Claire Thurgate

Meeting changing service need through role development: a case study for Band 4 assistant practitioners.

AIM To debate the evolution of the Assistant Practitioner (AP) role and its impact on workforce development and Higher Education provision. BACKGROUND The Band 4, AP, has been identified in England as a means for supporting Registered Nurses and enhancing patient care. However, the education and training of Band 4 AP requires new ways of partnership working between Trusts and Higher Education Institutions (HIEs) to ensure that programmes reflect employers needs and that the AP is fit for purpose. METHOD(S) This case study focuses on the first cohort of 13 students who were supported by a local NHS Trust to undertake a Foundation Degree (FD) in Health and Social Care (Adult Care). RESULTS Issues include: supporting the clinical development for new roles, role boundaries, regulation of APs and supervision in training/education. CONCLUSION(S) There is a need for regulation and understanding of role boundaries, shared learning and development of new ways of working which HEIs need to consider in the next decade. IMPLICATIONS FOR NURSING MANAGEMENT Nurse managers need to consider skill mix and challenge established clinical roles. There is a need for FD students to be supernumerary and provided with effective support while undertaking work-based learning.

Collaboration in Foundation Degree Provision: A Case Study in Kent.

Health and Social Care Foundation Degree (FD HSC) development commenced at Canterbury Christ Church University (CCCU) in 2005: the university already had a variety of validated programmes of this design, thus this new provision was able to draw on expertise of proven worth in the local economy. Over the past two years this programme has expanded from the initial collaboration with a Kent employer in the private (charity) sector to include provision in twelve distinct health and social care (HSC) employment areas. This article, using a case‐study approach, aims to share experiences of collaborative working with employers and further education (FE) providers in designing and delivering Foundation Degrees (FD) in Kent. Given the nature of FDs in meeting the needs of employers, although they all share the philosophy of focus to the workplace, these workplaces will always be unique.

The lived experience: delivering a foundation degree in health and social care

The aim of this paper is to discuss the risks and challenges associated with the ‘lived experience’ of delivering a foundation degree in health and social care in Kent, UK, in order to enter the debate on successful responses to Government initiatives for expanding intermediate education provision in higher education institutes (HEIs). Before this can be undertaken, it is necessary to provide an overview of the drivers, both locally and nationally, for developing foundation degrees (FDs). This paper presents a case study based on the lived experience of delivering an FD in one HEI in the southeast of England, which may have relevance to a wider field within work‐based learning provision.

Students’ perceptions of undertaking workplace tasks within a foundation degree – health and social care

Foundation degrees (FDs) involve the fusion of academic and vocational paths in higher education (HE) qualifications; the challenge for academics and employers is the credible assessment of the student’s workplace learning. Focusing to the workplace enables participants to learn from their daily routines encountered at work. The challenge is to help them demonstrate learning from experience within the workplace, by developing their ability to think at a higher level. A vital aspect of using workplace learning in partnership with employers/sector skills councils is that the learning is valid to the role. In response, the programme development group, which was composed of academics and employers, felt that workplace tasks (WPTs) would allow students to demonstrate role development through experiential learning at work. Therefore, this article uses a pilot case study (n = 16), using a focus group methodology, to discuss the assessment of the WPTs within a FD and the students’ perception towards this form of assessment. Findings show that participants value WPTs, they motivate participants to learn and improve their self‐esteem, however, some groups need specialist skills training where workplace competence is required.

Developing from within: ensuring the ambulatory emergency care workforce is fit for purpose.

Emergency healthcare provision is changing, and services need to respond to evolving health economies while providing safe, effective, patient-centred care. Ambulatory care is developing to meet these needs, but workforce planners need to ensure that staff are fit for purpose. To address this, one trust, in partnership with a local university, designed a bespoke in-house, work-based learning package on ambulatory care, which was delivered to registered nurses by practice experts. This article describes the project and discusses the evaluation, which highlighted the benefits of this way of learning for the nurses, the trust and the university, and identified some areas that require development.

Assistant practitioners: their role with children in secondary care: Introduced in specific circumstances with good supervision, the assistant practitioner role can benefit children’s nursing teams, argue claire thurgate and janet macgregor

Assistant practitioners (APs) can help to address a variety of locally or nationally recognised deficits in healthcare services to children and their families. However, as well as training and supervision, APs should have formal registration, and the role should be continuously appraised as it develops. The ways in which APs can support clinical nursing teams in delivering secondary health care to children, young people and their families is discussed.

Developing foundation degrees in adult health services

This article discusses the partnership work of a large, acute NHS trust and university in the south east of England that have designed and delivered an employer-focused foundation degree to support...

Living with disability: Part 3. Communication and care.

This is the final article in a series of three that have highlighted the complexities of caring for a child with a disability. The first article gave an overview of commonly used terminology, receiving the news that your child has a disability, impact on family members caring for a child with a disability and relevant social policy. The second article discussed the importance of therapeutic use of self and the use of reflective practice when caring for children with disabilities and their families. Part three addresses the range of care that a child with disabilities requires and how the childs needs can be met in the ward setting. The importance of multi-disciplinary working in providing holistic care is also considered.