1. 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

2. 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

3. 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).

4. 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

5. 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

6. 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.

7. 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?

8. 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

9. Partnership Working – PAN Midlands and East of England

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

11. The PAN London Collaboration – 11 HEIs

12. 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

13. 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” “

14. 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

15. 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
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

16. 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

17. 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

18. 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
Over 180 students, practitioners and academics provided feedback
We will be engaging in future stakeholder events
regionally and locally
@PANMidsAndEast

19. 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

20. KEEP
CALM
AND LETS
WORK
TOGETHER
@PANMidsAndEast