4 Core Curriculum Outline Content

4 Core Curriculum Outline Content This section of the document introduces the three units that comprise this core curriculum outlining the rationale, learning outcomes, indicative content and supporting evidence for each. 4.1 Unit 1: Learning 4.1.1 Rationale The aim of this unit is to support the development of a learner centred approach to facilitating learning and creating an effective learning environment. 4.1.2 Learning outcomes LO.1.1 Apply theories and principles of teaching, learning and assessment to support effective learning in the practice setting Learning outcome 1.1 - Indicative content Theories and styles of learning and assessment and their application to practice: learning styles adult learning theories social learning theory simulated learning reflective process and reflective models action learning experiential learning practice based learning interprofessional learning rolemodelling clinical skills teaching self directed learning co-operative learning styles Applied mentorship: the philosophy of mentorship effective mentor characteristics the mentor student relationship barriers to learning models of mentorship, such as team, hub and spoke and long-arm mentorship transferability of mentorship skills to other learning situations Evaluation of teaching effectiveness: self peer student evaluation

Good Practice Example An example of mentorship from The Robert Gordon University Health and social care reorganisation creates opportunities and challenges for the mentorship of students and service providers have been creative in responding to these challenges whilst ensuring practice learning capacity. RGU and their NHS partners identified mentors needed additional support to implement the different models of mentorship in practice. Some wards and departments for example, were unable to offer students the full range of learning experiences required to achieve their module learning outcomes and NMC competencies. The patient journey through a service, for example ophthalmology, was used to group practice areas together. This approach provided students with an overall practice learning experience and ensured all areas were utilised for students. Mentor feedback highlighted that guidance was required to clarify mentor responsibility and ensure effective communication between mentors within a grouping. This was particularly important to ensure all mentors involved in supporting a student as they progressed through the area contributed towards the assessment and documentation process. One method adopted is the use of a reflective log/diary which the student shares and discusses with their mentor as they progress through the learning experience. The different models of mentorship and individual mentor responsibility and accountability are explored as part of the mentor preparation programme.

LO 1.2 Utilise best evidence to devise strategies which actively influence the creation of a quality, challenging and supportive learning environment Learning outcome 1.2 - Indicative content Learning environment: characteristics of an environment conducive to learning Managing the learning environment: significance of culture and leadership recognising learning opportunities SWOT analysis observational analysis utilising available research and evidence base acting as a resource and advocate context and challenges reasonable adjustments supporting students to provide feedback on their learning experience Evaluation of the learning environment: quality standards for practice placements (QSPP) practice placement audit/ educational audit student evaluation

LO 1.3 - Demonstrate the application of a range of knowledge, skills and appropriate attitudes to organise, manage and evaluate a student s learning experience Learning outcome 1.3 - Indicative content Understanding the student s educational programme: locally delivered programmes of education disseminated models of education supported locally Formulation of learning plans/agreements which will involve: determination of student s stage of programme and development needs managing student s expectations identifying appropriate learning outcomes, opportunities and activities establishing personal relationships/support giving and receiving effective feedback. Good Practice Example Using Student & Mentor Stories to Underpin the Delivery of Mentorship Preparation - Glasgow Caledonian University Glasgow Caledonian University (GCU) delivers the mentor preparation programme five protected learning days by face-toface contact. Learning day two incorporates group work designed to facilitate exploration of giving and receiving feedback. Student mentors are encouraged to work in groups and discuss a DVD clip showing three students reflecting on their own experiences of receiving feedback from mentors in the practice learning environment. To augment this group work, student mentors are directed to the virtual learning resource GCU Learn where they can view a DVD clip of experienced mentors reflecting on their experiences of giving student feedback. Student mentors are encouraged to reflect on the viewpoints expressed by both students and mentors, to consider the potential impact of this learning on their own practice as a mentor and to evidence this work within their portfolio of evidence.

