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School of Healthcare

Faculty of Medicine and Health

BSc (Hons) Nursing (Adult)

4 Year Apprenticeship Programme

Mentor and Clinical Manager’s Handbook

Academic Year: 2018/19

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Contents

Introduction 3

The Apprentice Nurse Programme 3

‘On the Job’ and ‘Off the Job’ Placement Definitions 4

Programme Structure 4

End Point Assessment 7

Planning for Your Apprentice 7

Apprentice Nurse, ‘Activities they must not undertake’,

‘Activities they can undertake’ Medicines Management and Competence 8

Practice Learning 9

Allocations 9

Apprentice Nurse Allocations 9

Supernumerary Status 9

Practice Hours 9

Attendance Monitoring 10

Absence 10

Annual Leave 11

Role of the Mentor 11

Apprentice’s Practice Roles and Responsibilities 13

Summative Assessed Placements 13

Developmental Action Plans 15

Service User Involvement 15

Final Placement – Sign-Off Mentor Role 16

Passing or Failing an Apprentice 17

Escalating Concerns 17

Matters related to perceived unsafe or dangerous practice 17

Raising Concerns 18

Tripartite Meetings 18

Frequently Asked Questions 19

Placement Evaluation 20

Mentor and Line Manager Support 20

APPENDICES

Appendix I Programme Support Roles 22

Appendix II Exemplar of Programme Plan 23

Appendix III Module/ Programme Summaries 25

Appendix IV Supporting an Underachieving Apprentice Nurse 27

Appendix V Raising Concerns Flowchart 28

Appendix VI Managing Perceived Unsafe Practice or Risk to Apprentice

Learning in Practice 29

Appendix VII Record of Tripartite Meetings 30

Appendix VIII Copy of Commitment Statement 31

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Introduction

The degree Apprentice Nurse (AN) Programme provides an exciting opportunity for the development

of key skills and knowledge relevant to the professional role of a Registered Nurse. Practice is a

fundamental part of the programme and enables undergraduate Apprentices to apply their knowledge

in clinical settings and an aspect of the course that learners always look forward to. This Handbook is

designed to provide information for Mentors and Line Managers about the degree Apprentice Nurse

programme and how it is delivered and managed. Apprentices are also provided with a Programme

Handbook as a comprehensive guide and they will have access to up-to-date online versions of general

information that underpins their programme of study. You can find details of all University policies

and procedures on the University website at: www.leeds.ac.uk

We are grateful to you for supporting, facilitating and guiding learners on this new Apprentice Nurse

programme. We hope that this will be an enjoyable and fulfilling experience for both yourself and the

Apprentice as they progress throughout each stage of the course towards registration as a qualified

nurse. We do not expect you to mentor alone and it is not unusual to have questions or queries

about the programme or how to complete the practice assessment documents. The programme team

is here to support you in your role, so please feel free to contact us at any time, either by telephone

or by email (a full list of contact details can be found on page 21). Don't forget to give us your contact

details so that we can respond to you promptly.

The Apprentice Nurse (AN) Programme

The Pan Leeds Partnership has worked in collaboration to develop a 4 year BSc (Hons) in Nursing

(Adult, Child and Mental Health) Apprenticeship Programme. The programme sits within the

government approved Nurse Degree Apprenticeship Framework and Standards (2016) and also meets

the NMC Pre-Registration Standards for Education and Practice (2010). Essentially, the key feature of

the programme is that it offers an extended pathway and alternative route into nursing utilising a

work based learning and block model to enable the integration and consolidation of knowledge and

skills. On completion of the undergraduate programme (which also includes an End Point Assessment

(EPA) as required by the Institute of Apprenticeships) the Apprentice will have achieved a BSc (Hons)

in Nursing (Adult or Child or Mental Health) leading to Registration on Part 1 of the Nursing and

Midwifery Council (NMC) Register.

The programme has been built upon the experience and needs of all involved. The Apprentice Nurse will be a Trust employee and have a 37.5hr week apprentice contract. Apprentice Nurses are subject to the rules and regulations of the University and those of the employer. Please familiarise yourself with the terms and conditions of employment in particular, the employer policies that relate to work based learning. It is important to do this as the Apprentice Nurse’s place on the course is dependent on being employed and being employed is dependent on being on the course. Whilst we have all been as flexible as possible, we are all subject to NMC regulations and their stipulation that the Apprentice Nurse must be supernumerary when undertaking the required 2,300 practice hours and will spend a further 2,300 hours undertaking the theory elements of the programmes as ‘off the job’ learning http://haso.skillsforhealth.org.uk/wp-content/uploads/2018/03/2018.03.01-Supernumerary-HCPC-amends.pdf. The Apprentice Nurse will also have time allocated to ‘on the job’ learning where they will continue to learn and will be placed in the hub placement as part of the staffing complement.

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In accordance with the above, the practice experience on the programme will be identified as:

1. Formative Placements (‘On the job’). This is the hub area and the Apprentice is still a learner but counted in the numbers. They will continue to learn and collect evidence of their learning and competency and they will have an assigned Mentor. These hours do not contribute to the NMC 2,300 practice hours.

2. Formative Assessed Placements (‘Off the job’). This is a non-assessed placement experience (it can be in the hub or another area) and the Apprentice is supernumerary. They will continue to learn and collect evidence of their learning and competency and they will have an assigned Mentor. These hours do contribute towards the NMC 2,300 practice hours

3. Summative Assessed Placements (‘Off the job’). This is an assessed placement experience, in a different clinical area to the hub place of employment and the Apprentice is supernumerary. They will have a different Mentor assessing their practice to the hub Mentor. These hours do contribute to the NMC 2,300 practice hours.

(Supernumerary status means that the learner is additional to the workforce and staffing

requirements and figures, so would not be included in the staffing complement for the

placement).

Apprentice Nurses will be assigned to placement areas via SPARC using the above placement

descriptors and will receive information about the placement in the usual way (Appendix II contains

the Programme Plan).

Programme Structure

The BSc (Hons) Nursing (Adult or Child or Mental Health) Apprenticeship Pathway is divided up into 3

stages. Each stage is 1 year and 4 months in length to take account of the work-based learning model.

All pre-registration nursing programmes are built on the Nursing and Midwifery Council [NMC] (2010)

Standards for Pre-registration Nursing Education and Quality Assurance Agency (2001) subject

benchmarks for nursing. The NMC requires that all nurses must complete a minimum of 2,300 theory

hours and 2,300 practice hours. For the Apprentice Nurse programme, this is over a 4 year period. The

NMC Standards for Pre-registration Nursing Education encompasses a range of generic and field

specific competencies and five Essential Skills Clusters.

‘Competence is a requirement for entry to the NMC register. It is a holistic concept that

may be defined as “the combination of skills, knowledge and attitudes, values and

technical abilities that underpin safe and effective nursing practice and interventions”

(adapted from Queensland Nursing Council 2009).

The standards in this section relate to the competence required of all nursing students at

the end of their pre-registration nursing programme, when they are at the point of

registration’ (NMC 2010, p11.)

The Competency Framework

1. Professional values

2. Communication and interpersonal skills

3. Nursing practice and decision-making

4. Leadership, management and team working.

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Each domain is comprised of a generic and a field specific standard of competence.

The Essential Skills Cluster (ESC)

ESCs support the achievement of the competencies. These are stem statement of standards expected

of a Registered Nurse, the elements are sub part of that stem statement. The elements are stage

dependent and show increasing complexity through the stages. Some elements have been merged

into one element:

1. Care, compassion and communication

2. Organisational aspects of care

3. Infection prevention and control

4. Nutrition and fluid management

5. Medicines management

The Competency Framework has been mapped through the programme and is reflected in the learning outcomes of both the theoretical and practice modules. The Essential Skills Clusters form the Practice Assessment Document (PAD), and are referred to as Practice Standards. Alongside the Practice Standards there are fundamental practice skills identified in the Ongoing Achievement Record (OAR) for each field which Apprentice Nurses have to achieve to meet registration.

Stage 1

The first stage introduces the Apprentice Nurse to core themes in health and social care. These themes are applied to the field (Adult, Child and Mental Health) within the theory and practice modules. The theory and practice modules focus on developing fundamental nursing skills. There is a numeracy test and medicine management package to complete.

Shared Modules

Learning Together, Working Together

Biological Knowledge for Practice

Theory and Practice 1

Theory and Practice 2

Apprentice Nurses will be placed in their hub area for formative placement experiences. The Apprentice will have 1 summative assessed experience in a different clinical area to the hub.

Stage 2

The focus of the second stage again offers shared learning in the generic themes of research and

ethics and law, with tutorials enabling application of these themes to the Apprentice Nurse’s own

field. The theory and practice modules focus on developing skills to manage self and

patients/clients from the Apprentice Nurse’s own field whilst exploring key concepts of health

and health promotion, considering the perspectives of service users and carers in more depth and

safeguarding vulnerable people. There are also two field specific modules which explore the

pathophysiology of illness and care for that client group. There is also a numeracy test, which

increases the complexity of medicine calculations.

