A collaboration of 20 HEIs in the Midlands and East of England Abbie Fordham Barnes PAN Midlands and East Practice Assessment Document (PAD) for Pre-Registration Nurse Education A collaboration of 20 HEIs in the Midlands and East of England

PAN Midlands & the East - The Aim of the Project To implement a collaborative practice assessment document for nursing inline with the new NMC Standards of Proficiency for Registered Nurses Established PAN Midlands and East Practice Learning Group 21 HEIs in the Midlands and East of England HEE funding

The Future of Nurse Education - New NMC Standards At the NMC Council on the 28 March 2018 the Council approved the following standards: • Standards of proficiency for registered nurses • Standards framework for nursing and midwifery education • Standards for student supervision and assessment • Standards for pre-registration nursing programmes • Standards for nurse and midwife prescribing programmes. These standards will replace the 2010 nursing education standards including standards for pre-registration nursing education, requirements of approved education institutions and standards for learning and assessment in practice (SLAIP).

The Future of Nurse Education……Two elements to the presentation Development of PAN Midlands and the East Practice Assessment Document (ME PAD); focusing on: 7 Platforms; Emphasis on early leadership; Wider skill set; Teaching and learning. Standards of Proficiency for Registered Nurses Practice Supervisor Practice Assessor Academic Assessor Standards for Student, Supervision and Assessment

Standards for Student Supervision and Assessment (Replacing SLAiP) Academic Assessor – e.g. University staff Student Maintaining the quality of the practice learning environment Practice Assessor – e.g. current Registered Mentors / Sign Off Mentors Fit for Practise at the Point of Registration – Preparing and Assessing the Future Workforce New NMC Standards for Student, Supervision and Assessment Role of Practice supervisor – RN/Registered health and social care professional (Transition period – current Registered Mentors) Suitability prepared for role but no specific training, supporting and supervising student in practice setting. Act as role model No NMC approved programme. Contribute towards record of achievement – provide feedback, recording observations, raise concerns about conduct and competence, inform decisions of progression, sufficient opportunity to liaise with Practice Assessor. Role of Practice Assessor (Transition period – current Sign Off Mentors) Student assigned Practice Assessor for a series of placements/per placement per part of the programme Practice Assessor to conduct assessment to confirm progression, training requirements stated by NMC. Opportunities to periodically observe student in practice. Practice Assessors make and record objective, evidenced based assessments on conduct, proficiency and achievement, drawing on student records, direct observations, student self-reflection, and other resources. The Practice Assessor will work in partnership with Academic assessor – communication is scheduled at points during the programme. Practice Assessor has an understanding of academic progression. Evidence of professional development and ongoing training. Evidence of ongoing support for Practice Assessor. Practice Assessor can not be the Practice Assessor and Practice Supervisor for the same student Role of Academic Assessor (Transition period – University staff) Assigned Academic assessor – HEI clinical link tutor role. Ongoing support to fulfil their role. Expected to raise concerns about student conduct / performance. Work in partnership with Practice Assessor - communication is scheduled at points during the programme. Academic assessor is allocated to the student for each part/year of the programme. Academic Assessor can not be the Practice Assessor and Academic Assessor for the same student. Practice Supervisor – e.g. current Registered Mentor

Standards for Student Supervision and Assessment (Replacing SLAiP) Preparing and Assessing the Future Workforce Role of Practice supervisor (For example during transition period – current Registered Mentors) Suitability prepared for role but no specific training, supporting and supervising student in practice setting. Act as role model. No NMC approved programme. Role of Practice Assessor (For example during transition period – current Sign Off Mentors) Student assigned Practice Assessor for a series of placements/per placement per part of the programme Practice Assessor to conduct assessment to confirm progression, training requirements stated by NMC. The Practice Assessor will work in partnership with Academic assessor Role of Academic Assessor (For example – University staff) Assigned Academic assessor . Work in partnership with Practice Assessor. Academic assessor is allocated to the student for each part/year of the programme.

Considerations - Standards for Student Supervision and Assessment Exposure to simulation, concerns over student sense of belonging. assessor anxiety, expectations Practice Supervisor Practice Assessor Academic Assessor Nominated person/commitment to student/continuity Designated time Assess skills Feedback - PAD & to PA Inter professional role Nominated person/commitment to student Designated time Working in collaboration with AA midpoint or end point? Team assessment Assess skills, professional values, episodes of care Team approach Frequency of contact and when? Develop new roles Time and logistics Face to face or electronic contact Keep it simple/practical Awareness of students academic progress in theory? Confidentiality?

