An Educational Development Project Funded Through FDTL Phase 4: Project 17402

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An Educational Development Project Funded Through
FDTL Phase 4 Project 174/02
An Overview of the Nature of the Preparation of
Practice Educators in 5 Health Care Disciplines
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Programme

• 10.30 11.15 Task Based Learning
• Dr Susan Ryan,
  University of Cork
•  11.15 11.30 Coffee
•  11.30-1.00 Work Based Learning Project
• The Role of the Practice Educator Maggie
  Mallik
• Data Collection Method for Project Chris
  Turnock
• Project findings
• Dietetics Jill Eaton-Evans
• Nursing Brian McGowan
• Occupational Therapy Patricia McClure
• Physiotherapy Iseult Wilson
• Radiography Nuala Thompson

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Programme

• 13.00 14.00 LUNCH
• 14.00 - 14.15 Themes for Innovations
• Paula Moran
• 14.15 - 15.15 Workshops
• Opportunities for
  development
• 15.15 15.45 Feedback 
• 15.45 16.00 Discussion and Close
  Joan Mulholland

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Background to Project
   

• 50 Learning occurs in the workplace
• Significance of work based supervisors
• Diverse ways of identifying supervisors
• Varied models of preparation within across
  disciplines
• Issues of standards quality

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Drivers for Change
   

• Codes of Practice
• Professional Bodies
• Employability
• Inter-Professional learning agenda
• Overseas recruitment

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Barriers to Change
   

• Time
• Resources
• Management organisation of placement experience
• Practitioner as educator / role definition
• Lack of cultural insights
• Recognition /or reward

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Project Aim
   

• To make practitioners more effective at
  supporting supervising students in the
  workplace across a range of healthcare
  disciplines.

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Disciplines involved

• Dietetics
• Occupational Therapy
• Physiotherapy
• Nursing
• Radiography

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PHASE ONE Case Study

• Identification and documentation of good practice
  on how practitioners are prepared for their
  educational role.
• Inform development of learning materials for use
  by practitioners.

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PHASE TWO Development of Materials

• Design, pilot and implement resources to
• enhance preparation of practice supervisors.
• meet needs of culturally diverse health and
  social care teams.

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PHASE THREE Dissemination

• Evaluate developed resources.
• Disseminate and embed the project outcomes in a
  planned and comprehensive manner within and
  across health and social care disciplines.

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Data Collection Methods

• Questionnaire
• Focus Group
• Secondary Data

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Questionnaire Content

• Respondent details
• Student information
• Practice placement supervisors
• Eligibility, Preparation, Update
• Assessment of practice
• Methods, Who assesses what
• Benefits, problems areas for development

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Questionnaire Completion

• On-line from project website
• E-mail file attachment
• Hard copy

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Questionnaire Response Rates (n 193)

• Dietetics 46.2
• Nursing 23.8
• Occupational Therapy 67.7
• Physiotherapy 56.8
• Radiography 46.2
• Overall Rate 40. 9

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Focus Group

• 2 Stages
• Stage 1
• 4 groups of 10
• What is good practice?
• Identification of factors influencing quality of
  practice education.
• What materials could be developed?

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Focus Group contd.

• Stage 2
• 2 groups of 10
• What is the role of the practice educator? This
  includes other terms commonly referred to for the
  role such as mentor, preceptor etc.
• How should practice educators be trained/prepared
  for the role?
• What support systems can be developed for
  communication to be effective?

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Secondary Data

• Sources of contextual data including
• Professional body reports
• Statutory bodies

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Data Analysis Methods

• Qualitative Data
• Thematic analysis (Polit Hungler 1995)
• Quantitative Data
• Descriptive statistics

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DIETETICS

• Jill Eaton Evans

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Dietetics

• 6000 dietitians registered with HPC
• 5000 dietitians members of the BDA
• 12 Universities (3 Scotland, 1 Wales, 1 Northern
  Ireland 7 England) offering pre-registration
  training
• Overall
• 12 B.Sc (Hons) with 373 students (in Year 1 in
  2002)
• 6 PgD/MSc with 103 students (in Year 1 in 2002)
• Dietetics is a NHS shortage profession
• Lack of placements has limited growth of
  profession

