your name (student teacher): claire flatt€¦ · web viewtheir teaching role will be supported by...

Practice Assessment Document 01/19 cohort

TEACHER PROGRAMME

PRACTICE ASSESSMENT DOCUMENTFOR STUDENT TEACHERS

1


Introduction

Welcome to the Teacher programme we hope you enjoy your learning journey, and we are here to support you in achieving a successful outcome.

The Programme Lead for the Teacher programme is Nathalie Turville whose details are entered on the NMC Register as a Nurse (Adult and Children) and Teacher.

Contact details:Location: 126 Bevan House, City South campusTel: 0121 331 7187Email: [email protected]

The Deputy Programme Lead is Jane Leaver whose details are entered on the NMC Register as a Nurse (Adult and Children) and Teacher.

Contact details:Location: Seacole 460, City South campusTel: 0121 331 7164Email: [email protected]

Students will enrol on Post Graduate Certificate Learning and Teaching in Higher Education (Health and Social Care Teacher) 60 credits academic level 7 which consists of two 30 credit modules

The modules are:

EDU7213 Supporting and Enhancing Learning and Teaching in Higher Education;

LBR7275 Applying learning and Teaching Theory to Health and Social Care Practice.

The Nursing and Midwifery Council (NMC) document ‘Standards to Support Learning and Assessment in Practice' identifies a single developmental framework of standards with outcomes at four levels for Registrants who support learning and assessment in practice. The purpose of these standards is to assure the NMC that those who make judgements of students have been appropriately prepared to assess performance in practice against the relevant NMC standards. Overall achievement of relevant standards of proficiency leads to registration or a qualification that is recorded on the register.

The standards define and describes the knowledge and skills nurses and midwives need to apply in practice when they support and assess students undertaking NMC approved programmes that lead to registration or a recordable qualification. The NMC has identified outcomes for Teachers so that there is clear accountability for making decisions that lead to entry to the register.

The developmental framework takes account of the NHS Knowledge and Skills Framework and standards set by other health and social care regulators for supporting learning and assessment in practice.

There are eight domains in the framework which are evident in this practice document:

1. Establishing effective working relationships2. Facilitation of learning3. Assessment and accountability4. Evaluation of learning5. Creating an environment for learning6. Context of practice

2

mailto:[email protected]



7. Evidence-based practice8. Leadership

The domains have staged outcomes and the competencies of a teacher are achieved by successful completion of an NMC approved Teacher preparation programme achieving all of the outcomes of stage 4.

An NMC Teacher is an NMC registrant who, following successful completion of an NMC approved teacher preparation programme, has achieved the knowledge, skills and competence required to meet the NMC defined outcomes of stage 4 of the developmental framework.

The NMC Teacher standard is mandatory for those nurses and midwives based in higher education who support learning and assessment in practice settings for students on NMC approved programmes. The NMC recognises that some academic teachers will not be nurses or midwives, but will instead have specialist knowledge and expertise that contributes to professional education. The NMC will, through its quality assurance processes, verify that the majority of teachers who make a major contribution to NMC approved programmes hold, or are working towards, a teaching qualification that meets the outcomes of stage 4 of the developmental framework.

NMC Teachers are responsible for:

Organising and co-ordinating learning activities in both academic and practice environments.

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

Setting and monitoring achievement of realistic learning objectives in theory and practice.

Assessing performance and providing evidence as required of student achievement.

Their teaching role will be supported by appropriate professional and academic qualifications and ongoing research, education and/or practice development activity to provide an evidence base for their teaching. Only teachers who work in both practice and academic settings e.g. lecturer practitioners may assess practice.

Criteria for supporting learning and assessing in practice – Teachers

Nurses and midwives who intend to take on the role of teacher must fulfil the following criteria:

Be registered in the same part or sub-part of the register as the students they support.

Have completed at least three years post-registration experience, gained additional professional knowledge and skills, and have experience in an area where students are gaining practice experience relevant to their registration.

Have extended their professional knowledge, relevant to their field of practice, to at least first degree level, prior to undertaking an NMC approved post-graduate teacher preparation programme.

Have the abilities to lead programme development and co-ordinate the work of others in delivering and assessing programmes of learning in practice and academic settings – supporting a wide range of students.

Able to support interprofessional learning and working, selecting and supporting a range of learning opportunities for students from all professions, and supporting practice development.

3


Have the ability to generate and use cross-professional assessment criteria, supervising mentors, practice teachers and teachers from other professions in the implementation of such criteria.

Able to teach and assess in both practice and academic settings, contributing to decisions about fitness for practice of NMC students for both registration and qualifications at a level beyond initial registration – and be accountable to the NMC for such decisions.

Able to provide leadership in education in both practice and academic settings, e.g. nurse/midwife consultant roles, clinical academic roles, programme leader, etc.

Competence and outcomes for a Teacher

The competencies of a teacher are achieved by successful completion of an NMC approved Teacher preparation programme achieving all of the outcomes of stage 4 of the developmental framework. This preparation programme must have included, as part of the overall programme, a period of assessed teaching activity to include experience in both academic and practice settings, at least equivalent to a minimum of 12 weeks (or 360 hours), with students studying an NMC approved programme.

AP(E)L

The way the NMC framework has been designed makes Accreditation of Prior (Experiential) Learning (AP(E)L) possible. You can make an application for AP(E)L

The NMC recognises that some nurses and midwives may undertake teacher preparation programmes for their own interest and career development before making the decision to become a nurse, midwife or specialist community public health teacher.

The NMC has previously offered a route for recording such a teaching qualification where it is deemed comparable to the NMC standard for the preparation of teachers. The NMC has agreed that this route should continue. In such cases, the NMC requires sufficient evidence to demonstrate that the entry criteria for teacher preparation have been met, that the programme undertaken is comparable to that of an NMC approved programme in nature and content and that the registrant can provide evidence of mapping their learning and experience to demonstrate the current NMC requirements have been met.

This includes evidence of assessed teaching activity, comparable with students studying an NMC approved programme for a period equivalent to a minimum of 12 weeks (or 360 hours). Such evidence must be verified by a nurse, midwife or specialist community public health

Students will be able to make an application for AP(E)L in compliance with university regulations.

Students with Disclosed Disabilities

This practice document must be completed in line with all reasonable adjustments to which the student mentor may be entitled if they have a diagnosed disability which has been disclosed, assessed and recognised by the University. They will need evidence of such entitlement. The reasonable adjustments applied to student placement learning opportunities must not detract from the level of competence to be met in order to be successful. Please see the section for the initial interview in relation to disclosure of a disability. Further advice is available from the Faculty of Health Disability

4


Tutor Nick Gee in the Department of Practice Learning. He can be contacted on 0121 202 4531 email [email protected]

Risk Assessments

It is advisable that you the student teacher disclose any illness or disability that may be a risk during the programme so that a risk assessment can be undertaken and adjustments recommended accordingly.

Interruption of Study

If you have to interrupt your studies you must let the Programme Lead, and if applicable the Educational Lead in your organisation, know. The Programme Lead must complete an interruption of studies form. Any requests for an interruption of study must be submitted and actioned 15 working days prior to the submission date of an assessment.

