1. September 2019 Facilitator Notes
This presentation has been developed on behalf of the programme board by the Future Nurse and Midwife Communications Group with support from practice and education colleagues.
A number of the slides have been drawn from resources available on the NMC website and any such specific slides have remained unaltered within the presentation and retain the NMC branding to acknowledge the source of the slides.
Please consider your audience and choose (if applicable) slides which best fit the needs. Most audiences will have a shared interest but their knowledge and ability within this programme of work may vary.
Before using this presentation it is suggested that you go to the NMC website and NES website to familiarise yourself with the documents and resources detailed in the presentation.
September 2019

2. Introduction and overview of changes How to use the Standards
How to use these slides
The slide set is divided in 4 sections, and can be used flexibly with different groups 
Introduction and overview of changes  
How to use the Standards
Practice Learning: student supervision and assessment – supervisor, practice assessor, and academic assessor roles
Keeping up to date and sharing your views
The slides are divided into 4 sections, select ones that are most appropriate for your audience.
There are opportunities for discussion in each section
Please take a note of key messages from session
Resources – stick-it notes, flipcharts and pens
There will be an invitation at the end of the session for participants to:
Provide feedback
Submit questions

3. Getting to know about the changes to NMC Standards
The session will help you to:
recognise and value the existing skills and experience you bring
find out more about the new NMC standards and proficiencies
understand your contribution to supporting implementation of these new standards
identify resources and people who can support you in the implementation/ transition
network with colleagues from across health and care and enable you to share experiences
Provide a brief introduction on the purpose of the session.
A key message is helping participants to recognise the value and worth of their experience and the support they already provide to all learners and the broader workforce on a day to day basis.
Reminder that this session is to share information and raise awareness, and to provide opportunity to hear their views and any anxieties.
There will be preparation for the roles of practice supervisor and practice assessor

4. 1. Introduction and overview of changes
This section introduces key changes and summarise different NMC Standards
The Chief Nursing Officer, Fiona McQueen shares her thoughts on the opportunities for the profession

5. Why change?
recognise that existing staff have been working within a changing system and responding to population need
increasingly undertaking more complex and integrated working
our opportunity to ensure the programmes of education and our future workforce of nurses and midwives are prepared for that evolving landscape
Context and rationale for change.
Health and care is changing and we need to ensure the standards for education and the proficiencies of the registered nurse (and midwife) equip our workforce for the future

6. Chief Nursing Officer for Scotland
 Professor Fiona McQueen
Chief Nursing Officer for Scotland
‘Future nurse and midwife' offers a once in a generation opportunity to influence and develop our profession for the future of health care provision for the people of Scotland’.
This quote is from the keynote presentation by the Chief Nursing Officer at the 1st national Future Nurse and Midwife event in Scotland in February 2019
Encourage participants to get involved in the session today – ways to engage will be shared at the end of the session

7. What do these changes mean to me?
What questions do you need answered?
What thoughts/ words come to mind when you think about the forthcoming NMC changes?
NMC Introduction guide for service users can be accessed:
ACTIVITY 5-10 min
Encourage any early questions/comments AND for ask participants to share how they are feeling about change
Even if little detail is known, important to encourage discussion – can use stick-it notes
Work in small groups/ pairs and ask them for feedback. Record key points
Aim is to create ‘wordle’ from each session – if possible
Capture key points of note to feedback to local/national groups

8. Some thoughts and words from others  
Some example of thoughts from others

9. Future midwife standards
The new standards for the future midwife will be going before NMC Council on 3rd October 2019 with proposed publication date of November 2019.  Further information to follow.

10. Let’s start at the very beginning…….NMC Animation of changes
Available at:
The NMC have created a short animation describing the link between the education and training standards and the proficiencies.
Show animation to group
Available at  
 The animation is 3 mins long

11. NMC New Standards and Proficiencies FAST FACTS 1
There are 2 sets of standards – 1) Future nurse: Standards of Proficiency for registered nurses and 2) Realising professionalism: Standards for education and training together.
This provides a complete picture of:
what nurses need to know and be able to do, by the time they register with the NMC (across 4 fields of practice)
what approved education institutions (AEIs) and their practice placement partners must provide when delivering education and training courses.
There are also a Set of Standards for: ‘Return to Practice’ and for ‘Prescribing Programmes’
This and the next few slides provide some ‘fast facts’ about the new NMC Standards and Proficiencies

