1.9 Educators: J4 3.8 2.1 1 S1.1 4.2 1.4.1 J8 4.8 2.1.1 2 Support S1.3 6.1 1.4.2 5.1.0 2.1.2 3 Teach S2.2 6.2 5.3 R5.4 Supervise & feedback as appropriate S3.1 5.13 R6.5 S3.2 Guide on safe and effective practice 6.5 Educators manage learner assessment and fulfil 6.1 S4.1 6.1 1.4.2 1.10 6.3 S4.2 6.2 1.4.3 requirements of the assessment documentation in 3.1 accordance with HEI/Professional body requirements 3.2 4.1 4.2 1.11 Educators manage and communicate the J5 5.11 2.1.3 1 S1.1 3.1 1.4.3 learner’s P1 6.7 3.2.4 2 S1.3 3.2 performance and progression, for example where: 6.1 a learner fails to progress 6.2 a learner gives cause for concern a learner is involved in an incident relating to fitness to practice / professional suitability Clear lines of communication are in place, between all relevant progression parties regarding learner’s 1.12 Learning environments demonstrate a culture that supports 4.5 2.1 1.1.3 learners to be open and honest with patients when things go 2.2 wrong, known as their of and help them to 2.3 4.3 ‘duty candour’ develop the skills to communicate with tact, sensitivity and empathy. A clear process is identified for learners to raise and escalate concerns about their practice experience in the learning environment
1.9 Educators: Support Teach Supervise & feedback as appropriate Guide on safe and effective practice J4 J8 3.8 4.8 5.1.0 5.3 5.13 6.5 2.1 2.1.1 2.1.2 R5.4 R6.5 1 2 3 S1.1 S1.3 S2.2 S3.1 S3.2 4.2 6.1 6.2 1.4.1 1.4.2 1.10 Educators manage learner assessment and fulfil requirements of the assessment documentation in accordance with HEI/Professional body requirements 6.1 6.3 S4.1 S4.2 6.1 6.2 3.1 3.2 4.1 4.2 1.4.2 1.4.3 1.11 Educators manage and communicate the learner’s performance and progression, for example where: a learner fails to progress a learner gives cause for concern a learner is involved in an incident relating to fitness to practice / professional suitability Clear lines of communication are in place, between all relevant parties regarding learner’s progression J5 P1 5.11 6.7 2.1.3 3.2.4 1 2 S1.1 S1.3 3.1 3.2 6.1 6.2 1.4.3 1.12 Learning environments demonstrate a culture that supports learners to be open and honest with patients when things go wrong, known as their ‘duty of candour’ and help them to develop the skills to communicate with tact, sensitivity and empathy. A clear process is identified for learners to raise and escalate concerns about their practice experience in the learning environment 4.5 2.1 2.2 2.3 1.1.3 4.3
Guidance%20and%20Mapping%20-%20%20Version%201%20-%2023-06-16.docx