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SSSA

Course Contents

01 Roles and Responsibilities

05 Giving Feedback

02 Understanding Students

06 Coaching Basics

03 Assessing Learning Needs

07 Raising Concerns

08 ePAD

04 Assessing Learning in Practice

Housekeeping

Some things to keep the day flowing smoothly

3. We will have tea breaks and a lunch break. Please be ready to continue on time after the breaks

1. Keep your cameras on!

2. Take part! Shout out questions and answers, interact with us and each other

4. This presentation is interactive. There will be questions for you to answer and buttons that you can click on.

Module 01

Roles and Responsibilities

• explore interpersonal and communication skills for providing feedback to students
• demonstrate how all the key roles work together to supervise and assess students

The old NMC standards

The new NMC standards

Standards to Support Learning and Assessment in Practice (SLAIP)

• pre-2019
• students only had one "mentor"
• you had to work with them for 40% of your placement
• challenges with failing to fail
• less variety (student only had 1 mentor)

The old NMC standards

The new NMC standards

Standards to Support Learning and Assessment in Practice (SLAIP)

• pre-2019
• students only had one "mentor"
• you had to work with them for 40% of your placement
• challenges with failing to fail
• less variety (student only had 1 mentor)

The new NMC standards

Standards for Student Supervision and Assessment (SSSA)

• effective since 28 january 2019
• introduces new roles (practice assessor and supervisor) and removes old mentor role
• designed for flexibility and multidisciplinary learning
• learners can go sit with different clinical teams
• wider range of experiences

Practice Supervisor

Practice Assessor

Academic Assessor

• role model
• supports student within their scope of practice
• provides feedback to the assessor

• conducts assessments with feedback from practice supervisors
• make and record evidence-based assessments

• works at the university
• confirms student achievement of proficiencies and programme outcomes
• record and maintain objective evidence

Practice Supervisor

Practice Assessor

• signs off initial interview
• conducts the mid-point and final interviews
• professional values
• episodes of care
• medicines management
• completes OAR at the end of placement / end of year

• conducts the initial interview
• appraises mid-point professional values
• contributes to the proficiencies
• signs off service user feedback
• signs off inter-professional working page

Practice Supervisors

7. raises concerns when appropriate (with support)

4. has current knowledge and experience of their area

1. role model for the student

2. supports learning within their scope of practice, to help student meet proficiences & outcomes

5. contributes to student record of achievement and assessments

6. shares observations with practice assessor and academic assessor

3. provides feedback on progress

Practice Assessors

7. the same person can not be the student's assessor and supervisor at the same time

4. work together with the academic assessor

1. conduct assessments with feedback from supervisors

5. ensure they have enough time to observe the student, gather and coordinate feedback on student performance

2. make and record objective, evidence-based assessments

3. maintain current knowledge and expertise

6. support learning in line with NMC standards

Academic Assessors

4. work together with the practice assessor to evaluate and recommend student progression

1. confirms student achievement in the academic environment

2. make and record objective, evidence-based assessments

5. have an understanding of the student's learning and achievement

3. maintain current knowledge and expertise

Students

4. actively seek out supervisors to support learning and encourage feedback to be recorded in PADS

1. must have prepared for the placement

2. understand which proficiencies they need to achieve

5. must know the nominated PA, PS and AA

3. be aware of main points of contact

Everyone is responsible for documentation (even the student) Why is documentation so important?

Speak up...

• share some experiences from when you were a student
• can you remember your mentors/supervisors? What were they like?
• what were some of your best and worst memories?

Module 02

Understanding Students

• appreciate how students feel
• understand ways to support students
• be aware of how to develop a learning environment

Speak up...

• who can be a Practice Supervisor?

• who can be a Practice Assessor?
• what are their main responsibilities?
• what about the Academic Assessor? What are their responsibilities?

What do students think?

• most will be excited, they're en route to becoming a nurse!
• excited to put theory into practice
• to maintain enthusiasm, students need to feel valued and involved in the team and the work

Some students may be apprehensive...

• they may have had a poor previous experience on placement
• most students want to learn
• they will respond accordingly, given appropriate support and a conducive learning environment

Different learners in the workplace

Nursing Associates

Pre-registration nursing student

new band 4 role coming to primary care

students from universities, varying experience levels

Supporting different learners can be challenging.

Healthcare Assistants

Nursing Apprentices

They require different levels of support.

a new role (2018) - students learn in the clinical setting, 1 day a week at university

these roles are expanding to provide more care, often learning in practice

Most students are quite similar - excited and apprehensive

Different needs...

