OP08 Supporting faculty to prepare for the new undergraduate nursing curriculum

Abstract

Aim: To support faculty in preparation for delivery of the new undergraduate nursing curriculum in relation to clinical skills. Objectives: To determine the experience of current faculty in relation to clinical skills To identify gaps in faculty experience and prioritise upskilling in relation to the new programme To develop and share educational sessions and reusable learning objects To liaise with the Nursing and Midwifery Council regarding the use of simulation within the new curriculum To assist faculty in preparing and delivering simulation sessions that will be included in both theory and practice hours Background: Sheffield Hallam University will be one of the first in the country to deliver the new undergraduate curriculum for nursing1 One of the key changes in the curriculum is the inclusion of what are currently considered ‘advanced skills,’ normally taught following initial registration e.g. venepuncture, cannulation, physical examination skills etc. The rationale for this change is to prepare nurses for the future, ensuring they are fit for purpose in the ever-changing world of healthcare, allowing for better working across boundaries and disciplines.2 In preparation for delivering the curriculum, a scoping exercise was carried out to ascertain the current skill level within the nursing faculty and their readiness to deliver these new skills, with an increased use of simulation. Survey: An online survey was developed and distributed to 152 academics in the Department of Nursing and Midwifery, focusing on the new skills within the undergraduate curriculum, but also including some existing skills where learners felt additional support was needed. Staff were asked if they felt competent to teach that skill, if support was required or if they had no experience in that skill. Results: A total of 57 responses were received (37.5% response rate). 70% of respondents were from adult nursing, with the remainder representing child, mental health and learning disability branches as well as midwifery. The largest skills gaps were around: Skills relating to mental health e.g. mental health first aid and managing challenging behaviour Physical examination skills e.g. cardiovascular, musculoskeletal and respiratory assessment Identifying and managing common skin conditions Intravenous access Cardiac monitoring and arrhythmia interpretation Recognising and managing the deteriorating patient including sepsis Actions and recommendations: Determine approximate faculty/learner ratio required for skills delivery (currently ongoing) Develop initial training/refresher sessions for staff where needed Develop self/peer assessment checklists for faculty Design and maintain online reusable learning objects to support faculty Work in conjunction with module leaders to design and deliver immersive simulation sessions where appropriate and drop in sessions using part task trainers for learners Agree what skills will be taught in which year – consider a stepped approach to skill development Work with the NMC to update the EU directive relating to practice hours References Nursing and Midwifery Council. (2018a). Future Nurse: Standards of Proficiency for Registered Nurses. Available at: https://www.nmc.org.uk/globalassets/sitedocuments/education-standards/future-nurse-proficiencies.pdf Accessed: 1 June 2019. Nursing and Midwifery Council. (2018b). New NMC standards shape the future of nursing for next generation. Available at: https://www.nmc.org.uk/news/press-releases/new-nmc-standards-shape-the-future-of-nursing-for-next-generation/Accessed: 2 June 2019.