1. 2015
E-learning
Latest news
APL Mentorship
Professional
focusA D D R E S S I N G T H E N E E D S O F S T U D E N T S A N D E D U C A T O R S
A C R O S S T H E O R G A N I S A T I O N
Welcome to the third ediƟon of Professional Focus.
This newsleƩer is dedicated to EducaƟon, why it is
important, how we support it and what that means
for our future workforce
Mentorship
The Clinical EducaƟon team currently manages a live Mentor Register
which is located on our intranet site:
hƩp://srv-intranet/NonClinicalServices/CEP/Lists/Mentor%
20Register/AllItems.aspx
It is important that you let us know if your record is up to date or if
you need to be added. If you are aware of any mentors leaving the
trust, please inform us so we can remove them accordingly.
Mentor updates;
If you are due to aƩend a mentor update (you will receive a
noƟficaƟon if you are out of date), please book on to a course via ESR
20th August (Barnet)
16th September (inner)
If you have any queries relaƟng to your mentor update/triennial
review, please refer to our guidance on the hub
hƩp://srv-intranet/NonClinicalServices/CEP/SitePages/Pre%
20RegistraƟon%20Nursing.aspx
AlternaƟvely, contact the team on;
PracƟce.placements@clch.nhs.uk
Editor - Tracey Hilton,
Senior Clinical Placement Facilitator
E-Learning
The pracƟce placements team are currently
working on a project which will allow pre-
registraƟon nursing students to complete their
CLCH inducƟon online.
The package will comprise of 6 x core modules
which will need to be accessed and concluded
before they commence their pracƟce
placement.
The system will allow the team to retrieve
informaƟon for reporƟng purposes. It will also
offer the students some flexibility around their
own learning and maximise their Ɵme in clinical
pracƟce.
The EducaƟon team (upcoming clinical
courses)
Our courses can be accessed via the hub;
hƩp://srv-intranet/NonClinicalServices/
LearningZone/SitePages/All%20Courses.aspx
Placements - Have created a poster which
introduces the team and their roles within
educaƟon. This poster will be displayed in the
clinical areas that are currently accessed by
our students.
Issue 3

2. A Mentors story
Being a mentor within CLCH is a privilege . My team and I support approximately 5-6 students per year, hopefully giving students a
great experience with the health visiƟng and school nursing teams.
There are 5 mentors in my team all together, and we work hard to ensure all students are able to achieve learning objecƟves and
competencies. We are very lucky to have excellent links within CLCH, and arrange students to gain other experiences within the
community. We work very closely with the Children's Community Nursing Team, Speech and Language and the CHEYNE Children's
Development team. School Nurses and Health Visitors work very closely with a lot of mulƟ disciplinary teams such as specialist
nurses in diabetes, integrated gangs unit, localiƟes and GPs, all serviced help to give our students a great experience in the
community.
Mentoring students is very important and allows you to play a huge part in shaping a students nursing future. To be a good mentor
it's important to be able to acƟvely listen, support, encourage and provide space and Ɵme (someƟmes difficult) for a student to
develop and become confident in their new pracƟce placement.
Mentor's should be good role models within placement. Mentoring is an honour and I would encourage anyone who wishes to
develop their leadership skills to take up the mentoring course. It can lead on to great things. Not only do you provide support for
our future nurses, but you can help change a nurses percepƟon of community nursing and how valuable our role is out of the
hospital seƫng. Mentoring helps you to become more confident within your team, it's enables you to support new staff, junior staff,
skill mix and become an effecƟve leader within your team. As a mentor you are conƟnuously learning in and out of pracƟce and I am
always learning new skills and pracƟces from my students!
Laura Holt
0-19 Team Leader-Cluster 4
Specialist Community Public Health Nurse Designated School Nurse for West London Free School-Secondary
Nicolas ArcheƩa -
Professional and Clinical
EducaƟon Administrator
‘The new learning site will be
launching soon. It will include
beƩer navigaƟon, less
scrolling, less clicks. Find what
you’re looking for quicker and
easier’.
For further details, contact;
Nicolas.archeƩa@clch.nhs.uk
Wedding Bells
The EducaƟon team would
like to congratulate Marcia
Pinnock (Clinical EducaƟon
and PracƟce Lead) on tying
the knot back in May
We wish you all the best for
the future!
Nurse Training - Year 2 - Yolan is currently seconded by CLCH to undertake a PG Dip (Child)
at KCL. Yolan is due to qualify this September.