1st

2nd

3rd

year

year

year

By second year, students should have an idea of the level they're working at.

Final year - they may be on their managerial placement with you.

These students might need more hand-holding.

It may be their very first placement.

They need to set their own goals with your guidance.

They may be able to set their own goals.

Need to set realistic targets they will be able to achieve.

Different assessments...

1st

2nd

3rd

year

year

year

Active participation in care.

Practicing independently with minimal supervision.

Guided participation in care.

Performing with increasing confidence and competence.

Minimal guidance.

Leading and coordinating care with confidence.

Increased confidence and competence.

Opportunities to shadow other professionals so I understand their roles and how they fit in to the team.

Supervisors and assessors who are friendly and approachable, so I don't worry about asking questions or being a nuisance to team.

Teaching sessions are helpful to improve my knowledge and put it into context.

What do students want?

Someone who can sign off skills in my PAD as I complete them, so it isn’t all rushed at the end of the placement

An orientation to the setting and instruction to general layout so I know where to find things and I can help out more

A chance to sit down with my practice supervisor for the interviews so I know what to expect and what I should be doing.

I want to feel involved, to be part of the team and not just 'the student'

What makes a positive learning environment?

1. Showing respect for each other, treating everyone as an individual

4. Setting realistic challenges and goals

7. Coaching students, developing their knowledge, skills and experience

5. Providing non-judgemental and non-critical feedback

8. Orientation - introduce them to all the teams & procedures in your workplace

2. Acting as a role model to both learners and staff - 'behaviour breeds behaviour'

6. A variety of opportunities, recognising different learning styles

9. Including the student in daily activities, helping them to feel part of the team

3. Supporting learners, making them feel safe and comfortable to ask questions.

Let's talk...

• can you think of any special education needs a student might need?

Some special educational needs you might encounter

1. Dyslexia

6. Difficulties remembering

2. Dyspraxia

7. Problems reading / writing

3. Dyscalculia

7. Getting distracted (ADHD?)

4. Physical disabilities

5. Mental disabilities

Supporting students with special educational needs

Some things to keep in mind...

• be observant to the learner's needs
• break down tasks
• be clear and concise

• mirror their language - meet them at their level
• encourage them to participate and ask questions

• some learners may have difficulties or special educational needs

• supporting learners with disabilities involves taking additional care
• some learners may not want their disabilities known, or their disability may not be obvious

Let's explore some special educational needs you might run into...

Let's talk...

• can you think of any extra support you might be able to offer these learners in practice?

• give instructions one at a time
• communicate instructions clearly and slowly, ideally in a quiet room
• write down important informations and plans of action
• demonstrate how to do a task
• supervise them to make sure they have understood
• ask them to repeat instructions back to you
• don't hint or assume you have been understood - be explicit and check with them

Difficulty remembering and following verbal instructions

• use mnemonic devices and acronyms
• write things down so they can check back at a later time
• use software - voice recorders and notes apps
• have a calculator handy
• practice ahead of time, and allow enough time for participants to grasp information

Memory issues

• students might struggle using numbers, counting backwards, estimating, remembering, placing value
• they might not know if their answers are right, or close to right
• maths anxiety
• you might need to go back to basics and cover their weaker topics

Dyscalculia or other methematical learning difficulties

• give learners enough time and space to write notes, preferrably uninterrupted
• let learners write drafts that you can check through before they write them into patient records
• create a checklist for what notes should contain
• use simple language (avoid jargon), bullet points, short paragraphs
• printing documents might help
• they might need support with spelling - you could keep a list of common words handy

Writing notes

• provide learners quiet time (and/or a quiet room if available) to complete tasks like paperwork
• avoid interrupting them where possible

Distractions

• help learners build a list of how long things take to do
• learners might not be able to plan a whole day, but maybe they can plan their morning or the next couple of hours. Break the day down
• remind the student of any upcoming deadlines or tasks they need to complete

Time management

• provide opportunities for learners to practice
• explore options for alternative/specialist equipment - providing these may constitute a "reasonable adjustment"

Manual dexterity

• present information more than once, using different formats if possible
• allow opportunities to practice
• use mnemonics, flowcharts, protocols to help teach procedures
• encourage learners to reflect, to help them transfer previous learning
• try not to rush them

