Future Nurse Future Midwife Practice Assessment Document (PAD) Workshop, Mossley Mill 5th December 2018
Agenda 09.30 Tea/Coffee and Registration 09.45 Welcome & Opening Remarks - Prof Charlotte McArdle CNO 10.00 Overview of Northern Ireland FNFM Programme - Frances Cannon, NIPEC 10.15 Setting the Scene – FNFM Standards and the PAD - Sue West, NMC 10.30 PAD Scoping Survey Results - Dr Neal Cook, Ulster University 11.00 Tea/Coffee break
Agenda (continued) 11.20 World Café Event 11.20 Conversation One 11.45 Conversation Two 12.10 Conversation Three 12.30 Lunch 13.15 Conversation Four 13.40 Conversation Five 14.00 Summative Feedback 14.30 Task and Finish Groups 15.00 Next Steps 15.15 Close
Welcome and Opening Remarks Professor Charlotte McArdle Chief Nursing Officer Chair of the FNFM NI Programme Board
Overview of Northern Ireland Future Nurse Future Midwife Programme of Work Frances Cannon FNFM Project Lead, NIPEC Professional Officers FNFM : Sharon Conlon - SHSCT, Lynne McKeown - BHSCT Carol McGinn - WHSCT Joanne Fitzsimons - SEHSCT Kerrie McLarnon – NHSCT Professional Office - PHA
FNFM Programme Work Streams and Sub-Groups
Setting the Scene – FNFM Standards and the PAD Sue West Senior Nursing Education Advisor, NMC
Practice assessment: Areas to consider Sue West Senior Nursing Education Adviser 5 December 2018
Education programme Nursing Future Standards for Future Nurse Standards for associates midwife education Proficiencies Prescribing proficiencies proficiencies Quality Return to assurance practice framework Communications and engagement
Implementation activities: • Support for and engagement with the four country Implementation Boards Supporting information • Webinars (supervision & assessment/QA) • Implementation events • Local engagement • Facilitation towards a national PAD • • Internal impact assessment
Aspects to consider • Practice learning designed and delivered that enables the student to meet their programme outcomes. Effective linkage between practice learning and the • specific proficiencies and outcomes related to the programme. • Learning experiences account for the diverse needs of individual students, such as equality and diversity considerations, or any reasonable adjustments
Aspects to consider cont … All proficiencies are recorded in an ongoing record of achievement demonstrating the achievement of proficiencies and skills as set out in the Standards of Proficiency for Registered Nurses Assessment criteria aligned to our standards of • proficiency Progression criteria – expectations for each • progression point • Four field experience • Skills and procedures
Aspects to consider cont… Suitable systems, processes, resources and individuals in place to ensure safe and effective coordination of learning within practice learning environments. Encourage students to take responsibility for their learning in a way that is reasonable for the student and does not compromise public safety. Enables empowerment of the student • Engagement with student around relevant learning • opportunities and achievement • Supernumerary practice enabling the move from direct to indirect supervision •
Aspects to consider cont… Ensure practice supervisors contribute to the students record of achievement by periodically recording relevant observations on the conduct, proficiency and achievement, and show how these contributions will include feedback from non practice supervisors, as appropriate. • Approach for recording and communication by • Practice supervisors and assessor • Academic assessor • Other non-registered practitioners • Service users
Other aspects to consider Enables engagement and agreed actions for a • student who is not performing as expected. • How simulation might be used to ensure confidence • Good document management
Thank you futurestandards@nmc-uk.org
PAD Scoping Survey Results Dr Neal Cook, Ulster University Kathy Fodey, PHA
PAD Scoping Survey Results Neal Cook and Kathy Fodey (PAD Working Group Co-Chairs)
PAD Scoping Survey Results Responses 319 Total • 291 responses to main survey • 28 responses to service-user survey Answer % Count Academic 10.65% 31 University placement administrator role 0.00% 0 Other stakeholder (please specify) 8.25% 24 Mentor 37.80% 110 Student 27.15% 79 Member of Practice Education Team 11.00% 32 Director of Nursing/Assistance Director of 1.72% 5 Nursing Department of Health Representative 0.34% 1 Public Health Agency Representative 0.69% 2 NIPEC Representative 0.69% 2 Service user (lay person or someone who 1.72% 5 represents lay people) Total 100% 291