12. NMC New Standards of Proficiency for Registered Nurse FAST FACTS 2
There are seven platforms within the new ‘standards of proficiency for registered nurses’ which are important to understand because they:
represent the knowledge, skills and attributes that all registered nurses must demonstrate when caring for people of all ages and across all care settings.
reflect what the public can expect nurses to know and be able to do in order to deliver safe, compassionate and effective nursing care.
provide a benchmark for nurses from the European Economic Area, EU and overseas wishing to join the register.
provide a benchmark for those who plan to return to practice after a period of absence.
This slide is important as it summarises the broader use of the Standards, i.e. are not just for the purposes of the pre-registration education programme

13. NMC Future Nurse Standards
These show the NMC documents – all are available through links in previous slides

14. Scotland - Fast Facts (3)
Programme Board – chaired by Chief Nurse for Scotland (CNO) with representatives from across Scotland – care homes, NHS Boards, Colleges and Universities, RCN, RCM, Students
Local Programme Boards – membership from health, care and education partners, find out more from your Practice Education Facilitator/Care Home Education Facilitator
Education providers are progressing though different NMC ‘gateway points’ in preparation for programme validation events – which will include practice partners
All new pre-registration nursing education (and some post-registration) programmes commence in Sept 2020
Fast Facts 3 outlines Scottish activity
Further information on these activities will be shared through local programme boards and PEFs/CHEFs
AEI partners locally can provide details of the new programmes that are commencing

15. Future Nurse in Scotland
Listen to 
The CNO's view.
CNO - Fiona McQueen speaking at the FNM Programme Board event on 21st Feb 2019.
This video is around 25 minutes in length. You can use different  sections with participants.
Suggest you show first 5 mins which gives overview and the unique opportunity the NMC changes offer for the profession and users of our service 

16. FNM Programme Board workplan to support implementation in Scotland  
6 workstreams, all of which involve partnership working. 
Development of a national model for pre and post graduate practice learning  
A quality practice learning environment (pre and post registration) 
Consideration of indicative content for undergraduate education 
Refreshed national approaches e.g. raising concerns,  practice assessment document
Pharmacology in the undergraduate programmes
Communication plan 
Future Nurse and Midwife Programme Board
(FNMPB) workplan.
The workplan is the operational (high level) document which will direct and support the implement of  the new standards in Scotland.
Each deliverable has a detailed plan with a lead from practice, education and NHS Education for Scotland.  Access the workplan by clicking on the following blue text link - The Future Nurse and Midwife Programme Board (FNMPB) workplan.
Each board area has a local programme board with members from social care and education partners 

17. 2. How to use the Standards
Provides more detail on the Standards

18. Structure of the new standards
There are three parts to the new NMC Education Standards:
Part 1 contains information about the standards for nursing and midwifery education that will enable students to achieve the outcomes required to practise safely and effectively in their chosen area. It provides a framework of 5 headings including: learning culture, educational governance and quality, student learning and empowerment, educators and assessors, curricula and assessment.
Part 2 talks about the way in which student supervision and assessment will take place, including the new roles of Practice Supervisor, Practice Assessor and Academic Assessor. It sets out the expectations for learning, support, supervision and assessment of both theory and practice of students within a practice setting.
Part 3 talks about the standards that Approved Educational Institutions (universities) will need to meet in delivering their educational programme to students, including working with practice placement partners to create the right learning environment. Part three has standards for both pre and post registration programmes. It also includes the legal requirements for all pre registration nursing programmes.
The three parts of these standards have to be used with the detailed standards of proficiency for registered nurses and midwives. They describe the knowledge and skills required at point of registration to meet the outcome statements in the document.
All of these documents can be viewed on the NMC website under the ‘Standards’ link at
More detailed information if questions are asked:
Standards Framework for Nursing and Midwifery Education (Part 1) is set out under five headings
A learning culture that is ethical, open and honest, and is conducive to safe and effective learning.
2. Education providers that comply with legal and regulatory requirements.
3. Students who are empowered and provided with the learning opportunities they need to achieve the desired proficiencies and programme outcomes.
4. Educators and assessors that are suitably qualified, prepared and skilled, and receive the necessary support for their role.
5. Standards for curricula and assessment which enable students to achieve the outcomes required to practice safely and effectively in their chosen area.
Standards for Student Supervision and Assessment (Part 2) sets out expectations for the learning, support and supervision of students in the practice environment. They also set out how students are assessed for theory and practice learning.
The structure of the standards follow the student journey:
What needs to be in place to deliver safe and effective learning experiences for nursing and midwifery students in practice.
The principles of student supervision in the practice environment and the role of the practice supervisor.
The roles of the practice assessor and academic assessor.
Standards for Pre-registration Nursing Programmes (Part 3) which are presented in a way which follows the student journey:
Standards for the selection, admission and progression in a pre-registration nursing programme.
Curriculum Standards for the content, delivery and evaluation of the pre-registration nursing programme.
Standards specific to pre-registration learning for nurses that takes place in practice settings.
Standards for safe and effective supervision and assessment for pre-registration nursing programmes.
Standards which state the award and information for the NMC register.
These three parts of the standards have to be used in conjunction with the standards of proficiency for nurses and midwives. /

