Nursing Midwifery Council Research Articles

An exploration of the Return to Practice experience of nursing students: An evaluative mixed methods research study

AimThis study was conducted to explore the experiences of nursing students on a Return to Practice course; including their confidence levels and intention to remain on the nursing register. BackgroundNurses and midwives whose registration with the NMC (Nursing & Midwifery Council) has lapsed may choose to undertake a Return to Practice course. This course enables those who have left the profession to update their skills and knowledge and to re-join the register. Currently, little information exists concerning the experience of returners as they prepare to re-enter the nursing workforce. DesignExploring the confidence levels and preparedness of Return to Practice nursing students and measuring the effectiveness of a Return to Practice course using an online questionnaire. MethodsMixed methods research design was used to address the evaluative research questions. An anonymous questionnaire was administered online to collect quantitative and qualitative data reflecting the experiences of the Return to Practice nursing students. ResultsReturn to Practice nursing students feel well prepared by their Return to Practice course and report a high level of confidence in returning to the clinical workforce. ConclusionsDespite their concerns around aspects of nursing, such as the highly pressured working environment, most Return to Practice students intend to continue as a nurse for the remainder of their careers and should therefore be supported with this route into the nursing profession.

Key stakeholder perspectives on expert-by-experience involvement in the values-based recruitment of student mental health nurses: A co-produced qualitative study

BackgroundValues-based recruitment is a mandatory process for nursing programmes within UK higher education, with the Nursing Midwifery Council expecting that experts-by-experience are engaged in these recruitment and selection processes. The wider involvement of experts-by-experience in healthcare education is gaining momentum internationally with calls for engagement in all aspects of design and delivery; however, the impact of such involvement in recruitment of nursing students has received little attention, particularly in mental health nursing. AimTo understand the impact of expert-by-experience involvement in the values-based recruitment of mental health nursing students from the perspective of candidates, experts-by-experience, and academic staff. Design and methodsThis qualitative approach was co-designed and implemented by a research team comprised of academics, experts-by-experience, and student mental health nurses. Focus groups and an on-line survey were used to collect data, with Burnard's thematic analysis providing a framework for data analysis. Setting/participantsThis study took place at one UK university. Participants included nurse academics, experts-by-experience, and student nurses with experience of a values-based recruitment process. ResultsThematic analysis identified four themes: starting out, collaboration, rich assessment, and stakeholder gains. Whilst not without its challenges, the involvement of experts-by-experience in the recruitment of mental health nursing students was identified as delivering a robust recruitment process, encompassing academic abilities alongside the personal qualities required to make a ‘good nurse’. Personal benefits for experts-by-experience, candidates, and academics were also reported. ConclusionThis study provides insights into the impact of experts-by-experience in supporting values-based recruitment. The approach is identified as enhancing the selection process by drawing from academic and lived experience perspectives and highlights to potential candidates, at the outset of their career, the value of meaningful engagement. These findings support the Nursing Midwifery Council's position that experts-by-experience should be engaged in the recruitment and selection of student nurses.

Justice: what is it and how can you ensure your patients receive it?

This article discusses the important concept of justice, one of the four ethical principles developed by Beauchamp and Childress (2019) . Gillon (1994) divided justice into three categories: distributive justice, rights-based justice and legal justice. Justice also forms an important part of British values regarding democracy, the rule of law, individual liberty, mutual respect and tolerance of those of different faiths and beliefs. Following an introduction defining what is meant by the term ‘justice’, the relevant parts of the Nursing Midwifery Council code ( NMC, 2018a ) will be identified and presented. There will then follow a discussion on the three categories of justice as laid out by Gillon (1994) and how justice fits in with British values. Finally, this discussion will point towards how justice can be achieved for the patients in your care and the colleagues you work alongside.

How can fundamental British values be demonstrated in clinical practice?

This article discusses the concept of ‘fundamental British values’ and how these can be demonstrated within clinical practice by support workers and nursing associates. Given recent events in both the US and around the world, highlighting deep-seated racism within society, it is important that the key areas of British values are examined. Following an introduction, links to the Nursing Midwifery Council ( NMC, 2018 ) code will be made. Then the five key areas that make up British values—democracy, the rule of law, individual liberty, mutual respect, and tolerance of those of different faiths and beliefs—will be discussed. The article will finish off with outlining how the controversial ‘Prevent’ training aims to protect and safeguard vulnerable patients from becoming radicalised and to challenge extremism within our society.

