Practice-based Learning (placements) may take place, and is encouraged to do so in both clinical and non-clinical settings. The length of the Practice-based Learning can differ, usually ranging from 2 weeks upwards and can also occur at different stages of a course. Practice-based Learning doesn’t need to be one type, rather they can be a mix of any of the below settings and types. Variety can offer a great Practice-based Learning experience.
The BDA Curriculum Framework for the preregistration education and training of dietitians 2020 confirms that a minimum of 350 hours is required to be delivered in a clinical setting, with face-to-face contact with the service user. A Clinical setting is described as: a place where consultations regarding diagnosis and treatment occurs [e.g., GP Practice, Acute and Community Care settings and Social Care]. The key purpose of a clinical placement is to provide the learner with the opportunity to consolidate their learning by applying learning from the HEI to the practical setting and so acquire and develop their clinical skills. It is not about the acquisition of specialist theoretical knowledge. Practice-based Learning is designed to be skill orientated and not knowledge driven. The learner is not being trained to become a specialist dietitian but they are being equipped with the skills to practice as a competent dietitian.
This Practice-based Learning is fundamental for consolidating the clinical skills of the future dietitian. All dietetic specialisms are encouraged to take learners and that ideally learners should be seen in departments throughout the year.
Non-clinical setting for Practice-based Learning
Typically, this includes settings in industry, research, public health, private sector and the voluntary sector. As a profession, dietetics is branching out increasingly from traditional NHS based roles to more opportunities in a variety of settings. Therefore, as we are training the dietitians of the future, Practice-based Learning opportunities should reflect the current workforce. Any place that employs a dietitian in that capacity can be an appropriate place to support learner’s Practice-based Learning whether it is an entire or partial Practice-based Learning. These settings can offer rewarding Practice-based Learning experiences for the future ready dietitian. In these settings, supervision may not involve having constant one to one supervision by a supervising dietitian but other forms of supervision, e.g. peer-assisted learning, long arm supervision. Find out more about supervision.
Example - Birmingham City University
Example - Birmingham Community Health Care
Practice-based Learning Types
Research
The detailed study of a subject in order to discover new information or reach a new understanding.
Undertaking research and projects can be part of Practice-based Learning in varying amounts. Learners could be allocated time per week on a particular project, for example, a day a week if the project is big enough, this would allow a day out of timetabling for other experiences and give the learner dedicated time to progress the project; this could be for example a service review for an area. Learners could be involved in smaller projects or research elements, for example developing service user information. Learners are more often up to date with newer research papers so best placed to update any service user facing information. Learners also have a lot of skills in poster displays so could display a service evaluation very easily.
Example of a research Practice-based Learning.
Leadership
Providing a strategy, vision or direction for a programme or service.
Leadership Practice-based Learning offer learners the opportunity to see the bigger picture, they will spend time with a dietitian or other health care professional in a leadership role to see how they are able to influence their profession within the area that they work. It gives learners an insight into what leaders need to consider and the many different areas they need to be aware of. Learners will usually undertake a related project or audit during this Practice-based Learning to help consolidate their learning.
Role-emerging
Where a learner is placed within an organisation, or an area of service, where there is currently no dietitian employed.
This type of Practice-based Learning is designed to promote dietetics in a setting where there is not an established dietetic role. Learners may receive supervision from a staff member who is not a dietitian or who is a dietitian in a role that is new such as PCN dietetic roles/supplementary prescribers, and will also have further supervision offsite by a dietitian or a Higher Education Institute (university) educator. Settings for this may include charities, hospices and public health.
Such Practice-based Learning offer learners the chance to learn more about the changing healthcare environment, their professional capabilities and potential – and they might even carve out a future role for themselves along the way. Learners who have done diverse Practice-based Learning can get snapped up because they bring different skills. Employers want learners with transferable skills, who are flexible and adaptable, can communicate, problem-solve and work well in any environment.
Practice-based Learning role-emerging examples:
When implementing a new model, it is important to ensure that HEIs are evaluating to ensure it provides a great Practice-based Learning experience and meets the relevant learning objectives. This can be done formally or informally.
- Joined up Practice-based Learning between clinical and/or non-clinical settings for example block Practice-based Learning involving two days per week in clinical and two days per week in non-clinical setting.
- Interprofessional Practice-based Learning for example, other learner and dietetic learners shared between and other AHP and dietetic mentor/mentors in a setting: learners being able to explain the rationale for their plans to other learners helps them to refine their own understanding (Baxter, 2004).
Critical reflection is an important element of all Practice-based Learning opportunities. Applying the principles of critical reflection turns a task, action, event into a robust learning experience and provides opportunity for the development of independent critical enquiry skills. This needs to be built into the practice-based learning experience by the HEI and the practice educator has responsibility to develop this skill when working with learners.