review of pre-registration nurse education student workshops kathy branson director – special...

Review of Pre-Registration Nurse

EducationStudent Workshops

Kathy BransonDirector – Special Projects

Health Education East of England

www.hee.nhs.ukwww.eoe.hee.nhs.uk @HEEoENurse

Agenda

9.30 – 10.00 Arrival and coffee

10.00 - 10.05 Welcome and Introduction of Team

10.05 – 11.00 Presentation of Process and Themes

11.00 – 11.10 Refreshment Break

11.10 – 12.45 Group Work

12.45 - 13.00 Next Steps and close


Introduction & Drivers• Frances, Willis, Cavendish, Berwick

reports identified areas for improvement

• £ cost + quality• National ‘Shape of Caring’ Review• Safer Staffing


• 8 workshops held at 7 locations in East of England• 191 people attended• Attendees - senior nurses, nurse managers, teachers,

delegates from HEIs and a small number of Students • Collected 48 hours of data analysed by key themes• Carried out a Preliminary Literature Review – setting the

context • 4 Service user workshops held in June• 1 HEI workshop

What We Have Done


• Things are NOT broken, but can be improved• Repetition of key themes• Common understanding of key themes• No surprises

What We Found


• Recognition – ‘Trainer’ to be seen as a ‘badge of honour’

• Choice. Do nurses aspire to being mentors?• Practice assessment/sign off• Infrastructure, time & support

How do we demonstrate value for mentors and excellent education in practice?

Quality Mentorship


• Technical skills – clarity about measurements• Care/compassion• Resilience• Understanding of relationship between mental and

physical health• Questioning/improvement culture

How can we articulate core skills; how are these acquired, measured and maintained?

Core Skills


“There are not that many environments or education models where there is joint responsibility for student learning. This is a potential risk and there is a tension between the student’s rights and academic requirements versus the need to protect patients and the professional nurse’s expectations of the student.”

• Workforce planning – ‘ownership of finished product’

Partnership – quality of relationship between placement and HEI


• ‘Fundamentals’ of care are held in high esteem• Freedom to ask questions and challenge. Blame free• Demonstrates value for staff/students and develops

their resilience• Personal responsibility ‘changing culture is my job’

How do you demonstrate the ‘right’ culture to support learning?

How do nurses make learning and reflection ‘culturally acceptable’?

Culture (Practice and HEI)


• HEIs ‘own’ theory; service ‘owns’ practice• How to narrow or bridge the gap?• University/learning ‘without walls’• Anxiety about the meaning of evidence

based practice• Tension between intuition and knowledge

based actions

Theory/Practice Gap


• Need to ensure they are involved in and reflected in practice• Student focus vs. service user focus• Graduate preparation for synthesising the ‘paradox of

nursing’ Standardisation vs. person centred care Meaningful encounters vs. speed of throughput

• Coaching and self-management/risk• Fundamentals – the little things that mean a lot

How do we describe this complex and difficult area so that it can really be the centre of practice?

Service User/Patient/Client


• Individual need• Clinical need• Organisational• Political How do you prepare and support people for this and to

maintain resilience?

Managing Constant Change at Every Level


• Management and leadership concepts and functions described interchangeably

• Personal leadership - responsibility linked to accountability

• Leaders of care/service improvements• How to ‘teach’ leadership and leadership

framework

What do the concepts of ‘team’; leadership and management each mean within the context of nursing?

Leadership


• A core skill embedded into curriculum• Management of caseload/ward• Management of self• Management of workload/risk• What can you safely do?• Management of complexity

Management


• Team work/integration/multi-professional/inter-agency user interchangeably

• Defining the skills and implications of the setting• Education based on patient pathways

What are the skills and attributes of a newly qualified nurse and are they really fit for purpose in a range of settings?

Preparing Nurses to Work in a Range of Settings


• Mentorship is part of CPD• Students’ access to skilled clinicians• Purpose of placements around specialist

and advanced practitioners

CPD


• What is missing

• What are the priority themes?

Group Work


• 5 x Student workshops – July• Interim report for national review - July• Interviews and surveys –Aug – Oct• Planning for implementation - Nov

Next Steps


• PNEP• Student Led Wards• Grow Your Own

Next Steps


• Website on HEEoE: http://eoe.hee.nhs.uk/our-work/fundamental-nursing-review/

• Monthly blog• Surveys

• Twitter: @HEEoENurse

Stay in Touch

http://eoe.hee.nhs.uk/our-work/fundamental-nursing-review/



review of pre-registration nurse education student workshops kathy branson director – special...

Documents

hei slide

heeoenurse heis

close slide

heeoenurse agenda

heeoenurse things

quality mentorship slide

culture practice

practice tension