Governor development : the journey from appointed governor to non-executive director

Dr Jacqueline Leigh shares her journey from moving from an appointed governor role at Salford Royal NHS Foundation Trust to working as is a non-executive director at Healthwatch Salford

Implications for operationalising the new education standards for nursing

Registrants and higher education institutions (HEIs) were recently invited to take part in the Nursing and Midwifery Council (NMC) consultation regarding its potential new standards for pre-registration nursing education. The consultation set out fresh standards for pre-registration nursing, together with an education framework that underpins the associated theory and practice. While these documents do not contain the final standards (NMC Council is set to approve them in spring 2018), they offer a glimpse of what the newly registered nurse should know and be able to do at the point of registration in order to practise safely and effectively and continue to develop their expertise. The draft proficiency standards are referred to in the document as being ‘ambitious in setting out the enhanced knowledge and skills that people can expect from nurses in the future’.It is interesting to look at the document in terms of practice learning, particularly in relation to by whom and how student nurses will be supervised and assessed in clinical practice and what the educational requirement should be. In this column, we offer some personal perspectives about the potential impact of these new standards in practice

Providing the right environment to develop new clinical nurse leaders

Leigh and Littlewood evaluate the changes in the delivery of nurse education as a result of the devolution of health and social care decision-making from Westminster to Greater Manchester

Promoting transition resilience through personal development planning : an evaluation of the perspectives of preparation for transition of final year undergraduate nursing students

The experience of transition is of concern to newly registered nurses entering the world of work, and to those seeking to prepare, recruit and retain such nurses. This paper evaluates a final year preparation for role transition module from the perspectives of final year student nurses. Focus groups and one to one interviews were carried out at three distinct points in time, after the module assessments and after each of the three clinical placements in the final year. Braun and Clarke’s inductive thematic analysis was used to analyse the data with four themes emerging: impact/relevance of the personal development plan; development of self; role of the mentor; and transition resilience/taking control. These four themes were then applied to Kirkpatrick’s model of evaluation, providing a deductive or theoretical framework for analysing and evaluating the outcomes of the module. Preparation for transition and the development of resilience have been identified as a potential solution associated with the negative experiences and challenges of transition. Resilience is an essential attribute that enables nurses to make sense of their experiences of transition and manage the stress of the work place. Creating transition focused personal development plans to guide learning in the final year enabled the participants to take responsibility for their own learning and with the support from a good mentor, participants were able to understand that feeling nervous about transition was normal. This in turn enhanced their confidence, promoting ‘transition resilience’ as opposed to feelings and experiences associated with the more traditional concept of transition or reality shock. Key Words: role transition, transition resilience, transition module, reality shock, transition focused personal development pla

Reflection on creating a coaching approach to student nurse clinical leadership development

Coaching is as an intervention that facilitates another person’s learning, development and performance. Applied to student nurse practice learning, coaching has the potential to promote leadership learning that is student-led, less focused on following the directions of a mentor and more focused on students taking responsibility for identifying their learning goals and objectives. This article provides personal perspectives about how a partnership between four Greater Manchester (GM) universities and its partner practice organisations collaborated to developed, implement and evaluate a coaching approach to student nurse clinical leadership development, peer learning, whilst at the same time increasing practice placement capacity. In this article the GM Synergy Model is introduced. This article focuses on the perspectives of setting up a project team, testing the model prior to its implementation and developing a robust evaluation framework. Coaching as a model for student support and clinical leadership development is transferable to the new NMC Future Nurse: Standards of proficiency for registered nurses with the practice supervisor role complimenting the role of the coach in clinical practice