Apprentice Nurses will be placed in their hub area for formative placements. The Apprentice will have 2 summative assessed placements in stage 2 in different clinical areas to the hub.

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Shared Modules

Research for Healthcare Professionals

Healthcare Ethics, and Law

Theory and Practice 3

Theory and Practice 4

Field Specific Modules

Adult - Nursing the Acutely Ill adult

Nursing the adult with a Long Term Condition

Child - The Developing Child and Health

Young People’s Health and Development

Mental Health - The Lived Experience of Mental Health Problems

Promoting Mental Wellbeing across the Lifespan

Stage 3

The focus of the final stage explores care of the more complex patient, along with developing

knowledge and skills required of the Registered Nurse, leadership, management not just of self,

but others, groups of patients, and family members, initiation and management of change. There

is the final numeracy test.

Apprentice Nurses will be placed in their hub area for formative placements. The Apprentice will have

2 summative assessed placements in stage 3. The second placement will meet the NMC

requirement of 12 week final placement and each placement will be in different clinical areas.

Shared Modules

Pharmacology Applied to practice

Dissertation

Theory and Practice 5

Theory and Practice 6

Field Specific Modules

Adult - Pain Assessment and Management

Child - Nursing Management of the Acutely Ill child

Mental Health - Working with People with Complex Mental Health Needs

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End Point Assessment

The Apprentice Nurse will also undertake an End Point Assessment in the final year of the course,

which is a regulation of the Education Skills Funding Agency (ESFA). This will entail the production of

a reflective essay against the Apprenticeship Standards for a Registered Nurse and a professional

discussion. It will be conducted by another Higher Education Institution chosen by the employer.

Apprentice Nurses will be prepared for the End Point Assessment throughout the 3 stages of the

programme, by linking Theory Practice 2, 4 and 6 to Apprenticeship Standards and assessing

formatively through reflective essays and questioning. These modules have been selected as the focus

for this work as they form progression points for the programme. The questioning of the Apprentice

role and development of their knowledge will also be determined through the Tripartite Meetings

held throughout the programme (see Appendix VII Record of Tripartite Meeting).

Planning for your Apprentice Nurse

Pre-placement preparation by the Mentor and Line Manager is important to highlight areas

of strength and good practice for the Apprentice Nurse. It also will help you to ensure that the

whole team are ready and equipped to provide good levels of support and understand the work-based

learning model of an apprenticeship.

Below are suggested areas to consider:

- Ensure that you have an ‘Apprentice Welcome Pack’ ready and that it is up to date. - Be mindful that for some Apprentices this will be the first time they have been in

practice or in your speciality, so they may be anxious or concerned about what they will see and have to deal with during placement.

- Review your areas of expertise and of your colleagues and take note of the skills / role of other members of the multi-disciplinary team that Apprentices could access during the placement.

Please also note that as previously detailed:

- The Apprentice Nurse must be supernumerary whilst undertaking practice experience

contributing to the NMC 2,300 hours of practice and will spend a further 2,300 theory

hours as ‘off the job’ training in the hub placement (NMC standards for Pre-registration

nursing 2010, Education and Skills Funding Agency 2018)

http://haso.skillsforhealth.org.uk/wp-content/uploads/2018/03/2018.03.01-

Supernumerary-HCPC-amends.pdf .

- Whilst with you as a Mentor or as their Line Manager, the Apprentice Nurse will be

undertaking learning that meets the NMC Standards for Pre-registration Nursing

(2010), therefore the Apprentice Nurse will be supernumerary. They will need to have

summative assessed placements in different placement experiences such a critical care,

surgery, medicine, older adult and community and this will be organised through the

Practice Placement Unit allocation system.

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Apprentice Nurses:

Activities they must not undertake:

- Independent administration of medicines – any administration of any medicine via any route

must be under the direct supervision of a Registered Nurse for the entire duration of the

apprenticeship and within all placements.

Activities they can undertake:-

- Administration of Medicines under the direct supervision of a Registered Nurse - based on

the NMC guidelines (NMC-UK.org), Apprentices can participate in the administration of

medicines under direct supervision. Apprentices should take every opportunity in their

clinical placements to gain experience in administration of medicines under supervision. This

means that whilst Apprentices are on a placement they must be supervised by a Registered

Nurse in the administration of medicines via oral, intramuscular and subcutaneous routes,

gaining skills and competence as they progress through the programme. However the

professional responsibility for the administration of medicines rests with the Registered

Nurse. Apprentices must not administer medicines unsupervised whilst on any placement.

This will be made clear to all Apprentices in the Programme Handbook. The Apprentice Nurse

must not participate in the administration of intravenous medicines including the flushing of

intravenous cannula, unless under direct supervision of a Registered Nurse. They can engage

in the care of patients undergoing IV therapy, and use every opportunity to learn about this

aspect of practice by observing and supporting a Registered Nurse who has undergone the

appropriate post - registration training. They can also participate in the administration of

controlled medicines under supervision, as an additional (third) signatory, to those required

by two registered practitioners.

- The Practice Assessment Document (PAD) and Ongoing Achievement Record (OAR) will make it clear what the Apprentice Nurse can do at each stage of the programme under supervision of the Mentor or Registered Nurse. If the skills are not listed in the PAD/OAR they cannot be undertaken by the Apprentice Nurse.

No prior competence will be assumed.

- All clinical competencies for clinical skills will be reassessed to the required level (these must

be recorded in the Practice Assessment Document/Ongoing Achievement Record)

Practice Learning

The practice placement structure provides a robust framework to support the Apprentice developing

and progressing through the programme, with blocks of theory followed by periods of practice 5

weeks or longer, for example, 12 week final placement. Placements are compulsory and will take place

in a variety of settings to ensure Apprentices have the placement experiences necessary to achieve

the NMC Standards. It will be made clear to Apprentices at the beginning of each stage of the

programme, what constitutes NMC placement hours.

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Apprentice Nurse Allocations As a new or existing Mentor or Line Manager, you may be aware that the University of Leeds hosts a

dedicated Practice Placement Unit and has extensive experience of managing and administering the

placement of over 900 learners in any one given year across a variety of placement areas. The SPARC

placement system will be utilised to ensure Apprentices have the same opportunity for placement

provision as any other learner and you will be informed of the allocated Apprentice Nurse placements

in the usual way via SPARC. Usually placements are released to mentors 6 weeks for initial checking

and once confirmed, they are released to learners 4 weeks prior to the start of the placement. This

information will include practice hours for the placement and type of placements (as detailed on page

4).

In order to complete the NMC Standards Apprentices will need to undertake 5 different summative

assessed placements (critical care, surgery, medicine, older adult and community) and this will be

organised through the Practice Placement Unit allocation system SPARC. Assessments will need to be

undertaken by an NMC approved Mentor who has not previously worked with the Apprentice

Nurse. This status will be checked via SPARC prior to allocation of the Apprentice Nurse to the

Mentor. This process will also include the final 12 week summative assessed placement.

Supernumerary Status Whilst Apprentices are undertaking any element of the programme which is subject to NMC

requirements (practice and theory hours), they must be supernumerary, under supervision by an

approved NMC Mentor and not rostered.

Supernumerary status does not mean that Apprentices are purely there to learn through

observation. Apprentices should be participating in direct patient care appropriate to their level of

training. As they progress through the programme there is an expectation that Apprentices will move

from direct observation to minimal supervision, and finally independent practice (indirect supervision)

at the point of registration. For example, at each stage the Apprentice’s orientation will be different:

Stage 1 - Novice

Stage 2 - Care of single client & family/carer – non- complex cases

Stage 3 - Care of groups of clients & families/carers and for complex cases

Practice Hours Apprentices will be required to work a range of hours over a 24 hour, 7 days a week period, as

stipulated by the NMC. Specific guidance is provided for Apprentices and this can be found on the

Practice Placement website:

https://medhealth.leeds.ac.uk/info/2956/information/2377/Apprentice_placement_hours

- Apprentices should undertake a range of shifts from the outset of their programme. - They will work weekends and nights from the start of the course as appropriate to the

placement setting. - Apprentices are expected to work day and night shifts where appropriate to their programme. - Be aware of EU working time directives that require an 11 hour clear break between shifts,

including travelling from the end of one shift to the start of the next shift or attending University.

- Ensure that at the start of all placements you co-ordinate your shifts with your Apprentice in advance.

