Www.practicebasedlearning.orgwww.learningintheworkplace.org Making Practice Based Learning Work Joan Mulholland University of Ulster and Chris Turnock.

Slides:

Advertisements

Similar presentations

Project-Based Learning and Performance-Based Assessment.

Advertisements

Student Induction: Issues for e-learners

Stage One: Registrant Mentor, (N.M.C., 2006).

Action Learning Set: Support for Middle Leadership in Multi- agency settings Summary of progress: January 20th Output from questionnaires: -What.

Developing Our Leaders – Creating a Foundation for Success

Students’ experience of the process of practice assessment; a multi-professional case study from Social work, Midwifery and Emergency Care. Tracey Proctor-Childs;

Literacy in the middle years of schooling focusing on Aboriginal Students.

GP and Sexual Health Project Michelle Bonner July 2013.

Ms Denielle Beardmore, Director of Nursing Clinical Education and Practice Development Ballarat Health Services, Ballarat Dr Debra Schulz, Director Allied.

Mentorship Module Day one WELCOME DEPARTMENT OF Nursing and Midwifery.

The Use of Simulated Practice Learning Within Pre-Registration Nursing Programmes at the University of Ulster Brian McFetridge Lecturer in Nursing School.

Strengthening Foundations

Elizabeth Deane WIL symposium July One definition: The broad skills that a University expects that graduates will have acquired and be able to demonstrate.

Interprofessional Education and Practice: Creating Leaders and Opportunities for Clinical Learning MODULE 1 Overview of Programme and Participants Overview.

Implementing a School Wide Teaching and Learning Forum Morag Redfern Paul Street School of Health & Social Care.

Stage One: Registrant, (N.M.C., 2006). Student Handout. (May, 2008).

CERT IV MENTAL HEALTH PEER WORK – TRAINING & SUPPORT.

2006  Trip to Far West NSW to find clinical placements 2007  Established NSW Elective Nursing Unit NRSG206 Aboriginal Health  Joint venture between.

Family Medicine Program By the end of this session, faculty will 1.Understand what is meant by competence and the competence trajectory expected during.

A Brief overview of the Standards to Support Learning and Assessment in Practice. Nursing and Midwifery Council (2006) Standard to Support Learning and.

Quality Education for a Healthier Scotland Multidisciplinary An Introduction to the Support available to Nurses, Midwives and Allied Health Professionals.

Mentor Workshop: Assessing Learners Facilitated by a Practice Education Facilitator.

Assessing Student Performance in Practice Colin Bright – Solent University June Tilling – Soton University.

Curriculum for Excellence Head of Quality & Curriculum

Work Related Learning- Report on HEA funded Scoping Study Jane Weir, Director, Careers Service.

Paediatric Advanced Nurse Practice Education Helen Rollé Advanced Children’s Emergency Nurse Practitioner.

Final Year Curriculum Design Principles Conceptualising a capstone experience for law students The Australian Learning and Teaching Council has received.

Mentorship Preparation Programme Week 6 Clinical Assessment processes Queen’s University Belfast Open University University of Ulster.

Interprofessional Learning Objectives for Stroke.

Staff Readiness IPL: Project (click on a heading) The Role of Staff Mentoring Students Communication Clinical Updates Interprofessional learning.

Northern Ireland Practice and Education Council for Nursing and Midwifery Information session for Practice Education Facilitator posts Lesley Barrowman.

Career Pathways. Individualised transition planning service. Aims to support students in: -Gathering work experiences -Reflecting upon possible disability.

Mentorship Preparation and KSF Heather Lyle Care Home Education Facilitator 1.

Teaching and Supporting Students with Vision Impairments An Australian Universities Teaching Committee Funded Project WAANU Conference March 2005.

This project has been funded with support from the European Commission. This website reflects the views only of the author, and the Commission cannot be.

Metrolina PMI Mentoring Program Metrolina PMI wants to provide avenues for members to get to network and grow professionally by developing contacts in.

Mentorship Preparation Programme Queen’s University Belfast Open University University of Ulster Session 1.

Precepting New Graduate Nurses A Guide from the WV Center for Nursing.

Technology to enhance WBL Chris Turnock Head of LTech Northumbria University

Teacher competencies. Professional competence with ICT Draw on appropriate ICT applications to enhance personal and professional effectiveness  Using.

Name Speaker This work is part of the Joint Action on Improving Quality in HIV Prevention (Quality Action), which has received funding from the European.

Paramedic Science Mentor update. Practice Assessment Team Current Teaching and Assessing Qualifications Assessment Taxonomy Assessment Documents Assessment.

