Trust at the very root of getting it right for students Andy Philpott and Christine Scholes March 2011 AHEAD at University College Dublin www.bournemouth.ac.uk Regulated Environments • • • • • • • Nationally Nursing and Midwifery Council 2008 Health Professions Council 2009 Disability Discrimination Act 2007 Equality Act 2010 Locally Education Contract Learning and Development Agreement Placement Agreement www.bournemouth.ac.uk 3 The need for support • Where staff and students are well supported, students report positive experience (Storr, Wray, Draper in press) • Collaboration between academic and practice staff important determinant (Wray et al 2005) • University Practice Learning Advisers in Bournemouth University www.bournemouth.ac.uk 4 A trusting relationship • The journey toward autonomous practice calls for a mélange of opportunity, risk and trust (Clouder 2009) • The recipe includes: • Responsibility • Empowerment • Management of risk • Mutual trust www.bournemouth.ac.uk 5 A culture or environment of trust Micro level • Trust between student and mentor, and student and lecturer accepted as good practice (Callaghan et al 2009, Kilkullen 2007, Pearcey & Elliot 2004) • Belongingness (Levett-Jones et al 2006) Macro Level • Competition and competitiveness in the NHS leading to social embeddeness (Ferlie 1994, McKee et al 2008) www.bournemouth.ac.uk 6 Trust • Trust becomes relevant when social interaction is based on uncertainty (Smith 2005) • People who do not trust one another cooperate under a system of formal rules (Fukuyama 2000) • Networks for engagement (Addicott et al 2006) www.bournemouth.ac.uk 7 A structure of socially embedded trust Locality Organisation Locality Organisation Profession/ Placement www.bournemouth.ac.uk Profession/ Placement Locality Organisation Profession/ Placement 8 A structure of socially embedded trust Local Forum Local Organisation Profession/ Placement www.bournemouth.ac.uk Organisation Profession/ Placement Locality Meeting Local Organisation Profession/ Placement 9 An exemplar to demonstrate How this approach works at Bournemouth University approach • case study 'Lucy‘ • internal relationships • critical starting point • action planning • wider partnerships www.bournemouth.ac.uk 10 References • • • • • • • Addicott A, McGivern G, Ferlie E 2007 The Distortion of a Management Technique? The case of clinical networks in UK health care. British Journal of management 18, 95-105 Callaghan D, Watts W, McCullough D, Moreau J, Little M, Gamroth L, Durnford K. 2009 The experience of two practice education models: Collaborative learning unit and preceptorship. Nurse Education in Practice 9, 244–252 Clouder L 2009 ‘Being responsible’: students’ perspectives an trust, risk and workbased learning. Teaching in Higher Education 14 (3) 289-301 Fukuyama 2000 Trust: The Social Virtues and the Creation of Prosperity. Pennsylvania, Diane Pub Co Health professions Council, 2009. Standards of Education training Guidance. London: HPC. Ferlie E 1994, The evolution of quasi-markets in the NHS: Early evidence in Bartlett W, Propper C, Wilson D, Le Grand J (eds) Quasi-markets in the welfare state. Bristol, SAUS Publications Kilkullen, N., 2007. The impact of mentorship on clinical learning. Nursing Forum, 42 (2), 95-104. www.bournemouth.ac.uk 11 References cont’d • • • • • • • Levett-Jones T, Lathlean J, Maguire J, McMillan M 2006 Belongingness: A critique of the concept and implications for nursing education. Nurse Education Today 27 210218 McKee L, Ferlie E, Hyde P 2008 Organizing and Reorganizing: Power change in health care organizations. Basingstoke, Palgrave MacMillan Nursing and Midwifery Council, 2008. Standards to support learning and assessment in practice. 2nd ed. London: NMC. Pearcey, P. A., Elliott, B. E., 2004. Students’ impressions of clinical nursing, Nurse Education Today, 24, 382-387. Smith C 2005 Understanding Trust and Confidence: Two paradigms and their significance for health and social care. Journal of Applied Philosophy 22 (3) 299-316 Storr H, Wray J, Draper P 2010 Supporting disabled student nurses from registration to qualification: A review of the United Kingdom (UK) literature. Nurse Education today in press Wray, J., Fell, B., Stanley, N., Manthorpe, J., Coyne, E., 2005a. The PedDS Project: Disabled Social Work Students and Placements. University of Hull, Hull http://www.hull.ac.uk/pedds/documents/MASTERRESEARCHREPORT15_000.doc. www.bournemouth.ac.uk 12