Background of the Practice Learning Teams

The PLT initiative arose from a series of three full-day workshops held in the Division of Nursing during 1999. The aims of the workshops were to debate the role of the link teacher and to explore potential alternative approaches. Practitioners, teachers and students who attended the workshops identified that:

• the system of allocating link teachers to provide educational support to practice areas was not uniformly effective 
• the methods teachers used to maintain and provide links were not consistent across all placement areas 
• expectations of the link teacher role was unclear to teaching staff, nursing practice staff and students
• it was difficult to find replacements when link teachers leave the organisation, which resulted in some practice areas being left without an allocated educational link person

In light of the findings above, it was decided that the link teacher system be replaced by a system of Practice Learning Teams (PLTs). Each of these teams would link to individual units/directorates and/or groups of nursing practice areas. The ways in which each team operates is agreed at local level so that they meet the needs of individual directorates and/or groups of practice areas.

The aims of PLTs are to:

• develop effective partnerships between the Division of Nursing and practice areas
• reflect a valuing and development of practice-based learning, which is an essential component of the students' learning experience
• support practice staff as they facilitate students' learning and achievement of their learning outcomes and competencies through effective assessment processes

The constitution of PLTs

Membership differs depending on the unit/directorate and/or group of placements that are involved. However, all teams consist of a combination of Division of Nursing and practice staff. All Division of Nursing staff with responsibility for teaching and supporting pre-registration and post-registration students are expected to actively participate in at least one PLT.

Practitioner representatives form part of each team to provide advice and support to the team on current practice issues. The team elects an individual to act as the team leader/chair/co-ordinator. Team roles include support and advice to assessors on learning and teaching matters, provision of support for students in practice, updating staff on curriculum matters, and providing support to practice managers.

For teachers who do not hold a professional nursing qualification, staff within the PLT will need to provide support regarding professional nursing issues relating to the learning environment. In addition, at some centres PLT staff undertake audits as part of their PLT remit. For teachers without a nursing qualification, they can participate in the audit process but they will require an experienced practitioner auditor to audit with them. This is in order for auditors to reach a valid judgement regarding the audit recommendations for the practice area. They will also require adequate preparation for their auditing role and this is the responsibility of the lead audit person at the relevant centre.

Functions of PLTs

The functions of the PLTs include:

• Strengthening the partnerships between practice and education by providing a tangible presence 
• Developing, facilitating and supporting students' practice-based learning 
• Providing a forum for sharing 'good practice' and the exchange of information 
• Developing initiatives that enhance practice-based learning 
• Participating in the update of assessors/mentors 
• Acting as a resource for the professional development of practice staff 
• Providing feedback to practice staff about students' evaluation of their placement experience, including action plans for addressing issues, where appropriate 
• Contributing to the Division of Nursing Educational Audit process

Minimum requirements for all PLTs are to:

• Have terms of reference for the team 
• Identify the specific support mechanisms available for mentors and students that have been agreed with the placement area 
• Map the learning opportunities available in placements to the outcomes and proficiency standards for practice achievement 
• Have standard agenda items for meetings that should include:
  • Student evaluation summaries and issues
  • Action planning for issues identified by students
  • Mentor issues
  • Teacher issues
  • Mentor update issues