1. Standards for student supervision and assessment (change title as required)
Add in presenters name;
title & date

2. Structure of the new standards
This visual shows the structure of our new suite of standards. In May we published our new suite of Standards for education and training which are in three parts:
Upper left: Part 1 Standards framework for nursing and midwifery education (for all NMC approved programmes)
Lower down: Part 2 Standards for student supervision and support (the new approach to learning and assessment which replaces mentorship)
Middle: Part 3 Ppogramme standards with detail relevant to each of our approved programmes: entry requirements, length, hours and the award etc. (so far we have published Standards for pre registration nursing programmes and Standards for prescribing programmes. We will be building on this with a publication for each approved programme)
On the right: The proficiencies for nursing and midwifery professions (including nursing associates). As with the programme standards, so far we’ve published the nursing proficiencies, and we’ll adopt the Royal Pharmaceutical Society Competency Framework for prescribing.

3. Timelines Consultations – June to September 2017
Council approval – March 2018
Final standards published – May 2018
Standards for education and training and future nurse proficiencies come into force – January 2019
First group of nursing students expected in March 2019, all students on new programmes by September 2020
These timelines reflect the development of the future nurse proficiencies, the education framework, the standards for student supervision and assessment, FN programme standards, and prescribing programme standards.

4. Provides the top level strategic standards that must be met by an institution to provide an approved NMC programme

5. Nursing: body copy slide
The standards framework is presented under five headings. These are set out in this diagram.
These high level standards focus on the learning culture in the placement. It should prioritise safety and values-based learning.
They highlight the need to demonstrate strong educational governance and high quality education through compliance and continuous improvement in education delivery and management.
Student empowerment is central to these standards. Each AEI, with its placement partners, will need to demonstrate that students are fully supported and enabled to achieve their proficiencies and learning outcomes and that independent learning is facilitated.
Educators and assessors must be supported, enabling them to be effective in their role.
And finally, the curricula and assessment must be innovative and demonstrate effective development to meet the relevant programme standards and enable the achievement of proficiencies and learning outcomes.
The Code must remain at the heart of these standards in order to deliver safe person centred care.

6. Part 2 of the Standards for education and training provides the standards for student supervision and assessment, which is the focus of this presentation.
These apply to all programmes approved by us.

7. Principles of our new standards for student supervision and assessment
Potential benefits
Separate supervision and assessment roles to:
Increase consistency in assessment judgments
Avoid ‘failing to fail’ situations
Improve interprofessional working
Enhance joint working between AEIs and practice placement partners
Supporting students becomes every NMC registrant’s responsibility (it’s in the Code)
Everyone will have an input to assessment
When we were developing and consulting on these standards we heard that there was a lack of consistency in the assessment process and that failing to fail students still exists. By separating out the supervision and assessment roles there’d be more consistency and more objectivity in the assessment process.
The introduction of supervisors who are not registered with the NMC would also improve interprofessional working and learning, and enable more placement opportunities for students.
It is inevitable that joint working between AEI’s and practice placement providers would be enhanced.
Without the restrictions of the previous standards supporting students becomes every NMC registrant’s responsibility as enshrined in the Code

8. Standards for student supervision and assessment
Three headings
Effective practice learning
Supervision of students
Assessment of students and confirmation of proficiency
The standards for student supervision and assessment are provided under three heading as indicated here and the following slides will focus in more detail on these.

9. Effective practice learning
Learning opportunities
New models of supervision & assessment
Empower and meet student expectations
Delegation of care interventions
Learn in a safe & effective way
Learning Environment
Delegation
Supervision
Public safety
The student level
The programme
The route
New roles:
Practice supervisor
Practice assessor
Practice learning will be enhanced by the creation of a good learning environment, and needs to account for:
The level of the student and which programme the student is on (nurse, midwife, nursing associate, post-registration)
The route - either traditional or apprenticeships. It’ll be for each AEI and its practice partners to ensure effective practice learning with consideration of learning opportunities.
the learning environment in all placements should provide and support learning activities designed to achieve the desired learning outcomes.
must empower students to actively participate in their own learning through those activities and to meet student expectations.
Supervision :Consideration must be given to the new roles of supervision and assessment, which includes the delegation of care interventions and responsibilities depending on the capability, scope of practice and required learning outcomes.
Thus an expectation to provide innovative approaches to education while being accountable for the local delivery and management of approved programmes in line with our standards.
Public safety is central to our standards – noting that students will be in contact with people throughout their education and its important that they learn in a safe and effective way. .

