This document provides an agenda and overview for an AHP Practice Educators' Course. The day-long course will cover topics such as learning and teaching styles, roles and responsibilities in practice education, student assessment, providing feedback, and managing challenging students. Participants will discuss their experiences with assessment and feedback as students and assessors. The document outlines the principles of fair assessment and good feedback. It also addresses dealing with conflict, managing failing students, and writing a personal development plan. Overall, the course aims to equip participants with skills and knowledge for their role as practice educators in supervising and assessing healthcare students on placement.

1. 20/01/2014
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like answered by the end of today?

AHP Practice Educators‟ Course
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Welcome
By the end of today you will be able to:
• Evaluate learning & teaching styles
• Describe the roles & responsibilities of those
involved in practice education
• the student/practice educator relationship
• Discuss what constitutes a “FAIR assessment”
• Explain principles of providing effective
feedback
• Manage the “challenging” or failing student
• Write a personal action plan for own CPD in
relation to role as a practice educator
Discuss:
 What are your own experiences of being
assessed?
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Were they positive or negative?
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What types of assessment have you
experienced?
 What are your own experiences of being an
assessor?
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Were they positive or negative?
Types of assessment
FAIR principles of assessment
Importance of good feedback
Giving effective feedback
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Formative
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Summative
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Norm referenced
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Criterion referenced
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2. 20/01/2014
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Feedback – constructive and frequent
Activities – that promote self directed and
collaborative learning
Individualised approach – that caters for
perceived needs, style, method and pace
Relevance – enhances motivation, meaningful
to learner‟s aspirations and goals – will
discuss in more detail later
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Non-threatening/non-anxiety provoking
Realistic workload
Includes formative feedback at regular
intervals
Clear and transparent assessment criteria
Seen as relevant and important (promotes
intrinsic motivation/deep learning)
Includes some element of choice (?)
Includes self-assessment
Aligned with learning outcomes, i.e. valid tool
Good feedback:
Consider your own experience of giving/
receiving feedback:
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What approach(es) was used?
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Was the experience(s) positive/ negative?
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Specific
Constructive
Owned
Regular
Ensure judgement & evaluative words –how
well?
“My observations of you in practice showed that you have a
meticulous approach to detail and are able to prioritise well.”
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Improves performance
Increases morale
Develops teamwork
Enhances quality of
service
Facilitates selfreflection
Lack of good feedback:
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Demoralises
Reduces confidence
Results in conflict
Reduces opportunities
for learning
Prepare the ground – not unexpected
Non-judgemental
Be aware of non-verbal language
Show empathy
Positive feedback first
Focus on specific actions or examples – not
vague generalisations
Use open questions
If negative feedback is rejected, explore why
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3. 20/01/2014
Discuss what, for you, represents
“The Challenging Student”
.... and some solutions
Dealing with conflict
When failing is necessary
Managing the failing student
Low
motivation
“The Challenging
Student”
Overconfident
Attitude!
Defensive
Poor
timekeeper
Unresponsive
to feedback
Unreliable
Unable to
demonstrate
knowledge
High
achiever
Anxious
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Additional
learning needs
Difficult
circumstances
Mature – lots
of life
experience
Each party should feel empowered to speak
his/her mind, feel listened to & feel that they
are an essential part of the solution.
How do you manage conflict?
 Avoid?
 Compete?
 Accommodate?
 Compromise?
 Collaborate?
 What are your strengths in dealing with conflict?
 What aspects require development?
“Unless it is possible to fail then it is unlikely
that a course can guarantee professional
standards. Most educators do not relish the
task of conveying “bad news”... it is easy for
such circumstances and consequences to
interfere with the quality of decision
making…”
(Llott & Murphy, 1999)
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4. 20/01/2014
Provide effective feedback:
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Give feedback close to the event of concern
Allow both assessor and student some time to reflect
and self-assess
Start with positive points, followed by anything
negative, then end positively
Give factual comments with constructive criticism &
focus on behaviour which can be changed
Use questions to guide the discussion
Previous detailed feedback has been given
regularly on areas of performance, concerns
expressed & advice provided on how to improve
Failure to respond or act on specific feedback
regarding performance
Failure to provide evidence of meeting required
professional/ organisational standards
Acting in unprofessional or unsafe way despite
feedback & support
Managing the challenging or failing student
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What went wrong?
What part did the practice educator play?
What part did the student play?
What could be done differently?
4

