Collaborative Learning in Practice

Charlene Lobo, BSc, MA RN, RHV, is a Consultant in Practice Education; formerly a Senior Lecturer at the University of East Anglia, where she served as the Academic Lead for Practice Learning and the Collaborative Learning in Practice (CLiP) project.Rachel Paul, BA, MA, is the Director of ConsultEast, a management and leadership consultancy that integrates coaching with learning, embedding both into practice and performance. She was previously Lecturer in Education Studies at the City College of Norwich, UK.Kenda Crozier, PhD, MSc, BSc, RM, RN, SFHEA, is Professor of Midwifery at the University of East Anglia, UK, where she has held several senior leadership roles including Faculty Associate Dean for PGR and Lead Midwife for Education.

• Collaborator Biographies xiiiForeword xixAcknowledgements xxiiiAbbreviations xxvAbout the Companion Website xxviiIntroduction 1Kenda Crozier, Charlene Lobo and Rachel PaulReferences 4Glossary 5Part I Evolution of CLiPTM 71 Changes in Practice Learning 9Kenda Crozier and Charlene LoboRegulation of Nurse and Midwifery Education 9The Return of the Apprentice 13Clinical Practice Education 13Establishing a Quality Learning Environment 15References 172 Models of Practice Learning 20Kenda CrozierPractice Education 20Practice Educator Roles 22Faculty and Clinical Educators in Practice Settings 23UK Mentorship Model 25Hub and Spoke Models 28The Student Perspective 29Dedicated Education Units and Clinical Clusters 31Real-Life Learning Wards 33References 343 The CLiPTM Model 39Charlene Lobo and Jonty KenwardDomains of CLiP 43Organisation of Learning 43Coaching Philosophy 46Principles of CLiP 47Collaboration 47Real-Life Learning 50Time to Teach and Time to Learn 53Stepping up and Stepping Back 55Feedback and Assessment 57References 614 System-Wide Approaches to CLiPTM 644.1 The South West CLiPTM Community Cluster Project 65Jane BunceBackground and Drivers 65Why CLiP? 65Project Overview 66How Was CLiP Implemented in the Pilot Sites? 66What Worked Well in the Pilot? 67What Were the Main Challenges? 68What Did We Decide we Would Do Differently Following the Pilot? 68References 694.2 Lancashire Teaching Hospitals NHS Foundation Trust Implementation of the CLiPTM Model of Supervision 70Jonty KenwardBackground and Drivers 70Key Aims 71Implementation 71What Worked Well on Implementation 73What Were the Main Challenges? 73Top Tips 74References 744.3 James Paget University NHS Foundation Trust Implementing the CLiPTM Model in Maternity Care 75Kenda Crozier, Jodie Yerrell and Kirsty TweedieIntroduction 75How Was CLiP Implemented? 75Timeline 79Top Tips 79References 805 Coaching Theory and Models 81Rachel PaulCoaching Theory 82The Psychodynamic Coaching Approach 84Cognitive Behavioural Coaching 86Thinking errors to be aware of as a coach, educator, or student 89Solutions Focused Coaching 90Person-Centred Coaching 92Gestalt and Coaching 93Narrative Coaching 94Psychological Development in Adulthood and Coaching 94Positive Psychology 95Being resilient…bouncebackability 96Transactional Analysis 96Some Conclusions 98Key coaching skills and templates to experiment with 99References 1016 Evaluation 1036.1 Plymouth University 104Graham Williamson, Adele Kane and Jane BunceBackground 104Study 1: Collaborative Learning in Practice: A Systematic Review and Narrative Synthesis of the Research Evidence in Nurse Education 105Study 2: ‘Thinking like a Nurse’. Changing the Culture of Nursing Students’ Clinical Learning: Implementing Collaborative Learning in Practice 107Study 3: Investigating the Implementation of a Collaborative Learning in a Practice Model of Nurse Education in a Community Placement Cluster: A Qualitative Study 109Study 4: Student Nurses, Increasing Placement Capacity and Patient Safety. A Retrospective Cohort Study 111Summary and Key Messages 112References 1136.2 University of East Anglia 115Antony Arthur, Rebekah Hill and Michael WoodwardIs it Better Than What We Did Before? The Challenge of Evaluating New Models of Practice Learning 115References 116Part II Coaching Application 1177 Introduction to Coaching in Practice 119Rachel Paul and Charlene LoboLanguage of Coaching 120Thinking Errors 124‘Clean’ Language 124Re-Phrasing 128The Learning Journey 129Having Difficult Conversations 131References 1348 ‘A Coaching Day’ 135Rachel Paul, Charlene Lobo and Jonty KenwardScenario 1: Beginning the Shift, Managing and Negotiating Student-Led Learning 137Scenario 2: One-to-One Supervision – Using a Coaching Approach to Assess/Make Judgements About Student Competence/the Level of Supervision Needed 143Scenario 3: Checking in Midway Conversation 146Scenario 4: End of a Shift – Using Coaching Approaches to Giving Feedback 1509 Acute Adult Care – Orthopaedic and Trauma Ward 154Rachel Paul, Charlene Lobo and Helen BellScenario 1: A Positive Perspective of the ‘Failing Student’: Helping Students Understand Their Development Needs and Action Planning to Meet Them 156Scenario 2: ‘There is no such thing as a failing student’ 161Scenario 3: Solution-Focused Conversations and Supporting the Student’s Emotional Intelligence to Help Turn a Negative Situation into Positive Learning 16410 Community Nursing Case Study 169Rachel Paul, Charlene Lobo and Theresa WalkerCommunity Nursing – City Team A 170Scenario 1: Unconfident Student, Overcoming Obstacles to Learning 171How the Situation Was Resolved 176Scenario 2: Team Discord, Facilitating Teamworking 177Scenario 3: Using Coaching Approaches in a Crisis 181What Made This Incident Important to Learn From? 185Clear Acknowledgement of Their Own Life Experiences as a Basis for Learning 18511 Maternity Case Study 187Kenda Crozier, Rachel Paul and Charlene LoboScenario 1: Balancing Student-Led Learning and Client Care Needs 188Timeline for the Student Journey 193Scenario 2: Increasing Confidence 194Scenario 3: Supporting Development and Action Planning 198References 20112 Mental Health 202Rachel Paul, Charlene Lobo, Ronald Simpson and Helen BellScenario 1: Managing a Disgruntled Student 204Scenario 2: Managing Resistance to Learning 207Scenario 3: Developing Team Support in an Unfair World 210Scenario 4: Who Cares for the Supervisors? 214References 218Conclusion 220Kenda Crozier, David Huggins, Charlene Lobo and Rachel PaulThe Importance of Sustainable Systems of Student Support 220Increasing Student Numbers 221Preparation for Coaching 223Clinical Educator and Link Lecturer Support 224New NMC Standards 224Partly Applying the Model 225Lessons Learned 226Recommendations 227References 228Index 230