Teri Taylor 2012Northumbria University

Funded by IPREN

Preparing the foundations for video-based practice-

placement support: establishing the role from

a students’ perspective

• 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

BACKGROUND

Video-based dialogue: Fit for purpose for student support during distant placements?

Phase 2: Perspectives re: value, purpose and content – qualitative study. Questionnaires n=56Focus group n=9

Fitness for purpose?

Phase 3:What is a conversation?Video link vs face-to-face: multiple objectives, mixed methodology

Establishing the role

Phase 1:Pilot project (small scale) – “Video conferencing: an effective solution to long distance student placement support?”

Pilot project

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.

PHASE 2 - OUTLINE

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.

PROGRESSION OF THE PROJECT

Checking-inProfessional validation

Validation of performance

What about Maslow?

Hand holding

Support for decision making FRIEN

DAdvocacyProfessional intermediary

Professional

development

Progression of learningMaximisati

on of learning opportunities

Evidencing competence

Reinforcement of status

Professional

guidance

CONFIDENT

NOT-CONFIDENT

Continuum of individual need

OVER CONFIDENT

Reflective training

Recognition of LO

COLLABORATION OVER PROFESSIONAL DOCUMENTS/STANDARDS

REVIEW OF CPD FILE/PRESENTATION

EMOTIVE DIALOGUE

COMPLEX DISCUSSION

DISCUSSION

DIALOGUE

Professional performance

Development of professional skills/persona

Evidencing practice

Maximising placement learning

Personal support

Developing reflective practice

REVIEW OF NOTES/RECORDS

TRIPARTITE DISCUSSION

REVIEW AND DISCUSSION OF ASSESSMENT DOCUMENTS

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

PHASE 2 – APPLYING IDEAS IN REALITY