References

Department of Health and Social Care, Health Education England. Education and training tariff guidance and prices for 2021 to 2022 financial year. 2021. https://tinyurl.com/yc3s829x (accessed 16 February 2022)

Knight KH, Leigh J, Whaley V, Rabie G, Matthews M, Doyle K. The supervisor conundrum. Br J Nurs. 2021; 30:(20) https://doi.org/10.12968/bjon.2021.30.20.1156

Nursing and Midwifery Council. Standards for student supervision and assessment (Part 2 of Realising professionalism: Standards for education and training). 2018. https://tinyurl.com/4kmzn8j3 (accessed 16 February 2022)

The long-arm approach to placement supervision and assessment

24 February 2022
3 min read
Volume 31 · Issue 4

Since the 2018 implementation of the Standards for Student Supervision and Assessment, pre-registration nursing education placement providers require health and/or social care registrants to supervise and assess students on practice placements (Nursing and Midwifery Council (NMC), 2018). These regulatory changes are in line with recent moves to develop integrated care systems and place-based care: an approach that emphasises the need for fewer referrals into statutory health services. Private, independent and voluntary organisations (PIVOs) are a valuable source of these types of practice placements, but many have lain dormant since 2018 because they do not employ registrants, and thus struggle to meet regulatory requirements for assessing students in practice.

In response, the University of Chester's Faculty of Health and Social Care has developed an innovative long-arm practice supervision model, which supports the development of these types of practice placements as hubs and also funds the registrants to deliver it, ensuring optimum support for students and the practice area. This model expands and broadens in scope the University's placement capacity, and structures engagement with its PIVOs—for instance, charities and specialist schools. The long-arm approach was designed to mitigate issues of many PIVOs that were potential or former placement sites being unable to independently assess students on placement.

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