Outcomes of Practice Education Facilitation
Annual report to support and inform wider LDA monitoring
Date of Completion
Placement Provider:
Report Completed by (name and job title):
Verified by LDA Lead in Provider (name and job title:
Date completed:
Reports submitted to SHA using the template below:
Annual report on delivery of outcomes for Practice
Education Facilitation
Yes/ No
Date
Print Name and Sign
Provider action plan for non medical education
Assessment Score confirmed by NHSNW
NHSNW Average Score
Locality Average Score
1
Key to achievement column/ RAG rating
1 Outcome is not met
2 Outcome is partially met or there is not sufficient evidence to demonstrate the outcome is met.
3 Outcome is met
Core outcome-LDA 2011
1
100% of Quality Assurance (QA)
action plans in place across all service
areas monitored at local and
organisation level with evidence across
professions that;
Trends are monitored, and are
integrated into regional monitoring
processes
Trust
Assessmen
t
SHA
Assessmen
t
Evidence
Action Plan
3
Nursing – Annual audit for all placement
areas evidenced on Placement Learning
Support System with action plans
generated.
www.plss.org.uk
Nursing – 100% compliance with annual
audit, fed into Regional Standards Subgroup and local Placement Meetings.
 Compliance with annual update &
triennial review
 Mentor & Sign-off mentor
preparation
 Succession planning for mentors,
mentor pathway in place (see
appendix 1)
AHP – 2011 Trust audit tool developed
2
and implemented within organisation
(appendix 2).
Links established with AHP leads at UOL
in reference to development of regional
education audit tool.
AHP – 64% (7) compliance with
organisational audit fed into MultiProfessional Practice Group (appendix 3)
and Educational Governance Group.
 Newly developed AHP Practice
Educator/Supervisor annual update
facility in place.
HCS education audit tool developed for
use locally until regional audit tool
developed.
Gaps identified are
followed up at the MultiProfessional Practice
Group and actions plans to
be developed.
Implement the Regional
AHP audit tool once
developed.
To complete the
remaining 36% (4)
education audits.
To increase awareness and
opportunity for AHP
update and encourage
attendance via multiprofessional education
leads.
To introduce education
audit to HCS 2012
The outcomes/learning is shared eg.
share case studies on eWIN bi
annually; across local PEF
community/ health economy at least 1
presentation at conference annually or
1 article for publication annually
Poster presentation at International
Education Conference
To populate eWIN with
case studies.
[email protected]
3
An organisational level action plan for
non medical education in practice is in
place
Educational Governance Group established
within Trust reporting to Board level.
‘Study Leave’ policy in draft.
Draft education strategy circulated.
To finalise ‘Study Leave’
policy
To support
implementation of the
Trust education strategy
one finalised.
2
Evidence that student feedback is
collected and collated to inform action
plans agreed with HEIs to address the
issues and demonstrating:
Improvements to the student
experience
2
Nursing – quarterly evaluations received.
Feedback given to all placement areas and
action plans initiated as required. Formal
response provided to HEI’s.
AHP – Intermittent evaluations received
and actioned appropriately.
Established link with HEI
All evaluations shared at multi-professional
practice group and trends monitored.
Plan to raise the profile of
student evaluations with
corporate nursing team.
Improve liaison with
regional HEI’s.
Trust evaluation tool developed and
available to all education leads (see
appendix 4)
Designated slots for student forum
facilitated by PEF’s on student teaching
programme which is circulated to all
4
education leads, HEI’s, students and
placement areas.
Establishment of regular visits by link
lecturers for all professions.
Any issues raised are investigated by PEF’s.
Establishment of complaints database
available to all education leads and
monitored by PEF’s.
A decrease in student complaints
Overall increase in student satisfaction
3
Retention of students in training
Recruitment of students to first posts
locally
PEF role profile (summary) promoted
locally eg. On Placement Provider
websites/ newsletters, and includes
defined contacts and communication
links with the following:
Relevant HE colleagues across all
professions
To maintain and review
improvement measures.
To acquire baseline data.
Information regarding student satisfaction
is communicated via the education leads
directly from HEI.
Student satisfaction remains high in the
Trust with 80-90% of nursing students
reporting that they had appropriate
learning opportunities, were able to meet
learning outcomes and felt part of the
team.
Data kept with HEI
Data kept with HEI
2
HEI annual review meetings attended by
PEF’s.
