An introduction to changes in nursing pre-registration education

1. An introduction to changes in nursing pre-registration education [Speaker name][Speaker title] [Presentation date]

2. The drivers for change • Desire to enhance patient safety and quality of care • Ageing population • Complex healthcare needs and increasing long-term conditions • Care being delivered closer to home • Need for nurses to have high levels of critical and analytical thinking at point of registration

3. Changes to pre-registration nursing education • To enable nurses to meet these challenges, pre-registration nursing education is changing • The Nursing & Midwifery Council (NMC) consulted on changes to pre-registration education • NMC published Standards for pre-registration nursing education on 16th September 2010

4. Standards for pre-registration nursing education • Safe and effective nurses at point of registration • Wider thinking needed for practice learning opportunities – increasing community exposure • ‘Fields of practice’ rather than ‘branches’ – Adult, Children’s, Mental Health, Learning Disabilities • Greater emphasis on partnership working between employer and education provider • Qualified to degree level before registration • First courses using the standards will start in 2011 • All courses will use the standards by 2013

5. Outcome of the standards – Nurses will… • Be autonomous practitioners • Have the skills to deliver high quality care to meet future healthcare needs • Meet the essential mental and physical needs of people of all ages • Meet complex needs in their field of practice • Think analytically, high levels of professional judgement • Plan, deliver and evaluate effective, evidence based care safely and confidently

6. Nurses will…(continued) • Manage complex care using the latest technology • Drive up standards and quality • Manage resources and work across service boundaries • Lead, delegate, supervise and challenge other nurses and healthcare professionals • Lead and participate in multi-disciplinary teams • Provide leadership in promoting and sustaining change and innovation, developing services and using technical advances to meet future needs and expectations

7. What does this mean for us? Opportunity to: • Develop the nurses we need for the future – able to competently and safely deliver the services we need • Plan and develop the shape of the future nursing workforce to maximise the benefits from the changes

8. What does this mean for us? Risks if we don’t fully engage: • Impact on future service quality • Shape of the future nursing workforce not fit for purpose • Issues with recruitment and retention • Impact on staff morale • Impact on students during practice learning • Missed opportunity

9. How can we make the most of the opportunity? - Checklist • Develop an implementation/project plan • Review educational governance • Partnership working with our education provider • Develop a communications and engagement strategy • Recognise the importance of mentors • Plan the future shape of the nursing workforce • Evaluate and review

10. Partnership working with our education provider to… • Help shape the curriculum – ensure we get the nurses we need • Be involved in student recruitment and selection – focus on quality • Help develop innovative practice learning opportunities in a range of settings – support broad student learning • Provide quality learning opportunities – create cultural attachment • Provide designated officer(s) as points of contact

11. Communicate and engage effectively to… • Demonstrate how the changes will benefit patients • Create understanding of the need for change • Encourage involvement in driving the changes • Have staff fully ‘on board’ • Support mentors and supervisors • Dispel myths and rumours

12. Ensure communication and engagement with… Current nursing workforce Preceptors HR department Support workforce Mentors and supervisorsEducation providers Finance Patients/Service Users/Carers Wider multi-disciplinary teams & managers Schools Local community

13. Recognise the importance of mentors • 50% of pre-registration education is practice learning • Mentors must have the right skills and confidence to support new student nurses • Opportunity to audit and profile current mentors and arrangements for supporting mentors • Communication with mentors is key to success • Some may be feeling vulnerable and require support

14. Plan the future shape of the nursing workforce It is critical that registered nurses do what they have been uniquely trained for. • What does the future nurse look like? • What will the nursing team look like? • Examine what can be delegated to support roles, releasing time for registered nurses • Identify models and education requirements for the support workforce

15. Reporting and evaluation • Take whole systems approach, including: financial, workforce and service context • Ensure accurate baseline data • Identify points for review and evaluation • Create internal reporting structure to monitor and evaluate success

16. Resources and further reading http://standards.nmc-uk.org Nursing & Midwifery Council – Standards for pre-registration nursing education www.nhsemployers.org/nursing NHS Employers nursing web pages, including implementation guide and FAQ’s www.nhsemployers.org/supportworkforce NHS Employers support workers web pages www.nhsemployers.org/staffengagement NHS Employers staff engagement web pages www.nhscareers.nhs.uk/nursing NHS Careers nursing ‘micro-site’ www.nhsbsa.nhs.uk/students NHS student support, including bursary and loan information