Development of a Degree Work-Based Development of a Degree Work-Based Learning ProgrammeLearning Programme

Drewe PhillipsDrewe PhillipsAssociate Head - Care SciencesAssociate Head - Care Sciences

Marianne CowpeMarianne CowpeDivisional Head - Policy Leadership and Clinical Divisional Head - Policy Leadership and Clinical

GovernanceGovernance

Faculty of Health Sport and ScienceFaculty of Health Sport and ScienceUniversity of Glamorgan University of Glamorgan

(Festival of Learning Conference 2009 - Walsall)(Festival of Learning Conference 2009 - Walsall)

Outline for WorkshopOutline for Workshop

Presentation and Overview to include any questions and Presentation and Overview to include any questions and answers. (10 mins)answers. (10 mins)

1:1 work - to identify the challenges faced by the 1:1 work - to identify the challenges faced by the approaches adopted, offer solutions and discuss approaches adopted, offer solutions and discuss implications for other subject areas. (10 mins)implications for other subject areas. (10 mins)

Stay in pairs and progress into a larger group (max 6-8 per Stay in pairs and progress into a larger group (max 6-8 per

group). Share material from 1:1 discussions and agree group). Share material from 1:1 discussions and agree issues to feedback to whole group. (10 mins)issues to feedback to whole group. (10 mins)

Each group to feedback 3 main points to main group using Each group to feedback 3 main points to main group using flipchart. (20 mins)flipchart. (20 mins)

Brainstorming/conclusion session on the work presented.Brainstorming/conclusion session on the work presented.(10 mins)(10 mins)

Award StructureAward Structure

BSc Clinical LeadershipBSc Clinical Leadership

3 *20 Credit Modules:-3 *20 Credit Modules:-Leadership and Managing Self Leadership and Managing Self

Effective Relationships & Clinical Leadership Effective Relationships & Clinical Leadership Political Awareness in Clinical Leadership Political Awareness in Clinical Leadership

BSc (Hons)BSc (Hons)Using Research Evidence to Improve Quality at Work Using Research Evidence to Improve Quality at Work

(20 credits) +(20 credits) +Project Module (40 credits) Project Module (40 credits) OROR Project Module (60 Project Module (60

credits)credits)

Background Background

Nursing background - work based leaning /credit ratedNursing background - work based leaning /credit rated

Programme themes informed by qualitative research (Cunningham et al Programme themes informed by qualitative research (Cunningham et al 2002)2002)

• learning to manage self & team building, learning to manage self & team building, • developing & managing effective relationships, developing & managing effective relationships, • focusing on the patient (client)focusing on the patient (client)• internal and external networking internal and external networking • political awarenesspolitical awareness

Clinical Leadership Programme - Royal College Nursing (RCN CLP multi-Clinical Leadership Programme - Royal College Nursing (RCN CLP multi-disciplinary) disciplinary)

Programme model adopts a practical approach i.e. Work- based focused Programme model adopts a practical approach i.e. Work- based focused i.e. client- focused and needs-led = transformational leadership and life-i.e. client- focused and needs-led = transformational leadership and life-long learning.long learning.

Programme facilitated via action learning (McGill and Brockbank 2004).Programme facilitated via action learning (McGill and Brockbank 2004).

Tri Partite RCN/HEI/ NHS Trust Tri Partite RCN/HEI/ NHS Trust

Taken up by all NHS Trusts in Wales delivered UK and internationally - Taken up by all NHS Trusts in Wales delivered UK and internationally - AfghanistanAfghanistan

Delivery and AssessmentDelivery and AssessmentAcademic Action Learning SetsAcademic Action Learning Sets

Action learning is a continuous process of Action learning is a continuous process of learning and reflection, supported by learning and reflection, supported by

colleagues, with the intention of getting things colleagues, with the intention of getting things done’.done’.

McGill and Brockbank (2004)McGill and Brockbank (2004)

Assessment - summativeAssessment - summative Work based competencyWork based competency Reflective accounts/self analysis toolReflective accounts/self analysis tool PresentationsPresentationsAnalysis of context of care and development Analysis of context of care and development of action plans for improvementof action plans for improvement Analysis of impact of local or national policy Analysis of impact of local or national policy

Holistic v Atomised Approaches (Hirsh Holistic v Atomised Approaches (Hirsh 2006)2006)

AtomisedAtomisedBITE-SIZED MODULESBITE-SIZED MODULES

MATCHING MENUSMATCHING MENUSSELF-SERVICESELF-SERVICEE-LEARNINGE-LEARNING

TECHNICAL TECHNICAL OR OR GENERICGENERIC

LOOKS SYSTEMATICLOOKS SYSTEMATIC JUST-IN-TIMEJUST-IN-TIME BULK DELIVERYBULK DELIVERY LOW IMPACT?LOW IMPACT?

HolisticHolisticINTEGRATED ‘PROGRAMMES’

MENTORING & COACHINGEXPERIENTIAL LEARNING

TEAM LEARNINGCOMMUNITIES OF PRACTICE

SOCIAL & CULTURAL TRANSFER INTO JOB HARD TO BULK DELIVER HIGHER IMPACT?

