Broadening placement opportunities for nursing students through an indirect supervision model.

BACKGROUND: Higher Education Institutions struggle to fill national deficits in student placement capacity, especially in social care and the voluntary sector. The Indirect Placement Supervision and Assessment Model and its holistic focus helps redress this deficit. METHODS: A Microsoft Forms survey was distributed to a self-selecting sample of 50 students, placement providers, and university staff, all of whom had been involved in indirect supervision as either an assessor, student, or supervisor. RESULTS: Three key themes emerged from the data collected; responses suggested that the model generated greater placement variety, increased placement capacity, and brought about reciprocal gains in the learner-supervisor matrix. CONCLUSION: The study's key implication for healthcare institutions pertains to a strong evidence base that the indirect supervision model provides an efficient means of broadening nursing placement variety and capacity alike.

Evaluating the NMC proficiencies framework: perspectives of students and educators 5 years on.

It is now half a decade since the Nursing and Midwifery Council (NMC) launched Future Nurse: Standards of Proficiency for Registered Nurses. Applicable nationally, this proficiencies framework dictates specific elements of nursing praxis that all pre-registrants must achieve in order to qualify as registered nurses, before going on to gain employment in either the NHS or adjacent healthcare providers. The NMC proficiencies framework is subdivided into seven proficiencies and two annexes, each of which contains multiple specific criteria detailing the skillset pre-registrants must demonstrate, in order to be signed off by a qualified educator. Subsequently, in the last 5 years the standards have brought about significant alterations to the delivery of nursing programmes at UK higher education institutions. This article reports the results of a pair of service evaluations, which gathered feedback from both pre-registrant students and educators in relation to their direct experiences of the NMC's proficiencies framework. The authors compare the contemporary perspectives collated here against earlier academic appraisals of the guidance framework, in order to outline its past and present reception at the level of delivery.

Preparing nurse educators for NMC standards for student supervision and assessment: the impact 4 years on.

Four years on from its launch in 2018 (at the time of writing), the authors provide an up-to-date efficacy assessment of the ongoing implementation of the Nursing and Midwifery Council's Future Nurse: Standards of Proficiency for Registered Nurses (NMC) (2018a). Although these standards have comprehensively transformed the mentorship practices of nursing education courses within higher education, this article provides the first attempt to gauge and synthesise attitudes towards their implementation. Presenting the results of an evaluative survey that collates educators' current views on the implementation of these NMC standards, the authors detail and analyse the past and continuing impacts of this paradigm shift on staff, students, and practice. The findings contribute to the nascent body of knowledge, primarily clustering around four interlinked themes: slow acclimatisation to new models of assessment and supervision; variation in levels of preparation; prohibitive workloads; and role conflict. The authors conclude by providing a recommendation that more robust training resources around the NMC's standards are implemented nationally, in order to provide consistency of delivery by educators across the sector.

Neuromodulation, theta rhythm and rat spatial navigation.

Cholinergic and GABAergic innervation of the hippocampus plays an important role in human memory function and rat spatial navigation. Drugs which block acetylcholine receptors or enhance GABA receptor activation cause striking impairments in the encoding of new information. Lesions of the cholinergic innervation of the hippocampus reduce the amplitude of hippocampal theta rhythm and cause impairments in spatial navigation tasks, including the Morris water maze, eight-arm radial maze, spatial reversal and delayed alternation. Here, we review previous work on the role of cholinergic modulation in memory function, and we present a new model of the hippocampus and entorhinal cortex describing the interaction of these regions for goal-directed spatial navigation in behavioral tasks. These mechanisms require separate functional phases for: (1) encoding of pathways without interference from retrieval, and (2) retrieval of pathways for guiding selection of the next movement. We present analysis exploring how phasic changes in physiological variables during hippocampal theta rhythm could provide these different phases and enhance spatial navigation function.