EDITORIAL BOARD Irene Anderson, Principal Lecturer and Reader in Learning and Teaching in Healthcare Practice, University of Hertfordshire Russell Ashmore, Senior Lecturer in Mental Health Nursing, Sheffield Hallam University Steve Ashurst, Critical Care Nurse Lecturer, Maelor Hospital, Wrexham Christopher Barber, Freelance Lecturer and Writer Dimitri Beeckman, Professor of Skin Integrity and Clinical Nursing, Ghent University, Belgium Jacqueline Boulton, Lecturer in Adult Nursing, Faculty Lead for student mobility, electives and global health, Florence Nightingale Faculty of Nursing, Midwifery & Palliative Care, King’s College London Beverley Brathwaite, visiting senior lecturer, Middlesex University Nicholas Castle, Head of Professions/ Assistant Executive Director, Hamad Medical Corporation Ambulance Service, Qatar Jothi Clara J Micheal, Group Director – Nursing, Global Hospitals Group, India Emma Collins, Nurse Consultant, Sexual Health In Plymouth, University Hospitals Plymouth NHS Trust Alison Coull, Lecturer at Queen Margaret University, Edinburgh Angela Grainger, Senior Lecturer, BPP University Michelle Grainger, Ward Manager, Moseley Hall Hospital, Birmingham Barry Hill, Programme Leader and Senior Lecturer, Northumbria University Helen Holder, Senior Lecturer, Nursing Studies, Birmingham City University Mina Karamshi, Specialist Sister in Radiology, Royal Free Hospital, Hampstead Jacqueline Leigh, Professor Nurse Education Practice School Health & Society, University of Salford Joanne McPeake, Acute Specialist Nurse/ Senior Staff Nurse in Critical Care; Honorary Lecturer/Practitioner in Critical Care, University of Glasgow John McKinnon, Senior Lecturer, School of Health and Social Care, University of Lincoln Aby Mitchell, Senior Lecturer Adult Nursing, University of West London Joy Notter, Professor, Birmingham City University & Saxion University of Applied Science, Netherlands Hilary Paniagua, Principal Lecturer/Head of Doctoral Studies Faculty of Health & Well Being at the University of Wolverhampton Ian Peate, Director of Studies, Head of School, Gibraltar Health Authority Kendra Schneller, Nurse Practitioner, Health Inclusion Team – Vulnerable Adults and Prevention Services, Guy’s & St Thomas’ NHS Foundation Trust John Tingle, Lecturer in Law, Birmingham Law School, University of Birmingham Geoffrey Walker, Matron for Medicine, Cardiology and Specialist Nursing Services Poole Hospital NHS Foundation Trust Jamie Waterall, Deputy Chief Public Health Nurse, Office for Health Improvement & Disparities; Honorary Professor, University of Nottingham Jo Wilson, Director, Wilson Healthcare Services, Newcastle Cate Wood, Research Fellow, Oxford Brookes University.
Multiprofessional workplace learning in advanced practice
Bongi Sibanda, Corporate Lead for Advanced Practice Education, Education and Workforce Development, Epsom and St Helier University Hospitals NHS Trust, and Honorary Senior Lecturer, Kingston University, London (Bongi.email@example.com)
Embedding interprofessional education and collaborative practice (IPECP) is a priority in academia and healthcare practice settings globally (Barr et al, 2017). IPECP has been further endorsed by professional and regulatory bodies, for example, the Royal Pharmaceutical Society’s (2021) A Competency Framework for all Prescribers has been adopted by professional regulatory bodies including the Nursing and Midwifery Council.This provides an opportunity for interprofessional learning and supervision in prescribing practice, a key element of MSc Advanced Practice programmes.
Despite progress made in developing multiprofessional advanced practice frameworks at national level, the impact of applying frameworks within a clinical practice context is not known. Principles of interprofessional education (IPE) align closely with current advanced practice workforce priorities, including safe care, integrated person-centred care and the need for collaborative practitioners who are prepared to challenge traditional boundaries in order to continuously improve quality in health and social care delivery.
Health Education England (HEE) published key documents on standards and guidance for advanced practice, namely: Multi-professional Framework for Advanced Clinical Practice in England (HEE, 2017), Workplace Supervision for Advanced Clinical Practice (HEE, 2020a) and the Multi-professional Consultantlevel Practice Capability and Impact Framework (HEE, 2020b). NHS employers in England must ensure that these standards are embedded within advanced practice policies and procedures, with patient safety at the centre (HEE, 2017).
In 2020, I was recruited into an NHS Trustwide advanced practice education leadership role to lead on the development and implementation of a governance strategy, education and supervision policy aligned to HEE standards for advanced and consultant-level practice. As a key part of my role, a multiprofessional education policy for advanced practice aligned mainly to the three HEE documents was co-produced, following pilot quality improvement educational interventions – multiprofessional advanced practice Objective Structured Clinical Examination (OSCE) workshops over a 12-month period, and a course for multiprofessional advanced practice supervisors. Schober et al’s (2016) conceptual policy framework for advanced practice nursing was adapted and used to develop an educational policy for advanced and consultant-level practice at the Trust, which serves acute and community sites.To do this, I drew on my expertise in medical education for medical and physician associate students, as well as my previous role as a senior lecturer in MSc Advanced Practice.
This 12-month quality improvement project in work-based learning and the development of a Trust educational policy aligned to HEE standards will be evaluated using the Student Perceptions of Interprofessional Clinical Education (revised instrument), a standardised, validated tool to assess educational outcomes related to IPE (Zorek et al, 2017).
It is hoped that this evaluation will provide evidence on whether or not this approach to the integration of interprofessional education and collaborative practice has been successful in developing multiprofessional advanced practitioners in clinical practice settings. BJN
Barr H, Ford J, Gray R et al; Centre for the Advancement of
Interprofessional Education. Interprofessional education guidelines. 2017. https://tinyurl.com/3h8spwpt (accessed 26 July 2022) Health Education England. Multi-professional framework for advanced clinical practice in England. 2017. https://tinyurl.com/ y8j9frkn (accessed 26 July 2022) Health Education England.Workplace supervision for advanced clinical practice. 2020a. https://tinyurl.com/4cb8zmmr (accessed 26 July 2022) Health Education England. Multi-professional consultant-level practice capability and impact framework. 2020b. https://tinyurl. com/yc4zuc66 (accessed 26 July 2022) Royal Pharmaceutical Society. A competency framework for all prescribers. 2021. https://tinyurl.com/2p9b5rbu (accessed 26 July 2022) Schober MM, Gerrish K, McDonnell A. Development of a conceptual policy framework for advanced practice nursing: an ethnographic study. J Adv Nurs. 2016;72(6):1313-1324. https:// doi.org/10.1111/jan.12915 Zorek JA, Lockeman KS, Eickhoff JC, Patel Gunaldo T. .Multi-
institutional validation of the student perceptions of interprofessional clinical education-revised instrument, version 2 (SPICE-R2). Poster presentation. Banff, Canada: Collaborating Across Borders Meeting; 2017
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British Journal of Nursing, 2022, Vol 31, No 15