Future Nurse Future Midwife Practice Assessment Document (PAD) - - PowerPoint PPT Presentation

Future Nurse Future Midwife

Practice Assessment Document (PAD) Workshop, Mossley Mill 5th December 2018

Agenda

09.30 Tea/Coffee and Registration 09.45 Welcome & Opening Remarks - Prof Charlotte McArdle CNO 10.00 Overview of Northern Ireland FNFM Programme - Frances Cannon, NIPEC 10.15 Setting the Scene – FNFM Standards and the PAD - Sue West, NMC 10.30 PAD Scoping Survey Results - Dr Neal Cook, Ulster University 11.00 Tea/Coffee break

Agenda (continued)

11.20 World Café Event

11.20 Conversation One 11.45 Conversation Two 12.10 Conversation Three

12.30 Lunch

13.15 Conversation Four 13.40 Conversation Five 14.00 Summative Feedback 14.30 Task and Finish Groups 15.00 Next Steps

15.15 Close

Welcome and Opening Remarks Professor Charlotte McArdle Chief Nursing Officer Chair of the FNFM NI Programme Board

Overview of Northern Ireland Future Nurse Future Midwife Programme of Work Frances Cannon FNFM Project Lead, NIPEC

Professional Officers FNFM:

• Sharon Conlon - SHSCT,
• Lynne McKeown - BHSCT
• Carol McGinn - WHSCT
• Joanne Fitzsimons - SEHSCT
• Kerrie McLarnon – NHSCT
• Professional Office - PHA

FNFM Programme Work Streams and Sub-Groups

Setting the Scene – FNFM Standards and the PAD

Sue West Senior Nursing Education Advisor, NMC

Practice assessment: Areas to consider

Sue West

Senior Nursing Education Adviser

5 December 2018

Education programme Communications and engagement

Future Nurse Proficiencies Future midwife proficiencies Quality assurance framework Standards for Prescribing Nursing associates proficiencies Standards for education Return to practice

Implementation activities:

• Support for and engagement with the four

country Implementation Boards

• Supporting information
• Webinars (supervision & assessment/QA)
• Implementation events
• Local engagement
• Facilitation towards a national PAD
• Internal impact assessment

Aspects to consider

• Practice learning designed and delivered that

enables the student to meet their programme

• utcomes.
• Effective linkage between practice learning and the

specific proficiencies and outcomes related to the programme.

• Learning experiences account for the diverse needs
• f individual students, such as equality and diversity

considerations, or any reasonable adjustments

Aspects to consider cont…

All proficiencies are recorded in an ongoing record

• f achievement demonstrating the achievement of

proficiencies and skills as set out in the Standards

• f Proficiency for Registered Nurses
• Assessment criteria aligned to our standards of

proficiency

• Progression criteria – expectations for each

progression point

• Four field experience
• Skills and procedures

Aspects to consider cont…

Suitable systems, processes, resources and individuals in place to ensure safe and effective coordination of learning within practice learning environments. Encourage students to take responsibility for their learning in a way that is reasonable for the student and does not compromise public safety.

• Enables empowerment of the student
• Engagement with student around relevant learning
• pportunities and achievement
• Supernumerary practice enabling the move from

direct to indirect supervision

Aspects to consider cont…

Ensure practice supervisors contribute to the students record of achievement by periodically recording relevant observations on the conduct, proficiency and achievement, and show how these contributions will include feedback from non practice supervisors, as appropriate.

• Approach for recording and communication by
• Practice supervisors and assessor
• Academic assessor
• Other non-registered practitioners
• Service users

Other aspects to consider

• Enables engagement and agreed actions for a

student who is not performing as expected.

• How simulation might be used to ensure

confidence

• Good document management

Thank you

futurestandards@nmc-uk.org

PAD Scoping Survey Results Dr Neal Cook, Ulster University Kathy Fodey, PHA

PAD Scoping Survey Results

Neal Cook and Kathy Fodey (PAD Working Group Co-Chairs)

319 Total

• 291 responses to main survey
• 28 responses to service-user survey

PAD Scoping Survey Results

Responses

Answer % Count Academic 10.65% 31 University placement administrator role 0.00% Other stakeholder (please specify) 8.25% 24 Mentor 37.80% 110 Student 27.15% 79 Member of Practice Education Team 11.00% 32 Director of Nursing/Assistance Director of Nursing 1.72% 5 Department of Health Representative 0.34% 1 Public Health Agency Representative 0.69% 2 NIPEC Representative 0.69% 2 Service user (lay person or someone who represents lay people) 1.72% 5 Total 100% 291

PAD Scoping Survey Results

Purpose of a PAD

PAD Scoping Survey Results

What Should a PAD Assess?

