(ucpd) return to practice programme handbook … · 2016-10-13 · s:\modularity\documentation...

$: (UCPD) RETURN TO PRACTICE PROGRAMME HANDBOOK … · 2016-10-13 · S:\Modularity\Documentation Department\Approval Documentation\UC Awards\PQR\Return to Practice, UCPD\May 2014\Updated$
(UCPD) RETURN TO PRACTICE

PROGRAMME HANDBOOK (GENERIC)

SEPTEMBER 2016

S:\Modularity\Documentation Department\Approval Documentation\UC Awards\PQR\Return to Practice, UCPD\May 2014\Updated Documentation\2016-17\Programme Handbook.doc

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CONTENTS

Page 1 INTRODUCTION 1

1.1 Welcome from the Programme Team 1 1.2 Staff Contact Details 1

2 OVERVIEW OF THE RETURN TO PRACTICE PROGRAMME 3

2.1 Frequently Asked Questions 4 3 AIMS AND OUTCOMES 7

3.1 Programme Aims 7 3.2 Learning Outcomes 8

4 THE STRUCTURE OF THE PROGRAMME 10 4.1 Academic Structure 10 4.2 Practice Placement 11 5 HOW WILL YOU ACHIEVE THE LEARNING OUTCOMES? 11 5.1 Learning and Teaching Methods 12 5.2 Support in Practice 13 5.3 Reflection 13 6 HOW WILL I BE ASSESSED? 13 6.1 Formative Assessment 13 6.2 Summative Assessment 14 6.3 Assessment Chart 16 6.4 Self-declaration of Good Health and Character 18 7 HOW WILL I BE SUPPORTED? 18 7.1 The Programme Leader 18 7.2 Support in Practice 18 7.3 Support for Study Skills 21 7.4 Support for Students with Disabilities/Specific Educational needs 21 7.5 Student Support Officer 22 8 COMMUNICATION 22 8.1 E-mail 22 8.2 Assessment/Progression 22 8.3 IT Helpdesk 23 8.4 E-learning@tees 23 9 STUDENT REPRESENTATION AT PROGRAMME BOARDS 23 10 ATTENDANCE REGULATIONS/SICKNESS AND ABSENCE 23 11 STUDENT RESPONSIBILITIES REGARDING CHANGE OF CONTACT DETAILS, CONTACTING PRACTICE AREAS, DRESS CODE AND BEHAVIOUR 24


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11.1 Change of Personal Details 24 11.2 Contacting Placement Areas 24

11.3 Dress Code and Behaviour whist on Placement 24 12 EVALUATION OF THE PROGRAMME 25 12.1 Programme Evaluation 25 12.2 Practice Evaluation 25 13 REFERENCES 26 UNIVERSITY GENERIC KING CRITERIA DISCLAIMER The information contained in this handbook is, as far as possible, accurate and up to date at the time of printing. The express permission of Teesside University must be obtained to reproduce any, or all of this publication, other than for personal use or for those purposes permitted by law.


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1 INTRODUCTION

1.1 Welcome from the Programme Team

Welcome to the Teesside University, School of Health & Social Care (SOHSC) University Certificate in Professional Development (UCPD) Return to Practice (RTP) programme. This programme has been designed to enable you, as a qualified health care practitioner, to build upon previous knowledge and experience and develop those attributes demanded by the Nursing and Midwifery Council (NMC)/Health and Care Professions Council (HCPC) to re-register your qualification. This programme has been developed in partnership with colleagues from the local NHS Trusts who provide students with placement experiences and you with a wealth of learning experiences, designed to enable you to develop the knowledge, skills and competence required to provide high quality person-centred care which meets people’s needs across the range of community and hospital care environments. The programme is firmly embedded within contemporary professional practice, and we are confident that it provides you with the means to gain employment as a registered practitioner within the health and social care sector. This handbook provides you with specific information about your programme and is supplemented with RTP portfolio documentation. It should be read in conjunction with the University Undergraduate Assessment Regulations and University Students Protocol, which can be located following the links to the School website at https://sohsc.tees.ac.uk/, the Student Protocol via the link to the Student Handbook at http://www.tees.ac.uk/sections/studenthandbook/ and important school-wide additional information, typing the words Student Essential Guide via the link https://sohsc.tees.ac.uk/sites/handbook/ If there are any changes to the programme following receipt of this handbook, you will be informed and provided with the relevant information. The following section of the handbook provides an overview of the programme, followed by more detailed information regarding the programme.

1.2 Staff Contact Details

Name

Room Telephone Email Address

Kay Scott Programme Leader/ Senior Lecturer

H2.25 01642 384953 [email protected]

Aileen Monkhouse Subject Lead Community and Child Health


Deborah Hall Senior Lecturer Community and Child Health


https://sohsc.tees.ac.uk/

http://www.tees.ac.uk/sections/studenthandbook/

https://sohsc.tees.ac.uk/sites/handbook/

mailto:[email protected]




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Student Records H0.06a 01642 384184

[email protected]

Reporting Sickness Via email before 10am [email protected]

Practice Placement Facilitators

Telephone and Email Address

Jean Angus

Child Adult Midwifery

Senior Nurse - Practice Placements [email protected] Work mobile: 07799 698707 Tel: 01642 624105

North Tees & Hartlepool NHS Foundation Trust North Wing Floor 2 University Hospital of North Tees Hardwick Stockton-on-Tees TS19 8PE

Karen Smith Senior Nurse Practice Placements (Community) [email protected] Mobile: 07767377547

North Tees and Hartlepool NHS Foundation Trust Base: Masefield Road Community Hartlepool, TS25 4JY

Kay Bloomfield Child Adult Midwifery

Senior Nurse – Practice Placements [email protected] Tel: 01325 743536

Co Durham & Darlington NHS Foundation Trust Memorial Hall Darlington Memorial Hospital Hollyhurst Road Darlington Co Durham DL3 6HX

Heather Watson

Senior Nurse - Practice Placements [email protected]

Tel: 0191 874849 Mobile: 07786277644

Co Durham & Darlington NHS Foundation Trust Memorial Hall Darlington Memorial Hospital Hollyhurst Road Darlington Co Durham DL3 6HX

Bernadette Wallace Learning Disabilities Mental Health

Senior Nurse Practice Placement Facilitator [email protected] Tel: 01642 451510 Mobile: 07768507755 Secretary: Karen 01642 516308

Tees, Esk and Wear Valleys NHS Foundation Trust Flatts Lane Centre Flatts Lane Normanby Middlesbrough TS6 0SZ










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Melaine Gannon Wendy Heath Child Adult

Senior Nurse Practice Placement Facilitator

[email protected] [email protected] Tel: 01642 854407

South Tees Hospitals NHS Foundation Trust Directorate of Nursing Development The James Cook University Hospital The Murray Building Marton Road Middlesbrough TS4 3BW

The most efficient way in which to contact a member of the team is by email in the first instance. You are provided with an email account at the beginning of your programme and it is important that you use your University account rather than any personal account. It is also important that you frequently monitor this account for emails from your peers or tutors. Please remember to leave your name and contact number well as your message when making contact by telephone.

