making practice-based learning

making

work

Practice-BasedLearning

Developing New Supervisors andAssessors of Practice Learning:

www.practicebasedlearning.org

A resource commissioned by the Making Practice BasedLearning Work project, an educational development projectfunded through FDTL Phase 4 Project Number 174/02 andand developed by staff from the Institute of Health andCommunity Studies, Bournemouth University and RoyalBournemouth and Christchurch Hospitals NHS Trust

a profiling tool for registered practitioners


Authors

Wendy Benbow, Senior Lecturer,

Institute of Health and Community Studies, Bournemouth University

Gill Jordan, Senior Lecturer,Institute of Health and Community Studies, Bournemouth University

Karen Cooper, Royal Bournemouth and Christchurch Hospitals NHS Trust

Petra Jonckheer,Royal Bournemouth and Christchurch Hospitals NHS Trust

Introduction 2

Aim of the learning materials 2

How might the learning materials be used? 2

The profiling tool 2

Study session power-point resources 3

References 4

Bibliography 5

Appendix 1: Associate mentor student profile 6

Appendix 2: Guidelines on profile completion for the supervising mentor 24

Developing New Supervisors and Assessors of Practice Learning

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In most health care professions a suitably prepared registered

practitioner is expected to provide guidance and support to

students in practice placements. In many cases this role also

includes the assessment of competence in a range of

appropriate practice skills. For some professions a preparatory

programme is laid down by the professional and/or statutory

body. Following this programme, the practitioner is then

known by the title adopted by that profession. These role titles

vary considerably across the health care professions

(Mulholland et al 2005) and include clinical assessor, clinical

supervisor, practice educator, practice teacher, placement

facilitator, mentor and clinical tutor.

However to meet the demand of supervising an increasing

number of learners (DoH 2000), a number of roles

designed to support the formally prepared practitioner have

recently emerged. The role of these staff varies from

providing back-up and support only, to limited assessment

on behalf of the ‘qualified’ supervisor (Morton-Cooper &

Palmer 2000). In practice most practitioners on

qualification will be working with students. In addition

experienced practitioners may move from a setting with no

students to one where students are part of the practice

team. For both groups it would seem to be in everyone’s

interest that some preparation for their supervisory role is

offered, prior to them undertaking a more extensive formal

programme, if this is required by their professional or

statutory body.

AAiimm ooff tthhee lleeaarrnniinngg mmaatteerriiaallss

The purpose of this learning package is to provide learning

materials to support the development of health care

practitioners who are new to the role of supervising

students in practice placements. It has been designed

particularly with registered nurses in mind but the principles

are transferable across a range of health care professions.

Because of the nursing focus, the term ‘mentor’ is used

throughout the materials and this is taken to mean the

formally prepared practice supervisor and assessor. In

addition the term ‘associate mentor’ is used and this is

taken to mean the registered practitioner new to the role of

practice supervision.

HHooww mmiigghhtt tthhee lleeaarrnniinngg mmaatteerriiaallss bbee uusseedd??

It is suggested that the practitioner new to the supervisor

role would benefit from some formal input about learning,

teaching and assessing in practice. This resource is ideal

for professions where completion of a recognised teaching

and assessing qualification is not a pre-requisite for the

supervision of students, as well as for those who

participate in student support but are not ready to

undertake a full programme of study in this area. The

resource might be most usefully used in conjunction with a

facilitated learning set based within the practice setting or

through a local university. The powerpoint resources which

follow are provided to support this activity. Support notes

to the slides have not been included in order to facilitate

flexibility of delivery and professional specificity.

Alternatively, an individual may choose to use these

materials and the associated reading as a self-study

package. Having completed this, the ‘student’ then needs

to complete the profile (see appendix 1); this provides a

structure and record of development of their role as a

practice supervisor ‘on-the-job’. For this to be most

effective, it is essential that the student is supported by an

experienced practice educator. Guidelines for this

supervisor are found in appendix 2.

TThhee pprrooffiilliinngg ttooooll

A ‘learner case study’ approach has been chosen as the

framework for the profile. This will guide the student

practice educator or ‘associate mentor’ to provide and

then record evidence of their progress and achievement.

