1. Introduction to Mayfield Ward

Contents

1.  Introduction to Mayfield ward

2.  Statement of Values

3.  Allocation of student to mentor

4.  Role of mentor and associate mentor

5.  Role of practice education facilitator

6.  Role of Link Lecturer

7.  Mayfield’s student resources and learning opportunities

8.  Learning opportunities

9.  Assessment Documentation and cap booklets

10.  NES Quality standards for practice

11.  Proficiency standards for pre registration nurse education

12.  NMC Documentation and booklets

Mayfield

Assessment & Treatment Unit

Lynebank Hospital

Providing a specialist service in a safe and welcoming environment

Introduction

Mayfield is an assessment and treatment unit which provides care for up to 13 adults with learning disabilities. Most of the ward’s admissions are adults with learning disabilities living either with relatives or with support staff from communities across Fife, although some may be transferred from other hospitals if more specialist input from learning-disabilities trained staff is required.

Because of the dynamic nature of the unit, and of the needs of those being admitted, patients will have a variety of care-needs. However, other contributing factors such as a range of impaired social or self-help skills, impaired cognitive ability, mental illness, and varying degrees of challenging behaviour lead to the patients presenting with their own unique nursing requirements.

This therefore necessitates the importance of a person-centred approach to the treatment and care of each resident.

Because a number of patients are likely to be detained under the Mental Health (Care & Treatment)(Scotland) Act 2003, Mayfield operates a locked-door policy, with each member of staff carrying a pass key. All members of staff and visitors to the ward are given a personal alarm for their safety and security: when activated, the alarm system alerts staff teams from other wards within the hospital to respond to the ward requiring help.

Although Mayfield is a locked ward, relationships on the ward are maintained on an informal basis to help promote a more ‘homely’ ethos, whilst maintaining staff/resident boundaries within a secure environment. Students are supported and guided by trained staff to ensure that this ethos is maintained.

The unit aims to provide a safe, secure and comfortable environment, with policies, procedures and guidelines designed to reflect this as far as is practicable. Residents’ concerns, issues and requests are of great importance to the cultural ethos of Mayfield, and all are dealt with in a prompt and expedient manner.

The nursing team on Mayfield is a highly dedicated and motivated team, which strives to provide a high quality service. Continuity of care is promoted through the use of the named-nurse system, which ensures that care is planned and delivered on an individualised person-centred basis. The nursing team forms part of the ward’s multi-disciplinary team, which meets on a weekly basis to plan and evaluate each patient’s care and the management of the unit. Student nurses will have the opportunity to meet and work with all members of the ward’s multi-disciplinary team.

The Mayfield Unit has a set of four guiding principles, underpinning all care and treatment for our patients:

·  To provide a welcoming environment that builds trust and confidence

·  To provide high-quality, effective, evidence-based treatment for patients that is clear, planned and co-ordinated, and which involves and supports them and their carers.

·  To work in partnership to provide a seamless service

·  To operate in accordance with relevant legislative frameworks

Philosophy of Values in Relation to the Educational needs of the Student Nurse

The ward’s philosophy is underpinned by the complex health and psychological needs of the client group which is achieved by balancing the demands and degree of risk that the clients’ needs pose. These values can be defined through health surveillance, health promotion, education, social inclusion and through clinical practice which is therapeutic and evidence based by utilising up to date clinical knowledge and skills.

We will endeavour to provide a learning environment that identifies individual students learning needs through set goals, planning, implementation and evaluating learning through the goals achieved.

This will be achieved by:-

·  Planned learning with aims and achievable outcomes, reflection and feedback that is meaningful and relevant to the needs of the learner.

·  A supportive learning environment

·  A setting where education opportunities are provided and maximised.

·  A setting that stimulates challenges and provides effective learning.

·  Learning in partnership

·  Clear objectives and action plans for learning with a sense of purpose which are relevant to the student’s learning needs and context in which the student is learning.

·  Supportive- providing support as well as challenge.

·  Holistic- seeing the student as a person as well as a practitioner.

·  Individualised- developing a personal development plan to respond to needs and wants.

·  A climate of mutual respect and courtesy.

The system currently in place for allocating students to their mentors within Mayfield is as follows:-

1)  Notification is received from the university that a student has been assigned to Mayfield. The Senior Charge Nurse will discuss with the senior nursing team the most appropriate person to take on the role of mentor for the student in question. The student will then be allocated a named mentor who is R.N.L.D or R.M.N. The student’s second mentor may be from the opposite branch of nursing: this enables the student nurse to receive intensive support from both branches.

2)  Once the mentor has been identified, it is their responsibility to contact the student nurse through an introductory welcome letter and enclosing a copy of the ward orientation\induction booklet, along with a list of the learning opportunities available for the student nurse at Mayfield (see appendix)

3)  Prior to the student nurse’s arrival on the ward, the student nurse will be expected to formulate a draft list of learning outcomes that they wish to progress at Mayfield.

