Supervising and assessing SCPHN students: your role

Supporting students in practice requires the use of a humanistic approach to the education of adults where the Practice Assessor and Supervisor role is one of facilitation.

In your role as either an Assessor or Supervisor you are facilitating students to move from a level of participation, through to contribution and finally to a level of demonstration.

The Practice Assessor/Supervisor uses the framework of observation, supported practice, and practice under supervision to structure teaching and learning, which involves:

• observation: designed for students with limited community experience as well as the analysis of the student's needs
• supported practice: working alongside a Practice Assessor or Supervisor
• supervision: working with a structured caseload receiving regular supervision meetings with the Practice Assessor/Supervisor.

To assess students, the Practice Assessor, with feedback from Practice Supervisors and other registered professionals, will:

• develop a learning agreement in partnership with the student
• facilitate practice experience
• focus attention on the specialist knowledge, theories, principles, models and skills
• act as a sound role model
• monitor the student's progress in practice
• assess the student's practice and reflect on the use of Personal and Professional Attributes in practice
• identify concerns and work with University staff in developing and implementing an action plan
• work in conjunction with student Practice Supervisors to provide an appropriate learning experience
• agree progression in liaison with the student’s Academic Assessor.

The assessment process must contain the following stages:

• student self-assessment at the beginning of each learning period
• development of the learning agreement at the beginning of each learning period
• achievement of the practice proficiencies at the demonstrated level
• reflection on practice and learning experiences
• reflection on the service user views
• the formative and summative assessments
• end of programme approval.

Supporting the failing student

Occasionally, students do not meet the required standard, and it is necessary to fail them. In this event, it is important that students know why they have not met the criteria and that they have been given an opportunity to improve at each of the formative stages. It is, therefore, essential to:

• have robust and transparent processes in place
• investigate why your student may be having difficulties
• compile comprehensive documentation as evidence
• use support networks
• pick up problems early
• use Specific, Measurable, Achievable, Realistic, Timely, (SMART) objectives
• set clear review dates
• make clear action plans.

It is important that you have discussed your concerns with the student and supported their development with an action plan, in collaboration with their Academic Assessor.

Constructive feedback is essential for student development. Do not wait for formative or summative stages to inform a student of your concerns.