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Performance Enhancement

Scottish Collaboration for the Enhancement of Pre-registration Nursing (SCEPRN)

Facilitated by NHS Education for Scotland, this group has representation from all universities offering pre-registration nursing programmes in Scotland and was established in 2010 to address the implications of the revised NMC standards for pre-registration education.

Since then it has widened its remit to work together to consider a wide range of factors that impact on programme provision at pre-registration level.


The group has evolved into a forum for sharing experiences, good practice, ideas and learning among partners across institutions to support high quality, evidence-based education programmes. Apart from regular meetings, the group also hosts regular conferences.

A leaflet outlining the purpose of the group, Chair's information and member institutions can be accessed here.

The last event was held November 2013 at Heriot-Watt University, Edinburgh, and took an innovative approach to student engagement.


 

The group also collectively undertakes projects in specific areas where shared outcomes are likely to benefit all the partners, with the following identified as key topics:

How mentors use feedback on student performance to inform practice assessment
in pre-registration nursing programmes in Scotland (March 2016)

How mentors use feedback on student performance to inform practice assessment in pre-registration nursing programmes in Scotland. (August 2016)

The purpose of this project was to follow up on previous literature reviews completed, that addressed complexity and challenges in providing meaningful feedback to students in the practice learning environment (Haycock-Stuart, Darbyshire & Donaghy, 2013; Pollock, Rice & McMillan, 2015). A qualitative study was conducted which explored mentor’s behaviours in seeking feedback from members of the inter-professional team, and people who access services and how this data was then integrated by mentors to capture both feedback and the assessment process for student nurses. (CPollock, AM Rice, A McMillan & L Veitch, 2016)

 

WELL ADJUSTED? 

A systematic, review of empirical research about making ‘reasonable adjustments’ in clinical practice placements to support pre-registration healthcare students who have a disability. (March 2016).

Well Adjusted? A systematic, integrative review of empirical research about making 'reasonable adjustments' in clinical practice placemements to support pre-registration healthcare students who have a disability. (March 2016)

Since 2010, HEIs and healthcare providers in the United Kingdom have
been required to make reasonable adjustments to working conditions to support pre-registration nursing and other healthcare students who have a disability while they are on clinical practice placements. In this paper, we identify and synthesise the available published evidence about current and best practice related to reasonable adjustments for pre-registration healthcare practitioners on clinical practice placements. The overall aim is to identify how those with a declared disability can be best supported and thus how pre-registration training can be most inclusive. (GL Dickens, R Craven & N Hallet, 2016).

Students’ and Mentors’ Understandings of Fitness to Practise Processes

Students’ and Mentors’ Understandings of Fitness to Practise Processes in Pre-Registration Nursing Programmes in Scotland (March 2015)

This project was carried out in order to explore pre-registration nursing students’ and nursing mentors’ understandings of fitness to practise (FtP) processes in pre-registration nursing programmes in Scotland. The project builds on the findings of the previous SCEPRN/NES funded project “Identifying Good Practice in Fitness to Practise Processes in Higher Education Institutes in Scotland” (Haycock-Stuart et al., 2014).

Mentors’ and Students’ Perspectives on Feedback in Practice Assessment: A literature review

Mentors’ and Students’ Perspectives on Feedback in Practice Assessment:
A literature review (March 2015)

This project aims to address the complex challenges in providing meaningful feedback to students in the practice learning environment. A literature review will examine the current published research and scholarship in this area.

Identifying Good Practice In Fitness To Practice

Identifying Good Practice in Fitness to Practice Processes in Higher Education Institutes in Scotland (March 2014)

This project was carried out in order to identify good practice in Fitness to Practise (FtP) processes in pre-registration nursing education in Scotland.

Assessing the Validity of a National Assessors Equivalency Tool

Assessing the Validity of a National Assessors Equivalency Tool (March 2014)

This is the second stage of a project on ‘Due Regard’. Project one explored and investigated Due Regard in practice in Scotland. This second project evaluated a pilot of the effectiveness and validity of a practice learning environment Equivalency Tool for non-nurse practice learning environments, usually non-NHS.


Nursing Students' Perspectives of User/Carer Involvement in their Practice Assessment

Nursing Students' Perspectives of User/Carer Involvement in their Practice Assessment across Scotland’s Higher Educational Institutes (March 2014)

This is an updated research and literature review commissioned by NES to investigate the 2010 NMC recommendation from the perspective of student nurses involved in pre-registration nursing programmes in Scotland’s HEIs.


Service user and carer involvement in programmes

Evaluation of Current Practices to Involve Service Users and Carers in Practice Assessment in 11 Higher Education Institutes (HEIs) in Scotland (March 2013)

A focus on the development of a specifically Scottish approach to user and carer involvement, scoping how it is being delivered across the country, identifying best practice and setting out how it can be done better.

"Due Regard" in practice learning and assessment.

An exploration of the interpretation and application of the use of Due Regard in Pre Registration Nursing Programmes (March 2013)

Due Regard relates to ensuring NMC-approved processes are in place to enable students to achieve the required standards of proficiency for safe and effective practice, defining crucial details such as the appropriate clinical backgrounds, experience and expertise of mentors in clinical placements.





ENHANCING PRE-REGISTRATION NURSING IN SCOTLAND EVENT 2013

November 2013, Heriot Watt University, Edinburgh

The conference was aimed at students, mentors and those interested in pre-registration nursing education.

Keynote speaker: Professor Brian Webster, Edinburgh Napier University

Each of the four workshops were facilitated by nursing students, and gave attendants an opportunity to join them and learn about issues within key topic themes:

  • Ways of Teaching and Learning
  • Professionalism and Fitness for Practice
  • Practice Learning
  • Meaningful Engagement with Service Users and Carers

Presentations from the Workshops