governance. We commit to provide pastoral support and guidance for all multiprofessional students and those supervising them in clinical practice. We will be responsible for ensuring each multi-professional student and staff member is aware of their own roles and responsibilities in order to meet Trust and Regulatory Body requirements. We will commit to support staff who provide clinical education and training for multi-professional students and ensure they all have the skills, knowledge enabling them to deliver quality patient care. The above wheel demonstrates the Professional Development and Education Team s Behavioural Framework objectives. Communication- We commit to the delivery of a clear and consistent message in relation to all aspects of professional development and education from preregistration through preceptorship and beyond. 10

11 Celebrating Achievement- We commit to celebrate any interventions and success that support the delivery of professional development and education. Delivering Best Patient Care- We commit to provide quality multi-professional development and education opportunities to enable high quality, safe and individualised care. Accountability- We commit to promote multi-professional development and education opportunities enabling staff to be able to practice effectively within their own role and responsibilities in order to meet regulatory body and CMFT requirements. Listen and Respond- We commit to encourage and embrace comments regarding all professional development and education and learning needs, responding positively to feedback. Leadership- We commit to developing the leadership skills appropriate for all levels of health professionals to promote inter-professional working and excellent patient care. PEF s are part of the Professional Development and Education Team and are based in the Old School of Physiotherapy Annex next door to the Undergraduate Centre on Nelson Street. Whilst on placement in CMFT you will have support from your mentor(s) and staff in the placement area, as well as the support from PEF s. The role of the PEF is to ensure the provision of high quality learning environments for all pre-registration learners within CMFT. They assist in ensuring that every learner receives an outstanding clinical placement experience, which meets both quality assurance standards and regulatory body requirements. 11

12 They offer support on educational issues to any learner or member of staff at CMFT. This may include:- Providing on-site support to learners /staff with educational concerns/queries Information on the completion of student paperwork Support with learners who are failing to progress with some learning outcomes Support with learners requiring reasonable adjustments Information on supervisor/mentorship courses Information on university curriculums/requirements Details of who the PEF is for your placement area should be available on the education board. Alternatively, you can find our details in the useful contacts pages in this booklet or via the Student Support in Practice Website which can be accessed via the following link- The Student Support in Practice Website is developed and maintained by the Professional Development and Education Team. The website is designed to provide information and support for staff and learners on pre-registration education programs and contains the following:- Learner Induction/Orientation Resources Placement commitment to the Core Values and Behaviours outlined in the Nursing & Midwifery Strategy Inter-professional Learning Opportunities & Resources Clinical Placement Charter Educator/Mentor Courses PEF Team Contact Details Staff & Learner Notices Placement Evaluations Profession Specific Information 12

13 The CMFT PEF Team also have a Facebook page. The page provides learners and staff with up to date information about education news, healthcare news, spoke opportunities and other information which supports the development of high quality practice education within CMFT. CMFT PEF Team Facebook Page can be found at PEF - pef.team@cmft.nhs.uk Please ensure appropriate, professional behaviour when using social networking sites, students should refer to both Trust and University Policies. 13

14 Raising and Escalating Concerns As a trainee Health Professional, you have a duty to report any concerns from your workplace which put the safety of the people in your care or the public at risk The code (NMC, 2015) stipulates: Recognise and work within the limits of your competence Be open and candid with all service users about all aspects of care and treatment, including when any mistakes from harm have taken place Always offer help in an emergency arises in your practice setting or anywhere else You must act without delay if you believe that there is a risk to patient safety or public protection You must raise concerns immediately if you believe a person is vulnerable or at risk and needs extra support and protection You must report your concerns in writing if problems in the environment of care are putting people at risk Guidance Inform your mentor, tutor or lecturer immediately if you believe that you, a colleague or anyone else may be putting someone at risk of harm. Seek help immediately from an appropriately qualified professional if someone for whom you are providing care has suffered harm for any reason. Seek help from your mentor, PEF, tutor or lecturer if people indicate that they are unhappy about their care or treatment. 14

15 We recognise that as a learner it might not be easy for you to raise a concern; you may be:- Unsure how to raise a concern The process may seem quite daunting. If you want some advice at any stage, we recommend that you talk it through with your university tutor or lecturer, your mentor or a PEF. The CMFT Raising Concerns Policy can be accessed via the Trust Intranet whilst on placement. 15

