Common Foundation Programme Research Articles

Common foundation programme to be introduced for all pharmacists, reveals CPhO

Common foundation programme to be introduced for all pharmacists, reveals CPhO

A year’s healthcare assistant experience as a prerequisite?

British Journal of NursingVol. 22, No. 9 Healthcare PolicyA year’s healthcare assistant experience as a prerequisite?Alan GlasperAlan GlasperSearch for more papers by this authorAlan GlasperPublished Online:16 Aug 2013https://doi.org/10.12968/bjon.2013.22.9.536AboutSectionsView articleView Full TextPDF/EPUB ToolsAdd to favoritesDownload CitationsTrack CitationsPermissions ShareShare onFacebookTwitterLinked InEmail View article References Anon (2013) University sets psychometric test for child branch students. Nurs Standard 25(52): 6 Google ScholarButterworth T, Faugier J (1992) Clinical Supervision and Mentorship in Nursing. Chapman and Hall, London Crossref, Google ScholarCouncil of Deans of Health (2013). Press Release: Council of Deans of Health raises concerns over plans to require healthcare assistant experience for new student nurses, CDH, 26 March. http://www.councilofdeans.org.uk/ (accessed 22 April 2013) Google ScholarDepartment of Health (2004) The NHS Knowledge and Skills Framework (NHS KSF) and the Development Review Process. DH, London Google ScholarGlasper A (2013) A look into the future of nursing education in the UK. Br J Nurs 22(1): 58–9 Link, Google ScholarGlasper A (2012) Escaping the ivory tower: emancipation of the modern clinical academic. Br J Nurs 21(8):496–7. Link, Google ScholarMaben J, Macleod Clark J (1998) Project 2000 diplomates’ perceptions of their experiences of transition from student to staff nurse. J Clin Nurs 7(2): 145–53 Crossref, Medline, Google ScholarMason R (2013) Nurses spend too much time chatting, says Downing St patient tsar Ann Clywd. The Telegraph, 1 April. http://www.telegraph.co.uk/news/politics/9964858/Nurses-spend-too-much-time-chatting-says-Downing-Stpatient-tsar-Ann-Clywd.html (accessed 22 April 2013) Google ScholarMooney H (2009) UK’s largest NHS trust to test nurses for compassion. Nursing Times www.nursingtimes.net/whats-new-in-nursing/acute-care/uks-largest-nhs-trust-to-test-nurses-for-compassion/5000425.article) Google ScholarNursing and Midwifery Council (2008) Standards to Support Learning and Assessment in Practice. NMC, London Google ScholarRoyal College of Nursing (2012) Quality with Compassion:The Future of Nursing Education. Report of the Willis Commission 2012. RCN, London Google ScholarRoyal College of Nursing (2010) Guidance on safe nurse staffing levels in the UK. RCN, London Google ScholarScott H (2004) Are nurses “too clever to care” and “too posh to wash”? Br J Nurs 13(10): 581 Link, Google ScholarSmith JP (1994) Project 2000 assessed: is nursing education a means or an end? J Adv Nurs 19(3): 411 Crossref, Medline, Google ScholarWatson NA (1999) Mentoring today—the students’ views. An investigative case study of pre-registration nursing students’ experiences and perceptions of mentoring in one theory/ practice module of the Common Foundation Programme on a Project 2000 course. J Adv Nurs 29(1):254–62 Crossref, Medline, Google ScholarWilson-Barnett J, Butterworth T, White E,et al. (1995) Clinical support and the Project 2000 nursing student: factors influencing this process. J Adv Nurs 21(6):1152–8 Crossref, Medline, Google Scholar FiguresReferencesRelatedDetails 8 May 2013Volume 22Issue 9ISSN (print): 0966-0461ISSN (online): 2052-2819 Metrics History Published online 16 August 2013 Published in print 8 May 2013 Information© MA Healthcare LimitedPDF download

Learning to learn self-regulation in practice: A 2 cohort evaluation

The transfer of nurse training into higher education following ‘Project 2000’ dramatically changed the status of student nurses. While the majority received a grant or bursary, students were no longer regarded as belonging to the hospital staffing complement. Elcock et al. (2007), argue that the intended advantage of supernumerary status following the move of nurse education into higher education has not been reflected in the student learning experience. Students have reported difficulties in being accepted into the community of practice, as they are no longer viewed as belonging in the professional sense to the practice environment ( Cope et al., 2000). Students must therefore be prepared for their supernumerary role through the development of appropriate skills for learning in practice ( Elcock et al., 2007). The Thames Valley University pre-registration nursing curriculum promotes the effective socialisation of students into the professional role ( Fitzpatrick et al., 1996) through a 35-day practice orientation programme in the Common Foundation Programme. The results of a 2 cohort evaluation of a 35-day programme facilitated in the Brent and Harrow learning community indicate that novice pre-registration students will not always possess the self-directed ability to spontaneously engage with nursing care in practice. Students must be provided the opportunity to develop the skills that define the self-regulated learner ( Langendyk, 2006). Students must be empowered to self-assess what they know and what they do not know. It is argued that in order to learn during practice experiences, the student nurse of today must first learn how to be self-regulated.

