'Creativity and APEL in CPD - Making a difference and gaining credit' Annie Watts Jane Campbell-Baigrie

Transcription

1 'Creativity and APEL in CPD - Making a difference and gaining credit' Annie Watts Jane Campbell-Baigrie

2 OUR PHILOSOPHY Consider each and every enquiry/request on a one-to-one basis Provide advice and assistance to enable the individual to achieve Reward the experience Value the knowledge Do not expect the individual to repeat learning/or provide same evidence of learning achievements unnecessarily To be concerned with progression Always try to map learning against selected modules or selected learning outcomes. (If this is not possible then award General Credits)

3 INNOVATIONS The Enhanced Access Route Mentorship APEL Voucher Scheme General/Themed Portfolio Competency based portfolio

4 Enhanced Access Route This is achieved by: Successful completion of an Evidence Based Practice module or equivalent An expanded Curriculum Vitae Evidence of study skills through a formal or informal route Step One apply for an information pack An information pack on how to write an enhanced curriculum vitae is sent to the individual. The pack contains, Definitive module records identified for the purpose, a mapping matrix, leaflet explaining how to write the CV and the Making an AP(E)L claim booklet. Step Two Check qualifications and learning You must first successfully complete the module HEAB248 Development of Evidence Based Practice, Knowledge and Skills (or equivalent). You can then achieve up to 100 credits through this route.

5 Step Three Enhanced Access/Curriculum Vitae If the individual is not able to access advice from their Education/AP(E)L coordinator in their Trust, then they can apply directly to the AP(E)L Administrator for advice. Step Four Administration On receipt of the Enhanced CV the applicant will receive a letter confirming that either the CV requires further information to be provided or the CV meets the required learning outcomes. The letter will also confirm the date of the Award Assessment Board Following the Award Assessment Board the student will receive a transcript confirming the credits awarded. Please note that (in general) if you are awarded the full 100 credits via the Enhanced CV route you will not be eligible to claim any further AP(E)L.We now make some exceptions to this but on individual requests.

6 Enhanced Access Claims since Number of applicants Total claims Access to Degree Diploma Claims Outstanding

7 Myths Some people think that allowing this process could find us with struggling students or indeed failing students. We decided to track the students accessing this route We also tracked students who made a degree level APEL claim to see where they were ending up. Here are the results!

8 Successful Achievement of Award following Accreditation APEL at Degree level only Access to Degree level study

9 The full taught Mentorship course is suitable for all health professionals who have not achieved any certificated learning in teaching and assessing. The AP(E)L Mentorship course is suitable for any health professional who has also achieved certificated learning in teaching and assessing If the certificated learning is at Degree level or PGCert or Post Graduate Certificate in Education then this can be given as straight certificated learning (although not required by your professional body). The Mentorship module is available in both Degree and Masters level in the Full Taught, APEL Mentorship and APEL Mentorship Distance Learning

10 Pre-Screening for Mentorship The screening confirms if the student has sufficient certificated learning and evidence of recent mentoring experience to attend the APEL Mentorship module. If the learning is at an equivalent level and meets the criteria of the Mentorship module then they can either Straight certificate for the 20 credit degree module or attend the APEL Mentorship module at Masters level. Following the pre-screening they can access an application form. This process is now done by employer & then will need to be returned complete with a copy of the relevant certificate/s to the Faculty.

11 Experiential Evidence This route will be particularly valuable to any Health Professional with at least two years experience of mentoring students but has not achieved any formal certificated learning in teaching and assessing They would be sent the criteria and the suggested format for compiling the evidence The are also able to contact the APEL Administrator for any additional advice on how to present their evidence. Following receipt of their evidence this will then be assessed by the academics involved. If the claim is successful then they would be eligible for the AP(E)L Mentorship course.

12 Straight Certificated The individual may have already achieved learning at the required level that also meets the learning outcomes for the degree level Mentorship module. In addition to the certificated learning they must also provide evidence that they have attended the annual mentor update. If they want the degree level module this can be accredited for an administration fee only. If the individual would like the Masters level they would need to attend the APEL Mentorship module and complete the required assignment.

