European Practice Placement Standards for Dietetics

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1 Eurpean Practice Placement Standards fr Dietetics Assembled by the Eurpean Federatin f Assciatins f Dietitians (EFAD) Adpted by the EFAD General Meeting September 2010 review date 2015 Definitin f the cncept "benchmark" A "benchmark" riginates frm setting a mark n a "wrking bench" fr measuring. A benchmark culd als be cut in a rck r a rck wall and was used by surveyrs as a cmmn starting pint fr measurements. i.e. a fixed pint r pint f reference fr cmparisns. The wrd "benchmarking" is nw used fr the cmparisn prcess. Placement Standards June 2010 Page 1

2 Cntents Preface 1.0 Intrductin Backgrund and ratinale 1.2 Hw the standards were derived 1.3 Establishing and mnitring the standards 1.4 Summary 2.0 The standards The standards mre fully explained The evidence base fr the Standards and gd practice fr placements Appraising and assessing the placement r wrk-based learning envirnment 16 References 19 Glssary 20 Appendix 1 Results f a questinnaire n the draft standards Placement Standards June 2010 Page 2

3 Preface Dietitians wrking acrss Eurpe have at the frefrnt f their minds the nutritinal health f the peple f Eurpe. They wrk with health prfessinals and thers t realise this gal. Dietitians wrk t make gd nutritin and fd a reality t the peple f Eurpe and it has been my pleasure t be part f this team and netwrk. One f the aims f the Eurpean Federatin f Assciatins f Dietitians (EFAD) is t fster high standards f service and imprtantly fitness fr purpse and fitness t practice. Wrking with ur 30 member Natinal Dietetic Assciatins we have recgnised that in the spirit f cnvergence and sharing f best practice EFAD has a rle t play in furthering nt nly the standards f educatin and training but als the maintenance f standards. The Blgna Declaratin f June 1999 called fr a cherent, cmpatible and cmpetitive Eurpean Higher Educatin Area by Further at the Cnventin in Salamanca in March 2001 the Eurpean universities declared that: Eurpean Higher Educatin Institutins recgnise that their students need and demand qualificatins which they can use effectively fr the purpses f their studies and careers all ver Eurpe.and cnfirm their willingness t rganise themselves accrdingly within the framewrk f autnmy. EFAD Member Assciatins made cmmitments at Rskilde in 2003 and in Tarmina in 2007 t define pririties fr the cnvergence f the educatin and practice f dietitians acrss Eurpe. As part f this cmmitment it was agreed t establish a Eurpean Benchmark Statement fr Practice Placement Training. I am pleased t say that these Standards fr Practice Placements have been made pssible thrugh the wrk f EFAD and the DIETS Netwrk (Dietitians Imprving the Educatin and Training Standards in Eurpe). These standards will cmplement the Eurpean Academic and Practitiner Standards fr Dietetics which was published in 2005 (EFAD, 2005). As dietitians we will nw begin t wrk twards the implementatin f these Practice Placement Standards acrss ur member states, t further the health f the peple f Eurpe thrugh gd nutritin. Karin Hådell Hnrary President Eurpean Federatin f the Assciatins f Dietitians Placement Standards June 2010 Page 3

4 1.0 Intrductin 1.1 Backgrund and ratinale Dietetics is a highly applied science. Dietetics asks its practitiners t have a sund and cntemprary knwledge f nutritin and its assciated sciences tgether with a deep understanding f the scial, psychlgical and managerial cntexts which influence fd availability and therefre fd chice. Dietitians in Eurpe wrk in many different envirnments which require their expertise. Sme wrk in clinical areas, sme in public health, sme in administrative rles and sme in research and develpment (Ref). Therefre student dietitians must learn hw t supprt individuals and grups t mdify r change their fd behaviur t enhance their nutritinal health. Students f dietetics als need t learn hw t evaluate their effectiveness and becme lifelng learners. Dietitians may ften find themselves wrking quite independently n graduatin and it is therefre very imprtant that their prgramme f study incrprates relevant wrk based/practice placements where they can practise and perfect their abilities under supervisin. In 2005 Eurpean Academic and Practitiner Standards fr Dietetics was published (EFAD, 2005). This Benchmark achieved a cnsensus view acrss Eurpe regarding the prprtin f a prgramme, leading t qualificatin as a dietitian in the natin state that needed t be spent in placement in rder t achieve a cmpetent practitiner. It was recmmended that a perid crrespnding t 30 ECTS credit pints r half an academic year f study wuld be a minimum perid fr a practice perid. Subsequently EFAD, in 2009, published Eurpean Dietetic Cmpetences and their perfrmance indicatrs which defined the level f cmpetence t be achieved prir t qualificatin as a dietitian. Taken tgether these tw dcuments prvide a blue print fr the educatin f a dietitian in Eurpe. Hwever the student f dietetics in Eurpe, as acknwledged by bth the Academic Standards and the Cmpetence Statements, can find emplyment in a variety f rles. And, as mentined abve, t prepare fr these rles it is imprtant fr the student t demnstrate cmpetence in related wrk-based placements. The place and the way wrk-based placements r practice placements are rganised are related t the rle the dietitian will play in their wn cuntry. The DIETS Reprt 2 (DIETS, 2009a) demnstrated the diversity in the length f placement, their frequency and the varius wrk situatins in which dietetic students are placed acrss Eurpe. This diversity is t be welcmed, prvided it meets benchmark standards, as it reflects the rles played by dietitians in different Eurpean cuntries. Given this diversity it wuld be cnsidered best educatinal practice if standards were in place t ensure that the student had a quality learning experience wherever that placement ccurred. Further it is in the student and higher educatin institutins best interest that the practice placement teacher r wrk-based supervisr has supprt in place t enable the prvisin f a rbust learning experience fr the student. A brief survey (see Appendix 1) indicated that 13 ut f 31 respndents (42%) t a questinnaire abut practice placement standards either had n Practice Placement Standards r were unaware f any fr dietitians in the 19 Eurpean cuntries that were represented. Hwever there was almst universal agreement by 27 f 31 respndents (84%) that draft Eurpean standards fr practice placements, which appear later in these pages, were apprpriate. Placement Standards June 2010 Page 4