4)  Within the first week of the student nurse’s placement within Mayfield, an action plan will be developed to meet the individual learning requirements of the student nurse in conjunction with the student nurse provided list. This will be formulated with regards to the student nurse’s required competencies and in line with relevant university placement documentation.

The role of the named mentor and second mentor within Mayfield is to promote the professional and personal development of the student nurse, in line with their role expectations and the programme they are undertaking.

To achieve this aim mentorship planning must be carefully structures to meet the educational needs of the student nurse.

Mentors within Mayfield will:-

·  Provide students with a professional role model

·  Manage and facilitate the educational programme for their student nurse

·  Liaise with, and utilise the skills of, other team members to meet the educational needs of their student.

·  Ensure that all students are given an appropriate level of supervision throughout their placement.

·  Provide the student with ongoing formative assessment of their performance, in line with the outcomes/competencies that they are expected to achieve

·  Provide the student with a written formative assessment at the midpoint of their placement, and a written summative assessment at the end of their placement. Both will be completed in a timely fashion.

·  Identify appropriate learning opportunities for students within their own and associated practice placement areas.

·  Engage in life-long learning

·  Evaluate their own mentorship activities

·  Participate in the evaluation of their practice placement areas as an effective learning environment.

The role of the Practice Education Facilitator (abbreviated to PEF) is to enhance the quality of the practice learning experience.

·  Enhance and support the role of the mentor within the practice placement area.

·  Provide robust communication networks between practice placement areas and higher education institutions.

·  Suggest strategies to enhance the practice placement learning environment.

Name Julie Smith

Email

Work Phone 01383 623-623 ext 35387

Office Location Practice Development Office

Lynebank Hospital

Halbeath Road

Dunfermline

KY11 4UW

Areas Covered Lynebank Hospital

The role of the university’s link-lecturer is to facilitate the following:-

·  To provide effective communications between the educational establishment and the clinical area.

·  To act as a support/educational resource for clinical staff as they mentor and assess student nurses.

·  To ensure that all programme information and educational polices held in the clinical area are kept up-to-date.

·  To introduce new educational procedures and policies to clinical staff, and to provide support while these are being implemented.

·  To provide information to the clinical staff about relevant post-registration and post-graduate programmes being offered by the educational establishments.

The student nurse will have use of the hospital’s I.T. suite via their mentor, along with access to the ward PCs. Students are directed to the NHS Fife I.T. use policy, which is available on the ward for scrutiny. Internet access is available, with restrictions which should be observed.

The student nurse has access to the ward’s small library of .pdf files, which cover a variety of nursing topics. The resource is still under construction and, as such, is an on going process.

Access to the medical library at Lynebank can also be arranged, via the student’s mentor.

Learning Disability/ Forensic issues:-

·  Socio-Sexual issues

·  Autistic spectrum disorder

Mental Health issues:-

·  Understanding of different mental health issues.

Admission and discharge process:-

·  Referral procedures

·  Admitting and welcoming new arrivals (Planned and Emergency)

·  Timely and supportive discharge

Assessment and care planning;-

·  Person centred approaches to care planning

·  Mental and physical well being

·  Social and personal well being

·  Risk assessment and planning

Provision of effective care and interventions:-

·  Behaviour therapy

·  Cognitive therapy

·  Communication and social skills

·  Speech and language therapy

·  Occupational therapy

·  Activity programme

Evaluation of care planning:-

·  Service user involvement

·  Multi disciplinary reviews

Legal Issues:-

·  Mental health care and treatment act (2003)

·  Risk management

·  Care programme approach

Meeting Physical health needs:-

·  Health needs action plan and the use of the My Yearly Health Check.

·  Health needs assessment.

·  Access to health needs promotion advice in accessible format

·  Access to a range of different physical activities

·  Smoke-free environment

·  Dietary assessment & needs

Communication:-

·  Provision of clear information in accessible formats.

·  Exploring barriers to communication

Provision of activities:-

·  Access to person-centred stimulating activities

·  Tastes and capacities

Promoting independent-living skills:-

Involvement of families/carers:-

·  Provision of information, support and advice to enable them to be effective partners in care

Quality Improvement:-

·  Commitment to ongoing quality improvements

·  Clinical governance –Risk management, Clinical Effectiveness, CPD, Research and Development, PFPI

·  Clinical effectiveness facilitator

Forensic Management Care Network:-

Clinical Supervision\Clinical Awareness:-

Infection Control Issues:-

·  Cleanliness Champions

·  Hand washing

·  Sharps disposal

·  Audits

Emergency Procedures:-

·  Cardiac arrest

·  Fire procedures

Administration of medicines:-

·  Regular medication

·  As-required medication (Oral and I.M.)

·  Depot injections

Management of Violence and Aggression:-

·  De-escalation techniques

·  Physical interventions (spectating only)

·  Recording and reporting

Multi disciplinary/Multi agency working.

