Link Tutors Research Articles

Mentees Perception on the Nature of Teaching Practice and Supervision at the Colleges of Education in Ghana

The purpose of the study is to find out the nature of teaching practice supervision and the mentees perception on the roles of the supervisors in teaching practice.The descriptive survey design was used for the study. The target population used for the study consisted of all 2017 third year students (mentees) of Colleges of Education in Ghana while the accessible population consisted of 2017 third year mentees from Akrokerri College of Education. Simple random sampling was used to select a sample of 153 for the study. The instrument used was questionnaire. It was found out that pre-observation was partially done. Few supervisors sit in to observe a full lesson during the observation stage. Majority of the respondents were of the view that during the post-observation conference, discussions are held during which set targets are reviewed and supervisors provide guidance and suggestions for improvement. Majority of the respondents are also not given the chance to make comments on their performance. Again, majority of the supervisors – mentors, lead mentors and link tutors do perform their roles as stipulated in the In-In-Out Policy Document. These include vetting of lesson notes, provision of professional growth and guidance and working in collaboration among others. Few mentors, however, assume that the vetting of lesson notes by lead mentors were not enough. It was recommended that teachers must be made to do full pre-observation and sit throughout the lesson to supervise the mentees.

Student midwives' views of caseloading: the BUMP study

In 2007 the Nursing and Midwifery Council recommended that across the UK all pre-registration, undergraduate student midwives should, as part of their education, have the opportunity to experience continuity of care through caseloading practice. This article reports on a qualitative exploration of student midwives' views of caseloading a known group of women, which formed part of a larger action research project through Bournemouth University's pre-registration, undergraduate midwifery programme. Analysis of the caseloading data revealed four themes: preparation to undertake a caseload; knowing your mentor; tri-partite meetings; and relevance of caseloading to their learning in becoming midwives. Caseloading was identified by the students as being a highly valuable learning experience. Attitudes of the midwife mentor and link tutor were seen as important and impacted on student confidence in preparing for, and learning from, their caseloading experience. Findings of this study highlight the importance of developing a shared understanding and commitment to agreed support mechanisms, which sustains and enriches the experience of the student through their caseloading.

Evaluation of a new clinical support model in radiotherapy practice

The role of the Professional Development Facilitator (PDF) in radiotherapy was introduced by Sheffield Hallam University, Sheffield, UK in January 2002, in response to a number of changes in radiotherapy education (Duxbury, A., Eddy, D., Doughty, J., 2004. Modernisation of the clinical support model for radiotherapy education and training: 1. Synergy, July 2004, P4-8). The differing models of clinical education support that exist in healthcare informed the development of this 'hybrid' model in radiotherapy. Three years from its inception a project to evaluate the role was undertaken with the focus being a comparison of this new role with the traditional model of Link Tutor support from a number of perspectives. This paper discusses a number of models of clinical support in healthcare training that have lead to the development of the PDF and provides an overview of the two roles in radiotherapy. In this evaluative project lecturers provided their perspective on these roles through the completion of an open-ended questionnaire. The results demonstrated that although there were many similarities in the two roles the main distinction was the scope of their practice. This study did not seek to provide evidence of whether one model of support is more effective than the other however the findings will inform a detailed research project that seeks to address that question.

Supporting student nurses on placement in nursing homes: The challenges for the link-tutor role

Practice-based learning has always been a key feature of nursing education, and the quality of student learning is heavily influenced by the quality of the clinical experience. In addition, with an ageing population, nurses will need to better develop the particular clinical skills related to meeting the needs of older people in diverse settings. Increasingly, health care faculties in universities are turning to nursing homes to provide clinical placements for student nurses. This paper examines the literature related to the benefits and challenges of using nursing homes as placement areas for student nurses, with particular reference to the challenges that nursing home placements present for link tutors. The paper concludes with a proposal for a model for the link-tutor role in nursing homes.

