3,541 research outputs found
Recommended from our members
GSCC targeted inspections of Approved Mental Health Professionals (AMHP) courses in England (2011-12)
The General Social Care Council (GSCC) has duties under Section 19 of the Mental Health Act 2007 to approve Approved Mental Health Profession (AMHP) training. This function will transfer to the Health Professions Council on 31 July 2012. The GSCC carried out a targeted inspection between March 2011 and February 2012 of all 22 AMHP programmes across England. This was to ensure at the point of transfer all courses were sufficiently meeting standards. There had been a number of issues and concerns raised about inconsistencies in the quality of AMHP programmes. The inspection process involved consulting all stakeholders concerned in delivering and using the programmes, including AMHP candidates, service users and carers. Each programme has their inspection report on the GSCC website. The key findings of these inspections are that the majority of the 22 programmes are meeting the standards expected and where they are not, action has been taken to ensure that prior to transfer of the GSCC’s AMHP inspection function, all programmes will meet the standards and not require regulatory intervention. There is inconsistency in the length and attached credit of each AMHP programme, although this did not seem to impair the threshold standard required for being competent in the AMHP role. This composite report features the overall outputs from the inspections
A Holistic Approach to Curriculum Design – an example from dietetic practice education
Practice Education is an integral component of all student dietitians’ academic programme. This paper outlines how a holistic, situational model of curriculum design was used to redesign a two-week clinical placement module to facilitate application of theory and development of core professional attributes based on pre-existing learning outcomes. This module is currently a core professional development module for all Human Nutrition and Dietetics BSc and PGDip student
An overview of the nature of the preparation of practice educators in five health care disciplines
Practice education is a core element of all educational programmes that prepare health care professionals for academic award and registration to practice. Ensuring quality and effectiveness involves partnership working between Higher Education Institutions (HEI’s) and health care providers, social care communities, voluntary and independent sectors offering client care throughout the United Kingdom and Republic of Ireland. Clearly practitioners who support, supervise and assess learners for entry to their respective professions need to be well prepared and supported in their roles as practice educators. However it would appear that the nature of this support and preparation varies across disciplines and that good practice is not easily shared. With this in mind, the Making Practice Based Learning Work (MPBLW) project aims to make practitioners more effective at supporting and supervising students in the workplace across a range of health care disciplines namely Dietetics, Nursing, Occupational Therapy, Physiotherapy and Radiology. The Department of Employment and Learning (Northern Ireland) and the Higher Education Funding Council for England has funded this collaborative project involving staff from Ulster, Northumbria and Bournemouth Universities. The outcomes for each phase of the project are: Phase One: • Identify and document good practice on how practitioners are prepared for their educational role. Phase Two: • Develop and evaluate learning materials for use by practitioners across five health care disciplines. • Make learning materials available in a number of efficient media, e.g. paper, electronic, CD-ROM and web-based. • Develop a programme applicable to interprofessional and uniprofessional contexts. • Widen access for a multicultural workforce. Phase Three: • Embed best educational practice through the establishment of an academicpractitioner network. • Disseminate a range of materials and processes across the wider academic and health and social care communities
Recommended from our members
Unidisciplinary CPD in a multidisciplinary world: Experiences from practice
Continuing professional development (CPD) has become relevant to all healthcare staff as professional bodies develop processes to revalidate and renew registration based on evidence of lifelong learning and CPD. As a result, the number of practice and professional development groups such as journal clubs, is increasing. Little evidence is available to differentiate between unidisciplinary and multidisciplinary CPD group activities, although by anecdotal reports, the number of unidisciplinary CPD groups appears to be growing. This study aimed to evaluate the value of a unidisciplinary occupational therapy CPD group to its six participants, the multidisciplinary teams in which they worked, and for the service users referred to them. A qualitative approach from a phenomenological perspective was used to explore this previously under-researched area. Triangulation of the data was achieved using postal questionnaires with open questions, the service manager as key informant and a research diary. Four main themes emerged from the inductive analysis: critical evaluation of practice to improve service delivery, improving communication for mutual learning, developing as a discipline with the multi-disciplinary team, and developing clinical skills. The implications of the study both for this uniprofessional group as well as for the multidisciplinary teams in which the occupational therapists worked are discussed, with recommendations made for future practice
- …