Turnock, Chris

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Citation: Turnock, Chris (2005) Facilitating IPE in the workplace. In: HEA Inter-Professional Education 
Special Interest Group. 
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http://www.practicebasedlearning.org.
Consortium Partners: Universities of Ulster, Northumbria & Bournemouth
Making Practice Based Learning
Work
FDTL Phase 4 Project
Chris Turnock
Project Manager - Northumbria University
http://www.practicebasedlearning.org.
Consortium Partners: Universities of Ulster, Northumbria & Bournemouth
Project Aim:
To make practitioners more effective at
supporting & supervising students in the
workplace across a range of healthcare
disciplines –
Dietetics
Nursing
Occupational Therapy
Physiotherapy
Radiography
http://www.practicebasedlearning.org.
Consortium Partners: Universities of Ulster, Northumbria & Bournemouth
Phase One: Case Study
Identification and documentation of good
practice on how practitioners are prepared
for their educational role.
Inform development of learning materials for
use by practitioners.
http://www.practicebasedlearning.org.
Consortium Partners: Universities of Ulster, Northumbria & Bournemouth
Phase Two: Development of Materials
Design, pilot and implement resources to:
a. enhance preparation of practice educators.
b. meet the needs of culturally diverse health &
social care teams.
http://www.practicebasedlearning.org.
Consortium Partners: Universities of Ulster, Northumbria & Bournemouth
Phase Three: Dissemination
Review developed resources.
Disseminate and embed the project outcomes
in a planned and comprehensive manner
within and across health and social care
disciplines.
http://www.practicebasedlearning.org.
Consortium Partners: Universities of Ulster, Northumbria & Bournemouth
Phase Four: Transferability Activity
Develop and test existing resources for
supporting learning in the workplace in Sports
Sciences across three new partner institutions.
http://www.practicebasedlearning.org.
Consortium Partners: Universities of Ulster, Northumbria & Bournemouth
Phase One: Case Study
Case study methodology (Yin 1994) underpinned
data collection methods used to map the current
nature of practice education in each of the five
disciplines.
Data collection methods included:
Survey questionnaire
Focus groups
Secondary documentary data
http://www.practicebasedlearning.org.
Consortium Partners: Universities of Ulster, Northumbria & Bournemouth
Key Themes: commonalities
All professions have statutory requirements regarding the
nature of work-based learning within the curriculum.
All students are prepared for placement experiences.
All professions report to being under resourced in terms
of time, staff, availability of placements.
http://www.practicebasedlearning.org.
Consortium Partners: Universities of Ulster, Northumbria & Bournemouth
Key Themes: more commonalities
All professional groups are required to function within the inter-
professional learning and working environment.
Inter-professional learning is curriculum rather than work-based.
All practice educators are prepared but content, length and level
vary across and within professions and may not have a statutory
agreement.
http://www.practicebasedlearning.org.
Consortium Partners: Universities of Ulster, Northumbria & Bournemouth
Key Themes: more commonalities
No formal career pathway for practice educators exists.
All practice educators are involved in formative assessment and
some in summative assessment.
Learning needs of practice educators are similar across the
professions.
http://www.practicebasedlearning.org.
Consortium Partners: Universities of Ulster, Northumbria & Bournemouth
Key Themes: differences
Management, organisation and location of placements within the
curriculum and between disciplines.
Methods used to determine placement quality and standards.
Titles, roles and responsibilities given to the practice educator.
Criteria for becoming a practice educator.
http://www.practicebasedlearning.org.
Consortium Partners: Universities of Ulster, Northumbria & Bournemouth
Key Themes: more differences
Recognition, accreditation and standing of the practice educator
and method of reward differ within and between professional
groups
Volume of students; student to practice educator ratios; and
models of working with students
Supervision and assessment of work based learning by practice
educators
http://www.practicebasedlearning.org.
Consortium Partners: Universities of Ulster, Northumbria & Bournemouth
Key Themes: more differences
Nature of preparation of practice educator - length, contents,
monitoring
Support for practice educators is varied and reported to be
insufficient in some instances
Divergence in student funding and reimbursement for work based
learning
Multicultural issues were not fully explored
http://www.practicebasedlearning.org.
Consortium Partners: Universities of Ulster, Northumbria & Bournemouth
Developing the Resources
Enhance commissioned set of learning materials
• Supporting dyslexic students in practice
• Failure to fail
• Preparing new registrants for teaching in practice
• Introduction to reflection in practice
• Facilitating learning in practice
• Managing learning environments
• Communication skills workbook
• Learning & assessing through reflection
• Skills for facilitating placement learning
• Mentoring students
http://www.practicebasedlearning.org.
Consortium Partners: Universities of Ulster, Northumbria & Bournemouth
Developing the Resources
Develop portal of knowledge resources:
Learning & Teaching in Practice
Supporting Learning in Practice
Reflection
Assessment in Practice
Interprofessional Learning
Diversity
Generic & specific skills resources
http://www.practicebasedlearning.org.
Consortium Partners: Universities of Ulster, Northumbria & Bournemouth
The Resources
www.practicebasedlearning.org
http://www.practicebasedlearning.org.
Consortium Partners: Universities of Ulster, Northumbria & Bournemouth
The Themes
1. How might the resources be used in IPL?
2. What could be added to the resources to
enhance IPL in practice settings?
http://www.practicebasedlearning.org.
Consortium Partners: Universities of Ulster, Northumbria & Bournemouth
Dissemination & Evaluation
1. What are the most effective ways to disseminate
the resources for use in IPL?
2. How should the resources be evaluated?
• By whom?
• What method(s)?
• What should be the criteria to judge success?