Links established with;
 ODP
5
Links with regional Networks, eg;
Pharmacy; Healthcare Science; AHP;
Placement Development Network
 Paramedic
 Pharmacy
 Occupational Therapy
 Audiology
 Radiography
 Orthoptists
 Orthotics
 Nutrition & Dietetics
 Nursing
 Physiotherapy
Nursing - PEF’s act as chair to the Local
Placement meeting with academic
institutions, this includes representation
from Practice Development Network (see
appendix 5).
Placement Development Network
representation at regional PEF meetings.
To improve liaison and
support for Audiology with
the implementation of
‘Modernising Scientific
Careers’
To establish contacts with
HE colleagues for HCS.
To identify a point of
contact within remaining
Allied Health Networks.
To utilise regional PEF
representation and
communication networks.
Attendance at regional events in relation to
implementing ‘modernising scientific
careers’.
Development of interim education audit
tool for use with HCS.
Chair of meetings to focus on AHP and
HCS agenda (see appendix 6)
Attendance at ODP local network group.
PEF’s affiliated to paramedics and SALT
are members of regional PEF network.
6
All placement areas in local health
economy (aligned with local borough
attachment/ teams)
NHS contacts in place
Role profile available on Trust Intranet.
To develop profile on
Trust Internet
Active contributors to the multiprofessional practice group.
Use of Trust ‘Insight’ magazine and weekly
Trust communication via ’Intouch’ email.
4.
Shared strategies with HE to monitor
student progression and achievement
including:
Evidence that student’s receive regular
feedback on their performance in an
agreed timeframe
2
Nursing – evidenced within education
audit. Quarterly student documentation
audit completed and actioned by PEF’s
(appendix 7).
AHP – evidenced within education audit.
Learning outcomes can be achieved
number of failing students monitored
to inform action plans
Non-NHS placements
links to be established.
AHP – to examine within
remaining 27% of
outstanding educational
audits.
To include other
professions in quarterly
documentation audit.
Learning outcomes are mapped against
each placement area to ensure learning
opportunities are available.
Feedback at Multi-professional practice
group suggests there are no issues relating
to this.
Informal mechanisms in place but no
robust data captured.
Nursing – PEF Team are
liaising with HEI’s to
capture this data.
7
5
Multiprofessional mentorship
programmes for placement educators/
mentors achieve the following for the
health economy/ local borough
attachment:
Delivery of and attendance at
scheduled updates provided for
placement educators/ mentors;
3
Nursing – live database of mentors via
PLSS.
Updates available at Mandatory Training,
monthly ‘drop in’ sessions or placement
visit. Details available via Intranet and
PLSS.
AHP – Organisational practice
supervisor/educator database shared and
maintained via all professional education
leads.
Newly developed AHP Practice
Educator/Supervisor annual update facility
in place.
To increase awareness and
opportunity for AHP
update and encourage
attendance via multiprofessional education
leads.
To further develop a
bespoke HCS update.
Access to multiprofessional
mentorship programmes for new
placement educators/ mentors meets
the needs and requirements of all
professions aligned with workforce
modernisation eg. Healthcare science;
nursing
Nursing – see appendix 1
Development of a regional programme for
‘Supporting Learning in Practice’
Planned SLiP 8/2/12
Access established for all professions via
multi-professional practice group,
education link nurses, appraisal, Learning
Needs Analysis.
To continue to promote
mentorship module with
AHP’s & HCS.
8
Demonstrating evidence of:
Baseline of current mentorship
capacity mapped against levels
required to support ‘whole’
professional needs
All placement areas have sufficient
numbers of active mentors/supervisors.
Capacity is monitored by education leads
and HEI links and PEF’s.
To establish capacity
within HCS
Succession planning is in place.
Mentorship programmes prioritised in
placement areas of greatest need eg
healthcare science, nursing, non NHS
providers through health economy/
borough attachment approach
Nursing - in areas where student numbers
are curtailed as a result of a drop in
mentor numbers, additional places for
mentorship are allocated to restore
capacity.
Signposting of mentorship
programmes across professions and
across the health economy
Sign posting for mentorship is carried out
via the PEF Team and the Multiprofessional Practice Group
Tangibly increasing mentorship
capacity at service level, professional
level and organisational level
Nursing;
No of registered nurses attending for
mentor preparation 2011 =
Mentorship training is not
an absolute requirement
for AHP or HCS
professions, although
desirable and encouraged
as best practice. Staff who
demonstrate an interest in
mentorship are supported
to apply.
