Download Student Welcome Pack - the University of Salford

1
Welcome Pack
for the
Corporate
Programmed
Investigation Unit
Author: Staff Nurse Stuart Forshaw-Hulme Created: December 2016. Version 1.
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Introduction and overview
The team on CPIU would like to welcome you to the unit and hope that you enjoy your
practice placement with us.
Where is the unit?
The unit can be located on the ground floor, in the purple area of the Ladywell Building.
There are two entrances to the unit, the first one being next to entrance 6 of the Ladywell
building and the second directly across from the endocrine team office.
Placement Induction.
Within 48hours of commencing placement your named mentor will utilise your induction
checklist in your practice assessment document. Your initial meeting will also be carried out
within this time frame and off duty provided. You will work with your mentor at least 2-3 shifts
per week.
In preparation for your initial interview please ensure you have met with your Personal Tutor
and identified your own programme of learning needs. You must bring all relevant
documentation and evidence of any mandatory training completed, such as moving and
handling. We encourage that any questions are wrote down prior to the initial meeting and
any concerns you may have to be made known as early as possible in order for us to help
you effectively.
You will need your diary to write down an agreed time and date when you and your mentor
will carry out the interim and final interviews.
You are expected to utilise and be familiar with the Student Code of Practice.
What medical specialties are treated and investigated on CPIU?
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Haematology.
Neurology
Respiratory.
Endocrinology.
Gastroenterology.
Dermatology.
MS infusion ( Cared for by Specialist Infusion Nurse)
Fabry. (Cared for by specialist Fabry nurses who use CPIU facilities.)
Immunology. (Cared for by staff on CPIU and specialist Immunology Nurses on the unit.)
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Student information board.
The student information board is located in the staff room on the unit. This displays some
learning resources, contact information and spoke placement suggestions. However, Salford
Royal Foundation Trust is committed to promoting the use of electronic resources. You will
be encouraged to access the on- site library and information online via the intranet, your
mentor will show you how this is done.
Bed capacity on the unit.
The unit has a total of 13 beds which are made up of:
 One male and one female bay, with 5 beds in each,
 Two side rooms for either male or female patients,
 One sleep study room with one bed for either a male or female patient.
There are a variety of investigations, procedures and treatments given in the bed area to
patients, in which some patients will attend the unit as a ‘day case’ admission, meaning they
will not stay overnight and some patients who are admitted to the unit as ‘inpatients’, which
they may be staying on the unit for 1-4 days.
The unit also has two chair bays.
 Chair bay 1 is made up of chairs numbered 1-6.
 Chair bay 2 is made up of chairs numbered 7-13.
Use of chairs
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Patients attend the chair area for infusions, blood tests and/or review of results, injections,
bronchoscopies and blood transfusions. (Please see the student learning resource files
on the shelf in the ward office for in- depth information.)
Patients are given appointment times in which to attend the unit as a ‘day case‘.
Patients are allocated a chair that they will sit in for the duration of their appointment.
Members of staff are allocated patients who they will look after when working in the chair
area.
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Key personnel
Practice Education Lead (PEL): Staff Nurse Stuart Forshaw-Hulme.
Where is Stuart based? PIU.
Contact number: 0161 206 4884.
Email: [email protected]
Practice Education Facilitator (PEF): Elaine Carter.
Where is Elaine based? Learning and development department in the Mayo building.
Contact number: 0161 206 8223.
Email: [email protected]
University Link Lecturer: Maureen Mcmahon.
Where is Maureen based? The University of Salford Manchester.
Contact number: 0161 295 2759.
Email: [email protected]
CPIU Ward Matron: Jane Mason.
Contact number: 0161 206 4884
Email: [email protected]
CPIU telephone number: 0161 206 4683 or 0161 206 4884.
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The CPIU Philosophy.
On the Corporate Programmed Investigation Unit we believe that each patient:
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Is unique with individual physiological, psychological, spiritual, social, cultural and
religious needs.
