Issues in practice based learning in nursing in the United Kingdom and the Republic of Ireland:Results from a multi professional scoping exercise

Maggie Malik, Brian McGowan

Research output: Contribution to journalArticle

22 Citations (Scopus)

Abstract

Summary The first year (2003–2004) of a three year nationally funded project focused on completing a scoping exercise on the nature of practice education in five selected health care professions: Dietetics, Nursing, Occupational Therapy, Physiotherapy and Radiography (www.practicebasedlearning.org).A survey questionnaire, focus groups and secondary sources were used to collect data. Profession specific contributors completed the analysis of results. Resulting case studies were combined to produce a cross professional overview of current issues in practice-based learning.The nursing case study identified areas of good practice such as; the mentorship model; the development of new support roles; and joint responsibility between Higher Education Institutes (HEIs) and Health Service areas for practice assessment.However, there were variations in the application of these areas of good practicethroughout the United Kingdom (UK). Issues included; an inadequate supply of qualifiedmentors; formal recognition of the mentor role; and lack of knowledge of therelative impact of the differing mentor preparation programmes.In comparing the five professions, all had statutory requirements regarding the nature of practice learning but each profession differed in how this was managed and organised. The need for formal preparation, recognition and reward for the mentor/practice educator role was recognised with collaborative working across the professions a recommendation in order to achieve national improvement in the quality of practice learning support for health care professions.
LanguageEnglish
Pages52-59
JournalNurse Education Today
Volume27
Issue number1
DOIs
Publication statusPublished - 2007

Fingerprint

Ireland
Mentors
republic
Nursing
nursing
Learning
Exercise
profession
Health Occupations
health care profession
learning
Catchment Area (Health)
nursing case
Delivery of Health Care
Education
Dietetics
Occupational Therapy
occupational therapy
Quality Improvement
Focus Groups

Cite this

@article{454be099334848519036f8e50fd40867,
title = "Issues in practice based learning in nursing in the United Kingdom and the Republic of Ireland:Results from a multi professional scoping exercise",
abstract = "Summary The first year (2003–2004) of a three year nationally funded project focused on completing a scoping exercise on the nature of practice education in five selected health care professions: Dietetics, Nursing, Occupational Therapy, Physiotherapy and Radiography (www.practicebasedlearning.org).A survey questionnaire, focus groups and secondary sources were used to collect data. Profession specific contributors completed the analysis of results. Resulting case studies were combined to produce a cross professional overview of current issues in practice-based learning.The nursing case study identified areas of good practice such as; the mentorship model; the development of new support roles; and joint responsibility between Higher Education Institutes (HEIs) and Health Service areas for practice assessment.However, there were variations in the application of these areas of good practicethroughout the United Kingdom (UK). Issues included; an inadequate supply of qualifiedmentors; formal recognition of the mentor role; and lack of knowledge of therelative impact of the differing mentor preparation programmes.In comparing the five professions, all had statutory requirements regarding the nature of practice learning but each profession differed in how this was managed and organised. The need for formal preparation, recognition and reward for the mentor/practice educator role was recognised with collaborative working across the professions a recommendation in order to achieve national improvement in the quality of practice learning support for health care professions.",
author = "Maggie Malik and Brian McGowan",
note = "Reference text: 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. English National Board, 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, 2004. The NHS Knowledge and Skills Framework (NHS KSF) and the Development Review Process. DoH, London (October 2004). Department of Health and Children, 2001. National Evaluation of the Role of the Clinical Placement Co-ordinator. Department of Health and Children, Dublin. 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 and Department of Health, 2001. Preparation of Mentors and Teachers – a new framework of guidance. ENB & DOH, London. English National Board for Nursing, Midwifery and Health visiting, 1989. Preparation of Teachers, Practitioners, Mentors and Supervisors in the context of Project 2000. ENB, London. Mallik, M., Aylott, E., 2005. Facilitating practice learning in preregistration nursing programmes: a comparative review of the Bournemouth collaborative model and Australian models. Nurse Education in Practice 5, 152–160. 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. Neary, M., 1999. Preparing assessors for continuous assessment. Nursing Standard 13 (18), 41–47. Nursing and Midwifery Council, 2004. NMC Requirements for Mentors and Mentorship. QA Factsheet O/2004 ENG. NMC, London. Nursing and Midwifery Council, 2004a. Consultation on a standard to support practice learning. NMC, London. Available from: <http://www.nmc-uk.org/nmc/main/consultation/ Consultation_on_a_standard>. Nursing and Midwifery Council, 2005. Consultation on proposals arising from a review of fitness for practice at the point of registration. NMC, London. December 2005. Philips, T., Schostak, J., Bedford, H., Robinson, J., 1994. Assessment of Competencies in Nursing and Midwifery Education and Training ACE Project. ENB, 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. Robinson, N., 1999. The use of focus group methodology – with selected examples from sexual health research. Journal of Advanced Nursing 29 (4), 905–913. United Kingdom Central Council for Nursing, Midwifery and Health Visiting, 1985. A New Preparation for Practice. UKCC, London. United Kingdom Central Council for Nursing, Midwifery and Health Visiting, 1999. Fitness for Practice. The UKCCs Commission for Nursing and Midwifery Education (The Peach Report). UKCC, London.",
year = "2007",
doi = "10.1016/j.nedt.2006.02.007",
language = "English",
volume = "27",
pages = "52--59",
number = "1",