19. In groups or individually, explore:
What is your current understanding of the standards?
ACTIVITY
This will provide an overview of the knowledge and skills in the room.
ALSO emphasis that it is OK if people have limited understanding.
Where individuals have an understanding and/or have been involved encourage them to participate and share their experiences.
Capture key points of note to feedback local/national groups
‘Go to’ virtual events held to engage with practitioners and education colleagues in Scotland to explore support and supervision.

20. Applies to all fields of practice 7 Platforms
Standards of proficiency for registered nurses 
Applies to all fields of practice
7 Platforms
1.Being an accountable professional
2. Promoting health and preventing ill health,
3. Assessing needs and planning care,
4. Providing and evaluating care
5. Leading and managing nursing care and working in teams
6. Improving safety and quality of care  
7. Coordinating care. 
Highlight relationship between the new standards of proficiency and ‘The Code’ – points outlined below
1. 10 Standards of proficiency for registered nurses - NMC
Statement from NMC regarding relationship between new standards of proficiency for the registered nurse and the future nurse
10 Apr  The Future Nurse: Standards of proficiency for registered nurses set the standards of proficiency necessary for safe and effective practice at the point of registration.
Paragraph 6.2 of the Code requires you as a registered nurse to maintain the skills and knowledge necessary for safe and effective practice.
2. The Code: Professional standards of practice and NMC
› standards › code
22 Mar  The Code presents the professional standards that nurses, midwives and nursing associates must uphold in order to be registered to practise in the UK. It is structured around four themes – prioritise people, practise effectively, preserve safety and promote professionalism and trust

21. Standards of Proficiency: Annexe A & B
The annexes to these standards of proficiency are presented in two sections.
The annexes provide a description of what registered nurses should be able to demonstrate they can do at the point of registration in order to provide safe nursing care.
Annexe A specifies the communication and relationship management skills required, and
Annexe B specifies the nursing procedures that registered nurses must demonstrate that they are able to perform safely.
As with the knowledge proficiencies, the annexes also identify where more advanced skills are required by registered nurses, working in a particular field of nursing practice.
Annexe A and B are new to the Standards of Proficiency
Encourage participants to review the Annexes
For the session you may wish to have copies of the annexes available for the participants to view and discuss. For those participants in your session who may be supporting pre-registration students the link to the Scottish pre-registration nursing PAD can be highlighted here. The communication and relationship management skills and the nursing procedures are detailed within the Scottish PAD.

22. NMC Approval Process
The NMC base thier approval on whether education institutions and their practice learning partners can meet the education and training standards, as well as the relevant programme standards.
The NMC approve a programme if it meets their standards during the four-part ‘gateway process’.
The four ‘gateways’ are:
Gateway 1 – Part 1: Standards framework for nursing and midwifery education
Gateway 2 – Part 2: Standards for student supervision and assessment
Gateway 3 – Part 3: Programme standards
Gateway 4 – approval visit 
A programme cannot run until it successfully passes through each of these gateways and the NMC have confirmed in writing that it has been approved.
This slide outlines the process for approval of education institutions to deliver a programme.
This is part of the (NMC) quality assurance (QA) process, which Mott McDonald carry out in line with the NMC QA framework.
Practice partners are involved at each stage of the process and will be involved in planning and contributing to the approval events.
Your education partner/s will advise you of the agreed approval visit date and the role you may play in supporting an approval event

23. 3. Practice Learning: student supervision and assessment
Practice supervisor
Practice assessor
Academic assessor
This section provides information on the 3 new roles for practice learning

24. Current and future roles
The standards to support learning and assessment in practice have been replaced by the standards for student supervision and assessment. Most notable for practitioners is the removal of the terms mentor, sign off mentor and practice teacher.
The NMC will stop annotating the teacher qualification on their register (at the moment if you have a teacher qualification that they recognise, you’ll get a note next to your name on the register). But if you already have a teacher annotation or you’re working towards one, they won’t remove it.
Mentorship/sign off mentorship/practice teacher preparation will continue during this period as the skills developed are readily transferable to the new roles and responsibilities of practice supervisor and practice assessor
Key change is splitting of supervision and assessment roles (mentors, sign off mentors and practice teachers do both at present) and introduction of the academic assessor role
Three main considerations:
Effective learning environment – a range of settings where safe and inclusive learning occurs
Supervision of students in practice by a Practice Supervisor
Assessment and confirmation of proficiency by Practice Assessors and Academic Assessors
(N.B. Practice Teachers will move to these new roles too).

