Exploring collaboration in the implementation of a national assessment strategy: perspectives of advanced practice educators

Abstract

Background: Despite an increasingly competitive market, collaboration on course design between higher education institutes (HEIs) is still relatively under-researched, particularly in the UK. With the implementation of advanced clinical practice apprenticeships, this study focused on a series of workshops facilitated by the Association of Advanced Practice Educators UK (AAPEUK). These workshops aimed to ensure that faculty staff of HEIs, who were intending to deliver the advanced clinical practitioner (ACP) apprenticeship end-point assessments (EPAs), were informed and provisions met the requirements of the EPA assessment plan. Method: This study used a mixed methodology to explore perceptions of the UK's collaborative community of practice, which has been developed in relation to a national assessment strategy, the ACP Apprenticeship EPA ( Institute for Apprentices and Technical Education 2018 ). The survey used open and closed questions, and data and results were analysed separately. The participants of this study were all members of the End Point Assessment Organisation Network (EPAO). Results: The study collected both quantitative and qualitative data from 16 participants to understand their experiences in the EPAO Network. The thematic analysis of the data resulted in three key themes: collaboration, support, and quality and consistency. Discussion: The respondents found creating an environment where sharing experiences in an honest, open and generous group, and supporting each other, were valued. Such measures drove professional growth and empowered educators in the implementation of the ACP EPA. Conclusion: The study's findings demonstrated the benefits of learning communities working as a community of practice, and the positive impact that collaboration had on individuals and faculties in higher education settings.