English National Board Research Articles

A supervisory modelof professional competence: A joint service/education initiative

This article is concerned with describing how a National Health Service (NHS) Hospital Trust teamed up with a College of Nursing and Midwifery to develop a model of clinical supervision. The article discusses definitions of clinical supervision, which were used as a basis for the development of the model; identifies the roles and responsibilities of clinical supervisors and describes the foundations of an integrated system of educational and professional development. The model aims to set standards forclinical competence which facilitate continuity in professional development throughout the practitioner's career. The collaboration between the two organisations has ensured that the model reflects the inter-relationship between theory and practice, thus enhancing both academic and professional development. The result is a comprehensive modelfor clinical supervision which encompasses key national initiatives in both professional and educational fields; in particular the United Kingdom Central Council (UKCC) requirements for continuing registration, maintenance of a portfolio of professional development, and continuing education (PREP) and the Ten Key Characteristics of the English National Board (ENB) Higher Award. It also encourages practitioners to demonstrate good practice through the requirement to articulate and enhance professional knowledge using a portfolio, along with a system of peer review and defined clinical competencies.

Health and the curriculum: An illuminative evaluation — Part 1: Methodology

A six-month exploratory study commissioned in 1993 by the English National Board for Nursing, Midwifery and Health Visiting (ENB) is described in this two-part paper. The research evaluated the integration of a philosophy of health within pre- and post-registration curricula in England (Lask et al 1994). In Part I of the paper, a philosophy ofhealth as a basis for the curriculum is discussed. This is followed by an outline of the project aims, methodology and the literature that informed our theoretical understanding of a philosophy of health. In Part 2 of the paper we present our main findings and discuss their implications for professional preparation and continuing education.

Bridging the theory — practice gap in the ITU with in-service education

The use of an education programme within a busy intensive therapy unit has proved to be highly successful in providing a framework for learning for those taking up an appointment in the unit with no previous experience of intensive therapy. The creation of a supportive learning environment was vital for it to work, promoted by enthusiastic and motivated staff and led by a full-time education coordinator. New course members were allocated to teams and provided with a 4-week supernumerary status to work alongside the education coordinator or mentors who acted as role models. This provided an opportunity for junior nurses to build confidence in newly acquired skills and knowledge. Resources for learning included a room designated for teaching equipped with visual teaching and learning aids. It has been shown that a large percentage of the nurses who have completed the education programme have gone on to undertake the English National Board Course 100 or other related courses. The education programme has been effective in bridging the theory-practice gap and ultimately achieving excellence in patient care.

ENB Campus

The past few years has seen much amalgamation of colleges of nursing and midwifery, and the integration of these colleges into higher education. The resulting changes have often meant an increase in the numbers of nursing students at an institution, and an increase in the amount of lecturers' time spent in the classroom. It could be argued that education has become more resource intensive, and that open and distance learning methods are increasingly being considered. This article considers an educational resource accessed via electronic means- the Campus 2000 network. Part of this network is maintained by the English National Board for Nursing, Midwifery and Health Visiting (ENB) and is known as ENB Campus.

Clinical support and the Project 2000 nursing student: factors influencing this process.

This paper reports on research commissioned by the English National Board for Nursing, Midwifery and Health Visiting into mentorship and clinical support arrangements for Project 2000 nursing students in the adult and mental health branches. Interviews and observation data were gathered from staff and students in three of the demonstration centres. Findings showed that the terms 'mentorship', 'assessor' and 'supervisor' were used interchangeably and covered diverse roles in both clinical and community settings. Generally there was an impression that staff were willing to help students learn from their experience but felt unprepared for the 'new nursing students'. Several factors emerged which seemed either to promote satisfactory experiences for students or inhibit their learning and enjoyment of the placement. These are discussed under the themes 'supernumerary status', 'team spirit', 'theory and practice', 'diploma level practice' and 'organization of nursing teams'.

English National Board Report 1993–1994

English National Board Report 1993–1994

The implementation of Project 2000 in the community: a new perspective on the community nurse's role

This paper considers some of the initiatives taken by community nurses in England in implementing Project 2000 placements. The data were obtained during an English National Board funded study in two phases. The first phase involved a series of exploratory interviews, a postal questionnaire survey, and semi-structured interviews with 15 managers. In phase two, one Project 2000 demonstration district was studied in depth by means of interviews complemented by small-scale questionnaire studies. Community nurses had confronted a number of difficulties in implementing Project 2000. Among the most serious of these were shortage of time, poor communication with the colleges of nursing and lack of preparation. As a consequence, community nurses took what they saw as independent approaches to students' placements. Many set their own aims and objectives for placements and produced written guidelines and teaching plans for students. Many also asserted the importance of their role in the assessment of students' practical work.

Midwifery education betrayed

The sorry truth that the English National Board (ENB) is increasingly impotent and no longer able to protect professional education standards against the economic demands of the government and higher education is made manifest in a recent letter entitled ‘Board decisions relating to staff:student ratios (SSRs) in nursing and midwifery education’ (DCL/24/RLV/ November 1994). At a stroke, the hard won SSRs for midwife teachers are abolished with no proper consultation and the specious rationale that this is a research-based decision by the ENB. A close look at the research (Murray et al, 1994) shows that this argument is invalid, although the research indicated, fairly predictably, that SSRs are not necessarily the most reliable indicator of quality education. This latter statement is not being challenged, and the ENB's suggested quality criteria are useful, but without the numerical ratio, the ability of midwifery education to retain an SSR as favourable as 1:10 for preregistration courses is vastly reduced.

