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Work based learning – a collaborative approach

Work based learning – a collaborative approach. Background to the collaboration. The Oxfordshire NHS Trusts worked together with OBU to develop a service driven, academically rigorous Foundation Degree that would be the agreed progression route to the role of Assistant Practitioner.

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Work based learning – a collaborative approach

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  1. Work based learning – a collaborative approach

  2. Background to the collaboration • The Oxfordshire NHS Trusts worked together with OBU to develop a service driven, academically rigorous Foundation Degree that would be the agreed progression route to the role of Assistant Practitioner. • This FD is commissioned by SouthCentral SHA and received support from Progress South Central to develop the Work Based Learning Modules within the programme. • Trainees are recruited by the Trusts and then selected by OBU • It is anticipated that the trainees exit into a band 4 post • The FD is also open to any support worker working within health and social care who wishes to develop themselves.

  3. What is Work-Based Learning? Work Based Learning is ‘intended to capture the essence of workplace activity as the principal resource for learning’ (Birchenall, 1999) ‘Its special work linked features enable learning to take place at, through and be centred on the work environment.’ (Neville et al, 2008: 34)

  4. How does WBL integrate into the FD curriculum • The FD taught over 2 years – 2 days per week in the classroom and up to 3 days in clinical practice. It has 4 double WBL modules across the 2 years. • The work based learning component of the curriculum is where the students focus on ‘context specific learning’ - they have core competencies that are mapped to the Skills for Health and Skills for Care competencies and also specific competencies. • The specific competencies develop the bespoke elements of the role. The manager or service lead develop these competencies with the support of the WBL team. • The WBL team consists of senior clinicians from the NHS and also senior lecturers from OBU.

  5. Examples of role pathways that are being developed Long Term Conditions Assistance and Enablement Learning Disability Assistant Practitioner End of Life Care Maternity and Newborn Child Health Acute Care Specialist roles Mental Health

  6. Benefits of the competency approach

  7. And the pitfalls…… • Competency development is time consuming • WBL time is rarely protected in the workplace • WBL time is often not understood in the workplace • Funding for the WBL team is precarious

  8. The positive effect of our integrated approach To the service/employer: • Develop their employees to fit the role • Enables them to be confident in the competence of the employee • We have seen rapid results on the positive impact to patient/client care. To the student: • Motivated, respected employees • Can see their own developments and achievements • Have clear evidence of their competence • Provides a solid foundation for CPD To the HEI: • Can accommodate small numbers of students from any one pathway • Allows for a rich mix of students • Enriches the collaborative approach of working with the employer.

  9. and the unique way we work together

  10. Thank you Margie Salussolia Sam Donohue Liz Westcott

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