*These contact details are correct at the time of production but are subject to change.

2 OVERVIEW OF THE RETURN TO PRACTICE PROGRAMME The philosophy of health and social care education at Teesside University is one of service user-centred care and relates to the uniqueness of the individual, the diversity of social and cultural structures, and the dynamic nature of relationships, roles and the environment in which care takes place. The intention of the programme is therefore to develop and re-register practitioners competent to deliver effective, evidence-based care whilst at the same time acknowledging the rapidly evolving change in health care provision, in particular the role of caring, leadership and the technical and supportive roles within the multidisciplinary team. In achievement of the required professional expectations, you will engage in learning activities which will provide opportunities to revisit and further develop your communication and interpersonal skills, develop care and compassion, engage with service user’s experiences of care as well as group and team working and develop essential learning and critical thinking skills. Critical thinking includes the ability to define and analyse problems, challenge assumptions and employ best available evidence to managing care. Reflection on prior knowledge and life experiences will be encouraged so that you become self-directed and responsible for your individual learning needs. The programme is a statutory requirement for nurses to demonstrate their professional practice and Continuing Professional Development standards (NMC, 2015). Students will be introduced to the new Revalidation process http://www.nmc.org.uk/standards/revalidation/ which is 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 currently



http://www.nmc.org.uk/standards/revalidation/


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renew their registration every three years; Revalidation is set to 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, and

Engagement in professional discussions with other registered nurses or midwives

Members of professions covered by the HCPC regulations should read the information contained in the following link for further details: http://www.hpc-uk.org/registrants/readmission/ The programme is studied at Level 6 only (FHEQ, QAA, 2008). It is essential that you remind yourselves of the appropriate professional conduct and expectations of NMC/HCPC registrants; guidance can be found on the NMC website http://www.nmc-uk.org. and http://www.hpc-uk.org/registrants/readmission/. Equally important is the guidance regarding the appropriate use of social networking sites which can be found using the following link http://www.nmc-uk.org/Nurses-and-midwives/Advice-by-topic/A/Advice/Social-networking-sites/ and within the Student Essential Guide (School Handbook). The School of Health & Social Care (SOHSC) has a responsibility to ensure that students following professional education programmes are fit for practice placements and fit to practise at the point of registration with the relevant Professional/Statutory/ Regulatory Body (PSRB) on completion of their programme. These responsibilities and the School’s Fitness to Practise Framework can be found on the student intranet https://sohsc.tees.ac.uk/documents/. You have a professional responsibility to inform us of any changes to your health or DBS status (including any current allegations/investigations) which may affect your progression on the programme and/or impact upon your learning. From this point in the document reference will be made to Sign-off Mentors, Practice Teachers and Practice Placement Educators to reflect the varying disciplines. Nurses are supported by a Sign-off Mentor, Health Visitors re-registering as a Specialist Community Public Health Nurse (SCPHN) are supported by a Practice Teacher (PT) and those re-registering with the Health Care professions Council (HCPC) will be supported by a Practice Placement Educator (PPE)

2.1 Frequently Asked Questions

Q: What are the needs of the RTP student? A: These are varied. One of the most difficult issues is that of the RTP

student saying: “I don’t know what my strengths and development needs are because I’ve just returned and have no idea what I need to achieve”. It is well recognised that return to practice students have transferable skills, for example, most will have a degree of organisational skills from their time out of nursing but might not recognise these as such. To overcome this, RTP students are

http://www.hpc-uk.org/registrants/readmission/


http://www.nmc-uk.org/


http://www.nmc-uk.org/Nurses-and-midwives/Advice-by-topic/A/Advice/Social-networking-sites/

http://www.nmc-uk.org/Nurses-and-midwives/Advice-by-topic/A/Advice/Social-networking-sites/

https://sohsc.tees.ac.uk/documents/


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encouraged to discuss his/her individual needs, in light of competence/ Standards of Proficiency to be attained, with their Sign-off Mentor/PT/ PPE that can assist the student by helping them apply these in practices.

Q: How does the RTP student feel? A: The majority of RTP students feel under-confident due to the changes

that have taken place in the NHS. The most common causes of concern are the changes in paperwork, technology and the reduced time for service users to be cared for in hospitals. Please remember you will already have the fundamental qualities of a qualified practitioner and whilst you are updating your skills you will be supported throughout the programme with appropriately experienced staff.

Q: How long does it take to complete the course? A: The majority of students complete the programme at the first point of

summative assessment which takes place at the end of Week 15. However in certain circumstances students may require an extension to this which must be discussed with the Programme Leader at the earliest opportunity.

Q: What can Return to Practice (RTP) students do/not do? A: RTP students may undertake a full range of nursing activities under the

supervision of their Practice Placement Educator (PPE)/Sign-off Mentor/Practice Teacher (PT). It may be that the student may want to observe initially. The PPE/Sign-off Mentor/PT take professional responsibility in the same way as they do for pre-registration students. The important thing is that the RTP student is achieving competence and that supernumerary status is respected.

Q: Can Return to Practice students administer drugs and injections

or erect IV infusions? A: RTP students should not be expected to take responsibility for

administration of IV infusions or IV medicines; they may administer oral, intramuscular, subcutaneous medicines under supervision.

RTP students are not expected to undertake any extended role. However, acknowledging their previous experience as registered practitioners, RTP students, following the achievement of competencies and in agreement with their PPE/Sign-off Mentor/PT and Zoned Academic, are able to negotiate complex skill development and attend the relevant training in the Acute Trusts. In advance they must design and implement a Learning Contract with their PPE/Sign-off Mentor/PT and Academic Mentor. This contract must adhere to local policy for health care professionals acquiring the skill(s) in the practice area and must clearly identify the skill(s) the student is addressing, strategies and resources, and identification of the way in which they will demonstrate achievement of their outcomes.


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It is the responsibility of the PPE/Sign-off Mentor/PT to ensure that they are aware of, understand and adhere to local policies/protocols when facilitating the student’s skills acquisition. Sign-off Mentors/PT and students must make sure that the policy allows students to practice the skill under supervision.

Q: Who will I study with? A: You will study alongside other students re-registering their qualification

with their professional body for example Midwifery, Diagnostic Radiography, Physiotherapy, Occupational Therapy and Operating Department Practitioners. During your practice placements you will work within multidisciplinary/multi-agency teams.

