Graduate Nurse Curriculum

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Graduate Nurse Curriculum

• Janet Barker

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High-level timetable for transition to degree
level registration for nurses
April Consult on transition timetable
February - Risk and cost analysis complete
Announce transition timetable
June Agree transition timetable
Spring NMC consult on draft standards
Sept first new degree courses start?
Jan 09 Dec 09 start developing standards and
competences
Sept 2010 onwards - HEIs develop new programmes
for NMC approval
Sept NMC feasibility study of preceptorship due
Summer NMC finalise standards
March Findings announced
July 08 Dec 09 DH Review of Student Support
September (at the earliest) new student support
in place
July 09 Dec 09 SHAs develop transition plans
with HEIs
January - SHAs commission 2011 courses
Throughout 2010 marketing campaign for
prospective students
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(No Transcript)
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Characteristics

• leads to registration with degree
• 3 years or 4600 hours
• three equal periods
• half theory and half practice
• two or more assessed progression points
• increasing field focus over time
• flexible boundaries
• shared learning
• emphasis on professional responsibility
• practice learning to achieve competencies

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The Seven Principles

• Develop competent graduates who are able to make
  clinical judgements through a process of critical
  and analytical reflection and engender confidence
  that leads to collaborative working with others.
• Engender transferable knowledge and leadership
  skills that will advance innovative nursing and
  inter-professional practice across health care
  settings by.
• Foster an integrated biological, psychosocial and
  cultural approach to the development of
  knowledge, skills and attitudes to the care of
  service users as individuals, groups and
  communities across the lifespan.
• Promote the adoption of therapeutic interventions
  that are concerned with improving quality of life
  through empowering people and enabling them to
  achieve, maintain or recover independence, to
  cope with disease or disability or health
  problems until the end of life.
• Recognise that nursing is an intellectual,
  physical, emotional and moral process and provide
  opportunities to develop the students
  self-efficacy and reflexivity through a
  pedagogical approach that embraces student
  centeredness and empowerment and promotes
  life-long learning.
• Emphasise personal and professional
  accountability in the quality of nursing care and
  as the guardians of the service user experience.
• Ensure a dynamic programme of learning that is
  meaningfully organised and delivered to offer a
  coherent and inspirational student experience.

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Support for Curriculum Development

• Four Posts
• Communications Co-ordinator - DoN role (2/52)
• Staff development facilitator DoN role (3/52)
• Practice learning Co-ordination F/T secondment
• Project Assistant - F/T Fixed term post

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Communication Strategy

• E-communication blog
• Focus Groups - lecturers, students, clinical
  staff
• Workshops
• Information news letters etc
• Road shows

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Any outstanding questions?
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Workshops

• Practice Learning Liz Aston
• Pedagogy Janet Barker
• IPL Helen Laverty
• Student Experience Nigel Plant

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Questions for the workshops

• Where are we now?
• Examples of good practice?
• Where do we want to be?
• What do we need to do to get there and how do we
  do it?
• What are the staff development needs?