5. 20/01/2014
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Ask the student how they feel they have performed
◦ S/he may not be aware that s/he has performed poorly
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Tell them where they have „gone wrong‟
Suggest ways in which they could improve or do
things differently
Give the student the opportunity to make
suggestions
Avoid accusations – use questions instead
Try to end on a positive note
Be prepared for an emotional response
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Raise any concerns early
Offer support & make expectations clear
Remember we learn in different ways
Ensure you follow correct standards &
procedures
Ensure accurate & clear records for all
Encourage student to take responsibility
Involve university early on in process
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What skills/techniques did the practice
educator use to give feedback?
Why did this elicit a different response?
How does this compare to your own
experiences?
Openness
Honesty
Recognition of discomfort
Willingness to listen
Willingness to hear criticism without losing
self esteem/self-efficacy
Correct perception of criticism will lead to
success
A Practice Educator‟s Experience
5

6. 20/01/2014
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Refreshments in
refectory extension
beside student canteen
See map for food outlets
& toilets
20 minute break
Update training session:
Govan Mbeki Building,
Room A526
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A quick review
Consequences of mismatch
What kind of things helped you learn as
a student?
What kind of things hinder your
learning?
What implications could this have for
you as a practice educator?
Chat to person next to you and see if
you are the same or different
Authority Expert: Focus on content/teacher centred/
responsible/student is receiver of content – relationship
not important.
Demonstrator/ Motivator: Acts as role model by coaching
and demonstration skills; desires participation; expects
students to take some responsibility for learning/ask when
they don‟t understand.
Facilitator: Student centred. Requires independent
learning/student to take responsibility. Designs activities
which require student processing and application in
creative ways.
Delegator: Control for learning on individuals or groups.
Offer choice/acts as consultant.
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Activists: welcomes new experiences,
enthusiastic, active, thrives on challenges
Pragmatists: practical, problem solving,
experimenters
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Reflectors: cautious, thinkers, observers
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Theorists: rational, logical, analytical
Authority
Expert
Self-Directed
Learner
Demonstrator
/Motivator
Facilitator
Delegator
Severe
Mismatch
Mismatch
Near Match
Match
Students resent
authoritarian teacher
Involved
Learner
Mismatch
Near Match
Match
Near Match
Interested
Learner
Near Match
Match
Near Match
Mismatch
Dependent
Learner
Match
Near Match
Mismatch
Severe
Mismatch
Students resent
freedom they are not
ready for
6

7. 20/01/2014
In groups consider one of the roles below and
make a list to feedback:
Practice Educator
Placement Provider
Student
University
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Supervise & instruct
Provide guidance on performance requirements
– set appropriate tasks and goals
Provide constructive feedback
Assess students
Recognise & address conflict
Address issues with poor performers
Liaise with University staff
Contribute to the development of practice
education
Adhere to professional codes of conduct &
standards of practice
Take responsibility for own learning
Follow guidelines and procedures, e.g. Health
and Safety, infection control
Work collaboratively (clients/staff/carers, etc).
Provide evidence of learning
Give/receive feedback
Capitalise on learning opportunities
Actively participate in the experience
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Practice Educator
Placement Provider
Student
University
Ensure staff have opportunity to participate in practice
education
Provide opportunities for staff training in practice
education
Balance work demands:
◦ Clinical demands vs. educational needs of students
Audit quality of learning environment
◦ Using Quality Standards for Practice Placements
Adhere to Practice Placement Agreements (PPAs) &
Placement Cancellation Guidance
Liaise with university
Provide training to PEs
Prepare students for placement
Provide timely information
Liaise between student/PE
Monitor progress
Ensure rigor in assessment
Moderate marks
Meet HCPC/professional body requirements
Adhere to Practice Placement Agreements
7

