PRECEPTORSHIP 6KNIH322

Transcription

1 PRECEPTORSHIP 6KNIH322 Level: 6 Credits: 15 Module leader: Sharon Jupp Tel: Sharon.jupp@kcl.ac.uk Academic support is offered by the module leader and teaching team. Sharon Jupp This handbook must be read in conjunction with module information provided on KEATS, the King s E-Learning And Teaching Service. You will be given access to KEATS on enrolment. Important information relating to assessment and related regulations can be found in the Undergraduate Programme Handbook, available on KEATS and via the Student Services Centre. This handbook can also be provided in alternative formats (such as large print) upon request to asc@kcl.ac.uk. 1

2 Contents Module overview... 3 Module aim... 3 Learning outcomes... 3 Teaching arrangements... 3 Submitting coursework/exam information... 4 Assessment criteria... 4 Formative assessment... 4 Summative assessment... 4 Coursework submission... 7 Results and re-submissions for coursework... 7 Learning Resources... 9 Session 1: Understanding Personal Transition Enhancers and Challenges... 9 Session 2: Team Working, Decision Making & Delegation Session 3: Working with Difference, Conflict & Learning from Incidents Session 4: Current Service Provision, Change Process and Leading Change Indicative reading for the module Module evaluation Action from previous evaluations Timetable

3 Module overview This module is focussed on newly qualified mental health nurses who are in their first year of clinical experience. The four days offer a mixture of lectures, seminars and group discussion. The module can be taken as a freestanding module. Module aim To support the transition of recently qualified mental health professionals to the status of independent, accountable practitioners; and to support them to address issues relating to the transition of policy theory practice. Learning outcomes 1. Demonstrate sound knowledge and understanding of own professional roles and responsibilities, and those of other professionals in the multi- and interdisciplinary team. 2. Demonstrate understanding of, and the ability to work collaboratively and in partnership with service-users, their families, and a range of professionals. 3. Demonstrate the ability to promote equality and respect diversity within health care contexts. 4. Demonstrate the ability to plan, deliver and evaluate interventions which promote Recovery. 5. Demonstrate a critical understanding of processes involved in introducing, managing and implementing change. 6. Demonstrate the ability to reflect upon and address own personal/professional development needs and those of others, through the use of clinical supervision. Teaching arrangements The intention is not to introduce participants to much new material, but instead, to provide opportunities to explore, reflect upon, update, build upon, challenge and discuss experiences in relation to new roles and responsibilities, as well as to focus on issues around translating theoretical knowledge into clinical practice. Themes explored will reflect current national/local/professional policies and initiatives. The module is underpinned by recovery-focused principles, which are embedded in the course design and teaching materials. The teaching styles and strategies used will reflect the learning needs of the group and will include brainstorming, informed discussions, problem-solving, critical incident analysis, reflection, and mini lectures. It is envisaged that teaching will be conducted in groups of

4 Submitting coursework/exam information Assessment criteria The assessment criteria comprise completion of formative and summative assignments as follows: a learning log will be completed for each study day (this needs to be signed by the preceptor); a summative essay of 3,500 words. Formative assessment Formative Support: The final afternoon is focussed on a group formative tutorial. Learning logs: A learning log must be completed for each of the study days, outlining areas of learning, development and change. A crib sheet will be available on the KEATS website. Learning logs must be submitted as an appendix to the essay. Summative assessment An analytical reflective account of the practitioner s involvement in changing and / or developing their clinical / professional practice. Word limit: 3,500 words Summative assignment guidelines: 1. Select a theme; You can use the Flying Start NHS / Preceptorship Framework; Interpersonal skills Develop confidence and self-awareness advocacy increase knowledge and clinical skills confidence in applying evidence-based practice Management of risk / not being risk adverse Develop an outcome based approach to continuing professional development Integrate prior learning into practice Reflection and receiving feedback Implementing codes of practice Understanding policies & procedures Equality & diversity Decision making Team working Leadership & management development Negotiation and conflict resolution Or your weekly sessions on this programme; Communication and therapeutic engagement Emotional intelligence and emotional resilience Clinical supervision Partnership working Personal, professional and service development 4

