Janet Barker

High-level timetable for transition to degree level registration for nurses Jan – March 2009 April - June 2009 July – Dec 2009 Jan – Dec 2010 Jan – Dec 2011 Jan – Dec 2012 DH transition timetable NMC actions (with related HEI actions) DH review of student support Other work February - Risk and cost analysis complete July 09 – Dec 09 – SHAs develop transition plans with HEIs April – Consult on transition timetable June – Agree transition timetable Announce transition timetable July 08 – Dec 09 – DH Review of Student Support March – Findings announced September (at the earliest) new student support in place Jan 09 – Dec 09 – start developing standards and competences Spring – NMC consult on draft standards Sept 2010 onwards - HEIs develop new programmes for NMC approval Sept – first new degree courses start? January - SHAs commission 2011 courses Throughout 2010 – marketing campaign for prospective students Sept – NMC feasibility study of preceptorship due Summer – NMC finalise standards

Characteristics leads to registration with degree 3 years or 4600 hours three equal periods half theory and half practice two or more assessed progression points increasing field focus over time flexible boundaries shared learning emphasis on professional responsibility practice learning to achieve competencies

The Seven Principles 1. Develop competent graduates who are able to make clinical judgements through a process of critical and analytical reflection and engender confidence that leads to collaborative working with others. 2. Engender transferable knowledge and leadership skills that will advance innovative nursing and inter-professional practice across health care settings by. 3. Foster an integrated biological, psychosocial and cultural approach to the development of knowledge, skills and attitudes to the care of service users as individuals, groups and communities across the lifespan. 4. Promote the adoption of therapeutic interventions that are concerned with improving quality of life through empowering people and enabling them to achieve, maintain or recover independence, to cope with disease or disability or health problems until the end of life. 5. Recognise that nursing is an intellectual, physical, emotional and moral process and provide opportunities to develop the students’ self-efficacy and reflexivity through a pedagogical approach that embraces student centeredness and empowerment and promotes life-long learning. 6. Emphasise personal and professional accountability in the quality of nursing care and as the guardians of the service user experience. 7. Ensure a dynamic programme of learning that is meaningfully organised and delivered to offer a coherent and inspirational student experience.

Support for Curriculum Development Four Posts Communications Co-ordinator - DoN role (2/52) Staff development facilitator – DoN role (3/52) Practice learning Co-ordination – F/T secondment Project Assistant - F/T Fixed term post

Communication Strategy E-communication – blog Focus Groups - lecturers, students, clinical staff Workshops Information – news letters etc Road shows

Any outstanding questions?

Workshops Practice LearningLiz Aston PedagogyJanet Barker IPLHelen Laverty Student ExperienceNigel Plant

Questions for the workshops Where are we now? Examples of good practice? Where do we want to be? What do we need to do to get there and how do we do it? What are the staff development needs?