Throughout my nurse training I have acƟvely sought opportuniƟes to learn about the ways in
which nurses and other health & mulƟ-agency professionals work collaboraƟvely to provide an
opƟmal standard of care in hospital and facilitate the conƟnuaƟon of care and opƟmal quality
of life post discharge. This has been achieved through aƩendance to MDT and discharge plan-
ning meeƟngs, working with community children’s & school nurses, social workers and other
allied health professionals. Where possible, I have made efforts to follow the paƟent journey
from admission to discharge and beyond through liaisons with mulƟ-disciplinary colleagues;
this has helped me to become familiar with the range of professionals and addiƟonal services
that are oŌen involved in the conƟnuaƟon of care for children/young people and the exisƟng
services that my fellow colleagues & I can signpost children and their families to where appro-
priate
I now possess a sound understanding of professional accountability and have been commiƩed
to taking ownership and responsibility for my acƟons and decisions throughout my nurse
training; my ability to empathise and dedicaƟon to deliver excellence to those under my care
means I am conƟnually in the pracƟce of consulƟng my senior colleagues, ensuring relevant
informaƟon is adequately recorded and issues or concerns are escalated as required.
I am enthusiasƟc about the prospect of returning to pracƟce from study with the ability to
perform and undertake a greater range of roles and responsibiliƟes, a sound understanding
and experience of the nursing role and new innovaƟons regarding best pracƟce. I am keen to
develop and improve the drug administraƟon skills acquired within my training and become
fully competent with IV administraƟon and central venous/peripheral access amongst a range
of speciality specific skills
Yolan Mcleary, Student Nurse, KCL

3. EducaƟonal Audits (update)
We are currently carrying out EducaƟonal Audits with all pracƟce areas that support
student EducaƟon in collaboraƟon with our partner Higher EducaƟonal Link Lecturers.
All audits for Barnet locality should be completed by 30th
June and we anƟcipate that
all audits for our inner London pracƟce areas to be completed prior to the New
September 15 intake.
The purpose of the audit is to monitor and enhance the quality of the pracƟce learning
environment, student support and assessment of pracƟce. This includes learning
environments which support students on pre-registraƟon nursing and midwifery
programmes as well as CPPD courses which have a formal assessment component.
There is an expectaƟon that all areas can support all levels of students unless there is a
clear raƟonal agreement between pracƟce educaƟon and HEI’s. The audit will help to
idenƟfy a specific acƟon plan if required and ensure that the learning environment
conƟnues to meet required standards or is supported in enhancing quality where
necessary.
For our inner London team leads, please expect a call from any of our HEI links (listed
below) or placement facilitators arranging a date for audit compleƟon. If you are a
placement lead and are unavailable to complete the audit, please can you nominate a
representaƟve to complete this on behalf of the pracƟce environment.
Irene Zeller KCL
Julie Bliss KCL
Cynthia Davies Kingston University
Sian Lavers BNU
APL Mentorship Training
AccreditaƟon of prior learning incorporates accreditaƟon of prior cerƟficated learning
(APCL) and accreditaƟon of prior experienƟal learning (APL). APCL considers whether
previously assessed and cerƟficated learning at a postgraduate level is eligible for credit
within a programme of study. In the case of the programmes present in this
prospectus, this can be, for example, (Associate) Fellowship of the Higher EducaƟon
Academy or a postgraduate cerƟficate or diploma or individual modules thereof
relevant to the subject area. APL considers learning outside a formally assessed
programme and to be eligible for credit must be relevant , adequate and current to the
module and the intended programme of study.
As approved APL results in the assigning of credit and permits exempƟon from a
module or modules, King’s learning insƟtute must ensure that learning derived from
APCL or APL is relevant and equivalent to the learning that the parƟcipant should have
achieved if they had undertaken the standard programme of study. In short, the
programme modules act as benchmarks against which the parƟcipant needs to
demonstrate equivalence.
Mentorship - an accreditaƟon claim can be made for Mentorship as a free-standing
module as well as part of a diploma or degree pathway.
If you would like to explore this route into Mentorship, please contact
tracy.stevenson@clch.nhs.uk in the first instance
Failing to Fail
Most nursing students will achieve
the proficiency standards they need
to register but mentors may be faced
with a student whose performance is
weak.
