University of Teesside School of Health and Social Care Pre-registration Nursing Framework Two Curriculums are currently running 2012 Curriculum: BSc (Hons)Nursing Studies: Adult, Children’s, Learning Disabilities and Mental Health Fields of practice (NMC 2010 standards) 2008 Curriculum: (NMC 2004 Standards) 1303 (trailing)cohorts.

THANK YOU Thank you for all the support you give to our students and the programme Teesside University’s Pre-registration Nursing programme received the highest score for student satisfaction in the 2016 National Student Survey (Nursing programmes: England) (Nursing Times online ) This is a great reflection upon the partnerships we have with our placement provider organisations and the support provided by mentors and practice staff during the programme

Current developments: Removal of NHS bursaries and introduction of a loan system for pre-registration student nurses, midwives and allied health professionals in England from Review of BSc (Hons) Programme in order to prepare for NMC re-approval in 2017 – Please get involved in the consultation activities and help us to shape the programme.

Developing practitioners who are able to deliver the highest quality person centred compassionate care Developing students who are able to meet the challenges of contemporary and future nursing practice Values based recruitment and selection Raising concerns and speaking out Using evidence to inform and practice improve patient care

MH five year forward view on content/uploads/2016/02/Mental-Health- Taskforce-FYFV-final.pdf

Aim: To Target the three crucial gaps identified in the 5 Year Forward View Triple Aim: Better outcomes Better Experience Better use of resources

Closing the gaps: The 10 commitments to support action of nursing, midwifery and care staff 1.We will promote a culture where improving populations’ health is a core component of the practice of all nursing, midwifery and care staff 2.We will increase the visibility of nursing and midwifery leadership and input in prevention 3.We will work with individuals, families and communities to equip them to make informed choices and manage their own health 4.We will be centred on individuals experiencing high value care 5. We will work in partnership with individuals, their families, carers and others important to them

6.We will activity respond to what matters most to our staff and colleagues 7.We will lead and drive research to evidence the impact of what we do 8.We will have the right education, training and development to enhance our skills, knowledge and understanding 9.We will have the right staff in the right places and at the right time 10. We will champion the use of technology and informatics to improve practice, address unwarranted variations and enhance outcomes. Closing the gaps: The 10 commitments to support action of nursing, midwifery and care staff cont’d

Positive Programme Feedback Tripartite approach/meetings Student support Service user involvement – Carers and service user involvement from week one of the programme Communication important – Shows human face of care and develops values 50/50 split balance right, structured and prepared, well balanced Placements Competency benchmarks clearer than previously Varied placements, students complimentary about spoke placement Students have a sense of identify and belonging to a team in the first year Hub and spoke model gives a well-rounded experience for students with a range of practice experience can see the whole patient journey

THE HUB AND SPOKE MODEL

FieldChildren’sMental HealthLearning Disabilities Adult HubHealth Visitor 5 weeks Children’s ward 8 weeks Community mental health team or in- patient unit locality based 11 weeks Community or residential service 10 weeks Hospital Medical or Surgical wards 9 weeks Spokes School nursing Community nursing Crisis team Assertive outreach team Community psychosis team Community affective disorders Children’s mainstream services Respite services learning disability Older person Caring for people with dementia Community Preferred options examples Cardio /respiratory Haematology Children and young people Health improvement Colorectal upper GI Hospital OPD Reproductive medicine Infection prevention and control Dermatology/tissue viability People with LD District nursing Medical in patient Endocrinology Medical rehab People with MH needs Examples of hub and spokes in YR 1.

FieldChildren’sMental HealthLearning Disabilities Adult Placement period one Year two 7 weeks Health Visitor weeks And spoke allocation Forensic MH or focussed MH care Forensic or hub placement (if year one hub was community then year two hub will be residential and vice versa) Medical or Surgical wards (whichever not done in year one) or critical care Placement period two Year two 9 weeks Urgent, immediate or complex care – e.g. PICU, A&E, Day units Focussed MH care or forensic MH - opposite of year two period one allocation Hub or forensic placement - opposite of year two period one allocation Opposite of year two period one Critical care or Medical or Surgical ward (7 weeks) plus Walk in centres/urgent care/GP practice nurse And HV placement focusing upon children's nursing (1 week each) Spoke allocations Adult – one day per week during medical and surgical experience with practitioners who span hospital and community practice (maximum 5 days) Mental Health – one day per week with nurses spanning hospital and community provision linked to hub area Learning disabilities – short one day spokes into specialist services for people with LD arranged by placement areas plus two week social care placement Children's - MH spoke and SCBU spoke YR 2 placement journeys.

