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Showcase Celebrate and Share Progress Nursing Associate National Conference

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Lisa Bayliss-Pratt

Main Stage Presentations at Health Education England's national conference November 22, 2017, London, UK

1 of 88
Showcase, Celebrate, Share Progress Nursing Associate National Conference
Professor Ian Cumming Chief Executive, Health Education England
Philip Dunne, MP Minister of State for Health
Simon Hough Lived Experience Connector Richard Sherwood Trainee Nursing Associate CHESHIRE AND WIRRAL PARTNERSHIP Learning About Each Other
NURSING ASSOCIATE SCRUTINY GROUP RECOMMENDATIONS and PROPOSALS
Aim of the group: The ultimate aim of the group was to ensure that the implementation of Nursing Associate role is supported by rigorous oversight and scrutiny. It provided a forum for open and honest discussion; an opportunity to dispel myths and recognise where further discussion is necessary.
Objectives: 1. Identify key challenges where further assurance was needed 2. Improve stakeholder confidence in the Nursing Associate programme 3. Seek appropriate academic advice as part of the call for evidence approach that will imbue this programme of work 4. Provide an opportunity to share learning and intelligence and seek further information and insight
Creation of the Group Membership 4 core group meetings 4 regional meetings Recommendations The group used an iterative, action learning approach
Recommendations: 1. Defining the scope of Practice for the Nursing Associate 2. Accounting for the ‘Shape’ and ‘Nature’ of the Nursing Workforce 3. Medicines Administration 4. Enhancing the Learning Experience for Trainee Nursing Associates 5. Other Matters for Consideration Relating to Career Progression and Ongoing Monitoring of the Cost-Benefits and Impact of the Role of the Nursing Associate
1. Defining the scope of practice • Defined narrative for current health and care workforce and the public • Clearly defined clinical governance and assurance arrangements in association with NMC standards and system regulators requirements • Separate medicines group convened
2. Accounting for the ‘shape’ and nature of the workforce • Responsibility and accountability held by service managers (Directors of Nursing, Registered Care Home managers) to determine skill mix • These managers should remain alert to risks of covert role expansion and inappropriate role substitution
3. Enhancing the trainee experience 1. Recommended that all entrants should be prepared to QCF Level 2 (literacy and numeracy) prior to commencement of the programme 2. Employers and education providers provide appropriate support and supervision for trainees 3. Quality of all placements is monitored 4. Development of a national Practice Assessment Document
4. Other Matters for Consideration 1. APEL and progression routes into NA and into RN 2. Registered Nursing Associates participate in coaching and supervision 3. HEE and NMC monitor and map scope of role and evaluate progress
5. Medicines Group Sector rep HEI Patient rep NMC ALBs CQC
Who administers medicines now in health and social care organisations?
Governance and Assurance System Regulator Employing Organisation Regulated professional
Recommendations This interim guidance includes recommendations on: • Education and training • Organisational level policy • Safety critical medications • Administration of medicines via alternative routes • Governance and assurance September 2016 Who is it for? Employers of Nursing Associates Trainers/educators of Nursing Associates Supervisors of Nursing Associates Commissioners of Nursing Associate training programmes Prospective Nursing Associates People cared for by Nursing Associates
Quality Assurance exercise
1. To gain a deeper understanding of how the curriculum framework is working ‘in action’. 2. To identify variation between and within test sites and consider what is warranted and what needs to be addressed. 3. To provide assurance to the trainees, the test sites and the NMC that we are going to produce Nursing Associates who can enter the register with minimal adjustment. Why undertake a QA exercise?
Developing the QA tool HEE commission OPM to support the workstream Working group (HEE, OPM, NMC) develop survey questions Survey questions tested with an HEI and a test site Questions and guidance completed Survey completion: first three weeks of November Analysis: Nov / first half of December Action plans drafted where needed Draft report produced: mid-December Final report produced – end of December October November December
Thank you Professor David Sines Chair of the Nursing Associate Scrutiny Group Sam Donohue Senior Nurse, HEE
Panel Discussion
Panel Session Lord Willis of Knaresborough Jackie Smith, Chief Executive, Nursing & Midwifery Council Professor Lisa Bayliss-Pratt, Chief Nurse, Health Education England, Avril Devaney, Director of Nursing, Cheshire and Wirral Partnership NHS Foundation Trust Dr Melaine Coward, Head of School, University of Surrey Alice Potter, Trainee Nursing Associate, East Midlands Collaborative, Martyn Davey, Trainee Nursing Associate, Somerset Nursing Associate Partnership Ian Prince, Patient Representative, East Midlands Collaborative
Florence Nightingale had a pet owl called 1. Athena 2. Crimea 3. Chardonnay Question 1
Answer: Athena
Question 2 The main reason for dental visits over Christmas is 1. Biting on a sixpence in a Christmas pudding 2. Eating walnuts 3. Getting the top off a whisky bottle
Answer: Walnuts
Question 3 Why nursing associates?
