Find out how regions have worked together to deliver apprenticeships and maximise the apprenticeship levy in the new briefing.
This resource would be useful for sustainability and transformation partnerships (STP) or integrated care systems (ICS) leads interested in what other regions are doing, as well as workforce leaders who are looking to work more collaboratively on apprenticeships.
Our latest briefing on placement capacity has been designed to help employers reflect on what more they can do to increase and sustain capacity in their organisations.
With the call for higher education institutions to boost intake to courses such as nursing and the allied health professions, employers are facing the challenge of how to expand the number of clinical placements they offer to students who require them as part of their training.
Letter. Dr Launer provides significant insight into the challenges faced by doctors in his article ‘Managing the threat to reflective writing’.1 In particular, attention has been focused on the approaches to sustain reflective practice in postgraduate education.
As a junior doctor, I volunteered to become a reflective writing tutor for medical students in first year clinical training. Students were given constructive guidance for these assignments, including examples of the different models used in reflective practice; the Gibbs’ cycle (description, feelings, evaluation, analysis, conclusions and actions) was highlighted as an exemplar framework.2 My task was then to provide feedback to students on reflective writing pieces through the year and award an overall score. But can we—or should we—grade reflective writing? . To read the full article, log in using your NHS OpenAthens details.
The Academy for Advancing Practice is asking for feedback on the latest version of the standards for education and training which set out the requirements that university programmes must meet to in order to be accredited by the academy.
From October, Dr David Foster will join the Nursing and Midwifery Council (NMC) to Chair the post-registration steering group, which will review the current post-registration standards for nurses and midwives.
Open access. Peer-assisted learning (PAL) is a common teaching and learning method in medical education worldwide. In the setting of skills laboratories (skills labs), student tutors are often employed as an equivalent alternative to faculty teachers. However, to the best of our knowledge, there is a lack of qualitative studies which explore the reasons for the personal commitment of student tutors. The aim of our study was to examine how undergraduate students experienced and evaluated their roles as skills lab student tutors, what their motivation was, and whether social and cognitive congruence played a role in their teaching experiences.
Open access. There is a significant body of literature that indicates that the number of options for single-best answer multiple choice questions (MCQs) can be reduced from five to three or four without adversely affecting the quality of the questions and tests. Three or four options equates to two or three distractors respectively.
Open access. Training health professional students in teamwork is recognized as an important step to create interprofessional collaboration in the clinical workplace. Interprofessional problem-based learning (PBL) is one learning approach that has been proposed to provide students with the opportunity to develop the necessary skills to work collaboratively with various health professionals. This study aimed to explore the extent to which students in interprofessional tutorial groups demonstrate constructive collaboration during group discussions.
The College's Trainees and Members' Committee (T&MC) is aware of the increasing and specific challenges experienced by less than full-time (LTFT) trainees. In response to this, the T&MC launched their first ever survey and the results of this are now available (see below).
This House of Commons briefing paper outlines the current funding system for: healthcare students, medical and dentistry students and paramedics and discusses the impact of the 2017 reforms on entrants to healthcare degrees.