Extenuating Circumstances

If there have been important factors that have impacted upon your ability to be able to submit your assessments by the defined submission date and time then you may be able to claim extenuating circumstances or ask for a deferral. You will be asked to submit independent supporting evidence for your claim. You should access the Appeals and Resolutions website via iCity for further information.

Quality Assurance

Each cohort will nominate a student representative who will be invited to become a member of the programme Student Forum which is held twice during each academic year to consider quality issues. All students, practice partners and the External Examiner will be invited to attend the programme Quality day to consider quality issues and enhancing the student’s experience. If you are unable to attend we have a Proforma which we would ask you to complete so your views about your course can be included and any required actions resulting from consultation with you can be undertaken.

The External Examiner will be provided with an opportunity to engage with both the theory and practice elements of assessment. You may be asked to meet with the External Examiner who will seek your views on the programme and meeting the NMC Standards.

All practice documents will be moderated with practice partners and a moderation report will be made available to the External Examiner. The External Examiner will be provided with an opportunity to view a sample of the practice documents and academic assessment.

You will be provided with the opportunity to evaluate the module which comprises the Practice Teacher programme. The Programme Lead will write and publish a Programme Annual Monitoring Report each academic year with an action plan.

The Programme Lead will confirm to the Exam Board that all NMC requirements have been met (to the best of their knowledge) for individual students presenting evidence

5



6


Personal Details

We would ask you to complete the following personal details to ensure you: hold relevant professional qualification(s) are supported, supervised, assessed to meet the outcomes of stage 4 and provided with

feedback by an appropriate supervising teacher with due regard

Your name (Student Teacher): Claire FlattWork Place Address

Birmingham City UniversityWestbourne RoadEdgbaston BirminghamB15 3TN

Current Role

Lecturer

Professional Qualification & PINField of Practice: ADULT, RN

PIN: 12J1343E

I confirm that I am of good health and character and if there are any changes to my good health or character I will inform the Programme Lead

Signed C.Flatt

Date: 25.11.2019

Do wish to disclose a disability?

NO

'It is in your own interests to discuss any reasonable adjustments you may need to have in place with your practice teacher prior to the practical assessment. If you choose not to disclose any disability, health issue or pregnancy to your supervising teacher prior to commencing the practical assessment, you may not be able to later claim that any of these were an important factor should you fail the assessment

Disclosure of Ill Health, Pregnancy - please specify:

1. Risk assessment required?

NO

If yes: Date completed: __________________

7


Name of Supervising Teacher with due regard: Claire Wilcox-Tolley

Work Place Address

Birmingham City UniversityWestbourne RoadEdgbaston BirminghamB15 3TN

Current Role

Senior Teaching Fellow

Professional Qualification & PINField of Practice: Adult Nursing

PIN: 88Y2273E

I confirm that the student teacher has had the opportunity to work across both practice and University settings

Signed by supervising teacher

Date: 25/11/2019

Practice Assessment Process

This practice document provides a record of your achievement meeting the domains and outcomes for stage 4 Teacher in both academic and practice settings and your reflections.

The overall aim of this practice assessment process is to ensure that you demonstrate you are fit to practice as a teacher within your Professional Code of Conduct, Performance and Ethics.

This practice document consists of:

o Interview sheetso Teacher outcomeso A practical assessment summaryo Action plans for further development

8


You will meet formally with your Supervising Teacher to review your progress at the following points:

- Induction and Initial interview - Formative assessment to discuss and record your progress during work based learning - Final interview and summative assessment

Your supervising teacher will also gain feedback from the student(s) you supervise to help the assessment process. For the purpose of this programme students are identified as service users.

The achievement of the domains, NMC stage 4 outcomes and reflection will be marked on a pass / fail in accordance with university regulations using the Steinaker and Bell (1979) Experiential Taxonomy.

You will be required to reach the level of Dissemination which is deemed a pass.

Steinaker and Bell's Taxonomy considers experience as a whole entity. It is a model, which the programme team believe affords for critical reflection and facilitation of evidenced based practice with the potential for personal and professional development in practice.

Steinaker and Bell’s Experiential Taxonomy (ET) has five experiential categories:

1 Exposure Lowest level2 Participation3 Identification4 Internalisation5 Dissemination Highest

The five categories are a logical progression in achieving the outcomes of stage 4 moving from exposure to dissemination. Without tangible evidence or previous experience then the starting point must be exposure. However, it is acknowledged that learning is life-long and you do have transferable knowledge, skills and values, which can be transferred and used to support current evidence in moving through the Experiential Taxonomy.

Figure 1 provides a description of activities, which are included in each category and the level allocated for performance in that category (Source: Steinaker and Bell Experiential Taxonomy 1979).

Figure 1Level of achievement Expected activities for success ExposureStudent is exposed to the teacher experience, e.g. observes a teacher in establishing effective working relationships, facilitating learning, assessment and accountability, evaluation of learning, creating an environment for learning, the context of practice, using evidence based practice demonstrating leadership

Shows an awareness of the role of the teacher but lacks knowledge and skillsListens, observes, asks questionsReacts to the experience and recognises ownresponsibilitiesThe student is willing to engage in the work based learning experience

ParticipationStudent can reproduce the activities observed at the exposure level and now is actively participating in the activities

Begins to articulate underlying rational for skills being utilised for the activityShows recall of ideas and concepts gained at

theexposure levelIntroduces and discusses researched

9


background informationPractices under supervision of the supervising teacher in a standardised way.Responds to constructive criticism

IdentificationStudent is able to carry out the teacher activities encountered at the exposure and participation category in a competent manner

Recognises and explains situations where the teacher activity is applicableAble to assess own strengths and limitationsUtilises theory and research in relation to carrying out the teacher activityCan classify apply and evaluate data relevant

to the experienceBeginning to show initiative, recognises standards, values and qualities required

InternalisationStudent identifies with the activity of a teacher so that it becomes second nature

Shows confidence in own activity, adapts to unforeseen and complex situationsAble to reflect on experiences in an objective mannerAble to apply new knowledge to new situationShows creativityUtilises research in relation to the activityStudent compares with role model

DisseminationStudent acts as a role model, informing others and promoting the experience of a teacher to others

Competent and demonstrates the achievement of stage 4 outcomes with the ability to teach othersIllustrates motivational abilities in relation to othersIs able to carry out the activity in complexunfamiliar surroundingsAct as a role modelIs able to discuss the wider influences political, social and economic and how these impact upon the role of a teacher

Failing to Achieve in Practice

The Faculty of Health has guidelines for Supporting Students who are failing to Achieve in Practice and these can be accessed via icity. If a student is failing to achieve in practice the Supervising Teacher must inform the student and the concerns must be recorded in the section failing to achieve (annex 2). The Programme Lead and, if applicable, the Education Lead in the sponsoring organisation, must be informed as soon as possible. A written action plan must be developed to help, support and advise any failing student (annex 2)

Monitoring of Teaching Hours

To achieve the stage 4 outcomes you must undertake a period of assessed teaching activity to include experience in both academic and practice settings, at least equivalent to a minimum of 12 weeks (or 360 hours), with students studying an NMC approved programme. This teaching may be across the full range of activities available e.g. face-to-face teaching, tutorials, marking, moderating assessment materials, preparation of teaching materials, supporting students in practice, and you should record your teaching activities on the table below. You should discuss these activities with your supervising teacher who will sign your record of activity when completed

10


Date Hours Activity Setting

11.01.19 4 Module planning & handover from previous course leader.

