Assessment of higher level practice in nursing: an exploration of the support required by practice assessors
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AbstractNurse education is continually adapting to meet the requirements of employers to develop increasingly autonomous practitioners who can provide evidence-based, high quality care. The work-based project examines the support available to mentors, known as practice teachers, in their role as assessors of nursing students in higher level practice. A qualitative study: the project employs a grounded theory approach to the analysis of data elicited from practice teachers and academics. Semi-structured interviews and focus groups alongside regular reviews of the literature are utilised to elicit data, and via an inductive process, categories emerging from the analysis are constructed to present new insights and understanding of the subject under scrutiny. Whilst it is clear that a degree of support is available to practice teachers in response to a rudimentary understanding of their role in higher level practice, it is also clear that this support is limited by a number of factors. The product of practice assessment for the employer is a newly-qualified practitioner who is able to carry out a role based on a specified set of competencies. For the educator, whether within the higher education institution or in practice, the process of education is ongoing; producing a practitioner with the capability to utilise higher level practice in ever-changing contexts and situations. Support for the practice teacher can only be enhanced if recognition of the role is promoted. This requires a shared understanding of the importance of developing both competence and capability for higher level practice. Only then will the vital contribution made by the practice teacher in the student’s development be understood by those supporting them. Converging rather than competing philosophies of training for competence and educating for capability are necessary to maintain the status and commitment of the practice teacher and consequently the rigour required of assessment in practice.
CitationWesson, W. (2012) 'Assessment of higher level practice in nursing: an exploration of the support required by practice assessors', University of Derby, EdD thesis.
PublisherUniversity of Derby
TypeThesis or dissertation
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Practical compassions: repertoires of practice and compassion talk in acute mental healthcareBrown, Brian; Crawford, Paul; Gilbert, Paul; Gilbert, Jean; Gale, Corinne; DeMontfort University; Nottingham University; University of Derby; Faculty of Health and Life Sciences; De Montfort University; Leicester UK; Division of Nursing; Nottingham University; Nottingham UK; et al. (Wiley, 2013-10-11)This article reports an exploratory study of the concept of compassion in the work of 20 mental health practitioners in a UK Midlands facility. Using notions of practice derived from phenomenology and Bourdieusian sociology and notions of emotional labour we identify two contrasting interpretive repertoires in discussions of compassion. The first, the practical compassion repertoire, evokes the practical, physical and bodily aspects of compassion. It involves organising being with patients, playing games, anticipating disruption and taking them outside for cigarettes. Practitioners described being aware that these practical, bodily activities could lead to patients ‘opening up’, disclosing their interior concerns and enabling practical, compassionate mental health work to take place. In contrast, the second, organisational repertoire, concerns organisational constraints on compassionate practice. The shortage of staff, the record-keeping and internal processes of quality control were seen as time-greedy and apt to detract from contact with patients. The findings are discussed in relation to Bourdieu and Merleau-Ponty's phenomenological accounts of practice and habit and set in context in the growing interest in placing compassion centrally in healthcare. We also explore how the exercise of compassion in the way our participants describe it can afford the more effective exercise of medical power.
‘Do you practice what you preach?’ A qualitative exploration of therapists' personal practice of compassion focused therapy.Gale, Corinne; Schröder, Thomas; Gilbert, Paul; University of Nottingham; University of Derby; Trent Doctorate in Clinical Psychology; University of Nottingham; UK; Trent Doctorate in Clinical Psychology; University of Nottingham; UK; Derbyshire Healthcare NHS Foundation Trust; UK (Wiley, 2015-12-21)Background Therapists' personal practice of therapy techniques can impact on a range of areas, including: empathy for the client, therapeutic understanding, therapist skills and self-awareness. Compassion Focused Therapy (CFT) draws extensively on personal practice during training, and on-going personal practice is encouraged. However, the impact of this has not been examined.
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