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chapter 03 insight sessions
Investing in, and Valuing, Mentors
An insight into our recent development day for mentors. The development day was well attended by mentors from NHS Fife and supported by management. The discussion will be around the structure of the day, the speakers, workshops, eclectic approaches to teaching and learning of the day, success and evaluation.
Preparing for Practice and Clinical Placement Information
Examples of placement profiles and student information packs will be shown to generate discussion about different strategies to provide focus for students and mentors in a clinical learning environment. These can be adopted to indicate achievement of the Quality Standards for Practice Placements.
Approaches in teaching and learning that support inter-professional education
Enhanced Care programmes; MSc/ PG Dip in Enhanced Cancer Care Practice, Enhanced Palliative Care Practice and Enhanced Care Practice of Progressive Conditions. This session will provide an overview of collaborative practices and inter-professional frameworks that have been used in the development of the above named programmes. The resulting programmes have been formally approved by NHS Education for Scotland and the first cohort of multi-professional students started in early September 2006.
How useful is Assessment Feedback to Students? Let Them Tell Us
Formative Assessment: Diagnostic Benefits, Operationalisation, Student Perceptions of the Impact of Assessment Feedback. The purpose of this project is to promote awareness of the multiple benefits of Formative Assessment.
Involving service users in the educational process: Using alternative placements in the preparation of Specialist Public Health Nurse/School Nurses
The aim of this paper is to share experiences of working in collaboration with mental health service users to design, plan and deliver educational programmes and to provide an opportunity to evaluate and discuss lessons learned during the process.
This paper has two principal aims. In the first instance, it focuses on some of the difficulties which must be overcome in order to work in a collaborative manner. In order to do this, it examines some of the common concerns of educational staff, service users and students in relation to user involvement and suggests ways in which these might be overcome.
The second aim is to outline a strategy for involvement, which can be used to inform curriculum planning, design and delivery. This draws on the academic literature and the experience of staff and service users involved in both undergraduate and post graduate education at the University of Abertay, Dundee. In the spirit of collaborative working, the paper is the work of academic staff and a service user.
Portfolio as an assessment strategy in Continuing Professional Development
Over the past decade, there has been an increasing recognition of the benefits of practice portfolios as an assessment strategy in Continuing Professional Development programmes. The philosophy underpinning such portfolios it that they provide a vehicle to enable the student to make sense of the complexities of their individual experiences.
Experiential learning is an essential component of the portfolio, characterised by reflective commentary, demonstrating evidence of competence, professional development and the ability to apply theory to practice. In spite of the acknowledged benefits of practice portfolios as a method of assessment, comparatively little research has been conducted in relation to how the quality of these portfolios can be reliably evaluated. It is important to provide transparency on the interpretation of marking criteria in order to avoid processes that are localised and 'impressionistic'.
Thus the purpose of this presentation is to discuss how practice portfolios can be evaluated in order to provide reliability in relation to grade, student self-assessment and improvement in future academic and professional performance.
Open University Programme in Shetland
The focus of this session would be how we have integrated the OU programme into our local healthcare system using local staff within Staff Development to support the academic and practical aspects of the programme, benefits to local individuals, service, etc.
Action Learning: a tool to aid transition from student to practitioner
Our piece of work involves the use of action learning sets to aid the transition of student to practitioner for newly-qualified public health nurses and community nurses.
The Establishment of a Clinical Faculty within the School of Health Studies at Bell College in partnership with NHS Lanarkshire
CONTACT:
Bell College School of Health Studies in Partnership with NHS Lanarkshire has established a Clinical Faculty for the mutual benefit of both organisations. It is both parties belief that there are many benefits to be gained within each organisation the most notable however being the clear and direct links with the Clinical Governance Agenda.
The Role of the Practice Education Facilitator in Midwifery
Within Lanarkshire the decision was taken to appointment a midwife into the Practice Education Facilitator ( PEF) group.
The advantages of this were that the Practice Education Facilitator was already an established member of the clinical midwifery team, and well known to the mentors throughout Lanarkshire. They also had an expert knowledge of midwifery clinical skills, the midwifery course and the Clinical Assessment Tool, which meant they were a useful resource to mentors.
