Number 1 e-learning platform for all Healthcare Professionals
Please choose in the menu between (Nurses/Midwives and Doctors) :
Healthcare systems have to adjust to ensure wider sustainable population healthcare cover. We have seen emergence of new technologies, innovative techniques, evidence-based practices, integrated healthcare models and huge boost in research and development to ensure efficient, effective and safe care.
The nursing profession has been obliged to follow suite and nurses have been taking lead in managing and developing patient services. Also they have to ensure the right clinical skills to respond to increasing patients demand. And finally, there have been increased demand for nurses in many Healthcare systems.
Therefore, there are huge opportunities for nurses to develop and advance their careers locally and internationally.
Our advantages:
Our training is based on the NMC standards.
Our training programme offer blended learning through For Better Health Academy (already in operation).
We are multi-disciplinary team, of national and international experts.
We offer training in 3 languages: English, French and Arabic.
We created an eco-system that link training to development to exam preparation, recruitment, employment and post-employment follow up
Our training programmes will be largely promoted to assist nurses to enhance their skills in order to improve patient care in their own countries.
Nurses courses:
Our platform is always updated with new courses and training that reflect the current market demand
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
Course Director :
Mr Isa MUAZU
Course Coach :
Mr Rhoderick PANGANIBAN
Local Course Supervisor :
Mr Mohammed MAHMOUDI
Course Administrator :
FOR BETTER HEALTH ACADEMY TEAM
How to Become a Nurse in the UK?
Healthcare systems have to adjust to ensure wider sustainable population healthcare cover. We have seen emergence of new technologies, innovative techniques, evidence-based practices, integrated healthcare models and huge boost in research and development to ensure efficient, effective and safe care.
The nursing profession has been obliged to follow suite and nurses have been taking lead in managing and developing patient services. Also they have to ensure the right clinical skills to respond to increasing patients demand. And finally, there have been increased demand for nurses in many Healthcare systems.
Therefore, there are huge opportunities for nurses to develop and advance their careers locally and internationally.
Our advantages:
Our training is based on the NMC standards.
Our training programme offer blended learning through For Better Health Academy (already in operation).
We are multi-disciplinary team, of national and international experts.
We offer training in 3 languages: English, French and Arabic.
We created an eco-system that link training to development to exam preparation, recruitment, employment and post-employment follow up
Our training programmes will be largely promoted to assist nurses to enhance their skills in order to improve patient care in their own countries.
Nurses courses:
Our platform is always updated with new courses and training that reflect the current market demand
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 NURSING 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 Nursing and Midwifery Council (NMC) UK introduced a test of competence for internationally registered nurses and midwifery in Oct 2014. The test of competence measures candidate against the current UK pre-registration standards for nursing and midwifery. Nursing in the UK is comprised of separate and distinct fields of practice, each requiring three years of pre-registration undergraduate education.
The distinct nursing fields of practice are:
• Adult nursing
• Children’s nursing
• Learning disabilities nursing
• Mental health nursing
Although, in UK, midwifery is a separate and distinct profession, also requiring three years of pre-registration undergraduate education. There is a test of competence specific to each field of nursing practice and midwifery. You will be required to undertake a competence test specific to your field of nursing or midwifery practice.
The OSCE is designed to assess your ability to competently apply your professional nursing or midwifery skills and knowledge in the UK. It is set at level expected of nurses and midwives 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 nurse or midwife.
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 the nursing and midwifery 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
How to Become a Nurse in the UK?
Requirements:
You will have our total help and control in your procedure
To be registered as a nurse in your home country.
Must have: Minimum 1 year of work experience in the past 5 years.
Must have: GNM / BSc / Post BSc / MSc qualification in nursing.
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 (NMC now accept 6.5 in writing) OR take the OET and pass with grade B.
2
Start your registration online with NMC.
3
Send application and the required documents to NMC.
4
Get a positive assessment from NMC.
5
Arrange to take the first part Exam: CBT (Computer-Based Test).
6
Complete a Skype interview with an NMC (Nursing and Midwifery Council) Trust hospital.
7
Receive an offer letter from the hospital following a successful interview.
8
Receive your Certificate of Sponsorship (CoS).
9
Apply for your tier 2 visa.
10
Arrive in the UK.
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 Nurse 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 Nursing 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 has teamed up with Hospitals in the UK to:
• Recruit International nurses
• Offer you the best quality of training
• Prepare you to pass your exams
• Assist you in every stage to have your work in the UK
Apply now:
Healthcare systems have to adjust to ensure wider sustainable population healthcare cover. We have seen emergence of new technologies, innovative techniques, evidence-based practices, integrated healthcare models and huge boost in research and development to ensure efficient, effective and safe care.
The medical profession has been obliged to follow suite and doctors have been taking lead in managing and developing patient services. Also they have to ensure the right clinical skills to respond to increasing patients demand. And finally, there have been increased demand for doctors in many Healthcare systems.
