Evaluating Hub and Spoke models of practice learning in Scotland, UK: a multiple case study approach

Roxburgh, Michelle; Conlon, Margaret M M; Banks, Debbie

Abstract

Background
Most of UK students' practice learning experience is based on a rotational placement model which often leads to students lacking confidence and feeling anxious about the complexities of the care environment.

Objectives
To evaluate the impact of Hub and Spoke model(s) of clinical practice placement across geographically diverse locations, with a particular focus on enhancing the student practice learning experience.

Design
Multiple case study design.

Setting & Participants
Comprised undergraduate student nurses from Adult, Learning Disability and Mental Health programmes from 3 Scottish Schools of Nursing.

Methods
A mixed methods approach which included quantitative and qualitative date tools.

Results
All three Hub and Spoke models shared two broad findings:
1)
In the three Hub and Spoke models detailed in this paper, there is a continuum of student led learning which supports the process with opportunities for individual students to be positively innovative and creative in their learning approaches. Depth of learning was achieved in two ways; a) the method in which Hub placements are organised, managed and structured and, b) the depth of empathy and sensitivity to the individual at the centre of the care.
2)
Placement capacity is increased: The classification of placements is reviewed to produce broader categories, Engagement of mentors/enhanced student/mentor relationship.


Conclusions
Practice Learning must be seen as an academic endeavour that promotes deep, meaningful, person-centred learning rather than superficial, compartmentalised placement-centred learning

Citation

Roxburgh, M., Conlon, M. M. M., & Banks, D. (2012). Evaluating Hub and Spoke models of practice learning in Scotland, UK: a multiple case study approach. Nurse Education Today, 32, 782-789. https://doi.org/10.1016/j.nedt.2012.05.004

• Journal Article Type: Article
• Publication Date: 2012
• Deposit Date: May 15, 2015
• Print ISSN: 0260-6917
• Electronic ISSN: 1532-2793
• Publisher: Elsevier
• Peer Reviewed: Peer Reviewed
• Volume: 32
• Pages: 782-789
• DOI: https://doi.org/10.1016/j.nedt.2012.05.004
• Keywords: Practice Learning; Belongingness; Learning environments
• Public URL: http://researchrepository.napier.ac.uk/id/eprint/8159
• Publisher URL: http://dx.doi.org/10.1016/j.nedt.2012.05.004