Facilitating IPE in the workplace

http://www.practicebasedlearning.org.Consortium Partners: Universities of Ulster, Northumbria & BournemouthMaking Practice Based LearningWorkFDTL Phase 4 ProjectChris TurnockProject Manager - Northumbria Universityhttp://www.practicebasedlearning.org.Consortium Partners: Universities of Ulster, Northumbria & BournemouthProject Aim:To make practitioners more effective atsupporting & supervising students in theworkplace across a range of healthcaredisciplines –DieteticsNursingOccupational TherapyPhysiotherapyRadiographyhttp://www.practicebasedlearning.org.Consortium Partners: Universities of Ulster, Northumbria & BournemouthPhase One: Case StudyIdentification and documentation of goodpractice on how practitioners are preparedfor their educational role.Inform development of learning materials foruse by practitioners.http://www.practicebasedlearning.org.Consortium Partners: Universities of Ulster, Northumbria & BournemouthPhase Two: Development of MaterialsDesign, pilot and implement resources to:a. enhance preparation of practice educators.b. meet the needs of culturally diverse health &social care teams.http://www.practicebasedlearning.org.Consortium Partners: Universities of Ulster, Northumbria & BournemouthPhase Three: DisseminationReview developed resources.Disseminate and embed the project outcomesin a planned and comprehensive mannerwithin and across health and social caredisciplines.http://www.practicebasedlearning.org.Consortium Partners: Universities of Ulster, Northumbria & BournemouthPhase Four: Transferability ActivityDevelop and test existing resources forsupporting learning in the workplace in SportsSciences across three new partner institutions.http://www.practicebasedlearning.org.Consortium Partners: Universities of Ulster, Northumbria & BournemouthPhase One: Case StudyCase study methodology (Yin 1994) underpinneddata collection methods used to map the currentnature of practice education in each of the fivedisciplines.Data collection methods included:Survey questionnaireFocus groupsSecondary documentary datahttp://www.practicebasedlearning.org.Consortium Partners: Universities of Ulster, Northumbria & BournemouthKey Themes: commonalitiesAll professions have statutory requirements regarding thenature of work-based learning within the curriculum.All students are prepared for placement experiences.All professions report to being under resourced in termsof time, staff, availability of placements.http://www.practicebasedlearning.org.Consortium Partners: Universities of Ulster, Northumbria & BournemouthKey Themes: more commonalitiesAll professional groups are required to function within the inter-professional learning and working environment.Inter-professional learning is curriculum rather than work-based.All practice educators are prepared but content, length and levelvary across and within professions and may not have a statutoryagreement.http://www.practicebasedlearning.org.Consortium Partners: Universities of Ulster, Northumbria & BournemouthKey Themes: more commonalitiesNo formal career pathway for practice educators exists.All practice educators are involved in formative assessment andsome in summative assessment.Learning needs of practice educators are similar across theprofessions.http://www.practicebasedlearning.org.Consortium Partners: Universities of Ulster, Northumbria & BournemouthKey Themes: differencesManagement, organisation and location of placements within thecurriculum and between disciplines.Methods used to determine placement quality and standards.Titles, roles and responsibilities given to the practice educator.Criteria for becoming a practice educator.http://www.practicebasedlearning.org.Consortium Partners: Universities of Ulster, Northumbria & BournemouthKey Themes: more differencesRecognition, accreditation and standing of the practice educatorand method of reward differ within and between professionalgroupsVolume of students; student to practice educator ratios; andmodels of working with studentsSupervision and assessment of work based learning by practiceeducatorshttp://www.practicebasedlearning.org.Consortium Partners: Universities of Ulster, Northumbria & BournemouthKey Themes: more differencesNature of preparation of practice educator - length, contents,monitoringSupport for practice educators is varied and reported to beinsufficient in some instancesDivergence in student funding and reimbursement for work basedlearningMulticultural issues were not fully exploredhttp://www.practicebasedlearning.org.Consortium Partners: Universities of Ulster, Northumbria & BournemouthDeveloping the ResourcesEnhance commissioned set of learning materials• Supporting dyslexic students in practice• Failure to fail• Preparing new registrants for teaching in practice• Introduction to reflection in practice• Facilitating learning in practice• Managing learning environments• Communication skills workbook• Learning & assessing through reflection• Skills for facilitating placement learning• Mentoring studentshttp://www.practicebasedlearning.org.Consortium Partners: Universities of Ulster, Northumbria & BournemouthDeveloping the ResourcesDevelop portal of knowledge resources:Learning & Teaching in PracticeSupporting Learning in PracticeReflectionAssessment in PracticeInterprofessional LearningDiversityGeneric & specific skills resourceshttp://www.practicebasedlearning.org.Consortium Partners: Universities of Ulster, Northumbria & BournemouthThe Resourceswww.practicebasedlearning.orghttp://www.practicebasedlearning.org.Consortium Partners: Universities of Ulster, Northumbria & BournemouthThe Themes1. How might the resources be used in IPL?2. What could be added to the resources toenhance IPL in practice settings?http://www.practicebasedlearning.org.Consortium Partners: Universities of Ulster, Northumbria & BournemouthDissemination & Evaluation1. What are the most effective ways to disseminatethe resources for use in IPL?2. How should the resources be evaluated?• By whom?• What method(s)?• What should be the criteria to judge success?

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Facilitating IPE in the workplace

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