Patients’ stories in healthcare curricula: creating a reflective environment for the development of practice and professional knowledge

Patient and public involvement in the provision of healthcare professional education is considered best practice by both the Healthcare Professions Council and the Nursing Midwifery Council. One key activity in healthcare education is the classroom-based ‘patient story’. This consists of a person re-telling and reflecting on their experiences of their health-related problem and their interaction with health services. The primary objective of this article therefore was to explore educational theory in order to offer a theoretical critique of the use of patient stories in healthcare education. The article explores the theory–practice gap, theories of reflection as well as dialogue, and proposes that the use of patient stories in healthcare education may help to better prepare students for the realities of professional clinical practice. Patient story told firsthand in the classroom creates a significant learning experience in which both the student and the patient reflect and learn through dialogue, positively impacting on attitudes, beliefs and improved patient care. We argue that the incorporation of patients’ stories in healthcare education encourages the use of reflection and facilitates critical thinking, which in turn can help to bridge the theory–practice gap.

Ethical decision-making regarding infant viability: A discussion.

There are no universally agreed rules of healthcare ethics. Ethical decisions and standards tend to be linked to professional codes of practice when dealing with complex issues. This paper aims to explore the ethical complexities on who should decide to give infants born on the borderline of viability lifesaving treatment, parents or the healthcare professionals. The paper is a discussion using the principles of ethics, professional codes of practice from the UK, Nursing Midwifery Council and UK legal case law and statute. Healthcare professionals' experiences that influence parental decision are also considered. There are considerable barriers to an effective discussion taking place in an environment where clinical decisions have to be made quickly once the baby is born. This is compounded by the need and respect for parental autonomy and the difficulties they face when making a best interest's decision knowing that this could cause more harm than good for their infant child and balancing any decision they make with quality of life. On deciding whether to give lifesaving treatment born at the borderline of viability, it should be a joint decision between the parents and the neonatal team.

Psychosocial Influences on Individualls Perception and Response to Health and Illness

This essay is about the psychosocial influences on the patient’s perspective and response to health and illness. It will focus on the body image perspective of the patient who had been amputated due to Diabetes. For this essay, Mr. Jones will be used as the patient’s pseudonym. As according to Nursing Midwifery Council ([NMC], 2008), confidentiality and pseudonyms shall be maintained to protect the patient’s identity. This essay will use the Model of Dignity in Illness by Van Gennip, Pasman, Oosterveld-Vlug, Willems and Onwuteaka-Philipsen (2013) which includes the three components that shape self-perception. These components are ‘The Individual Self’ (how the patients see themselves), ‘Relational Self’ (the reciprocal interaction with others) and ‘Societal Self’ (how the society see them). This Model will be used to help understand Mr. Jones’ perspective on living with his condition, how these can affect his health and health behaviours and personal dignity. The Royal College of Nursing ([RCN], 2008) defined dignity as the feelings, thoughts and behaviours of people which relates to their value or worth which are respectful to every individual. When dignity is present, people will feel valued and have control with their lives. People feel confident to make decisions for themselves if they feel the sense of dignity but if otherwise, they may feel ashamed and humiliated. They added that every individual should be treated with respect at all times.

