Transcript Document

ALPS CETL
What is ALPS (2005-2010)?
A centre for excellence in teaching and learning focussing on
assessment and learning in practice settings. 5 Universities (Leeds,
Leeds Metropolitan, Bradford, Huddersfield and York St John) crossing
16 health and social care professions
What was the aim of this programme?
To achieve excellence in assessment and learning based on
interprofessional common competency maps, delivered by mobile
technology*
To ensure that students graduating from courses in health and social
care are fully equipped to perform confidently and competently at the
start of their professional careers
Assessment and Learning in Practice Settings (ALPS) ©
http://www.alps-cetl.ac.uk
Inspire our students!
We aim to;
•Introduce the outcomes of the ALPS programme; the ALPS
Common Competency maps, the ALPS generic assessment
tools, the ALPS “Competence in Practice Assessment” (CiPA)
tool
•To share an example of how one of the ALPS professions
used these tools
•Enable participants to investigate the opportunities to apply
the ALPS outcomes to their programmes
•Identify the potential benefits of utilising the ALPS outcomes
for our students
Assessment and Learning in Practice Settings (ALPS) ©
http://www.alps-cetl.ac.uk
Common Competency
Mapping
The purpose;
•To agree the predominant common competences for the 16
different health and social professions.
•To map these agreed common competences
The process
•Developed multi-professional working groups
•Agreed communication systems; meetings and “sharepoint”
website
•Workshops for professional statutory and regulatory bodies.
• Service user involvement
•Extensive consultation
Assessment and Learning in Practice Settings (ALPS) ©
http://www.alps-cetl.ac.uk
Common Competency Maps
Result – 3 Maps
• Communication Skills Map
• Teamworking Skills Map
• Ethical Practice Skills Map
Holt et al (2010)
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Development of globalised
maps
The purpose;
•The 3 health and social care maps (Communication,
teamworking and ethical practice) contained very “health and
social care-type” language.
•However, it was realised that these skills and attributes are a
common requirement across all disciplines and professions.
They also link with the “Leeds for Life”
The process
•Wording of the 3 maps “globalised”
•Extensive consultation with departments outside health and
social care and other Universities.
Assessment and Learning in Practice Settings (ALPS) ©
http://www.alps-cetl.ac.uk
Activity; 1 – the maps
We ask participants to;
•Read the resultant globalised communication map.
•Are these maps compatible for the requirements of your
undergraduate students?
•Discuss how they could enable your students to fulfil the
requirements for the Leeds for Life and employability.
Assessment and Learning in Practice Settings (ALPS) ©
http://www.alps-cetl.ac.uk
ALPS generic assessment tools
The ALPS assessment tools are;
•Reflective in nature, students can take feedback from a variety
of sources, and hence enabling life-long learning skills. (Boud
2000)
•Primarily assessments for learning; a skill which is important
for employability. (QAA 2009)
•Interprofessional, as they are based on the 3 agreed common
competences – therefore students can take feedback from
other professions and service users – they are student-led.
•Designed to be used by students whilst on their practice
placement and represent commonly occurring scenarios
•Valid in nature as extensive consultation was used for their
development. Evidence was collected and analysed to
demonstrate their reliability
and utility.
Assessment and Learning in Practice Settings (ALPS) ©
http://www.alps-cetl.ac.uk
The ALPS assessment
tools
www.alps-cetl.ac.uk/tools.html
Assessment and Learning in Practice Settings (ALPS) ©
http://www.alps-cetl.ac.uk
ALPS Assessment Tools
Assessment Types:
-Gaining Consent
-Demonstrating Respect for Service Users and Carers
-Knowing when to consult or refer
-Working interprofessionally
-Providing information to colleagues
Assessment tool options;
Self, peer, service user, practice assessor & action plan
Assessment delivery;
Mobile, PC (online) paper
Assessment and Learning in Practice Settings (ALPS) ©
http://www.alps-cetl.ac.uk
Reliability and Validity of the Tools
•
Challenge of ALPS Assessments:
-Flexibility/options working well for 16 ALPS professions
BUT means getting enough of any one type/selection of
assessments is difficult
-Have collected 200+ Assessment Tools, but diversity of Tool
usage means we do not yet have a ‘critical mass’ for analysis
•
Triangulation – minimum 3 sections completed – the more
responses, the more ‘reliable’ the assessment.
