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Version 4
Ratified by Corporate Policy Panel
Date Ratified 20 September 2017
Name of Originator Author Interim Head of Learning and Development
Name of responsible committee/individual
Director of Workforce and Organisational Development
Date issued 6 March 2018
Review Date September 2020
Target Audience All staff involved in supporting learning and assessment in practice for Pre-registration Learners and Post registration Learners where relevant.
Multi Professional Mentor/Educator for
Pre and Post-Registration
Learners Policy
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Section
Content
Page No
1. Introduction 3
2. Purpose 4
3. Scope 5
4. Responsibilities, Accountabilities and Duties: 5
4.1 Organisational 5
4.2 Mentors 6
4.3 Service Manager Responsibilities 7
4.4 LEM Educator Responsibilities 8
4.5 Lone Working 8
5. Procedure/Implementation 11
5.1 Triennial Review 11
6. Training Implications 12
6.1 Training Implications for registered staff with recognised mentor qualification
12
6.2 Training implications for registered staff without recognised mentor qualification
13
7. Monitoring Arrangements 13
8. Equality Impact Assessment Screening 15
8.1 Privacy, Dignity and Respect 15
8.2 Mental Capacity Act 15
9. Links to other Procedural Documents 16
10. References 16
11. Appendices 16
Appendix A - Glossary of Terms 17
Appendix B - Mentor Qualifications 19
Appendix C - Mentor, Educator Roles and Responsibilities 21
Appendix D - Learning Environment Manager Roles and Responsibilities
25
Appendix E - Protocol for lone working checklist 29
Appendix F - Process for communicating changes within practice placements
32
Appendix G - Useful Contacts 33
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1. INTRODUCTION
Practice placements within Rotherham, Doncaster and South Humber NHS Foundation Trust (RDASH) are a key part of health and social care programs across the Yorkshire and Humber region. The organisation works in partnership with Health Education England (HEE) and the Higher Education Institutions (HEIs) under the Learning and Development Agreement (LDA). This agreement quality assures all practice placements within the Trust to offer a quality student and mentor experience whilst maintaining high standards of patient safety and care. The LDA outlines our responsibilities as a placement provider with regard to placement learning for which the Trust receives financial remuneration. Since 1st April 2013 the nationwide introduction of a placement payment to organisations came into effect providing practice placements for nursing and other Pre-registration Students commissioned by the NHS. The purpose of the training tariff is to support the provision of high quality training placements to secure the future supply of well trained staff to the NHS. As part of the LDA we also have access to Specialist Skills and Post Registration Development (SSPRD) or Continuing Professional Development (CPD) in exchange for meeting the LDA contractual obligations such as providing quality assured placements to meet the numbers and needs of the NHS commissioned pre-registration learners. In 2013/14 providers were required to ensure that placement provision met the quality criteria as described in LDA Schedule C and that placement capacity within organisations continues to meet the regional need for student learning opportunities. From April 2015, the student tariff money has been centralised and is now becoming embedded within the organisation. The Placement Learning Team, in partnership with HEIs, centrally co-ordinate all practice placements across RDaSH and continue to support the Learning Environment Manager (LEM), Mentor/Educators, Supervisors or equivalent roles within all educationally audited practice placements. This helps to maintain, explore and develop, practice placement opportunities such as the current hub and spoke model of practice placement learning, whilst supporting and enhancing quality assurance systems and processes. RDaSH adopted the Practice Placement Quality Assurance (PPQA) tool which is an online resource to support the quality assurance and capacity of practice placements. This enables RDaSH to standardise essential information supporting the Quality Assurance process and maximising the pre-registration learners experience whilst in the trust.
The Multi-Professional Placement Learning Team use a tripartite approach working closely with the LEM/Educator or equivalent, and the local HEI's to input, monitor and evaluate practice placement profiles and educational
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audits within the learning environment. The PPQA also supports the maintenance of a live Mentor/Educator register, Mentor and Learner evaluation record. It is a professional regulatory requirement to be able to provide this information on request Registered Practitioners have a responsibility under their relevant regulatory body legislation to continue to support the future workforce within their Mentor/Educator roles e.g. Nursing and Midwifery Council (NMC) - The Code Professional standards of practice and behaviour for nurses and midwives (2015).
'Share your skills, knowledge and experience for the benefit of people receiving care…’
Health and Care Professions Council (HCPC) Standards of conduct performance and ethics (2016) ‘You must work in partnership…sharing your knowledge and experience where appropriate for the benefit of service user and carers.’ This can be achieved by supporting Students and colleagues’ learning to help them develop their professional competence and confidence. From April 2016 all Nursing and Midwifery Council (NMC) registrants must engage with their regulatory body revalidation process to enable them to renew their registration to remain on the NMC register. In order to fulfill all registration requirements you must keep your knowledge and skills up to date, taking part in appropriate and regular learning and professional development activities that aim to maintain and develop your competence and improve your performance (NMC Professional standards of practice and behaviour for nurses and midwives 2015). Relevant evidence may be obtained from their Mentor/Educator role to support and meet their regulatory body revalidation requirements. HCPC registrants must also engage with their regulatory body CPD process in order for them to renew their registration and remain on their regulatory body register. ‘You must keep your knowledge and skills up to date and relevant to your scope of practice through CPD’ HCPC (2016). Relevant evidence may also be obtained from their Educator role to support meet their regulatory body CPD requirements.
2. PURPOSE
To ensure compliance with local and national agreements, mandatory/
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statutory requirements for the Mentor/Educator roles, and support of learners in clinical practice.
To ensure that there is a clear strategy and framework within the organisation, to maintain an up to date register of Non-sign-off Mentors and Sign-off Mentor/Educators in all placement areas,,
To maintain and increase Mentor/Educator and placement capacity in line with HEE requirements.
3. SCOPE
This policy relates to all Non-sign-off Mentors, Sign-off-Mentors/Educators, or equivalent who assess the practice of Pre-registration Learners and when applicable Post registration Learners.
4. RESPONSIBILITIES, ACCOUNTABILITIES AND DUTIES 4.1 Organisational
The Multi-Professional Placement Learning Team within RDaSH Learning and Development Services have overall responsibility for Multi-Professional Placement Learning in RDaSH, monitoring, maintaining and reporting of all aspects of the PPQA Tool , this is achieved with support from LEMs, Mentors and Educators across the organisation. This will support and strengthen a standardised consistent quality assured approach, improving the Learner experience whilst working within our organisation. This approach will also strengthen and enhance current effective partnerships identified within the LDA. The PPQA is accessible to our colleagues within the Local Higher Education Institutes who hold the programme provider contract and to regulatory bodies such as the NMC(NMC), Health Care Profession Council (HCPC), Care Quality Commission (CQC) or other relevant regulatory body to verify that there are sufficient numbers of Quality Assured Non-sign-off Mentors, Sign-off-Mentors/Educators, Supervisors or equivalent to assess NHS commissioned Pre-registration Learners that comply with regulatory body standards.
