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School of Health and Life Sciences
GCU Undergraduate Nursing Programmes – The Hub and Spoke Model for Practice LearningCurrent NHS reconfiguration, the increased demands of an all graduate profession, and changes to practice learning experiences, with an emphasis on inter professional learning, has meant that nursing as a profession has to consider alternatives to the current approach when providing practice learning experiences for nursing students. It is intended that the Hub and Spoke placement allocation model will enhance the student’s practice learning experience. The implementation of this model will shift the emphasis from a university centred placement allocation process to that of a more collaborative learning experience where the mentor and student are free to shape the student’s learning experiences together. The Hub and Spoke model allows the student to more readily follow the service user journey and is in keeping with the spirit of individualised client focused care. It also has the potential to optimise the building of an interpersonal relationship between the student and mentor, in turn maximising student learning opportunities. Engagement with practice learning and university supports closer integration of theory and practice.
Mentorship update
The Hub and Spoke Model for Practice Learning
For further information on the Hub and Spoke Model please contact:Dr Jacqueline McCallumT: 0141 331 3068E: [email protected]
www.caledonian.ac.uk/health
For information on GCU Mentorship please contact:Claire McGuinnessT: 0141 331 3599E: [email protected]
The Healthcare Quality Strategy for NHSScotland (Scottish Government 2010)The Nursing and Midwifery (2010) Standards for pre-registration nursing education are implemented within the curriculum of the recently approved (May 2011) GCU pre-registration nursing programmes. The curricula of the new GCU pre-registration programmes also incorporate specific themes derived from The Healthcare Quality Strategy for NHSScotland (Scottish Government 2010) as part of the curriculum. These themes are:
• Person-Centred Care• Patient Safety• Effective Care
The Hub and Spoke model will allow pre-registration students to consider these themes in a variety of practice learning areas. As a mentor, you can support students to apply these themes/theoretical concepts to practice, in turn helping to promote The Healthcare Quality Strategy for NHSScotland (SG 2010) in your area. You can provide this support in a number of ways; some potential strategies could include:
Being Person-Centered• Allow the student (with mentor support as appropriate) to talk to clients and their families about their experience of healthcare provision• What do your clients and their families say would make their care experience better?• Reflect on this discussion with the student and consider the learning achieved.
Being Safe and Effective• Are there any Scottish patient safety programme activities or audits in your ward/area which the student could become involved in?• Discuss these with the student and consider the implications for the delivery of safe and effective care• Reflect on this discussion with the student and consider the learning achieved.
ContactsIf you would like to find out more about mentorship preparation/maintaining mentor status, please contact one of the following:
NHS Greater Glasgow and Clyde• AcuteServicesDivision David Lamont Lead Practice Education Facilitator T: 0141 201 (6)5504 E: [email protected]
• MentalHealth&CommunityPartnerships Eileen Salmon Lead Practice Education Facilitator T: 01475 502382 E: [email protected]
NHSNationalWaitingTimesCentre• GoldenJubileeNationalHospital Lorraine Allan Practice Education Facilitator T: 0141 951 5000 (Ext 5278) E: [email protected]
NHSLanarkshire• WishawGeneralHospital Angela Tait Lead Practice Education Facilitator T: 01698 201403 E: [email protected] • IndependentServiceAreas Eddie Urquhart Care Home Education Facilitator T: 07717301652 E: [email protected]
4 School of Health and Life Sciences
Potential Benefits of GCU Hub and Spoke Practice Learning
Improves the mentor’s experience of supporting and assessing the learning of students
Provides mentors with the opportunity to get to know students better
Provides opportunities for increased mentor and student collaboration/planning of student’s learning journey
Provides an improved basis for mentor/student/healthcare team/service user relationships
Hub mentor receives student performance feedback from spoke mentors and vice versa
Improves continuity within assessment process helping to promote robust student assessment
More detailed records of the student’s practice learning experiences
Less time spent on student orientation and induction on return to hub
Returning students can be an incentive for mentors to invest more in the students’ learning
Enhances mentor and student relationship and supports the early identification and management of issues/problems
Broadens the student’s experience of practice
Provides students with the opportunity to get to know mentors better
Provides broader context for practice learning, promoting deeper student learning & continuity of learning
Provides an improved basis for mentor/student/healthcare team/service user relationships
Greater emphasis on following service user journey & promotes greater understanding their lived experiences
Improves continuity within assessment process helping to promote robust student assessment
More detailed records of the student’s practice learning experiences within the Ongoing Achievement Record (OAR)
Helps to increase the development of student confidence during practice learning
Promotes healthcare team involvement - provides the student with a greater sense of belonging
Enhances mentor and student relationship and supports the early identification and management of issues/problems
Mentor/Practice Learning Environment Student
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Mentorship update: The Hub and Spoke Model for Practice Learning 32 School of Health and Life Sciences
The Hub and Spoke ModelThe GCU Hub and Spoke practice learning experience model builds on recent NHS Education for Scotland (NES) funded evaluation of 3 implementation sites across Scotland. The model facilitates student allocation to a placement area for an extended duration which can range from six weeks to 3 years. This is termed the HUB placement. Following negotiation the student may then go to a number of secondary practice learning environments; these are referred to as SPOKE placements. The spoke placements may be anything from a single visit to a more prolonged period depending on the learning needs of the student. Irrespective of whether the placement is hub or spoke, the type of practice learning environment will be determined by the programme learning outcomes, the students’ learning needs, European Union (EU) directives and practice learning environment availability. It is important to note that if a particular spoke placement is identified as being an essential part of the programme and a requirement for progression to registration then this will be referred to as a ‘negotiated spoke’; more detail provided later in this newsletter.