Has the right to have knowledge and understanding of their condition and problems to
enable them to make informed decisions about their care and treatment.
Needs to maintain their independence and we actively encouraged this throughout their
stay.
Has the right to give their permission to involve their family and friends in providing care,
where possible and appropriate.
On the Corporate Programmed Investigation Unit we believe that:
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Each member of the team is also an individual and makes a valuable contribution to
patient care.
Each member can promote and maintain standards of care in a safe, clean and personal
environment.
There must be cooperation, coordination and collaboration between all members of the
team built upon discussion, consultation, effective communication and mutual respect.
That knowledge and expertise of each team member needs to be developed in order to
provide effective care management.
Shift Patterns.
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All students are expected to work 37.5 hours a week.
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The unit is open 5 days a week, 24 hours a day.
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As a student you are able to experience the 24 hour cycle of care on MIU.
PIU has a variety of shift times to accommodate patient admission times.
Long day: 07.00am- 19.30pm
Mid- shifts: 10am- 16.00hours
Night shift: 19.00hours- 07.30am.
CPIU is a nurse-led unit, we have neurology
Staff on the unit consist of nurses, clinical support workers, an advance nurse
practitioner (carries out the role of a junior doctor), ward clerk, administration clerk,
house keeper and domestic.
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Housekeeping arrangements
On your first day of placement you will be orientated to the unit by your mentor.
Property and valuables:
 Personal property can be stored in the staff locker room on the unit.
 The locker room is locked at all times and a pass-code is needed to unlock this door.
 We do not recommend items of value are brought into work.
 At times there are lockers available for students to use and one will be allocated to
yourself if this is the case, however this cannot be guaranteed.
Breaks:
 The coordinator on each shift allocates break times for each member of staff.
 Staff names and their break times are written on the staff allocation board behind the
nurses station.
 All staff are entitled to a half an hour break per shift.
 You will be shown where the staff break room is on your first day of placement.
 In the staff room there is a microwave, fridge, kettle and hand washing facilities which you
are welcome to use.
 Tea, coffee, milk and sugar is available.
 There is a WRVS café next to CPIU, two café’s, WH Smith and Marks and Spencers
simply food shop located in the Hope Building and Stotts Bistro restaurant located next to
the Clinical Sciences Building where food and drink items can be purchase.
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Mentoring Arrangements
The team on CPIU enjoy having students on placement and always promote supernumerary
status. Staff help to maximise your learning opportunities.
We predominantly have students from the University of Salford Manchester, although both
The University of Manchester and Manchester Metropolitan University allocate students to
work on the unit.
CPIUadheres to the NMC requirements in that:
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Students are supervised, directly or indirectly, by their named mentor for at least 40% of
the time per week.
Mentors are allocated to students at least one week in advance, so that the mentor is
prepared for student commencement of placement.
Student’s off duty will closely follow the shift patterns of the allocated mentor’s off duty.
Mentor allocation.
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CPIU has two mentoring teams made up of qualified mentors.
This means that if your allocated mentor is on annual leave for example, you will be
allocated another mentor from the same team to work with during your current mentor’s
absence.
The staff members within each team will contribute towards your learning.
All mentors have studied and completed the preparation for mentorship course and attend
annual updates.
Information on team mentoring can be found in the student off duty file at the nurses
station.
Team 1:
Charge Nurse Stuart Forshaw-Hulme.
Sister Clare Bainbridge
Team 2:
Ward Matron Jane Mason.
Staff Nurse Debra Graves
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Examples of pathways of care.
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There are many patient journeys you will be able to follow whilst on placement with us.
You will have the opportunity to welcome patients onto the unit who are being admitted for
planned procedures/investigations,
Complete their nursing admission to the unit which provides the opportunity to get to know
individual patients and build a rapport,
With the patient and staff carrying out the procedures consent you will be able to
accompany the patient to their procedure/investigation to observe and gain knowledge,
Return to the unit with the patient and care for them as per post operative instructions.
Safely discharge patients home.