NMC Requirements for Qualified Nursing Mentors To remain on the PPQA LIVE register ALL Mentors/Educators must demonstrate evidence of the following:
Required to have completed a Triennial Review which consists of mentoring a minimum of 2 students within a three year period.
Attended and participated in an annual mentor update.
Explored as a group activity the validity and reliability of judgements made when assessing in challenging circumstances.
Mapped on-going developments in their role against their current professional body mentor standards.
Nursing Learners must comply with NMC Standards
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All Other Mentor/Educator Requirements 4.2 Mentors
The role and responsibilities of a Mentor/Educator, or equivalent are outlined in appendix C.
4.2.2 Non-Sign-off Mentors, Sign-off-Mentors/Educators or Equivalent Non-sign-off Mentors, Sign-off Mentors/Educators of Learners on a Pre-registration course have to be registered practitioners with an approved Mentorship/Educator qualification (Appendix B). It is expected that all registered practitioners within RDASH who are not in a Preceptorship period, will either have a Mentor/Educator or equivalent qualification or are working towards one.
All are required by regulatory bodies to update every twelve months and it is the responsibility of the Non-sign-off Mentor, Sign-off Mentor/ Educator to ensure they complete an update. The PPQA now has the mechanism to send out automated reminders prior to their expiry due date.
In order to complete a thorough and valid assessment of the learner’s competency regulatory bodies require mentors/educators to spend at least 40% of the placement with their student.
The NMC advise a Non-sign-off Mentor, Sign-off Mentor/Educator, assesses no more than three learners at any one time
All Mentor/Educators can continue to expect effective support and guidance from the HEIs in partnership with the Multi-Professional Placement Learning Team regarding their assessment of a Learner.
4.2.3 Sign-off mentor
Since September 2007 a ‘consolidation student’ can only be signed off as competent by a Sign-off Mentor Only NMC Sign-off Mentors may confirm overall competence of the Learner that demonstrates a Learner is fit to practice. Suitable evidence includes
On-going assessment documentation
On-going Achievement Record (OAR)
Record of Skills and Experience (ROSE)
Within RDaSH, Non-sign-off Mentors who have met the criteria set out by the NMC were identified as Sign-off Mentors prior to September 2009. After this date (as stipulated by the NMC) for a Non-sign off Mentor to become a Sign-off Mentor, RDaSH documentation must be completed as follows
Section 1- Question and answer to establish knowledge of Sign-off proficiency which must be discussed and agreed by the Sign-off Supervisor
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Section 2- Completion of three scenarios which must be discussed and agreed with the Sign-off Supervisor
Section 3- The mentor must be observed signing off a consolidation Learner as competent by the Sign-off Supervisor
In addition to fulfilling the criteria roles and responsibilities of a Non-sign off Mentor a Sign-off Mentor must:
Be on the same part or sub part of the register that the Learner is intending to enter.
Identified on the live register as Sign-off Mentor.
Have clinical currency and capability in the field of practice in which the student is being assessed.
Meet the NMC requirements to remain on the live register.
Spend at least 40% of their time with the student in order to complete an accurate assessment
Spend one hour per week dedicated time to contribute to the assessment of the student. This can be taken at the Sign-off Mentors’ discretion for example two hours per fortnight. The mentor needs to keep evidence of this dedicated time in their diaries as this is an area targeted for audit.
4.2.4 Inactive Mentor/Educator
Occasionally it is recognised that Mentors/Educators may be required to change their status to ‘Inactive Mentor’ on the PPQA Register. Inactive status can be used if:
The Non-Sign-Mentor is undertaking other roles which impact on their Non-sign-off or Sign-off-Mentor/Educator status such as a secondment etc.
They have not completed their annual update (it would be expected that the Mentor/Educator completes an update as soon as practically possible).
The Mentor/Educator is undergoing a period of support or performance review
Non-sign-off Mentors, Sign-off- Mentors/Educators who are identified as resting on the PPQA register must NOT be mentoring Students.
The RDaSH Multi-Professional Placement Learning Team must be notified of any of the above as soon as practicably possible.
4.3 Service Manager Responsibilities
Service Managers are responsible for supporting the role of the Learning Environment Manager (LEM), Mentors/Educators assisting them in fulfilling their obligations to the Trust and regulatory bodies such as NMC, HCPC by:
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Allowing Non-sign-off Mentors, Sign-off Mentors/Educators time to complete Mentor/Educator updates every twelve months.
Allowing Sign-off Mentors, one hour per week protected time if they are assessing a final placement Learner.
Ensuring regulatory body compliance is maintained such as; the triennial review, revalidation requirements are completed. This could form as part of Professional Development Review (PDR). The Learning Environment Manager (LEM), Educator may be consulted in this process.
Supporting and encouraging LEM, Educator attendance at LEM, Mentor/Educator meetings.
Appointing an LEM, Mentor/Educator, or equivalent suitable for the role in line with the LEM, Mentor/Educator job description.
4.4 Learning Environment Manager (LEM), Educator Responsibilities
(Appendix D)
The Learning Environment Manager (LEM), Educator, is responsible for contributing to the effectiveness of the learning environment within their clinical area. This is to ensure all learners undertaking health care related study receive a good quality clinical placement conducive to their learning requirements. The role has a number of strands but in relation to mentorship, should be used as a resource point in practice placement areas to support, advise and guide Non-sign off Mentors, Sign-off-Mentor/Educators, or equivalent. The LEM, Educator, or equivalent is the central point of communication for Non-sign-off Mentors, Sign-off Mentors/Educators, or equivalent and Managers within their clinical area and will have close links with the Higher Education Institutions (HEIs), Link Lecturers (LL) and the Multi-Professional Placement Learning Team, Learning and Development Services within the Trust. For further advice and information Further advice and information on any aspect of this policy can be obtained by contacting a member of the Multi-Professional Placement Learning Team.
4.5 Lone Working
Proposed Guidance for Pre-Registration Learners Lone Working whilst on Placement with Rotherham Doncaster and South Humber NHS Foundation Trust Lone working for Pre-registration Learners raises complex issues of safety for both the Pre-registration Learner and the client in their care. With the introduction of agile working, some students may be required to use their own transport to carry out their duties while on placement (i.e. community practice learning experience). Where this is the case, it is the Student’s responsibility to ensure that their (or the policy holders) motor
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vehicle insurance covers them for business use and their vehicle is roadworthy. Neither the University nor the placement provider can accept any liability relating to or from the use of Student’s vehicles to or from their placement setting. As placement providers and employers we need to facilitate Pre-registration Learner learning and professional development by providing high-quality mentorship and support within a system that ensures the Pre-registration Learner, the Non-sign off Mentor, or Sign-off-Mentor/Educator, or equivalent and the service user are safe whilst the learner progresses. The trust need to ensure the learner has the opportunity to develop their competencies, confidence, knowledge base and clinical skill by undertaking independent lone working within the community setting.
