Symposium Presentation: WorkBased Learning

1
Symposium Presentation Work-Based Learning

• Engagement with Public Sector
• Managers to facilitate student
• learning
• Bernadette Burns
• School of Nursing

2
Aim of Presentation

• To present an overview of a successful work-
  based learning strategy between a public sector
  manager and an educational institution.

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Development of Standards of Proficiency (NMC 2004)

• Work Based Learning-
• Identifiable process that leads students to form
  an understanding of the standards of proficiency
  and leads to development and demonstration of
  these standards and progression to assessment.

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Problem

• Home Trust Pennine Acute
• 4 hospitals Bury, Rochdale, Oldham and NMGH
• Increased student numbers
• Amalgamation of children wards
• Reduced clinical placements
• Overload clinical placement
• Pressure on mentors
• Reduced learning opportunities

5
Problem Solving

• Tri partite Meeting
• Divisional Manager and Deputies Childrens
  Services
• Lead Academic in Practice
• Practice Placement Development
• Co-ordinators

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Solution Partnership Approach

• Three kinds of partnership necessary to
  address the problem
• Institutional partnerships
• (University /school of nursing)
• Managerial partnerships (Public sector NHS)
• Students, mentors, programme tutors and associate
  lecturers.
• (Gallagher ,Holland 2004)

7
Timescale

• Meeting with Public sector managers
• Discuss the impending problem
• Devise WBL strategy to address issues
• Increased student numbers
• Pressure on mentors
• Assist students in achieving clinical
  learning outcomes

8
Strategy for work based learning project

• All 3 work based learning programmes dovetailed
  with module content
• Year 1 Semester 1 Physiological measurement and
  nursing documentation
• Year 2 Semester 2 Child protection project
• Year 3 Semester 2 Achieving competence project

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The communication loop

• Devise timetable of WBL sessions
• Select site location for delivery
• Book rooms
• Identify members of academic in practice teams
  and clinical staff to deliver taught content and
  clinical sessions
• Inform students of the plan
• Inform ward managers
• Seek co-operation of clinical mentors

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Child Protection

• Students from Year 2 semester 1 child branch
• Receive theoretical content in university
• Apply to clinical practice and facilitated by
  trust child protection nurse
• Undertake a small project based on a clinical
  issues working in pairs with fellow students
• Buddy up with trained mentor on clinical
  placement to complete project

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Achieving Competence

• Introduction to public sector/ trust management
  structure
• Exercise to enhance knowledge of operational
  management systems
• Appraisal system and agenda for change
• Explore responsibilities of first level nurse
• Assess themselves against NMC proficiency
  standards
• Formulate a PDP to be completed by the end of
  long 15 week placement

12
Evaluation of Project

• Achievement of NMC Proficiency Standards for the
  semester.
• Mentors and student evaluations demonstrate
  ability to achieve module outcomes.
• Able to develop interdisciplinary communication
  networks.
• Ensure a quality learning environment is
  maintained.
• Supportive of findings from Gallagher and Holland
  (2004)

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Public sector mangers perspective

• Increased organisational understanding of
  curriculum.
• Strengthened the partnership between the
  university and the Trust.
• Raised the strategic managers awareness of
  problems faced by ward managers trying to provide
  a supportive learning environment.
• Reinforced the importance of investing in the
  preparation of mentors to support students on
  clinical placements.
• Recognised the dangers of over commissioning on
  the quality of the learning environment .

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Student Evaluation

• Students felt mangers were visible in practice.
• Felt valued by the organisation.
• Learning needs were addressed.
• Positive learning opportunities.
• Enhanced the satisfaction of their placement.
• Achieved the module outcomes.
• Would apply for a position upon completion of
  programme.

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Conclusion

• Engagement with public sector mangers
• Facilitated
• a) Problem identification
• b) Tripartite approach to problem solving
  provided quality solution
• c) Quality learning environment
• d) Improved working partnerships

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References

• Chapman, L Holland E (2003) Work-based
  learning making a difference to practice Nursing
  Standard 17(34) 39-42
• Clarke, A . (2001) Learning Organisations What
  are they and how to become one, Leicester
  National Organisation for Adult Learning
• Gallagher A, Holland L (2004) Work-based
  learning challenges and opportunities. Nursing
  Standard. 19, 14-16, 39-42..
• Nursing and Midwifery Council (2004) Standards of
  Proficiency for Pre-registration Nursing
  Education. London, NMC.
• Pearce L (2004) Staying the course. Nursing
  Standard.
• 18, 22, 14-16.
• Ramage C (2003) Key Issues on mentoring work
  based learning Chain work based learning event
  8th/9th December Institute of Nursing and
  Midwifery Brighton
• Wilkinson P (2002) All things being equal
  Primary Care NHS Magazine (June 2002)