1. Supporting students
Educating students on clinical placement: refresher training session
CRP, March 2017

2. Today we will cover The purpose of practice education
Experiential learning and reflection
Induction
Learning opportunities
Learning domains
Assessment and feedback
SMART learning outcomes
Supervision and coaching

3. Purpose of practice education
To allow the acquisition of professional knowledge, skills and attitudes
To allow the theorising of practice and the practicing of theory
To allow professional identity formation and enculturisation (the process by which students are inducted and adopt their professional culture)

4. Experiential Learning - Kolb
Concrete experience
Active experimentation
Testing the implications of
new ideas in new situations
Formation of abstract
concepts and generalizations
Observations
and reflections

5. Practice link……. Student observes a functional assessment
Student reviews the event and thinks about what happened and how those involved felt about it
Begins to make sense of it by seeking more information and forming new ideas
Tries out the new ideas which result from earlier experience and reflection
Adopting new ideas to practice ….concrete experience

6. Reflective practice - Schön
‘Reflection in action’ students can be ‘coached’ in a safe environment, by repeating a task and stopping at intervals to explain an action or point out important factors
Stopping during a task and asking the student to decide on the next action to take
‘Reflection on action’ - reflecting after the event

7. Induction When does induction start?
Benefits of having information ahead of placement
Ensure student feels welcome and orientated

8. Learning opportunities
What learning opportunities are available in your workplace?
Which opportunities are generic and which are specialist?

9. Learning domains Reece and Walker (2007)
Developments within cognitive psychology and pedagogical studies have led to theorisation of domains of learning
Teaching and learning relationships are dependent upon the disposition, attributions and motivation of the learner

10. Cognitive Domain Facts Memory Thinking Understanding
Concept attainment
Problem solving
How would you utilise the cognitive domain to teach and assess a student?
Think of examples from your work place

11. Psychomotor Domain
Physical skill acquisition
Quick
Accurate
Calm
Acquisition over time
Autonomous
How would you utilise the psychomotor domain to teach and assess a student?
Think of examples from your work place

12. Affective Domain Relating to attitudes
The value base
Behaviour
Interpersonal and intrapersonal skills
Approach, professionalism and conduct
How would you utilise the Affective domain to teach and assess a student?
Think of examples from your work place

13. Levels of assessment
Each taxonomy adopts a behaviourist classification of objectives that allows sequential progress.
Students cannot be expected to address higher levels until those below have been covered.
Cognitive and psychomotor domains progress from simple to complex knowledge and skill acquisition.
Each succeeding level in the effective domain involves greater internalisation of the feeling or attitude
To recap MF

14. Assessment How to assess Who assesses? Observation Direct questioning
Assessing record and note keeping
Presentations
Tutorials
Demonstration of specific techniques
Reflective accounts
Educator
Team
Client and carer
Student
ALL of the time

15. Feedback Be timely Include a positive Be specific Own the feedback
Allow the student to comment
Encourage self-evaluation
Check the message has been received and understood
Document the feedback MF

16. SMART Learning Outcomes
Specific
avoid vague verbs understand, learn, know, continue
Use action specific verbs - demonstrate, explain, discuss,
Measurable
How often? How well?
How many? With/without supervision
Achievable
opportunity, motivation
resources
Realistic
Level of student
Timely
To be achieved by when

17. Supervising students in practice
When / where / duration
The supervisory relationship
Supervision agreement
Supervision agenda
Documentation

18. The coaching process Encourage the student to build on their strengths
Identify and focus on the student’s unique learning and development needs
Give honest feedback that results in the student being individually stretched and challenged
Encourage the student to solve problems and make changes for themselves

19. Signs and symptoms Quiet / withdrawn / avoids eye contact
Disinterested
Bravado
Late / absent
Does not ask questions
Daydreaming / irritable / emotional
Scared
Inappropriate behaviour
Lack of initiation
Peaks / troughs

20. The consequences of a fail
Re-take of professional practice
Increase personal and professional confidence
Provide the student with the opportunity to develop a new skill base
Termination of training

21. Consequences of failing to fail…..
Compromises your professions standards
Puts vulnerable patients/clients at risk
Wrong impression is given to the student of their current ability
Leads to on-going development of poor practice due to incorrect feedback

22. Giving the fail report Plan
Document summative assessment and gather supporting evidence
Recognise the emotions involved
Consider possible gender, generation issues
Maintain dignity
Base feedback on objective learning outcomes
Document

23. Conclude
Students are less likely to struggle if you plan, prepare and support:
Induction
Learning opportunities
Reflective practice
SMART Learning Outcomes
Quality teaching and feedback
Use those around you

24. References
Kolb, D. (1984) Experiential learning: Experience as the source of learning and development (Vol. 1). Englewood Cliffs, NJ: Prentice-Hall
Reece, I. and Walker, S. (2007) Teaching, training and learning: a practical guide. Tyne and Wear, Business Education
Schon, D. (1991) The reflective practitioner: How professionals think in action. Oxford, Routledge.