The Trust lone working policy for employees of the trust should be followed for Pre-registration Learners. This includes Pre-registration Learners being provided with a means of communication with their named Non-sign-off Mentor, Sign-off Mentor/Educator, Supervisor or equivalent (whichever is relevant), or placement base and being made aware of emergency action procedures in relation to lone working. Non-sign-off Mentors, Sign-off Mentors/Educator, Supervisor or equivalent should also be aware of their responsibilities for delegating care as stated by the regulatory body such as NMC, HCPC. At all times Pre-registration Learners must be directly or indirectly supervised in the practice setting. The named Non-sign-off Mentor, or Sign-off Mentor/ Educator, or equivalent, has the responsibility to plan and coordinate the Learners learning experience, determining the amount of direct supervision required by the Non-sign-off Mentor or Sign-off Mentor/Educator, or equivalent and what experience may be through indirect supervision. Regulatory bodies stipulate the named Non-sign-off Mentor, Sign-off Mentor/ Educator is accountable for their decisions to let the Learner work independently or with others. Third year Pre-registration Learners may lone work during community visits with a service user in their home or elsewhere, escorting a service user from a clinic or ward for appointments or for a walk, for example. Each lone working situation for Pre-registration Learners must be individually assessed as follows:
There must be an up to date risk assessment of the service user completed by a registered professional. The Pre-registration Learners Mentor/Educators should be aware of the risks identified and be comfortable with how these risks are to be managed.
An assessment of the home environment including the immediate surrounding area where the lone working will take place must have been conducted by a registered professional seven days prior to the
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Student lone working. This would include consideration of risks associated with the geographical area, neighbours and animals.
The Pre-registration Learner should have met the service user under the supervision of their allocated Non-sign-off Mentor, Sign-off Mentor/Educator (which ever relevant) before lone working is considered.
The Pre-registration Learner must have demonstrated competence in the skills required for the lone working situation. This should be assessed by the Pre-registration Learner allocated Non-sign-off Mentor, Sign-off-Mentor/Educator, (whichever relevant) to the Pre-registration Learner and recorded on the RDASH Pre-registration Learner Lone Working Checklist. (Appendix F)
The service user must have consented to receive care from the Pre-registration Learner and both the Learner and the service user are aware they can withdraw consent at any time.
The Pre-registration Learner has the right to decline lone working if they do not feel safe or confident to do so and an action plan to address these issues be devised and discussed with the Link Lecturer, Multi-Professional Placement Learning Team in order to support the Learners experience
Lone working should not be considered for a Pre-registration Learner who is assessed as unsafe or not competent. This will need to be brought to the attention of the Pre-registration learner, Multi- Professional Placement Learning Team and Link Lecturer. An action plan should then be put in place to address this issue.
The RDASH Lone Working Policy will be discussed between the Non-sign-off Mentor, Sign-off-Mentor/Educator, Supervisor, or equivalent and Pre-registration Learner prior to the lone working visit.
The RDASH Pre registration Learner Lone Working Checklist (Appendix E) must be completed by the Non-sign-off Mentor, Sign-off Mentor/Educator, or equivalent and signed by the Pre-registration Learner. A copy of this document should be held in the placement area for the purposes of audit and the original stapled into the Pre-registration Learner assessment document.
The Pre-registration Learner must be provided with the following ‘kit’ prior to lone working; If required:
o Access to a mobile phone and the mobile number of their
identified Non-sign-off Mentor, Sign-off-Mentor/Educator, or equivalent and team base, whichever relevant.
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o A resuscitation face shield. o Protective gloves and hand hygiene alcohol gel. o After the visit, on the same day the Pre-registration Learner
should give an update upon care given to each co-ordinator responsible for client care and entries into clinical notes should be countersigned.
o Pre-registration Learners must discuss their independent
practice with their identified Non-sign-off Mentor, Sign-off Mentor/Educator, or equivalent in regular supervision sessions.
4.5.1 Exclusions
Pre-registration Learners will not be used as a ‘second’ person when a risk assessment indicates two health workers are required for a visit.
The Pre-registration Learner supernumerary status will be maintained at all times and lone working will not to be used to fit with the needs of the service but is for the Pre-registration Learner’s education and development.
Initial assessment visits will not be performed by the Pre-registration Learner but by a qualified member of staff
Visits where medication is to be supplied or administered under a Patient Group Directive, must not be undertaken by a Pre-registration Learner without supervision
An intervention that is recognised as extended practice for a registered practitioner for example, unsupervised administration of medications, phlebotomy, ear syringing, cervical smears will not be carried out by Pre-registration Learners.
Pre-registration Learners must not undertake any activity independently that requires a registered practitioner, legally or because of local Trust policy.
4.5.2 Transportation
Lone working for Pre-registration Learners raises complex issues of safety for both the Pre-registration Learner and the client in their care. With the introduction of agile working, some students may be required to use their own transport to carry out their duties while on placement (i.e. community practice learning experience). Where this is the case, it is the Learners responsibility to ensure that their (or the policy holders) motor vehicle insurance covers them for business use and their vehicle is roadworthy. Neither the University nor the placement provider can accept any liability relating to or from the use of Learners vehicles to or from their placement setting.
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Under no circumstances must the learner transport service users in their cars.
5.0 PROCEDURE/IMPLEMENTATION 5.1 Triennial Review
As part of regulatory body standards it was recognised there needed to be a formal process to review Non-sign-off Mentors, Sign-off mentors/Educators or equivalent. The NMC termed this The ‘Triennial Review’. This process will ensure that Mentors/Educators, or equivalent identified on the PPQA register have updated and met the requirements to mentor. This includes having mentored at least 2 Pre-registration Learners over the previous 3 years. Mentors/Educators will not be expected to mentor more than 3 Pre-registration Learners at one time. The Triennial Review document demonstrates to the manager that the Non-sign-off Mentor, Sign-off-Mentor/Educator, has maintained the requirements of mentoring. Their Manager may choose to incorporate this process through the Personal Development Review (PDR) process, or delegate to an LEM Educator, Supervisor or equivalent or other Non-sign-off Mentor, Sign-off Mentor/Educator,
This review can be undertaken independently with the line manager, LEM/Educator, or equivalent or appropriate nominated other e.g. the Deputy Manager. Non-sign-off Mentors, Sign-off-Mentors/Educators, or equivalent should keep copies of the Learners records for the purpose of this triennial review; alternative methods of evidence for the purpose of the triennial review can be collated e.g. Learner testimonies, thank you cards, peer testimonies and testimonies from the LEM, Mentor/Educator or equivalent.
