Lothian & Borders Practice Placement Standards Handbookstaff.napier.ac.uk/faculties/fhlss/mentorcentre/Documents/Practice... · Practice Placement Committee (PPC): 32 ... Placement

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Lothian & Borders Practice Placement Standards

Handbook

A guide for all health professionals involved in the supervision

of student nurses/midwives and other learners in practice

placements.

2nd Edition February 2011

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Copyright statement First published by Napier University, Edinburgh, Scotland © 2004. 2

nd edition published in September

2007 and 3rd

edition published in November 2008. No part of this publication may be reproduced, stored in a retrieval system or transmitted in any form or by any means – electronic, magnetic tape, mechanical, photocopying, recording or otherwise – without permission in writing from Napier University, 74 Canaan Lane, Edinburgh, EH9 2TB, Scotland.

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CONTENTS

PAGE

Introduction 5 Contributors 7 Practice Placement Standards - An Overview 8 NES Practice Placement Standards 9-19

Procedure for Approval of Practice Placements 21-22

Flowchart Procedure for Approval of Practice Placements 23 Procedure for Audit of Practice Placements 24-25

Practice Placements Educational Audit Checklist

26-27

Flowchart: Procedure for Audit of Practice Placement Standards 28

Flowchart: Management of Audit Documentation 29

Calculation of Placement Student capacity 30 Flowchart : Amending Student Allocation 31 Practice Placement Committee (PPC): 32 Contact/Support Arrangements with Practice Placements 34 Maximising Students‟ Learning Within Practice Placements 39 Supernumerary Status – Frequently Asked Questions 41 NMC Standards for Mentors, Practice Teachers and Teachers 45 Mentorship Preparation Programmes 51 Internationally Qualified Nurses in Scotland 52 Glossary of terms 54 References 57 Appendix 1 - 3 Practice Placement Profiles 58-77 Appendix 5 - Practice Placement Standards-Approval/Audit Form 81

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Appendix 6a - Practice Placement Standards-Student Evaluation 86 Appendix 6b - Student Evaluation Collated Results Form 91 Appendix 7a - Practice Placement Standards-Mentor Evaluation 96 Appendix 7b - Mentor Evaluation Collated Results Form 101 Appendix 8 – Reporting a Cause for Concern with a Practice Placement 106

APPENDIX 9 - Jewel and Esk College Higher National Certificate Programme 108 APPENDIX 9 - Mentorship Data Collection Tool 111 APPENDIX 10 - RPL Process for Recognition as a Mentor And Entry to Mentor Data Base

112

APPENDIX 11 - NMC Circular 09/2009 113-114 APPENDIX 12 - Napier Mentorship Programme Overview 115 APPENDIX 13 - Process for the Identification of a Sign-off Mentor 117 APPENDIX 14 - Key 3rd Party Standards which may be referred to with the Educational Audit

118

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Introduction

The purpose of this handbook is to provide all health care professionals, involved in the supervision of student nurses/midwives, with a comprehensive guide to the quality standards and audit of practice placements for student nurses and midwives in Lothian and Borders. The handbook also provides information that supports the achievement of the placement standards i.e. mentorship, link lecturer support and supernumerary status. This addition of the handbook replaces the Practice Placement Standards handbook published in June 2004. The handbook refers to nursing and midwifery programmes delivered by: Napier University, Faculty of Health, Life and Social Sciences The University of Edinburgh, School of Health in Social Science Queen Margaret University, School of Health Science The main force driving the publication of the original handbook was the publication of quality standards for practice placements developed by NHS Education for Scotland (NES, 2003) in April 2003. These standards were designed as a set of “national” quality standards for practice placements and highlighted the need for a team-based learning approach and a sharing of responsibilities between Higher Education Institutions (HEIs), service providers and learners. These new standards clearly identified a need to review the existing Lothian & Borders standards and the audit process of practice placements. These standards were updated in 2008 supporting the publication of the NMC (2006) Standards for the Support of Learning and Assessment in Practice, a 2nd edition of which were published by the NMC in 2008 (http:/www.nmc.uk.org) The new handbook is the result of extensive collaborative and consultative work between the HEIs and NHS/Non-NHS organisations throughout Lothian and Borders and provides an informative resource that can be used across the diverse range of student placements. Diagram 1 demonstrates the organizations and individuals involved in the Audit of Practice Placement Quality Standards.

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Diagram 1 – Organisations and individuals involved in the Audit of Practice Placement Quality Standards

NMC Standards Supporting Learning and Assessment in Practice (2008) and NHS Education for Scotland (NES, 2008)“Quality Standards For Practice Placements”

implemented by

HEIs - Napier University NHS/Non-NHS QMU Institutions University of Edinburgh “Quality Standards”

evaluated by

Students Mentors

audited & monitored by

Link Lecturers &

Practice Education Facilitators (PEFs) &

Clinical Staff

NMC Annual

Monitoring

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CONTRIBUTORS Members of Working Group: Lucy Page NHS Borders

Fiona Carver, Napier University

Barbara Neades, Napier University / NHS Lothian,

Joan Hale, Napier University

Dianne Lamb NHS Lothian

Clare Bryant Napier University/ College of Animal Welfare

Alison Campbell, NHS Lothian

Caroline Gibson, Queen Margaret University

Cherie Findlay Napier University

Margo McLeod, NHS Lothian

Anne McQueen, University of Edinburgh

Janet Smith, Napier University

Elaine Kwiatek Napier University

Parties involved in the Consultation process:

Members of the Lothian & Borders Practice Placement Committee, School of Nursing Midwifery and Social Care Nursing & Midwifery Students of Napier University, University of Edinburgh & Queen Margaret University . Staff of NHS Borders and NHS Lothian

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Practice Placement Standards - An Overview

The Lothian & Borders Practice Placement Standards have been developed from the NHS Education for Scotland (NES) standards published in the document “The Development of Quality Standards for Practice Placements” (NES, 2003; 2008). This document has been widely distributed throughout Scotland and draws on the 8 precepts of the QAA Code of Practice for the Assurance of Academic Quality and Standards in Higher Education: Placement Learning (QAA 2001). These standards also reflect the NMC ( 2008) Standards for the Support of Learning and Assessment in Practice In developing the new practice placement standards, we combined the best of what existed in the original Practice Placement Handbook combining this with the NMC (2008) standards and the recent NES (2008) standards. A major change to the standards, is the inclusion of additional standards relating to the mentor and the service providers, reflecting the roles and responsibilities of all the parties who contribute to the clinical learning environment. Please note that the standards have been written in a manner that reflects both the expectations and the responsibilities of all the individuals involved in assuring a quality learning environment. The practice placement standards serve two major functions:

Approval of practice placements

Audit of existing approved placements

Approval of practice placements Any new / re-designated clinical area being considered as a placement for student nurses/midwives MUST meet the practice placement standards as part of the approval process. Audit of existing approved placements Following approval of a placement, the practice placement standards are used as the basis of an annual audit, to monitor the ongoing suitability of practice placements for student nurses and midwives. The following sections outline: Practice Placement Standards Procedure for Approval of Practice Placements Procedure for Audit of Practice Placement Standards

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THE NATIONAL STANDARDS

STUDENTS

Standards

Indicators Structure

Prior to Placement

Students can expect to:

1.1 Have an approved placement appropriate to

their learning needs.

1.2 Be prepared for practice

1.3 Have access to quality standards for practice

placements

Students have a responsibility to:

1.4 Ensure they are prepared for the practice

placement

1.1a Evidence of a joint approach between service and

education institutions to the preparation, audit and

allocation of practice placements

1.2a Pre-placement information is available and accessible

1.3a Quality standards for practice placements are available

within the clinical area

1.4a Students access information about the placement before

starting (written, verbal or electronic information)

Procedure for Approval & Audit of

Practice Placements

Practice Placement Standards

An established system for:

i) student placement

requests/inquiries

ii) publication of allocations

iii) student portal information on

placement

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Standards


During Practice Placement

Students can expect to have :

2.1 Support by a named individual who is prepared

for their role in supporting learners

2.2 A culture which is supportive of their learning,

being made welcome and feeling part of the team

2.3 Access to arrange of teaching and learning

opportunities

2.4 A team approach to their support

2.5 Regular and consistent feedback

2.6 Fair, timely and objective assessment

2.7 Ongoing support from the education institution

Students have a responsibility to:

2.8 Provide feedback of their progress towards

meeting learning outcomes

2.9 Raise any concerns about the practice placement

experience

2.1a A relevant named individual will be available to

the Student

2.1b In the first few days of placement learning

outcomes and how they will be achieved will have

been discussed.

2.2a Learning/education is integrated into any stated

philosophy eg. vision statements

2.2b Student evaluation includes feedback on their

experience of the culture for learning within the

placement

2.3a Evidence of the range of teaching and learning

opportunities will exist e.g. practice placement

profile

2.4a Experience gained with, from and about the wider

team takes place where it supports the students

learning outcomes.

2.5a Students have regular communication with the

individual supporting them which includes

feedback and review of achievement of learning

outcomes

2.6a Assessment documentation will be completed

2.7a Evidence of communication between the named

link in the education institution and Student –

this may be face to face, telephone, email or

written communication

A notice in each clinical placement with

contact details of the link lecturer & practice

education facilitator(PEF).

Practice area –displays a values based

approach of care and -compassion

Current teaching & learning resources

Statutory documents, local procedures and

policies

Placement orientation packs available

Supernumerary Status – Frequently Asked

Questions

Clinical Assessment Documentation or

equivalent

Student Handbook -Policy for reporting

absence

Link lecturer standards for communication

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2.8a Students have opportunities and feel supported to

provide feedback on their learning

2.9a Clear accessible systems exist for dealing with

learners concerns within the placement setting

with placement areas established

Reporting areas of concerns procedure

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Standards


After Practice Placement

Students have a responsibility to :

3.1 Provide an evaluation of their practice placement

experience

Students can expect:

3.2 Concerns raised to be fed-back to the placement

area

3.1a Effective joint HEI/Service Provider evaluation

3.2a Student evaluations are included in quality

processes

Practice Placement Standards Handbook

Practice Placement Standards Student Evaluation

Practice Placement Standards Mentor Evaluation

Practice Placement Standards Approval / Audit

Reporting areas of concerns procedure

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Individual supporting students in the work place 1

Standards


Prior to the placement

Individuals supporting students in the work place can

expect:

4.1 To be prepared to fulfill their role

4.2 A support network inclusive of clinical

colleagues, education colleagues, managers and peers

4.3 To be prepared for the student’s placement

4.4 The student to be prepared for the placement

4.1a Continuing professional development needs are

incorporated into Personal Development Plans

4.2a Support exists and is accessible by individuals

supporting students

4.3a Information is available about the students e.g.

their names, start date, what the expected

learning requirements

4.4a Information about the placement area relevant to

the programme of study is available.

Access appropriate recognized mentorship

programme

Live data base of mentors, maintained by local

service providers

Appropriate level of mentorship for sign off

Placement allocation information

Adequate Mentor/Student ratio at appropriate level

Appropriate staff who have met NMC criteria to

sign off proficiencies.

NMC Learning Outcomes/-Proficiencies

1 The titles of individuals supporting students in practice includes mentor, assessor, and educator.

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Standards


During Practice Placement

Individuals supporting students in the work place have

a responsibility to:

5.1 Support, teach, facilitate, and supervise

students according to the requirements of the

programme

5.2 Provide ongoing guidance and feedback to the

student

5.3 Conduct a fair, objective and timely

assessment of student performance, where

assessment is required.

5.4 Raise concerns where a student is not

achieving agreed learning outcomes

Individuals supporting students in the work place can

expect:

5.5 To have allocated time to assess the student

developing competence/achievement of

learning outcomes

5.6 The support of their clinical teams, manager,

department, organisation

5.1a Students are supported to achieve learning

outcomes

5.2a Student evaluations/other documentation

demonstrate evidence of effective feedback

5.3a Assessment documentation is completed

5.4a Information about the process for raising

concerns is available

5.5a Time required for assessment of learning is

supported within the workplace

5.6a The freedom/authority to plan and deliver

learning opportunities to meet learning outcomes

5.6b A range of clinical colleagues who input to the

learning experience of the student

Clinical Assessment Documentation

(NMC) Learning Outcomes/-Proficiencies

Reporting causes for concern





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Standards


After Practice Placement

Individuals supporting students in the work place have

a responsibility to:

6.1 Contribute to ongoing evaluation of the

learning environment and the student

experience

6.1a Effective joint HEI/Service Provider evaluation

6.1b Clear systems which link evaluation from

individuals supporting

students in the work place into the quality

enhancement agenda/process





Practice Placement Reporting to PPC & Quality

Committee

MANAGERS AND FACILITATORS SUPPORTING EDUCATION IN PRACTICE2

Standards


Managers and facilitators supporting education in

practice

Have a responsibility to:

7.1 Support the implementation of the Quality

Standards as part of improving the clinical

learning environment

7.2 Work with NHS services and education

institutions to ensure processes are in place for

continuous quality improvement of practice

placements

7.3 Work with NHS services and education

institutions to support individuals who

support students

Can expect to:

7.1a Evidence of periodic review/audit of practice

placement environment

7.2a Evidence of partnership between service and

education in relation to the quality of placement

experience.

7.3a Evidence of support networks for individuals

supporting learners

7.4a A network(s) exist which can be accessed by

managers and facilitators supporting education in

practice.

7.5a Systems and processes are in place

Membership of Practice Placement

Committee

18 month audits of practice placements


Process

Practice Education Facilitator Group

2 For example Charge Nurses, Team leaders, Practice Education Facilitators

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7.4 Have a network of support to share and

develop practice

7.5 Have systems and processes where they can

raise concerns and receive strategic support from

both the education institutions and NHS service

Organisations providing Practice Placements

Standards


Organisations providing Practice Placements have a

responsibility to :

8.1 Ensure educational preparation and ongoing

development of individuals supporting

students

8.2 Consider how quality standards can meet the

needs of all professional groups in relation to

the clinical learning environment.

8.3 Form partnerships with education institutions

to facilitate placement learning

8.4 Provide access to facilities, and learning

opportunities to allow student outcomes to be

achieved

8.5 Provide a supportive learning environment for

educators and students on placement

8.6 Establish systems and processes to ensure that

issues identified in relation to quality practice

placements are addressed

8.1a Individuals supporting students are prepared for

their role

8.2a Local action plans to develop/implement/evaluate

quality standards

8.3a Formal structures exist for NHS and providers to

discuss placement learning

8.4a Evidence of learning opportunities exist

8.5a Staff Governance standards are met

8.6a Evidence of evaluations feeding into the staff and

clinical governance processes

8.7a Equality and diversity impact assessment is

undertaken

Mentorship steering group activity and

Programme

Mentorcentre access

Programme of mentor updates

Practice Placement Committee Membership

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8.7 Respect for Equality and Diversity is evident

within the placement

Organisations providing Practice Placements have a

responsibility to :

8.8 Support and liaison from education

institutions

8.9 Involvement in curriculum review where it

affects placement providers

8.10 Documentation which states their agreed role and

responsibility in relation to placements.

8.7b Reasonable adjustments are made

8.8a Lines of communication and decision making is

clear

8.9a Placement providers have representation on

curriculum review groups

8.10a Agreements exist e.g. Service Level agreements,

Memorandum of understanding at organisational

level

Equality and Diversity policies within HEI and

Partner institutions

Practice Placement Committee Membership

Placement providers representation on

HEI curriculum planning & review groups

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Quality Assurance Agency

Higher education institutions have a responsibility to meet the code of practice for the assurance of academic quality and standards in higher education. The

precepts for Section 9: Workload-Based and Placement Learning, are included in full here as these have informed the development of the Quality Standards

for Practice Placements.

