Capacity of practice-based learning

It provides our view on the capacity of practice-based learning, including our regulatory requirements, and what we commonly see in programme delivery.

This information should be considered by education providers when developing new and existing programmes, linked to this area. 

Our threshold requirements

We recognise that education providers are not solely responsible for the capacity of practice-based learning. They must operate within professional, regional and national environments, and must design and resource their programmes to align with the capacity of practice partners. We work with other organisations, such as NHS England regional teams, to understand practice capacity and challenges.

Our standards enable innovation in practice-based learning. We are not prescriptive about the duration or range of practice-based learning, as long as this learning supports learners to meet our requirements for registration.

Summary reflections 

Capacity of practice-based learning is an issue often discussed within the professions we regulate. From our assessments, there is capacity for learner numbers on all HCPC-approved programmes, and capacity issues are currently being managed effectively. Education providers work with sector stakeholders to achieve this, including groups that provide national or regional oversight, practice education providers, and other education providers (normally in collaborative regional groups).

It is clear the ability to sustain practice-based learning capacity is a primary objective for education provider and sector stakeholders, and they have driven forward innovations in practice-based learning, simulation in practice, and smart timetabling to increase the availability of practice-based learning. However, even considering these innovations, there is a finite pool of practice opportunities, which is a key challenge for the sector to consider moving forward.

Education provider approaches 

Education providers normally plan effectively to help manage practice-based learning, and to sustain, and where required increase, capacity for it. This includes longer term strategic planning, and contingency planning for when there are issues with practice-based learning.

Education provides are aware of the importance of having strong and effective working relationships with practice-based learning partners to ensure they have sufficient opportunities for learners on their programmes. These relationships enabled an increase in practice-based learning capacity when it was required, developing innovative practice-based learning, and adapting to fluctuations with capacity.

We saw innovations in practice-based learning, including:

• the use of simulation;
• broadening the range of practice education providers to include non-NHS providers; and
• changes in practice, such as increasing use of e-consultations.

Education providers also felt the benefits of working with a range of stakeholders such as individual NHS Trusts, NSH England, other education providers and employers. Engagement and partnership with a wide range of stakeholders enabled positive information sharing to properly understand capacity within setting, regions, and nations. Some education providers had dedicated members of staff responsible for these partnerships.

Education providers in Wales are part of a national placement allocation and quality model, the All-Wales Placement Reference Group, which is overseen by Health Education and Improvement Wales. This enables practice-based learning allocation based on a national strategy and arrangements.

When proposing new programmes:

• many education providers have programme-level arrangements to secure appropriate capacity; and
• education providers who already deliver HCPC approved programmes outlined their existing processes to ensure capacity would be adapted and used for new programmes.

We expect education providers to outline how they considered the wider regional context, including where other education providers use the same practice education providers, and how these situations are managed to ensure capacity within the nation or region. Us testing this through approval assessments was fundamental to relevant standards being met by education providers and programmes.

Practice-based learning capacity is determined differently for apprenticeship programmes to direct entry routes, as they are run in conjunction with a specific employer. For example, expressions of interest in applying for apprenticeship programmes were received from employees, and this was the start of the process to determine what capacity was required and how it could be ensured.

There is sometimes tension with securing practice-based learning for apprenticeship and direct entry provision, because employers instinctually prefer apprenticeship learners for practice learning opportunities. Education providers manage this by setting up clear agreements, such as memorandums of understanding with practice partners, covering both types of learners.

Current sector focus and challenges 

As noted, there are challenges with the availability of practice-based learning across all professions, and in all nations or English regions. This challenge is impacted by the availability of funding and staffing, pressures on service and workload, national and region-specific issues, increased range of routes to qualification, and intentions of workforce plans across the four UK nations to significantly increase learner numbers for most of our professions.

Education providers reflected on the innovative practices they developed and implemented to address some of the challenges experienced in this area to increase placement capacity opportunities. There was an increase in the use of simulation, and the use of other technological solutions such as virtual reality to increase practice-based learning capacity.

Limited availability of practice educators to support learners is an important consideration for practice-based learning capacity. Education providers were cognisant of ensuring learners were effectively supervised to ensure a good learning experience and supporting progression through programmes. Some education providers are using Long Arm Supervision to increase capacity, opportunity and quality of practice-based learning. Other are focused on increasing the number of practice educators in line with local intentions and national schemes.

Areas commonly explored further through our assessments 

Through our assessments, we explored this area more frequently than for other areas. We mainly focused on ensuring formal arrangements are in place to ensure appropriate capacity for the number of learners on programmes, and to test that these arrangements were working in practice.  

Proportion of performance review assessments with quality activities / referrals