Service Users

• Student-centred that reflects learning in person-centred context
• A number of comments from mentors/nurses
• Ulster portfolio was developed with mentors and students and its core components should continue
• QUB structure is familiar and works
• Presentation
• Keep it minimal/concise
• Use performance indicators – keep them simple (Yes ,No and define)
• Colour code for different years
• Must not be tick box approach
• One document for three years
• Represents the student’s journey
• Keep guidance separate to PAD – put in handbook
• Clearer sectioning between placements (dividers)
• Have field specific adaptations

PAD Scoping Survey Results

How would you like to see the PAD structured?

• Types of Evidence
• Communication log
• Skills log
• Care documentation
• Reflections
• Feedback
• Handbook
• Clear guidance on all elements

PAD Scoping Survey Results

How would you like to see the PAD structured?

• Sectioned
• Have personal profile
• Induction
• Learning outcomes (make user friendly, adapted from new FNFM standards)
• Learning Plan for each placement
• Learning outcomes achievement and evidence (make types of acceptable evidence explicit)
• Records of discussions/feedback
• Areas for development and action plan
• Skills
• Evidence (summary of learning from activities rather than countless documents)
• Record for underachievement/concerns
• Space for records outside of formative/summative processes – e.g. learning log
• Formative and summative assessments
• Section on professionalism (code, attitude, appearance, punctuality, attendance)
• Have oral assessment as part of summative assessment
• Service user feedback for assessment

PAD Scoping Survey Results

How would you like to see the PAD structured?

PAD Scoping Survey Results

Grading Vs Pass/Fail Vs Achieved/Not Yet Achieved

Service Users

Rational - Pass/Fail

• Grading is subjective
• Student has either demonstrated competence or has not
• Grades become the focus rather than the competence/outcome
• Grading can diminish self-worth
• Grading creates competitiveness
• Pass/Fail is explicit – no confusion
• Grading can be confusing to mentor/assessor
• Interrater reliability difficult to achieve with grading
• Grading requires everything to be measurable and not all aspects of practice are measurable
• More student-centred
• Clearer form of communication
• Will focus the student's attention and encourage them to attain a Pass next time

PAD Scoping Survey Results

Grading Vs Pass/Fail Vs Achieved/Not Yet Achieved

Rationale - Achieved/Not Yet Achieved

• Grading is subjective
• Student has either demonstrated competence or has not
• Grades become the focus rather than the competence/outcome
• Grading can diminish self-worth
• Grading creates competitiveness
• Is explicit – no confusion
• Grading can be confusing to mentor/assessor
• Interrater reliability difficult to achieve with grading
• Grading requires everything to be measurable and not all aspects of practice are measurable
• More student-centred
• More constructive and encouraging.
• Indicates whether someone has the competencies following training and sufficient support
• Better descriptive rating for the student nurse's fit for purpose
• Students learn at different rates; give opportunity to improve
• Learning is often incremental, need to have a positive position

PAD Scoping Survey Results

Grading Vs Pass/Fail Vs Achieved/Not Yet Achieved

Rationale - Grading

• Gives more scope for improvement rather than passing completely
• Something to work towards
• To contribute to degree classification

PAD Scoping Survey Results

Grading Vs Pass/Fail Vs Achieved/Not Yet Achieved

PAD Scoping Survey Results

How Often to Summatively Assess

Other:

• Every second placement
• Two summative

assessments per year Other:  Continuous assessment Service Users

PAD Scoping Survey Results

How Often to Assess Proficiencies?

Other:

• Continuously
• Six-monthly

PAD Scoping Survey Results

What to Retain and Adapt?

PAD Scoping Survey Results

What Professional Attributes Should the PAD Assess?

Service Users

PAD Scoping Survey Results

How do you believe competence should be verified?

Service Users

PAD Scoping Survey Results

Service User Contribution to Assessment

Observation and feedback In writing Verbally Involvement in role play (not just in clinical setting)

PAD Scoping Survey Results

Handbooks?

• Some clear areas of consensus
• Some clear areas for changing what we do
• Slides available for each conversation in World Café Event
• Thank you to all who promoted and completed the survey

PAD Scoping Survey Results

Summary

Comfort Break 11 - 11.20 am

Work Café Event

• Purpose of the PAD
• Assessing Competence
• Evidencing achievement
• When do we assess practice?
• What should a handbook for students, supervisors

and assessors contain?

Lunch 12:30 – 13:15

Summative Feedback Task & Finish Groups

NEXT STEPS

NIPEC website FNFM webpage

http://www.nipec.hscni.net/work-and- projects/stds-of-ed-amg-nurs-mids/future- nurse-future-midwife/

Thank you for your contribution & Safe Journey