6. TRAINING IMPLICATIONS 6.1 Training implications for registered staff who hold a recognised
Mentor, Educator, Supervisor or equivalent qualification
Details of staff requiring training
How many staff in total
Frequency of training
Delivery mode
Responsibility for training
Quality Review of Training
All registered staff who hold a Mentor/ Educator, or equivalent qualification and/or are
This will change on a regular basis as staff leave and are recruited
Annual updates
On-line learning Facilitated workshops. Face to face contact with Lecturers or
RDaSH Multi-Professional Placement Learning Team. Higher Education Institution’s. All Mentors/
Evaluation of all delivery modes.
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Details of staff requiring training
How many staff in total
Frequency of training
Delivery mode
Responsibility for training
Quality Review of Training
identified on the PPQA register.
The RDaSH Multi-Professional Placement Learning Team, LEM/Educator, or equivalent meetings Annual Mentor Conference. Locality based Mentor/Educator interactive workshop
Educators.
6.2 Training implications for Registered staff without a mentor qualification
Details of staff requiring regulatory approved Mentor/ Educator or equivalent training
How many staff in total
Frequency of training
Delivery mode
Responsibility for training
Quality Review of Training
All registered staff that do not hold a recognised regulatory body approved Mentor/ Educator, or equivalent qualification
Determined by service requirements
One off. Facilitated Workshops. On- line learning Blended approach.
Higher Education Institution’s. RDaSH Care Groups The RDaSH Multi- Professional Placement Learning Team.
Monitor, evaluate and report.
7. Monitoring Arrangements – all below reported to the Education and
training forum which officially links to other trust and regional forums
Area of Monitoring
How Who by Reported to Frequency
Triennial Review or other regulatory body such as HCPC
Review through PDR process or independent process.
All Mentors/ Educators, Supervisors or equivalent,
Directly to The RDaSH Multi- Professional Placement
Every three years for all individual NMC
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Area of Monitoring
How Who by Reported to Frequency
equivalent review
Completing the Triennial review RDaSH or other regulatory body such as HCPC equivalent documentation.
Manager or delegated other for example LEM/Educator, Supervisor or equivalent or appropriate nominated other i.e. deputy manager.
Learning Team, In partnership with Higher Education Institutions (HEI), HEYH other relevant regulatory bodies
Mentors, Educators, or equivalent from when they achieved their NMC Mentor, Educator, or equivalent qualification.
Mentor/Educator, or equivalent Update
PPQA Register. Actual Attendance and completion DNA record for workshops, updates, LEM/Educator, or equivalent meetings. On-Line Learning Mentor/Educator, Supervisor or equivalent Conference/event
Mentor LEM. Educator, or equivalent Link Lecturer The RDaSH Multi- Professional Placement Learning Team
Directly to The RDaSH Multi- Professional Placement Learning Team, In partnership with HEE other relevant regulatory bodies.
Bi annual reports.
RDaSH PPQA Register
Collate information concerning Mentor/Educator, or equivalent status across the Trust from Mentors/Educators, or equivalent.
LEM/Educator, or equivalent Link Lecturers, The RDaSH Multi-Professional Placement Learning Team
Directly to the RDaSH Multi-Professional Placement Learning Team in partnership with HEI of completion.
Bi annual reports
Ensure minimum numbers of Non-Sign-off Mentors, Sign-off Mentors/ Educators, or equivalent to meet Pre-registration Learner numbers and LDA, HEE QA standards.
PPQA Register.
LEM/Educator, or equivalent Link Lecturer The Multi-Professional Placement Learning Team
The RDaSH Multi Professional Placement Learning Team in partnership with HEI
Bi annual reports
8. EQUALITY IMPACT ASSESSMENT SCREENING
The completed Equality Impact Assessment for this Policy has been published on this policy’s webpage on the Trust website.
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8.1 Privacy, Dignity and Respect
The NHS Constitution states that all patients should feel that their privacy and dignity are respected while they are in hospital. High Quality Care for All (2008), Lord Darzi’s review of the NHS, identifies the need to organise care around the individual, ‘not just clinically but in terms of dignity and respect’.
Indicate how this will be met
As a consequence the Trust is required to articulate its intent to deliver care with privacy and dignity that treats all service users with respect. Therefore, all procedural documents will be considered, if relevant, to reflect the requirement to treat everyone with privacy, dignity and respect, (when appropriate this should also include how same sex accommodation is provided).
8.2 Mental Capacity Act
Central to any aspect of care delivered to adults and young people aged 16 years or over will be the consideration of the individuals capacity to participate in the decision making process. Consequently, no intervention should be carried out without either the individual’s informed consent, or the powers included in a legal framework, or by order of the Court.
Therefore, the Trust is required to make sure that all staff working with individuals who use our service are familiar with the provisions within the Mental Capacity Act. For this reason all procedural documents will be considered, if relevant to reflect the provisions of the Mental Capacity Act 2005 to ensure that the interests of an individual whose capacity is in question can continue to make as many decisions for themselves as possible.
9. LINKS TO OTHER TRUST PROCEDURAL DOCUMENTS
Multi professional Preceptorship Policy https://www.rdash.nhs.uk/25061/multi-professional-preceptorship-policy/ Policy for Managing Poor Performance https://www.rdash.nhs.uk/24851/policy-for-managing-poor-performance/
Personal Development Review https://www.rdash.nhs.uk/31535/personal-development-review-pdr-policy/
10. REFERENCES
Nursing and Midwifery Council (2008) “Standards to Support Learning and Assessment in Practice” http://www.nmc-uk.org/Documents/Standards/nmcStandardsToSupportLearningAndAssessmentInPractice.pdf Nursing and Midwifery Council (NMC) http://www.nmc-uk.org/
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Care quality commission (CQC) http://www.cqc.org.uk Health Education England Yorkshire and the Humber https://www.hee.nhs.uk/hee-your-area/yorkshire-humber
Health and Care Professions Council http://www.hcpc-uk.org/publications/brochures/index.asp?id=195 Sheffield Hallam University https://www3.shu.ac.uk/hwb/placements/
The University of Hull http://www2.hull.ac.uk/fhsc/placementlearningunit.aspx
11. Appendices
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Appendix A
Glossary of Terms
Annual Update options available: Organisational face to face facilitated by Link Lecturer, Multi-Professional Placement Learning Team or approved designated other (please liaise with the PLT for additional information) in order for the Mentor/Educator to update their knowledge and skills on local and national initiatives that will impact upon the learning environment. PPQA Live 'mentor', educator or equivalent Register Live Mentor/Educator Register held by RDaSH Multi-Professional Placement Learning Team is a central point that identifies all types of Mentors/Educators and current status in practice. This is in accordance with relevant regulatory bodies. Learning and Development Agreement Legal contractual agreement between the Health Education England, HEI and RDaSH to support and provide quality assured placements in practice concerning Health and Social care programmes of learning. Learning Environment Manager (LEM), Educator,) or equivalent The Learning Environment Manager, Educator, or equivalent will assume responsibility for the learning environment within their clinical area; this will ensure that all learners undertaking Health Care related study will receive a clinical placement conducive to their learning Non-sign-off Mentor or Sign-off-Mentor/Educator “A registrant who has undertaken formal academic training in the role of the mentor and who facilitates learning and supervises and assesses students in the practice setting”. Sign-Off Mentor A Mentor who has met additional criteria set out by the NMC who makes the final assessment of a student on their final placement which leads to entry onto the NMC register.