13 Mentorship Screening Axis Title / / / / / /13 Remaining Students who have been screened APEL Straight Full Taught Total Number Screened

14 Voucher Scheme This is a scheme whereby knowledge and learning gained through attendance at appropriate in-house study days, professional workshops or conferences (all of these are called learning events) can be used to make an application. The individual will need to have attended the equivalent of five full days (which will equal 10 vouchers). The individual will apply for the application pack and submit copies of the certificates of attendance. The evidence provided will then be reviewed. Following the assessment of the claim, if successful the individual will then be offered a briefing session where they meet their named academic who will support them through the completion of an academic portfolio. The academic portfolio is weighted and marked and this will count towards their degree calculation.

15 Case Studies 1 Role: Helicopter Emergency Medical Services (HEMS) Aircrew Paramedic This student attended the following professional learning events: Advanced Paediatric Life Support Course Pre-Hospital Trauma Life Support Course Paediatric Life Support Study Day This student elected to analyse and explore the following skills from the above events. Intraosseous access/infusion Clinical Algorithims Patient handover The learning events in this portfolio focussed on trauma and critically ill patients. The student used a case study to explore and discuss the issues. The ideas to improve practice have already been implemented within her Trust.

16 CASE STUDY 2 Role: Specialist Occupational Therapist (OT) working in Community Rehabilitation (CR) The study events attended were: Parkinson s Awareness course E-Learning on Safeguarding Vulnerable Adults Mental Capacity Act and Deprivation of Liberty Safeguards College of Occupational Therapists Annual Conference This student used the learning from these events identified in their personal development review. They analysed the learning from each event individually and showed how they applied the new knowledge to improve their professional skills in practice, using case studies to demonstrate this.

17 CASE STUDY 3 Role: Practice Nurse in a Medical Centre and an Associate Lecturer This student attended the following learning events. RCN Practice Nurse Conference COPD Expert Forum Almost everything you need to know about Vascular Disease Pan-Peninsula Diabetes Master class Diabetes UK Southwest Annual Conference The learning outcomes and events were linked to the five subsections of the portfolio which described, explored and critically reflected on the student s involvement in five practice based developments. Setting up a nurse-led hypertension management clinic An initiative to promote best practice for blood pressure measurements Introducing cardiovascular risk assessment for the nurse-led hypertension clinic A screening event aimed at detection of early respiratory disease The design of a patient-held record for patients with diabetes

18 Comments from Students who have undertaken the Voucher Scheme The flexible and open approach of APEL is allowing me to complete my BSc (Hons) Health Studies. This has been my goal for many years and at last seems possible. The APEL Voucher Scheme was extremely helpful to finish my degree. Would recommend it to others. An excellent way to consolidate on learning relevant to my role. This was a useful way to gain more points & make the degree personal to me and what I do. I would advise candidates to think carefully about what sessions they choose to consider for their portfolio assignment make sure they have a common theme e.g. safety so they can be linked. Writing something that flows is so much more satisfying. The tutor time was very flexible and personal. This made all the difference to feeling in control of the assignment. The APEL voucher scheme was very useful to help me finish my degree. I appreciated that it acknowledged study and practice that I had already undertaken. It also provided evidence for my annual PDR.

19 Degrees Achieved

20 Total Number of Qualifications Acheived Diplomas 1st class 2:1 (Hons) 2:2 (Hons) 3rd (Hons) Degree Degree with Commendation Degree with Distinction Grad Cert Grad Diploma Total Qualifications Achieved

21 Competencies and other portfolios Competencies area a favoured method of assessment in clinical practise. There can be hundreds of them depending on the level and depth of the area assessed. Not dissimilar to NVQ style Some partnership clinical modules use assessment of competencies as part of module assessment Have now started to consider these against an APEL claim Needed to demonstrate academic rigor against what is essentially practise/work Get students to evidence some or all competencies

22 This along with reflective writing provides all the academic rigor needed. We ensure all signatures etc are accounted for so have tidied up the process for this sort of application We have trialled a whole group doing this and had considerable input from an external examiner to aid the process. We have several students doing themed portfolios. These are mostly around leadership & management These also come with new guidance. Constantly reviewing our guidance as we learn more from each cohort or individual.

23 Where Next? Who knows? Getting requests to help other faculties or schools develop own versions of Voucher scheme Need to move towards much more design of degree that is a student/employer and university triangle. A passport that students can take across the country(world would be nice) that has meaning and acceptance. LISTEN to students and employers. They do know what they want & need.