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A case study Collaborative learning in practice (CLiP).


CLiP is a new way of supporting learners in practice and we have piloted this across our hospitals. The model uses coaching to encourage the student to take the lead and delegate work to healthcare support workers, mentors and other members of the team, depending on their level of experience. CLiP adopts a stronger focus toward self-directed learning and personal responsibility for learning, making the process more student-led and less focused on following the direction of the mentor. The student takes responsibility in identifying their goals and objectives and the ‘coach’ offers guidance and critical challenge.


Jean Hannington reflects on her experiences of CLiP:


“Whilst working as Clinical Matron on E3, I was involved in the implementation of the new CLiP model. I was impressed at how well the students took to this new way of working and how it enhanced their learning and development. Consequently I was thrilled to be asked to continue this work by the Director of Nursing after taking early retirement in March. I am now working alongside the Clinical Matrons, Mentors, ward staff and students to roll out CLiP and coaching across the three sites.”


“We aim to offer all students a stimulating and supported experience to encourage them to come back and work for us. This includes superb mentoring support to transition students into permanent positions. I am delighted that 30 ofour third year nursing students have transitioned into permanent roles this year.”


Diane Pittard associate director of nursing for professional education and development


Jean with Noella, 1st year student nurse from the University of Portsmouth.


Inspiring learning environments


An essential component of the learning experience is the support the student receives from their mentor or supervisor. It is equally important to empower the learner to take the lead in their learning journey.


Student feedback on the new CLiP model...


“I found this model very useful for building confidence. It is a great way to introduce students into managing their own placements rather than getting thrown into it in 3rd year. I liked that I had my own patients and felt that I was happy to care for them at my own pace, making my own decisions. I would recommend this model.”


"I felt I was using my initiative more and 'learning by doing'. I liked caring for a bay of patients and being involved in and planning their care. It allowed me to learn how to prioritise jobs.”


Comments from managers and mentors...


“I found that the students were more engaged and felt 'ownership' for their allocated patients.”


it requires staff/mentors to work with and view their students differently.”


“The model is good as it gives mentors permission to encourage and allow students to take a key role in delivering care and managing a group of patients ......


Education Annual Report for 2017/18 | 11


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