New roles - Regional approach to prepare new roles 2019 Transition period 2022 Online/face to face Content to focus on depending on level of experience: Feedback, learning & teaching, learning styles, communication, documentation (ME PAD), awareness of new curriculum, awareness of assessment process, roles & responsibilities Online/face to face Content to focus on depending on level of experience: Action planning, failing to fail, assessment process and theory/strategy, roles and responsibilities, scenarios, giving feedback, communication skills, documentation (ME PAD), accountability, awareness of new curriculum. Online/face to face Content to focused on level of experience: Awareness of new curriculum, roles and responsibilities, documentation (ME PAD) giving feedback, action planning, assessment process, failing to fail, accountability. Practice Supervisor Existing Mentors Preparation for Current students New Practice Supervisors Members of MDT Practice Assessor Existing Mentors Existing SOM New Practice Assessors Academic Assessor Current Academic staff New Academic staff

Partnership Working – PAN Midlands and East of England

The Scale of the Project Thousands of Students and Nurses >70 Major Practice Organisations 100s IPV 21 Higher Education Institutes

The PAN London Collaboration – 11 HEIs

Why should we work in partnership? There is a lack of collaborative development of the mentorship role (National Nursing Research Unit 2012 and RCN 2015) This is a natural step forward…. Other regions/countries have already successfully implemented a collaborative PAD Collaborative approach to the implementation of the NMC Standards and Education Framework Opportunities for further collaborative working Shared resources Shared audit processes Cross-organisation working is required to provide a strategic and collaborative approach from HEI, providers and NMC

The current PAD - What we already know… Time “We lack time to complete student documentation” “Processes breakdown due to staff shortages, time management and workload” Assessment “mentors may ‘fail to fail’ because of their lack of knowledge of the assessment process and documentation” “Mentors lack confidence or feel inexperienced in the assessment process” “We need to improve the quality of the assessment process” “are not effective at measuring all the attributes of clinical Competency” Documentation “what mentors want, if you ask them, is how to use the practice assessment document” “Documentation needs to be improved to make it more user friendly.” There are inconsistencies between HEI which are open to differing interpretation” “

Why do we need a collaborative PAD? Validity and reliability of assessment Efficiency and saves time Improve the quality of assessment – overall quality assurance Student and nurse experience Improve the quality of our future workforce Impacts on future employment, recruitment and retention

MEPAD Project Timeline Education Frame Workshop Define roles of SSSA, transition and preparation MEPLG Validation Document finalised MEPAD review of PAD Feedback on field focus groups IMPLIMENTATOIN HEIs implement new PAD and SSSA  Development of shared Preparation guidance and resource. MEPLG Website MEPAD Stakeholder Event Validation Events   MEPAD Stakeholder Event NMC Guidance April 2018 May June July August Sept Oct Nov Dec Jan Feb March April Aug Sept 2019 NMC National PAD meeting London Stakeholder Event Practice Assessor, Practice Supervisor, Academic Assessor preparation Document finalised for Validation Start to develop HEI specific guidance Working towards implementation of Annex B - Skills  MEPAD review of PAD Feedback following Stakeholder events Electronic PAD Workshop Define process, identify key recommendations Scope platforms TRANSITION Development of ePAD – Transfer PAD into electronic format Stakeholder Engagement - Communication Strategy

The PAN Practice Assessment Document (PAD) Practice Assessment Document Part 1,2,3 Ongoing Achievement Record Introduction/ Orientation Interviews Initial, midway, final Professional Values Episodes of Care - Reflections Service User Carer Feedback Skills Assessment Framework In-direct Supervision 1 2 3 Direct Supervision

Standards for Student Supervision and Assessment and the PAD Placement 1 Placement 2 Placement 3 Nominated Supervisor per placement Continual feedback – written in PAD Assessment of skills Assessment of formative episode of care Practice Supervisors Practice Supervisors Practice Supervisors Progression Point? Practice Assessor 1 Practice Assessor 2 Practice Assessor 3 Opportunity for periodical assessment Assessment of professional Behaviours Assessment of skills Opportunity for periodical assessment Assessment of professional Behaviours Assessment of skills Opportunity for periodical assessment Assessment of professional Behaviours Assessment of skills Assessment of episode of care Academic Assessors Team approach across placement areas Face to face or electronic contact Awareness of students academic progress

Stakeholder Involvement We gained feedback…… Over 1050 people have already been involved through the PAN London PAD group (PLPAD) 1st PAN Midlands and the East of England regional stakeholder event March 2018 - Over 180 students, practitioners and academics provided feedback We will be engaging in future stakeholder events regionally and locally @PANMidsAndEast

Next Steps…. Continue to engage with all stakeholders Continue to work in partnership with PAN London - development of the ME PAD Regional newsletter and resources Work with NMC to facilitate the potential development of a National Practice Assessment Document Regional collaborative approach to new Standards for students, supervision and Assessment ( Replacing SLAiP) Electronic PAD HEI curriculum development – planned NMC approval events early 2019 Implementation of new NMC Standards from Sept 2019 – Sept 2020 Continue to engage with all stakeholders – future local HEI events will take place plus a regional stakeholder event to gather feedback about the development of the PAN practice assessment document. Continue to work in partnership with PAN London and NMC. NMC are hosting a national practice assessment meeting early May 2018 with representatives from PAN London, PAN Wales and PAN Scotland. Regional collaborative approach to new Standards for students, supervision and Assessment ( Replacing SLAiP). The South Central Placement Partnership and South West Placement Partnership groups have developed a Discussion paper, please see attached. The fundamental principles have been agreed by the PAN Midlands and the East of England Universities as a positive step to a regional approach. Electronic PAD? Each HEI are exploring options to host an electronic Practice Assessment Document. Curriculum development for each HEI, approval events planned for early 2019. Implementation from Sept 2019 – Sept 2020

KEEP CALM AND LETS WORK TOGETHER @PANMidsAndEast