Learning in practice is increasingly becoming the focus of attention for higher education institutions, commissioners of health care education and the National Health Service in the United Kingdom. This article describes an evaluation of an initiative to provide specific support for pre qualifying nursing students in the practice environment. The initiative was the establishment of a new role, titled practice educator. The aim of the study was to evaluate the effectiveness of the practice educator role from the perspective of the three main constituent groups, practice educators themselves, mentors and students. Both qualitative and quantitative methods were used. The views of all three groups were that the role of practice educator was an important link between the University and practice providers. The issue of high credibility, accessibility and approachability was highlighted by post holders and reinforced by both students and mentors. The study indicates that practice educators are seen as supportive to both mentors and students and are perceived as a vital link between the University and practice environment.
Occupational standards are often seen as cumbersome and inappropriate to a vocational curriculum such as nursing. However, the term fitness for practice is once more being used to focus the minds of educationalists and practitioners in healthcare delivery on the goal in preparing practitioners for the future. The project reported here was guided jointly by staff from a higher education institution and an NHS trust and involved practitioners in designing occupational standards with a view to using them in practice and incorporating them into the preregistration curriculum. The pivotal structure in this process was the focus group which, with tenacity and commitment, designed, developed and structured standards which were realistic and relevant to healthcare delivery.
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