Building sustainable partnerships to provide quality ...

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Apr 29, 2014 - 3rd Yr Community. 160 hours. 3rd Yr Med Surg. 160 hours. Clinical Course Ladder. 2nd Yr Med Surg. 40hours simulation/professional.
Building sustainable partnerships to provide quality placements

Pre-Conference Workshop A Tuesday 29th April 2014 9am – 4pm

Presenters: Michelle Cameron Melissa Taylor Cheryl Perrin (in absentia) Jillian Brammer (in absentia) A joint presentation from the School of Health, Nursing and Midwifery, University of Southern Queensland and Toowoomba Hospital, Department of Health, Queensland, Australia.

Investing in Sustainable Clinical Learning Partnerships Authors: Mrs Melissa Taylor, Director of Clinical Placement, School of Nursing and Midwifery, University of Southern Queensland; Mrs Michelle Cameron, Medical Educator, Student Placement Coordinator, Toowoomba Hospital. The student clinical placement experience is not a new phenomenon but rather an ongoing challenge to continue to meet the clinical education requirements of the students as well as the health system challenges of support, guidance and clinical education. In 2010 the University of Southern Queensland School of Health, Nursing & Midwifery and the Toowoomba Hospital undertook a project to further enhance capacity and capability of undergraduate student placements within acute nursing areas. The project titled the Toowoomba Hospital and University of Southern Queensland Learning Investment Project (TULIP) provided the foundations for the creation of a framework that values life-long learning, positive partnerships and ensures a commitment to providing the resources required to sustain the capacity and capability of the Toowoomba Hospital in delivering quality undergraduate clinical placements into the future. The project entailed the development of partnership strategies through the implementation of a range of initiatives that support nurse clinicians in the provision of direct patient care whilst interacting with undergraduate nursing students. Since its inception three years ago sustainability has occurred and significant outcomes achieved that clearly demonstrate student engagement, clinical leadership from registered nursing staff, and the establishment of a collaborative partnership between hospital executives and staff and the university. One outcome from the Toowoomba Hospital and University of Southern Queensland Learning Investment Project (TULIP) is a framework for clinical placement model development. This framework has provided both partners with a sustainable plan for growth in student placements, improved strategies to develop clinical leadership practice in individual nurses and a better clinical learning environment for all staff. The framework provides the mechanisms for ongoing reviews and improvements and provides all involved with a level of individual ownership and recognised transparency of information. The development phases utilise change management principles and lessons learnt to develop the implementation plans. The transparency of the program has been tested, within regional and mental health organisations to establish a partnership arrangement that mutually develops clinicians and provides a supportive learning environment for undergraduate nursing students. The established process assists facilities to identify what approaches will work in their clinical setting. This paper will clearly articulate the principles to the development of the framework model, the communication plan for participants and strategies to enhance engagement within a partnership model.

We wish to acknowledge the staff at Toowoomba Hospital and the students from the Bachelor of Nursing program at the University of Southern Queensland who participated in the project. The authors acknowledge the specialist working group, members of ClinEdQ, the project officers, Professor Cath Rogers, Associate Professor Jillian Brammer, Associate Professor Cheryl Perrin, School of Health, Nursing and Midwifery, University of Southern Queensland and Mrs Judy March, Executive Director of Nursing Services, Darling Downs Health Service District.

Part 1

The Sum of All Parts An Australian Experience in Clinical Partnerships

Slide 1

______________________________ The sum of all parts… An Australian Experience in Clinical Partnerships Presenters:

Michelle Cameron Melissa Taylor Cheryl Perrin (in absentia) Jillian Brammer (in absentia)

A joint presentation from the School of Health, Nursing and Midwifery, University of Southern Queensland and Toowoomba Hospital, Department of Health, Queensland, Australia.