Academic

15.01.19 4 Moodle preparation ahead of module launch Academic


21.01.19 30 minutes

Personal tutor, face to face meeting Academic


22.01.19 30 minutes

Personal tutor face to face meeting Practice

22.01.19 2 Planning meeting Academic


29.01.19 1 Personal tutor face to face meeting Academic


31.01.19 1 Personal tutor post placement meeting Academic

31.01.19 1 Tutorials Academic


11


08.02.19 2.5 Teaching BLS Practice

11.02.19 2.5 Teaching communication skills Academic

11.02.19 5 Module preparation team meeting Academic


13.02.19 2 Teaching ANTT Practice

18.02.19 30 minutes

Personal student face to face meeting Academic

22.02.19 6 Module Preparation Academic

22.02.19 30 minutes

Personal student face to face meeting Academic

25.01.19 4 Teaching Academic

26.02.19 1 Personal student face to face meeting Academic

26.02.19 2 Module Preparation Academic



12


04.03.19 4 Assessments Academic


05.03.19 4 Assessment preparation/reading Academic




12.03.19 2 Observing Escape room Major incident Academic

12.03.19 1 Tutorial Academic


18.03.19 2 Group Tutorial Academic

20.03.19 3 Team meeting


21.03.19 30 minutes

Tutorial Academic

26.03.19 2 Personal Tutor meetings Academic

29.03.19 1 Module development meeting Academic

01.04.19 3 Marking Academic


08.04.19 1.5 Personal tutor face to face meeting Academic

13




10.04.19 1 Programme development Academic

11.04.19 2 Module Planning Academic

18.04.19 30 minutes

Personal tutor face to face meeting Academic

23.04.19 3 Drop in tutorials Academic



26.04.19 4 Invigilating exam Academic




03.05.19 4 Regional Preceptorship meeting Practice


07.05.19 2 Uploading numeracy results Academic

13.05.19 4 FACE meeting Academic/Practice



14


20.05.19 2 Moderation Academic

11.05.19 30 minutes


21.05.19 2 Module development Academic

22.05.19 1 Personal tutor meetings Academic


24.05.19 30 minutes

Personal tutor meeting Academic

24.05.19 3 Exam invigilation Academic


28.05.19 30 minutes


30.05.19 3 Exam invigilating Academic



30.05.19 30 minutes


30.05.19 30 minutes

Tutorial Academic

03.06.19 6 Summative Assessment Academic

04.06.19 4 Writing up summative feedback Academic

3 Summative assessment Academic

15


04.06.19



06.06.19 2.5 Personal tutor meetings Academic

06.06.19 3 Write up summative feedback Academic





27.08.19 2 Exam invigilation Academic


28.08.19 3 Tutorials Academic

02.09.19 30 minutes

Personal tutor face to face Academic

02.09.192.5 Tutorials Academic

11.09.19 4 Module Development Academic


08.10.19 2 School Meeting Academic

16


11.10.19 1 Tutorial Academic

11.10.19 30 minutes


14.10.19 1 Module team meeting/development Academic

15.10.19 4 Lesson planning Academic


17.10.19 1 Lesson preparation/reading Academic

18.10.19 3 Personal tutor face to face meetings Academic

18.10.19 2 Research project Academic

19.10.19 7 Open Day Academic

21.10.19 1 Academic Assessor Academic

21.10.19 2 Teaching Clinical Skills Practice


21.10.19 1 Audio presentations Academic

22.10.19 2.5 Teaching clinical skills Academic



25.10.19 2 Teaching clinical skills Practice

25.10.19 30 Academic Assessor Academic

17


minutes


28.10.19 2 Module project management Academic

28.10.19 1 Supervision Academic

28.10.19 4 Moodle Development Academic

29.10.19 4 Interviews Academic

29.10.19 2 Personal Tutor Meetings Academic

29.10.19 2.5 Teaching clinical skills Practice

01.11.19 3 Moodle Development Academic

06.11.19 2 Placement support meeting – failing student Practice

06.11.19 2 Personal tutor face to face meeting Academic

06.11.19 1 Academic Assessor Training Academic

04.11.19 2 Building Reading list with librarian Academic

07.11.19 7 Team Away day Academic

08.11.19 3.5 Interviews Academic

11.11.19 5.5 Interviews Academic

15.11.19 2 Interviews Academic

18.11.19 4 Invigilating exam Academic

19.11.19 3 Team meeting Academic

18


24.11.19 7 Open Day Academic


STUDENT TEACHER SIGNATURE: C.FlattDATE: 25.11.19

SUPERVISING TEACHER SIGNATURE:

DATE: 25/11/2019

Induction and Interview with your Supervising Teacher

You must meet with your supervising teacher for an initial induction and interview within two weeks of commencing the programme and we would ask you to complete the following question.

1. My particular strengths to support my role as a teacher are:

I am passionate about nursing and the wider profession.

I am innovative, open and approachable.

I work well with both students and staff of any level, I have excellent networking skills and therefore able to draw on others expertise and experience to support our teaching delivery.

2. I have discussed the following with my supervising teacher :

Tick

x Levels to be achieved in this practice document in meeting stage 4 outcomes

x Available learning opportunities

3. Agreed date for interim interview (formative assessment) 01.05.19

4. My final (summative) assessment date is: 25.11.19

Signature of Student Teacher: C.Flatt

19


Signature of Supervising Teacher:

Date: 20.01.19

Interim interview (formative assessment)

Student Teacher to complete prior to meeting with their supervising practice teacher

Supervising teacher to complete during the meeting with the student teacher

Achievements to date:

Supported coordination of module Lead own teaching sessionsParticipated in assessment and moderationTaught in team teaching sessionsSupported Moodle development and

developed teaching resourcesProvide constructive feedbackProvided pastoral support as personal tutorWork well with wider teamDeveloped good working relationshipsGood role model

Specific areas of achievement and good performance:

Supported coordination of module as a second module convener,

Lead own teaching sessions with support but not directly supervised

Participated in assessment and moderation of summative assessments and ensured robust processes were in place

Taught in team teaching sessionsSupported Moodle development and developed

teaching and learning resourcesProvide constructive feedback to students and

module teamProvided pastoral support as personal tutor very

wellWork well with wider teaching team and

department within the schoolDeveloped good working relationships across

facultyGood role model to students and staff

Areas that I still need to achieve

Attend moderation/progression boardsLead large sessions by myselfDevelop own teaching sessions and lesson plansHave a greater depth of knowledge and

understand if module development and leadership

Areas that still need to be achieved and action Plan:

Needs to develop more confidence especially with larger groups: will do some more team teaching to develop further.

Attend moderation events

Take lead role in next module run to develop knowledge, understanding, coordination and leadership skills.

Become familiar with exam board prep and academic regs 2018.

Become familiar with exam board process and MABss & PABs

20


Where a student teacher is failing to achieve the supervising teacher must contact the Programme Lead immediately. An agreed action must be put into place to support the student.

Signature of Student Teacher: C.Flatt


Date: 08.05.19

21


Final (summative) assessment

The supervising Teacher must complete this Final Summative Assessment Sheet. The final interview and grading must take place in the last week of the student Teacher’s programme.

