Plateforme e-learning Numéro 1 pour tous les professionnels de la santé
Veuillez choisir dans le menu entre (médecins et infirmières/sages-femmes) :

Le système de santé doit s’adapter pour assurer une couverture de santé plus large et durable pour la population. Nous témoignons des changements majeurs dans le secteur de la santé suite à une émergence de nouvelles technologies, de techniques innovantes, de pratiques fondées sur des données probantes, de modèles de soins de santé intégrés et d’un énorme avancement dans la recherche et le développement (R&D) pour assurer des soins efficaces et sûrs.
La profession de soin infirmier a été obligée de faire de même et les infirmiers(ères) ont pris la relève de la gestion et du développement des services aux patients. En outre, ils doivent garantir les bonnes compétences cliniques pour répondre à la demande croissante des patients. Et enfin, il y a eu une demande accrue d’infirmiers(ères) dans de nombreux systèmes de soins de santé.
Par conséquent, il existe d’énormes possibilités pour les infirmiers(ères) de se développer et de faire progresser leur carrière aux niveaux local et international.
Nos avantages:
Nos formations sont basées sur les normes du Conseil des infirmiers et des Sages-Femmes au Royaume-Uni (NMC)
Notre programme de formation propose un apprentissage mixte (présentielle et en ligne) via For Better Health Academy
Nous sommes une équipe multidisciplinaire, composée d’experts nationaux et internationaux
Nous proposons des formations en 3 langues: anglais, français et arabe
Nous avons créé un éco-système qui lie la formation au développement, à la préparation aux examens, au recrutement, à l’emploi et au suivi post-emploi.
Nos programmes de formation seront largement promus pour aider les infirmières à améliorer leurs compétences afin d’améliorer les soins aux patients dans leur propre pays
Cours en soins infirmiers:
Notre plateforme propose des cours en ligne à jour qui reflètent à la demande actuelle du marché du soin infirmier
Notre équipe:
On successful graduation from nursing school in Nigeria in 1986, I have progressed with my career in post gradate nursing in Nigeria. I underwent post nursing course in anaesthesia as a Nurse-Anaesthetist in Nigeria and Gambia.
I migrated to the United Kingdom (UK) in 1997, starting first at Addenbrooke University Hospital NHS Trust Cambridge as Anaesthetic and Recovery Practitioner, before relocating to London and worked in variety of National Health Service (NHS) hospitals and Private Independent Sector.
I have developed within nursing ladder from staff nurse, Researcher, Practice educator, University Lecturer and now a Senior Matron at Kings College NHS Foundation Trust London. In the past, I engaged in development and training of nurse-anaesthetist in Gambia, with collaboration agreement between the government of Nigeria and Gambia as a Technical Aid Corp program member, under the banner of United Nation Assistance and Gambia Health Institution.
While in UK, as a University Lecturer in Nursing at University of Middlesex London, I led on module and curriculum development for the post-basic nursing students in anaesthetic nursing, that helped in developing many anaesthetic nurses for the benefit of NHS.
In addition, I was part of the stakeholder team involved in the curriculum development of operating department practitioners in partnership with South Bank University and Anglia Ruskin University at the time the universities were migrating from the diploma to the university awarding degree to the operating department practitioners.
As a practice educator/practice development nurse, I was involved in the skill development of qualified nurses, development of training needs analysis in NHS hospital in London, for continuous development of registered nurses, drawing on my experience as a lecturer and practice teacher to develop competencies documents for qualify UK nurses to improve quality nursing care in clinical practice through been a mentor, coach and clinical supervisor.
In education, I have studied for MSc in Healthcare Leadership in Advanced practice and critical care, MA in Human Resource Management, Post graduate diploma in Management, BSc (Hons) Nursing. I am currently in my last year as a PhD doctoral student with University of Greenwich London.
I enjoyed reading, family times, watch football and a strong supporter of Arsenal Football Club.
CORE SKILLS & EXPERIENCE
I acquired a Bachelor of Science in Nursing degree in the Philippines in 1993 and was ranked on the Top 20 in the Nursing Board Examination. I worked as an Operating Room nurse for 6 years before migrating to the United Kingdom in 2000.
I took 2 post-diploma courses at the Middlesex University London for Advance diploma in Peri-Operative nursing and Clinical Mentoring. I also completed 2 significant Leadership Programmes from the NHS Kings Fund and the Royal College of Nursing.
I established my career progression working as Orthopaedic, Spine and Trauma Lead at the Whittington Hospital NHS trust. I assumed the Interim Theatre Matron post on numerous occasions.
I am the Director of RMP Healthcare Limited company registered in the UK supplying locum nurse workers both in public and private sectors.
EMPLOYMENT
1. Whittington Hospital NHS Trust, London England
DATES: 2001 – present
JOB TITLE: Band 7 Team Leader, Main Theatres and Orthopaedic and Trauma Theatre Manager
JOB TITLE: Band 8a Interim Theatre Matron
2. Frimley Park Hospital NHS Trust, Surrey England
DATES: 2000 – 2001
JOB TITLE: Band 5 Theatre Practitioner
3. Chinese General Hospital and Medical Centre, Manila Philippines
DATES: 1995 – 2000
JOB TITLE: Operating Room and PACU staff nurse
4. LOYOLA INFIRMARY- ATENEO DE MANILA UNIVERSITY, Philippines DATES: 1996 – 1998
JOB TITLE: Infirmary Staff nurse (part-time)
EDUCATION
1. Middlesex University, London England
QUALIFICATIONS:
• Advance Diploma for Perioperative Nursing, 2002
• Teaching and Mentorship preparation course, 2004
2. Chinese General Hospital and Medical Centre College of Nursing, Philippines
QUALIFICATIONS: Bachelor of Science in Nursing, 1994
3. University of Santo Tomas Education High School, Philippines
QUALIFICATIONS: Secondary School Diploma, 1989
ACHIEVEMENTS
My achievements to date include:
1. Clinical Team Leader for Orthopaedic, Trauma and Spine theatre
2. Infection Control clinical link
3. Clinical Lead for Decontamination
4. Organ Donation link for Theatre
5. Programme Lead for TPOT- The Productive Operating Theatre at Whittington NHS trust
6. Patient Privacy and Dignity clinical area link at Whittington NHS trust
7. Co-author for patient data recording (ORMIS) for Theatres
8. Guest speaker at the NMC conference- “Delivering High Quality Compassionate Care”, in May 2012
9. Completed 2 Clinical Leadership Programme Cohorts and Courses
- King’s Fund Leading to Success Programme: April 2009-October 2009
- Royal College of Nursing Clinical Leadership Programme: February 2011- March 2012
10. Sign off mentor for Middlesex University- Current
11. Interim Matron for Theatres, POA and DTC (Band 8A) – April 2018- February 2019
12. Auditor for Patient-led assessments of the care environment (PLACE) for NHS Improvement- May 2018
13. Recruitment lead for Theatres
14. TNA (Trainee Nurse Associate) Deployment Lead Facilitator for Theatres
15. Recipient of the Surgery and Cancer ICSU Frog award for contribution and excellence 2019
16. Interim Matron for Theatres during the Covid-19 pandemic March-August 2020
EXPÉRIENCE PROFESSIONNELLE :
• Directeur médical de la société 7/7
• Directeur de l’institut de formation des techniciens ambulanciers
• Chef de service soins infirmiers à l’hôpital Moulay Rachid Casablanca
• Responsable de la formation continue à la Délégation de AIn chock
• Directeur adjoint de l’école du brevet d’état de Casablanca
• Chef des unités de soins Settat
• Chargé de contrôle d’hygiène au BMH d’El jadida
CERTIFICAT ET DIPLÔME :
• Certificat de capacité d’ambulancier- École des Oeuvres Hospitalières Française de l’Ordre de Malte – Paris
• Diplôme d’enseignement paramédical – École des Cadres du Ministère de la Santé, Maroc
• Diplôme d’état d’infirmier- École d’État du Ministère de la Santé, Maroc
Directeur de la formation :
Mr Isa MUAZU

Coach de la formation :
Mr Rhoderick PANGANIBAN

Superviseur de la formation locale :
Mr Mohammed MAHMOUDI

Administrateur de la formation :
FOR BETTER HEALTH ACADEMY TEAM

Comment devenir infirmier(ère) au Royaume-Uni?