Question 4 When were prescription charges introduced in the NHS? 1. 1952 2. 1971 3. 1989
Answer 1952
Question 5 Why regulate the role?
Question 6 1. India approx. 100 BCE 2. Greece approx. 500 BCE 3. The UK 1812 “ A nurse is required to be knowledgeable, skilled at preparing formulations and dosage, sympathetic towards everyone, and clean. ” This guidance is from
Answer: India
Question 7 What are the benefits of the Nursing Associate role to the patient and the NHS (health and care) in general?
Showcase Celebrate and Share Progress Nursing Associate National Conference
Lunch & Refreshments Workshops commence 13:25pm Workshop 1 – Crown Suite Workshop 2 – Cornwall Suite Workshop 3 – Grand Hall
Sir Keith Pearson Chair, Health Education England
Learning together Rebecca Davies – Trainee Nursing Associate Nothando Tshuma – Student Nurse
About the course • Students should be in employed with one of the course employee partners • Commenced January 3rd 2017 • 45 weeks a year over 2 years • Attend university one day each week (two days for the first eight weeks to develop academic skills) • Working towards six modules each year, worth 20 credits each • Modules are designed to meet requirements of: • QAA UK Quality Code for HE – Characteristics Statement Foundation degree (2015) • QAA Subject Benchmark Statement for Healthcare programmes (2001) • HEE Nursing Associate Curriculum Framework (2016) • NMC pre registration standards for education (2010) • Leeds Beckett Education Strategy (2016)
Course delivery The course at Leeds Beckett University mirrors the first two years of the undergraduate nursing degree. Due to the time constraints of being informed of the course going ahead and delivery, a decision was made to design the course around the undergraduate modules. Most lectures are delivered to trainee nursing associates and BSc (Hons) Nursing students together.
Benefits of learning together Learning together is reflective of multi disciplinary working in practice. Other health professionals learn together; for example, mental health nursing and adult nursing.
Benefits of learning together Allocating student nurses to placement areas that have a trainee nursing associate in the team allows the two roles to learn from each other in practice. Student nurses benefit from seeing how trainee nursing associates work in practice, and how we contribute to the health care team.
Benefits of learning together Providing reassurance and confidence to registered professionals that trainee nursing associates are receiving a high standard of education; and that they work in line with key competencies and core values of the registered nurse.
Both the student nurse and trainee nursing associate are working towards the same goal. We are both working for the benefit of our patients and service-users. We strive to provide high standards of person-centred and holistic care to those individuals under our care.
Learning Together Nothando Tshuma January Cohort 2017 Student Nurse Thank you for the invitation It is a great opportunity for my cohort of student nurses to be a part of such an important move in the healthcare industry
Learning Together Student Nurse Most student nurses have less experience of working in clinical practice, e.g. Personal Background Nursing Associates have a great deal of clinical expereinces and they share their knowledge with us e.g. Group work - shared experiences
Learning Together Benefit Sharing experiences and learning brings us together creating relationships and understanding. e.g. when we started the course there was a division between the two groups NOW we are ONE COHORT learning together.
Learning Together Benefit Nursing Associates are so knowledgeable about the practice setting and they share their knowledge with us. This helps us to have an understanding of what to expect in practice. Proven to be so helpful.
Learning Together The nursing associates are already working with nurses in the field and when they share some of the bad habits with us e.g. Abbreviations This Will Raise awareness of poor practice to empower us to provide safe, efficient, patient-centred care.
Learning Together Limitation We would love to know the Job Description for the Nursing Associates. This will help us understand how they bridge the gap between registered nurses and healthcare assistants.
Learning Together Learning together benefits patients We provide a holistic approach from the same knowledge base. Learning together helps us form collaborative relationships in practice.  We need to achieve the same standard of academic attainment.
THANK YOU !
