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NIPEC Education Seminar 20 th February 2008

NIPEC Education Seminar 20 th February 2008. Paddie Blaney Chief Executive. In event of an emergency Housekeeping. changes?. Education-side changes. Appointment of Owen Barr as Head of Nursing School at University of Ulster. Service-side changes.

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NIPEC Education Seminar 20 th February 2008

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  1. NIPEC Education Seminar 20th February 2008 Paddie Blaney Chief Executive

  2. In event of an emergency • Housekeeping

  3. changes?

  4. Education-side changes • Appointment of Owen Barr as Head of Nursing School at University of Ulster

  5. Service-side changes • Moira Davren, Co-director of Education & Learning, Belfast H&SC Trust • Elizabeth Graham, Head of Nursing Education & Development, Northern H&SC Trust • Bob Brown, Assistant Director of Nursing, Learning & Development, South Eastern H&SC Trust • Caroline Goldthorpe, Assistant Director of Nursing, Workforce, Development and Training, Southern H&SC Trust • Brendan McGrath, Assistant Director of Nursing, Workforce, Planning & Modernisation, Western H&SC Trust

  6. NIPEC –side changes • This seminar last year we were transferring NIPEC’s functions into the HSC Authority • October 2007 there was unlikely to be any substantive change until April 2009 • February 2008 consultation on retaining NIPEC

  7. programme?

  8. Brief 2.00 pm Welcome Introduction of the new HSC Trusts 2.30 pm Summary of Outcomes of Monitoring Activities 2.50 pm NMC Standards for Learning & Assessment in Practice 3.20 pm Learning Needs Analysis 3.40 pm Simulated Learning -Overview NMC requirements -Simulated Learning in Practice 4.15 pm Open discussion Brief My apologies!

  9. Education Seminar 20th February 2008 Summary of Monitoring Activity L Barrowman

  10. Quality Assurance of DHSSPS Commissioned Development and Education (Non-NMC Registered or Recorded NIPEC is responsible for Quality Assuring a sample of the above activity agreed annually with DHSSPS The activity is taken forward as specified within the Quality Assurance Framework agreed with the DHSSPS

  11. Quality Assurance of DHSSPS Commissioned Development and Education (Non-NMC Registered or Recorded A set of ten underpinning principles have been identified within the QA Framework against which activities are assessed and involve : • Transparency of the provider’s intentions • Making best use of partnership working • Demonstrating links with improving patient and client care • Providing value for money

  12. Quality Assurance of DHSSPS Commissioned Development and Education (Non-NMC Registered or Recorded All providers were monitored in relation to the funded development, which involved : • Reviewing documentation • Meeting with the senior staff who co-ordinated the activity • Meeting with a sample of staff who participated in the activity and their managers • Writing a report

  13. Monitoring activities 2006-2007 • Family Planning & Reproductive Sexual Health Short Course – Queen’s University, Belfast • Preparation of Supervisor of Midwives – Queen’s University, Belfast • Rheumatology Multi Disciplinary Short Course – University of Ulster • Eating Disorders Multi Disciplinary Short Course– University of Ulster

  14. Monitoring activities 2006-2007 • Mediation Advanced Course – Royal College of Nursing • Paediatric Leadership Programme – Royal Group of Hospitals Trust • Principles for Adult Intensive Care Nursing Short Course: – Beeches Management Centre • Theatre Nursing Short Course – Educare

  15. Summary of outcomes All providers demonstrated an open and transparent manner Overall activities demonstrated that participants were satisfied A number of issues were identified for individual provider’s attention A number of recommendations were made to the DHSSPS for consideration

  16. Recommendations and considerations To demonstrate links between the activity and improved patient/client care it was recommended that: • all activities should include an assessment of practice outcome • follow-up questionnaires should be issued to managers and participants 6 months following the activity

  17. Recommendations and considerations It was recommended that partnership working should be strengthened It was also noted that more attention should be given to providing clear documentation to evidence planning, delivery and evaluation of development of practice activities

  18. Monitoring for 2007-2008 Short Courses UU – Short Course in Diabetic Care BHSCT – Musgrave Park Hospital Casting Course Stand Alone Modules BHSCT– Intensive Care Nursing accredited by QUB BMC – Professional Issues in Nursing Educare – Infection Control in Clinical Practice

  19. Monitoring for 2007-2008 Other Courses International Association of Infant Massage – Baby Massage RCN – Fostering a culture of effectiveness through practice development

  20. Monitoring for 2007-2008 Development of Practice WHSCT - Altnagelvin Hospital Legacy Trust Band 5 nurses developing competencies for the role of ward sister or ward manager WHSCT - Foyle Legacy Trust leadership programmes for band 6/7 and band 5 nurses SHSCT leadership programme for ward managers and team leaders

  21. Monitoring for 2007-2008 Development of Practice BHSCT - N&W legacy Trust district nurses strategic development in integrated multidisciplinary team working. BHSCT - RGH legacy Trust ENT Practice Development programme BHSCT - RGH legacy Trust RHSC Leadership programme

  22. Education Seminar 20th February 2008 NIPEC Project NMC Standards to Support Learning and Assessment in Practice L Barrowman N Walker

  23. NIPEC Project DHSSPS requested that NIPEC project manage the work required to implement the NMC Standards in Northern Ireland. It was agreed to use a regional approach to the implementation

  24. NIPEC Project • A Steering Group was set up to oversee the work chaired by Eleanor Hayes • A Project Group was set up to take forward the work in the stakeholder organisations, chaired by L Barrowman • Both groups has representation from Independent and Health and Social Care Service and Education Providers • A project plan was agreed • Project Officers were funded by the DHSSPS