The number of weekends should reflect the length of the formative or summative assessed placement

and should normally be no more than 1 weekend in 3. The Apprentice Nurse is required to undertake

night duty as part of the programme. The Apprentice cannot be compelled to work a night shift within

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the first stage on the summative assessed placement but may do so when working with his/her

Mentor. In stages 2 and 3 it is expected that the Apprentice will work night duty but this should

normally be no more than 4 nights in any 4 week period on an assessed placement.

Attendance Monitoring Apprentice Nurses are Trust employees and their attendance will be managed in line with Trust policies, for example, Apprentice Nurses will be subject to the employer’s Attendance Management Policy, in addition to the School of Healthcare’s Policy. There will be clear communication between the Trusts and the School regarding absence, and this relates to both practice and University taught sessions. Learners on the Apprentice Nurse programme are expected to attend 100%. Attendance is monitored in the University and within clinical practice by the employer, and will involve signing a

register for each class/session/skills sessions and timesheet for practice. Failure to attend sufficient taught or practice components could result in the Apprentice not being able to submit an assessment for a module or have sufficient practice hours which could have consequences on the ability of the Apprentice Nurse to progress. If, for untoward reasons, the Apprentice misses taught sessions, they would be expected to provide evidence that they have achieved the learning outcomes for the missed session. It is important that attendance in practice is monitored to ensure that the required practice hours set by the professional body are completed. The Apprentice’s attendance will be recorded on the timesheet in the Practice Assessment Document for all formative assessed and summative assessed placements. Practice staff are advised to keep a record of attendance in order to verify the record the Apprentice has in the Practice Assessment Document. There is a requirement for Apprentice Nurses to undertake a defined number of practice hours. Where hours have been missed on formative assessed and/or summative assessed placements through, for example, sickness, the Apprentice will be required to achieve them. This will normally be done at the end of any progression point in discussion with the Programme Lead and employer. If the Apprentice misses components of the module that involve practice, they may not make up these extra hours by working holidays, days off, extra hours or extra weekend work during the module.

Cumulative absences from practice will need to be discussed with the employer. It will depend

upon the employment contract as to whether it is possible to extend the contract to take account

of this.

Absence The Apprentice Nurse will be subject to the employer’s processes for managing absence. From a University’s perspective, absence from taught sessions or practice will result in the Apprentice being summoned to meet with the Programme Lead and a representative from the employer to discuss the reasons for absence. This could result in the Apprentice being categorised as an ‘Unsatisfactory Student’ which would, again, have consequences for progression as a student in the School of Healthcare and for the learner’s role as an Apprentice Nurse.

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If the Apprentice is absent they should notify their employer and also notifications should be

sent by the Apprentice via Minerva.leeds.ac.uk via the Student Services link. The Apprentice

should follow both employer and University guidelines on notification of absence.

Annual Leave Within the programme there are at least 7 weeks allocated holiday within each year of the course,

this includes 5 weeks annual leave and 8 Bank Holidays and 2 extra leave days (7 weeks in total).

However, some Apprentices who have previous employment within the NHS may receive additional

leave and the Apprentice Nurse is entitled to holidays as per the contract of employment. The

Apprentice Nurse cannot take holidays during a summative assessed or taught part of the programme.

Weeks where annual leave can be taken are indicated on the Programme Plan (in green) and this

would be through authorisation of the Line Manager and in communication with the Programme Lead.

The Role of the Mentor

As a Mentor, you will be responsible for ensuring that the placement is able to facilitate the learning

objectives set for the experience and that the Apprentice practices within the limits of competence

with appropriate supervision. As a Mentor your role is essential in supporting and enabling

Apprentices to learn the practice skills, proficiencies, professional behaviours and evidence-based

knowledge to become competent, safe and effective practitioners. Conner and Pokora (2012) suggest

Mentorship encompasses 9 principles which you may find helpful in guiding this process.

1. The LEARNING relationship is at the heart of the Apprentice’s development and progression.

2. The APPRENTICE should be encouraged and supported in setting their learning goals in

partnership with you.

3. The EDUCATOR should highlight appropriate learning opportunities, facilitate learning and

development as well as actively teach.

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4. The CONTEXT is the clinical working environment therefore the educator role is to support the

Apprentice to link theory to the practice context.

5. The OUTCOME is change and the development of Apprentices' skills, knowledge and

professional behaviours, attitude and values.

6. The APPROACH and teaching strategies you are going to use to support Apprentice

development and progression.

7. The SKILLS to support the Apprentice’s self-awareness and insight into their own practice,

release their potential and deliver results.

8. The QUALITIES of the Mentor to affirm, enable and sustain the Apprentice during the

placement.

9. ETHICAL practice that safeguards and enhances the quality of the Apprentice experience and

the quality of Mentorship.

As a Mentor you will:

- Normally have 12 months post-registration experience. - Hold an appropriate NMC approved Mentor preparation qualification (i.e. Preparation for

Mentorship level 5 or 6 [credit or non-credit]; Supporting Practice Learning level 7). - Have kept up to date with curriculum developments through annual Mentor Updates,

accessing the University of Leeds Practice Placement website, curriculum updates, triennial review.

- Ensure that you are working directly with the Apprentice for at least 40% of the Apprentice's time on placement.

Further details of the Mentorship role can be found on the Practice Placement website:

https://medhealth.leeds.ac.uk/info/2954/Mentors

As a named NMC approved Mentor and educator in the placement area will be responsible for

supervising the placement experience. It is the responsibility of the organisation providing the

placement to ensure that all health and safety checks have been completed. It is the Apprentice’s

responsibility to ensure compliance with the policies, procedures and codes of the organisation they

are placed with, including health and safety.

As Mentor you will be responsible for the Apprentice’s clinical supervision and assessment in practice

and will liaise with colleagues, personal tutor and/or link lecturer. You are also required to:

- orientate the Apprentice to the placement area on their first day - identify and provide access to appropriate learning opportunities and resources - guide the Apprentice to reflect on experiences to facilitate learning in and from practice - complete the appropriate sections of the practice assessment documentation - undertake the appropriate assessment in an agreed time frame during and at the end of a

placement within the scope of their practice - ensure that both the Apprentice and the specified Personal Tutor, or Link Lecturer and

Programme Lead and Line Manager are made aware of any concerns or issues immediately - utilise personal development plans to enhance the Apprentice's learning in identified area - only discuss Apprentice personal or developmental issues with appropriate members of staff

when necessary - demonstrate conduct of a professional standard at all times

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As the named Mentor you will have ultimate responsibility and be held accountable for the

Apprent ice ’s overall supervision and assessment of their knowledge, skills and attitude in

practice. You are able to complete all aspects of the PAD and OAR but are specifically responsible for

the completion of the initial, formative mid- point and summative final meetings/interviews and

assessments of practice.

Apprentice’s Practice Roles and Responsibilities

The roles and responsibilities listed below are only an indicative summary of the key areas to be

achieved during practice placements.

- The Apprentice must attend their designated placement location in the agreed time frame. - The Apprentice should present their PAD /OAR on the first day of their placement to their

Mentor. - The Apprentice must have their PAD/OAR with them for each shift for potential assessment,

review and feedback. - The Apprentice must ensure that the placement information, signature sheet and record of

attendance are completed for each practice placement area. - The Apprentice must ensure that the required meetings (interviews) and assessments are

undertaken with the Mentor. - The Apprentice should be reflective and positive towards feedback they receive. - The Apprentice must inform their Personal Tutor or Link Lecturer, Line Manager and

Programme Lead if an Action Plan has been implemented. - The Apprentice must ensure the safe keeping of their PAD/OAR throughout their programme. - The Apprentice must submit their PAD/OAR for assessment to their Personal Tutor at the end

of each semester for PAD/OAR review tutorials. - The Apprentice must maintain patient confidentiality at all times in line with current guidance. - Conduct must be of a professional standard at all times.

Further information on the PADs and OARs can be found at:

https://medhealth.leeds.ac.uk/info/2956/information/2218/assessment_documents

Summative Assessed Placements

Apprentices should make contact with the placement area 2 weeks before the start of the summative

assessed placement to orientate themselves to the placement area and think about setting their

preliminary learning goals/objectives for the experience. You should discuss the Apprentice’s

intentions as a focus for your initial interview, however, as a Mentor you are also expected to have

identified possible learning objectives prior to the start of the Apprentice’s placement. Together you

will formulate a learning plan for the placement and record this on the initial interview sheet. This

agreed plan and the Apprentice’s development must be reviewed during a mid-point interview

(formative interview) halfway through the Apprentice’s placement to ensure they are on track to meet

their goals and pass their assessment(s). An Action Plan may be implemented at any time during

the placement to maximise opportunities for learning, especially in situations where elements and

skills are not being met. A final meeting (summative interview) will take place towards the end of the

practice placement to ensure that all assessment criteria for that placement have been met and to

reflect on the Apprentice’s progress.

Initial Interview (within the first week of placement) to set a plan of action to meet practice

elements and skills.

