References: 1 BOURNEMOUTH UNIVERSITY, 2006. The Essential Guide to Pre-Registration Operating Department Practice - Clinical Staff Guide. Bournemouth: BU / ODP, version 3. 2 ASSOCIATION OF OPERATING DEPARTMENT PRACTITIONERS, 2006. Qualifications

1
Comfortable With Academic Challenge ? Releasing
Potential In Practice-Based Learning Higher
Education Literature Review Nick Rowe -
Institute of Health Community Studies,
Bournemouth University U.K.
The Knowledge-Paradox Academia
Knowledge is increasingly highly valued,
however regard for the credibility of
Universities and Higher Education, is in
question 11. Previous experience of many
established clinical staff, centred upon
didactic or instructional learning. Higher
Education (and Continued Professional
Development) require a more conceptualised
approach, where learners follow predominantly
self-directed / guided study, that builds upon
established principles 12. Within Higher
Education, there is a perceived prestige of
Research, over the learning teaching process.
Inherent to current day healthcare however, is a
requirement for Evidence-Based Practice7,8,9,13.
It is this shared requirement for evidence
that provides common ground for clinical
educational partnership working.
I dont understand perhaps I might, if the
basic principles were explained to me
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The Dual Role of Practice
Educators Deficits in learning
organisation structure are often permeated by a
perceived incomprehension between staff
student14. The majority of professions have
adapted their learning process from a system of
apprenticeship to more academic models, yet the
change is incomplete, with varied appreciation of
shared values15. Teaching Nursing have been
compared in regard to scale, gender balance
social status15. The requirements for
Evidence-Based Practice, research appreciation
and professional conduct, also provide mutual
areas within which to develop7,8,9,13.
Practice Educators combine the teaching and
assessment of broad-range concepts, together
with skill specific knowledge-based approaches.
Recognition differentiation of this
role can improve performance
reduce student stress16.
The Role of Institutions Universities
often hold a bridging role in their
communities, with emphasis being placed upon
common approach and inter-organisational linkage.
A team-based approach may improve organisational
performance4. Instructional and scholarly aims
may have increased effectiveness if teaching and
research are flexible in structure, with the
clear establishment of mutual obligations, in
regard to the institution and its
employees5. Universities are not always good at
recognising partnership working, with debate
regarding the suitability of their product,
to the comparative needs of the customer 5.
Conclusions Many problems in Work-Based Learning
and Higher Education have roots in the areas of
understanding and communication. This involves
all of the stakeholders those being the
partnership institutions and individual students
staff. Objective focus is often separated
between staff student, yet there is suggestion
that a shared learning approach, may be of
engaging and mutual benefit. Clear definition of
roles objectives, helps to establish a common
purpose. The role of teacher and lecturer is a
combined requirement of practice assessors, with
clear employment of didactic and conceptual
learning. Relation of these concepts to clinical
professional markers, may help to direct students
to learning and competency at the required level,
and also enhance the development and currency of
education staff, by means of a shared / mutual
learning approach. Demonstrable commonality
between Higher Education and professional
practice may indicate that the core principles of
self-directed learning and development, are
indeed already established. Translation of
these into mutually understandable terminology,
may facilitate the release of individual
potential, in regard to academic and professional
development. Involvement of key stakeholders
is required (Institutions / Staff / Students), in
order to maximise the outcomes of those
concerned. A collaborative approach in support
of both pre-registration and post-registration
learning and assessment, can enable individuals
to build upon emergent learning, with benefit to
both the individual and employing institution.
Further research is indicated, in order to test
the suitability of this approach within the
practice environment, and to provide measurement
of its outcomes.
Partnership Working Accountability
Placement educators (of any designation) are
subject to the joint expectations of both
partner institutions, and this requires a planned
commitment, in order to effectively undertake the
roles required6. Whilst there is a clear
position of accountability within the codes of
conduct of clinical professional roles7,8,9, this
is not always implicit, in regard to the
education and assessment of students6. Non-perform
ance / achievement may be viewed as risk by
those concerned. In common with professional
practice and Higher Education, there is a need
for this to be predominantly self-managed.
