Partnerships approaches relating to health and
social care practice broadly fall within three categories; strategic
partnerships, for example between health and social care relating to tendering
for service provision (Brady, 2013); partnerships relating to direct care of
patients, for example, district nursing and occupational therapy (Kelly &
Starr, 2013); and partnerships relating to education, for example,
academic-practice partnerships for practice learning (Bonsaksen et al,
2013).Historically, the notions of partnership and collaboration have been
found to be problematic (Huxham, 2000). Effective partnership could be seen to
recognise that each organisation will contain knowledge that is constructed
from diverse origins, some of which may be shared by both organisations (Hoskin
& Anderson-Gough, 2004).
Following the Health and
Social Care Act (2012) the Department of Health launched the ‘Developing the
healthcare workforce’(DH, 2012) policy document aimed at improving quality
standards of education for the health workforce and assuring greater access to
employer-led continuing professional development programmes. A project has been
underway since 2009 that involves the formal validation of a partnership
between an NHS Foundation Trust and a University to jointly deliver degree
level continuing professional development modules on trust premises. This took
the notion of collaboration further than any previous partnership approach
within either organisation. It involves co-ownership, responsibility and accountability
supported by a business case and due diligence scrutiny of both organisations.
This partnership came due for re-validation within the university quality
assurance systems in June 2012. At this time the new government policy was
apparent. The scrutiny of this partnership at re-validation resulted in the
partnership coming to the fore of university thinking regarding the use of this
approach for the provision of continuing professional development programmes.
In order to understand the
elements of this partnership that had resulted in the perception of efficiency and
positive impact on the professional development of participants a case study is
proposed. This poster presentation will explore the planned research approach
aimed at examining the way in which this partnership engages the contrasting
epistemologies of higher education and practice –learning and to determine what
insights can be offered to others who are considering this approach.
References
Department of Health
(2012) Liberating the NHS: Developing the Healthcare Workforce. London: DH
Publications
Bonsaksen, T. Celo, C.
Myraunet, I. Grana, K. & Ellingham, B (2013) Promoting academic-practice
partnerships through students practice placement. International Journal of
Therapy and Rehabilitation. 20 (1): 33 -39
Brady, M (2012) The nature
of health and social care partnerships. Nursing Management. 19 (9): 30-35
Hoskin, K and
Anderson-Gough, F (2004) The context of learning in professional work
environments, in Rainbird, h. Fuller, A and Munro, A (eds) (2004) Workplace
Learning in context. London: Routledge
Huxham, C (2000) The
challenges of collaborative governance. Public Management. 2 (3): 337-3
Kelly, M & Starr, T
(2013) Shaping service-academia partnerships to facilitate safe and quality
transitions in care. Nursing Economics. 31 (1): 6 -12
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