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'An action plan may be implemented to maximise on opportunities for learning, especially in

situations where elements and skills are not being met.’

Tips for initial interview:

- Ask the Apprentice to assess themselves in terms of knowledge, skills and professional behaviours; what are their strengths and areas they feel they need to develop.

- Review the Apprentice's practice assessment documents so that you can highlight the skills which are achievable during the placement, this will help you identify suitable learning opportunities and learning resources.

- If you a r e on annual leave or away from practice ensure that the Apprentice is made aware of who will be responsible for overseeing and supporting them in practice.

- Set a date for formative Mid-point interview (mid-point). Record this at the end of the preliminary interview sheet.

Midpoint Interview (Formative) to review action plan and the Apprentice’s development to ensure

the Apprentice is on track to meet their goals and pass their assessment(s). This is your opportunity to

review your Apprentice’s competence and progress through the first half of the placement. This is a

valuable opportunity for you to evaluate the Apprentice’s experience and your own mentoring practice

to ensure that you are able to provide effective support for your Apprentice.

'An action plan may be implemented to maximise on opportunities for learning, especially in

situations where elements and skills are not being met.’

Tips for the Midpoint Interview

- Ask the Apprentice to self-assess their progress so far - Ask colleagues for feedback on the Apprentice, ask them to identify the Apprentice’s strengths

and areas to develop - Review the initial learning outcomes. How much have these been achieved? What new

opportunities are now available? - You should have been using continuous assessment with your Apprentices so the formative

interview should be predominantly about discussing progress to date and future learning goals - Set some new learning outcomes (if appropriate) for the second half of the placement

Final Summative Interview (within the last week of the placement) to ensure all assessment

criteria have been met and to reflect on the Apprentice’s placement.

Tips for the Final (Summative Interview)

- Ask the Apprentice to self-assess their progress during the whole placement - Get them to identify areas they wish to enhance during their next placement - Ask colleagues for feedback on the Apprentice, ask them to identify the Apprentice’s strengths

and areas to develop - Review the Ongoing Achievement Record Document to highlight Apprentice strengths and

skills that they need to continue to develop - The more detailed the feedback you provide in all interviews the better. Your documented

comments are a record of your assessment decisions and provide a written rationale for a pass or refer in practice. Your comments are essential for the Sign-Off Mentor to decide whether the Apprentice is fit to progress to registration

- Please be specific. DO NOT just write 'to continue…’ this is non-descript and adds no real value.

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Developmental Action Plans

Action plans are a way of identifying key areas that Apprentices need to develop within an element

(or elements) of practice. It should not be viewed as a 'notification of failure’ but as a tool for

Apprentices and Mentors to enable them to focus on specific areas of development and agree and

identify methods to achieve the required level of competency. Action plans should contact SMART

goals (Specific, Measureable, Achievable, Realistic, Time- bound).

Mentors must inform the Personal Tutor, Link Lecturer, or Practice Learning Facilitator, or Practice

Educator of the need for an action plan and for assistance in formulation. This must be implemented

at the earliest opportunity (mid-point interview at the very latest).

An Action Plan must always be implemented when an Apprentice is assessed as underachieving in any

area of an element of practice (knowledge underpinning practice; clinical skills; professional

behaviour, attitude, and values).

The Action Plan should clearly identify the area, or areas for t h e Apprentice to develop with

regards to knowledge, practical skills and personal or professional abilities. In addition:

- Options to achieve the Apprentice’s goals for each area of development should be discussed and agreed with the Apprentice and written in the Action Plan.

- Evidence the Apprentice is required to demonstrate competence must be agreed and documented.

- Actions to be undertaken by the Apprentice and Mentor to support the achievement of the action plan must be documented and agreed.

- A realistic time scale should be agreed and the action should be reviewed as agreed and the Apprentice assessed.

The Mentor and Apprentice must agree periodic reviews of Apprentice progress and these discussion

must be recorded in the 'Additional meeting’ sheets in the Apprentice’s Ongoing Record of

Achievement.

Detailed information on Practice Assessment Documents and Ongoing Achievement Record and can

be accessed via the Practice Placement website:

https://medhealth.leeds.ac.uk/info/2956/information/2218/assessment_documents

Apprentices will bring with them Checklists for Completion of PAD/OAR documents to help advise and

steer this process.

Service User Involvement

The NMC requires all Mentors to have actively sought the opinion of service user/carers (SUC) on the

abilities and competencies of Apprentice Nurse’s in practice, to help in inform the summative

assessment of the Apprentice’s practise. You are required to gain feedback about your Apprentice in

the form of from SUC or other Witness testimonies (see OAR for details) as follows:

Stage 1 - 3 SUC feedback or Witness Testimony per assessed placement

Stage 2 - 3 SUC feedback or Witness Testimony per assessed placement

Stage 3 - 3 SUC feedback or Witness Testimony per assessed placement

Under no account must the service user be identified to the Apprentice in their documentation.

Therefore you will need to select and approach service users to give their feedback about t h e

16

A p p r e n t i c e ’ s performance and competence in practice. You should consider how you will select

appropriate service users that the Apprentice has provided care to on a consistent basis; be aware of

your own biases when selecting service users; consider the vulnerability of service users who may be

concerned about providing feedback about an Apprentice; ensure that you have discussed the

purpose of their feedback and how this will be used to inform your decision about Apprentice

performance and competence.

As a Mentor and Registered Nurse you are accountable for assessing Apprentices' clinical competence,

their underpinning knowledge and theory that supports their practice and their professional attitudes,

behaviours and values. In reality Apprentice’s practice their skills on people and through feedback and

Witness Testimonies you will find out how the Apprentice’s delivery of care has been perceived by

those individuals.

Final Placement – Sign-Off Mentor Role

All Apprentice Nurses must be signed off as capable of safe and effective practice at the end of the

pre-registration programme by a Sign-Off Mentor.

Each Sign-Off Mentor is identified on the Mentor register.

Must be working in the same field of practice as that in which the degree Apprentice Nurse

intends to qualify (applies to pre and post registration programmes)

Only a Registered Nurse may sign-off an Apprentice Nurse (registration must coincide with the

field of the Apprentice Nurse).

Mentors MUST keep sufficient records to support and justify their decisions on whether an

Apprentice Nurse is or is not competent/proficient and this must be documented in the practice

assessment documents of the final 12 week placement.

Sign-Off Mentors MUST have protected time (1hr per week per final semester per Apprentice

Nurse) in addition to the requirement to supervise the Apprentice Nurse 40% of the time in

practice.

Only Sign-Off Mentors, who have met the criteria, may sign-off achievement of proficiency at the

end of a programme, unless a Mentor is being supervised by a Sign-Off Mentor or Practice Teacher

who counter-signs that proficiency has been achieved.

Criteria for Sign-Off Mentor:

Must have clinical currency and capability in the same field of practice in which the Apprentice

Nurse is being assessed.

Meet NMC requirements to remain on the local Mentor Register.

Has been supervised on at least 3 occasions (2 by simulation) for signing off proficiency at the end

of a final placement (field, supervised practice for Specialist Practice Qualifications) by an existing

Sign-Off Mentor or practice teacher.

17

Has a working knowledge of current programme requirements, practice assessment strategies

and relevant changes in education / practice for the Apprentice Nurse they are assessing.

An understanding of NMC registration requirements and the contribution they make to meet

these requirements.

An in-depth understanding of accountability to the NMC for the decision they make to pass or fail

an Apprentice Nurse when assessing proficiency requirements.

Passing or Failing an Apprentice

If you are concerned that the Apprentice may not achieve the elements of practice within the

document, the relevant University Personal Tutor or Link Lecturer, and Programme Lead must be

contacted promptly. It may be helpful for you to consider the guidelines in Appendix IV re Supporting

an Underachieving Apprentice Nurse.

An Action Plan should be used to help the Apprentice achieve the identified elements of practice. If

unresolved, a cause for concern should be raised directly with the University Personal Tutor or Link

Lecturer, Programme Lead and Line Manager.

If an Apprentice has not passed the practice assessment, it must be recorded in the Ongoing Record of Achievement and the content of the discussions with the Apprentice leading up to this decision must be recorded in the record of meetings. This must also be communicated to the Apprentice’s Line Manager. The Line Manager will then follow up using the appropriate employer’s policy in the hub area and with the Programme Lead. An Apprentice failing a placement should trigger a Tripartite Meeting.

Escalating Concerns If you have concerns regarding an Apprentice Nurse Should you have any concerns regarding an Apprentice Nurse, either in their role as a learner or an

employee, you should follow the Trust policies and procedures. It is important that you inform the

University so we can ensure appropriate measures are put in place to support the Apprentice and

ensure safe practice.