4.1.3 Supporting evidence Carlson E, Wann-Hansson C, Pilhammar E (2009) Teaching during clinical practice: Strategies and techniques used by preceptors in nursing education. Nurse Education Today. 29 (5), 522-526. Chandan M, Watts C (2012) Mentoring and pre-registration nurse education. Available at: www.williscommission.org.uk Derbyshire JA, AI Machin (2011) Learning to work collaboratively: Nurses views of their pre-registration interprofessional education and its impact on practice. Nurse Education in Practice 11 (4), 239-244. Donaldson JH, Carter D (2005) The value of role modelling: Perceptions of undergraduate and diploma nursing (adult) students. Nurse Education in Practice. 5 (6), 353-359. Duffy K (2011) Getting off to a good start. Nursing Standard. 26 (9), 64. Gray MA, Smith LN (2000) The qualities of an effective mentor from the student nurse s perspective: findings from a longitudinal qualitative study. Journal of Advanced Nursing. 32 (6), 1542-1549 Gray M, Smith LN (1999) The professional socialisation of diploma of higher education in nursing students (Project 2000): a longitudinal qualitative study. Journal of Advanced Nursing. 29 (3), 639-647 Huybrecht S, Loeckx W, Quaeyhaegens Y (2011) Mentoring in nursing education: perceived characteristics of mentors and the consequences of mentorship. Nurse Education Today, 31, 274-278. Jokelainen M, Turunen H, Tossavainen K, Jamookeeah D, Coco K (2011) A systematic review of mentoring nursing students in clinical placements. Journal of Clinical Nursing. 20 (19/20), 2854-67. Lave J, Wenger E (1991) Situated learning: legitimate peripheral participation. Cambridge. Cambridge University Press. Mead D, Hopkins A, Wilson C (2011) Views of nurse mentors about their role, Nursing Management - UK. 18 (6), 18-23. Meechan RH, Jones H, Valler Jones T (2011). Students perspectives on their skills acquisition and confidence. British Journal of Nursing. 20 (7), 445-450. Ness V, Duffy K, McCallum J, Price L (2010) Supporting and mentoring nursing students in practice. Nursing Standard, 25 (1), 41-6 NHS Education for Scotland (2003) The Development of the Quality Standards for Practice Placements. Final Report. Edinburgh. NHS Education for Scotland. NHS Education for Scotland (2008) Quality Standards for Practice Placements. Edinburgh. NHS Education for Scotland. Available at www.nes.scot.nhs.uk/media/323817/qspp_leaflet_2008.pdf

NHS Education for Scotland (2010) Quality Standards for Practice Placements Audit Tool. Edinburgh. NHS Education for Scotland. Available at www.nes.scot.nhs.uk/media/325397/qspp_audit_tool_interactive_fields.pdf O Driscoll MF, Allan HT, Smith PA (2010). Still looking for leadership - who is responsible for student nurses learning in practice? Nurse Education Today 30 (3), 212-217. Pearce C. (2007) Ten Steps to Carrying Out a SWOT Analysis. Nursing Management. 14 (2), 25 Plakht Y, Shiyovich A, Nusbaum L, Raizer H (2012) The association of positive and negative feedback with clinical performance, self evaluation and practice contribution of nursing students. (doi:10.1016/j.nedt.2012.07.017) www.nurseeducationtoday.com/article/s0260-6917(12)00259-6/abstract Pritchard E, Gidman J (2012) Effective mentoring in the community setting, British Journal of Community Nursing. 17 (3), 119-124. Royal College of Nursing (2007) Guidance for Mentors of Nursing Students and Midwives, An RCN Toolkit. London. Royal College of Nursing. Royds K (2010) Using reflective practice to learn from good and bad experiences. Learning Disability Practice. 13 (5), 20-23 Scottish Government Health Directorate (2010) NHS Scotland, A Joint Declaration on NMAHP Leadership from Scotland s Chief Nursing Officer, Chief Health Professions Officer and Nursing, Midwifery and Allied Health Professions Leader. Edinburgh. Scottish Government. Spouse J (1998) Scaffolding student learning in clinical practice. Nurse Education Today. 18 (4), 259-266 Stevens C, Clark C, Young A, Thomas K, Hassel D (2009) Developing activities to help students achieve learning outcomes in practice placements. Nursing Times, 105 (21), 14 15. Watson HE, Harris B (1999) Supporting Students in Practice Placements in Scotland. Edinburgh. National Board for Nursing, Midwifery and Health Visiting for Scotland Walsh D (2010) The Nurse Mentor s Handbook: supporting students in clinical practice. Berkshire. Open University Press. Watts C, Gordon J (2012) Pre-registration nurse education: overview of themes from the literature. Available at www. williscommission.org.uk Wood S (2010) Mental health nursing students views of pre-registration nursing. Nursing Standard. 24 (47), 43-48.