22 November 2017 Showcase, Celebrate and Share Progress PRESENTATION BY: Anna Beckett, OPM Group Evaluating the impact of Nursing Associates Emerging findings
Project background OPM Group is conducting a 2-year process and impact evaluation of the introduction of Nursing Associates, with 4 waves of surveys and interviews. This presentation reflects the results of wave 1. N = 1030 trainees participated in our survey to date (53%) Interviews and focus groups with trainees, stakeholders and staff across 4 test sites: East Midlands Collaborativ e Somerset North East London Lancashire and South Cumbria
What we have learned so far EXPERIENCES OF ACADEMIC LEARNING EXPERIENCES OF WORK-BASED LEARNING WHAT’S ENABLING PROGRESS? EMERGING IMPACTS
Academic learning Overall good levels of satisfaction with quality of teaching and level of support provided by HEIs Overall good levels of satisfaction with quality of teaching and level of support provided by HEIs Trainee Nursing Associates are highly motivated and conscientious learners who bring lots of experience with them A focus on the building blocks has been crucial to help TNAs to prepare and manage programme demands TNAs have found the programme demanding and frequently requested more protected time each week to do academic learning ? Academic learning
What we have learned so far EXPERIENCES OF ACADEMIC LEARNING EXPERIENCES OF WORK-BASED LEARNING WHAT’S ENABLING PROGRESS? EMERGING IMPACTS
Work-based learning TNA progress supported by planning and goal- setting, with TNAs becoming clearer and more assertive about their learning needs as they move through programme Growing confidence and clarity from supervisors and wider colleagues in base and placement settings about how to support TNAs effectively Variation in the organisation of placements by different test sites, highlighting the need for phase of quality assurance ?
What we have learned so far EXPERIENCES OF ACADEMIC LEARNING EXPERIENCES OF WORK-BASED LEARNING WHAT’S ENABLING PROGRESS? EMERGING IMPACTS
Factors helping trainees progress High levels of cohesion and support between TNAs1 2 3 TNAs’ readiness to take up learning resources and support available through HEIs Support provided by clinical educators and HEI tutors
Areas to consider for further improvement Consider opportunities to streamline the workload associated with the programme 1 2 3 Continue push to promote awareness and understanding about new role and training programme Address unwarranted variation in the TNA’s work based learning experience
What we have learned so far EXPERIENCES OF ACADEMIC LEARNING EXPERIENCES OF WORK-BASED LEARNING WHAT’S ENABLING PROGRESS? EMERGING IMPACTS
TNAs’ growing confidence and self-belief “I feel a bit more confident using my professional judgement now that I have some knowledge behind me, I feel a greater sense of responsibility, this is really good for patients, and I am asking them more questions, how it feels for them.”
... which is widely recognised by colleagues and faculty “The main success I would say is the change in their aptitude and insight - that was the biggest change, the way they support and develop each other.” (HEI lead) “Five months down the line they are thinking more like a nurse” (Supervisor)
Shift from a ‘task- focused’ role to patient and outcomes-focused role “I feel more like an ambassador for the patients since I became a trainee nursing associate.”
Placements are supporting an exchange of skills and knowledge “Working in a neurology department I shared an observation that there was a lack of interaction with patients – the next day staff were greeting and engaging patients better, I could see the difference this had made.”
… which is leading to improvements in the quality of care delivered to patients “During my placement, good care ticks went up by 43%, the department also saw letters to the matron (complaints) go down. This was achieved by the relationships and joint working between the nurses the TNA.”
