TRANSITION • What are some of the challenges for students embarking on their professional healthcare programme? • Considering the previous slide are there any particular challenges faced by the differing groups of students?
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TRANSITIONS & CHALLENGES FOR STUDENTS • • • • • • • • •
Academic & health/social care expectations Transition to adult learning Professional responsibilities & professional socialisation Conforming with rules & standards set by UEA & PSRBs Study / life balance Theory – practice links Developing knowledge, skills and attitudes within a range of practice environments Flexibility Idealised v actual roles
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EXPERIENTIAL LEARNING “Learning by doing, rather than by merely being others”
Gopee N (2011) Mentoring and Supervision in Healthcare
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PROGRESSION OF LEARNING SURFACE LEVEL Ability to carry out techniques & procedures
1st DEEP LEVEL Explicit understanding of theoretical underpinnings
2nd DEEP LEVEL Embedded learning & development of professional attitudes Adapted from Stengelhofen (1984)
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HOW DO YOU LEARN BEST? Think of something you have learned recently e.g. a hobby, skill, etc. • What helped you learn? • What else would have helped?
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LEARNING STYLES
Individual Preferred approach, e.g. Honey & Mumford (1992) Preferred medium, e.g. VARK, Fleming & Bonwell (2006)
Flexible Can change over time Different requirements in different situations
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THE ACTIVIST
THE REFLECTOR
• Thrives on new experiences
• Stands back to ponder experiences
• Open-minded & enthusiastic
• Considers a range of perspectives
• ‘I’ll try anything once’
• Gathers & analyses data before acting
• Gets bored with longer term involvement & consolidating learning
• Hesitates before acting
What kind of learner are you?
THE THEORIST
THE PRAGMATIST
• Translates observations into theories
• Keen to try out ideas & theories to see if they
• Analyses & syntheses ideas • Step by step, logical approach to learning • Rejects ideas which do not fit with logical reasoning
work in practice • Open to new ideas
• Practical & down to earth • Enjoys challenges & quick to make decisions
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AURAL
• Pictures
• Lectures
• Diagrams
• Discussions
• Flow charts
• Explaining ideas
• Use of highlighters
• Summarising thoughts / notes aloud
• Picturesque language What resources can you draw upon to aid student learning on placement?
READING / WRITING
KINAESTHETIC
• Written material
• Use of all senses
• Lists
• Hands-on experience
• Headings
• Real life examples / anecdotes which tap into emotions
• Definitions
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LEARNING STYLES & REFLECTION ACTIVIST Experience
PRAGMATIST Testing concepts in new situations
REFLECTOR Observations Reflections
THEORIST Formulation of abstract concepts
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LEARNING CONTRACT Students must: • identify learning goals that are personally relevant to achieve the learning outcomes for the placement; • consider strategies & resources needed to fulfil the goals; • consider how achievement will be evidenced; • negotiate with lead educator early in the placement – matching learning goals to opportunities
See example in handbook (page 9)
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DEVELOPING A LEARNING CONTRACT Student: “I want to become more confident in writing notes” • How would you help the student develop this into a workable goal? • What strategies and resources could the student draw upon to achieve it? • How would they evidence that they have achieved it? What learning goals might be applicable to students in your place of work?
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SUPERVISION ‘effective supervision of the student is central to the role of the practice educator – the quality of supervision has been considered the most important element of practice education’. (Martin 1996)
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FORMS OF SUPERVISION DAY-TO-DAY informal supervision
WEEKLY vs formal supervision
How? Who? What? Where? When?
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YOUR ROLE AS A SUPERVISOR
Educational
Managerial
Supportive
Are there any other elements to the role?
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RSC REQUIREMENTS • Based on the student’s individual goals & learning outcomes of the placement • Regular, structured time in a conducive learning environment – 1 hour per week with the lead educator • Balanced & constructive feedback, strengths & areas for improvement, based on respect, honesty & boundaries • Documented & progressive, including action for future learning (examples of documentation in PEC handbook, pages 11-12)
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ODP Requirements
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PROGRESSION Stages Evaluation/ feedback
Styles
Direct/ active
Transitional
Collaborative
Selfsupervision
Consultative
clinical educator led supervision student led supervision
Continuum of supervision in practice based education (McAllister & Lincoln, 2004)
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LEARNING TOGETHER
“Clinical education offers unique opportunities for both students and clinical educators. Students must learn from their educators, although educators can choose to learn from their students. If they make this choice, the ensuing learning journey is likely to be rewarding both personally and professionally.” (McAllister & Lincoln, 2004:p1)
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OPPORTUNITIES TO DEVELOP YOUR OWN LEARNING
How might your role as a Practice Educator develop your own CPD? Have a go at completing the Learning Contract (on page 10 of the PEC handbook), outlining your own learning needs as a Practice Educator
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SUMMARY
•
Students come from a range of backgrounds and bring a wide range of experience with them. • In terms of professional development they all start from the same point. • They have a lot to learn and will employ a range of styles and methods in the process. • The experience of practice education can be an enriching experience for you.
