and carer at the centre of care delivery, with and from patients, service users and e.g. patient care pathways and carers. commissioning frameworks. a flexible approach, utilising generic Ensure effective use of available support, models of learner support, information, information and guidance, reflect on all guidance, feedback and assessment learning experiences, including feedback across the placement circuit in order to given, and be open and willing to change support the achievement of placement and develop on a personal and learning outcomes for all learners. professional level. Offer a learning infrastructure and Comply with placement policies, guidelines resources to meet the needs of all and procedures, and uphold the standards learners, ensuring that all staff who of conduct, performance and ethics supervise learners undertake their expected by respective professional and responsibilities with the due care and regulatory bodies and organisations. diligence expected by their respective professional and regulatory body and organisation Respond to feedback from all learners on Evaluate the placement to inform realistic the quality of the placement experience to improvements, ensuring that informal and make improvements for all learners. formal feedback is provided in an open and constructive manner. refers to all health, education and social care students, trainees, hosted • ‘Learner’ learners. relates to all learning environments / work based learning experiences. • ‘Placement’ educator’ relates to all trainers / supervisors / coordinators • ‘Mentor’/ ‘placement appropriately qualified / suitably prepared to support learners. and regulatory body and organisation’ relates to standards required to • ‘Professional ensure patient and public safety, and professional behaviours. Developed in the North West by healthcare learners, service users, carers, and health and social care staff from all professions in the North West region. Health Education North West
and carer at the centre of care delivery, e.g. patient care pathways and commissioning frameworks. with and from patients, service users and carers. a flexible approach, utilising generic models of learner support, information, guidance, feedback and assessment across the placement circuit in order to support the achievement of placement learning outcomes for all learners. Ensure effective use of available support, information and guidance, reflect on all learning experiences, including feedback given, and be open and willing to change and develop on a personal and professional level. Offer a learning infrastructure and resources to meet the needs of all learners, ensuring that all staff who supervise learners undertake their responsibilities with the due care and diligence expected by their respective professional and regulatory body and organisation Comply with placement policies, guidelines and procedures, and uphold the standards of conduct, performance and ethics expected by respective professional and regulatory bodies and organisations. Respond to feedback from all learners on the quality of the placement experience to make improvements for all learners. Evaluate the placement to inform realistic improvements, ensuring that informal and formal feedback is provided in an open and constructive manner. • ‘Learner’ refers to all health, education and social care students, trainees, hosted learners. • ‘Placement’ relates to all learning environments / work based learning experiences. • ‘Mentor’/ ‘placement educator’ relates to all trainers / supervisors / coordinators appropriately qualified / suitably prepared to support learners. • ‘Professional and regulatory body and organisation’ relates to standards required to ensure patient and public safety, and professional behaviours. Developed in the North West by healthcare learners, service users, carers, and health and social care staff from all professions in the North West region. Health Education North West
SPCT-Student-Welcome-Pack-2018.docx