Q: What hours do RTP students work? A: A minimum of clinical hours are identified relevant to the number of

years out of practice. RTP students are required to work for a minimum of two shifts/week with their PPE/Sign-off Mentor/PT. Practice hours are in addition to the study days at the University.

Q: What shifts can RTP students work? A: Clinical shift patterns vary; RTP students need to gain a range of

experience in receiving and handing over the care of service users. All practice hours need to be negotiated with their PPE/Sign-off Mentor/PT. They may work night shifts if their Mentor specifically supports them and it is an area where activity is as great at night as it is during the day.

Q: Who can the RTP student work with? A: Ideally the RTP student will work as many hours as possible with a

designated PPE/Sign-off Mentor/PT. If for any reason this is not possible, an Associate Mentor will be identified to supervise and assess you on a continuous basis.

Q: When should the competencies be assessed and verified? A: The RTP student should be assessed on a continuous basis. When

the clinical competency has been achieved and sufficient evidence has been documented, the PPE/Sign-off Mentor/PT together with a designated Academic Mentor, as part of a tripartite relationship, will verify the achievement of competence at a final assessment point. The decision will be based upon observed practice, dialogue within the tripartite meeting and the submission of the required essential portfolio evidence. The PPE/Sign-off Mentor/PT will make a judgement on the student’s performance in practice and the Zoned Academic Mentor will make a judgement on their theoretical knowledge base and its application to practice.


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Q: How much evidence does the RTP student need to produce to show that they have achieved the stated competence?

A: The student is required to provide a variety of evidence (see portfolio documentation), the broader the range, the more likely it will be that the student is able to demonstrate competency.

Q: Who does the RTP student contact for help and advice during

practice placement? A: The initial point of contact for help and advice is the PPE/Sign-off

Mentor/PT. If you have concerns about your specific learning needs at the beginning of the programme please contact the Programme Leader who acts as your Personal Tutor during the programme and will provide you with contact details for individual support throughout your programme.

3 AIMS AND OUTCOMES The over-arching aims of the programme are to provide a professional education that meets the requirements for re-registration with the Professional Regulatory Statutory Body (NMC/HCPC). A University Certificate Professional Development (UCPD) Return to Practice Nursing will be awarded from Teesside University in recognition that Return to Practice students, successfully completing the programme are fit for practise, purpose and award and are prepared for the challenges and demands of contemporary and future health and social care practice.

3.1 Programme Aims The specific aims of the programme are to:

Enable the student to renew his/her professional registration and re-enter practice with up-to-date competence, current skills and confidence in order to provide a safe and high standard of professional practice.

Provide a catalyst for continuing education and life-long learning.

Teesside University’s RTP programme is recognised nationally for the high quality (NMC, 2009) offering you the opportunity to study in supportive, high quality academic and practice learning environments and ultimately to re-register with your professional body. Significant changes have taken place in all health and social care arenas which provide new opportunities to RTP students in terms of career development and the roles that will be available in health care in the future. The programme has been designed to reflect key reports such as the Prime Minister’s Commission on the Future of Nursing and Midwifery in England (2010) which identifies the significant contribution health care professionals make to the provision of health and social care, and the increasing responsibilities placed upon them to take a leading role in developing nursing and health care provision.


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The programme outcomes have been designed with reference to the Prep Handbook (NMC, 2011), the Standards for Pre-registration Nursing Education, (NMC, 2010), the Standards of Proficiency for Specialist Community Public Health Nurses (NMC, 2004), the Health Visitor Return to Practice Framework (DH, 2011), HCPC Standards of Proficiency http://www.hcpc-uk.org/aboutregistration/standards/ and qualification descriptors identified for higher education qualifications (HFEQ, QAA, 2008) in England, Wales and Northern Ireland. Level 6 programme outcomes reflect Teesside University (2003) undergraduate level descriptors; further details can be found in your Practice Portfolio. You will be awarded 30 credits at Level 6 on successful completion of the programme.

3.2 Learning Outcomes

Learning outcomes have been developed to reflect the practical and academic programme requirements and reflect, as mentioned above, Teesside University’s undergraduate programme outcomes and level descriptors for diploma and degree qualifications respectively. Level 6 Learning Outcomes On successful completion of this module, students who study the programme at Level 6 should be able to:

Knowledge and Understanding

Demonstrate a comprehensive and detailed knowledge of the current national and local policies which drive contemporary health and social care practice for service users and their families/carers in their professional care settings.

Analyse and evaluate the impact of legal, ethical, professional and clinical governance frameworks to their professional practice.

Critically appraise the structure and organisation of health care nationally and locally.

Demonstrate a detailed knowledge of contemporary issues in caring for children and young people, pregnant and postnatal women, people with physical health/physical disabilities and people with learning disabilities in the context of their professional practice.

Analyse and evaluate health promotion/illness prevention strategies to maximise the health and wellbeing of individuals with complex needs.

Synthesise and critically appraise relevant contemporary knowledge in a systematic manner in order to ensure the provision of effective care.

Analyse and evaluate best available evidence to support clinical decision-making.

Synthesise and critically appraise key concepts of leadership, management and team working relevant to contemporary professional practice.

Cognitive/Intellectual Skills

Synthesise, appraise and evaluate data/evidence from a variety of sources to inform the quality of their professional care.

http://www.hcpc-uk.org/aboutregistration/standards/

http://www.hcpc-uk.org/aboutregistration/standards/


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Demonstrate intellectual flexibility and openness to new ideas in order to contribute to clinical developments that enhance quality care.

Practical/Professional Skills

Act autonomously within a legal framework and operate ethically in complex and unpredictable situations when contributing to the management of care.

Communicate clearly, fluently and effectively with service users, their families/carers and the multidisciplinary team throughout the service user’s journey.

Work in partnership with other members of the multidisciplinary team and other health and social care agencies in order to provide safe and effective person-centred care.

Work within the guidance from the National Institute for Health and Clinical Excellence, Clinical Governance and National Service Frameworks to ensure quality, efficiency and cost effectiveness of service.

Operate ethically, adhering to national standards and guidelines in situations of varying complexity.

Evaluate and apply best available clinical and nursing evidence to support professional decision-making.

Identify and assess need, design and implement interventions and evaluate outcomes in all relevant areas of practice including the effective delivery of appropriate emergency care.

Apply innovative techniques to promote the health and wellbeing of clients.

Demonstrate commitment and ability to managing Continuing Professional Development through reflective practice and personal supervision activities which takes account of personal, professional and organisational needs.

Demonstrate the achievement of practice competence.