Le système de santé doit s’adapter pour assurer une couverture de santé plus large et durable pour la population. Nous témoignons des changements majeurs dans le secteur de la santé suite à une émergence de nouvelles technologies, de techniques innovantes, de pratiques fondées sur des données probantes, de modèles de soins de santé intégrés et d’un énorme avancement dans la recherche et le développement (R&D) pour assurer des soins efficaces et sûrs.
La profession de soin infirmier a été obligée de faire de même et les infirmiers(ères) ont pris la relève de la gestion et du développement des services aux patients. En outre, ils doivent garantir les bonnes compétences cliniques pour répondre à la demande croissante des patients. Et enfin, il y a eu une demande accrue d’infirmiers(ères) dans de nombreux systèmes de soins de santé.
Par conséquent, il existe d’énormes possibilités pour les infirmiers(ères) de se développer et de faire progresser leur carrière aux niveaux local et international.
Nos avantages:
Nos formations sont basées sur les normes du Conseil des infirmiers et des Sages-Femmes au Royaume-Uni (NMC)
Notre programme de formation propose un apprentissage mixte (présentielle et en ligne) via For Better Health Academy
Nous sommes une équipe multidisciplinaire, composée d’experts nationaux et internationaux
Nous proposons des formations en 3 langues: anglais, français et arabe
Nous avons créé un éco-système qui lie la formation au développement, à la préparation aux examens, au recrutement, à l’emploi et au suivi post-emploi.
Nos programmes de formation seront largement promus pour aider les infirmières à améliorer leurs compétences afin d’améliorer les soins aux patients dans leur propre pays
Cours en soins infirmiers:
Notre plateforme propose des cours en ligne à jour qui reflètent à la demande actuelle du marché du soin infirmier
Notre équipe:
On successful graduation from nursing school in Nigeria in 1986, I have progressed with my career in post gradate nursing in Nigeria. I underwent post nursing course in anaesthesia as a Nurse-Anaesthetist in Nigeria and Gambia.
I migrated to the United Kingdom (UK) in 1997, starting first at Addenbrooke University Hospital NHS Trust Cambridge as Anaesthetic and Recovery Practitioner, before relocating to London and worked in variety of National Health Service (NHS) hospitals and Private Independent Sector.
I have developed within nursing ladder from staff nurse, Researcher, Practice educator, University Lecturer and now a Senior Matron at Kings College NHS Foundation Trust London. In the past, I engaged in development and training of nurse-anaesthetist in Gambia, with collaboration agreement between the government of Nigeria and Gambia as a Technical Aid Corp program member, under the banner of United Nation Assistance and Gambia Health Institution.
While in UK, as a University Lecturer in Nursing at University of Middlesex London, I led on module and curriculum development for the post-basic nursing students in anaesthetic nursing, that helped in developing many anaesthetic nurses for the benefit of NHS.
In addition, I was part of the stakeholder team involved in the curriculum development of operating department practitioners in partnership with South Bank University and Anglia Ruskin University at the time the universities were migrating from the diploma to the university awarding degree to the operating department practitioners.
As a practice educator/practice development nurse, I was involved in the skill development of qualified nurses, development of training needs analysis in NHS hospital in London, for continuous development of registered nurses, drawing on my experience as a lecturer and practice teacher to develop competencies documents for qualify UK nurses to improve quality nursing care in clinical practice through been a mentor, coach and clinical supervisor.
In education, I have studied for MSc in Healthcare Leadership in Advanced practice and critical care, MA in Human Resource Management, Post graduate diploma in Management, BSc (Hons) Nursing. I am currently in my last year as a PhD doctoral student with University of Greenwich London.
I enjoyed reading, family times, watch football and a strong supporter of Arsenal Football Club.
CORE SKILLS & EXPERIENCE
I acquired a Bachelor of Science in Nursing degree in the Philippines in 1993 and was ranked on the Top 20 in the Nursing Board Examination. I worked as an Operating Room nurse for 6 years before migrating to the United Kingdom in 2000.
I took 2 post-diploma courses at the Middlesex University London for Advance diploma in Peri-Operative nursing and Clinical Mentoring. I also completed 2 significant Leadership Programmes from the NHS Kings Fund and the Royal College of Nursing.
I established my career progression working as Orthopaedic, Spine and Trauma Lead at the Whittington Hospital NHS trust. I assumed the Interim Theatre Matron post on numerous occasions.
I am the Director of RMP Healthcare Limited company registered in the UK supplying locum nurse workers both in public and private sectors.
EMPLOYMENT
1. Whittington Hospital NHS Trust, London England
DATES: 2001 – present
JOB TITLE: Band 7 Team Leader, Main Theatres and Orthopaedic and Trauma Theatre Manager
JOB TITLE: Band 8a Interim Theatre Matron
2. Frimley Park Hospital NHS Trust, Surrey England
DATES: 2000 – 2001
JOB TITLE: Band 5 Theatre Practitioner
3. Chinese General Hospital and Medical Centre, Manila Philippines
DATES: 1995 – 2000
JOB TITLE: Operating Room and PACU staff nurse
4. LOYOLA INFIRMARY- ATENEO DE MANILA UNIVERSITY, Philippines DATES: 1996 – 1998
JOB TITLE: Infirmary Staff nurse (part-time)
EDUCATION
1. Middlesex University, London England
QUALIFICATIONS:
• Advance Diploma for Perioperative Nursing, 2002
• Teaching and Mentorship preparation course, 2004
2. Chinese General Hospital and Medical Centre College of Nursing, Philippines
QUALIFICATIONS: Bachelor of Science in Nursing, 1994
3. University of Santo Tomas Education High School, Philippines
QUALIFICATIONS: Secondary School Diploma, 1989
ACHIEVEMENTS
My achievements to date include:
1. Clinical Team Leader for Orthopaedic, Trauma and Spine theatre
2. Infection Control clinical link
3. Clinical Lead for Decontamination
4. Organ Donation link for Theatre
5. Programme Lead for TPOT- The Productive Operating Theatre at Whittington NHS trust
6. Patient Privacy and Dignity clinical area link at Whittington NHS trust
7. Co-author for patient data recording (ORMIS) for Theatres
8. Guest speaker at the NMC conference- “Delivering High Quality Compassionate Care”, in May 2012
9. Completed 2 Clinical Leadership Programme Cohorts and Courses
- King’s Fund Leading to Success Programme: April 2009-October 2009
- Royal College of Nursing Clinical Leadership Programme: February 2011- March 2012
10. Sign off mentor for Middlesex University- Current
11. Interim Matron for Theatres, POA and DTC (Band 8A) – April 2018- February 2019
12. Auditor for Patient-led assessments of the care environment (PLACE) for NHS Improvement- May 2018
13. Recruitment lead for Theatres
14. TNA (Trainee Nurse Associate) Deployment Lead Facilitator for Theatres
15. Recipient of the Surgery and Cancer ICSU Frog award for contribution and excellence 2019
16. Interim Matron for Theatres during the Covid-19 pandemic March-August 2020
EXPÉRIENCE PROFESSIONNELLE :
• Directeur médical de la société 7/7
• Directeur de l’institut de formation des techniciens ambulanciers
• Chef de service soins infirmiers à l’hôpital Moulay Rachid Casablanca
• Responsable de la formation continue à la Délégation de AIn chock
• Directeur adjoint de l’école du brevet d’état de Casablanca
• Chef des unités de soins Settat
• Chargé de contrôle d’hygiène au BMH d’El jadida
CERTIFICAT ET DIPLÔME :
• Certificat de capacité d’ambulancier- École des Oeuvres Hospitalières Française de l’Ordre de Malte – Paris
• Diplôme d’enseignement paramédical – École des Cadres du Ministère de la Santé, Maroc
• Diplôme d’état d’infirmier- École d’État du Ministère de la Santé, Maroc
PROGRAMME PÉDAGOGIQUE RELATIF À LA PROFESSION
DE SOINS INFIRMIERS À L’INTERNATIONALE ET AU ROYAUME-UNI
Directeur de la formation :
Mr Isa MUAZU

Coach de la formation :
Mr Rhoderick PANGANIBAN

Superviseur de la formation locale :
Mr Mohammed MAHMOUDI

Administrateur de la formation :
FOR BETTER HEALTH ACADEMY TEAM

INTRODUCTION
Le Conseil d’Infirmier et de Sage-femme, Nursing and Midwifery Council (NMC) au Royaume-Uni a mis à la disposition des infirmiers(ères) et des sages-femmes, en octobre 2014 un test de compétence afin de renforcer la profession de soins infirmiers. Ce dernier a pour objectif d’évaluer les connaissances acquises par rapport aux normes de pré-enregistrement actuelles du Royaume-Uni, et ceux pour les infirmiers(ères) et les sages-femmes souhaitant intégrer le marché de travail au Royaume-Uni.
Le cycle de formation en soins infirmiers au Royaume-Uni est de 3 ans pour chaque spécialité.
Les différents domaines de pratiques des soins infirmiers sont :
• Soins infirmiers pour adultes
• Soins infirmiers aux enfants
• Orthophonie
• Psychiatrie
Au Royaume-Uni, l’inscription pour poursuivre votre carrière autant que sage-femme nécessite une formation de trois ans de premier cycle. Il existe un test de compétence spécifique pour les infirmiers(ères) et les sages-femmes qui doivent le passer, selon leur domaine de pratique.
L’acquisition des compétences pratiques doit être évaluée. Pour cela, le NMC utilise un test appelée OSCE (Objective Structured Clinical ExamINATION) ou ECOS en français pour Examen Clinique Objectif Structuré. Des objectifs pratiques, ou compétences cliniques, doivent permettre aux candidats de transposer les connaissances (savoir) en connaissance pratique (savoir-faire) et de comportement (savoir-être) au niveau attendu d’une infirmière ou d’une sage-femme nouvellement autorisée au Royaume-Uni.
Les OSCE sont des épreuves basées sur un circuit de six stations avec pour chacune d’entre elles des problèmes à résoudre en un temps de 8-15 minutes. Les objectifs pour chaque examen sont très clairement identifiés et notés sur une check-list que l’examinateur suivra scrupuleusement. Ainsi une observation directe du candidat permet d’évaluer le savoir-faire et l’acquisition de gestes techniques appris tout au long de son expérience professionnelle.
Les 4 stations essentiellement appréciées dans ce type d’évaluation pour les infirmiers(ères) et les sages-femmes sont :
a) Évaluation – holistique centrée sur le patient
b) Planning
c) Mise en œuvre
d) Évaluation
Les stratégies de prestation des programmes:
OSCE: Formation présentielle
OSCE: Formation individuelle
OSCE: Apprentissage en ligne
Résultat d’apprentissage:
À la fin du programme, vous devriez être en mesure de développer ou de comprendre ce qui suit:
• Ce qui est attendu de l’OSCE
• Comment la simulation des examens sont organisés
• L’environnement d’examen
• Le rôle du patient et de l’examinateur
• La structure de la simulation d’examen
• L’horaire d’un examen simulé
• Le règlement d’examen
• Les meilleurs conseils pour comprendre la structure de votre propre examen
• Les procédures courantes que vous devez démontrer aux examinateurs
• Comprendre les types de clients / modèles simulés ou de mannequins qui seront utilisés pendant votre ECOS
• Reconnaissez le rôle et le comportement de vos évaluateurs / examinateurs
• Être conscient du rôle – comportement et performances requis pour se préparer à l’OSCE
• Comprendre les mécanismes utilisés pour garantir l’assurance qualité (par exemple, modérateur itinérant, caméra et examinateurs externes)
Les principaux sujets examinés au cours des OSCE sont:
Apprentissage 1:
Préparation pour l’évaluation de l’OSCE
Apprentissage 2:
Interpersonal communication
Apprentissage 3:
Hygiène des mains et contrôle des infections
Apprentissage 4:
Technique aseptique non tactile (ANTT)
Apprentissage 5:
Administration des compétences de calcul médical
Apprentissage 6:
Administration de médicaments oraux
Apprentissage 7:
Reconnaissance d’une détérioration aiguë
Apprentissage 8:
Assistance vitale de base
Apprentissage 9:
Analyse d’urine / cathétérisme urinaire
Apprentissage 10:
Mesurer, évaluer et enregistrer les signes vitaux
Apprentissage 11:
Élimination des objets piquants / tranchants
Apprentissage 12:
Soins des plaies
OUTLINE OF LEARNING
Aims
• to understand how preparation will help you in your OSCEto understand how preparation will help you in your OSCE
• to improve your revision /practice strategies
Method
Presentation, interactive discussion
Content
• Introduce the content and effective preparation
• Understand what is required
• Preparation for revision of knowledge underpinning your OSCE
• Preparation for practicing the skills component of your OSCE
• Develop the appropriate attitude and professional approach for your OSCE
• Key point for OSCE preparation
• What happens after your OSCE
Aims
• to recognise the fundamental importance of effective interpersonal communication in nursing
• review key ideas in developing helpful interpersonal communication
• adopt key interpersonal skills in a variety of contents
• Understanding how to prepare for this OSCE
• Recognize the importance of maintaining professional boundaries.
Method
presentation, case study, scenario
Content
• Effective interpersonal communication
• Active, sensitive listening
• Poor listening habits
• Clarifying and summarising
• Examples of an interpersonal communication within a clinical skills OSCE
• Common errors at this station
Aims
• to understand the step-by-step guide in effective handwashing
• to understand why this important skill is assessed using OSCE
• to highlight common problems at this station and identify how these may be avoided
Method
presentation, video-assisted demonstration
Content
• micro-organism on the hands
• when hand hygiene should be performed
• how hand hygiene can be performed
• hand washing with soap and water
• antiseptic handwashing and water
• hand hygiene using alcohol hand rub
• utilizing these approaches in your OSCE
• identifying common errors at this station
• strategies in answering examiners question
Aims
• to understand the step- by-step guide to the aseptic technique
• to understand how to prepare and revise for this OSCE
• to highlight common problems at this station and identify how these may be avoided
Method
Presentation, video-assisted demonstration, power point presentation
Content
• definition of asepsis
• when should ANTT be used?
• principles of the ANTT
• exclusive use of sterilised equipment
• personal protective clothing
• wound assessment
• wound cleaning
• examiners question
• common errors at this station
• Top tips for passing this station
• MCQ question to aid understanding
Aims
• to understand the step-by-step guide to the medication administration process
• to understand why this important skill is assessed using OSCE
• to understand how to prepare and revise for this OSCE
• to highlight common problems at this station and identify how these may be avoided
Method
Presentation, case scenarios, demonstration
Content
• general principles of medication administration
• laws related to medication administration
• local policies related to hospital/ PCT regulation of medicine
• prevention of medicine administration errors
• systematic medication administration using step-by -step process
• documentation
• safe storage of the medication
• common errors at this station
• top tips for passing this station
Aims
• to understand the rationale why this advanced skill is assessed using OSCE
• to enable an understanding of the step-by-step guide to the patient assessment process
• to identify the common problems at this station and how these may be avoided
• to understand how to prepare and reverse for this OSCE
Method
Simulation technique, face to face, audio-visual aids, demonstration, case scenarios.
Content
• ALERT: a systematic assessment tool
• Track and trigger scoring systems
• Escalation of concern
• Effective communication (SBAR)
• Step by step systematic assessment process (ABCDE)
• Common errors at this station
• Top tips for passing this station
Aims
• understand the step-by-step guide to BLS
• understand how to prepare and revise for this OSCE
• understand the common problems at this station and identify how these may be avoided
Method
Demonstration, presentation, simulation and video- assisted demonstration
Content
• key revision for simulated BLS skills
• safety, responsiveness, airway management
• chest compression
• two rescue breath: thirty compression
• common errors at this station
• top tips for passing this station
Aims
• understanding key material relating to this skill
• understanding and process of performing both microscopic and chemical analysis
• gaining knowledge of how to prepare and reverse for this OSCE
• highlight common problems at this station and how they may be prevented
Method
Practical demonstration, video-aids
Content
• differentiate between microscopic/macroscopic/chemical analysis
• overview of urinalysis procedure
• common errors at this station
• top- tips for passing this station
Aims
• understanding the principles of physiological assessment
• able to understand the step-by-step guide to each observation
• knowledge of how to prepare and revise for this OSCE component
• understanding common questions and problems at this station and identify how these may be avoided
Method
Presentation, demonstration
Content
• measuring, assessing, and recording pulse rate
• guidance necessary for effective measurement of the pulse
• indications for palpating specific pulse site
• measuring, assessing and recording body temperature
• indications for selection of specific temperature site
• documentation of body temperature
• measuring, assessing and recording respiration
• guidance for effective measurement of respiration /documentation
• measuring, assessing and recording oxygen saturation
• Guidance for effective measurement of saturation/documentation
• Common errors at this station
• Top tips for passing this station
Comment devenir infirmier(ère) au Royaume-Uni?