Open access. This scoping review aims to gather and map inspiration, ideas and recommendations for teaching evidence-based practice across Professional Bachelor Degree healthcare programmes by mapping literature describing evidence-based practice teaching methods for undergraduate healthcare students including the steps suggested by the Sicily Statement. A computer-assisted literature search using PubMed, Cinahl, PsycINFO, and OpenGrey covering health, education and grey literature was performed. Literature published before 2010 was excluded. Students should be attending either a Professional Bachelor’s degree or a Bachelor’s degree programme. Full-text articles were screened by pairs of reviewers and data extracted regarding: study characteristics and key methods of teaching evidence-based practice. Study characteristics were described narratively. Thematic analysis identified key methods for teaching evidence-based practice, while full-text revisions identified the use of the Sicily Statement’s five steps and context. The database search identified 2220 records. One hundred ninety-two records were eligible for full-text assessment and 81 studies were included. Studies were conducted from 2010 to 2018. Approximately half of the studies were undertaken in the USA. Study designs were primarily qualitative and participants mainly nursing students. Seven key methods for teaching evidence-based practice were identified. Research courses and workshops, Collaboration with clinical practice and IT technology were the key methods most frequently identified. Journal clubs and Embedded librarians were referred to the least. The majority of the methods included 2–4 of the Sicily Statement’s five steps, while few methods referred to all five steps. This scoping review has provided an extensive overview of literature describing methods for teaching EBP regarding undergraduate healthcare students. The two key methods Research courses and workshops and Collaboration with clinical practice are advantageous methods for teaching undergraduate healthcare students evidence-based practice; incorporating many of the Sicily Statement’s five steps. Unlike the Research courses and workshop methods, the last step of evaluation is carried out partly or entirely in a clinical context. Journal clubs and Embedded librarians should be further investigated as methods to reinforce existing methods of teaching. Future research should focus on methods for teaching EBP that incorporate as many of the five steps of teaching and conducting EBP as possible.
Open access. Physical and psychological health problems are prevalent in older adults and rarely exist in isolation. Treating these problems in isolation is resourceful and can be potentially harmful to patients due to delays in diagnosis and treatment and incomplete holistic care plans. Historically, trainees in geriatric medicine and old age psychiatry within the United Kingdom have completed very different training programmes.
Open access. Blended learning has the potential to stimulate effective learning and to facilitate high quality education. For postgraduate health professionals, blended learning is relatively new. For this group we developed, implemented and evaluated two blended learning modules in a master program on quality and safety in patient care. Aiming for a better preparation compared to traditional textbook homework, the course provided not only web lectures and reading, but also interactive assignments and collaborative learning. Additional goal was saving time for the teachers resulting in a potential cost savings.
Open access. Postgraduate medical e-learning (PGMeL) is being progressively used and evaluated. Its impact continues to grow, yet there are barriers to its implementation. Although more attention is now being paid to quality evaluation models, little has been written about the successful implementation of PGMeL. This study aims to determine factors and define themes influencing the successful implementation of PGMeL.
Open access. Providing appropriate levels of autonomy to resident physicians is an important facet of graduate medical education, allowing learners to progress toward the ultimate goal of independent practice. While studies have identified the importance of autonomy to the development of resident physicians, less is known about resident perspectives on their “lived experiences” with autonomy and ways in which clinical educators either promote or undermine it. The current study aims to provide an empirically based practical framework based on resident perspectives through which supervising physicians can attempt to more adequately foster resident physician autonomy.
The HEE mandate for 2019 to 2020 covers strategic objectives around:
workforce planning
health education
training and development
The mandate looks at how to develop the healthcare workforce to improve care for patients through education and training.
The Learning Support Fund gives information about allowances for eligible students beginning pre-registration healthcare programmes on or after 1 August 2019.
The Health and Social Care Secretary has announced £20 million funding to support 10,000 young people from all backgrounds to get a career in the NHS. This will be matched by £7 million from the Prince’s Trust.
The 3-year pre-employment programme will begin later this year and will involve up to 150 NHS trusts in England. Participants will gain basic skills and experience of working in the NHS. The programme will focus on helping those who otherwise may not have the opportunity to gain this experience to overcome barriers and enter sustainable employment.
In this article, we demonstrate that a framework to scaffold anticipative education does enable social work educators to accommodate uncertainty, build curriculum flexibility, retain relevance and foster academic resilience to navigate and find a fit in new and emerging contexts. To read the full article, log in using your NHS OpenAthens details.
Read and download our new employer briefing on building placement capacity.
The document outlines some of the approaches and strategies currently being explored by NHS organisations to increase placement capacity and offers some options for fellow employers to consider.
This briefing is informed by our discussions with employers, whose ambitions and motivations to meet the increase in students, as outlined in the NHS Long Term Plan and Interim People plan, is clear.
Prof Wendy Reid, Executive Director of Education and Quality and National Medical Director at Health Education England (HEE), describes the plans for a universal patient safety syllabus and training programme for the whole NHS.
