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Building Sustainable Capacity within the Registered Nurse Workforce to Enhance Workplace Experiences for Undergraduate Students. Dr Moira S tephens Ms Maria Mackay Associate Professor Sharon Bourgeois Mr Roy Brown Associate Professor Angela Brown. The Project sought to …. - PowerPoint PPT Presentation
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Building Sustainable Capacity within the Registered Nurse Workforce to Enhance Workplace Experiences
for Undergraduate Students
Dr Moira StephensMs Maria Mackay
Associate Professor Sharon BourgeoisMr Roy Brown
Associate Professor Angela Brown
The Project sought to …1. Enhance sustainable collaborative partnerships between the CRAM Foundation (a private health facility) & the University of Wollongong and between Nardy House (a private health facility) & the University of Wollongong.2. Develop sustainable capacity building of the nursing workforce through contribution to staff development in regional and rural NSW South Coast. 3. Develop a staff development program together with suite of resources in collaboration with, and to support, staff at CRAM Foundation and at Nardy House4. Evaluate the staff development program from the perspective of the participants through a modified nominal group technique5.The create capacity within the CRAM Foundation and Nardy House for engaging with first year nursing students' work experience.
The Rationale
• is nested within an inclusive pedagogy wherein the UOW (University of Wollongong) SNMIH (School of Nursing, Midwifery and Indigenous Health) strives to provide students with excellent workplace experience opportunities and positive clinical learning environments
and
• the values of the SNMIH align closely with those of the CRAM Foundation and of Nardy House, partners in this collaborative project. This supports a positive cross-organisational collaborative workplace culture, evidenced by these shared values and norms
How ?• Through a Practice-Development (PD)
approach which aims to foster a culture of effectiveness in building workforce capacity to support engagement with workplace experience for undergraduate students
• The principles of practice development enabled participants to develop their own shared repertoire of resources and practices.
• PD is an approach that focuses on the development of individuals, cultures and contexts (Manley et al 2008) which results in sustainable change. This is important because sustainability is a key requirement for partnership success and a major challenge for many organizations (Alexander et al 2003).
The Programme
• Workshop 1 – set the scene and the content for the subsequent three workshop content
• Provided participants with an understanding of practice development.• Came to understandings of preceptorship using the
principles of practice development and insights gained from personal reflection on practice• Developed a programme of content set by the
learning needs of the participants
The Programme• Workshops 2-4 – Developed the themes and
content identified by the participants• Explored and appreciated the value of
reflection as a tool for supporting students in the clinical environment
• Explored, discussed practiced solution focused feedback as a tool for the preceptoring relationship
• Examined and discussed assessment embedded within a reflective framework and as criteria for clinical skills
• Provided participants with an understanding of nominal group facilitation and used the technique to evaluate the programme and develop a user orientated suite of resources.
Resources for supporting sustainable capacity
28%
6%
8%
4%20%
11%
1%
10%
2%5%
2%
1%
Essential Resources
Facilitator-Uni link line
Prompts for checking understanding
Resources for reflective practice and training
Training in variations of assessment
Guidelines re. ANMC & scope of practice for year
cheat sheet for comments and STARS
Resources for assessing & assisting students from CALD background
Learning styles resources
Flow chart for troubleshooting
Solution Focussed Feedback prompts and aids
Opportunities for learning in the workplace
Linkswith Uni for CPD
5%
6%
13%
3%
4%
9%
6%
7%4%4%
9%
7%
1%
10%
8%
5%
1% Desirable Resources
Knowledge of curriculum contentFacility feedbackTime set aside for debriefing preceptorsList of expected learning outcomesLinks for CPDSolution Focussed Feedback prompts and aidsFlow chart for troubleshootinglist of tasks relevant to pracResources for training reflective practicePrompts for checking understandingGuidelines re. ANMC & scope of practice for yearResources for assessing & assisting students from CALD backgroundFacilitator-Uni link linecheat sheet for comments and STARSResources availableResources for CSW to know what is expected
Evaluation -What changes would you make to the programme to help your learning?
More sessions but shorter sessions;
15
Sessions closer together; 20
Outline and glossary at beginning of programme;
16
Continuation of programme; 20
More simulation and practice; 13
unknown_nothing; 5
Evaluation - What are the strengths of this programme?(Most important choice rated 5 through to 1 for 5th most important)
25%
26%
14%
12%
4%
3%
2%
7%
5%
Strengths of the Programme
Improved understanding of student's academic needValue of reflection for selfValue of reflective practise for studentsEmpowering RNs to preceptSharing of tools and resourcesReflection on and acknowledgement of existing skillsLearning new skillsbuilding confidence in using reflectionLearning practice development skills
Responses pre workshop one compared with post workshop four responses.
Indicate the current level of knowledge about your preceptor role.
novice
advanced beginner
Competent
Proficient
Expert
level of knowledge
0 1 2 3 4 5 6
prepost
How skilled do you consider yourself for undertaking a preceptor role?Pre and post responses
novice
advanced beginner
Competent
Proficient
Expert
Skilled preceptor
0 1 2 3 4 5 6 7
prepost
What Now?
Acknowledgements
• Sheila Frater, Manager Disability Services, CRAM Foundation• Liz Pilipari, Senior Nurse, Nardy House
• Denise Redmond, Chief Executive Officer, Nardy House • CRAM Foundation staff• The participants from UOW, CRAM Foundation and Nardy
House• HETI/ICTN