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Practice supervision
Who are practice supervisors and how are they prepared?
Who are practice supervisors and how are they prepared?
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Supporting Information on Indirect Supervision
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Student empowerment
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The student at the centre of learning
What students can expect from their learning and assessment
Relevant inductions and information
A safe and effective learning experience
Providing appropriate support for students at all times
Supernumerary and protected learning time
Evidence based, objective and fair assessments
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Last updated: 23/07/2018
SSSA Supporting Information hub
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Practice supervision
Who are practice supervisors and how are they prepared?
Who are practice supervisors and how are they prepared?
Who can be a practice supervisor?
Practice supervisor preparation
What is current knowledge and experience?
Who identifies who the practice supervisors are?
What do practice supervisors do?
What do practice supervisors do?
Equality, diversity and inclusion needs
Upholding public protection
Inclusive and tailored learning experiences
Tailored learning
Continuity of supervision
Giving feedback
Contributing to recommendations for progression
Raising concerns
Supported time and resources for those supporting students in practice
Practice and academic assessment
Practice and academic assessors
Who are practice assessors and how are they prepared?
Who can be a practice assessor and who can be an academic assessor?
What do practice assessors do?
What do academic assessors do?
Who identifies the assessors
Preparation for the assessor role
Practice and academic learning
Practice and academic learning - overview
What it means to have an academic assessor for 'each part' of a programme
Holding supervisor and assessor roles simultaneously
Assessment
Assessment - overview
Collation and confirmation of academic learning
Evidenced based assessment of practice learning
Objective and fair assessments
Assessment for progression
Upholding public protection
Managing a student not making the progress expected
Handing over to the next practice assessor
Support for the assessor role
Support for the practice assessor role
Supported time and resources
What can ‘support’ mean?
Learning environments and experiences
Safe and effective learning
Safe and effective learning - overview
Safe learning experiences
Effective learning experiences
Designing and reviewing a safe and effective learning environment and experience
Designing and reviewing a safe and effective learning environment and experience - overview
Upholding quality
What must be in place
Individual responsibilities
Types of learning experiences
Types of learning experiences - overview
Different types of learning environments
Different learning opportunities
Equality and diversity considerations
Support for those who deliver education
Raising concerns
Student empowerment
The student at the centre of learning
What students can expect from their learning and assessment
What students can expect from their learning and assessment - overview
Relevant inductions and information
A safe and effective learning experience
Providing appropriate support for students at all times
Supernumerary and protected learning time
Evidence based, objective and fair assessments
Reasonable adjustments (if applicable)
Practice environment case studies for nursing programmes
Practice environment case studies for nursing programmes
Supporting Information on Indirect Supervision
Supporting Information on Indirect Supervision
Simulated practice learning
Simulated practice learning
Supporting information for reflection in nursing and midwifery practice
Supporting information for reflection in nursing and midwifery practice
