Major review of healthcare programmes
The Department of Health, in partnership with the Nursing and Midwifery Council, the Health Professions Council and the Strategic Health Authorities have contracted with the Quality Assurance Agency for Higher Education (QAA) to carry out reviews of all NHS-funded healthcare programmes in England during the period 2003-06.
QAA helps to provide public assurance that the quality and standards of higher education are being safeguarded and enhanced by conducting academic reviews of higher education provision.
Major review
Major review is a peer review process. It starts when higher education institutions in partnership with their commissioning Strategic Health Authorities evaluate their provision in a self-evaluation document. This document is submitted to QAA for use by a team of academic and practitioner reviewers who gather evidence to enable them to report their judgements on the academic and practitioner standards and the quality of learning opportunities. Review activities include meeting academic and clinical staff and students, scrutinising students' assessed work, visiting practice learning environments, reading relevant documents, and examining learning resources.
Full details of the process of major review can be found in the Handbook for major review of healthcare programmes, 2003.
Judgements
The range of judgements that reviewers may utilise when they have completed a major review are summarised below.
Academic and practitioner standards
Reviewers make one of the following judgements on standards:
- confidence, which may be expressed as
- limited confidence, or
- no confidence.
To reach this judgement, reviewers look at:
- learning outcomes
- the curriculum
- student assessment
- student achievement.
Confidence in academic and practitioner standards: a judgement that is made if reviewers are satisfied with current standards and with the prospect of those standards being maintained into the future. A judgement of limited confidence is made if standards are being achieved but the reviewers have doubts about the ability of the HEI and partner placement providers to maintain them into the future.
No confidence in academic and practitioner standards: a judgement that is made if arrangements are inadequate to enable standards to be achieved or demonstrated. If a failure to achieve standards has occurred in specific programme/s and/or mode/s and/or level/s only, and there is confidence in standards at other levels, the failing programme/s mode/s level/s will be identified separately.
Quality of learning opportunities
Reviewers make one of the following judgements for each of three elements of learning opportunities:
- commendable
- approved
- failing.
The three elements of quality of learning opportunities are:
- learning and teaching
- student progression
- learning resources and their effective utilisation.
Maintenance and enhancement of standards and quality
Reviewers also report the degree of confidence they have in the providers' ability to maintain and enhance quality and standards in the healthcare programmes under review.
Commendable - the provision contributes substantially to the achievement of the intended outcomes, with most elements demonstrating good practice.
Approved - the provision enables the intended outcomes to be achieved, but improvement is needed to overcome weaknesses. The summary report will normally include a statement containing the phrase 'approved, but...', which will set out the areas where improvement is needed.
Failing - the provision makes a less than adequate contribution to the achievement of the intended outcomes; significant improvement is required urgently if the provision is to become at least adequate.
Summary of the main review outcomes
Subject provision and overall aims
Nursing, midwifery and operating department practice programmes at Thames Valley University (TVU) in partnership with North West London and Thames Valley Strategic Health Authorities (SHAs) were reviewed in the academic year 2004-05. Judgements were made about the academic and practitioner standards achieved and the quality of the learning opportunities provided.
The review covered the following programmes:
- Postgraduate programmes (part-time)
- MA in Leading, Managing and Partnership Working
- MA Leadership for Health and Social Care
- MSc Positive Care for Older People
- MA Midwifery Practice
- Post-registration programmes
- DipHE/BSc (Hons) Professional Practice - Major Pathway
- Return to Practice - Adult Nursing
- DipHE/BSc (Hons) - Minor Pathways
- DipHE/BSc (Hons) Professional Practice with:
Critical Care
Cardio-Respiratory Care
Ophthalmic Nursing
Clinical Haematology
Tissue Viability
Peripheral Vascular Nursing
Renal Nursing - DipHE/BSc (Hons) Professional Practice Mental Health with:
Mental Health Intervention
Community Mental Health
Functional Mental Health Problems in the Older Person
Mental Health Promotion in a Public Health Context
Dementing Illness in a Variety of Settings
Mental Health Care in Secure Environments - DipHE/BSc (Hons) Professional Practice Child Health with:
Neonatal Care
Critical Care
Contemporary issues in Child Health
- BSc (Hons) Primary Health Care
- BSc (Hons) Midwifery Practice including Return to Midwifery Practice
- BSc (Hons) Public Health and Health Promotion
- DipHE/BSc (Hons) Professional Practice with Care of Older People
- DipHE/BSc (Hons) in Substance Use and Misuse Studies
- DipHE and BSc (Hons) Psychosocial Interventions for Psychosis
Pre-registration programmes
- DipHE/Advanced DipHE/BSc (Hons) Nursing with Branches in
Adult Nursing*
Children's Nursing
Mental Health Nursing*
Learning Disability Nursing - Advanced DipHE/BSc (Hons) Midwifery (three years)
- BSc (Hons) Midwifery (18 months)
- DipHE/BSc in Nursing RN Child Health
- DipHE/BSc in Nursing RN Mental Health
- DipHE/BSc (Hons) Operating Department Practice
Franchised programmes
- HE/BSc (Hons) Cancer and Palliative Care (Marie Curie Cancer Care)
- DipHE Cancer Nursing (The Royal Marsden).
* These programmes underwent Nursing and Midwifery Council (NMC) annual monitoring as part of the major review of healthcare programmes.
Academic and practitioner standards
Overall, the reviewers have confidence in the academic and practitioner standards achieved by the programmes in nursing, midwifery and operating department practice programmes at Thames Valley University in partnership with North West London and Thames Valley SHAs.
Strengths
- In the meetings held with nursing students and practitioners, and in all the placements visited by the reviewers, participants confirmed with impressive consistency that the intended learning outcomes are clear and fully understood (paragraph 6).
- Significant investment is made to ensure effective collaboration and involvement of key stakeholders in the planning, development and delivery of the nursing curriculum. All staff, at strategic and operational levels, have an informed understanding and ownership of the curriculum (paragraph 12).
- The Joint University Multiprofessional Programme and Promoting Interprofessional Education are two initiatives that have been well designed to address identified deficits in interprofessional learning and will inform future strategic planning of this area of the nursing curriculum (paragraph 15).
- The Royal Marsden Hospital is a Centre of Excellence in nursing and this is reflected in the curriculum for the Diploma in Cancer Nursing which is well informed by current leading-edge practice and staff research and experience (paragraph 17).
- Achievement by nursing students on the Diploma in Cancer Nursing at the Royal Marsden Hospital is high according to the external examiner, and this is reflected in the student work seen by the reviewers and in pass rates. The external examiner commented last year that a significant proportion of work done by students was worthy of publication (paragraph 30).
- A range of study-skills support, including an on-entry diagnostic test to identify individual learning needs, is a major factor in the successful achievement of learning outcomes by many nursing students (paragraph 34).
- The involvement of service users in the development and refinement of the midwifery intended learning outcomes is particularly strong (paragraph 38).
- Robust liaison networks between education and service are in place and ensure a high quality and effective delivery of the midwifery curriculum (paragraph 44).
- Mentor preparation for assessment and access to the Supported Learning in the Clinical Environment programme is utilised particularly well in midwifery, with active 'live' registers maintained in practice settings. This promotes an effective and consistent approach to the assessment and grading of practice (paragraph 53).
- A significant number of students take up a career in midwifery within the Trusts where a clinical placement was undertaken (paragraph 56).
- Clinical link tutors in midwifery clearly support the achievement of outcomes in practice, and the opportunity to gain experience and knowledge from a consultant midwife further enhances achievement (paragraph 57).
- All student midwives are allocated a supervisor of midwives for the duration of their programme, providing additional support in practice that is a major factor in promoting achievement (paragraph 57).
- The mentoring within the varied practice placements in the private sector demonstrates consistency in the assessment of practice in operating department practice (paragraph 72).
- The Trust-based practice educators are clearly very supportive and significantly enhance student achievement in operating department practice (paragraph 76).
Weaknesses
- Nursing programmes of study have been mapped against the Subject benchmark statement for nursing, but programme specifications have not been updated to reflect this; nor is this change reflected in programme handbooks (paragraph 8).
- The inter-rater reliability of mentors and assessors in practice, recognised by TVU in the self-evaluation document as an issue, adversely affects nursing students' perception of assessment and their confidence in the assessment of practice (paragraph 26).
- In the absence of any formal practice assessments in module 10 in the Diploma in Nursing programme, there are no agreed processes for the deficiencies of individual students, whose practice is not seen as commensurate with registration, to be addressed though normal mentor assessor routes (paragraph 27).
- Students in operating department practice indicated that detailed feedback is received using the uniform feedback report; however, the delay in receiving this feedback was raised as an issue by some students and acknowledged by the subject team (paragraph 71).
Quality of learning opportunities
Learning and teaching
The quality of learning and teaching is commendable.
Strengths
- There are excellent learning opportunities offered by the Royal Marsden Hospital environment and specialist work. Research-based teaching by staff with impressive qualifications and experience is noteworthy (paragraph 79).
- The University has developed excellent access opportunities for clinical staff interested in teaching to formalise this through academic study and the undertaking of a recognised teaching qualification. This is greatly enhancing the quality of learning and teaching in this provision (paragraph 87).
Good practice
- Commensurate with the underpinning philosophy of TVU and its partners to value practice teaching, and currency and evidence-based practice in teaching, a number of initiatives have been developed, such as the creation of Developmental Lecturer posts, Research Fellows and joint appointments of consultant nurses and midwives (paragraph 86).
Student progression
The quality of student progression is commendable.
Strengths
- The recruitment strategy successfully meets the needs of a diverse population, in line with the University's widening participation ethos (paragraph 91).
- 'Arcwebonline' is being rolled out to all areas; this is an excellent example of an interactive facility that provides students with relevant, up-to-date information about the practice placement (paragraph 95).
Good practice
- The commitment of the Faculty, NHS Trusts and SHAs to providing high-quality placement provision is evident in the establishment of a number of significant appointments (paragraph 95).
Learning resources and their effective utilisation
The quality of learning resources and their effective utilisation is commendable.
Strength
- The Practice Education Support Unit was established in 2001 to achieve excellence in practice learning. It has been instrumental in leading and facilitating change and development in the management of placements, the production of materials for mentors, and the development of mechanisms to manage the growth of pre-registration student numbers (paragraph 106).