Precept 1 : General Principles

Where work-based or placement learning is part of a programme of study, awarding institutions ensure that its intended learning outcomes are:

clearly identified

contribute to the overall and coherent aims of their programme

are assessed appropriately

Precept 2 : Responsibilities for Academic Standards and Quality

Awarding institutions are responsible for the academic standards of their awards and the quality of provision leading to them, and have in place policies and procedures

to ensure that their responsibilities, and those of their partners involved in work-based and placement learning, are clearly identified and met.

Precept 3 : Responsibilities and Partners

Awarding institutions ensure that all partners providing work-based and placement learning opportunities are fully aware of their related and specific responsibilities,

and that the learning opportunities provided by them are appropriate.

Precept 4 : Responsibilities and Entitlements of Students

Awarding institutions inform students of their specific responsibilities and entitlements relating to their work-based and placement learning.

Precept 5 : Students

Awarding institutions provide students with appropriate and timely information, support and guidance prior to, throughout and following their work-based and

placement learning.

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Precept 6 : Partners

Awarding institutions ensure that work-based and placement learning partners are provided with appropriate and timely information prior to, throughout and

following the students' work-based and placement learning.

Precept 7 : Staff Development

their staff involved in work-based and placement learning are appropriately qualified, resourced and competent to fulfill their role(s)

where applicable, other educational providers, work-based and placement learning partners have effective measures in place to monitor and assure the

proficiency of their staff involved in the support of the relevant work-based and placement learning

Precept 8 : Monitoring and Evaluation

Awarding institutions have policies and procedures for securing, monitoring, administering and reviewing work-based and placement learning that are used effective

and reviewed regularly.

Further copies can be accessed from Publications.

NHS Education for Scotland

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Procedure for Approval of Practice Placements

Identification and Preparation of Practice Placement 1. Assistant Faculty Manager for Placements (AFMP) identifies the nature and number of

practice placements required for student nurses and midwives. 2. Senior lecturer/lecturer liaise with clinical managers to identify potential student

placement(s). 3. Senior lecturer/lecturer liaise with AFMP to check suitability of potential placements i.e. if

placement already approved/appropriate placement to meet student needs. 4. Senior lecturer/lecturer identifies a member of academic staff to assist in preparing the

placement for approval. 5. Identified member of academic staff liaise with placement staff to:

provide Practice Placement Standards Handbook

complete Practice Placement Profile (Appendix 1)

review Practice Placement Standards-Approval & Audit (Appendix 2)

prepare staff for the Approval Visit 6. Senior Lecturer/lecturer informed by member of academic staff when the placement is

ready for an approval visit. Planning for Approval Visit 1. The Chair of the Practice Placement Committee identifies a member of academic staff to

undertake an approval visit. It is desirable that the approver has the relevant expertise in the speciality, although it is acknowledged that this is not always possible.

2. Approver and the practice placement staff identify a suitable date and time for the

approval visit. 3. The Chair of the Practice Placement Committee / approver sends written confirmation of

the approval visit to the appropriate person(s) of the placement to be approved.

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Conduct of Approval Visit 1. Approver assesses the practice placement facilities 2. Approver completes the Practice Placement Standards – Approval and Audit form (Appendix 2) to establish whether the practice placement standards are achievable in the placement 3. Approver collects supporting documentation: Practice Placement Profile Orientation programme for students Teaching/learning programme On-duty for one week Other relevant 3rd party reports related to the placement area 4. Approver gives completed documentation to the subject group representatives to Present at the Practice Placement Committee (PPC) Practice Placement Committee Approval 1. The Lecturer/subject group representative presents practice placement documentation and recommendations to PPC 2. Committee discusses recommendations and with either:

grant approval; or withhold approval and make recommendations and develop action plans

to facilitate achievement of standards. 3. Chairperson of Practice Placement Committee notifies the following personnel of the approval outcome:

Charge Nurse (or equivalent) and relevant practice placement managers, Assistant Faculty Manager of Placements; and

Relevant Senior Lecturer/lecturer 4. Chairperson of Practice Placement Committee in consultation with senior lecturer(s) is responsible for ensuring a link lecturer is identified for the placement. 5. All information relating to Practice Placement Approvals is retained on a data base by Assistant Faculty Manager for Placements (AFMP)

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Flowchart : Procedure for Approval Practice Placements

Placement Approval withheld & recommendations made. Placement Approved.

PRACTICE PLACEMENT

IDENTIFIED

Preparing Placement Identified member of academic staff prepares placement for Approval Visit utilising:


Practice Placement Profile

Practice Placement Standards-Approval & Audit Form

Practice Placement Assessment Tool (PPAT)

Chair of PPC informed when placement ready for Approval Visit

Chairperson of Practice Placement Committee:

Notifies practice placement manager(s), AFMP and relevant senior lecturer of approval.

Sends copies of PPF & Practice Placement Standards-Approval & Audit to approved placement.

Identifies a link lecturer and PEF (where appropriate) for approved placement

Planning Approval Visit:

Member of academic staff identified as placement Approver

Date and time of visit agreed with approver/practice placement

Letter confirming approval visit sent to placement managers

Chairperson of Practice Placement

Committee:

Formally notifies the practice placement manager(s) of PPC decision and recommendations necessary for approval and action plans

Approval granted when recommendations achieved.

Approval Visit:

Practice placement facilities assessed

Practice Placement Standards – Approval & Audit Form completed

Supporting documentation collected i.e. Placement Profile, on-duty, teaching programmes

Approver gives all documentation to senior lecturer to present to Practice placement Committee(PPC)

Practice Placement Committee Approval:

Chair presents placement documentation

PPC discusses documentation and records decision

All information relating to Practice Placement Approval and Audit retained on data base by Assistant Faculty Manager for Placements (AFMP)

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Procedure for Audit of Practice Placement Standards

1. Practice placement audits will be completed every 18 – 24 months (unless additional criteria apply see point 9) based on the information collated from:

Practice Placement Standards - Student Evaluation (Appendix 3a)

Practice Placement Standards - Mentor Evaluation (Appendix 4a)

Student Evaluation forms are distributed to all students prior to each new practice placement. Students complete the evaluation at the end of each placement and send the form to the placement link lecturer who collates the information in preparation for the audit

Mentor Evaluation forms are retained in each practice placement for individual mentors to complete once per year. Completed forms are sent to the placement link lecturer who collates the information in preparation for the audit. The time when mentors complete the evaluation should be agreed with the link lecturer to coincide with the yearly audit.

The audit team comprise of:

Charge nurse(or equivalent)

Mentor(s)

Placement link lecturer (or equivalent)

Practice education facilitator (where in post)

2. The placement link lecturer will initiate the audit process, and in collaboration with the Charge Nurse (or equivalent), will convene a meeting of the audit team.

3. At the audit meeting, the link lecturer presents the collated student & mentor evaluation responses to the audit team and based on this information the team completes:

Practice Placement Standards – Approval & Audit form.

4. Following the meeting of the audit team, all Student and Mentor Evaluation forms are destroyed.

5. The link lecturer then submits to the responsible senior lecturer/lecturer:

Student Evaluation-Collated Results (Appendix 3b)

Mentor Evaluation-Collated Results (Appendix 4b)

Completed Approval & Audit Form (Appendix 2).

6. The senior lecturer/lecturer will present Audit(s) to the Practice Placement Committee.

7. The link lecturer/practice education facilitator is responsible for ensuring that any recommendations identified in the audit are implemented. 8. All information relating to Practice Placement Audits is retained on a data base by the Assistant Faculty Manager for Placements (AFMP)

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9. Should a Practice Placement area experience:

any major organisational changes

changes in speciality / experience available to the student

major alteration in staffing profile

3rd party reports or student evaluations that indicate major changes in the placement profile

this Practice Placement should be re-audited and an action plan developed to support the placement mange these challenges whilst continuing to meet the NMC (2008) standards for learning and assessment in practice. It may also be appropriate that the placement is audited on an annual basis rather than 18-24 months until the audit team agree that any difficulties identified as a result of these changes have been resolved and it is appropriate to revert to the 18-24 month timescale for re-auditing of the practice placement.

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Practice Placements Educational Audit Checklist

Pre Audit

Audit Preparation Requirement

Responsible Person(s)

Date achieved Comments

Notification of Practice Placement audit requirements sent every 18 months to Link lecturer ( Unless other wises agreed)

Practice Placement Team

Contact with manager in Practice Placement made to agree audit date in good time to meet the NMC 24 months deadline

Link Lecturer / PEF ( if available)

Copies of previous audit and Practice Placement Profile obtained and sent to area in advance for reference / updating of details

Link Lecturer

Copy of relevant 3rd

part report for Practice Placement obtained from placement team

Link Lecturer

Up to date mentor data information obtained from Practice Placement manager or NHS Empower/ PWA systems

Link Lecturer / PEF ( if available) / Area manager

Mentor evaluation forms distributed to the Practice Placement area in advance of the audit

PEF ( if available)

Collation of student evaluations from Practice Placement undertaken

Link Lecturer

Audit team identified and date/ time agreed for audit


During Audit

Audit Preparation Requirement

Responsible Person(s)


Audit undertaken by team using documentation, NMC /NES standards for placements

Relevant 3rd party reports are considered

Calculation of student capacity numbers agreed using guidance

Practice Placement Profile updated as required

Student capacity & profile verified with clinical manger

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Audit documentation completed and signed by Practice placement manager ( after discussion and agreement with clinical line manager)

Post Audit

Audit Process Requirement

Responsible Person (s)


Mentor evaluation & Student evaluation forms collated and submitted with audit signed document


Practice Placement Profile updated as required

Link Lecturer / PEF ( if available) / Area manager

Completed Audit documentation forwarded to relevant member of the Practice Placement Committee for collation and presentation at next meeting ( names of collation leads are available on S drive PPC folder)

Link Lecturer

Copy of Audit documentation and letter of conformation of successful audit sent to clinical manager by placements team

Placements team

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Flowchart: Procedure for Audit of Practice Placement Standards

Practice Placement audit completed every 18 - 24 months in line with NMC (2006) standards and HE quality indicators using on the information collated from:

Practice Placement previous audit / approval and action plan/ profile

Practice Placements Standards – Student Evaluation

Practice Placement Standards – Mentor Evaluation

↓

The Audit Team:

Charge Nurse (or equivalent)

Mentor(s) (if available)

Placement Link Lecturer

Practice Education Facilitator (if available)

↓

Audit Meeting: convened by Placement Link Lecturer who presents to Audit Team:

Collated student and mentor evaluation responses.

Copies of previous audit documentation and practice profile Based on this information Audit team complete:

Practice Placement Standards – Approval and Audit form.

Update Practice Placement Profile

↓

Following the meeting of the audit team, all Student and Mentor evaluation forms are destroyed or shredded

↓

Placement Link Lecturer submits to the designated representative on PPC:

The collated responses of the Student evaluations

The collated responses of the Mentor evaluations

The completed Approval and Audit form and updated profile.

↓

Designated representative presents Audit to Practice Placement Committee. Reports identifying action plans for each placement

↓

Audit approved at Practice Placement Committee or approval withheld pending implementation of action plan to meet NMC (2008) standards developed by audit team and PPC.

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Flowchart: Management of Audit Documentation

Assistant Faculty Manager (Practice Placements): updates Practice Placement database

Retains all information relating to Practice Placement Audit on database

Writes to practice placements, confirming the outcome of the audit, any agreed recommendations and action plans.

Develops a report and action plan on audits for Head Of School and Service Providers

↓

Audit documentation forwarded to the Assistant Faculty Manager for filing

↓

Letter generated by Practice Placements staff to confirm successful audit

Link Lecturer ensures that copies of audit documentation are made available to placement

↓

Forwarded to Placement area / NMC if required

Email to Chair of Practice Placements Committee to confirm documentation sent.

↓

Database of Practice Placements Audits updated and stored on shared drive by Assistant Faculty Manager. Practice Placement Profile updated on shared drive by placement administrative team

↓

Information available on Napier shared drive:

Practice Placements Profiles Practice Placements Audits list with Link Lecturer / PEF name Names and contact details of other Higher Educational Institution Link Lecturers

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Calculation of Practice Placement Student Capacity

Name of Placement /Placement Code............................................................................ Location………………………………………………………………………………………….. Placement Type................................................................................................................

Key Criteria Comments

Range of Available Experience

Numbers of RN /RM WTE/PTE available to support students in practice

What are the hours of duty/ Shift system for placement

Numbers of updated mentors available as per mentor database to support students

Are there other learners within placement area that also require mentorship from this same group of mentors?

Facilities/ Education personnel available to support the student in placement

a) Changing facilities b) Learning resources in placement c) PEF available d) Link lecturer identified

Would this placement be able to support a full placement for students or require to work on partnership with another area to meet the students clinical learning outcomes?

On review of the information listed what is the maximum number of students that the area can support?

Maximum numbers of students must not exceed 1mentor to 2 students. Are there sufficient mentors available to support this number of students?

Has this maximum student allocation been discussed and agreed with the practice area staff and the clinical manager.?

Review date for this allocation

Charge Nurse Signature……………………………………………Date………………………….. Link Lecturer Signature……………………………………………..Date………………………….. Clinical Manager Signature…………………………………………Date…………………………..

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Flowchart : Amending Student Allocation Numbers Agreed at Audit

Changes / Developments in Practice Placement presenting difficulties in supporting agreed numbers of allocated students

Contact made with HEI Link Lecturer to discuss changes / developments and review patterns of student allocation to identify possible solution

Contact Clinical Manager to discuss difficulties and identify possible managerial solutions.

Joint meeting of Clinical staff, Clinical Manager and HEI Link Lecturer to explore possible solutions to difficulties with student allocation in conjunction with

mentor database.

No alternative solution identified and decision made to request reduction in student allocated numbers.

Decision to make this request conveyed to Director of Nursing / Associate Director/ Chief Nurse/ Midwife/Clinical Service / Operational Managers, Lead / Nurse / Midwife as appropriate and advise sought.

Agreement obtained from Director of Nursing / Chief Nurse/ Midwife, Lead / Nurse / Midwife to request made to Practice Placement Committee to amend

student numbers with review date. Or

Alternative placement for allocated students identified elsewhere in placement area.

Amended student allocation documents discussed and agreed at Practice Placement Committee with amended numbers and review date recorded on placement database.

Amended student allocation data reported to HEI HOD & Director of Nursing / Chief Nurse/ Midwife, Lead /

Nurse / Midwife

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PRACTICE PLACEMENT COMMITTEE (PPC)

The Practice Placement Committee monitors the approval and audit of placements and manages issues relating to practice placements.

The PPC responsible for programme placements of all Higher Education Institutions (HEIs) is a discrete committee that meets every two months and has representation from Higher Education Institutions and NHS/NON-NHS staff.

