Support and supervision in practice: Surgical Care Practice

Consultant Surgeon Supervisors have a responsibility to:

• Attend a supervisor’s workshop to ensure they have a clear and shared understanding of the competencies to be achieved and expected performance in the clinical environment at each stage of learning.
• Ensure opportunities for the trainee’s personal and professional development are available
• Be cognisant of the assessment documents and the SCP portfolio of evidence
• Ensure the assessment documents and portfolio are discussed with the trainee SCP during the first week of the course
• Ensure that time is identified for initial interviews in order to assess learning needs and develop a learning contract
• Identify and provide access to learning opportunities and resources to assist the trainee SCP to reflect on experiences, to facilitate learning in and from practice, and to ensure that the learning experience is a planned process
• Teach the trainee within the clinical environment as appropriate to the stage of progression within the programme
• Liaise with the mentor for the assessment of competence in related practice

Processes

• Collate feedback from all learning events to set goals and support student progression.
• Provide a learning environment that allows students to plan their workplace based assessments (WBA) and provide constructive feedback to improve future performance.
• Ensure that the trainee has sufficient opportunity, in a safe environment, to be taught, and to learn, the required skills
• Take the lead and make the final decision in the assessment of the trainee SCP including the completion of documentation
• Coordinate the results of the assessment of practice reports to make a final and informed judgment of professional competence
• Provide advice and support and, where necessary, address specific needs such as difficulties in progression

While on the course, the role of the mentor, defined by the Royal College of Surgeons (2014) as a ‘senior hospital professional – registered professional with suitable background to support trainee SCP’, in the curriculum framework, will be applied.

Mentors have a responsibility to:

• Be cognisant of the assessment documents and the trainee SCP portfolio of evidence
• Have a clear and shared understanding of the competencies to be achieved and expected performance in the clinical environment at each stage of learning.
• Liaise with clinical supervisor(s) regarding related practice experiences, and confirm assessment of competence
• Undertake the required assessments and ensure that they liaise with all parties as the need arises
• Complete the necessary sections of the trainee SCP portfolio
• Provide a learning environment that allows students to plan their workplace based assessments (WBA)
• Be approachable, supportive and aware of individual trainees’ learning style
• Have knowledge and information of the trainee SCP’s programme of study and practice assessments
• Be willing to share knowledge of patient care
• Encourage the use of enquiry based learning and problem solving
• Offer encouragement to trainee SCPs to work in partnership with the multidisciplinary team
• Ensure the provision of time for reflection, feedback and monitoring of the progression
• Ensure that the trainee SCP has constructive feedback with suggestions on how to make further improvements to progress

Educational supervisors have a responsibility to:

• Have a clear and shared understanding of the competencies and expected performance at each stage of learning.
• Identify and provide access to learning opportunities and resources to assist the trainee SCP to reflect on experiences, to facilitate learning in and from practice, and to ensure that the learning experience is a planned process
• Liaise with clinical supervisor(s) and mentor regarding related practice experiences, and confirm assessment of competence has been completed
• Coordinate the start and completion date of the programme with the trainee SCP, clinical supervisor and mentor
• Contribute to a supportive learning environment for students
• Be approachable, supportive and aware of individual trainees’ learning style
• Have knowledge and information of the trainee SCP’s theoretical and practice assessments, and provide supervision, support and opportunities to develop mastery
• Ensure the provision of education instruction from appropriate teachers
• Ensure the provision of time for reflection, feedback and monitoring of the progression
• Ensure that the trainee SCP has constructive feedback with suggestions on how to make further improvements to progress
• Review the trainee SCP’s portfolio and monitor progression
• Seek evaluation of the programme from the trainee SCP on a regular basis.

Education champions are Anglia Ruskin University academics who play a key role in establishing and maintaining effective communication links between the University, the clinical provider and other stakeholders such as Health Education East of England. In addition, they co-ordinate the educational audit process and chair the Practice Education Committee meetings every two months with the key education leads from your organisation. These meetings follow a standard agenda and include a review of student and mentor evaluations as well as external reviews such as the CQC.

Education champions work closely with the healthcare organisation/independent sector education lead and clinical learning leads to provide support such as drop-in surgeries and link visits. Find contact details for your education champion.

These are students' personal and academic tutors. Their name and contact details can be found on the student’s module guide. The role of personal tutors is vital in the progress of students' journey on the course; they assist in the exploration of the theoretical perspectives from each module and, in the classroom setting, help to prepare students to begin to relate theory to practical application. Personal tutors act as academic mentors and are fully involved in any personal or disciplinary factors which may impact on students' progress on the course. They also visit their students while they are in their practice placement.