Issue 4 - November 2015 (V2)

� E-Induc�on

� Research

� Latest News

A D D R E S S I N G T H E N E E D S O F S T U D E N T S A N D E D U C A T O R S

A C R O S S T H E O R G A N I S A T I O N

Welcome to the fourth edi�on of Professional Focus. This newsle�er is dedicated to Educa�on, why it is important, how we support it and what that means

for our future workforce

Mentorship

The Clinical Educa�on team currently manages a live Mentor Register

which is located on our intranet site:

h�p://srv-intranet/NonClinicalServices/CEP/Lists/Mentor%

20Register/AllItems.aspx

It is important that you let us know if your record is up to date or if

you need to be added. If you are aware of any mentors leaving the

trust, please inform us so we can remove them accordingly.

Mentor updates;

If you are due to a�end a mentor update (you will receive a

no�fica�on if you are out of date), please book on to a course via ESR

If you have any queries rela�ng to your mentor update/triennial

review, please refer to our guidance on the hub

h-p://srv-intranet/NonClinicalServices/CEP/SitePages/Pre%

20Registra�on%20Nursing.aspx

Alterna�vely, contact the team on;

Prac�[email protected]

Editor - Tracey Hilton,

Senior Clinical Placement Facilitator

KCL Meet and Greet

On Tuesday 22nd September, the Clinical

Educa�on team met with selected PG Dip and

BSc students from Kings College, to discuss

their community placement with the Trust.

CLCH will be the HOST trust for these students,

who will undertake the majority of their

prac�ce placements in the community as

opposed to in an Acute se:ng.

The students were keen to begin their

programme with KCL/CLCH and had many

ques�ons to ask which were answered in a

knowledgeable and reassuring manner.

In the future, CLCH plans to commission

further host students, in a bid to obtain more

newly qualified nurses once they have finished

their studies.

If you would like further informa�on rela�ng

to this topic, please contact;

[email protected]

Pr�essional Focus Newsle�er

Edition 4 - November 2015

The Clinical Education Team is excited to be able to advise you that CLCH is launching a new initiative to prepare and support pre registration nursing students on placement with the Trust. All pre registration nursing students on their first community placement with CLCH will now be required to complete the Trust’s Pre Registration Nursing Student E-Induction starting with cohorts commencing in practice from 2nd November 2015. The E- Induction covers the following elements: Welcome to CLCH Nursing in the Community Raising and Escalating Concerns District Nursing School Nursing Health Visiting Safeguarding Children Safeguarding Adults What does this mean for practice? All pre registration nursing students on placement with CLCH will be required to complete the E-Induction before commencing in practice placement. The Trust’s Clinical Education Team will be monitoring completion and will inform practice areas if their allocated student(s) have not completed the mandatory E-Induction What does this mean for our Partner HEIs? A link to the Students E-Induction has been sent to the HEI placements office/team. The HEI placements office/team to upload this link on to their Student Website/Portal for students undertaking their first community placement with CLCH. HEI Placements Office/Team and link lecturers will need to signpost students to the link and provide specific instructions that all students on placement with CLCH must complete the mandatory E-Induction before commencement of placement with the Trust. Students will be able to access the E-Induction using their HEI or personal email if they have not been issued with an university email address. Attached are copies of user guides to support students with completion of e-induction.

Bobath - CLCH Bedded services - Inner boroughs The Bobath Concept is a problem solving approach to the assessment and treatment of individuals with dis-turbances of function, movement and postural control due to a lesion of the central nervous system. This ap-proach to the rehabilitation of adults with central nervous system pathology originated in the work of Berta and Karel Bobath and has evolved over more than half a century. The rationale for current practice is based upon present day knowledge of motor control, motor learning and neural plasticity, as well as on knowledge of biomechanics. Bedded Services, Inner Boroughs are delighted to be hosting three of the introductory course modules at Ath-lone House Rehabilitation Unit. Each module is two days long. The course dates are as follows; 23rd & 24th Oc-tober 2015, 8th & 9th January 2016 and 4th & 5th March 2016. These courses have been advertised on the Brit-ish Bobath Tutors Association (BBTA) website and internally. The tutor who will be leading the courses is Janice Champion. We look forward to hosting these well-known and very popular courses and hope that staff will gain a wealth of knowledge which will further improve our practices and ability to provide effective rehabilitation to our patients within bedded units. For further information regarding these courses, please contact Jenny Phillips, Acting Clinical Lead for Bedded services – Inner Boroughs

Educational Audits (update)

MacMillan Coffee Morning

On Thursday 17th September, the placements team held a cake sale at

VS, with all proceeds going to MacMillan Cancer Trust.

