The incorporation of global dimensions within the programme through the successful development and promotion of overseas student exchanges
Edge Hill’s Paramedic Department and Saimaa University, Finland share best practice, specifically around clinical simulation and practical assessments. Students exchange between the departments twice a year, sharing knowledge and experience of professional clinical practice. This venture was set up very quickly and has had a direct impact on students and the local community. Future work between the institutions will involve international peer critique of working practice and evidence-based care and online live stream critique of clinical simulations.
Edge Hill’s Paramedic team has also developed a link with the University of Johannesburg and will be sending students to South Africa for the first time in 2017 to partake in a multi-agency exercise. The department has thus demonstrated the ease of setting up international partnerships. Following the collaboration with Edge Hill, some students from Saimaa University have since gained employment with the North West Ambulance Service resulting in a directly positive impact on the local community. Students have benefitted through integration of new high tech simulation facilities at St James’ in Manchester that were purchased from Finland. Simulation set up, feedback and overall management have been replicated from best working practice in Finland, further preparing students for clinical practice.
A new 3D immersive simulation suite is being installed at St James’ following a review of its impact on student learning in Finland.
An overnight scenario and team building exercise has been incorporated into the first year of the programme following work with the University of Johannesburg. Further to this, a student exchange is being developed enabling Edge Hill students the opportunity to partake in a multi-disciplinary exercise in South Africa commencing September 2017.
An increased knowledge base, and dissemination of international paramedic evidence-based practice has been embedded within the curriculum.
This app, which will be piloted from September 2017, is proposed to provide support and useful information to 3rd year students whilst on placement. It will enable them to have instant access to and understand issues such as safeguarding and conflict resolution. Practical details such as travel information will also be included.
What is the likely impact?
Students will have valuable information at their fingertips, enabling them to feel more confident in the placement area.
The new placement support app which has been developed in collaboration with the Computer Science department.
Following this pilot a professional staff development workshop will be scheduled, please see the CLT website to book your place and for immediate further information please contact:
The Department’s implementation of the academic post of Practice Education Lecturer to support the management of placements and the student experience
This provides a physical FoHSC academic presence in the work-based learning area that facilitates open communication between placement, student and programme team. This enables effective and timely potential for problem solving/ information sharing on behalf of the student or the area itself. The quality role ensures that potential placement areas are suitable for individual students and can assist in ‘matching’ of placements to individual programmes. An auditing process ensures that we are at present providing high-quality placements focusing on the safety of our students. New placements have been identified, and more information regarding placement student capacity has been confirmed.
What is the impact?
Students have already fed back that they feel supported by the presence of the PEL. Open communication is enhanced. Expectations of the aims of the placement experience have been clearer. Academic member of staff ensures that any minor/ major academic issues impacting on students’ progression are addressed in a timely manner. This results in a better quality of work-based learning opportunities.
To book to attend a Professional Staff Development Seminar on this topic please click here CLT.
The integration of the students’ role both in the identification of placements and in their feedback on placement experience back into the teaching within the programme
It was felt that students should be central to decision-making about placements. Where they may already be involved with placements, having them share these experiences was felt to be beneficial to the programme.
Using their placement experiences will add a depth and richness to the class discussions and is anticipated to deepen the value of learning on placements. Having students engaged in approaching placement providers adds ownership to that placement and develops their own networking skills, which is transferable to all settings.
What is the likely impact?
Directly, this will support improving placement opportunities by widening the resource base; it may indirectly also lead to enhancing learning from placement. Giving students choice and capacity to approach placement providers is expected to provide opportunity for reflection and personal development.
Comprehensive support for mentor-assessors (Supervisors) in practice including a training workshop and Supervisor Handbook
Partnership working is not a new concept. However, with a new programme it is essential to support colleagues in practice to understand the demands of the programme for the workforce and how the students would be assessed in practice and the supervisors’ responsibility in their learning. Bespoke workshops have allowed for a good working relationship to be built and prepared supervisors for their role within this new programme. Written support with the supervisor handbook provides a guide to the programme and its assessment in practice that Supervisors can refer to at any time. The appointment of the Partnership Clinical Facilitators (PCF) at the HEI bridges the gap of support between University and Practice while the employment of the Practice Education Facilitator (PEF) by the partners supports the Supervisors and students in practice.
Any programme with a practice/ partnership element can easily adopt this model of preparation with prior planning.
What’s the impact?
This has a positive impact on students as it demonstrates a cohesive partnership between HEI and employer. Students are in a transition period and the knowledge of the Practice Supervisor of the programme and practice requirements indirectly assists in a smooth transition. Students are away from the HEI for 80% of the programme and the support in the practice area is vital. The introduction of a bespoke Practice Education Facilitator (PEF) for the students on this programme later in 2017 will also support both Supervisor and student whilst away from the HEI. The supportive roles of both PEF and PCF will have a positive direct impact on student support and learning. The role of the PCF acts as a learning advocate for the students in University and practice acting, as a link where required.