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CLiP Care is learner led.
Coaching is key to the model.
The model helps build learners’ confidence and offers peer support.
In practice a ‘coach’ could oversee a group of leaners providing care to a patient or group of patients.
This could include peer learning and supervision for example a 3rd year student nurse supporting 1st and 2nd year students with the coach there to provide guidance and support if needed.
The coach’s role for the shift is to oversee the learner or group of learner providing the care that they would usually provide.
If you think about a coach in football the coach knows everything that’s going on, on the pitch but they don’t set foot onto the pitch, but support from a distance.<br>
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What is Sussex Partnership Foundation Trust? We are one of the largest Mental Health Trusts in England.
We provide Mental Health, Learning Disability, and CAMHS services across South East England and beyond and also have several specialist services.
As a Trust we see in excess of 100,000 service users a year.
We employ over 5,000 people. We have around 1700 Nurses and 697 Practice Assessor/Practice Supervisors.
We support approximately 285 learners a year from 12 different HEIs.
We currently have 141 clinical placements with a capacity of around 195 learners at a time.
We love teaching, learning and research and are constantly thinking about how we can increase our capacity for learners in the trust.<br>
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Why did we decide to pilot CLiP in SPFT? Puts learners at the front of patient care
Can improve learner experience
Uses coaching to support learners
Can improve patient experience
Can in turn increase learner capacity<br>
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Planning and Collaboration Team approach, CLiP model and coaching included in the SLiP and Practice Assessor training.
Encouraging group discussions on how this might work in different practice environments.
Lead nurses involved in discussion around implementation.
Upcoming presentation to the Chief Nurse.
Forging links with HEE.
DNRED explored CLiP Evidence Based Practice to identify shared learning
Pilot Site Chosen<br>
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Preparation Lead Nurse and Matron engaged in initial discussions.
Meeting with ward managers and matron to discuss how the model would look and what preparation was required.
All those involved were keen to embrace the CLiP model.<br>
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Learner Preparation Emails introducing the CLiP support team to the learners before start of the placement.
Time spent with the learners to prepare them and discuss expectations.
Coaching used to engage learners collaboratively and identify learning opportunities.
Ward visits, email and telephone support.
Being approachable.
Reflective time to supplement learning. “Learners are not in the numbers… Learners are in the team!”
(NMC 2018)<br>
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Ward managers identified PS/PAs to be involved.
Posters were set up early around the ward to spread the word. DNRED contact details included.
SLiP and Coaching sessions were rolled out to all available staff over three sessions.
A rota was set up to assign staff to non clinical duties on CLiP days.
CLiP days planned after an initial orientation period to the practice area. Preparation on the Ward<br>
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DNRED Support Co-ordination of 2 learners on each ward from different universities.
Facilitate Coaching and CLiP training for all staff
Planning CLiP days.
CLiP days designed to incorporate 1 hour self directed peer learning.
Introduced learning logs
Peer learning through case study’s.
Ward Visits - In the first week presence around the ward to support implementation.
Being there when needed - A rota was drawn up to offer telephone support in the following weeks.<br>
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Evaluation Gathering informal feedback
Interviews with learners and staff
Learner evaluations
Working closely with the clinical teams
Deciding as a department the best way to evaluate going forward This Photo by Unknown Author is licensed under CC BY-SA<br>
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What has gone well? Allowed us to work closely with the team to support learners in practice.
Helped us understand some of the challenges the service is facing and support the team with problem solving.
CLiP with one learner - we encouraged the team to use CLiP principles even with only one learner on the ward.
Consider every task in the clinical area to be a learning opportunities i.e. rotas, medication card audits, Covid swabs, room temperature checks, resus equipment checks etc as well as direct clinical duties.
Increased learner support
Areas of improvement identified to enhance learner experience This Photo by Unknown Author is licensed under CC BY-SA<br>
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What have been our key challenges? Allocation of learners
Co-ordination of learner shifts
Clinical challenges
Busy ward environment
Physical environment i.e. space in the office
Staffing challenges
Getting staff released to attend training sessions
Easing staff anxiety
Staff shortages
Learner experiences
Releasing time for DNRED to support the ward This Photo by Unknown Author is licensed under CC BY-NC<br>
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Going forward Review learner allocation process.
Second pilot to commence in January 2022 in the same service.
Review evaluation process including potentially involving service users and carers.
Preparation for learners with HEI. This Photo by Unknown Author is licensed under CC BY-ND Produce information resources, posters, FAQs
Increase Coaching Skills in staff group
Sharing good practice and benefits of CLiP
Consider how DNRED time can be released to support further pilots<br>
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With thanks to…
HEE for sharing best practice and resources.
Resources
University Hospital Southampton- Naomi Bown, CLiP Facilitator, CLiP@uhs.nhs.uk
Learning and Coaching Environments for Students - L.A.C.E.S Portsmouth Hospitals NHS Trust Claire.james@posrthosp.nhs.uk Jacqui.mcmullen@porthosp.nhs.uk
The Journey of Collaborative Learning In Practice (CLiP) at James Paget University Hospitals
Implementation of Collaborative Assessment & Learning Model (CALM) East Suffolk and North Essex NHS Foundation Trust – Therese Elliott Therese.Elliott@esneft.nhs.uk
Coaching student to take BP by healthcare assistant
Williamson, G.R., Kane, A., Bunce, J., 2020. Student nurses, increasing placement capacity and patient safety. A retrospective cohort study. Nurse Education in Practice 48, 102889. https://doi.org/10.1016/j.nepr.2020.102889
Williamson, G R, Bunce, J, Kane, A, Jamison, C, Clarke, D. Investigating the implementation of a collaborative learning in practice model of nurse education in a community placement cluster. A qualitative study. The Open Nursing Journal, 2020, 14; 39-48. DOI 10.2174/1874434602014010039 . https://opennursingjournal.com/VOLUME/14/PAGE/39/
‘Thinking like a nurse’. Changing the culture of nursing students' clinical learning: implementing collaborative learning in practice. Williamson, GR, Kane, A, Plowright, H, Bunce, J, Clarke, D, Jamison, C. 2020. Nurse Education in Practice; 43,102742
Williamson, G. R., Plowright, H., Kane, A., Bunce, J., Clarke, D. & Jamison, C. (2020) 'Collaborative Learning in Practice: A systematic review and narrative synthesis of the research evidence in nurse education'. Nurse Education in Practice, 43 pp. 102706.<br>
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Department of Nursing Research, Development and Education @SPFT_NurseEd NursingEducation@sussexpartnership.nhs.uk<br>