Key Transferrable Skills

Communicate clearly, fluently and effectively in order to enhance effective working practices.

Critically appraise and evaluate factors which enhance group processes, team and inter-disciplinary working to develop personal effectiveness within and across teams.

Reflect systematically on performance to further develop learning, taking account of personal, professional and organisational needs.

Demonstrate accuracy in numeracy skills in the context of their professional practice.


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4 THE STRUCTURE OF THE PROGRAMME 4.1 Academic Structure

The RTP programme spans 20 academic weeks and is designed to maximise shared, inter-professional learning with Midwives and Health Visitors as well as Physiotherapists, Occupational Therapists, Diagnostic Radiographers and Operating Department Practitioners. The module commences with a five-day block of learning addressing essential mandatory skills training in areas of Moving and Handling, Principles of Infection Control/Hand Hygiene and Basic Life Support, complemented with important aspects of Accountability and Health and Safety care and other equally important aspects of study skills including Introduction to E-learning for Health/Health Informatics, accessing IT systems, academic writing including Strengths, Weaknesses, Opportunities and Threats (SWOT) analysis and Learning Contracts and reflection.

Following the five-day block, there will be a series of three-hour workshops every Wednesday evening, 6-9pm over 10 weeks. The taught sessions will include tutor-led methods such as seminars and conference presentations as well as approaches in which you will take a more active role such as group discussions and student-led presentations.

The following content is relevant to all students:

Study skills/IT skills to include SWOT analysis, Learning Contract

Development of academic writing to include information retrieval skills

Reflection/reflective practice

Introduction to e-learning for health to include Information Governance, National and Local NHS Structure and Constitution

Communication, caring and compassionate person-centred care

Legal and ethical principles related to professional practice

Partnerships in care

Service user/carer involvement in care

Professional accountability

Health and social care policy

Patient safeguarding and clinical governance

Clinical skills workshop: o Basic life support o Moving and Handling o Principles of infection control o Drug Calculation for safe administration of medication

The following is applied to practice by individual professional groups:

Academic study and portfolio development

Evidence-based practice

Philosophy, frameworks and organisation of care


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Professional codes/standards and statutory guidelines to include fitness for practise

Contemporary issues/changing trends in health care practice

Public health/health promotion

Current issues in education

The timetable will be organised to ensure that the workload is manageable. Learning from reflection plays a prominent part in the programme. You are advised to keep a reflective diary in which you record meaningful learning events from both the theoretical workshops and your practice experience. It is your responsibility to ensure that confidentiality of service users is maintained in academic work. A framework will be provided to guide you through the process of reflective analysis.

4.2 Practice Placement

Practice Placements are arranged for you. You will have opportunities to engage with the members of the multidisciplinary team/agencies to help you achieve the programme outcomes. You will be allocated a PPE/Sign-off Mentor/PT that will assist you in the development of specific practice skills within the practice area. You are required to work two shifts per week when on placement with your Mentor to aid your development and assist your PPE/Sign-off Mentor/PT to make fair judgement on your performance.

5 HOW WILL YOU ACHIEVE THE LEARNING OUTCOMES? All re-registrants will need to complete a minimum number of hours in practice relevant to the field of practice in which they want to return. For RTP Nursing students the minimum numbers of hours have been determined by Teesside University as follows:

Break in Practice (Years) Minimum Requirement (Hours)

5 - 9 years 75

10 – 14+ 100

15 – 19+ 125

20 + 150

For students returning as SCPHN, the number of days spent in placement follows the guidance given with the NMC Standards of Proficiency for Specialist Community Public Health Nurses (NMC, 2004) and the Health Visitor Return to Practice Framework (DH, 2011) charted as:


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Break in Practice (Years)

Minimum Practice Hours Required

Equivalent Days In Practice

(7.5 hrs per day)

5-10 150 20

11-20 300 40

>20 450 60

Allied health professionals, re-registering with the HCPC will need to complete time in practice, indicated below:

Break in Practice (Years) Minimum Number of Days

0-2 years No requirements

2-5 years 30 days

5 years or more 60 days

There is no maximum number of hours specified within the boundaries of the programme framework of 20 weeks. However all hours are to be negotiated with the PPE/Sign-off Mentor/PT and evidenced on the attendance sheet and signed appropriately.

5.1 Learning and Teaching Methods

A range of learning and teaching strategies will be used including tutor-led seminars, seminar discussions and practical skills workshops and directed reading. You will have the opportunity to share learning with other health care professionals (see Section 4.1 above) and real life case studies of service users/carers experiences will be used to stimulate discussion and explore their needs. Tutor-led seminars and directed reading will address the main principles of the topics identified in the indicative content. Seminar work will allow you to explore the concepts/theories/issues in greater detail and encourage you to reflect on the relevance to professional practice. Directed learning will take place in the form of suggested reading obtained by accessing learning materials on https://eat.tees.ac.uk/ . You are also required to access relevant Trust policies and procedures in your practice area. In readiness for the commencement of practice you will complete a SWOT analysis which will be designed with specific reference to the practice outcomes/Standards of Proficiency together with a Learning Contract indicating learning needs and methods of achieving such needs. Practice-based assessment tools are completed in practice, specifically Communication and Interpersonal Skills Assessment, Medication Management, Decision-making and Infection Prevention and Control of Infection Assessment. Academic support will be via an Academic Mentor committed (zoned) to your placement area. He/she will help throughout with your academic skill

https://eat.tees.ac.uk/


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development (see Section 6.1 below) and will form part of the tripartite relationship (see Section 6.2 below).

5.2 Support in Practice

You will be assigned a primary PPE/Sign-off Mentor/PT and an Associate Mentor and will work to varying degrees of direct and in-direct supervision. Your PPE/Sign-off Mentor/PT will give written, fortnightly feedback on your progress.

5.3 Reflection

Reflection is a useful tool, used widely throughout all health care educational programmes set to increase student’s self-awareness of learning needs. You will be encouraged to reflect on previous experience and development of knowledge and skills in current practice. Initially this will take place as mentioned earlier through the use of a SWOT analysis and Learning Contract designed to meet specific learning needs. Thereafter, you are encouraged to own a reflective diary during the taught elements of the programme as well as practice to help you self-assess your progress. When keeping a reflective diary you must adhere to the SOHSC requirements for consent and confidentiality; guidance for this is found in the SOHSC Student Essential Guide via the link: https://sohsc.tees.ac.uk/sites/handbook/

6 HOW WILL I BE ASSESSED? This programme is assessed through the use of a portfolio that clearly demonstrates the achievement of practice outcomes and theoretical work at a specific academic level. This is detailed in the Portfolio Handbook. The written component will be marked by the Zoned Academic and given an overall grade. If you refer any practice competencies you will be offered a reassessment of the practice element following Chairs Action, in line with Teesside University’s Assessment Strategy. You will undertake formative and summative assessment throughout the programme as detailed below.