The culture of midwifery and autonomy

British Journal of MidwiferyVol. 22, No. 9 Your VoiceThe culture of midwifery and autonomyJenny SmithJenny SmithSearch for more papers by this authorJenny SmithPublished Online:9 Sep 2014https://doi.org/10.12968/bjom.2014.22.9.675AboutSectionsView articleView Full TextPDF/EPUB ToolsAdd to favoritesDownload CitationsTrack CitationsPermissions ShareShare onFacebookTwitterLinked InEmail View articleReferencesAnderson K, Jack DC (1991) Learning to listen: Interview techniques and analysis. In: Gluck SBPatai D (Eds) Women's words: The feminist practice of oral history. Routledge, New York Google ScholarBarry (2006) Humanity and justice in global perspective. In: Goodin REPettit PPogge TW (Eds) Contemporary political philosophy : An anthology. Blackwell, Oxford Google ScholarBattersby S (2014) The role of the midwife in breastfeeding: Dichotomies and dissonance. British Journal of Midwifery 22(8): 551–6 Link, Google ScholarDeci EL, Ryan RM (2000) The ‘what’ and ‘why’ of goal pursuits: Human needs and the selfdetermination of behaviour. Psychological Inquiry 11(4): 227–268. Crossref, Google Scholarde Jonge A, van der Goes BY, Ravelli AC, Amelink-Verburg MP, Mol BW, Nijhuis JG, Bennebroek Gravenhorst J, Buitendijk SE (2009) Perinatal mortality and morbidity in a nationwide cohort of 529 688 low-risk planned home and hospital births. BJOG ı(9): 1177–84. doi: 10.1111/j.1471-0528.2009.02175.x Crossref, Google ScholarDepartment of Health (1993) Changing Childbirth: Report of the Expert Maternity Group P. The Stationery Office, London Google ScholarEdwards N (2004) Why can't women just say no? And does it really matter? Kirkham M (Ed) Informed Choice in Maternity Care. Palgrave MacMillan, London Google ScholarEgan G (1990) The skilled helper: A systematic approach to effective helping. Pacific Grove, California Google ScholarGreen JM, Coupland VA, Kitzinger JV (1990) Expectations, experiences and psychological outcomes of childbirth: A prospective study of 825 women. Birth 17(1): 15–12 Crossref, Google ScholarGuilliland K, Pairman S (1995) The midwifery partnership : A model for practice. Victoria University of Wellington, Wellington Google ScholarHodnett ED, Downe S, Walsh D (2012) Alternative versus conventional institutional settings for birth. Cochrane Database Syst Rev 8: CD000012. doi: 10.1002/14651858.CD000012.pub4 Google ScholarJomeen J (2006) Choice in childbirth : psychology, experiences and understanding. PhD thesis, University of Leeds. Google ScholarJomeen J (2010) Choice, control and contemporary childbirth : understanding through women's stories. Radcliffe, Oxford Google ScholarKirkham M (1999) The culture of midwifery in the National Health Service in England. J Adv Nurs 30(3): 732–9 Crossref, Google ScholarKirkham M (2004) Informed Choice in Maternity Care. Palgrave Macmillan, Basingstoke Google ScholarLevy V (1999) Maintaining equilibrium: A grounded theory study of the processes involved when women make informed choices during pregnancy. Midwifery 15(2): 109–19 Crossref, Google ScholarMande R (1993) Who chooses the choices? Modern Midwife 5(1): 23–5 Google ScholarMander R (2001) Supportive care and midwifery. Blackwell Science, Oxford Crossref, Google ScholarNursing and Midwifery Council (2012) Midwives rules and standards. Nursing Midwifery Council, London Google ScholarOakley A (2005) The Ann Oakley Reader : Gender, Women, and Social Science. Policy, Bristol Crossref, Google ScholarPublic Health England (2014) Public health contribution of nurses and midwives: guidance. PHE, London Google ScholarRoyal College of Midwives (2008) Position statement: Women centred care. RCM, London Google ScholarRyff CD (1989) Happiness is everything, or is it? Explorations on the meaning of psychological well-being. Journal of Personality and Social Psychology 57(6): 1069–81 Crossref, Google ScholarSilverton L (1993) The Art and Science of Midwifery. Prentice Hall, London Google ScholarSteele R (1995) Midwifery Care in the First Stage of Labour. Levy AJRoch S (Eds) Aspects of Midwifery Practice: a research based approach. Macmillan, Basingstoke Crossref, Google ScholarSymonds A, Hunt SC (1996) The Midwife And Society: Perspectives, Policies And Practice. Macmillan Press, London Crossref, Google ScholarSymon A (2006) Risk and Choice in Maternity Care : An International Perspective. Churchill Livingstone, Edinburgh Google Scholar FiguresReferencesRelatedDetails 2 September 2014Volume 22Issue 9ISSN (print): 0969-4900ISSN (online): 2052-4307 Metrics History Published online 9 September 2014 Published in print 2 September 2014 Information© MA Healthcare LimitedPDF download

