Civic Engagement placements

Liverpool John Moores University is committed to being an engaged civic University. In the Faculty of Health, we recognise the importance of promoting health through community engagement and consider this vital in preparing future healthcare professional for the role they will play after graduation.

Building on our partnerships across the region, we want to provide learning experiences that will deepen students understanding of health and the impact of the wider social determinants. By supporting students to gain this experience together we can build a future workforce with the knowledge and skills required to shape and provide services that meet the needs of local people.

As well as gaining an understanding of the complexity of people’s lives nursing students have skills to bring to the placement. Nurses are considered trustworthy professionals by the public, which allows them to support the work of local organisations. Contact with nursing students may also raise the aspiration of local people for further education and jobs in health and social care.

  • Our students are required to provide an enhanced DBS certificate at the beginning of their training, they then sign a statement each academic year to confirm there have been no changes. This is standard practice for Higher Education and meets NHS requirements. If required you can ask the student to provide their certificate prior to the placement commencing.
  • Students are trained in safeguarding, consent, GDPR and infection control
  • All travel expenses incurred by a student during the placement are submitted by the student to LJMU and covered by the NHS Bursary scheme

  • Students need a local supervisor to oversee their experience and to sign their timesheet
  • LJMU can provide support and training for staff involved and will oversee final assessment
  • As necessary the university will supply students with masks and hand sanitiser to avoid any additional cost to placement providers
  • Student are competent in using MS.Teams and Zoom for meetings and virtual working
  • Student would be with the organisation for 30 hours a week for 4 weeks (1 Study Day/ week)
  • HEE pays placement providers £2.52/hour per nursing student, with a potential income generation of £300 per student

Once placement providers have signed a contract with Health Education England, on their website and in future bid applications they can cite their contract with HEE and confirm they have signed up to the Health Education England Northwest Learning Charter.

What do we expect students to do during these placements?

  • Listen to people's stories to understand the things which are important to them
  • Develop a deeper understanding of how social inequalities impact health
  • Develop an awareness of the help and support available in our communities
  • Observe how support workers
    • Respond to declarations of distress
    • Assess need
    • Plan support
    • Evaluate the social impact of the service they provide

Some students will be involved in co-producing health promotion activities. For example to raise awareness of common health issues, to develop health literacy, digital literacy for health, English as a foreign language (ESOL) sessions for accessing health care, mental health first aid. 

What are the students expected to learn?

At the end of the placement, students will be expected to:

  • Explain the impact of social inequalities on the health of the service users
  • Identify how the service provider supports vulnerable groups
  • Illustrate the interest of the service provided by presenting a brief description of a situation (this will also be used for group work after the placement)
  • Recognise the interest of multi-agency working for future nursing practice

How will students be assessed?

Longarm supervision - To conform to current NMC regulations, student learning outcomes will be assessed by a member of LJMU staff in partnership with the local supervisor.  

Nursing students are expected to show competence in 7 key areas:

Faq Items

Being an accountable professional

  • understand and apply relevant legal, regulatory and governance requirements, policies, and ethical frameworks
  • understand the need to base all decisions regarding care and interventions on people’s needs and preferences, recognising and addressing any personal and external factors that may unduly influence their decisions

Promoting health and preventing ill health

  • understand the factors that may lead to inequalities in health outcomes
  • understand and explain the contribution of social influences, health literacy, individual circumstances, behaviours and lifestyle choices to mental, physical and behavioural health outcomes

Assessing needs and planning care

  • understand and apply a person-centred approach, demonstrating shared assessment, planning, decision making and goal setting when working with people, their families, communities and populations of all ages
  • demonstrate the ability to work in partnership with people, families and carers to continuously monitor, evaluate and reassess the effectiveness of support, sharing decision making and readjusting agreed goals, documenting progress and decisions made
  • demonstrate knowledge of when and how to refer people safely to other professionals or services for clinical intervention or support

Providing and evaluating care

  • demonstrate and apply an understanding of what is important to people and how to use this knowledge to ensure their needs for safety, dignity, privacy, comfort and sleep can be met, acting as a role model for others in providing evidence-based person-centred care
  • work in partnership with people to encourage shared decision making in order to support individuals, their families and carers to manage their own care when appropriate
  • demonstrate the knowledge, communication and relationship management skills required to provide people, families and carers with accurate information that meets their needs

Leading and managing nursing care and working in teams

  • understand the principles of effective leadership, management, group and organisational dynamics and culture and apply these to team working and decision-making
  • understand and apply the principles of human factors, environmental factors and strength-based approaches when working in teams
  • understand the principles and application of processes for performance management and how these apply to the team
  • demonstrate an understanding of the roles, responsibilities and scope of practice of all members of the interdisciplinary team and how to make best use of the contributions
  • contribute to supervision and team reflection activities to promote improvements in practice and services
  • effectively and responsibly use a range of digital technologies to access, input, share and apply information and data within teams and between agencies, and
  • understand the mechanisms that can be used to influence organisational change and public policy, demonstrating the development of political awareness and skills

Improving safety and quality of care

  • understand and apply the principles of health and safety legislation and regulations and maintain safe work and care environments
  • demonstrate the ability to accurately undertake risk assessments in a range of care settings, using a range of contemporary assessment and improvement tools
  • identify the need to make improvements and proactively respond to potential hazards that may affect the safety of people
  • demonstrate an understanding of the principles of improvement methodologies, participate in all stages of audit activity and identify appropriate quality improvement strategies
  • work with people, their families, carers and colleagues to develop effective improvement strategies for quality and safety, sharing feedback and learning from positive outcomes and experiences, mistakes and adverse outcomes and experiences
  • apply an understanding of the differences between risk aversion and risk management and how to avoid compromising quality of care and health outcomes
  • acknowledge the need to accept and manage uncertainty, and demonstrate an understanding of strategies that develop resilience in self and others

Coordinating care

  • understand and apply the principles of partnership, collaboration and interagency working across all relevant sectors
  •  understand health legislation and current health and social care policies, and the mechanisms involved in influencing policy development and change, differentiating where appropriate between the devolved legislatures of the United Kingdom
  • understand the principles of health economics and their relevance to resource allocation in health and social care organisations and other agencies
  • identify the implications of current health policy and future policy changes for nursing and other professions and understand the impact of policy changes on the delivery and coordination of care
  • understand the principles and processes involved in supporting people and families with a range of care needs to maintain optimal independence and avoid unnecessary interventions and disruptions to their lives
  • facilitate equitable access to healthcare for people who are vulnerable or have a disability, demonstrate the ability to advocate on their behalf when required, and make necessary reasonable adjustments to the assessment, planning and delivery of their care

We expect students to be able to show these proficiencies by demonstrating an understanding of the service offered and illustrate service provision through the stories of service users.

For further information contact:

Pam Donaghy: Civic Engagement Lead for HEE Placement Expansion Project

Trudy Hutchison: Placement Lead for Nursing

Rochelle Farrelly: Lecturer in Practice Learning

Victoria Graham: Lecturer in Practice Learning