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

Video Scenarios - Supervison assessment

We hope you spotted lots of differences between the two video clips - and identified Scenario 2 as the better approach to supervision!

In terms of the relationship between the student and the practice educator, in Scenario 2 the practice educator:

• Treated the student more as an equal
• Encouraged participation by the student
• Encouraged the student to consider his learning needs
• Was more supportive of the student.

By contrast, in Scenario 1, the practice educator appeared little concerned about her relationship with Paul, was critical, was insensitive to his needs and feelings, and dominated the session, treating Paul very much as a subordinate.

There were several differences between the structure and content of the supervision sessions shown in the video clips. The session shown in Scenario 2:

• Was planned well in advance, and was held in a quiet, undisturbed setting
• Was one of a series of regular supervision sessions
• Had an agreed agenda
• Covered feedback on the week's activities, Paul's progress to date, the setting of new learning objectives and discussion of his caseload.

In the second scenario, the session was unstructured, was held with little prior warning and took place in a busy office setting with lots of interruptions. The session appeared to contain little constructive content and there was no indication of when the next supervision session was to be.

With regard to promoting learning, in Scenario 2 the practice educator:

• Defined clear goals for learning with the student
• Praised/reinforced good practice
• Used mistakes positively
• Recognised and managed personal differences
• Acknowledged that feelings could affect the student's ability to learn.

In the first scenario, the practice educator did little to promote Paul's learning and set no clear goals for, or with, him.