16 Raising and Escalating Concerns- Guidelines for Dealing with Issues Relating to Clinical Placements Issue/problem identified within a clinical placement Joint discussion to take place between Student, Mentor and Practice Education Facilitator (PEF) Further action required No Issue resolved Yes Lessons learnt and changes made as required, preventing future re-occurence Personal Support Issue- Student/Mentor to contact Personal Tutor Personal Tutor to liaise with Mentor and PEF to support Student/resolve issue Placement issue- Student or mentor to liaise with ULL from relevant University and inform a member of the Placement Development Team (PDT) and PEF. The student must document the issue and forward to ULL or Personal Tutor ULL to liaise with Mentor and PEF and support placement area to resolve issue Academic/Student Progression issue-mentor to liaise with Personal Tutor from relevant University and inform PDET/PEF Personal Tutor/PDT to liaise with Mentor and PEF to support placement and Student Disciplinary/Conduct issue- Mentor to liaise with PEF/ULL and Personal Tutor ULL/Personal Tutor to inform PDT and refer the issue to the appropriate Programme Leader and Trust Senior Manager 16 Programme Leader to liaise with Head of School and Trust Senior Manager for further action

17 CMFT Clinical Placement Charter It is the aim of CMFT that all multi-professional clinical placement areas clearly display a Placement Charter. The Charter demonstrates the placement s commitment to providing a safe high quality learning environment for all health and social care learners to prepare them for their future roles working collaboratively in multi-professional teams. Placement Pledges Ensure all learners within CMFT are welcomed and provided with an inclusive, safe and supportive learning experience. Promote a healthy and just CMFT culture built on openness and accountability, encouraging all learners to raise any concerns they may have about poor practice or risk, including unacceptable behaviours and attitudes they observe at the earliest reasonable opportunity. Respond appropriately when concerns are raised. Provide all learners within CMFT with a named and appropriately qualified/suitably prepared mentor/ placement educator to supervise support and assess all learners during their placement experience. Provide role modelling and leadership in learning and working, including the demonstration of core NHS values and behaviours of care, compassion, equality, respect and dignity. Promote a fostering of those values in others. Facilitate a learner s development including respect for diversity of culture and values around collaborative planning, prioritisation and delivery of healthcare with the learner as an integral part of the multi-disciplinary team. Facilitate breadth of experience and interprofessional learning activities within a variety of practice settings and structured around the patients/ service users at the centre of care delivery, eg. Placements aligned with care pathways. Adopt a flexible approach, utilising generic models of learner support and assessment, in order to maximise achievement of placement learning outcomes for all learners. Offer a learning infrastructure and resources to meet the needs of all learners, ensuring that all health and social care workers who support and supervise learners undertake their responsibilities with due care and diligence expected by their respective professional and regulatory body. Respond to feedback from all learners on the quality of the placement experience to make improvements to the experience for all learners. Expectations of all learners Prepare adequately for the placement, including contact with the placement in advance; and disclose any health or wellbeing concerns that may impact on the placement, or the achievement of placement learning outcomes. Raise any serious concerns about poor practice or risk, including unacceptable behaviours and attitudes observed at the earliest opportunity. Be clear who to report any concerns to in order to ensure that high quality, safe care to patients / service users and carers is delivered by all staff. Active engagement as an independent learner with all learning opportunities available, and discuss learning outcomes with an identified named mentor/ placement educator. Observe the effective role modelling and leadership behaviours of all healthcare workers. Learn and demonstrate core NHS values and behaviours of care, compassion, respect and dignity, and promote a fostering of those values in others. Be proactive and willing to learn with, from and about other health and social care professions in the placement, and with other health and social care students, and demonstrate respect for diversity of culture and values. Grasp the opportunity to experience the delivery of care in a variety of practice settings, and maximise opportunities to learn with and from patients. Reflect on all learning experiences, including feedback given, and display an openness to change on a personal and professional level. Comply with placement policies and procedures, and uphold the standards of conduct, performance and ethics expected by your respective professional and regulatory body. Evaluate the placement so that improvements can be made, ensuring that informal and formal feedback is provided in an open and constructive manner. 17

18 Expectations of the Learner Accountability and Responsibilities Supernumerary Status Learners have Supernumerary status. This means that they are not calculated as part of the workforce. Learners are able to undertake clinical duties in order to develop into safe and competent practitioners. This is done by being supervised by their mentor/placement educator/trained staff, within their level of understanding and stage of training. Mandatory Training It is the learner s responsibility to attend their mandatory study days provided to them by their University. It is also a legal requirement that Basic Life Support and Moving and Handling training are completed once every 12 months. Please ensure that you bring your training certificates with you to placement, to clarify with your mentor that this training has been completed. ID Badges To obtain an Identification Badge, you must bring proof of University Identification to the Professional Development and Education Team (based in the Old School of Physiotherapy Annexe) where one of the Practice Education Facilitators will provide you with a signed form to enable you to be issued with an ID badge. N.B: without University identification, we will be unable to provide you with an Identification badge. Please note, learners are not granted swipe access to their placement areas. If you are incorrectly granted access to ward areas by security, please inform the Professional Development and Education Team on extension If you lose your CMFT ID badge, you will be required to pay for a new one. 18

