Practice Assessment Documentation: Child field of practice

1. Practice Assessment Documentation: Child field of practice Dr Duncan Randall

2. PAD: issues “generic” nature of the Future nurse proficiencies Vs the Programme Standards for pre registration Nursing (NMC 2018 a,b) which require “In accordance with the Nurses & Midwives (Part and Entries in the Register) Order of Council 2004 (SI 2004/1765), which states that entries in the register are to include a registrant’s field of practice…flexibility to design their own curriculum and the autonomy to decide on the proportion of generic and field specific hours provided. AEI to design and deliver a programme of suitable length that ensures the student is proficient in delivering safe and effective care in …fields of nursing. (pg 5) 2.3 ensure that programme learning outcomes reflect the Standards of proficiency for registered nurses and each of the four fields of nursing practice (inc)… children’s nursing 2.4 design and deliver a programme that supports students and provides exposure across all four fields of nursing practice: 2.5 state routes within their pre-registration nursing programme that allows students to enter the register in one or more of the specific fields of nursing practice. ( NMC 2018b)

3. Pad issues cont • Role of academic assessor, practice supervisors and practice assessors • Must have “experience in field of practice and be registrants 6.3 nursing students are assigned to practice and academic assessors who are registered nurses with appropriate equivalent experience for the student’s field of practice (NMC 2018c) • Exposure to all fields?

4. Early validation (1st wave) Southampton through stage 2- happy to share experiences please acknowledge our work • Skills log- final placement module requirement (pass /fail) • Not all skills are to be demonstrated in practice • Continuous development, opportunities to achieve but completed in final placement • Separate to PAD ongoing log of achievement

5. Exposure to field • Student directed- use practice experiences with in placement rotation e.g. mental health issues on a non mental health setting, care of a child or adult with learning disabilities • Community placement mentors helping to facilitate “learning “experience in the other fields e.g. Adult care experience with community nursing teams (district nursing) • Field exposure “signed off students record” a module requirement in last placement

6. Academic assessor • Tracking progression through (parts) years of the course • NMC registrant • Manage clinical assessor support, including meeting with clinical assessor and student to design learning agreement for students who requiring extra support or who are not making sufficient progress • Clinical visitor/coordinator to support academic assessor

7. Aspects for discussion • Theory practice alignment: construction of Proficiencies as field specific • Protected time for clinical assessor and clinical credibility for academic assessors • Role definition academic assessors and programme teams who is responsible for progression? • Resourcing issues to meet new standards- skills, proficiencies and practice requirements

8. Sources • NMC 2018a Standards of proficiency for registered nurses • NMC 2018 b Standards framework for nursing and midwifery education • NMC 2018c Standards for student supervision and assessment • Available from https://www.nmc.org.uk/standards/standards-for-nurses/