University of Teesside School of Health and Social Care Pre-registration Nursing Framework Two Curriculums are currently running 2012 Curriculum: BSc (Hons)Nursing Studies: Adult, Children’s, Learning Disabilities and Mental Health Fields of practice (NMC 2010 standards) 2008 Curriculum: (NMC 2004 Standards) 1303 (trailing)cohort.

THANK YOU Thank you for all the support you give to our students and the programme Teesside University’s Pre-registration Nursing programme received the highest score for student satisfaction in the 2016 National Student Survey (Nursing programmes: England) (Nursing Times online 31.08.16) This is a great reflection upon the partnerships we have with our placement provider organisations and the support provided by mentors and practice staff during the programme

Aim: To Target the three crucial gaps identified in the 5 Year Forward View

Health and Wellbeing: Without a greater focus upon prevention, health inequalities will widen and our capacity to pay for new treatments will be compromised by the need to spend billions of pounds on avoidable illness Care and Quality: Health needs will go unmet unless we reshape care, harness technology and address variations in quality and safety Funding and Efficiency: Without efficiencies, a shortage of resources will hinder care services and progress

Nursing and Midwifery’s Crucial Role in Closing the Gaps: Closing the health and wellbeing gap: Practising in ways which prevent avoidable illness, protect health and promote well-being and resilience Closing the care and quality gap: Practising in ways which provide safe evidence-based care which maximises choice for patients Closing the funding and efficiency gap: Practising in ways which manage resources well including time, equipment and referrals Triple Aim: Better outcomes Better Experience Better use of resources

Closing the gaps: The 10 commitments to support action of nursing, midwifery and care staff We will promote a culture where improving populations’ health is a core component of the practice of all nursing, midwifery and care staff We will increase the visibility of nursing and midwifery leadership and input in prevention We will work with individuals, families and communities to equip them to make informed choices and manage their own health We will be centred on individuals experiencing high value care 5. We will work in partnership with individuals, their families, carers and others important to them

Closing the gaps: The 10 commitments to support action of nursing, midwifery and care staff cont’d We will activity respond to what matters most to our staff and colleagues We will lead and drive research to evidence the impact of what we do We will have the right education, training and development to enhance our skills, knowledge and understanding We will have the right staff in the right places and at the right time 10. We will champion the use of technology and informatics to improve practice, address unwarranted variations and enhance outcomes.

Supporting students with disabilities

The NMC states that practitioners must be ‘in good health, capable of safe and effective practice without supervision. It does not mean the absence of any disability or health condition. Many disabled people and those with long term health conditions are able to practise with or without adjustments to support their practice’. (NMC 2010 p 8) ‘Assessment should focus on whether reasonable adjustments can be made to enable a student to practice safely and effectively without supervision ... demonstrating that they have met a competency or standard. The standard or competency itself is not subject to a reasonable adjustment. The development of reasonable adjustments needs to be creative, innovative and inclusive’. (NMC 2010 p9/10)

Remember that the strategies identified to support the students in their learning should be used in the initial placement period – i.e. the first few days/weeks. By the assessment point the students must be able to demonstrate competence safely and independently A mentor handbook for supporting students with disabilities can be accessed on the mentor website If you have any concerns contact the Zoned Academic Mentor and Programme Director and PPF

What to do if you have concerns about a student

Talk through following at this point– this is the extract from the mentor handbook CONCERNS ABOUT A STUDENT’S PERFORMANCE OR BEHAVIOUR DURING PLACEMENT ALLOCATIONS   If you have any concerns about a student during their placement you should contact the Zoned Academic Mentor or Programme Leader and Practice Placement Facilitator (PPF) immediately. The flow chart on page 31 identifies the process which will be followed. Please note that if the concern relates to safety issues then the student may be withdrawn from practice with immediate effect. 20.1 Untoward Incidents/Accidents Involving Students Where students are involved in untoward incidents/accidents, the student status must be clearly identified on the IR1 form. The Academic Mentor and PPF should be informed of any untoward incidents/accidents which have involved students as soon as possible, to enable them to offer student support where needed. 21 CAUSE FOR CONCERN Cause for concern relates to any concern the Practice Mentor, Academic Mentor or student may have about the student’s learning, progress, performance, achievement or their professional attitude within practice. As soon as a problem is identified the individual raising the concern should notify the other members of the tripartite relationship (if the concern arises in practice the Practice Mentor should notify the Academic Mentor as soon as possible) and an additional tripartite meeting should be arranged at the earliest opportunity. This meeting will explore the nature of the problem/concern and the evidence that has led to it being identified. This meeting should be documented on a tripartite Dialogue Sheet. An Action Plan will be devised and documented at this point. The Action Plan to address the concern should identify learning needs, methods of achieving them and the evidence and time frame for achievement. A further tripartite meeting will be held to review progress after 1-2 weeks. A further meeting to assess whether the Action Plan has been completed and learning outcomes achieved will be held at the agreed time for completion of the Action Plan. If the concern relates to safety issues the student may be withdrawn from practice with immediate effect.

Procedure and guidance for students and staff Placement concerns Procedure and guidance for students and staff Students are encouraged to not be afraid to question remember the 6Cs Where safe students need to raise the concern in practice Students will be supported through the process and kept informed at all stages Share the raising concerns flow chart which will show mentors the process and close down points. Students are encouraged to raise concerns in practice where safe to do so as often areas of concern can be sorted out for example concerns may be about: The behaviours of staff when senior managers are not around Perceived medication errors – students see the university way as the only way however service user choice may influence the administration of medication Students may experience a clash of personalities with their mentor/HCA/ cleaner this situation can be diffused and managed Not achieving placement competencies – a student may feel that if they put in a placement concern where they have failed the placement may in some way change the outcome We have received placement concerns where there are real patient/client/service users safety concerns