Assessment and Learning in Practice Settings (ALPS) ©
http://www.alps-cetl.ac.uk
Assessments Completed by Profession
Assessment
Audiology
Medicine
Occupational
Therapy
Social Work
TOTAL
Gaining Consent
22
19
0
0
41
Demo Respect
11
12
19
1
43
Providing Info
0
12
0
0
12
Working Interprof
0
0
0
0
1
Knowing when to
Consult & Refer
0
0
0
1
1
33
43
19
3
98
TOTAL
Roberts 2010
Assessment and Learning in Practice Settings (ALPS) ©
http://www.alps-cetl.ac.uk
Assessments Completed by Type of Assessor
Assessment
Audiology
Medicine
Occupational
Therapy
Social Work
TOTAL
Student
Student + Peer
Student + Service User
4
0
0
2
14
3
16
0
1
0
1
0
22
15
4
Student + Practice
Assessor
Student, Peer +Service
User
Student, Peer + Practice
Assessor
Student, Service User +
Practice Assessor
8
0
0
0
8
2
14
0
1
17
1
2
1
0
4
8
1
1
0
10
Student, Service User,
Peer + Practice Assessor
10
7
0
0
17
33
43
19
2
97
TOTAL
NB 1 missing result (SW)
Assessment and Learning in Practice Settings (ALPS) ©
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Roberts 2010
Inspiring students through
multisourced feedback
Assessment
Audiology
Gaining consent
Demonstrating
respect
TOTAL
Student Profession
Medicine Occupational
Social
Therapy
Work
TOTAL
16
5
16
9
0
3
0
0
32
17
21
25
3
0
49
Roberts 2010
Assessment and Learning in Practice Settings (ALPS) ©
http://www.alps-cetl.ac.uk
Reliability
• Gaining Consent
Cronbach’s alpha = 0.55
• Demonstrating respect for Service User
Cronbach’s alpha = 0.66
Roberts 2010
Assessment and Learning in Practice Settings (ALPS) ©
http://www.alps-cetl.ac.uk
Inspiring students through multisourced feedback
“Well the tool gave us a structure, the learning structure to
fulfil criteria; if we didn’t have that then I don’t know how
focused you would be”
(Radiography Student, P2 Evaluation)
“You don’t get to know other professions the same way you do
the Doctors”. (3rd Year Medical Student, P2 evaluation)
“Yes, it I think it really depends on the service user group that
you’re working with, I was working with teenagers”
(3rd Year Social Work Student, P2 evaluation)
Assessment and Learning in Practice Settings (ALPS) ©
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Inspiring students through multisourced feedback
“We are at the same level, you’d just be talking out of your ...” No but we did give
each other tips”. (3rd Year Radiography Student, P2 evaluation)
“Yes I’ve done it, say they’d done a Gracchi view, you would say like “Wow”. (3rd
Year Radiography Student, P2 evaluation)
“I was moving between wards a lot and nurses are always very busy”. (3rd Year
Medical Student, P2 evaluation
“It gets you into the habit of reflecting. Would be better done earlier, perhaps year
1? With clinical placements becoming earlier in the curriculum this may be
possible.” (Year 3 Medical Student)
“The Idea of multi source feedback is good and links well with what we are
expected to do in other parts of the course”. (Year 3 medical Student)
Assessment and Learning in Practice Settings (ALPS) ©
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Inspiring students through multisourced feedback
On peer assessment:
• I think a benefit is probably feedback is less threatening in a sense like when
if your educator sort of says you kind of think is that going to effect my grade
is that where as the peer assessment they can always pull you on the side
and go I did noticed you know what I mean so I think there is a lot of benefits
to it but its just like I say not everybody will have that opportunity depending
whether there is other people in on the same placement. (BFD OTS)
• It is the least threatening type of feedback. (LDS 3rd Yr Medics)
On service user feedback:
• I think like, I would value patient feedback because they’re the ones ultimately
who can give you the most honest for of, you know, feedback on how you
perform because they’re the patient but it is difficult to do, if there weren’t all the
problems then yea I would value patient feedback but it’s just difficult so …(LDS
AUD PC)
• …a discussion was better rather than just handing the device (3rd Yr Medics)
• You would have to do it in some departments than others. (3rd Yr Radiography)
Assessment and Learning in Practice Settings (ALPS) ©
http://www.alps-cetl.ac.uk
Inspiring students through multisourced feedback
Multi- and interprofessional:
Learning
Assessment
Feedback
Reflection
• Linking tools with occupational standards.