5 2. Policy / professional Context. State the theme you are going to focus on. Briefly give a rationale for your chosen theme - keep this to a couple of sentences. Identify relevant policy (national or local) list in box 1. Summarise key point from box 1 Identify relevant sections form Code of Conduct list in box 2. Summarise key points from box 2. This section will give context. E.g. theme of clinical supervision. All recent health & social policy will have some mention of clinical supervision and how important it is. You can then refer to your Trust policy and current provision. Then finish by referring briefly to the Code where again there will be some mention of clinical supervision. This reassures the reader that you know what documents set out the need for clinical supervision. You should be clear whether documents require clinical supervision and which are recommending it as good practice. 3. Critically discuss and evaluate your role in planning, implementing and evaluating the process of change / development in your clinical practice. Start by talking briefly about the process of change for any newly qualified nurse. You can refer here to the Preceptorship Framework and the areas for transition you would all share. Then move on to your role as a registered nurse and an agent of change for your practice area. You could briefly outline the normal transition process for individuals and / or change cycle e.g. having a vision / clear goal, communicating with and getting buy in and support from senior person(s), communicating the plan to relevant others / stakeholders, implementing change and the importance of evaluating and consolidating change. Which framework / model you choose may depend on whether you decide to focus the second part of your essay on your own personal development / change in your chosen area (theme) or through a specific change action in your service area. Either can demonstrate your awareness of the change process but you should not attempt both (due to the limited word limit). Having established that you understand your role as an agent of change (for self and others), you should then go back to your identified theme and think about how can use this theme to demonstrate your knowledge and skills of change. This section is an opportunity for you to give an example which shows the reader that you can actually make a small change (as opposed to simply proposing / talking about it). Below are some examples of how you might approach the next part of the essay; Example A. This example has its main focus on your own development / change in your chosen area / theme. If you had chosen advanced communication - you would first need to narrow this down to a specific example such as negotiating referrals from another team or managing conflict. This would include a wide range of advanced skills around asking appropriate questions, active listening, being assertive and decision-making (so picking up on quite a few of the themes above). You would begin by developing a plan for transition / change for yourself, then critically reflect on your own change process as implemented. Having completed the process for yourself you could then discuss how this might be extended to your practice area/ colleagues or might be used to enhance your / other s practice. This could include a simple check list for yourself, which you test out, modify and then 5

6 present to others as a way to manage this process more effectively or a change to existing policy & procedure (but must be realistic). Example B. Here the focus of the essay will be more on the process of leading a small change to practice / service area. However, your proposal has to be realistic and achievable. This is not about someone else doing the work it is a demonstration of the student s knowledge and skills in leading a small area of change. There must be some evidence that the student has actually completed some aspects of the change cycle in order for critical reflection to occur. For example, clinical supervision; If you are already receiving clinical supervision but you think this could be improved; your proposal could be in terms of suggesting a change to the focus of clinical supervision i.e. if you tend to only focus on management issues, you could propose that you also include a section which addresses clinical review or service-user feedback. The key skills here might be how strongly you could communicate your rationale to get buy in from your supervisor, getting the change implemented and thinking about how this change could be maintained. You then use this example of change to reflect on what you have learned / what knowledge and skills have been developed as a result of doing this piece of work. 4. Reflect on the broader issues or barriers that may have affected the planning and / or implementation of change / development in your clinical practice, and any steps taken to overcome these barriers. Barriers are always an interesting elements since this gives you a lot of scope to reflect on how well the process of change went and, by implication, how much reflection you have done. I would start with any organisational barriers you hit e.g. time, structures, culture of the practice area, specific people what helped the change process and what hindered it. What did you do to overcome any barriers? What barriers could not be overcome and why. Here the focus is on the other. Then move on to your own personal barriers this section focuses on you. Can be skills or planning e.g. didn t do sufficient homework rationale could have been better, didn t communicate the plan as well as you should or relate more to your own reflection and self-awareness e.g. didn t realise how much this issue would affect you, you were really affected when your supervisor rejected your idea, half way through the process you realised that it wasn t a problem with a process but your lack of skills in being assertive were really the problem. This section picks up the majority of the marks since it is the section which demonstrates your learning. 5. Identify lessons learnt and outline the implications for your future clinical practice. Summarise your learning key points. So what how will your future practice (in this area / stick to theme) be different as a result of doing this essay? For example, future learning and development in this area? Again a key section = doesn t need to be long but demonstrates a clear change in knowledge, skills or attitudes. 6. The theme(s) identified in the essay should be identified within your learning log. 6

