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

Coping with the student with difficulties

Having spent some time studying and working on the assessment process, in this section we look at recognising and managing situations where a student is presenting problems.

If you have been using the student's assessment scheme to guide his/her learning and to inform supervision sessions, you should be aware by the middle of the placement period of the rate of the student's progress. You may even have used the assessment scheme more formally to provide a halfway check on progress. As the practice educator, you should be able to judge whether the student is likely to achieve all essential learning outcomes (if using a learning contract), or to achieve a sufficiently high grade to enable him/her to pass the placement.

If it seems likely that the student is failing, this should be discussed with the student and with the designated practice placement tutor from the university. You will probably want to seek advice and support from colleagues, particularly if they have experience as practice educators, and/or have been involved with the education of your student. Strategies can then be developed to strengthen particular areas of learning need or to address specific difficulties. Acknowledging the situation can be a sensitive issue, for both the student and yourself. You may feel that you have failed as a practice educator, that your standards have been too high or that your communication with the student has been poor. If you have followed the guidelines contained in this pack and specific guidance from the university, it is unlikely that this will be so, but it will be helpful for you and the student to have impartial individuals to turn to. It is important that you remember that your role with regard to the student is that of an educator and that if the student is in need of counselling or other support, appropriate help should be sought.

It is vital that you feel confident to use your professional judgement and, when necessary, take the decision to fail a student, based on his/her performance during professional practice. You are acting as one of the 'gatekeepers' to the profession, upholding the level of competence for those who enter your service, and denying entry to those who do not achieve it.

If a student is failing for a reason other than that of competence - for example, through poor health - the placement may be considered by the university to be 'unassessed'. In either case, students are usually allowed one re-sit of the placement before referral to a Progress Committee.

The university will inform practice educators if they are receiving a re-sit student and will be given guidance on specific learning objectives for the placement.

As the practice educator,you have the final decision whether or not a student fails a placement; the university cannot overturn this decision.

If remedial action is not effective, and doubts about a student's competence become a certainty, failure in the final week of the placement should not come as a surprise to the student. One of the main causes of anxiety for students is uncertainty about their progress - even knowing that you are failing may be less stressful than being unsure. Keeping a supervision log is essential in providing evidence that the student's progress has been discussed throughout the placement period.

• Your decision that the student has failed, or has not achieved a high enough grade to pass, should be clear and businesslike and evidenced through the objectives set at the start of the placement.
• Even where the decision is reached in collaboration with the student, the reasons for failure, or a low grade, must be stated clearly in the assessment documentation. Must be based on student's skills and competencies and not on personality.
• The student should be allowed some time to consider this decision, but a follow-up appointment with you should be arranged to allow discussion.
• In the follow-up meeting, discuss the reasons for the student failing, identify what has been achieved during the placement period and help the student set learning objectives for his/her re-sit placement.
• The university Practice Placement Tutor should be informed of the decision.
• The student will be given a follow-up interview at university; if you feel in need of similar support, you should feel free to contact the university yourself.
• Always conclude the final meeting on a positive note in order for the student to feel motivated to continue with change and not dejected by negatives.
• Proper closure of a placement is essential for you and the student.
• Try to retain focus that this is a reflection of performance as a practice educator and student - it should remain professional, not personal.
• Debrief and reflection is essential for you after the student has left. Implement any changes and try to keep it all in perspective.

After the student has left, reflect on the experience, but do not give up on practice education because of one unsuccessful placement. Coping effectively and sensitively with the situation will have been a valuable learning experience - and your next student is almost certain to be completely different!

Illott I, Murphy R (1999) Success and Failure in Professional Education: Assessing The Evidence, London, Whurr.