Annex 8: List of amendments following the consultation in the preparation of the Prototype Document
| Section | Change | Requested from | Comments | |
|---|---|---|---|---|
Introduction |
||||
| Glossary | 1 | Make the suggested additions to the glossary and explain more clearly what ‘lead education person’ means. | Consultation | |
| 2 | Inclusion of definition for QAA institutional audit. | QAA | ||
| 3 | Check that all acronyms are included. | Consultation | ||
| General | 4 | Consider redrawing figure 2 to be less hierarchical. | Consultation | |
| 5 | Editing | DH | ||
| 6 | Make a statement linking the elements and emphasising importance of framework as a whole. | Consultation | ||
| 7 | Make a statement regarding importance of aspects/that eight are the same as Major Review/signing is against aspects (not individual standards)/how they relate to each other in Major Review/Approval/OQME. | Consultation/Council of Deans | ||
| 8 | New statement for Major Review and benchmarking. | DH | ||
| 9 | More detail regarding the Standard Model Contract and brief description of what it’s replacing. | Consultation | ||
| 10 | Change figure 1 (diagram) to reflect amendments in the Approval booklet. | Consultation, NMC, HPC | ||
| 11 | Stronger regarding what was before and what we are currently replacing (including QAA activity). | DH | ||
Approval |
1 | Continue to use the term 'Approval' but delineate more carefully between Approval and re-approval (and between re-approval and OQME, if this is felt to be required). | Consultation | |
| 2 | Consider setting a maximum term for which Approval is given. | Consultation | ||
| 3 | Describe the process in a little more detail and add a flowchart, possibly showing the links to workforce planning. | Consultation | ||
| 4 | Add a further question, to the four listed in the consultation document, which explores more carefully the resources available for the programme, particularly if there are clinical placements required. | Consultation | ||
| 5 | Strengthen the explanation of the role of the professional bodies in the PDG particularly. Require that students, where possible, and users and carers are members of both the PDG and the Approval Panel. | Consultation | ||
| 6 | Strengthen service involvement | Consultation | ||
| 7 | Add internal HEI representation. | Consultation | ||
| 8 | Consider mapping the evidence base to the Standards Template and describing in more detail how the standards are to be used in Approval. | Consultation | ||
| 9 | Editing. | DH | ||
| 10 | Provision for specialist advice. | NMC | ||
| 11 | Differentiate between panels for pre and post –registration. | DH | ||
| 12 | Statement regarding encouraging joint approach of a number of programmes. | DH | ||
| 13 | Public nature of report. | DH | ||
| 14 | Insert a statement linking to evidence base. | DH | ||
OQME |
1 | Consider having an agreed definition of the term ‘placement’ so that it is clear which units are required to participate in the gathering of evidence. | Consultation | |
| 2 | Strengthen the ‘enhancement’ aspect of OQME so that it becomes more explicit. | Consultation | ||
| 3 | Consider whether a two-year OQME cycle is preferable. | Consultation | Not undertaken yet, but consider following prototypes |
|
| 4 | Strengthen the case for full participation by all stakeholders. | Consultation | ||
| 5 | Consider representing the process diagrammatically. | Consultation | ||
| 6 | Publish guidelines about managing the Annual Review Meeting with, possibly, sample agendas. Clarify which issues are brought to this meeting and which should be dealt with as an ongoing process. | Consultation | Include in OQME guidance |
|
| 7 | Make clear that initial report be forwarded to NMC, and final report to HPC. | NMC/HPC | ||
| 8 | HEI sends reports to regulators. | NMC/HPC | ||
| 9 | Diagram regarding who sends report where – also need to include that final action report goes to NMC and HPC. | NMC | ||
| 10 | Major Review report acts as annual report in that year. | Consultation/Council of Deans | ||
| 11 | Any placement visits will take place after Annual Review Meeting and should be proportional and targeted on basis of issues raised at meetings. | NMC | ||
| 12 | Action report needs to address external examiners reports. | HPC | ||
| 13 | Say all those at meeting agree actions to be taken. | NMC/HPC | ||
| 14 | Edit and shorten. | ALL | ||
| 15 | Public nature of reports. | OQME Working Group | ||
| 16 | Good practice definition. | OQME Working Group | ||
| 17 | Stronger regarding what is OQME replacing. | All | ||
| 18 | Internal verification models. | Consultation | ||
| 19 | Clarity regarding placement audit, differentiate between standards and profile. | NMC | ||
| 20 | New annual report. | HPC | ||
| 21 | Guidance Annual Review Meeting. | All | ||
| 22 | Compliance. | OQME Working Group/Council of Deans | ||
| 23 | Strengthen enhancement. | All/Council of Deans | ||
| 24 | Statement regulators can go in whenever concerned. | NMC/HPC | ||
Evidence base |
1 | Evidence of patient/user/carer satisfaction needs to be added to the overall list. | Consultation | |
| 2 | Consideration should be given to adding the other items suggested but also streamlining further, if possible. | Consultation | Test during prototypes |
|
| 3 | Please provide statement that we know the evidence base needs revision, but this will be addressed in the prototypes. | DH | ||
| 4 | The evidence could be cross-referenced to the Standards Template (mapping). Note: QAA has ensured that the mapped standards identifying evidence coming from institutional audit matches the list agreed by QAA and DH. | Consultation | ||
| 5 | Consider amending the language in the evidence base to show that information needs to be analysed and acted upon. | Consultation | ||
| 6 | Post-registration quantitative data. | DH | ||
| 7 | Include reference to the annex where evidence has been mapped to the standards. | DH | ||
Standards |
1 | Change the term ‘education institution’ throughout to keep the language consistent. | Consultation | |
| 2 | Confirm that the term ‘practice placement supervisor’ is acceptable to all relevant professions. | Consultation | ||
| 3 | Either rationalise the sorting of standards so that it is clearly understood why each one is monitored at that particular frequency, or agree to monitor all of them at the same time. | Consultation | ||
| 4 | Clarify any responsibilities SHAs/WDCs might have and possibly add a standard related to commissioning timeframes. | Consultation | ||
| 5 | Make the Standards Template available electronically with a choice of portrait or landscape formats. Differentiate between standards without using colour. | Consultation | ||
| 6 | Make statement regarding accurate numbers for being explicit regarding HEIs/placement providers/Approval/OQME/totals. | DH | ||
| 7 | Note human resources. | DH | ||
| 8 | Identify standards for QAA institutional audit and add as an annex. | Council of Deans | ||
| 9 | Make statement within intro to section 5 regarding number 8. | DH | ||
| 10 | Standard 1.5 does not make sense and should add the word ‘contract’ | DH | ||
Action Planning Templates |
1 | Provide a worked example of each report. | Consultation | Developed from the prototypes |
| 2 | Allow all stakeholders to sign the final action report. | Consultation | ||
Annexes |
1 | Working groups/Reference groups: Name, Organisation. | DH | |
| 2 | QAA institutional audit standards. | DH | ||
ISBN 1 84482 162 5
© Crown copyright 2004
Top