CLiPP in practice
CLiPP requires planning, preparation and project management as it requires a cultural change in supporting and assessing learning, delivering care and perpetuating best practice. The GROW model of coaching (Whitmore 2012) by supervisors and peer-to-peer coaching by students underpins learning requiring reflection and reflexivity which is already bedded into the ethos of nursing and midwifery.
Planning and preparation of staff is key, we have several models that can be shared and developed. Students are introduced to the concepts in the preparation for practice sessions and further prepared as part of placement induction.
How it works
are allocated practice assessors for formal assessment, the practice assessors,
or a delegated practice supervisor will work with the student to develop the
initial learning plan.
The practice assessor will not work routinely with the student, relying
predominantly on feedback from the Supervising team, thus increasing
The practice assessor will provide formal assessments at Midpoint stage and
Endpoint stage. They also assess episodes of care in that placement area.
Several students (e.g. 4/6) are allocated to a team on any particular shift, the practice supervisor is responsible for a group of patients, however the care is primarily organised and delivered by students. The
will 'coach' the students for all the relevant activities and accept delegation of care as appropriate.
Students take responsibility for designated patients for all care delivery including liaising with MDT after one week bedding into the placement area. First, second and third years are expected to work collaboratively together in caring for their group of patients, supporting and advising each other.
Reflection sessions with all students take place once a week.
Collaborative Learning in Practice – Information for Placement Providers