Toward developing a training pathway for fertility nurses: report of the 2010 training and educational survey

Fertility nursing and its role extension has increasingly been referred to as ‘specialist’ or ‘advanced nursing practice’. Nevertheless, Government initiatives have prompted a review of Advanced Nursing Practice and the Nursing & Midwifery Council (NMC) has taken steps to address the disparity of roles, job titles, training and competence of nurse practitioners, concluding that advanced nursing practice should be subject to revalidation in the same way as professional registration. Fertility nurses form an integral part of the multidisciplinary team. Yet no formal or nationally recognised framework or training pathway exists. In this paper, we present the findings of a recent online survey of training and educational needs of fertility nurses; its aim being to work toward developing a national training pathway. Our findings identify the relationship between fertility nurse competencies, advanced nursing practice and medical sub-specialist training, at the same time, highlighting the difference in accessibility, funding and levels of training, as well as assessment and expertise within clinical practice. We conclude that it is essential to protect role extension through regonised Higher Educational Institution (HEI) accreditation, by appropriate, role-focussed training. Notwithstanding a national review, the diverse list of job titles also needs to be addressed adequately to encompass and respect role extension.

Implementing a sign off mentor preparation workshop—A tripartite approach

The Nursing, Midwifery Council (NMC) Standards to Support Learning and Assessment in Practice (SLAiP NMC, 2008) were implemented aiming to ensure that all pre-registration nursing students are assessed by mentors in practise who are knowledgeable, up to date and who can ensure that students are safe practitioners at the time of registration. These new standards place the responsibility on the sign off mentor (SOM) for ensuring that the pre-registration students are safe in practise, and 'suitable at point of entry to the register' for their practise, (NMC, 2008). Similarly the universities are responsible for signing off the theoretical aspects of the programme and confirming the students' good health and good character (Nursing and midwifery Council, 2010, 2010). However due to the extensive time commitments of training for the sign off mentor (which involves the sign-off assessment of three final placement students in practise) this is proving difficult for Trusts to achieve (Glasper, 2010) resulting in low numbers of sign off mentors. Therefore following guidance by the Nursing and midwifery Council (2010, 2010) to allow the inclusion of scenarios and OSCEs for the first two assessments, with one final practise based assessment, it was decided to implement a development programme for our existing experienced mentors. This approach was seen to be effective in developing the knowledge and skills of our mentors to ensure they were prepared for the final practise based assessment as a sign off mentor.

Persistent pulmonary hypertension of the newborn

To protect the identity of the neonate and her family, pseudonyms and fictitious dates have been used, so as to ensure confidentiality as directed by the Nursing Midwifery Council (NMC, 2004). This article explores the aetiology of persistent pulmonary hypertension (PPHN) in a term neonate and discusses nursing management and the management of neonates on high frequency oscillation and inhaled nitric oxide therapy. It is imperative that all staff nursing a neonate on high frequency oscillation and inhaled nitric oxide therapy has a knowledge of the concept, be aware of the problems that may arise and be capable of taking steps in avoiding their occurrence.

Editorial: Nursing education: developments in the UK

[Extract] There has been a breathrough in nursing education in the UK. The regulatory body for nursing, the NMC (Nursing & Midwifery Council 2008), has for the first time in the history of the UK nursing agreed that 'The minimum academic award for pre-registration nursing programmes will be degree'. The significance of the breakthrough is twofold: first, its novelty and, second, this brings the UK into line with nursing in much of the developed world. UK academics who visit other countries will be able, at least in terms of the education of nurses for the national register, to hold their heads high at last.

Thinking the unthinkable: does mental health nursing have a future?

We would like to revisit the discussion articulated by Holmes (2006) from an Australian perspective and more recently by Hurley & Ramsey (2008) regarding the potential demise of mental health nursing. Currently in the UK, the Nursing & Midwifery Council (NMC) is reviewing nurse education. The NMC state that the review is required because: Changes in policy and delivery of healthcare will allow us to ensure that nursing education across all four countries enables nurses to meet the future needs of patients. (NMC 2008a)