Maintenance and enhancement of standards and quality
Strengths
- The extent of the partnership between TVU, the SHAs and the Trusts is clearly evident and effective. Recently, all the partners concerned have established joint structures and processes that enable a rigorous management and enhancement of the quality of provision and the working of the partnership (paragraph 113).
- The processes developed for monitoring the quality of the clinical learning environment, the information available to students, together with the roles of Practice Placement Facilitators and the emerging Learning Community Education Advisors, provide a very effective quality monitoring system (paragraph 117).
Weakness
- The annual review processes in the University do not always demonstrate a consistent approach. Reviews vary in depth and extent, and annual review reports vary in their scope and effective use (paragraph 118).
Introduction
1 This report presents the findings of a review of the academic and practitioner standards achieved, and the quality of the learning opportunities provided, in nursing, midwifery and operating department practice (ODP) programmes at Thames Valley University (TVU) in partnership with North West London and Thames Valley Strategic Health Authorities (SHAs). The review was completed during the academic year 2004-05. Programmes are delivered through the Faculty of Health and Human Sciences (the Faculty) at TVU.
A Subject provision and overall aims
2 Nursing, midwifery and ODP are currently offered in the following programmes:
Postgraduate programmes (part-time)
- MA in Leading, Managing and Partnership Working
- MA Leadership for Health and Social Care
- MSc Positive Care for Older People
- MA Midwifery Practice
Post-registration programmes
- DipHE/BSc (Hons) Professional Practice - Major Pathway
- Return to Practice - Adult Nursing
- DipHE/BSc (Hons) - Minor Pathways
- DipHE/BSc (Hons) Professional Practice with:
Critical Care
Cardio-Respiratory Care
Ophthalmic Nursing
Clinical Haematology
Tissue Viability
Peripheral Vascular Nursing
Renal Nursing - DipHE/BSc (Hons) Professional Practice Mental Health with:
Mental Health Intervention
Community Mental Health
Functional Mental Health Problems in the Older Person
Mental Health Promotion in a Public Health Context
Dementing Illness in a Variety of Settings
Mental Health Care in Secure Environments - DipHE/BSc (Hons) Professional Practice Child Health with:
Neonatal Care
Critical Care
Contemporary issues in Child Health - BSc (Hons) Primary Health Care
- BSc (Hons) Midwifery Practice including Return to Midwifery Practice
- BSc (Hons) Public Health and Health Promotion
- DipHE/BSc (Hons) Professional Practice with Care of Older People
- DipHE/BSc (Hons) in Substance Use and Misuse Studies
- DipHE and BSc (Hons) Psychosocial Interventions for Psychosis
Pre-registration programmes
- DipHE/Advanced DipHE/BSc (Hons) Nursing with Branches in
Adult Nursing*
Children's Nursing
Mental Health Nursing*
Learning Disability Nursing - Advanced DipHE/BSc (Hons) Midwifery (three years)
- BSc (Hons) Midwifery (18 months)
- DipHE/BSc in Nursing RN Child Health
- DipHE/BSc in Nursing RN Mental Health
- DipHE/BSc (Hons) Operating Department Practice
Franchised programmes
- DipHE/BSc (Hons) Cancer and Palliative Care (Marie Curie Cancer Care)
- DipHE Cancer Nursing (The Royal Marsden).
* These programmes underwent Nursing and Midwifery Council (NMC) annual monitoring as part of the major review of healthcare programmes.
3 The following aims for the provision are articulated in the self-evaluation document (SED) and are reflected in the programme documentation available to students and other stakeholders.
- Our overall aim is to prepare and develop the nursing, midwifery and ODP workforce, in collaboration with the SHAs and NHS Trusts in North West London and Berkshire, in order to
- ensure staff that are fit for purpose, practice and award, underpinning high-quality patient and client care.
- We value students as unique individuals with diverse life experiences and with unique learning needs; our programmes aim to address the challenges, policy initiatives and changing levels of knowledge affecting practice in health and social care.
- Our programmes aim to develop nurses, midwives, ODPs and other health professionals at all levels within their professional careers to their full potential, by providing a range of programmes from NVQ to doctorate level.
- Students benefit from learning to work as part of a collaborative team in practice, accessing opportunities for interprofessional learning wherever possible to enhance this understanding.
- Learning, teaching and assessment methods aim to foster lifelong learning skills and independence, contributing to the knowledge, skills, attitude and commitment necessary for high standards of care.
- Where appropriate, programmes are developed to meet the requirements of the professional regulatory bodies as an explicit means to ensuring qualifiers who are fit for practice.
B Academic and practitioner standards
B1 Nursing
Intended learning outcomes
4 Intended learning outcomes (ILOs) are clearly stated in programme specifications and definitive validation documents for nursing programmes. ILOs are appropriately translated into module outcomes and disseminated effectively through handbooks and module guides.
5 ILOs are developed in partnership with representatives of the two SHAs, and practitioners from the NHS Trusts. There has been some involvement of service users, although this has so far been of variable scope. However, the providers are aware of this, and user involvement, together with that of practitioners, is recognised as being a continuing challenge. The Royal Marsden Trust (RMT) has itself developed ILOs for the Diploma in Cancer Nursing, with guidance and support from TVU; ILOs are therefore directly informed by the RMT's unique specialist focus and its professional knowledge and experience in the field of cancer care. ILOs reflect appropriately the aims set by the Royal Marsden Hospital - to provide focused, on-site training and education for registered nurses seeking to specialise in cancer care, and a foundation for career development and continuing professional development (CPD).
6 In the meetings held with nursing students and practitioners, and in all the placements visited by the reviewers, participants confirmed with impressive consistency that the ILOs are clear and fully understood.
7 ILOs for nursing programmes meet the requirements of The framework for higher education qualifications in England, Wales and Northern Ireland (FHEQ). These are reflected in module guides through clear descriptors and marking grids for the various academic levels. ILOs are appropriately related to the level of learning, with differentiated outcomes for diploma, advanced diploma, honours and postgraduate degrees. The ILOs for the postgraduate programmes are well conceived and appropriately challenging. They involve the development of critical and analytical skills that engage with theory and research, skills for expert practice within students' own specialist fields, and the promotion of understanding and effective working in respect of partnerships across organisational boundaries.
8 Stated ILOs articulate well with the Faculty's aims and clearly include knowledge and understanding as well as stressing the acquisition of cognitive, practical and professional skills. The outcomes of pre-registration programmes reflect the NMC's proficiencies. Nursing programmes of study have been mapped against the Subject benchmark statement for nursing (2001), published by the QAA, but programme specifications have not been updated to reflect this; nor is this change reflected in programme handbooks.
9 Pre-registration programme ILOs are appropriately designed to enable students to be fit for purpose, practice and award.
10 Post-registration ILOs, through a range of clinically-focused programmes of study and modules, enhance knowledge and skills and meet the expectations of the Department of Health's lifelong learning agenda.
11 Overall, ILOs in the nursing programmes support the achievement of good levels of knowledge and skills and ensure that theory and practice are integrated.
Curricula
12 Significant investment is made to ensure effective collaboration and involvement of key stakeholders in the planning, development and delivery of the nursing curriculum. All staff, at strategic and operational levels, have an informed understanding and ownership of the curriculum.
13 User participation in the development of the curriculum is a well-established faculty intention and a strong feature in a number of branches, particularly mental health, child and learning disabilities. However, there is more scope for user participation in the development and delivery of the adult nursing curriculum.
14 Students, academics and service colleagues reported how they have been able to identify and track a number of quality enhancements and developments that had been made to the curriculum based on outcomes of preceding evaluations, ongoing dialogue and service developments. They also reported strong supporting relationships and links between TVU and practice for the key purpose of supporting curriculum development and delivery.
15 Interprofessional learning is reflected throughout all the curricula. However, although there is evidence of shared learning across the pre and post-qualifying provision, evidence of interprofessional learning in pre-registration programmes is mainly confined to the learning that takes place in practice. This is now being addressed. The Joint University Multiprofessional Programme and Promoting Interprofessional Education are two initiatives that have been well designed to address identified deficits in interprofessional learning and will inform future strategic planning of this area of the nursing curriculum.
16 The underpinning philosophy of curricular development and delivery is rooted in enquiry-based learning (EBL) and problem-based learning (PBL), and the nursing team have developed a great deal of experience over the years in facilitating EBL which impacts positively on the students' experience of the curriculum. While significant investment is made in preparing and developing students in this type of learning in the programmes, the evaluation of EBL by students revealed mixed responses, with some students finding the more autonomous learning styles that EBL evokes to be challenging and not always congruent with their preferred learning style.
17 The curriculum content is contemporary and reflects stated learning outcomes and the programme aims. Curricular design, content and delivery ensure students are fit for purpose and practice and ensure that nursing programmes fully meet NMC requirements. Curricular content and delivery are informed by current research and scholarship, with a number of the Faculty's staff active in research. Postgraduate opportunities are offered to registered nurses through well-designed curricula that meet the needs of these students for advanced work in healthcare that extend their specialist practice, as well as providing new theoretical frameworks. The Royal Marsden Hospital is a Centre of Excellence in nursing and this is reflected in the curriculum for the Diploma in Cancer Nursing which is well informed by current leading-edge practice and staff research and experience. Theory and practice are well integrated. Curricula are demanding and challenging and promote good intellectual and professional progression. Patients are at the heart of the curriculum.
18 The numerous requests by pre-registration students for more integrated inclusion of anatomy and physiology throughout the DipHE Nursing programmes are well founded. Nevertheless, steps are being taken to explore this problem further and to take action to address the shortfall across the Common Foundation Programme (CFP) and the branches.
19 Through close partnership approaches with service providers, programme information is readily available to clinical staff, and the portfolio of practice placements ensures effective integration and coherence of practice experiences commensurate with the curriculum. Overall, there is a well-planned and rich breadth of quality practice experiences offered. These have a strong patient-centred, evidence and enquiry-based, reflective approach to learning in practice.
20 The post-registration Professional Practice Framework offers qualified undergraduate professionals a wide range of opportunities to achieve graduate status in a flexible and coherent way. A menu of core shared modules, which embrace key domains across the pathways, helps foster shared and interdisciplinary learning. Postgraduate developments continue to increase as the staff profile enhances and service developments arise.
