Meeting the challenges of part time
professional education
• Professor Anne Peat – Dean
• Tracey Moore – Taught Programmes Coordinator
• Gary Albutt – Director of Learning and Teaching
School of Nursing and Midwifery
13/04/2015 © The University of Sheffield / Department of Marketing and Communications
Continuing Professional Development –
the delivery context
• 2011/2012 – 130 accredited modules (available
as stand alone study or contributing to award,
non accredited short courses and study days)
• 600 registered students, 940 study day
attendees (93% of student population)
• 50% of school income
13/04/2015 © The University of Sheffield / Department of Marketing and Communications
Continuing Professional Development –
the delivery context
• Pattern of student engagement
• part time, episodic over 5 years, uncertain outcome
• Purpose of student engagement
• role development
• academic & personal development
• personal vs employer intentions
13/04/2015 © The University of Sheffield / Department of Marketing and Communications
Continuing Professional Development –
the commissioning context
• Working better together
• service input and influence on provision
• Flexibility in commissioning
• responsiveness to known and emerging priorities
• emphasis on learning events not academic awards
• Learning for organisations not individuals
• correlation between learning outcomes and service
outcomes
13/04/2015 © The University of Sheffield / Department of Marketing and Communications
Student and sponsor intentions finding common ground
• Return on investment
• clear and measurable benefits to practice
• determined in what ways and by whom ?
13/04/2015 © The University of Sheffield / Department of Marketing and Communications
Return on Investment
“ROI measures how effectively the
firm uses it’s capital to generate
profit”
•Firm
•Capital
•Profit
= SHA/Trusts
= £ provided to the UoS
= Improve patient/client
outcome
Principles of ROI
• It provides a means of accounting for the value
of investments in people
• It enable learning and development
professionals to communicate their value more
effectively
• It provides a tool for continuous process and
performance management
• It fixes and extends accountability for investment
in the people of an organisation
Working with commissioners to
demonstrate ROI
Level 4
Level 3
Level 2
Level 1
– what impact are the Trusts looking for
– how can the impact be measured
– how can learning be measured
(positive engagement does not
necessarily mean learning has
occurred)
- knowledge of engagement and
commitment of commissioners to the
development
Working example – Chain of
Impact
Level 4
Need
• to recognise and respond to patient deterioration
in a more timely and effective manner
Objective
• to reduce the number of Serious Untoward
Incidents by 50% in the first year
Level 3
Need
• nurses on all wards and clinical areas (excluding
ITU and theatres) will comply with the NICE CG 50
guidelines
Objectives
• nurses will escalate patient EWS triggers as trust
protocol
• nurses will complete the EWS minimum 12 hourly
per patient in each trust area/ward
Level 2
Need
• deliver education and training in the form of individual
study day and supportive pre and post study event
web based learning material to all nurses
Objectives
• to have a 97% pass rate on the post study event web
based test and 100% at second attempt
• to undertake class based scenarios during the taught
day study event supported by facilitators
Level 1
• develop the content of the day and supporting web
based material and assessment processes with key
trust stakeholders including the LBR Lead/SHA and
education providers within the trust
• 97% of participants recommend this study event to
their peers
• all participants have the knowledge and skill to
perform an ABCDE assessment in 10 minutes
• 100% of participants rate the event as highly relevant
to their role in reducing SUI’s.
Programme for the
Preparation of Supervisors of
Midwives
The University of Sheffield
in
partnership with the:
Yorkshire and the Humber and East Midlands
Local Supervising Authorities Midwifery Officers (LSAMO)
Professor Anne Peat
The purpose of Statutory Supervision
To protect the public
To support midwives and promote good midwifery practice
In fulfilling this remit it plays a critical role in:
Developing the profession
Ensuring that standards and policies are developed to provide a
safe high quality service
13/04/2015 © The University of Sheffield / Department of Marketing and Communications
The programme is:
26 week programme equally divided between theory and
practice
It is delivered at level 6 - Bachelor's degree with honours
and level 7 - Master's degree
The programme is based on the NMC Standards for the
Preparation and Practice of Supervisors of Midwives
(NMC 2006)
Commissioned by:
Yorkshire and The Humber Strategic Health Authority
East Midlands Strategic Health Authority who employ the
LSAMO
13/04/2015 © The University of Sheffield / Department of Marketing and Communications
Enquiry based learning (EBL)
EBL enables learning to be in context and concentrates on the
skills,
knowledge and understanding required to be a supervisor
in a particular situation
Engel (2001) maintains that EBL assists students to manage
unfamiliar situations, make reasoned decisions, reason
critically, adapt to and participate in change and manage their
own life long learning
13/04/2015 © The University of Sheffield / Department of Marketing and Communications
Five steps for EBL include:
• Triggers developed to enable students achieve the 4 competencies to
become a Supervisor of Midwives as identified in the NMC Standards
• In groups ‘trigger tutorials’ the students:
identify the facts
identify the issues
identify the questions
allocate the questions
• Students search out new knowledge through self study
• Fixed resource sessions, adds to the knowledge
• Student’s present and feedback to the group. Three formative and one
summative assessment
13/04/2015 © The University of Sheffield / Department of Marketing and Communications
Course Assessment – 3 elements
Element 1 - Seminar presentation (30% weighting)
360˚ assessment, 10% Peer and 20% Academic/LSAMO
Element 2 - Written assignment (70% weighting)
Element 3 - Competence in Practice Assessment (pass/fail)
13/04/2015 © The University of Sheffield / Department of Marketing and Communications
360˚ Assessment for Trigger feedback
• Academic/LSAMO assessment – Most traditional form of
assessment
• Self assessment – students making judgements about their own
work (presentation and performance). It is a formal part of the
assessment which is structured and includes an action plan to promote
continued development
• Peer assessment – students making decisions on other students
work, highly effective and encourages collaborative learning. They are
excellent predictors of future performance. Names of peers remain
confidential.
• The feedback from all 3 is collated for individual students
13/04/2015 © The University of Sheffield / Department of Marketing and Communications
Impact outcomes:
• Prepares midwives to achieve professional competence
to undertake the role of the Supervisor of Midwives
•
The public are protected and midwives are supported to
promote good midwifery practice
• Prepares midwives to utilise leadership skills
• The proportion of midwives subjected to supervisory or
Fitness to Practise investigation continues to be very small
in comparison to the number of Nurses subject to Fitness
to Practise investigation
13/04/2015 © The University of Sheffield / Department of Marketing and Communications