The part-time role of the Practice Education meant that clinical credibility was maintained, which meant that mentors embraced new ideas more readily. Visible presence on the "shop floor" meant the Practice Education Facilitator was accessible if any problems.
There were already good communication links established with the Link lecturers, which meant that the Practice Education Facilitator could build on this to promote relationships between mentors and college.
Good relationships with fellow Practice Education Facilitators, locally and nationally gave midwifery mentors a "bigger voice" in the wider arena, amongst the larger branches of Adult and Mental Health Nursing. This also meant that the midwife mentors were able to appreciate the generic role of the mentor regardless of branch.
Innovations to practice include:
- A Good Mentor Guide produced and distributed throughout NHSL
- Clinical Skills poster
- Generic Student welcome packs
- Individual feedback to all clinical areas from student on-line evaluations
- PEF involvement in mentor updates
- "Case notes" for all clinical areas documenting Practice Education Facilitator contact with clinical area
- Monthly mentors forums
- Audit of clinical area - tripartite
- Scoring of clinical areas from on line student evaluations, linked in with CLSS clinical area scoring
- Representation at course board/senior management level - direct access to senior people in both HEI and NHS Lanarkshire
- Midwifery think-tank
Supporting Development of a Mentor-Led Student Learning Group
The overarching aim of the Practice Education Facilitators - PEFs - role is to enhance the quality of the clinical learning environment for mentors, students and nursing staff. In recognition of this student learning groups have been established within NHS Tayside in both community and hospital settings. The purpose of the groups is to integrate theory and practice as well as recognise the crucial role of mentors when supporting students' learning. Positive outcomes from both students and mentors can be determined from the session evaluations, enabling the PEFs to provide evidence of the success of this initiative.
Problem-based learning in care of the older client
A dramatic reduction in teaching contact time led to the generation of three problem based packages within the Memory and Movement Disorders Module. Entitled Jessica, Hannah and Peter, the packages represent three separate case histories which illustrate individual patient experiences of dementia at particular stages in the patient journey. Each package runs for approximately 1.5 weeks and feedback is taken in many different forms including discussion, care planning, role-play and the design of an enabling environment for the person with dementia.Overall, this approach has been very successful in reflecting a student centred approach to teaching and learning and in inevitably developing enhanced links between theory and practice.
Supporting The Clinical Learning Environment - Are We Meeting The Students' Learning Needs?
As PEFs we support the mentors of pre-reg students in various ways, e.g. assisting them to develop educational resources, developing induction/orientation packs, identifying learning opportunities in their area, updating about the pre-reg course and mentoring skills and creating a learning environment.
Mentorship and The Development Of Discipline Specific Updates
This insight session will highlight the preparation and delivery of discipline specific mentorship updates by the Lothian and Borders Practice Education Facilitators - PEFs. We will briefly mention how and why we came to the current format, the content of the updates and future developments. Staff/students will be encouraged to discuss these issues and offer suggestions for developing the update.
Generating relevant and user-friendly referencing booklets for students new to the Higher Education sector - from the simple to the complex
The practice of providing a bank of references as an evidence base to academic argument and discourse is an important marker of the arrival of nursing students into the higher education sector. Recently a new set of referencing guidelines was generated through the work of a small group of staff at the College including a librarian, an effective learning advisor and a lecturer with an interest in referencing. The group agreed to adopt the Harvard style of referencing and two booklets were generated, one offering information on the more common forms of referencing (e.g. books, journals, internet) and a further volume which addresses the more complex aspects of the task (e.g. email, film and personal communication). Both booklets have been very positively received.
Implementing the Flying Start Development Programme: The Challenges And Strategies
This session will explore the strategies applied by NHS Lothian and Borders to support the implementation of the Flying Start NHS Development programme. There will opportunities to discuss the ongoing and future challenges including existing development programmes, KSF, rotational programmes, funding and resource issues.
Equality and diversity workshops in the pre-registrationcurriculum
This material is delivered by a mix of online preparation, small-group facilitated workshop sessions and an online consolidation exercise with automatic e-feedback. The sessions are designed to provoke both thinking and increasing self-awareness amongst students of E and D issues, whilst introducing them to some of the legislative backdrop to this aspect of engaging with both colleagues and the public we serve. They have been well received by students at the workshops with good attendance, participation and feedback and there have been some positive comments made on evaluation, with no negative responses (as yet). The combination of introducing a new dimension of teaching to our CFP nursing curriculum and the mixed methods of delivery provide a comprehensive and varied approach to this increasingly important facet of professional life.