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Slide 2

______________________________ Creating the strategic partnership 

Setting the context



The Student Perspective



The Facilitator/Preceptor Perspective



The Organisational Perspective

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Slide 3

Students look for:       

a welcome that orientates them to the expectations and clinical environment feeling of belonging (knowing what the ward is about, who does what (roles) and where do I fit) a placement that assists with student learning role model/s or mentor/s regular & constructive feedback on performance the ability of the clinical area to provide a range of learning opportunities the linking of their learning in the real world of practice

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Slide 4

______________________________ Health Care Facilities expect: Students to…..    

   

be engaged during the placement be proactive, professional and positive show a willingness to learn ask questions participate actively in patient care be a part of the team work environment respond positively to feedback develop as future clinicians for the real world of practice

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Slide 5

The first part … The aim of the project was 

To improve capacity, capability and quality of learning for undergraduate students and preceptors

between Toowoomba Hospital (TH) and the School of Health, Nursing & Midwifery, University of Southern Queensland (USQ)

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Slide 6

______________________________ The project identified… 

Lack of sustainability of the current nursing student placement program for clinical experience (USQ & TH)



Issues involved with providing a quality clinical learning environment (TH)



Clinical reluctance – student as burden (TH)



Student preparedness highlighted (USQ)

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Slide 7

As a result… 

A joint learning investment project was initiated & funded by ClinEdQ, TH Foundation and USQ.



Project foundations were based on staff, student and facility processes, and application and behaviours



An executive team was established and a local working party commenced



Both the Hospital and University were represented at relevant levels



Data were collected & analysed through surveys, interviews and focus groups.

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Slide 8

TULIP in context

Toowoomba Hospital and the University of Southern Queensland Learning Investment Project

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Slide 9

______________________________ ______________________________ Part 2: The Student Perspective “Through a student’s eyes” Melissa Taylor & Cheryl Perrin

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Slide 10

______________________________ Clinical preparedness The Clinical area: where the world of nursing comes alive. Goals: 1. to evaluate the student’s perspective of their preparation for clinical experience 2. To identify the student perceptions of the clinical learning environment.

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Slide 11

Methods 

Ethical approval obtained from USQ



Online post clinical experience survey  Based on Chan’s (2002) Clinical Learning Environment Inventory, AND  Dunn & Burnett’s (1995) Clinical Learning Inventory Scale 

‘Evaluating Clinical Learning Environment and Preparation Study’ 

51 questions; Likert Scale. comments

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Slide 12

Population and Sample 

Population: students on clinical experience within the Toowoomba Hospital



Sample: Available to all levels of students over one semester in 2011



Total population 409 Total sample 123 responses (30%) 73 qualitative comments

 

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Slide 13

______________________________

jdb1

Clinical Course Ladder

3rd

Yr Med Surg 160 hours

______________________________

3499

3rd Yr Community 160 hours

3099

Mental Health 160 hours

2nd Yr Med Surg 40hours simulation/professional development

3599

2nd Yr Med Surg 120 hours 2nd Yr Med Surg 160 hours

2499 2199 Clinical AA Med Surgical

2199

2099 Aged Care

1st Yr Aged Care (Facilitated Placement) 80 hours

1099

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Slide 14

Results 

Analysed by Researchers and Statistician

5 categories 1.Perceptions of atmosphere 2.Perceptions

3.Academic 4.Social

of Learning

self-perceptions

self-perceptions

5.Perceptions

of teachers and preceptors

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Slide 15

Perceptions of Atmosphere: 



Positive responses to orientation, rostering and USQ coordination

Areas of concern  





Repetitive tasks – 52% Poor shift handover – 43% (+ undecided – 17%) Couldn’t wait for shift end – 16% (+ undecided -24%) Would not work here after graduation – 33% (+ undecided 23%)

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Slide 16

Perceptions of learning 

Positive responses Clear learning objectives (USQ), resources available, wide experiences, and planned clinical activities (TH) all rated above 80%



Areas of concern 

Students felt treated as a burden - 44%



No active debriefing – 50%

(+ undecided 14%) (+undecided – 23%) 



Comments noted that students felt they were not welcome in some clinical areas Across a range of role positions

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Slide 17

Academic self-perceptions Comments noted that students felt they were well prepared by USQ for their clinical placement 

Positive responses 

Adequately prepared – 79%



Laboratory & theoretical preparation good – 80%



Knew who to contact at USQ – 83%



Preceptor responded to learning needs – 77%



Development of clinical reasoning – 86%



Professional communication between health staff at TH was good – 90% of students noted this.