Mental health and substance use disorders are the leading cause of long-term disability and a cause of significant mortality, worldwide. However, it is widely recognised that clinical practice in psychiatry has not fundamentally changed for over half a century. The Royal College of Psychiatrists is reviewing its trainee curriculum to identify neuroscience that relates to psychiatric practice. To date though, neuroscience has had very little impact on routine clinical practice. We discuss how a pragmatic approach to neuroscience can address this problem together with a route to implementation in National Health Service care. This has implications for altered funding priorities and training future psychiatrists. Five training recommendations for psychiatrists are identified.. To read the full article, log in using your MPFT NHS OpenAthens details.
There is a major problem with medical recruitment and retention in the UK. The 2018 General Medical Council (GMC) report ‘The state of medical education and practice in the UK’ has indicated that a high proportion of doctors are thinking of either giving up medical practice or reducing their hours in the next 3 years. If this trend continues the shortage of doctors in the UK will increase despite a modest increase in the supply of doctors.
This paper investigates the evidence that increasing the academic component of medical posts may help retain doctors in practice by providing experience and support in an area of medical practice, which appears to fulfil a significant number of doctors’ aspirations. The paper shows that this aspect of medical practice is poorly represented in medical workforce strategic thinking and should be considered as an integral aspect of policy and practice in medical workforce delivery.. To read the full article, log in using your NHS OpenAthens details.
BPS blog post by Matthew Warren. The “learning style” myth – the idea that we each have a preferred modality for learning, usually described as visual, auditory or kinaesthetic – just won’t die. Belief in learning styles endures even though psychologists have pointed out repeatedly the many problems with the concept. Students don’t benefit from learning in their supposedly preferred style, for example, and teachers and their pupils don’t agree on the pupil’s learning style in the first place.
But exactly how believers in learning styles conceive of the concept has until now remained unclear. It could be that people take an “essentialist” view that our learning style is something we are born with, for instance. On the other hand, they may believe that learning styles are more liable to change – a “non-essentialist” perspective. A new study in the Journal of Educational Psychology has found that, in fact, both views are common, a result that could have implications for tackling the myth.
Open access journal. Student bullying in the clinical environment continues to have a substantial impact, despite numerous attempts to rectify the situation. However, there are significant gaps in the literature about interventions to help students, particularly a lack of specific guidance around which to formulate an intervention program likely to be effective. With this narrative review about student bullying interventions in the clinical learning environment, we examine and draw together the available, but patchy, information about ‘what works’ to inform better practice and further research.
Open access journal. In-patient postgraduate teaching suffers with issues like long and unstructured presentations inclusive of a lot of historical information and time constraints due to increasing workload. A six-step pneumonic SNAPPS a learner-centered model modifies the learning encounter by condensing the reporting of facts while encouraging clinical reasoning. This study was planned with the aim to evaluate the effectiveness of SNAPPS as compared to traditional case presentation for facilitating clinical reasoning in inpatient setting. We also wanted to understand perceptions of postgraduates and teachers about this new method of case presentation.
Open access journal. Gamification is an increasingly common phenomenon in education. It is a technique to facilitate formative assessment and to promote student learning. It has been shown to be more effective than traditional methods. This phenomenological study was conducted to explore the advantages of gamification through the use of the Kahoot! platform for formative assessment in medical education.
Open access journal. We believe junior doctors are in a unique position in relation to reporting of incidents and safety culture. They are still in training and are also ‘fresh eyes’ on the system providing valuable insights into what they perceive as safe and unsafe behaviour. The aim of this study was to co-design and implement an embedded learning intervention – a serious board game – to educate junior doctors about patient safety and the importance of reporting safety concerns, while at the same time shaping a culture of responsiveness from senior medical staff.
Health Education England (HEE) and the University of Middlesex are collating views on how a lack of English, maths and transferable skills can impede on progression into NHS professions, and what employers think should be included in HEE’s national strategy to tackle this.