Assessment
21 In its policy document on assessment, TVU outlines clearly the standards and requirements of assessment for all nursing students and mentors and this has taken account of the Code of practice for the assurance of academic quality and standards in higher education (Code of practice), published by QAA. The assessment processes within the University share common marking grids for both theory and practice. All module handbooks reviewed in nursing clearly articulate the assessment process for each aspect of their pathway. TVU has recognised processes for the administration of assessments followed by all programmes. Internal moderation within and across sites is well organised and conducted.
22 The assessment processes in nursing utilise a number of approaches, with an emphasis on summative and formative assessments covering both theory and practice. There is a good variety of assessment modes and instruments that reflects appropriately the ILOs and ensures that all NMC proficiencies are covered appropriately. Assessment methods in the postgraduate programmes available for nurses enable students to reflect critically on specialist practice and to demonstrate awareness of theory and research.
23 Learning outcomes are clearly evidenced in theoretical assignments and practice portfolios. Practice portfolios utilise reflection, mentor assessment and bibliographic critique. Clear criteria are set out for minimum achievement for all modules.
24 Integral to all programmes is the grading of practice, which contributes 25 per cent of the marks to overall assessment. The 25 per cent component of practice assessment has been considered in detail and weighted to ensure this does not skew a result and permit an unsafe pass.
25 The clarity of the marking scheme and assessment criteria is commended by external examiners, and students confirm that they understand the basis on which they are assessed and the criteria used in marking and grading. At the Royal Marsden Hospital, there is a wide variety of assessment methods and instruments across theory and practice, including Objective Structured Clinical Examinations, practice oral tests and practice portfolios. Students commented they were made fully aware of assessment requirements and that assessment criteria were clear and explained fully. TVU requirements for moderation and double-marking are rigorously followed, and the external examiner comments that she is well informed about assessment and vouches for the integrity and rigour of assessment. There is good preparation of practice assessors through staff development and training, using, for example, the Supported Learning in the Clinical Environment (SLICE) course at TVU.
26 The inter-rater reliability of mentors and assessors in practice, recognised by TVU in the SED as an issue, adversely affects nursing students' perception of assessment and their confidence in the assessment of practice. Variability in interpretation of the assessment grid results in some assessors failing to recognise that assessment is related to a stage in training rather than registration. Comments made in the SED indicate that further activity is being undertaken to address these issues.
27 Module 10 in the DipHE in Nursing, which is innovative in its approach to enable students to prepare for registration, does not, however, have a practice assessment. Failure to assess practice in this final module is contrary to the philosophy of the programme, which is to grade practice, and is inconsistent with the rest of the programme. In the absence of any formal practice assessments in module 10, there are no agreed processes for the deficiencies of individual students, whose practice is not seen as commensurate with registration, to be addressed though normal mentor assessor routes. However, a new assessment tool is being piloted and, with further work, should have the rigour to address the issues raised by the reviewers.
28 Assessment workload is not evenly distributed in weighting across modules in the DipHE in Nursing. For example, in modules 3, 5 and 9, there are multiple assessments that are disproportionate to module credit award.
29 Feedback to students on assessment of module 1 and 2 in the CFP is delayed and results in student cohorts submitting module 3 work prior to any written formal feedback. Due to the lack of timely formative feedback, students fail to have the benefit of formative feedback to enhance their critical writing capability.
Student achievement
30 The sample of student work seen by the reviewers ranged across pre-registration and post-registration nursing, and indicated appropriate achievement of learning outcomes at all levels. External examiners confirm that the standards reflected in assessed student work are comparable to those of other universities and meet the required standards. Achievement by nursing students on the Diploma in Cancer Nursing at the Royal Marsden Hospital is high according to the external examiner, and this is reflected in the student work seen by the reviewers and in pass rates. The external examiner commented last year that a significant proportion of work done by students was worthy of publication.
31 On the evidence of the student work scrutinised, written feedback generally matches the grade given, and comments and advice promote any necessary improvement in student achievement.
32 Achievement of practice and theoretical outcomes meet the minimum requirements of the NMC, and partners and employers confirm that nursing practitioners graduating from these programmes are fit for purpose and fit for practice. In their practice visits, the reviewers found that the achievement of learning outcomes in practice was greatly enhanced where practice facilitators have been employed.
33 Statistical data in Table 1a demonstrate successful progression into careers in nursing for the pre-registration students. Preparation for lifelong learning is not explicit, but the timing of the collection of the data is a factor in the presentation of this information. The visits to practice confirm the return to study of many pre-registration students once qualified, and further development through CPD courses was evident at the Royal Marsden Hospital.
34 A range of study-skills support, including an on-entry diagnostic test to identify individual learning needs, is a major factor in the successful achievement of learning outcomes by many nursing students.
35 In pre-registration nursing, where students undertake the BSc degree programme, First or Upper Second class honours are achieved by the majority of the students. For example, in 2001, 43 per cent of students on the Berkshire contract programme and 53.8 per cent of students on the London contract programme achieved First class honours (Table 1a). Mental health shows a 100 per cent pass rate in Diploma programmes. Achievement in CPD programmes is generally very successful, with an 86.5 per cent pass rate (Table 1a).
Table 1a: Completion and achievement statistics for all award-bearing programmes
| Programme (award bearing only) |
Cohort (last three cohorts only) | Diploma programmes Pass |
Diploma |
Degree classification | |||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Pass | Fail | 1 | 2i | 2ii | 3 | P | F | ||||||||||
| No. | % | No. | % | No. | % | No. | % | No. | % | No. | % | No. | % | No. | % | ||
| Diploma/BSc (Hons) Pre- registration Nursing Berkshire Contract | 10/2000 | 81 | 99.0 | 1 | 1.0 | 1 | 4.0 | 12 | 50.0 | 11 | 46.0 | 0 | 0 | 0 | 0 | 0 | 0 |
| 04/2001 | 96 | 99.0 | 1 | 1.0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | |
| 10/2001 | 119 | 99.0 | 1 | 1.0 | 6 | 43.0 | 8 | 57.0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | |
| Diploma/BSc (Hons) Pre- registration Nursing London Contract | 10/2000 | 216 | 96.0 | 9 | 4.0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 |
| 04/2001 | 140 | 92.0 | 13 | 8.0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | |
| 10/2001 | 157 | 99.0 | 1 | 1.0 | 7 | 53.8 | 2 | 15.4 | 3 | 23.1 | 0 | 0 | 1 | 7.7 | 0 | 0 | |
|
Diploma Registered Nurse Child Health London Contract |
2002 | 14 | 82.4 | 3 | 17.6 | ||||||||||||
|
Diploma Registered Nurse Mental Health Berkshire Contract |
2002 | 12 | 100 | 0 | 0 | ||||||||||||
Table 2a: Employment statistics for all pre-registration programmes and exception reporting only for post-qualification programmes
|
Programme |
Further study | Local employers | Employers elsewhere | Unemployed | Other unkown |
|||||
|---|---|---|---|---|---|---|---|---|---|---|
| No. | % | No. | % | No. | % | No. | % | No. | % | |
|
Diploma/BSc (Hons) Pre-registration Nursing Berkshire Contract 10/2000, 04/2001, 10/2001 |
4 | 1 | 183 | 49.1 | 44 | 11.8 | 48 | 12.9 | 94 | 25.2 |
|
Diploma/BSc (Hons) Pre-registration Nursing London Contract 10/2000, 04/2001, 10/2001 |
29 | 4 | 390 | 55.5 | 58 | 8.3 | 160 | 22.8 | 66 | 9.4 |
Summary of academic and practitioner standards for nursing
Overall, the reviewers have confidence in the academic and practitioner standards achieved by the programmes in nursing at Thames Valley University in partnership with North West London and Thames Valley SHAs
Strengths
- In the meetings held with nursing students and practitioners, and in all the placements visited by the reviewers, participants confirmed with impressive consistency that intended learning outcomes are clear and fully understood (paragraph 6).
- Significant investment is made to ensure effective collaboration and involvement of key stakeholders in the planning, development and delivery of the nursing curriculum. All staff, at strategic and operational levels, have an informed understanding and ownership of the curriculum (paragraph 12).
- The Joint University Multiprofessional Programme and Promoting Interprofessional Education are two initiatives that have been well designed to address identified deficits in interprofessional learning and will inform future strategic planning of this area of the nursing curriculum (paragraph 15).
- The Royal Marsden Hospital is a Centre of Excellence in nursing and this is reflected in the curriculum for the Diploma in Cancer Nursing which is well informed by current leading-edge practice and staff research and experience (paragraph 17).
- Achievement by nursing students on the Diploma in Cancer Nursing at the Royal Marsden Hospital is high according to the external examiner, and this is reflected in the student work seen by the reviewers and in pass rates. The external examiner commented last year that a significant proportion of work done by students was worthy of publication (paragraph 30).
- A range of study-skills support, including an on-entry diagnostic test to identify individual learning needs, is a major factor in the successful achievement of learning outcomes by many nursing students (paragraph 34).
Weaknesses
- Nursing programmes of study have been mapped against the Subject benchmark statement for nursing, but programme specifications have not been updated to reflect this; nor is this change reflected in programme handbooks (paragraph 8).
- The inter-rater reliability of mentors and assessors in practice, recognised by TVU in the self-evaluation document as an issue, adversely affects nursing students' perception of assessment and their confidence in the assessment of practice (paragraph 26).
- In the absence of any formal practice assessments in module 10 in the Diploma in Nursing programme, there are no agreed processes for the deficiencies of individual students, whose practice is not seen as commensurate with registration, to be addressed though normal mentor assessor routes (paragraph 27).
B2 Midwifery
Intended learning outcomes
36 The ILOs for midwifery are comprehensively and clearly articulated in programme specifications, programme handbooks and module guides. They effectively demonstrate the integration of theory and practice. It is clear from the documentation that all learning outcomes in individual modules appropriately match the generic outcomes in programmes.
37 There is an effective communication of ILOs to stakeholders, including practice mentors and assessors through the distribution of programme and module guides. Students display an impressive familiarity with the ILOs within their programmes of study and a clear understanding of these. Practitioners met by the reviewers also confirm that the ILOs for midwifery are clear and well informed by practice considerations.
38 The ILOs have benefited from an effective dialogue conducted between the midwifery team at TVU and the relevant partners in the SHAs and NHS Trusts. The involvement of service users in the development and refinement of the midwifery ILOs is particularly strong.
39 The ILOs have been successfully designed to ensure an appropriate match to the required level of learning, with a progressive and well-differentiated approach to the definition of outcomes that meets the increasing intellectual and professional challenges reflected in the different programmes through pre-registration and post-registration stages. The postgraduate programme in Midwifery Practice has appropriately challenging learning outcomes that enable students to develop new theoretical insights as well as expert practice in this field.