6.1 Formative Assessment

A formative assessment has been designed to help you develop your academic writing skills and is set to take place before you begin your summative assessed work. The formative piece of work comprises an initial assessment of the SWOT analysis and in turn the design of a Learning Contract to meet learning needs (Week 2). Furthermore, a piece of reflection, on an aspect of care/issue of practice is to be handed to your Academic Mentor in Week 5 from commencement of the programme. Relevant feedback will be given which forms part of the Essential Evidence of the portfolio. Your practice skills will be formatively assessed by your PPE/Sign-off Mentor/PT and as already mentioned you will receive fortnightly, written feedback. This feedback forms part of the essential element of your portfolio (see portfolio documentation).

https://sohsc.tees.ac.uk/sites/handbook/


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6.2 Summative Assessment

The summative assessment for the programme is assessed in two parts and assesses the full range of module outcomes: The first part is the assessment of all practice outcomes/Standards of Proficiency and portfolio evidence (see portfolio documentation) discussed/ assessed as part of the final tripartite meeting with your PPE/Sign-off Mentor/PT. This meeting will take place in the clinical setting. Teesside University Assessment Strategy allow for a maximum of two attempts to demonstrate the achievement of the practice portfolio competencies. The second part of the summative assessment is a 4,000-word care study which focuses on the care you have offered/provided to a service user having gained appropriate consent. It is designed to demonstrate your development of knowledge and skills during the programme and application of evidence-based practice to evaluate your professional role in meeting the demands of health care in the twenty first century. This work will be submitted within the portfolio by the end of the programme (Week 15). There is clear guidance in SOHSC Student Essential Guide regarding your responsibility to ensure that standards of consent and confidentiality are adhered to. It is also important, for success, that you do not plagiarise within your work, again the consequences if this happened is detailed in the SOHSC Student Essential Guide. To meet the assessment criteria your work must be supported with contemporary, appropriate literature which will support evidence-based practice. Guidance on correct referencing as supported by Teesside University is found on the Library website and by using the book Cite Them Right which is available in the Library and as an e-book. Summative Assessment Specialist Community Public Health Nurses (SCPHN) Students Only There are two options for the summative assessments, both address all learning outcomes. Option 1: Lapsed RN and SCPHN Completion of all essential elements of the Practice Portfolio, including competencies for Nursing and SCPHN no later than Week 30. Option 2: Lapsed SCPHN Only Completion of all essential elements of the Practice Portfolio including SCPHN competencies. Those undertaking Option 2 do not need to undertake Drug Calculation and Medicines Management Assessment Tool and Learning Log. It is expected that Registered Nurses and Midwives undertaking the module as preparation for re-registration as SCPHN will undertake Option 2. All other students will undertake Option 1. Submission of the Practice Portfolio is directly to your Academic Mentor. Feedback is given to identify the strengths of the work submitted and where


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elements could have been developed more. Direction will be given in feedback to assist with your future academic development.

If your PPE/Sign-off Mentor/PT have concerns about your progress or professional attitude in practice, a cause for concern will be initiated. Your PPE/Sign-off Mentor/PT will contact the Academic Mentor to arrange a tripartite meeting to clarify and discuss the situation/evidence that has caused concern which will be documented in your portfolio; an Action Plan will be designed indicating specific learning goals/additional resources needed to address the issues raised. An acceptable timeframe for review of achievement will be planned for four weeks. Successful completion of your RTP programme will entitle you to reinstate your registration with the NMC/HCPC and you must therefore demonstrate that you are reliable, responsible and sensitive to the needs of those in your care. The programme team and your Practice Mentors will do all they can to assist you to successfully complete the programme but the end responsibility for achievement is yours. If at any time during your programme, in either the University or placement setting, inappropriate standards of behaviour are demonstrated, including non-attendance, you may be considered not capable to progress with your studies. The Student Essential Guide gives further information regarding Fitness to Practise as does the NMC/HCPC; you should access this through the relevant websites (www.nmc-uk.org. http://www.hpc-uk.org/). “If you make an application six months or more after completing your nursing or midwifery programme, you are required to complete a separate application. It is important that you apply to register within five years of your course completion date or you will not be able to register with us. If you do not register your qualification within five years, you will have to complete a pre-registration programme”. http://www.nmc.org.uk/registration/joining-the-register/trained-in-the-uk/

Some students find that they are challenged in meeting the deadline for the Practice Portfolio due to a change in circumstances since commencing the programme. There are a variety of ways in supporting students in such circumstances; detailed guidance for this is found in the SOHSC Student Essential Guide and includes the extenuating circumstances process, extension and delayed submission processes.

Students often ask questions about how we know that their degree is broadly of the same standard as degrees awarded for similar courses by other universities. In the UK we have a system called external examining which is one of several ways that we confirm that standards are met. An External Examiner is generally an experienced lecturer from another university who offers an independent view as to whether the work of students on the course is of the correct standard. The External Examiner does this by looking at a sample of work (e.g. assignments, exam answers, dissertations), discussing the work with your lecturers and attending the Assessment Boards to endorse

http://www.nmc-uk.org/

http://www.hpc-uk.org/

http://www.hpc-uk.org/

http://www.nmc.org.uk/registration/joining-the-register/trained-in-the-uk/


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results. They then produce an annual report which tells us about any concerns they have and any good practice they have identified. The External Examiners’ Reports are made available to students via the ‘courses’ tab in e:vision. The main External Examiner for your course is Alison Coutts and she works at City University, London. Sometimes, your modules may have a different External Examiner and your Module Leader can provide details on request. Please note that students are not permitted to contact External Examiners directly and External Examiners will not respond to any communication from individual students. If you have any concerns about your course then please speak to your Programme Leader. 6.3 Assessment Chart

Title Formative Assessment Type

and Week of Completion

Summative Assessment Type and Week of

Submission

Return to Practice and Allied Health Professionals

Self-assessment of Strengths Weaknesses Opportunities and Threats (SWOT analysis) Week 2

Care study, 4,000 words No earlier than Week 15 – No later than Week 15

Design of a Learning Contract Week 2

Essential Evidence to include authenticated attendance at mandatory training, orientation to the practice placement and practice-based assessment tools No earlier than Week 15 No later than Week 15

Reflective assignment (1) 800 words Week 5

Signed practice competencies No earlier than Week 15 No later than Week 15 from commencement of practice

