Context of healthcare education 2017 The future professional

Context of healthcare education 2017 The future professional

Context of healthcare education 2017 The future professional Mentorship Conference, Yeovil Campus 1st November 2017 Dr Katherine Curtis Associate Professor and Head of Department of Nursing and Clinical Sciences The last 5 years: some of the drivers for change The Five Year Forward View Identified a significant and widening gap between current resources and demand on the service in each of the following areas:

1. Health and wellbeing 2. Care and quality 3. Funding and efficiency. Preparing for the future Next Steps published in March 2017 set out how the NHS will deliver practical improvements and transform the way care is delivered to ease pressure on hospitals. This work is currently supported by: Academic Health Science Networks (AHSNs) supporting innovation and improvement Vanguard sites trialling new models of care focused on better integrated services, moving some specialist care out of hospitals to the community; linking hospitals together Sustainability and Transformation Plan development in 44 geographical areas working together to reduce pressures

Leading Change, Adding Value: A Framework for Nursing, Midwifery and Care Staff, 2016 Jane Cummings, CNO England Health and wellbeing: a greater focus on prevention 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 New nursing roles and education arising from the Shape of Caring

agenda: Nursing Associate role 2000 trainees at 35 test sites in England funded by HEE - intention is support for the delivery of nursing care across the Integrated Care sector - work under the leadership of Registered Nurses - Consultation/review of test pilots Spring 2018 - Consultation on NMC Regulation opened Oct.17 Nursing Associate Apprenticeship Standard approved in Aug.17 & EPA submitted - EPA yet to be published (possibly Feb.2018) Registered Nurse Degree Apprenticeship Standards published in Nov.2016 - End Point Assessment (EPA) published 2017 The Nursing Career Pathway:

Opportunities - work towards: Taken from Rafferty 2017 New education pathways Apprenticeships: UK Government aims to improve skills for the UK workforce and has doubled investment to 2.5bn Plan for 3 million new apprenticeship places by 2020 To fund this, an Apprenticeship Levy came into effect on 6th April 2017: it requires all employers in the UK with a pay bill over 3 million/year to give 0.05% of their total pay bill to HM Revenue and Customs The NHS levy will amount to around 200m per year Levy money is not ring-fenced and must be spent within a set number of months - considerable pressure for employers to recover their contributions Independent approval of Apprenticeship Standards and regulation of quality via Institute for Apprenticeships/organisations listed on Register of Apprentice Assessment Organisations (RoAAO).

NHS Apprenticeships Standards & Quality Principles Document for employers and those leading on apprenticeships in their organisation, identifies 21 principles 3 main themes: - Embedding apprenticeships in the organisations workforce strategy - Securing management commitment - Effective learning programmes and processes To be considered alongside the Health Education England Quality Framework for education and training

Apprenticeships are tightly controlled: Combine practical on the job training with study Apprentices must be employed for a minimum of 30 hours/week Employer pays tuition fees and salary for apprentice Levy can be drawn down by employers to pay for tuition only and price decided between employer and education provider (education funding bands set a maximum currently up to 27,000 for some degree apprenticeships) Apprenticeship requires a standard end point assessment (independent) Universities to work with employers to deliver degree apprenticeships BU current development activity: Nursing Associate Apprenticeship in partnership with Bournemouth and Poole College Nursing Associate

apprenticeship Nursing Associate apprentice must meet 15 standards set out in the Care Certificate prior to taking their End Point Assessment The Nursing Associate will deliver high quality personcentred care across health and social care settings Will work within all aspects of the nursing process, taking account of the perspectives and pathways of individuals and person-centred care Will support RNs in the assessment, planning, delivery and evaluation of care Domains for Nursing Associate 1. Professional values and

parameters of practice 2. Person-centred approaches to care 3. Delivering nursing care 4. Communication and interpersonal skills 5. Team-working and leadership 6. Duty of care, candour, equality & diversity 7. Supporting learning and assessment in practice 8. Research development & innovation Skills and knowledge descriptions are currently based on the Nursing Associate Curriculum Framework (HEE 2017) RN Degree Apprenticeship Standard

Currently aligned to NMC (2010) Pre-registration Nurse Education Standards Person-centred focus with an emphasis on multi-disciplinary, interprofessional and multiagency working Different areas of nursing work home, community, hospital, social care, public health Must be provided by NMC Approved Education Institution (AEI) Typical duration 4 years Core Domains for Registered Nurse Leadership, management and team-working Professional values Nursing practice and decisionmaking