While these may be in the minority,
evidence suggests that mentors find
this one of the most challenging
aspects of their role (Duffy, 2003)
The NMC Standards to Support
Learning and Assessment in PracƟce
(2008) idenƟfied mentors’
responsibility in supporƟng and
assessing nursing and midwifery
students. The standards emphasise
mentors’ role in managing failing
students
It is important that mentors do not
avoid these uncomfortable situaƟons
by passing students when they feel
that they have not achieved the
outcomes required of them,
whatever the reason
If you require support, please contact
the team;
pracƟce.placements@clch.nhs.uk
Useful informaƟon can be found on
the following website;
hƩp://www.nursingƟmes.net/
Journals/2013/02/12/o/k/
y/071120GLFailing1.pdf
5 key points
1) Nurses and midwives have a
responsibility to conƟnually develop
themselves for professional growth
2)Mentors play a pivotal role in
protecƟng the public by ensuring
students are fit for purpose and
pracƟce
3)It is mandatory for mentors to
support and assess pre-registraƟon
students in pracƟce
4)Clinical placements are a vital part
of educaƟon because they help
students to translate theory into
pracƟce
5)SupporƟng mentors in formulaƟng
a mentor porƞolio builds confidence
and skills

4. CLCH End of Life Care Strategy
Death and dying are not topic areas for everyday conversaƟon for the majority of us; however, for a range of
our CLCH colleagues, conversaƟons about death and dying may take place on a frequent or daily basis with
those in their care. These CLCH staff need to have access to the appropriate support, educaƟon and training
to ensure adults and children with advanced, progressive or chronic illness, feel able to have conversaƟons
about their preferences and wishes at a Ɵme of their lives when it is Ɵme which is short.
With this in focus, a group of representaƟves from services across CLCH, who are involved with specialist and
generalist end of life care, have been developing an End of Life Care Strategy (2015 – 2018). In order to
ensure care for people with end of life care needs are met by our CLCH colleagues and the broader aims of
the strategy are achieved too, there are six strategy objecƟves to we must engage with.
These are:
high quality, relaƟonship centred, compassionate care
advance care planning/risk straƟficaƟon
assessment and care planning
symptom management, comfort and well being
support for families including bereavement care
educaƟon and training
We have one chance to get it right for this group of people in our care; with this in mind we would like to
invite you to get involved in delivering these objecƟves with us.
For more informaƟon about the strategy or end of life care in CLCH, please contact Hilary Shanahan at:
hilary.shanhan@clch.nhs.uk
The Placements team bid farewell to one of our valued colleagues - Sian Lavers, Senior Link
Lecturer, Bucks New University.
We wish Sian every success in her new role and would like to thank her for the support she has
provided to CLCH and students in past years.
Good luck!

5. Latest news - internal and external communicaƟons
NMC to consult on introducing language controls for EU trained nurses and midwives
Following recent changes to EU legislaƟon, we are now consulƟng on our powers to require applicants to
the register from the European Economic Area (EEA) to saƟsfy us that they have the necessary knowledge
of English to pracƟse safely and effecƟvely in the UK.
Jackie Smith, NMC Chief ExecuƟve, said:
“We have pressed for language controls for years so that nurses and midwives can pracƟse safely and
effecƟvely, in order to further protect the public.
“The Code is clear that you must be able to communicate effecƟvely with paƟents and colleagues.”
A new ground of impairment in relaƟon to English language competence will also be introduced to our
Fitness to PracƟse procedures.
Applicants from outside the EEA are already required to achieve an InternaƟonal English Language Training
System (IELTS) score of seven but under the current laws we are unable to request proof of English
language ability for those trained in Europe.
The 12-week consultaƟon began on 1 June.
hƩp://www.nmc.org.uk/news/news-and-updates/nmc-to-consult-on-introducing-language-controls-for
-eu-trained-nurses-and-midwives/
The code for Nurses and Midwives
The Code presents the professional standards that nurses and midwives must uphold in order to be
registered to pracƟse in the UK.
EffecƟve from 31 March 2015, this Code reflects the world in which we live and work today, and changing
roles and expectaƟons of nurses and midwives. It is structured around four themes – prioriƟse people,
pracƟse effecƟvely, preserve safety and promote professionalism and trust. Developed in collaboraƟon
with many who care about good nursing and midwifery, the Code can be used by nurses and midwives as a
way of reinforcing their professionalism. Failure to comply with the Code may bring their fitness to pracƟse
into quesƟon.
hƩp://www.nmc.org.uk/standards/code/
Student feedback (all placement requests must come via the placements team)
Students are now asked to provide feedback on their placement via surveymonkey.