Exigences:
Vous aurez notre aide et contrôle dans votre procédure
Être inscrit comme infirmier dans votre pays d’origine.
Avoir un diplôme GNM / BSc / Post BSc / MSc en soins infirmiers.
Avoir un minimum d’un an d’expérience de travail pendant les 5 années dernières.
Étapes:
De 1 à 9 peuvent être à partir du pays d’origine avec notre support
1
Passez l’IELTS et obtenez un niveau de réussite de 7 (NMC accepte maintenant le niveau 6,5 dans écrit) OU passez l’OET avec une note: B.
2
Commencez votre inscription en ligne avec Nursing and Midwifery Council (NMC).
3
Envoyer la candidature et les documents requis à NMC.
4
Obtenez une évaluation positive de NMC.
5
Organisez-vous pour passer la premiere partie d’Examen: CBT (Computer-Based Test).
6
Réalisez un entretien Skype avec un hôpital du NHS (Nursing and Midwifery Council) Trust.
7
Recevez une lettre d’offre de l’hôpital suite à votre réussite dans l’entretien.
8
Recevez votre certificat de Sponsorship (CoS).
9
Demandez votre visa de niveau 2.
10
Arriver au Royaume-Uni.
11
Commencer à travailler dans un hôpital / maison de soins infirmiers en tant qu’assistant de soins de santé pendant 3 à 6 mois, en se préparant simultanément à l’OSCE.
12
Passez la deuxième partie d’Examen: OSCE (Objective Structured Clinical Examination).
13
Commencez à travailler comme infirmière officiellement au Royaume-Uni.
Plus d’informations:
CBT est un QCM test.
Vous aurez un salaire en tant qu’assistant de soins de santé.
L’OSCE est un examen pratique qui teste vos compétences en soins infirmiers.
L’hôpital pour lequel vous travaillez paiera pour le test OSCE.
De l’étape 1 à l’étape 9: Peut être effectuée depuis votre pays.
FBH Academy s’est associée avec des hôpitaux britanniques pour :
• Recruter les infirmier(e)s à l’échelle internationale
• Offrir aux candidats des formations de qualités
• Préparer les nouveaux candidats pour passer des examens
• Aider le candidat à chaque étape pour avoir un travail au Royaume-Uni
Postulez maintenant:

Le système de santé doit s’adapter pour assurer une couverture de santé plus large et durable pour la population. Nous témoignons des changements majeurs dans le secteur de la santé suite à une émergence de nouvelles technologies, de techniques innovantes, de pratiques fondées sur des données probantes, de modèles de soins de santé intégrés et d’un énorme avancement dans la recherche et le développement (R&D) pour assurer des soins efficaces et sûrs.
La profession médicale a été obligée de faire de même et les médecins ont pris la relève de la gestion et du développement des services aux patients. En outre, ils doivent garantir les bonnes compétences cliniques pour répondre à la demande croissante des patients. Et enfin, il y a eu une demande accrue médecins dans de nombreux systèmes de soins de santé.
Par conséquent, il existe d’énormes possibilités pour les médecins de se développer et de faire progresser leur carrière aux niveaux local et international.
Nos avantages:
Nos formations sont basées sur les normes du Conseil des médecins au Royaume-Uni (GMC)
Notre programme de formation propose un apprentissage mixte (présentielle et en ligne) via For Better Health Academy
Nous sommes une équipe multidisciplinaire, composée d’experts nationaux et internationaux
Nous proposons des formations en 3 langues: anglais, français et arabe
Nous avons créé un éco-système qui lie la formation au développement, à la préparation aux examens, au recrutement, à l’emploi et au suivi post-emploi
Nos programmes de formation seront largement promus pour aider les médecins à améliorer leurs compétences afin d’améliorer les soins aux patients dans leur propre pays
Cours en soins médicale:
Notre plateforme propose des cours en ligne à jour qui reflètent à la demande actuelle du marché médical
Our Team
On successful graduation from nursing school in Nigeria in 1986, I have progressed with my career in post gradate nursing in Nigeria. I underwent post nursing course in anaesthesia as a Nurse-Anaesthetist in Nigeria and Gambia.
I migrated to the United Kingdom (UK) in 1997, starting first at Addenbrooke University Hospital NHS Trust Cambridge as Anaesthetic and Recovery Practitioner, before relocating to London and worked in variety of National Health Service (NHS) hospitals and Private Independent Sector.
I have developed within nursing ladder from staff nurse, Researcher, Practice educator, University Lecturer and now a Senior Matron at Kings College NHS Foundation Trust London. In the past, I engaged in development and training of nurse-anaesthetist in Gambia, with collaboration agreement between the government of Nigeria and Gambia as a Technical Aid Corp program member, under the banner of United Nation Assistance and Gambia Health Institution.
While in UK, as a University Lecturer in Nursing at University of Middlesex London, I led on module and curriculum development for the post-basic nursing students in anaesthetic nursing, that helped in developing many anaesthetic nurses for the benefit of NHS.
In addition, I was part of the stakeholder team involved in the curriculum development of operating department practitioners in partnership with South Bank University and Anglia Ruskin University at the time the universities were migrating from the diploma to the university awarding degree to the operating department practitioners.
As a practice educator/practice development nurse, I was involved in the skill development of qualified nurses, development of training needs analysis in NHS hospital in London, for continuous development of registered nurses, drawing on my experience as a lecturer and practice teacher to develop competencies documents for qualify UK nurses to improve quality nursing care in clinical practice through been a mentor, coach and clinical supervisor.
In education, I have studied for MSc in Healthcare Leadership in Advanced practice and critical care, MA in Human Resource Management, Post graduate diploma in Management, BSc (Hons) Nursing. I am currently in my last year as a PhD doctoral student with University of Greenwich London.
I enjoyed reading, family times, watch football and a strong supporter of Arsenal Football Club.
CORE SKILLS & EXPERIENCE
I acquired a Bachelor of Science in Nursing degree in the Philippines in 1993 and was ranked on the Top 20 in the Nursing Board Examination. I worked as an Operating Room nurse for 6 years before migrating to the United Kingdom in 2000.
I took 2 post-diploma courses at the Middlesex University London for Advance diploma in Peri-Operative nursing and Clinical Mentoring. I also completed 2 significant Leadership Programmes from the NHS Kings Fund and the Royal College of Nursing.
I established my career progression working as Orthopaedic, Spine and Trauma Lead at the Whittington Hospital NHS trust. I assumed the Interim Theatre Matron post on numerous occasions.
I am the Director of RMP Healthcare Limited company registered in the UK supplying locum nurse workers both in public and private sectors.
EMPLOYMENT
1. Whittington Hospital NHS Trust, London England
DATES: 2001 – present
JOB TITLE: Band 7 Team Leader, Main Theatres and Orthopaedic and Trauma Theatre Manager
JOB TITLE: Band 8a Interim Theatre Matron
2. Frimley Park Hospital NHS Trust, Surrey England
DATES: 2000 – 2001
JOB TITLE: Band 5 Theatre Practitioner
3. Chinese General Hospital and Medical Centre, Manila Philippines
DATES: 1995 – 2000
JOB TITLE: Operating Room and PACU staff nurse
4. LOYOLA INFIRMARY- ATENEO DE MANILA UNIVERSITY, Philippines DATES: 1996 – 1998
JOB TITLE: Infirmary Staff nurse (part-time)
EDUCATION
1. Middlesex University, London England
QUALIFICATIONS:
• Advance Diploma for Perioperative Nursing, 2002
• Teaching and Mentorship preparation course, 2004
2. Chinese General Hospital and Medical Centre College of Nursing, Philippines
QUALIFICATIONS: Bachelor of Science in Nursing, 1994
3. University of Santo Tomas Education High School, Philippines
QUALIFICATIONS: Secondary School Diploma, 1989
ACHIEVEMENTS
My achievements to date include:
1. Clinical Team Leader for Orthopaedic, Trauma and Spine theatre
2. Infection Control clinical link
3. Clinical Lead for Decontamination
4. Organ Donation link for Theatre
5. Programme Lead for TPOT- The Productive Operating Theatre at Whittington NHS trust
6. Patient Privacy and Dignity clinical area link at Whittington NHS trust
7. Co-author for patient data recording (ORMIS) for Theatres
8. Guest speaker at the NMC conference- “Delivering High Quality Compassionate Care”, in May 2012
9. Completed 2 Clinical Leadership Programme Cohorts and Courses
- King’s Fund Leading to Success Programme: April 2009-October 2009
- Royal College of Nursing Clinical Leadership Programme: February 2011- March 2012
10. Sign off mentor for Middlesex University- Current
11. Interim Matron for Theatres, POA and DTC (Band 8A) – April 2018- February 2019
12. Auditor for Patient-led assessments of the care environment (PLACE) for NHS Improvement- May 2018
13. Recruitment lead for Theatres
14. TNA (Trainee Nurse Associate) Deployment Lead Facilitator for Theatres
15. Recipient of the Surgery and Cancer ICSU Frog award for contribution and excellence 2019
16. Interim Matron for Theatres during the Covid-19 pandemic March-August 2020
EXPÉRIENCE PROFESSIONNELLE :
• Directeur médical de la société 7/7
• Directeur de l’institut de formation des techniciens ambulanciers
• Chef de service soins infirmiers à l’hôpital Moulay Rachid Casablanca
• Responsable de la formation continue à la Délégation de AIn chock
• Directeur adjoint de l’école du brevet d’état de Casablanca
• Chef des unités de soins Settat
• Chargé de contrôle d’hygiène au BMH d’El jadida
CERTIFICAT ET DIPLÔME :
• Certificat de capacité d’ambulancier- École des Oeuvres Hospitalières Française de l’Ordre de Malte – Paris
• Diplôme d’enseignement paramédical – École des Cadres du Ministère de la Santé, Maroc
• Diplôme d’état d’infirmier- École d’État du Ministère de la Santé, Maroc
PEDAGOGIC PROGRAM
FOR INTERNATIONAL MEDICAL CAREER OSCEs
Course Director :
Mr Isa MUAZU