40 The outcomes of pre-registration programmes appropriately and fully reflect the NMC proficiencies for midwifery .The ILOs have been designed in accordance with the expectations of the FHEQ, and the Subject benchmark statement for midwifery, published by QAA, has been fully considered in their formulation. This is accurately reflected in midwifery handbooks and programme specifications.
41 The learning outcomes for the pre-registration programmes are successfully designed to enable students to be fit for purpose, fit for practice and fit for award, and match the aims of the provision and the expectations of employers.
Curricula
42. Midwifery curricula are appropriate, with clear cross-referencing to relevant external reference points, professional body requirements and assessment strategies. There is a wide range of programmes for midwifery students, including postgraduate opportunities that provide suitably specialised work within a curricular framework that includes new theoretical challenges and the development of expert practice.
43 Theory and practice are closely integrated throughout the midwifery curricula to ensure that students are prepared for careers as competent midwives. Curricula fully meet the requirements of the NMC.
44 Curricular design and content are contemporary and informed by current research and scholarship in a variety of ways. Robust liaison networks between education and service are in place and ensure a high quality and effective delivery of the midwifery curriculum.
45 The pressures felt by students undertaking the post-qualifying, 18-month programme have led to some adjustments being made to workloads. However, the statutory requirement for attaining the required number of deliveries and ante-natal and post-natal examinations remains the same for all students taking this programme. The pressure felt by students may be due to the need to meet the regulatory requirements for attaining these specific professional proficiencies in a given tight timeframe and the need to integrate key skills for lifelong learning. The integration and logical sequencing of some fundamental midwifery skills on the 18-month programme are perceived to be a problem by some students and mentors. They felt that the University's requirement to integrate key skills at the beginning of the programme led to some midwifery skills, such as abdominal and vaginal examination, being introduced too late in the curriculum.
46 Flexibility in the curriculum is demonstrated in midwifery through the opportunity for students to exit at differing academic levels, choosing to gain an advanced diploma or a degree. Similarly, steps are being taken that should facilitate widening access at entry level.
47 The midwifery programmes pioneered the use of EBL and PBL approaches as curricular drivers, and the Faculty's successes in developing these approaches owe much to the expertise and experience of the midwifery team since the BSc (Hons) Midwifery was validated in 1996.
48 Midwifery service representation is closely involved in the development of the curriculum, with strong evidence of consultation with key stakeholders. Collaboration is seen as central to the shaping and delivery of the curriculum.
Assessment
49 A wide range of assessment methods that appropriately reflect learning outcomes enables students to progress successfully through their programmes and to attain good standards in both theory and practice. Module study guides are provided prior to placement and give a detailed rationale for the assessment process required for each module. In the design and operation of assessment methods, the Code of practice, Section 6: Assessment of students, published by QAA, has been used as a reference point.
50 Midwifery students and mentors clearly identify and understand the intended assessment criteria for practice. External examiners confirm the rigour and fairness of assessment. Student evaluations are taken account of in the development of assessment. For example, as a result of student comment, changes have been made to address the heavy assessment workload in the 18-month midwifery programme.
51 Robust and comprehensive marking and moderation systems are in place, were well reflected in the assessed student work seen by the reviewers and were commented on positively by students. Feedback on assessed work to students is clear and constructive and offers students good guidance on how their work can be improved. Midwifery benchmarks and standards are clearly mapped into assessment criteria and are appropriately referenced in module handbooks.
52 The practice education support unit monitors and evaluates practice placements through the use of the 'Essence of Learning' document, which clearly articulates the relationship between quality mentoring preparation and the consistency of the assessment process.
53 Mentor preparation for assessment and access to the SLICE programme is utilised particularly well in midwifery, with active 'live' registers maintained in practice settings. This promotes an effective and consistent approach to the assessment and grading of practice. Midwifery students value the use of practice-based assessments and welcomed the inclusion of the practice assessment contributing to their final award.
Student achievement
54 Student work reviewed across all the levels in midwifery demonstrated high levels of achievement. The work seen displayed an impressive integration of theory and practice and demonstrated fitness for award.
55 External examiners confirm that student achievement in midwifery reflects appropriate standards and is fully consistent with standards in comparable provision. They also confirm that student achievement of the ILOs appropriately reflects external benchmarks, such as the Subject benchmark statement and the FHEQ, as well as expectations in terms of the skills and knowledge outlined within programme specifications.
56 Statements from mentors, managers and employers confirm that newly-qualified midwives from these programmes are fit to practise at the point of registration. A significant number of students take up a career in midwifery within the Trusts where a clinical placement was undertaken.
57 Clinical link tutors in midwifery clearly support the achievement of outcomes in practice, and the opportunity to gain experience and knowledge from a consultant midwife further enhances achievement. All student midwives are allocated a supervisor of midwives for the duration of their programme, providing additional support in practice that is a major factor in promoting achievement.
58 In a situation of non-achievement, a clear structure is in place in order to support failing students, with opportunities for the link lecturer to work together with the mentor to support student achievement.
59 Statistical data demonstrate a high achievement of First or Upper Second class honours degree classifications for the BSc (Hons) Midwifery three-year programme. The 18-month programme produces a majority of Lower Second class degrees, with the exception of the 1999-2002 cohort, of whom 87.5 per cent achieved a First class degree (Table 1b).
Table 1b: Completion and achievement statistics for all award-bearing programmes
| Programme (award bearing only) |
Cohort (last three cohorts only) | Diploma programmes Pass |
Diploma |
Degree classification | |||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Pass | Fail | 1 | 2i | 2ii | 3 | P | F | ||||||||||
| No. | % | No. | % | No. | % | No. | % | No. | % | No. | % | No. | % | No. | % | ||
| BSc (Hons) Midwifery (three years) Berkshire Contract | 10/2000 | 7 | 58.3 | 4 | 33.3 | 1 | 8.3 | 0 | 0 | 0 | 0 | 0 | 0 | ||||
| 10/2001 | 3 | 23.1 | 7 | 53.8 | 3 | 23.1 | 0 | 0 | 0 | 0 | 0 | 0 | |||||
| BSc (Hons) Midwifery (three years) London Contract | 10/2000 | 7 | 87.5 | 0 | 0 | 1 | 12.5 | 0 | 0 | 0 | 0 | 0 | 0 | ||||
| 10/2001 | 7 | 38.9 | 9 | 50.0 | 1 | 5.6 | 1 | 5.6 | 0 | 0 | 0 | 0 | |||||
| BSc (Hons) Midwifery (18 months) Berkshire Contract | 09/2002 | 0 | 0 | 1 | 16.7 | 5 | 83.3 | 0 | 0 | 0 | 0 | 0 | 0 | ||||
| BSc (Hons) Midwifery (18 months) London Contract | 09/2002 | 1 | 4.5 | 14 | 63.6 | 6 | 27.3 | 1 | 4.5 | 0 | 0 | 0 | 0 | ||||
Table 2b: Employment statistics for all pre-registration programmes and exception reporting only for post-qualification programmes
|
Programme |
Further study | Local employers | Employers elsewhere | Unemployed | Other unkown |
|||||
|---|---|---|---|---|---|---|---|---|---|---|
| No. | % | No. | % | No. | % | No. | % | No. | % | |
|
BSc (Hons) Midwifery (three years) Berkshire Contract 10/2000, 10/2001 |
26 | 96.3 | 1 | 3.7 | ||||||
|
BSc (Hons) Midwifery (three years) Ealing Contract 10/2000, 10/2001 |
23 | 92.0 | 1 | 4 | 1 | 4.0 | ||||
|
BSc (Hons) Midwifery (18 months) Berkshire Contract 10/2000, 10/2001 |
5 | 62.5 | ||||||||
|
BSc (Hons) Midwifery 18 months) Ealing Contract 10/2000, 10/2001 |
24 | 100 | ||||||||
Summary of academic and practitioner standards for midwifery
Overall, the reviewers have confidence in the academic and practitioner standards achieved by the programmes in midwifery at Thames Valley University in partnership with North West London and Thames Valley SHAs
Strengths
- The involvement of service users in the development and refinement of the midwifery intended learning outcomes is particularly strong (paragraph 38).
- Robust liaison networks between education and service are in place and ensure a high quality and effective delivery of the midwifery curriculum (paragraph 44).
- Mentor preparation for assessment and access to the Supported Learning in the Clinical Environment programme is utilised particularly well in midwifery, with active 'live' registers maintained in practice settings. This promotes an effective and consistent approach to the assessment and grading of practice (paragraph 53).
- A significant number of students take up a career in midwifery within the Trusts where a clinical placement was undertaken (paragraph 56).
- Clinical link tutors in midwifery clearly support the achievement of outcomes in practice, and the opportunity to gain experience and knowledge from a consultant midwife further enhances achievement (paragraph 57).
- All student midwives are allocated a supervisor of midwives for the duration of their programme, providing additional support in practice that is a major factor in promoting achievement (paragraph 57).
B3 Operating department practice
Intended learning outcomes
60 The ILOs for ODP are well articulated in the programme specification and definitive validation document for the DipHE/BSc programme. However, the detail in some of the module guides in relation to ILOs is limited. Dissemination of ILOs takes the form of handbooks and module guides sent to clinical areas.
61 Practitioners and students confirm that ILOs are generally clear and understood by them. However, the way in which pre-registration and post-registration provision is integrated does cause some problems in terms of students' understanding, as there is sometimes insufficient differentiation in handbooks between the ILOs for these different levels of provision.
62 There has been some involvement of partners in the development of ILOs in ODP and this has helped to ensure that current practice informs the experience of students in this programme.
63 The ILOs are appropriately related to the curricula and to assessment and are well articulated in terms of the balance of theory and practice. They have also been mapped against the recently-published Subject benchmark statement.
64 The outcomes of the programmes reflect the Health Professions Council (HPC) standards of proficiency. The outcomes of pre-registration programmes are appropriately designed to enable students to be fit for purpose, fit for practice and fit for award.
65 The ILOs for ODP meet the requirements stated in the FHEQ. These are clearly reflected in module guides through the South East Education Consortium descriptors and marking grids for the various academic levels.
