Implementing a framework for academic support for registered nurses working in an acute hospital NHS Trust: A collaborative approach (theme paper - effective partnership working)

Abstract

This paper will describe the collaboration between a National Health Service (NHS) acute hospital trust and a university school of health sciences, to implement a framework for academic support for registered nurses undertaking learning beyond registration.

This NHS Trust opted to utilise a small percentage of the educational budget to fund two academic staff (0.6 whole time equivalent) to work with their own Learning and Development Department for what was eventually a period of 3 years. It was hoped, as Campbell and Lloyd (2005) have noted, that the academics could provide a critical and constructive view of problems. The aim being to provide a sustainable academic support service for the workforce.

Collaboration between service providers and higher education institutions is not unusual. However, a notable difference in this project was that the focus of work for the academic staff was at a strategic level, rather than within an individual clinical service or in relation to a specific study module. Having academic staff on-site allowed for greater networking and partnership working and a more immediate access to information and resources. 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. Support networks and infrastructure for the learning beyond registration student is perhaps less clear-cut than the full-time university student (Presho, 2006). Whilst student support does lie with the higher education establishment, an employee whose study is funded by their employer, may also look to their own organisation for support.


Following a scoping exercise, the multiplicity of issues that required action and attention led to the creation of an academic support framework which was further refined as the project progressed. This framework identified potential for intervention in 4 phases; planning for study, application and access to learning, during study and outcome of study. At each of these points, interventions were identified with the purpose to set up a service that was complimentary and an adjunct to the academic support provided by the higher education institution. New resources included a pathway planning proforma (for modular degree pathways) which assisted with planning and funding allocated study. Study skills cue cards and a series of “preparation for study” workshops, along with some specific on-line resources were also created. One resource which staff accessing the service felt was very important was a dedicated point of contact for learning beyond registration queries or advice. Specific groups were also targeted for study support and preparation, for example, mentorship students and those undertaking work-based learning, where it was felt that additional support was required. A “live” database of those undertaking learning beyond registration study was also developed and proved useful in tracking and following-up students.

Evaluation of the project was undertaken via questionnaire, focus group feedback and review of examination board data. Staff evaluation through questionnaire (40% response rate) identified that 86% found the academic support service helpful/extremely helpful and favourable qualitative comments were obtained. An important aspect of the project was to develop a service that was sustainable. Handover and integration of the service was successful, and it continues to be maintained and developed with on-going links and partnership working

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