4.2 Unit 2: Professional relationships and accountability 4.2.1 Rationale The aim of this learning unit is to enable mentor development in relation to facilitating learning and professional growth, acting as a resource and directly managing learning in practice to ensure public protection. 4.2.2 Learning outcomes LO 2.1 Explore issues of accountability and fitness for practice Learning outcome 2.1 - Indicative content Professional growth, personal development and accountability: professionalism professional standards and codes implications of the professional standards for practice balancing support and challenge in mentorship supporting the student to challenge practice governance arrangements delegation of responsibility requirements for retention on the local mentor register Accountability for confirming that students have met, or not met, the NMC requirements and are capable of safe and effective practice: challenges and accountability associated with assessment record keeping and audit trail promoting equality and diversity AEI processes e.g. cause for concern, appeals procedure, sensitive disclosure

Good Practice Example Supporting nursing and midwifery students with a disability in practice Feedback from mentors suggested that although there were many sources of information about the Equality Act 2010, there was limited practical guidance available relating to how the mentor can support the student with a disability within practice learning environments. Edinburgh Napier University, the University of Edinburgh and Queen Margaret University with partner NHS Boards developed a guide for mentors with the following aims: provide key information relating to students with disability in the practice setting, to include scenarios and examples of reasonable adjustments and FAQs identify key contacts within the NHS and the Universities who can support the mentor provide guidance for the mentor in relation to supporting a student with a disability and implementing reasonable adjustments in practice The guide is now incorporated in the mentor preparation programme and made available to mentors through annual updating activities.

LO 2.2 Critically appraise how professional relationships inform and underpin effective mentoring Learning outcome 2.2 - Indicative content Effective working relationships: effective interpersonal relationships critical reflection of self examination of professional boundaries rolemodelling self/peer evaluation advocacy challenging students Factors which influence integration of students into practice settings: cultural differences and context of practice socialisation into existing teams pastoral care and support leadership managing competing demands recognising equality and acknowledging diversity Support to facilitate transition from one learning environment to another: induction into each practice learning environment sources of support for learning and assessment in practice use and value of ongoing achievement record to identify learning needs foster a sense of belongingness confidence and competence student responsibility to raise concerns regarding the quality of the learning environment or when they believe the safety of service users is at risk

4.2.3 Supporting evidence Bellafontaine N (2009) Exploring whether student nurses report poor practice they have witnessed on placements. Nursing Times 105 (35), 28 31. Bradbury-Jones C, Sambrook S, Irvine F (2011) Empowerment and being valued: A phenomenological study of nursing students experiences of clinical practice. Nurse Education Today 31 (4), 368-372. Brown J, Robb Y, Duffy K, Lowndes A (2009) Enhancing learning in care settings: the profile of learning achievements in care environments (PLACE) project. Quality in Ageing. 10 (3), 24-33. Child J, Langford E (2011) Exploring the learning experiences of nursing students with dyslexia Nursing Standard 25 (40), 39-46. Dale C, Aiken F (2007) A Review of the Literature into Dyslexia in Nursing Practice Final Report. London. Royal College of Nursing. Available at www.rcn.org.uk/ data/assets/word_doc/0004/29578/dyslexia_in_nursing_practice_jan07.doc Goode M (2012) The role of the mentor: a critical analysis. Journal of Community Nursing. 26 (3), 33-35 Hammond J, Hercules F (2000) Understanding Dyslexia: An introduction for dyslexic students. SHEFC. Edinburgh. Kane A, Gooding C (2009) Reasonable Adjustments in Nursing and Midwifery, a Literature Review. London. Nursing and Midwifery Council. Available at www.nmc-uk.org/documents/researchpapers/reasonable%20adjustments%20literature%20review.pdf Levett-Jones T, Lathlean J (2008) Belongingness: a prerequisite for nursing students clinical learning. Nurse Education in Practice 8 (2), 103-111 Lofmark A, Hanseho G, Nilsson M, Tornkirisit T (2012) Learning Opportunities in primary health care. Nursing Standard. 23 (13), 35-43 Morris D, Turnbull P (2007) The disclosure of dyslexia in clinical practice: experiences of student nurses in the United Kingdom. Nurse Education Today 27, 35-42 Nursing and Midwifery Council (2008) The Code: Standards of conduct, performance and ethics for nurses and midwives. London. Nursing and Midwifery Council.

