Contact Details

2. 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

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

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

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

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

7. 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

8. Hub and Spoke: Whole Programme Approach

9. 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

10. Hub and Spoke: A Service Centred Model

11. 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

12. Hub and Spoke: Pathways Approach

13. Method of Spokes Definition and Organisation

14. 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

15. 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

16. 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

17. Key Messages

18. 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!