1 / 13

Building Trust for Student Success in Regulated Learning Environments

This article explores the importance of trust in supporting students' positive experiences in regulated learning environments, such as nursing and midwifery education. It discusses the need for collaboration between academic and practice staff, as well as the role of trust in fostering a culture of autonomy and belongingness. The article also presents a case study from Bournemouth University as an exemplar of how this trust-building approach works in practice.

driner
Download Presentation

Building Trust for Student Success in Regulated Learning Environments

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. Trust at the very root of getting it right for students Andy Philpott and Christine Scholes March 2011 AHEAD at University College Dublin

  2. 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

  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

  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

  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)

  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)

  7. A structure of socially embedded trust

  8. A structure of socially embedded trust

  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

  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 work-based 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.

  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 27 210-218 • 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.

More Related