Therefore, there are huge opportunities for doctors to develop and advance their careers locally and internationally.
Our advantages:
Our training is based on the GMC standards.
Our training programme offer blended learning through For Better Health Academy (already in operation).
We are multi-disciplinary team, of national and international experts.
We offer training in 3 languages: English, French and Arabic.
We created an eco-system that link training to development to exam preparation, recruitment, employment and post-employment follow up
Our training programmes will be largely promoted to assist doctors to enhance their skills in order to improve patient care in their own countries.
Medical courses:
Our platform is always updated with new courses and training that reflect the current market demand
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
How to Become a Doctor in the UK?
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 has teamed up with Hospitals in the UK to:
• Recruit International doctors
• Offer you the best quality of training
• Prepare you to pass your exams
• Assist you in every stage to travel to the UK
Apply now:
Please choose in the menu between (Nurses/Midwives and Doctors) :
Healthcare systems have to adjust to ensure wider sustainable population healthcare cover. We have seen emergence of new technologies, innovative techniques, evidence-based practices, integrated healthcare models and huge boost in research and development to ensure efficient, effective and safe care.
The medical profession has been obliged to follow suite and doctors have been taking lead in managing and developing patient services. Also they have to ensure the right clinical skills to respond to increasing patients demand. And finally, there have been increased demand for doctors in many Healthcare systems.
Therefore, there are huge opportunities for doctors to develop and advance their careers locally and internationally.
Our advantages:
Our training is based on the GMC standards.
Our training programme offer blended learning through For Better Health Academy (already in operation).
We are multi-disciplinary team, of national and international experts.
We offer training in 3 languages: English, French and Arabic.
We created an eco-system that link training to development to exam preparation, recruitment, employment and post-employment follow up
Our training programmes will be largely promoted to assist doctors to enhance their skills in order to improve patient care in their own countries.
Medical courses:
Our platform is always updated with new courses and training that reflect the current market demand
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
How to Become a Doctor in the UK?
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 has teamed up with Hospitals in the UK to:
• Recruit International doctors
• Offer you the best quality of training
• Prepare you to pass your exams
• Assist you in every stage to travel to the UK
Apply now:
Healthcare systems have to adjust to ensure wider sustainable population healthcare cover. We have seen emergence of new technologies, innovative techniques, evidence-based practices, integrated healthcare models and huge boost in research and development to ensure efficient, effective and safe care.
The nursing profession has been obliged to follow suite and nurses have been taking lead in managing and developing patient services. Also they have to ensure the right clinical skills to respond to increasing patients demand. And finally, there have been increased demand for nurses in many Healthcare systems.
Therefore, there are huge opportunities for nurses to develop and advance their careers locally and internationally.
Our advantages:
Our training is based on the NMC standards.
Our training programme offer blended learning through For Better Health Academy (already in operation).
We are multi-disciplinary team, of national and international experts.
We offer training in 3 languages: English, French and Arabic.
We created an eco-system that link training to development to exam preparation, recruitment, employment and post-employment follow up
Our training programmes will be largely promoted to assist nurses to enhance their skills in order to improve patient care in their own countries.
Nurses courses:
Our platform is always updated with new courses and training that reflect the current market demand
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
Course Director :
Mr Isa MUAZU
Course Coach :
Mr Rhoderick PANGANIBAN
Local Course Supervisor :
Mr Mohammed MAHMOUDI
Course Administrator :
FOR BETTER HEALTH ACADEMY TEAM
How to Become a Nurse in the UK?
Healthcare systems have to adjust to ensure wider sustainable population healthcare cover. We have seen emergence of new technologies, innovative techniques, evidence-based practices, integrated healthcare models and huge boost in research and development to ensure efficient, effective and safe care.
The nursing profession has been obliged to follow suite and nurses have been taking lead in managing and developing patient services. Also they have to ensure the right clinical skills to respond to increasing patients demand. And finally, there have been increased demand for nurses in many Healthcare systems.
Therefore, there are huge opportunities for nurses to develop and advance their careers locally and internationally.
Our advantages:
Our training is based on the NMC standards.
Our training programme offer blended learning through For Better Health Academy (already in operation).
We are multi-disciplinary team, of national and international experts.
We offer training in 3 languages: English, French and Arabic.
We created an eco-system that link training to development to exam preparation, recruitment, employment and post-employment follow up
Our training programmes will be largely promoted to assist nurses to enhance their skills in order to improve patient care in their own countries.
Nurses courses:
Our platform is always updated with new courses and training that reflect the current market demand
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 NURSING 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 Nursing and Midwifery Council (NMC) UK introduced a test of competence for internationally registered nurses and midwifery in Oct 2014. The test of competence measures candidate against the current UK pre-registration standards for nursing and midwifery. Nursing in the UK is comprised of separate and distinct fields of practice, each requiring three years of pre-registration undergraduate education.