Sequencing tasks

• have a list of commonly used drugs in your area
• consider using a visual guide to differentiate similar drugs (you can try color codes)
• ensure a BNF (or alternative) is always available
• create a specimen drug chart for the learner to practice with
• if the learner is struggling pronouncing drugs, you could consider using a digital recorder to record drug names and help the student to practice

Reading medication page

• allow learner to work it out at their own pace - don't rush them
• provide concrete examples to practice with - learner might struggle with abstract calculations
• guide them through structured learning (textbooks etc)
• calculators
• avoid putting the learner in stressful situations (rushed deadlines etc)

Calculating drug doses

• learner might have difficulty organising thoughts coherently, pronouncing medical terms and understanding abbreviations
• try to make them feel comfortable - problem will get worse if they are anxious
• don't draw attention to mistakes
• try not to use abbreviations
• don't put them on the spot
• if they have dyslexia, don't ask them to real aloud
• don't pressure them to write in front of others

Discussing clinical issues

Let's talk about quality...

• what skills do you think make a good supervisor / assessor?
• what qualities did you value in your mentors / supervisors when you were a student?

Consider the following skills:

• ability to build rapport
• good communication skills
• careful, active listening
• asking different sorts of questions
• giving feedback in a constructive, positive, non-judgemental way
• being encouraging, approachable and friendly
• understanding the different roles and responsibilities
• coaching skills to guide the learner

Tea Break

See you in 10 minutes

Module 03

Assessing Learning Needs

• how supervisors and assessors can help students set goals
• understanding ways of learning
• how to tailor goals to the individual

Let's talk...

• when is a good time to set goals?
• what sorts of questions could you ask to find out what goals a student wants to set?

The Initial Interview

This is your first chance to get to know your student. You can find out what they already know, what they need to learn (proficiencies, skills, theory). This is a good time to set learning goals and plan how you may achieve them.

EPAD Page

Setting learning objectives

• needs to be done following the guidance with the PAD
• need to take into account the student's year and previous experience
• set SMART goals
• important not to overwhelm your student

Some tools to help

• Gap Analysis
• SLOT Analysis
• SWOT Analysis

Gap Analysis

• a simple way of finding learning needs
• compare a student's current knowledge and experience to where it should be
• you can find the "gaps" and find a way to fill them

SLOT Analysis

SWOT Analysis

• a variation of SWOT
• focus on Learning needs rather than Weaknesses
• more appropriate for developing staff

• take a "snapshot" or a learner at a single point in time
• if something changes, you should repeat this

Let's reflect...

• what would YOUR SLOT analysis look like?
• now consider your new role as a PA / PS. What will your learning needs be?
• what opportunities will you have to develop?
• what are you worried about? What could hinder your development?

Ways of Learning

• what goes into the learning process?
• how do different people learn best?

Honey and Mumford's Learning Styles (1986)

More on Learning Styles

Let's reflect...

• how do YOU prefer to learn?
• what is your learning style?
• how does this affect your learning?

Turning learning needs into objectives

• we need to prioritise the student's learning needs, which will depend on experience, confidence, and the placement setting
• don't set too many objectives at once
• can set objectives multiple times in one placement (eg initial and mid-point interviews)

SMART Targets

Making sure objectives are SMART will make them easier for the learner to achieve and for you to review.

"To be able to explain the 6-in-1 child immunisation course to a parent by the end of the placement"

is an example of a SMART goal - can you think of any more?

Module 04

Assessing Learning in Practice

• what assessments need to be completed on placement?
• how do you measure student performance?
• documenting and evidencing assessments

What is an assessment?

Assessments in SSSA

Evaluating a student's competence over a period of time.

• Programmes are split into 3 Parts (1 part per year)
• Different assessments at different times:

• Professional values - per Placement
• Proficiencies - per Part
• Episode of Care - per Part
• Medicines Management - per Part

This may involve different areas of competence.

Proficiencies

• can be completed multiple times, at least once per year
• can be done by Supervisor or Assessor
• previous entries recorded in the pad so you can track student progress

EPAD Page

Medicines Management

• assessed and signed off by Practice Assessor
• This may have been done already in another placement - just check if it needs doing
• In General Practice - it could be adminstering a vaccine

EPAD Page

• Year 1 - meet needs of one person (one foramtive and one summative help to break the monotony)
• Year 2 - meets needs of groups with complex needs - two summative
• Year 3 - supervising and teaching, organising and management (2 summative)

Episodes of Care

• must be completed by the end of the year by the student and signed off by the Practice Assessor
• Must reflect on a specific example of where the student has delivered care
• Both student and Assessor must reflect on how well the student met NMC standards

EPAD Page

Professional Values

• Assessed every placement
• Practice Supervisor can assess these at the mid-point interview, but Practice Assessor MUST assess at final interview
• Students to complete a reflection based on a particular experience in practice, linked to the NMC code

EPAD Page

Assessments in Practice

We assess students with the aim of improving and motivating them.