25. What is your current role in supporting students?
How do you see your future role in supporting students?
ACTIVITY
Help to recognise the ways in which current workforce are supporting students
AND
To encourage participants to consider what their role may be in the future
CAPTURE ANY FEEDBACK FOR LOCAL BOARDS AND NATIONAL PRACTICE EDUCATION LEADS GROUP

26. Supervision and assessment separated
What is different in these new standards?
Supervision and assessment separated
3 new roles which apply to pre and post registration NMC approved programmes to strengthen assessment
Opportunities for more diversity of practice learning experiences

27. Practice Supervisor
All nurses and midwives, including the newly registered, can be called upon to be supervisors in practice placements.
Students can also be supervised by other registered health and social care professionals.
Exceptions may include nurses currently under a supervision order or disciplinary action. From 2023 (or before then) all nurses will graduate with the skills to become a Practice Supervisor.
Other registered health and care professionals may include AHP colleagues (e.g. occupational therapist, dietician …..), medical colleagues, pharmacists, social workers etc..
Students in Scotland on programmes leading to NMC recorded qualifications (including pre-registration nursing and midwifery, return to practice and relevant post –registration programmes) can, as a general rule, be supervised by health and social care professionals registered with the Scottish Social Services Council (SSSC). The categories of staff who can be practice supervisors are listed in the national framework available at

28. Practice assessor
Nominated practice assessor for a placement or series of placements
Practice assessors may be nurses, midwives or SCPHN
Collaboration with practice supervisors and academic assessors key to role
Practice assessors assess and confirm the student’s achievement of practice learning for a placement or a series of placements.
Practice assessors may be registered nurses, midwives or SCPHN. They are only able to assess for the profession in which they are registered.
Practice assessors use feedback from practice supervisors and work closely with academic assessors to make a comprehensive assessment, and provide recommendation of student progression.
These roles will require knowledge of teaching and assessing learning, as well as knowledge of the course content, practice assessment document and local curriculum.
For prescribing programmes, the practice assessor can be any qualified and experienced prescriber. Who the practice assessor will be is dependent on the student they are assigned to. The supporting information on the NMC website details who the practice assessor should be to be for each student. Depending on your participants you may wish to provide more detail. This is available at supervision-and-assessment/practice-assessment/who-are-practice-assessors-and- how-are-they-prepared/who-can-be-a-practice-assessor/
NB. You cannot simultaneously undertake the role of practice supervisor and practice assessor, for the same student. The exception to this is nurses and midwives undertaking NMC approved post registration prescribing programmes, where, “In exceptional circumstances, the same person may fulfil the role of practice supervisor and practice assessor for that part of the programme where the prescribing student is undergoing training in a practice learning setting”

29. Academic assessor
The academic assessor will be a registered nurse, midwife, or specialist community public health nurse (SCPHN).
Academic assessors are assigned to a student for part of a programme
The role of assessing a student for progression is the responsibility of the academic and practice assessors, working together.
The academic assessor will be a registered nurse, midwife, or specialist community public health nurse (SCPHN). For prescribing programmes, the academic assessor can be any suitably qualified healthcare professional. Who the academic assessor will be is dependent on the student they are assigned to and further detail can be found at
Your local AEI can provide information regarding what constitutes a part. The supporting information available from the NMC at
indicates that academic assessors are assigned to a student for part of a programme. A part of the programme means the period for which a decision on student progression needs to be made.
A part could be one academic ‘term’ or ‘year’ or any other way in which the AEI decides to structure the programme. The part may be determined by overall course length and level of programme i.e. if it is a pre-registration or a post-registration programme, and any other considerations that the AEI and their practice learning partners might wish to think about when they develop the programme.
Students should be assigned to a different academic assessor for each part of the programme.