This has already proved successful with an 800% increase in returned submissions. Examples below;
my mentor (Jacinta McGurn) was amazing. Arranged so many opportuniƟes and experiences for me. I was
made to feel so welcome and part of the team. She made this placement brilliant and made me consider
working in the community in the future
My mentors were great. Respiratory unit and other staff. They made me feel welcome. Lots of learning
opportuniƟes. Please join me in giving them a great big thank for the wonderful services they provide to the
community. Well done all!

6. Uoh Recruitment Event
On 7th
July CLCH, Sulekha Ali, Jumoke Oladipupo, Donna Thornley and Nira Varsani attended a Nursing
celebration and recruitment event at our partner HEI, University of Hertfordshire. Nursing graduates were very
keen to find out about the various career opportunities within offender health, community nursing and health
visiting. It was great sharing positive stories about the work we do and what we offer once employed, in terms
of support and continuous professional development. We received very positive feedback from the students,
having had their community placement with CLCH and hope to attend more nursing and recruitment events
throughout the year.
Learning to Care Workshop at UoH
Prior to attending the workshop ‘learning to care’ the first thought that occurred to me was ‘can you LEARN to
care or is it already instilled in us?’ With this in mind, I was certainly thinking it was an intrinsic element – either
you have it in you or you don’t and for someone in the nursing profession it would be quite an innate quality,
right?
This was an interesting presentation around research that was carried out to understand and discover whether
there was evidence of caring behaviours in practice
Below are some of the interesting findings from pre-registration nursing student whist in practice.
‘Some Nurses will just go in, do whatever, they are very task orientated, so do what they’ve got to do and move
on to the next person’ MSc year 2 interview
‘It’s like the handover sheets they have - that checklist becomes the patient, i.e. Bed A when it should be Peter
Jones in bed A’ Focus Group
Student thoughts on Nature or Nurture:
‘I do like that approach of ‘Okay, we’ve sorted out this side so we can come and help you’. It’s all hands on
deck, everybody’s going to be happy then and it’s about the patient at the end of the day, it’s not about how
much work you have to do’ BSc year 1.
‘I think we’re debating what care means or compassion means because obviously compassion is a trait in
somebody, being caring is a trait but so is love and if you love somebody, whether it be your child, your mother,
your partner, whatever, you may see somebody else buying their mum a bunch of flowers, you may think ‘you
know what? I’m going to buy my mum a bunch of flowers, cheer her up, Now that person hasn’t taught me to
love my mum but they’ve taught me a strategy to show it and I think that some of us are caring people but we
can be taught strategies in how to express that care’ BSc student, Yr 2

7. Having attended the session, I was more open to the fact that although caring is intrinsic it can be nurtured
and the expression of caring can be taught. Some examples included role modelling; creating a culture of
care, looking after staff, confidence and courage are some of the ways.
What strategies should be adopted in clinical practice to ensure caring is routinely embedded in nursing care?
Mentor and Student stories - If you’ve had an exceptional student in your final year placement and you
would like to share your story please email practice.placement@clch.nhs.uk

8. Hub and spoke model for nursing student placements in the UK
The quality of clinical placements is an important factor in nurse educaƟon and depends, partly, on the quality of the
mentoring. In a hub and spoke model of pracƟce learning, pre-qualifying nursing students are allocated to their
placement (hub) in the tradiƟonal way and, in addiƟon, are formally supported by their mentor to work in other seƫngs
and with different clinicians (spoke experiences) for one week in eight.
In a first pilot in three children’s wards, parƟcipants reported the wide-ranging benefits of this model, which included; A
richer learning experience; a heightened sense of belonging; enhanced understanding of the paƟent journey; a greater
insight into the roles and responsibiliƟes of the mulƟ-professional team; and increased awareness of possible career
choices. Students were able to work more confidently with different clinicians and teams, which should help them
become nurses who deliver high quality, modern health care.
‘Karen Harrison-White and Elizabeth King
Nursing Children and Young People - March 2015’
MIND Pilot study for resilience training for people with arthriƟs and musculoskeletal condiƟons
MIND, the naƟonal charity for mental wellbeing, has developed a resilience programme, based on CBT principles, to
reduce stress and anxiety with the aim of prevenƟng the development of mental ill health.
