References
Practice learning facilitators as roaming assessors
Abstract
In the UK, student nurses, nursing associates and midwives are supervised by practice supervisors and practice assessors while completing the placement-based component of their training. Because of increased clinical commitments, staff shortages and rising student numbers, demands for the supervision and assessment of student nurses have increased in recent years and this was exacerbated by COVID-19. The Nursing and Midwifery Council's Standards for Student Supervision and Assessment separated the roles of practice supervisor and assessor, giving rise to opportunities to assess students in a different way. Some integrated care systems are exploring the new role of roaming assessor. Roaming assessors can fulfil the role of practice assessors while providing additional support for student nurses. This role could be expanded to other health professions. This article explores the use of practice learning facilitators as roaming assessors for student nurses in the UK and evaluates the potential benefits and limitations of this approach. Roaming assessors may provide a useful service to deliver practice assessments, increasing the reliability and availability of assessments.
The World Health Organization (2013) recognises the importance of increasing the number of health professionals who have the appropriate knowledge, skills and capabilities for the populations they support. This expansion is supported by the NHS Long Term Workforce Plan, which calls for a significant increase in the number of students (NHS England, 2023).
Practice learning is recognised as being central to developing proficiences and identity during training, and good placements are required to ensure students achieve well in their future careers (Immonen et al, 2019). Supervisors and assessors are central to a good experience; however, fewer skilled nurse educators are available to undertake practice supervision and assessment (Warne et al, 2010) because of increasing clinical pressures, shortages of nurses and changes in the way education is delivered (Fawaz et al, 2018).
As the demands on health and care systems continue to increase (Pandit, 2020; Propper et al, 2020; Willan et al, 2020), it is critical that these pressures do not result in the next generation of nurses losing out on the training they need to provide high-quality care to their patients (Ozdemir, 2019; Alqahtani et al, 2020; Walsh et al, 2020; Mlambo et al, 2021). One aspect of ensuring that student nurses are prepared for their professional role is the use of effective and appropriate assessors so they meet the required standards (Immonen et al, 2019; Manetti, 2019).
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