www.bournemouth.ac.uk

Trust at the very root of getting it right for students

Andy Philpott and Christine Scholes

March 2011

AHEAD at University College Dublin

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Regulated Environments

Nationally• Nursing and Midwifery Council 2008• Health Professions Council 2009• Disability Discrimination Act 2007 • Equality Act 2010

Locally• Education Contract• Learning and Development Agreement• Placement Agreement

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The need for support

• Where staff and students are well supported, students report positive experience (Storr, Wray, Draper in press)

• Collaboration between academic and practice staff important determinant (Wray et al 2005)

• University Practice Learning Advisers in Bournemouth University

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A trusting relationship

• The journey toward autonomous practice calls for a mélange of opportunity, risk and trust (Clouder 2009)

• The recipe includes:• Responsibility• Empowerment• Management of risk• Mutual trust

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A culture or environment of trust

Micro level• Trust between student and mentor, and

student and lecturer accepted as good practice (Callaghan et al 2009, Kilkullen 2007, Pearcey & Elliot 2004)

• Belongingness (Levett-Jones et al 2006)

Macro Level• Competition and competitiveness in the

NHS leading to social embeddeness (Ferlie 1994, McKee et al 2008)

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Trust

• Trust becomes relevant when social interaction is based on uncertainty (Smith 2005)

• People who do not trust one another cooperate under a system of formal rules (Fukuyama 2000)

• Networks for engagement (Addicott et al 2006)

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A structure of socially embedded trust

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A structure of socially embedded trust

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An exemplar to demonstrate How this approach works at

Bournemouth University approach

• case study 'Lucy‘

• internal relationships

• critical starting point

• action planning

• wider partnerships

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References

• Addicott A, McGivern G, Ferlie E 2007 The Distortion of a Management Technique? The case of clinical networks in UK health care. British Journal of management 18, 95-105

• Callaghan D, Watts W, McCullough D, Moreau J, Little M, Gamroth L, Durnford K. 2009 The experience of two practice education models: Collaborative learning unit and preceptorship. Nurse Education in Practice 9, 244–252

• Clouder L 2009 ‘Being responsible’: students’ perspectives an trust, risk and work-based learning. Teaching in Higher Education 14 (3) 289-301

• Fukuyama 2000 Trust: The Social Virtues and the Creation of Prosperity. Pennsylvania, Diane Pub Co

• Health professions Council, 2009. Standards of Education training Guidance. London: HPC.

• Ferlie E 1994, The evolution of quasi-markets in the NHS: Early evidence in Bartlett W, Propper C, Wilson D, Le Grand J (eds) Quasi-markets in the welfare state. Bristol, SAUS Publications

• Kilkullen, N., 2007. The impact of mentorship on clinical learning. Nursing Forum, 42 (2), 95-104.

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References cont’d

• Levett-Jones T, Lathlean J, Maguire J, McMillan M 2006 Belongingness: A critique of the concept and implications for nursing education. Nurse Education Today 27 210-218

• McKee L, Ferlie E, Hyde P 2008 Organizing and Reorganizing: Power change in health care organizations. Basingstoke, Palgrave MacMillan

• Nursing and Midwifery Council, 2008. Standards to support learning and assessment in practice. 2nd ed. London: NMC.

• Pearcey, P. A., Elliott, B. E., 2004. Students’ impressions of clinical nursing, Nurse Education Today, 24, 382-387.

• Smith C 2005 Understanding Trust and Confidence: Two paradigms and their significance for health and social care. Journal of Applied Philosophy 22 (3) 299-316

• Storr H, Wray J, Draper P 2010 Supporting disabled student nurses from registration to qualification: A review of the United Kingdom (UK) literature. Nurse Education today in press

• Wray, J., Fell, B., Stanley, N., Manthorpe, J., Coyne, E., 2005a. The PedDS Project: Disabled Social Work Students and Placements. University of Hull, Hull http://www.hull.ac.uk/pedds/documents/MASTERRESEARCHREPORT15_000.doc.