Tag Archives: professional education

256 – Early career resilience: interdisciplinary insights to support professional education – Peter Nelson, Heidi Probst, Mark Boylan

In considering the early career development of recent graduates there has been a tendency to focus on why people leave their chosen profession early rather than what enables so many to stay. This is particularly true in professions involving emotional labour and moral challenge.

The concept of ‘resilience’ is important in such retention studies but research in this field is limited by a lack of detailed accounts of resilience in specific professional contexts; interdisciplinary accounts that synthesise insights from different professions; and criticality about resilience. Most significantly there are few accounts of developments in professional education that support and develop professional resilience. (Beltman, Mansfield, Price, 2011; Carson, King, Papatraianou, 2011; Dunn, Iglewicz, Moutier, 2008)

The research reported in this paper addresses those deficits by seeking to answer the questions ‘What supports and hinders the development of professional resilience in early career professionals, within social work, radiotherapy and teacher education and what creative pedagogical approaches may help to develop professional resilience?’

The interdisciplinary team, drawn from the three target professions, utilised a research design that allowed for the perspectives of four key groups across the three disciplines to be accessed, namely early career professionals, current students, Higher Education lecturers and work based professionals who support students. The methodology applied was a mixed method design combining survey research, qualitative interpretative approaches and more innovative group activities. The data collection activities were informed by a literature review.

Codes, themes and texts generated in different parts of the research were used iteratively to develop theoretical understanding of professional resilience, which informs an outline design for curriculum and pedagogy that can support the development of professional resilience in early career professionals. By addressing issues of resilience course credibility is enhanced as a preparation for professional life.

References:

Beltman, S., Mansfield, C. & Price, A. (2011). Thriving not just surviving: a review of research on teacher resilience. Educational Research Review, 6, 185-207;

Carson, E. King, S., & Papatraianou, L. (2011). Resilience in social workers: the role of informal learning in the workplace. Practice: Social Work in Action, 23:5, 276-278;

Dunn, L., Iglewicz A., Moutier, C. (2008). A conceptual model of medical student well being: promoting resilience and preventing burn out. Academic Psychiatry, 32:1, 44-53.

256 Professionalresilience LTA (2)

254 – The development of a relationship centred community nursing programme – Patricia Day and Jill Gould

The specialist community nursing programmes were recently revalidated to meet the increasingly complex needs of clients in the community. Content was influenced by and in some instances pre-empted government policies based on client-centred care (DH 2010, DH 2011b, DH 2012). National agendas regarding children, families and the elderly highlight the demand for transformational nursing practitioners to lead services (DH 2011, DH 2013).

Research into effective interactions with clients has begun to change the face of health care. There is now less emphasis on advice giving and more on client autonomy, self-care and choice (DH 2012, DH 2012b). The new curriculum is based on the premise of ‘making every contact count’ (Cummings and Bennett 2012) and the latest evidence based approaches to engage with clients and work collaboratively with them. The programme innovatively meets the professional requirements for specialist practice (NMC 2001 and NMC 2004) through a skills based approach and the close connection between theory and practice. The spirit of motivational interviewing (Miller and Rollnick 2013) underpins the curriculum enabling students to work in partnership with clients in making lifestyle changes and to increase self-efficacy to optimize health outcomes.

A spiral curriculum means that the foundations of person-centred care and behaviour change taught in the first semester are built on in in the later stages of the programme. This includes exploration of complex client need and the leadership and teaching skills required to transform practice. The new programme has been delivered and positively evaluated by two student cohorts, with two further cohorts in progress. This session explores our experience of delivering the new programme and how a cohesive interdisciplinary delivery and spiral structure have contributed to excellent evaluations and high student achievement.

Cummings J and Bennett V (DH) (2012) Developing the culture of compassionate care: creating a new vision for nurses, midwives and care-givers

DH (2010) Liberating the NHS

DH (2011) Health Visitor Implementation Plan 2011–15

DH (2011b) The Operating Framework for the NHS in England 2012/13

DH (2012) Liberating the NHS: Developing the Healthcare Workforce From Design to Delivery

DH (2012b) Health Visitor Teaching in Practice: A Framework Intended for Use for Commissioning, Education and Clinical Practice of Practice Teachers (PTs)

DH – Department of Public Health Nursing (2013) Care in local communities – district nurse vision and model

Francis R (2013) Report of the Mid Staffordshire NHS Foundation Trust Public Inquiry Executive summary TSO

Miller W and Rollnick S (2013) Motivational Interviewing New York Guilford Press

Nursing and Midwifery Council (2001) Standards for specialist education and practice

Nursing and Midwifery Council (2004) Standards of proficiency for specialist community public health nurses 

Presentation:  254 LTA conference presentation 2013 SCPHN and CSP

272 – Everyone’s a Winner: Using A Professional Conference As An LTA Strategy that engages students, staff and the sport industry – Sarah Wenham

Anticipated outcomes:• To outline an innovative model of LTA involving the use of a professional conference format• To demonstrate how external industry partners can be used in the development of students’ professional practice • To highlight how Twitter can be used to provide effective communication between speaker and student delegates. The session will explain the concept behind the Conference and how it benefits staff, students and the industry. The 7th annual Sheffield Hallam Physical Education, Sport Development and Coaching (PESDC) student conference was held on the 7th & 8th of January 2013. The event has grown in size and reputation in terms of the number of students and speakers that have been involved and the profile that it has gained both internally and externally. 50% of the students who attend the conference do so as part of assessed modules and the hours at the conference contribute to their module learning hours. This conference is still the only event of its kind within the HE sector and provides our courses with an extremely valuable USP against our competitors. Headline Statistics:• student delegates: 550 UG and PG students from the Academy of Sport and Physical Activity• workshops: 65 led by professionals from the sport industry• speakers who are Sheffield Hallam Sport Alumni: 28  Examples of Feedback from Speakers: Alan Bell International Athletics Federation and The Youth Sport Trust: ” The 2013 PESDC gave a fascinating insight to how Sheffield Hallam is endeavouring to provide an enriched experience for their students. Such opportunities for that range of subjects are, in my experience, rare for undergraduates. The University should be congratulated for a unique and well-structured event” The conference had a Twitter feed #PESDCC13 which proved very popular with both students and speakers them to communicate directly with each other. Conference website: http://extra.shu.ac.uk/pesdc/index.php

Presentation: http://prezi.com/fyclkkhlkqfr/?utm_campaign=share&utm_medium=copy

Conference programme:  272 Sheffield Hallam Conference Brochure