Membership of Practice Placement Committee Barbara Neades Senior Lecturer Lead Practitioner for Mentorship Chair / Convener Jayne Donaldson Head of School Fiona-Jean Howson Lecturer Mike Parkinson Lecturer Christine Pollock Senior Lecturer/ Director of Undergraduate Programmes Patsy Gillies Lecturer Representative Community and Older People Fiona Carver Lecturer Representative Mental Health Programme Shona Montgomery Lecturer, Representative Midwifery Programme Marie Elen Lecturer, Representative Child Health Programme Janet Smith Lecturer, Representative Learning Disabilities Programme Clare Bryant Lecturer, Representative Vet Nursing Programme Irene McKenzie Assistant Faculty Manager Janice Laing Head of Training & Professional Development, NHS

Borders Lucie Page/Fiona Jackson PEF NHS Borders Wendy Watson Lead Practitioner for Practice Education NHS

Lothian CPPD Team PEF Representative NHS Lothian Caroline Gibson Lecturer/Programme Leader Queen Margaret University College Jenni Tocher School of Nursing, Edinburgh University

(Anne McQueen to cover for Mat leave) Lorna Martin Chief Nurse Mental Health NHS Lothian Keith Mavor/ Heather Lyle Care Homes Education Facilitators Elaine Shelly Borders College Pam Duncan Stevenson College Pam Dixon Jewel and Esk Valley College Paula Ingram NES Representative Carolyn Blight Lecturer, Representative Acute Interventions Norrie Brown Senior Lecturer/Director AQ Student Experience Gerri Matthews-Smith Senior Lecturer/Representative Long-Term Conditions Jill Rose Spire Murrayfield Hospital, Edinburgh Elaine Walker O.U. Representative

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Anne Waugh Senior Lecturer/Director AQ Quality Assurance Remit of the Practice Placement Committee 1. Working with partners in practice, to identify sufficient placements and plan to

meet student and other learner requirements within clinical learning environments.

2. To co-ordinate and standardize approval and audit of practice placement areas

and to ensure that the NMC (2008) standards for learning and assessment in practice are achieved.

3. To establish efficient and effective approaches to achieve quality of student

experience with practice placements e.g. the development and monitoring of audit tools and their application and the development of placement guidance documents.

4. To submit reports to the relevant Board of Studies, Faculty Quality Committee

and NHS Lothian and Borders on the achievement of these standards. 5. To communicate effectively with placement providers, Higher Education Institutes

(HEI), Further Education Colleges (FE) colleagues and the practice placement team on issues which impact on placements.

6. To co-ordinate the preparation of practice mentors ensuring that the NMC

standards for learning and assessment in practice are achieved. 7. To co-ordinate the establishment of subgroups of the PPC to address individual

work projects related to supporting practice placements.

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CONTACT/SUPPORT ARRANGEMENTS with PRACTICE PLACEMENTS

The arrangements by which academic staff contact/support practice placements varies with of each of the Higher Education Institutions (HEIs).

The different arrangements with individual HEIs are as follows:

NAPIER UNIVERSITY

Student nurses/midwives at Napier University are supported in practice by the link lecturer.

A link lecturer is a named member of academic staff who links/ liaises with the practice placement(s). Their aim is to foster a partnership with the university and practice areas, offering educational advice and support to mentors and students. They monitor placements, undertake the educational audit and inform the university/placement of any changes or developments.

Remit of the Link lecturer within The School of Nursing Midwifery and Social Care The link lecturer will visit the practice placement area at least once every 3 months The link lecturer will make contact with the practice placement area at least once every month by phone or email to review student progress or negotiate a plan of support/contact with individual areas A record of each contact will be kept by the link lecturer The link lecturer will liaise with the Practice Education Facilitator for the area (if available on a regular basis to monitor student progress The link lecturer will co-ordinate the undertaking of the educational audit in conjunction with the Practice Education Facilitator for the area (if available) in accordance with the NMC (2008) standards The University of Edinburgh Nursing Studies, School of Health in Social Science : Liaison Lecturer For each practice placement the student will be allocated a named university lecturer who will be a member of the Department of Nursing Studies. All staff have the potential to take on this role of liaison lecturer. All students are visited by the liaison lecturer whilst on placement; the nature of these visits may vary from pastoral, hands-on clinical teaching to attending case conferences.

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The Specific Role of the Liaison Lecturer The Liaison Lecturer will liaise with the nurse managers, clinical staff and student within the allocated area. Prior to/at the beginning of the placement In order to ensure shared understanding and mutual goals, the priorities of this time spent with the mentor will be to:-

Discuss the philosophy operating in the delivery of care within the specific clinical area.

Identify the level of competence the student has attained.

Clarify the process objectives and the assessment of outcomes/competencies and documentation required.

Explore further learning opportunities and student specified objectives.

Discuss methods to optimise learning e.g. delegation when appropriate.

Discuss and clarify the part played by the student in directed learning and self evaluation of progress.

Discuss the role of the liaison lecturer within the clinical area.

During the placement The priorities of close liaison during the placement will be to :-

Support and facilitate the mentor's role.

Discuss the students' progress and formative assessments, identifying strengths and weaknesses, and the ability of the student in self directed learning and evaluating progress.

Support and give guidance to the student using the placement as an opportunity for reflection on the programme a whole.

Allow the student to identify additional learning objectives.

Observe and/or participate in specific delivery of care with the mentor and/or the student where appropriate in order to:-

- facilitate appraisal and updating of process objectives - assist in identifying and maximising learning opportunities - monitor standards of care in relation to the identified philosophy and learning objectives - observe practice developments and their research basis: evidence-based practice.

Communicate and participate in practice developments. At the end of the placement The priorities at the end of the placement will be to:-

Discuss the outcomes/competencies that the student has attained.

Discuss with the mentor and the student both the formative and summative assessments and determine the overall performance of the student in terms of knowledge acquisition, clinical skills and professional and personal development.

Review the learning environment and the student's objectives to ensure they are relevant, appropriate to the students level and achievable within the placement.

Acknowledge the contribution made by the clinical team as a whole to the development of the student.

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QUEEN MARGARET UNIVERSITY(QMU)

Lecturers for the BSc(Hons) Nursing and Graduate Diploma in Nursing (see glossary) programmes at QMU supervise pre registration students during Work Based Learning (WBL) placements. The term „Clinical Supervisor‟ is used to refer to a lecturer who links with a placement area and supports students during WBL.

Clinical Supervisor Standards

The subject area of Nursing has set standards for what is expected of Clinical Supervisors, students and mentors during placement. These standards are outlined in a Mentor Handbook (QMU 2007) which is issued to all mentors at the beginning of a placement. Each student is allocated a Clinical Supervisor who will maintain regular contact with the student and practice area during placement. Students in years 1-3 of the programme usually attend reflection sessions with their clinical supervisor on a weekly basis. Students in year 4 may have less frequent supervision sessions.

The Clinical Supervisor‟s role, although very similar to the link lecturer role (see glossary), is different in a number of ways. Clinical Supervisors have a much wider geographical remit than link lecturers. For example, there may be one Clinical Supervisor covering a whole region (including a mixture of hospital and community placements) or there may be 2 Clinical Supervisors in the same hospital with responsibility for different levels of students. Mentors will be informed of the contact details of the relevant clinical supervisor fro their student, at the outset of the placement.

Clinical Supervisors have not, in the past, had responsibility for auditing specific placement areas but have assisted with the approval and audit process where appropriate.

College of Animal Welfare Link Tutor Students are supported in placement by the placement link tutor and internal verifier. The support arrangements for the College of Animal Welfare student veterinary nurses differ from Napier University in that the Internal Verifier visits the student within the placement and carries out the following:

A learner review – this is kept on CAW student files

An observation of an assessment with the practice assessor

Review of the RCVS veterinary nurse portfolio completion

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Practice Education Facilitators (PEFs) PEF‟s play a vital role in supporting mentors and students from ALL the HEIs. Their principle role is to contribute to the learning environment by providing support, educational input and development activities for mentors and students within HNC, pre-registration and post-registration education programmes. The purpose of the role is to maximise the number of student nurses and midwives who can be supported in the clinical area ensuring the student experience is of the highest standard.

Senior Lecturers from all the HEIs link with NHS/Non-NHS managers on a regular basis:

For a mutual update of information from their respective areas

To discuss placement issues that have affected or may affect students

To identify potential new practice placements for students

HNC College Lecturer As part of the HNC programme (details of which can be found in appendix 8 students and mentors have at least one placement visit from a college lecturer and regular support from an NHS Lothian co-ordinator. Notification of the Allocation of Students to Practice Placement Areas The numbers of students allocated to a practice placement area will be agreed by the audit team at the time of the educational audit. Placement areas will normally be notified of their student allocation at least 4 weeks in advance of the commencement of these students. Any changes to the student allocations will also be notified to the placement areas in good time to allow for mentorship of these students to be organised Notification of Changes to the Allocation of Students to Practice Placement Areas Should a practice placement area require to amend the numbers of students allocated to the area out with the educational audit the following process should be adopted:

The practice placement staff should identify and discuss the need to change their allocated numbers of students with their Link/Liaison Lecturer and PEF if available

The practice placement staff should discuss and agree the need to change their allocated numbers of students with the clinical/line manager

The practice placement clinical/line manager should notify the intention to alter the student allocation in writing to the chair of the practice placement committee, preferably providing the rationale for the alteration in student allocations and any time periods that will apply to this alteration

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The changes in the student allocation to the particular practice placement will be presented at the next committee meeting and discussed, in an effort to explore a means of providing alternative placements for the students affected by this change

Once agreed the changes to the allocation of students to a particular practice placement area will be recorded on the database by the placement team and a letter confirming these changes and any review date sent to the practice placement area

Any changes to the student allocation will be reviewed again during the next educational audit

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Maximising Students’ Learning within Practice Placements

This statement aims to clarify the arrangements for the support and mentorship of students while they are a learner within the placement area. This should result in the student, mentor and clinical manager feeling assured that the student and mentor are fully supported whist in placement and the student‟s learning opportunities are maximised. In order to achieve the Nursing and Midwifery Council (NMC) proficiencies, it is essential that students are involved in the assessment and planning of care, together with the care delivery within the practice placement area. The NMC (2005) state that students should: “Come into close contact with patients or clients. This maybe through observing care being given, through helping in providing care and later, through full participation in providing care. At all times, you should work only within your level of understanding and competence, and always under the appropriate supervision of a registered nurse or midwife, or health professional with a registered nurse or midwife providing mentorship.” Further to this advice NHS Education for Scotland (2006) provided an updated definition of the term supernumerary status stating that: “Students should be able to fully participate in the delivery of care in a range of care environments in accordance with the requirements of the academic programme and appropriate to the level of competence of the student. This should include the opportunity to experience 24 hour / 7day care but should not involve the student being used to replace or substitute for a paid member of the nursing / midwifery team [i.e. supernumerary status is maintained]. The student should not be included in staffing ratios and at all times learning in practice must be held as a priority.”

Students ability to participate in the delivery of care in a range of care environments will develop as they progress through the programme as their knowledge and skill base increases. However, if you have any concerns as a student and/or mentor about the standard of support and mentorship provided to students and/or maintenance of supernumerary status, you should implement the procedure as set within appendix 7, the area of concern flowchart. It is important that both the link lecturer and clinical nurse/midwifery manager are informed and involved in any discussions to resolve any areas of concern that you (i.e. students and mentors) raise. There are a range of different models of mentorship that can facilitate student participation in the patient / client care and learning in practice in order that they can be prepared for the Registered Nurse/Midwife role. Should staff require advice on how this could be achieved, the area Practice Education Facilitator or members of the Mentorship Steering Group are available to offer support and information. [email protected], 0131 455 5315

mailto:[email protected]

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This may result in the requirement to review your educational audit to ensure that students are mentored in accordance with the NMC (2008) requirements. In acknowledging the invaluable experience offered to students in placements and the high level of mentorship provided, it is hoped that this advice will allow a partnership approach to the resolution of these concerns.

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STUDENT SUPERNUMERARY STATUS

FREQUENTLY ASKED QUESTIONS

Background

The UKCC document “Project 2000 - a new preparation for practice” (1986) recommended that students should have supernumerary status throughout the whole period of preparation. The introduction of supernumerary status for students was seen as “the key to enhancing educational standards” (UKCC 1986) in that it would reduce the inherent conflict of being simultaneously a provider of service and a learner. This has more recently been endorsed by NHS Education for Scotland (NES 2003). In practical terms, however, the implementation of supernumerary status has been problematic and there is considerable evidence indicating that students experience of supernumerary status is extremely variable (Robinson 1992, Parahoo 1992, May et al 1997). A number of writers have highlighted that in the absence of a clear and unambiguous definition supported by guidelines, the ability of practice and education staff to successfully implement and sustain supernumerary status for students will continue to be compromised (White et al 1993, Gray 1997, Hyde & Brady 2002). This paper proposes a working definition of the term supernumerary status and provides guidance as to how this may be operationalised within the practice setting. In this document the term supervisor is a professional who has undertaken a mentorship preparation and refers to: Registered Nurse, Midwife or Health Visitor Social Worker Teacher Occupational Therapist Physiotherapist Speech Therapist Question 1 - What is supernumerary status? The United Kingdom Central Council for Nursing, Midwifery and Health Visiting guidance in 1989 stated that „students shall not, as part of course preparation, be employed by any person or body to provide nursing care’. This means that nursing students are not employees of health authorities, trusts or any other organisation which provides care and are therefore under no contractual agreement that requires them to give care. Student nurses are additional to the established workforce numbers. This is in direct contrast to how the nursing courses were organised prior to Project 2000 in 1992.

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Question 2 - What is meant by education-led experiences?

The student‟s experience in a practice placement should be shaped with the prime intention of matching the student‟s learning outcomes and learning needs with the experience available in that area. This is to ensure that courses of professional education meet the requirements of the NMC. Question 3 - Should students appear on the duty rota as a member of staff?

As students are supernumerary and therefore over and above the ward established numbers, they should not be counted as part of the normal ward staff numbers.

Students should, however, appear on the on-duty rota as a record of when students are on-duty/off-duty/absent, and to highlight when students and their mentors are working together. This record will act as a useful point of reference when mentors are verifying students‟ record of the hours completed in the placement. Recording students on the duty rota also helps students appreciate that they are part of the care team.

It is recommended that the students‟ duty rota is planned by the clinical placement staff in consultation with the student. Question 4 - Does supernumerary status apply to all 3 years of the course?

Yes, students have supernumerary status for the full length of their pre-registration programme.

However, supernumerary status should not be taken to mean that nursing students only stand around and watch care being given. Clearly to learn the art of nursing, students need to be involved in direct patient care under the supervision of an appropriately qualified practitioner.

The level of student participation in the delivery of patient care will be variable dependent on a student‟s previous experience and the type of clinical placement. Levels of participation may be viewed on a continuum in which a student progressively shifts from observer to observer/participant.

During rostered service (Napier students-year 3, QMUC & University of Edinburgh students-year 4) it is anticipated that a student will be a fully participating member of the nursing team, working a normal on-duty shift pattern. However, during this period, supervision will still be required and supernumerary status retained. That is, although students are making a full contribution to patient care, they should not be counted in the care team numbers. Question 5 -What nursing activities can students undertake whilst in practice?

Students may undertake any aspect of patient/client care for which they are competent and it is the supervisors‟ responsibility to assess the student‟s level of competence. The student must have the appropriate theoretical knowledge and practical experience to undertake a duty without direct supervision, otherwise they will require direct supervision. Please note that many placement areas have specific policies and procedures and it is the supervisor‟s responsibility to ensure that students are aware of these policies.

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Question 6 - How much supervision do students require on rostered service?

The level of supervision required by individual students depends on the extent of their experience and the nature of the clinical placement. At all times the student should work within their level of understanding and competence, and always under the supervision of their supervisor. During rostered service, it is reasonable to expect that the student will require much less direct supervision but some degree of supervision is still required and this should be discussed between the supervisor and the student concerned. Question 7 - Are students accountable for their actions?