Examples of procedures that can be observed as part of a patient’s journey are:
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Renal fistula formation.
Renal peritoneal dialysis catheter insertion.
Lumbar Puncture
Liver biopsy.
Lung Biopsy.
Thoroscopy.
Endoscopic retrograde cholangio pancreatography. (ERCP)
Colonoscopy.
Oesophago- gastro Duodenoscopy. (OGD)
Percutaneous Endoscopic gastrostomy (PEG) insertion.
Please refer to the student learning resource files on the unit for information on the
various procedures and infusions that are carried out on the unit.
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Spoke directory and contact details.
Haematology Clinical Nurse Specialist: Years 2 & 3.
Ann Davies: 65265
Immunology Specialist Nurse: Years 2 & 3.
Viv Doran Johnson: 65576
IV nurses: Year 1, 2 & 3.
Nicky Danson: 60459
Fabry and Associated Lyosomal Storage Disorders Specialist Nurses: Years 2 & 3.
Carly Bleakley: 64365
GI Unit: Years 1, 2 & 3.
Suzann Andrews:65959
Inflammatory Bowel Disease Specialist Nurses: Years 1, 2 & 3.
Cath Stansfield and Justine Newbury: 64023 or 64086
Radiology Department: Years 1, 2 & 3.
Elaine McKnight: 60077
Lung Specialist Nurse: Years 2 & 3.
Jeanette Murray: 61498 or 07730687900
Respiratory Specialist Nurse: Years 2 & 3.
Tom Woodrow: bleep 4021
Endocrine Specialist Nurse: Years 2 & 3.
Shashana Shalet: 63608
Vascular Access Specialist Nurses: Years 1, 2 & 3.
Jackie Evans: 07515606180
Broncoscopy Suite (Based on CPIU): Years 1, 2 & 3.
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The Hub & Spoke Policy can be found on the intranet as well as the student notice board
on the unit.
Please discuss spoke placement arrangement with your mentor prior to arranging with
members of the MDT.
Attendance of spoke placements need to be signed in the Practice Assessment
Document by the spoke facilitator to prove attendance and for University record.
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Examples of learning opportunities.
Year 1- Semester 1:
 Focus on hand hygiene and infection control.
 Learn about the patient stay in hospital.
 Gain insights into how a team works.
 Work with adult nurses.
 Gain insight into communication skills.
 Introduction to key policies- on the intranet.
 NEWS charts/ Intentional rounding/ Fluid balance and Food charts.
 Spoke placements predominantly observational for procedures frequently preformed.
 Start to focus on PDR/PDP requirements.
Year 1- Semester 2/3:
 As above but developing.
 Work towards progression point.
 Administration of medicines.
 Expanding spoke placements.
 More familiar EPR.
 Trust Values.
Year 2:
 All of the above.
 Complete documentation and admissions on EPR.
 Accompany a patient to theatre.
 Development of communication skills and confidence.
 Learn about discharge planning and community services.
 Using and articulating using evidence based practice.
 PDP/ PDP requirements.
 Learning to use patient pathways.
 Patient based assessments for semesters 2 and 3.
Year 3:
 As above but more autonomy.
 Developing leadership and management skills, for example taking responsibility for own
patients.
 Learning to delegate to team members.
 Articulate rationale for actions.
 Demonstrating effective time management.
 Peer learning/ teaching.
 Involvement with audit.
 Giving nurse led handover.
 Meeting final requirements for PDP/ PDR.
 Semester 3: sign off.
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Abbreviations relevant to CPIU
A/W- Await.
ABX- Antibiotics.
Abdo- Abdomen/ Abdominal.
ABG- Arterial Blood Gas.
ACTH- Adrenocorticotropic Hormone.
ADH- Antidiuretic Hormone.
ADL- Activities of Daily Living.
A&E- Accident and Emergency.
AF- Atrial Fibrillation.
Am- morning.
AIDS- Acquired Immune Deficiency Syndrome.