An Example of the Hub and Spoke Practice Learning ExperienceThe mentor and student work together to co-ordinate the student’s practice learning journey. In addition GCU Placements will also allocate negotiated spoke placements. All Hub practice learning environments are quality assured as part of the GCU audit process. For example a student may, while working under supervision with a client on a case load, gain experience of the Criminal Justice System and then wish to undertake a placement in a Forensic setting. The mentor and student would then contact the spoke area to negotiate the spoke experience. On completion the student would return to the hub placement where they would critically reflect on the spoke experience with the hub mentor.
Hub and Spoke – Mentor ResponsibilitiesHubPracticeLearningExperiencesThese are essential experiences which are required for student progression to registration and will therefore be arranged and coordinated by the GCU Placements Unit. Mentors and students will not be involved in the planning or coordination of these practice learning experiences.
NegotiatedSpokesThese are also specific essential practice learning experiences required for student progression to registration and will therefore also be arranged and coordinated by the GCU Placements Unit. Mentors and students will not be involved in the planning or coordination of these
practice learning experiences.
SpokesThe hub practice learning area will have a range of additional practice learning opportunities identified as potential spoke experiences. This list of potential spokes will be available to the mentor and student for consideration when planning the student’s learning journey. The mentor and student can identify which spokes are most suitable taking into account; the student’s learning outcomes, learning needs and the availability of the spoke placement. The mentor and student would then make contact with the spoke to make the necessary arrangements for the spoke placement and this requires negotiation and discussion with the potential spoke. The hub mentor and spoke mentor should share contact information to facilitate discussion/collaboration if required during the student’s spoke practice learning experience.
Your may already recognise this process as often students currently visit other practice learning areas in order to gain exposure to different learning opportunities. The GCU Hub and Spoke model formalises this process and allows for more structured mentor and student collaboration and planning.
Implementation:SteeringandWorkingGroupsA steering group was established and consisted of academic and placement staff at GCU and NHS GG&C. This group also included Toby Mohammed, Head of Practice development Acute Services,
Linda Hall, Area Senior Nurse Mental Health and Learning Disability and Ellice Morrison, Lead Nurse Adult services Community.
The steering group nominated relevant people to populate the working group including; GCU academics, GCU Mentorship Coordinator, GCU Placements Unit staff, mentors, lead nurses, and practice education facilitators (PEFs). Since February 2012 the working group have met monthly in order to progress the refinement of the model. Working group members have identified potential ‘Hub’ and ‘Spoke’ placements and have developed the implementation strategy. They are also responsible for the dissemination of the work of the group to the practice areas that they represent.
The Hub and Spoke Model was presented for consideration at Professional Network in June 2012 and, following discussion and consideration, accepted by this group.
Implementation:TimeFrameIt is proposed that the Hub and Spoke Model will be implemented during Trimester A [September] 2012. The first student placements following implementation of the model will take place during December 2012 (a three week orientation placement for year 1 students). The year 1 students will return to practice areas again for a longer placement (incorporating hub and spoke) during the summer of 2013.
VascularLiaison Nurse
Physiotherapist
OccupationalTherapist
Pain Team
Vascular Lab
Pre-operativeAssessment Theatres
InterventionalRadiology
OutpatientDepartment
VascularClinic
VascularWard
Responsibilities of those Involved in the Hub and Spoke Approach to Practice Learning
Practice LearningEnvironment Providers
Student Nurses Glasgow Caledonian University
Provide Hub and Spoke practice learning environments which offer quality practice learning experiences.
Ensure that mentors and other appropriate staff in the Hub and Spoke practice learning environments are appropriately prepared to support, guide and assess students, and can document their progress appropriately.
Provide quality Hub and Spoke practice learning experiences that reflect evidence based practice.
Provide appropriate orientation and induction to Hub and Spoke practice learning environments.
Non-NHS practice learning environments must ensure that they have personal indemnity insurance cover in place.
Ensure non-nursing practice learning environments have; appropriately prepared supervisors, that these individuals are registered professionals if contributing to the assessment of practice and that they are recorded as eligible to undertake this role on a live register.
Support and provide staff development opportunities in relation to appropriate preparation, updating and other educational initiatives to ensure that mentors and other appropriate staff are competent to fulfil their role in supporting, guiding and assessing students.
Document, investigate and respond to complaints regarding practice learning environments and report findings as per practice learning support protocol and escalating concerns guidance.
Should conduct themselves in a professional manner at all times reflecting the professional image of nursing.
Manage and document their learning in relation to their personal and professional development whilst in Hub and Spoke practice learning environments.
Alert practice learning environment providers and GCU to any areas of concern with regards to their practice learning experience which affects their progress and satisfactory completion of their experience as per the practice learning support protocol (GCU 2012).
Allocate students to Hub practice learning environments.
Ensure that practice learning environment providers are aware of their responsibilities in providing Hub and Spoke practice learning experiences for students.
Provide continuous academic and pastoral support to students.
Ensure non-NHS practice learning environments have personal indemnity insurance cover in place.
Ensure that non-NHS mentors and supervisors are recorded as eligible to undertake this role on a live register.
Provide appropriate preparation programmes, updates and other educational initiatives to ensure that mentors and other appropriate staff are competent to fulfil their role in supporting, guiding and assessing students.
In collaboration with practice learning environment providers, document, investigate and respond to complaints regarding practice learning environments as per practice learning support protocol and escalating concerns guidance.
Monitor and review practice learning environment and support action planning for practice learning area development.