Professional Skills in Nursing – A Guide for the Common Foundation ProgrammeProfessional Skills in Nursing – A Guide for the Common Foundation Programme Rita Debnath Sage 224pp £19.99 978 1 84787 397 2 9781847873972

Professional Skills in Nursing – A Guide for the Common Foundation ProgrammeProfessional Skills in Nursing – A Guide for the Common Foundation Programme Rita Debnath Sage 224pp £19.99 978 1 84787 397 2 9781847873972

Professional Skills in Nursing – A Guide for the Common Foundation ProgrammeProfessional Skills in Nursing – A Guide for the Common Foundation Programme

Professional Skills in Nursing focuses on core aspects of clinical proficiency related to the common foundation element of pre-registration nursing programmes. It supports holistic and evidence-based practice, emphasising patient dignity, respect and comfort alongside key clinical skills.

The use of an e-learning infection prevention programme in the pre-registration nursing curriculum

The infection prevention e-learning project initiated by the NHS University was launched in September 2005 and is now administered by the NHS Core Learning Unit. It was intended to be the definitive infection prevention programme for all NHS staff both clinical and non-clinical; however, a higher education institution saw its potential for use in the pre-registration nursing programme and trialled it in the Common Foundation Programme (CFP). This article describes the use of the programme in the CFP and an evaluation of the students’ experience of e-learning.

Can we predict successful completion of the common foundation programme at interview?

To gain an understanding of patterns of retention and attrition for student nurses on the diploma of higher education (DipHE)/bachelor of science (B.Sc.) (adult) on completion of the common foundation programme (CFP=year 1 of the programme). A questionnaire called the "interview score sheet" (ISS) collected data on six cohorts from a Higher Education Institution in Scotland. At the initial recruitment interview each candidate was scored independently by two interviewers on the ISS. Successful/unsuccessful attempts of theory-based and practice-based modules, and any reasons for attrition were recorded throughout the CFP. For the purposes of this study success was defined as achieving a pass grade in all modules associated with year 1 of the programme. The study investigated the potential of the ISS in providing a reliable guide for student selection onto the DipHE/B.Sc. in nursing (adult) and providing information about the characteristics of a typical successful/unsuccessful student from the CFP. Statistical analysis was conducted to examine the correlation between the total score on the ISS, any characteristics on the ISS and the students' successful completion of the CFP. Six-hundred and thirty-eight students entered the CFP: 118 (18%) were unsuccessful and 520 (82%) were successful completers of the CFP. From the characteristics noted at interview on the ISS, the most reliable predictor of success was age. The total score achieved on the ISS was shown not to be a reliable predictor of success. Although not statistically significant, testing of numeracy and standard and content of written work may be of some value in predicting success and may warrant further study.

Nursing students’ attitudes to biomedical science lectures

To explore what first-year nursing students believe to be the preferred characteristics of common foundation programme biomedical science lecturers, and to investigate whether students prefer active or passive learning. Survey and interview methodologies were used to explore the attitudes of a cohort of first-year nursing students at Queen's University Belfast. Questionnaires were distributed among 300 students. Individuals were asked to select five of a list of 14 criteria that they believed characterised the qualities of an effective lecturer. Informal interviews were carried out with five participants who were randomly selected from the sample to investigate which teaching methods were most beneficial in assisting their learning. Nursing students favoured didactic teaching and found interactivity in lectures intimidating. Students preferred to learn biomedical science passively and depended heavily on their instructors. In response to the survey, the authors propose a set of recommendations to enhance the learning process in large classes. This guidance includes giving clear objectives and requirements to students, encouraging active participation, and sustaining student interest through the use of improved teaching aids and innovative techniques.

