Policy for Critical Care Training and Education

Policy for Critical Care Training and Education 1

Policy Title: Executive Summary: Critical Care Policy for Training and Education This policy provides guidance for the management of learning and development within Critical care. This policy should be read in conjunction with the Learning and Development Policy, East Cheshire NHS Trust, February 2013. Supersedes: V1 Description of Amendment(s): This policy will impact on: Changes to resources and timetable Inclusion of updated appendices Impacts on clinical practice and all aspects of critical care training, development and education. Financial Implications: Impacts on financial resources, budgets and cost. Funding has to be identified for external courses on an individual basis. In order maintain staff competence costs will be incurred to back-fill staff released to attend study days. Policy Area: Critical Care Document Reference: Version Number: 1.1 Effective Date: October 2016 Issued By: Review Date: October 2018 Author: Justine Somerville, Heather Cooper & Cristina Diaz Cid Robbie Impact Assessment Date: APPROVAL RECORD Date Consultation: ICU Management Team Head of Professional Practice Approved by: Critical Care Operational Group 04/10/2016 Received for information: All ICU staff 2

SECTION CONTENTS PAGE 1. Policy Statement 4 2. Roles and responsibilities for Identifying Education Training and Development Needs. 4 3. Statutory and Mandatory Training 5 4. Continuous Professional Development 5 5. Conferences and Study Days 6 6. New starters 6 7. Medical Devices 6 8. Link Nurse/trainer roles 7 9. Preparation and Recording 7 10. Resources and Timetable 8 11. Summary 9 12. References 9 Appendix 1 Career Escalation and Succession Planning For Critical Care Unit 2014 10 Appendix 2 Continuous professional development form (CPD) 11 Appendix 3 The role of the link nurse in Critical Care, Macclesfield District General Hospital 13 Appendix 4 Equality Analysis (Impact assessment) 18 3

Critical Care Education, Training and Development Policy 1. Policy Statement This Trust is intended to create a framework for the management of learning and development within Critical Care, enabling staff and their managers to plan their personal and professional development in conjunction with their appraisal and personal development plan, and the needs of the service. It should be read in conjunction with the Learning & Development Policy, East Cheshire NHS Trust. It is a requirement of the Trust that all staff attends annual Statutory and Mandatory Training (core and clinical as role specific). Failure to attend statutory and mandatory training will forfeit other study leave until this has been completed. 2. Identifying Education, Training and Development Needs It is the responsibility of the Band 7 Practice Educator in Critical Care (PDF) to ensure a training need analysis is conducted, to inform and support the education, training and development of all staff within the intensive care unit (ICU). It is the responsibility of the Band 7 PDF to deliver, or facilitate, in association with others, identified training needs. The PDF will offer advice on appropriate methods of learning to meet individual developmental needs. It is the responsibility of the Band 7 Unit Manager to ensure that the training needs analysis is used to advise the Head of Service of Critical Care of current trends and issues pertinent to education, training and staff development. It is the responsibility of the Band 7 ICU Manager to use the Trust s Staff Appraisal System to ensure staff are enabled to perform their role by assessing the skills and knowledge they require and, to prepare a Personal Development Plan (PDP) every year, which should be reviewed periodically throughout the year (as agreed with the individual staff member). Staff Appraisals and Personal Development Plans will form a key element of the Divisional Performance Review Process and Financial Allocation, to support education, training and staff development. It is the responsibility of the Band 6 Unit Nurse to feedback any identified learning needs to the Unit Manager and PDF so that training needs can be assessed and training implemented. It is the responsibility of each member of staff to meet The Nursing and Midwifery Council (NMC) required hours of learning activity, use feedback about practice and reflect on his/her professional and personal aims, to work with his/her manager to prepare and review their PDP, and undertake training activities required for their position. The (NMC) requires each member of staff to have undertaken 35 hours of continuing professional development (CPD) relevant to their scope of practice as a nurse or midwife in the three year period since their registration was last renewed, or when they joined the register. Of those 35 hours of CPD, at least 20 must have included participatory learning. 4