Conduct/capability issues Any conduct or capability issues for Apprentice Nurses will be undertaken in conjunction with the Work Based Learning Procedure. Any conduct issues will need to be discussed with the University, if they impact on the Apprentice’s fitness to practice. If the University identify any fitness to practice concerns these must be communicated to the Line Manager.

Matters related to perceived unsafe or dangerous practice There may be occasions when you have concerns or observe practice of an Apprentice Nurse which

you perceive to be unsafe or dangerous practice. It is important that this is brought to the attention

of a senior member of the team within the practice area or the Programme Lead, Personal Tutor or

Link Lecturer as soon as possible. Please refer to Appendix VI - Guidelines for Apprentices in Relation

to Perceived Unsafe or Dangerous Practice in the Practice Setting.

18

Raising Concerns If Apprentices have any concerns about anything they have witnessed in practice, the School of

Healthcare recommends that they raise this first and foremost with you, as a Mentor or Line Manager.

The Apprentice will also be advised to inform their Personal Tutor. Apprentices are also informed that

if they feel their concern has not been recognized or appropriately acted upon, they have the right to

escalate this concern to the appropriate staff. Apprentice concerns should be addressed through the

appropriate policies for the individual clinical area and the academic staff should be included in all

steps of the process. The role of the academic staff is to support the Apprentice in raising concerns,

escalating if required, and supporting them in the process of any outcome (such as investigation, or

provision of statements). In some instances, concerns may be escalated from the clinical areas, to the

appropriate professional bodies and you and the Apprentice may be required to support this process.

Apprentices will be supported by the academic staff and we always ask that if an Apprentice raises a

concern, that they do not submit any form of statement, either written or verbal, without the presence

of an appropriate member of academic staff. Appendix V contains a flowchart of the School of

Healthcare Raising Concerns policy which provides guidance for Apprentices and staff on raising

concerns related to practice issues as well as your employer’s policy on raising concerns.

Monitoring Concerns The University will ensure the employer is informed of any concerns regarding the Apprentice and

their ability to perform safely and effectively on the course. The mechanisms by which the School

would inform employers is as follows:

Monthly student monitoring where the course team meet to discuss any issue. Employers

are then informed.

As part of the Apprenticeship contract, the School will have contact with employers and

Apprentices each month to monitor progress.

The School will update employers in terms of the Apprentice’s academic progress following

Assessment Boards held four times per year.

As part of the Apprenticeship contract, we will have regular contact with employers and Apprentices

to monitor progress. To monitor progression and provide on-going support to Apprentices, we have

enhanced personal tutor time and denoted timings of Tripartite Meetings (see Appendix VII Record

of Tripartite Meetings and Appendix VIII Commitment Statement).

Tripartite Meetings Quarterly progress reviews will be held between the Apprentice Nurse, employers and the University

to ensure learners progress and achieve in a timely fashion. The Record of Tripartite Meetings form

(Appendix VII) and Commitment Statement (Appendix VIII) will document these discussions. All

identified issues will be closely monitored through Tripartite Meetings and action planning. We will

also allocate and deploy Personal Tutor/Link Lecturers to provide support to Apprentices and their

workplace Mentors. The pathway identified in Appendix IV will be triggered if concerns are raised that

the Apprentice Nurse is underachieving. This may lead to an additional Tripartite Meeting in between

the quarterly progress reviews.

The mechanisms by which you can inform us are:

Raising the issue with the ‘Enhanced Personal Tutor’ who visits the practice area

Contacting the Programme Lead, Practice Learning Facilitator or Line Manager

Contacting the Director of Practice.

19

As part of the Apprenticeship contract, we will have regular contact with employers and

Apprentices to monitor progress.

Through the University Fitness to Practice Policy and procedures.

Through the ‘Guidelines for Apprentices in Relation to Perceived Unsafe or Dangerous Practice in the Practice Setting’ (see Appendix VI).

Frequently Asked Questions

Q. An Apprentice Nurse is absent due to sickness - The Apprentice is responsible for notifying any

sickness or absence to both the University and their employer. The Mentor must ensure that the

duration of the period of sickness is noted on the Apprentice’s attendance record. If the time off

sick exceeds 7 consecutive working days the University and employer will require a certificate from

the Apprentice’s medical practitioner. A detailed policy exists regarding this and the Apprentice should

be advised to discuss this with their Programme Lead or Personal Tutor and employer. If an Apprentice

is ill for less than 7 days on more than one occasion, and the absence between these illnesses is less

than 14 days (including Saturday and Sunday), the Apprentice must provide a full medical certificate

from a doctor. A full medical certificate from a doctor or hospital is required to justify absence from

an examination or late submission of an assignment. A copy must be submitted to the University and

a copy to their employer within 7 days. In addition to the procedures detailed above, there may be

specific requirements associated with the Apprentices’ programme of study or employment.

Q. There are concerns about an Apprentice Nurse’s health - Please make any concerns known to the

Apprentice and, if appropriate, advise them to visit their medical practitioner. If it is believed that the

Apprentice is not fit to work then they must be sent home and inform a Practice Learning Facilitator,

their Line Manager, Personal Tutor and/or Programme Lead that this action has been taken. The

employer or University will arrange for the Apprentice to be reviewed by the Occupational Health

Department should there be a significant query regarding their health.

Q. The Apprentice Nurse is absent from placement for ‘no known’ reason - Absence without an

acceptable reason being given is not considered to be acceptable by the School of Healthcare or

employer. Please inform the absence line on 0113 3431357 or send an e-mail to

absence@healthcare.leeds.ac.uk or contact the Practice Placement Unit,

email placements@healthcare.leeds.ac.uk. Apprentice Nurses will also need to inform their

employer as per Trust policy. Continuous absence without approval for 14 days will result in the

Apprentice being subject to disciplinary processes both at the University and within their employment.

Please notify the Practice Learning Facilitator, Line Manager, Personal Tutor and/or Programme Lead

at the School of Healthcare of the absence as soon as possible (marking the notification for the attention

of the Programme Lead). Please note the requirements detailed in the paragraph immediately above.

Q, I am Mentor to an Apprentice with specific learning needs -The University of Leeds and its

employment and practice partners have agreed on the measures that need to be taken in respect of

Apprentices with specific learning needs in the practice environment. Though there are some

commonalities in approach each Apprentice identified as having specific learning needs is assessed

individually in regard of any 'reasonable adjustment' that can be made to facilitate their learning. Both

the University and the placement and employer organisation have to comply with the Disability

Discrimination Act (1995). This means that if an Apprentice has a disability which could affect the

safety of either the person or the University must inform the placement area, and employer and work

together with them to ensure that everyone is safe.

20

The following are taken from the recommendations of the NMC for all Apprentice Nurses whatever

their educational needs:

Key Guidance for Mentors

- Provide clear instructions and expectations to the Apprentices. - Encourage the Apprentice to repeat back instructions to avoid misunderstanding. - Double check Apprentice documentation for errors. - Provide enough time for Apprentices to complete activities within the boundaries of safe

practice. - Respect and support the Apprentice's need to use special equipment or aids.

Apprentices are not obliged to make their individual needs known.

Key Guidance for Apprentices

- Make Mentors and/or Practice Learning Facilitator's aware of any specific learning need{s) - Keep a pocket book to note priorities and instructions when given - Confidentiality must be protected at all times. - Notes and instructions must be recorded in sequence. - Any intended entries into records and notes should be drafted and checked by a responsible

person before being made in the formal record.

Any particular difficulties experienced in practice as a result of specific learning needs must be made

known to a Mentor or Personal Tutor urgently.

Placement Evaluation

It is important that the Apprentice Nurse placements are of the highest possible quality and therefore

we have strong quality control mechanisms in place, such as educational placement audit and having

a Link Lecturer for each area.

Apprentices have the opportunity to evaluate their placements online. It is essential that Apprentices

use this opportunity to have their say as well as helping us to maintain and improve the quality of

placements as much as possible.

Placements can be evaluated at http://www.healthcareplacements.co.uk/

Please note that Apprentices need to evaluate all of their placements. There is a facility on the website

for Apprentices to print a receipt for each one. Apprentices may be asked to produce this as evidence

by Module Leads, Programme Lead or Line Managers.

Mentor and Line Manager Support

If you have any questions or need any help or support below are a list of useful points of contact who

may be able to assist you:

Leeds University Practice Placement Unit (PPU) Telephone: 0113 343 1375

http://medhealth.leeds.ac.uk/info/2950/practice_placements//

The website contains resources for Mentors and Apprentices including copies of Apprentice

documentation, local Mentor update programmes, SLIP programmes, contact details for the

University if there are Apprentice issues. PPU do the allocations of all learners for the University of

Leeds and Leeds Beckett University via SPARC

21

Healthcare placements website www.healthcareplacements.co.uk

Pan Yorkshire website for supporting learning and contains the profile of all practice placements in

Yorkshire. The Apprentice Nurse will use this website to evaluate the placement.

