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
Students are allocated mentors for assessment, the mentors will set the initial learning plan, provide formative and summative assessments – they do work with the students however will predominantly base decisions on feedback from the supervisors therefore increasing inter-assessor reliability. A mentor is accessible for 40 per cent of the placement period – rostered mentors are allocated no more than three students (NMC, 2008).
Several students (e.g. 4/6) are allocated to a team on any particular shift, the Registered Nurse (RN) is responsible for a group of patients, however the care is primarily organised and delivered by students. The RN 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 ward. 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.