Practice Placement Supervisor Training - Supervisors

Statistics

Minimum

2

Mean

3.8

Std. Deviation

0.83

Satisfaction Rate

70

Maximum

5

Variance

0.69

Std. Error

0.15

1

13/08/2020 11:55 AM
ID: 146470457

It's useful to know what information the learner has already been given, to refer them back to this material for any relevant queries

2

13/08/2020 16:26 PM
ID: 146490451

pre-placement activity is essential to effective ""contracting"" between institution, student and supervisor. Supervisors should be clear and confident in what they should expect from institutions and what their ""rights"" are in the process.

3

14/08/2020 09:53 AM
ID: 146513329

Sometimes real life makes change inevitable, but having a clear plan at the outset, helps to focus the student and prepare them for possible change.

4

17/08/2020 10:35 AM
ID: 146617466

Clarification regarding all aspects of the placement should be discussed and clarified prior to the placement starting. If any issues were to arise then there is a document to refer to.

5

02/09/2020 17:15 PM
ID: 147471650

Contracting is missing, so students understand expectations of evening work, unsocial hours etc.

6

21/09/2020 09:47 AM
ID: 148548987

Provides basis for agreeing placement and content of learning opportunities available

7

21/09/2020 10:32 AM
ID: 148552170

The pre-placement information and the visit is crucial to ensure that the student and the provider are clear on expectations and is an area a new supervisor needs to know how the importance of the pre information, the visit and what the induction should include

8

21/09/2020 13:23 PM
ID: 148569177

Useful for first time supervisors

9

22/09/2020 12:20 PM
ID: 148627833

overall it would be good to have a timeline / process set out for each step that supervisor and student could tick off along the way

10

23/09/2020 15:19 PM
ID: 148734069

quite often pl;acements are organised last minute and rushed, as a result of this students and supervisors can be mismatched....ensuring people adhere to the pre placement and induction phase will pay dividends later on

11

25/09/2020 09:43 AM
ID: 148869395

It can be challenging to provide a student with a learning plan if you are trying to plan far in advance. Important to be general about areas of work. We also find students are unprepared in how flexible they need to be on placement in terms of availability. And also dressing appropriately for their placement. How to tackle these elements should be covered

Statistics

Minimum

1

Mean

3.93

Std. Deviation

0.96

Satisfaction Rate

73.33

Maximum

5

Variance

0.93

Std. Error

0.18

1

13/08/2020 16:26 PM
ID: 146490451

important that people understand all of this. There should be an emphasis on the skills involved, as distinct from the information elements - which will change over time and are likely to vary between programmes and institutions.

2

14/08/2020 09:53 AM
ID: 146513329

I feel this is necessary as a tool - working in changing community health environs - a process of development very much required and enhances learning for student especially when things do not go to plan builds the reflective process

3

17/08/2020 10:35 AM
ID: 146617466

All of the components listed are key to the placement and should be focussed on, in the Supervisor Training.

4

21/09/2020 10:32 AM
ID: 148552170

Those undertaking a practice placement require to understand from the outset the expected time and support required for a quality placement experience for both the student and the supervisor

5

22/09/2020 12:20 PM
ID: 148627833

all worksheets/ templates to be provided on the training and any other useful information / guidelines that students are following so the supervisor knows where they are at

Statistics

Minimum

1

Mean

4.3

Std. Deviation

0.9

Satisfaction Rate

82.5

Maximum

5

Variance

0.81

Std. Error

0.16

1

13/08/2020 16:26 PM
ID: 146490451

perhaps the key element of the workplace learning, which will help link theory to practice and enable students to develop and hone the skills of learning on and in practice - which are core to learning at all stages in a professional career

2

14/08/2020 09:53 AM
ID: 146513329

Making time for reflection is so so important fro future development and student learning

3

17/08/2020 10:35 AM
ID: 146617466

Once again, this is a key factor (Reflective Practice) during the placement and on into working within the CLD field.

4

02/09/2020 17:15 PM
ID: 147471650

If this element isn't a priority then a placement should not be offered.

5

21/09/2020 09:47 AM
ID: 148548987

Provides thinking time, testing of theories, consideration/consolidation of learning through practice

6

21/09/2020 10:32 AM
ID: 148552170

As a new CLD practitioner it is really important the student is encouraged to reflect regularly and not just in their writings but through discussion in supervisor meetings and how to do do this

7

22/09/2020 12:20 PM
ID: 148627833

perhaps looking at past examples of good practice where placements have gone well and why they worked so well to give ideas / maybe creative ways of working

8

25/09/2020 09:52 AM
ID: 148869986

I believe being a reflective practitioner underpins everything we do, & the way we work. We do things because we reflect, change, develop & improve, not because we've always done them that way, & not in a one size fits all approach. We recognise that different communities & different community members may need a different approach

Statistics

Minimum

1

Mean

4.1

Std. Deviation

1.01

Satisfaction Rate

77.5

Maximum

5

Variance

1.02

Std. Error

0.18

1

13/08/2020 11:55 AM
ID: 146470457

The supervisor becomes the learner's key contact for this during placement and should have a clear understanding of the overall outcomes and requirements to provide best support to the learner and/or direct placement activities to enable this.