Course Coach :
Mr Rhoderick PANGANIBAN

Local Course Supervisor :
Mr Mohammed MAHMOUDI

Course Administrator :
FOR BETTER HEALTH ACADEMY TEAM

INTRODUCTION
The General Medical Council (GMC) UK introduced a test of competence for internationally registered doctors in Oct 2014. The test of competence measures candidate against the current UK pre-registration standards for doctors. The medical field in the UK is comprised of separate and distinct fields of practice, each requiring three years of pre-registration undergraduate education.
The distinct medical fields of practice are:
• Adult medical
• Children’s medical
• Learning disabilities medical
• Mental health medical
There is a test of competence specific to each field of medical practice. You will be required to undertake a competence test specific to your medical field of practice.
The OSCE is designed to assess your ability to competently apply your professional medical skills and knowledge in the UK. It is set at level expected of doctors as they enter the profession at the point of registration. This means that you must demonstrate that you are capable of applying knowledge to the care of patients at the level expected of a newly registered.
The examination is testing your ability to apply knowledge and skills to the care of patients rather than how well you can remember and recite facts. All scenarios and associated questions relate to current best practice and you should answer them in relation to published evidence and not according to local arrangement.
The programme will meet the OSCE requirement which comprises of six stations, each lasting between 8- 15 minutes. Four stations will be scenario based and relate to your stages of medical care process:
a) Assessment -holistic patient-centred
b) Planning
c) Implementation
d) Evaluation
The programme delivery strategies:
OSCE : Face to Face training
OSCE : One to One training
OSCE : virtual learning
Learning outcome:
On completion of the programme, you should be able to develop or understand the following:
• What is expected from OSCE
• How simulated exams are organised
• The examination environment
• The role of the patient and the examiner
• The structure of a simulated examination
• The timing of a simulated examination
• The examination regulations
• Top tips for understanding the structure of your own examination
• The common procedures you have to demonstrate to the examiners
• Understanding the types of simulated clients/models or manikins that will be used during your OSCE
• Recognise the role and behaviour of your assessors/examiners
• Be aware of the role -behaviour and performance required in order to prepare for OSCE
• Understand the mechanisms used to ensure quality assurance (e.g. roaming moderator, camera and external examiners)
OUTLINE OSCE LEARNING OUTCOMES:
Learning 1:
Preparation for OSCE assessment
Learning 2:
Interpersonal communication
Learning 3:
Hand hygiene and infection control
Learning 4:
Aseptic non -touch technique (ANTT)
Learning 5:
Administration of medical calculation skills
Learning 6:
Administration of oral medication
Learning 7:
Recognition of acute deterioration
Learning 8:
Basic Life Support
Learning 9:
Urinalysis /urinary catheterization
Learning 10:
Measuring, assessing and recording vital signs
Learning 11:
Safe disposal of sharp
Learning 12:
Wound care
OUTLINE OF LEARNING
Aims
• to understand how preparation will help you in your OSCEto understand how preparation will help you in your OSCE
• to improve your revision /practice strategies
Method
Presentation, interactive discussion
Content
• Introduce the content and effective preparation
• Understand what is required
• Preparation for revision of knowledge underpinning your OSCE
• Preparation for practicing the skills component of your OSCE
• Develop the appropriate attitude and professional approach for your OSCE
• Key point for OSCE preparation
• What happens after your OSCE
Aims
• to recognise the fundamental importance of effective interpersonal communication in nursing
• review key ideas in developing helpful interpersonal communication
• adopt key interpersonal skills in a variety of contents
• Understanding how to prepare for this OSCE
• Recognize the importance of maintaining professional boundaries.
Method
presentation, case study, scenario
Content
• Effective interpersonal communication
• Active, sensitive listening
• Poor listening habits
• Clarifying and summarising
• Examples of an interpersonal communication within a clinical skills OSCE
• Common errors at this station
Aims
• to understand the step-by-step guide in effective handwashing
• to understand why this important skill is assessed using OSCE
• to highlight common problems at this station and identify how these may be avoided
Method
presentation, video-assisted demonstration
Content
• micro-organism on the hands
• when hand hygiene should be performed
• how hand hygiene can be performed
• hand washing with soap and water
• antiseptic handwashing and water
• hand hygiene using alcohol hand rub
• utilizing these approaches in your OSCE
• identifying common errors at this station
• strategies in answering examiners question
Aims
• to understand the step- by-step guide to the aseptic technique
• to understand how to prepare and revise for this OSCE
• to highlight common problems at this station and identify how these may be avoided
Method
Presentation, video-assisted demonstration, power point presentation
Content
• definition of asepsis
• when should ANTT be used?
• principles of the ANTT
• exclusive use of sterilised equipment
• personal protective clothing
• wound assessment
• wound cleaning
• examiners question
• common errors at this station
• Top tips for passing this station
• MCQ question to aid understanding
Aims
• to understand the step-by-step guide to the medication administration process
• to understand why this important skill is assessed using OSCE
• to understand how to prepare and revise for this OSCE
• to highlight common problems at this station and identify how these may be avoided
Method
Presentation, case scenarios, demonstration
Content
• general principles of medication administration
• laws related to medication administration
• local policies related to hospital/ PCT regulation of medicine
• prevention of medicine administration errors
• systematic medication administration using step-by -step process
• documentation
• safe storage of the medication
• common errors at this station
• top tips for passing this station
Aims
• to understand the rationale why this advanced skill is assessed using OSCE
• to enable an understanding of the step-by-step guide to the patient assessment process
• to identify the common problems at this station and how these may be avoided
• to understand how to prepare and reverse for this OSCE
Method
Simulation technique, face to face, audio-visual aids, demonstration, case scenarios.
Content
• ALERT: a systematic assessment tool
• Track and trigger scoring systems
• Escalation of concern
• Effective communication (SBAR)
• Step by step systematic assessment process (ABCDE)
• Common errors at this station
• Top tips for passing this station
Aims
• understand the step-by-step guide to BLS
• understand how to prepare and revise for this OSCE
• understand the common problems at this station and identify how these may be avoided
Method
Demonstration, presentation, simulation and video- assisted demonstration
Content
• key revision for simulated BLS skills
• safety, responsiveness, airway management
• chest compression
• two rescue breath: thirty compression
• common errors at this station
• top tips for passing this station
Aims
• understanding key material relating to this skill
• understanding and process of performing both microscopic and chemical analysis
• gaining knowledge of how to prepare and reverse for this OSCE
• highlight common problems at this station and how they may be prevented
Method
Practical demonstration, video-aids
Content
• differentiate between microscopic/macroscopic/chemical analysis
• overview of urinalysis procedure
• common errors at this station
• top- tips for passing this station
Aims
• understanding the principles of physiological assessment
• able to understand the step-by-step guide to each observation
• knowledge of how to prepare and revise for this OSCE component
• understanding common questions and problems at this station and identify how these may be avoided
Method
Presentation, demonstration
Content
• measuring, assessing, and recording pulse rate
• guidance necessary for effective measurement of the pulse
• indications for palpating specific pulse site
• measuring, assessing and recording body temperature
• indications for selection of specific temperature site
• documentation of body temperature
• measuring, assessing and recording respiration
• guidance for effective measurement of respiration /documentation
• measuring, assessing and recording oxygen saturation
• Guidance for effective measurement of saturation/documentation
• Common errors at this station
• Top tips for passing this station
Comment devenir médecin au Royaume-Uni?

Requirements:
You will have our total help and control in your procedure
Primary Medical Qualification in home Country.
• 12 months’ postgraduate clinical experience* ( « House Officer training (Faisant-Fonction) is accepted as experience »).
PS: You need to check if your medical school is recognised by U.K on: “World Directory of Medical Schools”: www.wdoms.org
Steps:
From 1 to 9, can be done from your home country with our support
1
Take the IELTS and achieve a pass level of 7.5 (GMC now accepts 6.5 in writing) OR take the OET and pass with grade B.
2
Complete a Skype interview with an GMC (General Medical Council) Trust hospital.
3
Receive an offer letter from the hospital following a successful interview.
4
Start your registration online with GMC.
5
Arrange to take the first part Exam: CBT (Computer-Based Test).
6
Send application and the required documents to GMC.
7
Get a positive assessment from GMC.
8
Receive your Certificate of Sponsorship (CoS).
9
Apply for your tier 2 visa.
10
Arriver au Royaume-Uni.
11
Begin working in a hospital / nursing home as a Health Care Assistant for 3 months to 6 months, simultaneously preparing for the OSCE.
12
Take the second part Exam: OSCE (Objective Structured Clinical Examination).
13
Start working as a Doctor officially in the UK.
Additional information:
CBT is an MCQ Test.
You will have a salary working as a Health Care Assistant.
OSCE is a practical exam which tests your Medical skills.
The hospital you work for will pay for the OSCE Test.
Step 1 to Step 9: Can be done from home country.


