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Future Nurse Future Midwife
Supervision and Assessment Workshop
Castle View Suite
The Pavilion Stormont Estate
15th January 2019
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Agenda - Supervision and Assessment Workshop
09.30 Tea/Coffee and Registration
10.00 Welcome & Opening Remarks - Prof Charlotte McArdle CNO
10.15 Overview of Northern Ireland FNFM Programme • Frances Cannon NIPEC
10.30 Setting the Scene: NMC Standards for Supervision and Assessment • Sue West NMC
11.00 What the Literature tells us …… food for thought • Clare Marie Dickson SEHSCT
11.30 Tea / Coffee
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Agenda - Supervision and Assessment Workshop
11.50 World Café Event – 11.50 Conversation One
– 12.20 Conversation Two
– 12.50 Conversation Three
12.50 Lunch
13.30 World Event cont.. – 13.30 Conversation Four
14.00 Summative Feedback
14.40 World Event cont.. – 14.40 Conversation Five The Way Forward
15.20 Next Steps
15.30 Evaluation and Close
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Welcome and Opening Remarks
Professor Charlotte McArdle
Co-Chair of the Future Nurse Future Midwife Programme Board
and
Chief Nursing Officer, Department of Health
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Programme of Work
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Implementation
• March 2018 - CNO FNFM Stakeholder event; regional
implementation; regional PAD; NI start date
• May 2018 - NMC Publication of Education Standards -
Midwifery standards imminent
• June 2018 - CNO established FNFM Programme Board
• October 2018 - FNFM Working Group established,
Project Plan & work streams agreed
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Setting the Scene – FNFM Supervision and Assessment
Sue West Senior Nursing Education Advisor
Nursing and Midwifery Council
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Standards for student supervision and assessment Sue West Senior Nursing Education Adviser 15 January 2019
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Education programme
Communications and engagement
Future
Nurse
standards/
Proficiencies
Future
midwife
standards/
proficiencies
Quality assurance framework
Standards
for
Prescribing
Nursing
associates
standards/
proficiencies
Standards
for education
Return to
practice
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Timelines
Education; Future Nurse and prescribing standards and proficiencies published – May 2018
Standards come into force – 28 January 2019
Approval visits commence January 2019
First group of nursing students expected to commence in March 2019,
All students must be on new programmes by September 2020
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Standards for education and training
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Standards for student supervision and assessment
Three headings
• Effective practice learning
• Supervision of students
• Assessment of students and confirmation of proficiency
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Principles of our new standards for student supervision and assessment
Potential benefits
• Separate supervision and assessment roles to:
• Increase consistency in assessment judgments
• Avoid ‘failing to fail’ situations
• Improve interprofessional working
• Enhance joint working between AEIs and practice placement partners
• Supporting students becomes every NMC registrant’s responsibility (it’s in the Code)
• Everyone will have an input to assessment
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Effective practice learning
Learning Environment
Delegation
Supervision
Public safety
• The student level
• The programme
• The route
New roles:
• Practice
supervisor
• Practice
assessor
• Learning
opportunities
• New models of
supervision &
assessment
• Empower and
meet student
expectations
• Delegation of
care interventions
• Learn in a safe &
effective way
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Practice supervision
• In practice, students are supervised by an NMC registered nurse or midwife, or another registered health and social care professionals, who:
• uphold public protection
• provide inclusive, tailored learning experiences
• give feedback
• contribute to decisions on assessment and progression
• raise concerns where necessary.
• Practice supervision ensures safe and effective learning experiences.
• There is sufficient coordination and continuity of support and supervision of students.
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Assessor roles
All students are assigned to:
• a practice assessor for a practice placement or a series of practice placements
• an academic assessor for each part of the education programme.
The assessors are:
• registered nurses or midwives with appropriate equivalent experience for the student’s field of practice.
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Practice assessors
• Conduct assessments to confirm that the student has achieved the proficiencies and outcomes.
• assessment decisions are informed by feedback from practice supervisors
• Work in partnership with the academic assessor regarding student progression.
• periodically observe the student across environments to inform decisions
• have an understanding of student’s learning and achievement in theory.
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Academic assessors
• Conduct assessments to confirm that the student has achieved the proficiencies and outcomes.
• assessment decisions are informed by feedback from practice supervisors
• Work in partnership with the practice assessor regarding student progression.
• Communication and collaboration is scheduled for relevant points in the programme
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Considerations
• Need for effective partnerships between AEIs and practice placement partners
• Introduction of new roles
• What supervision and assessment model will work in your practice placements?
• Who are your supervisors and assessors?
• How will you prepare them for their role
• Impact of the new standards on all registrants
• Awareness of the new roles for supervision and assessment
• Awareness of and review of the standards of proficiency in keeping with your/their scope of practice
• Planning your/their CPD accordingly in preparation for revalidation
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Supporting information for supervision and assessment
Split into five sections
1. Practice supervision
2. Practice assessment
3. Academic assessment
4. Learning environments and experiences
5. Student empowerment
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Comfort Break - 11.30- 11.50 am
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Overview of Models of Supervision
Clare Marie Dickson Nursing Modernisation Manager for Workforce & Education
South Eastern Health and Social Care Trust
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Mentorship Model
• Current model (Mentor, Sign off mentor, Practice Teacher)
• 1:1 relationship
• Supervise, teach and assess Nursing & Midwifery Students in the practice setting
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Traditional Model (Block or Rotational Placement Model)
• Funded clinical facilitator
• Clinical facilitator is responsible for a group of students over several clinical areas
• Students buddied with RN over several clinical areas
• Variation of this model is ‘cluster model’ where students are located in one clinical area
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CLiP Model - Collaborative Learning in Practice
• Coaching model/approach
• Step up – Step back
• Students encouraged to take lead in their practice and have greater input into own learning
• Real life learning wards
• Whole team approach
• Students care for own patient group
• Fundamental to success of this model is support from Clinical educator/teacher
‘The student ward model’ is a variation of CLiP
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Hub and Spoke Model
Hub and Spoke model involves a base practice placement (hub) from which the students learning is complemented by additional activities (spoke).
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What transcends all models?
Sense of belonging!
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World Café Event
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References
Duffy K, Gillies A (2018) Supervision and Assessment: the new Nursing and Midwifery Council Standards. Nursing Management. Forber J,DiGiacomo M, Carter B et al (2016) In pursuit of an optimal model of undergraduate nurse clinical education: an integrative review. Nurse Education in Practice. 21,83-92
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Lunch 12:30 – 13:15
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Summative Feedback
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NEXT STEPS
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Thank You
Close and Evaluation
NIPEC website FNFM webpage http://www.nipec.hscni.net/work-and-projects/stds-of-ed-amg-
nurs-mids/future-nurse-future-midwife/
Have a safe journey home!