The student Teacher must retain the Practice Assessment Document should it be required for quality monitoring

Supervising Teacher Name: Claire Wilcox-Tolley

Student Teacher Name: Claire Flatt

Student Identification Number: 19122249

Cohort: Jan 19.

Dates of Programme From January 2019 To January 2020

NMC domains and Stage 4 outcomes achieved

Pass

Student Teacher Signature: C.Flatt

Supervising Teacher Signature:

Date: 25.11.2019

Feedback to student Teacher:

Activities identified in your action plan achieved through a proactive approach indevelopment of action plan to achieve dissemination level in all domains.

NMC standards have been met through reflection of own teaching practice.

Focused and comprehensive evidence of learning and all activities to achieve dissemination level.

Supported other new teachers’ development in their role through discussion of teaching and learning strategies.

22


If the student teacher has not met the level of dissemination please provide the student with feedback on how they can retrieve the failure.

Feedback from student(s)

Your supervising teacher will seek the views from the student(s) that you have taught.

Feedback received from some of Claire’s graduating personal student’s state that Claire Has been a supportive, approachable and kind tutor.

Feedback received from a student on the TQP module stated ‘thanks for all your teaching, Support/tips for the module and presentation. It really wasn’t as bad as I thought but just Wanted to show my appreciation for the time you put it for me before hand’.

Feedback from a clinical sessions stated that the students felt engaged and supported in learning basic life support. Claire was patient and supportive in helping them master compressions.

23


The competencies of a teacher are:

Demonstrate effective relationship building skills sufficient to support learning, as part of a wider interprofessional team, for a range of students in both practice and academic learning environments and supporting mentors and practice teachers.

Facilitate learning for a range of students, within a particular area of practice and where appropriate, encourage self-management of learning opportunities and provide support to maximise individual potential.

Assess learning, in order to make judgements related to the NMC standards of proficiency for entry to the register or, for recording a qualification at a level beyond initial registration, being the final point of accountability for ‘fitness for practice’ decisions.

Determine strategies for evaluating learning in practice and academic settings to ensure that the NMC standards of proficiency for recording a qualification at a level beyond initial registration have been met.

Create an environment for learning, where practice is valued and developed, that provides appropriate professional and interprofessional learning opportunities and support for learning to maximise achievement for individuals.

Support learning within a context of practice that reflects healthcare and educational policies, managing change to ensure that particular professional needs are met within a learning environment that also supports practice development.

Apply a knowledge and practice evidence-base to their own work and contribute to the further development of such an evidence-base for practice.

Demonstrate leadership skills for education within practice and academic settings

Achieving the stage 4 outcomes:

The following pages comprise the learning log for you to record your achievement of the stage 4 outcomes of the developmental framework and your reflections upon this.

24

The NMC Domains and Teacher Outcomes for Stage 4


25

Establishing effective working relationships

To achieve the required standard the student must:

Demonstrate effective relationship building skills sufficient to support learning, as part of a wider interprofessional team, for a range of students in both practice and academic learning environments.

Demonstrate effective relationships with other members of the teaching teams, in practice and academic settings, based on mutual trust and respect.

Maintain appropriate supportive relationships with a range of students, mentors, practice teachers and other professionals.

Foster peer support and learning in practice and academic settings for all students.

Support students to integrate into new environments and working teams to enhance access to learning


Establishing effective working relationshipsStudents should record evidence that demonstrates achievement of outcomes in the space below

Date

Achieved 25.11.2019

` Theory utilised to underpin practice and the application of theory to practice:

Nursing and Midwifery Council (NMC) (2019) Standards framework for nursing and

midwifery education. London: NMC

Nursing and Midwifery Council (NMC) Standards framework for nursing and midwifery

education (January, 2019)

Nursing and Midwifery Council (NMC) (2018) The Code: Professional Standards of

Practice and Behaviour for nurses and midwives. London: NMC

Thorpe, M. (2002) Rethinking Learner Support: the challenge of On-line learning. Open Learning. 17(2), pp.105-120

UKPSF. (2011) The UK Professional Standards Framework for teaching and supporting learning in higher education. Guild HE, Universities. The Higher Education Academy

I am currently working on a new module team which is comprised of teaching staff from

all fields of nursing. An effective relationship within this team can be demonstrated by

my ability to successfully work with each of them regardless of their experience or

position. As a module team we have met several times and most recently had a team

away day. Meeting as a team has afforded us the opportunity to share and exchange

knowledge, collaborate and plan for our new module. I have been conscious of the way

I communicate to ensure everyone’s contribution is valued. This has included actively

listening, and open communication. As one of the newest members of the team it has

felt that they have been forming and storming (Tuckman, 1965) for a while, especially as

staff have left which has meant a lack of consistency within the team. To help us

transition into a norming stage I collated all of our forthcoming tasks and put them into a

GANTT chart to help develop some structure in the team, it has also provided

transparency and clarity of what is needed for our newer members.

My role as a personal tutor is to support students over the span of their training (NMC,

2019), giving pastoral support and guidance in enabling them meet the required Nursing

and Midwifery competencies and outcomes (NMC, 2018). This is a pivotal role in the

student experience and can also support retention. Thorpe (2002) states tutor support

can have positive influence on teaching and supports students develop a sense of

26


confidence, self-esteem and development on the course and can result in a reduction in

attrition.

I have excellent networking skills from director of nursing level (local and national) to a

more local level with our practice partner, this is important in building and keeping

supportive relationships with the wider nursing community and our practice partners. I

am currently supporting the wider team by teaching, marking and delivering skills

beyond my own module team which in turn creates a supportive relationship both ways.

As a novice academic it is these supportive relationships which will support me in my

learning development as a nurse teacher.

As part of the TQP team I was able to see and experience for myself the value of peer

support through problem based learning and group tutorials. As I have moved forward

to a new first year module I have generated a space within our Moodle page for Padlet

which will allow the opportunity for the 1st year students on this module to help and

support each other within a safe forum. Furthermore this module will look to explore

leadership and team working from the outset, I have helped to develop an assessment

in the module that will get students to differentiate between leadership and management

and to consider the leadership skills they have within themselves and others. In doing

so it is hoped that they will in turn value peer support within both their academic and

clinical practice.

I support students to integrate into new environments and working teams to enhance

access to learning by incorporating different methods of learning such as group work,

action learning sets & group tutorials. I also teach clinical skills and provide simulation

within the new module which aims to reflect the clinical environment which in turn helps

them prepare for the realities of clinical practice and the different environments and

teams they may come across. Within my role as a lecturer I am also a personal tutor

and academic assessor both roles have different dynamics and expectations of both

myself and students – developing these also support the student in building their

professionalism and understanding of how different working relationships differ.

Reflect upon your experience and the impact this has had on your practice

Whilst I think I am an excellent team player and have the ability to successfully network

and connect with people of all disciplines and experiences this does not necessarily

mean an effective working relationship, especially when it comes to students. Within my

27


role as a personal tutor I have had to learn the importance of making the boundaries

and expectations clear and ensure I do not create a dependency culture. When I first

came into the role I had a particular student who I went above and beyond for, this lead

to reliance on me and did not foster her own leadership and understanding of peer

support. The impact on my practice is that I have learnt that establishing effective

working relationships is as equally important with students as it is staff. I have learnt that

this relationship with students still needs clear boundaries, with clear expectations and

goal setting to ensure students have some accountability and autonomy. In doing so I

have felt I have become much more effective in my role as personal tutor, it has

enabled me to be consistent and fair across the board whilst also reducing my workload.