Next steps Year 1 evaluation report in early 2018 1 2 3 Quality assurance exercise to be completed end of 2017 Next survey to be launched in Jan 2018 further deep dives planned which will incorporate patient feedback
Showcase Celebrate and Share Progress Nursing Associate National Conference
Countdown to regulation Emma Westcott NA programme lead HEE conference 22 November 2017
Showcase Celebrate and Share Progress Nursing Associate National Conference
Countdown to regulation Emma Westcott NA programme lead HEE conference 22 November 2017
Objectives of the session • Timeline for regulation • Preparing for regulation • Managing the first cohorts of NAs on to the register • Personal reflections
Countdown to regulation • NMC asked by SofS to regulate NA, and agreed • We are the ‘regulator-in-waiting’ • Changing our legislation usually takes 18-24m • We hope legislative change will have happened by July 2018
Jan 17 Sept 17 First NAs begin training. NMC agrees to regulate NAs NMC publishes early working draft of NA standards of proficiency Dec 17 NMC consults on the fees for nursing associates July 18 Legislation change complete September 18 Jan 19 New NA part of NMC register opens Council approves Code, standards, requirements March 18 NMC consults on Code, standards of proficiency and education programme requirements Timeline: key dates
Preparing for regulation • Trainees: • You have plenty to do on your programmes! • Read the draft standards of proficiency • Familiarise yourself with the Code • Respond to the consultations, if you have time • We will let you know in good time about how to register • Sign up for our TNA newsletter
Preparing for regulation • Test site partners: • Participate fully in HEE’s QA work • Look at draft standards and requirements • Think about when you want to get your NA programmes approved • Ensure your trainees know the Code, understand professional regulation, and are revalidation- ready • Think forward to registration requirements
Plans for the first NA cohorts • Regulating new groups – regulator must decide how to open register to legitimate ‘legacy’ applicants • Plan in place for obtaining assurance about the programmes we will inherit – HEE QA • We are asking test sites to assess trainees against our standards of proficiency • If we have assurance about programmes AND trainees meet our standards, applicants will be treated as if they have graduated from an approved programme • Test of competence available for others as a route to the register
Reflections
Q&A
Thank you
Professor Lisa Bayliss-Pratt Chief Nurse, Health Education England
Professor Lisa Bayliss-Pratt Chief Nurse, Health Education England
Showcase Celebrate and Share Progress Nursing Associate National Conference
Look how far we’ve come
Louis Pasteur’s theory of germs is ridiculous fiction PROFESSOR OF PHYSIOLOGY PIERRE PACHET, 1872 Heavier than air flying machines are impossible LORD KELVIN, 1895 Computers in the future will weigh no more than 1.5 tons POPULAR MECHANICS, 1949 We don’t like their sound and guitar music is on the way out DECCA RECORDING COMPANY ON THE BEATLES, 1962 Predictions are usually spot on… ?
Showcase Celebrate and Share Progress Nursing Associate National Conference
Today has not only been about celebrating and sharing progress but saying THANK YOU!

More Related Content

Showcase Celebrate and Share Progress Nursing Associate National Conference

  • 1. Showcase, Celebrate, Share Progress Nursing Associate National Conference
  • 2. Professor Ian Cumming Chief Executive, Health Education England
  • 3. Philip Dunne, MP Minister of State for Health
  • 4. Simon Hough Lived Experience Connector Richard Sherwood Trainee Nursing Associate CHESHIRE AND WIRRAL PARTNERSHIP Learning About Each Other
  • 5. NURSING ASSOCIATE SCRUTINY GROUP RECOMMENDATIONS and PROPOSALS
  • 6. Aim of the group: The ultimate aim of the group was to ensure that the implementation of Nursing Associate role is supported by rigorous oversight and scrutiny. It provided a forum for open and honest discussion; an opportunity to dispel myths and recognise where further discussion is necessary.
  • 7. Objectives: 1. Identify key challenges where further assurance was needed 2. Improve stakeholder confidence in the Nursing Associate programme 3. Seek appropriate academic advice as part of the call for evidence approach that will imbue this programme of work 4. Provide an opportunity to share learning and intelligence and seek further information and insight
  • 8. Creation of the Group Membership 4 core group meetings 4 regional meetings Recommendations The group used an iterative, action learning approach
  • 9. Recommendations: 1. Defining the scope of Practice for the Nursing Associate 2. Accounting for the ‘Shape’ and ‘Nature’ of the Nursing Workforce 3. Medicines Administration 4. Enhancing the Learning Experience for Trainee Nursing Associates 5. Other Matters for Consideration Relating to Career Progression and Ongoing Monitoring of the Cost-Benefits and Impact of the Role of the Nursing Associate
  • 10. 1. Defining the scope of practice • Defined narrative for current health and care workforce and the public • Clearly defined clinical governance and assurance arrangements in association with NMC standards and system regulators requirements • Separate medicines group convened
  • 11. 2. Accounting for the ‘shape’ and nature of the workforce • Responsibility and accountability held by service managers (Directors of Nursing, Registered Care Home managers) to determine skill mix • These managers should remain alert to risks of covert role expansion and inappropriate role substitution
  • 12. 3. Enhancing the trainee experience 1. Recommended that all entrants should be prepared to QCF Level 2 (literacy and numeracy) prior to commencement of the programme 2. Employers and education providers provide appropriate support and supervision for trainees 3. Quality of all placements is monitored 4. Development of a national Practice Assessment Document
  • 13. 4. Other Matters for Consideration 1. APEL and progression routes into NA and into RN 2. Registered Nursing Associates participate in coaching and supervision 3. HEE and NMC monitor and map scope of role and evaluate progress
  • 15. Who administers medicines now in health and social care organisations?