Nursing and Midwifery Council (2009) Standards for Pre-registration Midwifery Education. London. Nursing and Midwifery Council. Nursing and Midwifery Council (2010) Raising and Escalating concerns: Guidance for nurses and midwives. London. Nursing and Midwifery Council. Nursing and Midwifery Council (2010) Standards for Pre-registration Nursing Education. London. Nursing and Midwifery Council. Nursing and Midwifery Council (2011) Guidance on Professional Conduct for Nursing and Midwifery Students. London. Nursing and Midwifery Council. Nursing and Midwifery Council (2012) Midwives rules and standards. London. Nursing and Midwifery Council. Ridley C (2011). The experiences of nursing students with dyslexia. Nursing Standard 25 (24): 35-42. Stainer L, Ware P (2006) Guidelines to support nursing learners with Dyslexia in Practice Association of Dyslexia Specialists in Higher Education. Available at www.workingstrategies4u.co.uk/docs/adshe_guidelines.pdf Tee SR, K Owens K, Plowright S, Ramnath R, Rourke S, James C, Bayliss J (2010). Being reasonable: supporting disabled nursing students in practice. Nurse Education in Practice 10 (4), 216-221. The Scottish Government (2012) Professionalism in Nursing, Midwifery and the Allied Health Professions in Scotland a report to the Co-ordinating Council for the NMAHP contribution to the Healthcare Quality Strategy for NHSScotland Available at www.scotland.gov.uk/resource/0039/00396525.pdf The Stationary Office (2010) Equality Act 2010. London. The Stationary Office. University of Southampton (2012) Supporting dyslexic students on practice placements. Learning Differences Centre in collaboration with the School of Nursing and Midwifery and the School of Health Professions and Rehabilitation Sciences, University of Southampton. Available at www.nmc-uk.org/documents/slaip%20case%20studies/nmc%20slaip%20case%20study%20university%20of%20 Southampton.pdf Walker R, Cooke M, Henderson A and Creedy DK (2011) Characteristics of leadership that influence clinical learning: A narrative review. Nurse Education Today, 31, 743-756.

4.3 Unit 3: Assessment 4.3.1 Rationale The aim of this learning unit is to enable the student mentor to assess student performance in practice and recognise under performing students and be aware of their accountability with regards to their decision to pass, refer or fail a student. 4.3.2 Learning outcomes LO 3.1 - Apply the principles and stages of the assessment process to the effective assessment of students in practice Learning outcome 3.1 - Indicative content The assessment process and its purpose: contemporary evidence in relation to the process of assessment consider validity and reliability of assessment using a range of methods local practice assessment documentation and processes ongoing achievement record due regard service user and carer involvement in assessment of students gate-keeping entry to the professional register Methods used to monitor progress and judge achievement of knowledge, skills and attitudes: working with the student observation of practice discussion with the student student portfolio simulation/osces student self-assessment/ feedback feedback from professional colleagues/patients/peers critical reflection NMC pre-registration standards and competencies Concept of continuous assessment: learning agreement/assessment plan formative assessment summative assessment Recording of evidence: recognition of fitness to practice supporting decisions in relation to fitness to practice significance of effective and ongoing documentation of student performance

LO 3.2 - Provide constructive feedback to facilitate the enhancement of student performance Learning outcome 3.2 - Indicative content Principles of feedback including, assessing practice performance and eliciting competence: debriefing and feedback provision in competence-based assessment criteria referenced assessment effective and ineffective feedback characteristics of effective feedback grading of practice reactions to feedback Feedback in the assessment process: guidance and support in relation to competence and confidence building behaviour change in professional development evidence-based modes and methods of assessment feedback structured reflection, self and peer assessment verbal and written feedback timeliness of meaningful assessment feedback having difficult conversations Barriers to effective feedback: role conflicts interpersonal skills negative attitudes/experiences that influence provision and reception of feedback, ambiguous role modelling environmental barriers time strategies for dealing with barriers to feedback

LO 3.3 - Manage the assessment process in challenging situations Learning outcome 3.3 - Indicative content Support mechanisms available for mentors and students during the assessment process: professional codes and regulations local guidance team collaboration peer support AEI and PEF/CHEF support Confidentiality within the context of assessment: self-disclosure data protection student ongoing achievement record (OAR) accurate documentation Mentor responsibilities in making complex judgements: borderline student weak student student demonstrating unsafe practice student with an individual learning need access to support mechanisms when dealing with challenging situations student demonstrating unprofessional behaviour

LO 3.4 - Critically examine mentor accountability in relation to assessing students Learning outcome 3.4 - Indicative content Professional accountability when making complex assessment decisions: appropriate assessment process effective feedback mechanisms decision making process collaborative problem solving requirements for retention on the local mentor register Sign-off mentor: role of and criteria for sign-off status accountability of sign-off mentor Data Protection Act protected time Good Practice Example Example of achieving sign-off mentor status NHS Tayside has produced an illustrative flow chart to describe progress towards achieving sign-off mentor status. This flowchart uses symbols to describe the combination of activities as detailed below which can be used to achieve first and second sign off status, while illustrating that the third supervision of sign-off must be undertaken through the assessment of an actual student undertaking an NMC approved programme. MPP L A 3 Activity from Mentor Preparation programme learnpro Module Assessment of Year 1, 2 or 3 student nurse/ midwife from any part of the programme Assessment of signing-off proficiency with an actual student undertaking an NMC programme

