Faulds2011
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The document discusses changes to nursing and midwifery education in the UK driven by new standards from the Nursing and Midwifery Council (NMC). Key points: - The NMC now requires a degree-level qualification for nursing registration. Programs emphasize competencies like communication, leadership, and research. - Curriculums focus on skills like compassion, organization, and infection control. They also stress research processes, problems, and content. - Example program structures for 3-year nursing and 4-year dual-field nursing are outlined. Challenges include embedding technology, grading practice experiences, and adapting to new ways of thinking.
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Faulds2011
- 1. Graduate Nursing and Midwifery; We’re not in Kansas anymore Sue Faulds, Graduate Nursing and Midwifery programme lead 20 June 2011
- 2. “I don’t think we’re in Kansas anymore…?”
- 3. 3 NMC Standards (2010) • In 2010 the NMC published the ‘Standards for pre- registration nursing’; – Minimum outcome award changed to degree in nursing “Degree-level registration underpins the level of practice needed for the future, and enables new nurses to work more closely and effectively with other professionals.” NMC (2010) p8
- 4. NMC Competency framework • Sets out the standards for competence and the related competencies that every nursing student must acquire before applying to register 1. Professional values 2. Communication and interpersonal skills 3. Nursing practice and decision-making 4. Leadership, management and team working 4
- 5. Essential skills clusters (2010) • These apply to all fields of nursing and for many there are 2 progression points & entry to the register; 1. Care, compassion and communication 2. Organisational aspects of care 3. Infection prevention and control 4. Nutrition and fluid management 5. Medicines management 5
- 8. The Heart The HeartThe Brain The Nerve Self Discovery
- 9. Emphasis on Research processes & problems Emphasis on Research content Research – teaching nexus (Jenkins et al, 2007) 10 Research-tutored Curriculum emphasises learning focused on students writing & discussing papers or essays Research-based Curriculum emphasises students undertaking inquiry-based learning Research-led Curriculum is structured around teaching subject content Research-orientated Curriculum emphasises teaching process of knowledge construction in the subject STUDENTS AS PARTICIPANTS STUDENTS AS AUDIENCE
- 10. Programme structure (3 year BN) 11 Foundations of Nursing Practice Practice experience 3 & 4 Applied Health Sciences Foundations of Health Sciences Practice experience 1 & 2 Principles of Nursing Practice Acute care needs Long term conditions Partnerships Field specific Leadership & management Research Practice experience 5 & 6 Complex care
- 11. Programme structure (4 year dual fields BN) 12 Foundations of Nursing Practice Practice experience 3 & 4 Applied Health Sciences Foundations of Health Sciences Practice experience 1 & 2 Principles of Nursing Practice Acute care needs Long term conditions Partnerships Field specific Leadership & management Research Practice experience 5 & 6 Complex care Acute care needs (2nd field) Field specific (2nd field) Long term conditions (2nd field) Practice experience 7 & 8
- 12. Other programmes • 3 year Bachelor of Midwifery • 2 year (advanced standing) Bachelor of Midwifery • 3 years Masters in Nursing Studies • 3 year Masters in Midwifery Studies 13
- 13. Some of the challenges • Embedding technology enhanced learning • Grading in practice • Challenging beliefs • New programmes • New ways of thinking 14
- 14. Thank you for listening Any questions? 15
Editor's Notes
- Please use the dd month yyyy format for the date for example 11 January 2008. The main title can be one or two lines long.
- If using a school logo, make sure that if you have a long page title, it does not encroach on the logo. Allow about 2cm around the logo. Run the page title onto two lines if necessary.
- Each domain is comprised of a generic standard for competence and a field standard for competence. Also includes generic competencies that all nurses must achieve and the field competencies.
- Use divider pages to break up your presentation into logical sections and to provide a visual break for the viewer. The title can be one or two lines long.
- PLEASE DO NOT EDIT / TIDY THIS SLIDE WITHOUT CHECKING THE ANIMATION! Curriculum philosophy core to all programmes. The Wizard of Oz - Dorothy is on a journey in which she questions both herself and her values. The yellow brick road represents Dorothy’s journey to determine and become the person she wishes to be. Along the way, Dorothy doubts that she has three core qualities – the “heart” (represented by the tin man), the “nerve” (represented by the lion) and the “brain” (represented by the straw man) Within these programmes, students themselves will develop the awareness of the values of themselves and others that are necessary for values based practice. The curriculum is thus a journey of both personal and professional self discovery as students themselves will determine the future practitioner who they wish to become. We also take the view that the Heart, the nerve, and the brain are the three core qualities required of healthcare practitioners, and the Southampton Values based model has been introduced to support the development of these qualities in students throughout their programmes.
- All 4 of the above approaches are important, and our curriculum has integrated elements of each of these perspectives, although a greater emphasis on developing research skills through a research based orientation. Our philosophical stance places students clearly as participants, and it is appropriate that students in a leading research institution are challenged to develop their own skills in inquiry based learning.