FBH Academy s’est associée avec des hôpitaux britanniques pour :
• Recruter les médecins à l’échelle internationale
• Offrir aux candidats des formations de qualités
• Préparer les nouveaux candidats pour passer des examens
• Aider le candidat à chaque étape du voyage au Royaume-Uni
Postulez maintenant:
Veuillez choisir dans le menu entre (médecins et infirmières/sages-femmes) :

Le système de santé doit s’adapter pour assurer une couverture de santé plus large et durable pour la population. Nous témoignons des changements majeurs dans le secteur de la santé suite à une émergence de nouvelles technologies, de techniques innovantes, de pratiques fondées sur des données probantes, de modèles de soins de santé intégrés et d’un énorme avancement dans la recherche et le développement (R&D) pour assurer des soins efficaces et sûrs.
La profession médicale a été obligée de faire de même et les médecins ont pris la relève de la gestion et du développement des services aux patients. En outre, ils doivent garantir les bonnes compétences cliniques pour répondre à la demande croissante des patients. Et enfin, il y a eu une demande accrue médecins dans de nombreux systèmes de soins de santé.
Par conséquent, il existe d’énormes possibilités pour les médecins de se développer et de faire progresser leur carrière aux niveaux local et international.
Nos avantages:
Nos formations sont basées sur les normes du Conseil des médecins au Royaume-Uni (GMC)
Notre programme de formation propose un apprentissage mixte (présentielle et en ligne) via For Better Health Academy
Nous sommes une équipe multidisciplinaire, composée d’experts nationaux et internationaux
Nous proposons des formations en 3 langues: anglais, français et arabe
Nous avons créé un éco-système qui lie la formation au développement, à la préparation aux examens, au recrutement, à l’emploi et au suivi post-emploi
Nos programmes de formation seront largement promus pour aider les médecins à améliorer leurs compétences afin d’améliorer les soins aux patients dans leur propre pays
Cours en soins médicale:
Notre plateforme propose des cours en ligne à jour qui reflètent à la demande actuelle du marché médical
Our Team
On successful graduation from nursing school in Nigeria in 1986, I have progressed with my career in post gradate nursing in Nigeria. I underwent post nursing course in anaesthesia as a Nurse-Anaesthetist in Nigeria and Gambia.
I migrated to the United Kingdom (UK) in 1997, starting first at Addenbrooke University Hospital NHS Trust Cambridge as Anaesthetic and Recovery Practitioner, before relocating to London and worked in variety of National Health Service (NHS) hospitals and Private Independent Sector.
I have developed within nursing ladder from staff nurse, Researcher, Practice educator, University Lecturer and now a Senior Matron at Kings College NHS Foundation Trust London. In the past, I engaged in development and training of nurse-anaesthetist in Gambia, with collaboration agreement between the government of Nigeria and Gambia as a Technical Aid Corp program member, under the banner of United Nation Assistance and Gambia Health Institution.
While in UK, as a University Lecturer in Nursing at University of Middlesex London, I led on module and curriculum development for the post-basic nursing students in anaesthetic nursing, that helped in developing many anaesthetic nurses for the benefit of NHS.
In addition, I was part of the stakeholder team involved in the curriculum development of operating department practitioners in partnership with South Bank University and Anglia Ruskin University at the time the universities were migrating from the diploma to the university awarding degree to the operating department practitioners.
As a practice educator/practice development nurse, I was involved in the skill development of qualified nurses, development of training needs analysis in NHS hospital in London, for continuous development of registered nurses, drawing on my experience as a lecturer and practice teacher to develop competencies documents for qualify UK nurses to improve quality nursing care in clinical practice through been a mentor, coach and clinical supervisor.
In education, I have studied for MSc in Healthcare Leadership in Advanced practice and critical care, MA in Human Resource Management, Post graduate diploma in Management, BSc (Hons) Nursing. I am currently in my last year as a PhD doctoral student with University of Greenwich London.
I enjoyed reading, family times, watch football and a strong supporter of Arsenal Football Club.
CORE SKILLS & EXPERIENCE
I acquired a Bachelor of Science in Nursing degree in the Philippines in 1993 and was ranked on the Top 20 in the Nursing Board Examination. I worked as an Operating Room nurse for 6 years before migrating to the United Kingdom in 2000.
I took 2 post-diploma courses at the Middlesex University London for Advance diploma in Peri-Operative nursing and Clinical Mentoring. I also completed 2 significant Leadership Programmes from the NHS Kings Fund and the Royal College of Nursing.
I established my career progression working as Orthopaedic, Spine and Trauma Lead at the Whittington Hospital NHS trust. I assumed the Interim Theatre Matron post on numerous occasions.
I am the Director of RMP Healthcare Limited company registered in the UK supplying locum nurse workers both in public and private sectors.
EMPLOYMENT
1. Whittington Hospital NHS Trust, London England
DATES: 2001 – present
JOB TITLE: Band 7 Team Leader, Main Theatres and Orthopaedic and Trauma Theatre Manager
JOB TITLE: Band 8a Interim Theatre Matron
2. Frimley Park Hospital NHS Trust, Surrey England
DATES: 2000 – 2001
JOB TITLE: Band 5 Theatre Practitioner
3. Chinese General Hospital and Medical Centre, Manila Philippines
DATES: 1995 – 2000
JOB TITLE: Operating Room and PACU staff nurse
4. LOYOLA INFIRMARY- ATENEO DE MANILA UNIVERSITY, Philippines DATES: 1996 – 1998
JOB TITLE: Infirmary Staff nurse (part-time)
EDUCATION
1. Middlesex University, London England
QUALIFICATIONS:
• Advance Diploma for Perioperative Nursing, 2002
• Teaching and Mentorship preparation course, 2004
2. Chinese General Hospital and Medical Centre College of Nursing, Philippines
QUALIFICATIONS: Bachelor of Science in Nursing, 1994
3. University of Santo Tomas Education High School, Philippines
QUALIFICATIONS: Secondary School Diploma, 1989
ACHIEVEMENTS
My achievements to date include:
1. Clinical Team Leader for Orthopaedic, Trauma and Spine theatre
2. Infection Control clinical link
3. Clinical Lead for Decontamination
4. Organ Donation link for Theatre
5. Programme Lead for TPOT- The Productive Operating Theatre at Whittington NHS trust
6. Patient Privacy and Dignity clinical area link at Whittington NHS trust
7. Co-author for patient data recording (ORMIS) for Theatres
8. Guest speaker at the NMC conference- “Delivering High Quality Compassionate Care”, in May 2012
9. Completed 2 Clinical Leadership Programme Cohorts and Courses
- King’s Fund Leading to Success Programme: April 2009-October 2009
- Royal College of Nursing Clinical Leadership Programme: February 2011- March 2012
10. Sign off mentor for Middlesex University- Current
11. Interim Matron for Theatres, POA and DTC (Band 8A) – April 2018- February 2019
12. Auditor for Patient-led assessments of the care environment (PLACE) for NHS Improvement- May 2018
13. Recruitment lead for Theatres
14. TNA (Trainee Nurse Associate) Deployment Lead Facilitator for Theatres
15. Recipient of the Surgery and Cancer ICSU Frog award for contribution and excellence 2019
16. Interim Matron for Theatres during the Covid-19 pandemic March-August 2020
EXPÉRIENCE PROFESSIONNELLE :
• Directeur médical de la société 7/7
• Directeur de l’institut de formation des techniciens ambulanciers
• Chef de service soins infirmiers à l’hôpital Moulay Rachid Casablanca
• Responsable de la formation continue à la Délégation de AIn chock
• Directeur adjoint de l’école du brevet d’état de Casablanca
• Chef des unités de soins Settat
• Chargé de contrôle d’hygiène au BMH d’El jadida
CERTIFICAT ET DIPLÔME :
• Certificat de capacité d’ambulancier- École des Oeuvres Hospitalières Française de l’Ordre de Malte – Paris
• Diplôme d’enseignement paramédical – École des Cadres du Ministère de la Santé, Maroc
• Diplôme d’état d’infirmier- École d’État du Ministère de la Santé, Maroc
PEDAGOGIC PROGRAM
FOR INTERNATIONAL MEDICAL CAREER OSCEs
Course Director :
Mr Isa MUAZU

Course Coach :
Mr Rhoderick PANGANIBAN

Local Course Supervisor :
Mr Mohammed MAHMOUDI

Course Administrator :
FOR BETTER HEALTH ACADEMY TEAM

INTRODUCTION
The General Medical Council (GMC) UK introduced a test of competence for internationally registered doctors in Oct 2014. The test of competence measures candidate against the current UK pre-registration standards for doctors. The medical field in the UK is comprised of separate and distinct fields of practice, each requiring three years of pre-registration undergraduate education.
The distinct medical fields of practice are:
• Adult medical
• Children’s medical
• Learning disabilities medical
• Mental health medical
There is a test of competence specific to each field of medical practice. You will be required to undertake a competence test specific to your medical field of practice.
The OSCE is designed to assess your ability to competently apply your professional medical skills and knowledge in the UK. It is set at level expected of doctors as they enter the profession at the point of registration. This means that you must demonstrate that you are capable of applying knowledge to the care of patients at the level expected of a newly registered.
The examination is testing your ability to apply knowledge and skills to the care of patients rather than how well you can remember and recite facts. All scenarios and associated questions relate to current best practice and you should answer them in relation to published evidence and not according to local arrangement.
The programme will meet the OSCE requirement which comprises of six stations, each lasting between 8- 15 minutes. Four stations will be scenario based and relate to your stages of medical care process:
a) Assessment -holistic patient-centred
b) Planning
c) Implementation
d) Evaluation
The programme delivery strategies:
OSCE : Face to Face training
OSCE : One to One training
OSCE : virtual learning
Learning outcome:
On completion of the programme, you should be able to develop or understand the following:
• What is expected from OSCE
• How simulated exams are organised
• The examination environment
• The role of the patient and the examiner
• The structure of a simulated examination
• The timing of a simulated examination
• The examination regulations
• Top tips for understanding the structure of your own examination
• The common procedures you have to demonstrate to the examiners
• Understanding the types of simulated clients/models or manikins that will be used during your OSCE
• Recognise the role and behaviour of your assessors/examiners
• Be aware of the role -behaviour and performance required in order to prepare for OSCE
• Understand the mechanisms used to ensure quality assurance (e.g. roaming moderator, camera and external examiners)
OUTLINE OSCE LEARNING OUTCOMES:
Learning 1:
Preparation for OSCE assessment
Learning 2:
Interpersonal communication
Learning 3:
Hand hygiene and infection control
Learning 4:
Aseptic non -touch technique (ANTT)
Learning 5:
Administration of medical calculation skills
Learning 6:
Administration of oral medication
Learning 7:
Recognition of acute deterioration
Learning 8:
Basic Life Support
Learning 9:
Urinalysis /urinary catheterization
Learning 10:
Measuring, assessing and recording vital signs
Learning 11:
Safe disposal of sharp
Learning 12:
Wound care
OUTLINE OF LEARNING
Aims
• to understand how preparation will help you in your OSCEto understand how preparation will help you in your OSCE
• to improve your revision /practice strategies
Method
Presentation, interactive discussion
Content
• Introduce the content and effective preparation
• Understand what is required
• Preparation for revision of knowledge underpinning your OSCE
• Preparation for practicing the skills component of your OSCE
• Develop the appropriate attitude and professional approach for your OSCE
• Key point for OSCE preparation
• What happens after your OSCE
Aims
• to recognise the fundamental importance of effective interpersonal communication in nursing
• review key ideas in developing helpful interpersonal communication
• adopt key interpersonal skills in a variety of contents
• Understanding how to prepare for this OSCE
• Recognize the importance of maintaining professional boundaries.
Method
presentation, case study, scenario
Content
• Effective interpersonal communication
• Active, sensitive listening
• Poor listening habits
• Clarifying and summarising
• Examples of an interpersonal communication within a clinical skills OSCE
• Common errors at this station
Aims
• to understand the step-by-step guide in effective handwashing
• to understand why this important skill is assessed using OSCE
• to highlight common problems at this station and identify how these may be avoided
Method
presentation, video-assisted demonstration
Content
• micro-organism on the hands
• when hand hygiene should be performed
• how hand hygiene can be performed
• hand washing with soap and water
• antiseptic handwashing and water
• hand hygiene using alcohol hand rub
• utilizing these approaches in your OSCE
• identifying common errors at this station
• strategies in answering examiners question
Aims
• to understand the step- by-step guide to the aseptic technique
• to understand how to prepare and revise for this OSCE
• to highlight common problems at this station and identify how these may be avoided
Method
Presentation, video-assisted demonstration, power point presentation
Content
• definition of asepsis
• when should ANTT be used?
• principles of the ANTT
• exclusive use of sterilised equipment
• personal protective clothing
• wound assessment
• wound cleaning
• examiners question
• common errors at this station
• Top tips for passing this station
• MCQ question to aid understanding
Aims
• to understand the step-by-step guide to the medication administration process
• to understand why this important skill is assessed using OSCE
• to understand how to prepare and revise for this OSCE
• to highlight common problems at this station and identify how these may be avoided
Method
Presentation, case scenarios, demonstration
Content
• general principles of medication administration
• laws related to medication administration
• local policies related to hospital/ PCT regulation of medicine
• prevention of medicine administration errors
• systematic medication administration using step-by -step process
• documentation
• safe storage of the medication
• common errors at this station
• top tips for passing this station
Aims
• to understand the rationale why this advanced skill is assessed using OSCE
• to enable an understanding of the step-by-step guide to the patient assessment process
• to identify the common problems at this station and how these may be avoided
• to understand how to prepare and reverse for this OSCE
Method
Simulation technique, face to face, audio-visual aids, demonstration, case scenarios.
Content
• ALERT: a systematic assessment tool
• Track and trigger scoring systems
• Escalation of concern
• Effective communication (SBAR)
• Step by step systematic assessment process (ABCDE)
• Common errors at this station
• Top tips for passing this station
Aims
• understand the step-by-step guide to BLS
• understand how to prepare and revise for this OSCE
• understand the common problems at this station and identify how these may be avoided
Method
Demonstration, presentation, simulation and video- assisted demonstration
Content
• key revision for simulated BLS skills
• safety, responsiveness, airway management
• chest compression
• two rescue breath: thirty compression
• common errors at this station
• top tips for passing this station
Aims
• understanding key material relating to this skill
• understanding and process of performing both microscopic and chemical analysis
• gaining knowledge of how to prepare and reverse for this OSCE
• highlight common problems at this station and how they may be prevented
Method
Practical demonstration, video-aids
Content
• differentiate between microscopic/macroscopic/chemical analysis
• overview of urinalysis procedure
• common errors at this station
• top- tips for passing this station
Aims
• understanding the principles of physiological assessment
• able to understand the step-by-step guide to each observation
• knowledge of how to prepare and revise for this OSCE component
• understanding common questions and problems at this station and identify how these may be avoided
Method
Presentation, demonstration
Content
• measuring, assessing, and recording pulse rate
• guidance necessary for effective measurement of the pulse
• indications for palpating specific pulse site
• measuring, assessing and recording body temperature
• indications for selection of specific temperature site
• documentation of body temperature
• measuring, assessing and recording respiration
• guidance for effective measurement of respiration /documentation
• measuring, assessing and recording oxygen saturation
• Guidance for effective measurement of saturation/documentation
• Common errors at this station
• Top tips for passing this station
Comment devenir médecin au Royaume-Uni?