Regulatory bodies for example NMC, CQC, and HCPC
Organisation set up by Parliament to protect the public by ensuring that nurses and
midwives provide high standards of care for their patients and clients. These
regulatory bodies monitor and inspect all placement areas, policies and procedures
in place.
Resting Mentor A Mentor on the central live register identified as inactive, who must not support students in practice while they are resting. Triennial review Process where all mentors are reviewed on a three yearly basis from date of obtaining qualification by their manager, LEM, Educator, or equivalent including The
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RDaSH Multi-Professional Placement Learning Team, Link Lecturer to ensure the Mentor/Educator, as either part of the PDR process or individual review, competent to continue as a Mentor and have fulfilled the eligibility criteria. Practice Placement Quality Assurance (PPQA) The Practice Placement Quality Assurance (PPQA) website was conceived in 2004 as an evaluation tool for healthcare students to complete an on-line evaluation following each practice placement. The website now includes a number of initiatives which support quality assurance of practice placements for all stakeholders in the region. NMC Revalidation – From April 2016 Revalidation will be a continuous process that all Nurses and Midwives will need to engage with to demonstrate that they practise safely and effectively throughout their career. All Nurses and Midwives are currently required to renew their registration every three years. Revalidation will strengthen the renewal process by introducing new requirements that focus on:
up-to-date practice and professional development
reflection on the professional standards of practice and behaviour as set out in the Code
engagement in professional discussions with other registered Nurses or Midwives
Revalidation is about promoting good practice across the whole population of Nurses and Midwives. Mentor/Educator activities may support revalidation requirement evidence.
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Appendix B
Mentor Qualifications
Qualification – Abbreviated Qualification – Full
730 City & Guilds 730 City & Guilds plus the NVQ Assessors Award (D32/33/A1)
Adv Dip Mentor Advanced Diploma in Mentorship
Cert Ed Certificate in Education
CHCT Community Health Care Nursing: (DN,HV,SN.PN,MH,CCN,SN) completed before 2006: incorporates the ENB 997/998. Note: replaces CPT
ENB 997/998 ENB 997/998
FEW Facilitating Education in the Workplace
Mentor Prep (including FLICP) Mentor Prep Course/Facilitating Learning In Clinical Practice
MIP Mentorship in Practice
MPP Mentor Preparation Programme
NVQ D32/D33/A1 NVQ Assessors Award D32/D33/A1
Other – See free text Please specify Qualification in the free text box available
OU – A77 A77 (Open Learning MIP)
OU – K350 K350 (Open University MIP)
Pg Cert Ed Postgraduate Certificate in Education
Pg Dip Postgraduate Diploma/MSc in Health Professional Education
Prior 2007 Exp. Appr. Mentor prior to 2007 with approved experience.
PT – Children Practice Teachers – Children’s Nursing
PT – DN Practice Teachers – District Nursing
PT – GP Practice Teachers – General Practice
PT – HV Practice Teachers – Health Visiting
PT – MH Practice Teachers – Mental Health
PT – Occ. H Practice Teachers – Occupational Health
PT – School Practice Teachers – School Nursing
SLIP Supporting Learning in Practice
TACS Teaching, Assessment & Clinical Supervision (part of CPD Module)
HCPC Educator Qualifications
Whilst there is no HCPC requirement for practice educators to be accredited, we encourage this as good practice as it improves the experience of the student and the educator and is an important part of the quality assurance of practice placement learning.
APPLE (Accreditation of Practice Placement Educator's Scheme) is now a BAOT (British Association of Occupational Therapists) member only benefit. If you are a BAOT member you will find information about the course here
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https://www.cot.co.uk/accreditation-practice-placement-educators-apple/apple-scheme.
Sheffield Hallam University – New Practice Educator course for Physiotherapists. This course will suit clinicians with 18 months experience or who have shared Student supervision, or Clinicians who have not been involved in clinical education for more than 3 years. The course is comprised of an initial 1 day and a follow-up day 6 months later. Participants are expected to have supervised a Student in the interim. The course explores the role and skills of the Clinical Educator. Participants are expected to compile a portfolio for more information please contact The RDaSH Multi-Professional Placement Learning Team.
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Appendix C
Mentor Roles and Responsibilities
Non-sign-off Mentor, sign-off Mentor, Educator, or equivalent Roles and Responsibilities applicable to the Pre-registration Learner and where relevant the Post-registration learner
Role Outline
Manage learning experiences in practice placement area
Manage the development of the professional relationship
Recognise and assist with appropriate learning strategies for the individual practice placement area
Facilitate learning in the practice placement
Invest time and effort in the Learner and the programme of learning
Ensure that the Learner has access to the Non-sign-off Mentor, or Sign-off Mentor/Educator for at least 40% of placement
Ensures that the Learner has access to a suitable Non-sign-off or Sign-off Mentor/Educator, or as appropriate in their absence to provide support
Work in collaboration with the LEM/Educator, or equivalent to ensure a quality learning experience
Provide access to the Multi-disciplinary team to ensure breadth of learning
Complete the Learner interviews in a timely manner
Act as Sign-off-Mentor when sign off status achieved by meeting additional criteria (NMC requirement).
Attend annual update to ensure currency of knowledge and understanding of the role of the Non-sign-off Mentor or Sign-off-Mentor, Educator, or equivalent in practice placement learning environment.
Undertake the Triennial review or HCPC equivalent as delegated by the Clinical Manager/LEM/, Educator, or equivalent
Engage, maintain and monitor the Practice Placement Quality Assurance Tool (PPQA) within the learning environment where applicable to support The RDaSH Multi- Professional Placement Learning Team, local HEI’s and HEE QA report.