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Slide 18

Social self-perceptions 

Positive responses 



Overall the students were happy with their placements and found it strengthened their resolve to graduate and register as an RN

Areas of concern 





Racism or cultural bias – 14%, (+undecided – 18%) Harassment or bullying – 12%, (+ undecided – 12%) Feeling isolated during clinical – 10%, (+undecided – 13%)

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Slide 19

Perceptions of teachers/preceptors 

Positive responses 





Students witnessed team work & good communication skills with patients The majority of RNs did assist & mentor students

Areas of concern 

Students were not expected to question -27%,

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(+ undecided – 27%) 



Students as ‘workers’ rather than learners – 20%, (+ undecided – 31%) Students ridiculed by RNs – 10%, (+ undecided – 19%)

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Slide 20

______________________________ ______________________________ The areas of concern fed into the TULIP implementation plan

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Slide 21

______________________________ ______________________________ Part 3:The Facilitator/Preceptor Story Jillian Brammer, Cheryl Perrin USQ Study 2 Michelle Cameron TH Study 1

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Slide 22

______________________________ Aims of studies



Study 1: To identify facilitation of enabling factors in clinical learning environments



Study 2: To identify the challenges for Clinical Facilitators and Preceptors

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Slide 23

Methods 



Study 1: Survey questionnaire  3 open ended questions  19 Likert scale  Ethical approval from TH Study 2: Qualitative individual interviews plus one focus group.  Ethical approval from USQ

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Slide 24

Population and Sample 

Study 1: 20/50 Clinical Preceptors employed by TH (40%)



Study 2: 8/15 Clinical facilitators/preceptors (CF) for USQ students employed by USQ

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Slide 25

______________________________ Study 1: Preceptor Identified Concerns 

Identified communication strategies between education providers, the hospital, nursing staff and students.



Nurse clinicians inadequately prepared to precept students. Low numbers of staff having completed preceptor program.



Perceived lack of recognition for preceptors



Need for the hospital and education providers to allocate additional resources, training and support

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Slide 26

Study 2 - Key elements contributing to challenges 

Structuring Learning (SL)



Assessing Learning (AL)



Definition of Learning (DL)



Strategic Communication (SC)



Staff Relations (SR)



Student Relations (StR)



Personal Perspectives (PP)



Environment (E)



Clinical Facilitator Support (CHS)

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Slide 27

Findings 

Each CF was influenced by their own Personal Perspectives and the way they saw learning experiences for students



These perspectives contributed to the way they Structured Learning and Assessed Learning



Their Definition of Learning varied from task oriented to process oriented to outcomes oriented.



They worked around factors in the Environment to gain learning experiences for students

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Slide 28

Findings - Challenges The key areas that were identified as challenges were: 

Student Relationships



Staff Relationships



Strategic Communication



Clinical Facilitator Support

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Slide 29

Student Relationship Challenges 

Unprofessional student behaviour, attitudes, non-compliant student



Struggling student: emotionally, lack of knowledge, first clinical placement, fear



The unsafe student



Meeting the needs of 6-8 students (1:1 time)



Finding time for interim assessment

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Slide 30

Staff Relationship Challenges

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Helping staff recognise differences in beliefs & values between themselves & students



Staff bullies (RN & PCA)



Negative attitude/non-receptive to students



Staff not allowing student participation, criticising



Lack of availability when busy



Different buddies each shift



The Staff Relationships contribute to issues within the Environment too

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Finding the learning opportunities for students

