1. Development of Competence This session will cover: Standards of competence Definition of competence Development of competence in students Development of competence in educators

2. Standards of competence Threshold standards set by – Health and Care Professions Council (Standards of Proficiency) – Quality Assurance Agency (HEIs) – Professional bodies Historically 3 headings: – Knowledge, skills and attitudes Is there more to competence than this?

3. Group discussion What do you consider to be features of competence? and incompetence?

4. Stages of professional competence Benner (2001) McAllister & Lincoln (2004) Stage 5 – Expert / Professional artist Stage 4 – Proficient Stage 3 – Competent Stage 2 – Advanced beginner Stage 1 – Novice

5. Developing competence Practice education provides opportunities for students and educators Students are developing into the role of competent practitioners Clinicians can develop into the role of competent / expert educators

6. Student experiences All participants have given informed consent for these videos to be used in teaching/learning of relating to practice education. All information must be treated in confidence and reference must not be made outside this session to the videos in such a way that individual participants can be identified.

7. STAGE 1: Novice No experience to draw on in new situations Rule-governed behaviour Seeking role models Anxious: tendency to focus on self rather than others Highly motivated and keen to learn Require high levels of support and feedback – will require close supervision Will need time for preparation and reflection

8. STAGE 2: Advanced Beginner Limited patterns of experience to draw on Beginning to recognise recurring characteristics in similar situations Level of competence will vary according to different circumstances Able to reflect on positive aspects of performance and areas for improvement (collaborative supervision) Becoming experimental Beginning to shift focus from self to others

9. STAGE 3: Competent Stage of consolidation Sufficient experience to formulate long-range goals or plans Planning at conscious level, based on selection of salient features Able to perform independently, with access to supervision Developing own strategies Flexible approach to activities Becoming comfortable in their role

10. STAGE 4: Proficient Able to see situations as a whole Able to predict potential outcomes, evaluate actual outcomes and respond appropriately Decision-making based on recognition of key features Able to weigh up alternatives Tends to apply to application of learning to similar, rather than diverse, situations

11. STAGE 5: Expert / Professional Artist Based on wide and in depth experience Intuitive ‘homing in’ on relevant factors Fluid and flexible approach High levels of self-knowledge and self-awareness Actively pursues improvement and excellence Other focussed and uses interpersonal skills to collaborate with and empower others Promotes reflective practice in self and others

12. Inter-professional discussion What motivated you to become an educator? Where do you see yourself on the novice – expert / professional artist continuum? o As a clinician o As an educator Think about the student you have just taken and consider their levels of competence at different stages of the placement e.g. beginning, middle and end. o How did you recognise progression and how did you facilitate progression? How might you develop your next student’s competence?