Staff must maintain accurate records of CPD they have undertaken. These records must contain: The CPD method A description of the topic and how it related to practice The dates on which the activity was undertaken The number of hours (including the number of participatory hours) The identification of the part The Code of Conduct most relevant to the activity Evidence that the CPD activity was undertaken Further development of all staff s skills and knowledge will be encouraged, to facilitate personal and professional growth, and quality harm free care. 5

3. Statutory, Mandatory and e-learning Training The first priority for managers and the PDF is to ensure that the required Statutory and Mandatory training for the individual s role has been undertaken, including refresher training where appropriate (as defined by the relevant professional body). Refer to the Learning and Development Policy, East Cheshire NHS Trust, for a list of required training including e-learning mandatory modules. The Unit Manager will book each member of staff onto the Statutory & Mandatory training directly with Learning and Development. It is the responsibility of the individual nurse to inform the Unit Manager two months before their training is due to lapse. 4. Continuous Professional Development (CPD) Continuous Professional Development relates to all staff, including those who do not hold a professional qualification. The Critical Care Unit will provide, as far as possible, the opportunity, facilities, and systems to ensure that all Trust employees, in both clinical and non-clinical roles, have the opportunity for continuous professional development (CPD) in their chosen area, in an effort to support their optimal potential. However, staffs also have a responsibility to maintain NMC requirements for revalidation and to record training events in their personal portfolio which should be kept up to date. There are potential funding streams that may be able to support Post Qualifications (PQ) CPD (Continuing Professional Development) modules are currently funded by Health Education North West. The PDF will plan requirements for these modules on an annual basis according to staff appraisals, training needs analysis and feedback from the Head of Service, Unit Manager and Band 6 nurses. Individual learners may also approach the PDF to discuss learning needs and areas of interest to them with a view to attending PQ CPD modules. Every employee should remain fit for practice according to NMC guidance aim to spend time engaged in personal and professional development and learning. This will not necessarily involve attendance at formal courses or seminars, but may involve work-based learning Work-based learning opportunities may include: - Impromptu teaching sessions - Shadowing/observation of others practice - Mentoring students and new starters - ALERT Course - AWARE Course - BEACH Course - High Dependency Skills Course - PDRP (Practice Development & Research Partnership) projects - National Competency Framework for Adult Critical Care Nurses Competencies (Step 1, Step 2 and Step 3) - Health Sciences Library - E-learning - Study days/conferences/seminars -Critical Care Study days for HCSW 6

5. Conferences & Study days Individuals may be given the opportunity to attend a local or national conference or study day that is considered to be relevant to their post. This will be on the provision that the learner gives feedback to the rest of the unit; the format of this can be agreed with the PDF (for example, teaching session, poster presentation). It is the responsibility of the learner to make arrangements to feed back by liaising with the PDF. Travelling expenses may be negotiated. If an individual is unable to attend an event that they are booked onto it is essential that they inform the PDF and nurse in charge of the unit at the earliest opportunity so that the place can be offered to someone else. If they fail to do so, they will be required to repay in full any course costs met by the critical care department. If a learner has failed to attend an event for which they have been given time within their usual working hours (and not informed the unit of illness) they may be required to work the missed hours. 6. New Starters Staff new to the Critical Care environment will have an induction period, the length of which will be determined by previous experience, patient dependency during the induction period, and their individual progress during this time. The Unit Manager will discuss this with the learner during the induction period. For staff that are newly qualified, they will commence a Preceptorship period to support their learning needs (as outlined in the Preceptorship Framework For Newly Qualified Nurses, Midwives and Allied Health Professionals, East Cheshire NHS Trust 2012). New starters will be allocated a mentor and put into an appraisal group. It is intended that they will work with a member of their appraisal group for each shift during their induction to achieve consistency in mentoring. The PDF will aim to work with the new starter during their first week in the unit to orientate them. Required documentation will include; National Competency Framework for Adult Critical Care Nurses Competencies, Critical Care Unit local orientation package, IV Workbook, Delirium Workbook and Trust Induction paperwork. New starters should complete supernumerary competencies within the time frame agreed with PDF, Mentor and Unit manager. The new starter should not administer any IV drugs or infusions until they have completed an IV course/numeracy tests arranged by the PDF as per local trust policy. 7. Medical Devices Training Please read the following exerts taken from the Medical Devices Training Policy, East Cheshire NHS Trust stating that; All staff must be trained in high risk devices according to policy. If an individual has not been trained in use of a medical device they should not use it and inform the PDF who will arrange training. 7