The total amount raised was £65. Thanks to everyone who came along

to support.

Failing to Fail

Most nursing students will achieve

the proficiency standards they need

to register but mentors may be faced

with a student whose performance is

weak.

While these may be in the minority,

evidence suggests that mentors find

this one of the most challenging

aspects of their role (Duffy, 2003)

The NMC Standards to Support

Learning and Assessment in Prac�ce

(2008) iden�fied mentors’

responsibility in suppor�ng and

assessing nursing and midwifery

students. The standards emphasise

mentors’ role in managing failing

students

It is important that mentors do not

avoid these uncomfortable situa�ons

by passing students when they feel

that they have not achieved the

outcomes required of them,

whatever the reason

If you require support, please contact

the team;

prac�[email protected]

Useful informa�on can be found on

the following website;

h�p://www.nursing�mes.net/

Journals/2013/02/12/o/k/

y/071120GLFailing1.pdf

5 key points

1) Nurses and midwives have a

responsibility to con�nually develop

themselves for professional growth

2)Mentors play a pivotal role in

protec�ng the public by ensuring

students are fit for purpose and

prac�ce

3)It is mandatory for mentors to

support and assess pre-registra�on

students in prac�ce

4)Clinical placements are a vital part

of educa�on because they help

students to translate theory into

prac�ce

5)Suppor�ng mentors in formula�ng

a mentor por>olio builds confidence

and skills

Borough Number of areas to audit No: of areas audited to date

Brent 5 2

Barnet 23 10

Westminster 21 1

H&F 20 15

K&C 19 1

Tayah’s Sensory Room Please come along to our cake mornings to raise money for Tayah’s sensory room; Wednesday 11th November, 10-12pm at VS (Break out area) Thursday 19th November, 10-12pm, Edgware Community Hospital (near café) For further information, please contact [email protected] or [email protected]

Nurse Educa�on in Prac�ce - Harnessing the power of social media in Nurse Educa�on to enhance

the students’ experience

Explores the difficulties, challenges and rewards for student nurses and nurse academics in harnessing social media (SoMe) as part of an overall learning experience. The paper draws upon data, in the form of student voices, captured through an online planned twitter chat. The analysis of this data provides the basis of a case study on the student experience in practice placements. However, unlike case studies used in teaching (created specifically to direct students to a particular conclusion) the case study research method seeks to report data from real life phenomena in a truthful and unbiased way (Yin, 2003). The paper's authors are nurse educators who when undertaking evaluative research into the work we do, have found case studies to be the most useful in explaining the link between our ‘in the moment’ interventions as educators and the consequential outcomes for our students. Case studies allow such interventions to be described, illustrated and explored in depth (Amerson, 2011). This case study captured some of the student voices being heard through the medium of SoMe. The paper describes an emergent concept of ‘relevant chatter’ in the context of the issues raised, and how listening to students in this way may improve the student experience in practice placements http://www.nurseeducationinpractice.com/article/S1471-5953(15)00095-5/pdf

The Care Certificate Training Update

Following the National initiation of the Care Certificate training for Healthcare Support Work-ers (HCSWs) in April 2015, 35 CLCH support workers have been enrolled on the training programme from April to September 2015 and we are continuing to identify new recruits to support worker posts across the Trust, to complete this training. Although HCSWs are identified during the Trust’s recruitment process, line managers also have the responsibility to make sure that new starters within their teams are enrolled on this training programme which is being delivered as part of support workers’ mandatory induc-tion to CLCH. The Care Certificate applies to all new starters clinical band 1 – 4 who have commenced employment with CLCH from 1st April 2015. A ‘higher’ Care Certificate is being developed for HCSWs who have been in post prior to 1st April 2015. Completing the Care Certificate ensures that support workers have the required values, be-haviours, competencies and skills to provide high quality compassionate care. More information about the Care Certificate can be found on the Learning Zone page on the HUB. For any questions about the Care Certificate training programme and training enrolment, please contact the Care Certificate training Project Manager, Olu Akingbelu at [email protected]

Latest news - internal and external communications

The cap will be phased in for clinical staff, including doctors and nurses, from 23 November, subject to

a consultation.