Submit your views through the survey, which closes on July 8. There is also the opportunity to provide examples of good practice already being undertaken to support this agenda.
NHS Employers will be running a series of free T Level workshops for NHS trusts across England. The workshops will help employers to understand new T Level qualifications.
T Level qualifications, which will be an alternative to A Levels, are due to be implemented from September 2020.
Health Education England has created a toolkit for employers to help their aspiring nursing associates to improve their English and Maths.
The toolkit was developed for employers wishing to support those learners who have the caring skills and abilities but do not meet the entry requirements for training programmes that lead to a registered role.
The University of Wolverhampton, which is working in partnership with SaTH, is investing in new facilities to train the next generation of nurses at its Telford Campus and meet local healthcare demand.
A £180,000 new skills lab or ‘mock ward’ has been created at the Priorslee Campus after the University received approval to deliver nursing on-site from September 2019.
The Mock Ward at the Telford Campus
The University is working in partnership with SaTH to develop more opportunities for nursing students to train
The Simulation Suite was officially opened at RSH earlier this year as part of SaTH’s ongoing commitment to educating and training its current staff, and the next generation of medical professionals.
The new Suite replicates a clinical environment, but is risk free, and enables teams to work together and respond to a vast number of different medical scenarios. It is used for the training and education of healthcare workers – including junior doctors, nurses, advanced healthcare practitioners, healthcare assistants and medical students.
The social work teaching partnership programme was developed to transform the quality of education and experience received by social work students and practitioners.
This evaluation explores the programme’s activity to date and how different delivery models have addressed the objectives of the programme.
There is a major problem with medical recruitment and retention in the UK. The 2018 General Medical Council (GMC) report ‘The state of medical education and practice in the UK’ has indicated that a high proportion of doctors are thinking of either giving up medical practice or reducing their hours in the next 3 years. If this trend continues the shortage of doctors in the UK will increase despite a modest increase in the supply of doctors.
This paper investigates the evidence that increasing the academic component of medical posts may help retain doctors in practice by providing experience and support in an area of medical practice, which appears to fulfil a significant number of doctors’ aspirations. The paper shows that this aspect of medical practice is poorly represented in medical workforce strategic thinking and should be considered as an integral aspect of policy and practice in medical workforce delivery. . To read the full article, log in using your NHS OpenAthens details.
Open access. Self-explanation without feedback has been shown to improve medical students’ diagnostic reasoning. While feedback is generally seen as beneficial for learning, available evidence of the value of its combination with self-explanation is conflicting. This study investigated the effect on medical students’ diagnostic performance of adding immediate or delayed content-feedback to self-explanation while solving cases.
To establish a middle‐range theory of organizational learning in hospitals.. To read the full article, log in using your NHS Athens details. To access full-text: click “Log in/Register” (top right hand side). Click ‘Institutional Login’ then select 'OpenAthens Federation', then ‘NHS England’. Enter your Athens details to view the article.
To identify, describe, and summarise evidence from quantitative, qualitative, and mixed‐method studies conducted to prepare nurses and nursing students to lead on and/or deliver compassionate care. . To read the full article, log in using your NHS Athens details. To access full-text: click “Log in/Register” (top right hand side). Click ‘Institutional Login’ then select 'OpenAthens Federation', then ‘NHS England’. Enter your Athens details to view the article.
Many people, including educators, believe learning styles are set at birth and predict both academic and career success even though there is no scientific evidence to support this common myth, according to new research published by the American Psychological Association.
In two online experiments with 668 participants, more than 90 percent of them believed people learn better if they are taught in their predominant learning style, whether that is visual, auditory or tactile. But those who believed in learning styles split evenly into an “essentialist” group, with more strongly held beliefs, and a “nonessentialist” group, with more flexible beliefs about learning styles, said lead researcher Shaylene Nancekivell, PhD, a visiting scholar at the University of Michigan.