The Establishment Of A Clinical Faculty
Clinical Faculty are members of the School of Health, Nursing & Midwifery whose major emphasis is that of clinical instruction, clinical scholarship and direct patient care. Although they enjoy the privileges of School membership, in relation to university resources, they are not employed by the School and will be offered 3-year rolling contracts within the Faculty.
The Benefits of Rural Clinical Placement for Student Midwives
This presentation aims to discuss the benefits for student midwives to undertake clinical placement in remote and rural areas in order for them to experience different settings, models and philosophies of care and working practices to better prepare them for a modern Scottish Maternity Service.
Proposal For A Centre Of Excellence In Psychiatric Therapies
The School of Health, Nursing and Midwifery has developed an extensive range of single modules and specific programmes in the field of Psychological Therapies. As a response to the recently published Review of Mental Health Services and the redesign of clinical services into multi-disciplinary teams, we have decided to capitalise on our provision and set our strategic direction into the development of a Centre for Psychosocial Services. We will shortly appoint a Professor in Psychological Therapies to lead the Centre and further develop its impact in practice.
Baby-Friendly Best Practice Standards Into Breastfeeding Education For Student Midwives And Health Visitors
This presentation will provide a greater insight in to the requirements for both the certificate of commitment and the full accreditation. The processes involved in implementing the best practice standards into the curriculum and those involving clinical collaboration will also be described, including the highs and low of being the first university to go through this process.
The students' experience of the relevance and application of Applied Suicide Intervention and Skills Training - ASIST
In 2004 a group of Mental Health Pre-registration nursing students heard Caroline Farquhar speak at a Nursing Times conference about Choose Life and Applied Suicide Intervention Skills Training - ASIST. The Local Choose Life co-ordinator, Jocelyn Rose, was invited to speak at Bell and from that meeting the team approached the Head of the School of Nursing for permission to embed ASIST in the pre-registration Mental Health Nursing BSc/Dip HE. Bell College is unique in embedding ASIST in to Pre-Registration Mental Health Nursing. It is said however, due to the success of ASIST across Scotland, that many health and social care organisations are planning to make the programme mandatory.
The ASIST programme is currently delivered as part of Semester 3 and evaluations are consistently positive. The programme is skills based, enabling participants to develop skills in detecting thoughts of suicide at the point they are happening, discussing thoughts of suicide and moving towards development of a safeplan in conjunction with the person at risk. This is delivered through a range of teaching strategies including simulation, facilitation, lecture and group work.
In October, two additional ASIST trainers were trained by Choose Life/Living Works with a view to developing the training provision in Bell College further including the implementation of Suicide Talk in to Semester 2 ensuring that Adult nursing students benefit from training in suicide prevention.
SiMULATION IN PRE-REGISTRATION MENTAL HEALTH NURSING
Development of skills through Simulation has always been part of the Pre-registration Mental Health Nursing Programme, it has been through the use of technology that this practice has been developed over the last 3 years. Both the Hamilton and Dumfries campus have Communication/Simulation suites in which the students can practice essential mental health nursing skills in a safe, supportive and challenging environment.
The following list outlines the current Simulation content of the Pre-registration branch programme:
Semester 3: | Assessment Interviewing, Social Skills Training, Breakaway techniques, Venapuncture, managing conflict in teams, intervention for people who hear voices and experience distressing beliefs and Applied Suicide Intervention Skills. |
Semester 4: | Talking Therapy skills - component of CBT, IPT, SFBT. Integrated Life Support I. |
Semester 5: | Fundamentals of Care in the presence of a Dementia Type Illness. Communication and Dementia including Pre-therapy. |
Semester 6: | Motivational interviewing, Integrated Life Support II. |
Simulation and skill development has been integrated into the Portfolio of Practice with students being recorded at key times, demonstrating skills from each semester. This then forms part of their Portfolio of Practice with a supporting analytical Portfolio entry, reflecting upon the experience and peer feedback during the sessions.
A specific piece of research is being planned to evaluate the Simulation component of the course, some are however, currently evaluated individually.
