Scoping exercise of work-based assessment programmes for health professionals in Scotland.  Mrs J McDowell, Mr W Wright,  ...
Drivers for study Workforce development Skills development for health care Policies in health care Policies in education I...
Drivers for study: diabetes SGDEG action plan NHS Diabetes competences SGDEG endorse courses as meeting core competences N...
Research Aim <ul><ul><li>To scope current practice in work-based learning and assessment and make recommendations to the f...
Inclusion criteria Courses for Health Care Professionals Credit bearing National course Geographical area
Definition ‘ .. need to be reinforced  through  work. Learning through work is integrated into the doing of the job: it in...
Research design Survey Ethics approval Literature review Interviews with key staff Discussions with employers and colleagues
Literature Review Key words used and databases  searched Policy documents Grid compiled to compare different aspects Areas...
Sample for Interviews Prospectuses and websites of 16 HEIs in Scotland Scottish Heads of Academic Nursing and Allied Healt...
Interviews 13 individuals  9 interviews 8 HEIs
Strengths: Methods of delivery <ul><li>Student centred </li></ul><ul><li>Integrates theory and practice </li></ul><ul><li>...
Strengths: Partnership working   <ul><ul><li>Highly valued by employer and HEI </li></ul></ul><ul><ul><li>Could promote mu...
Strengths: employer   <ul><ul><li>Preparation of student and clinical mentor </li></ul></ul><ul><ul><li>Questioning aspect...
Weakness: Methods of delivery   <ul><ul><li>Flexible learning and assessment challenges quality assurance and national com...
Weakness: Partnership working   <ul><ul><li>Staff relationships between HEIs and clinical areas </li></ul></ul><ul><ul><li...
Weakness: Employer aspects   <ul><ul><li>Need to invest in education with competing service demands </li></ul></ul><ul><ul...
Recommendations  <ul><ul><li>Appropriate method for health care </li></ul></ul><ul><ul><li>Effective where robust partners...
Next Stages <ul><ul><li>Communication with NHS Education re: </li></ul></ul><ul><ul><li>Flying Start </li></ul></ul><ul><u...
Steering Group Project team Professor R Matthew: Learning and Teaching Centre, University of Glasgow Dr A O’Neill: Senior ...
Thank You  <ul><ul><li>For Listening </li></ul></ul><ul><ul><li>Study participants </li></ul></ul><ul><ul><li>Steering gro...
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  1. 1. Scoping exercise of work-based assessment programmes for health professionals in Scotland. Mrs J McDowell, Mr W Wright, Dr K McHardy, Dr G Leese
  2. 2. Drivers for study Workforce development Skills development for health care Policies in health care Policies in education Increase in IT
  3. 3. Drivers for study: diabetes SGDEG action plan NHS Diabetes competences SGDEG endorse courses as meeting core competences Need for staff development in diabetes
  4. 4. Research Aim <ul><ul><li>To scope current practice in work-based learning and assessment and make recommendations to the funders in relation to diabetes education </li></ul></ul>
  5. 5. Inclusion criteria Courses for Health Care Professionals Credit bearing National course Geographical area
  6. 6. Definition ‘ .. need to be reinforced through work. Learning through work is integrated into the doing of the job: it includes the application of job-related learning acquired elsewhere and the skills and knowledge which are acquired in the process of doing the job.’ Seagraves et al 1996
  7. 7. Research design Survey Ethics approval Literature review Interviews with key staff Discussions with employers and colleagues
  8. 8. Literature Review Key words used and databases searched Policy documents Grid compiled to compare different aspects Areas identified used to frame structure for interviews
