Review of Pre-Registration Nurse Education HEI Workshop 16 June 2014 Kathy Branson Director – Special Projects Health Education East of England

Agenda 9.30 – 10.00Arrival and coffee Introduction and Welcome – 11.15Initial findings (presentation & discussion) – 11.45Refreshment Break – 13.00Initial findings (cont.) – 13.45Lunch – 14.00Summary & Introduction – 16.00Workshops

Initial Findings

Introduction & Drivers Frances, Willis, Cavendish, Berwick reports identified areas for improvement £ cost + quality Nursing graduates - highest number in universities Safer Staffing

8 workshops held at 7 locations in East of England 191 people attended Attendees - senior nurses, nurse managers, teachers, delegates from HEIs and a small number of Students Collected data (taped and written), analysed by key themes Carried out a Preliminary Literature Review – setting the context What We Have Done

48 hours group discussions Repetition of key themes Common understanding of key themes No surprises What Happened

Recognition – ‘Trainer’ to be seen as a ‘badge of honour’ Choice. Do nurses aspire to being mentors? Practice assessment/sign off Infrastructure, time & support  How do we demonstrate value for mentors and excellent education in practice? Quality Mentorship

Technical skills – clarity about measurements Care/compassion Resilience Understanding of relationship between mental and physical health Questioning/improvement culture  How can we articulate core skills; how are these acquired, measured and maintained? Core Skills

“There are not that many environments or education models where there is joint responsibility for student learning. This is a potential risk and there is a tension between the student’s rights and academic requirements versus the need to protect patients and the professional nurse’s expectations of the student.” Workforce planning – ‘ownership of finished product’ Partnership – quality of relationship between placement and HEI

‘Fundamentals’ of care are held in high esteem Freedom to ask questions and challenge. Blame free Demonstrates value for staff/students and develops their resilience Personal responsibility ‘changing culture is my job’  How do you demonstrate the ‘right’ culture to support learning?  How do nurses make learning and reflection ‘culturally acceptable’? Culture (Practice and HEI)

Tea and Coffee – 11.15

HEIs ‘own’ theory; service ‘owns’ practice How to narrow or bridge the gap? University/learning ‘without walls’ Anxiety about the meaning of evidence based practice Tension between intuition and knowledge based actions Theory/Practice Gap

Need to ensure they are involved in and reflected in practice Student focus vs. service user focus Graduate preparation for synthesising the ‘paradox of nursing’  Standardisation vs. person centred care  Meaningful encounters vs. speed of throughput Coaching and self-management/risk Fundamentals – the little things that mean a lot  How do we describe this complex and difficult area so that it can really be the centre of practice? Service User/Patient/Client

Individual need Clinical need Organisational Political  How do you prepare and support people for this and to maintain resilience? Managing Constant Change at Every Level

Management and leadership concepts and functions described interchangeably Personal leadership - responsibility linked to accountability Leaders of care/service improvements How to ‘teach’ leadership and leadership framework  What do the concepts of ‘team’; leadership and management each mean within the context of nursing? Leadership

A core skill embedded into curriculum Management of caseload/ward Management of self Management of workload/risk What can you safely do? Management of complexity Management

Team work/integration/multi-professional/inter-agency user interchangeably Defining the skills and implications of the setting Education based on patient pathways  What are the skills and attributes of a newly qualified nurse and are they really fit for purpose in a range of settings? Preparing Nurses to Work in a Range of Settings

Mentorship is part of CPD Students’ access to skilled clinicians Purpose of placements around specialist and advanced practitioners CPD

Is this in line with your expectations? Is anything missing? Discussion

Lunch – 13.45

Workshops Table 1 - Partnership & Mentorship How do we demonstrate excellent partnership in practice Table 2 - Core skills & Theory Practice Gap How can we articulate core skills how are these acquired, measured and maintained. How do we narrow the theory/practice gap Table 3 - Preparing nurses to work in a range of settings What are the skills and attributes of a newly qualified nurse and are they really fit for purpose in a range of settings Table 4 - Service User/Patient/Client How do we describe this complex and difficult area so that it can really be the centre of practice?

4 x Service User workshops – June HEI Workshop – June 5 x Student workshops – July Interviews with key stakeholders Next Steps

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