All assessments in practice should be based on criteria laid out in the PAD.

Assessment in practice is not related to peer performance.

Types of assessment

Formative

Summative

Diagnostic

• continuous assessments throughout the programme
• regular feedback based on learning objectives
• help monitor progress, motivate and encourage
• evidence-based

• formal processes at set points during the placement
• assessed against set criteria
• could be an observation, OSCE, Q&A, exam
• more judgemental and conclusive

• provide a baseline, from which learning objectives can be set
• should be done at the start of the placement, based on student's own self-assessment
• SLOT analysis might be useful

Let's reflect...

• Think about some assessments you've had
• What type of assessments were they?
• How did you feel during the assessment?

How did the feedback make you feel?

How to assess

Discussion

Working Alongside

Q&A

Direct Observation

• discuss different clinical scenarios or patient stories
• you can gauge the student's understanding and how they would deal with the situation

• assessing competence, confidence, attitude and behaviour when working with a student
• should be assessed during an episode of care

• questioning related evidence-based practice
• ask questions to test your student's knowledge

• shadowing / role modelling can help if the student is lacking confidence
• be mindful of the student's behaviour and attitude
• your presense might cause nerves!

How to know if your student is on track

Reflective Questioning

Presentation

• you could ask your student to give an informal presentation on a topic
• encourage them to research and prepare
• useful for developing confidence in that topic

• encourages learning by developing self-awareness, critical analysis and evaluation skills
• demonstrate knowledge and understanding
• inform how to practice in future

Evidence

All assessments should be evidenced. Here are some ways you can evidence your assessments.

1. Notes

• should be taken during or immediately after observations
• encourage students to reflect on their own performance, strength and areas for development

2. Feedback

• from colleagues, health professionals or service users
• should always be written
• try and have a variety of feedbackfor a balanced perspective
• especially useful to inform decisions related to performance concerns

Considerations for collecting Service User Feedback

• service users shouldn't feel pressure to give feedback
• they shouldn't feel responsible for decisions affecting the student's progress
• some patient might be too ill or vulnerable to give feedback
• service users might have preconceptions about what care should look like
• service users might not understand what is required of them when giving feedback
• negative feedback should not affect the care a service user's care
• try not to have a biased selection of service users

Questioning

A useful way for assessing a student's understanding and knowledge

• the quality of the response depends on the quality of the question
• effective questioning helps build rapport, gather better information and helps students learn
• should pace questions to avoid overloading a student

Let's explore some different types of questions

• usually invite one-word answers
• useful for fact finding
• otherwise limited in providing information

Closed questions

• broad questions which may provide a lot of information
• puts the onus on the learner to provide detail

Open questions

• aka the "funnel technique"
• try to pick up what the learner is saying and "probe" them further
• useful for getting to the root of a topic

Probing questions

Leading questions

• guide the learner towards the right answer

• these questions don't require a response
• they encourage the student to think about the subject of the question

Rhetorical questions

• encourage the listener to remember / recall something
• useful for linking learning to other topics

Recall questions

• encourage the learner to respond by engaging their feelings
• use reflective verbs like "think" or "feel"

Reflective questions

Documentation

All Supervisors and Assessors are accountable for assessments and decisions made

• documentation needs to be sufficiently detailed
• should use supporting evidence, including observation and reflection, to inform decisions
• students are always assessed against proficiencies in their PAD

EPAD Page

What could affect the validity and reliability of assessments?

• student's own readiness, preparation and/or confidence
• preconceived ideas based on other students' performance
• uncertainty of documentation and assessment requirements
• workload pressures - don't leave everything til the end!

• inadequate feedback from colleagues
• bias towards the student - positive OR negative
• insufficient opportunity to observe and assess
• inappropriate method of assessment / not enough methods

Tea Break

See you in 10 minutes

Module 05

Giving Feedback

• what is feedback?
• how to give effective feedback

What is feedback?

