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NET2015 Conference

Tuesday 8 - Thursday 10 September 2015
Churchill College, Cambridge, CB3 0DS, UK

Abstract submission for NET2015 will be open in the Autumn


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We are delighted to offer a varied selection of complimentary workshops at this year's conference. Use the following list to navigate to the full details of these workshops.

Pre-conference workshop on Monday 1 September 2014 at 14.00–17.00
orange-bulletWorking towards publication

Optional workshop on Monday 1 September 2014 at 20.00–21.00
orange-bulletA core curriculum in nursing ethics for undergraduate nursing

Optional workshop on Tuesay 2 September 2014 at 18.30–19.00
Attend a drinks reception to celebrate the launch of the report: Supporting Newly Qualified Nurses: Delegation and supervision

Optional workshop on Wednesday 3 September 2014 at 17.00-18.00
Join author Helen Aveyard as she hosts a book launch

Commissioned workshop session on Thursday 3 September 2014 at 11.30–12.30
orange-bulletSeeking recognition and reward for teaching and learning
Ask the examiner
orange-bulletMechanisms for raising concerns for student nurses

 Monday 1 September 2014 from 14.00 - 17.00:
Working towards publication

Roger WatsonKaren HollandThe workshop will be led by experienced authors, book editors and journal editors: Professor Roger Watson, Professor of Nursing, University of Hull and Editor-in-Chief of the Journal of Advanced Nursing and Karen Holland, Editor-in-Chief of the Nurse Education in Practice journal

Would you like expert support and dedicated time to work on writing for publication?

We know it is difficult to find time in the busy academic year, so the aim of this practical workshop is to provide support for people wishing to publish a paper in a peer-reviewed journal. The workshop will focus on writing review articles, editorials, debating opinion papers as well as research papers.

Wiley Wordmark blackElsevier small

We are delighted that this workshop is being jointly sponsored by Elsevier and John Wiley and Sons Ltd.



 Monday 1 September 2014 from 20.00 - 21.30:
A core curriculum in nursing ethics for undergraduate nursing?


The workshop will be led by Professor Martin Johnson, Professor of Nursing, University of Salford, UK

This work grows out of serious concerns that ‘patient centred’ nursing seems, at least in some health and social care settings to be failing, often with death, suffering and absence of compassionate care. This is in a context in which the Willis Commission argued that:
'The roles of tomorrow’s nurses will be even more demanding and specialised, and will require even greater reserves of self determination and leadership as health care moves into a myriad of settings outside hospital. Our education system must produce nurses who have both intellect and compassion, not one or the other.' (RCN, 2012)

30 years ago ethics teaching was mainly ‘etiquette’, how to wear your hat, how not to read gruesome texts on the bus, how to follow medical orders (Johnson 1983). Now, worldwide there are several hundred articles that research or discuss ethics curriculum or issues of values clarification and socialization of students and their moral formation or development.” (Fowler and Davis 2013). Many sources focus on issues of some notoriety, but there is clearly a need also to refocus on ‘small things’, the management of the day to day patient care most patients need, comfort, nutrition, communication. Willis doesn’t really mention ‘ethics’ as such very much.

Gallagher and Boyd reviewed the state of play of ethics teaching and learning in nursing education in the 1990s. At that time it was found that ethics was ‘too integrated’ and that a lack of specially prepared lecturers meant that there was a need for more discrete or ‘specialist’ ethics education in the curriculum. Holt et al. (2004) were encouraged that in their survey of ¾ of UK nursing departments most had at least a handful of lecturers with specialist ethics or philosophy education who contributed to the teaching of ethics, however by far the majority of programmes claimed to integrate ethics learning and teaching into other areas of study.

In terms of content, many developments have challenged the ability of health professional education to meet modern developments. For example neither the physiology nor the ethics of genetic disease and technology are well taught (Kirk, 2000)

To discuss and consult about the principles on which a ‘core curriculum’ in ethics for undergraduate nursing education.