8. 20/01/2014
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Duty of Care
Equality and diversity
◦ Equality Act (2010)
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Practice Placement Agreements
Quality Standards for Practice Placements
(Quality Assurance Agency, 2011)
Quality placements are
essential if our
professions are going to
continue to survive!
Practice Placement
Agreements
Managing AHP Practice
Placement Cancellations:
Guidance
Quality Standards for Practice
Placements (QSPP)
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AHP Practice Placement Resources
Facilitated by NHS Education for Scotland
(NES)
Elspeth McKinlay & Antoinette Reilly
AHP Educational Project Leads
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AHP Practice Placement Agreements for Preregistration Student Placements
Managing AHP Practice Placement
Cancellations: Guidance
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Quality Standards of Practice Placement
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AHP Practice Educational Leads Contacts
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9. 20/01/2014
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Between each Scottish Higher Education
Institutions who train AHPs and each
health board in Scotland
Facilitated by NHS Education Scotland
and by individual AHP PELs within each
health board
Signed by AHP Directors on behalf of
Scottish boards in 2012/13
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Health Board Audit
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Profession Specific Audit
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Report from HEI
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Mechanism to Share Information
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Developed by NES AHP Practice Education
Facilitation Programme
 Supports PPA however can assist with
other practice placements
 Each health board implementing locally
 Introduces an escalation policy to
manage risks to placement cancellations
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“The QSPP have been created
so that Students and those
individuals and organisations
who support them understand
their responsibilities and
expectations in relation to
practice placement learning”
(NES 2008)
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1.
2.
3.
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Provides an outline of all involved parties
e.g. practice educators and their line
managers
Ensures communication is timely
Guide to finding efficient solutions to
placement cancellation
Learners on Practice Placements
Individuals Supporting Learners in the
Workplace
Managers and Facilitators Supporting
Education in Practice
Organisations Providing Practice Placements
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10. 20/01/2014
AHP Practice Education Leads/
Educational Projects Leads
West of Scotland
NHS GG&C/ Golden Jubilee- Elspeth McKinlay & Antoinette Reilly
Gjnh.ahpepl@nhs.net
0141 951 5815
NHS Ayrshire & Arran-Grier McGhee
Grier.McGhee@aaaht.scot.nhs.uk
01563 826021
NHS Dumfries & Galloway- Kathy Banford
k.banford@nhs.net
01387 244538
NHS Lanarkshire-Ruth Paterson
Ruth.paterson@lanarkshire.scot.nhs.uk
01698 201405
Other Health Board Areas
http://www.nes.scot.nhs.uk/education-and-training/bydiscipline/allied-health-professions/practice-education/practiceeducation-lead-contacts.aspx
http://www.nes.scot.nhs.uk/media/580881/ahp_qspp_section_one.pdf
Attributes of “good” PE &
student
Student & PE relationship
Developing trust & rapport
Disclosure
“..to supervise is to “oversee”, to view another‟s
work with the eyes of the experienced
clinician, the sensitive teacher, the
discriminating professional. Supervision
provides the opportunity for the student to
capture the essence of the therapeutic
process as modelled by the supervisor and
subsequently, to recreate the process with an
actual client/patient”.
E. Holloway, A Systems Approach
Suggested Qualities & Attributes of
the “Good” Practice Educator
From your past experiences:
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Discuss the attributes of a “good” Practice
Educator
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Discuss the attributes of a “good” Student
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Feedback your ideas to the text wall
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Good role model
Team-player
Reflective practitioner
Develop independent life-long learners
Able to encourage & motivate
Motivated to facilitate student learning
Uses evidence supported practice
Sound in own clinical reasoning
Sensitive & flexible to students‟ learning & teaching
preferences
Active participant in CPD
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11. 20/01/2014
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Enthusiastic
Motivated
Self-directed
Empathic
Responsive to feedback
Engaged in reflective practice
Works within codes of practice
Developing professionalism
Good communicator
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Why were they so different?
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What part did the PE play in it?
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What part did the student play in it?
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What do these illustrate in terms of induction?
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Here the student is struggling with placement
due to personal life issues.
A family member of the student has a similar
condition to that of a patient with whom she
is working.
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12. 20/01/2014
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Comments/ thoughts?
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Where do your responsibilities lie?
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Does the student have to disclose?
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What are your options here?
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What about student performance?
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Learners must demonstrate that they can be
trusted to work safely - if not they will
require constant supervision
If learners must prove themselves trustworthy
to educators, the converse also applies
…of student placement experiences
12

13. 20/01/2014
Any student placement experience is useful,
regardless of the outcome
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What are the benefits to you of providing
practice placements for students?
What can make the experience as rewarding
as possible for:
◦ You?/ Your students?/ Your clients/ patients?
After the training those registered will be sent:
1.
CPD Certificate of Attendance
2.
Link to electronic evaluation questionnaire
Look out for these by e-mail & if you don‟t
receive them within 4 weeks, please get in touch
By the end of today you will be able to:
• Evaluate learning & teaching styles
• Describe the roles & responsibilities of those
involved in practice education
• the student/practice educator relationship
• Discuss what constitutes a “FAIR assessment”
• Explain principles of providing effective
feedback
• Manage the “challenging” or failing student
• Write a personal action plan for own CPD in
relation to role as a practice educator
Profession
Building
Room
Physiotherapy 1
Govan Mbeki
A426
Physiotherapy 2
Govan Mbeki
A426C
Physiotherapy 3
Govan Mbeki
A527
Physiotherapy 4
Govan Mbeki
A527A
Occupational Therapy
Govan Mbeki
A426F
Podiatry
Orthoptics
George Moore
George Moore
M225
M230
Diagnostic Imaging
George Moore
M402
Speech & Language Therapy CEE (CPD) Centre
CEE (CPD) Centre
Dietetics
CEE6
CEE2
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