AHP Practice Educators’ AHP Practice Educators’ CourseCourse

Welcome

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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

Types of assessmentFAIR principles of assessmentImportance of good feedback Giving effective feedback

Discuss:What are your own experiences of being assessed?

• Were they positive or negative?• What types of assessment have you

experienced?What are your own experiences of being an assessor?

• Were they positive or negative?

Formative

Summative

Norm referenced

Criterion referenced

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

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

Consider your own experience of giving/ receiving feedback:

What approach(es) was used?

Was the experience(s) positive/ negative?

Good feedback:

Improves performance Increases morale Develops teamwork Enhances quality of

service Facilitates self-

reflection

Lack of good feedback:

DemoralisesReduces confidenceResults in conflictReduces opportunities for learning

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.”

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

.... and some solutionsDealing with conflictWhen failing is necessaryManaging the failing student

Discuss what, for you, represents “The Challenging Student”

Poor timekeeper

Unreliable

OverconfidentLow

motivation

High achiever

Defensive

Unresponsive to feedback

Unable to demonstrate knowledge

Anxious

Mature – lots of life

experience

““The Challenging The Challenging Student” Student”

Attitude!

Additional learning needs

Difficult circumstances

How do you manage conflict? Avoid? Compete? Accommodate? Compromise? Collaborate? What are your strengths in dealing with

conflict? What aspects require development?

Each party should feel empowered to speak his/her mind, feel listened to & feel that they are an essential part of the solution.

“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)

Provide effective feedback: 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

What went wrong? What part did the practice educator play? What part did the student play? What could be done differently?

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?

Ask the student how they feel they have performed◦ S/he may not be aware that s/he has performed poorly

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

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

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

A Practice Educator’s Experience

Refreshments in refectory extension beside student canteen

See map for food outlets & toilets

20 minute break

Update training session: Govan Mbeki Building, Room A526

A quick reviewConsequences 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

Activists: welcomes new experiences, enthusiastic, active, thrives on challenges

Pragmatists: practical, problem solving, experimenters

Reflectors: cautious, thinkers, observers

Theorists: rational, logical, analytical

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.

AuthorityExpert

Demonstrator/Motivator Facilitator Delegator

Self-Directed Learner

SevereMismatchStudents resent

authoritarian teacher

Mismatch Near Match Match

InvolvedLearner Mismatch Near Match Match Near Match

InterestedLearner Near Match Match Near Match Mismatch

Dependent Learner Match Near Match Mismatch

SevereMismatchStudents resent

freedom they are not ready for

Practice EducatorPlacement ProviderStudentUniversity

In groups consider one of the roles below and make a list to feedback:

Practice Educator Placement Provider Student University

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

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

• 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

• 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

(Quality Assurance Agency, 2011)

Duty of Care Equality and diversity

◦ Equality Act (2010) Practice Placement Agreements Quality Standards for Practice Placements

Quality placements are essential if our

professions are going to continue to survive!

Practice Placement AgreementsManaging AHP Practice Placement Cancellations: GuidanceQuality Standards for Practice Placements (QSPP)

AHP Practice Placement ResourcesFacilitated by NHS Education for

Scotland (NES)

Elspeth McKinlay & Antoinette Reilly AHP Educational Project Leads

AHP Practice Placement Agreements for Pre-registration Student Placements

Managing AHP Practice Placement Cancellations: Guidance

Quality Standards of Practice Placement

AHP Practice Educational Leads Contacts

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

Health Board Audit

Profession Specific Audit

Report from HEI

Mechanism to Share Information

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

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

“The QSPP have been created so that Students and those individuals and organisations who support them understand their responsibilities and expectations in relation topractice placement learning” (NES 2008)

1. Learners on Practice Placements2. Individuals Supporting Learners in the

Workplace3. Managers and Facilitators Supporting

Education in Practice4. Organisations Providing Practice

Placements

http://www.nes.scot.nhs.uk/media/580881/ahp_qspp_section_one.pdf

AHP Practice Education AHP Practice Education Leads/ Educational Projects Leads/ Educational Projects LeadsLeadsWest of ScotlandNHS GG&C/ Golden Jubilee- Elspeth McKinlay & Antoinette ReillyGjnh.ahpepl@nhs.net 0141 951 5815NHS Ayrshire & Arran-Grier McGhee Grier.McGhee@aaaht.scot.nhs.uk 01563 826021 NHS Dumfries & Galloway- Kathy Banfordk.banford@nhs.net 01387 244538 NHS Lanarkshire-Ruth PatersonRuth.paterson@lanarkshire.scot.nhs.uk 01698 201405

Other Health Board Areashttp://www.nes.scot.nhs.uk/education-and-training/by-discipline/allied-health-professions/practice-education/practice-education-lead-contacts.aspx

Attributes of “good” PE & studentStudent & PE relationshipDeveloping trust & rapportDisclosure

“..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

From your past experiences:

Discuss the attributes of a “good” Practice Educator

Discuss the attributes of a “good” Student

Feedback your ideas to the text wall

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

Suggested Qualities & Suggested Qualities & Attributes of the “Good” Attributes of the “Good” Practice EducatorPractice Educator

Enthusiastic Motivated Self-directed Empathic Responsive to feedback Engaged in reflective practice Works within codes of practice Developing professionalism Good communicator

Why were they so different?

What part did the PE play in it?

What part did the student play in it?

What do these illustrate in terms of induction?

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.

Comments/ thoughts?

Where do your responsibilities lie?

Does the student have to disclose?

What are your options here?

What about student performance?

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

Any student placement experience is useful, regardless of the outcome

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?

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

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

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 George Moore M225 Orthoptics George Moore M230 Diagnostic Imaging George Moore M402 Speech & Language Therapy

CEE (CPD) Centre CEE6

Dietetics CEE (CPD) Centre CEE2