4.3.3 Supporting evidence Carr J, Heggarty H, Carr M (2010) Reflect for success: recommendations for mentors managing failing students, British Journal of Community Nursing, 15 (12), 594-596. Cassidy S (2009) Interpretation of competence in student assessment, Nursing Standard, 23 (18), 39-46. Clynes M (2008) Providing feedback on clinical performance to student nurses in children s nursing: challenges facing preceptors. Journal of Children s and Young People s Nursing. 2 (1), 29-35. Clynes MP, Raftery SEC (2008) Feedback: An essential element of student learning in clinical practice. Nurse Education in Practice. 8 (6), 405-411. Chenery-Morris S (2011) Top ten tips for sign-off mentors assessing midwifery students in practice. Essentially MIDIRS 2 (8), 27-31 Duffy K (2003) Failing students: a qualitative study of factors that influence the decisions regarding assessment of students competence in practice. Glasgow: Glasgow Caledonian University. Available from: www.nmc-uk.org/documents/archived%20publications/1research%20papers/kathleen_duffy_failing_students2003.pdf Duffy K (2013) Providing constructive feedback to students during mentoring. Nursing Standard. 27 (31), 50-56. Duffy K, Hardicre J (2007) Supporting failing students in practice. Part 1 Assessment. Nursing Times, 103 (47), 28-28. Duffy K, Hardicre J (2007) Supporting failing students in practice. Part 2 Management. Nursing Times, 103 (48), 28-29. Fisher M (2009) How can midwifery sign off mentors be supported in their role? An evidence-based discussion of the challenges facing clinicians, managers and academics. Midirs Midwifery Digest. 19 (3), 319-324 Gray M, Donaldson J (2009) Exploring issues in the use of grading in practice: Literature review. Available at www.nes.scot.nhs.uk/ media/572846/final_report_- exploring_issuesin_the_use_of_grading_in_practice volume_1_.pdf Gray M, Donaldson J (2010) Literature review exploring issues of service user and carer involvement in the assessment of students practice - Volume 1 Available at www.nes.scot.nhs.uk/media/572852/final_-_volume_1_exploring_service_user carer_involvement. pdf Gray M, Donaldson J (2010) Literature review exploring issues of service user and carer involvement in the assessment of students practice - Volume 2. Available at www.nes.scot.nhs.uk/media/572855/final_report_- volume_2exploring_issues_of_service_user_ and_carer_involvement_in_assessment_.pdf

Heaslip V, Scammell JME (2012) Failing underperforming students: The role of grading in practice assessment. Nurse Education in Practice 12 (2), 95-100 Lauder W, Roxburgh M, Holland K, Topping K, Watson R, Johnson M, Porter M (2008) Nursing and Midwifery in Scotland: being fit for practice. Edinburgh. NHS Education for Scotland. Middleton R, Duffy K (2009) Mentoring a student immediately prior to registration: a qualitative study. British Journal of Community Nursing. 14 (11), 481-486 NHS Education for Scotland (2011) Developing a National Approach to Practice Assessment Documentation for the Pre-registration Nursing Programmes in Scotland. Edinburgh. NHS Education for Scotland. Available at www.nes.scot.nhs.uk/education-and-training/ by-discipline/nursing-and-midwifery/resources/publications/developing-a-national-approach-to-practice-assessment-documentationfor-the-pre-registration-nursing-programmes-in-scotland.aspx Norman IJ, Watson R, Calman L, Redfern S, Murrells T (2000) Evaluation of the validity and reliability of methods to assess the competence to practise of pre-registration nursing and midwifery students in Scotland. London: King s College, Florence Nightingale School of Nursing and Midwifery Price B (2012) Key principles in assessing student s practice based learning. Nursing Standard, 26,(49),49-55. Stickley T, Stacey G, Pollock K, Smith A, Betinis J (2010) The practice assessment of student nurses by people who use mental health services. Nurse Education Today. 30 (1), 20-25 The Stationary Office (1998) The Data Protection Act 1998. London. The Stationary Office. Watson R, Stimpson A, Topping A, Porock D (2002) Clinical competence assessment in nursing: a systematic review of the literature. Journal of Advanced Nursing. 39 (5), 421-431