Pre-registration students are never professionally accountable in the manner that they will be after they register with the NMC. This means that students cannot be called to account for their actions and omissions by the NMC. So far as the NMC is concerned, it is the registered practitioners with whom the students work who are professionally responsible for the consequences of the student‟s actions and omissions. This is why students must always work under the direct supervision of a registered nurse, midwife or health visitor. This does not mean, however, that students cannot be called to account by the university or by the law for the consequences of their actions or omissions as a pre-registration student (NMC 2002). Question 8 - Who is responsible for assessing the student’s level of competence?

The responsibility for assessing the student‟s level of competence rests with the student‟s allocated supervisor. This includes assessment of the student‟s learning needs in the first week of the placement, ongoing assessment to monitor the student‟s progression, and a mid and final written report of the student‟s progression in the placement. Please note that a student‟s assessment should also take into account the views of all the nursing team involved in supervising the student. Question 9 - Can the student be allocated a caseload of patient/clients?

Yes, the student can be allocated a caseload of patients/clients, but this will depend on the student‟s level of experience and competence. The supervisor remains responsible for the care given. The student should respect at all times the wishes of patient/clients who have the right to refuse to allow the student to participate in caring for them. This right should be made clear to patients/clients when they are first given information about the care they will receive from the student. Their rights as patient/clients supersede at all times the students‟ rights to knowledge and experience (NMC 2002).

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Question 10 - Can students leave the practice placement area for related activities or library visits?

The student should normally be in practice areas for 37.5 hours per week. Students may request time away for related activities or library visits but this must be negotiated locally between the student and their supervisor/charge nurse. If the student‟s supervisor is in any doubt about allowing the student study time, they should seek guidance from the relevant university. Question 11 - What can students do if their supernumerary status is compromised?

Students should refer to the Student Guide “How to Deal with a Practice Placement Issue ” - see Appendix 5. The flowchart guides students through the steps that should be taken in seeking resolution of a practice placement issue.

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NMC standards for mentors, practice teachers and teachers 2.1 NMC mentor standard An NMC mentor is a registrant who, following successful completion of an NMC approved mentor preparation programme – or comparable preparation that has been accredited by an AEI as meeting the NMC mentor requirements - has achieved the knowledge, skills and competence required to meet the defined outcomes. A mentor is a mandatory requirement for pre-registration nursing and midwifery students. Mentors who are assessing competence must have met the NMC outcomes defined in stage 2 of this standard, or be supervised by a mentor who has met these outcomes. Those who sign off proficiency must have met the additional criteria to be a sign-off mentor (see section 2.1.3). All midwife mentors must have met the additional criteria to be a sign-off mentor. Once mentors have been entered on the local register (normally held by placement providers) they are subject to triennial review (see Roles to support learning and assessment in practice in the introduction). Mentors are responsible and accountable for:

Organising and co-ordinating student learning activities in practice.

Supervising students in learning situations and providing them with constructive feedback on their achievements.

Setting and monitoring achievement of realistic learning objectives.

Assessing total performance – including skills, attitudes and behaviours.

Providing evidence as required by programme providers of student achievement or lack of achievement

Liaising with others (e.g. mentors, sign-off mentors, practice facilitators, practice teachers, personal tutors, programme leaders) to provide feedback, identify any concerns about the student‟s performance and agree action as appropriate.

Providing evidence for, or acting as, sign-off mentors with regard to making decisions about achievement of proficiency at the end of a programme.

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2.1.1. Criteria for supporting learning and assessing in practice – mentors Nurses and midwives who intend to take on the role of mentor must fulfil the following criteria:

Be registered in the same part or sub-part of the register as the student they are to assess and for the nurses‟ part of the register be n the same field or practice (adult, mental health, learning disability or children‟s). See Circular 26/2007 for further information (Annexe 3).

Have developed their own knowledge, skills and competence beyond registration i.e been registered for at least one year.

Have successfully completed an NMC approved mentor preparation programme (or a comparable programme which has been accredited by an AEI as meeting the NMC mentor requirements).

Have the ability to select, support and assess a range of learning opportunities in their area of practice for students undertaking NMC approved programmes.

Be able to support learning in an interprofessional environment – selecting and supporting a range of learning opportunities for students from other professions.

Have an ability to contribute to the assessment of other professionals under the supervision of an experiences assessor from that profession.

Be able to make judgements about competence/proficiency of NMC students on the same part of the register, and in the same field of practice, and be accountable for such decisions.

Be able to support other nurses and midwives in meeting CPD needs in accordance with the Code: Standards for conduct, performance and ethics for nurses and midwives (NMC 2008).

2.1.2. Competence and outcomes for a mentor Mentor competencies are achieved by successful completion of an NMC approved mentor preparation programme that achieves all of the outcomes of Stage 2. These outcomes are as follows: Establishing effective working relationships

Demonstrate an understanding of factors that influence how students integrate into practice settings.

Provide ongoing and constructive support to facilitate transition from one learning environment to another.

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Have effective professional and inter--professional working relationships to support learning for entry to the register.

Facilitation of learning

Use knowledge of the student‟s stage of learning to select appropriate learning opportunities to meet individual needs.

Facilitate the selection of appropriate learning strategies to integrate learning from practice and academic experiences.

Support students in critically reflecting upon their learning experiences in order to enhance future learning.

Assessment and accountability

Foster professional growth, personal development and accountability through support of students in practice.

Demonstrate a breadth of understanding of assessment strategies and the ability to contribute to the total assessment process as part of the teaching team.

Provide constructive feedback to students and assist them in identifying future learning needs and actions. Manage failing students so that they may enhance their performance and capabilities for safe and effective practice or be able to understand their failure and the implications of this for their future.

Be accountable for confirming that students have met, or net met, the NMC competencies in practice. As a sign-off mentor confirm that students have met, or not met, the NMC standards of proficiency in practice and are capable of safe and effective practice.

Evaluation of learning

Contribute to evaluation of student learning and assessment experiences – proposing aspects for change resulting from such evaluation.

Participate in self and peer evaluation to facilitate personal development, and contribute to the development of others

Creating an environment for learning

Support students to identify both learning needs and experiences that are appropriate to their level of learning.

Use a range of learning experiences, involving patients, clients, carers and the professional team to meet defined learning needs.

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Identify aspects of the learning environment which could be enhanced – negotiating with others to make appropriate changes.

Act as a resource to facilitate personal and professional development of others.

Context of practice

Contribute to the development of an environment in which effective practice is fostered, implemented, evaluated and disseminated.

Set and maintain professional boundaries that are sufficiently flexible for providing interprofessional care.

Initiate and respond to practice developments to ensure safe and effective care is achieved and an effective learning environment is maintained

Evidence-based practice

Identify and apply research and evidence-based practice to their area of practice.

Contribute to strategies to increase or review the evidence-base used to support practice

Support students in applying an evidence base to their own practice Leadership

Plan a series of learning experiences that will meet students defined learning needs.

Be an advocate for students to support them accessing learning opportunities that meet their individual needs – involving a range of other professionals, patients, clients and carers.

Prioritise work to accommodate support of students within their practice roles

Provide feedback about the effectiveness of learning and assessment in practice

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2.1.3 Criteria for a sign-off mentor Underpinned by principle A which states that: Nurses and midwives who make judgements about whether a student has achieved the required standards or proficiency for safe and effective practice must be on the same part or sub-part of the register as that which the student is intending to enter. Only sign-off mentors‟ and practice teachers that are on the same part of the register and in the same field or practice may confirm that students have met the relevant standards of proficiency for the particular programme leading to registration or a qualification that is recordable on the NMC register. Placement providers must ensure that a nurse or midwife designated to sign-off proficiency for a particular student at the end of a programme is:

Identified on the local register as a sign-off mentor or practice teacher.

Registered on the same part of the register.

Working in the same field or practice as that in which the student intends to quality.

And additionally to be a sign-off mentor they must have:

Clinical currency and capability in the field in which the student is being assessed.

A working knowledge of current programme requirements, practice assessment strategies and relevant changes in education and practice for the student they are assessing.

An understanding of the NMC registration requirements and the contribution they make to the achievement of these requirements.

A in-depth understanding of their accountability to the NMC for the decision they must make to pass or fail a student when assessment proficiency requirements at the end of a programme.

Been supervised on a least three occasions for signing-off proficiency by an existing sign-off mentor (see paragraph 5.2 in introduction)

A working knowledge of current programme requirements, practice assessment strategies and relevant changes in education and practice for the student they are assessing.

The achievement of these requirements

An understanding of the NMC registration requirements and the contribution they make to meeting these requirements.

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An in-depth understanding of their accountability to the NMC for the decision they make to pass or fail a student when assessing proficiency requirements at the end of a programme.

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Mentorship Preparation Programmes Napier University now provides a new a mentorship preparation programme that meets the NMC (2008) mentorship standards and is tailored to meet the different needs of registered nurses/midwives. The 5 day programme spread over 3 months will combine the equivalent of 2.5 days of online learning with 2.5 days of workshops and skill development sessions, allowing the candidate to develop the NMC competencies for mentorship. These workshops and skill sessions will be delivered on various campuses in Edinburgh, West Lothian and Borders, according to demand. This programme will facilitate the mentor achieving the NMC standards for mentorship allowing the student to record their name on the local mentor register.

Mentorship 1/2 Day Update sessions Update events and on line activities are available to a mentor who is an RN / RM and are designed to assist the practitioner to meet the NMC standards for mentorship. To achieve this the mentors must have undertaken a recognised mentorship preparation programme and successfully met these standards. In doing so they will be able to identify any deficits in their mentorship knowledge or skills and update these. Alternatively, the mentor may wish to use these sessions to meet the NMC requirements to update their mentorship skills on an annual basis. Further details of these update activities and sessions can be found on the Napier University mentor website. www.staff.napier.ac.uk/faculties/mentorcentre

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Internationally Qualified Nurses in Scotland Currently there are no overseas nursing programmes provided within NHS Lothian or NHS Borders however this may alter and the following information in relation to overseas nurses may be useful. NHS Education for Scotland (NES) is responsible for providing educational support for the NHS workforce. By doing so, we help staff of all disciplines to improve care and treatment for patients. NES helps the NHS meet the many challenges it faces by addressing the changing educational needs of its workforce. The new Overseas Nurses Programme (ONP) has been developed to enable internationally qualified nurses to achieve registration on the Nursing and Midwifery Council (NMC) professional register and then make a valuable contribution to healthcare provision in Scotland. Registering as a Nurse in the UK The NMC is the regulatory body for nurses and midwives practising in the UK. Established by the UK government, the NMC protects the public by setting the highest professional standards that nurses and midwives must meet when they provide care. An important part of their role is a duty to promote high standards of professional education and conduct. The NMC register has three parts:

nurses

midwives

specialist community public health nurses The nurses‟ part of the register is divided into four fields of practice which relate to the route that students in the UK can take to achieve registration. The fields of practice are:

adult (general) nursing

mental health nursing

learning disabilities nursing

children‟s nursing. It is likely that the applicant to the NMC has trained as a general nurse in their home country. As a result, they should make an initial application to the NMC for the field of adult nursing. To apply for registration with the NMC, the applicant will need to show that they have met the education and practice standards set by the NMC. If they want to work as a nurse in the UK you must register with the NMC. If they trained outside the EEA, the NMC will assess their initial training to decide whether you are suitable to go on the register and you will receive formal notification of the NMC decision. If they are applying for registration as a nurse and if their application meets the NMC minimum standards, they will have to undertake the ONP programme which is 20 days protected learning time (which everyone must undertake) plus, where appropriate, a period of supervised practice. The period of

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supervised practice enables achievement of the NMC competencies and the length of supervised practice will vary according to the individuals previous training and experience Further information can be found in the NMC booklet - Registering as a Nurse or Midwife in the United Kingdom.

Nursing and Midwifery Council Overseas Registration Department 23 Portland Place London W1B 1PZ Tel: 44 (0) 20 7333 6600 Website: www.nmc-uk.org

Reporting a Cause for Concern within a Placement Students will be supported at all times by a mentor who meets the NMC (2006) standards for mentors and who‟s name appears on the mentor data base. These mentors are responsible for the supervision of students in practice and the day to day management of the student‟s practice experience. The mentor are themselves supported in their role by the placement area link / liaison lecturer and the Practice Education Facilitator if the area has one available. Advice and guidance in managing practice issues that might arise in relation to the student‟s practice is available via these sources. Should an issue arise within a placement that raises an issue of concern for the mentor or student, a process has been developed that will allow the mentor or the student to notify the Higher Education Institution or practice manager, ensuring that these issues are investigated and the appropriate action taken. A flow chart identifying this process can be found in appendix 7.

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GLOSSARY OF TERMS Academic tutor - the title used by QMU that equates to a personal tutor/teacher. See personal tutor/teacher

Assessment (Practical) - encompasses a variety of methods for assessing practice development, in order to measure the student‟s competence to practice. Examples of assessment tools are: NMC competencies, portfolio work, practice record. Part of assessment is providing feedback to the student that offers support and guidance to help the student identify their learning needs. Feedback must be planned into the mid and end point of a period of practice.

Assessor - an experienced veterinary surgeon or Listed veterinary nurse who holds a qualification in work-based assessment (A1/D32/33)

Audit – an educational audit involves monitoring, measuring and evaluating clinical placement areas, and related learning resources, ensuring they meet the required standard to support quality learning.

Clinical Supervisor – the title used by QMU that equates to a Link Teacher/Lecturer (see Link Teacher/Lecturer). QMU supervisors are responsible for linking with a wide range of placements across different geographical areas in relation to student placements. This varies over time and is linked to where students have been allocated. They do not have responsibility for auditing specific placement areas but are involved in the audit process where appropriate.

Competency – the skills and ability to practice safely and effectively without the need for direct supervision. The NMC (2002) has defined competencies that must be achieved for entry to the register.

Education Co-ordinator – a service based role with responsibility for the strategic planning of education for health care workers within a unit.

Graduate Diploma in Nursing: This is a complementary award of the BSc Hons Nursing program offered at QMU. It is a shorter, more focused program, delivered over two years for graduate entrants Internal Verifier - An experienced veterinary surgeon or Listed veterinary nurse who works for the VNAC. S/he holds the assessor qualification and holds an additional qualification (V1/D34) in the quality assurance of assessment. Learning outcome - a statement of what a learner is expected to know, understand or be able to do as a result of a learning process. The NMC has defined learning outcomes that must be achieved for entry to a branch programme.

Learning contract – a verbal or written agreement that is negotiated between student and mentor, outlining specific learning to be achieved, the conditions of how it will be achieved, the evidence that indicates achievement and when it should be achieved.

Lecturer-practitioner - a dual role shared between university and an NHS trust with responsibility for educational provision in both the classroom and the practice areas.

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Liaison lecturer – the title used by University of Edinburgh that equates to a personal tutor/teacher. See personal tutor/teacher.

Link lecturer* – A named member of university staff who links/ liaises with a specific clinical placement(s). Their aim is to foster a partnership with the university and practice areas, offering educational advice and support to mentors and students. They monitor placements, undertake the educational audit and inform the university/placement of any changes or developments. * NB - University of Edinburgh use the title Liaison Lecturer * NB - QMU use the title Clinical Supervisor

Mentor - a registrant who has met the outcomes of stage 2 (of the NMC 2006) standards for learning and assessment in practice) and who facilitates learning and supervises and assesses students in a practice setting.