It is the responsibility of all users of Medical Devices to ensure that they are competent through acquiring, maintaining and developing skills in the use of medical devices. This will include the completion of competency statements for appropriate medical devices and ensuring copies of these statements are passed to managers. Individuals who work predominantly nights may be required to rotate onto day shifts to receive medical device training and to keep themselves up to date professionally in others areas of their work. 8. Link Nurse/ Trainer Roles Please refer to Link Nurse Definition & Description (appendix 3) An individual with a link nurse/trainer role must disseminate updates and changes in practice to the rest of the Critical Care Unit. This may be achieved by speaking at staff meetings or arranging to conduct a teaching session as agreed with the PDF. If a link nurse/trainer has responsibility for cascade training a medical device, they must arrange to conduct this training, either with the PDF, or to be achieved during other working hours on an ad hoc basis when time permits. Any training that takes place must be recorded and signed by the trainer and learner/s, a copy of which must be given to the PDF. If the link trainer is having difficulty achieving this requirement, they must inform the PDF and Unit Manager so that they may offer support and consider how best to rectify the problem. Medical device link trainers will be given full time to attend train the trainer sessions and update in use of their chosen medical device, they will also be given time to train Critical Care staff on medical device training days that fall outside of their normal working pattern. However, after attending a train the trainer event the link nurse will be expected to develop an action plan detailing how they propose to train staff. They must also keep up to date records of staff trained & to inform the PDF & unit manager if they have any concerns about an individual s competence when using a particular device. 9. Preparation and Recording Training and development plans, records and reviews will be included in each employee s appraisal. See the PDF to obtain your own personal copy of attended study days, teaching sessions in the unit or any other educational activity which provides evidence of training attended and can be included at appraisal. All planned training and development activity should be fully supported by: Commitment of the employee to undertake the activity seriously and diligently Commitment of the PDF and Senior Sisters to support and help the employee in the course of the programme, and afterwards, in the work place. The PDF will be responsible for ensuring that: A preparation session to clarify expectations and outcomes takes place A follow-up evaluation with the employee to assess what extent the learning aims and objectives were achieved and to review learning. This evaluation will also form a part of the appraisal process. 8

For staff who attend any external training events, feedback will be given to the PDF via the CPD record from the NMC in order to be aligned with the revalidation process (which will replace the learning contract) with regard to the quality of the event, and to inform future decisions on training provision. A feedback session and written reflection will be facilitated in order to give feedback and share best practice after the event. 9

10. Resources and Timetable In order to achieve equity in the accessibility of training and development activity, a common approach across the Trust to financial support and time off is essential. The following framework should therefore be used when agreeing the individual s PDP. The Band 7 Unit Manager may negotiate with their staff an overall package of training time and support which should take into consideration the Unit s needs. Time off should be considered for development which is not course-based. Type and Relevance of Training Statutory Mandatory/essential to job related training Certificate in Critical Care Course at Level 6 or 7 Professional training to extend skills and knowledge as part of an agreed personal development plan including academic courses which benefit the Trust & patients in the individual s current role. Non-essential training which benefits the Trust and patients, as part of an agreed PDP Training & development undertaken voluntarily, which will not benefit the Trust or patients directly or outside the personal development plan Link nurse role work Time Off 100% time allowed within normal working hours 100% time allowed within normal working hours 50% time allowed within normal working hours To be agreed with the Unit Manager (at their discretion) To be agreed with the Unit Manager (at their discretion) Own time Appropriate link nurse paperwork must be completed outlining reasons for activity and benefit to service. An accurate record must be kept and verified. At discretion of Ward Manager. Level of Financial support 100% 100% Modules funded by Health Education North West or external provider if funding available locally Modules funded by Health Education North West that are considered essential for service delivery To be agreed with the Unit Manager (at their discretion) Self funded At discretion of Ward Manager. 10

