an integrated approach to pre-registration student nurse education

1. an integrated approachto pre-registration student nurse education Clive Denny: Mental Health Nurse Honorary Lecturer Mental Health Nursing Rebecca Ryder: District Nurse Honorary Lecturer Adult Branch Nursing Clive Denny, E.Rebecca Ryder, Autumn 2003

2. introduction • who we are • who we were • what we were asked to do • what we did • what we are going to do today Clive Denny, E.Rebecca Ryder, Autumn 2003

3. working philosophy “to create educative and therapeutic relationships which facilitate the integration and application of the art and science of nursing, in the provision of nursing care that is evidence based, yet sensitive to the unique needs of every individual patient/client and carer”. Clive Denny, E.Rebecca Ryder, Autumn 2003

4. philosophical claims I • individuals should not have to try to fit their needs to service provision • service provision should fit with the unique needs of individuals • health & Social care should not comprise a maze of fragmented and disparate provision • health and Social care services must be well sign-posted, well mapped and should exist as a connected, seamless continuum Clive Denny, E.Rebecca Ryder, Autumn 2003

5. philosophicalclaims II • all health and social care activity should configure around the needs of patients • all learning activity associated with health and social care should also configure around the needs of patients Clive Denny, E.Rebecca Ryder, Autumn 2003

6. collegiality “an essential aspect of professional practice that requires nurses to view their nurse peers as collaborators in the care-giving process who are valued and respected for their unique contributions.” (Stuart and Sundeen 1995) Clive Denny, E.Rebecca Ryder, Autumn 2003

7. rationale • Making a Difference (DOH 1999) • Fitness for Practice (UKCC 1999) • The NHS Plan (DOH 2000) • Integrated Educational Pathway for Pre-Registration Student Nurses (Denny & Ryder 2000 unpublished) • Preparation of Mentors and Teachers (ENB/DOH 2001) • Placements in Focus (ENB/DOH 2001) • Report on the Quality Pathways for Pre-Registration Nursing Programmes (ENB 2001) Clive Denny, E.Rebecca Ryder, Autumn 2003

8. scope of framework • integrated care pathways • health…..ill-health continuum • multifarious settings • multiple agencies and individuals • fitness for practice and purpose • tradition • embrace: diversity, collaboration, and integration Clive Denny, E.Rebecca Ryder, Autumn 2003

9. the open moorland of learning & practice disciplinarity and ownership – upheld by education’s tendency to validate and support knowledge/practice fields alternative perspective = ‘open moorland’ of learning, without demarcations, barriers, and ownership – hence there are no obstructions to learning and experience (Usher et al., 1997) Clive Denny, E.Rebecca Ryder, Autumn 2003

10. The Pyramid Model Branch Specific-Year Three Branch Specific–Year Two Common Foundation Year Clive Denny, E.Rebecca Ryder, Autumn 2003

11. uni-disciplinary approach prison service health visiting macmillan nurse assessors students Clive Denny, E.Rebecca Ryder, Autumn 2003

12. team centered approach Macmillan Nurse GP Care Manager Nurse Practitioner Continence Specialist Clive Denny, E.Rebecca Ryder, Autumn 2003

13. unleashing the sense of inquiry “to free curiosity; to permit individuals to go charging off in new directions dictated by their own interests; to unleash the sense of inquiry; to open everything to questioning and exploration; to recognize that everything is in a process of change” (Rogers, 1983, p120). Clive Denny, E.Rebecca Ryder, Autumn 2003

14. unleashing the sense of inquiry “to free curiosity; to permit individuals to go charging off in new directions dictated by their own interests; to unleash the sense of inquiry; to open everything to questioning and exploration; to recognize that everything is in a process of change” (Rogers, 1983, p120). Clive Denny, E.Rebecca Ryder, Autumn 2003

15. unleashing the sense of inquiry “to free curiosity; to permit individuals to go charging off in new directions dictated by their own interests; to unleash the sense of inquiry; to open everything to questioning and exploration; to recognise that everything is in a process of change” (Rogers, 1983, p120). Clive Denny, E.Rebecca Ryder, Autumn 2003

16. integrating care pathways Clive Denny, E.Rebecca Ryder, Autumn 2003

17. collaboration and integration S/S MHN MW HV Clive Denny, E.Rebecca Ryder, Autumn 2003

18. concluding comments • adult learning is as much about choice as it is about responsibility and autonomy • nurse education is not vacuum packed, the process and products of learning impact upon mentors, teams, practice, and ultimately upon patients and carers • the facilitation of practice experience should comprise a ‘live’ process of negotiation and interaction Clive Denny, E.Rebecca Ryder, Autumn 2003

19. concluding comments • the IEP model encourages the view of health and social care systems as seamless and collaborative • composition of learning should occur around individual patient need • the facilitation of practice experience requires more in-depth investigation, investment and support Clive Denny, E.Rebecca Ryder, Autumn 2003

20. PRIMARY CARE PRECEPTORSHIP PATHWAY now viewing at Healthcare Trusts near you The Pyramid Model Branch Specific-Year Three Fit For Practice Branch Specific–Year Two Common Foundation Year Clive Denny, E.Rebecca Ryder, Autumn 2003