30. What opportunities do the standards offer?
What opportunities do Standards for Student Supervision and Assessment (SSSA) offer for you and your practice area with regards to new learning opportunities for students?
ACTIVITY
Possible answers:
All Registered Nurses have a role in students learning in line with The Code.
Other staff can be involved e.g. HCSW, other professionals. Practice areas can look at innovative ways for the student to experience learning.
OTHER?

31. Scottish Practice Learning Handbook
The National Practice Learning Handbook for Practice Supervisors and Practice Assessors in Scotland has been developed to provide an overview of the roles and how they work together to ensure practice supervision and assessment meet the NMC Standards for student supervision and assessment (NMC 2018)and can be accessed here.           
Introduction
The Nursing and Midwifery Council (NMC) published new standards for student supervision and assessment in May 2018 which introduced three new roles: practice supervisor, practice assessor and academic assessor to support the learning, supervision and assessment of students in practice.
These new standards apply to all NMC approved pre and post-registration programmes and will begin to come into effect in Scotland from September 2020 onwards.
This handbook aims to provide an overview of the roles and how they work together to ensure practice supervision and assessment meet the NMC Standards for student supervision and assessment.
In Scotland, to support the transition to these new roles ‘A national framework for practice supervisors, practice assessors and academic assessors in Scotland’ has been developed and provides further detail on the introduction of the regulatory changes for student supervision and assessment in the context of health and social care in Scotland.
This was developed in partnership with practice learning partners, approved education institutions and NHS Education for Scotland
Note you can be a practice supervisor and assessor, just not for the same student.
You can access and open the document and share some of the key messages

32. Scottish National Framework for Supervisors and Assessors
The National Framework for Practice Supervisors, Practice Assessors and Academic Assessors in Scotland has been developed to provide further guidance for the implementation of the these new roles in line with the Standards for student supervision and assessment (NMC 2018) and can be accessed here
The framework has been created by NES and practice and education colleagues.
This national framework is designed to:
introduce the regulatory changes for student supervision and assessment in the context of health and social care in
Scotland (sections 1.1 and 1.2),
provide guidance for mentors, sign-off mentors, practice teachers and teachers to transition into the new NMC roles for student
supervision and assessment (section 2.0) and
outline how practitioners and academic colleagues undertaking the new roles of practice supervisor, practice assessor or academic assessor will be prepared, supported and developed (sections 5, 6 and 7 respectively).
In addition, the NMC requirements for, and a practical outline of, each role are included in the relevant sections.
The role and responsibilities of approved education institutions (AEIs) and practice learning partners for the supervisor and assessor roles are summarised in section 8.
Open document and highlight key sections
Encourage people to look at this document – who else needs to look at this document?

33. What do I need to do to transition to these new roles?
Be active on the mentor/practice teacher register as of September 2020
Reflect on your role 
Discuss at your annual appraisal – these discussions can be used as evidence for your next NMC revalidation
Consider CPD needs and access resources at 
Highlight that any CPD or learning opportunity can count for revalidation evidence and reflective practice example
Open up link to show document which is a Scoping of resources currently available to support preparation of new roles – practice supervisor/assessor and academic assessor 
What resources would be most helpful to participants?

34. 4. Keeping up to date

35. Keeping up to date Newsletter Newsletter
Newsletter
The communications group of workstream six are producing frequent newsletters of progress. Available at
Mailing list will include you in NES communication and updates

36. Who can I ask for help? PEFs/CHEFs Your local Universities
NES Practice Education Team
Your manager
Local Future Nurse and midwife lead in your area
Add any others who can help

37. Supporting information
Access at
Further guidance available through NMC links. Encourage participants to check out

38. Listen in to Discussions in Scotland
Vimeos of GoTo virtual sessions recordings
Available at:
Shaping the Scottish Future Nurse and Midwife Event took place on 21st February 2019 presentations slides and films available.
GoTo meetings asked for options in relation to the the standards and roles for Scotland.
Shaping the Scottish Future Nurse and Midwife Event
A national event for 200 practitioners from across Scotland took place on 21st February More information on this event can be found at:
Discussions in relation to supervision and assessment can be accessed at

39. Share your views
You can make your views/comments/questions known as follows:
• –
• Twitter or tweet using the hashtags: #Scotfuturenurse #Scotfuturemidwife #yourstandardsyoursay
• Talking to your local PEF or CHEF or Practice Education Lead
Encourage to participate and engage

40. Take away messages Your skills, knowledge and experience is valued.
If you don’t know, we can find out together   Just Ask!
Who do you need to share the information you have learned today with?
What do you need to do to prepare yourself and your team for these changes?
Important messages/actions to take away.
Any other ideas from participants?