Foundation Degree Health & Social Care Practice ... · Academic Tutor- Practice Mentors will be informed of the academic mentor who will be supporting the student and mentor during

Foundation Degree Health & Social Care Practice

&

Certificate in Effective Practice in Care

Updated Sept 2015 MD Foundation Studies Team

Aims

• To provide mentors with information about the curriculum of both programmes.

• To give mentors the opportunity to discuss their roles and responsibilities as mentors for students.

• To enable mentors to explore the role developments associated with the support workforce in their workplace.

Updated Sept 2015 MD Foundation Studies

Team

The Programmes

• Certificate in Effective Practice in Care

– 1 year

– 120 credits

• Foundation Degree Health & Social Care Practice

– 2 years

– 240 credits


Programme Aims

Aim

–To develop a range of flexible provision to support the development of Bands 1-4 in the health & social care workforce.

–Responding to both local and national drivers in health & social care workforce developments


Team


The Practice Mentor

The practice mentor is an experienced qualified practitioner suitably qualified and registered with a recognised UK registration body such as the Nursing and Midwifery Council (NMC) or the Health Professions Council (HPC). They will be the primary support for the student in the practice setting. The practice mentor: • Facilitates student learning • Supervises, supports and guides students in practice • Implements approved assessment procedures • They work in partnership with Academic Tutors and other health care

professionals within multi-professional services, to enable students to achieve identified learning outcomes and competencies.


Qualifications for Practice Mentors Practice Mentors must be professionally competent i.e. they must have a minimum of one year’s post-registration experience in their field of practice. Mentor will be expected to have participated in a Cert HE/FdSc mentor workshop. FdSc HSCP- a practice mentor is required to be a registered practitioner with at least one years post-registration experience, who will take responsibility for assessing the competency of the student and signing off the work-based competencies.


Team

The Practice Mentor will: • Provide a patient/client-centred approach to

caring/service provision in the clinical setting in which student learning can be negotiated and facilitated.

• Work/provide supervision with/for the student on a regular basis.

• Ensure that a programme of learning is identified and implemented for the student.

• Keep the Academic Tutor and Clinical Manager informed of the student’s on-going progress as appropriate.


The Practice Mentor will: • Complete the appropriate review form recording

progress & development of the student throughout the academic year.

• Provide on-going feedback to the student. • Make a final judgement regarding whether the

student has achieved the practice competencies and benchmarks.

• Participate in the evaluation of the e-portfolio and relevance of competencies with the Programme team.


As a guide the Practice Mentor and student should be working together for approximately two spans/shifts of duty a week. Of course this will be dependent on the working patterns & availability in the workplace. The level of supervision and access to learning and assessment opportunities will need to be carefully negotiated and planned in line with the students learning contract and competencies. Students must adhere to their organisations policies, procedures and work within the scope of practice. Practice Mentor responsibilities need to be acknowledged within the workload of the individual undertaking the role and discussed with relevant line manager and if any issues emerge in providing support and assessment of the student the Academic Tutor should be made aware of this.


Who are the students?

At present

• people currently working in relevant jobs supporting the work of registered Health Care professionals

• evidenced learning at NVQ level 3 or equivalent

• supported by managers

• with a commitment to developing their role


Team

How do the programme(s) work?

At the University

Attend University one day a week for 1 or 2 academic years (some specialist modules run on different days)!

50% of the learning credits are from modules taught at the University, these cover – generic and specialist theoretical knowledge

– generic and specialist skills for practice

– skills for lifelong learning


How do the programme(s) work?

In the workplace

50% of the learning credits are from work-based learning, this covers:

generic competencies

specialist competencies

skills for reflective practice

• Practice competencies will be assessed by the Practice Mentor / Work-based Mentor

• The Academic Tutor/s will be the point of contact to both students and mentors throughout the academic year

• Students will develop a portfolio capturing their personal & professional development


Programme Structure- Year 1


&

Cert HE Effective Practice in Care

Year 1

September May

Learning to Learn: An Introduction to

Academic Study Skills (10 credits)

Foundations of Practice

(60 credits)

Specialist module (Foundations of Anatomy & Pathophysiology)

(20 credits)

Specialist Module

(30 credits)


Understanding Evidence Based Practice & Policy (20 credits)

Orientations of Practice (60 credits)

Specialist module (20 credits)

Specialist Module (20 credits)

Specialist module (40 credits)

or

Programme Structure


Year 2

September May


Specialist Options

• Radiography

• Maternal & Child Health

• Long term health conditions

• Theatres

• Mental Health

• Learning Disabilities

• Nursing Practice

• Rehabilitation


Student Achievement & Progression • Career Development & achievements

– Assistant Practitioner roles/Band 4

– Specialist skills and knowledge

– Being published

– Presenting at local and national conferences

• Progression – To BSc (Hons)

– To Pre-registration health care programmes • Nursing, Radiography, Radiotherapy, Physiotherapy, Occupational

Therapy.


