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

Supervision

In no particular order of priority, the supervision session can be used to:

• Share your knowledge of, and enthusiasm for, your own service setting
• Encourage the student to evaluate his/her own performance
• Discuss your own perceptions of the student's progress
• Identify and deal with potential or actual problems in the placement experience
• Encourage the student to constructively question existing practice and suggest innovative approaches to interventions
• Identify further learning needs and set new goals or negotiate new learning objectives
• Test out clinical reasoning - the student's and your own
• Strengthen the working relationship between you and the student
• Allow the student to discuss his/her caseload
• Deepen the student's understanding of aspects of practice or, for example, of specific disabilities, through direct teaching
• Develop the student's capacity to see him/herself as others do, through accurate feedback
• Reconcile the needs of the student, the service setting, and your own needs - for example, in terms of the quality and quantity of work undertaken by the student
• Help the student at the end of the placement - for example, guiding him/her where necessary in concluding and handing over contact with service users to others, and reminding the student to remove the names of service users from his/her personal diary
• Discuss student evaluation of placement.

There are almost certainly a number of other aspects which could be added to this list.