19 Accompanying/Escorting a patient Patient Transfer Policy for Adults Incorporating both Internal and External Transfers is available via the CMFT intranet page. As per Trust Policy, learners are not to transfer paediatric patients without the direct supervision from a registered practitioner. The Transfer Policy for Children, Internal and External Transfers is available via the CMFT intranet page. Emergency Responsibilities Should an emergency occur on the ward, as a learner, you may be requested to get involved. You may be asked to place an emergency call, obtain equipment for staff, perform observations, support the patient s family or act as a scribe to document if medications are given and at what time, etc. All of these things are an extremely important part of assisting in an emergency situation. Your involvement will depend on the year of training you are undertaking. We would expect that the further along you are in your training, the more involved you would be. Familiarise yourself with the location of the crash trolley in your placement area and the equipment it houses. Also make yourself aware of where medications and other pieces of equipment are kept. How to place an emergency call within the hospital setting Emergency Number 2222 If you are asked to place an emergency call, you must: Dial 2222 State if Adult, Paediatric, Neonatal or Obstetric arrest State where the emergency is State what floor of the hospital the emergency is 19

20 Use no abbreviations eg. AM1 is Acute Medical 1 Repeat this information For example- You are on Ward 78, which is located on the 1 st floor of the Children s Hospital, you have been asked by your mentor to place an emergency call as a patient is having a cardiac arrest. You would dial 2222; you would state Paediatric cardiac arrest, Ward 78, 1 st floor, Children s Hospital. You would then repeat this information. You will then hear this information repeated back to you to ensure it is correct. How to place an emergency call within the community setting Placing an emergency call in the community setting differs from that of the hospital setting. To place an emergency call in the community setting, you; Dial 999 Please familiarise yourself with the location of the defibrillator, it is usually stored in the reception area of each health centre. How to use the bleep system If you are asked to bleep someone, you dial 81, then the bleep number, and then the number you are calling from. For example, the Clinical Co-Ordinator is on bleep number 1545, press 81, and await an answer, input 1545 and the extension number for the area you are calling from. 20

21 Car Parking Learners can apply for a car parking permit whilst they are they are in the Trust. See below process for how to apply. Application for a car parking permit at CMFT is now via an on-line process. To apply for a car parking permit whilst on placement at CMFT you need to complete the following process: Enter Enter your details Full name and title, date of birth, contact number, home address Where it asks for employer, select CMFT Where it asks for division, select the division your placement area is in, i.e Surgery, Children s, Specialist Medicine, etc (if unsure, ask your PEF) Where it asks for directorate, as above instructions Where it asks for job title, enter student nurse/dietician etc. and the university you are from Where it asks for assignment number, enter N/A or none Enter below details as your manager- Line Manager Name-PEF Team Line Manager Job Title-Practice Education Facilitator Line Manager address- pef.team@cmft.nhs.uk Line Manager work contact number Where it asks for salary band put less than 8K Where it asks for your shift patterns, please find out what your earliest start time and latest finish time will be, whether you will be working weekend and night shifts and write these in the comments box You will be asked how you want to pay-select debit card payment (this is 8.40 per month plus a 2.50 admin fee= 10.90) Once you have paid, you will receive an to state which car park you have been allocated Take this to car parking (where you had your ID badge issued) It should all be processed on the same day or the next working day You are not always guaranteed to be allocated an onsite car parking space, however, the car parking team will endeavour to allocate you a parking space close to site. If you request to be allocated to Hathersage Car Park, you are required to park on floor 4 and above, floors below this are for patients/visitors only. If you request to be allocated to Grafton Street Car Park, please be aware that you will be required to pay a 10 refundable payment at the Cashiers office to be issued with a swipe card for the car park. You will need to take your receipt from the Cashier, to the car parking office, to be issued with your permit. Please take care when completing the application form as any incorrect/ omitted information will result in your application being declined. Please ensure you correctly enter any addresses otherwise this can delay the PEF Team authorising your application or may result in yourself not receiving the confirmation . Once the PEF Team have authorised your application, you will be sent a link by car parking to make your payment. Once you have made your payment, you will then receive a confirmation 21

22 from car parking to let you know that your car parking permit is ready for collection from the car parking office. N.B. Confirmation s may go into your junk mail rather than your inbox. If you have any problems please contact your PEF Moving and Handling The CMFT Moving and Handling policy is available via the CMFT intranet page. Prior to partaking in any moving and handling procedure, you must ensure that you have had appropriate training from your University and obtained a certificate. This certificate must be shown to your mentor at your initial interview, so they are aware that you have had the appropriate training to perform moving and handling procedures. On each placement area, there are moving aids available to provide assistance, i.e. slings, transfer boards (pat slide) and slide sheets. You must ensure that the environment is safe, you have been fully assessed in what you are about to do and that the aids are there to assist you prior to you performing any moving and handling procedures. If you are in any doubt as to whether to carry out the procedure safely, ensure that you seek help. Cultural Needs CMFT caters for a variety of patients with differing cultural needs. Should the family wish to spend some quiet time to pray there is a multi faith room where they can do this. Please ask ward staff where the nearest room is located. CMFT also offer interpretation services for patients, their family/carers. Information regarding how to make an interpretation request is available on the trust intranet. 22

