I was interested by what ANONYMOUS10 FEBRUARY, 2016 11:12 AM wrote.
'... I love hands on basic care, of course it is part of the job but so is being competent in clinical procedures and this is where the problem lies, the teaching of clinical skills is abysmal, students are getting frustrated that they arent being taught them thoroughly by anyone it seems, not at uni and not on placement. ... We are told just to learn them on the job when we qualify ... as for the following staff around like puppy dogs comments earlier, we call that 'shadowing' and are told to do that by the universities.'
Student nurses do need to be learning the practicalities of 'nursing tasks', because otherwise as the writer pointed out (my phrase) 'we will qualify without being at all confident in what we will then be doing [as part of our job]'. It cannot sensibly be just 'shadowing' - i.e. 'just watching others do': there needs to be a degree of 'actually doing it', or else the transition from student to qualified 'is too sharp'.
I accept that there is a complication - which I might express as 'getting patients to allow students to practice on them, and then patients possibly complaining if the the student gets it wrong' - but if as Anonymous seemed to be saying 'we ONLY OBSERVE many of the things we will need to actually do post-qualification', then that seems much less than ideal ?
'The number each month gradually decreased from 50 in January to 16 in September, of which just 3% were grade four, said the trust.'
Well done ! And nice thinking by Judith Barnard.
ANONYMOUS12 FEBRUARY, 2016 11:32 AM
I never blow trumpets - I've absolutely no musical talent.
This is potentially good, but I share the type of reservation expressed by John Smith: in particular there is a potential conflict here between front-line decision-making and higher management, so there would be potential for 'upper management to try and bring some pressure to bear'.
Nurse 57 - but have you rested your case on solid rock, or on a bit of boggy ground ?