ahp practice educator training glasgow january 2014
DESCRIPTION
This presentation is both for AHPs who have never supervised a student and experienced AHPs who feel they need update training. At the end of this training event you will be able to: Appraise the role and attributes of the practice educator and student, within a multidisciplinary environment; Evaluate theories, appropriate to adult and professional learners; Plan, implement and facilitate learning within the practice setting; Apply sound principles and judgement in the assessment of student performance; Evaluate and reflect upon the learning experience.TRANSCRIPT
AHP Practice Educators’ AHP Practice Educators’ CourseCourse
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 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 [email protected] 0141 951 5815NHS Ayrshire & Arran-Grier McGhee [email protected] 01563 826021 NHS Dumfries & Galloway- Kathy [email protected] 01387 244538 NHS Lanarkshire-Ruth [email protected] 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