NES – NHS Education for Scotland

NMC – Nursing and Midwifery Council

Personal Development Tutor – the title used to describe a Napier University appointed lecturer, whose role is to provide a supportive relationship with students throughout their programme of study. They record the student‟s progress in theory and practice and provide written summaries, as required, throughout the programme, including the student‟s end of programme reference.

Practice Education Facilitator - a clinical staff member who contributes to the learning environment by providing support, educational input and development activities for mentors and students within HNC, pre-registration and post-registration education programmes. The purpose of the role is to maximise the number of student nurses and midwives who can be supported in the clinical area ensuring the student experience is of the highest standard.

Practice facilitator - a service based role with responsibility for the delivery of education for health care workers within a unit.

Practice placement - practice settings approved by the HEI to give students the opportunity to observe or gain practical experience in order to meet the practical competencies required for registration.

RCVS The Royal College of Veterinary Surgeons who are the awarding body for the veterinary nursing programme Sign Off Mentor – a sign off mentor is an experienced mentor who meets the NMC (2006) specific criteria in order to sign-off a standards a students proficiency at the end of an NMC approved programme. All midwife mentors and practice teachers will have met the requirements through their preparation programme. Sign-off mentor in nursing placement will have undergone additional preparation to facilitate their ability to undertake this role.

Supernumerary status – students shall not, as part of their programme of preparation, be employed by any persons or body under a contract of service to provide nursing care. This means that students are additional to the workforce requirements and staffing establishment figures. However, they must make a

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contribution to the work of the practice area to enable them to learn how to care for patients. (Supernumerary status - Your Questions Answered, Napier University, 2004)

Quality assurance – encompasses those activities within an organisation that help to identify good practice and prevent poor practice. VNAC - Veterinary Nursing Approved Centre who are responsible for registering student veterinary nurses for NVQ awards and for delivering the requisite training and assessment in accordance with national regulatory requirements

.

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References

NBS (2000) Partnerships in Development and Delivery: Fitness for Practice – Implementation in Scotland. NBS Edinburgh.

NHS Education for Scotland (2003) The Development of Quality Standards for Practice Placements: Final Report. Edinburgh: NES

NHS Education for Scotland (2008) Quality Standards for Practice Placements

Edinburgh : NES

Nursing & Midwifery Council (2002) An NMC guide for students of Nursing and Midwifery London : NMC

Nursing & Midwifery Council (2006) Standards for the Support of Learning and Assessment in Practice London : NMC

Nursing & Midwifery Coundil (2008) Standards for the Support of Learning and Assessment in Practice London : NMC

Queen Margaret University (2007) Mentor Handbook BSc(Hons) Nursing / Graduate Diploma in Nursing QMU

Quality Assurance Agency for Higher Education (2001) Code of Practice for the assurance of academic quality and standards in higher education. Section 9:placement learning. QAA.

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Appendix 1

LOTHIAN AND BORDERS NURSING & MIDWIFERY EDUCATION

PRACTICE PLACEMENT PROFILE

To be completed by the CHARGE NURSE/PLACEMENT MANAGER in discussion with HEI representative

A. ORGANISATION (eg NHS Lothian or Borders Private /Voluntary organization)

………………………………………………….. B. NAME & TITLE OF PERSON IN CHARGE OF PLACEMENT

………………………………………………………………………………………………

C. NAME & LOCATION OF PLACEMENT ( please include CHP if Community

placement) ………………………..………………………………………………… ADDRESS…………………………………………………………………………………

……………………………………………………………………………………

POSTCODE……………………………………………………………………… PHONE NO. 1………………. 2……………….. 3…………… FAX NO. ………………………………………………………………… EMAIL …………………………………………………………………………

D. NATURE OF PRACTICE PLACEMENT

Please outline speciality and the experience available to students e.g. medical - cardiology/renal/respiratory, surgical - PVD/GI/hepatic, community, care of older people, acute mental health etc

…………………………………………………………………………………………….………... …………………………………………………………………………………………….………...

E. PATIENT/CLIENT GROUP (please indicate age range and gender)

………………………………………………………………………………………………

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F. STUDENT TRAVEL TO PLACEMENT Public transport to practice i.e. Bus numbers, train ……………………………………………… Parking availability for students……………………………………………….…………………….. . Please outline any other relevant information regarding travel/access to the practice

………………………………………………………………………………………… G. ACCOMMODATION/FACILITIES

Please specify if accommodation is available in the practice area for: Student/mentor meetings……………………………………………………………………………. Student directed-study area………………………………………………………………………… Changing Facilities…………………………………………………………………………………… H. DETAILS OF PRACTICE AREA

Please complete the part of this section which is relevant to your practice area in the NHS / NON-NHS / VOLUNTARY SECTOR:

(i) ACUTE CARE AREA

Total number of beds/cots ........................ Shift patterns …………………….

Staff/patient ratio HIGH (1:1 / 1:2) MEDIUM (1:5) LOW (1:6 )

(Please circle)

Please indicate any areas that link to the placement e.g. outpatients dept, specialist clinics, discharge/follow-up service…………….………………………………. …….……………………………………………………………………………………………

(ii) CONTINUING CARE / CARE HOME Total number of beds/cots .................................. Shift patterns ..……………………..

Staff/patient ratio HIGH (1:1 / 1:2) MEDIUM (1:5) LOW (1:6 ) (Please circle)

Please indicate any areas that link to the placement e.g. outpatients dept, specialist clinics, discharge/follow-up service…………….……………………………….. …………………………………………………………………………………………………..

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(iii) NON-RESIDENTIAL e.g. Day Care, Day Centre, Activity Centre,

Ambulatory Care e.g. Day surgery, Programmed Investigations

Average number of attenders .........……...per day Opening Hours ...........................….. Shift patterns …….………………...

Staff/patient ratio HIGH (1:1 / 1:2) MEDIUM (1:5) LOW (1:6 ) (Please circle)

Any other relevant information ……………………………………………………

(iv) COMMUNITY PRACTICE Population of practice ...……………….………………….. Average size of case-load: HV……. DN…….. CPN……… Other:................................………. Average number of visits per week HV……. DN…….. CPN………. Other:................................………. Opening Hours ………………………………….….. Shift patterns ………………………………………

Any other relevant information……………………………………………………

…………………………………………………………………………………………………

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I. STAFF PROFILE

(i) Please indicate in the following table the members of the nursing/care team in post:

STAFF F/T P/T (WTE)

Number of trained

Mentors(s)*

Comments

Charge Nurse/Practitioner

Registered Nurse / (1st & Second level)

District Nurses

Health Visitors

Midwives

CPNS

Other nurses or professionals who mentor

students:

Education Co-ordinator/Practice Development Nurse

Enrolled Nurse(s)

Clinical/Health Care Support Workers

WTE = Whole Time Equivalent * Undertaken mentorship preparation

(ii) Please indicate annual number of staff vacancies…………………………………………

(iii) Please outline additional personnel with specialist interest/expertise:- e.g. diabetic nurse, palliative care nurse. ………………………………………………………………………………………………… …………………………………………………………………………………………………

(iv) Please outline additional multidisciplinary experience available to the student:- e.g. Social Worker, occupational therapist, physiotherapist, podiatrist.

………………………………………………………………………………………………………… …………………………………………………………………………………………………………

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J. STUDENT PROFILE (i)Please indicate in the following table, the level and total number of students who can be adequately supervised in the area at a given time:

STUDENT LEVEL NUMBER

Year 1 Student

Year 2 Student

Year 3 Student

Practice elective student

Year 4 Student *

Adaptation student

Total number of students

* Year 4 applies to QMUC & University of Edinburgh Honours Programmes students who are in placement to consolidate skills and gain management experience

(ii) Please tick the box indicating the students normally placed in the practice area:

Pre-registration Nursing Students Napier University

Queen Margaret University

University of Edinburgh

HNC Students (1st year nursing program at Further Education (College)

Please list other students who may be placed in your area and require supervision:

Post-registration specialist programs

SVQ Health care workers

Allied Health Professionals

Adaptation students

Social work students

Medical students

Paramedics

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K. TEACHING AND LEARNING: (i) Orientation programme for pre-registration students:

Please tick YES NO

(ii) Teaching / learning opportunities: i.e. informal and formal planned activities iii) Teaching/ earning resources: e.g. learning materials available to students in placement (iv) Number of registered nurses/professional staff currently undertaking continuing education programmes: e.g. part time degree, specialist practice modules

(v) University Link teacher: (vi) Practice Education Facilitator(if applicable)

L. ANY OTHER RELEVANT INFORMATION

M. NAME:(Please print)

DESIGNATION:

SIGNATURE: DATE:

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Appendix 2


PROFILE- CLINICAL NURSE SPECIALIST

To be completed by the Clinical Nurse Specialist

B. ORGANISATIONHS LOTHIAN / BORDERS PRIVATE/VOLUNTARY

…………………………………………………..

C. NAME OF CLINICAL NURSE SPECIALIST

………………………………………………………………………………………………………

D. ADDRESS OF BASE

ADDRESS…………………………………………………………………………………………

……………………………………………………………………………………………..

……………………………………………………………………………………………..

PHONE NO. …………………………………………………………………………………….

FAX NO. …………………………………………………………………………….……….

EMAIL ……………………………………………………………………………………..

E. PLEASE GIVE A BRIEF OUTLINE OF YOUR SPECIFIC ROLE(s).

…………………………………………………………………………………………….………...

…………………………………………………………………………………………….………...

………………………………………………………………………………………………

………………………………………………………………………………………………………

………………………………………………………………………………………………………

………………………………………………………………………………………………………

……………………………………………………………………………………………………

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F. PATIENT/CLIENT GROUP (please indicate age range and gender)

…………………………………………………………………………………………….……

………………………………………………………………………………………………………

G. STUDENT TRAVEL TO PLACEMENT

Public transport to practice ie Bus , train …………………………………………………

Parking availability for students……………………………………………….…………….

Please outline any other relevant information regarding travel/access to the practice

…………………………………………………………………………………………………

H. ACCOMMODATION/FACILITIES

Please specify if accommodation is available in the practice area for:

Student/mentor meetings………………………………………………………………………

Student directed-study area……………………………………………………………………

Changing facilities…………………………………………………………………………….

I. DETAILS OF PRACTICE AREA

i) What geographical area do you cover?………………………………………………………………… ii) Is your work home or clinic based or both? …………………………………………………………… iii) What is the average number of clients visited per week?…………………………………………….. iv) What shift pattern do you work?………………………………………………………………………… Any other information relevant to the practice experience? ……………………………………………………………………………………………………………………

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J. STAFF PROFILE

(i) Please indicate in the following table the members of the support nursing/care team in post (if applicable):

STAFF F/T P/T (WTE)

Number of trained

Mentors(s)*

Comments

SPECIALIST

NURSES

Other nurses or professionals who

could mentor students:


L. STUDENT PROFILE

(i)Please indicate in the following table, the level, total number of students who can be adequately supervised in the area at a given time and the length of placement:

Student level Number of students Length of Placement

Year 2 student

Year 3 Student

Year 4 Student *

Practice Elective

Total

* Year 4 applies to QMUC & University of Edinburgh Honours Programmes students who

are in placement to consolidate skills and to gain management experience.

(ii) Please indicate how often you could accommodate student

nurse(s) in a year:

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(ii) Please tick the box indicating the students normally placed in the practice area:

Pre-registration Nursing Students Napier University

Queen Margaret University

University of Edinburgh

Please list other students who may be placed in your area and require supervision:

Post-registration specialist programs

SVQ Health care workers

Allied Health Professionals

Adaptation students

Social work students

Medical students

Paramedics

M. TEACHING AND LEARNING:

(iii) Orientation programme for pre-registration students:

Please tick YES NO

(ii) Please outline the learning opportunities available to student nurses: ie informal and formal planned activities

(iv) Please outline the additional learning experiences that could be provided by the MDT eg

social worker, occupational therapist, physiotherapist

(iii) Teaching / learning resources: eg learning materials available to students in the placement

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(iv) Number of registered nurses/professional staff currently undertaking continuing education

programmes: eg part time degree, specialist practice modules

(v) University Link teacher: Practice Education Facilitator


M. NAME:

(Please print)

DESIGNATION:

SIGNATURE: DATE:

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Appendix 3


PRACTICE PLACEMENT PROFILE (VET NURSING)

To be completed by the PLACEMENT MANAGER A. NAME & TITLE OF PERSON IN CHARGE OF PLACEMENT

……………………………………………………………………………………………

B. NAME & LOCATION OF PLACEMENT

PLACEMENT NAME …………………………………………..………………………………………………… ADDRESS…………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….…….. (If community placement, please include LHCC* if applicable) *Local Health Care Co-operative PHONE NO. ……………………………………………………………………………………. FAX NO. …………………………………………………………………………….………. EMAIL ……………………………………………………………………………………..

D. NATURE OF PRACTICE PLACEMENT

Please outline speciality and the experience available to students e.g. 1st Opinion Practice, Referral, Veterinary Hospital, Charity

……………………………………………………………………….………... ………………………………………………………………………………….

F. STUDENT TRAVEL TO PLACEMENT Public transport to practice i.e. Bus numbers, train ……………………………………………… Parking availability for students……………………………………………….……………………..

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Please outline any other relevant information regarding travel/access to the practice G. ACCOMMODATION/FACILITIES

Please specify if accommodation is available in the practice area for: Student/mentor meetings……………………………………………………………………………. Student directed-study area………………………………………………………………………… Changing Facilities…………………………………………………………………………………… H. DETAILS OF PRACTICE AREA

Please complete the part of this section which is relevant to your practice area (ii) 1st Opinion Practice

Total number Kennels ........................…. Average Consultations per week …………….. Average Anaesthetic Procedures per week ………………..

Average Radiographic Procedures per week ………………

Average Laboratory Procedures per week ………………… Shift patterns …………………….

Please indicate any areas that link to the placement …………….……………………………………………………………………………………………………………………………………………………………………….

(ii) Referral Practice Total number Kennels ........................…. Average Consultations per week …………….. Average Anaesthetic Procedures per week ………………..



Please indicate any areas that link to the placement

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…………….………………………………………………………………………………………………………………………………………………………………………………………

(vi) Veterinary Hospital Total number Kennels ........................…. Average Consultations per week …………….. Average Anaesthetic Procedures per week ………………..



Please indicate any areas that link to the placement …………….……………………………………………………………………………………………………………………………………………………………………….

(iv) Charity Total number Kennels ........................…. Average Consultations per week …………….. Average Anaesthetic Procedures per week ………………..



Please indicate any areas that link to the placement …………………………………………………………………………………………………………………………………………………………………………………………………………………………

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II. STAFF PROFILE

(i) Please indicate in the following table the members of the nursing/care team in post:

STAFF F/T P/T (WTE)

Number of trained

Mentors(s)*

Comments

Head Veterinary Nurse

Senior Veterinary Nurses

Assessors

Assessors in

training

Reception Staff

Other nurses or professionals who mentor students:


(ii) Please indicate annual number of staff vacancies…………………………………………

(iii) Please outline additional personnel with specialist interest/expertise:- ……………………………………………………………………………………………………………………………………………………………………………………………………

(iv) Please outline additional multidisciplinary experience available to the student:- e.g. physiotherapist. ………………………………………………………………………………………………………………………

…………………………………………………………………………………………………

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N. STUDENT PROFILE (i) Please indicate in the following table, the level and total number of students who can be adequately supervised in the area at a given time:

STUDENT LEVEL NUMBER

Year 1 Student

Year 2 Student

Year 3 Student


Year 4 Student *

Adaptation student

Total number of students

* Year 4 Student‟s arrange own placement requirements during trimester 2 Please list other students who may be placed in your area and require supervision: e.g. Employed Students, Students from other course providers ………………………………………………………………………………………………………..………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………

...........................

