1. Day 2 Planning a Practice Curriculum  Small group review of SWOT analysis. Identify learning available and constraints Identify different specialities available including interprofessional learning, specialist equipment Discuss timescale to implement student learning plans

2. Developing a curriculum from the SWOT analysis  Converting strengths and opportunities into teaching/learning resources – e.g. learning opportunities form, multi professional workers  Planning a learning programme

3. Planning a practice curriculum: Identifying different learners  Pre-registration nursing students Years 1, 2 & 3  NHS HNC Healthcare students  HNC Healthcare students  Midwifery Students Pre & Post-registration  SVQ students  Flying Start practitioners  Multi professional students  Colleagues – professional development

4. Interpersonal professional relationships Divide into threes:  1 student  1 mentor  1 observer  Work through the three scenarios each taking a turn of each role. Facilitator available if required.  Feedback to large group perceptions of each role.

5. Advocacy  Define student advocate  Discussion Scenario – Your student has come to you because another member of qualified staff is giving them negative feedback all the time. This particular member of staff is a person who most staff have difficulty dealing with. Consider how you would advocate for the student and draw up a plan of action on a Flip chart of how to deal with this situation.

6. Planning a practice curriculum: Facilitation Tool – Reflection What is it? Definition Different Models Evaluation of own learning through reflection Encouraging others to reflect Write a reflective account using an appropriate reflective model (?homework) Discuss your learning in order to enhance future learning

7. Planning a practice curriculum: Teaching of Clinical Skills – bringing theory and practice together Identify a clinical skill you have been taught or have taught a learner. Identify the aspects of this skill that is theory and what is practical How do these components interlink Consider the use of simulation in teaching clinical skills

8. Opportunistic Learning  Consider one type of learner.  Think of one task that you did yesterday that would be a valuable learning experience for a student.

9. Day 2 Theory of Assessment Purpose of Assessment – gauge competency (pre-registration nursing/midwifery – NMC domains) Methods of Assessment – observation, discussion, written evidence, simulation, reflection, debrief, feedback from colleagues Different areas to Assess – skills, knowledge, attitudes, learning Formative & Summative assessment

10. Level of Assessment Identification of learners goals. Action Plan/Learning Contract – Professional & Ethical Practice. - What methods of assessment demonstrate achievement/competence of for e.g. NMC Learning Outcome or Standard of Proficiency

11. Tools to assist decision making in assessment  Discussion  Observation  Demonstration  Reflection on practice  Simulation  OAR  SCQF levels

12. Feedback  Structured information  Allows someone to assess how their performance is perceived by others  Indicator of how one interacts with others  Regular good quality feedback builds constructive relationships

13. Feedback Model (Reference:Development Dimensions International 1998. Feedback Fundamentals. Pittsburgh, PA Author.)  Positive feedback What was said or done Why was it effective  Feedback for improvement What was said or done Why was it ineffective What could be done to make it more effective Why would that be more effective

14. Day 2 Assessment Requirements Programme requirements will vary according to whichever programme the student is undertaking. Pre-registration Nursing/midwifery Programme requirements: THEORY - 2 academic assessments per module PRACTICE - Practice assessment is based on successful achievement of predetermined Learning Outcomes (LO’s /CFP) and Standards of Proficiency (SOP’s/Branch) through practice and proficiency in clinical skills acquisition. Midwifery practice also requires to be graded by the sign-off mentor.

15. Recording assessment  Accountability in assessment Feedback Record Keeping  Ongoing Achievement Record (pre- registration nursing/midwifery programmes) Clinical documentation/assessment record that will accompany the student from one placement to the next throughout the 3 years of training.

16. Day 2 Workshop Group work: Utilising scenarios discuss and complete documentation required in the assessment process of a pre-registration student Feedback to large group Handout activity to take away (scenario of failing student)