No of registered nurses accessing
academic level 6 mentorship preparation
2011 =
No of mentors accessing sign-off mentor
training 2011 =
9
AHP;
No of AHP’s accessing academic level 6
mentorship preparation 2011 = ODP x 6
6
Maintenance of the live register
database of mentors/ practice
supervisors for a service area for all
professions, supporting placement
managers across the health economy/
local borough attachment, including the
following:
Baseline of actual mentors/ placement
educators in place
2
Nursing – www.plss.org.uk
AHP – Organisational database completed
and maintained by Professional Education
Leads – reviewed and monitored via Multiprofessional Practice Group.
Nursing - total number of mentors.
Mentors inactive;
 0.0% maternity leave
 0.0% on secondment
 0.0% triennial review expired
 0.0% require update
Measurement/ monitoring of any
‘losses’ as well as the increases to
quantify and justify mentorship training
and commissioning requirements
7.
Identified educational resources
accessible to learners on placement,
including placement and library
resources.
3
To populate organisational
database with Health Care
Science information
relating to Training
Officers and Assessors.
Improve AHP &HCS
uptake of mentorship
training
Resources identified in department
welcome pack as part of local induction.
Nursing – identified on placement
description on PLSS.
Library session included in Student
Induction to Trust.
Student evaluations support access to
adequate resources.
10
8.
Structure and coordination of Inter
Professional Learning (IPL) activity
within the organisation across non
medical and medical professions where
appropriate
Defined IPL ‘placement pathways’ in
place (aligned to curricula outcomes)
Sharing of best practice eg. Bi annual
case studies shared on ‘eWIN; annual
conference presentation; annual
publication, as well as feeding all
developments into the Wider
Engagement Framework IPL Action
Group
IPL evidenced across medical and non
medical professions
3
Nursing – learning outcomes aligned to
placement and curriculum outcomes.
Individual placements sign-post to a range
of learning opportunities suitable for
individual students.
Further work to be done
by education links on
placement to break these
down into level
appropriate opportunities
and make these
transparent as student
commences placement.
IPL opportunities discussed at PEF meeting Populate EWIN with case
and WEF members informed of current
study examples
activity
IPL events within Trust;
 COPD
 Theatre Escort
 Health Promotion
 Grand Round
 Student teaching programme.
 Joint pharmacy and undergrad
medical pharmacology teaching.
 Undergraduate medicine has
placements in Orthoptics,
Radiography and Cardiorespiratory.
Next planned event April
2012 focus oncology.
Planning twice yearly
events.
11
9.
10
Engagement in the delivery of wider
placement strategy initiatives/
developments informing the activities
of the groups in the Wider Engagement
Framework, with evidence of :
Communicating all developments
across professions locally within the
organisation and the local health
economy/ borough attachment
Work with locality PEFs to undertake
a QIPP based project for 2011/ 12
demonstrating how the PEF role
contributes to one of the elements
3
Evidence of engagement with
colleagues in educational roles across
other professions such as Clinical
Tutors (eg.Pharmacy, Radiography,
Clinical Deans, Foundation Programme
Directors, Directors of Medical
Education, and submitting evidence of:
Case studies of best practice initiatives
for sharing on ‘eWIN, and with
colleagues in locality forums
3
Developments communicated via Trust
Multi-Prof Practice Group i.e. multi-prof
mentorship, practice supervisor/educator
database, link established with PDM’s.
PEF quarterly meetings have a standing
agenda item to discuss WEF group activity
and provide feedback.
Trust PEF’s routinely send at least one
representative to these occasions.
Trust PEF’s contribute to all requests that
are fed down from the 3 groups.
Plan for PEF’s to support
the non-NHS sector in
2012
The purpose of the Trust MultiProfessional Practice Group is to share and
promote best practice within professional
education and to standardise this practice
to promote equity for all learners. There is
established membership with education
leads. Membership of this group is growing
as ‘modernising scientific careers’
develops.
To share the purpose of
the Professional Practice
Group on EWIN 2012.
Populate EWIN with best
practice examples 2012
To improve HE links with
undergraduate medical
and dental education.
12