Working in the theory–practice gap: the lecturer practitioner's story

AbstractNarrowing the theory–practice gap through clinical education of pre‐registration nurses is of international importance. Difficulties arising from supervising students in clinical education have been reported in Nepal, Hong Kong and Turkey and different countries also make various provisions for pre‐registration clinical experience. In the UK, pre‐registration nursing education standards and course content equip nurses to practice safely and are defined in statute. Students spend 50% of the course in clinical practice where they apply theoretical concepts under the guidance of a mentor, lecturer practitioner (LP) and link tutor.This paper presents the results of the first phase of a three‐phase study, which sought to explore differences between mentors, LPs and link tutors and how they work together to enable pre‐registration nursing students to integrate theory and practice. The aim of this phase of the study was to explore how LP roles were implemented across the study area and how they worked with mentors and link tutors to enable students to integrate theory and practice.Eleven semistructured interviews of LPs were conducted. The constant comparison method was used to analyse the data. Three themes emerged from the data — participants’ perceptions of their role and how they relate to others (a foot in both camps); participants’ concern to fit students for practice (look at it the right way); participants’ perceptions of how their work could be enhanced (making the job better). This paper discusses these three themes in relation to how the LP role differs from that of mentors and link tutors and how they work together to facilitate theory/practice integration in pre‐registration nursing students.

Managerial perceptions of mentor, lecturer practitioner and link tutor roles

Educating pre-registration nurses in clinical practice is a global issue. Within different countries problems exist in educating and supervising students in clinical practice and various models of clinical education are employed. In Wales, United Kingdom, this responsibility is divided between mentors, lecturer practitioners and link tutors. This paper reports on the third phase of a three-phase study in Wales to explore differences between mentors, lecturer practitioners and link tutors, and how they work together to assist students to integrate theory and practice. Four focus group interviews of National Health Service managers and Higher Education managers (n=22) were conducted. Qualitative content analysis revealed four themes: role characteristics and competencies, role differences, role conflict, and future options. The findings suggest a theory-practice continuum along which mentors, lecturer practitioners and link tutors occupy different positions. The article explores these different positions and offers suggestions for future role development.

Joined‐up training: improving the partnership links between a university PGCE(FE) course and its placement colleges

This research was prompted by a recognition that the links could be improved between the Cardiff University Postgraduate Certificate in Education (Further Education) (PGCE (FE)) course and its partner colleges, in which students complete their teaching practice. It sets out to explore the external and internal policies on such partnerships, and attempts to track their development. This is a turbulent time for Initial Teacher Training (ITT) in FE, and there continues to be much debate, consultation and change in this area, as the sector struggles for identity, proper recognition and satisfactory regulation. Some of the wider literature on teaching practice experiences, partnerships and mentoring within FE settings is drawn upon to elucidate the findings from this study. The main body of the research consists of a study of five teaching practice students at different placement colleges from January to May/June 2004. Semi‐structured interviews were carried out with each of them twice, once mid‐way through their placement, and again at the end. Three of their mentors were also interviewed. It is their perceptions of the partnership links which form the basis for this study. The interviews were analysed systematically, and a number of strong themes emerged. For example, there were concerns about the role of the mentor and the Link Tutor in the colleges, and the inconsistent approach to these roles from the point of view of both students and mentors. Other themes concern the preparation for placement and the socialisation of trainees during the first part of the placement. The role of the partnership between the university and the colleges in facilitating these processes was explored using the evidence from the interviews. An evaluation research approach was applied to these data in order to provide a framework for the analysis of the interviews. Although there are some very positive aspects of these partnership arrangements, gaps and inconsistencies are identified from the findings, and recommendations are made to address them. Some of these recommendations were implemented in early 2005 and are ongoing.

The clinical role of nurse lecturers: Past, present, and future

The clinical role of nurse lecturers has been the subject of much debate since the transfer of nurse education into Higher Education Institutions within the United Kingdom. This article provides a critical evaluation of the clinical role of nurse lecturers in terms of policy drivers and strategies for implementing national guidelines. Policies from the initiation of Project 2000, through to recent consultation documents on the support of students in practice, are evaluated. Formal aspects of the nurse lecturer remit, such as link tutor and personal supervisor roles, are discussed in terms of their impact on clinical practice. There is also a brief review of the development of the lecturer practitioner role as a bridge between education and practice. The fundamental arguments in support of nurse lecturers maintaining a clinical role in practice are analysed. This analysis includes consideration of the concept of 'clinical credibility' in terms of the impact on teaching and the closure of the theory-practice gap. The article concludes with suggestions for strategies to resolve the ongoing debate surrounding the clinical role of nurse lecturers. These recommendations include a review of staff:student ratios in nurse education, re-evaluation of the need for a clinical role, and the use of innovative recruitment and development strategies by higher education institutions.

