BSc Hons Nursing Graduate Diploma in Nursing

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BSc (Hons ) Nursing/Graduate Diploma in Nursing

• MENTOR INFORMATION

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General information

• BSc (Hons) in nursing - a 4 year degree course
  (adult branch)
• Graduate Diploma in Nursing- a two year 4 month
  course (adult branch)
• Nursing studies degree (-rarely -student exits
  with this award after 3 years, and is required to
  undergo 13 weeks of practice consolidation in
  order to achieve registration

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General information

• Course is modular
• Theory is integrated with practice placement (50
  practice, 50 theory)
• Total credit points over each year totals 120
• Students in years 2,3,4 must pass clinical
  practice module and written assessment

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Integration of theory and practice

• Years 1, 2 and 3 go out on practice for 15 weeks
  a year
• Placement 1 is 7 weeks before xmas .
• Placement 2 is 8 weeks before the summer
  holidays.
• Year 4 have 15 weeks consecutive placement
• Remaining time is spent in University
• NB Grad dip Students , and practice consolidation
  students have summer placements

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Clinical Placements

• Placements are allocated by Napier University.
• Known at QMU as Work-based learning (WBL)
• Some students get experience in Fife or Forth
  Valley

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Placement allocation
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Skills acquisition

• Achieved in University through teaching,
  simulation, independent practice and OSCE
• A list of skills achieved before each period of
  work-based learning is included in the mentor
  handbook These skills meet the remit of the
  essential skills clusters (NMC)
• Year 4 students must achieve successful numeracy
  in practice, assessed by mentor.

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Role of Clinical supervisor

• See the students for a group clinical tutorial
  approx once a week either in University or the
  clinical area
• Reflection
• Exploration of issues which occurred in ward and
  facilitation of further learning
• Group learning
• Group support
• Monitoring progress
• Participation in discussion contributes to
  achievement of learning outcomes

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Assessment process
Clinical Supervisor Assesses achievement of
learning outcomes through tutorial process
Mentor reads learning outcomes, Identifies
learning opportunities Carries out Mid way
assessment, final assessment
Student
Self-assesses at start, during and end of
WBL. Presents learning outcomes at Clinical
tutorials Presents written work at end of
year.
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Documentation

• Student carries own Work-based Learning practice
  record
• Contains learning outcomes
• Contains assessment forms
• Mentor receives handbook with copies of outcomes
  and assessment forms.

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Learning Outcomes

• Consist of an outcome, and a suggested learning
  activity to fulfil it e.g.
• Practise in a fair/anti-discriminatory way,
  acknowledging the difference in beliefs and
  cultural practices of individuals or groups.
• Suggested Learning Activity
• Identify a patient/client or a client group with
  specific beliefs and cultural practices Discuss
  the way in which nursing care in your area
  responds to the values and customs of this
  individual/group OR
• Discuss the processes in place that would be
  actioned should this situation be encountered.
• Identity the ways in which care given
  demonstrated sensitivity to cultural diversity
• Proficiencies C1,2,3,4

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Learning outcomes

• Are mapped onto the NMC proficiencies ,which in
  turn cross reference to the essential skills
  clusters
• Successful achievement of them by the individual
  student is assessed by the clinical supervisor
  during the clinical tutorial process

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The clinical tutorial process

• Students must prepare evidence to support their
  presentation of each outcome.
• They must be able to demonstrate knowledge and
  understanding appropriate to their level of
  education .
• Process involves reflection, discussion and
  research, and links theory with their practice.

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The mentors role in student assessment

• To identify /facilitate learning opportunities
  which allow the student to achieve their learning
  outcomes for that period of work-based learning.
• To liaise directly with clinical supervisor if
  there is a problem, or through the P.E.F
• To carry out a mid-way assessment, (recorded in
  the students WBL practice record)
• To carry out a final assessment

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The final assessment

• This allows the mentor to assess the
  professional performance of the student using
  specific criteria.

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Assessment of professional attributes
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Assessment of professional attributes (cont)

• Provides high quality care as evidenced by, for
  example
• Observing infection control policies
• Carrying out technical procedures with
  appropriate skillcare for level of training
• Recognises and works within the boundaries of the
  professional caring relationship as evidenced by,
  for example
• Accepting comment and constructive criticism from
  qualified staff.
• Sharing appropriate non- personal information
  with staff and patients
• Maintaining a professional demeanour in times of
  challenge
• Conforms to QMU standard of self presentation, as
  evidenced
• By for example
• Uniform worn correctly, with ID visible
• Grooming, taking account of need for safety i.e.
  shortnails, removal of jewellery, hair tied
  back

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Final assessment
NAME OF STUDENT /matriculation number
--------------------------------------------- WBL
----- On the basis of the above professional
assessment, this student has received a grade of
SATISFACTORY UNSATISFACTORY (circle as
appropriate) Mentors Statement
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Record of ongoing achievement

• QMU students will electronically collate
• all WBL mentor assessments (e-portfolio)
• This will allow successive mentors to view them
  in order to help them form judgements about their
  students progress.
• Students will also use their self-assessments,
  final assessments and reflection to identify
  areas for development of their performance in
  their next placement .