At the start of each academic year I also offer a group personal tutor meeting which

encourages peer support between my students, it also gives them a level of

empowerment to problem solve for themselves which will help them as they transition to

a qualified nurse.

I confirm that the Student Teacher has reached the level of dissemination for this outcome.

Signature of Supervising Teacher

Date: 25/11/2019

28Facilitation of

learning


29

Facilitation of learning


Facilitate learning for a range of students, within a particular area of practice where appropriate, encouraging self-management of learning opportunities and providing

support to maximise individual potential

Promote development of enquiring, reflective, critical and innovative approaches to learning.

Implement a range of learning and teaching strategies across a wide range of settings.

Provide support and advice, with ongoing and constructive feedback to students, to maximise individual potential.

Co-ordinate learning within an interprofessional learning and working environment.

Facilitate integration of learning from practice and academic settings.

Act as a practice expert to support development of knowledge and skills for practice.


Facilitation of learning

Students should record evidence that demonstrates achievement of outcomes in the space below

Date

Achieved

25.11.2019

Theory utilised to underpin practice and the application of theory to practice

Biggs, J.B. (2003). Teaching for quality learning at university. Buckingham: Open

University Press/Society for Research into Higher Education. (Second edition)

BMJ (2003) Problem Based Learning https://doi.org/10.1136/bmj.326.7384.328

Accessed 1st October 2019.

Health Education England (2018) RePAIR: Reducing Pre-registration Attrition and

Improving Retention Report. Bit.ly/HEERePAIR Accessed 27th September, 2019.







Penn et al, 2016

UKPSF. (2011) The UK Professional Standards Framework for teaching and supporting

learning in higher education. Guild HE, Universities. The Higher Education Academy

Transition to Qualified Practitioner module utilises a variety of learning strategies,

including video lectures, web-based resources, presentation sessions, individual and

group work. Student learning activities follow core themes and are explored through

directed study activities and problem based learning (PBL) sessions. The module’s

learning activities have been designed so that the students will draw on their own

academic and practice experience, consolidate prior learning and gain new personal /

professional knowledge to support their transition from student to newly qualified nurse.

One of the PBL session activities gets the students to look at Ftp cases from the NMC,

which helps reinforce the reality of being accountable for their actions as soon to be

registered nurses whilst helping to bridge the gap between theory and practice. This

case study session enables students to generate critical thinking and debate regarding

the sanctions and actions that lead to the cases in question. Furthermore using these

recent cases provides students with a conceptual insight by bringing them close to the

30

https://doi.org/10.1136/bmj.326.7384.328%20Accessed%201st%20October%202019

https://doi.org/10.1136/bmj.326.7384.328%20Accessed%201st%20October%202019


experience.

I have also helped support implement a range of learning and teaching strategies such

as Safeside which is a community based simulation exercise for our second year

students. I helped to co-ordinate learning in an inter professional and scenario based

learning environment where students are fully immersed into a community setting.

Feedback is a measure of quality assurance which is a process ensuring that

educational programmes meet the required academic and teaching standards for

completion of a course. It is also an integral part of the assessment process and

essential for student learning, improvement and progression. It should raise students’

awareness of their strengths and areas of improvements whilst also highlighting actions

to be taken to assist their development. There are five principles for providing

constructive feedback , which are; setting realistic goals, establishing student

expectations of feedback, gather information on student progress formatively, acting

promptly if support is required and being consistent and specific an adhering to the

assessment criterion. Within the TQP module we introduce the assessment guidelines

at the start of the module and are referred to throughout during their weekly

presentations which also encourages peer feedback before a recap session at the end.

I have led drop in tutorial sessions which enables discussion and formative feedback to

be offered against the assessment criteria. For the summative assessment all of the

module team follow the same criteria which students are aware of, we then provide

written feedback in a timely manner. Quality feedback at this stage of their training can

help develop their skills and help bridge the gap between theory and practice. On my

new and current module I am also leading the development of audio feedback which

according to a literature review undertaken by Woods et al (2011) can make students

feel more connected to the teaching team and they perceive the guidance to be more

useful, audio would also support moderation and the need to write reams of notes

during the student presentations.

The new nursing curriculum was launched in September and students are now set to do

two years foundation where they are mixed with all fields of nursing. This has meant that

we are now working much more closely with a wider range of professionals from all

backgrounds. We are currently developing the module content which will cover all fields

of nursing and will work with physiologists, learning disability, mental health, adult &

paediatric nurses. We have divvied out the module sessions to ensure that there is joint

working throughout each session but drawing on each person’s speciality and

31


knowledge.

I have led and participated in group teaching sessions for clinical skills such as BLS

where we have delivered both adult and paediatric BLS to a mixed group with has been

new to this new curriculum. Some of these sessions have been with our practice

partners which has further enhanced an inter-professional learning environment and

enables students to see how closely work with practice. Participating in clinical skills

teaching sessions also enables me to act as a practice expert to support development

of knowledge and skills for students in practice.


Working within the TQP module was great for my development as a new lecturer

because it gave me the opportunity to see teaching away from the formal big lecturers

that are mostly delivered with such large groups. It gave me the opportunity to deliver

innovative ways of learning that enabled the third year students to become autonomous

learners with a reflective and critical approach which is vital as they transition to

registered practitioners. I have developed skills and knowledge around effective and

constructive feedback which has enabled me to lead and question the development of

feedback and assessment within my new module. Working as part of a wider team

across all disciplines has been a challenge especially around my own knowledge of

other fields and whilst daunting it has encouraged me to learn more and I think the

quality of teaching has improved from both a personal and a team approach.



Date: 25.11.2019

32


33

Assessment and accountability

To achieve the required the student must:

Assess learning in order to make judgements related to the NMC standards of proficiency for entry to the register or for recording a qualification at a level above initial registration.

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

Develop, with others, effective assessment strategies to ensure that standards of proficiency for registration, or recordable qualifications at a level beyond initial registration, are met.

Support others involved in the assessment process – students, mentors and peers.

Provide constructive feedback to students and assist them in identifying future learning needs and actions, managing failing students so that they may either 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 their decisions related to fitness for practice for registration or recordable qualifications – underpinning such decisions with an evidence-base derived from appropriate and effective monitoring of performance.7


Assessment and accountabilityStudents should record evidence that demonstrates achievement of outcomes in the space below

Date

Achieved

25.11.2019


Evans, C. (2013). Making Sense of Assessment Feedback in Higher Education. Review

of Educational Research. 83 (1), pp70-120.Nursing and Midwifery Council (2018).

The Code. Available: https://www.nmc.org.uk/standards/code/read-the-code-online/.

Last accessed 1st September 2019

NMC & GMC. (2012). The majority of healthcare staff work to the highest standards to

deliver safe high quality care for patients. Available: https://www.nmc.org.uk/news/news-

and-updates/nmc-and-gmc-release-joint-statement-on-professional-values/. Last

accessed 1st Sept 2019.