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Slide 31

Strategic Communication Challenges 

Culturally & Linguistically Diverse (CALD) students – ESL, poor communication



Feedback to students who are not achieving



Work through process to “Fail” a student



Unprofessional student behaviour, attitudes



Supporting students in distant placements



Communicating with staff when relations are constrained or difficult

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Slide 32

Clinical Facilitation Support Challenges 

Need for support when students are not achieving, misbehaving, challenged



Need for support from the tertiary institution (USQ)



Need for peer support – other Clinical Facilitators, Educators



Support can be verbal, written, and in person



Support with timely facility visits

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Slide 33

______________________________ ______________________________ The areas of challenge fed into the TULIP implementation plan

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Slide 34

______________________________ ______________________________ Part 4: The TULIP Investment Plan

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A summary of initiatives

______________________________

Melissa Taylor & Michelle Cameron

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Slide 35

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Learning Investment Plan Learners Prepared and Motivated

One Day Orientation Ward/Service orientation information Clinical Progression Portfolio Coordinated and structured undergraduate placement program that articulates into graduate program Opportunity to evaluate and improve

Clinical Instructors prepared and educated

Clinical Coach model embedded into ward/service delivery Funded by student placement capacity as per business planning strategies Provide ongoing and structured preceptor training for registered nurses Support for Clinical Coach training and development strategies Exploration of University study options for preceptors in Clinical Education and Leadership

Teaching content and practice opportunities Learner/Educator Relationships

USQ unit profiles and student posters Clinical Progression portfolio for student progression Implementation of National Competency Assessment Tool Career pathway options for Education for Registered Nurses

Clinical Environment and Culture Supports Learning

Recognition of positive behaviours – TULIP award initiative implemented USQ to provide feedback post placement to clinical areas Units evaluated the learning environment in relation to staff needs Concept of ‘preceptor on the run’ model with Clinical Coach staff support mechanisms

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Slide 36

Culture and Environment 

TULIP recognition program



Increasing numbers of trained preceptors



Clinical Practicum Posters

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Slide 37

Ward Based Poster Initiative

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Slide 38

Partnership Development of a combined communication plan 

An online portal for preceptors



Combined orientation with USQ and THS



Development of unit profiles as part of orientation



Increased student preparation



Appropriate communication channels with lines of accountability

The key to success = COMMUNICATION

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Slide 39

Sustaining Change The Results Preceptorship uptake from 22% to 65% having completed workshops

Implementation of the Clinical Coach role included role obligations of:      

Role model Liaison between health-care professionals and academic staff during clinical placements Enhance learning opportunities for students and nursing staff Mediator with placement identified concerns Evaluator Promoter of clinical learning environment initiatives

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Slide 40

Sustaining Change The Results STAFF

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100% staff satisfaction with engagement with student’s daily progress

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83% staff satisfaction with assisting with clinical practice learning

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92% staff satisfaction with support for students that require greater assistance with learning needs

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Slide 41

Sustaining Change The Results STUDENTS 68% satisfied with the level of support from the Coach with advanced practice initiatives 72% satisfied with support to problem solve 80% felt it was easier to express any concerns 95% felt the Coach position to be beneficial to learning 99% satisfied with student orientation program 96% satisfied with engaging activities in student orientation program

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Slide 42

______________________________ The sum of all parts

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Slide 43

______________________________ ______________________________ The TULIP Story TULIP DVD A preceptor and student before and after synopsis of the project

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Slide 44

References 



   

ClinEdQ (2010) Framework for best practice clinical learning environments in Queensland Health Retrieved from http://clinedqportal.health.qld.gov.au/teams/nmw/CPFQ/Pages 1/clccp_nav_02.aspx ClinEdQ (2010) Clinical Learning and Capacity and Capability project Retrieved from http://clinedqportal.health.qld.gov.au/teams/nmw/CPFQ/Pages 1/clccp_nav_03.aspx Griffits, S. (2011) Toowoomba Hospital and University of Queensland Clinical Learning Investment Project Abstract Mackie, B. & Griffits, S. (2011) Clinical Learning Capacity and Capability Project: TULIP report v2.1. Love, A. (2011) Clinical Learning Capacity and Capability Project (CLCCP): Project Initiation Document University of Southern Queensland 2010 Student Policy Guide to Clinical Placements

