A strategic programme for change: education consultation ... · change: education consultation 2017 Learning and assessment for ... They are expected to have some direct observations

A strategic programme for change: education consultation 2017

Learning and assessment for student nurses and midwives

Objectives for today

• Provide an overview of the education change programme

• Present our proposed learning and assessment requirements

• Seek your views and answer your questions

An overview of the education change programme

Current standards for education

• 12 sets of education

standards

• Many are out of date, overly

long and input driven

• Combination of standards

for:

-institutions

-programmes

-educationalists

-individuals

Scale of current education provision

Approved AEIs each with multiple practice placement providers

80

Programmes in approval 1000

Completing students apply to enter our register each year

Total number of students on the academic and practice learning circuit each year

75,000

25,000

75,000

Education: the changing context

Health and care landscape is

changing rapidly

Increasing care provided by

integrated care teams

Growing focus on person-centred care

closer to home

Nurses and midwives taking on additional

responsibilities

Nurses and midwives working across a range of settings

Nurses and

midwives need

to be fit for the

future

The Education framework

Design principles for the education framework

• Enhanced outcome based requirements

• Future proof and agile

• Evidence based regulatory intervention

• Right touch regulation – proportionate

• Measurable and assessable

• Equality and diversity embedded

• Enables innovation with our partners

• Consistent, clear - NMC style and language

Your questions and comments Please send them in!

Our proposal: the new requirements for learning and assessment

Sources of evidence

• Internal NMC evidence: IFF Research report, Evidence from QA reports/processes, registration data, registrant enquiries, internal mapping of our standards

• Stakeholder engagement: 2016-17 engagement programmes, engagement with key stakeholders, site visits

• Government commissioned reviews (2013-15): Francis, Shape of caring, Keogh, Five year forward view

• External evidence reports; RCN mentorship project, NNRU reports, Willis Commission, ‘Failure to Fail’

• Comparison with the work of other regulators/organisations

• Academic/policy literature/reviews of ‘best practice’ models of mentorship

Our evidence findings

• Our Standards to support learning & assessment in practice (SLAiP) are overly focused on processes and inputs in comparison to other regulators

• Variability of quality of student learning and support in practice

• Confusion over roles, titles and responsibilities

• Not enough time and not enough mentors

• ‘Failure to fail’

• Lack of institutional support for ‘mentors’

Positive international models of mentorship show the following features:

• The role of the clinical supervisor is valued

and supported

• Partnership working is encouraged

between practice and educational

environments

• Supports inter-professional care

• Increased student led supportive

environments

• Increased ratio of students to ‘mentor’

Principles for our new requirements for learning and assessment

We aim to:

• Separate supervision and assessment roles

• Enhance clarity over roles and responsibilities

• Increase consistency in assessment judgments

• Improve interprofessional working

• Enhance joint working between AEI’s and practice

• Align with other professional regulators

• Improve ‘buy in’ to the supervisor and assessor roles

• Potentially improve availability of practice supervisors

Questions for consideration

1. Does the proposed model of learning and assessment give us the assurance that students are being appropriately supported?

2. What (if any) underpinning guidance and detail may we need to produce?

Practice supervision: principles

• All students should be supervised in practice

• All nurses and midwives should be responsible for the supervision of students in accordance with the Code

• Other registered health and social care professionals can supervise students

• All students should have a “go to” professional

• Supervision proficiency to be included in pre-registration

Practice supervisors to be:

• Registered health and social care professionals based in practice

• Supervisory, not assessment role

Assessment: principles

• All students assigned to a nominated practice

assessor and a nominated academic assessor

• Both nominated assessors must be NMC registrants with high level due regard

• Joint responsibility for undertaking assessment at specific points in the programme

• Assessment decisions evidenced by PAD, practice supervisor and service user feedback, peer feedback, academic learning, reflective learning by student

Working assumptions

• Learning and assessment requirements aligned for all approved programmes

• Due regard at high level for those undertaking assessment

• No NMC approved preparatory course

• No NMC competencies set for assessors and educators

• Removal of triennial review requirements for mentor register

• Joint working (including assessments) between AEI and practice environments

• Supporting information produced for the assessor and practice supervisor roles

• Removal of standards for NMC teacher

Year 1 Year 2 Year 3

Practice assessor

2

Practice supervisor

Practice supervisor

Practice supervisor

Practice assessor

1

Practice supervisor

Practice supervisor

Practice supervisor

Practice assessor 3

Practice supervisor

Practice supervisor

Practice supervisor

Academic

assessor 1

Academic educator

Academic educator

Academic educator

Academic

assessor 2

Academic educator

Academic educator

Academic educator

Academic

assessor 3

Academic educator

Academic educator

Academic educator

Pre-registration student journey under the

proposed model of learning and assessment

Programme

outcomes

completed

(entry to

register)

Progression point 1

Progression point 2

Practice assessor

1

Practice supervisor

Practice supervisor

Practice assessor 2

Practice supervisor

Practice supervisor

Academic

assessor 1

Academic educator

Academic educator

Academic

assessor 2

Academic educator

Academic educator

Post registration student* journey under the

proposed model of learning and assessment

Programme

outcomes

completed

*NMC approved post registration education programmes (prescribing, SCPHN)

Clarifications on the proposed learning and assessment requirements

1. Practice assessors will have to travel to observe each student in each practice placement (FALSE)

They are expected to have some direct observations to give them assurance on student performance

2. Practice and academic assessors must always have joint face to face meetings. (FALSE) We are not prescriptive of this, except that the process must be collaborative

3. Assessors and supervisors won’t need any training to take on these roles. (FALSE) They will be expected to be suitably prepared; we will simply not mandate an NMC approved training programme

An overview of the standards and requirements

The Education framework and the Annexe

Requirements for learning and assessment

• High level overarching standards for the practice and AEI environments in the education framework; found across pillars 2,3,4 and 5.

• Detailed requirements for the assessor and supervisor roles in the Requirements for Learning and Assessment annex, including;

Requirements for practice supervisors

Requirements for practice assessors

Requirements for academic assessors

Sample learning and assessment standards in

education framework

• have the capacity, facilities and resources in place to deliver safe and effective learning opportunities and practical experiences for students as required by their programme learning outcomes (R2.13)

• are supported by individuals and teams in theory and practice learning environments according to their individual learning needs, competence, confidence and experience (R3.10)

• are assigned and have access to, a nominated practice assessor in addition to a nominated academic assessor for each part of the programme (R3.13)

• ensure a consistent approach to theory and practice learning and assessment by liaising and collaborating with colleagues and partner organisations (R4.6)

• practice assessment is facilitated and evidenced by direct and indirect observations and other appropriate methods (R5.11)

• assessment, progression and decision making is informed by objective, accurate and transparent student records (R5.18)

Questions for consideration: a recap

1. Does the proposed model of learning and assessment give us the assurance that students are being appropriately supported?

2. What (if any) underpinning guidance and detail may we need to produce?

Let’s get social…

Get involved in the discussion on our consultation on Twitter and Facebook. Use:

#nurse2030 Also visit www.nmc.org.uk/education2030 to find out about our events, webinars and Twitter chats.

Do participate in our consultation: www.nmc.org.uk/education/education-consultation

Thank you