Supporting students in practice requires the use of a humanistic approach to the education of adults where the practice teacher/mentor's role is one of facilitation.
They facilitate students moving from observation to supported practice to practice under supervision. They also enable students to move back to observation in order to revisit aspects of knowledge and skills.
The practice teacher/mentor uses the framework of observation, supported practice, and practice under supervision to structure teaching and learning, which involves:
To assess students the sign-off practice teacher, with feedback and assistance from the trainee practice teacher or mentor, will:
The assessment process must contain the following stages:
The document below outlines the interpersonal skills assessment:
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 pass criteria and that they have been given an opportunity to improve at the formative stage.
It is, therefore, essential to:
If concerns still continue following the review of an action plan, it is important to fill in a 'Cause for Concern' form which you will find in the student's practice assessment booklet.
This form must not be removed from the document. For an example of this and the process to follow please see our flow chart document. It is important that you have discussed your concerns with the student and supported his/her development with an action plan before completing the cause for Concern form. Exceptions to this are when there is a serious untoward incident when the HEI must be informed immediately and a Cause for Concern form completed. Constructive feedback is essential for student development. Do not wait for formative or summative stages to inform a student of your concerns.
It is essential that evidence is provided to support your concern when submitting a 'Cause for Concern' form to your education champion.