Requirements:
You will have our total help and control in your procedure
Primary Medical Qualification in home Country.
• 12 months’ postgraduate clinical experience* ( « House Officer training (Faisant-Fonction) is accepted as experience »).
PS: You need to check if your medical school is recognised by U.K on: “World Directory of Medical Schools”: www.wdoms.org
Steps:
From 1 to 9, can be done from your home country with our support
1
Take the IELTS and achieve a pass level of 7.5 (GMC now accepts 6.5 in writing) OR take the OET and pass with grade B.
2
Complete a Skype interview with an GMC (General Medical Council) Trust hospital.
3
Receive an offer letter from the hospital following a successful interview.
4
Start your registration online with GMC.
5
Arrange to take the first part Exam: CBT (Computer-Based Test).
6
Send application and the required documents to GMC.
7
Get a positive assessment from GMC.
8
Receive your Certificate of Sponsorship (CoS).
9
Apply for your tier 2 visa.
10
Arriver au Royaume-Uni.
11
Begin working in a hospital / nursing home as a Health Care Assistant for 3 months to 6 months, simultaneously preparing for the OSCE.
12
Take the second part Exam: OSCE (Objective Structured Clinical Examination).
13
Start working as a Doctor officially in the UK.
Additional information:
CBT is an MCQ Test.
You will have a salary working as a Health Care Assistant.
OSCE is a practical exam which tests your Medical skills.
The hospital you work for will pay for the OSCE Test.
Step 1 to Step 9: Can be done from home country.


MUST HAVE
• Primary Medical Qualification in home Country.
• 12 months’ postgraduate clinical experience*
PS: You need to check if your medical school is recognised by U.K on: “World Directory of Medical Schools”: www.wdoms.org
*(« House Officer training (Faisant-Fonction) is accepted as experience »).

Step 1: English Language:
• IETLS (International English Language Testing System) – An overall score of at least 7.5 “No band less than 7”. OR
• OET (Occupational English Test) – Minimum grade B in each testing area (Writing, Speaking, Listening, Reading)




IETLS & OET Preparation at FBH Academy
Step 2: Registration & PLAB test:
• Online registration with General Medical Council (GMC)
• Part 1 PLAB test (Professional and Linguistic Assessments Board test): 180 MCQS / 3 hours
• Part 2 PLAB test “OSCE” (Objective Structured Clinical Exam): 16 stations (8 minutes each) Centre: Manchester, U.K








FBH assist you in registration
Step 3:
• Apply for Full Registration to the GMC
• Get Employer sponsored Work Visa




Comprehensive PLAB 1 training at FBH Academy
Live in the United Kingdom





Comprehensive OSCEs training at FBH Academy


Celebrate
MUST HAVE
• Primary Medical Qualification in home Country.
• 12 months’ postgraduate clinical experience*
PS: You need to check if your medical school is recognised by U.K on: “World Directory of Medical Schools”: www.wdoms.org
*(« House Officer training (Faisant-Fonction) is accepted as experience »).
Step 1: English Language:
• IETLS (International English Language Testing System) – An overall score of at least 7.5 “No band less than 7”. OR
• OET (Occupational English Test) – Minimum grade B in each testing area (Writing, Speaking, Listening, Reading)









IETLS & OET Preparation at FBH Academy
Step 2: Registration & PLAB test:
• Online registration with General Medical Council (GMC)
• Part 1 PLAB test (Professional and Linguistic Assessments Board test): 180 MCQS / 3 hours
• Part 2 PLAB test “OSCE” (Objective Structured Clinical Exam): 16 stations (8 minutes each) Centre: Manchester, U.K











FBH assist you in registration
Step 3:
• Apply for Full Registration to the GMC
• Get Employer sponsored Work Visa





Comprehensive PLAB 1 training at FBH Academy
Live in the United Kingdom




Comprehensive OSCEs training at FBH Academy


Celebrate
MUST HAVE
• Primary Medical Qualification in home Country.
• 12 months’ postgraduate clinical experience*
PS: You need to check if your medical school is recognised by U.K on: “World Directory of Medical Schools”: www.wdoms.org
*(« House Officer training (Faisant-Fonction) is accepted as experience »).
Step 1: English Language:
• IETLS (International English Language Testing System) – An overall score of at least 7.5 “No band less than 7”. OR
• OET (Occupational English Test) – Minimum grade B in each testing area (Writing, Speaking, Listening, Reading)




















IETLS & OET Preparation at FBH Academy
Step 2: Registration & PLAB test:
• Online registration with General Medical Council (GMC)
• Part 1 PLAB test (Professional and Linguistic Assessments Board test): 180 MCQS / 3 hours
• Part 2 PLAB test “OSCE” (Objective Structured Clinical Exam): 16 stations (8 minutes each) Centre: Manchester, U.K
























FBH assist you in registration
Step 3:
• Apply for Full Registration to the GMC
• Get Employer sponsored Work Visa












Comprehensive PLAB 1 training at FBH Academy
Live in the United Kingdom












Comprehensive OSCEs training at FBH Academy






Celebrate
FBH Academy s’est associée avec des hôpitaux britanniques pour :
• Recruter les médecins à l’échelle internationale
• Offrir aux candidats des formations de qualités
• Préparer les nouveaux candidats pour passer des examens
• Aider le candidat à chaque étape du voyage au Royaume-Uni
Postulez maintenant:

