Scoping exercise of work- based assessment programmes for health professionals in Scotland. Mrs J McDowell, Mr W Wright, Dr K McHardy, Dr G Leese

Drivers for study Workforce development Skills development for health care Policies in health care Policies in education Increase in IT

Drivers for study: diabetes SGDEG action plan NHS Diabetes competences SGDEG endorse courses as meeting core competences Need for staff development in diabetes

Research Aim To scope current practice in work-based learning and assessment and make recommendations to the funders in relation to diabetes education

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 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

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 identified used to frame structure for interviews

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

Interviews 13 individuals 9 interviews 8 HEIs

Strengths: Methods of delivery Student centred Integrates theory and practice Insight to practice Socialisation and team-working Flexible methods Formal education Variety of assessments

Strengths: Partnership working Highly valued by employer and HEI Could promote multiprofessional working Increase access to HEI programmes Tripartite working Needs of employers drive agenda

Strengths: employer Preparation of student and clinical mentor Questioning aspect assists whole team Real change evident in practice Less time away from workplace Others learn from and through student Motivational for staff in clinical areas

Weakness: Methods of delivery Flexible learning and assessment challenges quality assurance and national comparisons Labour intensive for mentors and HEIs Students must be highly motivated and dedicated Students as part of the workforce Student isolation Assessment issues Requires formal educational input HEI difficulties with student issues Lack central body to scrutinise

Weakness: Partnership working Staff relationships between HEIs and clinical areas Competing demands on students Could hinder multiprofessional working and lose focus on patient/client

Weakness: Employer aspects Need to invest in education with competing service demands Potential tension in workplace from workforce Potential personal tensions for student in workplace Needs environment conducive for learning Resource issues for student, assessors and mentors Not cheaper option compared with traditional methods

Recommendations Appropriate method for health care Effective where robust partnerships and good relationships with student, employer, HEI Relevant for generic and specialist aspects Usually resource intensive for all Need comparative research between this and more traditional forms

Next Stages Communication with NHS Education re: Flying Start Ask the Expert Also, potential for research

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

Thank You –For Listening –Study participants –Steering group –Scottish Government Diabetes Education Group