RESUMEN
BACKGROUND: Higher Education Institutions struggle to fill national deficits in student placement capacity, especially in social care and the voluntary sector. The Indirect Placement Supervision and Assessment Model and its holistic focus helps redress this deficit. METHODS: A Microsoft Forms survey was distributed to a self-selecting sample of 50 students, placement providers, and university staff, all of whom had been involved in indirect supervision as either an assessor, student, or supervisor. RESULTS: Three key themes emerged from the data collected; responses suggested that the model generated greater placement variety, increased placement capacity, and brought about reciprocal gains in the learner-supervisor matrix. CONCLUSION: The study's key implication for healthcare institutions pertains to a strong evidence base that the indirect supervision model provides an efficient means of broadening nursing placement variety and capacity alike.
RESUMEN
Four years on from its launch in 2018 (at the time of writing), the authors provide an up-to-date efficacy assessment of the ongoing implementation of the Nursing and Midwifery Council's Future Nurse: Standards of Proficiency for Registered Nurses (NMC) (2018a). Although these standards have comprehensively transformed the mentorship practices of nursing education courses within higher education, this article provides the first attempt to gauge and synthesise attitudes towards their implementation. Presenting the results of an evaluative survey that collates educators' current views on the implementation of these NMC standards, the authors detail and analyse the past and continuing impacts of this paradigm shift on staff, students, and practice. The findings contribute to the nascent body of knowledge, primarily clustering around four interlinked themes: slow acclimatisation to new models of assessment and supervision; variation in levels of preparation; prohibitive workloads; and role conflict. The authors conclude by providing a recommendation that more robust training resources around the NMC's standards are implemented nationally, in order to provide consistency of delivery by educators across the sector.
Asunto(s)
Educación en Enfermería , Partería , Estudiantes de Enfermería , Humanos , Embarazo , Femenino , Estudiantes , Docentes de Enfermería , Competencia ClínicaRESUMEN
Physically disabled children and young people (PDC&YP) face many challenges when participating in out-of-school activities. PDC&YP should have the same choices and opportunities as other C&YP: to forge friendships locally and to access out-of-school activities. However, PDC&YP have fewer opportunities than their non-disabled peers due to challenges such as access, support, and suitable provision. This multi-method qualitative study examined the factors affecting participation of PDC&YP in out-of-school activities. The perspectives of PDC&YP and parents were sought using a range of data collection tools. These included interviews, focus groups, and creative focus groups with 13 PDC&YP and 19 parents. Play-based creative focus groups were specifically designed for PDC&YP aged 7 to 17 years. The study demonstrated that PDC&YP enjoy specialist disabled activities to meet others 'like them' but want more local opportunities to do this. Some PDC&YP and parents felt they were not disabled enough for 'disabled' activities but not able enough for mainstream. PDC&YP requiring personal care were a 'hidden' group who are at risk of missing out on experiences that they are entitled to. The study concludes by presenting the need to improve provision through disability awareness training and a co-ordinated partnership approach to be employed by the local authority to raise the profile of disability and 'bridge the gap' between service users and service providers. The social needs of children require the same focus and attention to aid their wellbeing and to enhance out-of-school lives.