Comfortable With Academic Challenge? Releasing Potential in Practice-Based Learning & Higher Education [Literature Review].

Abstract

Practice Assessors of NHS Trusts locally involved in the delivery of the Dip HE Operating Department Practice (ODP) programme, expressed on-going difficulty in establishing the suitability, depth and academic level of evidence, as required for the assessment in practice of student ODPs at level C and level I. Set requirements for the assessment and mentorship of students are published at both local (programme) and national (governing body) level, with support given from the academic institution , yet approach and understanding remained inconsistent. A Literature Review was undertaken, with a view to highlighting key factors that detract from effective practice assessment, and to identify areas for improvement and consideration. Emergent issues centred upon 3 specific themes: 1) Communication and Comprehension 2) The Assessment Process 3) Partnership Working Outcomes Notably, there was significant coverage of factors that detract from an effective learning process, with little suggestion that a substitution of current learning and assessment methods with newer innovations would prove beneficial. Clear communication and exploration of conceptive objectives, may have greater benefit that a more specific didactic / instructional model of learning . This may further enable independent learning and development across a broader range, and release the academic and professional potential of those involved.