Supporting and assessing learning in practice: The practice - - PowerPoint PPT Presentation

Supporting and assessing learning in practice: The practice teacher role

Rita Newland Director of Education 9 September 2011

Models for supporting learning and assessment in practice for more than

• ne student at a time

Introduction

• This presentation provides exemplars about

how approved education institutions (AEIs) may choose to apply the Standards to support learning and assessment in practice (NMC, 2008) when there are insufficient practice teachers available

• The slides are provided to direct AEIs to the

information in the standards to apply the standards in practice, and the information indicates the direct page number for reference

• There are a number of models which can be

developed to enable practice teachers to support the student experience

• The informed decision about the number of

students per practice teacher will occur in collaboration with the AEI and practice teacher using professional judgement

• Decisions taken will be subject to educational

governance structures that are in place to provide a safe learning environment

Possible models

Key point 1: Becoming a practice teacher

• Progression from trainee practice teacher to

sign-off practice teacher requires successful completion of an NMC approved practice teacher preparation programme and usually takes two years (p22)

• Practice teacher preparation programmes

include at least 30 days protected learning time (p35) during which the trainee supports a student under the supervision of a sign-off practice teacher (p35)

• Practice teachers are responsible and

accountable for organising and coordinating the student’s learning opportunities, assessing total performance and signing off achievement

• f proficiency (p12)
• Practice teachers must be able to lead others

involved in learning and assessment in practice for NMC students (p23)

Key point 2: NMC practice teacher

Key point 2: NMC practice teacher continued

• Practice teachers must be able to support

student learning at different levels (p23)

• Practice teachers need time to lead and

support student learning

• Practice teachers must be supported by the

AEI and service to fulfil the requirements of their role. This is normally achieved with the provision of a programme of support sessions

• nce every six-eight weeks

• Student supervision will be direct and

indirect depending on the activity and student competence (p36)

• All specialist community public health

nursing students to have a named practice teacher (p22)

Key point 2: NMC practice teacher continued

Key point 3: Practice governance

• NMC programme approval status requires

AEIs to assure the provision of a safe learning environment

• Have in place an explicit process for

predetermined meetings with the mentor; trainee practice teacher; experienced practitioner; practice teacher and the student for reflection and assessment of practice

• bservation and learning experiences,

normally at least one hour a week

Key point 3: Practice governance continued

• The practice teacher has a case load that

provides students with a range of learning experiences within their chosen field

• The practice teacher will observe and work

with students in practice and will observe the mentor; trainee practice teacher; experienced practitioner when they are facilitating and assessing the student’s learning

• Accountable sign-off requires the practice

teacher to observe and assess the student’s practice in practice (p38)

Key point 3: Practice governance continued

• The practice teacher is available to the

student and mentor; trainee practice teacher and experienced practitioner for advice and support throughout the programme

• The link lecturer has meetings with the

student, the practice teacher and the mentor; trainee practice teacher and experienced practitioner in practice on at least three

• ccasions during the one year programme

normally at least once per term

• Practice and educational governance

processes and policies need to be robust and transparent to all stakeholders

• Processes for reporting and escalating

concerns about fitness to practise need to be conveyed to students and practice teachers

• Opportunities should be available for

practitioners to take part in clinical supervision and managerial supervision within the organisation

Key point 3: Practice governance continued

Frequently asked questions

Inevitably there will be questions from both AEIs and practice teachers so the following slides have been created to reflect the frequently asked questions that the NMC has already received

Frequently asked questions

Can a practice teacher supervise more than one student at a time?

• As stated in 3.3.4 “Practice teachers

should support only one SCPHN student (or SPQ student) at any point in time”

• However the NMC recognises that there

are occasions when there may be limited numbers of PTs and high numbers of students

Frequently asked questions

Can a practice teacher supervise more than one student at a time?

• Circular 26/07 gives an example where a

PT with due regard oversees a student’s placement but the student has a practice supervisor who is a trainee practice teacher, mentor or practice teacher without due regard

Frequently asked questions

How often should the practice teacher work and meet with students?

• The practice teacher must meet with the

practice supervisor at pre-determined points

• The practice teacher must also spend time

working along side supervising the student in practice as part of the overall assessment process in order to make accountable decisions

Frequently asked questions

How often should the practice teacher work and meet with students?

• Where practice teachers are supervising

students in this way it is possible to supervise more than one student

Frequently asked questions

Does a practice teacher have to have a case load of their own when supervising a SCPHN student?

• Yes. The standards require that practice

teachers must meet the sign-off criteria at 2.1.3 which states “…they must have Clinical currency and capability in the field in which the student is being assessed”

Frequently asked questions

Does a practice teacher have to have a case load of their own when supervising a SCPHN student?

• In order to fulfil the requirements of the

role, PTs must be clinically active and to be clinically active they must have a case load that will allow the student to experience a broad range of experiences in their chosen field of practice

Model 1

Practice teacher sign off status Trainee practice teacher Practice teacher

(no sign-off status)

Practice teacher

(no sign-off status)

Student 3

(part time: programme yr 2)

Student 2

(part time: programme yr 1)

Student 1

(full time)

Model 1: Expectations

• The part time student will normally

be in practice at different times to full time students

• The trainee practice teacher will require

additional time, support and supervision, normally once every two-four weeks

• The practice teacher without sign-off status

will normally require support once per term

• Weekly reflection sessions can be arranged

as 2:1 and group sessions. This will promote critical reflection, sharing of good practice and discussion for all concerned

• The sign-off practice teacher will work with

student 1 more frequently normally once every two-four weeks than student 2 and 3 normally at least once per term because it is the trainee practice teacher’s first student

Model 1: Expectations continued

Model 2

Practice teacher (sign-off status) Experienced practitioner Practice teacher (no sign-off status) Student 2 Student 1

Model 2: Expectations

• The experienced practitioner will need

more time and supervision from the practice teacher, normally once per week, because they do not have the knowledge, skill and experience to lead the learning of

• thers that is gained during the practice

teacher preparation programme

• The practice teacher (no sign-off status)

will need less time and supervision because they have successfully completed the programme and have already seen

• ne student through to sign-off, normally
• nce every two-four weeks
• The practice teacher will work with student

1 more frequently, normally once every two-four weeks than with student 2

Model 2: Expectations continued

Model 3

Practice teacher (sign-off status) Trainee practice teacher Trainee practice teacher Student 2 Student 1

Model 3: Expectations

• Trainee practice teachers require equal

time from the sign-off practice teacher

• The sign-off practice teacher will work with

each practice teacher and each student, normally once every 2-4 weeks

• Each trainee practice teacher can work

individually with both students and this will expand the learning potential for each student

Model 4

Practice teacher sign-off status Practice teacher (no sign-off status) Student Student

Model 4: Expectations

• The students will work with both practice

teachers during the practice placement normally at least once per term

• Reflective sessions with the practice

teacher, student and practice teacher (no sign-off status) will be arranged 1:1, 2:1 and in a group normally at least once per term

• Reflective session between practice

teachers takes place regularly normally

• nce per month

Thank you

rita.newland@nmc-uk.org