Exploring the experience of participants in a pilot scheme to recognise teaching excellence in healthcare: a mixed methods approach

Burns, D ORCID: https://orcid.org/0000-0002-9683-504X, Grundy, J, White, H, O'Connor, DA ORCID: https://orcid.org/0000-0002-0198-1387 and Furber, C (2024) Exploring the experience of participants in a pilot scheme to recognise teaching excellence in healthcare: a mixed methods approach. International Journal of Nursing Studies Advances, 7. 100255. ISSN 2666-142X

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Abstract

Background: Within healthcare settings, practice-based healthcare professionals are expected to teach, supervise, assess and/or support learners in their respective disciplines. Ongoing development opportunities focusing specifically on teaching skills and support of students are varied and there are no mandatory requirements for practice-based healthcare professionals to develop formal teaching qualifications, despite their direct involvement with learners. Objective: To explore the experience of participants in a pilot scheme to recognise teaching excellence in healthcare. Design: A mixed methods approach was used. Setting(s): One inner-city integrated health care system in the UK. Participants: This study involved eleven participants in total: seven applicants who successfully completed the award and four mentors who supported them throughout the application process. Mentors were all Advance HE Fellowship holders employed within one National Health Service (NHS) organisation and one Higher Education Institution situated within the Northwest of England. Methods: Data collection methods included an online anonymised survey followed by individual semi- structured interviews. Quantitative data were analysed descriptively, and qualitative data were analysed using framework analysis principles. Results: The findings indicated that participants (applicants and mentors) found the overall experience positive and rewarding. The main positive aspects of taking part were: I. Increased confidence and sharing of teaching experience. II. Increased reflection and use of pedagogy. III. Formation of a teaching community of practice. IV. Perceived teaching career progression opportunities. The application process appeared to act as a catalyst towards re-engagement with underpinning pedagogy when considering the suitability and utility of effective teaching approaches for learners in practice. It also helped to promote a teaching community of practice where mentors were able to ‘pay forward’ and support practice colleagues to be recognised for their teaching roles. The main challenges were the competing demands on applicants’ time and the self-directed approach required to complete the award application. Conclusion: Gaining recognition of teaching excellence through an award scheme such as Advance HE Fellowship can foster a sense of empowerment, recognition and reward for educators who work with learners undertaking Higher Education Programmes, irrespective of the setting where teaching and learning takes place. However, without wider organisation support and resources, the benefits of such schemes can be diminished. Registration: N/A Tweetable abstract: With institutional support, Advance HE Fellowships offer accessible recognition for healthcare educator's commitment to teaching excellence @AdvanceHE @NHSE_WTE