sue turrill, university of leeds programme manager
TRANSCRIPT
Sue Turrill, University of Leeds Programme Manager.
The GCNC programmeAssessmentsModule contentYNN core clinical skills setSupport
2007-8Specialised Neonatal qualificationAcademic and skills basedDeveloped by University and
Network
YNN 1-7 competencies (foundation learning) Neonatal Anatomy & Physiology workbook
Student introduction day Time management/time planning Course structure Study days/studying at home Assessments Core skills set Mentor
Gwynn arranging elective placement - timing, experience, trust & network managed.
Biosciences … ?
Complete prior to course start, within the workbook
Use a biology textbook that suits learning needs Blackburn – essential, more neonatal specific
text Hand in on first day for feedback Continue to use for review prior to formal
teaching sessions
Theory modules: The Special Care Baby (20 credits) The Neonate in Intensive Care (20 credits) Assessment
Practice module: Clinical practice based learning (20 credits) Assessment
Core Clinical Skills set: Demonstration of practice Elective placement Written evidence to support transfer of knowledge
to practice.
GCNC 2011-12 Course structure
Semester 1 (Sept – Jan) Assessment:January
submission
Semester 2a (Jan – May) Assessment:May submission
The Special Care Baby
Teaching Dates:o September 27th, 28th & 29th .o November 8th, 9th & 10th o December 6th & 7th.
Formative submission:o Plan of essay and essay draft for
feedback midway through module
o Practice exam
Submission of 2,500 word critical analysis
essay +
2 hour exam
The Neonate in Intensive Care
Teaching Dates:o January 24th - 26th
o February 28th & 29th, March 1sto April 17th & 18th
Formative submission:o Presentation topic and plan
midway through moduleo Mock MCQ paper Marcho Practice presentations April
1 ½ hour MCQ paper
+30 minute
presentation
Work based Learning (Semester 1 + 2a)
Teaching dates:o September 6th – preparation day (1) o September 23rd - preparation day (2)
Formative submission:o Topic chosen by mid Octobero Submission of Learning contract by early November.o Plan and draft of essay by end March.
Portfolio submission
+5,000 word essay
Clinical skills acquisition:o Special Care Baby – skills set + 8 evidence of achievement records completed by January 2010o Neonate Intensive Care – skills set + 8 evidence of achievement records completed by May 2010o Elective placement
Special Care Baby eg: Altered physiology of neonatal systems &
appropriate interventions (eg respiration, nutrition, thermoregulation)
Introduction to blood gas analysis Neonatal abstinence syndrome Pharmacokinetics Family assessment models, family nursing,
attachment theory Discharge planning Evidence based policy Exam techniques
Neonate in Intensive Care eg: Pathological basis of neonatal conditions Supporting families in crisis End of life care Multi-systems approach & response to
physiological parameters Stabilisation & Transfer Health outcomes of NIC Presentation skills
Portfolio Project supported by identified mentor; Learning contract , objectives and
learning journal; Records of 4 x mentor meetings and 2 x
tripartite meetings; Reflection on practice Essay
NMC clinical mentor (+ associate) who holds neonatal QIS qualification Assessment of competency in practice
(knowledge +skill) Core Clinical Skills Set - 12 pieces of
evidence Practice development shown with
student utilising knowledge in practice.
Requirement to complete alongside the Certificate as part of WBL.
Allow consistency of learning skills to appropriate standard
Documented and agreed by Trusts.
Originally based on Scottish Neonatal Nurses Group, 2005; now forms part of QIS national definition (BAPM, 2012) and RCN neonatal career framework (RCN, 2012)
6 core skills: Respiratory and Cardiovascular Management Fluid, Electrolyte, Nutrition and Elimination
Management Neurological and Pain Management Skin, Hygiene, and infection prevention
management Temperature Management Managing and supporting the family
www.yorkshireneonet.org.uk
Gestational ages of neonates from 24 – post term;
Birthweight ranges: ELBW, VLBW, LBW, Normal BW, IUGR, LGA;
Physical conditions, abilities and continuing improvement or deterioration;
Surgical infants of differing conditions; Infants with congenital abnormalities; Infants preparing to be discharged home.