• A structure that enables learners “hit their roles”.
• Ability to generate evidence for own professional
requirements.
• Professional interactions. Seeking and giving permission
to share information and to receive feedback.
Assessment and Learning in Practice Settings (ALPS) ©
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Inspiring students through multisourced feedback
Issues for Consideration from Focus Groups
• Culture – the way it has always been.
• Perception – do others understand what we
do/say?
– nurses were/are too busy
• Environmental constraints: confined space;
nature of task/intervention; moving about.
• Professional – citadels of age old beliefs and
ideals. Linked with culture.
Assessment and Learning in Practice Settings (ALPS) ©
http://www.alps-cetl.ac.uk
Staff Interviews
Social Work Practice Educator
“Yes I do, I think it looks at different perspectives, different approaches, I do
definitely think …”
“Yes, they, it took work, it was more work I have to say, but because I know the
benefits at the end it was worth the input, even from my point of view it was
more work for me and so you need to really be organised ...”
Radiography Tutor
‘Providing Information to other Healthcare Professionals’, for us those are
essential pieces, I mean conveying the information, one of the things
students have to do now is produce commenting forms ...”
“... that Radiographers now, when they are qualified, have got to be able to
communicate what is on an x-ray to other members of staff ...”
“... and I think using that tool is going to be something that we can use
throughout to help enhance that”.
Assessment and Learning in Practice Settings (ALPS) © September 2008
http://www.alps-cetl.ac.uk
The ALPS assessment
tools
www.alps-cetl.ac.uk/tools.html
Assessment and Learning in Practice Settings (ALPS) ©
http://www.alps-cetl.ac.uk
Activity; 2 – the tools
We ask participants to;
•Discuss commonly occurring scenarios in their academic
area – related to employed activity and based on the common
competences
•Consider how to develop assessment tools to enhance your
students learning in practice skills/employability
•Can you name some examples to share with other
participants.
Assessment and Learning in Practice Settings (ALPS) ©
http://www.alps-cetl.ac.uk
Social Work – an example
• Paper versions of the 5 assessment tools were
mapped to the National Occupational Standards
for social work with completed examples
• Workshops with students and with practice
educators were held
• Students on all three years of the BA Social
Work programme used the tools and were
asked to give feedback in focus groups
Assessment and Learning in Practice Settings (ALPS) ©
http://www.alps-cetl.ac.uk
Date and place of
assessment
Questions for
Student
Describe your
interaction with a
service user.
