A process of developing a national practice assessment document. (November 2018)

• Record Type: Journal Article
• Authors: Roxburgh, Michelle; McCallum, Jacqueline; McCrossan, Gill; Smith, Fiona
• Is Part Of: Nurse education in practice. Volume 33(2018)
• Page Start: 17
• Page End: 20
• Publication Date: 2018-11
• Subjects: Practice learning -- Undergraduate -- Collaboration -- Assessment; Nursing -- Study and teaching -- Periodicals; Education, Nursing -- Periodicals; Nursing -- Study and teaching; Periodicals; Electronic journals; 610.73071
• DOI: 10.1016/j.nepr.2018.08.011
• Languages: English
• ISSNs: 1471-5953

Abstract

Abstract: This paper will share how one country within the United Kingdom (UK) collaborated on a national partnership approach in developing a consistent pre-registration undergraduate nursing practice learning assessment document. In 2011 the Scottish Heads of Academic Nursing and Allied Health Professionals (SHANAHP, now Council of Deans Scotland, CoDS) agreed to support the development of a Scottish national approach to practice learning assessment document (the "Scottish Ongoing Achievement Record"). Whilst no direct funding was received to support this work, each HEI agreed that this work would be recognised via the release of staff time to enable completion. Utilising a communities of practice approach to collaborative working, the national group incorporated the collective knowledge and experience of representatives from all Higher Education Institutes (HEIs) in Scotland that provided undergraduate pre-registration nurse education. The work of the group will be described in four phases, Mapping of Influential Drivers; Guiding Principles and Good Practice; Document development; and Implementation. Appraisal of the advantages of this approach in light of international literature will be considered alongside challenges encountered during development and implementation. Highlights: National collaborative work. National experience for all student nurses and nurse mentors. Facilitation of recognition of prior learning (RPL) between HEIs and FE colleges.