23 Uniform Policy It is very important that you adhere to the Trust and School of Nursing uniform policy. The uniform provided by the University should be worn fully. Plain black socks should be worn. Nude or black tights can be worn. Flat soles black shoes that fully cover and protect feet should be worn. Shoes should be leather or made of a material that can be easily wiped cleaned i.e. not suede or canvas. Long hair should be tied back and off your collar. If wearing a headscarf, this must be plain black or navy and secured with a plain, non-jewelled pin. Jewellery is not permitted with the exception of a single pair of plain stud earrings and a plain wedding band (if applicable). A plain navy blue cardigan or fleece, can we worn when travelling about the hospitals or on transfer. Uniforms should be clean, smart and ironed and you should wear a clean uniform for each shift. Nails should be clean and cut short, no acrylic nails or varnish should be worn. 23

24 Uniform policy must be adhered to and if you are not meeting these standards clinical staff will approach you. If your appearance does not improve then they may feel it necessary to approach your University tutor. Failure to wear correct uniform could result in disciplinary action. Compliance with the uniform policy is required at all times of wearing it (i.e. to and from work), not just on hospital ground. Community Placements Some community teams, for example Health Visitors, CAMHS, do not wear uniform. However, staff and students are advised to wear smart casual, but conservative, clothing. Staff and students visit people from many backgrounds in their own homes and communities and it is important that clothing and jewellery does not cause offence or put patients, staff or students at risk. Therefore, visible body piercing should be removed; no dangling earrings or necklaces / bracelets are allowed. Students should not wear clothing which is revealing i.e. cropped or low cut tops. T- shirts with slogans or pictures are not to be worn. Mentors will be able to confirm the appropriate clothing choice if students contact them prior to commencing the placement jeans and trainers are not acceptable. Students are expected to maintain a professional appearance at all times. 24

25 Infection Control The prevention and control of infection is a top priority for Central Manchester Foundation Trust. All NHS organisations must ensure that they have effective systems in place to control healthcare associated infection and we are fully committed to ensuring resources are allocated to effectively protect patients, their relatives, staff and visiting members of public. Nothing has had higher priority for the Trust than improving our performance in tackling hospital-acquired infections such as CPE- Carbapenamase Producing Enterobacteriaceae, MRSA=Methicillin Resistant Staphylococcus Aureas and Clostridium Difficile. We have a dedicated Infection Control Team headed by Julie Cawthorne, Consultant Nurse in Infection Prevention. You will notice signs in every clinical area that you work, providing guidance on hand hygiene and protective equipment required. Please take time to familiarise yourself with these when you start working in a clinical area and discuss with the nursing team your understanding of these and the expectations of you as a learner in the area. 25

26 Sickness and Absence Reporting If you are unable to come to placement due to sickness or other absence you must contact the placement area at your earliest convenience and ask to speak to the nurse in charge of the shift. When you are well enough to return to placement, ensure that you contact the area, even if you are not meant to be on shift, as days off will be documented as sickness if you have not contacted the placement to inform them that you are well enough to return. You must also contact your University to inform them of your sickness and absence. The placement area will also inform the University of any sickness and absence you may have had whilst on placement. Contact details are available in the Useful contact pages at the back of this booklet 26

27 Pre Registration University Rules and Regulations Making up Time University of Manchester When learners need to make up a deficit in placement hours from their current or previous placement they may negotiate to work an extra 1 hour per day or 1 extra standard shift (7.5 hours) per week, up to a maximum of 5 days per placement. This must be negotiated with the Academic Lead for Practice Learning, Programme Examination Officer, Unit Lead and Placement area. Any additional hours to be made up from a previous placement will be recorded on a specific Learning Contract, separate to a unit s Practice Assessment Document (PAD). Learners who have time off sick (certified or not) will not be able to make up any additional hours if they return to placement in the same week. University of Salford Learners can only make up time if they have missed in excess of 27 days in practice. The time to be made up must be agreed by your Personal Tutor/Academic Advisor and the placement area. Learners can only make up this time by doing an extra 7.5 hours each week, therefore either 1 short shift per week or adding 1 hour onto a short shift. Manchester Metropolitan University Learners are required to retrieve missed practice hours over a certain threshold. Learners should not be allowed to work more than 45 hours per week. Learners must arrange retrieval of hours through the allocations office only after they have received notification that they need to. There is no requirement for learners to retrieve every hour they miss within a specific placement. 27

28 Useful Contacts Name Designation Contact Number 28