10. Practice supervision
In practice, students are supervised by an NMC registered nurse or midwife, or another registered health and social care professionals, who:
uphold public protection
provide inclusive, tailored learning experiences
give feedback
contribute to decisions on assessment and progression
raise concerns where necessary.
Practice supervision ensures safe and effective learning experiences.
There is sufficient coordination and continuity of support and supervision of students.
Nursing and midwifery students must be supervised while learning in practice. The supervisor can be any registered health and social care professional working in a practice environment. For example in a social care environment a registered social worker could be the supervisor to a student if they are deemed to have the right qualifications and experience for the learning experiences/outcomes the student needs to achieve. We’ve published supporting information that has more examples in it (
Practice supervision ensures safe and effective learning experiences that uphold public protection and safety of people
There is sufficient coordination and continuity of support and supervision of students to ensure safe and effective learning experiences and facilitate independent learning, including the support and development of the practice supervisors.

11. Assessor roles All students are assigned to:
a practice assessor for a practice placement or a series of practice placements
an academic assessor for each part of the education programme.
The assessors are:
registered nurses or midwives with appropriate equivalent experience for the student’s field of practice.
We aim to publish supporting information about this in the autumn.
There are two assessor roles: the practice assessor and the academic assessor. They are:
registered nurses or midwives with appropriate experience for the student’s field of practice or relevant programme standards for post qualifying programmes. In this instance due regard is taken into account.

12. Practice assessors
Conduct assessments to confirm that the student has achieved the proficiencies and outcomes.
assessment decisions are informed by feedback from practice supervisors
Work in partnership with the academic assessor regarding student progression.
periodically observe the student across environments to inform decisions
have an understanding of student’s learning and achievement in theory.
The practice assessor will:
Conduct assessments to confirm that the student has achieved the proficiencies and outcomes for practice learning
Make and record objective evidence-based assessments on conduct, proficiency and achievement, drawing on student records, direct observations, student self-reflection, and other resources.
Work in partnership with the nominated academic assessor to evaluate and recommend the student for progression for each part of the programme, in line with the programme standards and local and national policies.

13. Academic assessors
Conduct assessments to confirm that the student has achieved the proficiencies and outcomes.
assessment decisions are informed by feedback from practice supervisors
Work in partnership with the practice assessor regarding student progression.
Communication and collaboration is scheduled for relevant points in the programme
The academic assessor will:
Collate and confirm student achievement of proficiencies and programme outcomes in the academic environment for each part of the programme
Make and record objective evidence-based assessments on conduct, proficiency and achievement, and recommendations for progression drawing on the student records and other resources.
Work in partnership with the nominated practice assessor to evaluate and recommend the student for progression for each part of the programme in line with the programme standards and local national policies

14. This diagram shows the three parts of the Standards for education and training.
The diagram on the right highlights the three new roles that will need to be in place to support the supervision and assessment of the student
Please note that each of these roles is held by a different person so a person can not simultaneously be the supervisor and assessor or both practice and academic assessor for the same student.

15. Considerations
Need for effective partnerships between AEIs and practice placement partners
Introduction of new roles
What supervision and assessment model will work in your practice placements?
Who are your supervisors and assessors?
Impact of the new standards on all registrants
Awareness of the new roles for supervision and assessment
Awareness of the standards of proficiency for registered nurses and prescribers
Consider their own development requirements in line with the new proficiencies and scope of practice
Plan their CPD accordingly in preparation for revalidation
Applies also to prescribers who will need to work to the RPS competency framework and consider any CPD activity in line with their scope of practice.
Finally AEIs need to explore and agree on their transition plans to introduce the new roles for all programmes approved by the NMC in line with the new QA framework.

16. Implementation plans
Supporting information on practice supervision published – July 2018
Council of Deans roundtable event – 20 July 2018
Supporting information on practice assessment published – September 2018
UK implementation events – September 2018
Final supporting information on effective practice learning published - January 2019
These timelines reflect the formal implementation activity for the Standards of education and training to date, (that is, the education framework, the standards for student supervision and assessment, the programme standards (future nurse and prescribing) and the relevant nursing and prescribing proficiencies.
In addition the NMC will be working with the four country implementation boards and there will be other more local engagement through focused events either in attendance or through Webinars.

17. Supporting information for supervision
Split into four chapters
Who are practice supervisors?
Who identifies who the practice supervisors are?
What do practice supervisors do?
Support for the practice supervisor role
We’re producing ‘supporting information’ for the new Standards for student supervision and assessment. This will be a guide for ways in which you may want to implement our standards
We’re publishing the supporting information in a phased way, with the first phase focusing on the supervisor role, with more detail on who the supervisor can be, noting that any registered nurse or midwife should be capable of acting as a practice supervisor, that all practice supervisors will need to be prepared for their role and the level of preparation may be different for different people.
The AEI, with its practice learning partners, is responsible for identifying which professionals may be suitable practice supervisors for the students in a practice learning environment. When identifying practice supervisors the AEI and its practice learning partners will need to take into account public protection, the relevant standards, student learning needs, and programme outcomes.
Our supporting information will provide more detail on what practice supervisors do and the ongoing support and time necessary for them to develop and perform their role.

18. Thank you Any questions?
Invite any questions or refer any questions to the address at the bottom of the slide.