In 2012 MIND were successful in geƫng funding from the Department of Health to adapt and run the programme for 3
years in two pilot areas, Birmingham and Manchester, to benefit people with long-term condiƟons, by addressing stress
and anxiety in order to support them to manage their condiƟon beƩer. They have been working with Diabetes UK and
BHF to aƩract referrals of people with these condiƟons to the pilots. The pilots are being evaluated by the Faculty of
Health and Social Sciences, Leeds BeckeƩ University.
The pilot has recently been extended to include people with arthriƟs and we are supporƟng this extension by seƫng up
referrals through various channels in the two target areas menƟoned above.
We are looking for organisaƟons in a range of sectors who would be willing to consider referring people with a
musculoskeletal condiƟon into the programme which consists of two hours per week for six weeks. The programme is
completely free for those who sign up and criteria for referrals includes:
• Group 1 condiƟons - Inflammatory arthriƟs e.g. rheumatoid arthriƟs, lupus, ankylosing spondyliƟs
• Group 2 condiƟons - OsteoarthriƟs, back pain, fibromyalgia
hƩp://www.ahpnw.nhs.uk/news-
mind_pilot_study_of_resilience_training_for_people_with_arthriƟs_and_musculoskeletal_condiƟons.html
Allied Health Professionals have been urged to support the Five Year Forward View.
The call came from Sir Malcolm Grant, NHS England’s Chairman, as he opened the first Chief Allied Health Professions Officer’s Con-
ference. “How can we cope with the extra demand of a growing and ageing populaƟon? This is our biggest challenge. The old mod-
els of care are not working, that’s why we need to bring all our Allied Health Professionals to work together.
He said one focus of the Five Year Forward View was to tackle the funding gap, explaining: “The extra investment needed every year
exceeds inflaƟon. We have suggested the funding gap will be £30billion. So we have set out our idea for new models of care and set
up 29 Vanguards covering more than five million people. It’s not a pilot, as it’s not reversible.”
hƩp://www.england.nhs.uk/2015/06/23/ahp-fyfv/

9. The Learning Team - Statutory and Mandatory Training
The Refresher Statutory Mandatory Programme is designed to help to improve the standard of care
and service delivery across health and care sectors.
To ensure you are up to date, please visit our page on the hub; Learning Team / Courses
For further information, please contact:
Marcia Daley, Head of Learning and Development (020 8937 7980)
Patsy Powell, Learning and Development Team Leader (020 7798 1472)
Carmen Tulloch, Learning and Development Coordinator (020 7798 1476)
Naaznin Khaki, Learning and Development Service Coordinator (020 8937 7172)
Sarah Hesni, Learning and DevelopmentCoordinator (020 8937 7152)
Pauline Namwanje, Learning and Development Coordinator (020 7798 1474)
Sima Kazemzadeh, Learning and Development Administrator (020 7798 1478)
L&D@clch.nhs.uk
Clinical and Professional Education (Learning Team):
Providing a range of learning opportunities within CLCH. The team is focused on providing an ex-
cellent quality service and works closely with Directorates and Service Leads to fully understand
their learning needs.
For further information, please contact:
Tracy Stevenson, Head of Clinical and Professional Education (020 7798 1492)
Marcia Pinnock, Clinical Education and Practice Lead (020 7798 1475)
Asha Sharma, Practice Placements Coordinator (020 7798 1485)
Tracey Hilton, Senior Clinical Placements Facilitator (020 7798 1486)
Nira Varsani, Practice Placements Facilitator (020 7798 1488)
Nicolas Archetta, Professional and Clinical Education Administrator (020 7798 1482)
A message from the team;
As always, we would like to thank our Mentors/Practice Educators for their continuous support with
student education.
We understand at times this can be a challenge. With large student numbers and a need to increase
our mentor database, it may feel a little overwhelming at times.
We are extremely proud of the positive feedback we receive and feel secure in the knowledge that
students’ are receiving excellent placement experiences across the Organisation!
Irene Zeller - Irene.zeller@kcl.ac.uk (Link Lecturer, Kings College),
Sian Lavers - sian.lavers@bucks.ac.uk (BNU)
Cynthia Davis - Cynthia.davis@sgul.kingston.ac.uk (Kingston), Noel Knop - n.1.knopp@herts.ac.uk (UoH)