Background In 2019 our acute hospital specialist palliative care team became a full term placement option for nursing students. We aimed to develop a framework that assessed proficiencies, encouraged creative, reflective thinking and provided outcomes of learning for students during their time with us. Methods
We performed a curriculum mapping exercise of the new NMC Standards of proficiency alongside a literature review of teaching methodologies. Findings from these exercises were combined with a newer concept we developed called ‘creative reflection’ resulting in the SNaP, CRACKLE & POP framework.
Results SNaP: Simulated Narrative Practice
Simulation based learning utilising scenarios pertinent to palliative practice to create a safe space, in which our students can receive constructive feedback at a controlled pace with opportunity to run scenarios again after they has been delivered.
CRACKLE: Creative Reflection Assessing Clinical Knowledge & Learning Experience
Students are asked to present a reflective account to the Supportive and Palliative Care Team. We ask that this is done in a creative manner our only rule being no PowerPoint. CRACKLE enables our students to engage with their reflections on practice differently making it a shared and memorable experience.
POP: Proactive Online Practice
We ensure our students make use of the nationally recognised online learning resource e-ELCA.
Conclusion SNaP, CRACKLE & POP is adaptable to the learning needs of the individual, offers a safe space to practice and reflect upon complex situations and teaches a range of key transferable skills. The framework has been successfully implemented with our first cohort of students and has proved to challenge perceptions of palliative care, the dying process and the roles and responsibilities of clinical nurse specialists. Feedback indicates this framework to be effective in assessing and supporting our nursing students during placement.
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