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Investing in, and Valuing, Mentors

An insight into our recent development day for mentors outlining the structure of the day, the speakers, workshops, eclectic approaches to teaching and learning of the day, success and evaluation of the day.

NHS Greater Glasgow Practice Education Facilitators for Mental Health, Learning Disability and Addiction Partnerships

The Practice Education Facilitator ( PEF) role is designed to contribute to the clinical learning environment by providing support, educational input and development activities for mentors and students within HNC, pre-registration and post registration educational activities.

Mentor Toolkit - Supporting Mentors in practice

The Lothian and Borders PEFs in association with Napier University have developed a "Mentor Toolkit"- a resource to be utilised in all practice placement areas. This provides useful information for mentors about their role in supporting and assessing pre-registration students.

An evaluation of the undergraduate nursing students' experience using MicroSim - an innovative self-directed learning system

Tripartite collaboration for practice-based learning?

Tripartite collaboration in developing a strategic approach for effective practice learning in undergraduate nursing and midwifery curricula.

NORTH ISLES PLACEMENTS

This project is a joint collaborative venture with ourselves and The Robert Gordon University, Aberdeen and is about the development of clinical placements on our more remote, outer island settings.

Raising Awareness of Gender Abuse (A Midwifery Perspective)

Third year student midwives propose to present posters as part of their work on Gender Abuse. This poster presentation has been endorsed by the Link Midwives (Glasgow) for Gender Abuse.

The emerging relationship between mental health Practice Education Facilitators and the teaching team at Bell College including the generation of a clinical skills framework across the mental health programme: education and practice in collaboration

International Development, Initial involvement in Malawi:

In late 2004, Heather Simpson and Alison McLachlan were invited by Strathclyde University to provide health expertise in the commissioning of a Maternity Unit located in Lilongwe, Malawi. The proposed Maternity Unit would be built adjacent to the David Livingstone Memorial Clinic. The purpose was twofold, in so much as the unit would provide a crucial healthcare resource to the local people but also importantly serve educationally as a model of excellence in maternity care. Kamuzu College of Nursing would provide the educational leadership and support to facilitate midwifery practice development and student learning in this new and innovative practice resource.

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.

Introduction To Welcome Packs Online

Prompted by the 'Development of Quality Standards for Practice Placements' ( NES, 2003), The Practice Education Facilitator Team in Lanarkshire have produced a generic 'Welcome Pack' which can be used in all the clinical areas. This document can be accessed by staff and students as required. A copy of the packs will be held on the internal intranet site and students can access information prior to placement.

does a skills lab foster a partnership approach?

Exploration of collaborative approach between Robert Gordon University (Child Branch lecturers) and clinical staff at Royal Aberdeen Children's Hospital in the use of a skills lab for delivering the clinical skills within a module.

Enhancing Learning and Confidence

Pictorial representation of the use of a practical learning environment to help prepare Child Branch Students care for children and young people. Evaluation of the experience is given.

Students - Assessing the Pain

Poster representation of a small survey carried out by student nurses (Child Branch) which begins to explore how/when students begin to develop the skill of assessing and measuring pain in children.

FOURTH-year BSc Students and management skills

Poster presentation of the honours year within a pre-registration nursing course, depicting the development of management skills; interdisciplinary focus and clinical skill development. The students enhance their employability by shadowing NHS managers and gaining additional skills which are usually acquired in the immediate post-registration period.

Interprofessional education

The presentation provides an overview of an interprofessional education initiative for first-year students. The context, drivers and the implementation of the initiative are described. The evaluation highlights the value that the students placed on the experience.

working in partnership to design and deliver a mentor development programme

A Senior Lecturer within the School with primary responsibility to lead activities to support the development, implementation and review of the School Service Education Strategy to support students learning in practice settings located predominantly within Grampian, Orkney and Shetland, together with those allocated nationally from outwith our School. Also, member of the School Senior Staff Group which leads activity related to School strategic planning, development, support andimplementation of the Academic Plan.

The focus of the role is to ensure that students are availed quality learning opportunities to gain the desired standard of clinical competence required pre/post registration. This involves leading, supporting and participating in activities related to maintaining the requirements of mentors, practice teachers and lecturers in practice to meet the requirements of the profession. Supporting Students in Practice Placements in Scotland (1999), NMC Standards for Mentors, Practice Teachers and Teachers (2006).

Leading up the School Student Centre which in collaboration with others supports and co-ordinates all activity, processes and procedures involved in a student's journey from the beginning to the end of a course, which requires an opportunity to gain clinical competence is part of the role.

Within the School working closely with a team of Practice Education Lecturers focusing on supporting student's pre and in placements is an ongoing activity together with having a particular interest in research on teaching, supporting learning and acquisition of clinical competence so as to ensure systems and practice locally is 'fit for purpose' and at the 'cutting edge' of the profession.

