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Becoming a Practice Educator?

Explore the importance of practice placements for occupational therapy students, the responsibilities and skills of a practice educator, and the need for evidence-based practice and diversity awareness. Gain insights into the role through discussion and reflection.

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Becoming a Practice Educator?

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  1. Becoming a Practice Educator?

  2. What’s in a name? • Practice Educator • Fieldwork Educator • Fieldwork Supervisor • Mentor • Clinical tutor • Clinical Educator • Teacher • Assessor There may well be more!!!???

  3. What’s in a name? • Practice Educator • A person who is responsible for a learner’s education • during their practice-based learning and has received • appropriate training for this role. • (HCPC 2017 Standards of Education and Training Guidance)

  4. The Purpose of Placements • All Occupational Therapy students undertake placements of varying lengths In groups discuss: • What is the purpose of these placements • Are they necessary? • Why can’t it all be taught in the classroom?

  5. The Purpose of Placements • To learn from the experiences available • To link theory to practice • To develop competence in the practical aspects of the profession with real people in real settings • To acquire the attributes of a professional practitioner • To experience working life within organisations • Develop professional resilience • (Jasper 2003)

  6. Roles and Dilemmas: • Student role: to LEARN • Practice Educator role: CARE PROVISION • Environment role: CARE PROVISION • Dilemma…….. being a Practice Educator to learners is a secondary role

  7. Course Philosophy • Prepares practitioners for roles which focus on the facilitation and assessment of learning in practice settings: • Student learning • Colleague development • Why is this important? • In health care settings it is the Practice Educator who decides if a student is fit to practice • Protection of the public • Protection of the profession • Processes within HEIs is very different and focuses on academic qualities?

  8. Responsibilities of a PE • EXERCISE: • Discuss these responsibilities and decide are these: • Positive • Negative (Toxic mentoring) • Reflect on your own practice in relation to the above? (Homework) • Perhaps add your thoughts to a SWOT (links to LO 6) (Homework)

  9. Skills and Attributes of a PE • EXERCISE: • Discuss these skills / attributes and decide are these: • Positive • Negative (Toxic mentoring) • Discuss the skills and attributes you feel a you possess – make a list • make a list of the skills and attributes you feel you need to develop (Homework) • Perhaps add your thoughts to a SWOT (links to LO 6)

  10. Role Modelling using Evidence Based Practice • Exercise: • What do you understand Evidence Based Practice to mean? • What evidence do you use in your settings? • Where do you go to find your evidence? • How do you put it into practice? • How do you reflect on it? • How do you enable your students / learners to utilise evidence based practice?

  11. Diversity • It is acknowledged that ALL students are different • Discuss: • In what ways might your students be different to each other? • Make a list and • Reflect on and discuss your experiences • What does this mean for you as their mentor? • How do you acknowledge diversity?

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