Review of Pre-Registration
Nurse Education
HEI Workshop 16 June 2014
Kathy Branson
Director – Special Projects
Health Education East of England
Agenda
9.30 – 10.00
Arrival and coffee
10.00 - 10.15
Introduction and Welcome
10.15 – 11.15
Initial findings (presentation & discussion)
11.30 – 11.45
Refreshment Break
11.45 – 13.00
Initial findings (cont.)
13.00 – 13.45
Lunch
13.45 – 14.00
Summary & Introduction
14.00 – 16.00
Workshops
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Initial Findings
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Introduction & Drivers
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Frances, Willis, Cavendish, Berwick reports
identified areas for improvement
£ cost + quality
Nursing graduates - highest number in
universities
Safer Staffing
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What We Have Done
• 8 workshops held at 7 locations in East of England
• 191 people attended
• Attendees - senior nurses, nurse managers, teachers,
delegates from HEIs and a small number of Students
• Collected data (taped and written), analysed by key
themes
• Carried out a Preliminary Literature Review – setting the
context
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What Happened
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48 hours group discussions
Repetition of key themes
Common understanding of key themes
No surprises
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Quality Mentorship
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Recognition – ‘Trainer’ to be seen as a ‘badge of
honour’
Choice. Do nurses aspire to being mentors?
Practice assessment/sign off
Infrastructure, time & support
 How do we demonstrate value for mentors and
excellent education in practice?
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Core Skills
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Technical skills – clarity about measurements
Care/compassion
Resilience
Understanding of relationship between mental and
physical health
• Questioning/improvement culture

How can we articulate core skills; how are these acquired,
measured and maintained?
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Partnership – quality of relationship
between placement and HEI
“There are not that many environments or
education models where there is joint
responsibility for student learning. This is a
potential risk and there is a tension between the
student’s rights and academic requirements
versus the need to protect patients and the
professional nurse’s expectations of the student.”
•
Workforce planning – ‘ownership of finished product’
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Culture (Practice and HEI)
• ‘Fundamentals’ of care are held in high esteem
• Freedom to ask questions and challenge. Blame free
• Demonstrates value for staff/students and develops their
resilience
• Personal responsibility ‘changing culture is my job’
 How do you demonstrate the ‘right’ culture to support
learning?
 How do nurses make learning and reflection ‘culturally
acceptable’?
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Tea and Coffee
11.00 – 11.15
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Theory/Practice Gap
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HEIs ‘own’ theory; service ‘owns’ practice
How to narrow or bridge the gap?
University/learning ‘without walls’
Anxiety about the meaning of evidence based
practice
• Tension between intuition and knowledge based
actions
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Service User/Patient/Client
• Need to ensure they are involved in and reflected in practice
• Student focus vs. service user focus
• Graduate preparation for synthesising the ‘paradox of nursing’
 Standardisation vs. person centred care
 Meaningful encounters vs. speed of throughput
• Coaching and self-management/risk
• Fundamentals – the little things that mean a lot
 How do we describe this complex and difficult area so that it can
really be the centre of practice?
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Managing Constant Change
at Every Level
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Individual need
Clinical need
Organisational
Political
 How do you prepare and support people for this and to maintain
resilience?
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Leadership
• Management and leadership concepts and functions
described interchangeably
• Personal leadership - responsibility linked to
accountability
• Leaders of care/service improvements
• How to ‘teach’ leadership and leadership framework
 What do the concepts of ‘team’; leadership and
management each mean within the context of nursing?
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Management
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A core skill embedded into curriculum
Management of caseload/ward
Management of self
Management of workload/risk
What can you safely do?
Management of complexity
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Preparing Nurses to Work in a
Range of Settings
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Team work/integration/multi-professional/inter-agency
user interchangeably
Defining the skills and implications of the setting
Education based on patient pathways
 What are the skills and attributes of a newly qualified
nurse and are they really fit for purpose in a range of
settings?
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CPD
• Mentorship is part of CPD
• Students’ access to skilled clinicians
• Purpose of placements around specialist and
advanced practitioners
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Discussion
• Is this in line with your expectations?
• Is anything missing?
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Lunch
13.00 – 13.45
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Workshops
Table 1 - Partnership & Mentorship
How do we demonstrate excellent partnership in practice
Table 2 - Core skills & Theory Practice Gap
How can we articulate core skills how are these acquired, measured and
maintained. How do we narrow the theory/practice gap
Table 3 - Preparing nurses to work in a range of settings
What are the skills and attributes of a newly qualified nurse and are they
really fit for purpose in a range of settings
Table 4 - Service User/Patient/Client
How do we describe this complex and difficult area so that it can really be the
centre of practice?
www.hee.nhs.uk
www.eoe.hee.nhs.uk
@HEEoENurse
Next Steps
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4 x Service User workshops – June
HEI Workshop – June
5 x Student workshops – July
Interviews with key stakeholders
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Stay in Touch
• Monthly blog
• Website on HEEoE: http://eoe.hee.nhs.uk/ourwork/fundamental-nursing-review/
• Twitter: @HEEoENurse
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@HEEoENurse