SUPPORTING STUDENT LEARNING This session will cover: Transition from novice student to professional practitioner How students learn The development of a learning contract The role of supervision in supporting learning

WHO ARE OUR STUDENTS? %2010 cohort2011 cohort Disabilities inc SpLD Female Male International students4.50 Entry via A level Entry via Access Course Previous degree66 Under – * Data based on BSc programmes only

TRANSITION What are some of the challenges for students embarking on their professional healthcare programme? How might these challenges differ for: A school leaver? A mature student? A student with a previous degree? An international student? A student with a disability?

TRANSITIONS & CHALLENGES FOR STUDENTS Academic & health/social care expectations Transition to adult learning Professional Socialisation Conforming with rules & standards set by UEA, regulatory & professional bodies Study / Life Balance Theory – Practice Links Developing knowledge, skills and attitudes within a range of health & social care environments Flexibility Idealised vs actual roles

END POINT Graduates who are: “…intelligent, flexible, critical thinkers & problem- solvers who are able to demonstrate the ability to deliver safe, competent care in a range of environments.” (Chang & Daly, 2008:4)

EXPERIENTIAL LEARNING Non- Learning Non-Reflective Learning Reflective Learning Presumption Non- consideratio n Rejection Preconscious Learning Skills Learning Memorisation Contemplation Relfective Skills Learning Experimental Learning Gopee N (2011). Mentoring and Supervision in Healthcare. London: Sage Publications

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)

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?

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

THE ACTIVIST Thrives on new experiences Open-minded & enthusiastic ‘ I ’ ll try anything once ’ Gets bored with longer term involvement & consolidating learning THE REFLECTOR Stands back to ponder experiences Considers a range of perspectives Gathers & analyses data before acting Hesitates before acting THE THEORIST Translates observations into theories Analyses & syntheses ideas Step by step, logical approach to learning Rejects ideas which do not fit with logical reasoning THE PRAGMATIST Keen to try out ideas & theories to see if they work in practice Open to new ideas Practical & down to earth Enjoys challenges & quick to make decisions What kind of learner are you?

VISUAL Pictures Diagrams Flow charts Use of highlighters Picturesque language AURAL Lectures Discussions Explaining ideas Summarising thoughts / notes aloud READING / WRITING Written material Lists Headings Definitions KINAESTHETIC Use of all senses Hands-on experience Real life examples / anecdotes which tap into emotions What resources can you draw upon to aid student learning on placement?

LEARNING STYLES & REFLECTION ACTIVIST Experience REFLECTOR Observations Reflections THEORIST Formulation of abstract concepts PRAGMATIST Testing concepts in new situations

LEARNING CONTRACT See example in PEC handbook (page 9) Students identify learning goals – personally relevant: Consider strategies & resources needed to fulfil the goals Consider how achievement will be evidenced The student negotiates with lead educator early in the placement – matching personal learning goals to opportunities

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?

EXERCISE: DEVELOPING YOUR SKILLS AS A PRACTICE EDUCATOR… Complete the Educator Learning Contract (on page 10 of the PEC handbook), outlining your own learning needs as a Practice Educator

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)

FORMS OF SUPERVISION How? Who? What? Where? When? WEEKLY formal supervision DAY-TO-DAY informal supervision vs

YOUR ROLE AS A SUPERVISOR Educational SupportiveManagerial Are there any other elements to the role?

SUPERVISION: AHP 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 11-13)

PROGRESSION

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)

OPPORTUNITIES TO DEVELOP YOUR OWN LEARNING How might your role as a Practice Educator develop your own CPD?

SUMMARY Students come from a range of backgrounds & 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 & will employ a range of styles & methods in the process The experience of Practice Education can be an enriching experience for you