7 Coursework submission Coursework submission are provided on the KEATS module page. It is essential that you use your candidate number on all assignments/examinations. Your candidate number, which will begin with X for the academic year 2016/17, will be available via Student Records on the King s Intranet approximately one month after you enrol. If you are unable to submit your work by the deadline please refer to the information in your programme handbook on mitigating circumstances. Submission date for coursework: Tuesday 18 July 2017; 11.59am Late submissions will be accepted for 24 hours following the submission date. All work submitted late will be marked as normal but will be capped at the pass mark for the module. If your assignment is submitted electronically through TurnItIn, information about how to submit late will be provided on KEATS module sites under assessment information. The external examiner for this module is Ian Hamilton. Students are not to make direct contact with external examiners, in particular regarding their individual performance in assessments. The College and its Examination Boards in the ten Faculties (Institutes/Schools, King's Learning Institute and the Association of King's College (AKC), work with over 500 external examiners to ensure the quality and standard of our taught awards. Find the latest report on the External Examiners Report page, navigate to the Faculty of Nursing and Midwifery section. Results and re-submissions for coursework Students will receive a provisional (unratified) mark for their coursework 4 weeks following submission. According to the method of submission as detailed on your KEATS site, if your work was submitted online you will be able to download marked coursework from KEATS; alternatively, if you completed a hard-copy submission you can collect your coursework and feedback from the Student Services Centre. To collect a hard copy assignment, you must provide your candidate number. Alternatively, you may send a stamped addressed envelope to the Student Services Centre ensuring that this is large enough to accommodate your assignments and that you have applied sufficient postage. Hard copy assignments will be retained for four weeks; if you have not collected your assignment by then, it will be destroyed. Feedback will include the award of a numerical grade which remains provisional until ratified by the examination boards. The dates for the examination boards are available on KEATS. Ratified marks can be viewed via Student Records on the King s Intranet, the Monday following the relevant examination board. The marking criteria by which your work is judged are provided in full in your programme handbook. Please also refer to the section in your programme handbook on plagiarism and how to avoid it. If you have a query about how to refer to a specific piece of work please ask your module leader, your group leader or a member of library staff for guidance. The feedback you receive on your assignment will guide you towards how to do better next time or how to maintain your existing high standard! If you do not understand your mark or the feedback you receive please contact Sharon Jupp. 7

8 If you are unsuccessful, it is recommended that you contact the module leader before submitting your second attempt. This will enable the module leader to provide you with an appropriate level of support as you prepare to re-submit your work. Re-submission date: Tuesday 17 October 2017; 11.59am 8