We will divide the presentation into three main sections.

First we will review the national and international literature on ethics in nursing (and wider health professional) education to examine the research evidence for best practice.

A second activity will provide an opportunity to debate and discuss key questions facing nursing education and its provision of an appropriate ethics education for nurses. For example:

orange-bulletWhat values should nurses display in their thought and behaviour on qualification?
orange-bulletCan core values be usefully measured?
orange-bulletWhat ethics education is possible?
orange-bulletWhat ethics education is undertaken?
orange-bulletWhat theories/frameworks are useful?
orange-bulletWhat methods improve quality of discussion and argument?
orange-bulletHow should students’ knowledge of ethics and values be assessed?
orange-bulletHow can the negative effects of social context and organisational constraints be ameliorated by education?

A third activity will postulate the idea of a ‘core curriculum’ and discuss the role of professional organisations such as the Royal College of Nursing in validating and promoting one.

The workshop will inform and critically evaluate current knowledge about nursing ethics education. It is designed to form part of a wider ‘ethics in nursing education project’ being undertaken by the Royal College of Nursing Ethics Committee.

References and related reading
orange-bulletFowler, M.D., Davis, A.J. (2013) Ethical issues occurring within nursing education. Nursing Ethics, 20: 2, 126-141.
orange-bulletGallagher, U., Boyd, K.M. (1991) Teaching and learning nursing ethics. Harrow: Scutari Press.
orange-bulletHolt, J. (2005) Exploring Learning and Teaching Ethics in the Nursing Curriculum. Ethics Special Interest Group and Higher Education Academy.
orange-bulletJohnson, M. (1983) Ethics in nurse education – a comment. Nurse Education Today, 3: 3, 58-59.
orange-bulletKirk, M. (2000) Genetics, ethics and education: considering the issues for nurses and midwives. Nursing Ethics, 7: 3, 215-226.
orange-bulletRCN (2012) Quality with Compassion: The future of nursing education. Report of the Willis Commission on Nursing Education. Royal College of Nursing, London.
orange-bulletSellman, D. (1997) The virtues in the moral education of nurses: Florence Nightingale revisited. Nursing Ethics, 4, 3-11.
orange-bulletTadd, W., Clarke, A., Lloyd, L., Leino-Kilpi, H., Strandell, C., Lemonidou, C., Petsios, K., Sala, R., Barazzetti, G., Radaelli, S., Zalewski, Z., Bialecka, A., van der Arend, A., Heymans, R. (2006) The value of nurses' codes: European nurses' views. Nursing Ethics, 13: 4, 376-393.
orange-bulletWoods, M. (2005) Nursing Ethics Education: are we really delivering the good(s)? Nursing Ethics, 12: 5, 5-18.

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 Tuesday 2 September 2014 from 18.30-19.00:
Drinks reception to celebrate the launch of the report: Supporting Newly Qualified Nurses: Delegation and supervision

Helen-AllanCarin-MagnussonProfessor Helen Allan, University of Middlesex and Dr Carin Magnusson, University of Surrey (on behalf of the research team) are delighted to sponsor a drinks reception to launch the report ‘Supporting Newly Qualified Nurses: Delegation and supervision’.

Drawing on extensive empirical data, we have developed a toolkit for assisting newly qualified nurses during their transition from final year student to registered nurse. The report details how newly qualified nurses integrate theoretical and practical knowledge in the context of delegating and supervising the work of health care assistants and how the toolkit works.


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 Wednesday 3 September 2014 from 17.00-18.00:
Join author Helen Aveyard as she hosts a book launch

Helen-AveyardMcGraw-HillThis session is arranged by McGraw-Hill Education and led by Dr Helen Aveyard, Senior Lecturer, Oxford Brookes University, UK

Join best-selling author Helen Aveyard as she hosts a book launch for the 3rd edition of Doing a Literature Review in Health and Social Care (Open University Press) that will also include an interactive session designed to discuss different methods of critical appraisal and analyzing data in a literature review.