The Learning Approach Level 4

• build on practical strengths of students

practice to theory and theory to practice

• focus on accreditation and consolidation of existing skills

• introduce underpinning knowledge in a practical context

• tackle the lack of ‘academic’ confidence through integration of study skills and use of formative assessment

• shared learning


Level 4 modules

• Learning to Learn: An Introduction to Academic Skills

• Foundations of Practice (60 credits)

• Specialist module (s) (40 credits)

– Foundations of Anatomy & Pathophysiology (20 credits)

– Specialist module (30 credits)


The Learning Approach Level 5

• explore methods of enquiry/ research and develop awareness of evidence based practice

• develop more detailed and specialist knowledge

• focus on developing higher level skills and/or the application of skills with more vulnerable client groups/ wider range of settings

• focus on professional development - action planning for future development

• more exposure to ‘normal’ range of learning and assessment methods


Level 5 modules • Orientations of Practice (60 credits)

• Understanding Evidence Based Practice & Policy (20 credits)

• Specialist modules (40 credits)


Portfolios

Generic competencies

Specialist Competencies

(Nursing)

Specialist Competencies (Mental Health)

Specialist Competencies (Radiography)


Knowledge

Skills Attitude

Competence

Assessing Competence


Assessment Strategies

• Assessment component 1

– Pass/refer on competencies

• Assessment component 2

– Essential evidence in the portfolio is awarded an academic grade (marked by the Academic Tutor/s)


Assessment of competence

Observation of practice-Determines skill and attitude

Essential evidence-Determines integration of theory into practice

Discussions & decisions

– Determines knowledge and understanding

– E-portfolio - recording of development, progress and achievements via the review / progress sheet within the e-portfolio.

– Verification of practice competencies by the practice mentor (an identified registered practitioner).


Year 1 Skills tools • Generic competencies

• 3600 Communication & Interpersonal Skills Tool

• Infection prevention and control

• Specialist competencies • Nursing – decision making tool, nursing skills inventory

• Mental Health/Learning Disabilities – decision making tool & nursing skills inventory

• Radiography – records of clinical experience

• Maternal & Child Health – key skills

Please note-The essential evidence required for each specific field of practice is detailed in the programme documents and within the portfolio.


Year 2 Skills Tools

• Generic competencies • Infection prevention and control

• Service Improvement

• Specialist (field specific) competencies • Nursing – decision making tool, nursing skills inventory

• Radiography – records of clinical experience

• Maternal & Child Health – key skills tool


Students will access the School of Health and Social Care E-Portfolio

Known as-MeaVita (My life)!

http://sohsc.tees.ac.uk/meavita/


http://sohsc.tees.ac.uk/meavita/

E-portfolio Mentor Registration

Registered Practitioners wishing to register as a Practice Mentor for a Student on this programme please e-mail [email protected]

You will then be sent a link to enable you to register

Please note when registering you must use your work e-mail address and a password you can remember!


mailto:[email protected]

Support Structures Academic Tutor- Practice Mentors will be informed of the academic mentor who will be supporting the student and mentor during the academic year.

You can contact them via –e-mail, telephone, video conferencing and Skype

E-portfolio support please contact

Mary Dunning [email protected]

& Donna Hay [email protected]




University Contact • Academic Tutor should be kept up to date if you

or the student are experiencing any issues that may impact on the student making progress.

• Please keep a record of all progress / review meetings & action taken in the portfolio / e-portfolio.

• Regular review of students development and progress should be recorded in the portfolio.


Progress issues or struggling student

Action required- Please do not hesitate to contact the Academic Tutor/s from the Foundation Studies Team via e-mail or telephone contact. The Academic Tutor will discuss with you if a practice visit is needed. Practice visits will only be arranged in extreme cases to agree an action plan and to offer support; giving the student every opportunity to make progress and resolve issues.


