A new coaching model at a trust in Norfolk that allows double the number of student nurses to be trained is to be expanded following its success.
The new model, piloted by The Queen Elizabeth Hospital King’s Lynn Foundation Trust, means that up to 15 students can be allocated to a ward during a placement rather than its traditional approach which allowed for just six.
Last year the trust introduced its Collaborative Learning in Practice (CliP) model for student nurse training for one of its acute surgical wards in collaboration with the University of East Anglia.
“The CLiP coaching model allows for an increased number of students to undertake tasks under direct supervision of a registered nurse”
Under this approach, a staff nurse is assigned as the students’ coach mentor, with no other responsibilities, and is therefore able to supervise more students.
Catherine Morgan, director of nursing at the trust, told Nursing Times that other training models allowed just one student to be allocated to a registered nurse.
This new approach means that up to 15 students can be assigned to a CLiP ward during a 12-week placement, with three student nurses on a ward during any one shift.
“The CLiP coaching model allows for an increased number of students to undertake tasks under direct supervision of a registered nurse who is acting in a coaching capacity,” said Ms Morgan.
She said that patient safety was a priority and stressed students only undertook tasks under observation by their registered nurse.
“The coach assesses the abilities of the individual student nurse – which may depend on the stage of their education, their previous experiences as a student nurse for example – and the nature of the tasks to be performed.
“In a more traditional mentoring system there is sometimes a tendency for mentors to take the lead in providing care and the students to observe”
“A decision is then made as to the degree of supervision required for an individual student nurse undertaking specific tasks. The coach remains accountable at all times for the standard of care provided and must therefore decide the level of direct or indirect supervision required,” she said.
Ms Morgan said students were allocated up to nine specific patients to care for on each shift which meant they were much more likely to carry out essential personal care, supervised medication rounds, ward rounds and handovers on a daily basis.
“In a more traditional mentoring system there is sometimes a tendency for mentors to take the lead in providing care and the students to observe,” she added.
The success of the model so far has led the trust to roll it out to students working on its dedicated frailty unit from November.