Development of a Degree Work-Based Learning Programme Drewe Phillips Associate Head - Care Sciences Marianne Cowpe Divisional Head - Policy Leadership and Clinical Governance Faculty of Health Sport and Science University of Glamorgan (Festival of Learning Conference Walsall)

Outline for Workshop  Presentation and Overview to include any questions and answers. (10 mins)  1:1 work - to identify the challenges faced by the approaches adopted, offer solutions and discuss implications for other subject areas. (10 mins)  Stay in pairs and progress into a larger group (max 6-8 per group). Share material from 1:1 discussions and agree issues to feedback to whole group. (10 mins)  Each group to feedback 3 main points to main group using flipchart. (20 mins)  Brainstorming/conclusion session on the work presented.(10 mins)

Award Structure BSc Clinical Leadership 3 *20 Credit Modules:-  Leadership and Managing Self  Effective Relationships & Clinical Leadership  Political Awareness in Clinical Leadership BSc (Hons)  Using Research Evidence to Improve Quality at Work (20 credits) +  Project Module (40 credits) OR Project Module (60 credits)

Background  Nursing background - work based leaning /credit rated  Programme themes informed by qualitative research (Cunningham et al 2002) learning to manage self & team building,learning to manage self & team building, developing & managing effective relationships,developing & managing effective relationships, focusing on the patient (client)focusing on the patient (client) internal and external networkinginternal and external networking political awarenesspolitical awareness  Clinical Leadership Programme - Royal College Nursing (RCN CLP multi- disciplinary)  Programme model adopts a practical approach i.e. Work- based focused i.e. client- focused and needs-led = transformational leadership and life- long learning.  Programme facilitated via action learning (McGill and Brockbank 2004).  Tri Partite RCN/HEI/ NHS Trust  Taken up by all NHS Trusts in Wales delivered UK and internationally - Afghanistan

Delivery and Assessment  Academic Action Learning Sets Action learning is a continuous process of learning and reflection, supported by colleagues, with the intention of getting things done’. McGill and Brockbank (2004)  Assessment - summative Work based competency Work based competency Reflective accounts/self analysis tool Reflective accounts/self analysis tool Presentations Presentations Analysis of context of care and development Analysis of context of care and development of action plans for improvement of action plans for improvement Analysis of impact of local or national policy Analysis of impact of local or national policy

Holistic v Atomised Approaches (Hirsh 2006) Atomised BITE-SIZED MODULES MATCHING MENUS SELF-SERVICEE-LEARNING TECHNICAL OR GENERIC  LOOKS SYSTEMATIC  JUST-IN-TIME  BULK DELIVERY  LOW IMPACT? Holistic INTEGRATED ‘PROGRAMMES’ MENTORING & COACHING EXPERIENTIAL LEARNING TEAM LEARNING COMMUNITIES OF PRACTICE   SOCIAL & CULTURAL   TRANSFER INTO JOB   HARD TO BULK DELIVER   HIGHER IMPACT?

Group work  1:1 work - to identify the challenges faced by the approaches adopted, offer solutions and discuss implications for other subject areas. (10 mins)  Stay in pairs and progress into a larger group (max 6-8 per group). Share material from 1:1 discussions and agree issues to feedback to whole group. (10 mins)  Each group to feedback 3 main points to main group. (20 mins)  Brainstorming/conclusion session on the work presented.(10 mins)

Challenges identified by course team  Flexible learning - e - learning/Blackboard/action learning. e - learning/Blackboard/action learning.  Learner support  Clinical facilitators/ mentors/coaching/employer liaison support & line manager support (Eraut liaison support & line manager support (Eraut 2008) 2008)  Needs of work based learners  Professional issues

 Challenges (cont)  Quality assurance  Recognised Teacher Status  Student attainment & progression  Theory and practice competency assessment  Use of reflection - facilitating transformation (Kolb 1971, Schon 1983) used extensively 1971, Schon 1983) used extensively  Portfolio (formative)

Workshop Outcomes  Discuss joint working in design and delivery with employers and working in partnership with other providers of education.  Explore the provision of flexible modes of study and delivery.  Discuss the challenges of ensuring learner support, student attainment and progression.  Reflect on current issues and generate new ways of thinking in relationship to themes identified and generate ideas formeasuring outcomes  Reflect on current issues and generate new ways of thinking in relationship to themes identified and generate ideas for measuring outcomes  Consider implications for other subject areas.

References/Reading Benner, P (1984) From Novice to Expert Addison-Wesley Publishing Company, Sydney Brockbank, A., McGill, I. & Beech, N (2003) Reflective Learning: What is it Exactly? Organisations and People. 10 (2) Cunningham, G; Large, S; Kitson, A; Allen, E; Lister, S and Nash, S. (2002) Summary Evaluation Report for Phase 2 of the RCN Clinical Leadership Programme. London; RCN Dreyfus, S.E. (1982) “Formal Models vs Human Situational Understanding : Inherent Limitations on the Modelling of Business Expertise”. Office; Technology and People, 1 p Eraut,M. (2008)The significance of Workplace Learning for Individuals, Groups and Organisations: ESRC Centre on Skills, Knowledge and Organisational Performance

References/Reading Govier, I. (2004). Advocating Excellence in Leadership. Nursing Management 10(9): Hirsh, W. (2006) Improving performance through Appraisal Dialogues, London: Corporate Research Forum McGill, I. and Brockbank, A. (2004). The Action Learning Handbook. Routledge Falmer. London. Kolb,D.A.,Rubin, and McIntyre, J. (1971) Organizational Psychology: An Experiential approach, Englewood Cliffs NJ: Prentice-Hall Schon,D. (1983) The Reflective Practitioner: How Professionals Think in Action, New York: Basic Books