Understanding the role of peripatetic community practice teachers

Abstract

Accepted practice for supporting student health visitors in their training has been for each community practice teacher (CPT) to support a single student in the clinical setting. Following the publication of the Call to Action ( Department of Health, 2011 ), there has been a dramatic increase in student health visitor numbers. This has affected the ability to teach in this way, and a system of ‘long-arming’ has been introduced, whereby each CPT provides teaching support to several students facilitated via mentors. This qualitative study using grounded theory sought to evaluate the impact of this change by interviewing six experienced CPTs. Questions were compiled following a comprehensive literature review. Common themes included communication, capacity to undertake the role and support networks. Interviews confirmed that there remained a deep professionalism and dedication to the role. Despite changes in the role, CPTs continue to strive to provide high-calibre support to students and mentors. All participants saw support from management as positive, although some suggested support from higher education institutions was variable. Effective communications and a commitment to building strong working relationships were seen as important. Some interviewees mentioned being overstretched and had experienced burnout and stress. This appeared greatest where CPTs continued to carry a caseload while managing several students and mentors. Further investigation into the outcomes achieved, through examining the confidence and competence of newly qualified health visitors trained through this method, is recommended.