an integrated approach to pre-registration student nurse education

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an integrated approachto pre-registration
student nurse education

• Clive Denny
• Mental Health Nurse
• Honorary Lecturer Mental Health Nursing
• Rebecca Ryder
• District Nurse
• Honorary Lecturer Adult Branch Nursing

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introduction

• who we are
• who we were
• what we were asked to do
• what we did
• what we are going to do today

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working philosophy

• to create educative and therapeutic
• relationships which facilitate the
• integration and application of the art and
• science of nursing, in the provision of nursing
• care that is evidence based, yet sensitive to the
• unique needs of every individual patient/client
• and carer.

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philosophical claims I

• individuals should not have to try to fit their
  needs to service provision
• service provision should fit with the unique
  needs of individuals
• health Social care should not comprise a maze
  of fragmented and disparate provision
• health and Social care services must be well
  sign-posted, well mapped and should exist as a
  connected, seamless continuum

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philosophical claims II

• all health and social care activity should
  configure around the needs of patients
• all learning activity associated with health and
  social care should also configure around the
  needs of patients

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collegiality

• an essential aspect of professional practice
  that requires nurses to view their nurse peers as
  collaborators in the care-giving process who are
  valued and respected for their unique
  contributions. (Stuart and Sundeen 1995)

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rationale

• Making a Difference (DOH 1999)
• Fitness for Practice (UKCC 1999)
• The NHS Plan (DOH 2000)
• Integrated Educational Pathway for
  Pre-Registration Student Nurses (Denny Ryder
  2000 unpublished)
• Preparation of Mentors and Teachers (ENB/DOH
  2001)
• Placements in Focus (ENB/DOH 2001)
• Report on the Quality Pathways for
  Pre-Registration Nursing Programmes (ENB 2001)

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scope of framework

• integrated care pathways
• health..ill-health continuum
• multifarious settings
• multiple agencies and individuals
• fitness for practice and purpose
• tradition
• embrace diversity, collaboration, and
  integration

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the open moorland of learning practice
disciplinarity and ownership upheld by
educations tendency to validate and
support knowledge/practice fields
alternative perspective open moorland of
learning, without demarcations, barriers, and
ownership hence there are no obstructions
to learning and experience (Usher et al.,
1997)
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The Pyramid Model
Branch Specific-Year Three
Branch SpecificYear Two
Common Foundation Year
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uni-disciplinary approach
prison service
health visiting
macmillan nurse
assessors
students
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team centered approach
Macmillan Nurse
GP
Care Manager
Nurse Practitioner
Continence Specialist
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unleashing the sense of inquiry

• to free curiosity to permit individuals to go
  charging off in new directions dictated by their
  own interests to unleash the sense of inquiry
  to open everything to questioning and
  exploration to recognize that everything is in a
  process of change (Rogers, 1983, p120).

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unleashing the sense of inquiry

• to free curiosity to permit individuals to go
  charging off in new directions dictated by their
  own interests to unleash the sense of inquiry
  to open everything to questioning and
  exploration to recognize that everything is in a
  process of change (Rogers, 1983, p120).

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unleashing the sense of inquiry
to free curiosity to permit individuals to go
charging off in new directions dictated by their
own interests to unleash the sense of inquiry
to open everything to questioning and
exploration to recognise that everything is in a
process of change (Rogers, 1983, p120).
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integrating care pathways
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collaboration and integration
S/S
MHN
MW
HV
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concluding comments

• adult learning is as much about choice as it is
  about responsibility and autonomy
• nurse education is not vacuum packed, the
  process and products of learning impact upon
  mentors, teams, practice, and ultimately upon
  patients and carers
• the facilitation of practice experience should
  comprise a live process of negotiation and
  interaction

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concluding comments

• the IEP model encourages the view of health and
  social care systems as seamless and collaborative
  
• composition of learning should occur around
  individual patient need
• the facilitation of practice experience requires
  more in-depth investigation, investment and
  support

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The Pyramid Model
PRIMARY CARE PRECEPTORSHIP PATHWAY now viewing
at Healthcare Trusts near you
Branch Specific-Year Three
Fit For Practice
Branch SpecificYear Two
Common Foundation Year