FieldChildren’sMental HealthLearning Disabilities Adult All fields 2 weeks Service improvement placement Placement period one Year three 9 weeks 4/52 Community or School nursing 5/52 Acute Hospital Care or vice versa Com MH team (if hub is in-patients) or in-patients unit/nursing home (if hub is community mental health team). Residential or community service opposite of placement period 2 3 weeks social care placement Acute hospital or District nurse placement 1 week within a paramedic placement Placement period two Year three 8 weeks Acute Hospital careReturn to hub placement from Year 1(community mental health team or in-patient unit locality based) (8/52 period) Community or Residential service opposite of placement period 1 Acute hospital or District nurse placement Whichever not done in placement period 1 Final 6 week placement period 4 weeks practice 2 weeks study Re assessment or potential negotiated placement Re assessment or continue with placement period two allocation or potential negotiated placement Examples of hub and spokes placements – YR 3.

ACTIVITY ONE: Looking at the students Learning Outcomes for your area In small groups - 1.What personal and professional qualities and skills do student nurses need to develop in order to effectively prepare them for working within your area and achieving their learning outcomes ? 2.How can you as a Supervisor enhance the development of these qualities and skills in students whilst on placement? Prepare feedback for discussion with the main group

ACTIVITY TWO: Dealing with difficult situations as a Supervisor and having difficult conversations In pairs Identify situations you find difficult in your Supervisors role (maintaining confidentiality and anonymity during your discussion) 1.What do you find difficult? 2.Why do you find this difficult? 3.What strategies can you use to help you manage difficult situations in a constructive and helpful way? Prepare feedback for discussion with the main group

Negotiating and recording student learning in the spoke placements The students allocated hub and spoke placements should be discussed in the initial tripartite meeting and learning opportunities and expected learning outcomes negotiated with the practice and academic mentor. A record of this should be provided by the student to the spoke supervisor who may also identify learning objectives. On the first and last day of the spoke placement the spoke placement documentation record is completed by the student and their supervisor. This information should be reviewed by the practice mentor for the hub as it will contribute towards their assessment decisions – but is not the basis of them.

SUPPORTING STUDENTS WITH DISABILITIES

The NMC states that practitioners must be ‘in good health, capable of safe and effective practice without supervision. It does not mean the absence of any disability or health condition. Many disabled people and those with long term health conditions are able to practise with or without adjustments to support their practice’. (NMC 2010 p 8) ‘Assessment should focus on whether reasonable adjustments can be made to enable a student to practice safely and effectively without supervision... demonstrating that they have met a competency or standard. The standard or competency itself is not subject to a reasonable adjustment. The development of reasonable adjustments needs to be creative, innovative and inclusive’. (NMC 2010 p9/10)

Remember that the strategies identified to support the students in their learning should be used in the initial placement period – i.e. the first few days/weeks. By the assessment point the students must be able to demonstrate competence safely and independently A mentor handbook for supporting students with disabilities can be accessed on the mentor website If you have any concerns contact the Zoned Academic Mentor and Programme Director and PPF

WHAT TO DO IF YOU HAVE CONCERNS ABOUT A STUDENT

Placement concerns Procedure and guidance for students and staff Students are encouraged to not be afraid to question practice Where safe students need to raise the concern in practice Students will be supported through the process and kept informed at all stages

ROLES AND RESPONSIBILITIES

The Practice Mentor and Sign-off Mentor The Practice Mentor is an experienced qualified nurse on the appropriate part of the NMC Professional Register and the mentor database. Students are allocated to a Practice Mentor/Sign-off Mentor during each long period of practice learning. They are the primary support for the student in practice and will be available to the student for at least 40% of the student’s practice learning time. The Practice Mentor/Sign-off Mentor (as appropriate) will: Facilitate student learning. Supervise, support and guide students in practice. Assess the students achievement in practice using the practice competency benchmarks.

Supervisors for Spoke Placements As part of their practice learning experiences, students spend time with other members of the nursing, health and social care team, to facilitate enhanced understanding of inter- professional/inter-agency working and service user journeys. including: – registered nurses from different fields of practice – registered midwives, and – teachers when working in schools and educational establishments – Social workers and Occupational therapists Practitioners in these roles will be classed as supervisors The student’s learning journey is overseen by the practice and Academic Mentor. Supervisors cannot assess students.

Further support and information can be found on the practice support website: Nursing – Spoke Placement Learning Outcomes Spoke Placement Learning Outcomes – The 6 Cs The 6 Cs – Teesside University's Pre-registration Nursing Programme - the Student Perspective Teesside University's Pre-registration Nursing Programme - the Student Perspective – Top Tips for Mentors - the Student Perspective Top Tips for Mentors - the Student Perspective – Useful Links & Triennial Review Record Useful Links & Triennial Review Record – Useful Contacts Useful Contacts – PPF Contacts PPF Contacts – Mentor & Supervisor Handbooks by Field of Practice Mentor & Supervisor Handbooks by Field of Practice – Important Dates Important Dates