Sue Turrill, University of Leeds
Programme Manager.
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The GCNC programme
Assessments
Module content
YNN core clinical skills set
Support
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2007-8
Specialised Neonatal qualification
Academic and skills based
Developed by University and Network
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YNN 1-7 competencies (foundation learning)
Neonatal Anatomy & Physiology workbook
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Student introduction day
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Time management/time planning
Course structure
Study days/studying at home
Assessments
Core skills set
Mentor
Gwynn arranging elective placement - timing,
experience, trust & network managed.
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Biosciences … ?
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Complete prior to course start, within the workbook
Use a biology textbook that suits learning needs
 Blackburn – essential, more neonatal specific text
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Hand in on first day for feedback
Continue to use for review prior to formal teaching
sessions
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Theory modules:
 The Special Care Baby (20 credits)
 The Neonate in Intensive Care (20 credits)
 Assessment
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Practice module:
 Clinical practice based learning (20 credits)
 Assessment
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Core Clinical Skills set:
 Demonstration of practice
 Elective placement
 Written evidence to support transfer of knowledge to practice.
GCNC 2011-12 Course structure
Semester 1 (Sept – Jan)
Assessment:
January
submission
Semester 2a (Jan – May)
The Special Care Baby
Assessment:
May submission
The Neonate in Intensive Care
Submission of 2,500
word critical analysis 
essay
+
2 hour exam
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Teaching Dates:
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September 27th, 28th & 29th .
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November 8th, 9th & 10th
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December 6th & 7th.
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Formative submission:
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Plan of essay and essay draft for
feedback midway through
module
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Practice exam
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Teaching Dates:
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January 24th - 26th
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February 28th & 29th, March 1st
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April 17th & 18th
1 ½ hour MCQ
paper
+
30 minute
presentation
Formative submission:
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Presentation topic and plan
midway through module
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Mock MCQ paper March
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Practice presentations April
Work based Learning (Semester 1 + 2a)
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Teaching dates:
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September 6th – preparation day (1)
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September 23rd - preparation day (2)
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Formative submission:
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Topic chosen by mid October
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Submission of Learning contract by early November.
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Plan and draft of essay by end March.
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Clinical skills acquisition:
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Special Care Baby – skills set + 8 evidence of achievement records completed by January 2010
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Neonate Intensive Care – skills set + 8 evidence of achievement records completed by May 2010
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Elective placement
Portfolio
submission
+
5,000 word essay
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Special Care Baby eg:
 Altered physiology of neonatal systems & appropriate
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interventions (eg respiration, nutrition,
thermoregulation)
Introduction to blood gas analysis
Neonatal abstinence syndrome
Pharmacokinetics
Family assessment models, family nursing,
attachment theory
Discharge planning
Evidence based policy
Exam techniques
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Neonate in Intensive Care eg:
 Pathological basis of neonatal conditions
 Supporting families in crisis
 End of life care
 Multi-systems approach & response to physiological
parameters
 Stabilisation & Transfer
 Health outcomes of NIC
 Presentation skills
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Portfolio
 Project supported by identified mentor;
 Learning contract , objectives and learning
journal;
 Records of 4 x mentor meetings and 2 x tripartite
meetings;
 Reflection on practice
 Essay
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NMC clinical mentor (+ associate) who holds
neonatal QIS qualification
 Assessment of competency in practice
(knowledge +skill)
 Core Clinical Skills Set - 12 pieces of evidence
 Practice development shown with student
utilising knowledge in practice.
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Requirement to complete alongside the
Certificate as part of WBL.
Allow consistency of learning skills to
appropriate standard
Documented and agreed by Trusts.
Originally based on Scottish Neonatal Nurses Group, 2005;
now forms part of QIS national definition (BAPM, 2012) and
RCN neonatal career framework (RCN, 2012)
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6 core skills:
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Respiratory and Cardiovascular Management
Fluid, Electrolyte, Nutrition and Elimination Management
Neurological and Pain Management
Skin, Hygiene, and infection prevention management
Temperature Management
Managing and supporting the family
 www.yorkshireneonet.org.uk
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Gestational ages of neonates from 24 – post term;
Birthweight ranges: ELBW, VLBW, LBW, Normal
BW, IUGR, LGA;
Physical conditions, abilities and continuing
improvement or deterioration;
Surgical infants of differing conditions;
Infants with congenital abnormalities;
Infants preparing to be discharged home.
