All individuals involved in the delivery of a learning experience or within a learning environment have a responsibility to raise any concerns about that environment and student learning. For nurses, midwives and nursing associates, this should be done in line with our Raising concerns guidance.
All learning environments must have in place clear processes for raising concerns and should signpost students, and all relevant people, to these.
The AEI, with its practice learning partners, should also have the capability and processes for managing complaints and concerns that have been raised about student learning, and student learning environments.
Want to download and print whole sections of SISSSA? Visit the downloads page.
- Who are practice supervisors and how are they prepared?
- Who identifies who the practice supervisors are?
- What do practice supervisors do?
- Support for the practice supervisor role
- Who are practice assessors and how are they prepared?
- Who identifies the practice assessors
- What do practice assessors do?
- Support for the practice assessor role
- Who are academic assessors and how are they prepared?
- Who identifies the academic assessors
What do academic assessors do?
- What do academic assessors do?
- Collation and confirmation of academic learning
- Assessment for progression
- Upholding public protection
- Managing a student not meeting the progress expected
- Handing over to the next academic assessor (if relevant)
- Support for the academic assessor role
Learning environments and experiences
- Safe and effective learning
- Designing and reviewing a safe and effective learning environment and experience
- Types of learning experiences
- Support for those who deliver education
- Raising concerns
- The student at the centre of learning
- What to expect from your learning and assessment
- Raising concerns
- Complaints or appeals