Link lecturer details will be on the placement profile on the healthcare placement website and posters

in the link area.

Practice Learning Facilitator’s email addresses

Leeds Teaching Hospital NHS Trust Doug Bodey doug.bodey@nhs.net

Leeds Teaching Hospital NHS Trust Heather Ong heather.ong@nhs.net

Leeds Community Healthcare NHS Trust Jude McKaig j.mckaig@nhs.net

Leeds Community Healthcare NHS Trust

Siobhan

Zagajewski siobhan.zagajewski@nhs.net

Leeds & York Partnership NHS Foundation Trust

Jenny Shaw

jenny.shaw3@nhs.net

If you are unable to contact directly, please call PPU on 0113 3431375 or

email: placements@healthcare.leeds.ac.uk

Programme Course leaders:

Adult – Lynne Veal l.s.veal@leeds.ac.uk

Child - Kirsten Huby k.huby@leeds.ac.uk

Mental Health - Gary Morris g.k.morris@leeds.ac.uk

Personal Tutors - Details of personal tutors will be on SPARC, please also see Appendix I for list of

support roles within the University.

We hope that you have found this handbook useful to familiarise you with the programme structure

and composition. Further information on the Pre-registration Nursing curriculum and practice

assessment documents can be found at:

https://medhealth.leeds.ac.uk/info/2950/practice_placements

If you are unsure of any aspect you can access support / advice either through contacting your Practice

Learning Facilitator, Link Lecturer, Personal Tutor, and Programme Lead or by accessing the Mentor

support pages on the Practice Placement Website as detailed above. It may also be helpful to ensure

that you have revisited the:

NMC (2008) Standards to Support Learning and Assessment in Practice—Stage 2 Mentor Standards (annex 1)

NMC (2014) Standards of competence for Registered Nurses,

NMC (2015) The Code: Professional Standards of Practice and Behaviour for Nurses and Midwives.

If you feel there is anything missing or information that you feel would be useful, please do not

hesitate to feed this back through contacting the Personal Tutor, Link Lecturer or Programme Lead.

22

Appendix I Programme Support Roles

Academic Lead for Students

The Academic Lead for Students is responsible for overseeing the provision of pastoral support for

all students in the School, and particularly for co-ordinating additional support for students

struggling with academic work or in particular personal difficulties. Students may be referred to the

Academic Lead by their Personal Tutor or a member of the programme team, but, more importantly,

all students have direct access.

Clinical (Practice) Liaison/Link Lecturer

Each practice placement area has a Liaison or Link Lecturer who is a member of the lecturing staff and

a registered midwife/nurse. For nursing this role is shared between the nursing teams in this School

and Leeds Beckett University. The Liaison/Link Lecturer keeps in regular contact with the practice

placements, offering both information and support to practice colleagues. Whilst the primary support

during the placement will be from the Mentor, the Liaison/Link Lecturer may meet with students who

are on duty when they visit and can be contacted to offer support, particularly if there are any

problems.

Enhanced Personal Tutor

Apprentices will have access to a named Personal Tutor, who will normally continue in this role for the

whole of the programme. S/he will have the overview of the Apprentice Nurse’s performance and

welfare and will remain a continuing source of support as they progress through their studies. S/he is

available to give advice on University rules and regulations (subject independent), and will act as a

referral agent, who can guide learners to specialised pastoral care, e.g. counselling services, advice

and careers service, disabilities advisors, etc. S/he will also act as a personal advisor helping learners

with individual problems and exploring how these interact with academic learning. Personal Tutors

are a point of contact if there are any problems that may affect an Apprentice’s performance. The

Apprentice Nurse will be invited to meet with the Personal Tutor at least once every semester.

Personal tutoring is recorded via Leeds for Life student dashboard, where records of personal tutorials

can be stored in the “Living CV” area. See https://leedsforlife.leeds.ac.uk

Module Lead

Module Leads are lecturers with particular expertise in that field, who are responsible for co-

ordinating the delivery of the module. They will ensure the module content reflects up-to-date

research and information.

Module Lecturer

Module lecturers will provide lectures and tutorials. They are lecturers with particular expertise in that

field and are responsible for delivering designated sessions and providing academic support on

modules.

Practice Learning Facilitators/Educators (PLFs)

Practice Learning Facilitators are based in Trust to support quality assurance of the practice placement

experiences for Apprentices and all health professions.

Programme Lead

The programme lead’s role is to oversee the planning and delivery of the programme to ensure that

Apprentices receive a well-planned, coherent and high quality educational experience

23

APPENDIX II Programme Plan

NB. If you are viewing this document electronically, double click the image and you will be able to

zoom in to enlarge and view the contents.

The Programme Plan sets out the template for the programme. The practice allocations are colour

coded as identified below:

Formative Placements (‘On the job’).

Key to Programme Plan: Work – Colour block Pink

This is the hub area and the Apprentice is still a learner but counted in the numbers. They will

continue to learn and collect evidence of their learning and competency and they will have an

assigned Mentor. These hours do not contribute to the NMC 2,300 practice hours.

Formative Assessed Placements (‘Off the job’).

Key to Programme Plan: Non-Assessed Placement – Colour block Lilac

This is a non-assessed placement experience (it can be in the hub or another area) and the Apprentice

is supernumerary. They will continue to learn and collect evidence of their learning and competency

and they will have an assigned Mentor. These hours do contribute towards the NMC 2,300 practice

hours

Summative Assessed Placements (‘Off the job’).

Key to Programme Plan: Assessed Placement – Colour block Purple

This is an assessed placement experience, in a different clinical area to the hub place of employment

and the Apprentice is supernumerary. They will have a different Mentor assessing their practice to

the hub Mentor. These hours do contribute to the NMC 2,300 practice hours.

Annual Leave

Key to Programme Plan: Colour Green

24

25

APPENDIX III - BSc (Hons) Nursing (Adult) 4 year Apprenticeship Programme

To help to place practice learning in context, below is an overview of skills and theoretical components

which inform the course structure.

Module/Programme Summaries

Stage One

Stage one comprises of the following modules;

HECS 1122 Learning together: working together

HECS 1121 Biological knowledge for practice

HECS 1123 Theory and Practice Module 1

HECS 1124 Theory and Practice Module 2

This stage focuses on the fundamental themes such as biology, psychology, sociology, inter

professional education as well as nursing theory and skills relating to nursing and which underpin

health and healthcare and enable the Apprentice to meet the first progression point set by the NMC.

The Apprentice also begins the theme around medicines management which is threaded throughout

the programme theoretically and within the practice setting.

The two Theory and Practice modules HECS 1123 & HECS 10124 concentrate on practice and is where

the Apprentice will develop knowledge and skills by undertaking nursing practice within clinical

environments. Through support from the Mentor the Apprentice will learn nursing skills. These are

assessed via the clinical assessment documents (PAD & OAR).

Placement opportunities in stage1 could include: medicine, surgery, outpatients, and older adult and

community.

The placements in conjunction with the Apprentice’s employment will provide an insight into adult

care as the foundation for the development of professional nursing practice. The Apprentice will

develop fundamental clinical and communication skills appropriate to client care and learn how a

systematic approach to nursing care can be used to meet the needs of a client group. The Apprentice

will also develop an understanding of working in partnership and begin to develop an awareness of

the range of services appropriate to adult health care.

Stage Two

Stage two comprises of the following modules;

HECS 2222 Nursing the Acutely Ill HECS 2187 Nursing the Adult with a long term condition

HECS 2221 Healthcare ethics and law

HECS 2218 Research for healthcare professionals

HECS 2219 Theory and Practice Module 3

HECS 2220 Theory and Practice Module 4

The focus of stage two is predominantly that of adult care, specifically looking at the acutely ill adult

and the care of an adult with a long term problem. This is reflected in the two 20 credit modules where

26

the illness is the focus. The Apprentice will explore the pathophysiology of illnesses and the look at

the care needed to support and care for the clients in practice or at home. Using the assessment

framework and case scenarios, the Apprentice will explore the nursing management in context of a

holistic care. The Apprentice will still explore generic themes such as research and ethics and law but

will also have tutorials to help place these themes within the context of adult nursing.

Placement opportunities in stage 2 could include areas not already experienced such as: medicine,

surgery, outpatients, and older adult and community.

The year 2 theory and practice modules HECS 2219 & HECS 2220 focus on developing skills to manage

self and adult clients whilst exploring key concepts of health and health promotion, considering the

perspectives of service users and carer in more depth and safeguarding vulnerable people.