2

13/08/2020 16:26 PM
ID: 146490451

40% of learning is in the field and the primary assessment responsibility lies with the practice supervisor. The development of assessment skills and approaches appropriate at different levels of professional learning programmes is critical if assessment is to be robust and lead to the development of competent practitioners. This is not a traditional area of strength; the field has to be well prepared to play its part in ensuring professional standards and assessment is at the heart of that. People need to understand assessment as an essential component of learning and not just a point of completion and progression.

3

14/08/2020 09:53 AM
ID: 146513329

There is value in both formal and informal feedback for growth of student and supervisor learning. With emphasis on conversations about what could be done better to increase and focus better outcomes, motivations, etc.

4

02/09/2020 17:15 PM
ID: 147471650

Working through this element prepares students for the reality of practice and modelling feedback.

5

21/09/2020 09:47 AM
ID: 148548987

Checks and tests progress and learning - identifies issues, gaps, further learning requirments

6

21/09/2020 10:32 AM
ID: 148552170

Supervisors being clear about how to assess around the competences, expectations around what is expected across the different practice years and what is expected by each year is a key factor of the placement and support

7

22/09/2020 12:20 PM
ID: 148627833

also maybe include ""when things go wrong"" and perhaps pulling on past experiences so we can all learn from them

8

25/09/2020 09:52 AM
ID: 148869986

We need to know what we are assessing

1

13/08/2020 11:55 AM
ID: 146470457

What steps to take if placement student is not meeting expectations?

2

13/08/2020 16:26 PM
ID: 146490451

The key thing for me is to focus on helping supervisors to develop the skills and competences involved in supporting a student on a professional learning programme. This includes understanding their roles as ""practice educator"" and ""assessor"". The specific details of any specific programme and its bureaucratic procedures are not important - supervisors need the competences that underpin the role across all programmes. The specifics of any programme are the induction responsibility of the agency ""commissioning"" the placement.

3

13/08/2020 21:15 PM
ID: 146503055

It might be included in another section, but including how to support difficult, failing or otherwise problematic students would be beneficial. How to have coaching conversations, managing conflict, resolution focused working etc. It comes up more than you’d like!

4

14/08/2020 09:53 AM
ID: 146513329

This may well be included, I feel a simple checklist can be used to track progress of placement outcomes, month 1, 2, 3 for example.

5

17/08/2020 10:13 AM
ID: 146615782

A firmer agreement on the role and responsibility of the student supervisor from the institution. Have found recently(in some cases and with some institutions) that often this slides with missed support session, missed paperwork, missed deadline. This made the student feel undervalued and the placement institution used. Needs to be a emphasis on the partner relationship, roles and responsibilities with institution, student and placement supervisor. A more positive understanding between all will benefit everyone.

6

17/08/2020 10:35 AM
ID: 146617466

If/when, a supervisor should experience any issues/difficulties in supporting the student during the placement.

7

18/08/2020 13:31 PM
ID: 146687202

it might be a good idea to have a mid point meeting for supervisors, a la standardization meetings with SVQ assessors.

Would be good to know you are all expecting the same standard of work.

8

24/08/2020 10:23 AM
ID: 146986527

One of the issues experienced in the past as a supervisor has been the knowledge that the student was not meeting the competences. When raised with the university either placed the student with another placement provider or found work arounds - as opposed to accepting the evidence provided and removing the person from the programme.

9

02/09/2020 17:15 PM
ID: 147471650

Standards of report writing; assessments/ evidencing etc
Exploring core engagement tools
Ongoing risk assessments, indoor and outdoor
Exploring evaluation tools
Work life balance:realistic expectations

10

22/09/2020 12:20 PM
ID: 148627833

definite lines of communication / maybe even a portal where supervisors can talk to other supervisors/ uni staff?

11

23/09/2020 15:19 PM
ID: 148734069

what to do when things go wrong....what support will be provided to the supervisor (and the student ) if its looking like someone is not going to pass placement

12

25/09/2020 09:52 AM
ID: 148869986

It is a few years since I have had a student to supervise, so a refresher would be most welcome.