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Part 2 Developing a Governance Framework for Clinical Placement Capacity and Capability

Slide 1

______________________________ Building sustainable partnerships to provide quality placements - a workshop Detailed planning for a workshop for Learning Investment Project using a Risk Management Framework

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Slide 2

______________________________ Objectives of this workshop 



Develop a practical understanding of the processes involved in creating placement partnerships Learn how to identify significant issues, risks and opportunities impacting upon your clinical placements

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Slide 3

Key terms in Placement Discussions 

Capacity



Capability

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In other words how many students and what support will be provided???

Ask yourself how does this process work………

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Slide 4

______________________________ ______________________________ “The chief difficulty Alice found at first was in managing her flamingo..”

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Slide 5

Clinical Placement Governance Is characterised by:  Role blurring and ambiguity, including lack of clarity around funding contribution and responsibilities 

Inconsistent requirements within and across disciplines, in terms of quantum, supervision, extent of inter-professional learning



Relationships between individual health services and educational providers that are often based on historical connections rather than optimal use of capacity Health workforce Australia (2009, p.7)

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Slide 6

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Barriers to training providers accessing clinical placements, particularly new providers



Shortage of clinical placements resulting in some health services changing previously agreed relationships based on ‘premium pricing’ from other education providers



Duplication and overlap in administrative arrangements



Inconsistent equity of access to clinical placements between the health disciplines where competition for patients exists Health workforce Australia (2009, p.7)

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Slide 7

______________________________ Risk Management

______________________________

Risk management involves managing to achieve

______________________________

a balance between realising opportunities for

gains while minimizing risks.

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Slide 8

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THE RISK MANAGEMENT PROCESS AS/NZS 4360:2004

C O M M U N I C A T E & C O N S U L T

M O N I T O R

ESTABLISH THE CONTEXT

IDENTIFY RISKS

ANALYSE RISKS

ASSESS

RISKS EVALUATE RISKS

TREAT RISKS

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&

______________________________

R E V I E W

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Slide 9

The context

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includes the financial, operational, competitive, political (public perception/image), social, client and legal aspects of the organisation functions. It has three dimensions: (1) Strategic context (2) Organisational context (3) Risk management context

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Slide 10

Context types We can distinguish different types: Strategic Context: Identify the key stakeholders, internal and external, and what their objectives and expectations are. Cross-organisational issues are identified at this stage.

Organisational Context: Identify the issues related to the achievement of your organisations outcomes, objectives and policies (i.e. Branches, Zones, Units, Statewide Services or Health Services). Risk Management Context: Define the scope of the review of risks being considered. The review should be done in the context without existing controls and then with existing controls. Both conditions are to be considered.

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Slide 11

Improving Clinical Capacity and Capability 

 

 



Enhance and build in existing guidance and standards relating to practice placements Improve the quality assurance procedures relating to students’ practice experience Focus on common expectations across health care professions Support the development of innovative ways of increasing and making best use of practice placements Share ideas about the identification and development of new opportunities for practice experience Facilitate communication between health and social care professionals on practice placement issues

United Kingdom Department of Health and English National Board for Nursing, Midwifery and Health Visiting and the published Placements in Focus - Guidance for education in practice for health care professions (NHS 2001).

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Slide 12

Activity…. Establishing your context Activity 

What makes your service unique?



What key factors from the external environment are influencing your service?



What key factors from the internal environment are influencing your service?