Team

For support in using the e-portfolio please contact:

Mary Dunning, Senior Lecturer Foundation team.

[email protected] 01642 384944


Donna Hay, Senior Technician E-Developments. [email protected] 01642 382748




Practice Support Site

Specific information regarding the Foundation Degree Health & Social Care Practice can be accessed via the School of Health & Social Care

https://sohsc.tees.ac.uk/sites/practicesupport/







Team contacts Mary Vanloo Disability Coordinator

[email protected]

Linda Allison [email protected]

Mary Nesbitt [email protected]

Peter Brown [email protected]

Angela Corr [email protected]

John Waine [email protected]

Harry Davison [email protected]

John Morley [email protected]










Please do not hesitate to contact a member of the Foundation Studies Team if you require any further information. The team look forward to supporting you in your mentoring role.

Team Leader – Tricia Richardson

T.Richardson [email protected]

Senior Lecturer / Programme Lead – Paula Shirley [email protected]




FdSc Health and Social Care Practice

The link below to general information on the Foundation Degree

http://www.tees.ac.uk/parttime_courses/Health_&_Social_Care/FdSc_Health_and_Social_Care_Practice.cfm

(Accessed 14/09/15)











Teesside University

School of Health & Social Care

Centuria Building

Middlesbrough

Tees Valley TS1 3BA UK

01642 384100


Useful reading

Skills For Health (2015) Assistant Practitioners in the NHS in England. Linda Miller, Joy Williams, Rosa Marvell and Arianna Tassinari. http://eoe.hee.nhs.uk/files/2015/07/Assistant-Practitioners-in-England-Report-2015-3.pdf (accessed 01/09/15)

The Talent for care, A national strategic framework to develop the healthcare support workforce. Part of Framework 15, the Health Education England guide to action (2014) http://eoe.hee.nhs.uk/files/2014/11/HEE_Talent-for-Care-A-National-Strategic-Framework-Nov-2014.pdf (accessed 01/09/15)


http://eoe.hee.nhs.uk/files/2015/07/Assistant-Practitioners-in-England-Report-2015-3.pdf














http://eoe.hee.nhs.uk/files/2014/11/HEE_Talent-for-Care-A-National-Strategic-Framework-Nov-2014.pdf


















Cavendish C (2013). An Independent Review into Healthcare Assistants and Support Workers in the NHS and Social Care Settings. Available at: https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/236212/Cavendish_Review.pdf (accessed 01/09/15) Raising the bar-Shaping of Care: A review of the future education and training of registered nurses and care assistants. Lord Willis. Assistant Practitioners in the NHS in England (2015) The Shape of Caring Review was commissioned by Health Education England in partnership with the Nursing and Midwifery Council http://hee.nhs.uk/wp-content/blogs.dir/321/files/2015/03/2348-Shape-of-caring-review-FINAL.pdf (accessed 01/09/15) A particular focus on improving the training and education for Health Care Assistants is being driven by the Francis Report http://www.midstaffspublicinquiry.com/report (accessed 01/09/15)


https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/236212/Cavendish_Review.pdf



http://hee.nhs.uk/wp-content/blogs.dir/321/files/2015/03/2348-Shape-of-caring-review-FINAL.pdf















http://www.midstaffspublicinquiry.com/report

http://www.midstaffspublicinquiry.com/report

Health Education England ‘The staff in Bands 1-4 roles make up around 40% of the 1.7 million workers in the NHS and are responsible for an estimated 60% of direct patient contact. It is essential that the investment in training and development for this workforce begins to change to reflect the contribution they make to patient care’. http://eoe.hee.nhs.uk/our-work/1to4/

(accessed 01/09/15)


Team

http://eoe.hee.nhs.uk/our-work/1to4/




Skills for Care & Skills for Health (2013) Code of Conduct for Healthcare Support Workers and Adult Social Care Workers in England

http://www.skillsforhealth.org.uk/images/services/code-of-conduct/Code%20of%20Conduct%20Healthcare%20Support.pdf (accessed 01/09/15)


http://www.skillsforhealth.org.uk/images/services/code-of-conduct/Code of Conduct Healthcare Support.pdf








The Care Certificate for support workers across social care and health in England The Care Certificate was introduced on 1st April 2015 for all new healthcare assistants and social care support workers. The Standards: Understand Your Role; Your Personal Development; Duty of Care; Equality and Diversity; Work in a Person Centred Way; Communication; Privacy and Dignity; Fluids and Nutrition; Awareness of mental health, dementia and learning disabilities; Safeguarding Adults; Safeguarding Children; Basic Life Support; Health and Safety; Handling Information and Infection Prevention and Control.

