Our new standards set out the expectations we have of education providers in running programmes for nursing associates, alongside the knowledge and skills nursing associates need.
We are focusing on physician associates (PAs) this week (15 - 19 October) as part of the ongoing campaign to promote the medical associate professions (MAPs).
The MAP roles are four distinct professions within the NHS developed to enhance the workforce, performing some duties traditionally associated with junior doctors and providing continuity of care.
The standards, which were approved by our Council last month, set out the skills and knowledge students will need to meet before they qualify. We’ve also published programme standards that set out how nursing associate students will be taught.
The statistics from the university clearing service show the number of students starting nursing courses in England for 2018-2019 is down from 20,820 in 2017 to 20,250 in 2018.
Across the UK, student nursing numbers for the same period have fallen from 27,240 to 26,890.
The new nursing associate role, which aims to bridge the gap between registered nurses and health care assistants, will see nursing associates working as part of the wider health and care team providing care in a range of settings.
The RCN has been calling for trainees to be given supernumerary status to allow them space and time to learn. However, the NMC standards for education institutions outlining how nursing associates should be taught, which were also revealed today, do not include plans to award this.
Open access. Empathy is beneficial for patients and physicians. It facilitates treatment and improves physical and psychosocial outcomes. The therapeutic relevance of empathy emphasizes the need to help medical students develop their empathic abilities. Our study aimed to identify factors which promote or hinder the development and expression of empathy in medical students during the course of their studies.
The Nursing and Midwifery Council (NMC) has approved proposals for an alternative approach to nursing associate training, which moves away from the previously suggested supernumerary approach to training.
This alternative option will enable employers to work in partnership with approved education institutions, to identify the proportion of time the organisation will be able to support protected learning time for the trainees.
As part of the continuing drive to provide safe, accessible and high-quality care for patients, the NHS has seen the emergence of these new MAPs roles working across multi-professional teams
The ‘better evidence for better healthcare manifesto’ recently published in the BMJ considers the importance of generating higher quality research and of ensuring the dissemination of research into relevant, digestible and accessible formats.1 In addition to these important considerations, in order to ‘fix’ evidence-based medicine (EBM) and facilitate evidence-based practice, the strategies currently advocated to teach EBM and the evidence base of the foundational knowledge taught in medical schools need to be addressed. To read the full article, log in using your NHS OpenAthens details.
Open access. Background: Psychiatric in-patients are often transferred to an emergency department for care of minor wounds, incurring significant distress to the patient and cost to the service.
Aims: To improve superficial wound management in psychiatric in-patients and reduce transfers to the emergency department.
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In this policy briefing FOSTER outlines six practical actions to be implemented by research institutions to support a cultural change towards Open Science.