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Slide 13

______________________________ ______________________________ Knowing the Key Priority Areas

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Identifying the Risks

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Slide 14

Identify the Risks    

   

Audit Brain Storm Decision Tree Examination of local and overseas experience Expert judgment Incident Analysis Root Cause Analysis Analysis of Trends

Personal experience Past organisational experience  Scenario analysis  Survey, questionnaire  Work breakdown structure analysis  Strengths, weakness, opportunities and threats analysis (SWOT)  

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Slide 15

Activity… Identifying Risks

Describe the Key Issues (not necessarily risks) that are impacting or likely to impact upon your Service’s ability to achieve its placement objectives?

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Slide 16

Risk Treatments...

Once it is determined what activities are required to address the key priority areas identified in the risk assessment, these measures will create an implementation plan….

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Slide 17

______________________________ Do we agree ? Activity Please answer all to the best of your ability, even if you are uncertain of the answer.

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Slide 18

______________________________ Treatment of Risks Activity • • • •

Current activity / what additional activities are needed What resources are needed? Identify extra activities Identify, monitor and review strategies

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Slide 19

Communication and Consultation 

To initiate a process of change that occurs through the initiative it is important to firstly gain the respect and acknowledgment of the staff working in the ward or setting.

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Slide 20

Who? This can be achieved through what is referred to as an AS IS assessment of key staff.  Staff interviewed included:  Hospital Executive  Registered Nurse Preceptor staff  Nurse Unit Managers  Educators involved in the Hospital placement  The Students  Academic staff

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Slide 21

Communication Activity In determining your implementation plan who needs to be involved….  



Identify key stakeholders Identify others who are or could be involved, impacted upon, responsible for or interested in the risk and its management Keep them informed! How will communication occur?

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Slide 22

Commencing an AS IS assessment 

Understanding the mutual goal of the AS IS



Setting a framework with an industry provider



Seeking relevant and key information



Asking broadly for feedback



Broadly assessing responses for input into the Investment Plan template

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Slide 23

______________________________ ______________________________ The Ten Point Plan A Summary of key points in the strategic partnership process

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Slide 24

The Ten Point Plan Identify existing communication pathways between organisation and education provider, staff and students Get a working party together 3. Assess the environment – ask staff and students for their perceptions 1. 2.

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Slide 25

Ten Point Plan

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4 Closely examine how clinicians are being prepared to provide supervision 5 Identify the percentage of staff that have completed introductory preparation to support students

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Slide 26

Ten Point Plan 6. 7.

Identify the recognition programs that currently exist to acknowledge staff supporting students Identify the student’s knowledge and willingness to prepare for placement between organisation, education provider, staff and students.

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Slide 27

Ten Point Plan

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8. 9. 10.

Review existing model of student placement allocation in relation to capacity Develop a collaborative model of engagement = The Plan for Implementation Implement then remember to evaluate to succeed

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Slide 28

Contact information For further information in relation to the project please contact the following staff at the University of Southern Queensland, Toowoomba Australia Mrs Melissa Taylor Email: [email protected]

Associate Professor Cheryl Perrin Email: [email protected] Associate Professor Jillian Brammer Email: [email protected] Or at Toowoomba Hospital Queensland Mrs Michelle Cameron, Medical Cluster Educator and Clinical Placement Coordinator Email: [email protected]

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Part 3 Undertaking an AS IS Assessment

As-Is Assessment Conduct an AS IS assessment with key nursing staff The focus of the AS IS assessment is to ascertain what staff understand and experience in dealing at a ward based level with students engaged in a clinical placement within the undergraduate clinical placement component of the course. Project Background

Project Hypothesis 1.

2. 3.

Undergraduate student nurse clinical placements will be collaboratively improved between the (University Provider ________________) within the (Health Service ______________________) through the introduction of learning investment programs and student management systems. The availability of student placement capacity within (Health Service ______________________) will increase through the introduction of learning investment initiatives. The provision of education opportunities for nurses to increase teaching capability (knowledge and skill) during student nurse preceptorship will increase through the introduction of learning investment initiatives..

