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Teri Taylor 2012 Northumbria University Funded by IPREN

Teri Taylor 2012 Northumbria University Funded by IPREN. Preparing the foundations for video-based practice-placement support: establishing the role from a students’ perspective. Background. Changing financial and environmental demands upon HEIs

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Teri Taylor 2012 Northumbria University Funded by IPREN

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  1. Teri Taylor 2012 Northumbria University Funded by IPREN Preparing the foundations for video-based practice-placement support: establishing the role from a students’ perspective

  2. Background • Changing financial and environmental demands upon HEIs • Practice placements distributed widely due to competition, availability and access to specialisms • Increased demand for practice placement support across the school programmes • Changing nature of student cohorts

  3. Video-based dialogue: Fit for purpose for student support during distant placements? Pilot project Establishing the role Fitness for purpose? Phase 2: Perspectives re: value, purpose and content – qualitative study. Questionnaires n=56 Focus group n=9 Phase 1: Pilot project (small scale) – “Video conferencing: an effective solution to long distance student placement support?” Phase 3: What is a conversation? Video link vs face-to-face: multiple objectives, mixed methodology

  4. Phase 2 - outline • Purpose of this phase of study • To explore the value, purpose and content of mid-placement support structures – what role will technology have to fulfil and do students want it? • Objectives: • To establish participant perceptions of the purpose of the clinical visit. • To identify ideal visit content from the participant perspective. • To investigate participant opinion regarding alternative methods of providing support during placement periods.

  5. Progression of the project • Overall response indicated perceived value in the mid-placement visit as a means of motivation and prompting and of contact with the Uni. • However, method of approach to open to debate with widely varying responses to suggestions for change.

  6. OVER CONFIDENT Developing reflective practice Continuum of individual need Professional performance CONFIDENT REVIEW OF NOTES/RECORDS COMPLEX DISCUSSION Reinforcement of status NOT-CONFIDENT Reflective training Professional validation TRIPARTITE DISCUSSION Checking-in Support for decision making Validation of performance Development of professional skills/persona EMOTIVE DIALOGUE Hand holding Professional guidance DIALOGUE FRIEND Personal support Professional intermediary COLLABORATION OVER PROFESSIONAL DOCUMENTS/STANDARDS Advocacy Evidencing competence Progression of learning REVIEW AND DISCUSSION OF ASSESSMENT DOCUMENTS DISCUSSION Maximisation of learning opportunities Professional development Recognition of LO REVIEW OF CPD FILE/PRESENTATION Maximising placement learning Evidencing practice What about Maslow?

  7. phase 2 – applying ideas in reality • Key messages: • Impact of confidence on support needs • Student perceptions of individual need (variable) • Menu of options • Practical impact of technologies affects fitness for purpose – what in reality will need to be done? • Pros and cons of using alternatives – risk of hiding! • Need to consider fitness for purpose in implementation planning

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