Return to RN and SCPHN Option 1: Nursing AND SCPHN registration lapsed


Care study, 4,000 words No earlier than Week 15 No later than Week 30 No earlier than Week 15 for those who have been away from practice for 10 years or more


Essential Evidence to include authenticated attendance at mandatory training, orientation to the


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practice placement and practice-based assessment tools No earlier than Week 15 No later than Week 30 No earlier than Week 15 for those who have been away from practice for 10 years or more


Signed practice competencies No earlier than Week 15 from commencement of practice for those who have been away from practice for 10 years or more

Return to SCPHN only Option 2: Currently registered as RN or Midwife (only SCPHN lapsed)


Care study 4,000 words No earlier than Week 15 for those who have been away from practice for 10 years or more No earlier than Week 15 No later than Week 30


Essential Evidence to include authenticated attendance at mandatory training, orientation to the practice placement and practice-based assessment tools No earlier than Week 15 for those who have been away from practice for 10 years or more No earlier than Week 15 No later than Week 30


Signed practice competencies No earlier than Week 15 for those who have been away from practice for 10 years or more No earlier than Week 15 No later than Week 15 from commencement of practice


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6.4 Self-declaration of Good Health and Character On successful completion of the programme, all students re-registering with the NMC/HCPC will be required to complete a self-declaration of Good Health and Character; it is important that you read the guidance for this from the NMC/HCPC. You are also required to confirm that no change to your DBS status has occurred since commencing the programme.

7 HOW WILL I BE SUPPORTED?

The whole RTP team are available to support you throughout your programme. Tutorial support is available initially through group tutorials to assist you in assembling essential elements of the portfolio including the design of a SWOT analysis and Learning Contract. A further group tutorial will also be given for the assignment with the availability of timely, individual tutorial support by your Zoned Academic. You are strongly advised to access this support to help you in developing academic writing quality in line with Teesside University’s standards. Formative feedback, on receipt of your SWOT, Learning Contract (Week 2) and reflection (Week 5) will be given during an individual tutorial again by your Zoned Academic to help specifically with your academic development. Group/individual tutorial support can be provided through a range of mediums which include face-to-face meetings, email or telephone. Key personnel and overarching features of the support system are identified below:

7.1 The Programme Leader

The Programme Leader is Kay Scott and is responsible for the overall management of the programme and monitoring the progress of all re-registrants. She is based in room H2.25 of the Centuria Building at the SOHSC and can be contacted by telephone on 01642 384953 or by email at [email protected] As the Programme Leader, Kay will act as your Personal Tutor and will ensure you have contact and supervision of an appropriately experienced Academic Mentor. You should direct any questions, queries or concerns to Kay in the first instance.

7.2 Support in Practice The Zoned Academic Mentor is a Senior Lecturer defined by a specified geographical and practice area where care is provided. They visit the area for tripartite meetings and other educational activities, and provide support to you and your PPE/Sign-off Mentor/PT, monitor your academic progress and act as the first marker of your portfolio work. In addition, they will help you plan and work towards achievement of your individual learning needs through the development of a Learning Contract. They will also provide references for employment at the end of the programme.



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The Sign-off Mentor is an experienced practitioner who meets additional criteria to that identified for Practice Mentors generally. They are required to sign an affirmation that you are competent and proficient, and from a practice perspective, fit for registration at the end of the prescribed period of study (NMC, 2008). You are required to work at least two full shifts with the Sign-off Mentor, on a weekly basis. That said, we appreciate that family/existing work commitments may prevent this and if this situation arises you will be assigned an Associate Mentor to allow for a more flexible approach. It is however important to remember that the Sign-off Mentor will ensure that there is sufficient exposure to appropriate learning opportunities to achieve practice competencies and will have ultimate responsibility for the assessment of competence.

A Practice Teacher (PT) meets the NMC Standards of the Practice Teacher (NMC, 2008). It is an NMC (2008) requirement that all SCPHN re-registrants are assessed and supported by a Practice Teacher. The HCPC requires the Practice Placement Educator (PPE) to be on the same part of the register as the RTP student. RTP ODP students can be mentored by Theatres Nurses not registered as an ODP, to have been in regulated practice for the previous three years, and not to be subject to any fitness to practice proceedings (HCPC, 2012). Your Sign-off Mentor/PT will spend the equivalent of an hour per week with you reflecting on your progress, providing advice on areas for practice development, and recording personal feedback. This feedback will be recorded within the Practice Portfolio every two weeks. It is your responsibility to arrange meetings with your PPE/Sign-off Mentor/PT to record feedback. The feedback sheets used for this have specific headings to facilitate development and progression.

Attitude and motivation to learn

Attendance and punctuality

Professionalism

Personal and professional communication skills

Development and achievement of practice skills

Progress towards achievement of the practice competencies

Weekly progress forms will be required for HCPC Return to Practice students and will be completed during a bipartite meeting with you and will identify where you may require additional support. A record of each meeting will be kept and personal objectives will be set. This meeting serves to provide formative feedback on your progress generally; it also allows you to discuss any concerns you may have. Tripartite Meetings Tripartite meetings involve the establishment of a relationship in the practice environment between you, your PPE/Sign-off Mentor/PT and the Zoned Academic linked to the placement area. The tripartite meetings explore:


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Support, including any disability requirements or specific educational needs

Learning needs in respect of the practice competencies

Formulation of Learning Contracts

Support for Sign-off Mentor/PT

Professional practice and behaviour

Your professional development Within the final meeting, achievement of the practice competencies is explored and a decision is made regarding whether or not the practice competencies have been met. This decision will be based upon observed practice, dialogue within the tripartite meeting and the submission of the required essential portfolio evidence. This meeting normally lasts for no longer than an hour.

A record of the tripartite meeting is documented upon Dialogue Sheets at the end of each meeting. A separate sheet is completed by each member of the relationship and is duplicated to allow for a copy to be kept in your portfolio and also in your personal file within the University. At the designated practice assessment points, the PPE/Sign-off Mentor/PT and Zoned Academic will jointly decide whether or not you have achieved the practice competencies. The PPE/Sign-off Mentor/PT will make a judgement on your performance in practice, whilst the Zoned Academic will make a judgement on your theoretical knowledge base and its application to practice. The role of the RTP student within the tripartite relationship is to become progressively more involved in negotiating your own learning in order to develop an increasing level of self-reliance in practical and academic competence. It is your responsibility to initiate and arrange the tripartite meetings whilst you are on placement. You must be honest in your assessment of your strengths and weaknesses and able to accept and discuss feedback from your PPE/Sign-off Mentor/PT. You will communicate with both the Zoned Academic and PPE/Sign-off Mentor/PT throughout your practice in order to negotiate and, where necessary, modify your learning opportunities in order to meet Practice Competencies. You will be required to participate in analytical dialogue within the tripartite relationship and complete documentation by agreed dates. As part of the assessment process you compile a Portfolio of Evidence to demonstrate achievement of the Practice Competencies. You must take responsibility for developing your portfolio, documenting evidence, maintaining confidentiality within the portfolio, and for the safe custody of your portfolio document. You are supernumerary throughout your practice allocation. This means that you are not part of the areas designated staffing numbers. At the beginning of your practice placement experience your PPE/Sign-off Mentor/PT will orientate you to the care environment. Whilst on placement you are required to collect evidence in support of the programme Learning Outcomes which you will present in a portfolio. The evidence can be cross-referenced to


