Practice supervision should be ‘sufficiently continuous’, so it upholds public protection and enables the student to meet their learning outcomes.
These are the standards that set out our expectations of continuity of support and practice supervision:
Standards for student supervision and assessment:
2.5 there is sufficient coordination and continuity of support and supervision of students to ensure safe and effective learning experiences
What is ‘sufficient’ coordination and continuity of practice supervision will change depending on the circumstances. ‘Continuity’ need not mean a student having the same practice supervisor for a period of time. It may be fulfilled by good record keeping and handover between practice supervisors, if appropriate.
A decision on what’s appropriate in what circumstances can be reached by taking into account the student’s learning outcomes, confidence, competence and increasing independence, and any equality and diversity considerations alongside an understanding of the knowledge, skills and availability of practice supervisors.
When supervising students practice supervisors should decide what level of continuity is appropriate for each individual student at each point in their learning or programme.
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- 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