11. Summary This policy indicates how the unit will put into practice the aims of its Education, Training and Development Strategy. The Policy will be reviewed after a period of two years. 12. References National Standards for Critical Care Nurse Education, A framework to improve educational outcomes & quality of care, Critical Care Networks National Nurse leads (CC3N) January 2012 Learning & Development Policy, East Cheshire NHS Trust, February 2013 Link Nurse Definition & Description, Critical Care document 2014, Justine Somerville Medical Devices Training Policy, June 2014 East Cheshire NHS Trust 11

Appendix 1 Career Escalation and Succession Planning For Critical Care Unit 2014 Clerical Staff - Mandatory Training, IT Training, ECDL, other Band 2 - Mandatory Training, NVQ 2, HCA competencies applicable to Banding (novice) Band 3 - Mandatory Training, NVQ 2 & 3 level training, AWARE, HCA competencies Band 4 - Mandatory Training, Health and Social Care (Assistant practitioner) Foundation Degree, competencies applicable to Banding Band 5 - NMC registration, Mandatory Training, competencies applicable to Banding, ALERT Course, Mentorship (desirable), Leadership (desirable) ILS, working towards a degree Band 6 - (Audit & Research) NMC registration, Mandatory Training, IT Training, ICNARC, SILS, Research PQF modules Band 6 - NMC registration, Mandatory Training, competencies applicable to Banding, Assessment Skills Course, ALS, ALERT Course, PDP & Appraisal Training, Mentorship, Leadership, Recruitment & Retention, Degree (Critical Care/other) Band 7 - NMC registration, Mandatory Training, competencies applicable to Banding, Assessment Skills Course, ALERT Course, ALS, PDP & Appraisal Training, Recruitment & Retention, Financial Resource Management, Mentorship, Leadership, Degree (Critical Care/other), Masters (working towards) The above ICU band requirements/suggestions serve as a guideline towards career escalation within the Knowledge and Skills Framework. Health Education North West (HE North West) is responsible for the education, training and personal development of every member of NHS staff. HE North West is responsible for the Higher Educational budget for East Cheshire Trust and the purchase of the various modules from the different universities. For more information, log onto http://nw.hee.nhs.uk 12

Appendix 3 The role of the link nurse in Critical Care Macclesfield District General Hospital Context This document relates to the local recognition of nurses that contribute to nursing staff education and training, and the development of resources within an identified speciality topic of nursing practice. Expected outcomes Define the role of the link nurse To provide an informative guide for all staff interested in becoming a link nurse To outline a process whereby link nurses can be recognised professionally for their contribution to their specialty of practice For the link nurse role to be integrated into their Personal development review process and their professional development pathway Definition A link nurse is a nurse that is, or is moving towards being, an expert and resource person for an identified topic of specialty practice, in which they have an interest and passion. Role description The role of the link nurse will vary according to the topic of speciality practice and it is envisaged that individual link nurses will set their own strategic direction and goals within their individual scope of practice. It is encouraged that the following generic responsibilities be acknowledged and considered by link nurses when setting their goals. Professional development To maintain a current up-to-date knowledge, experience and practice, based on the best available evidence To have an awareness of new products and to be knowledgeable regarding the purchase, introduction and use of specialty topic related equipment in ICU Maintain own professional development by attending relevant training and educational sessions and conferences relative to specialty topic To maintain a professional portfolio with appropriate reference to their role of link nurse To keep an activity record, in a personal professional portfolio, of professional contributions and time spent working on activities related to topic of specialty practice Consider representing Macclesfield District General Hospital ICU/HDU at external appointments such as conferences e.g. poster development or presentations Practice Development, Quality Improvement and Education To liaise with the Practice Educator & Ward Manager re current practice in the unit 13

