Light Touch [Paper] - Then Stand Well Back

There are many differences, and similarities, between previous quality assurance systems and the new NMC UK wide quality assurance framework. As a managing reviewer the difference that was most influential in shaping how I operated, was the notion of 'light touch'.

The purpose of this article is not to define 'light touch” but rather to share my experiences in order to promote wider debate and greater clarity and consistency. Over a number of reviews the notion of 'light touch' began to emerge as:

a) Avoiding duplication - The plethora of quality assurance activities meant that all Education Providers had recently undergone some form of quality scrutiny. Through the analysis of the findings, construction of a pre-review commentary and information gained at the initial visit the managing reviewer was able to direct reviewers towards exploring pertinent issues thoroughly, with due regard to their field of pratice, but without undue repetition and duplication of effort by the host Education Provider.

b) Peer review - A significant strength of the process is that all reviewers are selected, because of their currency in practice or education and therefore they are well grounded in the realities of health care delivery and education. Without compromising professional standards the reviewers became extremely adept at discerning the differences between ways of operating that they may not be familiar with and unsatisfactory practice. Indeed one of the advantages to many reviewers and myself was to be able to return to our own organisations with fresh ideas and different solutions to familiar problems.

c) Evidence based approach – Most of the review takes place in the clinical areas talking to practitioners, mentors, service managers, link lecturers and students. This meant that reviewers were able to explore issues in greater depth within the practice learning environment. Through 'show and tell' they gathered real evidence of good and not so good learning experiences without having to rely only on the articulate feedback of well rehearsed personnel. (Reviewers also spent a lot of time being driven from one placement to the next).What was surprising to some Education Providers and indeed to some reviewers was how little time they spent in the University looking at educational delivery systems, resources and general fixtures and fittings.

'Light touch' is very similar in many ways to the songs of Leonard Cohen or my mothers cooking i.e. ‘the beauty is in the eye of the beholder'. Many Education Providers at the end of the monitoring visit said 'we didn't know what light touch meant, but we felt it'. Indeed many stated this focused approach had enabled more relevant issues to be explored and in greater depth than ever before.

Peter Goward, Senior Lecturer Sheffield Hallam University.
P.Goward@shu.ac.uk

To read about monitoring from another perspective, click here