1. Practice Education Project: Innovative approaches NAEP 2016 Rosanna Hudson Education Policy Officer

2. What will be covered 1.Dietetic practice education requirements and the project premise 2.Project remit and logistics 3.BDA Guidance Document 4.Case studies 5.What next: Phase 2 of the project 6.Any questions?

3. Background Practice placements are an integral part of the undergraduate and postgraduate dietetic training. Traditionally practice placements have been provided within the NHS either in an acute or community setting. Local commissioning of university places has resulted in more than one university course competing for the same placement places. Capacity further affected by students who fail their placements and are required to repeat it / maternity leave etc.

4. Premise of the Project Future proofing the profession Changing mind-sets Managing capacity

5. Project Logistics BDA Education Board proposal (2014) Working Group: –University programme team –Practice educators / Dietetic managers –Industry Project scoping: January 2015 Guidance document and case study publication: September 2015

6. Practice Education Guidance Current approaches –Standards and requirements Current policy framework International comparisons –Literature Review Collaborative and peer learning Simulation Novel placement environments BDA’s position: 5 guiding principles Conclusions and next steps

7. BDA’s position – Five guiding principles Responsibility of ALL to support training Collaboration between BDA, Higher Education and dietetic sectors Must be adequately resourced (staffing) Responsibility of profession to innovate Must prepare students for dietetic profession of the future

8. Guidance conclusions To promote, develop, disseminate opportunities in: –Innovative teaching approaches –Peer assisted learning –Simulation Exploration of non-traditional dietetic sectors, eg: –Public health –Industry –Third sector –Dietetic specialism –Social care ….etc.

9. Case Studies Innovative Placement Sectors –Urray House Care Home (Robert Gordon University) –Diabetes UK (London Metropolitan University) –East London Food Access (Kings College London) –St Andrews Healthcare Partnership (Nottingham University) Simulated Practice –Leeds Beckett University Peer Assisted LearningDietetic Specialisms −Nottingham University ⁻ Plymouth University

10. Urray House Care Home: Robert Gordon University Trailblazing – first of its kind. Pilot ‘championed’ by NHS Education for Scotland (NES) Hinged on strong partnership working between University, Care Home Scoping exercise to gauge whether suitable environment / opportunity plus halfway review by partnership team Timetabled one day a week Opposition: Changing ‘hearts and minds’ Specific activities Undertaken Evaluation

11. Diabetes UK: London Metropolitan University Third Sector / Not for Profit: London Office 7 days of a 14 week Placement Three: one day a week for first 7 weeks Pre-placement planning required by all interact with staff and clients (public and healthcare workers) Evaluation +ve, logistics to be tweaked

12. East London Food Access Project: Kings College London http://www.elfaweb.org.uk/ Project began 2002 / first dietetic students 2012 2-3 students per rotation, 3 week public health placement (final year) Focuses on chronic food poverty and providing access for those on low incomes to affordable fruit and vegetables: funded by Public Health Hackney Activities: food co-operative stalls, budgeting and cooking classes, one to one nutrition advice, delivery service to isolated seniors, collaborative buying group Qualitative and quantitative evaluation of projects. Issue of flexibility and impact on student projects

13. St Andrews Healthcare Partnership: University of Nottingham Providing mental health services Dietitians work to support nutritional care Logistics: Full placements (minus 2 weeks spent at acute Trust) working with a diverse group of patients, from adolescents to older age adults Areas of work: Trauma, personality disorder, psychosis etc

14. Simulated Practice: Leeds Beckett University Assessment Assess clinical knowledge, practice communication / consultation skills Receive feedback 0-30 mins: Collect information from dummy records 30-60 mins: Patient consultation 60-90 mins: Complete a case report Students nervous however feel better prepared for future placements ‘ Flipped’ teaching Takes place following Placement A Knowledge=virtual learning Explore application=classroom

15. Peer Assisted Learning: Kings College London Imperial College Health NHS Trust – 6 students / 3 sites PAL embedded into introductory weeks of B Placement Develops students’ transferable skills / increases teaching capacity in department First week: group induction tasks + clinically based tasks (all 6 students) Further weeks: pair teaching and tasks plus one afternoon a week all 6 share case studies / discussion work Challenges: Managing learning styles and personalities

16. Specialist Paediatric Placement: University of Plymouth Bristol Children’s Hospital C Placement: five day week for two weeks / B Placement: five day week for six weeks “The paediatric team in particular really made me feel valued and provided the right balance of support to improve my confidence but at the same time challenged me, developing my dietetic practice. Having such a range of experiences in specialist areas allowed me to gain a far greater appreciation of how varied the role of a dietitian is and really inspired me in my career choice.” Focus on basic dietetic care process – meeting learning outcomes Student placed within a specialist team within department: Renal, Diabetes, Neurology etc

17. Project Phase 2 Online training module – BDA Learning Zone –Baseline training –Applicable to all supporting student training, particularly support workers, other health professionals, dietitians (but not main practice educators) Round table event –Dietitians working in non-traditional sectors –Explore ways of engaging sectors, from UK wide perspective

18. Project Phase 2 (continued) Potential research initiative –Student views of excellent and poor practice education Ensure practice educator training / skills align with new Health and Care Professions Practice Education Guidance

19. Any Questions