Curricula
66 The style, structure and content of the ODP curriculum provides students with learning opportunities, both in practice and educational settings, that allow them to develop the breadth and depth of skills and knowledge necessary for contemporary delivery of healthcare in the peri-operative context. The curriculum reflects the needs of the service while meeting the primary needs of students for pre-qualifying training. The curriculum includes some shared learning elements, as well as a wide range of transferable skills relevant to the field of peri-operative practice.
67 The curriculum meets professional body and regulatory requirements for education and training, confirming its vocational as well as academic relevance. The strong emphasis on work and practice-based learning within the curriculum addresses the appropriate National Occupational Standards and provides a praxis environment for the development of the necessary associated competencies. The national agenda of peri-operative practice is well integrated into the provision through strong links with representatives of the profession, including the Association of Operating Department Practitioners (AODP) and the National Association of Theatre Nurses. Clear entry and exit points for different entrants are articulated and each of the module outcomes is mapped against the Subject benchmark statement, published by QAA.
68 Flexible learning and exit opportunities for students in this curriculum are currently limited, although student progression is well articulated. In accord with AODP guidance, processes have been developed that facilitate overseas applicants pursuing the qualification in a clear and planned way.
69 Although the academic team is now integrated within the Adult Specialist Group, this aspect of the provision appears relatively disconnected from mainstream faculty activity. This has the potential to restrict opportunities for shared learning and interprofessional learning. Although this provision shares the same social constructivist approach to the curriculum as nursing and midwifery, EBL does not figure as a model of curricular philosophy. However, the teaching team strives to incorporate addendum curriculum changes as necessary, and it is acknowledged that a review of the curriculum is due.
Assessment
70 The assessment process for all modules is clearly articulated in the module guidebook and handbook. TVU has integrated a consistent set of marking criteria across all programmes, and this benefits the ODP programme. The Code of practice on assessment, published by QAA, has been considered carefully in the formulation of assessment practices.
71 The student work seen by the reviewers reflects a consistent approach to assessment and a rigorous application of assessment criteria and grading. There is good evidence of internal moderation and of a sound application of marking guidelines. Students indicated that detailed feedback is received using the uniform feedback report; however, the delay in receiving this feedback was raised as an issue by some students and acknowledged by the subject team. The feedback given to students is comprehensive and would support further development, but the delays in getting this back to students is not helpful to the promotion of the achievement of learning outcomes.
72 The practice portfolio is comprehensive and triangulates assessment, which enables the student to demonstrate broader reading and reflective capability. The external examiners comment favourably on the effectiveness of the processes for the assessment of both theory and practice. The mentoring within the varied practice placements in the private sector demonstrates consistency in the assessment of practice.
73 The assessment approaches within the ODP programme are consistent with the articulation of the ILOs and offer the students good and relevant opportunities to demonstrate a varied evidence base that demonstrates their achievement of these outcomes.
74 ODP students commented on the high levels of support provided by tutors in helping them to understand assessment requirements and approaches. They are given clear information about assessment criteria and confirmed that they had a clear understanding of these; this enabled them to respond to assessment challenges effectively.
Student achievement
75 Student work reviewed in ODP demonstrated the achievement of appropriate standards and reflected a clear understanding of professional knowledge and skills. The achievement of practice outcomes is well supported by clinical link lecturers and practice educators.
76 Practice-based educators commented on the lack of communication regarding student achievement, which did not allow them to give the most appropriate support at times. Failing students are managed by the Trusts in the same way as underperforming staff, and this is not necessarily jointly managed with TVU as is the case with other parts of the provision. The Trust-based practice educators are clearly very supportive and significantly enhance student achievement.
77 Clinical staff and managers confirmed that students were fit for practice at the point of registration; however, commitment to a lifelong learning strategy was not evident. The integration of pre and post-registration provision can inhibit the achievement of appropriate learning outcomes for some students.
78 Statistical data are available for one cohort only, and these demonstrate a 100 per cent pass rate at DipHE and 100 per cent (one student) achieving a Lower Second class degree. Students are currently in full-time employment and, once registered, generally stay at the Trust where they undertook clinical placements.
Table 1c: Completion and achievement statistics for all award-bearing programmes
| Programme (award bearing only) |
Cohort (last three cohorts only) | Diploma programmes Pass |
Diploma |
Degree classification | |||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Pass | Fail | 1 | 2i | 2ii | 3 | P | F | ||||||||||
| No. | % | No. | % | No. | % | No. | % | No. | % | No. | % | No. | % | No. | % | ||
|
Diploma Operating Department Practice London Contract |
10/2002 | 10 | 100 | ||||||||||||||
Table 2c: Employment statistics for all pre-registration programmes and exception reporting only for post-qualification
|
Programme |
Further study | Local employers | Employers elsewhere | Unemployed | Other unkown |
|||||
|---|---|---|---|---|---|---|---|---|---|---|
| No. | % | No. | % | No. | % | No. | % | No. | % | |
|
Diploma Operating Department Practice London Contract |
10 | 100 | ||||||||
Summary of academic and practitioner standards for operating department practice
Overall, the reviewers have confidence in the academic and practitioner standards achieved by the programmes in operating department practice at Thames Valley University in partnership with North West London and Thames Valley SHAs.
Strengths
- The mentoring within the varied practice placements in the private sector demonstrates consistency in the assessment of practice (paragraph 72).
- The Trust-based practice educators are clearly very supportive and significantly enhance student achievement (paragraph 76).
Weakness
- Students indicated that detailed feedback is received using the uniform feedback report; however, the delay in receiving this feedback was raised as an issue by some students and acknowledged by the subject team (paragraph 71).
C Quality of learning opportunities
Learning and teaching
79 A wide range of learning and teaching methods is used across the provision, including lectures, seminars, workshops, tutorials and other small-group activities. Learning and teaching strategies used within the Faculty are currently being reviewed. The SED describes a variety of teaching methods used, with EBL and PBL seen as 'an important feature in most of its programmes'. Students and staff have found EBL challenging early in the programme. Students on the DipHE in adult nursing and midwifery programmes described EBL as giving them the skills to search out and solve issues through practice scenarios using 'triggers' during the EBL process. There are excellent learning opportunities offered by the Royal Marsden Hospital environment and specialist work. Research-based teaching by staff with impressive qualifications and experience is noteworthy. There is an effective promotion of theory and practice through link lecturers. According to students, the teaching at the Royal Marsden is of high quality, with interactive and participative learning and teaching.
80 The integration of theory and practice is effectively promoted in learning and teaching, and there is good evidence that students on placement are required to apply their knowledge and to reason clinically. Clinically-based staff actively contribute to practice learning days, enabling a good exchange of ideas and challenging discussion between practitioners and students. They also support the development of clinical learning opportunities. Students confirm that they are able to transfer knowledge and skills from the classroom to the clinical environment.
81 The students have effective learning opportunities on campus and in practice. Students are challenged by their courses and well supported by the staff in the development of their skills. There is an appropriate use of skills laboratories to prepare students for their practice placements. Learning opportunities are seen as well managed by the students. The quality of teaching and learning is evaluated through student feedback across all programmes. Students across all programmes judge the teaching to be of a high standard, with good quality learning materials and up-to-date, professionally-relevant, content. There is good evidence that staff are research-active and students confirm that research often informs and enriches learning and teaching.
82 The students commented that their feedback had often resulted in changes to the approaches to learning and teaching. For example, students on the 18-month midwifery programme had commented on the stressful workload, and this was now being addressed. In most programmes, workloads are appropriate to the programmes and students see them as often challenging but achievable.
83 Although the use of Blackboard is in its early stages, students are beginning to use it to acquire information on timetabling and room changes, as well as background resource material and links to various websites. The learning needs of all students are assessed during the selection process to identify those who may need additional learning support. Following key skills testing during enrolment, students not reaching the required grade for any of the key skills, literacy, numeracy and information technology (IT), enrol with the learning skills centre (LSC) and attend sessions as timetabled, as well as any additional sessions recommended by the LSC. Extra study-skills support is available to all students who require it on a drop-in basis. In the CFP and midwifery programmes, sessions are planned as part of the timetable so that students access them while at the University at the beginning of their programmes. Learning skills are developed in each module of the pre-registration programmes through the Learning Skills Development Scheme. There is agreement with the SHAs that students requiring extra study-skills support can be released from practice to attend these sessions at the University. External examiners have noted the success that TVU has in supporting students who do not speak English as a first language, and staff are able to access staff development regarding the support of students with diverse needs through the Inclusive Learning Group.
84 All programmes are client-centred in their approach to developing learning in practice. Annual auditing of practice learning environments is taking place, and assessors attend updating sessions. The SLICE programme is specifically intended for the initial preparation of mentors to ensure that appropriate and high-quality learning and teaching are delivered within the clinical setting. Although some clinical staff saw the SLICE programme as difficult to access, a significant number do attend this programme and both they and their students derive considerable benefit from this.
85 TVU and its partners have developed 'Learning Communities', based on seven geographical areas, to give more ownership of learning and teaching to partners and practitioners and to promote the quality of learning and teaching. Although, on the evidence of some placement visits undertaken by the reviewers, this is not yet fully understood by some students and mentors, this development is seen by many practitioners to have considerable value and potential. A number of arrangements have been made to promote the quality of the learning environment in practice settings. These include the appointment of clinical placement and practice placement facilitators and link tutors.
86 Commensurate with the underpinning philosophy of TVU and its partners to value practice teaching, and currency and evidence-based practice in teaching, a number of initiatives have been developed, such as the creation of Developmental Lecturer posts, Research Fellows and joint appointments of consultant nurses and midwives.
87 The University has developed excellent access opportunities for clinical staff interested in teaching to formalise this through academic study and the undertaking of a recognised teaching qualification. This is greatly enhancing the quality of learning and teaching in this provision.
88 Peer review of teaching is available to all staff. The majority of staff take advantage of the opportunities provided for identifying areas for improvement and enhancing the quality of their teaching. There are good professional development opportunities linked to this that are taken up by a significant number of staff. Staff are subject to review processes and they see this as positive.
The quality of learning and teaching is commendable.
Strengths
- There are excellent learning opportunities offered by the Royal Marsden Hospital environment and specialist work. Research-based teaching by staff with impressive qualifications and experience is noteworthy (paragraph 79).
- The University has developed excellent access opportunities for clinical staff interested in teaching to formalise this through academic study and the undertaking of a recognised teaching qualification. This is greatly enhancing the quality of learning and teaching in this provision (paragraph 87).
