School of Health Sciences and Social Work
Statutory and Mandatory Training: A School Wide Pilot
Mon, 25 Feb 2013 16:31:00 GMT
Health and social care students spend much of their learning time on clinical placement within NHS and private sector organisations. There is a responsibility to ensure that they are knowledgeable and suitable to attend these placements in several domains; criminal records checks (advanced CRB); occupational health clearance; and most recently mandatory training. South Central Strategic Health Authority (SCSHA) devised a standard level of knowledge and competence called the statutory and mandatory training framework (SMTF) that must be attained by all health and social care students prior to attending placement learning. The SMTF consists of 9 core areas including:
- Resuscitation
- Health & Safety
- Fire
- Infection control
- Safeguarding adults
- Safeguarding children
- Conflict resolution
- Manual Handling, and
- Equality and diversity
The introduction of the SMTF raised a significant challenge to the University and in particular the Faculty of Science. In previous years students would be contextually taught components of health and safety etc within the confines of their respective curricula and by their own tutors. The introduction of the SMTF required a similar standard for all, assessed prior to placement activity commencing, whilst aiming to devise a method of delivery that would not escalate face-to-face teaching time and therefore cost. A team of three senior academics from SHSSW were tasked to devise, organise and pilot a programme of teaching and assessment for all applicable students during teaching block 1 in the 2012 session. The concept was to develop a mandatory study day, where all students would receive didactic teaching on all 9 core subjects which was backed up by a comprehensive VLE that supported self directed learning and contained online theoretical assessments for each subject. Students were required to attend the theoretical teaching and undertake the online assessment prior to clinical placement. In addition for some students there was a requirement for practical assessment in two core areas (manual handling and resuscitation), which could only be undertaken post theoretical assessment pass. The whole process was monitored and results recorded to ensure that no student would be allowed to go on to clinical placement without a passport to practice that recorded all results of the SMTF subjects.
Overall 26 members of Faculty staff were involved in the teaching, learning and assessment of some 245 students undertaking the SMTF. In itself this is quite an achievement to have so many staff members from different areas of the Faculty combine for common purpose. Data from the assessment process indicates that there was a very high pass rate at first attempt, 100% pass at subsequent attempts in both the theoretical and practical components. Most importantly is that all of the students achieved the required mandatory status prior to placement commencement, but interestingly, data from the student experience on the whole process shows that the students enjoyed the combined facets of face-to-face and VLE teaching and assessment. Feedback from staff involved also showed satisfaction and enjoyment of collaborating with cross Faculty colleagues.
A request to repeat this teaching in the 2013 session has been received, and this time with the inclusion of Dental academy students and staff. Plans are already underway to revise procedures to streamline the process and to update all staff involved over the summer.