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 Thursday 3 September 2014 from 11.30-12.30:
Seeking recognition and reward for teaching and learning

Philip-KeeleyThe workshop will be led by Professor Philip Keeley, Director of Undergraduate Education/National Teaching Fellow, The University of Manchester, UK

The purpose of this workshop is for educators to explore ways in which they can ensure their work is recognised and rewarded within a university environment. Phil will discuss how teaching innovation and evaluation, organisation and management and leadership can contribute to demonstrating excellence in educational practice. There is often confusion between 'working hard' and ‘excellence’ and this workshop will tease out the differences and explore how individuals can maximise their profile within their institution.

Phil is a qualified nurse (adult and mental health), having worked clinically in hospital and community settings. He is Director of Undergraduate Education at the School of Nursing, Midwifery and Social Work, The University of Manchester.In 2008, Phil was elected as Chair of the European Academy of Nursing Science (EANS) Scholars group and is now a Fellow of EANS. He is Guest Editor of the Nurse Education Today journal and a member of the organising committee for the annual International ’Networking for Education in Healthcare’ conference. Phil was awarded a National Teaching Fellowship by the Higher Education Academy in 2013.

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 Thursday 3 September 2014 from 11.30-12.30:
Ask te examiner

Annie-ToppingThe workshop will be facilitated by Professor Annie Topping, Assistant Executive Director of Nursing – Nurse Education, Hamad Medical Corporation, Doha, Qatar and on the panel Dr Amanda Kenny, Research Program Lead, La Trobe University, Bendigo, Australia (other panel members to be confirmed)

Examination processes often seem more of a ‘black art’ than logical or rational decision-making to the uninitiated. Postdoctoral research examination particularly seems to engender even greater intrigue and more mystery than traditional taught programmes. This is in spite of the volume information given to students and examiners and the rigorous validation and approval processes used in higher education. This workshop seeks to dispel some of the myths.Adopting a facilitated panel ‘Question Time’ approach delegates will be able to quiz experienced supervisors and examiners with all those questions they previously have wanted to ask but had not felt able or had not the opportunity. The panel will include a number of international expert supervisors, with collectively decades of examining experience. They will illuminate the national differences and similarities in postdoctoral education and examination and allow an international audience to better understand the complexity of processes and roles.The workshop will start with a couple of short case examples or salient issues led by our experts to fuel debate. This will be followed by an open facilitated question and answer session.

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 Thursday 3 September 2014 from 11.30-12.30:
Mechanisms for raising concerns for student nurses

Rob McSherryWilf McSherryThe workshop will be facilitated by Professor Robert McSherry, Professor of Nursing and Practice Development, Teesside University, UK and Professor Wilf McSherry, Professor in Dignity of Care for Older People, Staffordshire University and Shrewsbury and Telford Hospital NHS Trust.

Celebrating success and acknowledging staff for when things go well for an individual and/or team should be the number one priority of every nursing leader and manager. It doesn’t cost a penny to acknowledge and appreciate the fact that the majority of nurses are dedicated and committed professionals who work tirelessly and enthusiastically to deliver excellent nursing care and services. Essentially we are all champions for ensuring safe, quality care (McSherry and Santy, 2013).

Performance management is not just about monetary reward (although some may disagree) but is fundamentally about recognising and rewarding individuals by using simple human interactions, behaviours and gestures. For example, saying thank you, to an individual and team for their hard work during a busy shift or after enduring a challenging period of time. This type of behaviour or gesture is imperative in recognising and respecting the unique contribution of the individual person and the team and is a sound way of improving individual motivation, commitment and confidence in the workforce. It also validates and preserves the dignity of each individual.