Personal reflection is used in a context that requires the

student to critically review their thoughts, actions and

interventions while supporting learners in practice. This is

seen as a central learning strategy underpinning these

learning activities, in order to promote personal

development and insight (Moon 2001).


DEVELOPING NEW SUPERVISORS AND ASSESSORS OF PRACTICE LEARNING

Introduction

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Study Session Power-Point Resources

SSttuuddyy sseessssiioonn ppoowweerr--ppooiinntt rreessoouurrcceess

Three 3-hour study sessions are suggested and the supporting powerpoint presentations can be found at the web-links

indicated below:

SSttuuddyy SSeessssiioonn 11

NNaattuurree ooff mmeennttoorrsshhiipp

http://www.bournemouth.ac.uk/ihcs/PDF/ments1.pdf

Definition of mentorship

Desirable qualities of mentors

Role of mentors

Benefits of mentorship for learners and the mentor/associate mentor

Obstacles to effective mentoring


LLeeaarrnniinngg aanndd tteeaacchhiinngg ssttrraatteeggiieess


Learning and teaching

Kolb’s experiential learning cycle

Miles’ Experiential Learning Cycle

Experiential learning taxonomy

Learning by doing - skills development

Domains of learning

Learning styles

Factors affecting students’ approach to learning

Student profiling

Factors that promote and hinder learning in clinical settings

Learning Opportunities

Learning Environment


AAsssseessssmmeenntt iinn pprraaccttiiccee


Assessment - overview

Continuous Assessment and Competence

Assessment strategies

Assessing in Practice

Techniques of Assessment

Role of feedback

Underperforming learners

Supporting Learners – placement interviews and action planning

http://www.bournemouth.ac.uk/ihcs/pdf/ments3.pdf





References

RReeffeerreenncceess

DEPARTMENT OF HEALTH (2000) A Health Service of all the talents: Developing the NHS Workforce. London:

Department of Health

MOON, J (2001) Guide for Busy Academics No. 4. Learning through Reflection London, LTSN Generic Centre

MORTON-COOPER, A. AND PALMER, A., 2000. Mentoring, Preceptorship and Clinical Supervision: A guide to

professional roles in clinical practice. 2nd ed. Oxford: Blackwell Science.

MULHOLLAND, J, MALLIK, M, MORAN, P, SCAMMELL, J, TURNOCK, C (2005) Making practice-based learning work.

An overview of the nature of the preparation of practice educators in five health care disciplines. London: Higher Education

Academy, Health Science and Practice Network

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Bibliography

BBiibblliiooggrraapphhyy

CHOW, F. L. W. AND SUEN, L. K. P., 2001. Clinical staff as

mentors in pre-registration undergraduate nursing

education: students’ perceptions of the mentors’ roles and

responsibilities. Nurse Education Today, 21, 350-358.

CAMERON-JONES, M., 1996. Three decisions about

nurse mentoring. Journal of Nursing Management, 4 (4),

225-230.

EARNSHAW, G., 1995. Mentorship: the student’s views.

Nurse Education Today, 15, 274-279.

GRAY, M. AND SMITH, L., 2000. The qualities of an

effective mentor from the student nurse’s perspective:

findings from a longitudinal study. Journal of Advanced

Nursing, 32 (6), 1542-1549.

LLOYD JONES, M., WALTERS, S AND AKEHURST, R.,

2001. The implications of contact with the mentor for pre-

registration nursing and midwifery students. Journal of

Advanced Nursing, 35 (2), 151-160.

MARSH, S, JORDAN, G, SCAMMELL, J, COOPER, K,

MERRETT, S & CLARK, V 2005 Assessing students in

health and social care practice: managing failing students.

http://www.practicebasedlearning.org/resources/materials

/intro.htm

MORTON-COOPER, A. AND PALMER, A., 2000.

Mentoring, Preceptorship and Clinical Supervision: A guide

to professional roles in clinical practice. 2nd ed. Oxford:

Blackwell Science.

NORTHCOTT, N., 2000. Mentorship in Nursing. Nursing

Management, 7 (3), 30-32.