Main Duties Establishing effective working relationships
Develop effective working relationships based on mutual trust and respect
Demonstrate understanding of factors that influence how Learners integrates into practice setting
Provide on-going support to the Learner to facilitate the transition from one learning environment to another
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Facilitate learning
Select appropriate learning opportunities to meet the level of the Learner understanding knowledge and competence with regards to their stage of learning
Select appropriate learning strategies to enable the integration of theory to practice
Encourage the use of critical reflection to enable the Learner to reflect upon their learning in practice.
Assessment and Accountability
Foster personal growth, development and accountability through support of the learner in the placement area.
Apply a range of assessment strategies, utilising the whole team to contribute to the assessment.
Provide constructive feedback to the Learner that fosters growth and development. If appropriate include the Link Lecturer, RDaSH Multi-Professional Placement Learning Team
Manage failing Learners appropriately and sensitively in collaboration with the Link Lecturer and the RDaSH Multi-Professional Placement Learning Team
Be accountable for the assessment and signing off of all relevant Learner assessment documents. Ensure additional criteria have been met in regard to Sign-off Mentor status prior to undertaking this role. Do NOT ‘sign off’ a Pre-registration Learner during their consolidation placement unless confirmation from the RDaSH Multi-Professional Placement Learning Team of ‘Sign off status on the live register has been received by the mentor, educator.
Ensure that evidence of additional criteria for sign off mentor status are recorded within the sign off mentor pack (accessible from the multi professional placement learning zone on the RDaSH intranet) and forwarded to the RDaSH Multi-Professional Placement Learning Team.
Ensure relevant regulatory body requirements are met in respect of the Mentor/Educator.
Evaluation of Learning
Contribute to the assessment of the learner during practice placement.
Evaluate the learning environment in respect to Learner feedback and foster change to enable a quality learning experience, reporting to RDASH Multi- Professional Placement Learning Team, Link Lecturer if relevant.
Participate in self and peer evaluation, to foster professional, clinical and personal development.
Contribute in a timely manner to the Learner practice placement assessment documentation and its completion.
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Liaise with the Link Lecturer, the RDaSH Multi-Professional Placement Learning Team to enable all relevant competencies be met within the practice placement.
Work collaboratively with the Link Lecturer, the RDaSH Multi-Professional Placement Learning Team to develop formalised paths to enable the Learner to meet all relevant competencies within the practice placement.
Support the LEM/Educator or equivalent in the Learner evaluation process contributing to the development of the practice placement if relevant and liaise with Link Lecturer, RDaSH Multi-Professional Placement Learning Team.
Engage, maintain and monitor in the Practice Placement Quality Assurance Tool (PPQA) where applicable to support the multi-professional placement learning team, local HEI’s and HEE QA report.
Creating an Environment for Learning
Enable Learners to identify their learning requirements and experiences that are appropriate to their relevant level of current learning competencies
Encourage Multi-Disciplinary Team (MDT) working and the contribution of the MDT in the assessment process.
Use appropriate learning experiences such as carers, patients, clients, peers to meet individual learning requirements.
Identify through evaluation aspects of the learning environment that can be enhanced, negotiating these changes with others e.g. RDaSH Multi-Professional Team, Multi-Professional Placement Learning Team, and Link Lecturer.
Act as a knowledge resource to foster personal and professional development of the Learners and Peers.
Engage, maintain and monitor in the Practice Placement Quality Assurance Tool (PPQA) where applicable to support The RDaSH Multi-Professional Placement Learning Team, local HEI’s and HEE QA report.
Context of Practice
Respond to changes in health care and practice ensuring that safe and effective practice is achieved and an effective learning environment is maintained
Contribute to an environment where evidence based practice can be demonstrated, implemented and evaluated.
Maintain professional boundaries whilst contributing a flexible approach to inter-professional care.
Evidence Based Practice
Demonstrate the application of evidence based practice in the practice placement area
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Encourage and act as role model with regards to the Learner demonstrating and implementing appropriate evidence based practice
Ensure knowledge and skills are up to date in respect to Continuing Professional Development also meeting NMC revalidation and HCPC CPD requirements
Leadership
Plan in partnership with the Learner the potential learning experiences that will meet the Learners learning requirements/competencies.
Act as an advocate for the Learner to enable them to identify and meet their learning requirements/competencies.
Organise work activities to accommodate the support of Learners during practice placements, without compromising patient care.
Provide feedback about the effectiveness of learning in practice.
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Appendix D The Learning Environment Manager (LEM), Educator, or equivalent Roles and Responsibilities Role Outline
The LEM/Educator or equivalent will assume responsibility for the learning environment, ensuring that all learners undertaking a health care related study receive a practice placement conducive to their learning.
Ensure the practice placement educational audit is up to date and reflects accurately the placement area. Any changes to the original audit must, in the first instance be reported to the RDaSH Multi Professional Placement Learning Team in partnership with the Link Lecturer, HEI (Please see appendix F for additional information). Educational audit changes could be to the Mentor’s, Educator’s status for example, active, resting, suspended, performance issues, insufficient Non-sign-off and Sign-off Mentors/Educators in place to meet the numbers of Learners allocated to this practice placement, the number of registered Mentors/Educators allocated per shift/ward/area or the minimum and maximum Learners allocated to this practice placement.
The LEM/Educator or equivalent must have a minimum 18 months post Mentorship Experience preferably, but not essentially at Band 6.
Will hold a recognised qualification that focuses upon teaching and assessing.
Be identified on the Live PPQA Mentor/Educator, or equivalent Register as a Mentor and Sign-off-Mentor, Educator.
Contribute to the Learner induction.
Ensure that the practice placement Learner induction information is current and up to date.
Attend each LEM/Educator, or equivalent meeting facilitated by the RDaSH Multi-Professional Placement Learning Team or send a representative from practice placement and disseminate information across the practice placement concerning learning in practice.
Maintain and support effective relationships sharing and supporting best practice with The RDaSH Multi-Professional Placement Learning Team, Higher Education Institutes programme providers within Yorkshire and the Humber.
Maintain and monitor the Practice Placement Quality Assurance tool (PPQA) if applicable to support, local HEI’s and HEYH QA report.
Main Duties
Maintain the first point of contact in communication between the Multi- Professional Placement Learning Team, Link Lecturer, Tutors and education providers, whilst the Learner is on placement.
Support the Non-sign off Mentor, Sign-off Mentor/Educator, or equivalent to manage the Learners off duty and sickness record whilst on placement, and liaise with the RDaSH Multi-Professional Placement Learning Team and the Higher education institute programme providers within Yorkshire and the
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Humber to ensure practice hours are completed in accordance with curriculum and practice placement requirements.
Support the Non-sign-off Mentor, Sign-off Mentor, Educator, or equivalent to facilitate the first day of orientation into the clinical area, ensuring health and Safety, policy and general housekeeping information is outlined to the Learner.
