Graduate Entry Nursing (GEN) Programme Christine Armstrong Lecturer in Nursing

GEN Programme Aim of session Introduce and explain practice paperwork Introduce and explain assessment process By the end of the two sessions you will: Be aware of the expectations with regard to student practice assessment Be aware of the requirements for the Practice Assessment Document (PAD).

Accelerated 2 years programme GEN Programme Accelerated 2 years programme

Placement Plan – Placement Blocks

Standards for pre-registration nursing education Practice is assessed against the competency standards for Adult Nursing contained within the Standards for pre-registration nursing (NMC 2010) All nursing programmes are assessed against the same standards and competency framework

Taught Modules in Progression Period 1. Module A Fundamentals of Nursing for Health and Wellbeing Module D Leading for Change in Nursing Practice Module E Research Evidence and Dissertation for Nursing

Upload Clinical Reflections Electronic Portfolio Upload Clinical Reflections

What is this for? This will help the Mentor assess whether the student has achieved the correct level of competency Mentors will look at the Portfolio along with the Practice Assessment Document (PAD) The student can work on providing evidence of their progression within the Portfolio document during the weekly reflective time allocated

You must advise the Placement area AND the School Sickness and absence line if the student is unavoidably detained or sick. School line: 01782 679677

20 Learning outcomes – 5 for each NMC Domain and a number of performance criteria (PC’s) for each learning outcome

Record of Signatories Page Every mentor who signs in the PAD has to add their name and signature to this page

Student Induction Students should be inducted into the practice setting

Mentor placement interviews in each practice block Initial – Look at expectations and identify 10 learning outcomes for summative sign off – make goals to meet these. Mid-point – Review progress and areas for development for 10 identified learning outcomes and assess progress against Adapted Steinaker & Bell (1979) taxonomy. The Support and Monitoring Tool should be completed for this interview and an action plan may be formulated as a result End – A summative assessment of competency against adapted Stienaker and Bell (1979) taxonomy is undertaken for the 10 identified learning outcomes.

Scoring your competency in practice is undertaken using a taxonomy

Aims of the Student Support and Monitoring Tool: To identify struggling students in clinical practice at the earliest opportunity To indicate the support level required for a student and to standardise parity of student support experience To facilitate monitoring and support for a struggling student and to ensure that due process is followed by the mentor To promote a collaborative approach to the support and monitoring of a struggling student

First Mentor PBL 1 does not complete

MILESTONE ASSESSMENT

Form is mentor led, students should not approach patients, carer or relatives to ask them to complete. Patient should be anonymous

It should consider the Patient’s journey. A spoke can be from 3 hours to 1 week in duration and should be arranged by yourselves in negotiation with your Mentor. It should consider the Patient’s journey.

You may have to Spoke in order to achieve all your performance criteria to reach Level 2 by summative review. This would be where your Mentor would learn what you have done to achieve this and so must be shared with them

Your Personal Tutor will be made aware if any of these are not complete, they will sign these off prior to placement if they are all complete. You have completed IGT training and must show your certificate to your Personal Tutor.

Additional pages for resubmission if required.

Needs to be signed/initialled at the end of EACH shift. Working week 37.5 hrs. 2.5 hrs (reflective) = 40hrs (total) Students do not make any alteration that cannot be seen and tracked If Mentor is not available, another Registrant is able to sign Reflection hours are included and identified as reflection hours Spoke placement hours are included Bank holiday hours are not included

Sickness will have to be made up as student progresses or, in extreme circumstances in the Elective/Consolidation Period and or, annual leave weeks if required.

Bank/Agency work Practice placements are your priority Work your additional work around placements, not the other way around! You may make REQUESTS for shifts but you must be available to work with your Mentor a min-i-mum of 150 hours in order to be assessed.

Shift Patterns You WILL be working a variety of shift patterns and times, these will include some weekends but you are not required to work night shifts in Progression Period 1. You can mirror your mentor i.e. long days You are NOT to work bank holidays You will need to make up time missed as you go along You are NOT to change your shifts to accommodate low staffing levels. You ARE supernumerary but you are NOT lazy! You ARE allowed to make the most of all the learning experience that placement has to offer. ENJOY!

Placement Evaluations Placement evaluations are mandatory – you will evaluate every practice experience. Anyone who fails to follow the evaluation process will receive an academic warning. Tips for Evaluation: No safeguarding issues in your evaluations No patient care issues – any type – these should be dealt with at the time (or, you should indicate that you dealt with them at the time) Be professional with your patient evaluation and not personal

Contact Information Keele Support Kath Miles Placement Office Email: k.f.miles@keele.ac.uk Tel No: 01782 679572 Esther Woolham Placement Office Email: e.e.woolham@keele.ac.uk 01782 679573 Christine Armstrong Practice Quality Lead Email c.armstrong@keele.ac.uk Tel No: 01782 679612 Sara Morris Award Lead & Personal Tutor Email s.h.morris@keele.ac.uk 01782 679697

Any Questions?