Supporting and assessing students: your role

Supporting students in practice requires the use of a humanistic approach to the education of adults where the Practice Supervisor and Practice Assessor role is one of facilitation.

They facilitate students moving from observation, to supported practice, to practice under supervision. They also enable students to move back to observation in order to revisit aspects of knowledge and skills.

The Practice Supervisor and Practice Assessor use the framework of observation, supported practice, and practice under supervision to structure teaching and learning, which involves:

• observation: designed for students with limited community experience as well as the analysis of the student's needs
• supported practice: working alongside a Practice Assessor or Practice Supervisor
• supervision: working with a structured caseload receiving regular supervision meetings with the Practice Assessor or Practice Supervisor

To assess students the Practice Assessor, with feedback and assistance from the Practice Supervisor, will:

• develop a learning contract in partnership with the student
• facilitate practice experience
• focus attention on the specialist knowledge, theories, principles, models and skills
• act as a sound role model
• monitor the student's progress in practice
• assess the student's practice and reflect on the use of Personal and Professional Attributes in practice
• identify concerns and work with University staff in developing and implementing an action plan
• work in conjunction with student Practice Supervisors to provide an appropriate learning experience

The assessment process must contain the following stages:

• induction
• the initial meeting
• formulation of learning contracts and action plans
• grading against the interpersonal skills profile
• reflection on the service user views
• the formative assessment
• the summative assessment

Supporting the failing student

Occasionally, students do not meet the required standard and it is necessary to fail them. In this event, it is important that students know why they have not met the pass criteria and that they have been given an opportunity to improve at the formative stage.
It is, therefore, essential to:

• have robust and transparent processes in place
• investigate why your student may be having difficulties
• compile comprehensive documentation as evidence
• pick up problems early
• use Specific, Measurable, Achievable, Realistic, Timely, (SMART) objectives
• set clear review dates
• make clear action plans