An overview of the nature of the preparation of practice educators in five healthcare disciplines

Brian McGowan, Maggie Malik, Lisa Neimer

Research output: Book/ReportScholarly edition

Abstract

The ENB & DoH (ENB/DoH, 2001) acknowledged that students’ practice experience is one of the most important facets of their educational preparation in nursing. Similarly, the Irish nursing regulatory body An Bord Altranais (2000) stated that clinical practice experience provided learning opportunities that enabled students to achieve competence in clinical nursing skills. The first stage of this FDLT funded project involved a scoping exercise which was undertaken nationally to obtain information on the scope and quality of practice learning provided for pre-registration student nurses from Universities throughout England, Ireland, Scotland and Wales. A total of 72 university schools/departments provide nursing courses in the UK and there are 14 in the Republic of Ireland (ROI).The overall aims of the project were to: a. Audit university based preparation of practitioners for their educational role in supporting students during practice placements.b. Identify principles of good practice that emerge from the audit.c. Identify practitioners’ needs in the provision, support and supervision of practice-based learning.d. Recommend principles of good practice that meet the identified needs.
LanguageEnglish
Publication statusE-pub ahead of print - 1 Sep 2005

Fingerprint

Nursing
Students
Delivery of Health Care
Learning
Ireland
Clinical Competence
Wales
Scotland
England
Mental Competency
Nurses
Exercise

Keywords

  • Practice learning
  • scoping
  • healthcare
  • interprofessional

Cite this

@book{37259ade5f8542db859a3ff44a42588b,
title = "An overview of the nature of the preparation of practice educators in five healthcare disciplines",
abstract = "The ENB & DoH (ENB/DoH, 2001) acknowledged that students’ practice experience is one of the most important facets of their educational preparation in nursing. Similarly, the Irish nursing regulatory body An Bord Altranais (2000) stated that clinical practice experience provided learning opportunities that enabled students to achieve competence in clinical nursing skills. The first stage of this FDLT funded project involved a scoping exercise which was undertaken nationally to obtain information on the scope and quality of practice learning provided for pre-registration student nurses from Universities throughout England, Ireland, Scotland and Wales. A total of 72 university schools/departments provide nursing courses in the UK and there are 14 in the Republic of Ireland (ROI).The overall aims of the project were to: a. Audit university based preparation of practitioners for their educational role in supporting students during practice placements.b. Identify principles of good practice that emerge from the audit.c. Identify practitioners’ needs in the provision, support and supervision of practice-based learning.d. Recommend principles of good practice that meet the identified needs.",
keywords = "Practice learning, scoping, healthcare, interprofessional",
author = "Brian McGowan and Maggie Malik and Lisa Neimer",
note = "Reference text: An Bord Altranais (November 2000) Requirements and Standards for Nurse Registration Education Programmes. 