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

Reflection

We hope you have enjoyed working through this section

• Can you outline the reasons why professional practice education is important to all the stakeholders involved?
• Are you able to list three of the approaches to learning discussed in the section on teaching and learning, and say how they relate to professional practice education?
• Can you describe the characteristics of your own preferred learning style?
• Are you able to recognise the needs and expectations of students on practice placement?
• Are you able to recognise your own needs and expectations as a new practice educator?

You may find it helpful to 'test' yourself by writing down brief answers to these questions, and then checking them against the relevant sections.

If you are unsure of any of these areas, spend a little while going back over the material.

Part 1 of this document can also be found as part of The Making Practice - Based Learning Work Project at www.practicebasedlearning.org as 'An introduction to practice education'. This web site also has a variety of resources which will be useful for you as a practice educator.

Clinical - of speciality

- of routines

- of working practices

Multi-/inter-disciplinary team, and relevance to individual profession

Policies, procedures and legislation

Induction - fire regulations, Health and Safety, lifting and handling

Code of Ethics

Of student - learning style

- experience, interests

- 'baseline' of knowledge and skills

Self, and own strengths and weaknesses

Own work area and resources available elsewhere

Level of placement student is undertaking - University requirements, eg. written work

- course structure

- assessment procedures

prepare/plan appropriate induction

arrange timetable for self/student/other members of team where appropriate

impart clinical skills

share knowledge at the appropriate level and in an appropriate style

assess - being non-threatening and open-minded

observe

communicate

manage time in relation to cases and student

reflect on own and student's performance

support effectively through formal and informal supervision

delegate appropriate cases to student

identify stress and manage it effectively - own and student's

be able to give constructive support and criticism

approachable

friendly

warm

organised

supportive

honest/open

real/genuine

positive

enthusiastic

reliable

knowledgeable

sense of humour

adaptable

good listener

professional - can give leadership, show respect to service users, work in multi-disciplinary team

facilitator

'juggler'

not over-protective

clear - not giving out mixed messages

patient

interested in student

appear confident in role (even if don't feel it!)

non-judgemental

enthusiastic

flexible

respectful of student's needs and situation

tolerant

committed

self-aware

objective - fair and firm