AVPU- A- Alert. V- Responsive to Voice stimuli, P- Responsive to pain stimuli, UUnresponsive.
BO- Bowels opened.
BNO- Bowels Not Opened.
bd- twice daily.
BMI- Body Mass Index.
BNF- British National Formulary.
BP- Blood Pressure.
BPM- Beats Per Minute.
BPM- Breaths Per Minute.
Ca- Cancer.
CABG- Coronary Artery Bypass Graft.
C of E- Church of England.
CHD- Coronory Heart Disease.
CCF- Congestive Cardiac Failure.
CMS- Colour, Movement, Sensation ( limbs)
COPD- Chronic Obstructive Pulmonary Disease.
CRP- C-Reactive Protein.
CD- Controlled Drug.
Cdiff- Clostridium Difficile.
Code Red- Patients identified as potential for deterioration so all staff are aware.
C&S- Culture and Sensitivity.
CVA- Cerebrovascular Accident.
CXR- Chest Xray.
CSU- Catheter Specimen Urine.
CSW- Clinical Support Worker.
DNAR- Do Not Attempt Resuscitation. (DNAR and NFR mean the same)
D/C- Discharge.
DN- District Nurse.
DNA- Did Not Arrive/ Did Not Attend.
DOB- Date Of Birth.
DR- Doctor.
D&V- Diarrhoea and Vomiting.
DVT- Deep Vein Thrombosis.
DM- Diabetes Mellitus.
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Abbreviations relevant to CPIU
DX- Diagnosis.
ECHO- Echocardiogram
EDD- Estimated Discharge Date.
ENT- Ears Nose and Throat.
ERCP- Endoscopic Retrograde Cholangoopancreatograph.
EUA- Examination Under Anaesthetic.
EWS= Early Warning Score.
E&D- Eating & Drinking.
EAU- Emergency Assessment Unit.
Endo- Endocrinology.
FB- Fluid Balance.
FBC- Full Blood Count.
Fe- Iron.
FFP- Fresh Frozen Plasma.
FC- Food Chart.
g- Gram.
GA- General Anaesthetic.
GCS- Glasgow Coma Scale.
GH- Growth Hormone.
GHRF- Growth Hormone Releasing Factor.
GP- General Practitioner.
GTN- Glyceril Trinitrate.
GTT- Glucose Tolerance Test.
HCU- Heart Care Unit.
HDU- High Dependency Unit.
Hb- Haemoglobin.
HIV- Human Immunodeficiency Virus.
H/O- History Of.
HR- Heart Rate.
Ht- Height.
Hx- History.
I/c- With.
IMC- Intermediate Care.
ICD- Implantable Cardiovascular- Defibrillator.
I&D- Incision and Drainage.
Ig- Immunoglobulin.
IHD- Ischaemic Heart Disease.
IM- Intramuscular.
INR- International Normalised Ratio.
IV- Intravenous.
IVI- Intravenous Infusion.
IVIG – Intravenous Immunglobulin
ICU- Intensive Care Unit.
IDDM- Insulin Dependent Diabetes Millitus.
Kcal- Calorie.
Kg- Kilogram.
KUB- Kidney, Ureter, Bladder. (xray)
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LA- Local Aneasthetic.
Abbreviations relevant to CPIU
LFT- Liver Function Test.
LMP- Last menstrual Period.
LP- Lumbar Puncture.
Mane- In the morning.
MAP- Mean Arterial Pressure.
mcg- Microgram.
Mg- Magnesium.
mg- Milligram.
MI- Mycardial Infarction.
ml- Millilitre.
MRI- Magnetic Resonance Imaging.
MR- Modified Release.
MS- Multiple Sclerosis.
MUST- Malnutrition Universal Screening Tool.
Mob- Mobilie.
Mob+1- Mobile with the assistance of 1.
Mob+2- Mobile with the assistance of 2.
MRSA- Methicillin-Resistant Staphylococcus Aureus.
MSU- Mid Stream Urine.
Na- Sodium.
N/A- Not Applicable.