Professional roles and communications in clinical placements: A qualitative study of nursing students’ perceptions and some models for practice

Background Research evidence suggests that clinical placements are important to both the perceptions and outcomes of nurse education. Nevertheless, despite this knowledge, research also indicates that many students receive negative experiences whilst attending these ‘remote’ settings, sometimes resulting in missed opportunities for learning and negative impressions of potential places of employment. Objective In this context, this study investigates the experiences and perceptions of students relating to their clinical placements and, in particular, their views on professional structuring. Specifically it addresses the roles of, and communications between, the key academics, clinical professionals and institutions responsible for their organization. Methods Focus group discussions with students (n=7) and an interview survey of ex-students (n=30) each from two British universities in Southeast England. Findings The research highlights the diverse experiences that student receive on clinical placements, as well as their own suggestions for improvements. Student informed models of worst, minimum, current and best practice are then presented, as well as a cross-setting evaluation feedback model. These highlight responsibilities and communications across health professionals and educational sites. The models include an emphasis on the roles of ward managers, mentors, link tutors and more generally on shared but clearly delineated institutional responsibility for quality assurance mechanisms. They offer the opportunity to improve educational practice in clinically-based education and concurrently to improve student experiences and outcomes. Conclusions Clinical placements are designed to provide practical learning through a ‘slice of practice life’. However, it is necessary to maximize this learning experience. Placements certainly need not be the worst slice.

Using a communication audit to improve communication on clinical placement in pre-registration nursing

This article describes a novel communication audit conducted with those concerned with the practice placements of pre-registration Nursing students. The study, uniquely, addressed all who were involved in communication concerning placement in what is described as an organisational analysis. The aim of the audit was to identify levels of satisfaction and dissatisfaction with present communication processes and to identify points for improvement. The audit used the Hogard-Barker Communication Audit of Practice a customized version of a well established tool, devised to cover issues relevant to practice placements. A key feature of the tool is the opportunity for participants to identify the amount of communication they are receiving on particular topics and issues against the amount they would like to receive. Participants in the audit included students, assessor mentors, ward managers, clinical facilitators and link tutors. Overall there was considerable dissatisfaction with what was perceived to be the insufficient amount of communication received on a number of topics including allocations, the curriculum, students' learning outcomes and commitments in terms of college work. In addition to identifying points for improvement the audit provides a baseline against which progress can be assessed through a future audit.

Responsibilities of Subject Mentors, Professional Mentors and Link Tutors in Secondary Physical Education Initial Teacher Education

Legislative changes in England, most notably the publication of Initial Teacher Training (Secondary Phase) (Circular 9/92 ) by the Department for Education (DfE, 1992), have resulted in the reorganisation of initial teacher education (ITE), including the introduction of school-based ITE. In school-based ITE, the responsibilities of higher education institution (HEI) and school-based staff have been reorganised and responsibility for mentoring of students in school has become key. Although there has been much research on the effectiveness of school-based ITE, and on the effectiveness of partnerships and of school-based mentors, there has been little research on whether perceptions of staff as to their own and others responsibilities are compatible and whether these match those identified in role descriptions for various staff involved with the course. The purpose of this study was to identify perceptions of which staff had major and which had supporting responsibility for specific aspects of ITE courses, for supporting students in their development as teachers and to meet the standards for the award of Qualified Teacher Status (QTS) and to compare these perceptions (1) among staff and students, and (2) with the responsibilities as identified in course documentation. Subject mentors, professional mentors, link tutors and students on four secondary physical education Post-Graduate Certificate in Education (PGCE) courses answered a questionnaire identifying their perceptions of responsibilities for different aspects of the course. Course documentation that identified the responsibilities of the three groups of staff on the four courses included in the study was also considered. Results showed that perceptions of staff about their own and others responsibilities for different aspects of the course do not always match perceptions of other members of staff about responsibilities but perceptions of their own responsibilities generally match those identified in course documentation except in two specific areas; major responsibility for supporting students in their actual teaching in school and supporting students to reach the standards for further professional requirements. Results are considered in relation to implications for supporting students in their development as teachers. Implications for further research are also identified.

The roles of the mentor and link tutor in primary school mentor training

Abstract This paper reports the evaluation of a small scale pilot mentoring scheme developed by a University Faculty of Education and some of its link primary schools to illuminate how the initiative might most profitably be developed in future years. This evaluation focused on the perceptions of all the parties involved in the mentoring (Head teachers, mentors, class teachers, students and link tutors) about their roles. Some suggestions are made about how the scheme might be developed in the future.