  25. Communication Strategy • NIPEC web-site www.nipec.n-i.nhs.uk • Bulletins • Face to face meetings • Email • Phone

  26. Key work areas Three key areas were taken forward through the project; • Mapping current mentors and practice teachers against NMC Standards • Setting up local registers of mentors and practice teachers • Developing mentor programmes We will be providing an update of the current position

  27. Mapping mentors and practice teachers • Mapping tools were developed to facilitate this • Phase 1 ending September 2007 • Phase 2 ending February 2008 • Current position • HSC Trusts • Independent Sector • Scoping exercise early March 2008

  28. Local Registers – ‘setting up’ • HRMS used as the platform • Current position • Service providers • Education providers

  29. Mentor and Practice Teacher Preparation • Underpinning principles www.nipec.n-i.nhs.uk • Regional mentor programme developed which has been approved by HLSP on behalf of NMC • Practice Teacher programme being taken forward by ECG in collaboration with University of Ulster • Mentors and practice teachers who successfully complete the programme will be entered on the local Register of mentors and practice teachers

  30. Ongoing Implementation and Management • The Project managed the implementation of the NMC Standards • Service and education programme providers will be responsible for the on-going implementation and establishing quality assurance systems to monitor compliance • Responsibilities paper • Handbook for ward managers • Final Report and Evaluation

  31. Infrastructure to support learning in practice • NIPEC Practice Placement Project (NIPEC, 2003) recommended the development of an infrastructure in Trusts to support learning in practice • DHSSPS Report of the Working Group convened to Review an Infrastructure to Support Learning in Practice (DHSSPS, 2007) made further recommendations

  32. Infrastructure to support learning in practice DHSSPS has now agreed to provide funding for an infrastructure in the Trusts Funding will be available from August 2008 One million pounds year 1 (August 07 to April 08) and two million pounds recurring thereafter An implementation group is being established to take this forward

  33. Education Seminar 20th February 2007 Learning Needs Analysis Brendan McGrath Lesley Barrowman

  34. Work-force competence • Trusts are in the business of delivering high quality care to their patients and clients • To do this requires nurses and midwives who are knowledgeable and competent • Learning and development requirements of individuals and groups of staff should be based on accurate identification of need.

  35. Learning and Development Needs Processes for identification of learning and development needs are at varying stages of sophistication across the HSC Trusts and may involve: • a quick and dirty approach often as a response to the annual ECG commissioning activity • a systematic process related to service development • many variations between.

  36. Learning Needs Analysis – What is it? Learning and development needs can be better identified using a structured process. LNA is a systematic process of gathering information to see if there are any gaps in the existing skills, knowledge and attitude of nurses and midwives to equip them to deliver care to the standard required to meet service objectives.

  37. Learning Needs Analysis – What is it? LNA involves gathering information about the current capabilities of nurses and midwives in specific clinical locations, determining the current requirements and analysis of the implications of new and changed roles.

  38. Learning Needs Analysis LNA needs to be considered within a short, medium and long-term strategic framework informed by • the overall strategic developments in the HSCNI • the service objectives of the organisation and how each part of the organisation contributes to this • the competencies and skill sets required to meet Trust and departmental outputs

  39. Learning Needs Analysis The staff profile of each clinical facility will drive the process in relation to • The roles and capabilities required to meet service objectives (person specifications/ job profiles) • Capabilities of staff in post • Gaps between capabilities and requirements • Identification of learning needs and how they may be met (PDP)

  40. Learning Needs Analysis NIPEC has been considering how it may help Trusts in relation to this very difficult area of activity, underpinned by an approach to learning that values all types of learning. A meeting of education leads is being proposed later in the year to take this forward.

  41. Learning Needs Analysis NIPEC has already undertaken some work with the NI Hospice and the WHSCT. This has involved activities with key staff to inform them about LNA and facilitating a workshop at WHSCT with Brendan McGrath. A summary of the LNA activities in the Western Trust is being presented by Brendan McGrath.

  42. Education seminar 20th February 2008 Simulated learning: overview of NMC requirements L Barrowman

  43. NMC Simulated Learning Practice Project A Project was carried out by NMC to develop standards for the use of simulated learning. A Pilot Study was carried out between October 2006 to January 2007 across 13 pilot sites

  44. NMC Simulated Learning Practice Project Providers were permitted to use up to 7 days (or equivalent) of practice time for simulated learning whilst adhering to predetermined principles The project outcomes were evaluated using a common data set developed from NMC standards

  45. NMC Simulated Learning Practice Project The findings were overwhelmingly positive and supported the following: • Helps students achieve learning outcomes • Provides students with learning opportunities which are not possible in the clinical setting • Help increase student confidence in approaching clinical situations

  46. NMC Simulated Learning Practice Project The full report published in December 2007 is available to download from the NMC web-site www.nmc-uk.org The NMC has now published a circular (36/2007) - Supporting direct care through simulated practice learning in pre-registration nursing education

  47. NMC Circular 36/2007 The circular sets out the arrangements for using simulated practice learning and permits programme providers to use a maximum of 300 hours of the 2300 practice hours to provide clinical training within a simulated practice environment …..

  48. NMC Circular 36/2007 The practice learning environment requires to be audited using a set of 5 principles set out in the circular Providers will require an amendment to their programmes to introduce this type of learning Local providers already use simulated learning within the theory element to enhance learning

  49. Presentations This presentation will be available for download at http://www.nipec.n-i.nhs.uk/presentations

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