See the QAA Subject benchmark statements: Health care programmes: Nursing
http://www.qaa.ac.uk/academicinfrastructure/benchmark/health/nursing-final.asp
eg
"A Expectations of the health professional in providing patient/client
services
This section articulates the expectations of a registered professional
within health and social care services. It describes what is regarded as a
minimum range of expectations of a professional that will provide safe and
competent practice for patients/clients in a variety of health and social
care contexts.
A1 Professional autonomy and accountability
The award holder should be able to:
a.. maintain the standards and requirements of professional and statutory
regulatory bodies;
b.. adhere to relevant codes of conduct;
c.. understand the legal and ethical responsibilities of professional
practice;
d.. maintain the principles and practice of patient/client
confidentiality;
e.. practise in accordance with current legislation applicable to health
care professionals;
f.. exercise a professional duty of care to patients/clients/carers;
g.. recognise the obligation to maintain fitness for practice and the need
for continuing professional development;
h.. contribute to the development and dissemination of evidence-based
practice within professional contexts;
i.. uphold the principles and practice of clinical governance.
A2 Professional relationships
The award holder should be able to:
a.. participate effectively in inter-professional and multi-agency
approaches to health and social care where appropriate;
b.. recognise professional scope of practice and make referrals where
appropriate;
c.. work, where appropriate, with other health and social care
professionals and support staff and patients/clients/carers to maximise
health outcomes;
d.. maintain relationships with patients/clients/carers that are
culturally sensitive and respect their rights and special needs.
A3 Personal and professional skills
The award holder should be able to:
a.. demonstrate the ability to deliver quality patient/client-centred
care;
b.. practise in an anti-discriminatory, anti-oppressive manner;
c.. draw upon appropriate knowledge and skills in order to make
professional judgements, recognising the limits of his/her practice;
d.. communicate effectively with patients/clients/carers and other
relevant parties when providing care;
e.. assist other health care professionals, support staff and
patients/clients/carers in maximising health outcomes;
f.. prioritise workload and manage time effectively;
g.. engage in self-directed learning that promotes professional
development;
h.. practise with an appropriate degree of self-protection;
i.. contribute to the well-being and safety of all people in the work
place.
A4 Profession and employer context
The award holder should be able to:
a.. show an understanding of his/her role within health and social care
services;
b.. demonstrate an understanding of government policies for the provision
of health and social care;
c.. take responsibility for his/her own professional development;
d.. recognise the value of research and other scholarly activity in
relation to the development of the profession and of patient/client care."
But I would have thought that employers are as entitled to ask questions
about student performance on a nursing course as they are on any other
student course.
I can't make a judgement as to the specific question.
After all, it is a common question on an application form to ask about
absences through sickness.
Therefore I would have thought that it is the responsibility of all to adopt
a belts and braces approach in these types of areas.
Otherwise this leads to a Three Wise Monkeys approach.
Nick
----- Original Message -----
From: "Tim Trent" <[log in to unmask]>
To: <[log in to unmask]>
Sent: Monday, February 06, 2006 12:05 PM
Subject: Re: [data-protection] Nursing students' absence records
> Additional to that, Beverly Allit passed her course for good or ill. How
> did she manage to pass it? Surely that is more relevant than anything
> else
> at all?
>
> If I pass my course then I have a qualification. A qualification means I
> can sell myself as qualified. Good course design should have led to
> failure. Then zero danger.
>
> -----Original Message-----
> From: This list is for those interested in Data Protection issues
> [mailto:[log in to unmask]] On Behalf Of Tim Trent
> Sent: 06 February 2006 12:01
> To: [log in to unmask]
> Subject: Re: [data-protection] Nursing students' absence records
>
> Sickness and absence records are sensitive data, and "blanket consent at
> induction" is actually forced consent because the balance of power between
> the student and the potential employer and the current teaching body is
> unfairly weighted against the student.
>
> This is, IMHO, what the data protection act is all about - protecting the
> individual from the organisation
>
> -----Original Message-----
> From: This list is for those interested in Data Protection issues
> [mailto:[log in to unmask]] On Behalf Of Ann McGeachy
> Sent: 06 February 2006 11:31
> To: [log in to unmask]
> Subject: [data-protection] Nursing students' absence records
>
> I have been consulted about seeking blanket consent at induction for the
> release of a nursing student's absence and sickness records for potential
> employers. (Specific reasons for absence would only be included if judged
> to
> be relevant.) I am not happy since I feel that explicit consent needs to
> be
> specific to the context. Do other HEIs have a policy with regards to the
> release of absence details for nursing students?
>
> One reason for determining policy for nursing students is that, during the
> investigation into the Beverly Allit case, it was noted that she had a
> significantly unusual pattern of sickness absence during her training
> period, which was not passed on to those who employed her on qualifying.
> Those responsible for her training were severely criticised since non-
> disclosure placed patients at risk.
>
> Any advice would be appreciated.
>
> Regards
> Ann
>
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