Nursing students’ attitudes to biomedical science lectures

Aim To explore what first-year nursing students believe to be the preferred characteristics of common foundation programme biomedical science lecturers, and to investigate whether students prefer active or passive learning. Method Survey and interview methodologies were used to explore the attitudes of a cohort of first-year nursing students at Queen's University Belfast. Questionnaires were distributed among 300 students. Individuals were asked to select five of a list of 14 criteria that they believed characterised the qualities of an effective lecturer. Informal interviews were carried out with five participants who were randomly selected from the sample to investigate which teaching methods were most beneficial in assisting their learning. Results Nursing students favoured didactic teaching and found interactivity in lectures intimidating. Students preferred to learn biomedical science passively and depended heavily on their instructors. Conclusion In response to the survey, the authors propose a set of recommendations to enhance the learning process in large classes. This guidance includes giving clear objectives and requirements to students, encouraging active participation, and sustaining student interest through the use of improved teaching aids and innovative techniques.

Nursing in contemporary healthcare practice Graham Williamson et al Learning Matters Nursing in contemporary healthcare practice 208pp £16.00 9781844451593 1844451593

AIMED AT nursing students undertaking the Common Foundation Programme this book is well constructed. A summary, sample answers and ‘knowledge review’ are provided at the end of each chapter. Further reading and helpful websites are also supplied.

Enhancing peer support for pre-registration students

This article describes an innovation in one university in the south east of England designed to promote group identity and develop peer support among child branch nursing students. The innovation consisted of bringing all child branch students to the university twice a year to attend a study day and take part in peer-support groups. The 'Paediatric personal and professional development day' was first introduced in 2004 and was evaluated on a biannual basis over a four-year period. It was anticipated that one of the outcomes from the innovation would be to reduce attrition rates among child branch students, particularly in the common foundation programme.

Learning disability education in the common foundation programme

This article outlines the taught learning disability component in the common foundation programme provided at one school of nursing in a large university. The taught component is designed to promote knowledge, skills and attitudes that will make effective care delivery easier for this potentially vulnerable group of patients. The health needs of people with learning disabilities are outlined and contemporary barriers to accessing primary and secondary healthcare settings considered. The content and method of delivery of the learning disabilities component of the common foundation programme is outlined along with recommendations for future development. It is hoped that the content of this article will stimulate debate about the most appropriate content and format for pre-registration learning disability education in the common foundation programme.

Learning disability education in the common foundation programme

Learning disability education in the common foundation programme

Learning to learn in practice: An evaluation of a 35-day practice orientation programme

The Practice Education Support Unit at Thames Valley University is committed to improving the quality of students' practice experience. Recent changes to the delivery of the Pre-Registration nursing curriculum have included the instigation of a 35-day practice orientation programme for students on the common foundation programme. The Brent and Harrow 'Student Experiences Group' developed and facilitated a 35-day programme for the March 2007 cohort within their learning community. Subsequent evaluation of the programme revealed that students were more positive in relation to taught elements of the programme, as opposed to self-directed elements. These results are significant due to the requirement for students to develop self-direction skills in order to become competent registered nurses. The evaluation results did indicate the need for changes to be made to the subsequent development of the 35-day programme for the September 2007 cohort. In particular, the programme was redesigned to create a better balance between taught and self directed elements. A staged introduction to self-directed learning may promote student acceptance and confidence in this vital skill.

Editorial

Editorial

Attracting and retaining learning disability student nurses

Accessible summary • The number of people training to be learning disability nurses has gone down over the last few years. • This study looks at why people decide to train as learning disability nurses and the reasons for carrying on with their training or to leave the course. • We found that students who decided to leave their training had been influenced by the negative views of their tutors and the staff in their practice placements. • This study matters to people with learning disabilities as it could mean that there will be fewer trained nurses to work with them in the future. Summary Recruitment onto pre-registration learning disability nursing courses has decreased considerably over the last decade. This paper reports the findings of the first stage of a longitudinal study that investigated the factors that influence students to train as learning disability nurses, and those that influence their decision to continue or leave the course. Semi-structured interviews were conducted with one cohort of learning disability student nurses (n = 19) within the first 6 months of their starting the Common Foundation Programme. A number of unexpected issues emerged. These revolved around the negativity displayed by some practitioners and tutors about learning disability nursing and how this in turn was impacting on the decision made by four of the students in particular to transfer to other branches of nursing. The paper concludes with some recommendations for Schools of Nursing to ensure that the speciality is seen as an attractive and worthwhile career option.

Pre-registration children’s and young people’s nurse preparation. A SWOT analysis

An investigation was undertaken into the views of nurse educators on current approaches to preparing children's and young people's nurses in the UK. A convenience sample of lead academics in 17 child health nursing departments of British universities was contacted by email and invited to liaise with colleagues to generate lists of the strengths, weaknesses, opportunities and threats (SWOT) of the educational system. Thirteen departments provided data that were analysed and themed. Major themes included the common foundation programme, clinical skills learning, clinical placements and employment. More detailed evaluative work should be undertaken before wholesale changes are made to a relatively new curriculum.