2nd Edition. http://www.nursingcareers.ie/images/ContentBuilder/NURSER-S.PDF Clarke C L, Gibb C E & Ramprogus V (2003) Clinical learning environments: An evaluation of an innovative role to support pre-registration nursing placements. Learning in Health and Social Care. 2 (2): 105-115. Day C, Fraser D & Mallik M (1998) The Role of the Nurse Teacher/Lecturer in Practice. Researching Professional Education No 8. E.N.B. London. Department of Education, Science and Training (2002) National Review of Nursing Education: Our Duty of Care. Department of Education, Science and Training. Canberra. Department of Health (1999) Making a Difference: Strengthening the nursing, midwifery and health visiting contribution in health and healthcare. Department of Health. London. Department of Health (2000) The NHS Plan. A plan for investment a plan for reform. Department of Health. London. Department of Health (2000a) A Health Service for All Talents: Developing the NHS workforce. Department of Health. London. Department of Health (2003) Financial Help for Healthcare Students .Sixth Edition. Department of Health. London. Edmond C B (2001) A new paradigm for practice education. Nurse Education Today. 21(4): 251-259. Ellis R & Hogard E (2003) Two deficits and a solution ? Explicating and evaluating clinical facilitation using consultative methods and multiple stakeholder perspectives. Learning in Health and Social Care. 2(2): 18-27. English National Board for Nursing, Midwifery and Health visiting (1989) Preparation of Teachers, Practitioners, Mentors and Supervisors in the context of Project 2000. E.N.B. London. English National Board for Nursing, Midwifery and Health visiting (1999) Requirements for Educational Programmes. E.N.B. London. English National Board for Nursing Midwifery and Health Visiting and The Department of Health (2001) Placements in Focus: Guidance for education in practice for health care professions. Department of Health. London. English National Board for Nursing Midwifery and Health Visiting and The Department of Health (2001a) Preparation of Mentors and Teachers. A new framework of guidance. Department of Health. London. HMSO (2000) Freedom of Information Act. HMSO. London. Hodgson P (2000) Clinical Placements in Primary and Community Care Project. NHS Executive. Leeds. Mallik M & Aston L (2003) Providing Educator Support for Practice Learning. In Glen S & Parker P (eds) Supporting Learning in Nursing Practice: A guide for practitioners. Palgrave MacMillan. London. Morison S, Boohan M, Jenkins J & Moutray M (2003) Facilitating undergraduate interprofessional learning in healthcare: comparing classroom and clinical learning for nursing and medical students. Learning in Health and Social Care. 2(2): 92-104. Neary M (1999) Preparing assessors for continuous assessment. Nursing Standard. 13(18): 41-47. Philips T, Schostak J, Bedford H, Robinson J (1994) Assessment of Competencies in Nursing and Midwifery Education and Training (ACE Project). E.N.B. London. Pulsford D, Boit K & Owen S (2002) Are mentors ready to make a difference? A survey of mentors’ attitudes towards nurse education. Nurse Education Today. 22(6): 439-446. Rafferty A M (1996) The Politics of Nursing Knowledge. Routledge. London. Royal College of Nursing (2003) Defining Nursing. R.C.N. London. United Kingdom Central Council for Nursing, Midwifery and Health Visiting (1986) A New Preparation for Practice. U.K.C.C. London. United Kingdom Central Council for Nursing, Midwifery and Health Visiting (1999) Fitness for Practice. The UKCC’s Commission for Nursing and Midwifery Education (The Peach Report). United Kingdom Central Council for Nursing, Midwifery and Health Visiting (2000) Standards for the Preparation of Teachers of Nursing Midwifery and Health Visiting. U.K.C.C. London. United Kingdom Central Council for Nursing, Midwifery and Health Visiting (2001).Fitness for Practice and Purpose. The Report of the UKCC’s Post-Commission Development Group. U.K.C.C. London. Williams B (2002) Using collage artwork as a common medium for communication in interprofessional workshops. Journal of Interprofessional Care. 16(1): 53-58.",
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An overview of the nature of the preparation of practice educators in five healthcare disciplines. / McGowan, Brian; Malik, Maggie; Neimer, Lisa.