Maintain and update learning resources within the practice placement learning environment - ensuring that these resources are made available to all Non-sign-off-Mentors, sign-off Mentors, and Educators in the practice placement area.
Maintain and monitor their local practice placement register ensuring it is current for the purpose of the audit.
Ensure changes reflected within the local practice placement register are disseminated to the RDaSH Multi-Professional Placement Learning Team.
Support and guide the implementation, development of the Non-sign off Mentor, Sign-off Mentor, Educator, or equivalent role locally in partnership with the RDaSH Multi-Professional Placement Learning Team and the Link Lecturers.
Attend the LEM/Educator, or equivalent meetings or send a representative, disseminating information concerning practice placement learning
Provide a good quality learning experience for the learner
Act as the first contact for the Non-sign-off Mentor, Sign-off-Mentor, Educator or equivalent within the practice placement area if there are any difficulties, challenges, and issues.
Support the Non-sign-off Mentor, Sign-off Mentor, Educator, or equivalent in Practice.
Maintain and monitor the Practice Placement Quality Assurance tool (PPQA) ensuring its currency to support the RDaSH Multi-Professional Placement Learning Team, local HEI’s and the HEE QA report.
Management
Maintain learning materials to ensure they are current
Ensure the learning environment reflects the patient journey to enhance the Learners experience
Promote and guide the learner in the access to placement pathways, hub and spoke pathways that will support the attainment of relevant competencies. Working with, The RDaSH Multi-Professional Placement Learning Team in partnership with the Link Lecturers to ensure the pathway is conducive to learning.
Disseminate up to date information concerning learning issues to the learner and mentors.
Evaluate and review the practice placement learning environment to ensure that Quality and provision of learning is maintained
Maintain and monitor the PPQA in accordance with relevant regulatory body standards ensuring that it is current and any changes are reported to the RDaSH Multi-Professional Placement Learning Team in partnership with the local HEI’s Link Lecturer.
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In partnership with The RDaSH Multi-Professional Placement Learning Team, Link Lecturer ensures that the placement educational audit is maintained and up to date. If it is not immediately contact The RDaSH Multi-Professional Placement Learning Team in partnership with the Link Lecturer within the HEI.
Attend LEM/Educator, or equivalent meetings. If in the event you are unable to attend send a suitable representative to ensure clarity and dissemination of current information that relates to practice learning
Ensure that the relevant regulatory body requirements and standards are adhered to. E.g. NMC, CQC, and HCPC.
Undertake the Triennial review or equivalent to regulatory body requirements as delegated by the clinical manager, LEM, Educator or equivalent.
Maintain and monitor the Practice Placement Quality Assurance tool (PPQA) to support The RDaSH Multi-Professional Placement Learning Team, local HEI’s and the HEE QA report.
Education
Support and co-ordinate Non-sign-off Mentors, Sign-off-Mentors, Educators, or equivalent within practice to attend annual updates.
Support Non-sign-off Mentors, Sign-off-Mentors, Educators to prepare for triennial review or other regulatory body requirements e.g. HCPC portfolios
Maintain and share current knowledge and information concerning The RDaSH Multi-Professional Placement Learning Team and HEI educational and other relevant changes
Utilise current resources such as:
a) LEM/Educator, or equivalent meetings,
b) Relevant regulatory body websites e.g. NMC, CQC, and HCPC,
c) The RDaSH Multi-Professional Placement Learning Zone website,
d) Sheffield Hallam Universityhttp://www3.shu.ac.uk/hwb/placements,
e) Other HEI’s within Yorkshire and the Humber accessing RDaSH as a placement provider to support professional development.
Acknowledge and recognise limits within own role and seek advice and guidance from the RDaSH Multi-Professional Placement Learning Team in partnership with the Link Lecturers.
Provide guidance and support to inexperienced Non-sign off Mentors, Sign-off Mentors, Educators, or equivalent to enable their development and growth.
Act as Sign-off Mentor only on receiving ‘sign-off’ confirmation from the RDaSH Multi-Professional Placement Learning Team.
Supervise and monitor the implementation of relevant regulatory body standards/requirements e.g., NMC requirements for the Sign-off Mentor within the practice placement, maintaining current documentation for the purpose of the audit.
Supervise and monitor the Sign-off-Mentor process and maintain documentation for the purpose of audit.
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Work collaboratively with the RDaSH Multi-Professional Placement Learning Team, in partnership with the Link Lecturers to promote and sustain the practice placement learning environment.
Work collaboratively with the Mentors/Educators in practice placement areas to develop and support the learning environment.
Recognise own Personal and Professional Development
Practice in line with and promote the Code of Professional Conduct and other relevant regulatory body requirements
Identify assess and report risk management issues concerning the Learner, and team members in practice placement.
Collaborate with The RDaSH Multi-Professional Placement Learning Team in partnership with the Link Lecturer from HEI to maintain, evaluate and ensure currency of the placement audit within practice placement.
Provide the opportunity for local evaluation of the practice placement, and act within its findings.
Ensure negative evaluations from student evaluations are acted upon immediately with The RDaSH Multi-Professional Placement Learning Team and in partnership with Link Lecturers attached to the practice placement area.
Promote and sustain a working partnership with the Learner and the team that reflects super numerary status.
Maintain and sustain own continued professional development (CPD) with regard the Mentor, Educator role in accordance with relevant regulatory bodies e.g. NMC/CQC/HCPC recommendations achieved by:-
f) Attendance at the LEM/Educator, or equivalent meetings
g) Attendance and completion of annual update sessions and workshops.
h) Access the relevant on-line learning packages where relevant and accessible.
i) Access relevant websites to ensure current practice reflects national and local changes and reflect upon these.
Identified Multi-Professional Learners in practice may include:-
Multi-Professional Pre-registration Learners, Post-registration Learners
Health Care Assistants
Post 16 learners- specialised diplomas
Nurses who qualified overseas
Trident work experience for school Learners
Widening participation Learners
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Appendix E
PROTOCOL FOR PRE REGISTRATION LEARNERS LONE WORKING CHECKLIST
Checklist for Non-sign-off Mentors, Sign-off Mentors, Educators, or equivalents when delegating care to a Pre-registration Learner which involves Lone Working.
Pre-registration Learner Name
Mentor/Educator, or equivalent Name
Practice Placement Area
Risk Assessment of patient’s home environment and immediate surrounding area.
Checklist Yes No Mentor, educator, or equivalent
Initials
Pre-registration
learner
Initials
The Non- sign-off Mentor, Sign-off Mentor, Educator, or equivalent has assessed the learner as safe and competent to carry out delegated care activities during lone visit.
Up-to-date risk assessment completed and discussed with Pre-registration Learner; including management of risks.
Risk assessment of the home environment completed and documented above.
Pre-registration Learner has met with patient prior to lone visit.