UKPSF (2011) The UK Professional Standards Framework for teaching and supporting

learning in higher education. Guild HE, Universities, The Higher Education Academy.

My academic identity is split between being a registered nurse and a teacher, both of

which are intertwined with many commonalities and transferable skills. I draw on many

of the same professional networks, experiences and professional guidelines that I used

in clinical practice and adapt them to a different learning and caring environment with

the same end goal of high quality patient care. It is this common goal which enables

inter professional working to work cohesively. However it has been important to

remember our different priorities e.g. practice v university when thinking about how we

work together/utilise expertise within a module.

As we have developed a new curriculum it has been an excellent learning curve for me

to be involved in the development of assessment strategies within the new module.

Whilst we have ensured that the assessment process meets with NMC guidelines for

proficiency and in, line with the level of the learning e.g. level 4. One of the interesting

key considerations was the language used and how it would be interpreted by our

students. As a module team we have developed an assessment question but draw upon

our colleagues in personal and professional development to ensure it met the module

outcomes and would be clearly understood by our students.

The assessment process within higher education is an indicator of quality whilst also

34


ensuring academic and professional standards are maintained. Not only have I helped

develop the assessment process in my new module I also support other modules with

marking or assessing on OSCE’s.

The recent national student survey (NSS) for Birmingham City University (BCU) showed

an increased level of dissatisfaction with the quality of feedback across the BSc Nursing

programme. Quality assurance is a process which ensures that educational

programmes meet the required academic and teaching standards for completion of a

course (QAA, 2018). Whilst each higher education institute and its staff are responsible

for its own standards for quality are established and met, they are supported by the UK

Assurance Agency who have a set code which is used to help align these benchmarks

of quality best practice within HE. Nursing programmes are also quality assured by the

Nursing and Midwifery Council who ensure such educational programmes for nurses,

midwives and nursing associates meet the standards needed nurses to join the NMC

register. In order to meet the quality benchmarks, especially with failing students I have

learnt the importance of uses a mixture of both feedback and feedforward. Whilst

feedback looks at their current position or grade, feed forward looks ahead to how to

improve this current assignment and future assignments. A combination of both

feedback and feed forward helps ensure that assessment has a developmental impact

on learning.

Within my role as a personal tutor I am accountable for my decisions related to fitness

for practice for registration or recordable qualifications. I have to ensure my students

meet the required benchmarks and use my professional judgement to sign them off

as fit for practice. I have recently began the role of academic assessor which is new

to the profession so I have attended training sessions to ensure I am fully up to date

in in order for me to fulfil this role successfully.


The PGCert has enabled me to draw on my own experiences as a registered nurse and

as a patient and a teacher to understand the value of my mixed academic identity and

how this can enhance the learning and development of our students. The course has

given me an opportunity to understand the evidence base behind our teaching methods,

which I am sure with time will only continue to improve, thus ensuring they have a

quality enriched education.

35




Date: 25.11.2019

36


Evaluation of learning


Date

Achieved

25.11.2019


Clark, A & Sousa, A (2018). How to be a happy academic. London: Sage Publication.

37

Evaluation of learning


Determine strategies for evaluating learning in practice and academic settings to ensure that the NMC standards of proficiency for registration or recording a qualification at a level above initial registration have been met.

Determine and use criteria for evaluating the effectiveness of learning environments – acting on findings, with others, to enhance quality.

Foster and participate in self and peer evaluation to enable students to manage their own learning in practice and academic settings and to enhance personal professional development.

Evaluate the effectiveness of assessment strategies in providing evidence to make judgements on fitness for practice.

Report on the quality of practice and academic learning environments to demonstrate that NMC requirements have been met, particularly in relation to support of students and achievement of standards of proficiency.


p31-p35.

Duffy. (2013). Providing constructive feedback to students during mentoring . Nursing

Standard. 27 (31), p50-56.

Evans, C. (2013). Making Sense of Assessment Feedback in Higher Education. Review

of Educational Research. 83 (1), pp70-120.

Lovett, S. Gilmore, A (2003) Teachers Learning Journeys: The Quality Learning Circle

as a model of professional development. School Effectiveness and School Improvement

14(20 pp. 189-211

McSwiggan, M.& Campbell, M Can podcasts for assessment guidance and feedback

promote self-efficacy among undergraduate nursing students? A Qualitative Study

Nurse Educ. Today, 49 (2017), pp. 115-121

Nursing and Midwifery Council (2018). The Code. Available:

https://www.nmc.org.uk/standards/code/read-the-code-online/. Last accessed 1st

September 2019

NMC & GMC. (2012). The majority of healthcare staff work to the highest standards to

deliver safe high quality care for patients. Available: https://www.nmc.org.uk/news/news-

and-updates/nmc-and-gmc-release-joint-statement-on-professional-values/. Last

accessed 1st Sept 2019.

The assessment process within higher education is an indicator of quality whilst also

ensuring academic and professional standards are maintained. Feedback is an integral

part of any assessment process be it formative or summative and is primarily focussed

on ‘Learning, developing and changing'. Student feedback is collected both in the

middle of the module and at the end. This gives us as module leaders the opportunity to

identify what needs to be improved. By doing it in the middle of the module it means that

improvements can positively impact the students experience directly which is becoming

more and more important as students have now become more vocal in their position as

a customer. To ensure quality within my own teaching I am observed as part of a

rotation programme which ensures all staff are given feedback on their teaching

delivery. Equally I have undertaken the training for the course so I too can give

feedback to my colleagues as well as take it as an opportunity to learn from my

colleagues. This peer evaluation approach is based on an ethos of collaborative inquiry,

critical reflection and prioritising professional dialogue.

38


As a personal tutor I also foster self-evaluation with my students, at the end of each

placement they provide me a written reflection on both their academic and clinical

practice. This enables the students take ownership and to manage their own learning

in practice and academic settings enhancing their personal professional

development and preparing them to become qualified practitioners.

I ensure the following are met within my module and teaching: benchmarks are met,

module evaluations are reviewed and acted upon, learning, teaching and

assessment are mapped again the NMC, assessment is sent to external examiners

to ensure they are moderated before going live. I also have regular ones to ones

and IPRs with my line manager that ensure I am working to the required level of

proficiency and where all of the above is dissected and any concerns are addressed

and action planned.


Although peer evaluation has been a very daunting process I have also found it to be

rewarding and an opportunity to learn, develop and build my confidence in the

classroom. I have also developed a greater depth of understanding around the

importance of the NSS scores and the impact that can have on recruitment and

therefore funding for the university. When it comes to module evaluations I have at

times found them to be frustrating as a lit of issues raised are those often out of your

control such as room temperature, timetabling etc. However this has also given me the

opportunity to develop my communication skills in raising these issues with the relevant

teams or departments.



Date: 25.11.2019

39


40

Create an environment for learning


Create an environment for learning, where practice is valued and developed, that provides appropriate professional and interprofessional learning opportunities and support for learning to maximise achievement for individuals

Develop, in partnership with others, opportunities for students to identify and access learning experiences that meet their individual needs.

Ensure such opportunities maintain the integrity of the student’s professional role whilst responding to the interprofessional context of practice.

Determine, with others, audit criteria against which learning environments may be judged for their effectiveness in meeting NMC requirements.