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For both Special Care and Intensive Care:
 Completion of individual skills achievement
records
Core Skill 1: Respiratory and cardiovascular management:
Neonatal nurse QIS performance criteria
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Recognise deviations from normal respiratory and
cardiovascular function
Interpret trends in the results of blood gas analysis
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Intervene to restore/maintain homeostasis
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Recognise need for and request assistance in
relation to basic life support
Perform basic life support
*Assist with advanced resuscitation and stabilisation
1a
1b
1c
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1d
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1e
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1f
1g
Initiate oxygen therapy via head box, nasal
cannulae and facially
Initiate respiratory support via the use of nasal
continuous positive airways pressure (CPAP) or
high-flow oxygen systems
Safely care for the baby with a supported airway
*Safely care for the baby requiring all methods of
mechanical ventilation and respiratory support
Assess the need for suction of respiratory secretions
Use safe and effective oral and nasal suction
techniques
*Use safe and effective endotracheal
tube/tracheostomy suction techniques
*Perform chest physiotherapy techniques utilising an
agreed plan of care
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Recognise the need for intubation/extubation
*Assist with elective / emergency intubation
*Perform extubation
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*Assist with the insertion/removal of chest drain
Provide care for baby with chest drain in situ
Observed but not
performed
Performed with
direct
supervision
Independent
practice
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Observed but not performed (identifies gaps in
experience)
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Performed with direct supervision
 Questioning the basis for practice - EVIDENCE BASED
PRACTICE
 Rationale for decision making - WHY ARE YOU DOING
WHAT YOU ARE DOING? WHAT ARE THE RISKS AND
BENEFITS TO THE BABY/FAMILY?
 Options for practice & individualised pathways of care
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Independent practice
 Independent skills & decision making
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For both Special Care and Intensive Care:
 Completion of individual skills achievement
records
 6 pieces of written evidence (one for each skill - 12
in total)
Each skill must have written evidence to support the
rationale behind practice.
 Each piece of evidence must include:
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Witness testimony (demonstration of skill development)
plus
1 or 2 of the following eg:
 Annotated bibliography (showing how evidence will be
utilised in practice)
 Reflective account (using a reflective model)
 Q & A session (eg work sheets, study day, critical incident)
 Integration of a teaching session (in University or practice)
EXAMPLE: Evidence of achievement
Core skill: 1
SC/IC (circle relevant): IC
Element:
1b
Record number: 5
Scenario: 31 week twins were being delivered by elective caesarian section for maternal PIH during
my shift. Having previously observed a delivery in theatre I asked to assist the senior nurse who
would be caring for one of the twins. My role prior to the delivery was to set up an IC space. At the
delivery I was able to be part of the team, prioritising the babies immediate needs for temperature
control, respiration and stability.
Type of evidence supporting practice development: (attached in portfolio)
1. Witness testimony
2. Reflective account utilising John’s structured model of reflection
Identified Learning:
•Key principles and priorities for resuscitation (resus council UK)
•Impact of early care guidelines on outcomes for premature babies
•Relevance of team working, roles, communication and planning in ‘at risk’
deliveries
•Methods for reducing heat losses in delivery situations
•Assessing respiratory and cardiovascular stability in the premature newborn at
delivery
Mentor: (name/signature)
Date:
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For both Special Care and Intensive Care:
 Completion of individual skills achievement
records
 6 collections of written evidence (12 in total)
 Completion of final achievement list
Final achievement of skills throughout complete range
Core Skill
Student signature
Mentor signature
Date achieved
Respiratory and cardiovascular management
Neurological and Pain management
Fluid, electrolyte, nutrition and elimination management
Skin and hygiene management
Thermal control management
Managing and supporting the family
Signature of Mentor: I accept responsibility for the assessment of competency for
…………………………………………………………………………………………… Date ………………………………..
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For both Special Care and Intensive Care:
 Completion of individual skills achievement
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records
6 pieces of written evidence (16 in total)
Completion of final achievement list
Completed programme achievement
documentation
Network Lead Nurse agrees final qualification
based on completion of skills/WBL & theory
modules
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What types of evidence show development of
knowledge and practice?
How can you be sure that knowledge is
translated to practice?
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Attendance at WBL workshops!!
Active on mentor register
Understanding of module and programme requirements
Time working with student …?
Support student in accessing learning opportunities
throughout project development and skills acquisition
Overall achievement of skills
Understanding of process of achievement of skills set and
requirements for evidence.
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Arrange regular meetings with mentor
Agree outcomes and short term goals
Completion of skills assessment portfolio
Attendance
 Group dynamics & group work (ground rules)
 Time management for study
 Reading!
 Pre study day directed work
 Seek advice & support
 Revision using a timetable; planning assessment work
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Study skills?
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Academic supervisor
▪ Choosing topics
▪ Writing at level 3
▪ Drafts of essays for advice and comment – in person or
via email
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University skills centre; librarian
University website - VLE
Regional Educator/Lead Nurse
Mentor
▪ challenging, committed
▪ 2nd mentor
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Programme/module manager
s.turrill@leeds.ac.uk; 0113-3437550
Network lead nurse –
Denise.evans@bthft.nhs.uk.
Regional Network Educator
gwynnbissell@sky.com
Unit Practice educators
Previous GCNC mentors
Regional Neonatal Mentor/education Group