Readiness for PrBL: who will deliver and how?

Placement offers

Consider offers that can be made as a team. Universities may need to negotiate changes to dates or request additional placement weeks depending on demand each year.

A team approach

All registered and non-registered members of the team can support the delivery of AHP practice-based learning (PrBL), including support workers, practice assistants, students and returners to practice. It is everyone’s responsibility to share and support placements, so involving the whole team in planning can be beneficial. This will also identify whether staff need any support or additional training to participate.

There are a range of ways to contribute to PrBL, including providing shadowing/experiential opportunities, masterclasses and project work.

The benefits of a team approach to PrBL (as explained in AHP Principles of PrBL)

• Less reliance on one person — more sustainable, involves more staff, and more reflective of services.
• Improved and innovative learning opportunities across the pillars of practice for learners and staff.
• Peer support for staff and students.
• Flexibility — supports staff with competing priorities and flexible or part time working arrangements.
• Expands placement capacity — futureproofing the workforce.
• Demonstrates inter-professional team working and sociocultural aspects of working in teams.

A shared timetable for the placement can help the team and students understand their responsibilities and expectations, support time management for team members, and promote learner independence.

Models and methods of placement delivery

Consider which model of PrBL will work best for your placement. Clinicians are encouraged to try new approaches with support from Higher Education Institutions and/or local Practice Education Leads if required.

AHP PrBL opportunities meet the learner’s learning and development needs across the 4 pillars of practice, with opportunity to develop employability skills and experience local policies and values. This can be achieved by any model or method of PrBL delivery adapted for any service or sector. Models may be mixed to form hybrid placements. Placements can be delivered face-to-face, online, or a blend of both.

Models of PrBL

• One-to-one — a student is allocated to and works closely with one educator.
• Peer-assisted learning (PAL) — more than one student on the same placement at the same time.
• Long-arm supervision — supervision provided by an AHP in a different location to the placement.
• Split/share — two or more settings or sites host the placement.
• Cross-sector — held outside of the NHS, for example paramedic placements or third sector.
• Inter-professional — students from different professions on the same placement.
• Project-based — students carry out a project, for example developing/evaluating a service/resource.
• Leadership — an opportunity to develop leadership skills, delivered by an AHP leader.
• Research — students carry out research within a service or team. More information can be found on TURAS Learn.

More delivery models can be found on TURAS Learn:

• AHP Student Models and Methods of Placement Delivery — this resource was developed by students for students explaining what to expect from different models of PrBL.
• AHP Student Models and Methods of Placement Delivery infographic — this infographic also explores models and methods of placement delivery.
• Paramedic student placement animation — this animation describes the importance of cross-sector placements for Paramedic students.
• AHP PrBL flashcards with hyperlinks — these flashcards provide guidance for PrBL including a range of placement models.

Becoming a Practice Educator

Practice Educators host student placements — providing practice-based learning experiences in the practice setting which allow future AHPs to apply their knowledge and skills outside of a classroom across the 4 pillars of practice.

By supporting AHP PrBL, Practice Educators develop their own skills, knowledge and confidence throughout their career.

Resources to help you become a Practice Educator:

• Being and Becoming a Practice Educator module — completing this module on TURAS Learn is the first step to becoming a practice educator or to refresh practice education skills.
• Allied Health Professions Practice Education toolkit — this provides more information on becoming a Practice Educator.

Practice Educator preparation

Scottish universities with AHP programmes provide regular Practice Educator preparation sessions which are recommended before taking students. Upcoming dates can be found in this Sway.

Resources about Practice Educator preparation:

• The AHP Practice Based Learning (PrBL) site on Turas has further information, ideas and resources.

• NES PrBL Flashcards provide more information and guidance on PrBL.

The AHP Practice Education Development Framework

The AHP Practice Education Development Framework describes the knowledge, skills, behaviours, and recommended learning over 4 levels of practice education experience. All team members can use it to benchmark and evidence their current level of practice education experience, and to access learning and development opportunities.

Team or service leads can map the skill mix of their teams across these levels and use the framework in supervision and appraisal discussions to support the development of practice education skills and experience across the team.

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