An Introduction to Practice Education

Table of Contents

1. Overview
2. Using this resource
3. Part One - An introduction to practice education
   1. The role of practice education
   2. The relationship between the academic programme and practice education
   3. Approaches to teaching and learning
   4. Expectations of Professional Practice
   5. Reflection
4. PART TWO - Planning and Preparation for Professional Practice Education
   1. The role of professional practice education
   2. Examining the work environment - resources for learning
   3. Reflection
   4. Possible resources to use with a student with the same learning preference
   5. Possible student anxieties before embarking on a new placement
   6. Suggested information required by practice educators
5. PART THREE - Supervising and Assessing a Student in Professional Practice
   1. Defining the learning experience
   2. Student supervision and feedback
   3. Principles of Assessment
   4. Reflective practice
   5. Coping with the student with difficulties
   6. Reflection
6. Suggested responses and additional notes
   1. Aims and objectives
   2. Video Scenarios - Supervison assessment
   3. Supervision
   4. References

The relationship between the academic programme and practice education

Undergraduate programmes vary between universities, both in their overall structure and in the way in which professional practice is integrated into the academic programme. As a practice educator it is essential that you are familiar with the structure of the academic programme so that professional practice can be put into context. Higher Education Institutions provide the relevant information in the form of practice education handbooks, courses, meetings, updates etc

As the range of settings and roles in which practitioners work increases, so do the possible locations for practice education. Practice now includes primary, secondary and tertiary care, with practitioners working with individuals of all ages and levels of need that may have physical, psychosocial or mental health problems, and learning disabilities. Placements may include community-based and inter-professional settings, as well as those more traditionally located in hospitals and clinics. Students should gain knowledge and skills appropriate to specific settings (such as assessments and decision-making) as well as those, which are appropriate across the professions (such as history-taking, attitudes to health care and interpersonal skills).

In the next section, we take a brief look at some approaches to teaching and learning, which are particularly relevant to practice education, and at how your own learning style might influence your approach to supervising a student.