• giving people an insight into their performance
• allowing your student to learn from your experience
• good feedback can motivate and empower the learner
• feedback given badly can demotivate and discourage

Types of feedback

Constructive

Positive

Negative / Destructive

praise which will motivate an individual and help them feel valued

feedback that is not intended to improve or help an individual and is given for the benefit of the giver

giving information to improve performance or behaviour or to reinforce certain standards

should only be given sincerely and when deserved, otherwise it can lose value

aims to develop the learner

Let's reflect...

• can you think about some feedback you've received?
• how did it make you feel?

A trainee practice nurse administers an injectable flu vaccine instead of nasal, working outside of the scope of the PGD.

She reported it to her PA...

• how would you give positive feedback?
• negative feedback?
• constructive?

Johari's Window

• useful tool for developing self-awareness
• feedback can help develop the "blind self"
• you can also encourage students to expore the "unknown self" through positive reinforcement

Considerations when giving feedback

• care about what you say and how you say it
• give feedback as soon as possible
• don't give feedback to make youself feel better - feedback is for the learner
• be clear, concise and specific, use examples
• be positive, constructive and objective, using positive language
• avoid the word 'but', negative language, confrontation

More considerations when giving feedback

• praise where appropriate
• focus on the present and future, not the past. Explore alternatives, look for a way forward together
• involve the student in your feedback; ask questions and listen
• summarise at the end, confirm they understand and agree on actions

‘I keep six honest serving men: they taught me all I knew. Their names are What and Where and When, How and Why and Who ’ - The Elephant's Child, Rudyard Kipling

Kipling's Men

Breaking down your feedback

1. What

4. How

What feedback do you need to give? What's the key message? What examples do you have?

Feedback should be given sensitively, creating a back-and-forth dialogue

2. Where

5. Why

Feedback should be given in a quiet place without interruption - both positive and negative

Feedback should only be given to help someone develop, improve a situation, or share information/standards

3. When

6. Who

Consider the timing. Should be ASAP after the event, but consider timing it well - not at the end of a long shift

Think about the person receiving the feedback, how they will react. Make sure you are prepared for their reaction

IAID Model for Feedback

Module 06

Coaching

• what is coaching?
• exploring different coaching models

coaching

guiding someone through their thought process and deciding their own way forward

Coaching is one technique we can use when supervising learners

advising

giving opinions or information which may by based on your own experience

instructing

telling someone how to do something

Here are all of the techniques we can use:

counselling

helping someone take responsibility for something in the past

mentoring

combines elements of all of the above

Which coacing skill would you use?

for each of the following scenarios, pick which coaching skill would be most suitable

Coaching is usually the most effective technique for supervision

It lets the learner figure things out on their own, while also benefiting from your guidance and experience

Using careful questioning, we can let learners think of their own answers to their problems. This facilitates their thought process, developing their own problem solving and critical thinking. Over time, the person will internalise the coaching thought process and become more independent.

Coaching Models

These can be useful for structing your conversations.

We will be looking at 2:

GROW and SOAR

Goal

Reality

Options

Will

What is the subject? What outcome are you seeking? How long do you have to achieve this?

Goal

Identify the goal

What is your current situation? What are your current skills/weaknesses? How much control do you have over the situation? What's the real heart of the problem?

Reality

Identify your current situation

What are all of the ways you can approach the issue? Make a list of all alternatives, complete and partial solutions. Which would be the best or most satisfying?

Options

Identify what steps you can take

Which option will you choose? How well does this option meet your objectives? What are your success criteria? How exactly will you go through this process?

Will

Choose your way forward

Situation

Outcomes

Actions

Review

What is your current situation? What obstacles are in your way?

Situation

Identify your current situation

What would you like to achieve? How long do you have? How could this impact other areas?

Outcomes

Identify your desired ourcomes

What options do you have? Which would be the best / most fulfilling? How can you measure your progress?

Actions

Identify what steps you can take

Have you achieved what you set out to? What have you learned? Are you satisfied?

Review

Reflect on your goals

Imagine you are a Practice Supervisor for a 2nd year student who you've been working with for around 6 weeks

Your student said she is finding it hard to deal with some of the more difficult patients. Which coaching model would you use? Which questions would you ask?

Reflective Coaching

Encouraging the other person to reflect using a model

Asking them questions, working through a model and generally encouraging the other person to begin reflecting. It can be done after an incident (good or bad) or a notable experience.

Rolfe et al Reflective Model (2001)

What?

So what?

Now what?

So what action did you take? So what was the result? So what did you learn?

Now what are you going to do in future? Now what will you do differently?