  9. 9. Sample for Interviews Prospectuses and websites of 16 HEIs in Scotland Scottish Heads of Academic Nursing and Allied Health Professions (SHANAHP) Snowballing Targetted key individuals
  10. 10. Interviews 13 individuals 9 interviews 8 HEIs
  11. 11. Strengths: Methods of delivery <ul><li>Student centred </li></ul><ul><li>Integrates theory and practice </li></ul><ul><li>Insight to practice </li></ul><ul><li>Socialisation and team-working </li></ul><ul><li>Flexible methods </li></ul><ul><li>Formal education </li></ul><ul><li>Variety of assessments </li></ul>
  12. 12. Strengths: Partnership working <ul><ul><li>Highly valued by employer and HEI </li></ul></ul><ul><ul><li>Could promote multiprofessional working </li></ul></ul><ul><ul><li>Increase access to HEI programmes </li></ul></ul><ul><ul><li>Tripartite working </li></ul></ul><ul><ul><li>Needs of employers drive agenda </li></ul></ul>
  13. 13. Strengths: employer <ul><ul><li>Preparation of student and clinical mentor </li></ul></ul><ul><ul><li>Questioning aspect assists whole team </li></ul></ul><ul><ul><li>Real change evident in practice </li></ul></ul><ul><ul><li>Less time away from workplace </li></ul></ul><ul><ul><li>Others learn from and through student </li></ul></ul><ul><ul><li>Motivational for staff in clinical areas </li></ul></ul>
  14. 14. Weakness: Methods of delivery <ul><ul><li>Flexible learning and assessment challenges quality assurance and national comparisons </li></ul></ul><ul><ul><li>Labour intensive for mentors and HEIs </li></ul></ul><ul><ul><li>Students must be highly motivated and dedicated </li></ul></ul><ul><ul><li>Students as part of the workforce </li></ul></ul><ul><ul><li>Student isolation </li></ul></ul><ul><ul><li>Assessment issues </li></ul></ul><ul><ul><li>Requires formal educational input </li></ul></ul><ul><ul><li>HEI difficulties with student issues </li></ul></ul><ul><ul><li>Lack central body to scrutinise </li></ul></ul>
  15. 15. Weakness: Partnership working <ul><ul><li>Staff relationships between HEIs and clinical areas </li></ul></ul><ul><ul><li>Competing demands on students </li></ul></ul><ul><ul><li>Could hinder multiprofessional working and lose focus on patient/client </li></ul></ul>
  16. 16. Weakness: Employer aspects <ul><ul><li>Need to invest in education with competing service demands </li></ul></ul><ul><ul><li>Potential tension in workplace from workforce </li></ul></ul><ul><ul><li>Potential personal tensions for student in workplace </li></ul></ul><ul><ul><li>Needs environment conducive for learning </li></ul></ul><ul><ul><li>Resource issues for student, assessors and mentors </li></ul></ul><ul><ul><li>Not cheaper option compared with traditional methods </li></ul></ul>
  17. 17. Recommendations <ul><ul><li>Appropriate method for health care </li></ul></ul><ul><ul><li>Effective where robust partnerships and good relationships with student, employer, HEI </li></ul></ul><ul><ul><li>Relevant for generic and specialist aspects </li></ul></ul><ul><ul><li>Usually resource intensive for all </li></ul></ul><ul><ul><li>Need comparative research between this and more traditional forms </li></ul></ul>
  18. 18. Next Stages <ul><ul><li>Communication with NHS Education re: </li></ul></ul><ul><ul><li>Flying Start </li></ul></ul><ul><ul><li>Ask the Expert </li></ul></ul><ul><ul><li>Also, potential for research </li></ul></ul>
  19. 19. Steering Group Project team Professor R Matthew: Learning and Teaching Centre, University of Glasgow Dr A O’Neill: Senior University Teacher, University of Glasgow Mrs M Havergal, Skills for Health, Scotland
  20. 20. Thank You <ul><ul><li>For Listening </li></ul></ul><ul><ul><li>Study participants </li></ul></ul><ul><ul><li>Steering group </li></ul></ul><ul><ul><li>Scottish Government Diabetes Education Group </li></ul></ul>

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