Kathleen Duffy

Understanding the role of chaplains in supporting patients and healthcare staff

Understanding the role of chaplains in supporting patients and healthcare staff

Why chaplains might provide a more generic and less religious service in the future

Keeping support and clinical supervision on your agenda

Keeping support and clinical supervision on your agenda

Support and clinical supervision can benefit staff and service users. Inquiries have highlighted lack of support and clinical supervision as potential contributory factors for adverse care events. For support and clinical supervision to be embedded effectively, leaders and managers must value and promote them in their organisations. This article describes practical steps to support implementation of clinical supervision. By examining the main stages of supervision and preparation, evaluation of process and outcomes, and practical considerations, the article supports healthcare managers to encourage staff engagement and to implement a clinical supervision process.

Supervision and assessment: the new Nursing and Midwifery Council standards

Supervision and assessment: the new Nursing and Midwifery Council standards

In the UK, mentors of pre-registration nurses must achieve the stage 2 outcomes of the Nursing and Midwifery Council (NMC) (2008) standards to support learning and assessment in practice. Approval for new standards for student supervision and assessment was granted at the NMC meeting in March 2018 ( NMC 2018a ). The introduction of the new standards will see the dissolution of mentorship and the emergence of new roles to support students in academic and practice environments. This article gives an overview of these standards and, drawing on the recommendations from a collaborative event hosted by NHS Education for Scotland and some of the findings from a rapid literature review undertaken for that event, provides nurse managers with information to help inform their discussions as they work in partnership with approved education institution colleagues to realise, support and sustain the roles outlined in the new standards. The article concludes with some questions to consider during these collaborative discussions.

Preparing registrants for mentor roles: the chicken or egg conundrum

The Nursing and Midwifery Council’s (NMC) Standards to Support Learning and Assessment in Practice ( 2008 ) outline requirements for the preparation of those who support nursing and midwifery pre-registration students in practice, formally known as mentors. Pre-registration nursing and midwifery programme providers, and practice learning environments (PLEs), work collaboratively to prepare registrants to undertake this role, and to help them maintain mentor status. An important NMC requirement is that registrants, when undertaking mentor preparation programmes, must be supported by experienced mentors in their workplace. This is challenging for programme providers and PLEs if there is lack of experienced mentors in the area concerned. This article discusses support for registrants when preparing to become mentors, suggests some alternative solutions and makes recommendations for the future of mentor preparation in the UK.

Mentorship practice and revalidation

Nurses and midwives who are registered with the Nursing and Midwifery Council (NMC) are required to renew their registration with the NMC. In April 2016, the NMC introduced revalidation, which replaces the requirements for renewal of registration set out in the post-registration education and practice standards. Every registrant should be aware of the revalidation process and requirements. Revalidation is linked to the professional standards for nurses and midwives set out by the NMC and known as The Code. Mentorship is an essential component of The Code; therefore, mentorship practice will assist registrants in meeting some or all of their revalidation requirements. As registered nurses, mentors will be required to reflect on their practice and update their preparation for mentorship. This article provides guidance on how mentorship preparation and practice can contribute to meeting revalidation requirements.

Understanding Nursing and Healthcare Research

The 12 chapters here cover the key topics in the nursing and healthcare research process, including data collection, data analysis, and quantitative and qualitative approaches.

Making Sense of Research in Nursing, Health & Social Care

IF YOU found the previous versions of this text useful then this, the fifth edition, will not disappoint. Like the earlier editions it covers key topics in the research process, but also includes more up-to-date reference material, resources and practice examples.

Supporting band 5 practitioners in professional and leadership roles

Interest in professionalism and leadership has increased within the nursing and midwifery community. The NHS Lanarkshire Practice Development Centre established a study day on these concepts for band 5 practitioners. This formed part of NHS Lanarkshire’s implementation of Scotland’s nursing and midwifery leadership development strategy, Leading Better Care . The aims of the study day were to reinforce individual professional responsibility, promote the principles of professionalism and explore the concept of leadership in the band 5 role. This article reports on the development, implementation and evaluation of the study day.

Understanding Nursing and Healthcare Research

THE 12 chapters in this book cover the key topics in the research process. Each has the same structure, with an introduction and clear learning outcomes at the beginning to guide readers to the content.

Integrating the 6Cs of nursing into mentorship practice

Nurses and midwives are asked to demonstrate the 6Cs (care, compassion, competence, communication, courage and commitment) of nursing in ‘everything we do’. Mentors have a crucial role in the provision of health care and in educating nurses and midwives. This article aims to provide guidance to mentors on how to integrate the 6Cs into their mentorship practice, when mentoring pre-registration nursing and midwifery students. It emphasises the importance for mentors of role modelling in relation to the 6Cs. Addressing each of the 6Cs in turn, the article outlines strategies that may be used in mentorship practice to endorse the 6Cs with pre-registration students. The article concludes by considering the mentor’s role in robust assessment of the 6Cs.

Enhancing the clinical leadership of band 6 staff

This is the third article in a series of seven articles on an initiative in NHS Lanarkshire. Visible clinical leaders can have a significant effect on patient care and standards of practice. Over the past decade the development of clinical leadership has focused on senior charge nurses or midwives and team leaders, that is, band 7 practitioners or above. Band 6 staff ‘act up’ in these roles and therefore need to develop the associated knowledge, skills and attributes for their current practice and future progression into such roles. This article reports on the establishment, implementation and evaluation of a clinical leadership programme developed specifically for band 6 nurses, midwives and allied health professionals at one Scottish NHS board.

Enhancing the collaborative review of NHS Education for Scotland’s mentor preparation...

Service review and redesign across the UK are moving towards an integrated health, social...

Role development: barriers, enablers and the function of a national organisation

Successful implementation of any role development relies on strong partnership working...

Person-centred reflective practice

Person-centred health and person-centred care have gained prominence across the UK following...

Newly qualified staff’s perceptions of senior charge nurse roles

Nursing roles have been recognised as pivotal to the delivery of good quality, patient-...

Supporting and mentoring nursing students in practice

Decision making is a fundamental skill required by the Nursing and Midwifery...

Academic writing: using literature to demonstrate critical analysis

When writing at degree level, nurses need to demonstrate an understanding of...

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