Group workGroup work

1:1 work - to identify the challenges faced by the 1:1 work - to identify the challenges faced by the approaches adopted, offer solutions and discuss approaches adopted, offer solutions and discuss implications for other subject areas. (10 mins)implications for other subject areas. (10 mins)

Stay in pairs and progress into a larger group (max 6-8 per Stay in pairs and progress into a larger group (max 6-8 per

group). Share material from 1:1 discussions and agree group). Share material from 1:1 discussions and agree issues to feedback to whole group. (10 mins)issues to feedback to whole group. (10 mins)

Each group to feedback 3 main points to main group. (20 Each group to feedback 3 main points to main group. (20 mins)mins)

Brainstorming/conclusion session on the work presented.Brainstorming/conclusion session on the work presented.(10 mins)(10 mins)

Challenges identified by course teamChallenges identified by course team

Flexible learning - Flexible learning - e - learning/Blackboard/action learning.e - learning/Blackboard/action learning.

Learner support Learner support Clinical facilitators/ mentors/coaching/employer Clinical facilitators/ mentors/coaching/employer liaison support & line manager support liaison support & line manager support (Eraut (Eraut 2008)2008)

Needs of work based learnersNeeds of work based learners

Professional issuesProfessional issues

Challenges (cont)Challenges (cont)

Quality assuranceQuality assurance

Recognised Teacher StatusRecognised Teacher Status

Student attainment & progressionStudent attainment & progression

Theory and practice competency assessmentTheory and practice competency assessment

Use of reflection - facilitating transformation (Use of reflection - facilitating transformation (Kolb Kolb 1971, Schon 1983)1971, Schon 1983) used extensively used extensively

Portfolio (formative)Portfolio (formative)

Workshop OutcomesWorkshop Outcomes Discuss joint working in design and delivery with Discuss joint working in design and delivery with employers and working in partnership with other employers and working in partnership with other providers of education.providers of education.

Explore the provision of flexible modes of study and Explore the provision of flexible modes of study and delivery.delivery.

Discuss the challenges of ensuring learner support, Discuss the challenges of ensuring learner support, student attainment and progression.student attainment and progression.

Reflect on current issues and generate new ways of Reflect on current issues and generate new ways of thinking in relationship to themes identified and thinking in relationship to themes identified and generate ideas forgenerate ideas for measuring outcomesmeasuring outcomes

Consider implications for other subject areasConsider implications for other subject areas..

References/ReadingReferences/Reading

Benner, P (1984) Benner, P (1984) From Novice to ExpertFrom Novice to Expert Addison-Wesley Publishing Addison-Wesley Publishing Company, SydneyCompany, Sydney

Brockbank, A., McGill, I. & Beech, N (2003) Reflective Learning: What is it Brockbank, A., McGill, I. & Beech, N (2003) Reflective Learning: What is it Exactly? Exactly? Organisations and People. Organisations and People. 10 (2) 28-3610 (2) 28-36

Cunningham, G; Large, S; Kitson, A; Allen, E; Lister, S and Nash, S. (2002Cunningham, G; Large, S; Kitson, A; Allen, E; Lister, S and Nash, S. (2002) ) Summary Evaluation Report for Phase 2 of the RCN Clinical Leadership Summary Evaluation Report for Phase 2 of the RCN Clinical Leadership Programme. Programme. London; RCNLondon; RCN

Dreyfus, S.E. (1982) “Formal Models vs Human Situational Understanding : Dreyfus, S.E. (1982) “Formal Models vs Human Situational Understanding : Inherent Limitations on the Modelling of Business Expertise”. Inherent Limitations on the Modelling of Business Expertise”. Office; Office; Technology and People, Technology and People, 1 p 133-135.1 p 133-135.

Eraut,M. (2008)The significance of Workplace Learning for Individuals, Eraut,M. (2008)The significance of Workplace Learning for Individuals, Groups and Organisations: ESRC Centre on Skills, Knowledge and Groups and Organisations: ESRC Centre on Skills, Knowledge and Organisational PerformanceOrganisational Performance

References/ReadingReferences/Reading

Govier, I. (2004). Advocating Excellence in Leadership. Govier, I. (2004). Advocating Excellence in Leadership. Nursing ManagementNursing Management 1010(9): 13-15.(9): 13-15.

Hirsh, W. (2006) Improving performance through Appraisal Hirsh, W. (2006) Improving performance through Appraisal Dialogues, London: Corporate Research ForumDialogues, London: Corporate Research Forum

McGill, I. and Brockbank, A. (2004). McGill, I. and Brockbank, A. (2004). The Action Learning The Action Learning HandbookHandbook. Routledge Falmer. London.. Routledge Falmer. London.

Kolb,D.A.,Rubin, and McIntyre , J. (1971) Organizational Kolb,D.A.,Rubin, and McIntyre , J. (1971) Organizational Psychology: An Experiential approach, Englewood Cliffs NJ: Psychology: An Experiential approach, Englewood Cliffs NJ: Prentice-HallPrentice-Hall

Schon,D. (1983) The Reflective Practitioner: How Schon,D. (1983) The Reflective Practitioner: How Professionals Think in Action, New York: Basic BooksProfessionals Think in Action, New York: Basic Books