Increasing workloads combined with the complexity of organisational systems and processes in conjunction with reduced staffing and capacity, rising sickness/absence rates along with advances in technologies and efficiency and effectiveness targets are all factors influencing a nurse’s ability to safeguard quality care. Inherent within this growing complexity to protect and safeguard the patient and the public from harm, emerges greater risk and potential to make mistakes and cause harm. Reducing complexity by creating organisational environments and cultures where nurses can deliver safe quality care and raise concerns when care is unsafe, unsuitable or potentially harmful must be our number one priority.

Nurses (including students) must feel confident in the fact that should an incident, accident or significant event occur in their area of practice and/or placement they will be supported if they speak out or raise concern. Raising and reporting concern is often a central clause in their professional code of conduct or fitness to practice, contract of employment and within the roles and responsibilities presented in their job description. These often state that an individual must notify relevant managers, leaders, educators and/or regulating organisations/authorities.

Escalating or ‘whistle blowing’ is a frightening and daunting situation for any individual to find themselves in. This is because it has the potential to impact upon their own general health and wellbeing along with those who will be under investigation and the service users/patients involved. Therefore, raising and escalating issues/concerns requires confidence in knowing that you will be afforded the respect, dignity and if necessary anonymity and confidentiality by your team and organisation. This is imperative in order to protect the individual, patient and/or public. The important message for all nurses is the fact that you are doing nothing wrong by escalating a concern. Escalation is about safeguarding and protecting along with learning and sharing from a situation whether this is upheld or not.

We must be always mindful of putting people first before systems and processes because people matter. The danger in escalation is that we focus upon processes, systems outcomes and procedures at the expense of ensuring all involved are supported and treated justly and fairly. All involved should be treated with dignity and respect and valued as individuals. Escalation should not be about judging and accusing, it should be bout exploring in an open transparent manner so timely evidence, solutions and recommendations can be made.

Building and maintaining honest, open and transparent therapeutic relationships involving patients/carers and staff is imperative in the quest for safety and quality. To air or escalate issues and concerns needs to move away from corrective, reactive styles of review and investigation to that of a proactive human interactive behaviours type of approach. That is to say an individual’s identity, apprehensions, insecurities, vulnerability are safeguarded and protected at all times. Informing health and social care workers (including students) about raising concerns/issues along with recognising and celebrating success must become an integral and integrated part of all nursing curriculum. Furthermore, reaffirming the fact that escalation is an invaluable way of learning and sharing along with highlighting the mechanisms and frameworks available to support escalation must be given urgent priority.

The aim of this interactive workshop is as follows:

  • To highlight the background and context of why raising and escalating concerns is an integral part of existing healthcare governance systems and processes
  • Define escalation and whistle blowing
  • Identify the implications of raising and escalating concerns
  • Explore the mechanisms and frameworks available for student nurses and staff to use in order to raise and escalate concerns
  • Identify the importance of learning and sharing from escalation and impact on quality and safety.

There is a need for all those working in health and social care to foster and create working environments where escalation becomes a natural and integral part of everyday learning. Escalation or ‘whistle blowing’ should not be viewed as a negative and destructive activity and those who do raise questions should not be subjected to intimidation, victimisation and isolation by team members. Such attitudes and approaches are destructive and do not lead to the requisite changes in behaviour, attitude, practice and culture that may be necessary.

All of us have a duty and a professional responsibility to report, challenge and change poor, unsafe practice and to do this requires courage, confidence and support. Escalation requires the development of systems and processes that create environments and opportunities for individuals to raise question without fear of retribution or retaliation. Ultimately, it is about dispelling myths and fears about escalation so that individuals, teams and organisations can use these as opportunities for personal and professional learning.

McSherry, R, Santy, J (2013) Editorial Championing quality nursing and caring: Is that champion you? International Journal of Orthopaedic and Trauma Nursing 17, 1, 1-3.


If you have any questions regarding any aspects of this conference please speak to Anna at Jill Rogers Associates.


Last updated: 8 September 2014
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