Learning in Partnership



This chapter outlines the need for robust academic-practice partnerships required to deliver high quality, effective education programmes for nurses and midwives in the UK. A number of roles currently exist to support learning in practice with the mentor primarily taking responsibility. All roles, whether clinical educator, mentor or link lecturer, have been shown to be problematic for a number of reasons including workloads, competing demands and lack of clarity on expectations (Carnwell et al., 2007; Carr, 2008; Barrett (2007).

Since the Nursing and Midwifery Council (UK) standards for proficiency (NMC 2018) removed mentorship as necessary for students’ support in clinical practice, there is a potential vacuum for student support in practice (Morley, Wilson, McDermott 2017). A myriad of support structures can be adopted including interdisciplinary working and support, peer support as well as the roles identified above. An analysis of current roles, the potential benefits and challenges of new roles proposed by the NMC standards for proficiency (NMC 2018) and recommendations to support new ways of working will be explored in this chapter.


Partnership Interdisciplinary Co-production 


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Copyright information

© Springer Nature Switzerland AG 2020

Authors and Affiliations

  1. 1.Department of Adult, Child and Midwifery, School of Health and EducationMiddlesex UniversityLondonUK

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