Practice supervisors have a responsibility to raise concerns about nursing and midwifery student conduct and competence, in a timely and responsible manner. This should be done with relevant people, such as the student’s practice and academic assessors, where appropriate.
Practice supervisors should raise concerns directly with the student first, if appropriate, and take steps to improve student performance. If this has been done and the student has not improved the practice supervisor may need to escalate a concern.
The practice supervisor should escalate their concerns immediately if it’s urgently needed to protect the public.
What constitutes a concern and when and how to raise it depends on a number of factors, including the individual situation of the student, any equality and diversity considerations, and the existence of organisational processes for raising concerns about student performance.
The practice supervisor must decide when and how to raise concerns about student conduct and competence, based on the relevant circumstances and their own experience.
It’s the AEI’s responsibility, with its practice learning partners, to ensure that suitable processes and support are in place for this to happen.
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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