The English National Board

This is a crucial stage in the history of midwifery, when midwives have a unique opportunity to shape the future. The ENB is playing a key role in ensuring that women and their families will be at the centre of midwives' care, and is helping them to develop the skills and knowledge that will help women when their babies are born.

Changing childbirth resource pack for midwives by ENB

The English National Board is contributing significantly to the achievement of the Government's targets for developing woman-centred maternity services. This article highlights the work undertaken by the Board in 1994 and which will be further developed in 1995.

English National Board's Operational Objectives

English National Board's Operational Objectives

Shared learning in child protection: An evaluation

Margaret Yelloly, Beverly Loughlin, Kathy Ralph, Rose Stanford and Judith Trowell evaluated the success and effectiveness of the newly developed shared learning courses in child protection, commissioned by the English National Board and its counterpart in social work. Here, they describe their findings

The measurement of nurse performance and its differentiation by course of preparation

This paper addresses the concept of nurse performance, its measurement and its differentiation by programme of preparation. It is evident from the research conducted to date that a variety of methodologies have been used to explore and compare nurse performance. The process of direct observation, however, has been selected to a lesser degree, and it is argued that its potential has yet to be realized. Further, in recognition of the methodological challenges inherent within research of this nature it is suggested that nurse performance should be explored from a variety of perspectives, using a multi-method research design. Significantly, educational preparation as a potential discriminator of performance has been explored only to a limited extent and studies carried out in the United States predominate. In view of recent nurse education changes in the United Kingdom and the introduction of Project 2000, empirical work comparing outcomes of the different courses of pre-registration preparation is urgently required. The authors are currently engaged in a comparative study of outcomes of pre-registration nurse education programmes funded by the English National Board for Nursing, Midwifery and Health Visiting. This paper draws upon the literature reviewed to date.

English National Board Conferences

English National Board Conferences

British nurses in behavioural psychotherapy: a 20-year follow-up.

A postal survey was carried out of all nurse behaviour therapists trained on the English National Board for Nursing, Midwifery and Health Visiting course in adult behavioural psychotherapy (ENB 650) since its inception at Maudsley Hospital London, in 1972. All trained therapists currently in practice in the UK were surveyed, and 113 of 142 eligible respondents returned questionnaires. These were examined to elicit the professional profiles and working practices of the therapists, and to identify similarities and differences between therapists trained in the four training centres in the UK. It was found that the majority of nurse therapists remain in clinical practice after training, and continue to further their education and clinical expertise. There has been a general shift towards cognitive and short-term interventions, and towards practice based on primary care, with general practitioners providing most referrals. There were significant differences between the centres in terms of a number of the therapeutic techniques used, diagnostic categories of clients seen, and several elements of working practice, including referral source and numbers of clients seen and treated. The implications of the findings for clinical practice and for nursing in behaviour therapy are discussed.

Portfolios and Accreditation of Prior Experiential Learning (APEL) make credits … or problems?

A selected literature review on the use of portfolios is presented and points in relation to their use, particularly within the English National Board (ENB) Framework and Higher Award, are discussed. Aspects such as the potentially time-consuming nature of portfolio production and the absence of research on their use in British nursing are highlighted. The author concludes by suggesting some aspects of portfolio use that might benefit from monitoring and research.

How to compile a personal professional profile

Profiling hysteria has broken out in nursing. This may be due to the recommendations in the PREP report (UKCC, 1994) or the initiatives undertaken by the National Boards in regard to their continuing education framework, particularly the English National Board (ENB, 1990), or it may be a consequence of APEL and CATS. Whatever the cause, there is no doubt that profiling is the latest jargon to affect our lives.

ENB’s chief cleared as inquiry dismisses corruption claims

Allegations of corruption at the English National Board and calls for the resignation of Chief Executive Tony Smith have been dismissed after an internal investigation.

A standard for professional development: the use of self and peer review; learning contracts and reflection in clinical practice

An initiative to develop a standard for professional development is outlined. The standard takes a structure, process, outcome format. Its development resulted in several initiatives being introduced to the unit including: the introduction of a self and peer review system, the introduction of learning contracts and the introduction of the concept of reflection. It was considered that these initiatives would promote individual professional accountability, increases self-awareness and reflective practice. The initiatives may be viewed in the context of PREP, United Kingdom Central Council for Nursing, Midwifery and Health Visiting (1990) and the Higher Award, English National Board for Nursing, Midwifery and Health Visiting (1991). The audit of the standard may be a tool to measure 'value for money' used in professional development.

Teachers unclear about their Project 2000 clinical status.

Research commissioned by the English National Board shows nurse teachers feel unable to practise in clinical areas with credibility, and they disagree about whether Project 2000 I requires them to spend more or less time in clinical areas.