Pre-registration nursing students’ experience of caring for cancer patients

The preparation of nurses caring for cancer patients remains a topical subject. The recent emphasis on the preparation of an effective and informed workforce for cancer care at all nursing levels is significant, particularly as the majority of previous studies have traditionally focused on post-registration preparation of qualified nurses. Currently, there is limited information on the preparation of pre-registered nursing students and little is known about the experiences of these students, especially during their initial exposure to cancer patients. Recently, changes have also been made to the pre-registration nursing programmes in the UK in line with national recommendations leading to much earlier exposures to patient care in practice. This study provides information about nursing students' experiences of caring for cancer patients. Using self-report questionnaires each comprising of 21 Likert scale items, a survey was conducted on a total of 134 students (response rate: 88%) enrolled on the common foundation programme at the end of the first year of their undergraduate nursing programme. Data collected included information about the types of clinical settings where students were exposed to cancer patients, perceptions of their experiences with cancer patients and aspects of educational and clinical inputs perceived as helpful in preparing them to care for cancer patients. Additional insight into the students' experience was further obtained from semi-structured interviews conducted from a total of nine students drawn from the three categories of experiences they identified: positive, non-positive and mixed. The findings and implications for the preparation of pre-registration nursing students in caring for cancer patients were discussed in relation to the theoretical input, clinical support and the use of reflection in practice.

Enhancing the effectiveness of the teaching and learning of core clinical skills

Over the last decade there has been great deal of debate about pre-registration nursing students' lack of confidence and ability, in performing core clinical skills in the UK [P. Elliott, Locality based teaching, Senior Nurse 13 (2) (1993) 35-39; S. Jowett, I. Walton, S. Payne, Challenges and Change in Nurse Education - A Study of the Implementation of Project 2000 Slough: NFER, 1994; P. Hilton, Clinical Skills Laboratories: teaching practical skills, Nursing Standard 10 (37) (1996) 44-47; , Integrating theory and practice: Professional Letter from the Chief Nursing Officer for England London; , Making a difference. Strengthening the nursing, midwifery and health visiting contribution to health and health care, London.]. A variety of solutions have been suggested in attempting to address these perceived deficits. One such initiative within the University of Sheffield was the introduction of the Clinical Demonstrator role, whereby clinicians were seconded to the School of Nursing for a fixed period of time to provide additional support to neophyte students in the classroom, laboratory and clinical settings. An action research approach was adopted where ongoing evaluation influenced further developments [W. Carr, S. Kemmis, Becoming Critical: Education Knowledge and Action Research, Falmer Press, London, 1986]. Formal and informal evaluation was therefore undertaken throughout and this influenced the evolution of the role. The methods used included; questionnaires; reflective diaries; focus group interviews; and ongoing dialogue with lecturers, students, demonstrators, clinicians and trust representatives. Since the start of this 5 year project there have been 25 Demonstrators in post who have in total supported 10 pre-registration nursing student cohorts undertaking the Common Foundation Programme (N=1496). As the study progressed they also provided support to more senior Adult Branch students undertaking the final year of the course (N=76). The outcomes have been exceptionally positive, though a number of lessons have been learnt along the way. This paper outlines this innovative project and shares a number of broad conclusions that can be drawn from the study.

Student attitudes towards anatomy teaching and learning in a multiprofessional context.

We carried out a survey of attitudes to learning anatomy amongst students from a range of health care disciplines in a multiprofessional context. A joint course called the Common Foundation Programme (CFP) presented by a hospital medical school and a joint university faculty of health and social care sciences in the UK in the first term of the students' courses. Students following degree courses in biomedical science, medicine, nursing, physiotherapy, diagnostic radiography and therapeutic radiography. To assess student attitudes to cadaveric work, learning anatomy and multiprofessional learning, and to compare student performance between degree courses in an anatomy assessment. A questionnaire was designed that requested demographic information and the students' attitudes to cadaveric work, anatomy learning and multiprofessional learning on a Likert scale. All students sat the same anatomy assessment at the end of the first term. The biomedical science and medical students were the most apprehensive about entering the dissecting room. The biomedical science students enjoyed working in a multidisciplinary group the most. Assessment results varied widely and the physiotherapy and medical students scored more highly than students in other disciplines, although all students had participated in the same course. It was possible to teach anatomy in the context of the shared learning experience of the CFP, although performance varied widely. Reasons for the differences are discussed and suggestions for the design of multiprofessional courses involving anatomy are made.