O. TEACHING AND LEARNING: (v) Induction programme for students:

Please tick YES NO

(ii) Teaching / learning opportunities: i.e. informal and formal planned activities iii) Teaching/ learning resources: e.g. learning materials available to students in placement

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(vii) Number of registered nurses/professional staff currently undertaking continuing education programmes: e.g. part time degree, diploma, assessor training

(viii) University Link teacher: (vi) Practice Education Facilitator (if applicable)


M. NAME:(Please print)

DESIGNATION:

SIGNATURE: DATE:

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Appendix 4


COMMUNITY PRACTICE PLACEMENT PROFILE

To be completed prior to meeting with the Higher Education Institution (HEI) Representative

SECTION 1 A ORGANISATION (NHS Lothian, NHS Borders, Private, Voluntary) ______________________________________________________________ Nurse Manager / Team Leader: ___________________________________ Address: _______________________________________________________

______________________________________________________________ B NAME AND ADDRESS OF PRACTICE Name:________________________________________________________ Address:_______________________________________________________ _____________________________________________________________ Tel: _________________________________________________________ Access Times: ____________________________________________ Core Shift Pattern: ___________________________________________ C CONTACT DETAILS FOR PRACTICE PLACEMENT TEAM

(i) District Nursing (DN)/Mental Health (MH)/Learning Disabilities (LD) (delete as appropriate)

Contact Name: _________________________________________________ Tel: ________________ Email: _________________________

(ii) Health Visiting (HV)/ School Nursing (SN.)/ Community Midwife (CM) (delete as appropriate)

Contact Name: _______________________________________________ Tel: ________________ Email: __________________________

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(iii) OTHER – Please state team ______________________________ Contact Name: ______________________________________________ Tel: ________________ Email: _________________________

SECTION 2 D DETAILS OF PRACTICE AREA Population of practice_________________

Identify below environmental / economic factors that impact on the health and well being of the practice population ______________________________________________________________

SECTION 3 E DETAILS OF CASELOAD Size of team caseload (complete as appropriate) HV: __________ DN: __________ MH:__________ SN: __________ CM: __________ LD: __________ OTHER: ___________ Demographic characteristics of the caseload: __________________ _______________________________________________________

SECTION 4 F STUDENT TRAVEL TO PLACEMENT Buses: _______________________________________________________ Trains: _______________________________________________________ Parking (if available or with permits): _______________________

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_______________________________________________________ Any other issues/comments about travel or access: ________________________________________________________ G ACCOMMODATION / FACILITIES is there accommodation available for Student / Mentor meetings:________________________________ Study:______________________________________________ Changing:________________________________________ Catering;_________________________________________

SECTION 5 H STAFF PROFILE

(i) Please indicate in the following relevant table, the numbers of staff within the nursing / care team who can support student learning:

District Nursing/ Mental Health Team/ Learning Disabilities (delete as appropriate)

Staff F/T P/T (WTE)

Number of trained

Mentor(s)*

Comments

District Nurses

CPNs

LDNs

Registered 1st level Nurses

Registered 2nd level Nurses

Other nurses or professionals who support

students:

Education Co-ordinator/Practice

Development Nurse

Health Care Support Workers

Health Visiting/ School Nursing/ Community Midwife/Other

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(delete as appropriate) (for „other‟ please state team ________________)

Staff F/T P/T (WTE)

Number of trained

Mentor(s)*

Comments

Health Visitors

School Nurses

Community Midwives

Other:

Registered 1st level Nurses

Registered 2nd level Nurses

Other nurses or professionals who support

students:

Education Co-ordinator/Practice

Development Nurse

Health Care Support Workers


(ii) Please indicate current number of staff vacancies ___________

(iii) Please indicate any anticipated staff changes in next 18 months:

(iv) Please state nursing personnel with specialist interest/expertise- e.g. diabetes, palliative care, cardiac rehabilitation, neurology _________________________________________________________________________________________________________________________________________________________________________________________________________ (v) Please outline available multidisciplinary experience to support the student in their learning experience:- e.g. social worker, occupational therapist, physiotherapist, podiatrist, outside agencies _________________________________________________________________________________________________________________________________________________________________________________________________________

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SECTION 6 I STUDENT PROFILE

(i) Please indicate in the following table, the level and total number of students who can be adequately supervised in the area at a given time:

(ii)

STUDENT LEVEL HV TEAM / SN TEAM / CM (delete as appropriate)

DN Team / LD Team/ MH Team (delete as appropriate)

OTHER – please state ____________

Year 1 Student

Year 2 Student

Year 3 Student


Year 4 Student *

Consolidation student

Total number of students in placement at one time

Comments: __________________________________________________

* Year 4 applies to QMU & University of Edinburgh Honours Programme students who are in placement to consolidate skills and gain management experience (ii) Please tick the box indicating the students normally placed in the practice area: Pre-registration Nursing Students:

Edinburgh Napier University Queen Margaret University

The University of Edinburgh

HNC Students (1

st year nursing program at Further Education (College)

ii) Please list other students who may be placed in your area and require

supervision:

Post-registration specialist programmes SVQ Health care workers

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Allied Health Professionals Social work students

Medical students Paramedics

Other

SECTION 7 J TEACHING AND LEARNING i) Orientation process for pre-registration students:

Please tick Yes No (ii) Teaching / learning opportunities: i.e. possible informal and formal planned activities. Please provide examples iii) Teaching and learning resource available to students in placement. Please give

examples iv) Number of registered nurses/professional staff currently undertaking continuing

education programmes: e.g. part time degree, specialist practice modules v) Please give the name of the Link Lecturer for: Edinburgh Napier University: The University of Edinburgh:: Queen Margaret University: vi) Please give the name of the Practice Education Facilitator:

Name (please print) ________________

Designation:___________________

Signature:_______________________

Date____________________

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Appendix 5

LOTHIAN AND BORDERS NURSING AND MIDWIFERY EDUCATION

PRACTICE PLACEMENT STANDARDS – APPOVAL □ / Audit □

Placement Name: √ Nature of Practice Placement …………………………………… Adult □ Address: Child Health □ Learning Disability □ Mental Health □ Ward/Unit/Area: ……………………….. Midwifery □ For Community Placement please indicate Team ………………………………….. Link Lecturer …………………Practice Education Facilitator ………………………… Date Approval/Audit completed ……………………

Using the NMC (2008) guidance on Learning and assessment in Practice together with the NHS Education Scotland (NES) document “The Development of Quality Standards for Practice Placements” (2003). The standards serve two important purposes:

to provide a set of standards for the approval of new/re-designated placements

to provide a set of standards for the audit of existing practice placements Approval of a new/re-designated practice placement: when a new/re-designated practice placement has been identified, the practice placement standards should be used as a measure of the suitability of the placement for students.

Audit of existing practice placements: when a practice placement has been approved for students, the standards and the student and mentor evaluations should be used to assess the ongoing suitability of the learning environment for students. An audit of the practice placement standards should be undertaken once per 18mths – 2 years by the Link Lecturer and Practice Education Facilitator. However, a review will be undertaken sooner if any significant changes occur within a practice placement area. An appropriate time should be negotiated between the Link Lecturer, Practice Education Facilitator (where appropriate) and the Charge Nurse as to when the audit is best undertaken.

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STANDARD 1

If you the NO or N/A box, please use the comment section on this page to explain why this standard was NOT ACHIEVED or NOT APPLICABLE.

Please only one box

STANDARD 1 The learning environment is appropriately prepared for students.

Yes

No

N/A

1.1 The placement has been formally approved for student nurses/midwives according to the agreed protocol. (This standard applies only to existing placements that have been approved)

1.2 Relevant 3rd party reports have been reviewed and considered within the audit process

1.3 The practice placement has a copy of the Lothian & Borders Approval Form and Standards Handbook.

1.4 The mentor toolkit relevant to the practice placement is current, complete and accessible to all learners and mentors.

1.5 The placement is informed of the allocated student(s) a minimum of 4 weeks in advance of commencing the placement.

1.6 The number and level of students allocated to the placement is within the approved agreement (unless negotiated)

1.7 Named mentors have a maximum of 2 students to mentor at any given time.

1.8 A named mentor is identified at least one week prior to the start of a student‟s placement

1.9 Mentors have completed a recognised mentorship preparation and are recorded on the mentor data base.

1.10 The off-duty is available to students a minimum of one week prior to commencing the placement

1.11 Student shift patterns conform to the requirements of the different student programmes i.e. Napier University, University of Edinburgh & Queen Margaret University (QMU)

1.12 The name, contact number and e-mail of the Link Lecturer is readily accessible to students and mentors in the practice placement.

1.13 The name, contact number and e-mail of the Practice Education Facilitator where appropriate is readily accessible in the practice placement.

If you have responded NO or N/A to any of the above questions, please comment:

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STANDARD 2

If you the NO or N/A box, please use the comment section on this page to explain why this standard was NOT ACHIEVED or NOT APPLICABLE.

Please only one box

STANDARD 2 The practice placement is a supportive learning environment in which students are able to achieve their learning outcomes.

Yes

No

N/A

2.1 Students are orientated to the placement within the first 48 hours of the commencement their practice.

2.2 The core values of care and compassion are integrated and evident within the placement.

2.3 The placement demonstrates the attitudes and behaviors which promote a person-centered approach to planning care and education.

2.4 Statutory documents, local procedures, policies and relevant University policies are easily accessible to staff and students.

2.5 Placement staff have a clear understanding of the procedure for student‟s and mentor‟s reporting a placement issue.

2.6 Placement staff have a clear understanding of supernumerary status.

2.7 Mentors are supported in fulfilling their role e.g. time allowance is made for student orientation, supervision and assessment.

2.8 Sign-off mentors (if existing within the placement) are fulfilling their role e.g. 1 hours of protected time per week. Access to ongoing record of achievement

2.9 Students work with their named mentor/co-mentor a minimum of 40% of their placement allocation.

2.10 The placement encourages a team approach to mentorship and involvement of the Multidisciplinary Team where appropriate

2.11 Students remain within the placement and approved link areas for the duration of the allocation and are only moved with permission of the university.

2.12 Relevant and current learning resources are available to support student learning.

2.13 There is a named link lecturer for the placement with a clear support agreement to meet minimum standards.

2.14 There is evidence that an audit of the practice placement standards is completed every 18mths-2yrs. (this standard applies only to existing approved placements)

2.15 The Practice Placement Profile updated.


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To be Signed at : Approval □ Audit □

by the approver(s) and Charge Nurse (or equivalent) by Practice Education Facilitator and mentor (if present) NAME: NAME: NAME: (Please print) (Please print) (Please print) DESIGNATION: DESIGNATION: DESIGNATION: SIGNATURE: SIGNATURE: SIGNATURE: DATE: DATE: DATE:

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Action Plan re Standards not Achieved

Identify areas of good practice:

Standard not met Action to be Taken Action by Date

Date Achieved

1.

2.

3.

4.

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Appendix 6a


PRACTICE PLACEMENT STANDARDS - STUDENT EVALUATION

Placement Name: Nature of Practice Placement (please √) …………………………………… Adult □ Address: Child Health □ Learning Disability □ Mental Health □ Ward/Unit/Area: ……………………….. Midwifery □ Placement Date: From To Student’s Year in Programme 1 □ 2 □ 3 □ 4 □ (please √) For Community Placement please indicate Team: ………………………………….. Link Lecturer: ………………………… Practice Education Facilitator …………………. Date Evaluation completed : ……………………

Students are asked to complete the placement evaluation at the end of each placement and submit it to the Link Lecturer or Practice Module Leader.

The evaluation seeks to find out :

i) If the practice placement standards have been met in the practice placement that you have just completed.

ii) That you have met the standards reflecting your responsibilities as a learner.

Student evaluations from individual placements are collated by the link lecturer on an 18mth – 24mth basis. The collated information offers a “student view” of how effectively the practice placement standards are being achieved in individual placements and forms part of the audit of the practice placement standards.

The collated information is then made available to the charge nurse (or equivalent) and mentors of the respective placements, and followed by a meeting with these individuals and the link lecturer to discuss the strengths of the learning environment and the areas in which improvement is required.

NB Although your comments will be noted, they will remain anonymous.

When answering the questions in the evaluation, please reflect on your OWN experience during all the weeks in your placement and try to avoid being influenced by the experience of other students. It is your views that are important.

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STANDARD 1

Please only tick the No box if in your experience the standard is not met on a regular basis. Please only one box STANDARD 1 Students are appropriately prepared prior to commencing a placement

Yes

No

N/A

1.1 I was allocated an approved placement appropriate to my stage in the programme

1.2 I was informed of the placement 4 weeks in advance

1.3 I felt adequately prepared by the university for this practice placement .

1.4 The appropriate documentation was issued and discussed with me prior to commencing the placement e.g. the use of the Assessment Booklet, Clinical Skills Passport

1.5 I attended all of the timetabled lectures/practical sessions in preparation for practice

1.6 The off-duty was available at least one week prior to commencing the placement

1.7 Prior to the start of the placement I made contact to establish the name(s) of my mentor(s)

1.8 I established the name and contact number/email of the placement link lecturer.

1.9 I established the name and contact number/email of the practice education facilitator (if applicable).

1.10 I had access to Lothian and Borders Practice Placement Standards Handbook and the Mentor/Student Toolkit.


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STANDARD 2 Please only tick the No box if in your experience the standard is not met on a regular basis.

Please only one box

STANDARD 2 Students experience a supportive learning environment in which to achieve their learning outcomes/needs

Yes

No

N/A

2.1 On the first day of the placement:

I was welcomed and introduced to the team members

2.2 On the first day of the placement :I was orientated to the

placement layout, the emergency procedures and the ward routine.

2.3 During the first 48 hours of practice: I was able to access Statutory documents, local procedures and policies and the relevant university policies

2.4 During the first 48 hours of practice:I spent time with my mentor/associate mentor to consider my action plan, to identify my learning needs and devise a learning plan.

2.5 I was supernumerary throughout the practice placement

2.6 I worked with my mentor/associate mentor at least 40% of the

time within the placement

2.7 I remained in the placement and approved link areas for the duration of the allocation.

2.8 I was encouraged to use an evidence-based approach to my practice.

2.9 I had access to a range of current, relevant teaching & learning resources

2.10 Time was made available to access relevant resources

2.11 The placement encouraged a multidisciplinary team approach to supporting my learning.

2.12 My mentor(s) were positive role models.

2.13 The core values of care and compassion were evident throughout the placement

2.14 A mutual respect and courtesy existed between myself and my mentor and I was able to discuss and question clinical practice

2.15 My link lecturer/practice education facilitator (if appropriate) was available to me during my placement either via email / phone / visit

2.16 I received ongoing feedback regarding my progress

2.17 I received a mid-placement report with feedback regarding

my progress

2.18 I received a final report with feedback regarding the

achievement of my learning outcomes/competencies, prior to completion of the placement

2.19 My assessments were objective and helped me understand my strengths and areas for future development which was recorded on my action plan

2.20

For Final Placement I was allocated a sign-off mentor I received 1 hour of protected learning time with my Sign-off mentor I provided my sign-off mentor with all my previous records of achievement

If you have responded NO or N/A to any of the above questions, please comment

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STANDARD 3

Please only tick the No box if in your experience the standard is not met on a regular basis.

Please only one box

STANDARD 3 Students fulfil their responsibilities as active partners in the learning process.