It will initially be double the pay level of permanent staff, and will be gradually reduced to 55% higher

by April 2016.

In a statement today, the DH said this would mean agencies “cannot charge the NHS a shift rate that

is more than the hourly rate paid to existing substantive doctors, nurses and other clinical and non-

clinical staff”.

The 55% top-up is to cover agency fees, holiday pay, pension contributions and national insurance

costs, a DH spokesman told Nursing Times’ sister title Health Service Journal.

He said that for nurses the cap will be based on an hourly rate for permanent staff of about £15, which

means that trusts would pay about £23 an hour for an agency nurse.

The DH said this, along with previously announced rules about procurement of agency nurses, is expected to save about £1bn over three years.

http://www.nursingtimes.net/nursing-practice/specialisms/management/government-reveals-pay-cap-for-agency-nursing-staff/5091129.article Low bowel cancer screening rates among people with learning disabilities are being tackled by a new programme in Wigan, which aims to improve awareness about the condition.

http://www.nursingtimes.net/nursing-practice/specialisms/public-health/bowel-screening-project-improves-learning-disability-patient-referrals/5089496.article?blocktitle=Learning-disability-nursing&contentID=15137

Cancer patients have similar pain level at home, research suggests

Dying at home could be more peaceful, and similarly painful for terminally ill cancer patients compared to hospitals, according to new research.

According to 352 questionnaires completed by their relatives, those who die at home experience more peace and a similar amount of pain compared to those who die in hospital, plus their relatives also experience less grief.

However, the most frequent location of death for cancer patients is still a hospital.

The new study took place in four health districts in London covering 1.3 million residents – 352 bereaved relatives of cancer patients completed questionnaires after their death; 177 patients died in hospital and 175 died at home.

http://www.nursinginpractice.com/article/cancer-patients-have-similar-pain-level-home-research-suggests

The hourly rate the NHS can pay agency staff will be capped at 55% above the pay lev-els of permanent staff, under plans announced by the Department of Health.

How to book

Educator award ceremony

Target audience

Aims of the day

Aims of the day Using key note speakers, hearing the student experience, and through table top discussions and a panel of experts, we will: Inform delegates of new education projects, opportunities, changes etc. Identify and meet the challenges of making learning opportunities even better, linked to workforce. Provide innovative strategies for maintaining staff motivation to support learning

Target audience For all staff who support learning and assessment in practice and those who are interested in becoming Educators.

Educator award ceremony An exciting ceremony to recognise and reward mentors, practice teachers and clinical/practice educators for their excellent contribution to developing and supporting the future healthcare workforce.

Please note that attendance of this day will count as an annual update for nurse mentors and practice teachers and can count towards CPD

for clinical/practice educators. Lunch will be provided on the day

03 December 2015

09:00 - 17:00

Oxford Room

Holiday Inn

Regents Park

Carburton Street

London

W1W 5EE

How to book Book your place by logging onto ESR Learning self serve and select the following:

824 CLCH Multi-Professional Teaching and Learning Conference Or you can book by emailing [email protected]

If you have any queries please contact the Learning team on L&[email protected]

Learning in Practice:

Securing Our Future Workforce

Multi-Professional Teaching & Learning Conference 2015

Key Messages One The Learning Team - Statutory and Mandatory Training The Refresher Statutory Mandatory Programme is designed to help to improve the standard of care and service delivery across health and care sectors. To ensure you are up to date, please visit our page on the hub; Learning Team / Courses