9 Learning Resources Session 1: Understanding Personal Transition Enhancers and Challenges AIM: To promote a critical understanding of issues that can influence the effective transition to accountable practitioner status. By the end of this session, participants will be able to: Clarify the roles and responsibilities of the registered (accountable) practitioner as set out by relevant professional bodies Critically explore factors which enhance or hinder the process of transition from student to registered practitioner e.g. values, reflective practice, personal learning styles, preceptor / supervision, emotional intelligence, support & role modelling, emotional labour, demand of the role. Explore stress & burnout and how to build resilience. Discuss processes and models of personal change. Indicative reading Cleary M., Horsfall J., O Hara-Aarons M. & Hunt G.E. (2012). Mental health nurses views on therapeutic optimism. International Journal of Mental Health Nursing 21(6), Department of Health. (2004) Knowledge and Skills Framework. Department of Health, London. Department of Health (2006) From Values to Action: The Chief Nursing Officer s Review of Mental Health Nursing. HM Government, London. Department of Health. (2010) Preceptorship Framework for newly registered nurses, midwives and allied health professionals. Department of Health, London. Driscoll J. (2000) Practicing Clinical Supervision: A Reflective Approach. Bailliere Tindall, London. Gorgens-Ekermans G. & Brand T. (2012). Emotional intelligence as a moderator in the stressburnout relationship: a questionnaire study on nurses. Journal of Clinical Nursing 21(15-16), Higgins G., Spencer R.L. & Kane R. (2010) A systematic review of the experiences and perceptions of the newly qualified nurse in the United Kingdom. Nurse Education Today, 30(6), Mann S & Cowburn J. (2005) Emotional labour and stress within mental health nursing. Journal of Psychiatric and Mental Health Nursing 12(2), Mark G. & Smith A.P. (2011). Occupational stress, job characteristics, coping and the mental health of nurses. British Journal of Health Psychiatry 17(3), McQueen A.C.H. (2004). Emotional intelligence in nursing work. Journal of Advanced Nursing. 47(1), NMC (2015) The Code. Nursing & Midwifery Council. Procter N., Beutel J., Curren D., de Crespigny C & Simon M. (2011). The developing role of the Transition programs for newly graduated mental health nurses. International Journal of Nursing Practice 17(3), Robinson S. & Griffiths P. (2009) Scoping Review: Preceptorship for Newly Qualified Nurses: Impacts, Facilitators and Constraints. NNRU, King s College London, London. 9

10 Roberts M. (2015). Critical Thinking & Reflection for Mental Health Nurses. London, Sage Rose J. & Glass N. (2006). Community mental health nurses speak out: the critical relationship between emotional wellbeing and satisfying professional practice. Collegian 13(4), Sainsbury Centre for Mental Health. (2004) The Ten Essential Shared Capabilities. Sainsbury Centre for Mental Health, London. Sharples. K & Elock. K. (2011). Preceptorship for Newly Registered Nurses. Learning Matters, Exeter. Waskett C. (2010) Clinical Supervision using the 4Smodel 1: considering the structure and setting it up. Nursing Times 106(16) Van Dusseldorp L.R.L.C. (2010). Emotional intelligence of mental health nurses. Journal of Clinical Nursing 20(3-4), Session 2: Team Working, Decision Making & Delegation AIM: To explore personal experiences of working effectively in a team. By the end of this session, participants will be able to: Identify knowledge, skills and values / attitudes which enhance team working Have a clearer idea of their own personal role in their team Identify the similarities & differences for management vs. leadership Explore the management (leadership) of tasks Accountability & delegation Explore effective strategies for delegation & decision-making Explore barriers to effective delegation & decision-making and strategies to overcome these Identify and apply a range of methods and skills for enhancing communication. Indicative reading Aston L., Wakefield J. & McGown R. (2010). (Eds). The Student Nurse Guide to Decision-Making in Practice. McGraw HILL/Open University Press, London. Bach S & Ellis P. (2011). Leadership, Management and Team Working in Nursing. Learning Matters, Exeter. Dean E. (2015). Delegation a question of safety. Nursing Standard 29(33), Kings Fund (2013). Patient-centred Leadership. Kings Fund. (2015). Leadership and Leadership development in Health Care: the evidence base. RCN (2011). Accountability and delegation: what you need to know. Royal college of Nursing. Roberts M. (2015) Critical Evaluation. In Critical Thinking & Reflection in Mental Health Nursing Students. Sage, London. Saccomano S.J. & Pinto-Zipp G. (2011). Registered nurse leadership style and confidence in delegation. Journal of Nursing Management 19(4),