Support and develop others involved to ensure that learning needs are effectively met in a safe environment.

Explore and implement strategies for continuous quality improvement of the learning environment.


Create an environment for learning Students should record evidence that demonstrates achievement of outcomes in the space below

Date

Achieved

25.11.2019








QAA (2014). The Quality Code: A brief guide. [online] Available from www.qaa.ac.uk/qualitycode (Accessed 26th November 2019).

Within my current module we are working together in partnership to ensure that there

are a variety of learning opportunities within the module to meet different learning needs

for example the use of articles and presentations to youtube and talking heads. We are

also delivering our sessions in different environments such as large group learning, peer

to peer learning (as in TQP), and simulation and then they will have the opportunity to

put their theory into practice in the clinical environment on practice placement. We have

to ensure that within our teaching delivery that students can clearly see the link between

theories to practice whilst ensuring the students meet their learning outcomes. Within

our module students have to develop a case study on a perceived leader they have

come across in practice thus demonstrating that the learning experiences do not need

to be confined within a particular environment, or to a particular episode of care.

Within my teaching practice I also ensure their learning experiences maintain the

integrity of their professional role whilst responding to the inter-professional context

of practice. By working closely with our practice partners and taking a

multidisciplinary approach to teaching our students are able to develop a sense of

connection between us and our practice partners. This is further reinforced by the

new academic assessor role which requires us to work closely with practice to

41

http://www.qaa.ac.uk/qualitycode


ensure the student meets all the required standards to move forward on the course.

Students are not only supported within the university but also in clinical practice to

ensure their learning needs are effectively met in a safe environment. This is done

by working closely with practice and have policies for students to follow to raise

concerns. These policies can be found on our icity page. If there is an issue about

quality within a practice area this can be escalated to our quality lead to ensure

audit criteria is being met.

Within the university all of our modules are mapped out against the NMC standards

and alterations have been made to ensure we meet these standards. Our audit

criteria includes: internal and external verification of assessment, internal and

external moderation of examinations, module annual reports, module evaluations,

exam board reviews and module benchmarks. These audits also give us the

opportunity implement strategies for continuous quality improvement of the learning

environment. For example the same question on an exam paper kept getting low

mark due to misinterpretation of the question so was re-written after evaluation. On

the new curriculum the numeracy was reassessed to ensure we were meeting the

new NMC standards.


As a new lecturer the opportunity to be part of the redesign of the new curriculum has

been brilliant. In developing a module from scratch has meant that I have been able to

learn about all of the quality barometers needed to meet the NMC requirements. I have

also had the opportunity to participate in all areas of the module which has enabled me

to learn and develop my understand the role of leading a module and I am really excited

for the module to launch so I can see how it all comes together and how the work we

have done now impacts its delivery and outcomes.



Date: 25.11.2019

42


43Context of Practice


Context of practice

44

To achieve the required standard of practice the student must:

Support learning within a context of practice that reflects health care and educational policies, managing change to ensure that particular professional needs are met within a learning environment that also supports practice development.

Support students in identifying ways in which policy impacts on practice.

Contribute effectively to processes of change and innovation – implementing new ways of working that maintain the integrity of professional roles.

Negotiate ways of providing support to students so that they can achieve their learning needs within the context of professional and interprofessional practice.

Act as a role model to enable students to learn professional responsibilities and how to be accountable for their own practice.

Adapt to change, demonstrating to students how flexibility may be incorporated whilst maintaining safe and effective practice.

Context of Practice



Date

Achieved

25.11.2019









Within my module teaching and within my role as personal tutor and academic

assessor I ensure students are supported in identifying ways in which policy impacts

on practice. Legal frameworks and professional guidelines are woven through our

teaching practice and within their assessment. When delivering clinical skills I

always ensure I am in full uniform which ensures I act as a role model thus enabling

students to learn professional responsibilities and how to be accountable for their

own practice in line with local policy and professional responsibility.

I also feel it is important to act as a role model virtually on social media which

enables students the opportunity to learn their professional responsibilities and how

to be accountable for their own practice beyond the classroom or clinical

environment.

On the new curriculum I have contributed effectively to some of the new module

processes through innovation an example of this is looking at new ways to deliver

simulation. I am hoping to help develop and implement an escape room to help

students develop their leadership skills in a pressurised environment whilst also

maintain the integrity of their professional role. The development of the new module

contributes to the development on the wider cirriculum and programme. It is

important for me as a lecturer to always be prepared for any last minutes changes

or curve balls that may come up such as timetabling, rooms sizes, failing

45



technology/equipment etc. It is also important for me to role model professionalism

and adaptability in these situations in order to show students that things do not

always go to plan however we must learn to adapt and move forward with continued

professionalism.

On the new course students will be having placement pathways as well as attending

university, these placement pathways will be exposing students to inter professional

teams, their practice supervisors can also be from any discipline. This will give a

fresh outlook to our students and it will be interesting to see how the students meet

their required learning needs within inter professional practice. We will be asking

students to consider a leader from clinical practice and discuss their attributes.

Within my role as a personal tutor I have learnt to negotiate ways of providing

support to students so that they can achieve their own learning needs for example

using signposting such as the student community pathway (Appendix 1) so that they

can take ownership and use initiative when it comes to their own development.


Support learning within a context of practice that reflects health care and educational policies, managing change to ensure that particular professional needs are met within a learning environment that also supports practice development.

The impact of having a new curriculum and moving to a new module has been brilliant for me, it has enabled me to have a fresh start. I have been able to contribute effectively to processes of change and innovation such as the assessment processes, escape room for inter professional learning and audio feedback. – Implementing new ways of working that maintain the integrity of professional roles.



Date: 25.11.2019

46


47

Evidence-based practice


Apply evidence-based practice to their own work and contribute to the further development of such a knowledge and practice evidence base

Advance their own knowledge and practice abilities through access to, and involvement in – where appropriate – research and practice development.

Consider how evidence-based practice, involving patients, clients, carers and other members of the health and social care team, enhances care delivery and learning opportunities.

Empower individuals, groups and organisations to develop the evidence-base for practice.

Disseminate findings from research and practice development to enhance the quality of learning, care delivery and academic environments.


Evidence-based practiceStudents should record evidence that demonstrates achievement of outcomes in the space below

Date

Achieved

25.11.2019









learning in higher education. Guild HE, Universities, The Higher Education Academy.

In order to advance and develop my own knowledge and practice abilities through

access to, and involvement in research and practice development I am part of a

patient advisory panel for Cancer Research UK and I am observing a research project

within the university. The skills I will develop within this role around the research

application process in particular, will further enhance my skills in supporting and

mentoring students particularly on their dissertation module. I also hope to carry out

some original research myself once this course is finished, part of which will be seeking

research funding and publishing scholarly papers. This will hopefully enable me to

further develop my position within higher education, where I will be able to utilise

evidence based approaches and outcomes of research.

After being a patient for the last 18 months I have developed a real interest in how

how evidence-based practice, involving patients, clients, carers and other members

48


of the health and social care team, enhances care delivery and learning

opportunities. I have recently been accepted on a citizen leadership course which

looks to develop patient leaders in developing and delivering healthcare. I am

hoping this course will help me develop the skills to use my experiences as a patient

to successfully support students learning within an HEI and explore ways we can

further utilise patients within our curriculum.