PRICE, B., 2003. Effective Learning Number 7. Working

with a mentor or clinical supervisor. Nursing Standard, 17

(26), 1-2.

PRICE, B., 2003. Mentoring Learners in Practice. Number

6. Building a rapport with the learner. Nursing Standard, 19

(22), 1-2.

SPOUSE, J., 1996. The effective mentor: a model for

student centred learning. Nursing Times, 92 (13), 32-35.

SPOUSE, J., 2001. Bridging theory and practice in the

supervisory relationship: a sociocultural perspective.

Journal of Advanced Nursing, 33 (4), 512-522.

STILES, M., 2004. Teaching others new skills can aid your

own learning. Nursing Times, 100 (26), 66-67.

SUEN, L. K. AND CHOW, F. L. W., 2001. Students’

perceptions of the effectiveness of mentors in an

undergraduate nursing programme in Hong Kong. Journal

of Advanced Nursing, 36 (4), 505-511.

WATSON, N., 1999. Mentoring today – the students’

views. An investigative case study of pre-registration

nursing students’ experiences and perceptions of

mentoring in one theory / practice module of the Common

Foundation Programme on a Project 2000 course. Journal

of Advanced Nursing, 29 (1), 254-262.

WILSON, P. P. AND VALENTINE, D., 2002. Perceptions of

new social work faculty about mentoring experiences.

Journal of Social Work Education, 38 (2), 317-332.

Individual Activity

How and when will you first look at the learning

contract with your student?

How and when would you review the learning

contract with your student?

http://www.practicebasedlearning.org/resources/materials/intro.htm

http://www.practicebasedlearning.org/resources/materials/intro.htm

SSeeccttiioonn 11

IInnttrroodduuccttiioonn

RRoollee ooff tthhee AAssssoocciiaattee MMeennttoorr aanndd MMeennttoorr

SSeeccttiioonn 22

PPeerrssoonnaall ddeettaaiillss

LLeeaarrnniinngg OOuuttccoommeess

RReeccoorrdd ooff ddeevveellooppmmeenntt ddiissccuussssiioonnss wwiitthh yyoouurr mmeennttoorr::

Guidelines for completion

AAsssseessssmmeenntt eevviiddeennccee:: Guidelines for completion

RReefflleeccttiioonn oonn oovveerraallll eexxppeerriieennccee:: Guidelines for completion

RReeccoorrdd ooff ddeevveellooppmmeenntt ddiissccuussssiioonnss//iinntteerrvviieewwss wwiitthh mmeennttoorr

ccoonncceerrnniinngg LLeeaarrnneerr 11::

Assessment evidence

Reflection on overall experience



Assessment evidence




Assessment evidence


RReeccoorrdd ooff ssttuuddyy sseessssiioonn aatttteennddaannccee//sseellff--ssttuuddyy ccoommpplleettiioonn

RReeccoorrdd ooff oobbsseerrvvaattiioonnaall vviissiittss aanndd//oorr ootthheerr lleeaarrnniinngg

ooppppoorrttuunniittiieess..

SSttuuddeenntt aassssoocciiaattee mmeennttoorr rreeccoorrdd ooff ccoonnttaacctt hhoouurrss wwiitthh

lleeaarrnneerrss

SSuummmmaarryy eevvaalluuaattiioonn

NNBB:: The term mentor is used throughout this profile but is

meant to encompass other role definitions used in a variety

of health care professions e.g. clinical assessor, clinical

supervisor, practice educator, practice teacher placement

facilitator.



Appendix 1: Associate Mentor Student Profile: Contents

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IInnttrroodduuccttiioonn

In health and social care professions a mentor gives

guidance and support in the learning environment and, in

most cases, also assesses competence of practice.

However to meet the demand of supervising an increasing

number of learners, there has developed an extensive

informal system of ‘Associate Mentors,’ the roles of whom

have various interpretations from providing back-up and

support only, to assessing on behalf of the qualified mentor.

The aim of this profile is to provide a formal approach to the

development of the associate mentor. A ‘learner case

study’ is the framework chosen to allow you, the student

associate mentor, to provide/record evidence of your

progress and achievements against learning outcomes.