The distinct nursing fields of practice are:
• Adult nursing
• Children’s nursing
• Learning disabilities nursing
• Mental health nursing
Although, in UK, midwifery is a separate and distinct profession, also requiring three years of pre-registration undergraduate education. There is a test of competence specific to each field of nursing practice and midwifery. You will be required to undertake a competence test specific to your field of nursing or midwifery practice.
The OSCE is designed to assess your ability to competently apply your professional nursing or midwifery skills and knowledge in the UK. It is set at level expected of nurses and midwives 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 nurse or midwife.
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 the nursing and midwifery 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
How to Become a Nurse in the UK?
Requirements:
You will have our total help and control in your procedure
To be registered as a nurse in your home country.
Must have: Minimum 1 year of work experience in the past 5 years.
Must have: GNM / BSc / Post BSc / MSc qualification in nursing.
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 (NMC now accept 6.5 in writing) OR take the OET and pass with grade B.
2
Start your registration online with NMC.
3
Send application and the required documents to NMC.
4
Get a positive assessment from NMC.
5
Arrange to take the first part Exam: CBT (Computer-Based Test).
6
Complete a Skype interview with an NMC (Nursing and Midwifery Council) Trust hospital.
7
Receive an offer letter from the hospital following a successful interview.
8
Receive your Certificate of Sponsorship (CoS).
9
Apply for your tier 2 visa.
10
Arrive in the UK.
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 Nurse 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 Nursing skills.
The hospital you work for will pay for the OSCE Test.
Step 1 to Step 9: Can be done from home country.
- Registered Nurse in home country – GNM (General Nursing & Midwifery) / BSc (Bachelor of Science in Nursing) / Post BSc / MSc (Master of Science in Nursing)
- IELTS (International English Language Testing System) – An overall score of at least 7 or at least 6.5 in the writing section and at least 7 in the reading, listening and speaking sections. OR
- OET (Occupational English Test)- a minimum of C+ in writing alongside a minimum of B in reading, listening and speaking
- Must have: Minimum 1 year of work experience in the past 5 years
Registration Started
Online registration & Eligibility Assessment with NMC (Nursing and Midwifery Council)
Full Application
Application Approval
Test of competence part 1: CBT (Computer-Based Test)
Comprehensive OSCEs training at FBH Academy
Receive Decision Letter
Regarding assessment and invite for the objective structured clinical examination (OSCE : Objective Structured Clinical Examination)
Travel to United Kingdom As pre-registration candidate
Take test of Competence part 2 (OSCE)
Get registration as a nurse in UK
- Registered Nurse in home country – GNM (General Nursing & Midwifery) / BSc (Bachelor of Science in Nursing) / Post BSc / MSc (Master of Science in Nursing)
- IELTS (International English Language Testing System) – An overall score of at least 7 or at least 6.5 in the writing section and at least 7 in the reading, listening and speaking sections. OR
- OET (Occupational English Test)- a minimum of C+ in writing alongside a minimum of B in reading, listening and speaking
- Must have: Minimum 1 year of work experience in the past 5 years
For Better Health Academy (FBH Academy)
Registration Started
Online registration & Eligibility Assessment with NMC (Nursing and Midwifery Council)
Full Application
Application Approval
Test of competence part 1: CBT (Computer-Based Test)
Receive Decision Letter
Regarding assessment and invite for the objective structured clinical examination (OSCE : Objective Structured Clinical Examination)
Comprehensive OSCEs training at FBH Academy
Travel to United Kingdom As pre-registration candidate
Take test of Competence part 2 (OSCE)
Get registration as a nurse in UK
- Registered Nurse in home country – GNM (General Nursing & Midwifery) / BSc (Bachelor of Science in Nursing) / Post BSc / MSc (Master of Science in Nursing)
- IELTS (International English Language Testing System) – An overall score of at least 7 or at least 6.5 in the writing section and at least 7 in the reading, listening and speaking sections. OR
- OET (Occupational English Test)- a minimum of C+ in writing alongside a minimum of B in reading, listening and speaking
- Must have: Minimum 1 year of work experience in the past 5 years
Medical English Language/ OET / IELTS at
For Better Health Academy (FBH Academy)
Registration Started
Online registration & Eligibility Assessment with NMC (Nursing and Midwifery Council)
Full Application
Application Approval
Test of competence part 1: CBT (Computer-Based Test)
Receive Decision Letter
Regarding assessment and invite for the objective structured clinical examination (OSCE : Objective Structured Clinical Examination)
Comprehensive OSCEs training at FBH Academy
Travel to United Kingdom As pre-registration candidate
Take test of Competence part 2 (OSCE)
Get registration as a nurse in UK
FBH Academy has teamed up with Hospitals in the UK to:
• Recruit International nurses
• Offer you the best quality of training
• Prepare you to pass your exams
• Assist you in every stage to have your work in the UK
Apply now:
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
