Supporting and assessing learning in practice: The practice teacher role Rita Newland Director of Education 9 September 2011
Models for supporting learning and assessment in practice for more than one student at a time
Introduction • This presentation provides exemplars about how approved education institutions (AEIs) may choose to apply the Standards to support learning and assessment in practice (NMC, 2008) when there are insufficient practice teachers available • The slides are provided to direct AEIs to the information in the standards to apply the standards in practice, and the information indicates the direct page number for reference
Possible models • There are a number of models which can be developed to enable practice teachers to support the student experience • The informed decision about the number of students per practice teacher will occur in collaboration with the AEI and practice teacher using professional judgement • Decisions taken will be subject to educational governance structures that are in place to provide a safe learning environment
Key point 1: Becoming a practice teacher • Progression from trainee practice teacher to sign-off practice teacher requires successful completion of an NMC approved practice teacher preparation programme and usually takes two years (p22) • Practice teacher preparation programmes include at least 30 days protected learning time (p35) during which the trainee supports a student under the supervision of a sign-off practice teacher (p35)
Key point 2: NMC practice teacher • Practice teachers are responsible and accountable for organising and coordinating the student’s learning opportunities, assessing total performance and signing off achievement of proficiency (p12) • Practice teachers must be able to lead others involved in learning and assessment in practice for NMC students (p23)
Key point 2: NMC practice teacher continued • Practice teachers must be able to support student learning at different levels (p23) • Practice teachers need time to lead and support student learning • Practice teachers must be supported by the AEI and service to fulfil the requirements of their role. This is normally achieved with the provision of a programme of support sessions once every six-eight weeks
Key point 2: NMC practice teacher continued • Student supervision will be direct and indirect depending on the activity and student competence (p36) • All specialist community public health nursing students to have a named practice teacher (p22)
Key point 3: Practice governance • NMC programme approval status requires AEIs to assure the provision of a safe learning environment • Have in place an explicit process for predetermined meetings with the mentor; trainee practice teacher; experienced practitioner; practice teacher and the student for reflection and assessment of practice observation and learning experiences, normally at least one hour a week
Key point 3: Practice governance continued • The practice teacher has a case load that provides students with a range of learning experiences within their chosen field • The practice teacher will observe and work with students in practice and will observe the mentor; trainee practice teacher; experienced practitioner when they are facilitating and assessing the student’s learning • Accountable sign-off requires the practice teacher to observe and assess the student’s practice in practice (p38)
Key point 3: Practice governance continued • The practice teacher is available to the student and mentor; trainee practice teacher and experienced practitioner for advice and support throughout the programme • The link lecturer has meetings with the student, the practice teacher and the mentor; trainee practice teacher and experienced practitioner in practice on at least three occasions during the one year programme normally at least once per term
Key point 3: Practice governance continued • Practice and educational governance processes and policies need to be robust and transparent to all stakeholders • Processes for reporting and escalating concerns about fitness to practise need to be conveyed to students and practice teachers • Opportunities should be available for practitioners to take part in clinical supervision and managerial supervision within the organisation
Frequently asked questions Inevitably there will be questions from both AEIs and practice teachers so the following slides have been created to reflect the frequently asked questions that the NMC has already received
Frequently asked questions Can a practice teacher supervise more than one student at a time? • As stated in 3.3.4 “Practice teachers should support only one SCPHN student (or SPQ student) at any point in time” • However the NMC recognises that there are occasions when there may be limited numbers of PTs and high numbers of students
Frequently asked questions Can a practice teacher supervise more than one student at a time? • Circular 26/07 gives an example where a PT with due regard oversees a student’s placement but the student has a practice supervisor who is a trainee practice teacher, mentor or practice teacher without due regard
Frequently asked questions How often should the practice teacher work and meet with students? • The practice teacher must meet with the practice supervisor at pre-determined points • The practice teacher must also spend time working along side supervising the student in practice as part of the overall assessment process in order to make accountable decisions
Frequently asked questions How often should the practice teacher work and meet with students? • Where practice teachers are supervising students in this way it is possible to supervise more than one student
Frequently asked questions Does a practice teacher have to have a case load of their own when supervising a SCPHN student? • Yes. The standards require that practice teachers must meet the sign-off criteria at 2.1.3 which states “…they must have Clinical currency and capability in the field in which the student is being assessed”
Frequently asked questions Does a practice teacher have to have a case load of their own when supervising a SCPHN student? • In order to fulfil the requirements of the role, PTs must be clinically active and to be clinically active they must have a case load that will allow the student to experience a broad range of experiences in their chosen field of practice
Model 1 Practice teacher sign off status Practice teacher Practice teacher Trainee practice (no sign-off (no sign-off teacher status) status) Student 2 Student 3 Student 1 (part time: (part time: (full time) programme yr 1) programme yr 2)
Model 1: Expectations • The part time student will normally be in practice at different times to full time students • The trainee practice teacher will require additional time, support and supervision, normally once every two-four weeks • The practice teacher without sign-off status will normally require support once per term
Model 1: Expectations continued • Weekly reflection sessions can be arranged as 2:1 and group sessions. This will promote critical reflection, sharing of good practice and discussion for all concerned • The sign-off practice teacher will work with student 1 more frequently normally once every two-four weeks than student 2 and 3 normally at least once per term because it is the trainee practice teacher’s first student
Model 2 Practice teacher (sign-off status) Experienced Practice teacher practitioner (no sign-off status) Student 1 Student 2
Model 2: Expectations • The experienced practitioner will need more time and supervision from the practice teacher, normally once per week, because they do not have the knowledge, skill and experience to lead the learning of others that is gained during the practice teacher preparation programme
Model 2: Expectations continued • The practice teacher (no sign-off status) will need less time and supervision because they have successfully completed the programme and have already seen one student through to sign-off, normally once every two-four weeks • The practice teacher will work with student 1 more frequently, normally once every two-four weeks than with student 2
Model 3 Practice teacher (sign-off status) Trainee practice Trainee practice teacher teacher Student 1 Student 2
Model 3: Expectations • Trainee practice teachers require equal time from the sign-off practice teacher • The sign-off practice teacher will work with each practice teacher and each student, normally once every 2-4 weeks • Each trainee practice teacher can work individually with both students and this will expand the learning potential for each student
Model 4 Practice teacher sign-off status Practice teacher Student (no sign-off status) Student
Model 4: Expectations • The students will work with both practice teachers during the practice placement normally at least once per term • Reflective sessions with the practice teacher, student and practice teacher (no sign-off status) will be arranged 1:1, 2:1 and in a group normally at least once per term • Reflective session between practice teachers takes place regularly normally once per month
rita.newland@nmc-uk.org Thank you
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