Social Services Information Point
Student statement
Examples of claims in relation to GSCC Code of
Practice / Key Roles
I took a telephone call on duty. The service user
wanted to know about car badges
I checked whether or not the service user was
already known to us and whether or not they had
any other needs that we might be able to help
with. I was aware that sometimes straightforward
requests might hide other issues and needs that
could be discussed and may be more formally
assessed under our legal obligations in relation
to for instance the NHS&CC Act 1990 or the
Carers, (Recognition and Services) Act 1995
and Carers (Equal Opportunities) Act 2004
Key role 1 Prepare for and work with people
Unit 1. Evaluate all information to identify the best form of
initial involvement
I filled in the relevant forms and passed them on
to the relevant colleague
I discussed the work I did with an experienced
colleague to check I had done things correctly
Key role 5 Manage social work practice
Unit 14.3 Monitor and evaluate the effectiveness of your
programme of work in meeting the organisational
requirements and the needs of individuals, families,
carers, groups and communities.
Key role 6 Demonstrate professional competence
Unit 19.3 Work within the principles and values
underpinning social work practice.
Unit 19.5 Use supervision and support to take action to
meet continuing professional development needs.
GSCC Code of Practice
6. Be accountable for the quality of their work and take
responsibility for maintaining and improving their
knowledge and skills.
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Social Work Focus
Group Outcomes
• Students liked;
- They understood how the observations in practice
related to their NOS and produced evidence for
their portfolio
– Consistency of gathering evidence across a range of
activity
– More confidence in asking for feedback; particularly from
service users
– Encouragement of analysis and reflection
– Student control over the assessment feedback process
– Higher quality of evidence for portfolio
There was consistency of feedback across the three
focus
groups over two placements and three academic levels
Assessment and Learning in Practice Settings (ALPS) ©
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Social Work Focus Group
Feedback
‘I found (the questions) really helpful because…..some of the service users
…..didn’t know what to say so it gave good guidance (as to) what kind of
things we wanted them to look for’
‘My practice placement educator, she likes the guidance’
‘There’s an increased emphasis on our reflective practice so it’s very good
for that’
’Looking at the (NOS) examples that were given it …made me think ‘ah right
that does meet that role’ when I would have thought my work actually
wasn’t meeting as many roles as it was. It helped me to reflect and
(realise) I’m doing a lot more than I think I am’ (several students agreed
with this)
‘It’s more focused evidence’
‘I probably feel less anxious….maybe because it is student led…I know what
I am being observed on’
Assessment and Learning in Practice Settings (ALPS) ©
http://www.alps-cetl.ac.uk
Activity; 3 – the Competency in
Practice Assessment
questionnaire
We ask participants to;
•Consider using this questionnaire for their students, to
enhance and enable their understating of their own
competence to practice.
•Any comments or feedback?
Assessment and Learning in Practice Settings (ALPS) ©
http://www.alps-cetl.ac.uk
Bibliography
Boud D. (2000) Sustainable Assessment: rethinking assessment for the
learning society. Studies in Continuing Education. 22. 2, 151-167
Gibbs G, Simpson C, Macdonald R (2003) Improving student learning through
changing assessment – a conceptual and practical framework. EARLI
Conference, Padova.
Holt J, Coates C, Cotterill D, Eastburn S, Laxton J, Mistry H, Young C. (2010)
Identifying common competences in health and social care; An example of
multi-institutional and inter-professional working. Nurse Education Today. 30.
264-270
Quality Assurance Agency for Higher Education(2009). Transforming
assessment and feedback: enhancing integration and empowerment in the first
year. Quality Enhancement Themes. The First Year Experience. ISBN 978 1
84482 901 9
Roberts T (2010) Utility of the ALPS Assessment Tools. Presentation at the
PSRB Seminar. June 2010.
Assessment and Learning in Practice Settings (ALPS) ©
http://www.alps-cetl.ac.uk
ALPS Contact Details
[email protected]
0113 343 6352
www.alps-cetl.ac.uk
Julie Laxton [email protected]
Joe Cortis [email protected]
Alan Murphy [email protected]
Shupikai Rinomhota [email protected]
Assessment and Learning in Practice Settings (ALPS) ©
http://www.alps-cetl.ac.uk