·  Individual roles and responsibilities

The student nurse’s assessment documentation will consist of the relevant documentation provided by the student nurse’s respective university. Mentors and associate mentors will make themselves familiar with the requirements of the documentation and will have completed appropriate mentorship training.

The student nurse’s mentors will ensure that all documentation is completed in a timely fashion and that appropriate feedback is given to the student nurse.

Please refer to the appropriate university placement documentation file for all relevant student nurse placement documentation.

Date /

Subject

/

Signature of

Student / Signature of Mentor/or
Other
Orientation to ward environment:
·  Layout of hospital
·  Visit other departments
·  Layout of unit
·  Fire procedures
·  Fire role/location of Fire Points/exits
·  Locked doors - pass key / pass fob
·  Special considerations for ward environment
Orientation to Duty Room:
·  Patients’ medical / nursing notes
·  Ward diary
·  Off-duty request diary
·  Daily management folder
·  Filing system
·  Phone - Emergency numbers - location in unit - Bleep system
Ward philosophy, aims and objectives. Show understanding of & adherence to.
Introduction to staff, to patients and to the multidisciplinary team.
History and care management:
·  Ongoing
·  Introduction
Staff establishment and dress code.
Duty Bleep Manager - role and locating.
Ward management:
·  Style
·  Use of Management Folder
Date /

Subject

/ Signature of
Student / Signature of Mentor/or
Other

Communication

·  Handover reports
·  Day/night reports
·  Communication book
·  Monthly resident meetings
·  Weekly resident/named nurse meetings
·  Staff meetings
·  Multidisciplinary meetings
·  Memo folder
·  Notifying relative sheet
·  Incoming calls
·  Regular updates to family
Location of learning resources, for ward and hospital.

Clinical Supervision: Understand -

·  What it is
·  Importance of
Identification of own learning needs in consultation with your Mentor.

Finance

Demonstrate understanding of:
·  Capacity / “Incapax”
·  Imprest System
·  Buying orders / special requests
Accident / Incident / near miss reporting procedure. Demonstrate understanding of and adhere to procedures.
Health Needs Assessment - Demonstrate knowledge & understanding of this.
Discharge Planning - Demonstrate understanding of the procedure associated with discharge.
Demonstrate an awareness of community services.
Risk Assessment - Demonstrate an understanding of the process.
Date / Subject / Signature of
Student / Signature of Mentor/or
Other
Demonstrate understanding of the need for special dietary requirements.
Medication:
·  Code of Practice
·  Preparation, administration, recording and completion.
·  Ordering
·  Drug Error Policy
·  Pass Prescriptions
·  Other policies e.g.

Anaphylaxis

Immunisations
Flu vaccinations at Lynebank etc.
·  Knowledge of commonly used medications
Demonstrate knowledge and understanding of all of the above.
Demonstrate knowledge and understanding of the role of the Staff Nurse in this area.
Recognise and understand the role of other disciplines/agencies e.g.:
·  Dentist
·  Chiropodist
·  Day Services
·  Catering Services/Facilities Department
·  Finance
·  Medical Staff
·  Speech and Language Therapy
·  Physiotherapist
·  Practice Development Nurse
·  Line Manager
·  Dietician
Compliments, Suggestions and Complaints Knowledge and understanding of Trust Policies.
Date / Subject / Signature of
Student / Signature of Mentor/or
Other
Sickness, Absence Reporting.
Show knowledge and understanding of procedure and adhere to.
Specialist Knowledge.
Show an understanding of level of knowledge required for this client group.

Groups

·  Learning Disabilities Professional Nurse Forum.
·  Infection Control Link Nurses
·  Clinical Practice Meetings
Demonstrate an awareness + understanding of the importance of these groups.
Special considerations for environment:
·  Door checks
·  Supervision / observation of patients / general observation guidelines
·  Wipe-clean board at entrance - use of
·  Access to each others’ bedrooms
·  Access to games room / smoke room / duty room / kitchen / utility room
·  Access to patio / garden area
·  Property list / access to storage
·  Use of personal safety alarms / documentation / testing
·  Unit guidelines - copy of
·  AA1 Form - Suspected abuse of service users / Policy awareness / location of form

Protocols for Mayfield:

·  Read and sign
·  Demonstrate knowledge / understanding of Protocols
Date / Subject / Signature of
Student / Signature of Mentor/or
Other
Working with families:
·  Introduction to families
·  Effective communication
·  Resident confidentiality
·  Regular updates
·  Case reviews
·  Escort guidelines
·  Empathy / understanding
Recognise the importance of the above and enhance skills in this area.
Use of kitchen:
·  Elementary Food Hygiene course
·  Basic Hygiene
·  Use of protective clothing
·  Code of Practice / Food / Hygiene
·  Fridge, freezer daily temperature recordings
·  Food temperatures / recordings
·  Food storage / labels / dates
·  Stock rotation
·  Designated areas for eating/drinking