The Care Certificate was a recommendation from the Cavendish review, which made suggestions on how to improve the quality of care provided by health and care support workers in the wake of the failings at Mid Staffordshire NHS Foundation Trust. http://www.skillsforcare.org.uk/Standards/Care-Certificate/Care-Certificate.aspx (accessed 01/09/15)

Care Certificate Materials for the above standards are useful http://www.skillsforcare.org.uk/Standards/Care-Certificate/Care-Certificate-Materials.aspx (accessed 01/09/15)


http://www.skillsforcare.org.uk/Standards/Care-Certificate/Care-Certificate.aspx






http://www.skillsforcare.org.uk/Standards/Care-Certificate/Care-Certificate-Materials.aspx








Assistant Practitioners – Increasing cost efficiency throughout the NHS (2015) http://www.skillsforhealth.org.uk/news/latest-news/item/255-assistant-practitioners-increasing-cost-efficiency-s-throughout-the-nhs (accessed 01/09/15)

The report finds that a key driver in appointing Assistant Practitioners remains increasing their service capacity. In addition, AP posts are more likely to be successfully introduced where their development is part of workforce planning. Ensuring staff engagement with the process and that all staff benefit from the changes is equally important. Assistant practitioners, NHS Employers http://www.nhsemployers.org/your-workforce/retain-and-improve/standards-and-assurance/developing-your-support-workforce/assistant-practitioners (accessed 01/09/15)

Glasper, A (2015) The Future Education of nurses and healthcare assistants. British Journal Nursing. 24, 07, pp.414-415 Core Standards for Assistant Practitioners, (2009) Skills for Health https://www.rcn.org.uk/__data/assets/pdf_file/0004/286825/Core-Standards-for-APs.pdf (accessed 01/09/15)


http://www.skillsforhealth.org.uk/news/latest-news/item/255-assistant-practitioners-increasing-cost-efficiency-s-throughout-the-nhs






















http://www.nhsemployers.org/your-workforce/retain-and-improve/standards-and-assurance/developing-your-support-workforce/assistant-practitioners




















https://www.rcn.org.uk/__data/assets/pdf_file/0004/286825/Core-Standards-for-APs.pdf








APPRENTICESHIP STANDARD FOR ASSISTANT PRACTITIONER (HEALTH)

https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/411716/HEALTHCARE_-_Healthcare_Assistant_Practitioner.pdf

(Accesses 14/09/15)










NHS Career framework

http://www.skillsforhealth.org.uk/index.php?option=com_mtree&task=att_download&link_id=163&cf_id=24 (accessed 01/09/15)


http://www.skillsforhealth.org.uk/index.php?option=com_mtree&task=att_download&link_id=163&cf_id=24





Health (Assistant Practitioner) (England) http://afo.sscalliance.org/frameworkslibrary/index.cfm?id=FR03498

Bradley, P (2015) Lord Willis review: valuing those that deliver care. British Journal of Healthcare Assistants | Vol. 9 | No. 5 | pp 233–237 (accessed 01/09/15)

http://afo.sscalliance.org/frameworkslibrary/index.cfm?id=FR03498

http://afo.sscalliance.org/frameworkslibrary/index.cfm?id=FR03498

http://www.magonlinelibrary.com/doi/full/10.12968/bjha.2015.9.5.233













Miller, L Williams, J Marvell, R & Tassinan A (2015) Assistant Practitioners in the NHS in England. British Journal of Healthcare Assistants, April 2015, 9, 4 194-195.

Matthew, D (2015) Assistant Practitioners: An essential support in a climate of austerity. British Journal of Healthcare Assistants, April 2015, 9, 4, 188-198


Team

Documents

Foundation Degree Health & Social Care Practice ... · Academic Tutor- Practice Mentors will be informed of the academic mentor who will be supporting the student and mentor during