As part of the prevention and management of alcohol-related harms, health professionals need to be competent to assess the level of alcohol use in patients. In this study, we explored how medical students’ own alcohol consumption impacts on their familiarity with alcohol brands, strengths and alcohol-related harms.. Please contact the library to request a copy of this article - http://bit.ly/2HjNDf3
Knowledge and application of non-technical skills (NTS) may represent the greatest challenge facing medical education today. For centuries, medical education focused on developing individual clinical knowledge and technical skills. But, the modern complexities of healthcare delivery and rapid expansion of medical knowledge necessitate a high-functioning team approach, which requires human factors engineering and NTS to operate effectively.
Other complex high-risk industries—like aviation, oil drilling, nuclear power and the military—have aligned their educational systems to match.1–3 While certain healthcare disciplines have developed frameworks to ensure the acquisition and maintenance of clinical and technical skills, no standard framework for NTS exists. With the increasing computational support for clinical and technical skills—decision aids, predictive algorithms, robotic surgery and image interpretation—the true added value of human clinicians may lie with their mastery of NTS.. To read the full article, log in using your NHS OpenAthens details.
The article discusses changes to the way the module was taught that can enhance student learning within the NMP module and facilitate wider success and confidence among community nurse prescribers. The move from Nursing and Midwifery Council standards for prescribing to a single competency framework from the Royal Pharmaceutical Society (RPS) has encouraged academics to revisit teaching strategies and consider an approach that offers wider student participation in learning. The use of technology-enhanced learning (TEL) in HEIs is part of national recommendations to improve the student experience and increase success. To read the full article, log in using your MPFT NHS OpenAthens details.
Free access. Every registered doctor in the United Kingdom has to have an annual appraisal. This involves completing an extensive online form with reflections on the activity of the previous year, including details of continuing professional development (CPD), quality improvement projects, significant events, feedback from colleagues and patients, and any complaints and compliments received.1 The most important part of the exercise takes place a couple of weeks after this, in a one-to-one meeting with a colleague to review the completed form.......
Open access. The RCPsych curriculum for core trainees is currently undergoing review and revision. The Person-Centred Training and Curriculum Scoping Group, which fed into the revision, reported in 2018. This paper shares key findings from the report and offers suggestions on implementing person-centred care in postgraduate psychiatric training and assessment. The scoping group recommended that training and the curriculum should be explicitly person-centred. Among its other recommendations was that skills relating to person-centred practice should be assessed, and the planning, development and delivery of local MRCPsych courses should be co-produced alongside people with lived experience of mental health conditions.
To identify and analyse variations in self-reported decision-making strategies between medical professionals of different specialty and grade.. To read the full article, log in using your NHS OpenAthens details.
The report highlights that we have:
Recruited and inducted “a cohort of highly capable and committed practitioners into mental health social work”.
Developed and implemented an effective model for training them and provided “a robust preparation” for the practice environment.
Ensured that they stay in the workforce as “highly valued” practitioners.
Open access. Objectively structured clinical examinations (OSCEs) are a stressful experience for many health care students and professionals in training. Mock OSCEs have been shown to be beneficial for student OSCE preparation. However, due to their expense and administrative burden students may only get a few opportunities to partake in these. To address this gap in student preparation a series of regularly run totally peer led multi-role practice OSCEs (PrOSCEs) was developed.
Open access. The ward round is a key element in everyday hospital inpatient care irrespective of the medical speciality. The underperformance in conducting ward rounds of junior clinicians has already been described. Therefore, necessary skills and competences of clinicians need to be defined, taught and delivered for curricular instruction. In addition to published data on ward round competences in internal medicine this study aims to determine the common competences for surgical and psychiatric ward rounds in order to find differences depending on the speciality.
A growing body of work suggests that medical students may be particularly at risk of mental ill health, suicidal ideation and behaviour, resulting in recent calls to develop interventions to prevent these outcomes. However, few reviews have synthesised the current evidence base regarding the effectiveness of these interventions and provided guidance to improve future intervention efforts.. To read the full article, log in using your MPFT NHS OpenAthens details.
Open access. In order to foster positive student experiences in the clinical learning environment, we wanted to better understand which teaching practices they regard highly.
