Day 2.1 Planning a Practice Curriculum  Small group review of SWOT analysis. Identify learning available and constraints Identify different specialities available including interprofessional learning, specialist equipment Discuss timescale to implement student learning plans

Developing a curriculum from the SWOT analysis  Converting strengths and opportunities into teaching/learning resources – e.g. learning opportunities form, multi professional workers  Planning a learning programme

Planning a practice curriculum: Identifying different learners  Pre-registration nursing students Years 1, 2 & 3  NHS HNC Healthcare students  HNC Healthcare students  Midwifery Students Pre & Post-registration  SVQ students  Flying Start practitioners  Multi professional students  Colleagues – professional development

Interpersonal professional relationships Divide into threes:  1 student  1 mentor  1 observer  Work through the three scenarios each taking a turn of each role. Facilitator available if required.  Feedback to large group perceptions of each role.

Advocacy  Define student advocate  Discussion Scenario – Your student has come to you because another member of qualified staff is giving them negative feedback all the time. This particular member of staff is a person who most staff have difficulty dealing with. Consider how you would advocate for the student and draw up a plan of action on a Flip chart of how to deal with this situation.

Record of completion form 5  Discussion of content covered, how this links to literature used.  Guide to compiling Record of Completion (5)  Guide for how to map to the NMC standard as evidence for portfolio at level 9

Planning a practice curriculum: Facilitation Tool – Reflection What is it? Definition Different Models Evaluation of own learning through reflection Encouraging others to reflect Write a reflective account using an appropriate reflective model (?homework) Discuss your learning in order to enhance future learning

Planning a practice curriculum: Teaching of Clinical Skills – bringing theory and practice together Identify a clinical skill you have been taught or have taught a learner. Identify the aspects of this skill that is theory and what is practical How do these components interlink Consider the use of simulation in teaching clinical skills

Opportunistic Learning  Consider one type of learner.  Think of one task that you did yesterday that would be a valuable learning experience for a student.

Record of Completion Form 6  Discussion of content covered, how this links to literature used.  Guide to compiling Record of Completion (6)  Guide for how to map to the NMC standard as evidence for portfolio at level 9

Day 2.2 Theory of Assessment Purpose of Assessment – gauge competency (pre-registration nursing/midwifery – NMC domains) Methods of Assessment – observation, discussion, written evidence, simulation, reflection, debrief, feedback from colleagues Different areas to Assess – skills, knowledge, attitudes, learning Formative & Summative assessment

Level of Assessment Identification of learners goals. Action Plan/Learning Contract – Professional & Ethical Practice. - What methods of assessment demonstrate achievement/competence of for e.g. NMC Learning Outcome or Standard of Proficiency

Feedback  Structured information  Allows someone to assess how their performance is perceived by others  Indicator of how one interacts with others  Regular good quality feedback builds constructive relationships

Feedback Model (Reference:Development Dimensions International Feedback Fundamentals. Pittsburgh, PA Author.)  Positive feedback What was said or done Why was it effective  Feedback for improvement What was said or done Why was it ineffective What could be done to make it more effective Why would that be more effective

Record of Completion form 7

Day 2.3 Assessment Requirements Programme requirements will vary according to whichever programme the student is undertaking. Pre-registration Nursing/midwifery Programme requirements: THEORY - 2 academic assessments per module PRACTICE - Practice assessment is based on successful achievement of predetermined Learning Outcomes (LO’s /CFP) and Standards of Proficiency (SOP’s/Branch) through practice and proficiency in clinical skills acquisition. Midwifery practice also requires to be graded by the sign-off mentor.

Recording assessment  Accountability in assessment Feedback Record Keeping  Ongoing Achievement Record (pre- registration nursing/midwifery programmes) Clinical documentation/assessment record that will accompany the student from one placement to the next throughout the 3 years of training.

Day 2.4 Workshop Group work: Utilising scenarios discuss and complete documentation required in the assessment process of a pre-registration student Feedback to large group Handout activity to take away (scenario of failing student)

Record of completion form 8

Day 2.5 Equity, Diversity, & Disability  Large group discussion to define equity, diversity and disability.  Legislation: Disability Rights Commission; Reasonable adjustments - link to ityanddiscrimination/Pages/EqualityHome.aspx identifies the 6 strands of inequality. ityanddiscrimination/Pages/EqualityHome.aspx px?k=reasonable%20adjustments identifies reasonable adjustments and includes sensitive disclosure px?k=reasonable%20adjustments  Pyramid Exercise: Identify what inequalities you think might exist in your workplace for a student? (Individual) What do you think the influencing factors on this are? (two’s) How could they be addressed? (four’s)

Record of completion form 9