  • 16. Governance and Assurance System Regulator Employing Organisation Regulated professional
  • 17. Recommendations This interim guidance includes recommendations on: • Education and training • Organisational level policy • Safety critical medications • Administration of medicines via alternative routes • Governance and assurance September 2016 Who is it for? Employers of Nursing Associates Trainers/educators of Nursing Associates Supervisors of Nursing Associates Commissioners of Nursing Associate training programmes Prospective Nursing Associates People cared for by Nursing Associates
  • 19. 1. To gain a deeper understanding of how the curriculum framework is working ‘in action’. 2. To identify variation between and within test sites and consider what is warranted and what needs to be addressed. 3. To provide assurance to the trainees, the test sites and the NMC that we are going to produce Nursing Associates who can enter the register with minimal adjustment. Why undertake a QA exercise?
  • 20. Developing the QA tool HEE commission OPM to support the workstream Working group (HEE, OPM, NMC) develop survey questions Survey questions tested with an HEI and a test site Questions and guidance completed Survey completion: first three weeks of November Analysis: Nov / first half of December Action plans drafted where needed Draft report produced: mid-December Final report produced – end of December October November December
  • 21. Thank you Professor David Sines Chair of the Nursing Associate Scrutiny Group Sam Donohue Senior Nurse, HEE
  • 23. Panel Session Lord Willis of Knaresborough Jackie Smith, Chief Executive, Nursing & Midwifery Council Professor Lisa Bayliss-Pratt, Chief Nurse, Health Education England, Avril Devaney, Director of Nursing, Cheshire and Wirral Partnership NHS Foundation Trust Dr Melaine Coward, Head of School, University of Surrey Alice Potter, Trainee Nursing Associate, East Midlands Collaborative, Martyn Davey, Trainee Nursing Associate, Somerset Nursing Associate Partnership Ian Prince, Patient Representative, East Midlands Collaborative
  • 24. Florence Nightingale had a pet owl called 1. Athena 2. Crimea 3. Chardonnay Question 1
  • 26. Question 2 The main reason for dental visits over Christmas is 1. Biting on a sixpence in a Christmas pudding 2. Eating walnuts 3. Getting the top off a whisky bottle
  • 28. Question 3 Why nursing associates?
  • 29. Question 4 When were prescription charges introduced in the NHS? 1. 1952 2. 1971 3. 1989
  • 32. Question 6 1. India approx. 100 BCE 2. Greece approx. 500 BCE 3. The UK 1812 “ A nurse is required to be knowledgeable, skilled at preparing formulations and dosage, sympathetic towards everyone, and clean. ” This guidance is from
  • 34. Question 7 What are the benefits of the Nursing Associate role to the patient and the NHS (health and care) in general?
  • 36. Lunch & Refreshments Workshops commence 13:25pm Workshop 1 – Crown Suite Workshop 2 – Cornwall Suite Workshop 3 – Grand Hall
  • 37. Sir Keith Pearson Chair, Health Education England
  • 38. Learning together Rebecca Davies – Trainee Nursing Associate Nothando Tshuma – Student Nurse
  • 39. About the course • Students should be in employed with one of the course employee partners • Commenced January 3rd 2017 • 45 weeks a year over 2 years • Attend university one day each week (two days for the first eight weeks to develop academic skills) • Working towards six modules each year, worth 20 credits each • Modules are designed to meet requirements of: • QAA UK Quality Code for HE – Characteristics Statement Foundation degree (2015) • QAA Subject Benchmark Statement for Healthcare programmes (2001) • HEE Nursing Associate Curriculum Framework (2016) • NMC pre registration standards for education (2010) • Leeds Beckett Education Strategy (2016)
  • 40. Course delivery The course at Leeds Beckett University mirrors the first two years of the undergraduate nursing degree. Due to the time constraints of being informed of the course going ahead and delivery, a decision was made to design the course around the undergraduate modules. Most lectures are delivered to trainee nursing associates and BSc (Hons) Nursing students together.