'Working with NHS 24 to provide clinical experience for students'
This session will outline progress to date in exploring the potential learning opportunities which could be afforded to students by NHS 24 and seeks to generate discussion around other innovative approaches to clinical learning.
reflective groups and nurse preparation-a comparison of the effectiveness of reflective groups between child health and mental health branches
A qualitative study was undertaken into the effectiveness of group reflection in both child health and mental health branches. The groups proved valuable in helping students negotiate the transition from novice to registered practitioner. Issues of student preparation, group structure and the skills required to effectively manage reflective groups are highlighted as key factors in the success or otherwise of reflective groups.
Reflective practice in action, structured approach to reflection in year 3 of the Child Branch Programme
This session will complement the session above outlined by Brian Gould. The aim is to outline the structure of student led reflection in year 3 of the programme, share some of the reflections (with student's permission) and look at how this impacted on the development of the Child Health Nurse in preparation for transition to registered nurse.
Degree option modules for child protection and multi-agency shared learning
The presenters, one from social work and one from a health background, will share some of the approaches used to facilitate interprofessional learning in Napier University's level 9 child protection modules. Examples of some of the teaching methods and resources used will be available to the audience.
Team Mentorship in the Labour Ward
Team Mentorship Model was implemented to extend the student support in the labour ward. This was an initiative steered forward by the Midwife Lecturer/Teaching Fellow and a PGCE student. Feedback from both students and mentors have been positive.
Learning packages to support community placements within adult programme
The learning package was developed to encourage students to be self-directed, and ensure equity of knowledge/experience for all students working in the community setting. The package is worked in conjunction with the learning outcomes for community placements.
Student Absence Protocol in Midwifery
The Student Absence Protocol aims to provide a systematic way of ensuring that student midwives take responsibility to demonstrate how they would retrieve the learning outcomes for missed classes.
Collaborative Curriculum Design and Delivery: The involvement of stakeholders
The principle of involving people with a learning disability in service provision has been embodied in recent government documents and initiatives (Scottish Executive, 2000; 2002). These principles led to two developments within Napier University learning disability teaching team. The first was the development of a group - LDNDG - which brings together educationalists, student representatives and practising learning disability nurses from a range of specialities. The second development was the setting up of a regular stakeholders' event. The broad aim of these events are to allow the ideas which have arisen from the LDNDG about how best to educate learning disability nurses, to be shared with, discussed and revised in collaboration with people with a learning disability and those who support them.
Enabling Student Midwives to be supported by the supervisory framework
To disseminate information on an innovative partnership with Supervisors of Midwives from clinical practice and to develop a productive relationship between students and supervisors through a series of open days and reflective learning episodes during the pre registration programme.
HNC in adult, mh, ld & child- SQA Gold Partnership Award
Mental Health Education and User and Carer Involvement
User and carer involvement in the preparation of student nurses for practice has become central to the work of the Mental Health Team at Napier University. This session will outline the team's experiences and highlight a range of important issues that are of relevance to those concerned with ensuring the voice of users and carers influences the educational preparation of student nurses.
The value of Erasmus Exchanges
For the past ten years Bell College and two Institutions in Finland (Hame Polytechnic and Kymenlaakso Polytechnic) have been involved in successful Erasmus Exchanges with nursing students. These have proven to be very successful. This presentation will highlight the value of this from the student's perspective, in terms of those students who go to Finland from Bell College and the Finnish students who come to study. Personal development as well as professional development are highlighted as particular strengths of undertaking such an experience. Overcoming communication barriers help to increase self-confidence and maximises the use of transferable skills in a nursing context.
Off to a Flying Start
Since the PEF role was first implemented in 2004 the PEFs in the then NHS Argyll and Clyde have been included in the preparation of year 3 students who were about to register during semester three of the University of Paisley Pre-registration Programme. These sessions have been evaluated and adapted each time and currently include an introduction to Flying Start.
The Spiritual Dimension of Health and Social Care Module
Students were assisted to achieve personal insights into their own spirituality prior to addressing the therapeutic use of spiritual care giving to individuals. Associated ethical issues as well as clients', carers' and relatives' needs and expectations were included in the module content. The module was delivered by Bell College lecturers and specialist visiting lecturers over a 9-week period using group discussion, self-awareness exercises, workshops and seminars.
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