1. Developing and Reinforcing Practice Learning Links in a Clinical Setting Karen Gresty 1, Andrew Evenden 1 and Lee Wright 2 School of Biological Sciences 1 and School of Health Professions 2, University of Plymouth, PL4 8AA U.K. Background Practice placements succeed in educational terms when personal experiences are linked to key curriculum outcomes. However, the complexity of the placement environment requires the learner to engage in a high level of critical thought before links can be made. The GeneSense Toolkit comprises a set of design-registered plastic cards, outlining how to get onto a critical thinking cycle regarding genetics in midwifery practice. The Toolkit facilitates student entry into a learning cycle by means of a structured process of critical thought, mapping onto the UK genetic competencies for Nurses, Midwives and Health Visitors (see Kirk et al 2003). Provisional evaluation of the Toolkit showed overwhelming support for use of such a resource. However, it also highlighted a need within the student body for supplementary support materials to prompt discussion of the Toolkit in midwifery placements. The Toolkit facilitates student entry into a learning cycle by means of a structured process of critical thought, mapping onto the UK genetic competencies for Nurses, Midwives and Health Visitors (see Kirk et al 2003). Provisional evaluation of the Toolkit showed overwhelming support for use of such a resource. However, it also highlighted a need within the student body for supplementary support materials to prompt discussion of the Toolkit in midwifery placements. A particular request was the provision of accompanying posters (see Figure 1), highlighting the learning cycle found in the Toolkit. Our current study has ethical approval and involves the deployment of Toolkits and posters for use in both academic and clinical settings. Evaluations will be carried out from a student and midwife perspective, to determine if this approach reinforces enhanced learning in genetics within the midwifery placement. Reference: Kirk M. et al. (2003) Fit for Practice in the Genetics Era: A competence based education framework for nurses, midwives and health visitors. Pontypridd, University of Glamorgan Available online (date accessed 26/03/08): http://www.glam.ac.uk/socsschool/research/gpu/FinalReport.pdf Kirk M. et al. (2003) Fit for Practice in the Genetics Era: A competence based education framework for nurses, midwives and health visitors. Pontypridd, University of Glamorgan Available online (date accessed 26/03/08): http://www.glam.ac.uk/socsschool/research/gpu/FinalReport.pdf What midwives say about the Toolkit: “ Some very pertinent triggers for reflection & discussion…. Also alerts them to the fact that midwives themselves may be relatively insecure in genetic knowledge – so be prepared to ask for other opinions or experiences” “Flexible convenient way of accessing clinically- focussed information” “Very helpful for an area they find difficult to grasp” “The linking of theory to practice in the setting is a good way to facilitate deep learning…. Opportunity to speak in a structured way with mentor” What students say about the Toolkit: “It gives you a logical process to work through so that you could see if you’ve missed anything, make sure you’ve looked at the bigger picture” “ liked the diagram, the cycle.. that would be good on a poster” “I thought it would work quite well with the other little cards, the national screening cards” “It introduces a critical thinking model and any type of critical thinking you can apply it to anything…. It doesn’t have to be medical, it’s a good thought process to have” Figure 1: Poster to reinforce The Genesense Toolkit