New contact details: Email: L&[email protected] Tel: Victoria Street 020 7798 1398/ Education Centre 0208 951 2094

Key Messages Two

Please note due to the recent Window 7 update some staff maybe experiencing issues logging to 824 e-Learning User or 824 Employee Self Service via their Smartcard or Username and Password. If you are experiencing this problem please report this to the IT Service Desk on 03330 142 885 or email [email protected]

Housekeeping Rule: For those staff who access 824 e-Learning User or 824 Employee Self Service via Username and Password please remove your Smartcard from the card reader before logging on. By placing your smartcard in the reader at the same time as using your Username and Password will disable your password. If this happens please email the Learning Team L&[email protected] to reset your password. ~

Key Messages three There has been an overall drop in the compliance rate from 90% to 88%. This is mainly due to the fact that a large number of staff attended the training during the amnesty period last year (June – Sept 2014). These staff are now going of date in the following subjects - Infection Control, Information Governance, and Resuscitation There is a rise in Safeguarding Children level 2 with a corresponding fall in Safeguarding Children level3. This is because some work has been done on updating the competency moving sexual health staff and dental staff out of level 2 and into level 3. The upgrade of computers to Windows 7 is having an impact of staff being able to play e-learning. We were informed that it wouldn’t but in practice when staff go to play e-learning they will see the below warning appear. Staff need to answer NO, for the e-learning to run. If they click on YES, then the e-learning will not run. We are working with IT to see how this can be resolved.

Regards Rekha Halai Learning and Development Team Lead

Student Feedback;

‘Dear Nicky Tanner and Rosa Ungpakorn,

Wanted to drop you both a belated email to say how much I enjoyed joining you for your clinics the other week at

The Connec�on at St Mar�n's.

I am sad to have come to an end of my community placement with CLCH

Mee�ng and talking to the clients, experiencing the atmosphere at the day centre and most of all, observing both

your prac�ce, reignited for me why it is I wanted to be a nurse in the first place! It was really refreshing to see a

service quite different to those I have encountered before, and I think your work is great.

Thanks again for being so open and welcoming’

All the best,

Sarah - KCL, Child Programme

‘Cockfosters district nursing as a whole were amazing. Great team work, moral and very welcoming to me as a

student. The mentor ensured I had a thorough insight into community nursing and always ensured I was confident in

my abili�es ‘ (Anonymous)

‘Pimlico district nursing team are fantas�c’ (Anonymous)

‘My mentor was great, Respiratory unit and other staff. They made me feel welcome. Lots of learning opportuni�es.

Thank you for the wonderful services you provide to the community. Well done all’ (Anonymous)

My mentor (Jacinta McGurn) was amazing. Arranged so many opportuni�es and experiences for me. I was made to

feel so welcome and part of the team. She made this placement brilliant and made me consider working in the

community in the future. (Anonymous)

‘I am wri�ng to you regarding my recent, unfortunately short, placement within the community with Richford Gate

Medical Prac�ce.

From the start of the placement, all the Team made me feel very welcome and throughout the placement when

spending �me with each member of the Team, I always felt that my development was what was important to them.

My main mentor, Sister Angie Mvitsho, always put me forward for any available training that was possible for me to

do. Whilst in the community, she always took the �me, no ma�er how busy, to interact with me and give me daily

learning plans to develop my nursing skills. I found the Team broadened my knowledge so well and gave me a more

holis�c view of each individual and therefore deal with their every need accordingly.

Also I was given �me with Freddy, a third year student, every day to "pick her brains" helping me reflect on my daily

leanings. I could go on but I feel like I could start my disserta�on :).

I do feel that I did not have enough �me on this placement to make the most of the learning that was available to

me. If it was possible to spend more �me at this placement this year,I would gladly take the opportunity.

I would like to pass on my thanks to the Team at clch through Sister Jo Dang’

Darragh O’Neill, Bucks student

Thank you to all of those mentors who are working so hard to support our student nurses.

Your contribution is not going unnoticed.