11 Usher K., Baker J. & Holmes C. (2010) Understanding clinical decision making for PRN medication in mental health inpatient facilities. Journal of Psychiatric and Mental Health Nursing 17, Session 3: Working with Difference, Conflict & Learning from Incidents AIM: To identify possible challenges which arise out of difference (e.g. different agendas / perspectives, different background, individual and organisational culture), conflict and incidents and explore strategies to manage these. By the end of the session, participants will be able to: Identify a range of issues which could be viewed as reflecting difference Review the importance of promoting cultural competence Explore strategies to ensure that dignity & respect is evident but where equality is approached in an appropriate way Explore possible areas of conflict and strategies to manage these Explore effective learning from incidents Indicative reading Akerjordet K. & Severninsson E. (2008) Emotionally intelligent nurse leadership: a literature review study. Journal of Nursing Management 16(5), Bach S. & Ellis P. (2011). Conflict Management and Negotiation Skills. In: Leadership, Management and Team Working in Nursing. Learning Matters, Exeter. Bowers L. (2014). Safewards: a new model of conflict and containment on psychiatric wards. Journal of Mental Health Nursing 21(6), Department of Health (2006) From Values to Action: The Chief Nursing Officer s Review of Mental Health Nursing. HM Government, London. Department of Health (2010). Healthy Lives, Healthy People. HM Government, London. Department of Health. (2012) No Decisions About Me, Without Me. HM Government, London. Hayes S., Mann M. & Morgan F. (2011) Collaboration between local health and local government agencies for health improvement. Cochrane Database, June Kings Fund (2000). Transforming Our Health Care System: ten priorities for commissioners. McCloughen A., Gillies D. & O Brien L. (2011) Collaboration between mental consumers and nurses: Shared understandings, dissimilar experiences. International Journal of Mental Health Nursing, 20, McLaughlin S., Pearce R. & Trenoweth S. (2013). Reducing conflict on wards by improving team communication. Mental Health Practice 16(5), Roberts M. (2015). Others and Difference. In Critical Thinking & Reflection for Mental Health Nursing Students. Sage, London. Simpson A. & Brennan G. (2009) Working in partnership. In P Callaghan, J Playle and L Cooper (eds). Mental Health Nursing Skills. Oxford University Press, Oxford. 11

12 Staples. K. & Elcock. K. (2011). Equality & Diversity. In: Preceptorship for Newly Registered Nurses. Learning Matters, Exeter. Staples. K. & Elcock. K. (2011). Negotiation and conflict resolution. In: Preceptorship for Newly Registered Nurses. Learning Matters, Exeter. Tait, L. and Lester, H. (2005) Encouraging user involvement in mental health services. Advances in Psychiatric Treatment, 11, Tait, L. and Shah, S. (2007) Partnership working: a policy with promise for mental healthcare. Advances in Psychiatric Treatment, 13, Session 4: Current Service Provision, Change Process and Leading Change. AIM: To review current service development (with reference to Health & Social Policy) and the role of leadership and change management and link to personal / professional development. By the end of this session participants will be able to: Identify current service provision with reference to current policy and development and future directions Explore their personal role in the new NHS / service provision Explore the changing nature of partnership and inter-agency working To enable practitioners to work effectively in partnership with those receiving / delivering services. Critically analyse factors which can promote / hinder partnership working with serviceusers, their families / carers, health care professionals and multi-agencies involved in care delivery Reflect on the roles and contributions of families / carers in promoting recovery & as stakeholders in change process. Identify change models / process Link the above to leading change Consider areas for professional / personal development Identify ways of attaining goals, and overcoming obstacles Discuss disadvantages and advantages with becoming involved in service development and audit Reflect on the process of transition during the Preceptorship course Indicative reading Baker J., Swarbrick C., Campbell M., Playle J. & Lovell K. (2011) A follow up evaluation of the impact of the Chief Nursing Officer s review of mental health nursing in Mental Health Trusts and Universities in England: comparisons of two e-surveys. Journal of Advanced Nursing 68(3), Burke R.E. & Friedman L.H. (2011). Management & Leadership in Public Sector. Jones & Bartlett Learning, Washington. Cleary M., Horsfall J., O Hara-Aarons M., Jackson D. & Hunt G. (2011) The views of mental health nurses on CPD. Journal of Clinical Nursing 20,