PAD Scoping Survey Results Purpose of a PAD
PAD Scoping Survey Results What Should a PAD Assess? Service Users
PAD Scoping Survey Results How would you like to see the PAD structured? • Student-centred that reflects learning in person-centred context • A number of comments from mentors/nurses • Ulster portfolio was developed with mentors and students and its core components should continue • QUB structure is familiar and works • Presentation • Keep it minimal/concise • Use performance indicators – keep them simple (Yes ,No and define) • Colour code for different years • Must not be tick box approach • One document for three years • Represents the student’s journey • Keep guidance separate to PAD – put in handbook • Clearer sectioning between placements (dividers) • Have field specific adaptations
PAD Scoping Survey Results How would you like to see the PAD structured? • Types of Evidence • Communication log • Skills log • Care documentation • Reflections • Feedback • Handbook • Clear guidance on all elements
PAD Scoping Survey Results How would you like to see the PAD structured? • Sectioned • Have personal profile • Induction • Learning outcomes (make user friendly, adapted from new FNFM standards) • Learning Plan for each placement • Learning outcomes achievement and evidence (make types of acceptable evidence explicit) • Records of discussions/feedback • Areas for development and action plan • Skills • Evidence (summary of learning from activities rather than countless documents) • Record for underachievement/concerns • Space for records outside of formative/summative processes – e.g. learning log • Formative and summative assessments • Section on professionalism (code, attitude, appearance, punctuality, attendance) • Have oral assessment as part of summative assessment • Service user feedback for assessment
PAD Scoping Survey Results Grading Vs Pass/Fail Vs Achieved/Not Yet Achieved Service Users
PAD Scoping Survey Results Grading Vs Pass/Fail Vs Achieved/Not Yet Achieved Rational - Pass/Fail • Grading is subjective • Student has either demonstrated competence or has not • Grades become the focus rather than the competence/outcome • Grading can diminish self-worth • Grading creates competitiveness • Pass/Fail is explicit – no confusion • Grading can be confusing to mentor/assessor • Interrater reliability difficult to achieve with grading • Grading requires everything to be measurable and not all aspects of practice are measurable • More student-centred • Clearer form of communication • Will focus the student's attention and encourage them to attain a Pass next time
PAD Scoping Survey Results Grading Vs Pass/Fail Vs Achieved/Not Yet Achieved Rationale - Achieved/Not Yet Achieved • Grading is subjective • Student has either demonstrated competence or has not • Grades become the focus rather than the competence/outcome • Grading can diminish self-worth • Grading creates competitiveness • Is explicit – no confusion • Grading can be confusing to mentor/assessor • Interrater reliability difficult to achieve with grading • Grading requires everything to be measurable and not all aspects of practice are measurable • More student-centred • More constructive and encouraging. • Indicates whether someone has the competencies following training and sufficient support • Better descriptive rating for the student nurse's fit for purpose • Students learn at different rates; give opportunity to improve • Learning is often incremental, need to have a positive position
PAD Scoping Survey Results Grading Vs Pass/Fail Vs Achieved/Not Yet Achieved Rationale - Grading • Gives more scope for improvement rather than passing completely • Something to work towards • To contribute to degree classification
PAD Scoping Survey Results How Often to Summatively Assess Service Users Other: Other: • Every second placement Continuous assessment • Two summative assessments per year
PAD Scoping Survey Results How Often to Assess Proficiencies? Other: • Continuously • Six-monthly
PAD Scoping Survey Results What to Retain and Adapt?
PAD Scoping Survey Results What Professional Attributes Should the PAD Assess? Service Users
PAD Scoping Survey Results How do you believe competence should be verified? Service Users
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