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Supporting an underperforming student
The PSD Scotland resource Supporting an underperforming student can provide you with information to consider in support for the learner who is underperforming on placement.
Fitness to practise
Addressing a fitness to practice concern will depend upon the Fitness to Practice Regulations from the learner’s educational institution. Fitness to practice is acknowledged within the context of deciding if a learner fails to meet the required criteria set within learner’s practice placement documentation.
In most cases educators must contact the learner’s educational institution as a first point of contact for advice regarding next steps. For nurses or midwives contacting the PEL (this acronym should be written in full with PEL in brackets after—please let me know what the full name is and I will add it) may be the first step. Educators must document their concerns within the learner’s educational institution's documentation as well as within direct written correspondence to the educational institution.
The flow chart below provides a generic example of how the fitness to practice process might look.
Example of fitness to practice process:
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Learner gives cause for concern regarding fitness to practice. |
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Educator documents concerns as appropriate and raises concerns with appropriate educational institution tutor. |
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Learner advises of fitness to practice concern. Decision made if practice module should continue. |
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Educational institution tutor collates evidence and produces findings in a report (placement documentation can support this). |
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Educational institution makes decision regarding need for fitness to practice panel based on evidence/report. |
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Fitness to practice panel conducted with written confirmation of the outcome shared with the learner. |
The Birmingham City University dyslexia toolkit
Further information and practical ideas can be found in the Birmingham City University toolkit Supporting Students with Dyslexia. The toolkit has been designed for use by mentors/assessors/supervisors and students from all health care disciplines, within the placement setting.
It aims to enable students to achieve and develop within the placement setting by:
- Providing a brief overview of dyslexia and what it can mean for an individual.
- Suggesting strategies, some or all of which may be employed by the student.
- Suggesting strategies, some or all of which may be employed by the mentor/assessor/supervisor in order to enable achievement and development by the student.
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