Transcript Comfortable With Academic Challenge ? Releasing Potential In Practice-Based Learning & Higher Education iICS Institute of Health & Community Studies [Literature Review] Nick Rowe - Institute.

Comfortable With Academic Challenge ?
Releasing Potential In Practice-Based Learning & Higher Education
iICS
Institute of Health &
Community Studies
[Literature Review]
Nick Rowe - Institute of Health & Community Studies, Bournemouth University – U.K.
Stimulus
The ‘Knowledge-Paradox’ & Academia
Practice Assessors of NHS Trusts locally involved in the delivery of the Dip HE Operating Department Practice
(ODP) programme, expressed on-going difficulty in establishing the suitability, depth and academic level of
evidence, as required for the assessment in practice of student ODPs at level C and level I.
‘I don’t understand – perhaps I might, if the
basic principles were explained to me …’
Set requirements for the assessment and mentorship of students are published at both local (programme) 1 and
national (governing body)2 level, with support given from the academic institution 3, yet approach and
understanding remained inconsistent.
A Literature Review was undertaken, with a view to highlighting key factors that detract from effective practice
assessment, and to identify areas for improvement and consideration.
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.
Emergent issues were as follows (limited sample) and centred upon 3 specific themes:
1)
Communication and Comprehension
2)
The Assessment Process
3)
Partnership Working
‘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.
Outcome
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Notably, there was significant coverage of factors that detract from an effective learning process, with little
suggestion that a substitution of current learning and assessment methods with newer innovations would
prove beneficial.
Clear communication and exploration of conceptive objectives, may have greater benefit that a more specific
didactic / instructional model of learning . This may further enable independent learning and development
across a broader range, and release the academic and professional potential of those involved.
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.
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.
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.
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.
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.
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.
Partnership Working & Accountability
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.
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-performance / 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 …
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.
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 BIAŁECKI, 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.