RCN International Education Conference Presentations

Please see below copies of the presentations from the 2012 RCN Education Forum conference in Harrogate.

The programme for the three days can be found here (how to access PDF files.)

The presentations are as follows:

1.1.1 Implementing the sign-off mentor standards in practice education

1.2.1 What do academic qualifications tell us?

1.3.1 Adult nursing students’ experiences of caring for older people with dementia in hospital and       implications for pre-registration education

1.4.1 Student nurses have the right to appropriate learning opportunities in practice. How capable is practice at providing them? ( not available)

1.1.2 Using a mentor workbook to develop existing mentors into ‘sign-off’ mentors - a partnership approach 

1.2.2 Mind the Gap - is workforce planning just for the NHS?

1.3.2 Learning at the front door - student nurses' experiences in the Emergency Department 

1.4.2 Placement learning for patient safety: the paradox of mentoring and the emotional safety of students ( not available)

2.1.1 Mentors experience of assessing students in practice - why we need to know

3.1.1 Taking learning to the learner

3.4.2 Supporting pre-registration students

4.1.1 A pan city approach to supporting Nursing and Midwifery Council (NMC) Mentors

4.1.2 Meeting NMC annual mentor updates: an evaluation study of nurses in Grampian rural community settings

4.2.1 Developing a new audit tool for healthcare practice learning environments

4.2.2 The impact measurement instrument: measuring the translation of learning into practice

4.3.1 The use of Action Learning Sets to enhance students’ learning experiences during their dissertation project

4.3.2 Undergraduate supervision: exploring student views and experiences

4.4.1 Attitudes of nurse educators on the value of an underpinning theoretical framework for nursing

4.4.2 Whither nursing models? The value of a distinct theoretical framework in the context of evidence-based practice and multidisciplinary healthcare

5.1.1 Developing an independent organisation as a provider of primary care practice placements for pre-registration students of nursing (not available)

5.1.2 Student nurses prefer placements treating acute conditions

5.1.3 Stage 1 Mentoring: a small scale study using focus group enquiry with 3rd year student nurses

5.2.1 ‘Don’t forget to write': an opportunity to enhance the student learning experience

5.2.2 The development of a clinical skills train the trainer model

5.2.3 Facilitating learning from feedback: a process not a product ( not available~)

5.3.1 Teaching care planning skills using a problem-solving approach

5.3.2 Service Improvement in the pre-registration curriculum – an evaluation ( not available)

5.3.3 Embedding telehealth and telecare education into the pre-registration nursing curriculum

5.4.1 Transfer of knowledge - the experience of knowledge transfer from London to Cyprus

5.4.2 A national eLearning resource for intravenous medicines administration

5.4.3 Medicine management in mental health nursing: aligning perceived and actual competence

6.1.1 Interdisciplinary peer assisted learning: shared goals

6.1.2 Embedding competence for advanced practice in healthcare (not available)

6.1.3 Acting out for education (not available)

6.2.1 How to effectively address QA requirements in the placement setting – including triennial review ( not available)

6.2.3 The complexity of mentorship: mentors’ experiences of supporting postgraduate nursing students during the first year of an accelerated pre-registration nursing programme (not available)

6.3.1 Imaginative problem solving – bringing effective education into clinical practice

6.3.2 Simulated practice: playacting or valuable tool?

6.3.3 Quality assurance framework and web based tool to quality assure clinical skills and simulation training

6.4.1 The implications of failings in healthcare for nurse education: learning from the Mid Staffordshire experience (not available)

6.4.2 Prevention is better than cure – utilising Turnitin in group feedback to prevent academic malpractice

6.4.3 Placement allocation evaluation of pre-registration healthcare students