PrBL delivery: hosting a placement

Pre-placement contact can be an opportunity to discuss a learner’s needs if they choose to disclose them. For example:

• Individual learning needs.
• Accessibility needs.
• Reasonable adjustments.
• Access to digital equipment and confidence with digital skills.

The Higher Education Institute (HEIs)/university will prepare learners for Practice-based Learning. Learners will complete Turas online essential learning and any mandatory training for the placement setting. Some HEIs use a learner passport to document training completed before placement which can be seen on request.

Support from HEIs or Universities

University staff are there to support practice educators delivering practice-based learning. You are welcome to contact HEI staff at any point during the placement for support and guidance.

Induction

A warm welcome for learners is an important foundation for a safe, supportive learning environment.

Induction supports the safety and wellbeing of the learner and should be completed as soon as possible. Example of an induction checklist can be found here. Some HEIs also provide a learning contract to be agreed between learners and educators during induction which is reviewed throughout the placement.

Key points to note during induction

• Practice educators do not need to take emergency/next of kin contacts for learners as the HEI should be contacted in the case of an incident.
• Learner photo ID should be checked:
  • The learner’s name and ID should match the name given by the HEI.
  • The photo should match the learner you see.
  • If there is a valid reason for their ID not matching their presentation, such as name change or trans identity, a learner may prefer for their ID to be checked in private.
  • Be sure to check the learner’s preferred name and which pronouns they use so that all students feel welcome.

• Learners do not need to sign a confidentiality agreement with the organisation hosting the placement as this is covered by the AHP Practice-Based Learning Partnership agreement and the PrBL agreement between the HEI and the organisation (guidance on confidentiality for registrants from HCPC and HCPC guidance on conduct and ethics for students are available if students or practice educators need more information).

• Wellbeing is vital to ensure learners get the most of their time on placement. The QMU Placement Wellbeing Toolkit is a resource to support learners before, during and after placement regardless of their HEI or profession. Signposting to this during induction may be helpful.  
• All learners’ skin surveillance checks will be completed by the HEI. If a learner’s skin breaks down during the placement they should contact the HEI.
• Learners can be signposted to the National Whistleblowing Guidance for AHP students in Scotland at the beginning of placement in case of any concerns.

Assessment

Assessment documentation and forms are provided by the university before placement including expected learning outcomes and instructions for assessment which can differ between universities.

HEI colleagues are keen to work with practice educators to think creatively about how learning outcomes can be met in our evolving circumstances. They welcome contact from practice educators to discuss ideas and collaborate on dynamic and innovative PrBL experiences including digital and project-based elements. This ensures learning outcomes can be achieved in meaningful and realistic ways for learners and practice educators.

To comply with UK General Data Protection Regulations (GDPR), copies of learner assessment forms should be destroyed by practice educators after the placement.  Learners and HEIs will keep copies as part of their assessment records and copies should not be stored by Practice Educators unless this is anonymised by removing the learner’s name, HEI, placement location and dates.

Reasonable adjustments

Increasing numbers of students need reasonable adjustments for practice-based learning. If a learner consents for their learning or health needs to be shared with their Practice Educator or SAS PEL, this will be shared before the start of the placement.

The university will provide guidance and support so that Practice Educators, the HEI, and the learner can agree how best to support the student on placement.

Resources to support these conversations and the implementation of reasonable adjustments are available here:

• Part 1: Considering what is reasonable and facilitating disclosure.
• Part 2: Implementation and review of reasonable adjustment.
• Part 3: Fair assessment and debriefing.

Reflection and feedback

Practice Educators facilitate discussion about learners’ experiences on placement and encourage them to identify next steps. Practice Educators must provide time and space for discussion, reflection and constructive feedback throughout the placement — feedback given at the midway or end of a placement should not be a shock to the learner and feedback should support students’ development.

Asking for feedback on learner performance from other staff members and service users provides valuable different perspectives. The CARE Measure is a tool which can be used by service users to provide feedback on the learner.

Resources to support quality feedback include:

• Being and Becoming an AHP Practice Educator Unit 4: Approaches to Assessment and Feedback.

• HCPC Reflective Practice Resources — highlights the importance of reflection for AHPs, provides templates and resources.

• AHP Professional Portfolio — provides templates for reflection and recording learning and development for students and educators.

• Boost feedback model — this video explains the Boost feedback model.

The underperforming learner

If there are concerns about a learner’s performance the HEI should be contacted as soon as possible.

It is important to be clear with both the learner and the university if you think the learner’s performance puts them at risk of failing, including use of the word ‘fail’, before or during the midway review. This gives the learner the best opportunity to develop during the placement or to identify what they can do differently if they need to repeat a placement.

Resources to guide practice educators on supporting an underperforming learner:

• Part 1: Identifying and evidencing issues.
• Part 2: Implementing action.
• Part 3: Resolution and debrief.

Absence

All learner absences should be reported on the same day to the HEI placement contact by the Practice Educator or learner.  If the absence is ongoing the HEI will advise how to report this.

If an absence is unexplained — no contact from the learner and PE is unable to reach them — the PE should contact the HEI immediately. If emailing, mark the email as High Importance and use the subject line: Urgent — Unexplained Student Absence

Incident reporting and confidentiality breaches

Any incidents or near misses involving AHP learners should be reported immediately. Examples of incidents include but are not limited to falls, violence and aggression, injury from a sharp object, and breaches of confidentiality.

Any breach of confidentiality will be handled very seriously by the HEI as it is a breach of the HCPC guidance on conduct and ethics for students and Professional Association standards.

Cancellation

Placements should only be cancelled after all other solutions and processes have been explored. Cancellations must be agreed by the Director of AHPs within a health board.

Solutions to prevent cancellation

• Alternatives within your own team or other teams in your setting.
• Contacting the PrBL representative within your profession for alternatives within the profession.
• Contacting your local AHP Practice Education Lead for support if you are in an NHS board.

Scotland-wide guidance for preventing and managing cancellation of AHP placements can be found on TURAS Learn.

The AHP PrBL Virtual Community

You are very welcome to join the AHP virtual community on MSTeams. The community connects AHP practice educators across Scotland and provides opportunities to collaborate, problem-solve and network. This Sway has more information.

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