Pan London Practice Assessment Document

Presentation prepared for “London Mental Health Nursing:

Recruiting and Growing the Best”

Jane FishProject Manager, PLPAD

Josee SoobadooProject Team Associate, PLPAD

PLPAD Project Team

Jane FishProject Manager, PLPAD

Josee SoobadooProject Team Associate, PLPAD

Ian Grant-RowanAdministrator, PLPAD

NORTH WEST LETB

NORTH EAST AND CENTRAL LETB

SOUTH LETB

St George’sKingston

c

U of H

City

Middx

Greenwich

Bucks

LSBU

KCL

UWL

Opportunities………. Develop first Pan London PAD for

graduate nursing to meet NMC standards Scoping exercise Competence based document Strengthen partnership working during

time of change Develop new practice placement areas

across health, social care and private, voluntary and independent sectors

Challenges………… Gain consensus from all AEI’s LETB’s are new and may have different priorities Challenging timescale – scope, develop & agree PLPAD, pilot and implementation

of PLPAD Four fields of nursing Lack of web based infrastructure to support practice based learning Pan London

compared to Pan Regions

PLPAD Project – Stage 1

Literature ReviewRegional Scoping Pan Wales Pan Manchester Pan Yorks & Humber Scoping London Region PAD’s

Distinctiveness of Londonfor BSc Nursing/PG Dip/MN

Students are fluid – move around capital

Educating nurses for local Trusts as well as nationally

Pressure on placement areas – need to develop further areas to accommodate students

Project – Stage 2Consultation with key stakeholders

Meetings with Academic & Practice Staff Focus Groups with practice staff, mentors,

students Mentor Survey – (Survey Monkey) Student Survey – (Survey Monkey) Establishing engagement with service

usersOngoing……………….

Feedback from mentors[Survey Monkey]

“Its very repetitive. Some of the assessments are not easy to understand. There are far too many words used to describe what the mentor is being asked to assess. Not very specific, and not all relevant to the practice area.”

“ Not really geared up to community placement”

Feedback from mentors[Survey Monkey]

“There are aspects to the PAD documents that need changing. Very wordy and not very supportive of flexible learning. Using 3 universities with different PAD assessment is confusing and poses the questions that each does not trust the others tool of assessment. Often things are missed related to basic nursing care - pressure area care, nutrition (in more detail) dementia, dignity in care. If a student is with you for 5 weeks by the time one is getting to know them we are expected to completed a midpoint interview- perhaps this should be a review.”

Feedback from mentors[Survey Monkey]

“Specific competency, knowledge and skills exams. These should be substantive and progression / continuation on the course contingent upon passing these. A nurse MUST be able to assess a patient using a validated model of nursing. MUST be able to write a care plan. I'm seeing many third year students who still don't possess these skills. Each year should have specific skill sets concerned with patient care organisation and management. The coordination and prioritisation of the care of a group of (minimum 5) patients should be an essential criteria for qualification. Student nurses must have this capability and demonstrate knowledge and skills in care coordination in order to register. Shift co-ordination and leadership competencies must be part of the third year tool.”

Feedback from studentsSurvey Monkey

“More skills should have been added on the practice documents to help us become more competent in certain skills. e.g. observation covers many different skills and also I have seen students such at other universityhave to complete many skills which covers in observations. they need to be signed off with little skills such as blood pressure, ECG, catheter etc. Which is excellent as it is more specific as mentors also have to observe students perform and pass that skill. However in our document it is not like that.”

Feedback from students [Survey Monkey] “Some mentors are not comfortable with the book. They

usually argue that it changes every year, and the book is not explicit on the expected student level. Therefore mentors seems to base the assessment on their own expectations on student”

“Having one document for 3 years will mean it is in a complete state by the time it is submitted. Not to mention how complicated things would get if it got lost. Grading criteria needs to be clear and consistent throughout the document.”

Why?

Some AEI’s and Mental Health Trusts have students from 5 AEI’s

3 year PADs 1 Year PADs All 4 fields/one document Clinical skills Medicines management

Key components of combined PLPAD 1 document per progression point Ongoing Achievement Record – 3 years Professional Values Essential Skills Cluster Fields of Nursing – separate

Essential Skills Cluster

Stage 3 – Document DevelopmentKey areas & Timescales

Documents complete – Mid August Disseminate to academic & practice

staff – August 3 x Stakeholder events for feedback

– August Table Top Pilots in AEIs – August HEIs prepare their documents for

NMC – Sept/October

Stage 4 Validation and Implementation

Pan London and HEI documentation to NMC

Validation – early December Implementation – March 2014 in

AEIs with March intake Implementation in all AEIs – Sept

2014

Fit to practice at point of registration

References

Care Quality Commission (2010) Essential standards of quality and safety

Department of Health (2011) Health and Social Care Bill Francis (R) 2013 Report of the Mid Staffordshire NHS

Foundation Trust: Public Inquiry Chaired by Robert Francis QC HMSO

Nursing & Midwifery Council 2nd edition (2008) Standards to support learning and assessment in practice. NMC standards for mentors, practice teachers and teachers

Willis (2012) Quality with compassion: the future of nursing education Report of the Willis Commission on Nursing Education