Pan London Practice Assessment Document Presentation prepared for “ London Mental Health Nursing: Recruiting and Growing the Best” Jane Fish Project Manager, PLPAD Josee Soobadoo Project Team Associate, PLPAD

PLPAD Project Team Jane Fish Project Manager, PLPAD Josee Soobadoo Project Team Associate, PLPAD Ian Grant-Rowan Administrator, PLPAD

NORTH WEST LETB NORTH EAST AND CENTRAL LETB SOUTH LETB St George’s Kingston c U of H City Middx Greenwich Bucks LSBU KCL UWL

Opportunities………. Develop first Pan London PAD for graduate nursing to meet NMC standards Scoping exercise Competence based document Strengthen partnership working during time of change Develop new practice placement areas across health, social care and private, voluntary and independent sectors

Challenges………… Gain consensus from all AEI’s LETB’s are new and may have different priorities Challenging timescale – scope, develop & agree PLPAD, pilot and implementation of PLPAD Four fields of nursing Lack of web based infrastructure to support practice based learning Pan London compared to Pan Regions

PLPAD Project – Stage 1 Literature Review Regional Scoping Pan Wales Pan Manchester Pan Yorks & Humber Scoping London Region PAD’s

Distinctiveness of London for BSc Nursing/PG Dip/MN Students are fluid – move around capital Educating nurses for local Trusts as well as nationally Pressure on placement areas – need to develop further areas to accommodate students

Project – Stage 2 Consultation with key stakeholders Meetings with Academic & Practice Staff Focus Groups with practice staff, mentors, students Mentor Survey – (Survey Monkey) Student Survey – (Survey Monkey) Establishing engagement with service users Ongoing……………….

Feedback from mentors [Survey Monkey] “Its very repetitive. Some of the assessments are not easy to understand. There are far too many words used to describe what the mentor is being asked to assess. Not very specific, and not all relevant to the practice area.” “ Not really geared up to community placement”

Feedback from mentors [Survey Monkey] “There are aspects to the PAD documents that need changing. Very wordy and not very supportive of flexible learning. Using 3 universities with different PAD assessment is confusing and poses the questions that each does not trust the others tool of assessment. Often things are missed related to basic nursing care - pressure area care, nutrition (in more detail) dementia, dignity in care. If a student is with you for 5 weeks by the time one is getting to know them we are expected to completed a midpoint interview- perhaps this should be a review.”

Feedback from mentors [Survey Monkey] “Specific competency, knowledge and skills exams. These should be substantive and progression / continuation on the course contingent upon passing these. A nurse MUST be able to assess a patient using a validated model of nursing. MUST be able to write a care plan. I'm seeing many third year students who still don't possess these skills. Each year should have specific skill sets concerned with patient care organisation and management. The coordination and prioritisation of the care of a group of (minimum 5) patients should be an essential criteria for qualification. Student nurses must have this capability and demonstrate knowledge and skills in care coordination in order to register. Shift co-ordination and leadership competencies must be part of the third year tool.”

Feedback from students Survey Monkey “More skills should have been added on the practice documents to help us become more competent in certain skills. e.g. observation covers many different skills and also I have seen students such at other university have to complete many skills which covers in observations. they need to be signed off with little skills such as blood pressure, ECG, catheter etc. Which is excellent as it is more specific as mentors also have to observe students perform and pass that skill. However in our document it is not like that.”

Feedback from students [Survey Monkey] “Some mentors are not comfortable with the book. They usually argue that it changes every year, and the book is not explicit on the expected student level. Therefore mentors seems to base the assessment on their own expectations on student” “Having one document for 3 years will mean it is in a complete state by the time it is submitted. Not to mention how complicated things would get if it got lost. Grading criteria needs to be clear and consistent throughout the document.”

Why? Some AEI’s and Mental Health Trusts have students from 5 AEI’s 3 year PADs 1 Year PADs All 4 fields/one document Clinical skills Medicines management

Key components of combined PLPAD 1 document per progression point Ongoing Achievement Record – 3 years Professional Values Essential Skills Cluster Fields of Nursing – separate Essential Skills Cluster

Stage 3 – Document Development Key areas & Timescales Documents complete – Mid August Disseminate to academic & practice staff – August 3 x Stakeholder events for feedback – August Table Top Pilots in AEIs – August HEIs prepare their documents for NMC – Sept/October

Stage 4 Validation and Implementation Pan London and HEI documentation to NMC Validation – early December Implementation – March 2014 in AEIs with March intake Implementation in all AEIs – Sept 2014

Fit to practice at point of registration

References Care Quality Commission (2010) Essential standards of quality and safety Department of Health (2011) Health and Social Care Bill Francis (R) 2013 Report of the Mid Staffordshire NHS Foundation Trust: Public Inquiry Chaired by Robert Francis QC HMSO Nursing & Midwifery Council 2 nd edition (2008) Standards to support learning and assessment in practice. NMC standards for mentors, practice teachers and teachers Willis (2012) Quality with compassion: the future of nursing education Report of the Willis Commission on Nursing Education