Adams, Karen

Devlin, Anne

Hall, Lynne

Watts, Pauline

English

University of Huddersfield Repository

A Framework to Develop Clinical Learning Culture in Health Facilities: ideas from the literature. International Nursing Review,

A phenomenographic study of registered nurses' understanding of their role in student learning-an Australian perspective.

A socio-cultural approach to learning in the practice setting.

A symbolic awareness context identified through a grounded theory study of health visiting.

An empowerment approach to needs assessment in health visiting practice.

An Evaluation of Three Models of Practice Teaching in Health Visiting in NHS-East of England: Evaluation commisioned by NHS-East of England. Submitted to DoH

An Evaluation of Three Models of Practice Teaching in Health Visiting in NHS-East of England.

An integrated mid-range theory of postpartum family development: a guide for research and practice.

Assuring fitness for practice; a policy review commissioned by the NMC task and finish group. London: Nursing and Midwifery Council.

Bridging theory and practice in the supervisory relationship: a sociocultural perspective.

CPT's perceptions of their role satisfaction and levels of professional burnout

Cultivating Communities of Practice: A guide to managing knowledge:

Expertise in Nursing Practice: Caring, clinical judgment and ethics.

Expertise in Nursing Practice.

Fit for Practice? An exploration of the development of newly qualified nurses using focus groups.

Health visiting assesment-unpacking critical attributes in health visitor needs assessment practice: A case study.

Health visiting assessment processes under scrutiny: A case study of knowledge used during family health needs assessments.

Health Visitor Implementation Plan 2011-2014: A Call to Action.

Individuals, Communities of Practice and the Policy Context: School teachers' learning in their workplace.

Juggling the dual role of practitioner and educator: practice teachers' perceptions.

Nursing competence 10 years on: fit for practice and purpose yet?

Protecting children: intuition and awareness in the work of health visitors.

Report of the Willis Commission on Nursing Education 2012: Quality with Compassion: the future of nursing education. London: Royal College of Nursing. Appendix 3: Task and Finish Group Terms of Reference Title

Review into the quality of care and treatment provided by 14 hospital trusts in England: overview report.

Review of Healthcare Assistants and Support Workers.

Situated Learning: Legitimate Peripheral Participation.

Standards to support learning and assessment in practice. NMC standards for mentors, practice teachers and teachers (2nd ed.). London: Nursing and Midwifery Council.

Student impressions of clinical nursing.

The Clinical Learning Environment and Supervision by Staff Nurses: developing the instrument.

The development of health visitor-client relationship.

The Health Visitors’ Community of Practice Evidence Hub and HEE’s Technology Enhanced Learning (TEL) Programme Adams,

The NHS Constitution (updated). Retrieved from https://www.gov.uk/government/news/nhs-constitution-updated

The process of health visiting and its contribution to parental support in the Starting Well demonstration project.

The role of advanced practice nurses in knowledge brokering as a means of promoting evidence-based practice among clinical nurses.

The Role of On-the Job and Off-the Job Provision in Vocational Education and Training. In

Transfer of knowledge between education and the workplace. Retrieved from http://66.102.1.104/scholar?hl=en&lr=&q=cache:DxQj1hhdFYUJ:www.ou.nl/Docs/E Francis,

Types of nursing knowledge used to guide care of hospitalized patients.

Why Health Visiting? A reveiw of the literature about key health visitor interventions, processes and outcomes for children and families. London: National Nursing Research Unit. King's College London.

Workbased Learning in Primary Care.

Working in Partnership: The Family Partnership Model:

Workplace learning: pre-registration nursing students' perspectives.

Educating Practice Teachers and Specialist Practice Mentors for their new role: Ensuring high quality Practice Learning

This report presents the findings and deliverables from the Task and Finish Group on Health Visitor Practice Education established by Health Education England in February 2014. Its goals were to examine current models and experience of learning in practice, review the evidence-base related to effective learning in this milieu and develop standards and recommendations commensurate with excellent health visiting practice education.After outlining the background and context that provided the foundation for this work in section 1, section 2 of the report provides a summary of the research and policy evidence base outlining attributes associated with effective practice learning. We believe this review may be useful to many tasked with delivering effective placement-learning in a range of health settings.Recent policy drivers aimed at expanding the health visiting workforce mean that those engaged with learning in the health visiting field are tasked with managing the educational preparation of a greater number of students and the preceptorship of significant numbers of recently qualified practitioners The survey of over 700 practice teachers, mentors, clinical managers and health visiting students indicated that the traditional one-to-one practice teacher student model, which had been prevalent in health visiting practice education, has been succeeded by a number of different models of practice teaching, supervision and support. The profile of practice teachers appears to have been raised considerably by the recent focus on expanding the health visiting workforce and the emergence of specialist practice mentors nationally was observed. While the survey indicated a generally positive response to the evolving models of practice learning, the expectations associated with these emerging roles and the educational preparation and support provided for them was unclear.This report presents national role descriptors for practice teachers and specialist practice mentors offering employers a framework to inform person specification. A competency framework for practice teachers and specialist practice mentors is also described with related recommendations for future education, training and continuing professional development. Given the plethora of evidence indicating the impact of the socio-cultural learning environment on the development of professional practitioners, Health Education England have developed a number of organisationally focused standards for assuring quality in practice placements, also detailed in this report. They facilitate the strategic managing of practice learning at all levels within the host provider and have the potential to form part of the annual quality monitoring applied to all commissioned education. Finally sharing ‘best practice’ and using evidence as a basis for practice is an important foundation for effective practice-based learning and the potential to exploit technology to support this critical engagement across the wider health visiting community is considered in this account.Health Education England and the Health Visiting Practice Learning Task and Finish Group would like to take this opportunity to thank the many stakeholders who have engaged with us in this work including: Department of Health, Public Health England, NHS England, NHS Employers, LETBs, United Kingdom Standing Conference for Specialist Community Public Health Nursing, Institute of Health Visiting, Health Visitor Task force, Commissioners,Provider Organisations, Nursing and Midwifery Council, Higher Education Institutions,Community Practitioners and Health Visiting Association (CPHVA), leading Health Visiting Academics, Practice Teachers, Specialist Mentors and Student Health Visitors. We would not have achieved the outcomes and recommendations described in this report without their expertise and their willingness to work together to ensure that all health visiting students are offered a quality learning experience in practice

Huddersfield Research Portal

Educating Practice Teachers and Specialist Practice Mentors for their new role: Ensuring high quality Practice Learning:Final report from the task and finish group on health visitor practice education

Educating Practice Teachers and Specialist Practice Mentors for their new role: Ensuring high quality Practice Learning

Abstract

Similar works

Full text

Available Versions

University of Huddersfield Repository

Huddersfield Research Portal