Le système de santé doit s’adapter pour assurer une couverture de santé plus large et durable pour la population. Nous témoignons des changements majeurs dans le secteur de la santé suite à une émergence de nouvelles technologies, de techniques innovantes, de pratiques fondées sur des données probantes, de modèles de soins de santé intégrés et d’un énorme avancement dans la recherche et le développement (R&D) pour assurer des soins efficaces et sûrs.
La profession de soin infirmier a été obligée de faire de même et les infirmiers(ères) ont pris la relève de la gestion et du développement des services aux patients. En outre, ils doivent garantir les bonnes compétences cliniques pour répondre à la demande croissante des patients. Et enfin, il y a eu une demande accrue d’infirmiers(ères) dans de nombreux systèmes de soins de santé.
Par conséquent, il existe d’énormes possibilités pour les infirmiers(ères) de se développer et de faire progresser leur carrière aux niveaux local et international.
Nos avantages:
Nos formations sont basées sur les normes du Conseil des infirmiers et des Sages-Femmes au Royaume-Uni (NMC)
Notre programme de formation propose un apprentissage mixte (présentielle et en ligne) via For Better Health Academy
Nous sommes une équipe multidisciplinaire, composée d’experts nationaux et internationaux
Nous proposons des formations en 3 langues: anglais, français et arabe
Nous avons créé un éco-système qui lie la formation au développement, à la préparation aux examens, au recrutement, à l’emploi et au suivi post-emploi.
Nos programmes de formation seront largement promus pour aider les infirmières à améliorer leurs compétences afin d’améliorer les soins aux patients dans leur propre pays
Cours en soins infirmiers:
Notre plateforme propose des cours en ligne à jour qui reflètent à la demande actuelle du marché du soin infirmier
Notre équipe:
On successful graduation from nursing school in Nigeria in 1986, I have progressed with my career in post gradate nursing in Nigeria. I underwent post nursing course in anaesthesia as a Nurse-Anaesthetist in Nigeria and Gambia.
I migrated to the United Kingdom (UK) in 1997, starting first at Addenbrooke University Hospital NHS Trust Cambridge as Anaesthetic and Recovery Practitioner, before relocating to London and worked in variety of National Health Service (NHS) hospitals and Private Independent Sector.
I have developed within nursing ladder from staff nurse, Researcher, Practice educator, University Lecturer and now a Senior Matron at Kings College NHS Foundation Trust London. In the past, I engaged in development and training of nurse-anaesthetist in Gambia, with collaboration agreement between the government of Nigeria and Gambia as a Technical Aid Corp program member, under the banner of United Nation Assistance and Gambia Health Institution.
While in UK, as a University Lecturer in Nursing at University of Middlesex London, I led on module and curriculum development for the post-basic nursing students in anaesthetic nursing, that helped in developing many anaesthetic nurses for the benefit of NHS.
In addition, I was part of the stakeholder team involved in the curriculum development of operating department practitioners in partnership with South Bank University and Anglia Ruskin University at the time the universities were migrating from the diploma to the university awarding degree to the operating department practitioners.
As a practice educator/practice development nurse, I was involved in the skill development of qualified nurses, development of training needs analysis in NHS hospital in London, for continuous development of registered nurses, drawing on my experience as a lecturer and practice teacher to develop competencies documents for qualify UK nurses to improve quality nursing care in clinical practice through been a mentor, coach and clinical supervisor.
In education, I have studied for MSc in Healthcare Leadership in Advanced practice and critical care, MA in Human Resource Management, Post graduate diploma in Management, BSc (Hons) Nursing. I am currently in my last year as a PhD doctoral student with University of Greenwich London.
I enjoyed reading, family times, watch football and a strong supporter of Arsenal Football Club.
CORE SKILLS & EXPERIENCE
I acquired a Bachelor of Science in Nursing degree in the Philippines in 1993 and was ranked on the Top 20 in the Nursing Board Examination. I worked as an Operating Room nurse for 6 years before migrating to the United Kingdom in 2000.
I took 2 post-diploma courses at the Middlesex University London for Advance diploma in Peri-Operative nursing and Clinical Mentoring. I also completed 2 significant Leadership Programmes from the NHS Kings Fund and the Royal College of Nursing.
I established my career progression working as Orthopaedic, Spine and Trauma Lead at the Whittington Hospital NHS trust. I assumed the Interim Theatre Matron post on numerous occasions.
I am the Director of RMP Healthcare Limited company registered in the UK supplying locum nurse workers both in public and private sectors.
EMPLOYMENT
1. Whittington Hospital NHS Trust, London England
DATES: 2001 – present
JOB TITLE: Band 7 Team Leader, Main Theatres and Orthopaedic and Trauma Theatre Manager
JOB TITLE: Band 8a Interim Theatre Matron
2. Frimley Park Hospital NHS Trust, Surrey England
DATES: 2000 – 2001
JOB TITLE: Band 5 Theatre Practitioner
3. Chinese General Hospital and Medical Centre, Manila Philippines
DATES: 1995 – 2000
JOB TITLE: Operating Room and PACU staff nurse
4. LOYOLA INFIRMARY- ATENEO DE MANILA UNIVERSITY, Philippines DATES: 1996 – 1998
JOB TITLE: Infirmary Staff nurse (part-time)
EDUCATION
1. Middlesex University, London England
QUALIFICATIONS:
• Advance Diploma for Perioperative Nursing, 2002
• Teaching and Mentorship preparation course, 2004
2. Chinese General Hospital and Medical Centre College of Nursing, Philippines
QUALIFICATIONS: Bachelor of Science in Nursing, 1994
3. University of Santo Tomas Education High School, Philippines
QUALIFICATIONS: Secondary School Diploma, 1989
ACHIEVEMENTS
My achievements to date include:
1. Clinical Team Leader for Orthopaedic, Trauma and Spine theatre
2. Infection Control clinical link
3. Clinical Lead for Decontamination
4. Organ Donation link for Theatre
5. Programme Lead for TPOT- The Productive Operating Theatre at Whittington NHS trust
6. Patient Privacy and Dignity clinical area link at Whittington NHS trust
7. Co-author for patient data recording (ORMIS) for Theatres
8. Guest speaker at the NMC conference- “Delivering High Quality Compassionate Care”, in May 2012
9. Completed 2 Clinical Leadership Programme Cohorts and Courses
- King’s Fund Leading to Success Programme: April 2009-October 2009
- Royal College of Nursing Clinical Leadership Programme: February 2011- March 2012
10. Sign off mentor for Middlesex University- Current
11. Interim Matron for Theatres, POA and DTC (Band 8A) – April 2018- February 2019
12. Auditor for Patient-led assessments of the care environment (PLACE) for NHS Improvement- May 2018
13. Recruitment lead for Theatres
14. TNA (Trainee Nurse Associate) Deployment Lead Facilitator for Theatres
15. Recipient of the Surgery and Cancer ICSU Frog award for contribution and excellence 2019
16. Interim Matron for Theatres during the Covid-19 pandemic March-August 2020
EXPÉRIENCE PROFESSIONNELLE :
• Directeur médical de la société 7/7
• Directeur de l’institut de formation des techniciens ambulanciers
• Chef de service soins infirmiers à l’hôpital Moulay Rachid Casablanca
• Responsable de la formation continue à la Délégation de AIn chock
• Directeur adjoint de l’école du brevet d’état de Casablanca
• Chef des unités de soins Settat
• Chargé de contrôle d’hygiène au BMH d’El jadida
CERTIFICAT ET DIPLÔME :
• Certificat de capacité d’ambulancier- École des Oeuvres Hospitalières Française de l’Ordre de Malte – Paris
• Diplôme d’enseignement paramédical – École des Cadres du Ministère de la Santé, Maroc
• Diplôme d’état d’infirmier- École d’État du Ministère de la Santé, Maroc
Directeur de la formation :
Mr Isa MUAZU

Coach de la formation :
Mr Rhoderick PANGANIBAN

Superviseur de la formation locale :
Mr Mohammed MAHMOUDI

Administrateur de la formation :
FOR BETTER HEALTH ACADEMY TEAM

Comment devenir infirmier(ère) au Royaume-Uni?

Le système de santé doit s’adapter pour assurer une couverture de santé plus large et durable pour la population. Nous témoignons des changements majeurs dans le secteur de la santé suite à une émergence de nouvelles technologies, de techniques innovantes, de pratiques fondées sur des données probantes, de modèles de soins de santé intégrés et d’un énorme avancement dans la recherche et le développement (R&D) pour assurer des soins efficaces et sûrs.
La profession de soin infirmier a été obligée de faire de même et les infirmiers(ères) ont pris la relève de la gestion et du développement des services aux patients. En outre, ils doivent garantir les bonnes compétences cliniques pour répondre à la demande croissante des patients. Et enfin, il y a eu une demande accrue d’infirmiers(ères) dans de nombreux systèmes de soins de santé.
Par conséquent, il existe d’énormes possibilités pour les infirmiers(ères) de se développer et de faire progresser leur carrière aux niveaux local et international.
Nos avantages:
Nos formations sont basées sur les normes du Conseil des infirmiers et des Sages-Femmes au Royaume-Uni (NMC)
Notre programme de formation propose un apprentissage mixte (présentielle et en ligne) via For Better Health Academy
Nous sommes une équipe multidisciplinaire, composée d’experts nationaux et internationaux
Nous proposons des formations en 3 langues: anglais, français et arabe
Nous avons créé un éco-système qui lie la formation au développement, à la préparation aux examens, au recrutement, à l’emploi et au suivi post-emploi.
Nos programmes de formation seront largement promus pour aider les infirmières à améliorer leurs compétences afin d’améliorer les soins aux patients dans leur propre pays
Cours en soins infirmiers:
Notre plateforme propose des cours en ligne à jour qui reflètent à la demande actuelle du marché du soin infirmier
Notre équipe:
On successful graduation from nursing school in Nigeria in 1986, I have progressed with my career in post gradate nursing in Nigeria. I underwent post nursing course in anaesthesia as a Nurse-Anaesthetist in Nigeria and Gambia.
I migrated to the United Kingdom (UK) in 1997, starting first at Addenbrooke University Hospital NHS Trust Cambridge as Anaesthetic and Recovery Practitioner, before relocating to London and worked in variety of National Health Service (NHS) hospitals and Private Independent Sector.
I have developed within nursing ladder from staff nurse, Researcher, Practice educator, University Lecturer and now a Senior Matron at Kings College NHS Foundation Trust London. In the past, I engaged in development and training of nurse-anaesthetist in Gambia, with collaboration agreement between the government of Nigeria and Gambia as a Technical Aid Corp program member, under the banner of United Nation Assistance and Gambia Health Institution.
While in UK, as a University Lecturer in Nursing at University of Middlesex London, I led on module and curriculum development for the post-basic nursing students in anaesthetic nursing, that helped in developing many anaesthetic nurses for the benefit of NHS.
In addition, I was part of the stakeholder team involved in the curriculum development of operating department practitioners in partnership with South Bank University and Anglia Ruskin University at the time the universities were migrating from the diploma to the university awarding degree to the operating department practitioners.
As a practice educator/practice development nurse, I was involved in the skill development of qualified nurses, development of training needs analysis in NHS hospital in London, for continuous development of registered nurses, drawing on my experience as a lecturer and practice teacher to develop competencies documents for qualify UK nurses to improve quality nursing care in clinical practice through been a mentor, coach and clinical supervisor.
In education, I have studied for MSc in Healthcare Leadership in Advanced practice and critical care, MA in Human Resource Management, Post graduate diploma in Management, BSc (Hons) Nursing. I am currently in my last year as a PhD doctoral student with University of Greenwich London.
I enjoyed reading, family times, watch football and a strong supporter of Arsenal Football Club.
CORE SKILLS & EXPERIENCE
I acquired a Bachelor of Science in Nursing degree in the Philippines in 1993 and was ranked on the Top 20 in the Nursing Board Examination. I worked as an Operating Room nurse for 6 years before migrating to the United Kingdom in 2000.
I took 2 post-diploma courses at the Middlesex University London for Advance diploma in Peri-Operative nursing and Clinical Mentoring. I also completed 2 significant Leadership Programmes from the NHS Kings Fund and the Royal College of Nursing.
I established my career progression working as Orthopaedic, Spine and Trauma Lead at the Whittington Hospital NHS trust. I assumed the Interim Theatre Matron post on numerous occasions.
I am the Director of RMP Healthcare Limited company registered in the UK supplying locum nurse workers both in public and private sectors.
EMPLOYMENT
1. Whittington Hospital NHS Trust, London England
DATES: 2001 – present
JOB TITLE: Band 7 Team Leader, Main Theatres and Orthopaedic and Trauma Theatre Manager
JOB TITLE: Band 8a Interim Theatre Matron
2. Frimley Park Hospital NHS Trust, Surrey England
DATES: 2000 – 2001
JOB TITLE: Band 5 Theatre Practitioner
3. Chinese General Hospital and Medical Centre, Manila Philippines
DATES: 1995 – 2000
JOB TITLE: Operating Room and PACU staff nurse
4. LOYOLA INFIRMARY- ATENEO DE MANILA UNIVERSITY, Philippines DATES: 1996 – 1998
JOB TITLE: Infirmary Staff nurse (part-time)
EDUCATION
1. Middlesex University, London England
QUALIFICATIONS:
• Advance Diploma for Perioperative Nursing, 2002
• Teaching and Mentorship preparation course, 2004
2. Chinese General Hospital and Medical Centre College of Nursing, Philippines
QUALIFICATIONS: Bachelor of Science in Nursing, 1994
3. University of Santo Tomas Education High School, Philippines
QUALIFICATIONS: Secondary School Diploma, 1989
ACHIEVEMENTS
My achievements to date include:
1. Clinical Team Leader for Orthopaedic, Trauma and Spine theatre
2. Infection Control clinical link
3. Clinical Lead for Decontamination
4. Organ Donation link for Theatre
5. Programme Lead for TPOT- The Productive Operating Theatre at Whittington NHS trust
6. Patient Privacy and Dignity clinical area link at Whittington NHS trust
7. Co-author for patient data recording (ORMIS) for Theatres
8. Guest speaker at the NMC conference- “Delivering High Quality Compassionate Care”, in May 2012
9. Completed 2 Clinical Leadership Programme Cohorts and Courses
- King’s Fund Leading to Success Programme: April 2009-October 2009
- Royal College of Nursing Clinical Leadership Programme: February 2011- March 2012
10. Sign off mentor for Middlesex University- Current
11. Interim Matron for Theatres, POA and DTC (Band 8A) – April 2018- February 2019
12. Auditor for Patient-led assessments of the care environment (PLACE) for NHS Improvement- May 2018
13. Recruitment lead for Theatres
14. TNA (Trainee Nurse Associate) Deployment Lead Facilitator for Theatres
15. Recipient of the Surgery and Cancer ICSU Frog award for contribution and excellence 2019
16. Interim Matron for Theatres during the Covid-19 pandemic March-August 2020
EXPÉRIENCE PROFESSIONNELLE :
• Directeur médical de la société 7/7
• Directeur de l’institut de formation des techniciens ambulanciers
• Chef de service soins infirmiers à l’hôpital Moulay Rachid Casablanca
• Responsable de la formation continue à la Délégation de AIn chock
• Directeur adjoint de l’école du brevet d’état de Casablanca
• Chef des unités de soins Settat
• Chargé de contrôle d’hygiène au BMH d’El jadida
CERTIFICAT ET DIPLÔME :
• Certificat de capacité d’ambulancier- École des Oeuvres Hospitalières Française de l’Ordre de Malte – Paris
• Diplôme d’enseignement paramédical – École des Cadres du Ministère de la Santé, Maroc
• Diplôme d’état d’infirmier- École d’État du Ministère de la Santé, Maroc
PROGRAMME PÉDAGOGIQUE RELATIF À LA PROFESSION
DE SOINS INFIRMIERS À L’INTERNATIONALE ET AU ROYAUME-UNI
Directeur de la formation :
Mr Isa MUAZU