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illustrate the understanding of more than one outcome. Your PPE/Sign-off Mentor/PT will be able to support you by highlighting current nursing issues. The Senior Nurse, Practice Placement Facilitator (PPF) The PPF is a senior nurse based in your Home Trust who is responsible for monitoring the quality of practice learning experiences in partnership with the University. Additionally, they offer support and a point of contact for all RTP students and PPE/Sign-off Mentors/PT.

7.3 Support for Study Skills

You are also encouraged to access the support available in respect of general study skills through the Library and Learning Hub which is located on the ground floor of the Library and offers one-one guidance and also drop-in workshops http://tees.libguides.com/learning_hub/tutorials. There is a self-booking tutorial system in place that allows them to book a tutorial with the learning advisors. The workshop materials which are used at the academic writing Succeed@Tees workshop can also be accessed from the tab here: http://tees.libguides.com/workshops. The full range of support is found on the Library webpage as well as within the Library. For a summary please use the following link http://dissc.tees.ac.uk. It is useful in terms of how to access School IT systems, gain support from the Students’ Union if needed, gaining informed consent from service users for academic work and advice on academic writing and presentation of assessed written work. Further support can be accessed using the following link http://sohsc.tees.ac.uk/studnet/login/ at which point you will need to log-in, select the E-directory, and type in Student Essential Guide. For the development of all skills (including ICT) the following essential text that contains a wide range of tasks and activities to support and guide you through your studies: Cottrell, S. (2013) The Study Skills Handbook. 4th ed. London: Macmillan Press Ltd (at the time of printing this document, £12.99). Time management is important during this programme and is an area that you should plan at the beginning of the programme and review on a regular basis to assist you in meeting the demands and timelines of the programme.

7.4 Support for Students with Disabilities/Specific Educational Needs

If you have concerns about your specific needs and your ability to access module learning in either theory or practice, you are advised to discuss these with the Programme Leader and contact the School’s Disability Co-ordinators, Jacquie Horner and Sally Stapley, for advice. You need to self-refer to them and they will see you by appointment or at one of their weekly drop-in

sessions. They can be contacted via email at [email protected]

https://stone.tees.ac.uk/owa/redir.aspx?SURL=XYKG_lGVQQnz8RYxyY19xyXsJnrLlZ0xwKD3E4yhjjDbP4DJwarSCGgAdAB0AHAAOgAvAC8AdABlAGUAcwAuAGwAaQBiAGcAdQBpAGQAZQBzAC4AYwBvAG0ALwBsAGUAYQByAG4AaQBuAGcAXwBoAHUAYgAvAHQAdQB0AG8AcgBpAGEAbABzAA..&URL=http%3a%2f%2ftees.libguides.com%2flearning_hub%2ftutorials

https://stone.tees.ac.uk/owa/redir.aspx?SURL=lFyDo8m7EQte9YL4GVDjlI-40kdxX5UjYqnPEtJZCKnbP4DJwarSCGgAdAB0AHAAOgAvAC8AdABlAGUAcwAuAGwAaQBiAGcAdQBpAGQAZQBzAC4AYwBvAG0ALwB3AG8AcgBrAHMAaABvAHAAcwA.&URL=http%3a%2f%2ftees.libguides.com%2fworkshops

http://dissc.tees.ac.uk/

http://sohsc.tees.ac.uk/studnet/login/



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7.5 Student Support Officer The Student Support Officer is Sam Westerburg and she can be contacted on [email protected]

8 COMMUNICATION

8.1 Email

Once you have enrolled on this programme your data will be used to create your student ICT account at which point you will be provided with a student email account and email address. This is where any School and University correspondence will be sent and is the main method of personal communication.

8.2 Assessment/Progression

Detailed assessment and progression regulations for undergraduate awards are available on the University website www.tees.ac.uk. It is strongly recommended that you familiarise yourself with these. If you feel that you are unable to submit your assessments, advice relating to extenuating circumstances, delayed submission, extension and late submission procedures are available on the Student Intranet. Should the need to utilise any of these processes arise please speak to your Programme Leader. Following submission of your work, module results and feedback which will highlight your areas of strength and any areas for improvement will be published on the Student Intranet. Unratified feedback is usually available four weeks following hand-in and ratified results will be available via e-vision following an Assessment Board.

It is your responsibility to access your results online via e-Vision at the following address: http://e-vision.tees.ac.uk you will be able to log in using your usual user name and password. This can be done from any PC which has internet access. This method of notification of ratified results will inform you of your results at the earliest opportunity. You will be informed by email when online access to your results is available. This notification will be sent to your University email account confirming that your results are available online. You will not be able to access your results before you have received this email.

Please be aware that the University has the right to monitor email communications.


http://www.tees.ac.uk/

http://e-vision.tees.ac.uk/


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8.3 IT Helpdesk

The School operates a staff and student IT Helpdesk, which can be found in Room H1.52 in the Centuria Building. The helpdesk is manned during normal office hours (9.00am–5.00pm, Monday to Thursday and 9.00am–4.30pm Friday) and can help with problems associated with IT accounts and passwords, difficulties with student computers, software and with printing documents through the MyPrint facility. The helpdesk can also be contacted by telephone on 01642 384148 (an answerphone service operates outside office hours) or by email: [email protected]. The University also provides an Out of Hours helpdesk facility (OOH), which can help with simple IT problems and account and password difficulties. This is open between 5.00pm and midnight, Monday to Friday and 8.00am to midnight on weekends and bank holidays. It can be contacted by Freephone 0800 694 4888, telephone 0191 204 8888, email: [email protected] or text 07781 482786 (start text message with Teesside, followed by your staff or student number). Further information about the helpdesk service can be accessed at: http://nethelp.tees.ac.uk/nethelp/

8.4 E-learning@tees

The programme has a designated e-learning@tees site. This provides information about the course and includes discussion boards which you can use to contact peers and the programme team. Please access this regularly; information regarding any changes to scheduled sessions/invitations to take part in placement-based activities and messages are posted on this site. Please be assured that you will not be left alone to find your way through this extensive network of support. Your academic tutors will guide you but it is important that you take responsibility for your own learning from commencement of the programme and make sure that you ask questions, seek help and make full use of the support available.