Good practice
- Commensurate with the underpinning philosophy of TVU and its partners to value practice teaching, and currency and evidence-based practice in teaching, a number of initiatives have been developed, such as the creation of Developmental Lecturer posts, Research Fellows and joint appointments of consultant nurses and midwives (paragraph 86).
Student progression
89 Programme information is communicated to potential pre and post-registration students through the University's prospectus, web page and open days, and students are satisfied with the pre-enrolment information. A clear process for the accreditation of prior (experiential) learning (AP(E)L) and advanced standing for post-registration students exists, and a half module has been validated to help students put together an AP(E)L claim.
90 Although the Faculty normally meets the contract numbers, some difficulty has been experienced in the past in recruiting to the 18-month midwifery programme; this reflects the national picture.
91 The Faculty has a rigorous recruitment strategy for pre-registration students which meets the NMC and HPC requirements. The recruitment strategy successfully meets the needs of a diverse population, in line with the University's widening participation ethos. Health Care Assistants are being seconded to pre-registration programmes in a move to recruit from the local community. The Campaign to Attract Nurses and Midwives from Diverse Local Ethnic Groups in Slough project aims to increase the ethnic nature of the student body in Slough to match the local population. Increasingly, practitioners are being involved in the recruitment and selection process for pre-registration students, with events being held in the home Trust where possible. Prospective post-registration students access the Faculty's web page for information, and additional information is sent upon application. The selection process for these programmes varies; for example, students for the DipHE in Cancer Nursing are required to pass a mathematics and English test, and these candidates are ultimately employed by the Royal Marsden Hospital.
92 There is general satisfaction among students with the support mechanisms in place for pre and post-registration students. Students are normally provided with a personal tutor at the commencement of their programme and, where there is a practice element to the programme, appropriately-qualified and updated mentors are identified. Students demonstrate a high level of satisfaction with the support received. Mentors comment that they feel supported in making difficult decisions, they know how to contact the link lecturer and some link lecturers visit practice on a weekly basis. There are designated academic, research and management links with the Learning Communities to help promote continual enquiry and improvement in healthcare education. Information about the support available to students is provided at the beginning of the programme, in the form of a leaflet and a document entitled Rights and Responsibilities which addresses issues of professional behaviour and expectation.
93 The Dean of Students ensures that students with a disability can access extra support through the Disability Team. The two SHAs also provide financial support to students, on a means-tested bursary, to purchase equipment. The Students' Union provides drop-in advice surgeries on both the Ealing and Slough campuses; students are aware of the facilities and those who have used the surgery have found it helpful.
94 The Student Service Team Leader and programme leaders provide an induction programme for pre-registration students, and an induction to the Learning Community also takes place, facilitated by staff from the Trust; these have been welcomed by students. The intention is for Primary Care Trusts (PCTs) and the independent sector to become more involved, to encourage local ownership and a sense of belonging. In addition, students are provided with an induction pack upon commencement of the placement, and placement information is also available on the web.
95 The commitment of the Faculty, NHS Trusts and SHAs to providing high-quality placement support is evident in the establishment of a number of significant appointments: the Dean of Practice, the Practice Education Support Unit, 40 joint appointments with the NHS including Lecturer Practitioners, a Consultant Midwife and the Assistant Director of Nursing. In addition, Learning Community Education Advisors have been appointed by the University and Clinical Placement Facilitators (Berkshire) and Practice Placement Facilitators (London) are employed in the Trusts and funded by the SHAs. Information related to practice placements is clearly provided in programme handbooks, the Practice Environment Profile and the Essence of Learning document. An Essence of Learning document is available in each Directorate and in each Trust/Learning Community; this was introduced in 2003-04. 'Arcwebonline' is being rolled out to all areas; this is an excellent example of an interactive facility that provides students with relevant, up-to-date information about the practice placement.
96 The attrition is monitored and reported to the SHA. The attrition for the pre-registration nursing over the last three intakes demonstrates a higher number of withdrawals in Berkshire than London and more in the October than the April cohort. In the three-year midwifery programme, there are more withdrawals in London than in Berkshire; the attrition in 2000 and 2001 was high overall (see Table 3). There has been only one cohort graduating from the ODP programme so far and this had a high withdrawal. It is anticipated that the flexible exit route will make a difference in the pre-registration nursing and midwifery programmes. The 18-month programme in midwifery has been reviewed to establish a more even distribution of workload and to reduce the pressure at the beginning of the programme. The attrition for subsequent cohorts of ODP students has levelled out, following a review of the entry criteria. The student outcome/achievement data (Table 3) for the pre-registration nursing and midwifery programmes demonstrate that less than 5 per cent of students fail to achieve the award.
97 There has been high attrition in the recent past on the Diploma in Cancer Nursing at the Royal Marsden Hospital; of the 39 students in the 2003-04 intake, there were 10 withdrawals and three deferrals. Exit interviews showed a variety of personal and health problems to be the cause. No students have withdrawn from the current cohort. The Royal Marsden Hospital now requires successful applicants to the programme to work for four months in the hospital, to allow them to acquire a full and realistic understanding of the demands of cancer nursing. Students registered for the Certificate of Personal and Professional Development, which they are awarded on the basis of successfully completing modules from the post-registration programmes, are generally successful in gaining the award; the average completion rate is 85 per cent. Non-submission due to pressure of work is a commonly-cited reason for failure to submit, and this is being addressed by the seconding Trust.
98 All professions report that undergraduate students have no problems finding employment in their chosen careers on successful completion of their programmes. Senior healthcare managers and external examiners report that the students are fit for practice upon completion of the programme.
Student Progression
Table 3: Recruitment and attrition statistics for pre-registration and recordable qualifications
| Award title | Recruited Number |
Withdrawal | Transfer in | Transfer out | Discontinuation | ||||
|---|---|---|---|---|---|---|---|---|---|
| No. | % | No. | % | No. | % | No. | % | ||
|
Diploma/BSc (Hons) Pre-registration Nursing Berkshire Contract 10/2000 04/2001 10/2001 |
146 | 25 | 17.1 | 0 | 0 | 17 | 11.7 | 13 | 8.9 |
| 121 | 15 | 12.4 | 14 | 11.6 | 0 | 0 | 8 | 6.6 | |
| 190 | 21 | 11.1 | 2 | 1.1 | 9 | 4.7 | 15 | 7.9 | |
|
Diploma/BSc (Hons) Pre-registration Nursing London Contract 10/2000 04/2001 10/2001 |
276 | 17 | 6.2 | 9 | 3.3 | 16 | 5.8 | 28 | 10.1 |
| 190 | 8 | 4.2 | 11 | 5.8 | 16 | 8.4 | 12 | 6.3 | |
| 331 | 19 | 5.7 | 15 | 4.5 | 24 | 7.3 | 40 | 12.1 | |
|
BSc (Hons) Midwifery (three years) Berkshire Contract 10/2000 10/2001 |
17 | 3 | 17.6 | 0 | 0 | 0 | 0 | 2 | 11.8 |
| 18 | 5 | 27.8 | 0 | 0 | 0 | 0 | 0 | 0 | |
|
BSc (Hons) Midwifery (three years) London Contract 10/2000 10/2001 |
14 | 5 | 35.7 | 0 | 0 | 0 | 0 | 1 | 7.1 |
| 31 | 8 | 25.8 | 0 | 0 | 2 | 6.5 | 0 | 0 | |
| BSc (Hons) Midwifery - 18 Months Berkshire Contract 10/2002 | 8 | 1 | 12.5 | 0 | 0 | 0 | 0 | 1 | 12.5 |
| BSc (Hons) Midwifery (18 months) London Contract 10/2002 | 26 | 4 | 15.4 | 0 | 0 | 0 | 0 | 0 | 0 |
| Diploma Registered Nurse Mental Health Berkshire Contract 10/2002 | 13 | 1 | 7.7 | 0 | 0 | 0 | 0 | 0 | 0 |
| Diploma Registered Nurse Child Health London Contract 10/2002 | 20 | 2 | 10.0 | 0 | 0 | 0 | 0 | 0 | 0 |
| Diploma Operating Department Practice London Contract 10/2002 | 18 | 7 | 38.8 | 0 | 0 | 0 | 0 | 0 | 0 |
| BSc (Hons) Professional Practice with Care of Older People 2002/03 | 26 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 |
| BSc (Hons) Public Health & Health Promotion 2002/03 | 66 | 7 | 10.6 | 0 | 0 | 0 | 0 | 1 | 1.5 |
| DHE/BSc (Hons) Professional Practice 2002/03 | 288 | 10 | 3.5 | 0 | 0 | 0 | 0 | 0 | 0 |
| BSc (Hons) Psychosocial Interventions for Psychosis 2002/03 | 26 | 1 | 3.8 | 0 | 0 | 0 | 0 | 0 | 0 |
| DHE/BSc (Hons) Substance Use & Misuse Studies 2002/03 | 74 | 1 | 2.0 | 0 | 0 | 0 | 0 | 0 | 0 |
| BSc (Hons) Midwifery Practice 2002/03 | 9 | 1 | 11.1 | 0 | 0 | 0 | 0 | 0 | 0 |
| BSc (Hons) Primary Health Care 2002/03 | 2 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 |
| BSc (Hons) Operating Department Practice 2002/03 | 2 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 |
| Certificate of Professional & Personal Development (CPPD) 2002/03 | 1179 | 54 | 4.6 | 0 | 0 | 0 | 0 | 0 | 0 |
The quality of student progression is commendable.
Strengths
- The recruitment strategy successfully meets the needs of a diverse population, in line with the University's widening participation ethos (paragraph 91).
- 'Arcwebonline' is being rolled out to all areas; this is an excellent example of an interactive facility that provides students with relevant, up-to-date information about the practice placement (paragraph 95).
Good practice
- The commitment of the Faculty, NHS Trusts and SHAs to providing high-quality placement provision is evident in the establishment of a number of significant appointments (paragraph 95).
Learning resources and their effective utilisation
99 A strategic approach to the use of resources is employed in the development and delivery of healthcare programmes. A resource statement is included as part of the approval process for the development of new programmes; this contains the signed commitment by the Dean of Faculty to make the resources outlined available on the delivery of the programme.
100 Learning resource centres (LRCs) containing libraries, IT resources and open and private study areas are available to students on each of the University's two main campuses in Ealing and Slough, in the Teaching Centre at St Mary's Road campus, Ealing, and at the Royal Berkshire and Battle Hospital in Reading.