}

TY - JOUR

T1 - Issues in practice based learning in nursing in the United Kingdom and the Republic of Ireland:Results from a multi professional scoping exercise

AU - Malik, Maggie

AU - McGowan, Brian

N1 - Reference text: 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. English National Board, 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, 2004. The NHS Knowledge and Skills Framework (NHS KSF) and the Development Review Process. DoH, London (October 2004). Department of Health and Children, 2001. National Evaluation of the Role of the Clinical Placement Co-ordinator. Department of Health and Children, Dublin. 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 and Department of Health, 2001. Preparation of Mentors and Teachers – a new framework of guidance. ENB & DOH, London. English National Board for Nursing, Midwifery and Health visiting, 1989. Preparation of Teachers, Practitioners, Mentors and Supervisors in the context of Project 2000. ENB, London. Mallik, M., Aylott, E., 2005. Facilitating practice learning in preregistration nursing programmes: a comparative review of the Bournemouth collaborative model and Australian models. Nurse Education in Practice 5, 152–160. 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. Neary, M., 1999. Preparing assessors for continuous assessment. Nursing Standard 13 (18), 41–47. Nursing and Midwifery Council, 2004. NMC Requirements for Mentors and Mentorship. QA Factsheet O/2004 ENG. NMC, London. Nursing and Midwifery Council, 2004a. Consultation on a standard to support practice learning. NMC, London. Available from: <http://www.nmc-uk.org/nmc/main/consultation/ Consultation_on_a_standard>. Nursing and Midwifery Council, 2005. Consultation on proposals arising from a review of fitness for practice at the point of registration. NMC, London. December 2005. Philips, T., Schostak, J., Bedford, H., Robinson, J., 1994. Assessment of Competencies in Nursing and Midwifery Education and Training ACE Project. ENB, 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. Robinson, N., 1999. The use of focus group methodology – with selected examples from sexual health research. Journal of Advanced Nursing 29 (4), 905–913. United Kingdom Central Council for Nursing, Midwifery and Health Visiting, 1985. A New Preparation for Practice. UKCC, London. United Kingdom Central Council for Nursing, Midwifery and Health Visiting, 1999. Fitness for Practice. The UKCCs Commission for Nursing and Midwifery Education (The Peach Report). UKCC, London.

PY - 2007

Y1 - 2007

N2 - Summary The first year (2003–2004) of a three year nationally funded project focused on completing a scoping exercise on the nature of practice education in five selected health care professions: Dietetics, Nursing, Occupational Therapy, Physiotherapy and Radiography (www.practicebasedlearning.org).A survey questionnaire, focus groups and secondary sources were used to collect data. Profession specific contributors completed the analysis of results. Resulting case studies were combined to produce a cross professional overview of current issues in practice-based learning.The nursing case study identified areas of good practice such as; the mentorship model; the development of new support roles; and joint responsibility between Higher Education Institutes (HEIs) and Health Service areas for practice assessment.However, there were variations in the application of these areas of good practicethroughout the United Kingdom (UK). Issues included; an inadequate supply of qualifiedmentors; formal recognition of the mentor role; and lack of knowledge of therelative impact of the differing mentor preparation programmes.In comparing the five professions, all had statutory requirements regarding the nature of practice learning but each profession differed in how this was managed and organised. The need for formal preparation, recognition and reward for the mentor/practice educator role was recognised with collaborative working across the professions a recommendation in order to achieve national improvement in the quality of practice learning support for health care professions.

AB - Summary The first year (2003–2004) of a three year nationally funded project focused on completing a scoping exercise on the nature of practice education in five selected health care professions: Dietetics, Nursing, Occupational Therapy, Physiotherapy and Radiography (www.practicebasedlearning.org).A survey questionnaire, focus groups and secondary sources were used to collect data. Profession specific contributors completed the analysis of results. Resulting case studies were combined to produce a cross professional overview of current issues in practice-based learning.The nursing case study identified areas of good practice such as; the mentorship model; the development of new support roles; and joint responsibility between Higher Education Institutes (HEIs) and Health Service areas for practice assessment.However, there were variations in the application of these areas of good practicethroughout the United Kingdom (UK). Issues included; an inadequate supply of qualifiedmentors; formal recognition of the mentor role; and lack of knowledge of therelative impact of the differing mentor preparation programmes.In comparing the five professions, all had statutory requirements regarding the nature of practice learning but each profession differed in how this was managed and organised. The need for formal preparation, recognition and reward for the mentor/practice educator role was recognised with collaborative working across the professions a recommendation in order to achieve national improvement in the quality of practice learning support for health care professions.

U2 - 10.1016/j.nedt.2006.02.007

DO - 10.1016/j.nedt.2006.02.007

M3 - Article

VL - 27

SP - 52

EP - 59

IS - 1

ER -