This article describes the process to formally accredit existing in-house education courses in a continuing professional development (CPD) framework. The partnership was between two Lothian NHS organisations and a higher education institution (HEI). The nature of the partnership and the differing approaches taken by the organisations are discussed. The authors explore the context of learning in the NHS in relation to the different organisations, and describe the issues identified and the strategies used to address these. The benefits to all stakeholders are listed. Although this case study refers to an initiative in Scotland, the framework model for flexible and work-based education could be adopted across the UK.
At the 279 bed Marymount community hospital, Cleveland, Ohio, the importance of providing a safe laser environment for patients as well as staff was identified. The decision was made to cross-train all full-time RNs, LPNs, and SAs to allow flexibility in staffing all laser procedures with a qualified operator. A competency based training program was implemented, utilizing a combination of techniques to assist the adult learner. Selected video tapes were used to teach laser physics and applications. Comprehension was assessed through written and oral quizzing. Individual time was spent familiarizing trainees with the equipment and accessories. Practice setups were performed until that individual reached a comfort level satisfactory to him/her and the laser coordinator. Actual experience in the various surgical specialties was dependent upon our case load. Initially very close supervision was provided. Each trainee was gradually given more autonomy as his/her skills improved and permitted to operate the laser independently after passing our competency assessment. During the first year, each operator was given competency assessment reviews at regular intervals. This approach was found to have both strengths and weaknesses and the program was modified accordingly.
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