An experienced mentor needs to be identified who is willing

to supervise and support your learning. As a student

associate mentor you will be expected to experience

supporting and assessing three learners within the

maximum period of one year.

RRoollee ooff tthhee AAssssoocciiaattee MMeennttoorr

Key Responsibilities:

Under the guidance of a qualified mentor:

• Act as a role model for the learner

• Facilitate learning and experience for allocated

learners

• Develop own skills in the assessment of practice

learning

• Support the practice team in developing a quality

learning environment

• Develop knowledge re the specific learning needs

of each learner

• Evaluate own performance and future learning

needs/requirements

RRoollee ooff tthhee MMeennttoorr

Key Responsibilities:

• Act as a role model for the learner

• Facilitate learning and experience for allocated

learners

• Maintain and continue to develop own skills in the

assessment of practice learning

• Advise and support team in developing a quality

learning environment

• Have knowledge of the specific learning needs of

each learner

• Evaluate own performance and future learning

needs/requirements

• Provide support, guidance and validation for the

student associate mentor.

Individual Activity

Thinking about the questions below, reflect on what

you have learnt from managing a student learning

experience.

When managing a future student placement.

What would you do the same?

What would you change?


Appendix 1: Associate Mentor Student Profile: Section 1

Use the space below to record personal information you feel is relevant as you begin this study experience. You maywish to include such issues as:

• Previous experience working with students• Time scale for completion




Name

Contact Details

Profile Start Date

Profile Completion Date

Practice Placement Mentor

Contact Details

Supporting Institution Link

Contact

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LLeeaarrnniinngg OOuuttccoommeess

Having studied these learning materials, the studentassociate mentor will be expected to be able to:

1. Demonstrate an understanding of the roles & responsibilities of all personnel involved in supporting the learners experience

2. Contribute to developing & maintaining a quality learning environment for learners

3. Facilitate the learning needs of an identified number of learners in practice

4. Demonstrate the basic principles involved in the teaching/assessment of practice learning

5. Identify and reflect on issues arising from the practice teaching/assessment process

RReeccoorrdd ooff ddeevveellooppmmeenntt ddiissccuussssiioonnss wwiitthh yyoouurr mmeennttoorr::GGuuiiddeelliinneess ffoorr ccoommpplleettiioonn

Primarily this is a progress review, between you and yourmentor, of your experience with three individual learners.

IInniittiiaall iinntteerrvviieewwThis might include:

• Your initial thoughts on the managing the experience

• Any concerns or issues that you might have

• Your understanding of the learners needs

SSeeccoonndd ddiissccuussssiioonnThis might include:

• Any key issues arising e.g. concerns/problems

• Any identified personal learning needs

FFiinnaall ddiissccuussssiioonnThis might include:

• Brief review re experience• Identified personal learning needs

AAsssseessssmmeenntt EEvviiddeennccee:: GGuuiiddeelliinneess ffoorr ccoommpplleettiioonn

You are required to work with a minimum of threelearners. The evidence you supply in relation to theselearners must include at least one example of a teachingand learning episode and one example of an assessmentin practice. All examples must be observed by yourmentor and documented within your profile.

LLeeaarrnniinngg CCoonntteexxttThe description might include:

• Where did the learning take place?• Who was present?• Why was it you who taught the learner?

DDeessccrriippttiioonn ooff tthhee eexxppeerriieennccee wwiitthh tthhee lleeaarrnneerrThis description might include:

• What was the nature of the learning (e.g. clinical skill, interview, assessment)?

• An outline of the experience• How did the learner respond to you• Resources utilised (if appropriate)

LLeeaarrnniinngg OOuuttccoommeess AAcchhiieevveeddThis should include:

• Identification of the learning outcome/s achieved

EEvviiddeennccee pprroovviiddeedd wwiitthhiinn tthhee pprrooffiilleeThis might include:

• Any relevant documentation• Witness statement/s• Resources utilised e.g. teaching materials

SSttuuddeenntt AAssssoocciiaattee MMeennttoorr CCoommmmeennttssThis can include:

• Any comment on the experience with the learnerthat that you feel relevant.

