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5. Degree and Higher Level Apprenticeships: An Empirical Investigation of Stakeholder Perceptions of Challenges and Opportunities

Author

Mulkeen, James, Abdou, Hussein A., Leigh, Jacqueline, and Ward, Paul

Abstract

The aim of this paper is to explore the challenges and opportunities of designing and delivering Degree and Higher Level Apprenticeships (D&HLAs) at levels 4-7 from a multi-stakeholder perspective namely employers, Universities, independent training organisations and professional bodies. Twenty-seven face-to-face interviews were undertaken and thematic content analysis was used to analyse the data. The following three themes emerged from the data analysis: programme design; programme delivery; and graduate attributes. We conclude that whilst there are increasing numbers of trailblazer groups developing higher level standards, the uptake of apprenticeships at these levels remains relatively low. Although stakeholders support the principle of D&HLAs, we identify a number of challenges and opportunities facing those who seek to successful introduction of these programmes. Our policy recommendations include the need for all stakeholders to work collaboratively to co-create a flexible system to support the validity and relevance of D&HLAs. This will include streamlining and mapping the variety of qualifications currently available in order to promote a platform for parity of both esteem and opportunity for those achieving degree qualifications through the apprenticeship route.

Published
2019
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6. LEIGH, JACQUELINE

Author

LEIGH, JACQUELINE, LEIGH, JACQUELINE, LEIGH, JACQUELINE, and LEIGH, JACQUELINE

Published
2022

8. Learning the Rules of the Game – How Health and Social Care Students Learn to Learn

Author

Knight, Kate H, Wright, Karen Margaret, Whaley, Victoria, Roberts, Debbie, Monks, Rob, Borwell, Juliet, Garrow, Amanda, Leigh, Jacqueline, Kenny, Amanda, Bailey-McHale, Rebecca, Knight, Kate H, Wright, Karen Margaret, Whaley, Victoria, Roberts, Debbie, Monks, Rob, Borwell, Juliet, Garrow, Amanda, Leigh, Jacqueline, Kenny, Amanda, and Bailey-McHale, Rebecca

Published
2023

9. Key changes to NMC programme standards: an opportunity for progress

Author

Garrow, Amanda, Borwell, Juliet, Knight, Kate H, Wright, Karen Margaret, Whaley, Victoria, Roberts, Debbie, Monks, Rob, Leigh, Jacqueline, Kenny, Amanda, Garrow, Amanda, Borwell, Juliet, Knight, Kate H, Wright, Karen Margaret, Whaley, Victoria, Roberts, Debbie, Monks, Rob, Leigh, Jacqueline, and Kenny, Amanda

Abstract

Across the UK, the Nursing and Midwifery Council (NMC) determines how programmes should be delivered to ensure that students meet the standards of proficiency for safe and effective practice (NMC, 2018a). Brexit presented an opportunity for the NMC to ‘uncouple’ from the outdated EU Directive (European Parliament, 2005) and, following a 2-year programme of work, proposals were developed which included changes to the nature of placement settings and amendments to the use of simulation in pre-registration programmes. This article will explore the opportunities created by these amendments and considerations for practice learning.

Published
2023

13. Has the pandemic response entrenched a pathogenic emphasis in education?

Author

Leigh, Jacqueline, Borwell, Juliet, Garrow, Amanda, Kenny, Amanda, Knight, Kate H, Monks, Rob, Roberts, Debbie, Whaley, Victoria, Wright, Karen Margaret, Leigh, Jacqueline, Borwell, Juliet, Garrow, Amanda, Kenny, Amanda, Knight, Kate H, Monks, Rob, Roberts, Debbie, Whaley, Victoria, and Wright, Karen Margaret

Published
2022

14. How many practice hours are required to become a registered nurse?

Author

Garrow, Amanda, Roberts, Debbie, Kenny, Amanda, Leigh, Jacqueline, Borwell, Juliet, Knight, Kate H, Whaley, Victoria, Monks, Rob, Wright, Karen Margaret, Garrow, Amanda, Roberts, Debbie, Kenny, Amanda, Leigh, Jacqueline, Borwell, Juliet, Knight, Kate H, Whaley, Victoria, Monks, Rob, and Wright, Karen Margaret

Published
2022

17. The supervisor conundrum

Author

Knight, Kate H, primary, Leigh, Jacqueline, additional, Whaley, Victoria, additional, Rabie, Gay, additional, Matthews, Marie, additional, and Doyle, Kate, additional