Roles      



Xxxxxxxxxxxx – Nurse Educator responsible for clinical placement coordination at the (Health Service ______________________) xxxxxxxxxxxx – University provider responsible for clinical placement coordination at (University Provider ________________) xxxxxxxxxxxx – Optional Project Manager for Learning Investment Program. Nurse Leaders – Nurse Unit Managers, Nursing Directors, Nurse Educators, Clinical Nurse Consultants Nurse Unit Managers – key decision maker in relation to current numbers of clinical placement opportunities that they will provide for their particular clinical area. Preceptors – nurses who have completed the preceptor workshop. A timeframe for preceptor training validity has been discussed however there has not been a consensus on the need to repeat a course following any defined period of time. Nurses supporting clinical learning – nurses who work with student but do not have current preceptor training.

The AS IS Approach The as is assessment is conducted using interviews as the source of information. It is about hearing a staff member’s story of student placement within a distinct ward area. Participants that could be included in the interviews include Nursing Director, Nurse Unit Managers and Preceptors at the facility _________________and university ___________________.

Aim: To gain an understanding of nurses’ current perceptions in relation to the learning environment for USQ pre-entry undergraduate nurses. The premise in understanding what the expectations of the university, the student, the health facility and the preceptor are have been incorporated in the following:  

All staff in the health service expects to contribute to student learning. When students are on clinical placement they are respected for what they bring, given opportunities to learn, and recognised as our future workforce Both clinical placement and education providers work together in a mutually respectful partnership that recognises the importance and value of each other and have developed mechanisms that assist each other to optimise their contribution to clinical training.  Welcoming environment  Non-judgmental environment where learners feel safe to participate, ask questions, take chances and make mistakes.  Appropriate number of students to patients  Continuity of learning experiences

Questions for interviewees (use one or more of the questions provided as required): Introductory questions o How long have you been involved in student placements within the Bachelor of Nursing program? o Has this changed over time? o Explain to me how you determine the number of students (capacity) to accommodate within your area. o Explain to me how the student number (capacity) process is aligned to your staff preceptor availability or capability? o What support mechanisms do you access from the Hospital, and from the university in determining staff preceptor capacity and student numbers?

Placement Specific Questions  Please tell me about an experience or story of what you have done at your facility that identifies a process that is successful in providing students with a supportive clinical placement 

What approaches, strategies or techniques do you/your unit use to achieve this success?

Unit focussed questions  What do you think is the hardest thing to do when looking after students on placement?  What would you like to see happen to improve the experiences for nurses and students?  How are students perceived in the unit (e.g. a burden, valued team member, future workforce) Preceptor focussed questions  What techniques do staff use to teach and assess a student?  What do you think is the most important thing to do when preceptoring a student?  Do you have a large number of staff able to precept students?  In your view what do the preceptors feel in relation to student placements in this area? Student focussed questions  How do you undertake rostering a student for a placement?  Do you feel students are prepared for their placement on your unit?  Are you aware of the information involved in the student orientation day?  Do you have suggestions for what should be included in this orientation?  Do you know what is expected from the student on their placement (i.e. their goals, key priorities)?  How do you make a student feel they are a part of the team?  How do you feel about giving feedback to a student?

Part 4 The Learning Investment Plan

Slide 1

Learning Investment Plan Learners Learners Prepared Prepared and and Motivated Motivated

Clinical ClinicalInstructors Instructors prepared preparedand and educated educated

Teaching Teachingcontent content and and practice practice opportunities opportunities Learner/Educator Learner/Educator Relationships Relationships

Clinical Clinical Environment Environment and and Culture CultureSupports Supports Learning Learning

AAcollaborative collaborativeproject projectbetween betweenthe the School Schoolof ofHealth, Health,Nursing Nursingand andMidwifery, Midwifery, University Universityof ofSouthern SouthernQueensland Queenslandand and Darling DarlingDowns DownsMental MentalHealth HealthServices, Services, Department Departmentof ofHealth, Health,Queensland. Queensland.

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