101 Access to library services funded to serve NHS staff is made available to all placement students for the duration of their placements, and is regarded as a positive resource. The Royal Marsden Hospital has a small but highly specialist library with excellent journal stock and a LRC with 24/7 access, providing electronic resources including access to the intranets of both the Royal Marsden Hospital and the Institute of Cancer Research.
102 Pre-registration students access praxis laboratories in Ealing and Slough to practise and develop their clinical skills, with dedicated staff facilitating timetabled sessions throughout the students' programme. The ODP team is investigating the use of specialised skills laboratories in response to students' requests for more hands-on familiarity with surgical instruments prior to practice. At the Royal Marsden Hospital, a clinical skills laboratory is used to facilitate workshops to promote the development of professional practice skills.
103 Students are provided with all the information required to understand the facilities and opportunities within the University, as well as the programme details, in their induction. Pre-registration students receive a leaflet describing the support mechanisms available and where to turn if support is not forthcoming.
104 Staff:student ratios are appropriate and enable academic and professional requirements to be met. Several professorial appointments in mental health, learning disabilities and midwifery testify to the Faculty's increasing scholarly expectations and desire to develop its academic profile. Research-active staff contribute to both curriculum development and teaching, although not all students are aware of the input of research staff to the curriculum.
105 A 'developmental lecturer' initiative has proved extremely successful in addressing the problem of building capacity in staff recruitment. TVU provides an in-house learning and teaching programme (MA Teaching and Learning) and preceptorship and mentoring of the developmental lecturers. There is evidence of excellent progression from developmental lecturer, through lecturer to senior lecturer positions, with individuals who are now senior lecturers undertaking PhD study. All nursing and midwifery lecturing staff on permanent contracts have an NMC-recordable teaching qualification.
106 The Practice Education Support Unit was established in 2001 to achieve excellence in practice learning. It has been instrumental in leading and facilitating change and development in the management of placements, the production of materials for mentors, and the development of mechanisms to manage the growth of pre-registration student numbers. SHA-funded Clinical Placement Facilitators based in Trusts provide an active link between TVU and practice, though their roles and responsibilities vary according to the requirements of the particular SHA. All independent sector placements have a named academic who supports them. In Berkshire, an academic leads in the maintenance of relationships. In London, the SHA has appointed a strategic lead for the development of partnerships with the independent sector.
107 The Faculty offers mentor preparation through its SLICE programme. Standard packs are available in all areas and updating is facilitated through a series of assessor/mentor meetings. Practice staff are generally positive about the SLICE programme, although concerns have been raised regarding delays in getting onto the programme. Both SHAs have projects in place exploring the whole issue of mentor provision and preparation.
108 Development opportunities exist for TVU staff to gain and enhance skills in learning and teaching, and practice placement staff from a wide variety of clinical areas confirm that opportunities exist for their professional development.
109 Teaching takes place in one of three locations: Westel House in Ealing, Slough Campus and in the Education Centre at the Royal Berkshire and Battle Hospital in Reading. Recent merging of TVU with Reading College and the School of Art and Design will enable pre and post-registration programmes to be offered from one of the two Reading campuses, ideally from late 2005/early 2006. The limitations of the present teaching accommodation on the Ealing site have been recognised and should be addressed by a planned new build in Brentford, which will include teaching accommodation, 850 study bedrooms and 250 key-worker housing units, and will enable the re-housing of staff from Westel House from September 2006.
110 Module study guides provide students with learning resource lists indicating essential texts, journals, databases and websites. Library stock is current and, while supply cannot meet all student demand, students are able to request and reserve texts electronically. In an attempt to maximise use of its library stock, the University has recently introduced changes to borrowing rights and loan periods. These changes have prompted complaints from students, and faculty staff indicated that they appreciate the students' reaction and believe the University will need to monitor the impact of these changes. The reviewers noted some variability in the quality of the learning materials available in practice settings.
111 The Faculty has a clear strategy for the development and implementation of e-learning approaches in phases across programmes. The strategy fits within a 'blended learning' framework which plans to use e-learning as a means to support traditional teaching methods rather than have programmes delivered entirely by e-learning. E-learning has been integrated into the mental health branch programme where all module study guides, teaching materials and timetables are available to students on Blackboard.
112 Learning resource usage is consistently good, with student numbers using the LRCs at the Ealing and Slough campuses and at the Royal Berkshire and Battle Hospital increasing year on year. There is high satisfaction generally with LRC provision and with improvements in learning resources on midwifery programmes.
The quality of learning resources and their effective utilisation is commendable.
Strength
- The Practice Education Support Unit was established in 2001 to achieve excellence in practice learning. It has been instrumental in leading and facilitating change and development in the management of placements, the production of materials for mentors, and the development of mechanisms to manage the growth of pre-registration student numbers (paragraph 106).
D Maintenance and enhancement of standards and quality
113 The extent of the partnership between TVU, the SHAs and the Trusts is clearly evident and effective. Recently, all the partners concerned have established joint structures and processes that enable a rigorous management and enhancement of the quality of provision and the working of the partnership. The processes undertaken to formulate the SED were well articulated, with good evidence of practitioners' and students' involvement. SWOT analyses of current provision were clear and comprehensive. The reviewers were able to track the identification and resolution of issues in the action plans arising from the SWOT analyses.
114 The faculty structure offers a well-coordinated approach to quality management and enhancement, and the well-established university quality mechanisms are effectively utilised by staff at all levels in the provision reviewed. The Code of practice, published by QAA, has been well used as a major reference point for identifying appropriate policies and practices in, for example, programme approval and review. Key aspects of the management and quality assurance of the students' experiences are fully recognised in the faculty structure through the posts of Dean of Students and Dean of Practice.
115 Students evaluate each module at the mid-way point and at the end. Staff take student evaluation seriously and are responsive to students' views. However, changes to modules as a result of module evaluations are not often communicated to students, although students in their discussions with the reviewers recognised that many positive changes have been made as a result of their inputs.
116 Assessment boards effectively monitor the progression and achievement of students through the programme and at completion, and there is an excellent system of tracking student attendance and the completion of the required hours in practice to meet professional and regulatory requirements.
117 A number of monitoring processes have been introduced in relation to the clinical learning environment. The 'Essence of Learning' tool was introduced in 2003-04 to audit clinical placements. A sample of such documents was available during clinical visits. Currency of data on clinical placements is achieved through the six to 12 month completion of Practice Education Profiles. Such information is available to staff, practitioners, managers and students through an excellent website. This website also provides students with opportunity to evaluate the clinical experience. There is a need, however, to extend this facility to the PCTs. The processes developed for monitoring the quality of the clinical learning environment, the information available to students, together with the roles of Practice Placement Facilitators and the emerging Learning Community Education Advisors, provide a very effective quality monitoring system.
118 All provision is annually reviewed as part of the University's quality procedures. These reviews are instrumental in identifying issues that impact on the quality of the student experience and on student achievement, and are generally effective in providing a basis for quality enhancement. However, the annual review processes in the University do not always demonstrate a consistent approach. Reviews vary in depth and extent, and annual review reports vary in their scope and effective use.
119 The quality of programme handbooks across the provision varies, as does the extent of information available to students. There is a need for standardisation by creating programme and module guide templates to build on the good practice which exists.
120 The annual monitoring reports of professional bodies are generally supportive and positive.
121 External examiners have a central role in the quality enhancement processes of TVU and there are well-established systems in place to ensure that this role is exercised effectively. External examiners' annual reports are generally positive about the probity of the quality assurance systems in place and the responses of programme teams to their comments.
122 The SED was clearly written and well presented, and was supported by excellent CD- ROMs that contained supplementary information and data. Of considerable assistance to the reviewers was the honest and open way in which the evaluation of provision was communicated, with issues as well as strengths clearly identified. The inclusion in the SED of a submission from the Students' Union on behalf of healthcare students was also of considerable benefit to the review process. The Students' Union is to be congratulated for its initiative, and the University is commended for its active encouragement to students to become involved in major review, which also included inviting the President of the Students' Union to attend the meeting of stakeholders with the reviewers.
Strengths
- The extent of the partnership between TVU, the SHAs and the Trusts is clearly evident and effective. Recently, all the partners concerned have established joint structures and processes that enable a rigorous management and enhancement of the quality of provision and the working of the partnership (paragraph 113).
- The processes developed for monitoring the quality of the clinical learning environment, the information available to students, together with the roles of Practice Placement Facilitators and the emerging Learning Community Education Advisors, provide a very effective quality monitoring system (paragraph 117).
Weakness
- The annual review processes in the University do not always demonstrate a consistent approach. Reviews vary in depth and extent, and annual review reports vary in their scope and effective use (paragraph 118).
