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

In Part One, you needed to read and assimilate materials that were of a general nature, relevant to any student in any service setting. This section requires you to be more active, examining your own work environment and beginning to prepare materials to support a student entering your service setting.

Consider again the sections that make up Part Two.

• Have you recognised the particular areas of risk in your work environment and considered how you would alert a student to these hazards?
• Have you identified potential resources for student learning within, or associated with, your service setting?
• Have you considered strategies for coping with a student related to the service setting that you are in?
• Have you identified the information needed by a student before commencing a professional practice placement with you?
• Have you prepared an induction list appropriate to your service setting, and begun to gather relevant materials for an induction pack?
• Have you considered any special requirements that the student might have?

Now that you have worked through this part of the pack, you are ready to start thinking about what might be appropriate for the student to do, and to learn, while s/he is with you, and how you will go about facilitating their learning and assessing them.