To act as a clinical resource person for nursing colleagues concerning speciality related problems in the clinical area (e.g. policy, practices) in collaboration with the relevant stakeholders To be a role model and mentor to nurses wishing to become a link nurse in the specialty area of practice To take an active part in education, clinical supervision and practice development strategies relating to the topic of specialty practice To contribute to the strategic direction of practice by contributing to the development and updating of guidelines, policies and learning packages relating to the speciality topic To ensure that all link nurse initiatives relating to the speciality topic are consistent with existing and future education strategies implemented by the trust & the Critical Care Unit To be a change agent and leader for change practice initiatives relating to the speciality topic, by actively engaging staff in the implementation of relevant policies and procedures To contribute to topic related improvements in quality of patient care and to consider developing this through membership PDRP and subsequent research groups Communication To maintain a high level of communication between relevant stakeholders for matters relating to the speciality topic, including the Clinical Nurse Specialists, Clinical Nurse Educators, Nursing Unit Managers, Nurse Manager and Clinical Nurse Consultant It is the Link nurses responsibility to promote their role and position so that ICU staff are aware of whom the link nurses are Memberships Relevant ICU PDRP research group (if applicable) To join the relevant hospital wide committee and working parties if applicable Professional bodies relevant to specialty topic Benefits to the Link Nurse Recognition of the contribution to current practice development (notice board and publication in newsletter) Authorship of local policies, guidelines and publications Increased work satisfaction by having influence on clinical practice that improves quality of patient care 14

Application process While there is no formal application process to become a link nurse, it is recommended that those interested in being recognised as a link nurse discuss this with both their appraiser, the Ward Manager & the Practice Educator. Activity Statement The activity statement should be kept as a record of time spent working on link nurse related projects. For time in lieu to be considered, the activity statement must be submitted to your manager, along with evidence of outcomes and accomplishments such as completed documents, protocols, policies, minutes of meetings or reports. 15

Macclesfield District General Hospital Critical Care Unit Link Nurse Activity Record Sheet Name Unit Topic of expertise.. Professional Development (courses, lectures, literature searching) Date Activity Action Taken Time spent Education (lecturing, lunchtime teaching) Date Activity Action Taken Time spent Resource development (policy, guidelines, learning package development) Date Activity Action Taken Time spent Publications & posters (publications, posters, tip of the week, education posters) Date Activity Action Taken Time spent Meetings (working party, hospital committee, professional bodies) Date Activity Action Taken Time spent 16

Name Unit Date Managers Name Topic of expertise Macclesfield ICU/HDU Link Nurse Time-in-lieu Application Form Description of activity / project that time is being requested for:. This activity / project was completed after consultation with: This activity / project was completed after consultation with: Goal of activity / project that time is being requested for: Summary of evidence being submitted: Outcome of Activity / project: 17