Enhancing the quality of clinical placement for students throughout Southern NSWLHD Gay Woodhouse Cathy New June 2013.

Northern Ireland Practice and Education Council for Nursing and Midwifery Information session for Practice Education Co-ordinator posts Lesley Barrowman.

AN INTRODUCTION TO PERSONAL DEVELOPMENT FOR UNDERGRADUATES.

Practice Education Facilitators. Quality Standards for Practice Placements (NES 2003)

Model Development Task Team Report to Bullying Issues Committee.

The Higher Education Academy - enhancing the student experience Teaching, learning and the disability agenda Yvonne Dickinson Adviser: Disability NADO.

Standard 5 Implementation The registered nurse implements the identified plan.

Joint HEI Mentor Update Supporting Learning and Assessment in Practice Edge Hill University Liverpool John Moores University University of Liverpool.

ACGME SIX CORE COMPETENCIES Minimum Program Requirements Language Approved by the ACGME, September 28, 1999 “The residency program must require its residents.

Interprofessional Learning Clinical Placement Toolkit Module: Capacity What type of placement can we offer? “Building and sustaining training in WA”

Standards and Competencies for Cancer Chemotherapy Nursing Practice in Canada: CANO/ACIO AN INTRODUCTION.

Interprofessional Learning Clinical Placement Toolkit Module: Competencies What competencies could we offer and how? “Building and sustaining training.

Culturally Competent in Medical Education (C2ME) ( ) Jeanine Suurmond Academic Medical Centre/University of Amsterdam

Working with other adults to support bilingual learners.

School of Health and Life Sciences Glasgow Caledonian University.

Title of the Change Project

Field Experiences and Clinical Practice

Levels in practice: Benchmarking the Standards in Social Work Education against the Scottish Credit and Qualifications Framework JSWEC 2010 Alison Harold.

Introduction to the Mentorship Course

Governance and leadership roles for equality and diversity in Colleges

Professional Development Workshop on [title]

Supporting outcomes-focused practice

Introduction Unit Training Educators: A practical guide to facilitate learning in the workplace Slide 1.

Developing GPN placements for undergraduate nursing students

Integrated Delivery Model

CORE MENTOR UPDATE 2019 January This is the final version of the core update completed by the Midlands, Yorkshire and East Practice Learning Group.

CORE MENTOR UPDATE 2019 January This is the final version of the core update completed by the Midlands, Yorkshire and East Practice Learning Group.

CORE MENTOR UPDATE 2019 January This is the final version of the core update completed by the Midlands, Yorkshire and East Practice Learning Group.

Presentation transcript:

Making Practice Based Learning Work Joan Mulholland University of Ulster and Chris Turnock Northumbria University

Background to MPBLW Project Project Aim: To make practitioners more effective at supporting & supervising students in the workplace across a range of healthcare disciplines

Project Management Its a bit like Herding Cats

Project Phases Phase One: Identification and documentation of good practice on how practitioners are prepared for their educational role. Inform development of learning materials for use by practitioners. Phase Two: Design, pilot and implement resources to: a. enhance preparation of practice supervisors. b. meet the needs of culturally diverse health & social care teams.

Project Phases Phase Three: Review developed resources. Disseminate and embed the project outcomes in a planned and comprehensive manner within and across health and social care disciplines. Transferability Phase: To transfer an existing resource for development of work- based educators to non health disciplines.

Resources 1 Portal of online knowledge resources: Learning & Teaching in Practice Supporting Learning & Teaching in Practice Assessment in Practice Interprofessional Learning in Practice Reflection on & in Practice Diversity in Practice Generic & specific skills resources

Resources 2 Set of commissioned online learning materials: An Introduction to Practice Education Managing the Placement Learning Environment Managing the Placement Learning Experience Developing New Supervisors and Assessors of Practice Learning Assessment of Students in Health and Social Care: Managing Failing Students in Practice Mentoring Reflection on Practice Learning and Assessing through Reflection Understanding Dyslexia: An Introduction Communication Skills Workbook

Resources 3 Toolkit: Learning and Teaching in the Work Place Supporting Learning in the Work Place Reflection in and on the Work Place Assessment in the Work Place Working with Others in the Work Place Diversity in the Work Place

Resources 4 Student materials: Assessment in Practice Reflection on & in Practice Working with Others

Resources 5 Websites

Managing to achieve optimal outcomes 1.Personal development 2.Professional development 3.Project management 4.Participation & ownership 5.Valuing &developing others 6.Realistic, achievable & measurable outcomes

Main Issues 1.How can project teams facilitate effective use of project outputs? 2.Should project output use be discipline specific? 3.What strategies would promote post-funding use of project outputs?