This protectionist approach
may serve to stimulate the development of
expertise in individuals, by means of
promoting self-initiated work / study10.
Image with kind permission of Christopher G.
Marshall . 06.06.07
Release your potential through collaborative
working see where it takes you
Methodology The search strategy accessed a
variety of databases (Academic Search Premier,
British Nursing Index, CINAHL with Full Text,
MEDLINE, PsycARTICLES) in relation to the
following Boolean linkage Improve OR Effective
Simple Clear AND Student ODP exp OR
Peri-Operative OR Medical AND Work-based Practice
OR Practical Skills AND Assessment AND Healthcare
AND Higher-Education Preliminary Research
Question Given the requests from placement
partners, for clarification / development of the
process and documentation involved in Dip HE ODP
assessment, initial lines of enquiry sought to
examine What considerations are involved in
effective student placement assessment ? Search
Restrictions Restrictions required references
and abstracts to be available. Given that the
intended objective was the development of
practice assessment, a 10 year limitation (Jan
1997 May 2007) was also imposed. The initial
search produced 4899 results. National
restriction to coverage of Great Britain reduced
applicability to 382 results, with an involvement
of Universities / Colleges, resulting in a final
availability of 220 results. Review of abstract
and initial material led to the inclusion of 15
works, as contributory findings.
References 1 BOURNEMOUTH UNIVERSITY, 2006.
The Essential Guide to Pre-Registration Operating
Department Practice - Clinical Staff Guide.
Bournemouth BU / ODP, version 3. 2 ASSOCIATION
OF OPERATING DEPARTMENT PRACTITIONERS, 2006.
Qualifications Framework for Mentors Supporting
Learners in Practice Standards and Guidance for
Mentors and Practice Placements in Support of
Pre-registration Diploma of Higher Education in
Operating Department Practice Provision. London
AODP, Issue 2. 3 BOURNEMOUTH UNIVERSITY, 2006.
The Essential Guide to Pre-Registration Operating
Department Practice - Clinical Staff Guide.
Bournemouth BU / ODP, version 3. 4 JACOBSEN,
D.,2001. A New Agenda for Educational
Partnerships Stakeholder Learning
Collaboratives. Change, September / October,
44-53. 5 BIALECKI, I., 2001. Goals and
Policies of Higher Education Reform. Higher
Education in Europe, XXXVI (3), 351-366. 6
WILSON, S., 2003. Realising our rhetoric making
teaching public. Journal of Curriculum Studies,
35 (2), 217-229. 7 HEALTH PROFESSIONS COUNCIL,
2004. ODP Standards of Proficiency. London HPC.
8 ASSOCIATION OF OPERATING DEPARTMENT
PRACTITIONERS, 2003. Scope of practice. London
AODP, Issue 1 Revised 2004. 9 NURSING
MIDWIFERY COUNCIL, 2004. The NMC code of
professional conduct standards for conduct,
performance and ethics. London NMC,
Standards.07.04. 10 McWILLIAM, E., 2004.
Changing the academic subject. Studies in Higher
Education. 29 (2), 151-163. 11 HELLSTRÖM, T.,
2004. Between a rock and a hard place Academic
institutional change and the problem of
collective action. Higher Education, 48,
511-528. 12 HENDRY, C., FARLEY, A., 2006.
Essential skills for students who are returning
to study. Nursing Standard, 21 (6), 44-48. 13
NHS EXECUTIVE, 1996. Promoting Clinical
Effectiveness A framework for action in and
through the NHS. London NHSE. 14
PRITCHARD, R., 2004. Humboldtian values in a
changing world staff and students in German
Universities. Oxford review of Education. 30
(4), 509-528. 15 SCOTT, P., 2004.
Commentary. The contribution of universities to
the development of the nursing workforce and the
quality of patient care. Journal of Nursing
Management, 12, 393-396. 16 HALLEY, E.,
NESTLE, D., DOHERTY, R., 2003. Introducing
assessments to new medical students a transition
workshop. Medical Education, 37, 1025-1049.