1. Collaborative Learning in Practice The YDH Way
CLiP
Collaborative Learning in Practice
The YDH Way

2. How we started
Information re CLiP was given to the team via the Director of Nursing who thought we might like to consider this.
Having reviewed the idea we discussed how it might work at YDH
We discussed the possibility of being a pilot site with Bournemouth University

3. Preparation We identified a Ward
We contacted the Ward Sister and shared the idea with her. She was keen and enthusiastic to be part of this.
We met with BU and used the guidelines written by East Anglia to help us plan for the first cohort of students

4. What did we need? A whole ward? Or an allocated student zone?
To know the number of students it would take to cover the shifts throughout the week.
Pre planned “OFF DUTY” to cover the shifts.
A start date.
Dates to meet students, mentors and other ward staff

5. Decisions 2 bays, 12 patients identified as student zones
9 students required to cover 7 days off duty with 4 students on every shift.
Identification of mentors
A diary to identify RN and HCA’s allocated to the zone area every shift
No night duty

6. Meetings
Students- placement area released. CLiP principle explained with Practice Educator, staff and BU staff
Mentors- mentor update, allocated students, collaborative approach for planning and assessment.
Supervisory role by Band 7 Sister
Ward meeting arranged, students invited.

7. Concerns How would the ward accept these changes?
Would supernumerary status be affected?
What would happen if there was sickness?
How would the students react to pre written “off Duty”?
How would 40% with mentor be recorded?

8. In Practice 6.1st year, 1st placement students with (13 weeks)
3.1st year 2nd placement students (4 weeks)
Followed by
3.3rd Year students (5 weeks)
The 6 first years then had 3 weeks on their own.

9. What did they do?
Patient Allocation = Patient Centred Care = Decision making, Prioritizing, Initiation of Care Planning, Administration of medication, Transfer and Handover information, MDT discussions, Liaising with Drs, Communication as Patient Advocate, Delivery of Personal Care, Nutrition, Documentation, Observations, Identification of Deteriorating Patient……………

10. My Role Pre placement organisation Off Duty Mentor Update
Daily visits to the ward initially
Support to all ward staff involved
Mentor support

11. Sister Ali’s Role
Understanding the principles of what we were trying to achieve
Agreeing to use her ward as a pilot site
Supporting mentors, HCAs and students through the process
Organising a work diary allocating staff
Feedback diaries for all staff to comment both positive and challenging.

12. What did we Learn? Collaborative Learning works
Pre written off duty is not an issue
Induction to ward needed to be more organised and supported during the first week
Named mentors need to be given full responsible for their individual student assessment documentation.
Students need to ensure that they are also responsible for the completion of assessment documentation

13. So we ………………………….. Planned to repeat this
Induction planning had been put in place, and the 1st week was more supportive and gave the students more time to settle into he environment. This was aided by 3rd years starting a week earlier.
Named mentors for each student with a mentor update

14. Next Steps
The project continues to be a success with the students giving really good feedback about their learning experience. 30 students have experienced this placement area so far.
A second ward are going to adopt this style in October with 5 students using the same preparation

15. Any Questions?