Facilitating learning

Learn how you can facilitate learning

How do you support students in acquisition of clinical skills and accessing learning opportunities that meet their individual needs? Involving a range of other professionals, patients, clients and carers?

Designing a student pathway

If you are revisiting this section, consider:

How many pathways have you/your team or your students designed?
If you haven’t, what impact does this have on facilitating student learning in your practice area?
If you have, are there any more you could design? Utilise this time to design a new one.

Planning a pathway

Consider opportunities for students to follow your patient/client group through the healthcare system.
Get students to design them with patients and staff input.
Provide examples in your student package so that a selection can be followed during placements.
Get students to base their learning contracts on pathways.

Integrating care pathways

When planning to follow a patient pathway, students should ‘think integration’ how the pathway interlinks professions and the ways in which they work together.

Think: health/illness - what is the nature of the illness/condition?
Think: patient journey/care pathway - where will the health/social care journey take the person?
Think: discipline - who is involved?
Think: purpose - what is the reason for involvement?
Think: practice - what are the specific interventions?
Think: interconnection - what collaborative relationships exist? Do services/interventions merge?
Think: reflection - what does this mean for the patient/client, for the carer, the practitioner, the service and for me?

Example of a palliative care pathway

Student responsibilities:

provide reflective accounts of following the pathway, what they have learnt and how it relates to their placement
evidence of following the pathway can link to their learning contract and assessments.