A growing body of work suggests that medical students may be particularly at risk of mental ill health, suicidal ideation and behaviour, resulting in recent calls to develop interventions to prevent these outcomes. However, few reviews have synthesised the current evidence base regarding the effectiveness of these interventions and provided guidance to improve future intervention efforts.. To read the full article, log in using your NHS OpenAthens details.
Open access. Negative comments from senior colleagues about specialties, such as general practice and psychiatry, are known to influence trainees’ career choice, but little is known about the extent of this influence or the mechanism by which it works. There have been calls to ban these disparaging comments, also known as ‘banter’. This study explored how recently qualified doctors make sense of banter in the context of other experiences and information.
Open access. In this research paper we report on the quality of feedback provided in the logbooks of pre-clinical undergraduate students based on a model of ‘actionable feedback’. Feedback to clinical learners about their performance is crucial to their learning, which ultimately impacts on their development into competent clinicians. Due to students’ concerns regarding the inconsistency and quality of feedback provided by clinicians, a structured feedback improvement strategy to move feedback forward was added to the clinical skills logbook. The instrument was also extended for peer assessment. This study aims to assess the quality of feedback using the deliberate practice framework.
Open access. Being medical students, and having experienced different learning approaches ourselves, here, we discuss and critically analyse the importance of the deep learning approach that Chonkar et al. have presented, alongside emphasizing Case Based Learning, and their roles in life long medical learning.
Open access. The medical education system based on principles advocated by Flexner and Osler has produced generations of scientifically grounded and clinically skilled physicians whose collective experiences and contributions have served medicine and patients well. Yet sweeping changes launched around the turn of the millennium have constituted a revolution in medical education. In this article, a critique is presented of the new undergraduate medical education (UME) curricula in relationship to graduate medical education (GME) and clinical practice.
Open access. Emotional intelligence (EI) is a critical skill for healthcare practitioners. Minimal longitudinal research has tracked the changes in EI of therapy students over their final full-time clinical placements.
Open access. Self-handicapping is an effective defense strategy in an individual’s behavior that leads to weak performance in different situations like education. This study aimed to investigate how training problem solving skills affected the rate of self-handicapping among nursing students.
Open access. Students use mobile devices extensively in their everyday life, and the new technology is adopted in study usage. Since 2013, the University of Helsinki has given new medical and dental students iPads for study use. Simultaneously, an action research project on mobile learning started focusing on these students’ mobile device usage throughout their study years. Note taking is crucial in academic studies, but the research evidence in this area is scarce. The aims of this study were to explore medical and dental students’ self-reported study uses of mobile devices and their best practices of mobile note taking.
Conclusions: Serious gaming/gamification appears to be at least as effective as controls, and in many studies, more effective for improving knowledge, skills, and satisfaction. However, the available evidence is mostly of low quality and calls for further rigorous, theory-driven research
A report published by three major health thinktanks calls for a radical expansion of nurse training in England to stop the health and care workforce crisis worsening dramatically.
The measures outlined by experts from the Nuffield Trust, The King’s Fund and the Health Foundation include £5,200 a year cost-of-living grants for students and a tripling in the number of postgraduate trainees.
Health Education England (HEE), in partnership with Salisbury Managed Procurement Services, has initiated a national procurement offer for the level 7 advanced clinical practitioner apprenticeship standard.
We have published new resources dedicated to work-based learning.
The new web section and infographic aims to support employers with understanding the key elements which need to be in place to successfully enable a culture of work-based learning, such as when implementing apprenticeships.
The resources cover topics from senior leadership and management buy-in, to infrastructure, workforce planning and robust relationships with education providers.
How do you use information for your work and CPD? What do you think of MPFT library services? Tell us here and you could win £25 vouchers: https://www.surveymonkey.co.uk/r/B2JVNPR
The Nursing and Midwifery council (NMC) has announced that it will reduce the cost of the test of competence for overseas nurses, midwives and nursing associates wishing to join the UK register. The fees will see a reduction of more than 20 per cent and will take effect from 1 April 2019.