Stage Three

Stage three comprises of the following modules;

HECS 3291 Pain Assessment and Management

DAPP 3289 Pharmacology Applied to Nursing Practice

An Optional Module

HECS 3287 Theory and Practice Module 5

HECS 3288 Theory and Practice Module 6

HECS 3286 Research Dissertation

Stage three continues to develop knowledge of adult care and management. The Apprentice will

explore healthcare themes which will need to understand as a professional Registered Nurse. The

Apprentice will explore strategies to help manage the transition from Apprentice to registered adult

nurse. The pain module explores a vital aspect of nursing care. Recognising the learner’s role within

medicines management and building on stage one and two, the Apprentice will complete a

pharmacology module. The Apprentice will develop a clear understanding of the scope and boundaries

of competent professional adult nursing practice. They will be expected to bring together learning

from stages one and two to enable the Apprentice to work and communicate effectively in large multi

professional teams. The Apprentice will consolidate previous learning in a 12 week final placement in

which they will be required to co-ordinate care for a group of patients or caseload. Placement

opportunities in stage 3 will include areas not already experienced in previous stages of the

programme, such as: medicine, surgery, outpatients, and older adult and community. Stage three also

the Apprentice the opportunity to undertake an independent study module, where they can explore

an area of nursing which is of particular interest.

27

APPENDIX IV Supporting an Underachieving Apprentice Nurse (AN)

Mentor meets with AN forthe initial interview withinthe first three days of theplacement starting to set(SMART) learning goals forthe placement.

At the earliest opportunity the Mentor shouldmeet with the AN to share their concerns andobtain the AN’s views. The Mentor and ANdiscuss and agree reasonable adjustments tothe learning objectives and set an achieveablereview date.

Situation to be clearly documentedReview ProcessAN improves.

Situation to be clearlydocumented

YES NO

The Mentor shares their concerns of AN’s performancewith the ward-based AN Lead and Team Manager.

Situation to be clearly documented

The Mentor contacts the AN’s Personal Tutor or LiaisonLecturer, PLF to inform them of their concerns. TheMentor discusses this openly with the AN.

Situation to be clearly documented

Mentor identifies that the AN is not on target to meet their

learning objectives.

Meeting arranged between the Mentor , AN and PersonalTutor to discuss the concerns and agree an Action Plan.Line Manager and Programme Lead informed of ActionPlan. Situation to be clearly documented

Review ProcessAN improves.

Situation to be clearlydocumented.

YES NO

Provide clear documentation of the process and what the AN needs to improve. At Final Interview Mentor provides feedback to the AN and the Personal Tutor that the AN has not been successful in meeting the required competencies.

Line Manager and Programme Lead informed of outcome. Trigger formal Tripartite Meeting, progress review and programme plan of action.

There should be collaboration between the Personal Tutor and Liaison/Link Lecturer as to who would be the most appropriate person to be involved.

28

APPENDIX V – Raising Concerns Flowchart (School of Healthcare Policy)

29

APPENDIX VI- Managing Perceived Unsafe Practice or Risk to Apprentice

Learning in Practice

Managing perceived unsafe practice or risks to student

learning in practice Version 11: 15/11/17 for review 15/11/18While on clinical placement, while working

as an agency clinical support worker, or if

student is a nursing apprentice or associate

who works substantively in that area, student

witnesses unsafe/ concerning practice

Reported to /

discussed with

academic staff in

University

(Personal /

Course tutors)

Obtain statement from student. Incident to be

investigated by University and /or Placement

Providers as appropriate – involve both the

individual placement area concerned, and the

placement PLF or equivalent ***

No further action

Matter

resolved

YES

NO

Student speaks directly

to clinical placement

placement staff, or if

they are an employee it

Resolved internally

University of Leeds – student

to inform Placement Unit or

Programme Lead,

Leeds Beckett to inform the

Practice Support Tutor or

Practice Experience Co-

ordinator.

EITHER

AND/

OR

Mentor or placement team have serious concerns about the

practice or behaviour of a student – this may be linked to a

specific incident. Expectation that placement will risk assess

and send student home/ alert police and safeguarding

as necessary, as they would a member of staff.

During office hours

Out of office hours

University of Leeds: Contact the 24

hours security 0113 343 5494/5 (non-

emergencies) message to be given to

Director of Practice

Placement responds to any Security advice/

instructions. Director of Practice/ Programme/

Course leads to be notified during working

hours via normal emergency response

protocol and action to be determined with

placement partners as above***

Inform Practice Placement Unit who will inform

Director of Practice/ Programme Lead/ Course

Lead, liaise with placement to agree action ***

UNIVERSITY OF LEEDS

Leeds Beckett University: As part of

the Student Crisis Response Plan – contact the

24 hour Security response line on 0113

8121365 – Course Leader to be informed

Practice Placement Unit: office hours Reception: 0113 3431375

If you have difficulties contacting a specific

member of staff at any partner University or are

unsure who to contact please contact the PPU

(School of Healthcare, University of Leeds).

Contact details are also available on

ww.practiceplacements.leeds.ac.uk

Leeds Beckett students also follow HSS Faculty

Early Resolution Flowchart

Additionally – if this is a student on an agency

shift, follow agency reporting procedure.

***Determine if this is a Safeguarding concern – report accordingly. Consider

severity, impact on Educational Environment, and

therefore NMC Exceptional Reporting. Also consider

CQC reporting. HEI reporting to NMC must go via

the appointed official correspondent.

However – any individual member of the public can

also report concerns directly to the NMC and/or

CQC.

Partner Universities within shared placement circuit

also to be informed

30

Appendix VII Record of Tripartite Meetings

These meetings must take place at least once per semester (i.e. a minimum of four per stage)

between yourself, an academic representative (i.e. your personal tutor, programme leader, clinical

liaison tutor) and an employer representative (i.e. your Line Manager, educational lead, Mentor,

matron for your clinical area). These tripartite meetings are in addition to other meetings indicated

within your PAD, OAR and academic programme (i.e. meetings with your personal tutor).

You should prepare for these meeting by considering; Placement achievement so far, on-going

placement objectives, skills achieved (within skills log), academic achievements so far

Meeting date …………………………. Stage of programme………………………….

Apprentice signature Academic signature

Employer signature Date

Apprentice’s reflections

Academic comments

Employer comments

On-going development plan

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Appendix VIII – Exemplar of the Commitment Statement – FOR INFORMATION

Apprenticeship Commitment Statement

SECTION 1 – core information

This Commitment Statement summarises the schedule, roles and responsibilities and funding that supports the successful completion of this

apprenticeship. The information set out in this document forms part of the evidence pack required for every apprentice and must be signed and retained by

the employer, the apprentice and the university named in section 1 below. This must be retained with, or in, the written agreement or contract for services

between the employer and provider as the current and accurate statement about the content of this apprenticeship. The content of this document is also

intended to form the basis of regular reviews between all three parties to track progress and review the ongoing support and commitment needed during

the lifetime of the apprenticeship. Any changes to the apprenticeship, and therefore to this document, must be agreed and recorded in an updated

commitment statement with signed copies distributed to all parties listed in section 1 below. The main training elements of the apprenticeship are

contained at Annex 1. 1a

1.1. Signatories

Apprentice (& Guardian if aged 16-18)

Employer <<Line Manager>> University

Name

Organisation

Phone

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Email

Signature

Date

1.2. The Apprenticeship covered by this Commitment Statement

The Apprenticeship Level Name

Start Date ddmmyyyy Planned End Point Assessment Date mmyy Planned End Date mmyyyy

1.3. Apprenticeship Review Schedule and Attendees

Reviews between the university, employer and apprentice will take place throughout the apprenticeship to discuss progress, review impact, confirm

success and identify any actions needed to ensure the success of the apprenticeship.

Review Schedule Frequency Attendees Name Role

Contact phone number Contact Email

Apprentice/<<Tutor>> Reviews

University

University

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Reviews (Employer/ Apprentice/ Provider)

Employer

1.4. Further Support and Guidance

Contacts Support Available Name Role

Contact phone number Contact email

<<Personal Tutor>>

<<Student Services >>

Key Processes and Policies

Process First Point of Contact Name, Role, Email & Phone number

Reference Document or Policy

Attendance & Absence

In the event that you are not able to attend university or join a planned face to face or online live session you must inform << University role>> as soon as possible after first contacting your employer.

<<Line Manager>> <<University role>>

Data Protection

The personal information that you provide is passed to the ESFA, the Department for Education and the Apprenticeship Assessment Organisation named in this Commitment Statement, for the purpose of tracking progress, confirming eligibility for funding or for processing your end-point assessment.

Your personal information may be shared with other regulatory or professional bodies necessary

If you have any queries about how your personal data is used please contact: <<University role>>

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Key Processes and Policies

Process First Point of Contact Name, Role, Email & Phone number

Reference Document or Policy

for the delivery of your apprenticeship and your well‐being but only where the law allows this sharing to take place, in compliance with the Data Protection Act 1998.