13 Cowan D.T. & Norman I. (2006). Cultural Competence: New Meanings. Journal of Transcultural Nursing 17(1), Department of Health (2004) Knowledge and Skills Framework. Department of Health, London. Department of Health (2010) Preceptorship Framework for newly registered nurses, midwives and allied health professionals. Department of Health, London. Kings Fund. (2014). Service Transformation: lessons from mental health. Kings Fund HM Government. (2010) The Equality Act. HM Government, London. Kings Fund. (2013). Patient-centred Leadership: rediscovering our purpose. Kings Fund. (2015). Leadership and Leadership Development in Health care: the evidence base. NHS Institute for Innovation and Improvement. NMC Prep guidelines. Indicative reading for the module Anthony W. A. (1993) Recovery from mental illness: the guiding vision of the mental health service system in the 1990 s. Psychosocial Rehabilitation Journal, 16, Department of Health (2006) From Values to Action: The Chief Nursing Officer s Review of Mental Health Nursing. HM Government, London. Department of Health (2009) Putting People First. Working together with user-led organisations. HM Government, London. Department of Health (2011) No Health Without Mental Health. HM Government, London. NMC website Page S. & Wosket V. (2001) Supervising the Counsellor. A Cyclical Model. 2 nd ed. Routledge, London. Repper J. & Perkins R. (2003) Social Inclusion and Recovery. Bailliere Tindall, London. Sainsbury Centre for Mental Health. (2004) The Ten Essential Shared Capabilities. Sainsbury Centre for Mental Health, London. Shepherd G., Boardman J. & Slade M. (2008) Making Recovery a Reality. Sainsbury Centre for Mental Health, London. Teasdale K. (2000) Practical approaches to clinical supervision. Professional Nurse, 15(9), Watkins P. (2007) Recovery. A guide for mental health practitioners. Edinburgh: Churchill Livingstone. 13

14 Module evaluation At the end of the module you are requested to complete the short online evaluation which will be available on your module KEATS site. Student evaluations are very important to us and are required by Health Education England and the regional London Local Education and Training Boards. Action from previous evaluations Participants requested to have more time to reflect on their learning so the last hour of the day is dedicated to completing learning logs. 14

15 Timetable Preceptorship Teaching mode Date Title Time Room Lecturer Introduction to the module, assessment & learning logs. Experiences of transition achievements and challenges. 10:00-13:00 FWB 2.42 University 9 May 2017 based Study Process of personal transition enhancers & barriers 14:00-16:00 FWB 2.47 Learning Logs 16:00-17:00 Sharon Jupp University based study 23 May 2017 Team working, leadership and personal work styles. 10:00-13:00 Decision-making, Delegation and Learning From Incidents 14:00-16:00 Learning Logs 16:00-17:00 FWB 2.42 FWB 2.47 Sharon Jupp University based study 6 June 2017 Cultural competence, working with difference, dignity and working 10:00-13:00 FWB 2.42 Conflict and learning from incidents. 14:00-16:00 FWB 2.47 Learning Logs 16:00-17:00 Sharon Jupp University based study 20 June 2017 Current service provision the changing role of the NHS and Partnership Working. 10:00-13:00 FWB 2.42 Leadership and leading change Personal and professional development. 14:00-16:00 FWB 2.47 Essay tutorial & learning logs 16:00-17:00 Sharon Jupp Key FWB; Franklin-Wilkins Building; Waterloo Campus 15