Letter. We thank Dr Ayton and Dr Ibrahim for publishing their insightful research into the current issues of the UK medical curriculum in the article, ‘Does UK medical education provide doctors with sufficient skills and knowledge to manage patients with eating disorders safely?’.1
We are two UK medical students who have undergone what we consider to be extensive and valuable training in eating disorders as part of our undergraduate curriculum. It is because of our personal experiences that we were disappointed to read the average time dedicated to eating disorder teaching in medical schools was under 2 hours.1 We feel that by sharing our experiences of education on eating disorders and nutrition, we will be able to support those involved with designing medical curricula.. To read the full article, log in using your NHS OpenAthens details.
Letter. Junior doctors provide service to the NHS while learning under supervision. As employees, they are salaried to serve their patients. As learners, they must strike a balance between training and service provision over five or more years of postgraduate education. The Secretary of State for Health recently expressed his concern that juniors must not ‘miss out on training because of service pressures’ and committed to improve ‘working lives and training experience’.1 The ongoing review of the 2016 Junior Doctors Contract seeks to tackle these issues.. To read the full article, log in using your NHS OpenAthens details.
Free access. Over the past decade, quality improvement (QI) has gone from a secret skill expected only among trained staff in the quality office to a core competency for all health professionals.1–3 This expectation has generated new curricula which have introduced QI to a new generation of learners, but has also created some challenges for health professions educators.4–7 Identifying knowledgeable teachers, defining core content and securing time in the curriculum represent recurring issues, while emerging discussions now centre on how best to evaluate educational efforts in QI. It is here that we find ourselves at an impasse.
Open access. Healthcare professionals are key informants to support individual behaviour change, and although there has been some progress in empowering clinicians to promote physical activity and health at work, an effective strategy overarching the whole medical educational journey is still lacking. This report provides an overview from the Moving Healthcare Professionals programme (MHPP) in the UK, a whole-system educational approach to embed prevention and physical activity promotion into clinical practice.
Richard Agan, Senior Medical Electronics Technician at Newcastle upon Tyne Hospitals NHS Foundation Trust, reflects on how the apprenticeship he started in 2007 enabled him to develop skills and confidence that helped to build his career.
Sue West, Senior Nursing Education Adviser, talks about the respective roles of nursing associates and nurses.
It’s just over a month since we opened our register to nursing associates in England and I’m aware that there might still be some confusion about the role and how it differs to that of the registered nurse.
Open access. Use of the video digital format in the classroom is a common way to present clinical cases to stimulate discussion and increase learning. A simulated live performance with actors, also in the classroom, could be an alternative way to present cases that may be more attractive to arouse students’ interest and attention. The aim of the present study was to compare the learning process between a group of students who saw a clinical case as a simulated live scene in the classroom and others seeing the same clinical case projected by video.
Open access. Although Evidence-Based Practice (EBP) should be introduced early on in nursing education to develop students’ independence and self-learning ability, there are few such courses for undergraduate nursing students in Korea. This study examined the effects of the EBP education program for undergraduate nursing students (EBP-EPUNS) on nursing students’ knowledge, skills, attitudes, competencies, and future use of EBP.
Open access. Evidence-informed practice is fundamental to the delivery of high quality health care. Delays and gaps in the translation of research into practice can impact negatively on patient care. Previous studies have reported that problems facing health care professionals such as information overload, underdeveloped critical appraisal skills, lack of time and other individual, organisational and system-level contextual factors are barriers to the uptake of evidence. Health services research in this area has been restricted largely to the evaluation of program outcomes. This paper aims to describe the implementation process of an educational initiative for health care professionals working in midwifery, neonatology or obstetrics aimed at disseminating evidence and enhancing evidence-informed clinical care.
Open access. The translation of research into clinical practice is a key component of evidence-informed decision making. We implemented a multi-component dissemination and implementation strategy for healthcare professionals (HCPs) called Evidence Rounds. We report the findings of focus groups and interviews with HCPs to explore their perceptions of Evidence Rounds and help inform the implementation of future similar initiatives. This is the second paper in a two-part series.