Coach de la formation :
Mr Rhoderick PANGANIBAN

Superviseur de la formation locale :
Mr Mohammed MAHMOUDI

Administrateur de la formation :
FOR BETTER HEALTH ACADEMY TEAM

INTRODUCTION
Le Conseil d’Infirmier et de Sage-femme, Nursing and Midwifery Council (NMC) au Royaume-Uni a mis à la disposition des infirmiers(ères) et des sages-femmes, en octobre 2014 un test de compétence afin de renforcer la profession de soins infirmiers. Ce dernier a pour objectif d’évaluer les connaissances acquises par rapport aux normes de pré-enregistrement actuelles du Royaume-Uni, et ceux pour les infirmiers(ères) et les sages-femmes souhaitant intégrer le marché de travail au Royaume-Uni.
Le cycle de formation en soins infirmiers au Royaume-Uni est de 3 ans pour chaque spécialité.
Les différents domaines de pratiques des soins infirmiers sont :
• Soins infirmiers pour adultes
• Soins infirmiers aux enfants
• Orthophonie
• Psychiatrie
Au Royaume-Uni, l’inscription pour poursuivre votre carrière autant que sage-femme nécessite une formation de trois ans de premier cycle. Il existe un test de compétence spécifique pour les infirmiers(ères) et les sages-femmes qui doivent le passer, selon leur domaine de pratique.
L’acquisition des compétences pratiques doit être évaluée. Pour cela, le NMC utilise un test appelée OSCE (Objective Structured Clinical ExamINATION) ou ECOS en français pour Examen Clinique Objectif Structuré. Des objectifs pratiques, ou compétences cliniques, doivent permettre aux candidats de transposer les connaissances (savoir) en connaissance pratique (savoir-faire) et de comportement (savoir-être) au niveau attendu d’une infirmière ou d’une sage-femme nouvellement autorisée au Royaume-Uni.
Les OSCE sont des épreuves basées sur un circuit de six stations avec pour chacune d’entre elles des problèmes à résoudre en un temps de 8-15 minutes. Les objectifs pour chaque examen sont très clairement identifiés et notés sur une check-list que l’examinateur suivra scrupuleusement. Ainsi une observation directe du candidat permet d’évaluer le savoir-faire et l’acquisition de gestes techniques appris tout au long de son expérience professionnelle.
Les 4 stations essentiellement appréciées dans ce type d’évaluation pour les infirmiers(ères) et les sages-femmes sont :
a) Évaluation – holistique centrée sur le patient
b) Planning
c) Mise en œuvre
d) Évaluation
Les stratégies de prestation des programmes:
OSCE: Formation présentielle
OSCE: Formation individuelle
OSCE: Apprentissage en ligne
Résultat d’apprentissage:
À la fin du programme, vous devriez être en mesure de développer ou de comprendre ce qui suit:
• Ce qui est attendu de l’OSCE
• Comment la simulation des examens sont organisés
• L’environnement d’examen
• Le rôle du patient et de l’examinateur
• La structure de la simulation d’examen
• L’horaire d’un examen simulé
• Le règlement d’examen
• Les meilleurs conseils pour comprendre la structure de votre propre examen
• Les procédures courantes que vous devez démontrer aux examinateurs
• Comprendre les types de clients / modèles simulés ou de mannequins qui seront utilisés pendant votre ECOS
• Reconnaissez le rôle et le comportement de vos évaluateurs / examinateurs
• Être conscient du rôle – comportement et performances requis pour se préparer à l’OSCE
• Comprendre les mécanismes utilisés pour garantir l’assurance qualité (par exemple, modérateur itinérant, caméra et examinateurs externes)
Les principaux sujets examinés au cours des OSCE sont:
Apprentissage 1:
Préparation pour l’évaluation de l’OSCE
Apprentissage 2:
Interpersonal communication
Apprentissage 3:
Hygiène des mains et contrôle des infections
Apprentissage 4:
Technique aseptique non tactile (ANTT)
Apprentissage 5:
Administration des compétences de calcul médical
Apprentissage 6:
Administration de médicaments oraux
Apprentissage 7:
Reconnaissance d’une détérioration aiguë
Apprentissage 8:
Assistance vitale de base
Apprentissage 9:
Analyse d’urine / cathétérisme urinaire
Apprentissage 10:
Mesurer, évaluer et enregistrer les signes vitaux
Apprentissage 11:
Élimination des objets piquants / tranchants
Apprentissage 12:
Soins des plaies
OUTLINE OF LEARNING
Aims
• to understand how preparation will help you in your OSCEto understand how preparation will help you in your OSCE
• to improve your revision /practice strategies
Method
Presentation, interactive discussion
Content
• Introduce the content and effective preparation
• Understand what is required
• Preparation for revision of knowledge underpinning your OSCE
• Preparation for practicing the skills component of your OSCE
• Develop the appropriate attitude and professional approach for your OSCE
• Key point for OSCE preparation
• What happens after your OSCE
Aims
• to recognise the fundamental importance of effective interpersonal communication in nursing
• review key ideas in developing helpful interpersonal communication
• adopt key interpersonal skills in a variety of contents
• Understanding how to prepare for this OSCE
• Recognize the importance of maintaining professional boundaries.
Method
presentation, case study, scenario
Content
• Effective interpersonal communication
• Active, sensitive listening
• Poor listening habits
• Clarifying and summarising
• Examples of an interpersonal communication within a clinical skills OSCE
• Common errors at this station
Aims
• to understand the step-by-step guide in effective handwashing
• to understand why this important skill is assessed using OSCE
• to highlight common problems at this station and identify how these may be avoided
Method
presentation, video-assisted demonstration
Content
• micro-organism on the hands
• when hand hygiene should be performed
• how hand hygiene can be performed
• hand washing with soap and water
• antiseptic handwashing and water
• hand hygiene using alcohol hand rub
• utilizing these approaches in your OSCE
• identifying common errors at this station
• strategies in answering examiners question
Aims
• to understand the step- by-step guide to the aseptic technique
• to understand how to prepare and revise for this OSCE
• to highlight common problems at this station and identify how these may be avoided
Method
Presentation, video-assisted demonstration, power point presentation
Content
• definition of asepsis
• when should ANTT be used?
• principles of the ANTT
• exclusive use of sterilised equipment
• personal protective clothing
• wound assessment
• wound cleaning
• examiners question
• common errors at this station
• Top tips for passing this station
• MCQ question to aid understanding
Aims
• to understand the step-by-step guide to the medication administration process
• to understand why this important skill is assessed using OSCE
• to understand how to prepare and revise for this OSCE
• to highlight common problems at this station and identify how these may be avoided
Method
Presentation, case scenarios, demonstration
Content
• general principles of medication administration
• laws related to medication administration
• local policies related to hospital/ PCT regulation of medicine
• prevention of medicine administration errors
• systematic medication administration using step-by -step process
• documentation
• safe storage of the medication
• common errors at this station
• top tips for passing this station
Aims
• to understand the rationale why this advanced skill is assessed using OSCE
• to enable an understanding of the step-by-step guide to the patient assessment process
• to identify the common problems at this station and how these may be avoided
• to understand how to prepare and reverse for this OSCE
Method
Simulation technique, face to face, audio-visual aids, demonstration, case scenarios.
Content
• ALERT: a systematic assessment tool
• Track and trigger scoring systems
• Escalation of concern
• Effective communication (SBAR)
• Step by step systematic assessment process (ABCDE)
• Common errors at this station
• Top tips for passing this station
Aims
• understand the step-by-step guide to BLS
• understand how to prepare and revise for this OSCE
• understand the common problems at this station and identify how these may be avoided
Method
Demonstration, presentation, simulation and video- assisted demonstration
Content
• key revision for simulated BLS skills
• safety, responsiveness, airway management
• chest compression
• two rescue breath: thirty compression
• common errors at this station
• top tips for passing this station
Aims
• understanding key material relating to this skill
• understanding and process of performing both microscopic and chemical analysis
• gaining knowledge of how to prepare and reverse for this OSCE
• highlight common problems at this station and how they may be prevented
Method
Practical demonstration, video-aids
Content
• differentiate between microscopic/macroscopic/chemical analysis
• overview of urinalysis procedure
• common errors at this station
• top- tips for passing this station
Aims
• understanding the principles of physiological assessment
• able to understand the step-by-step guide to each observation
• knowledge of how to prepare and revise for this OSCE component
• understanding common questions and problems at this station and identify how these may be avoided
Method
Presentation, demonstration
Content
• measuring, assessing, and recording pulse rate
• guidance necessary for effective measurement of the pulse
• indications for palpating specific pulse site
• measuring, assessing and recording body temperature
• indications for selection of specific temperature site
• documentation of body temperature
• measuring, assessing and recording respiration
• guidance for effective measurement of respiration /documentation
• measuring, assessing and recording oxygen saturation
• Guidance for effective measurement of saturation/documentation
• Common errors at this station
• Top tips for passing this station
Comment devenir infirmier(ère) au Royaume-Uni?

Exigences:
Vous aurez notre aide et contrôle dans votre procédure
Être inscrit comme infirmier dans votre pays d’origine.
Avoir un diplôme GNM / BSc / Post BSc / MSc en soins infirmiers.
Avoir un minimum d’un an d’expérience de travail pendant les 5 années dernières.
Étapes:
De 1 à 9 peuvent être à partir du pays d’origine avec notre support
1
Passez l’IELTS et obtenez un niveau de réussite de 7 (NMC accepte maintenant le niveau 6,5 dans écrit) OU passez l’OET avec une note: B.