• Identification of any perceived personal further learning needs

MMeennttoorr ccoommmmeennttssCompleted by the mentor and might include:

• Perceived overall success of the learning experience

• Suggestions (if appropriate) re alternative strategies that might be considered

• Any further suggested learning that might be undertaken by the student associate mentor

SSttuuddeenntt AAssssoocciiaattee MMeennttoorr RReefflleeccttiioonn oonn OOvveerraallll EExxppeerriieennccee:: GGuuiiddeelliinneess ffoorr ccoommpplleettiioonn

As the assessment evidence is based on a single episode with each learner, this part of the profile provides anopportunity for you to reflect on the overall experience with the learner. Personal reflection in this context requires you tocritically review your thoughts, actions and interventions associated with this experience and is viewed as an importantpart of learning and self development.

For those perhaps less familiar with the reflective process, the following is offered as a basic guide for your writing.

• Provide a description about the overall experience. This can include thoughts, feelings, any important key issues or features (positive or negative) that stand out for you.

• Think about any internal (e.g. your knowledge base) or external (e.g. workload, the learner themselves) factors that may have influenced your actions/decisions when working with the learner.

• Consider if there was anything that you would have or may have done differently. Think how this might relate toyour experience with future learners.

• Identify any learning that has occurred for you and further learning that you might need to do.




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RReeccoorrdd ooff ddeevveellooppmmeenntt ddiissccuussssiioonnss//iinntteerrvviieewwss wwiitthh yyoouurr mmeennttoorr

LLeeaarrnneerr 11

IInniittiiaall DDiissccuussssiioonn DDaattee........................................................

22nndd DDiissccuussssiioonn DDaattee........................................................

FFiinnaall DDiissccuussssiioonn DDaattee........................................................

AAsssseessssmmeenntt EEvviiddeennccee

LLeeaarrnneerr 11

LLeeaarrnniinngg CCoonntteexxtt

DDeessccrriippttiioonn ooff eexxppeerriieennccee wwiitthh tthhee lleeaarrnneerr

LLeeaarrnniinngg OOuuttccoommee//ss aacchhiieevveedd

EEvviiddeennccee pprroovviiddeedd wwiitthhiinn pprrooffiillee((AAss aapppprroopprriiaattee))

MMeennttoorr CCoommmmeennttss

SSttuuddeenntt AAssssoocciiaattee MMeennttoorr rreefflleeccttiioonn oonneexxppeerriieennccee ddeessccrriibbeedd

Signed (Student Associate Mentor)

....................................................................

Date.……………………..

Signed (Mentor)

………………………………….....................

Date…………………………




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An Overview of the Nature of the Preperation of Practice Educators in Five Hea

SSttuuddeenntt AAssssoocciiaattee MMeennttoorr RReefflleeccttiioonn oonn OOvveerraallll EExxppeerriieennccee wwiitthh LLeeaarrnneerr 11

Signed (Student Associate Mentor)…………………………………………………

Date…………………

Signed (Mentor)……………………………………………...............................…..

Date…………………..


LLeeaarrnneerr 22







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LLeeaarrnneerr 22








....................................................................

Date.……………………..

Signed (Mentor)

………………………………….....................

Date…………………………



Date…………………

Signed (Mentor)……………………………………………...............................…..

Date…………………..




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LLeeaarrnneerr 33





LLeeaarrnneerr 33








....................................................................

Date.……………………..

Signed (Mentor)

………………………………….....................

Date…………………………




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Date…………………

Signed (Mentor)……………………………………………...............................…..

Date…………………..

RReeccoorrdd ooff oobbsseerrvvaattiioonnaall vviissiittss aanndd//oorr ootthheerr lleeaarrnniinngg ooppppoorrttuunniittiieess

This should be completed by you, and should include any activity that is perceived to have helped support your learningwhilst you are undertaking this study experience (e.g. observing mentor involved in the learning/assessing process with alearner.




