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AHP Practice Educators‟ Course

Welcome

What questions do you have that you would like answered by the end of today?

Please send us any questions that you would like answered throughout the day via text messages from your mobile phone to the number above; these will be anonymous. Prefix your texts with 'gcu', e.g. gcu how do I access Coursesites?

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 assessment

FAIR principles of assessment

Importance 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

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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

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:

Demoralises

Reduces confidence

Results in conflict

Reduces 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

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.... and some solutions

Dealing with conflict

When failing is necessary

Managing the failing student

Discuss what, for you, represents

“The Challenging Student”

Poor

timekeeper

Unreliable

Overconfident Low

motivation

High achiever

Defensive

Unresponsive to feedback

Unable to demonstrate knowledge

Anxious

Mature – lots of life

experience

“The Challenging 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)

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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?

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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?

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

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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

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

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.

Authority Expert

Demonstrator/Motivator

Facilitator Delegator

Self-Directed Learner

Severe Mismatch Students resent

authoritarian teacher

Mismatch Near Match Match

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

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Practice Educator

Placement Provider

Student

University

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

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(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 Agreements

Managing AHP Practice Placement Cancellations: Guidance

Quality Standards for Practice Placements (QSPP)

AHP Practice Placement Resources

Facilitated 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

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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

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 to

practice placement learning”

(NES 2008)

1. Learners on Practice Placements

2. Individuals Supporting Learners in the Workplace

3. Managers and Facilitators Supporting Education in Practice

4. Organisations Providing Practice Placements

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

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/by-discipline/allied-health-professions/practice-education/practice-education-lead-contacts.aspx

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

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 & Attributes of the “Good” Practice Educator

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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

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.

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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

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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