BRINGING THE CLINIC TO THE CLASS Practice educators are the link between university and practice, but role clarity and support are vital, says John Salkeld
NOTICE BOARD
The transformation of nurse education from diploma to degree has been coupled with greater emphasis on the use of evidence in practice. As a result, teaching staff have been trying to improve the integration of theory and practice learning. The focus has partly shifted from traditional university classroom teaching to the clinical environment. One consequence of this is the introduction of practice educator roles, intended to address a the perceived imbalance between academic theory and the practical application of nursing skills. Even though the roles have been established for some time, they are commonly misrepresented and their purpose misunderstood in clinical and academic communities. As a lecturer practitioner seconded from a trust to a university as a senior lecturer, I assumed that I would effectively be a senior lecturer in an
Role requirements Visibility and presence in practice. Clinical credibility. Ability to narrow the theory-practice divide for students. Ability to assist students to manage the reality of clinical practice. Help students find the most effective way to achieve their objectives. Development of the learning environment, including practitioner support and development. Act as link between university and practice. Act as link between students and practitioners. Collated in Rowe J (2008) Practice Educators in the UK: oro.open.ac.uk/11992/1/Nurse_Education_in_Practice.pdf
Volunteer mentors The Carers Trust is looking for volunteer business mentors to work with its partner organisations that provide support and information for people caring for a family member or friend. The trust also makes carers’ views heard by opinion formers and professionals. To support its network partners to find new opportunities and services for their local carers, volunteer mentors will focus on generating surplus for charitable use, establishing integrated services for carers and encouraging partnership working within the network. www.carers.org/volunteer Evidence The National Nursing Research Unit at King’s College London publishes Policy +, brief overviews of evidence on current policies affecting the nursing workforce. Its aim is to make research
academic institution concerning myself primarily with the clinical experiences of students and supporting practice mentors. However, I find myself principally teaching undergraduate students in the classroom setting, with little clinical engagement. It seems as though better use could be made of my clinical experience and expertise. In my view, practice educators and senior lecturers should work collaboratively for the good of the student experience, which is after all our common objective. Traditional university-based senior lecturers should embrace the need for clinical integrity in their roles
evidence more readily available in an easily digested format. The latest issue, entitled Sustaining and Assuring the Quality of Student Nurse Mentorship: What are the Challenges?, focuses on higher education institution and service personnel assuring the quality of mentorship in a difficult economic climate and when there is debate about its future direction. tinyurl.com/Policykcl43 Equalities The RCN Diversity Unit will be holding a free equalities conference on September 22 at RCN headquarters in London. The event is aimed at three audiences: diversity champions and equality leads working in the NHS and independent sector, members of the BME leadership forum and RCN-accredited representatives. More at
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CAREERS
and try to re-establish their clinical roots by arguing for dedicated time in practice. For conventional senior lecturers, this would allow their contribution to student learning to be more contemporary. Furthermore, they would undoubtedly gain additional clinical credibility in the eyes of the students themselves. Traditional classroom teaching is not part of the practice educator role, but the opportunity to blend nursing theory and practice is. At the same time, there is an assumption that the practice educator must be all things to all people, even though the physical and psychological constraints of this are apparent. Role clarity and support are vital alongside an appreciation of the demands of the role (see box). The practice educator contribution should be perceived as complementary to, rather than a replacement for, the traditional senior lecturer NS John Salkeld is a mental health nurse at Northumberland Tyne and Wear NHS Foundation Trust seconded as senior lecturer at Northumbria University RESOURCES Association of Advanced Nursing Practice Educators www.aanpe.org
EU directive fails to eliminate all risk, says Paul de Raeve
Sharps practice in focus The EU Sharps Directive on the prevention of sharps injuries in the healthcare sector (see resources) was incorporated into the national law of all EU member states on May 11 2013. The directive establishes measures to address risk assessment and prevention, information and training, awareness raising and monitoring and follow-up procedures relating to sharps injuries. Healthcare workers are often subject to sharps injuries and can harbour infection without displaying symptoms. Injured workers face months of uncertainty before infection is confirmed or not. To evaluate whether measures to prevent injury and transmission of infection have been taken in the healthcare sector, the European Federation of Nurses Associations (EFN) conducted a survey, with questions based on articles in the directive. The EFN received almost 7,000 replies to the questionnaire from nurses in 28 EU member states, including the UK. Responses to the survey suggest that professionals feel that: Member states have introduced measures to prevent sharps injuries. Clinical practice has improved, thanks to the directive.
Haematology nursing Leukaemia CARE will be holding a haematology nurses conference on November 20 at the University College London Hospital Education Centre. The day will cover various blood cancer topics such as the different types of cancers, late effects of cancers, horizon scanning, and psychological effects. The event also provides networking opportunities for clinicians. To book: www.leukaemiacare.org.uk Working overseas The Working International Expo will be held on September 20 and 21 at ILEC Conference Centre, London Ibis, Earls Court, for nurses considering moving to Australia, Canada or New Zealand. Alongside job opportunities with international employers, nurses will be able expo
More safety-engineered medical devices (SEMDs) are available and responsibility for reporting injuries is clear. Education on prevention of sharps injuries is lacking. Workplace risk assessments are not undertaken consistently. Knowledge of the ban on recapping sharps is poor. Awareness campaigns have not taken off. Professionals need further guidance when they suffer a sharps injury. Training in use of SEMDs is weak or non-existent. The survey shows that the EU directive has had a positive impact on clinical practice but work is still needed to reduce the risk of injuries. A second article will examine action taken in the UK and what more can be done to reduce sharps injuries and protect healthcare workers NS Paul de Raeve is secretary general, European Federation of Nurses Associations RESOURCES EFN Report on the Implementation of Directive 2010/32/EU tinyurl.com/EFNED201032EU Health and Safety Executive guidance www.hse.gov.uk/healthservices/ needlesticks
to meet experts who can help plan every aspect of the move. Visa specialists, banks, shipping companies and moving experts from all over the world will be in attendance to help nurses decide whether an overseas move is in their interests. Visit www.workingin-events.com Education The RCN Education Forum will hold its annual conference on March 10/11 at the East Midlands Conference Centre, Nottingham. The aim of the conference is to enable dissemination of evidence and good practice in relation to education for nursing and health. The conference will be of particular interest to UK-based nurse educators, but international visitors are also welcome to attend. Abstracts for posters and seminar sessions can be submitted until August 29. www.rcn.org.uk/ED15
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