Yes

No

N/A

3.1

I have read the document “Supernumerary Status-Your Questions Answered” and understand the term supernumerary status

3.2

I attended the practice placement according to the off-duty agreed.

3.3 I reported my absence according to university policy and practice placement policies

3.4 I was able to negotiate learning opportunities with my mentor/associate mentor(s)

3.5 I discussed my learning needs/progress with my mentor/associate mentor(s) on an ongoing basis

3.6 I maintained an up-to-date record of achievement of my learning outcomes/clinical skills passport and portfolio in the appropriate documentation.

3.7 I negotiated with my mentor/associate mentor the completion of my mid-placement report at the appropriate time.

3.8 I negotiated with my mentor/associate mentor the completion of my final report prior to leaving placement agreeing and documenting my action plan.

3.10 I understood and complied with all local procedures and policies and the relevant university policies

3.11 I am aware of the correct procedure for a student reporting a practice placement issue/concern. (See Practice Placement Handbook appendix 7)

3.12 On completion of the placement I returned ID passes/ borrowed learning materials

3.13 I completed and returned to the university at the stated place and time, the following documentation:

i) completed assessment documentation

ii) record of hours card

iii) placement evaluation


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COMMENTS SECTION

Please use this section to comment on what you found most/least valuable in the learning environment, using examples to illustrate your points. Please note that your anonymity will always be protected.

1) Please give examples of your professional development during this practice placement.

2) a)Is there any aspect of this learning experience you feel could be improved? b) Please offer constructive suggestions as to how this aspect could be improved.

3) Can you give examples of what you considered to be “good practice” in the placement? 4) On reflection, what is you overall impression of the placement?

Thank you for completing the student evaluation. Please return the completed evaluation to the placement link lecturer

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Appendix 6b


PRACTICE PLACEMENT STANDARDS - STUDENT EVALUATION

COLLATED RESULTS

Placement Name: Nature of Practice Placement (please √) …………………………………… Adult □ Address: Child Health □ Learning Disability □ Mental Health □ Ward/Unit/Area: ……………………….. Midwifery □ For Community Placement please indicate Team: ………………………………….. Link Lecturer: ………………… Practice Education Facilitator ………………………… Total number of student evaluations: ………Date Evaluations completed: ………….

Link lecturers should use this form to record the collated results of student evaluations of a practice placement on an 18mth – 24mth basis. A separate collation form should be used for each practice placement. The collated results of the student and mentor evaluations are reviewed at an 18mth – 24mth audit meeting with the charge nurse, the mentor(s), the link lecturer and the practice education facilitator (if applicable) where the strengths of the learning environment and the areas for development will be discussed.

Following the audit meeting please destroy the mentor and student evaluations and return the following completed forms to the appropriate senior lecturer for presentation at the Practice Placement Committee:

Practice Placement Standards - Student Evaluation -Collated results Practice Placement Standards - Mentor Evaluation -Collated results Practice Placement Standards - Completed Audit form Updated Practice Placement Profile Copies of these documents are retained by the practice placement charge nurse (or equivalent) and the assistant faculty manager for placements (AFMP)

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STANDARD 1


Please insert total number of responses in each category

STANDARD 1 Students are appropriately prepared prior to commencing

a placement

Yes

No

N/A

1.1 I was allocated an approved placement appropriate to my stage in the programme

1.2 I was informed of the placement 4 weeks in advance

1.3 I felt adequately prepared by the university for this placement.

1.4 The appropriate documentation was issued and discussed with me prior to commencing the placement e.g. the use of the Assessment Booklet, Clinical Skills Passport

1.5 I attended all of the timetabled lectures/practical sessions in preparation for practice (if these are provided as part of the programme)

1.6 The off-duty was available at least one week prior to commencing the placement

1.7 Prior to the start of the placement I made contact to established the name(s) of my mentor(s)

1.8 I established the name and contact number/email of the placement link lecturer.

1.9 I established the name and contact number/email of the practice education facilitator (if applicable).

1.10 I had access to Lothian and Borders Practice Placement Standards Handbook and the Mentor/Student Toolkit.


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STANDARD 2 Students experience a supportive learning environment in which to achieve their learning outcomes/needs

Yes

No

N/A

2.1 On the first day of the placement:

I was welcomed and introduced to the team members

2.2 On the first day of the placement :I was orientated to the

placement layout, the emergency procedures and the routine.

2.3 During the first 48 hours of practice: I was able to access Statutory documents, local procedures and policies and the relevant university policies

2.4 During the first 48 hours of practice :I spent time with my mentor/associate mentor to consider my action plan, to identify my learning needs and devise a learning plan.

2.5 I was supernumerary throughout the practice placement

2.6 I worked with my mentor/associate mentor at least 40% of my

time within the placement

2.7 For final placement * I was allocated a sign-off mentor * I received 1 hour of protected learning time with my Sign-off mentor * I provided my sign-off mentor with all my previous records of achievement

2.8 I remained in the placement and approved link areas for the duration of the allocation.

2.9 I was encouraged to use an evidence-based approach to my practice.

2.10 I had access to a range of current, relevant teaching & learning resources

2.11 Time was made available to access relevant resources

2.12 The placement encouraged a multidisciplinary team approach to supporting my learning.

2.13 My mentor(s) were positive role models.

2.14 The core values of care and compassion were evident throughout the placement

2.15 A mutual respect and courtesy existed between myself and my mentor and I was able to discuss and question clinical practice

2.16 My link lecturer/practice education facilitator if appropriate was available to me during my placement either via email / phone / visit

2.17 I received ongoing feedback regarding my progress

2.18 I received a mid-placement report with feedback regarding

my progress

2.19 I received a final report with feedback regarding the

achievement of my learning outcomes/competencies, prior to completion of the placement

2.20 My assessments were objective and helped me understand my strengths and areas for future development which was recorded on my action plan


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STANDARD 3



STANDARD 3 Students fulfil their responsibilities as active partners in the learning process.

Yes

No

N/A

3.1

I have read the document “Supernumerary Status-Your Questions Answered” and understand the term supernumerary status

3.2

I attended the practice placement according to the off-duty agreed.

3.3 I reported my absence according to university policy and practice placement policies

3.4 I was able to negotiate learning opportunities with my mentor/associate mentor(s)

3.5 I discussed my learning needs/progress with my mentor/associate mentor(s) on an ongoing basis

3.6 I maintained an up-to-date record of achievement of my learning outcomes/clinical skills passport and portfolio in the appropriate documentation.

3.7 I negotiated with my mentor/associate mentor the completion of my mid-placement report at the appropriate time.

3.8 I negotiated with my mentor/associate mentor the completion of my final report prior to leaving placement and agreed my action plan.

3.10 I understood and complied with all local procedures and policies and the relevant university policies

3.11 I am aware of the correct procedure for a student reporting a practice placement issue/concern. (See Practice Placement Handbook)

3.12 On completion of the placement I returned ID passes/ borrowed learning materials

3.13 I completed and returned to the university at the stated place and time, the following documentation:

iv) completed assessment documentation

v) record of hours card

vi) placement evaluation


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COMMENTS SECTION

Please use this section to comment on what you found most/least valuable in the learning environment, using examples to illustrate your points. Please note that your anonymity will always be protected.

1) Please give examples of your professional development during this practice placement.

2) a) Is there any aspect of this learning experience you feel could be improved? b) Please offer constructive suggestions as to how this aspect could be improved.

3) Can you give examples of what you considered to be “good practice” in the placement? 4) On reflection, what is you overall impression of the placement?

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Appendix 7a


PRACTICE PLACEMENT STANDARDS - MENTOR EVALUATION Placement Name: ……………………… Nature of Practice Placement (please √) Adult □ Address: Child Health □ Learning Disability □ Mental Health □ Ward/Unit/Area: ……………………….. Midwifery □ For Community Placement please indicate Team: ………………………………….. Link Lecturer: ……………………Practice Education Facilitator……………………… Date Evaluation completed: ……………………

Mentors are asked to complete an evaluation ONCE EVERY 18-24 MONTHS then submit it to the relevant link lecturer at the agreed time for the educational audit. When answering the questions in the evaluation, please reflect on your own experience in your clinical area and try to avoid being influenced by the experience of other mentors. It is your views that are important. You may also find when answering the standards‟ questions, that in your experience, achievement of the standards is variable. Using Standard1.9 as an example:

**I received information about the student(s) allocated to the placement, 4 weeks prior to the commencement of the experience.

If, in your experience this standard was achieved for the majority of students allocated to your area, then the standard should be regarded as ACHIEVED. However, If this standard was only achieved on the odd occasion, then the standard should be regarded as NOT ACHIEVED, you should then use the comment‟s area below the questions to give more detail as to why in your opinion the standard was not achieved. NB Although your comments will be noted, they will remain anonymous.

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STANDARD 1

Please only tick the No box if in your experience the standard is not met on a regular basis. Please only one box STANDARD 1 Mentors are appropriately prepared to supervise and assess students

Yes

No

N/A

1.1 I am recorded as a mentor on the local database and have successfully met the NMC (2006) standards for mentors.

1.2 For “SIGN-OFF Mentors only, I am recorded as a “SIGN-OFF MENTOR” on the local database and have successfully met the NMC (2006) standards for “ SIGN-Off Mentors”

1.3 For sign-off Mentors only * I was prepared for this role * I received the equivalent of 1 hour protected time per week to undertake my sign-off mentor role

1.4 I have received information regarding the structure and content of the current pre-registration programs

1.5 I am familiar with the current clinical assessment documentation of the students I supervise

1.6 I know the name & contact details of the University / Further Education College lecturers who support the students in practice

1.7 I know the name & contact details of the Practice Education Facilitator (where applicable)

1.8 I am aware of the support agreements between the relevant University / Further Education Colleges link personnel and the clinical placement.

1.9 I have access to the most up to date Lothian & Borders,

Practice Placement Standards Handbook / Mentor Toolkit and

the “MENTOR CENTRE”

*www.staff.napier.ac.uk/facilities/mentorcentre

1.10 I received information about the student(s) allocated to the placement, 4 weeks prior to the commencement of the experience.


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STANDARD 2 Please only tick the No box if in your experience the standard is not met on a regular basis. Please only one box STANDARD 2 Mentors are adequately supported to enable them to supervise and assess students effectively

Yes

No

N/A

2.1 In order to effectively fulfill my mentor role, I was adequately supported by: i) My associate mentors?

ii) The multidisciplinary team?

iii) The Link Lecturer? (if required)

iv) The Practice Education Facilitator? (if required)

2.2 I supervised no more than two students at a given time.

2.3 Students are appropriately prepared by the university to undertake the placement

2.4 On the students‟ first day, adequate time is allowed to facilitate orientation to the placement.

2.5 During the first 48 hours of the student(s) placement experience students are able to discuss their action plans & subsequent learning needs & construct a learning plan

2.6 The multidisciplinary team (where appropriate) were able to contribute to the support students‟ learning needs on an ongoing basis.

2.7 The multidisciplinary team encourage students to adopt a values & evidence-based approach to their practice which is embedded in care and compassion

2.8 The multidisciplinary team supports students to regularly participate in structured reflective practice which encourages enquiry and challenge

2.9 The clinical team provides constructive feedback to students on an ongoing basis throughout the placement.

2.10 I discussed the student(s) assessment with the relevant members of the clinical team in order to include their evaluation of the student‟s performance.

2.11 I discussed with and completed the student(s) mid-placement assessment at the appropriate time

2.12 I discussed with and completed the student(s) final assessment prior to them leaving the placement


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Please only one STANDARD 3 Mentors fulfill their responsibilities in providing a supportive and caring learning environment.

Yes

No

N/A

3.1

I and the multidisciplinary have read and understand the implications of the leaflet “Supernumerary Status - Your Frequently Asked Questions”

3.2 The multidisciplinary team identified and organised learning opportunities for the student(s)

3.3 The clinical team discussed students‟ learning needs/progress on an ongoing and regular basis.

3.4 I advised and discussed with the student(s) the relevant local university and organizational policies and procedures

3.5 I am aware of the Practice Placement Standards handbook procedure to follow if a student issue arises in placement eg drug error, unprofessional behaviour.

3.6 I completed the student‟s hour‟s card at the end of each week to verify their attendance/absence in the placement.

3.7 I was able to develop mutually respectful relationships with the students I supported

3.8 I returned my mentor evaluation form to the appropriate link lecturer at the relevant time


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COMMENTS’ SECTION

Please use this section to comment on the factor(s) that may have facilitated or hindered your ability to be an effective mentor.

Please note that your anonymity will always be protected. 1. What helped you most in providing effective mentorship? 2. What were the challenges to you being an effective mentor? 3. Please list suggestions that you feel would enhance the mentor‟s role. 4. On reflection, what is your overall impression of being a mentor?

Thank you for completing the mentor evaluation. Please return the completed evaluation to the appropriate placement link lecturer

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Appendix 7b


PRACTICE PLACEMENT STANDARDS - MENTOR EVALUATION

COLLATED RESULTS

Placement Name…………………….. Nature of Practice Placement (please √) Adult □ Address: Child Health □ Learning Disability □ Mental Health □ Ward/Unit/Area: ……………………….. Midwifery □ For Community Placement please indicate Team: ………………………………….. Total number of mentor evaluations: ……….. Date evaluations collated: ……………….

Link lecturers should use this form on a 18mth – 24mth basis to record the collated results of the mentor evaluations. A separate collation form should be used for each practice placement. The collated results of the mentor and student evaluations are reviewed at an 18mth–24mth audit meeting with the charge nurse, the mentor(s), the link lecturer and the practice education facilitator (if applicable) where the strengths of the learning environment and the areas for development will be discussed. Following the audit meeting please destroy the mentor and student evaluations and return the following completed forms to the appropriate senior lecturer for presentation at the Practice Placement Committee: Practice Placement Standards - Student Evaluation -Collated results Practice Placement Standards - Mentor Evaluation -Collated results Practice Placement Standards - Audit form Copies of these documents are retained by the practice placement charge nurse (or equivalent) and the assistant faculty manager for placements (AFMP)

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STANDARD 1


STANDARD 1 Mentors are appropriately prepared to supervise and assess students

Yes

No

N/A

1.1 I am recorded as a mentor on the local database and have successfully met the NMC (2006) standards for mentors.

1.2 For “SIGN-OFF Mentors only, I am recorded as a “SIGN-OFF MENTOR” on the local database and have successfully met the NMC (2006) standards for “ SIGN-Off Mentors”

1.3 For sign-off mentors only * I was prepared for this role * I received the equivalent of 1 hour protected time per week to undertake my sign-off mentor role

1.4 I have received information regarding the structure and content of the current pre-registration programs

1.5 I am familiar with the current clinical assessment documentation of the students I supervise

1.6 I know the name & contact details of the University / Further Education College‟s lecturers who support the students in practice

1.7 I know the name & contact details of the practice education facilitator (where applicable)

1.8 I am aware of the support agreements between the relevant University / Further Education College‟s link personnel and the clinical placement.

1.9 I have access to the most up to date Lothian & Borders, Practice Placement Standards Handbook / Mentor Toolkit and the “MENTOR CENTRE” www.staff.napier.ac.uk/faculties/mentorcentre

1.10 I received information about the student(s) allocated to the placement, 4 weeks prior to the commencement of the experience.