2005.

Research output: Book/ReportScholarly edition

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AU - McGowan, Brian

AU - Malik, Maggie

AU - Neimer, Lisa

N1 - Reference text: An Bord Altranais (November 2000) Requirements and Standards for Nurse Registration Education Programmes. 2nd Edition. http://www.nursingcareers.ie/images/ContentBuilder/NURSER-S.PDF Clarke C L, Gibb C E & Ramprogus V (2003) Clinical learning environments: An evaluation of an innovative role to support pre-registration nursing placements. Learning in Health and Social Care. 2 (2): 105-115. Day C, Fraser D & Mallik M (1998) The Role of the Nurse Teacher/Lecturer in Practice. Researching Professional Education No 8. E.N.B. London. Department of Education, Science and Training (2002) National Review of Nursing Education: Our Duty of Care. Department of Education, Science and Training. Canberra. Department of Health (1999) Making a Difference: Strengthening the nursing, midwifery and health visiting contribution in health and healthcare. Department of Health. London. Department of Health (2000) The NHS Plan. A plan for investment a plan for reform. Department of Health. London. Department of Health (2000a) A Health Service for All Talents: Developing the NHS workforce. Department of Health. London. Department of Health (2003) Financial Help for Healthcare Students .Sixth Edition. Department of Health. London. Edmond C B (2001) A new paradigm for practice education. Nurse Education Today. 21(4): 251-259. Ellis R & Hogard E (2003) Two deficits and a solution ? Explicating and evaluating clinical facilitation using consultative methods and multiple stakeholder perspectives. Learning in Health and Social Care. 2(2): 18-27. English National Board for Nursing, Midwifery and Health visiting (1989) Preparation of Teachers, Practitioners, Mentors and Supervisors in the context of Project 2000. E.N.B. London. English National Board for Nursing, Midwifery and Health visiting (1999) Requirements for Educational Programmes. E.N.B. London. English National Board for Nursing Midwifery and Health Visiting and The Department of Health (2001) Placements in Focus: Guidance for education in practice for health care professions. Department of Health. London. English National Board for Nursing Midwifery and Health Visiting and The Department of Health (2001a) Preparation of Mentors and Teachers. A new framework of guidance. Department of Health. London. HMSO (2000) Freedom of Information Act. HMSO. London. Hodgson P (2000) Clinical Placements in Primary and Community Care Project. NHS Executive. Leeds. Mallik M & Aston L (2003) Providing Educator Support for Practice Learning. In Glen S & Parker P (eds) Supporting Learning in Nursing Practice: A guide for practitioners. Palgrave MacMillan. London. Morison S, Boohan M, Jenkins J & Moutray M (2003) Facilitating undergraduate interprofessional learning in healthcare: comparing classroom and clinical learning for nursing and medical students. Learning in Health and Social Care. 2(2): 92-104. Neary M (1999) Preparing assessors for continuous assessment. Nursing Standard. 13(18): 41-47. Philips T, Schostak J, Bedford H, Robinson J (1994) Assessment of Competencies in Nursing and Midwifery Education and Training (ACE Project). E.N.B. London. Pulsford D, Boit K & Owen S (2002) Are mentors ready to make a difference? A survey of mentors’ attitudes towards nurse education. Nurse Education Today. 22(6): 439-446. Rafferty A M (1996) The Politics of Nursing Knowledge. Routledge. London. Royal College of Nursing (2003) Defining Nursing. R.C.N. London. United Kingdom Central Council for Nursing, Midwifery and Health Visiting (1986) A New Preparation for Practice. U.K.C.C. London. United Kingdom Central Council for Nursing, Midwifery and Health Visiting (1999) Fitness for Practice. The UKCC’s Commission for Nursing and Midwifery Education (The Peach Report). United Kingdom Central Council for Nursing, Midwifery and Health Visiting (2000) Standards for the Preparation of Teachers of Nursing Midwifery and Health Visiting. U.K.C.C. London. United Kingdom Central Council for Nursing, Midwifery and Health Visiting (2001).Fitness for Practice and Purpose. The Report of the UKCC’s Post-Commission Development Group. U.K.C.C. London. Williams B (2002) Using collage artwork as a common medium for communication in interprofessional workshops. Journal of Interprofessional Care. 16(1): 53-58.

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N2 - The ENB & DoH (ENB/DoH, 2001) acknowledged that students’ practice experience is one of the most important facets of their educational preparation in nursing. Similarly, the Irish nursing regulatory body An Bord Altranais (2000) stated that clinical practice experience provided learning opportunities that enabled students to achieve competence in clinical nursing skills. The first stage of this FDLT funded project involved a scoping exercise which was undertaken nationally to obtain information on the scope and quality of practice learning provided for pre-registration student nurses from Universities throughout England, Ireland, Scotland and Wales. A total of 72 university schools/departments provide nursing courses in the UK and there are 14 in the Republic of Ireland (ROI).The overall aims of the project were to: a. Audit university based preparation of practitioners for their educational role in supporting students during practice placements.b. Identify principles of good practice that emerge from the audit.c. Identify practitioners’ needs in the provision, support and supervision of practice-based learning.d. Recommend principles of good practice that meet the identified needs.

AB - The ENB & DoH (ENB/DoH, 2001) acknowledged that students’ practice experience is one of the most important facets of their educational preparation in nursing. Similarly, the Irish nursing regulatory body An Bord Altranais (2000) stated that clinical practice experience provided learning opportunities that enabled students to achieve competence in clinical nursing skills. The first stage of this FDLT funded project involved a scoping exercise which was undertaken nationally to obtain information on the scope and quality of practice learning provided for pre-registration student nurses from Universities throughout England, Ireland, Scotland and Wales. A total of 72 university schools/departments provide nursing courses in the UK and there are 14 in the Republic of Ireland (ROI).The overall aims of the project were to: a. Audit university based preparation of practitioners for their educational role in supporting students during practice placements.b. Identify principles of good practice that emerge from the audit.c. Identify practitioners’ needs in the provision, support and supervision of practice-based learning.d. Recommend principles of good practice that meet the identified needs.

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