Communication and interpersonal skills Option specific domains for 1) Adult, 2) Children, 3) Learning Disability and 4) Mental Health Essential skills clusters i) care, compassion and communication ii) organisational aspects of care iii) Infection prevention and control iv) Nutrition and fluid Registered Nurse Degree Apprenticeship End Point Assessment (EPA) Assessment method Area assessed

Assessed by Grading Reflective essay open book, under controlled and timed conditions up to max. 2 hours 1. Leadership, management and team working 2. Professional Values 3. Nursing Practice and decision making 4. Communication and interpersonal skills

Independent assessment organisation Fail (0-39%) Pass (40-55%) Merit (56-69%) Distinction (70%+) The reflective essay must demonstrate the apprentices knowledge, skills and understanding across the core competences of the Standard. The reflective essay must also demonstrate values and behaviours being applied to nursing practice Professional discussion with independent assessor 60 minutes Discussion focused on

context-based scenario to assess the apprentices skills, knowledge and behaviours in regard to the four components Independent assessment organisation Fail (0-39%) Pass (40-55%) Merit (56-69%) Distinction (70%+) New (draft) NMC Preregistration Nurse Education Standards (2018) Aimed at: addressing

employers changing needs such as supporting learners in the practice area, enhanced leadership, enhanced knowledge and skills for physical assessment with diagnostics with nurse prescribing preparation New practice education roles arising from the 2018 NMC Education Framework:

SLAIP Standards (NMC 2008) are being replaced by a new NMC Education Framework (still in draft) Mentorship as a term used within nurse education will cease Practice based support for student learning and student assessment will continue and is emphasised as a partnership HEI & Practice Supervisors and Practice Assessors will be the supporting and assessing roles in student nurse education within placements

Current plans: Curriculum review of 9 BSc (Hons) Healthcare programmes including 3 fields of nursing in May 2018. This allows: future-proof health professional programmes developed in consultation with stakeholders 3 interprofessional units (1 per year), enabling students of mental health, adult and CYP nursing to interact with and learn from each other and other students including Paramedic Science, ODP, PT, OT, MW and Social Work Single entry and dual exit format Investment in many new buildings and facilities, such as virtual classrooms and Anatomage Table Our high tech, high touch approach .

gives students 24/7 online access to study materials, advice and support, timetables, library resources via our Virtual Learning Environment Brightspace; mobile phone apps & open access areas promotes a vibrant and stimulating learning environment where knowledge, skills and understanding can be checked and enhanced with academics, student peers, service users and partners from professional practice during on-campus lectures, seminars, clinical skills labs, etc. broad-ranging opportunities for personal and professional development Student experience is important if students enjoy university and placements they are more likely to choose that region/speciality for employment comments about BU from final year nursing Student nurses not only students: Coming to BU has given me

loads of opportunities to expand my experiences and improve my CV for employment. I represent the university at sport and have been part of TeamBUs lacrosse team since starting my first year coming to Bournemouth was the best decision I have made; the place is amazing, the people are lovely and the experience of studying at this university has put me on the map and this is just the beginning of where I can go! come away with a degree, a

family of nursing graduates and a seaside tan (if you get chance to visit the gorgeous beach), but here at Bournemouth University you gain experience, confidence and life skills that help develop you as an individual Imagine... a 2020 multi-disciplinary team? Im a Band 5 RN, degree level qualified in 2016, completed mentorship in 2017, now Practice Assessor for 1 Nursing Associate Apprentice, 1 full-time BSc Student Nurse and 1 new RN Degree Level Apprentice Im a Band 3 Health Care Assistant who

has just been accepted to start my Nursing Associate Apprenticeship, hoping to become a RN one day but will work as a Band 4 NA or a few years first Im a full-time BSc(Hons) final year Student Physiotherapist (with 3 years of student loan debt) Im a Nurse Consultant in Emergency Care, personally funding a parttime PhD at University with contributions from my employer

Im an experienced Band 6 RN, qualified with a Diploma in 2007 with CPD in Emergency Care (no debt to pay off) and just starting a part-time Masters Level Advanced Clinical Practice Apprenticeship Managing future opportunities and challenges to maximise success: sharing ideas Between us, as partners in education, we need to consider: How we support this transition to new roles and education pathways? How the Practice Supervisors and Practice Assessors of the future (replacing mentorship) prepare for their role and this complexity within the learner workforce? Any

questions?

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