Safeguarding & PREVENT

You will be briefed about your and the University’s responsibilities under our safeguarding and Prevent policy as part of your induction. must contact the <<role title - safeguarding / prevent lead>>

All safeguarding concerns should be reported to: << University role>>

Raising Queries & Concerns

If you have concerns or queries about your apprenticeship in the workplace you should discuss these with <<line manager or other role TBA with employer >>

If you have concerns or queries about your

apprenticeship delivered by the university you should

discuss these with <<university role>> Apprenticeship concerns and enquiries can also be

raised with the ESFA Apprenticeship helpline

apprenticeship queries and concerns should be raised with: << University role>> .

The ESFA Apprenticeship helpline can be contacted on 0800 015 0400 or by email nationalhelpdesk@apprenticeships.gov.uk

Complaints

In the event that either employer or apprentice have

concerns or complaints regarding this apprenticeship

that cannot be resolved with the <<insert faculty role /

course lead>> you should escalate this to the <<

University role>>following the university complaints

process.

You may also escalate a complaint to the Skills Funding

Agency’s apprenticeship helpline.

Unresolved issues or concerns should be

escalated to : <<name, role phone, email >> at

the university

The ESFA Apprenticeship helpline can be

contacted on 0800 015 0400 or by email

nationalhelpdesk@apprenticeships.gov.uk

SECTION 2. Roles and Responsibilities

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This Roles & Responsibilities summary confirms that accountabilities for a successful apprenticeship are shared equally by the employer, apprentice

and university. The roles and responsibilities are intended to support the apprentice throughout their apprenticeship to successful completion.

2.1. The Apprentice agrees to:

a. Work with their employer and [university role e.g. personal tutor/ mentor] to agree an individual learning plan [Individual Learning Plan/ other document], to achieve

their apprenticeship

b. Manage their own learning, and with support from their employer and [insert university role e.g. Personal Tutor], work to meet the targets and timelines needed to

complete the apprenticeship by the planned end date

c. Participate in reviews with the employer and [university role] to track progress and success in meeting apprenticeship milestones, and agree any changes needed to

the learning plan to address performance or support enhanced learning opportunities

d. Manage and track attendance and participation to meet the off the job learning requirements for this apprenticeship programme

e. Inform the University and their employer if personal circumstances change that will affect completion of the apprenticeship or will change the planned end date

f. Proactively identify any issues or barriers to successful completion of this apprenticeship and raise these quickly with their employer and [university role], working

with both to implement any action needed

g. Raise any queries or complaints regarding the apprenticeship through the university process, and to the ESFA where needed as set out in section 1.

h. Participate in course feedback and apprenticeship evaluation to support the continuous improvement of the programme for current and future apprentices.

i. Take opportunities that arise to support other current and future apprentices to benefit from their apprenticeship

The Employer, both the representative signatory to this agreement and the apprentice’s day to day manager agree to:

a. Provide a working environment that meets current health and safety legislation to enable their apprentice to work and learn safely for the duration of the

apprenticeship

b. Work with their apprentice and the university to agree an individual learning plan [Individual Learning Plan/ other document], and provide the apprentice with access

to the on the job knowledge, skills and experience, resources and opportunities needed to achieve this apprenticeship

c. Support the university to comply with funding rules and collate evidence to confirm apprentice and apprenticeship eligibility for funding

d. Support the apprentice to manage their own learning, by ensuring sufficient off the job time in their typical working day (or time in lieu) to meet the requirements

of this apprenticeship

e. Enable the line manager and/or workplace mentor to support and guide this apprentice to carry out their day to day role and to meet the targets and timelines

needed to complete the apprenticeship by the planned end date

f. Participate in reviews with the apprentice and university, providing evidence and feedback on progress at work and success in meeting apprenticeship milestones,

and agree any changes needed to the learning plan supporting the apprentice to address performance or access enhanced learning opportunities

g. Support their apprentice to track attendance and participation to meet the off the job learning requirements for this apprenticeship programme

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h. Inform the University if there are organisational or apprentice circumstance changes that will affect completion of the apprenticeship or change the planned end

date

i. Proactively identify any issues or barriers to successful completion of this apprenticeship and raise these quickly with the university and apprentice, working to

implement any action needed

j. Raise any queries or complaints regarding the apprenticeship through the university process, and to the ESFA where needed as set out in section 1.

k. Participate in course feedback, impact assessment and evaluation to support the continuous improvement of the programme for apprentices and employers

l. Take opportunities to promote and publicise the successful completion of this apprenticeship and the benefits of the apprenticeship programme

The university (and where relevant, manage any appointed subcontractors to ) agree to:

a. Provide a learning environment that meets current health and safety legislation to enable the apprentice to learn safely for the duration of the apprenticeship

b. Work with the apprentice and employer to comply with the apprenticeship funding rules, providing an evidence pack that confirms eligibility for funding

c. Work with the employer and their apprentice to agree an individual learning plan [Individual Learning Plan/ other document], and provide the apprentice with access

to the knowledge, skills and experience, resources and opportunities needed to achieve this apprenticeship

d. Support the apprentice to manage their own learning, by ensuring sufficient resources, support, access to materials in their typical working day to meet the off the

job requirements of this apprenticeship

e. Enable the line manager and/or workplace mentor to support and guide this apprentice, to carry out their day to day role and to meet the targets and timelines

needed to complete the apprenticeship by the planned end date by providing a clear summary of off the job and on the job learning needed, contained at Annex A

f. Lead reviews with the apprentice and employer, providing evidence and feedback on progress to track success in meeting apprenticeship milestones, and agree any

changes needed to the learning plan to support the apprentice to address performance or access enhanced learning opportunities

g. Track attendance and participation to meet the off the job learning requirements for this apprenticeship programme

h. Inform the employer if there are changes that will affect completion of the apprenticeship or change the planned end date

i. Proactively identify any issues or barriers to successful completion of this apprenticeship arising from university, employer or apprentice and raise these quickly with

the employer or apprentice, working to implement any action needed

j. Manage any queries or complaints regarding the apprenticeship through the university process, supporting the apprentice or employer to escalate to the ESFA

where needed as set out in section 1.

k. Enable employer and apprentice participation in course feedback, impact assessment and evaluation to support the continuous improvement of the programme for

apprentices and employers

l. Take opportunities to promote and publicise impact and success for employer, apprentice and the wider apprenticeship programme

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3. Funding Summary

This Funding Summary sets out the financial contribution made by employers and government to fund this apprenticeship programme.

Funding Summary Levy Account

Employer/ ESFA

Co-funded

Employer Funded

ESFA Funded

University

Funded

Protective Clothing X

Equipment X

Initial Skills Assessment X

Apprenticeship Training

English X

Maths X

Additional Support

Exam Registration

End Point Assessment

Exam or End Point Re-takes

Certification

TOTAL

DOCUMENT CONTROL :

Document Tracker

Version no. & Date

Document name Changes since previous version Date circulated to apprentice and employer

This document is: ddmmyyyy

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SECTION 4. Apprenticeship Summary - See also Annex A

Apprenticeship Training & Assessment Milestone Summary – this sets out the indicative schedule for each key element in this

apprenticeship, where these are and which organisation will be leading delivery of each stage. Dates may change in line with each apprentice’s progress in

which This also includes the outcomes of the initial assessments, any gaps in knowledge skills or experience or prior learning and confirms the need for

English & maths as part of the apprenticeship

4.1. Employer Impact / Outcomes Measurement & Target

4.2. Initial Assessment Outcomes

Impact / Action

Prior Learning Accredited / Learning Gaps Prior Learning Accredited / Learning Gaps Prior Learning Accredited / Learning Gaps Prior Learning Accredited / Learning Gaps Prior Learning Accredited / Learning Gaps

4.3. Additional Learning Support Funding Source

Delivery Organisation

ESFA

ESFA

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ANNEX A Apprenticeship Summary Schedule

4.4. English and Maths Level Funding

Source Estimated Start Date

Estimated End Date

Delivery Organisation

ESFA mm/yyyy mm/yyyy

ESFA mm/yyyy mm/yyyy

Off the Job Elements This learning equates to the 20% minimum

of the job training required by all apprenticeships

Hours Estimated Start Date

Delivery Organisation

On the Job Elements This summarises the broad timetable of on the job

knowledge, skills experience that the apprentice will need during their apprenticeship to support each

module or assignment Module / Assignment Qualification / Exam /Review

mm/yyyy

Module / Assignment Qualification / Exam /Review

mm/yyyy

Module / Assignment Qualification / Exam /Review

mm/yyyy

Module / Assignment Qualification / Exam /Review

mm/yyyy

Module / Assignment Qualification / Exam /Review

mm/yyyy

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Version 3 September 2017.

Module / Assignment Qualification / Exam /Review

mm/yyyy

Module / Assignment Qualification / Exam /Review

mm/yyyy

End Point Assessment mm/yyyy