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Dietetics clinical placements

• Highly regulated by HPC(CPSM) not BDA
• Currently approved by the HPC
• HEIs will approve from Sept 2004
• Placements were 6 weeks catering and 28 weeks
  clinical
• Placements moving to 4 weeks, 12 weeks and 12
  weeks
• Dietitians Board of CPSM defined
• Competencies required to be met for each
  placement
• Consequences of failure to meet competencies

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Dietetics Placements

• Allocated nationally through a BDA Placement
  Officer
• Means an HEI can send students on placement at
  the same time
• Uses placements efficiently
• Helps students personal development
• Assists in the dissemination of good practice
• Expensive in time, travel and accommodation for
  students and their HEI supervisors
• Issues of quality management enhancement

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Dietetics Areas of Good Practice

• Criteria from DoH (and HPC)for approval of
  placements
• National allocation of placements
• Profession owns placement experience
• organized by Base Trainer/Dietetics Service
  Manager
• Almost all dietitians contribute to student
  training
• Placements may include multiprofessional learning
• Clinical facilitators employed by WDCs/HEIs have
  increased placements available

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Dietetics Training practice educators

• Many HEIs already run clinical supervisory skills
  training
• Need two levels of courses
• Basic supervisory skills for all dietitians
• Advanced supervisory skills for named base
  trainers/Dietetics Service Managers
• Aim should be that all courses must be accredited
  for CPD

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Dietetics - Recommendations

• Implement clinical supervisory training
• Basic clinical supervisory skills for all
  dietitians
• Advanced supervisory skills training for
  Dietetics Service Managers/Base trainers

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Nursing

• Brian McGowan

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Introduction

• Pre-registration undergraduate student
• Mentor (no formal status)
• 72 HEIs identified offering nursing
• Mostly Diploma of Nursing
• R.O.I. all graduate

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Current Nature of Practice Education

• Courses 50 academic, 50 practice based
• Students sent to clinical placements and guided
  by mentors
• Assessed by mentor and academic staff
• 2003 NMC guidelines re mentorship

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Areas of good practice

• Interprofessional teaching
• Liaison managers
• Tripartite relationship
• Joint responsibility for assessment

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Issues highlighted

• Practice based liaison not identified
• Range of courses offered
• Criteria for acceptance onto mentorship training
  vague
• Consensus about course content
• HEI staff concerned about mentorship

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Occupational Therapy

• Patricia McClure

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Introduction

• 27 OT programmes UK- 5200 students
• 4 OT programmes ROI
• Range of 2 - 4 year programmes (BSc/MSc)
• Minimum 90 weeks 1000 hours placement
  experience
• Curriculum meets international and national
  standards

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Terminology

• Practice Education
• Overall term for PBL
• Practice Placement
• Period of practice based learning
• Practice Placement Educator
• practice based supervisor
• Practice Placement Tutor/Coordinator
• University based academic responsible for PP

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Current Nature of Practice Education in OT

• Guided by WFOT (2002) COT(2003) Standards
• range of different practice placements across
  primary, secondary, tertiary community care
• COT Code of Ethics Professional Conduct(2000)
• professional responsibility to participate in
  education of OT students
• HEIs provide education training for role of
  PE
• provided in university or practice settings
  covering a range of topics

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Areas of Good Practice

• COT Practice Standards (2003)
• Inter-Professional Learning
• Practice Educators preparation for role
• Student Preparation for Placement
• Student Induction
• Support Systems

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Issues

• Accreditation of Practice Educators
• Recognition of Role
• Support Systems for Practice Educators
• Lack of resources within placement agencies to
  support PBL
• IPL during practice placement
• Inequities in payment of Student Training
  Allowance

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Recommendations

• PE role needs to be formally recognised
• Additional support systems for PEs
• Accreditation needs to be formalised
  standardised
• Student Learning Resource Room
• Assessment procedures reviewed
• Greater opportunities for IPL during PP
• Alternative models for PP explored

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Physiotherapy

• Iseult Wilson

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Issues/current debates

• Student numbers are rising.
• Nation-wide shortage of clinical placements.
• Development of alternative models of supervision,
  e.g. 21
• Collaboration between HEIs, e.g PPIMS

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Issues/current debates

• CSP core curriculum specifies placements in
  specialist areas.
• Creative ways of evidencing student competence in
  specialist areas.