  • 41. Benefits of learning together Learning together is reflective of multi disciplinary working in practice. Other health professionals learn together; for example, mental health nursing and adult nursing.
  • 42. Benefits of learning together Allocating student nurses to placement areas that have a trainee nursing associate in the team allows the two roles to learn from each other in practice. Student nurses benefit from seeing how trainee nursing associates work in practice, and how we contribute to the health care team.
  • 43. Benefits of learning together Providing reassurance and confidence to registered professionals that trainee nursing associates are receiving a high standard of education; and that they work in line with key competencies and core values of the registered nurse.
  • 44. Both the student nurse and trainee nursing associate are working towards the same goal. We are both working for the benefit of our patients and service-users. We strive to provide high standards of person-centred and holistic care to those individuals under our care.
  • 45. Learning Together Nothando Tshuma January Cohort 2017 Student Nurse Thank you for the invitation It is a great opportunity for my cohort of student nurses to be a part of such an important move in the healthcare industry
  • 46. Learning Together Student Nurse Most student nurses have less experience of working in clinical practice, e.g. Personal Background Nursing Associates have a great deal of clinical expereinces and they share their knowledge with us e.g. Group work - shared experiences
  • 47. Learning Together Benefit Sharing experiences and learning brings us together creating relationships and understanding. e.g. when we started the course there was a division between the two groups NOW we are ONE COHORT learning together.
  • 48. Learning Together Benefit Nursing Associates are so knowledgeable about the practice setting and they share their knowledge with us. This helps us to have an understanding of what to expect in practice. Proven to be so helpful.
  • 49. Learning Together The nursing associates are already working with nurses in the field and when they share some of the bad habits with us e.g. Abbreviations This Will Raise awareness of poor practice to empower us to provide safe, efficient, patient-centred care.
  • 50. Learning Together Limitation We would love to know the Job Description for the Nursing Associates. This will help us understand how they bridge the gap between registered nurses and healthcare assistants.
  • 51. Learning Together Learning together benefits patients We provide a holistic approach from the same knowledge base. Learning together helps us form collaborative relationships in practice.  We need to achieve the same standard of academic attainment.
  • 53. 22 November 2017 Showcase, Celebrate and Share Progress PRESENTATION BY: Anna Beckett, OPM Group Evaluating the impact of Nursing Associates Emerging findings
  • 54. Project background OPM Group is conducting a 2-year process and impact evaluation of the introduction of Nursing Associates, with 4 waves of surveys and interviews. This presentation reflects the results of wave 1. N = 1030 trainees participated in our survey to date (53%) Interviews and focus groups with trainees, stakeholders and staff across 4 test sites: East Midlands Collaborativ e Somerset North East London Lancashire and South Cumbria
  • 55. What we have learned so far EXPERIENCES OF ACADEMIC LEARNING EXPERIENCES OF WORK-BASED LEARNING WHAT’S ENABLING PROGRESS? EMERGING IMPACTS
  • 56. Academic learning Overall good levels of satisfaction with quality of teaching and level of support provided by HEIs Overall good levels of satisfaction with quality of teaching and level of support provided by HEIs Trainee Nursing Associates are highly motivated and conscientious learners who bring lots of experience with them A focus on the building blocks has been crucial to help TNAs to prepare and manage programme demands TNAs have found the programme demanding and frequently requested more protected time each week to do academic learning ? Academic learning
  • 57. What we have learned so far EXPERIENCES OF ACADEMIC LEARNING EXPERIENCES OF WORK-BASED LEARNING WHAT’S ENABLING PROGRESS? EMERGING IMPACTS
  • 58. Work-based learning TNA progress supported by planning and goal- setting, with TNAs becoming clearer and more assertive about their learning needs as they move through programme Growing confidence and clarity from supervisors and wider colleagues in base and placement settings about how to support TNAs effectively Variation in the organisation of placements by different test sites, highlighting the need for phase of quality assurance ?
