Pan London Practice
Assessment Document
Presentation prepared for
“London Mental Health Nursing:
Recruiting and Growing the Best”
Jane Fish
Project Manager, PLPAD
Josee Soobadoo
Project Team Associate, PLPAD
PLPAD Project Team
Jane Fish
Project Manager, PLPAD
Josee Soobadoo
Project Team Associate, PLPAD
Ian Grant-Rowan
Administrator, PLPAD
U of H
Bucks
Middx
NORTH WEST
LETB
City
NORTH EAST AND
CENTRAL LETB
UWL
Greenwich
KCL
c
LSBU
St George’s
Kingston
SOUTH
LETB
Opportunities……….
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Develop first Pan London PAD for
graduate nursing to meet NMC standards
Scoping exercise
Competence based document
Strengthen partnership working during
time of change
Develop new practice placement areas
across health, social care and private,
voluntary and independent sectors
Challenges…………
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Gain consensus from all AEI’s
LETB’s are new and may have different priorities
Challenging timescale – scope, develop &
agree PLPAD, pilot and implementation of PLPAD
Four fields of nursing
Lack of web based infrastructure to support
practice based learning Pan London compared to
Pan Regions
PLPAD Project – Stage 1
Literature Review
Regional Scoping
 Pan Wales
 Pan Manchester
 Pan Yorks & Humber
Scoping London Region PAD’s
Distinctiveness of London
for BSc Nursing/PG Dip/MN
Students are fluid – move around
capital
 Educating nurses for local Trusts as
well as nationally
 Pressure on placement areas – need
to develop further areas to
accommodate students
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Project – Stage 2
Consultation with key stakeholders
Meetings with Academic & Practice Staff
 Focus Groups with practice staff, mentors,
students
 Mentor Survey – (Survey Monkey)
 Student Survey – (Survey Monkey)
 Establishing engagement with service
users
Ongoing……………….
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Feedback from mentors
[Survey Monkey]
“Its very repetitive. Some of the assessments are not easy
to understand. There are far too many words used to
describe what the mentor is being asked to assess. Not
very specific, and not all relevant to the practice area.”
“ Not really geared up to community placement”
Feedback from mentors
[Survey Monkey]
“There are aspects to the PAD documents that need
changing. Very wordy and not very supportive of flexible
learning. Using 3 universities with different PAD
assessment is confusing and poses the questions that each
does not trust the others tool of assessment. Often things
are missed related to basic nursing care - pressure area
care, nutrition (in more detail) dementia, dignity in care. If
a student is with you for 5 weeks by the time one is
getting to know them we are expected to completed a
midpoint interview- perhaps this should be a review.”
Feedback from mentors
[Survey Monkey]
“Specific competency, knowledge and skills exams. These
should be substantive and progression / continuation on
the course contingent upon passing these. A nurse MUST
be able to assess a patient using a validated model of
nursing. MUST be able to write a care plan. I'm seeing
many third year students who still don't possess these
skills. Each year should have specific skill sets concerned
with patient care organisation and management. The
coordination and prioritisation of the care of a group of
(minimum 5) patients should be an essential criteria for
qualification. Student nurses must have this capability and
demonstrate knowledge and skills in care coordination in
order to register. Shift co-ordination and leadership
competencies must be part of the third year tool.”
Feedback from students
Survey Monkey
“More skills should have been added on the practice
documents to help us become more competent in certain
skills. e.g. observation covers many different skills and
also I have seen students such at other university
have to complete many skills which covers in observations.
they need to be signed off with little skills such as blood
pressure, ECG, catheter etc. Which is excellent as it is
more specific as mentors also have to observe students
perform and pass that skill. However in our document it is
not like that.”
Feedback from students
[Survey Monkey]
“Some mentors are not comfortable with the book. They
usually argue that it changes every year, and the book is
not explicit on the expected student level. Therefore
mentors seems to base the assessment on their own
expectations on student”
“Having one document for 3 years will mean it is in a
complete state by the time it is submitted. Not to mention
how complicated things would get if it got lost. Grading
criteria needs to be clear and consistent throughout the
document.”
Why?
Some AEI’s and Mental Health
Trusts have students from 5 AEI’s
 3 year PADs
 1 Year PADs
 All 4 fields/one document
 Clinical skills
 Medicines management
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Key components of
combined PLPAD
1 document per progression point
 Ongoing Achievement Record
– 3 years
 Professional Values
 Essential Skills Cluster
 Fields of Nursing – separate
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Stage 3 – Document Development
Key areas & Timescales
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Documents complete – Mid August
Disseminate to academic & practice
staff – August
3 x Stakeholder events for
feedback – August
Table Top Pilots in AEIs – August
HEIs prepare their documents for
NMC – Sept/October
Stage 4
Validation and Implementation
Pan London and HEI documentation
to NMC
 Validation – early December
 Implementation – March 2014 in
AEIs with March intake
 Implementation in all AEIs – Sept
2014
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Fit to practice
at point of registration
References
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Care Quality Commission (2010) Essential standards of
quality and safety
Department of Health (2011) Health and Social Care Bill
Francis (R) 2013 Report of the Mid Staffordshire NHS
Foundation Trust: Public Inquiry
Chaired by Robert Francis QC HMSO
Nursing & Midwifery Council 2nd edition (2008) Standards
to support learning and assessment in practice. NMC
standards for mentors, practice teachers and teachers
Willis (2012) Quality with compassion: the future of
nursing education Report of the Willis Commission on
Nursing Education