For both Special Care and Intensive Care: Completion of individual skills
achievement records
Neonatal nurse QIS performance criteriaObserved but not performed
Performed with direct
supervision
Independent practice
1a Recognise deviations from normal respiratory and
cardiovascular function Interpret trends in the results of blood gas analysis
1b Intervene to restore/maintain homeostasis
1c Recognise need for and request assistance in
relation to basic life support Perform basic life support *Assist with advanced resuscitation and stabilisation
1d Initiate oxygen therapy via head box, nasal
cannulae and facially Initiate respiratory support via the use of nasal
continuous positive airways pressure (CPAP) or high-flow oxygen systems
Safely care for the baby with a supported airway *Safely care for the baby requiring all methods of
mechanical ventilation and respiratory support
1e Assess the need for suction of respiratory
secretions Use safe and effective oral and nasal suction
techniques *Use safe and effective endotracheal
tube/tracheostomy suction techniques *Perform chest physiotherapy techniques utilising
an agreed plan of care
1f Recognise the need for intubation/extubation *Assist with elective / emergency intubation *Perform extubation
1g *Assist with the insertion/removal of chest drain Provide care for baby with chest drain in situ
Core Skill 1: Respiratory and cardiovascular management:
Observed but not performed (identifies gaps in experience)
Performed with direct supervision Questioning the basis for practice - EVIDENCE BASED
PRACTICE Rationale for decision making - WHY ARE YOU DOING
WHAT YOU ARE DOING? WHAT ARE THE RISKS AND BENEFITS TO THE BABY/FAMILY?
Options for practice & individualised pathways of care
Independent practice Independent skills & decision making
For both Special Care and Intensive Care: Completion of individual skills
achievement records 6 pieces of written evidence (one for
each skill - 12 in total)
Each skill must have written evidence to support the rationale behind practice.
Each piece of evidence must include:Witness testimony (demonstration of skill development)
plus 1 or 2 of the following eg: Annotated bibliography (showing how evidence will be
utilised in practice) Reflective account (using a reflective model) Q & A session (eg work sheets, study day, critical
incident) Integration of a teaching session (in University or
practice)
Core skill: 1 Element: 1b SC/IC (circle relevant): IC Record number: 5
Scenario: 31 week twins were being delivered by elective caesarian section for maternal PIH during my shift. Having previously observed a delivery in theatre I asked to assist the senior nurse who would be caring for one of the twins. My role prior to the delivery was to set up an IC space. At the delivery I was able to be part of the team, prioritising the babies immediate needs for temperature control, respiration and stability.
Type of evidence supporting practice development: (attached in portfolio)
1.Witness testimony2. Reflective account utilising John’s structured model of reflection
Identified Learning:
•Key principles and priorities for resuscitation (resus council UK)•Impact of early care guidelines on outcomes for premature babies•Relevance of team working, roles, communication and planning in ‘at risk’ deliveries•Methods for reducing heat losses in delivery situations•Assessing respiratory and cardiovascular stability in the premature newborn at delivery
Mentor: (name/signature) Date:
EXAMPLE: Evidence of achievement
For both Special Care and Intensive Care: Completion of individual skills
achievement records 6 collections of written evidence (12 in
total) Completion of final achievement list
Core Skill Student signature Mentor signature Date achieved
Respiratory and cardiovascular management
Neurological and Pain management
Fluid, electrolyte, nutrition and elimination management
Skin and hygiene management
Thermal control management
Managing and supporting the family
Final achievement of skills throughout complete range
Signature of Mentor: I accept responsibility for the assessment of competency for
…………………………………………………………………………………………… Date ………………………………..
For both Special Care and Intensive Care: Completion of individual skills achievement
records 6 pieces of written evidence (16 in total) Completion of final achievement list Completed programme achievement
documentation Network Lead Nurse agrees final qualification
based on completion of skills/WBL & theory modules
What types of evidence show development of knowledge and practice?
How can you be sure that knowledge is translated to practice?
Attendance at WBL workshops!! Active on mentor register
Understanding of module and programme requirements
Time working with student …? Support student in accessing learning
opportunities throughout project development and skills acquisition
Overall achievement of skills Understanding of process of achievement of skills
set and requirements for evidence.
Arrange regular meetings with mentor Agree outcomes and short term goals Completion of skills assessment portfolio
Attendance Group dynamics & group work (ground rules) Time management for study Reading! Pre study day directed work Seek advice & support Revision using a timetable; planning assessment work
Study skills?
Academic supervisor▪ Choosing topics▪ Writing at level 3▪ Drafts of essays for advice and comment – in
person or via emailUniversity skills centre; librarianUniversity website - VLERegional Educator/Lead NurseMentor
▪ challenging, committed▪ 2nd mentor
Programme/module manager [email protected]; 0113-3437550
Network lead nurse – [email protected].
Regional Network [email protected] Unit Practice educators Previous GCNC mentors Regional Neonatal Mentor/education
Group