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Issues/current debates

• Practice-based educators seem to be concerned
  about support, recognition, staffing levels and
  remuneration for taking students on placement.
• National accreditation of clinical educators
  (ACE) scheme.
• Innovative ways of supporting clinical educators.

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Areas of good practice

• Inter-professional education students and
  practice-based educators
• Widening the content of educator training
  (supporting students with disabilities)
• Common assessment tool

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Recommendations I

• The impact on quality of practice-based education
  of the ACE scheme should be evaluated.
• Inter-professional student learning in practice
  should be underpinned by inter-professional
  practice-based educator training.
• The 21 model of student supervision should be
  used more widely in practice-based education.

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Recommendations II

• Support for practice-based educators may be a
  central factor in maintaining and growing the
  placement resource

• Recognition from managers of the importance of
  student education the role of the educator.
• Flexible workloads dedicated time allocation.
• Regard for practice educator training.
• Equity regarding financial remuneration.

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Radiography

• Nuala Thompson

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Radiography Education Provision

• UK - 16 HEIs provide both Diagnostic and
  Therapeutic radiography courses
• 8 - Diagnostic radiography alone
• ROI - 1 diagnostic and 1 therapeutic course
• Course duration - 3 yrs in England Wales
• 4 yrs in NI, ROI Scotland

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Professional Requirements Standards

• UK - no set number of weeks
• Practice placement - 50 of courses spent on
  professional practice
• Practice placements are approved by JVC
• ROI - 2,000 hrs of professional practice

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Roles and Responsibilities

• Clinical Tutor/Practice Educator/Lecturer
  Practitioner
• identified member of clinical staff
• overall organisation of professional practice
  elements
• responsibilites varied widely
• Clinical supervisors
• Link/academic tutor

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Areas of Good Practice

• Courses to prepare support practice educators
• Development of web based support mechanisms
• Involvement of practice educators
• in curricula design
• teaching and assessment
• Development of student portfolios
• Regular contact with HEIs

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Issues highlighted

• Presence of students encouraged more reflection
  among staff
• Personal advantages for practice educator
• Increase in commitment to service delivery
• Lack of clarity of documentation from HEI
• Difficulties in assuring continuity standard of
  supervision and assessment

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Recommendations

• HEIs should actively seek additional placement
  opportunities
• More use should be made of professional practice
  training suites
• More flexible use of available practice
  placements
• Inter-professional education in practice
  environments should be encouraged
• Investment in appropriate human and physical
  resources

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Recommendations (contd)

• Practice educators
• attendance at appropriate training courses should
  be compulsory
• given appropriate recognition
• given the same opportunity for career progression
  as clinical specialists
• allowed sufficient time to fulfill their
  educational role

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Innovations

• Innovations
• Issues
• Themes
• Workshops

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Innovations

• Learning and Teaching
• Preparatory courses
• Learning aids
• Learning and Teaching Support
• WebCT
• Blackboard
• Assessment
• Tools
• Reflection
• portfolios

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Issues

• Diversity
• Interprofessional
• Other
• Strategic
• Accreditation

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Themes

• Learning and Teaching in Practice
• Supporting Learning and Teaching in Practice
• Reflection on and in Practice
• Assessment in Practice
• Interprofessional Work in Practice
• Diversity in Practice

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Themes cont.

• Current good practice/innovations
• New ideas
• Input Process Outcome
• Creative
• Resource effective
• Multiple format

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Workshops

• Individual Exercise
• Choose theme
• Discuss current innovations that need further
  development
• New ideas
• Feedback

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The way ahead

• Tenders
• Timescales
• Other events