Action plan
Major review of healthcare programmes
March 2005
North West London Strategic Health Authority
Thames Valley University
We have discussed and agreed the following action plan:
Title of organisation (Lead SHA/WDC): North West London Strategic Health Authority
Name: Margaret Murphy Position: Director of Education Strategy
Title of organisation (HEI): Thames Valley University
Name: Prof.Geoff Crispin Position: Vice-Chancellor
| Component | Strengths/Weaknesses | Actions to be taken | Target completion date/s | Constraints preventing delivering the action required | Impact of not delivering the action required | Lead responsibility (organisation/s and person/s)Name and title of organisation | Evidence of quality enhancement |
|---|---|---|---|---|---|---|---|
Academic and practitioner standards |
Strengths
|
In order to continue to enhance curriculum development, a new curriculum structure is being implemented. This will clarify participation by all stakeholders in curriculum development at module, programme and committee levels. | September 2005 |
Staff turnover throughout stakeholder network Reactions to change Resources - access to information technology |
No further enhancement of participation in the development of learning outcomes |
TVU- Associate Deans and DOS NWLSHA- and TV SHA -contract leads and Trusts |
Curriculum validation Positive feedback from practice and academic participants in curriculum development and review evidenced through notes of meetings |
|
Preparation for revalidation of the pre registration nursing curriculum has begun. This will enable us to use the curriculum structure in action to involve partners as appropriate. Continue to provide practice colleagues with annual updates on programme information in paper form and start to make it available electronically |
September 2005
September 2006 |
|||||
|
Extend IPL initiatives in theory and practice across a wider range of programmes as part of re-development of post registration offer Embed IPL and PIPE principles by involving other professional groups in pre registration curriculum development and delivery |
September 2007
September 2006 |
Logistics of arranging joint learning across professional groups Professional barriers |
Will not assist in developing IP team working and learning |
NWLSHA- IPL Implementation Group TVSHA- IPL TVU- Associate Deans, DOS |
Curriculum validation Internal and external monitoring outcomes Clinical Supervisors and student evaluation and feedback reports |
|
|
Establish fora for dissemination of good practice through the curriculum structure Identify key attributes of RM School of Cancer Programme and share best practice across all programmes |
September 2005
March 2006 |
Staff turnover throughout stakeholder network | Will not learn from existing models of good practice |
RMH- Acting Head of School TVU- External Liaison Manager,Associate Deans and DOS and practice participants in curriculum groups |
Clinical Supervisors and student evaluation and feedback reports | |
|
Establish publishing groups for students on RMH programmes | August 2006 | Resources: staff/services | Will not share their high quality work externally |
RMH- Acting Head of School TVU- External Liaison Manager |
Publication of students' work | |
|
Enhance current approaches through the introduction of numeracy testing as part of selection processes Further develop study skills support throughout the delivery of the programmes and develop a programme to prepare students for learning in practice as part of pre registration curriculum development |
March 2006
September 2006 |
Identification of suitable testing approach Resources |
Persistent challenge for some students in achieving expectations regarding mathematical ability required for competent practice | TVU- Recruitment Department Associate Deans/DOS |
Improved attrition rates Feedback from practice colleagues/ practice assessment results Curriculum validation |
|
|
Identify key strengths of user involvement in refinement of midwifery learning outcomes and contribute to the development of nursing programmes | September 2006 | Access to users willing to participate | Students and programmes will not be fit for purpose, practice and award. |
TVU- Associate Deans, DOS TVSHA and NWLSHA to recommend relevant partners |
Curriculum validation document demonstrates increased user involvement in development through development group membership | |
|
Maintain strong links with practice via SHA strategic meetings, MEMS meetings, link teacher role and associated roles e.g. Lecturer Practitioners and Consultant midwives. | Ongoing | Resources: staff shortages | Reduced networking |
Head of Subject, Midwifery (TVU) NWL and TV - Trusts Heads of Midwifery |
Internal and external monitoring outcomes | |
|
Build on existing good practice in the re-development of mentor preparation programmes for nurses and midwives, working closely with Trusts (Supporting Students and Mentors in Practice Project- TVSHA- and Practice Learning Supervision Advisory Group- NWLSHA) in terms of realistic resource implications and following NMC guidance | August 2007 |
Staff turnover Protected study time |
Ineffective supervision and assessment; |
TVU- Associate Deans and DOS NWLSHA and TVSHA working/ project groups with Trust membership |
Validation of new mentor preparation programme | |
|
Continue to invite Heads of Midwifery from each Maternity unit to meet students during last 6 months of programme to discuss employment opportunities available locally. Continue to focus on local recruitment to the midwifery support University entry access to reflect the local population |
Ongoing
Ongoing |
Resources: Staff shortages Poor communication |
Unable to fulfil workforce planning requirements |
TVU- Head of Subject, Midwifery NWLSHA and TVSHA - Trust Heads of Midwifery |
Continued good local retention rates Workforce reflects local needs, demonstrated through first destination analysis |
|
|
Share best practice with all stakeholders across nursing and midwifery programmes | March 2006 | Resources: Staff shortages | Unable to support students in practice. | TVU- Heads of Subject in Nursing and Midwifery | Implementation of midwifery approaches in other areas of practice, student and satisfaction evaluative data | |
|
Continue approach and monitor progress Actions to be taken |
Ongoing Target completion date/s |
Resources: Staff shortages | Unable to support students in practice | TVU- Head of Subject, MidwiferyHeads of Midwifery LSA officers |
Student and Supervisors' evaluative feedback Annual pre registration midwifery programme reports |
|
|
Share best practice with all stakeholders across nursing and midwifery programme |
March 2006 |
Resources: Staff shortages | Unable to support students in practice |
TVU- Programme Leaders ODP, Dean of Practice/ LCEAs NWLSHA TVSHA Trusts |
Positive evaluations from students and stakeholders | |
|
Weaknesses
|
CIG to use the guidance given in benchmark statements in the development of new curricula Update programme handbooks for current curricula Update learning and information resources for practitioners and academic staff as part of annual programme updates and mentor workshops |
September 2006
March 2006
March 2006 |
Resources - service pressures Non-attendance at mentorship workshops |
Lack of consistency of understanding of benchmarks across student and staff groups
Students will not be fit for purpose, practice and award |
TVU- Associate Dean Curriculum Development, DOS, programme leaders | Evaluation feedback from mentor preparation workshops | |
|
Implement TVU Inter-rater reliability report recommendations following publication Introduce new mentor preparation programme and further develop mentor updates to include mechanisms for moderating practice assessment results Review grading of practice assessment in new curriculum |
March 2006
August 2007
September 2006
|
Resources -financial Non-attendance at mentorship workshops |
Lack of consistency in the assessment process Lack of confidence in the assessment process Risking the development of students that are fit for purpose, practice and award |
TVU- Associate Deans and DOS NWLSHA TVSHA Trusts |
Students and programmes fit for purpose, practice and award as shown by registration rates Internal and external monitoring outcomes |
|
|
Develop, implement and monitor learning contract in the student practice document related to NMC competencies Develop more robust systems in new curriculum |
September 2005
September 2006 |
Poor communication through non attendance at mentors workshops |
Students will not achieve professional competencies Newly qualified staff that are unfit for purpose, practice and award. |
TVU- Associate Deans and DOS NWLSHA TVSHA Trusts |
Students and programmes fit for purpose, practice and award as shown by registration rate. Increased local Recruitment and retention rates Workforce reflects local needs |
|
|
Guidelines to be developed, implemented and monitored for dealing and communicating with students Develop a process to provide verbal feedback to allow students to develop whist waiting for report |
September 2005
September 2005 |
Resources: external examiner appointment | Delayed student progression |
TVU- ODP Programme Lead NELSHA Commissioning Lead |
Student feedback on module evaluations and at programme meetings Annual programme monitoring reports |
|
|
Quality of learning opportunities Learning and teaching |
Strengths
|
Establish forums for dissemination of good practice through the Learning Community framework. Identify key attributes of RM School of Cancer model of delivery and use this information to review the possibility of TVU utilising similar models |
September 2005
March 2006 |
Resources: relative staff shortages in other service providers | Models of delivery may not reflect best practice seen at RMH. |
RMH- Acting Head of School TVU- External Liaison Manager,Associate Deans and DOS and practice participants in curriculum groups |
Clinical supervisors and student evaluation and feedback reports |
|
Identify key attributes of access and communication strategy to continue to promote career opportunities for clinical staff | September 2006 |
Resources: financial Staff awareness of course availability |
Lack of appropriately trained teaching staff in practice |
TVU- Dean of Nursing and Midwifery,Heads of Subject NWLSHA Educational Development Groups Berkshire Education & Development Group |
An increase in number of practitioners accessing teaching programme; appropriately qualified academic staff in numbers to meet the needs of the students | |
|
Good Practice
|
Identify key attributes of these examples of 'best practice' and use this information to review the feasibility of implementing similar posts elsewhere in the faculty. | March 2006 |
Resources: financial Staff awareness of course or career opportunities
# |
Lack of appropriately trained academic staff Lack of quality in the delivery of programmes |
TVU- Dean of Nursing and Midwifery,Heads of Subject Trusts - Directors of Nursing |
An increase in appropriately qualified academic staff in numbers to meet the needs of the faculty Internal and external monitoring outcomes |
|
Student progression |
Strengths
|
Review and implement the recruitment strategy to reflect the needs of all stakeholder groups Disabilities and Widening Access working group will advise on the development of strategy |
September 2006
September 2006 |
Lack of suitable candidates Resources to implement study skills/diagnostic test across all practice areas Staff training to support clinical staff |
Student population will not reflect the diversity of the local patient/client population and the needs of employment law |
TVU- Dean of Nursing and Midwifery NWLSHA TVSHA Trusts |
Internal and external monitoring outcomes |
|
Implement Arcwebonline Project plan. | September 2007 | Resources: IT (compatibility/firewalls in practice organisations | Lack of timely and relevant information resource for staff and students | TVU- Dean of Practice, Head of Information ServicesNWLSHATVSHA |
Student and practitioner evaluative feedback Project plan final report |
|
|
Good practice
|
Evaluate the role of link lecturer, Learning Community Education Advisor and Practice Learning Facilitator/Clinical Placement Facilitator roles in practice and disseminate findings to TVU and practice staff | September 2006 | Resources: financial | Practice-led curricula will not be realised |
TVU- Project Leader for Learning Community Development NWLSHA TVSHA Trusts |
Student evaluations regarding support for learning while in practice | |
Learning resources and their effective utilisation |
Strength
|
Implement models of placement provision and learning in practice matched to appropriate learning capacity /reflecting the changes in health delivery, linking theory and practice. | September 2006 |
Placement availability DH Targets for workforce Resources: financial Poor communication networks |
Practice-led curricula will not be realised |
TVU- Dean of Practice NWLSHA and TVSHA Trusts |
Internal and external monitoring outcomes Students and programmes fit for purpose, practice and award as shown by registration rates |
Maintenance and enhancement of standards and quality |
|
Identify and map all networks and groups that support partnerships and joint processes to continue to improve partnership working | March 2006 |
Future of SHAs Lack of partnership approach Person/team led rather than process led |
Inability to implement all QA processes that require partnership working |
TVU - Pro Vice Chancellor/Dean of FHHS NWLSHA TVSHA Trusts |
Internal and external monitoring outcomes |
|
Evaluate 'Essence of Learning' and Practice Environment Profile tools and implement changes based on outcome, Practice Learning Evaluation System. | September 2006 |
Resources: financial Resources: staff shortages |
Practice-led curricula will not be realised |
TVU- Dean of Practice, Director of Studies NWLSHA Education and Development Leads (practice) TVSHABerkshire Clinical Placement Facilitators (practice) |
Feedback from academic and practice staff as part of EOL evaluation | |
|
Weakness
|
Implement review template for a consistent approach to report writing Review current skills and provide staff training as necessary |
August 2006 | Lack of knowledge and skills to implement tools | Lack of consistency and effectiveness | TVU- Director of Quality Audit Office | Annual monitoring reports for 2005/6 | |
ISBN 1 84482 293 1
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