9 STUDENT REPRESENTATION AT PROGRAMME BOARDS As a student on the programme you will have opportunity to be a representative of your group on the Programme Board for Return to Practice programmes. 10 ATTENDANCE REGULATIONS/SICKNESS AND ABSENCE In order to complete the RTP programme and to meet the requirements for re-entry to the professional register, you must complete the required number of theory and practice hours. You are required to inform the Student Records and Placements Office when you are absent from theory or practice. If the absence is supported by a doctor’s note, the note should be sent or given to the Student Records and Placements Office as soon as possible after the period of sick leave commences. If you are absent during

http://nethelp.tees.ac.uk/nethelp/


©TU-SOHSC (2016) 24

a placement allocation you should inform both the SOHSC Student Records Office and the practice staff in your placement area. If necessary someone may telephone on your the behalf (please refer to the Sickness and Absence Policy, Appendix 4, you can also email [email protected] by 10am). The recording of the student attendance sheet whilst on placement is your responsibility. The record of attendance must be verified by your PPE/Sign-off Mentor/Practice Teacher/Practice Educator and will be monitored by the Programme Leader. 11 STUDENT RESPONSIBILITIES REGARDING, CHANGE OF PERSONAL

DETAILS, CONTACTING PRACTICE AREAS, DRESS CODE AND BEHAVIOUR

Increasing numbers of students mean that many areas within the Durham and Tees Valley area are heavily utilised for placements. Often placements are provided despite the pressures of work. It is vital, therefore, that everybody involved in the placements process plays their part in maintaining excellent working relations with such hosts. To enable SOHSC staff to provide an effective service to all parties, you are expected to assist the process by assuming the following responsibilities:

11.1 Change of Personal Details

You are expected to inform the Student Records and Placements Office of any change to your personal details (including term and home address, telephone number) as soon as they arise. This is essential as there may be occasions when a member of the School staff needs to contact you in the event of an emergency, or for example to pass on last-minute changes to a placement allocation or timetable. You can change your details by completing the Change of Personal Details form. Blank copies of these forms can be obtained from the Student Records and Placement Office or downloaded from the Student Intranet. Alternatively, you can change your address via the e-Vision home page at https://e-vision.tees.ac.uk using your student log-in and password, and clicking onto the Home tab and then edit details.

11.2 Contacting Placement Areas

You are asked to make contact with your placement area prior to the start of the allocation. This is so you can introduce yourself and discuss any placement-specific arrangements in a timely manner. If the practice area advises you that they are not expecting a student, you should immediately contact the Programme Leader who will investigate.

11.3 Dress Code and Behaviour Whilst on Placement

You are expected to dress appropriately and conduct yourself in an acceptable and professional manner at all times. Any reported incidences of


https://e-vision.tees.ac.uk/

https://e-vision.tees.ac.uk/


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unprofessional behaviour/attitude will affect your progression on the placement and continuation on the programme.

12 EVALUATION OFTHE PROGRAMME Completing the programme evaluation provides you with an opportunity to influence how the programme develops and feedback regarding your own learning experiences. Your views of the individual sessions will be sought through module evaluation and will be used to plan future delivery and content of sessions as well as means of assessment and are highly valued. Evaluation of the theoretical component will be through completion of a written questionnaire and verbal feedback at the end of the taught sessions; both will endeavour to identify broad areas of satisfaction and dissatisfaction. Further information regarding evaluation of programmes can be found in the School Essential Guide. The current programme content has been influenced through feedback from past students and the development of the welcome website and attendance of previous students at the pre-course briefing have been as a result of past students evaluations. The two main approaches are detailed below.

12.1 Programme Evaluation You will be asked to complete a programme evaluation form at the end of the programme. The evaluation aims to identify broad indications of satisfaction and to identify any issues relating to the modules which would potentially enhance student learning and achievement.

12.2 Practice Evaluation

You will be asked to complete an evaluation of your practice placement experiences (see portfolio documentation). It is important that you provide this feedback as it is used by the programme team and the clinical areas to monitor and develop placement learning. There are additional opportunities for students to raise issues and suggestions at various forums. Student Representatives are encouraged to attend Student Council meetings. The Student Essential Guide also gives details of where and how you can express any concerns. Issues arising from your evaluations will be discussed at the Programme Board meetings where decisions about modifying the programme will be made. The student representative(s) attend this meeting on behalf of the cohort groups.


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13 REFERENCES Nursing and Midwifery Council (NMC) (2004) Standards of Proficiency for Specialist Community Public Health Nurses http://www.nmc-uk.org/Educators/Standards-for-education/Standards-of-proficiency-for-specialist-community-public-health-nurses/ Quality Assurance Agency for Higher Education (QAA) (2008) The framework for Higher Education Qualifications in England, Wales and Northern Ireland (FHEQ) http://www.qaa.ac.uk/Publications/InformationAndGuidance/Pages/The-framework-for-higher-education-qualifications-in-England-Wales-and-Northern-Ireland.aspx Nursing and Midwifery Council (NMC) (2010) Standards for Pre-registration Nursing Education http://standards.nmc-uk.org/Pages/Welcome.aspx Nursing and Midwifery Council (NMC) (2011a) The Prep Handbook http://www.nmc-uk.org/Educators/Standards-for-education/The-Prep-handbook/ Department of Health (2011b) Health Visitor Return to Practice Framework: A Guide for Education Providers https://www.gov.uk/government/publications/health-visitor-return-to-practice-framework-a-guide-for-education-providers Health and Care Professions Council (HCPC) (2012) Information for Professionals Returning to the Register: Returning to Practice http://www.hpc-uk.org/registrants/readmission/

http://www.nmc-uk.org/Educators/Standards-for-education/Standards-of-proficiency-for-specialist-community-public-health-nurses/

http://www.nmc-uk.org/Educators/Standards-for-education/Standards-of-proficiency-for-specialist-community-public-health-nurses/

http://www.qaa.ac.uk/Publications/InformationAndGuidance/Pages/The-framework-for-higher-education-qualifications-in-England-Wales-and-Northern-Ireland.aspx



http://standards.nmc-uk.org/Pages/Welcome.aspx

http://www.nmc-uk.org/Educators/Standards-for-education/The-Prep-handbook/

https://www.gov.uk/government/publications/health-visitor-return-to-practice-framework-a-guide-for-education-providers

https://www.gov.uk/government/publications/health-visitor-return-to-practice-framework-a-guide-for-education-providers


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