1 / 18

Contact Details

Contact Details. Margaret Conlon Lecturer and Teaching Fellow Edinburgh Napier University m.conlon@napier.ac.u Pat Bradley Programme Leader/Teaching Fellow Stirling University p.j.bradley@stir.ac.uk. New Approaches to Practice Placement Provision.

lewis
Download Presentation

Contact Details

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript


  1. Contact Details • Margaret Conlon • Lecturer and Teaching Fellow • Edinburgh Napier University • m.conlon@napier.ac.u • Pat Bradley • Programme Leader/Teaching Fellow • Stirling University • p.j.bradley@stir.ac.uk

  2. New Approaches to Practice Placement Provision Hub and Spoke Models and their impact on Practice Learning and Mentoring

  3. What is a Hub and Spoke Placement? • The history • The concept • The purpose

  4. The Hub • The core of learning from which is pivotal to all other learning experiences • The glue that directs and holds the spokes

  5. The Spokes • Led by: • Student learning • Patient journey • Informs: • Deep learning • Integrated & active learning • Offers: • Continuity • Creates: • Capacity

  6. Robert Gordon University • MODEL – Whole curriculum approach. Two contrasting HUB settings returning each year. Same mentor in each HUB for whole course. • STUDENTS: First, second and third year undergraduates • HUB: Asinglepractice learning placement that students return within a year or across a number of years. The primary learning environment • SPOKEs:reflect service users’ journey & experiences through a range of servicesand determined by Hubs. Emerge from the HUB, determined by HUB mentors, students and service users

  7. Hub and Spoke: Whole Programme Approach

  8. Edinburgh Napier University • MODEL: specific clinical pathway: CAMHS • STUDENTS: Ten third year mental health undergraduate nursing students • HUB: two contrasting ten week placements. Different mentor in each. • SPOKEs: voluntary; educational; primary care; and social care settings. Ten exemplar SPOKEs prepared in advance & additional SPOKEs found, negotiated and regulated by student. Between 1 and 10 days in length

  9. Hub and Spoke: A Service Centred Model

  10. Stirling University • MODEL: One HUB setting and same mentor for first year. • STUDENT: Forty six first year undergraduate: Adult, Mental Health & Learning Disability • HUB: Defined by geographical location. • SPOKEs:complimentary, contrasting learning experiences relating to the HUB service

  11. Hub and Spoke: Pathways Approach

  12. Method of Spokes Definition and Organisation

  13. Impact on learning • Contrasting but complementary hubs enable practice learning aligned to patient journey • Reconfiguration of mentor relationship and placement extended and deepened student learning • Students sense of belongingness within pathways promoted a deeper learning experience • Hub and Spoke model promotes opportunity for interagency and multi professional learning • Hub and Spoke model provides learning opportunities beyond secondary and acute care environments

  14. Benefits • Learning is aligned to ideals of contemporary nursing • Review and reorganisation of placement learning produces opportunities • Mentors/mentoring process • Enhanced Student experience has a positive effect on retention • Placement capacity is enhanced

  15. Challenges • Planning & implementing change with current climate • Shifting culture towards being innovative and future focused • Establishing the model that fits the job • Mentor/student Preparation and support specific to pathway • Review of documentation in a way that supports individual student learning

  16. Key Messages

  17. Key Messages • Aim for creating GOLDSTANDARD learning experiences (not by resources) - It is timely to re-focus the nature & ‘look’ of practice learning • Look widely! Think beyond secondary care across fields of practice and within care specialities and population groups. Disseminate and evaluate • Long lead in times are require for successful implementation • Nurture your mentors and PEF’s! • Aim for consensus among all and collective enthusiasm: changes in practice learning model needs championed & supported • Disseminate widely!

More Related