Clive Denny, E.Rebecca Ryder, Autumn 2003

an integrated approachto pre-registration student nurse

education

an integrated approachto pre-registration student nurse

education

Clive Denny: Mental Health Nurse Honorary Lecturer Mental Health Nursing

Rebecca Ryder: District NurseHonorary Lecturer Adult Branch Nursing

Clive Denny, E.Rebecca Ryder, Autumn 2003

introduction

• who we are• who we were• what we were asked to do• what we did• what we are going to do today

Clive Denny, E.Rebecca Ryder, Autumn 2003

working philosophyworking philosophy

“to create educative and therapeutic

relationships which facilitate the

integration and application of the art and

science of nursing, in the provision of nursing

care that is evidence based, yet sensitive to the

unique needs of every individual patient/client

and carer”.

Clive Denny, E.Rebecca Ryder, Autumn 2003

philosophical claims Iphilosophical claims I• individuals should not have to try to fit their

needs to service provision• service provision should fit with the unique

needs of individuals• health & Social care should not comprise a

maze of fragmented and disparate provision• health and Social care services must be well

sign-posted, well mapped and should exist as a connected, seamless continuum

Clive Denny, E.Rebecca Ryder, Autumn 2003

philosophical claims IIphilosophical claims II

• all health and social care activity should configure around the needs of patients

• all learning activity associated with health and social care should also configure around the needs of patients

Clive Denny, E.Rebecca Ryder, Autumn 2003

collegialitycollegiality

“an essential aspect of professional practice that requires nurses to view their nurse peers as collaborators in the care-giving process who are valued and respected for their unique contributions.” (Stuart and Sundeen 1995)

Clive Denny, E.Rebecca Ryder, Autumn 2003

• Making a Difference (DOH 1999)• Fitness for Practice (UKCC 1999)• The NHS Plan (DOH 2000) • Integrated Educational Pathway for Pre-Registration

Student Nurses (Denny & Ryder 2000 unpublished) • Preparation of Mentors and Teachers (ENB/DOH

2001)• Placements in Focus (ENB/DOH 2001)• Report on the Quality Pathways for Pre-Registration

Nursing Programmes (ENB 2001)

rationalerationale

Clive Denny, E.Rebecca Ryder, Autumn 2003

scope of frameworkscope of framework• integrated care pathways

• health…..ill-health continuum

• multifarious settings

• multiple agencies and individuals

• fitness for practice and purpose

• tradition

• embrace: diversity, collaboration, and integration

Clive Denny, E.Rebecca Ryder, Autumn 2003

the open moorland of learning & practice

disciplinarity and ownership – upheld by education’s tendency to validate and support knowledge/practice fields

alternative perspective = ‘open moorland’ of learning, without demarcations, barriers, and ownership – hence there are no obstructions to learning and experience (Usher et al., 1997)

Clive Denny, E.Rebecca Ryder, Autumn 2003

The Pyramid Model The Pyramid Model

Common Foundation Year

Branch Specific–Year Two

Branch Specific-Year Three

Clive Denny, E.Rebecca Ryder, Autumn 2003

uni-disciplinary approachuni-disciplinary approach

macmillan nurse

prison service

health visiting

assessors students

Clive Denny, E.Rebecca Ryder, Autumn 2003

team centered approachteam centered approach

GP Macmillan Nurse

Care Manager

Continence Specialist

Nurse Practitioner

Clive Denny, E.Rebecca Ryder, Autumn 2003

unleashing the sense of inquiry

“to free curiosity; to permit individuals to go charging off in new directions dictated by their own interests; to unleash the sense of inquiry; to open everything to questioning and exploration; to recognize that everything is in a process of change” (Rogers, 1983, p120).

Clive Denny, E.Rebecca Ryder, Autumn 2003

unleashing the sense of inquiry

“to free curiosity; to permit individuals to go charging off in new directions dictated by their own interests; to unleash the sense of inquiry; to open everything to questioning and exploration; to recognize that everything is in a process of change” (Rogers, 1983, p120).

Clive Denny, E.Rebecca Ryder, Autumn 2003

“to free curiosity; to permit individuals to go charging off in new directions dictated by their own interests; to unleash the sense of inquiry; to open everything to questioning and exploration; to recognise that

everything is in a process of change” (Rogers, 1983, p120).

unleashing the sense of inquiry

Clive Denny, E.Rebecca Ryder, Autumn 2003

integrating care pathwaysintegrating care pathways

PA TIE N T

D is tric t N urs i ng

S o c ia l S e rvice s

Ind e p e nd e nt S e cto rS S P rivate S ec to r

M e n ta l He a lth

P a sto ra lS e rvice s

C a re r S up p o r tW o rke r

Nu rse P ra c titio ne r

Re d C ro ss

Clive Denny, E.Rebecca Ryder, Autumn 2003

collaboration and integrationcollaboration and integration

HV

MHN S/S

MW

Clive Denny, E.Rebecca Ryder, Autumn 2003

concluding commentsconcluding comments• adult learning is as much about choice as it

is about responsibility and autonomy

• nurse education is not vacuum packed, the process and products of learning impact upon mentors, teams, practice, and ultimately upon patients and carers

• the facilitation of practice experience should comprise a ‘live’ process of negotiation and interaction

Clive Denny, E.Rebecca Ryder, Autumn 2003

concluding commentsconcluding comments

• the IEP model encourages the view of health and social care systems as seamless and collaborative

• composition of learning should occur around individual patient need

• the facilitation of practice experience requires more in-depth investigation, investment and support

Clive Denny, E.Rebecca Ryder, Autumn 2003

The Pyramid Model The Pyramid Model Branch Specific-Year Three

Branch Specific–Year Two

Common Foundation Year

PRIMARY CAREPRECEPTORSHIP PATHWAY

now viewing at Healthcare Trusts

near you

PRIMARY CAREPRECEPTORSHIP PATHWAY

now viewing at Healthcare Trusts

near you