Pathways to practice –
facilitating professionalism
through interprofessional
education in practice
Dr Jane Morris Chair of NAEP
www.naep-uk.org
Aims of the presentation:
• To identify aims and vision of National
Association of Educators in Practice
(NAEP)
• To explore pathways to practice-making links
with interprofessional education in practice
National Association of Educators in
Practice : purpose
To support people in roles that
span education and practice in
health and social care and to
promote the importance of
such roles
History of NAEP
• National Lecturer Practitioner Forum 1994
• Independent group led by Professor George
Castledine President in 2004
• Renamed NAEP in 2006 to reflect a more
interprofessional focus
• Professor Ann Moore elected chair in 2007
• Relaunched Committee formed in 2010
Vision Statements
• To have a health and social care workforce in
which individual practitioners fully understand the
value of education for learners, patients, carers
and other health care practitioners.
• For high quality Practice Educators to play a key
role in professional/academic development with a
wide range of learners both in Health Care and in
other professions with the recognition that high
quality practice education inevitably leads to
better patient/client care
Mission Statement
To ensure that professional education is
grounded in practice through providing the
best possible support network for educators in
practice across the Health and Social Care
Professions
Purpose/Aims
• To value and promote the importance of
practice-based learning.
• To support and promote the importance of all
health and social care professionals who have
an educational role in practice setting.
• To support the development of educators in
practice
Objectives
• Provide a structured forum that generates and delivers support to
those individuals who are recorded on the NAEP database.
• Provide opportunities for sharing and dissemination of good
practices, collaborative working and disseminating sources of
information and expertise.
• Provide sources to inform the development of new roles for
Educators in Practice and strategies for the advancement of
education and service delivery.
• Hold an Annual General Meeting to ensure that NAEP is
representative of members and effectively pursues the views of
members.
Objectives (continued)
• Maintain a live database of members.
• Provide advice on policy matters.
• Promote collaboration with other agencies to underpin and
support Educators in Practice.
• Provide and support the development of an evidence-base to
underpin education in practice and ensure its dissemination to
relevant stakeholders.
• Promote and provide CPD opportunities leading to recognised
accreditation and qualification for practice educators.
How are we achieving this?
• Interprofessional executive committee
• building core membership
• Establishing links with other organisations
(CAIPE;HEA; Professional bodies; HCPC; future
links with LETBS)
Current NAEP activity:
• New journal - International Journal of
practice-based education (HEA & NAEP)
• New website/newsletter/online resources
• Annual conference –March 2nd 2013
• Currently exploring student membership
Pathways to practice : exploring the issues
Novice
Autonomous
professional
Issues arising along the pathway:
• “Not merely complex but supercomplex
world of change” (Barnett,2009:12)
• Focus on knowledge and skills v
professional ways of becoming
(D’All Alba,2008)
Shaky bridge towards
professional practice
Challenges and constraints along the
pathway to practice:
Opportunities:
Interprofessional Education in
Practice-based settings:
• Interprofessional training wards (Reeves et al,2002;2003;
Mackenzie et al,2007)
• Interprofessional seminars in practice (Stew,2005)
• High fidelity simulation - King’s College London
authentic,realistic,supportive (Hayward,2008)
• Centre for Interprofessional e learning (CIPEL)
IPE in practice – facilitating
professional ways of becoming
“Learning
to become a professional
involves not only what we know and
can do, but also who we are
(becoming)” (Dall’Alba,2008:1)
IPE in practice – becoming a
professional
• “ we were actually working together it worked
quite well to get the most out of our patients
..it’s given me more understanding of other
people's roles and how other people perceive
your work as well, very much so.. I now have a
lot more respect for what they did and the
goals we need to meet and how to work
together – joint working sort of brings it
together – makes it more alert” (Morris,2011)
Opportunities along the
pathway to practice:
• Focus on practice as opposed to performance
( Beyond Competence Project 2012)
• Education Outcomes Framework (Jan 2013)
• New models of practice-based education
• Problem-based learning in practice
Role emerging placements
Interprofessional role
emerging placements
• Physiotherapy and Occupational Therapy
working with HIV patients (Solomon and Jung,
2006)
• Do not have an established educator to fulfil
the role
• Offsite co-ordinator
• Peer support, challenging, creative, assertive
advocates for their roles
Clarke (2012)
• Occupational therapy role emerging placements
• Important pedagogic opportunity to develop a
deeper understanding of who they are becoming
as professionals
• Challenging and autonomous learning
experiences – new insight and depths of
understanding revealed
• New ways of being as a therapist
• Increased focus on ontological journey
Interprofessional
Education in practice
future opportunities to
share the wealth?
Contacts
NAEP President
Professor Ann Moore
A.P.Moore@brighton.ac.uk
NAEP Chair
Dr Jane Morris
J.Morris@brighton.ac.uk
NAEP Administrator
Fran Fitch
F.Fitch@brighton.ac.uk
www.naep-uk.org
References:
• Barr, H., Helme, M.,D’ Avray, L.,(2011) Developing Interprofessional
Education in health and social care courses in the United Kingdom a
progress report. Occasional Paper 12. Health Sciences and Practice
Subject Centre Higher Education Academy
• Barnett, R. (2007), A Will To Learn. Being a Student in an Age of
Uncertainty, The Open University Press.
• Barnett, R. (2009), “Knowing and becoming in the higher education
curriculum”, Studies in Higher Education, 34 (4), pp.429 - 440
• Dall’ Alba, G. (2009), “Learning Professional Ways of Being:
Ambiguities of Becoming”, Educational Philosophy and Theory, 41,
(1), pp.34-45.
• Stew G. (2005), “Learning together in practice: a survey of
interprofessional education in clinical settings in South-East
England”. Journal of Interprofessional Care 19, pp. 223–235.