NEWS- New Early Warning Score.
NBM- Nil By Mouth.
NFR- Not For Resuscitation.
NPU- Not Passed Urine.
NAD- No Abnormality Detected.
Neuro- Neurological.
NG-Naso Gastric.
NIDDM- Non- Insulin Dependent Diabetes Mellitus.
NKDA- No Known Drug Allergies.
nocte- At night.
NSAID- Non- Steroidal Anti- Inflammatory Drug.
N&V- Nausea and Vomitting.
OA- Osteoarthritis.
OGTT- Oral Glucose Tolerance Test.
od- Once Daily.
OD- Overdose.
O/E- On Examination.
OPD- Out Patient Department.
OT- Occupational Therapist.
PE- Pulmonary Embolism.
PEARL- Pupils Equal And Reactive to Light.
PLT- Platelets.
PPM- Permanent Pace Maker.
Pm- Afternoon.
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PU- Passed Urine.
PO- By mouth.
Abbreviations relevant to CPIU
Prn- As necessary.
pv- Per Vagina.
PMH- Past Medical History.
qds- Four times daily.
RA- Rheumatoid Arthritis.
RA- Risk Assessments.
RBC- Red Blood Cells.
Rh- Rhesus.
RN- Registered Nurse.
R/V- Review.
Rnls- Renals.
RN- Registered Nurse.
Sp02- Oxygen Saturation.
s/c- Subcutaneous.
SHO- Senior House Officer.
SOB- Shortness Of Breath.
SR- Slow Release.
Stat- Immediately.
SVT- Supraventricular Tachycardia.
Sr- Sister.
SST- Short Synacthen Test.
TB- Tuberculosis.
TCI- To Come In.
TED- Thromboembolism Deterrent Stockings.
THR- Total Hip Replacement.
TOE- Trans Oesophageal Echocardiogram.
TIA- Trans Ischaemic Attack.
TKR- Total Knee Replacement.
Tlc- Tender Loving Care.
TPN- Total Parenteral Nutritional.
TSH- Thyrois Stimulating Hormone.
TX- Treatment.
TTO- To Take Out (medications)
tds- Three times daily.
U&E- Urea and Electrolytes.
URTI- Upper Respiratory Tract Infection.
USS- Ultrasound Scan.
UTI- Urinary Tract Infection.
VF- Ventricular Fibrillation.
VTE- Venous Thromboembolism.
WCC- White Cell Count.
Wks- Weeks.
Wt- Weight.
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Dress code- Policy can be found on the intranet.
Please see below for a few points:
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ID badge and alcohol hand sanitising gel must be worn at all times.
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Jewellery and wrist watches should not be worn. One pair of small stud earrings and a
plain wedding band can be worn.
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Hair should be tidy, not requiring constant repositioning, nor causing annoyance or hazard
when carrying out work duties.
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Hair shoulder length and below should be tied above the collar with plain hair ties.
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Flat, clean black full shoes should be worn which fit feet securely.
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Tights or stockings should always be worn with dresses. They must be flesh coloured,
plain and not patterned. In exceptionally hot weather conditions, the requirement for
tights/stockings to be worn may be relaxed.
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If socks are worn with trousers they must be black or grey.
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Make- up in moderation may be worn.
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To reduce the risk of infection cardigans and jumpers must not be worn when carrying out
clinical procedures.
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To also reduce the risk of infection fingernails should be short and clean with no nail
varnish or false nails/ overlays.
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Useful websites:
www.cosmofer.com
www.arthritisresearchuk.org
www.judy-waterlow.co.uk
www.labtestsonline.org.uk
www.haemochromatosis.org.uk
www.britishlivertrust.org.uk
www.fabry.org
www.mpssociety.co.uk
www.bnf.org
www.nmc-uk.org/Students/Guidance-for-students/
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Achieving excellence in learning and care...