If you have recorded NO or N/A to any of the above questions, please comment:

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STANDARD 2


STANDARD 2 Mentors are adequately supported to enable them to supervise and assess students effectively

Yes

No

N/A

2.1 In order to effectively fulfill my mentor role, I was adequately supported by: i) My associate mentors?

ii) The multidisciplinary team?

iii) The Link Lecturer? (if required)

iv) The Practice Education Facilitator? (if required)

2.2 I supervised no more than two students at a given time.

2.3 Students are appropriately prepared by the university to undertake the placement

2.4 On the students‟ first day, adequate time is allowed to facilitate orientation to the placement.

2.5 During the first 48 hours of the student(s) placement experience students are able to discuss their action plans & subsequent learning needs & construct a learning contract

2.6 The multi-disciplinary team (where appropriate) are able to support students‟ learning needs on an ongoing basis.

2.7 The multidisciplinary team encourage students to adopt a values & evidence-based approach to their practice which is embedded in care and compassion

2.8 The multidisciplinary team supports students to regularly participate in structured reflective practice which encourages enquiry and challenge

2.9 The multidisciplinary team provides constructive feedback to students on an ongoing basis throughout the placement.

2.10 I discussed the student(s) assessment with the relevant members of the clinical team in order to include their evaluation of the student‟s performance.

2.11 I discussed with and completed the student(s) mid-placement assessment at the appropriate time

2.12 I discussed with and completed the student(s) final assessment prior to them leaving the placement


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STANDARD 3


STANDARD 3 Mentors fulfill their responsibilities in providing a supportive and caring learning environment.

Yes

No

N/A

3.1

I have read and understood the implications of the leaflet “Supernumerary Status - Frequently Asked Questions”.

3.2 The multidisciplinary team identified and organized learning opportunities for the student(s)

3.3 The clinical team discussed students‟ learning needs/progress on an ongoing and regular basis.

3.4 I advised and discussed with the student(s) the relevant local university and organizational policies

3.5 I am aware of the Practice Placements Standard handbook procedure to follow if a student issue arises in placement eg drug error, unprofessional behaviour.

3.6 I completed the student‟s hour‟s card at the end of each week to verify their attendance/absence in the placement.

3.7 I was able to develop mutually respectful relationships with the students I supported

3.8 I returned my mentor evaluation form to the appropriate Link Lecturer at the relevant time


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COLLATION OF MENTOR COMMENTS’ SECTION

1. What helped you most in providing effective mentorship? 2. What were the challenges to you being an effective mentor? 3. Please list suggestions that you feel would enhance the mentor‟s role. 4. On reflection, what is your overall impression of being a mentor?

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Appendix 8 Reporting a Cause for Concern in Placement Identified by a Student This flow chart is designed to help students to resolve concerns identified within the allocated clinical placement. The process of addressing and managing concerns is part of the learning process and will be supported It is recognised that students may encounter difficulties, dissatisfaction or concern with the following:

Learning opportunities and availability

Teaching

Feedback

Perceived unfairness and subjectivity

Learning culture

Health and safety Students who have concern within a placement are advised to take action immediately by following the process below. In the first instance students are encouraged to raise concerns with members of the practice team. It is anticipated that the majority of issues will be resolved with the support of members of the practice team. However, where cause for concern regards patient safety or perceived serious misconduct it is recognised that students may need additional support. Students are encouraged to discuss such matters immediately with the placement link lecturer or their Personal development tutor (or equivalent) at the earliest opportunity. Stage 1 of the process is normally adopted to address an issue relating to mentoring and support of the student in practice placements Stage 2 of the process is normally instigated when issues have arisen in stage 1 that have not been able to be resolved and further assistance is required to address the concern. Stage 3 of the process should be instigated when the cause for concern relates to patient safety/ care or staff safety issues or other serious misconduct issues that are not resolvable or it is inappropriate to adopt stage 1 or stage 2. Resolution: Students should be offered an opportunity to reflect on the event and identify new learning as a result of the experience. Good practice would suggest that mentors, clinical managers and Practice education facilitators involved in the issue should also receive feedback on the outcome of the concern, how the issue was resolved and any suggestions for future practice arising as a result of the investigation, in order to close the audit loop and reduce the risk of similar problems arising in the future. Abbreviations: LP: Lecturer/Practitioner LL: Link Lecturer or equivalent PEF: Practice Education Facilitator PM: Practice manager or equivalent PL: Programme Leader PDT: Personal Development Tutor or equivalent

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STAGE 1

Student raises concern

No further action required

Concern Resolves Discussed with PEF/LL PEF / LL

Cause for concern regards patient safety/care or other serious misconduct

Refer to Link lecturer/ Personal Tutor

Go to STAGE 3

Concern relates to mentor relationship/

standard of mentoring/ learning opportunities

Student discusses and seeks resolution with mentor

Concern

continues Go to

STAGE 2

Concern Resolves

No further action required on placement

Student is informed of the outcome has opportunity to reflect on experience

Concern Continues

Student raises concern with placement manager/charge nurse

Student raises concern with LP/LL/PEF

LP/LL liaison with PEF/Practice manager and investigation of issue

Student concern unresolved

PEF/ PM devise an action plan with recommendations to resolve student concern

LP/LL and PL consider student concern, report on

recommendations and agree that action may lead to:

Change of placement. Inform placement co-ordinator and student personal development tutor (or equivalent).

Report on issue developed

Student is informed of the outcome and has opportunity

to reflect on experience

Resolves issue to satisfaction of all parties

parties parties

No further action

Student has opportunity to reflect

on experience

Placement requiring additional support or action

via PEF, LP/LL, Practice Placement committee

Report on issue developed

Cause for concern regards staff or patient safety / care or other serious misconduct

STAGE 2

STAGE 3

Take action to ensure that student and patient safety maintained in clinical environment eg additional support for student or remove student from practice location. Appointment made to meet with Practice Manger / Charge Nurses as soon as feasible

Student writes a report on incident with support of LL/ PDT

Liaison between LP/LL / PM and / or PEF

Report to Practice Placement committee : Report to Chief Nurse/ Manager in area/ NMC (If appropriate)

Assessment of concern made by LL/ PDT investigation and decision made to:

Refer to LP/LL/ PDT or HOD / Programme Leader/ Pastoral Care Advisor

Liaise with mentor, PM and student

Student encouraged to discuss cause for concern with mentor

Concern Resolved

No further action required

Student is informed of the outcome and has opportunity to reflect on experience

Concern continues

LP/LL, PEF & Student raises concern with PM

Concern Resolved

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Appendix 9 Jewel and Esk College Higher National Certificate Programme

The aim of the HNC programme is to enable students to obtain the Higher National Certificate in Healthcare through the development of relevant knowledge and skills in a college setting and through the provision of suitable work experience. This in turn enables students to progress into 2nd year of the branch pre-registration programmes (adult, mental health, learning disability and child) by agreed access arrangements to Napier University. The HNC programme has been endorsed by National Health Service Education for Scotland (NES) and the Nursing and Midwifery Council (NMC) and has been revised to share common features with the Common Foundation Programme. Progression onto Napier University is conditional on successful completion of the HNC programme, satisfactory attendance at work and college, occupational health check and enhanced Disclosure check. Students remain in employment for the duration of the HNC programme and are paid their full salary throughout this time. Backfill money to clinical areas is available and is paid into the appropriate cost codes on a regular basis. Full time course commitments (September intake) Students need to work a minimum of 35 hours per week 2 full days in college (9-5.30pm) 1 study day 15 hours clinical hours per week Part time course commitments (February intake) Students need to work a minimum of 19 hours per week 1 day in college (9-5.30pm) 0.5 study day Remaining hours in clinical area NB Study days are arranged at local level and may be used either to achieve clinical leaning outcomes or for college assignments.

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Students remain in their clinical areas for the duration of the HNC in order to allow them to achieve their required clinical learning outcomes. Students will be issued with Napier University uniforms and have name badges identifying them as Healthcare Students. Possibly the most challenging area in clinical practice for healthcare students (and their mentors) is regarding the status of the healthcare student. During their time on the HNC programme, students must marry the dual role of nursing assistant/clinical support worker and healthcare student. Other challenges include the:

restrictions of working in a single placement

healthcare student familiarity with this area

perceptions of other members of staff and patients to the healthcare student. During the course of the HNC, a number of clinical learning outcomes have been identified by the NMC which the student must achieve in order to progress onto the relevant branch pre-registration nursing programme. Although the students remain in their usual clinical areas in order for them to achieve these clinical outcomes, at times they may need to have some experience in other clinical areas to enable them to have the required exposure to all the required outcomes. Assessment of competence of these outcomes is carried out using Napier documentation.

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This section of the Practice Placement Folder is designed to assist the practice placement areas in the collection and storage of mentor data. It contains the following:

Mentorship.

The procedure for the identification of mentors from September, 2008 together with the data collection tool.

The APL process that can be adopted should a practitioner wish to be added to the mentor data base after 1st September, 2008.

A summary of the new mentorship in practice programme.

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Appendix 10 Mentor Data Collection Tool Hospital: ………………………………… Ward Area: ……… Name of Charge Nurse -…………………. Date ………….. PLEASE PRINT CLEARLY – THANK YOU

Mentor Name [Please print]

Initial Mentorship Preparation Undertaken. (Give details of course where possible - see flow chart-Appendix II)

Date of Mentor Preparation

Mentor Self-Assessment Questionnaire. All criteria achieved Yes or No

Mentorship Update Attended-date

Annual Mentorship Update Due-

Sign-Off Mentor criteria. All achieved Yes or No

Example:

Joe Smith

E

April 2005 Yes June 2006 June 2007 Yes

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Appendix 11 RPL Process for Recognition as Mentor and Entry to Mentor Database

Suitability of candidate for RPL process confirmed by Lead for Mentorship and provided with: 1) Mentorship portfolio and advise / instruction as to how this should be used to

demonstrate achievement of NMC Standards for Mentorship 2) Name of key contact who will be allocated to provide advice / support to develop

evidence to meet the Standards for Mentorship 3) Details of the portfolio assessment process

Application reviewed by Lead for Mentorship to confirm that candidate meets the criteria for RPL process or application returned with advise

on alternative route to achieve NMC (2008)Standards for Mentorship

Evidence reviewed and accepted as demonstrating NMC (2008) standards for mentorship and

candidate notified that their name will be added to the local database of mentors

Candidate provided with advice and support to demonstrate the achievement of the NMC (2008) standards for mentorship

Health Care Commission Standards available at

http://www.scotland.gov.uk/Topics/Health/Care/1765

2/RevisedNCS

Title Revised Link

Care at Home March 05 Care at Home

Care Homes For Older

People March 05 Older People

Portfolio of evidence submitted to Mentorship team and reviewed to validate the achievement of the NMC (2008) Standards for Mentorship

Evidence reviewed but deficits in the achievement of the NMC (2008) standards for mentorship identified

Mentor considers that they meet the NMC (2008) Standards for Mentorship but not previously recorded on the local database

Mentor accesses RPL pack from mentorcentre, completing the application form within the pack forwarding this to mentorship administration team

http://www.scotland.gov.uk/Topics/Health/care/17652/RevCareathome#top

http://www.scotland.gov.uk/Topics/Health/care/17652/RevisedOlder#top

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Appendix 12 NMC Circular 09/209

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Appendix 13 Napier Mentorship Programme Overview

Initial 5 day preparation course developed via partnership group spread over 4 months, followed by 5 days of learning time in practice over 18 months

Developed to reflect NMC requirements and NES National Mentorship Framework

Will run twice per year February and September

Information pack and application form available on Napier mentorcentre Napier Mentorship ProgrammeStructure

3 elements to this programme

2.5 days worth of online learning

2.5 days of workshops/practical skill development

5 days learning time in practice over 18 months Option to undertake academic accreditation for 20 Cat points at level 9 Napier Mentorship Programme Assessment

Portfolio of evidence developed to demonstrate achievement of programme Outcomes using a variety of activities including NES framework scenarios and examples from practice

Programme will address the needs of new mentors Support ongoing education of current mentors via information on mentorcentre

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Newly Qualified Registered Nurse / Midwife

Undertakes one year post registration experience and flying start

programme

Is identified by Charge Nurse / Line Manager as ready to undertake

NMC approved mentorship preparation programme

Candidate applies and successfully secures a place

on Napier

Mentorship Preparation Programme

Develops portfolio of evidence of achievement

of programme outcome and is assessed in

practice by Sign-off mentor

(supervised by Napier)

Undertakes 2.5 days online learning and 2.5 day face-to-face workshops using

NMC / Napier programme outcomes

Candidate undertakes Option 1 of programme

Candidate successfully demonstrates

achievement of programme outcomes

Candidate receives a certificate of competence from Napier

Develops portfolio of evidence of achievement

of programme outcome and is assessed in

practice by Sign-off mentor

(supervised by Napier)

Undertakes 2.5 days online learning and 2.5 day face-to-face workshops using

NMC / Napier programme outcomes

Candidate undertakes Option 2 of programme

Candidate successfully demonstrates achievement of programme

outcomes and undertakes additional reflective exercise and submits

this for accreditation

Submitted portfolio and reflective exercise assessed

By Napier and candidate awarded 20 credits

Mentor Candidate Development Pathway

Candidate’s name is placed on mentor register

The Candidate begins a period of supervised Practice as a mentor supported by a sign-off Mentor applying the theoretical principles of the

programme, developing skills as a mentor

The Candidate is assessed on three occasions (normally over one year

period) as proficient in mentoring and is eligible to place their name on the

local register of sign-off mentors

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APPENDIX 14 IDENTIFICATION OF SIGN-OFF MENTOR

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APPENDIX 15

Key 3rd Party Standards Which Maybe Referred to Within the Educational Audit

1. Health Care Commission Standards available at http://www.scotland.gov.uk/Topics/Health/Care/17652/RevisedNCS

Title Revised Link

Care at Home March 05 Care at Home

Care Homes For Older People March 05 Older People

Care Homes for People With Mental Health Problems

March 05 Mental Health

Early Education and Childcare up to the Age of 16

March 05 Early Education

Care Homes for Children and Young People September 05

Children and Young People

Care Homes for People with Drug and Alcohol Misuse Problems

September 05

Drug and Alcohol Misuse

Care Homes for People with Learning Disabilities

September 05

Learning Disabilities

Care Homes for People with Physical and Sensory Impairment

September 05

Sensory Impairment

Independent Specialist Clinics April 07 ISC

Independent Hospitals April 07 Independent Hospitals

Hospice Care April 07 Hospice Care

2. Mental Welfare Commission good practice publications available at http://www.mwcscot.gov.uk/goodpractice/publications/guidance

http://www.scotland.gov.uk/Topics/Health/care/17652/RevCareathome#top

http://www.scotland.gov.uk/Topics/Health/care/17652/RevisedOlder#top

http://www.scotland.gov.uk/Topics/Health/care/17652/RevMental#top

http://www.scotland.gov.uk/Topics/Health/care/17652/RevEarlyED#top

http://www.scotland.gov.uk/Topics/Health/care/17652/RevCandY#top



http://www.scotland.gov.uk/Topics/Health/care/17652/RevDrug#top

http://www.scotland.gov.uk/Topics/Health/care/17652/RevDrug#top

http://www.scotland.gov.uk/Topics/Health/care/17652/RevLearning#top

http://www.scotland.gov.uk/Topics/Health/care/17652/RevLearning#top

http://www.scotland.gov.uk/Topics/Health/care/17652/RevPhis#top

http://www.scotland.gov.uk/Topics/Health/care/17652/RevPhis#top

http://www.scotland.gov.uk/Publications/2007/04/ISCrevtext

http://www.scotland.gov.uk/Topics/Health/care/17652/RevInd#top

http://www.scotland.gov.uk/Topics/Health/care/17652/RevHospice#top