Future Nurse Future Midwife

Supervision and Assessment Workshop

Castle View Suite

The Pavilion Stormont Estate

15th January 2019

Agenda - Supervision and Assessment Workshop

09.30 Tea/Coffee and Registration

10.00 Welcome & Opening Remarks - Prof Charlotte McArdle CNO

10.15 Overview of Northern Ireland FNFM Programme • Frances Cannon NIPEC

10.30 Setting the Scene: NMC Standards for Supervision and Assessment • Sue West NMC

11.00 What the Literature tells us …… food for thought • Clare Marie Dickson SEHSCT

11.30 Tea / Coffee

Agenda - Supervision and Assessment Workshop

11.50 World Café Event – 11.50 Conversation One

– 12.20 Conversation Two

– 12.50 Conversation Three

12.50 Lunch

13.30 World Event cont.. – 13.30 Conversation Four

14.00 Summative Feedback

14.40 World Event cont.. – 14.40 Conversation Five The Way Forward

15.20 Next Steps

15.30 Evaluation and Close

Welcome and Opening Remarks

Professor Charlotte McArdle

Co-Chair of the Future Nurse Future Midwife Programme Board

and

Chief Nursing Officer, Department of Health

Programme of Work

Implementation

• March 2018 - CNO FNFM Stakeholder event; regional

implementation; regional PAD; NI start date

• May 2018 - NMC Publication of Education Standards -

Midwifery standards imminent

• June 2018 - CNO established FNFM Programme Board

• October 2018 - FNFM Working Group established,

Project Plan & work streams agreed

Setting the Scene – FNFM Supervision and Assessment

Sue West Senior Nursing Education Advisor

Nursing and Midwifery Council

Standards for student supervision and assessment Sue West Senior Nursing Education Adviser 15 January 2019

Education programme

Communications and engagement

Future

Nurse

standards/

Proficiencies

Future

midwife

standards/

proficiencies

Quality assurance framework

Standards

for

Prescribing

Nursing

associates

standards/

proficiencies

Standards

for education

Return to

practice

Timelines

Education; Future Nurse and prescribing standards and proficiencies published – May 2018

Standards come into force – 28 January 2019

Approval visits commence January 2019

First group of nursing students expected to commence in March 2019,

All students must be on new programmes by September 2020

Standards for education and training

Standards for student supervision and assessment

Three headings

• Effective practice learning

• Supervision of students

• Assessment of students and confirmation of proficiency

Principles of our new standards for student supervision and assessment

Potential benefits

• Separate supervision and assessment roles to:

• Increase consistency in assessment judgments

• Avoid ‘failing to fail’ situations

• Improve interprofessional working

• Enhance joint working between AEIs and practice placement partners

• Supporting students becomes every NMC registrant’s responsibility (it’s in the Code)

• Everyone will have an input to assessment

Effective practice learning

Learning Environment

Delegation

Supervision

Public safety

• The student level

• The programme

• The route

New roles:

• Practice

supervisor

• Practice

assessor

• Learning

opportunities

• New models of

supervision &

assessment

• Empower and

meet student

expectations

• Delegation of

care interventions

• Learn in a safe &

effective way

Practice supervision

• In practice, students are supervised by an NMC registered nurse or midwife, or another registered health and social care professionals, who:

• uphold public protection

• provide inclusive, tailored learning experiences

• give feedback

• contribute to decisions on assessment and progression

• raise concerns where necessary.

• Practice supervision ensures safe and effective learning experiences.

• There is sufficient coordination and continuity of support and supervision of students.

Assessor roles

All students are assigned to:

• a practice assessor for a practice placement or a series of practice placements

• an academic assessor for each part of the education programme.

The assessors are:

• registered nurses or midwives with appropriate equivalent experience for the student’s field of practice.

Practice assessors

• Conduct assessments to confirm that the student has achieved the proficiencies and outcomes.

• assessment decisions are informed by feedback from practice supervisors

• Work in partnership with the academic assessor regarding student progression.

• periodically observe the student across environments to inform decisions

• have an understanding of student’s learning and achievement in theory.

Academic assessors

• Conduct assessments to confirm that the student has achieved the proficiencies and outcomes.

• assessment decisions are informed by feedback from practice supervisors

• Work in partnership with the practice assessor regarding student progression.

• Communication and collaboration is scheduled for relevant points in the programme

Considerations

• Need for effective partnerships between AEIs and practice placement partners

• Introduction of new roles

• What supervision and assessment model will work in your practice placements?

• Who are your supervisors and assessors?

• How will you prepare them for their role

• Impact of the new standards on all registrants

• Awareness of the new roles for supervision and assessment

• Awareness of and review of the standards of proficiency in keeping with your/their scope of practice

• Planning your/their CPD accordingly in preparation for revalidation

Supporting information for supervision and assessment

Split into five sections

1. Practice supervision

2. Practice assessment

3. Academic assessment

4. Learning environments and experiences

5. Student empowerment

Comfort Break - 11.30- 11.50 am

Overview of Models of Supervision

Clare Marie Dickson Nursing Modernisation Manager for Workforce & Education

South Eastern Health and Social Care Trust

Mentorship Model

• Current model (Mentor, Sign off mentor, Practice Teacher)

• 1:1 relationship

• Supervise, teach and assess Nursing & Midwifery Students in the practice setting

Traditional Model (Block or Rotational Placement Model)

• Funded clinical facilitator

• Clinical facilitator is responsible for a group of students over several clinical areas

• Students buddied with RN over several clinical areas

• Variation of this model is ‘cluster model’ where students are located in one clinical area

CLiP Model - Collaborative Learning in Practice

• Coaching model/approach

• Step up – Step back

• Students encouraged to take lead in their practice and have greater input into own learning

• Real life learning wards

• Whole team approach

• Students care for own patient group

• Fundamental to success of this model is support from Clinical educator/teacher

‘The student ward model’ is a variation of CLiP

Hub and Spoke Model

Hub and Spoke model involves a base practice placement (hub) from which the students learning is complemented by additional activities (spoke).

What transcends all models?

Sense of belonging!

World Café Event

References

Duffy K, Gillies A (2018) Supervision and Assessment: the new Nursing and Midwifery Council Standards. Nursing Management. Forber J,DiGiacomo M, Carter B et al (2016) In pursuit of an optimal model of undergraduate nurse clinical education: an integrative review. Nurse Education in Practice. 21,83-92

Lunch 12:30 – 13:15

Summative Feedback

NEXT STEPS

Thank You

Close and Evaluation

NIPEC website FNFM webpage http://www.nipec.hscni.net/work-and-projects/stds-of-ed-amg-

nurs-mids/future-nurse-future-midwife/

Have a safe journey home!