Placement Charter
This Charter demonstrates the Placement’s commitment to provide a safe
and high quality learning environment for all learners to prepare them for
their future roles working collaboratively in multi-professional teams. The
‘Placement Pledges’ and the ‘Rights, Roles and Responsibilities of
learners’ instil the values embedded within the NHS Constitution (DH 2013)
and Health Education England’s NHS Education Outcomes Framework
(DH 2012).
Placement Pledges
Rights, Roles and Responsibilities of
learners
Ensure all learners are welcomed, valued
and provided with an inclusive, safe,
stimulating and supportive learning
experience.
Prepare adequately for the placement,
including contact with the placement in
advance. Disclose any health or learning
needs that may impact on the placement, or
the achievement of learning outcomes.
Promote a healthy and ‘just’ workplace
culture built on openness and
accountability, encouraging all learners to
raise any concerns they may have about
poor practice or ‘risk’, including
unacceptable behaviours and attitudes they
observe at the earliest reasonable
opportunity. Respond appropriately when
concerns are raised.
Raise any serious concerns about poor
practice or ‘risk’, including unacceptable
behaviours and attitudes observed at the
earliest opportunity. Be clear who to report
any concerns to in order to ensure that high
quality, safe care to patients /service users
and carers is delivered by all staff.
Provide all learners with a named and
appropriately qualified / suitably prepared
mentor / placement educator to supervise
support and assess all learners during their
placement experience.
Actively engage as an independent learner,
discuss learning outcomes with an identified
named mentor / placement educator, and
maximise all available learning
opportunities.
Provide role modelling and leadership in
learning and working, including the
demonstration of core NHS ‘values and
behaviours’ of care and compassion,
equality, respect and dignity, promoting and
fostering those values in others.
Observe effective leadership behaviour of
healthcare workers, and learn the required
NHS ‘values and behaviours’ of care and
compassion, equality, respect and dignity,
promoting and fostering those values in
others.
Facilitate a learner’s development, including
respect for diversity of culture and values
around collaborative planning, prioritisation
Be proactive and willing to learn with, from
and about other professions, other learners
and with service users and carers in the
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and delivery of care, with the learner as an
integral part of the multi-disciplinary team.
placement. Demonstrate respect for diversity
of culture and values, learning and working
as part of the multi-disciplinary team.
Facilitate breadth of experience and interprofessional learning in placements,
structured with the patient, service user and
carer at the centre of care delivery, e.g.
patient care pathways and commissioning
frameworks.
Maximise the opportunity to experience the
delivery of care in a variety of practice
settings, and seek opportunities to learn with
and from patients, service users and carers.
Adopt a flexible approach, utilising generic
models of learner support, information,
guidance, feedback and assessment across
the placement circuit in order to support the
achievement of placement learning
outcomes for all learners.
Ensure effective use of available support,
information and guidance, reflect on all
learning experiences, including feedback
given, and be open and willing to change
and develop on a personal and professional
level.
Offer a learning infrastructure and resources
to meet the needs of all learners, ensuring
that all staff who supervise learners
undertake their responsibilities with the due
care and diligence expected by their
respective professional and regulatory body
and organisation
Comply with placement policies, guidelines
and procedures, and uphold the standards
of conduct, performance and ethics
expected by respective professional and
regulatory bodies and organisations.
Respond to feedback from all learners on
the quality of the placement experience to
make improvements for all learners.
Evaluate the placement to inform realistic
improvements, ensuring that informal and
formal feedback is provided in an open and
constructive manner.
• ‘Learner’ refers to all health, education and social care students, trainees, hosted
learners.
• ‘Placement’ relates to all learning environments / work based learning experiences.
• ‘Mentor’/ ‘placement educator’ relates to all trainers / supervisors / coordinators
appropriately qualified / suitably prepared to support learners.
• ‘Professional and regulatory body and organisation’ relates to standards required to
ensure patient
and public safety, and professional behaviours.
Developed in the North West by healthcare learners, service users, carers, and health and
social care staff from all professions in the North West region.
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Author: Staff Nurse Stuart Forshaw-Hulme Created: December 2016. Version 1.