SSeessssiioonn DDaattee SSiiggnnaattuurree

Nature of Mentorship

Learning & Teaching Strategies

Assessment in Practice

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SSttuuddeenntt AAssssoocciiaattee MMeennttoorr RReeccoorrdd ooff CCoonnttaacctt wwiitthh LLeeaarrnneerrss

You are required to log the contact hours spent with each individual learner. It is expected that the minimum overallcontact with regard to facilitating and assessing learning should not be less than 10 hours for each individual learner.This log should be signed and dated by both yourself and your mentor.

Log of contact hours:

Learner name:

Sunday Monday Tuesday Wednesday Thursday Friday Saturday

Week 1

Week 2

Week 3

Week 4

Week 5

Week 6

Week 7

Week 8

Week 9

Week 10

Week 11

Week 12

Week 13

Week 14

Week 15

Week 16

Week 17

Week 18

Week 19

Week 20

Week 21

Week 22

Week 23

Week 24

Signed (Mentor)……………………………………………………….. Date…………………

Signed (Student Associate Mentor)……………………………………….. Date…………………




Learner name:

Sunday Monday Tuesday Wednesday Thursday Friday Saturday

Week 25

Week 26

Week 27

Week 28

Week 29

Week 30

Week 31

Week 32

Week 33

Week 34

Week 35

Week 36

Week 37

Week 38

Week 39

Week 40

Week 41

Week 42

Week 43

Week 44

Week 45

Week 46

Week 47

Week 48

Week 49

Week 50

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SSuummmmaarryy EEvvaalluuaattiioonn

(To be completed by Mentor after 3rd learner experience completed)

AAssssoocciiaattee MMeennttoorr OOuuttccoommeess AAcchhiieevveedd ((yyeess//nnoo))::

1. Demonstrate an understanding of the roles & responsibilities of allpersonnel involved in supporting the learners experience.

2. Contribute to developing & maintaining a quality learning environment for learners

3. Facilitate the learning needs of an identified number of learners in practice

4. Demonstrate the basic principles involved in the teaching/assessment of practice learning

5 Identify and reflect on issues arising from the practice teaching/assessment process

SSttuuddyy DDaayy AAtttteennddaannccee//sseellff--ssttuuddyy ccoommpplleettee??

Final comments based on observed performance of knowledge and skill development of associate mentor studentThis might include a general overview of how the student associate mentor’s skills and knowledge have developed and ifappropriate provide suggestions/advice for future personal and professional development

Signed (Mentor)…………………………………………………. Date…..........................

PPeerrssoonnaall ddeettaaiillssThese need to be completed by the student associatementor and may be required by employer and HEI’s forrecord keeping purposes.

RReeccoorrdd ooff ddeevveellooppmmeenntt ddiissccuussssiioonnss//iinntteerrvviieewwss wwiitthh yyoouurrmmeennttoorrPrimarily this is a progress review, between you and thestudent associate mentor, concerning the studentassociate mentor’s experience with each of the threeindividual learners.

IInniittiiaall iinntteerrvviieewwThis might include:

• Initial thoughts of the student associate mentor re the managing the experience

• Any concerns or issues that they might have• Their understanding of the learners needs

SSeeccoonndd ddiissccuussssiioonnThis might include:

• Any key issues arising e.g. concerns/problems• Any identified personal learning needs of the

associate mentor

FFiinnaall ddiissccuussssiioonnThis might include:

• Brief review re experience• Identified personal learning needs of the

associate mentor

AAsssseessssmmeenntt EEvviiddeenncceeThis provides the background evidence to showachievement of the identified learning outcomes. Thestudent associate mentor is required to work with aminimum of three learners. The evidence they supply inrelation to these learners must include at least oneexample of a teaching and learning episode and oneexample of an assessment in practice. All examples mustbe observed by you and documented within their profile.

LLeeaarrnniinngg CCoonntteexxttThe description might include:

• Where did the learning take place?• Who was present?• Why was it the student associate mentor who

taught the learner?

DDeessccrriippttiioonn ooff tthhee eexxppeerriieennccee wwiitthh tthhee lleeaarrnneerrThis description might include:

• What was the nature of the learning (e.g. Clinicalskill, interview, assessment)?