What was the situation or event? What happened and how did you feel?

Tea Break

See you in 10 minutes

Module 07

Raising Concerns

• underperformance can be difficult to address
• it is still important to identify and address it
• appropriate action should be taken as early as possible

Managing underperformance

This should not be seen as a negative thing. It should be taken as an opportunity to help the leader understand. You should work together to put strategies in place to improve them.

Addressing underperformance early will make it easier for both you and the learner to work together to improve it. Leaving it too late will only cause more stress.

Let's think...

• what may underperformance look like in practice?
• can you think of any examples?

What does underperformance look like?

5. A lack of initiative

1. Changes in attitude and behaviour

6. Withdrawal from the team

2. A lack of energy or enthusiasm

7. Poor or blunt communication

3. Poor self-awareness and reaction to feedback

8. Avoiding relationships with colleagues

4. Poor time management

Let's think...

• what can cause a learner to underperform?

What causes underperformance?

5. Stress and pressure

1. Unclear expectations

6. Insufficient knowledge or skills

2. Insufficient support / feedback

7. Feelings of inadequacy, other personal issues

3. Working relationships / workplace culture

8. Poor communication

4. Lack of interest in working environment

For each of the following examples, pick the most appropriate cause of underperformance

Addressing issues

• issues should be addressed as early as possible

• feedback should be given directly to the student in a private area
• give the student advance notice for the meeting

• provide specific examples
• identify action plan, SMART objectives and timeframes
• gain commitment from the learner
• continue to coach and support the learner

Why might it be difficult to raise issues?

1. Want to give learner a chance to develop

2. Lack of confidence in giving "difficult" feedback

3. Fear of consequences / repercussions

Priya is a third year student nurse. Her practice supervisor has raised a concern about her medicine management practice. On two occasions she found that the check was incorrect because she had calculated and drawn up the wrong dosage. You need to raise this as a concern with Priya, how will you go about this?

Action Planning

When the Practice Assessor identifies a cause for concern in student performance, they should liase with the Academic Assessor following the PAD.

The plan should be monitored by the Pratice Assessor.

Let's reflect...

Following your discussion with Priya and after a conversation with the academic assessor, you are raising an action plan. You should use the template in the PLPAD and complete the sections for nature of concern, what the student needs to do, support available and timeframe

Failing a student

• this is the joint responsibility of the Practice Assessor and Academic Assessor
• it's important to understand the process - this involves robust evidence and supporting information
• need to be prepared for the impact this will have on the student and their reaction
• don't forget your own feelings

The importance of failing

• failing a student is always a tough decision
• it should be the last resort after the student has been given EVERY opportunity to improve
• although tough, it is vital to ensure patient safety - unsafe or unprofessional staff could have serious consequences
• the Practice Assessor and Academic Assessor must work with the student to come up with a manageable action plan

How students may react

• anger
• denial
• sadness
• hurt
• betrayal

they might feel relief - they may have been struggling, they can now acknowledge their position and plan a way forward

or

Either way...

• it's a difficult situation for everyone involved
• it might be useful to try anticipate the impact this will have on the team and other students
• remember you will have support from South East London Training Hub and the Academic Assessor

Whistleblowing

• is massively important for ensuring the safety of patients and staff
• is part of your professional code of conduct - every HCP has a Duty of Care

Concerns that might require whistleblowing

5. Staff who are stressed or unwell

1. Unsafe working conditions

2. Unsafe patient care

6. Poor medicines management

7. Bullying and harrassment

3. Safeguarding issues

4. Staff working outside their scope of practice

SOS

Speak Out Safely

The Nursing Times Speak Out Safely campaign aims to encourage NHS organisations and independent healthcare providers to develop cultures that are honest and transparent.

Organisations who support SOS encourage staff to report incidents of poor practice which impacts patient care.

It is about ensuring patient safety and improving services, and should not be treated as disloyalty.

Find out more

Module 08

ePAD

• digital version of the Practice Assessment Document
• becoming more popular across London universities

You can log-in using any of these fake accounts.

ePAD

Digital Practice Assessment Documents

The ePAD is becoming more popular. We want you to be ready to use it.

CLICK HERE TO ACCESS THE EPAD

Take some time to click through the different pages of the ePAD. Don't worry - these are all fake accounts with fake students.

or go to panlondon.epads.mkmapps.com

Homepage

Individual Student's ePAD

Current Placement Details

Completing Forms

Check Practice Hours

Change Practice Hours