Development of a Degree WorkBased Learning Programme

1
Development of a Degree Work-Based Learning
Programme

• Drewe Phillips
• Associate Head - Care Sciences
• Marianne Cowpe
• Divisional Head - Policy Leadership and Clinical
  Governance
• Faculty of Health Sport and Science
• University of Glamorgan
• (Festival of Learning Conference 2009 - Walsall)

2
Outline for Workshop

• Presentation and Overview to include any
  questions and answers. (10 mins)
• 11 work - to identify the challenges faced by
  the approaches adopted, offer solutions and
  discuss implications for other subject areas. (10
  mins)
• Stay in pairs and progress into a larger group
  (max 6-8 per group). Share material from 11
  discussions and agree issues to feedback to
  whole group. (10 mins)
• Each group to feedback 3 main points to main
  group using flipchart. (20 mins)
• Brainstorming/conclusion session on the work
  presented.(10 mins)

3
Award Structure

• BSc Clinical Leadership
• 3 20 Credit Modules-
• Leadership and Managing Self
• Effective Relationships Clinical Leadership
• Political Awareness in Clinical Leadership
• BSc (Hons)
• Using Research Evidence to Improve Quality at
  Work (20 credits)
• Project Module (40 credits) OR Project Module (60
  credits)

4

• Background
• Nursing background - work based leaning /credit
  rated
• Programme themes informed by qualitative
  research (Cunningham et al 2002)
• learning to manage self team building,
• developing managing effective relationships,
• focusing on the patient (client)
• internal and external networking
• political awareness
• Clinical Leadership Programme - Royal College
  Nursing (RCN CLP multi-disciplinary)
• Programme model adopts a practical approach i.e.
  Work- based focused i.e. client- focused and
  needs-led transformational leadership and
  life-long learning.
• Programme facilitated via action learning
  (McGill and Brockbank 2004).
• Tri Partite RCN/HEI/ NHS Trust

5
Delivery and Assessment

• Academic Action Learning Sets
• Action learning is a continuous process of
  learning and reflection, supported by colleagues,
  with the intention of getting things done.
• McGill and Brockbank (2004)
• Assessment - summative
• Work based competency
• Reflective accounts/self analysis tool
• Presentations
• Analysis of context of care and development
• of action plans for improvement
• Analysis of impact of local or national policy

6
Holistic v Atomised Approaches (Hirsh 2006)

• Atomised
• BITE-SIZED MODULES
• MATCHING MENUS
• SELF-SERVICE
• E-LEARNING
• TECHNICAL OR GENERIC
• LOOKS SYSTEMATIC
• JUST-IN-TIME
• BULK DELIVERY
• LOW IMPACT?

• Holistic
• INTEGRATED PROGRAMMES
• MENTORING COACHING
• EXPERIENTIAL LEARNING
• TEAM LEARNING
• COMMUNITIES OF PRACTICE
• SOCIAL CULTURAL
• TRANSFER INTO JOB
• HARD TO BULK DELIVER
• HIGHER IMPACT?

7
Group work

• 11 work - to identify the challenges faced by
  the approaches adopted, offer solutions and
  discuss implications for other subject areas. (10
  mins)
• Stay in pairs and progress into a larger group
  (max 6-8 per group). Share material from 11
  discussions and agree issues to feedback to
  whole group. (10 mins)
• Each group to feedback 3 main points to main
  group. (20 mins)
• Brainstorming/conclusion session on the work
  presented.(10 mins)

8

• Challenges identified by course team
• Flexible learning -
• e - learning/Blackboard/action learning.
• Learner support
• Clinical facilitators/ mentors/coaching/employer
  
• liaison support line manager support (Eraut
  
• 2008)
• Needs of work based learners
• Professional issues

9

• Challenges (cont)
• Quality assurance
• Recognised Teacher Status
• Student attainment progression
• Theory and practice competency assessment
• Use of reflection - facilitating transformation
  (Kolb
• 1971, Schon 1983) used extensively
• Portfolio (formative)

10

• Workshop Outcomes
• Discuss joint working in design and delivery with
  employers and working in partnership with other
  providers of education.
• Explore the provision of flexible modes of study
  and delivery.
• Discuss the challenges of ensuring learner
  support, student attainment and progression.
• Reflect on current issues and generate new ways
  of thinking in relationship to themes identified
  and generate ideas for measuring outcomes
• Consider implications for other subject areas.

11

• References/Reading
• Benner, P (1984) From Novice to Expert
  Addison-Wesley Publishing Company, Sydney
• Brockbank, A., McGill, I. Beech, N (2003)
  Reflective Learning What is it Exactly?
  Organisations and People. 10 (2) 28-36
• Cunningham, G Large, S Kitson, A Allen, E
  Lister, S and Nash, S. (2002) Summary Evaluation
  Report for Phase 2 of the RCN Clinical Leadership
  Programme. London RCN
• Dreyfus, S.E. (1982) Formal Models vs Human
  Situational Understanding Inherent Limitations
  on the Modelling of Business Expertise. Office
  Technology and People, 1 p 133-135.
• Eraut,M. (2008)The significance of Workplace
  Learning for Individuals, Groups and
  Organisations ESRC Centre on Skills, Knowledge
  and Organisational Performance

12

• References/Reading
• Govier, I. (2004). Advocating Excellence in
  Leadership. Nursing Management 10(9) 13-15.
• Hirsh, W. (2006) Improving performance through
  Appraisal Dialogues, London Corporate Research
  Forum
• McGill, I. and Brockbank, A. (2004). The Action
  Learning Handbook. Routledge Falmer. London.
• Kolb,D.A.,Rubin, and McIntyre , J. (1971)
  Organizational Psychology An Experiential
  approach, Englewood Cliffs NJ Prentice-Hall
• Schon,D. (1983) The Reflective Practitioner How
  Professionals Think in Action, New York Basic
  Books