PAN Midlands and East Practice Assessment Document (PAD) for Pre-Registration Nurse Education

1. PAN Midlands and East Practice Assessment Document (PAD) for Pre-Registration Nurse Education Abbie Fordham Barnes A collaboration of 20 HEIs in the Midlands and East of England

2. PAN Midlands & the East - The Aim of the Project • To implement a collaborative practice assessment document for nursing inline with the new NMC Standards of Proficiency for Registered Nurses • Established PAN Midlands and East Practice Learning Group • 21 HEIs in the Midlands and East of England • HEE funding

3. The Future of Nurse Education - New NMC Standards At the NMC Council on the 28 March 2018 the Council approved the following standards: • Standards of proficiency for registered nurses • Standards framework for nursing and midwifery education • Standards for student supervision and assessment • Standards for pre-registration nursing programmes • Standards for nurse and midwife prescribing programmes. These standards will replace the 2010 nursing education standards including standards for pre-registration nursing education, requirements of approved education institutions and standards for learning and assessment in practice (SLAIP).

4. The Future of Nurse Education……Two elements to the presentation

5. Standards for Student Supervision and Assessment (Replacing SLAiP) Academic Assessor – e.g. University staff Student Maintaining the quality of the practice learning environment Practice Assessor – e.g. current Registered Mentors / Sign Off Mentors Practice Supervisor – e.g. current Registered Mentor

6. Standards for Student Supervision and Assessment (Replacing SLAiP) Preparing and Assessing the Future Workforce Role of Practice supervisor (For example during transition period – current Registered Mentors) Suitability prepared for role but no specific training, supporting and supervising student in practice setting. Act as role model. No NMC approved programme. Role of Practice Assessor (For example during transition period – current Sign Off Mentors) Student assigned Practice Assessor for a series of placements/per placement per part of the programme Practice Assessor to conduct assessment to confirm progression, training requirements stated by NMC. The Practice Assessor will work in partnership with Academic assessor Role of Academic Assessor (For example – University staff) Assigned Academic assessor . Work in partnership with Practice Assessor. Academic assessor is allocated to the student for each part/year of the programme.

7. Considerations - Standards for Student Supervision and Assessment • Student • Exposure to simulation, concerns over student sense of belonging. assessor anxiety, expectations Practice Supervisor Practice Assessor Academic Assessor • Nominated person/commitment to student/continuity • Designated time • Assess skills • Feedback - PAD & to PA • Inter professional role • Nominated person/commitment to student • Designated time • Working in collaboration with AA midpoint or end point? • Team assessment • Assess skills, professional values, episodes of care • Team approach • Frequency of contact and when? • Develop new roles • Time and logistics • Face to face or electronic contact • Keep it simple/practical • Awareness of students academic progress in theory? Confidentiality?

8. New roles - Regional approach to prepare new roles Transition period 2019 2022 Online/face to face Content to focused on level of experience: Awareness of new curriculum, roles and responsibilities, documentation (ME PAD) giving feedback, action planning, assessment process, failing to fail, accountability. Online/face to face Content to focus on depending on level of experience: Feedback, learning & teaching, learning styles, communication, documentation (ME PAD), awareness of new curriculum, awareness of assessment process, roles & responsibilities Online/face to face Content to focus on depending on level of experience: Action planning, failing to fail, assessment process and theory/strategy, roles and responsibilities, scenarios, giving feedback, communication skills, documentation (ME PAD), accountability, awareness of new curriculum. • Practice Supervisor • Existing Mentors • Preparation for Current students • New Practice Supervisors • Members of MDT • Practice Assessor • Existing Mentors • Existing SOM • New Practice Assessors • Academic Assessor • Current Academic staff • New Academic staff

9. Partnership Working – PAN Midlands and East of England

10. The Scale of the Project

11. The PAN London Collaboration – 11 HEIs

12. Why should we work in partnership? There is a lack of collaborative development of the mentorship role (National Nursing Research Unit 2012 and RCN 2015) • This is a natural step forward…. • Other regions/countries have already successfully implemented a collaborative PAD • Collaborative approach to the implementation of the NMC Standards and Education Framework • Opportunities for further collaborative working • Shared resources • Shared audit processes Cross-organisation working is required to provide a strategic and collaborative approach from HEI, providers and NMC

13. The current PAD - What we already know… Time “We lack time to complete student documentation” “Processes breakdown due to staff shortages, time management and workload” Assessment • “mentors may ‘fail to fail’ because of their lack of knowledge of the assessment process and documentation” “Mentors lack confidence or feel inexperienced in the assessment process” “We need to improve the quality of the assessment process” • “are not effective at measuring all the attributes of clinical Competency” Documentation “what mentors want, if you ask them, is how to use the practice assessment document” “Documentation needs to be improved to make it more user friendly.” There are inconsistencies between HEI which are open to differing interpretation” “

14. Why do we need a collaborative PAD? • Validity and reliability of assessment • Efficiency and saves time • Improve the quality of assessment – overall quality assurance • Student and nurse experience • Improve the quality of our future workforce • Impacts on future employment, recruitment and retention

15. MEPAD Project Timeline Education Frame Workshop Define roles of SSSA, transition and preparation MEPLG Validation Document finalised MEPAD review of PAD Feedback on field focus groups IMPLIMENTATOIN HEIs implement new PAD and SSSA  Development of shared Preparation guidance and resource. MEPLG Website MEPAD Stakeholder Event Validation Events  MEPAD Stakeholder Event NMC Guidance NMC National PAD meeting London Stakeholder Event Practice Assessor, Practice Supervisor, Academic Assessor preparation Document finalised for Validation Start to develop HEI specific guidance Working towards implementation of Annex B - Skills  Electronic PAD Workshop Define process, identify key recommendations Scope platforms MEPAD review of PAD Feedback following Stakeholder events TRANSITION Development of ePAD – Transfer PAD into electronic format Stakeholder Engagement - Communication Strategy

16. The PAN Practice Assessment Document (PAD) Assessment Framework In-direct Supervision Direct Supervision

17. Standards for Student Supervision and Assessment and the PAD Nominated Supervisor per placement Continual feedback – written in PAD Assessment of skills Assessment of formative episode of care Practice Supervisors Practice Supervisors Practice Supervisors Progression Point? Practice Assessor 1 Practice Assessor 2 Practice Assessor 3 Opportunity for periodical assessment Assessment of professional Behaviours Assessment of skills Opportunity for periodical assessment Assessment of professional Behaviours Assessment of skills Opportunity for periodical assessment Assessment of professional Behaviours Assessment of skills Assessment of episode of care Academic Assessors Team approach across placement areas Face to face or electronic contact Awareness of students academic progress

18. Stakeholder Involvement We gained feedback…… Over 1050 people have already been involved through the PAN London PAD group (PLPAD) 1st PAN Midlands and the East of England regional stakeholder event March 2018 - Over 180 students, practitioners and academics provided feedback We will be engaging in future stakeholder events regionally and locally @PANMidsAndEast

19. Next Steps…. • Continue to engage with all stakeholders • Continue to work in partnership with PAN London - development of the ME PAD • Regional newsletter and resources • Work with NMC to facilitate the potential development of a National Practice Assessment Document • Regional collaborative approach to new Standards for students, supervision and Assessment ( Replacing SLAiP) • Electronic PAD • HEI curriculum development – planned NMC approval events early 2019 • Implementation of new NMC Standards from Sept 2019 – Sept 2020

20. KEEP CALM AND LETS WORK TOGETHER @PANMidsAndEast