BSc (Hons) Nursing Practice Development

David Hyde

Northumbria University
in collaboration with
Malaysian Allied Health Sciences Academy

2014

Module PP0127
Supporting learners in the
practice setting

2014

Todays session:

Supporting student learning in practice settings

Supervising students
Fairness and diversity in practice learning
Personal and professional development

2014

Supporting student learning

Students need to be active in their own learning. However, it is
important that they are supported in identifying their learning
needs and making the best use of the learning opportunities
provided.
ENB/DOH (2001) Placements in Focus, ENB

2014

Supporting student learning

A survey of mentors identified:

Mentors did not report difficulty in spending time with students

Mentor update sessions were poorly attended

Mentors felt they had inadequate support from managers and

universities
Pulsford, Boit and Owen (2002)

2014

Supporting student learning

it is essential that both the education provider and placement
agency work collaboratively to ensure learning opportunities and
experiences are maximised, and to ensure practice teachers are
supported in their crucial role.
Torry, Furness and Wilkinson (2005)

2014

Supporting student learning

The pressure of clinical commitments and the time available to

support students are two recurring themes in the literature
Drennan (2002)

2014

Supporting student learning

Support and feedback is important, not only for students, but also
for their mentors
McKenzie (2004)

2014

Giving constructive support

What kind of support do students need?

2014

Learners
Who are they?
Age/maturity; life and work experience; academic skills; view of
themselves; motivation; aspirations; different from other
students?
Howard (2002) found that mature students experienced significant
personal difficulties whilst undertaking a programme of
professional education

2014

10

Student B

(Howard, 2002)

Well, I nearly lost a marriageI lived and breathed it (the

course) and got very stressed out. Youd have seminars,
exams, assignments, and in between all that youd be doing
your work on the wards as well. But as a mature student its
quite difficult because you have a home to run, you have
families with worries that need you, and theres not enough
hours in the day. I got very stressed out. I now smoke and
drink a lot more than I did!

2014

11

Student H

(Howard, 2002)

When I first started training my daughter was only 3 years old. If

we had any study days I really felt too guilty to send her to the
childminder so she would stay at home. I would do my studying
in the evening.

2014

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Student A

(Howard, 2002)

We did a lot of personal searching in the first part of the course

and I think that helped me to make my decision [to leave my
partner]

2014

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Who provides support?

Mentor
Guidance Facilitator
Practice Placement Facilitator
Colleagues
Manager
Trades Unions
Student Services

2014

14

How can mentors support students?

Model
Envisioner
Energizer
Investor
Supporter
Standard-prodder
Teacher-coach

Feedback-giver
Eye opener
Door opener
Idea bouncer
Problem solver
Career counsellor
Challenger

Neary 2000

2014

15

What support do mentors/clinical

educators need?

Time
Workload recognition
Clear role and responsibilities
Regular updating - and curriculum knowledge
Closer links with higher education institution
Feedback from student evaluation
Clear assessment documents

2014

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Practice-Education Partnerships
What links do we need between HE and practice to ensure
that students are supported in the practice setting?

Practice Placement Facilitator roles

Tri-partite meetings
Education Forums
Educator preparation
Clinical Supervision embedded in practice?

2014

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