Accredited work-based learning: an approach for collaboration between higher education and practice

This article discusses the experience of creating a programme of accredited work based learning (AWBL) for emergency nurse practitioners (ENPs) who work in an Accident and Emergency (A&E) Department in the North East of England. The initiative highlighted the challenges of collaboration with pur...

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Bibliographic Details
Published in:Nurse education today 2001-11, Vol.21 (8), p.597-606
Main Authors: Chalmers, Hazel, Swallow, Veronica M., Miller, John
Format: Article
Language:English
Subjects:
Accident and emergency departments
Accreditation
Collaboration
Credits
Educational Cooperation
Emergency Medical Services
Emergency nurse practitioners
Emergency Nursing - education
Emergency Service, Hospital
England
Foreign Countries
Higher Education
Humans
Interinstitutional Relations
Nurse Practitioners
Nurse Practitioners - education
Nursing
Nursing Education
Schools, Nursing
Work based learning
Work Experience Programs
Workplace Learning
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Summary:This article discusses the experience of creating a programme of accredited work based learning (AWBL) for emergency nurse practitioners (ENPs) who work in an Accident and Emergency (A&E) Department in the North East of England. The initiative highlighted the challenges of collaboration with purchasers of education and with professional colleagues, other than nurses. Accredited work-based learning was seen to be an appropriate means of supporting ENP role development. Some of the drivers of the development were: the need for a rapid response to wide ranging changes in the health service; the need to ensure rigour in the quality of both education and health care; to enable participants to engage in role development with appropriate skills, confidence and competence; and to ensure that the learning programme had parity in its design with conventional university based learning. The aim was to collaborate in the creation of learning which was relevant to the Trust's drive to improve patient care which accommodated the nurses' common and individual learning needs and offered academically recognized learning opportunities in tune with the post-Dearing ethos in higher education. This aim was reached and included a great deal of learning on the part of the collaborating partners.
ISSN:0260-6917
1532-2793
DOI:10.1054/nedt.2001.0666