  • 59. What we have learned so far EXPERIENCES OF ACADEMIC LEARNING EXPERIENCES OF WORK-BASED LEARNING WHAT’S ENABLING PROGRESS? EMERGING IMPACTS
  • 60. Factors helping trainees progress High levels of cohesion and support between TNAs1 2 3 TNAs’ readiness to take up learning resources and support available through HEIs Support provided by clinical educators and HEI tutors
  • 61. Areas to consider for further improvement Consider opportunities to streamline the workload associated with the programme 1 2 3 Continue push to promote awareness and understanding about new role and training programme Address unwarranted variation in the TNA’s work based learning experience
  • 62. What we have learned so far EXPERIENCES OF ACADEMIC LEARNING EXPERIENCES OF WORK-BASED LEARNING WHAT’S ENABLING PROGRESS? EMERGING IMPACTS
  • 63. TNAs’ growing confidence and self-belief “I feel a bit more confident using my professional judgement now that I have some knowledge behind me, I feel a greater sense of responsibility, this is really good for patients, and I am asking them more questions, how it feels for them.”
  • 64. ... which is widely recognised by colleagues and faculty “The main success I would say is the change in their aptitude and insight - that was the biggest change, the way they support and develop each other.” (HEI lead) “Five months down the line they are thinking more like a nurse” (Supervisor)
  • 65. Shift from a ‘task- focused’ role to patient and outcomes-focused role “I feel more like an ambassador for the patients since I became a trainee nursing associate.”
  • 66. Placements are supporting an exchange of skills and knowledge “Working in a neurology department I shared an observation that there was a lack of interaction with patients – the next day staff were greeting and engaging patients better, I could see the difference this had made.”
  • 67. … which is leading to improvements in the quality of care delivered to patients “During my placement, good care ticks went up by 43%, the department also saw letters to the matron (complaints) go down. This was achieved by the relationships and joint working between the nurses the TNA.”
  • 68. Next steps Year 1 evaluation report in early 2018 1 2 3 Quality assurance exercise to be completed end of 2017 Next survey to be launched in Jan 2018 further deep dives planned which will incorporate patient feedback
  • 70. Countdown to regulation Emma Westcott NA programme lead HEE conference 22 November 2017
  • 72. Countdown to regulation Emma Westcott NA programme lead HEE conference 22 November 2017
  • 73. Objectives of the session • Timeline for regulation • Preparing for regulation • Managing the first cohorts of NAs on to the register • Personal reflections
  • 74. Countdown to regulation • NMC asked by SofS to regulate NA, and agreed • We are the ‘regulator-in-waiting’ • Changing our legislation usually takes 18-24m • We hope legislative change will have happened by July 2018
  • 75. Jan 17 Sept 17 First NAs begin training. NMC agrees to regulate NAs NMC publishes early working draft of NA standards of proficiency Dec 17 NMC consults on the fees for nursing associates July 18 Legislation change complete September 18 Jan 19 New NA part of NMC register opens Council approves Code, standards, requirements March 18 NMC consults on Code, standards of proficiency and education programme requirements Timeline: key dates
  • 76. Preparing for regulation • Trainees: • You have plenty to do on your programmes! • Read the draft standards of proficiency • Familiarise yourself with the Code • Respond to the consultations, if you have time • We will let you know in good time about how to register • Sign up for our TNA newsletter
  • 77. Preparing for regulation • Test site partners: • Participate fully in HEE’s QA work • Look at draft standards and requirements • Think about when you want to get your NA programmes approved • Ensure your trainees know the Code, understand professional regulation, and are revalidation- ready • Think forward to registration requirements
  • 78. Plans for the first NA cohorts • Regulating new groups – regulator must decide how to open register to legitimate ‘legacy’ applicants • Plan in place for obtaining assurance about the programmes we will inherit – HEE QA • We are asking test sites to assess trainees against our standards of proficiency • If we have assurance about programmes AND trainees meet our standards, applicants will be treated as if they have graduated from an approved programme • Test of competence available for others as a route to the register
  • 80. Q&A
  • 82. Professor Lisa Bayliss-Pratt Chief Nurse, Health Education England
  • 83. Professor Lisa Bayliss-Pratt Chief Nurse, Health Education England
  • 85. Look how far we’ve come
  • 86. Louis Pasteur’s theory of germs is ridiculous fiction PROFESSOR OF PHYSIOLOGY PIERRE PACHET, 1872 Heavier than air flying machines are impossible LORD KELVIN, 1895 Computers in the future will weigh no more than 1.5 tons POPULAR MECHANICS, 1949 We don’t like their sound and guitar music is on the way out DECCA RECORDING COMPANY ON THE BEATLES, 1962 Predictions are usually spot on… ?
  • 88. Today has not only been about celebrating and sharing progress but saying THANK YOU!