Verbal consent for Pre-registration Learner visits gained from patient and documented in care records.
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Checklist Yes No Mentor, educator, or equivalent
Initials
Pre-registration
learner
Initials
Pre-registration Learner feels confident and competent to undertake delegated care activities during lone visit.
RDASH Lone Working Policy and The Protocol for Pre-registration learners have been read and understood by the Pre-registration Learner and Non-sign-off Mentor, Sign-off Mentor or Practice Teacher as relevant
The Pre-registration Learner has been provided with the following:
1. Access to mobile phone
2. Access to Non-sign-off Mentor, or Sign-off Mentor or Practice Teacher as relevant mobile phone number and base office number.
3. A resuscitation face shield
4. Protective gloves and hygiene alcohol gel.
The Non-sign-off Mentor or Sign-off-Mentor, Educator, Supervisor or equivalent as relevant has agreed with the Pre-registration Learner a communication mechanism on how and who to contact if the Pre-registration Learner experiences any difficulties or concerns.
Lone working for Pre-registration Learners raises complex issues of safety for both the Pre-registration Learner and the client in their care. With the introduction of agile working, some Learners may be required to use their own transport to carry out their duties while on placement (i.e. community practice learning experience). Where this is the case, it is the Learner’s responsibility to ensure that their (or the policy holders) motor vehicle insurance covers them for business use and their vehicle is roadworthy. Neither the University nor the placement provider can accept any liability relating to or from the use of Learner’s vehicles to or from their placement setting.
Under no circumstances must the learner transport service users in their cars.
If No is answered to any of above lone visits should not be undertaken and action plan to address this issue to be completed.
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Additional Comments
Pre-registration Learner Signature……………………… Print name………………………… Mentor, Educator, or equivalent Signature……………………………………… Print name………………………................... Date…………………………………………….. Please photocopy this sheet and retain copy in placement area file, send a copy to the RDaSH
Multi-Professional Placement Learning Team, and staple original within Pre-registration Learner assessment document.
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Appendix F RDaSH process for communicating any relevant changes within practice placements that affect the practice placement audit 1. Relevant changes that may affect the practice placement audit could be due to
the following examples of extenuating circumstances/situations, please note this is not an exhaustive list merely examples:
A reduced number of registered, non-registered staffing levels for example one Registered Nurse overseeing two wards on an inpatient environment.
A reduced number of registered Non-sign-off Mentors, Sign-off Mentors, Educators, or equivalent allocated per shift/ward/area.
Any changes to Non-sign-offs and Sign-off-Mentors, Educators, or equivalent , LEM/Educators, or equivalent status, e.g., active, resting, suspended, fitness to practice, sickness, absence, performance issue or other change in role.
Insufficient numbers of Non-sign-offs, Sign-off-Mentors, Educators, or equivalent in place to reflect the number of Pre-registration Learners allocated within this practice placement
Any changes to the allocated number of Pre-registration Learners to the practice placement area.
Any relevant regulatory body recommendations, e.g. CQC/NMC/HCPC actions identified following inspections trust wide
2. The Manager, LEM/Educator Bleep Holder or equivalent to inform the Pre-
registration Learner not to attend practice placement until extenuating circumstance has been resolved for example; staffing levels returned to levels identified within audit.
3. The Manager, LEM/Educator Bleep Holder or equivalent to contact the RDaSH
Placement Learning Team together with the Link Lecturer attached to this placement to inform them of the issue and if relevant send them the contingency plan. This information should then be reflected in the relevant section of the Practice Placement Audit. This should be done as soon as practicable in partnership with the Link Lecturer, practice placement and the RDaSH Multi-Professional Placement Learning Team.
It is important to note that the practice placement educational audit may differ within each practice placement area, listed above are some examples of potential extenuating circumstances that could affect the practice placement educational audit. It is good practice for all staff within the practice placement areas to understand what their specific practice placement educational audit stipulates to ensure any changes to this educational audit are identified and actioned as soon as practicable to the relevant staff within the practice placement, multi professional placement learning team and Link Lecturers.
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Appendix G
RDaSH Multi-Professional Placement Learning Team Contact details:
Team Email Address [email protected] Kerry Pepper Head of Learning and Development Multi-Professional Placement Learning Team Manager RED Centre Tickhill Road Hospital Doncaster DN4 8QN Julie Eyre Learning & Development Facilitator Learning & Development Services Red Centre Tickhill Road Hospital Doncaster DN4 8QN Ian Warner Learning & Development Facilitator Learning & Development Services Red Centre Tickhill Road Hospital Doncaster DN4 8QN Marion Taylor Learning and Development Facilitator Learning & Development Services Red Centre Tickhill Road Hospital Doncaster DN4 8QN Jayne Coley PLT administrator Learning & Development Services Red Centre Tickhill Road Hospital Doncaster DN4 8QN
John Wren Lead Link Lecturer Mental Health Sheffield Hallam University Jacqui Brewster Lead Link lecturer Learning Disability Sheffield Hallam University Marie-Therese Massey Lead Link lecturer Adult Sheffield Hallam University Andrew Barker Link Lecturer Mental Health University of Hull
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Useful Websites RDASH intranet http://nww.intranet.rdash.nhs.uk/ RDaSH Placement Learning Zone http://nww.intranet.rdash.nhs.uk/support-services/workforce-organisational-development/learning-and-development/multi-professional-placement-learning-zone/ Specialist Skills & Post Registration Development (SSPRD) Continuing Professional Development, (CPD) Email SSPRD (formerly known as LBR/CPD) Lead for further details, [email protected] Click on the link below to access our local HEI who currently has priority over placements within RDaSH placements in south Yorkshire area. Sheffield Hallam Placements http://www3.shu.ac.uk/hwb/placements, Click on the link below to access our local HEI who currently has priority over placements within RDaSH placements in Scunthorpe and Grimsby area. Hull university placements http://www2.hull.ac.uk/fhsc/placementlearningunit.aspx
Please see below for other universities in our region that also access placements within RDaSH following co-ordination with RDaSH placement learning team in partnership with the HEI with overall placement priority within a specific region. The Open University http://www8.open.ac.uk/health-and-social-care/main/study-us/nursing/pre-registration The University of Sheffield https://www.sheffield.ac.uk/careers/jobs/placements University of Bradford http://www.brad.ac.uk University of Huddersfield http://hhsplacements.hud.ac.uk/index.htm University of Leeds http://www.leeds.ac.uk/lihs/ Leeds Metropolitan University http://www.practiceplacements.leeds.ac.uk/ The University of York http://www.york.ac.uk/healthsciences/ York St John University http://www.yorksj.ac.uk/ HCPC http://www.hcpc-uk.co.uk/ NMC http://www.nmc-uk.org/ CQC http://www.cqc.org.uk/