Appendix 4 Equality Analysis (Impact assessment) What is being assessed? Name of the policy, procedure, proposal, strategy or service: Critical Care Policy for Training and Education Details of person responsible for completing the assessment: Name: Justine Somerville Job title: Practice Development Facilitator Team: Critical Care State main purpose or aim of the policy, procedure, proposal, strategy or service: (Usually the first paragraph of what you are writing. Also include details of legislation, guidance, regulations etc which have shaped or informed the document) This policy provides guidance for the management of learning and development within Critical care. 2. CONSIDERATION OF DATA AND RESEARCH To carry out the equality analysis you will need to consider information about the people who use the service and the staff that provide it. 2.1 Give details of RELEVANT information available that gives you an understanding of who will be affected by this document This policy is intended to create a framework for the management of learning and development within Critical Care to allow staff and their managers to plan their personal and professional development in conjunction with their appraisal and personal development plan. It should be read in conjunction with the Trusts Education and Training Strategy, East Cheshire NHS Trust Education, Training and Development Policy, February 2013. 2.2 Evidence of complaints on grounds of discrimination: (Are there any complaints either from patients or staff (grievance) relating to the policy, procedure, proposal, strategy or service or its effects on different groups?) None known 2.3 Does the information gathered from 2.1 2.3 indicate any negative impact as a result of this document? None known 3. ASSESSMENT OF IMPACT Now that you have looked at the purpose, etc. of the policy, procedure, proposal, strategy or service (part 1) and looked at the data and research you have (part 2), this section asks you to assess the impact of the policy, procedure, proposal, strategy or service on each of the strands listed below. RACE: 18

From the evidence available does the policy, procedure, proposal, strategy or service affect, or have the potential to affect, racial groups differently? Yes No x Explain your response: This policy will not affect racial groups differently. GENDER (INCLUDING TRANSGENDER): From the evidence available does the policy, procedure, proposal, strategy or service affect, or have the potential to affect, different gender groups differently? Yes No x Explain your response: This policy will allow equal training opportunities for staff regardless of gender. DISABILITY From the evidence available does the policy, procedure, proposal, strategy or service affect, or have the potential to affect, disabled people differently? Yes No N Explain your response: This policy will not treat people with a disability differently. AGE: From the evidence available does the policy, procedure, proposal, strategy or service, affect, or have the potential to affect, age groups differently? Yes No x Explain your response: This policy will allow equal training opportunities for staff regardless of age. LESBIAN, GAY, BISEXUAL: From the evidence available does the policy, procedure, proposal, strategy or service affect, or have the potential to affect, lesbian, gay or bisexual groups differently? Yes No x Explain your response: The policy will not treat lesbian, gay or bisexual groups differently. RELIGION/BELIEF: From the evidence available does the policy, procedure, proposal, strategy or service affect, or have the potential to affect, religious belief groups differently? Yes No N Explain your response: The policy will not treat religious groups differently. CARERS: From the evidence available does the policy, procedure, proposal, strategy or service affect, or have the potential to affect, carers differently? Yes No N Explain your response: Carers will receive the same educational opportunities as others OTHER: EG Pregnant women, people in civil partnerships, human rights issues. From the evidence available does the policy, procedure, proposal, strategy or service affect, or have the potential to affect any other groups differently? Y No N Explain your response: Pregnant women will receive the same educational opportunities as other staff. 19

4. Safeguarding Assessment - CHILDREN a. Is there a direct or indirect impact upon children? Yes No N b. If yes please describe the nature and level of the impact (consideration to be given to all children; children in a specific group or area, or individual children. As well as consideration of impact now or in the future; competing / conflicting impact between different groups of children and young people: c. If no please describe why there is considered to be no impact / significant impact on children This policy affects adults working within the Critical Care Unit and their education and will not impact upon children. 5. Relevant consultation Having identified key groups, how have you consulted with them to find out their views and made sure that the policy, procedure, proposal, strategy or service will affect them in the way that you intend? Have you spoken to staff groups, charities, national organisations etc? Emailed out to staff for their comments 6. APPROVAL at this point, you should forward the template to: The Trust s Equality and Diversity Lead lynbailey@nhs.net The Named Nurse for Safeguarding Children melaniebarker@nhs.net Equality and Diversity response: Safeguarding Children response: 7. Any actions identified: Have you identified any work which you will need to do in the future to ensure that the document has no adverse impact? Action Lead Date to be Achieved 8. Review Date: Date completed: The Trust s Equality and Diversity Lead: On behalf of Lyn Bailey The Named Nurse for Safeguarding Children: 20