Published
2021
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25. Redefining undergraduate nurse teaching during the coronavirus pandemic: use of digital technologies

Author

Leigh, Jacqueline, Vasilica, Cristina, Dron, Richard, Gawthorpe, Dawn, Burns, Elizabeth, Kennedy, Sarah, Kennedy, Rob, Warburton, Tyler, Croughan, Catherine, Leigh, Jacqueline, Vasilica, Cristina, Dron, Richard, Gawthorpe, Dawn, Burns, Elizabeth, Kennedy, Sarah, Kennedy, Rob, Warburton, Tyler, and Croughan, Catherine

Abstract

During the current coronavirus pandemic, undergraduate nurse teaching is facing many challenges. Universities have had to close their campuses, which means that academics are working from home and may be coping with unfamiliar technology to deliver the theoretical part of the undergraduate nursing curriculum. Emergency standards from the Nursing and Midwifery Council have allowed theoretical instruction to be replaced with distance learning, requiring nursing academics to adapt to providing a completely virtual approach to their teaching. This article provides examples of tools that can be used to deliver the theoretical component of the undergraduate nursing curriculum and ways of supporting students and colleagues in these unprecedented times.

Published
2020

43. Top tips for interprofessional education and collaborative practice research: a guide for students and early career researchers.

Author

O'Carroll, Veronica, Owens, Melissa, Sy, Michael, El-Awaisi, Alla, Xyrichis, Andreas, Leigh, Jacqueline, Nagraj, Shobhana, Huber, Marion, Hutchings, Maggie, and McFadyen, Angus

Subjects
RESEARCH, INTERDISCIPLINARY research, VOCATIONAL guidance, EDUCATION, STUDENTS, INTERPROFESSIONAL relations, HEALTH, INTERDISCIPLINARY education, MEDICAL practice
Abstract

Interprofessional research within the contexts of education and health and social care practice has grown exponentially within the past three decades. To maintain the momentum of high-quality research, it is important that early career researchers embarking on their first research journey and new to interprofessional education or interprofessional collaborative practice feel supported in making their contribution to the field. This guide, developed by the Center for the Advancement of Interprofessional Education (CAIPE) Research Group, has been written with these groups in mind who are embarking on their first research journey, and new to the interprofessional field. It aims to raise awareness of academic resources and share practical advice from those who have previously experienced problems when undertaking interprofessional research in education or health and social care practice. [ABSTRACT FROM AUTHOR]

Published
2021
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44. Transition to Nursing Practice : From Student to Registered Nurse Ed. 1

Author

Darvill, Angela, Stephens, Melanie, Leigh, Jacqueline, Darvill, Angela, Darvill, Angela, Stephens, Melanie, Leigh, Jacqueline, and Darvill, Angela

Abstract

Moving from student to registered nurse is a big transition and it is important for final year students to feel fully prepared for life after study. Covering a range of topics including accountability, professionalism, re-validation and fitness to practice, this text gives you a thorough overview of the responsibilities associated with being a fully qualified nurse. The book starts by helping you to assess your current level of practice and identify any areas requiring additional attention, allowing you to get the most from your final year of training and enter the workplace with confidence.

Published
2018

48. Degree and Higher Level Apprenticeships: An Empirical Investigation of Stakeholder Perceptions of Challenges and Opportunities

Author

Mulkeen, James, Abdou, Hussein, Leigh, Jacqueline, Ward, Paul, Mulkeen, James, Abdou, Hussein, Leigh, Jacqueline, and Ward, Paul

Abstract

The aim of this paper is to explore the challenges and opportunities of designing and delivering Degree and Higher Level Apprenticeships (D&HLAs) at levels 4 - 7 from a multi-stakeholder perspective namely employers, Universities, independent training organisations and professional bodies. 27 face to face interviews were undertaken and thematic content analysis was used to analyse the data. The following three themes emerged from the data analysis: programme design; programme delivery; and graduate attributes. We conclude that whilst there are increasing numbers of trailblazer groups developing higher level standards, the uptake of apprenticeships at these levels remains relatively low. Although stakeholders support the principle of D&HLAs, we identify a number of challenges and opportunities facing those who seek to successful introduction these programmes. Our policy recommendations include the need for all stakeholders to work collaboratively to co-create a flexible system to support the validity and relevance of D&HLAs. This will include streamlining and mapping the variety of qualifications currently available in order to promote a platform for parity of both esteem and opportunity for those achieving degree qualifications through the apprenticeship route.

Published
2017

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