Practice-based learning
Feature
Working together to develop our future workforce
Carolyn Hay introduces the principles of practice-based learning , jointly developed with the Chartered Society of Physiotherapy .
W ith over 7,000 students and apprentices currently studying occupational therapy , nearly a 70 % increase over the last five years , the workforce growth we need is coming . Practice-based learning is a central component to all pre-registration education .
As occupational therapy practitioners , we all have a role in supporting the delivery of quality and sustainable placements , providing the best introduction to the profession for learners as they begin their careers .
RCOT has worked with the Chartered Society of Physiotherapy ( CSP ) to jointly develop Principles of practice-based learning : Working together to develop our future workforce .
An overview and evidence for each principle has been provided , and a structure to shape thinking about how the principles are , or can be , embedded within the placement opportunities you and your team offer and support .
There are seven principles and while all are different , they are interrelated :
• Practice-based learning opportunities are co-produced .
• Practice-based learning takes place across all areas , pillars and levels of practice .
• Practice-based learning environments must be inclusive and welcoming to all .
• Practice-based learning uses flexible , appropriate and supportive models of supervision and delivery .
• Practice-based learning is designed with a whole team approach .
• The practice education team are valued , respected and recognised within their roles .
• Practice-based learning is evaluated ; capturing data to drive improvement and demonstrate impact .
Carolyn Hay , RCOT ’ s Pre-registration Education Manger , says : ‘ It ’ s been great to work with Tamsin
Baird , one of CSP ’ s Education Advisors , to develop the principles . Tamsin approached me earlier this year with the idea , recognising there are similarities in the structure of our pre-registration education , and we have the same challenges in relation to placement capacity .
‘ An opportunity for us to work together and develop a set of principles that provide a strategic overview and practical implementation as professional bodies was too good to miss .
‘ Kalimah Ibrahiim , a lecturer at London South Bank University , joined the project as we explored the evidence base and defined the principles .’
She adds : ‘ Both the collaboration with CSP and the principles themselves have excited me and it ’ s been great to see that excitement shared by others .’
A preview workshop was held to share the principles and gather feedback to help shape the final version . Attended by practice educators , learners and university team members , the principles were extremely positively received .
Elizabeth Julian , Therapists Practice Placement Manager , University Hospitals Birmingham NHS Foundation Trust , attended the event and says : ‘ I think the collaboration between RCOT and CSP is brilliant and really helpful as so often we [ occupational therapists and physiotherapists ] are working together and helping each other out supporting students .’
Claire McCombe , Advanced Practitioner Occupational Therapist , Belfast Health and Social Care Trust , adds : ‘ It ’ s great to see something that values our learners and those involved in their education , joining the dots between learners , placement providers and universities .’
Aisha Benfield , an occupational therapy student at Coventry University was also at the event . She says : ‘ I believe the principles of practice-based learning encompass so many important concepts paramount to successful learning experiences .
‘ The emphasis on co-production and alignment of motives and values between placement setting /
24 OTnews November 2022