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Implementing a collaborative framework for academic support for registered nurses

Implementing a collaborative framework for academic support for registered nurses
Implementing a collaborative framework for academic support for registered nurses
This paper describes the collaboration between a national health service acute hospital trust and a higher education
institution, to implement a framework for academic support for registered nurses undertaking learning beyond registration. A small percentage of the educational budget was utilised to fund two academic staff (0.6 whole time equivalent) to work within the trusts' own learning and development department. The initial aim of the project was to maximise the utilisation of the funding available for learning beyond registration study. The focus of the project was at both a strategic level and with individual staff. Embedding within the culture of the trust was important for the academic staff to understand and gain the service/user perspective to some of the barriers or issues concerning learning beyond registration. Following a scoping exercise, the multiplicity of issues that required action led to the creation of an academic support framework. This framework identified potential for intervention in 4 phases: planning for study, application and access to learning, during study and outcome of study. Interventions were identified that were complimentary and adjuncts to the academic support provided by the higher education institution. New resources and services were also developed such as pathway planning support and study skill workshops. One important resource was a dedicated point of contact for staff. A “live” database also proved useful in tracking and following-up students.
learning beyond registration, collaboration, study methods, continuing education
0260-6917
Elliott, Debra
3deff2ba-eb3f-4093-91fc-766940b641d2
Ugboma, Debra
7fa9da18-fd36-4ba9-bdf1-0fa2c4224395
Knight, Jessica
77aa6c93-df11-4f6f-8bc7-5026d7656131
Elliott, Debra
3deff2ba-eb3f-4093-91fc-766940b641d2
Ugboma, Debra
7fa9da18-fd36-4ba9-bdf1-0fa2c4224395
Knight, Jessica
77aa6c93-df11-4f6f-8bc7-5026d7656131

Elliott, Debra, Ugboma, Debra and Knight, Jessica (2013) Implementing a collaborative framework for academic support for registered nurses. Nurse Education Today. (doi:10.1016/j.nedt.2012.12.012).

Record type: Article

Abstract

This paper describes the collaboration between a national health service acute hospital trust and a higher education
institution, to implement a framework for academic support for registered nurses undertaking learning beyond registration. A small percentage of the educational budget was utilised to fund two academic staff (0.6 whole time equivalent) to work within the trusts' own learning and development department. The initial aim of the project was to maximise the utilisation of the funding available for learning beyond registration study. The focus of the project was at both a strategic level and with individual staff. Embedding within the culture of the trust was important for the academic staff to understand and gain the service/user perspective to some of the barriers or issues concerning learning beyond registration. Following a scoping exercise, the multiplicity of issues that required action led to the creation of an academic support framework. This framework identified potential for intervention in 4 phases: planning for study, application and access to learning, during study and outcome of study. Interventions were identified that were complimentary and adjuncts to the academic support provided by the higher education institution. New resources and services were also developed such as pathway planning support and study skill workshops. One important resource was a dedicated point of contact for staff. A “live” database also proved useful in tracking and following-up students.

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More information

Accepted/In Press date: 2013
e-pub ahead of print date: 19 January 2013
Keywords: learning beyond registration, collaboration, study methods, continuing education
Organisations: Faculty of Health Sciences

Identifiers

Local EPrints ID: 353966
URI: http://eprints.soton.ac.uk/id/eprint/353966
ISSN: 0260-6917
PURE UUID: 3a48d916-343b-4f22-8ebe-89ec4c90c6aa

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Date deposited: 26 Jun 2013 08:59
Last modified: 14 Mar 2024 14:12

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Contributors

Author: Debra Elliott
Author: Debra Ugboma
Author: Jessica Knight

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