Post registration nursing education: implications for the medical profession. Rita Newland Director of Education.

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Presentation transcript:

Post registration nursing education: implications for the medical profession. Rita Newland Director of Education

Overview Introduction to the NMC Context for nursing education Post registration nursing education Implications for the medical profession Future needs

23 Portland Place 61 Aldwych

George Street, Edinburgh

And for Wales … A dedicated hearing suite Dedicated office space NMC officer for Wales Northern Ireland

What is our purpose? Regulatory function

Sign up to NMC Review Go online Visit You can access all articles, leave comments and read updates between issues here us

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Education Directorate Operation since September 2010 Education and Quality assurance Programme approval Annual monitoring Major and minor modifications Over 1000 approved programmes 82 approved education institutions

Context for nursing education National Health and social care policy Complex health and social care need Increasing patient/client need Increasing public and service expectation Reports of the systems regulator (poor care, lack of dignity, communication and compassion) Reducing education budget

Registered Nurses: what NMC expects Maintain registration Life long learning Professional self regulation (PREP) The code underpins practice (accountability and delegation) Raise and escalate concerns Lead and assess the learning of others Maintain public safety

Pre Registration Nursing Education Standards and supporting information issued 16 September 2010 Some new programmes commenced September 2011 All new programmes from September 2013

Nurse education must enable registered nurses to… Think analytically in order to… Make judgments and decisions Anticipate current and ongoing care Confidently deliver safe care Identify ways in which to deliver high standard quality care

Nurse education must enable registered nurses to… Act to…. Lead and delegate care activity to other registered nurses and healthcare professionals Supervise and challenge other registered nurses and healthcare professionals Manage resources and work across service boundaries

Routes for post registration education Informal mechanisms ‘in service’ training Think and act at higher levels Formal education Practice specialism (SPQ, clinical practice specialism) Additional practice (Prescribing) Different practice (Midwifery) Education specialism (mentor, PT, teacher)

Post registration nursing education Informal training Reliance on recruitment/ employment/ managerial mechanisms Formal education NMC approved courses (AEI) Non NMC approved courses (ANP, Clinical assessment, clinical care specialism courses e.g. renal, ITU, Diabetes, older people courses)

Specialist practice qualifications (SPQ) General practice nursing Public health nursing/health visiting School nursing Occupational health nursing Community mental health nursing Community learning disabilities nursing Community children’s nursing Community nursing in the home/district nursing

Implications for the medical profession Registered Nurses (RN) as partners in care (patients and professionals) Changing roles and responsibilities of RN Emergence of RN as leaders of care and in care Increasing RN presence in primary/community care Increasing demand to support learning in practice Funding of education (HEE/LETBs)

Implications for the medical profession Size and composition of the nursing workforce Commissioning function (HEE/LETBs) requires clear understanding of the nursing education system and the links to regulation Organisational governance (nurse education on the agenda at executive board level) Contribution to nursing education (DMP, Critical friend, resource allocation – time, funding and people)

What do we need for the future Quality assurance and enhancement Revalidation Higher Education England Links between professional regulators Link with systems regulators Multi professional learning (working and learning together)

Questions and answers Rita Newland