• An outline of the experience• How did the learner respond to the student

associate mentor• Resources utilised (if appropriate)

LLeeaarrnniinngg OOuuttccoommeess AAcchhiieevveeddThis should include:

• Identification of the learning outcome/s achieved

EEvviiddeennccee pprroovviiddeedd wwiitthhiinn tthhee pprrooffiilleeThis might include:

• Any relevant documentation• Witness statement/s• Resources utilised e.g. teaching materials

SSttuuddeenntt AAssssoocciiaattee MMeennttoorr CCoommmmeennttssThis can include:

• Any comment on the experience with the learnerthat that they feel relevant.

• Identification of any perceived personal further learning needs

MMeennttoorr ccoommmmeennttssCompleted by you and might include:

• Perceived overall success of the learning experience

• Suggestions (if appropriate) re alternative strategies that might be considered etc.

• Any further suggested learning that might be undertaken by the student associate mentor.



Appendix 2: Guidelines on profile completion for the supervising mentor

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Appendix 2: Guidelines on profile completion for the supervising mentor

SSttuuddeenntt AAssssoocciiaattee MMeennttoorr RReefflleeccttiioonn oonn OOvveerraallllEExxppeerriieenncceeAs the assessment evidence is based on a single episodewith each learner, this part of the profile provides anopportunity for the student associate mentor to reflect onthe overall experience with the learner. Personal reflection inthis context requires them to critically review their thoughts,actions and interventions associated with the experience.

For those perhaps less familiar with the reflective processthe following is offered as a basic guide for their writing.

• Provide a description about the overall experience. This can include thoughts, feelings, any important key issues or features (positive or negative) that stand out for them.

• Think about any internal (e.g. your knowledge base) or external (e.g. workload, the learner themselves) factors that may have influenced their actions/decisions when working with the learner.

• Consider if there was anything that they would have or may have done differently. They need to think how this might relate to their experience with the next or future learners.

• Identify any learning that has occurred for them and further learning that they might need to do.

RReeccoorrdd ooff ssttuuddyy sseessssiioonn aatttteennddaanncceeThis should be signed by the presenter of the studysessions or by the student if engaged in self-study.

RReeccoorrdd ooff oobbsseerrvvaattiioonnaall vviissiitt aanndd//oorr ootthheerr lleeaarrnniinnggooppppoorrttuunniittiieessThis should be completed by the student associatementor and should include any activity that is perceived tohave helped support the associate mentor learning whilstthey are undertaking the programme (eg observingmentor involved in the learning/assessing process with alearner)

SSttuuddeenntt AAssssoocciiaattee MMeennttoorr RReeccoorrdd ooff CCoonnttaacctt wwiitthhLLeeaarrnneerrssThe student associate mentor is required to log the contacthours spent with each individual learner. It is expected thatthe minimum overall contact with regard to facilitating andassessing learning should not be less than 10 hours foreach individual learner. It should be signed and dated byboth yourself and the student associate mentor.

SSuummmmaarryy EEvvaalluuaattiioonnAssociate mentor outcomes achieved – You just need totick the appropriate box when achieved.Study session completion – The associate mentor shouldtick the box when completedFinal comment – You will need to complete this. Youmight include a general overview of how the studentassociate mentor’s skills and knowledge have developedwhilst undertaking this study experience and ifappropriate, suggestions/advice provided for futurepersonal and professional development.

Project Administrator

Telephone: 028 90 368 458


PROJECT AIMS

The Project aims to make practitioners more effective at supporting & supervising students in

the workplace across a range of healthcare disciplines.

The professions involved in the project are:

• Dietetics

• Nursing

• Occupational Therapy

• Physiotherapy

• Radiography

The principal questions to be addressed in this project are:

• What constitutes effective practice in placement education?

• How can effective practice be implemented at organisational, professional and

practitioner levels so as to maximise student learning on placement?

• How can this good practice be developed and embedded in the contexts of health

and social care within a multicultural workforce?

The Royal

Christch

NHS Tru

The Royal Bournemouth and

Christchurch Hospitals

NHS Trust Great learning great experience great future

making practice-based learning

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