To explore nursing students’ perception of peer learning during cross‐cultural learning activities through student‐led webinars. To read the full article, log in using your NHS Athens details. To access full-text: click “Log in/Register” (top right hand side). Click ‘Institutional Login’ then select 'OpenAthens Federation', then ‘NHS England’. Enter your Athens details to view the article.
To explore how academics on nursing and healthcare programmes are managing their roles and responsibility in relation to student mental health.. To read the full article, log in using your NHS Athens details. To access full-text: click “Log in/Register” (top right hand side). Click ‘Institutional Login’ then select 'OpenAthens Federation', then ‘NHS England’. Enter your Athens details to view the article.
Information for training providers, employers and apprentices about the need for, and importance of, initial assessment and recognition of prior learning.
Commenting on the publication of the Government's response to the nursing apprenticeships inquiry, Danny Mortimer, chief executive of NHS Employers, said:
“It is hugely disappointing that the government has chosen not to accept the considered recommendations of the Education Select Committee.
A new report launched today (5 March 2019) by Health Education England (HEE) and NHS Improvement (NHSI), sets out how specialty and associate specialist (SAS) doctors in England will benefit from better development opportunities and support.
A qualitative research report comprising 36 interviews with FE learners and apprentices, highlighting reasons for their non-completion of course or apprenticeship.
The RCN has warned that the NHS Long Term Plan won’t have a chance to succeed if the decline in student nurse applications isn’t reversed. The College is urging the Government to invest at least £1bn a year in nurse higher education in England to overturn the trend.
The Young People’s Academy includes a behind-the-scenes tour and this week youngsters chose to visit Pathology and Medical Records at the Princess Royal Hospital (PRH) in Telford and Theatres and Pathology at the Royal Shrewsbury Hospital (RSH).
Members of staff also delivered sessions to the aspiring healthcare professionals throughout the day on topics such as the NHS, career opportunities and basic life support skills.
A group of Advanced Clinical Practitioners (ACPs), Physician Associates and Physios went through a number of real-life scenarios that they could encounter within The Shrewsbury and Telford Hospital NHS Trust’s (SaTH) busy A&E Departments, using real life manikins that speak, blink and even bleed.
Open access. Junior doctors undertake a significant amount of prescribing; however, they are not well prepared for this, and report they would like more training in their undergraduate courses. To address this we tested a pharmacist-led prescribing program for final-year medical students.
Open access. Rising numbers of patients with multiple-conditions and complex care needs mean that it is increasingly important for doctors from different specialty areas to work together, alongside other members of the multi-disciplinary team, to provide patient centred care. However, intra-professional boundaries and silos within the medical profession may challenge holistic approaches to patient care.
We used Q methodology to examine how postgraduate trainees (n = 38) on a range of different specialty programmes in England and Wales could be grouped based on their rankings of 40 statements about ‘being a good doctor’. Themes covered in the Q-set include: generalism (breadth) and specialism (depth), interdisciplinarity and multidisciplinary team working, patient-centredness, and managing complex care needs.
Our latest infographic demonstrates the different training options that are available to support traditional NHS training and recruitment routes.
The infographic highlights the key facts that you need to know about different training routes including apprenticeships, T level programmes, return to practice, supported internships, work experience and employability programmes. It also sets out the timescales involved to support and develop individuals through each of the routes and who the training routes are for.
Sue West, Senior Nursing Education Adviser, talks about the new roles set out in the Standards for student supervision and assessment, and their impact in education and training
The government wants to know how we can make sure that health and social care staff have the right training to understand the needs of people with a learning disability and autistic people, and make reasonable adjustments to support them.
Open access. Clinical teaching plays a crucial role in the transition of medical students into the world of professional practice. Faculty development initiatives contribute to strengthening clinicians’ approach to teaching. In order to inform the design of such initiatives, we thought that it would be useful to discover how senior medical students’ experience of clinical teaching may impact on how learning during clinical training might be strengthened.