NVQs and practice assessment in a pre-registration course

Lombardi, Teresa; Lovegrove, Jane; Hatfield, Deborah; Fuggle, Sandy; Ball, Sue

doi:10.7748/ns2004.03.18.28.33.c3574

Cited by 2 publications

(1 citation statement)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Skills acquisition and competence‐based approaches continue to drive the development and delivery of pre‐registration nursing and continuing professional education healthcare curricula in the UK. Despite warnings of the reductionist and mechanistic nature of competencies, critics and supporters acknowledge that they are here to stay (Milligan, 1998; Lombardi et al , 2004; Scholes, 2006; Watson, 2002). Competencies and skills have currency even though difficulty persists with their definition (Crouch, 2005; Cowan et al , 2005; Milligan, 1998).…”

Section: Introductionmentioning

confidence: 99%

Using a skills bank for work‐based learning

Hatfield

2007

Education + Training

Self Cite

View full text Add to dashboard Cite

PurposeThe purpose of this paper is to report a work‐based learning innovation developed in response to the skills agenda affecting post‐registration continuing professional development for nurses.Design/methodology/approachThe experience of learners, mentors and assessors using the “Skills Bank” are illustrated as part of an ongoing evaluation of work‐based learning. This was captured by semi‐structured interviews and the observations of the author as innovation was implemented and to the quality issues for academic rigour were addressed. The study is set in the context of the debate about skills and competence.FindingsThe study finds that learners responded well to the innovation because they were motivated and self‐directed. The experience exceeded their expectations of continuing professional education. Some did not engage with the database of skills and learner‐generated skill design was consequently of poor quality. The assessment strategy is well‐defined and rewards excellence in practice with the use of a grading tool.Practical implicationsContent of skills templates reflect current evidence‐based practice, which can be mapped to Skills for Health workforce competences. Maintaining the Skills Bank in terms of currency and authenticity is challenging.Originality/valueThis paper will be of interest to education and training providers keen to address the preparation of health care staff fit for purpose and practice. It attempts to articulate skills as a notion of competence.

show abstract