KCL are running Multiple Mini Interviews (MMI) as part of the selection process and for each morning and afternoon session, we require 15 volunteers in total, so you can appreciate that we need all of your help. Please let me know if you are able to assist with any of the dates listed below – even if you can only help with a single session it will still be very welcome. If you would like a refresher on the MMI format then we will be running some training sessions – I will forward details shortly. I will confirm your sessions by email Details of the MMI Selection events: Morning sessions will run from 9:30 to 13:00, and afternoons from 13:30 to 17:00. Interviewers can sign up for a morning session or an afternoon session, or the entire day. Please note that if you do sign up for the whole day then you will get a break between 13:00 and 14:00 – afternoon sessions will only start at 13:30 for those not attending the morning session. Training and guidance is provided and a briefing is provided on the day before each session begins. The MMI dates are: December 2015: Tuesday 8th, Wednesday 9th January 2016: Thursday 7th, Tuesday 12th, Wednesday 20th, Tuesday 26th

February 2016: Thursday 4th, Tuesday 9th, Wednesday 10th, Monday 15th, Thursday 18th, Tuesday 23rd March 2016: Wednesday 2nd, Friday 4th, Tuesday 8th, Thursday 10th, Tuesday 15th, Thursday 17th, Monday 21st, Tuesday 22nd April 2016: Tuesday 12th, Thursday 14th, Tuesday 19th,Thursday 21st, Tuesday 26th – please note these dates are provisional at present and may be subject to change Please note that none of these dates are allocated to specific programmes as yet. The MMI format is much more flexible than a selection day, and the King’s Admissions team is hoping to be able to organise the invitation of applicants around the availability of interviewers. This year, MMI interviews will be taking place in the purpose built MMI suite in the Hodgkin Building on Guy’s Campus - http://www.kcl.ac.uk/campuslife/campuses/guys/Guys.aspx The Faculty appreciates the time you will be offering up to allow these interviews to happen and could not do them without the generosity of all of you. Thank you for your assistance and best wishes. Ms. Naomi Turnbull Pre-Registration Admissions Officer (Health) King's Admissions Office 1st Floor, Capital House, 42 Weston Street LONDON SE1 3QD Tel: 020 7848 7591 Fax: 020 7848 3680 E: [email protected] Web: www.kcl.ac.uk

The Learning Team - Statutory and Mandatory Training The Refresher Statutory Mandatory Programme is designed to help to improve the standard of care and service delivery across health and care sectors. To ensure you are up to date, please visit our page on the hub; Learning Team / Courses For further information, please contact: Marcia Daley, Head of Learning and Development (020 8937 7980) Rekha Halai, Interim Learning and Development Team Leader (020 7798 1472) Naaznin Khaki, Learning and Development Service Coordinator (020 8937 7172) Sarah Hesni, Learning and DevelopmentCoordinator (020 8937 7152) Pauline Namwanje, Learning and Development Coordinator (020 7798 1474) - maternity leave Sima Kazemzadeh, Learning and Development Administrator (020 7798 1478)

L&[email protected]

Clinical and Professional Education (Learning Team): Providing a range of learning opportunities within CLCH. The team is focused on providing an ex-cellent quality service and works closely with Directorates and Service Leads to fully understand their learning needs. For further information, please contact: Tracy Stevenson, Head of Clinical and Professional Education (020 7798 1492) Marcia Pinnock, Clinical Education and Practice Lead (020 7798 1475) Asha Sharma, Practice Placements Coordinator (020 7798 1485) Tracey Hilton, Senior Clinical Placements Facilitator (020 7798 1486) Nira Varsani, Practice Placements Facilitator (020 7798 1488) Nicolas Archetta, Professional and Clinical Education Administrator (020 7798 1482)

A message from the team; As always, we would like to thank our Mentors/Practice Educators for their continuous support with student education. We understand at times this can be a challenge. With large student numbers and a need to increase our mentor database, it may feel a little overwhelming at times. We are extremely proud of the positive feedback we receive and feel secure in the knowledge that students’ are receiving excellent placement experiences across the Organisation!

Irene Zeller - [email protected] (Link Lecturer, Kings College),

Carole Trespaderne - [email protected] (Bucks)

Cynthia Davis - [email protected] (Kingston), Lynne Henderson - [email protected]