My experiences as a patient are a further driver to ensure our students receive a good

quality education whereby I can positively influence their practice in the future and they

can of course influence mine. I hope that I can use my experiences as a patient to

develop research that can help improve practice. I believe teaching is a partnership and

I hope that in sharing my passion for nursing our students will too, further enriching the

learning environment.


Signature of Supervising Teacher

Date: 26.11.2019

49


50

Leadership


Demonstrate leadership skills for education within practice and academic settings

Demonstrate effective communication skills to facilitate delivery of educational programmes that lead to registration or a recordable qualification.

Initiate and lead programme development and review processes to enhance quality and effectiveness.

Develop effective relationships with practice and academic staff, who are involved in programme delivery, to ensure clarity of contribution and strategies to respond to evaluation of learning experiences.

Demonstrate strategic vision for practice and academic development relevant to meeting NMC requirements.

Manage competing demands to ensure effectiveness of learning experiences for students.

Lead, contribute to, analyse and act on the findings of evaluation of learning and assessment to develop programmes.

Provide feedback about the effectiveness of learning and assessment in practice.


LeadershipStudents should record evidence that demonstrates achievement of outcomes in the space below

Date

Achieved

26.11.2019









learning in higher education. Guild HE, Universities, The Higher Education Academy


Within my current role as a lecturer I am working within a team to initiate and lead module development which contributes the wider programme development for the new curriculum. As part of this I am participating in change management and review processes to enhance quality and effectiveness of the module delivery. For example I have been instrumental in the development of the new module assessment brief and process. I have worked with my peers, our clinical partners, current students and our external moderators to ensure we meet the quality benchmarks.

As part of the placement support team I worked within the community delivering mentor updates, carrying out placement audits and strategically developing new placement areas to build capacity and ensure our students have a wide range of learning experiences within the community. This role required the development of effective relationships with practice partners who are involved in programme delivery, to ensure clarity of contribution and strategies to respond to evaluation of learning experiences.

In my current role I am the practice link for one of our local acute trusts, this role supports our students and mentors in practice by linking the theory practice gap. It also supports the working relationship with our practice partners and ensure cohesive team approach both academic and clinical based learning.

51



I also contributed to the delivery of the SLAiP course which supports the development of our student mentors in practice. The role of our mentors (now practice assessors) is pivotal to delivery of the nursing programme at BCU. Within the community setting I have also supported mentor updates and APEL’s which ensures the mentors supporting our students are up to date in their knowledge and understanding of both the programme and its requirements.

One of my key roles within the practice placement team was to strategically develop new community placement opportunities to ensure we met the demands of growing numbers of students and to ensure students had the opportunity to access a wide variety of placement areas to enrich their learning and development. Most recently I have worked with West Midlands Fire Service to develop a new partnership where learning can go both ways. This has been an exciting development that I am looking forward to see develop, hopefully our students will not only develop clinical knowledge but will also be able to develop their leadership skills through simulation.

My role as a nurse lecturer is multifaceted and has many demands such as module development, marking, teaching, exam boards, admin etc. However the most important part of my role is the student facing element and despite competing demands I have to ensure I manage my time and diary to ensure I remain student focussed. I do this in many ways such as providing appointment slots over a variety of days and times, I block these out three months in advance to ensure my students can book a time that suits them. I ensure I reply to emails within 48 hours unless its requires urgent action. I work in partnership with my peers and practice partners to problem solve and ensure the effectiveness of the students learning experience. I mark and moderate on several modules and ensure I follow the quality markers to ensure fairness in assessment. When there are student led activities going on I try to ensure I am available to provide support and encouragement such as charity fundraising, raising awareness of topics, and the Nearly Qualified Nurse week.

As part of the module team I lead, contribute to, analyse and act on the findings of evaluation of learning and assessment to help develop our module further. This includes mid and end point module evaluations. An example of this in action was the practice learning week I lead which included lots of activities for students to sign up to and participate in such as RCN lectures and interactive sessions to mimic certain conditions to help aid there understanding of the student journey. We also developed a working document to be completed which counted toward their placement hours. At the end of every session I provided students with feedback forms and at the end of the week I collated all of the feedback and produced numerical data and put all of their comments into themes. I then incorporated this information into a presentation to provide feedback about the effectiveness of learning and assessment during the week, I fed this back to the immediate placement team, programme team and our practice partners to demonstrate the effectiveness of the week and how it links closely to practice. We then took further feedback which guided our development of the next practice learning week.

52



Taking leadership on the evaluation of the learning and assessment of our students

enabled me to develop my understanding of quality process and the importance of

working closely with our practice partners. I have learnt that the course can not be

developed or delivered without a collaborative approach. This has since helped me in

developing the new assessment on my current module whereby I have sought the

feedback of practice partners, students, external moderators, personal development

team as well as my immediate peer support.



Date: 25.11.2019

Failing to achieve

Identify the reasons for a student failing to achieve in practice

Supervising Teacher signature

53


Date

Action Plan


Student Teacher signature:

Date:

Dates to be achieved


Student Teacher signature:

Date:

54


Continuing professional development for teachers

The NMC requires all NMC Teachers to maintain and develop their knowledge, skills and competence as a teacher through regular updating. Those teachers employed in approved educational institutions will need to meet the requirements of their employers for scholarly activity. The NMC also requires that teachers focus on the practice aspects of their roles and ensure their knowledge of practice is contemporaneous and that, where appropriate, their skills are fit for safe and effective practice.Teachers should be prepared to demonstrate to their employers, and NMC quality assurance agents, as appropriate, how they have maintained and developed their knowledge, skills and competence as teachers.

Signing off proficiency

Teachers are responsible for signing off the academic component of the programme. Many teachers will be involved in supporting learning and assessing assignments throughout the programme. The Programme Leader for Nursing or the Lead Midwife for Education, whose name has previously been notified to the Council, will make the final sign-off for the programme. They must ensure that they have seen evidence that the practice component of the programme has been signed off by a supervising Teacher.

Allocated time for practice teaching activity

Approved educational institutions will employ nurses and midwives who have successfully met the outcomes of stage 4 and recorded their qualification on the register, and other teachers who are not nurses and midwives. The NMC expects teachers who are nurses and midwives to be able to support learning and assessment in both academic and practice learning environments. Teachers are therefore expected to spend a proportion of their time supporting student learning in practice.

The NMC advises that this should be approximately 20% of their normal teaching hours.Teachers in HE might specialise in teaching, research or practice and these specialities may at times be in conflict.

The NMC requirement for teachers to support practice-based learning may be achieved through a variety of strategies such as:• Acting as a clinical teacher or a link tutor.• Preparing, supporting and updating mentors and practice teachers.• Taking part in practice-based action learning groups.• Contributing to practice development.• Undertaking practice-based research activity.• Any other strategies that would enable teachers to maintain practice knowledge and awareness, and where appropriate, practice skills, i.e. midwifery teachers would require effective registration as a midwife, specialist community public health nurses teachers would normally have a limited caseload, nurse teachers working in specialist areas may similarly wish to maintain a limited caseload.

55

your name (student teacher): claire flatt€¦ · web viewtheir teaching role will be supported by...

Documents