Practice-Based Education

This display outlines the PEFs role in facilitating the delivery of appropriate practice-based education to student nurses in practice. The sessions are delivered at appropriate periods of the academic programme and are usually in response to critical incidents, clinical risks or supporting service procedures or protocols.

Communication Strategy to Enhance curriculum development

This poster demonstrates the partnership working around our new curriculum for 2005 - joint work between NHS Tayside, NHS Fife and University of Dundee SNM.

BLended Learning in Nursing and Midwifery Education

A poster which identifies the challenges faced by a module team in the teaching and learning of Research methods in the second year of an undergraduate nursing course. A move to blended learning seemed to offer a solution.

Innovative Use of Computer-Assisted Assessment ( CAA) in Nursing and Midwifery Education

A poster which outlines the use of Computer-Assisted Assessment as a means to assess the teaching and learning of research methods for second-year undergraduate nursing students.

Evaluation of an Innovative Assessment Strategy in Nursing-Midwifery Education

A poster which outlines an evaluation of the CAA process utilised for a cohort of second-year nursing students undertaking a module on research methods.

Use of skills week and professional patients

The development of a skills week at Bell College has proven to be a successful strategy for the development of skills and confidence in our nursing students.

Broadening Horizons

The poster will address some of the frequently asked questions regarding studying abroad. The benefits and challenges will also be discussed based on an evaluation from students who have recent experience of study abroad.

Clinical Competency Resource Pack for Newly Qualified/Appointed Staff

Generic resource pack for newly qualified/appointed staff in the development of clinical skills competency. The resource pack was developed in partnership with Practice Development Nurses, Learning & Development Nurse Advisor and Practice Education Facilitators. The pack provides a standardised approach to preceptorship, promoting reflective practice and the principles of lifelong learning.

Practice Based Education

Clyde division ( NHS Greater Glasgow and Clyde) utilised a mentor needs assessment approach to inform the implementation of the mental health Practice Education Facilitator role. Mentors identified specific areas that required to be addressed in order to develop the mentor role and the overall quality of mentorship. The mental health Practice Education Facilitators have implemented a range of strategies to address the identified needs. The mentor needs analysis tool will be redistributed to allow a comparison and to determine whether any shift can be attributable to the implementation of the Practice Education Facilitator.

Partners in Teaching and Assessment in Clinical Practice

PEF's are practitioners who are committed to the ongoing education and continual professional development of all mentors, newly-qualified nurses, and nursing students. In partnership with our clinical and educational colleagues this is achievable through the process of facilitation, co-ordination, and support. Therefore the PEF's aim in NHS Ayrshire and Arran is to identify opportunities for learning and continuous development in the clinical environment.

Year identification - the impact of introducing a traffic-light-badge system' for student nurses during their training

The poster will provide an overview of how the introduction of a coloured year identification badge for nursing students at the Royal Hospital for Sick Children Edinburgh has impacted on the clinical learning environment and support provided for nursing students. In September 2004 a traffic-light-badge system was introduced into the hospital and nursing students were distributed with a red (first year), yellow (second year) and green (third year) badge to wear whilst in uniform in the clinical setting. The badges were audited by the Practice Education Facilitator 6 months after their introduction, whereby both trained staff and nursing students were consulted on their effectiveness within the clinical area.

Nursing Curriculum: The Significance of Including a Module on Healthy Ageing

The Promoting Healthy Ageing module is part of the Dip HE/ BSc Adult Nursing programme, which students undertake when they branch into the second year of their training. The module aims to encourage students to challenge stereotypes and change the perception of Caring for Older Adults from the negative Cinderella to being as exciting, demanding and interesting as Intensive Care. It was designed to prepare Adult-nursing students with the necessary skills and knowledge to deal effectively with the health needs of the older adult. The theoretical modular content consists of 5 weeks in the School of Health Studies followed by 5 weeks practice placement in an Older Adult Care Environment. The practice module will equip student nurses with the skills and knowledge to work in hospitals, in the community, care homes and independent sectors specialising in the care of older adults.

The significance of developing a Healthy Ageing module within the nursing curriculum is to ensure that nurses for the future have the necessary skills and knowledge to meet and promote the health needs of the older adult.

Algorithms for mentors for poorly performing students

It is evident from conversations with mentors in clinical placements that they feel vulnerable and unsupported should they feel the need to fail a student who is performing badly.

Best of both worlds - nursing and midwifery life science labs at bell college

Since coming together ten years ago nurse lecturers and biologists at Bell College have collaborated to produce an innovative hands-on laboratory based approach to the teaching of life sciences to nursing and midwifery students.

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