5 1.2 Hw the standards were derived The standards prpsed have been drawn in part frm the best practice identified as a result f the face-t-face visits (DIETS, 2009a), the reflectins n face-t-face visits (DIETS, 2009b) and the gd practice identified as a result f the educatin-mapping questinnaire (de Ly et al, 2010 submitted). Other standards prpsed fr health prfessinals (HPC, 2009) and wrk-based learning (QAA, 2007) have als been influential in establishing these standards The quality f the learning experience in the practice placement shuld be f equal value t the learning the student experiences within the Higher Educatin Institutin (Awarding Institutin r HEI). A student undertaking taking this perid f learning, in a placement r wrk-based envirnment, shuld have an expectatin that the same standards that apply within the Awarding Institutin (HEI) shuld equally apply within the placement. It is the respnsibility f the the Awarding Institutin (HEI), wh will award the academic qualificatin, t check that the learning is f this same high standard and that the learning is prductive and meaningful. The prfessin f dietetics needs t be clear that the preparatin f the dietetic student fr prfessinal life is being undertaken apprpriately. Often the student will be supervised by a nn-dietitian and in these circumstances it is very imprtant that all fur partners ie the student, the Awarding Institutin (HEI), the placement teacher r supervisr and the prfessin itself are cnfident abut the learning being undertaken. This can be summarised in this way: and that the expected quality f the learning experience is intrduced and maintained that the student has an understanding f what is expected f them and what they, in their turn, can expect that the supprt fr the practice placement teacher and/r wrk-based supervisr is such that a prductive utcme fr all the partners is experienced Organisatin f the Gd Practice in Placement standards T reflect the essential cmpnents which need t be in place fr prductive practice learning experiences, cited abve, the Eurpean Practice Placement Standards fr Dietetics have been arranged under the fllwing headings: Practice Placement Learning Outcmes Respnsibilities fr Academic Standards and Quality Respnsibilities f the Partners wrking tgether Respnsibilities and Entitlements f Students Supprt fr the Practice Placement Partners Staff Develpment fr all thse teaching students Mnitring and Evaluatin f the student experience. The evidence base fr the derived standards is presented Establishing and mnitring the Standards In sme Eurpean cuntries it is clearly evident that the Awarding Institutin (HEI) s are wrking tgether and with their practice placement teachers and/r supervisrs t put in place standards and then effectively mnitr their implementatin. But where standards are Placement Standards June 2010 Page 5

6 less well advance fr practice placements 5.0 suggests a mechanism fr intrductin and mnitring. As with the Eurpean Academic and Practitiner Standards fr Dietetics it was anticipated that many Eurpean cuntries wuld mve twards implementatin ver a perid f time and further that sme cuntries wuld begin a t interpret the Academic standards t suit their wn needs and situatin. The same is anticipated with these standards fr practice placements. Cuntries wh at this stage have n particular methds established t mnitr r supprt practice placements may wish t start intrducing these standards in a phased manner ver a number f years. Prbably the key t the successful intrductin and cntinued evlutin f standards in practice placements is fr the Awarding Institutin (HEI) t establish very gd relatinships with the practice placement teacher. A strng team can discuss and decide nt nly n which standards t intrduce but als the timetable fr their intrductin. Thse Natin States with cherent standards and the mechanisms fr their implementatin and review can be used as mdels and Prfessinal Assciatins are nly t willing t share their expertise. 1.4 Summary The prfessinal practice f dietetics requires that the student f dietetics demnstrates their cmpetence. This requires a perid f practical experience r wrk-based learning. But t ensure that this perid(s) is effective standards fr thse perids f learning are required. Dietetics cannt be learned slely in a classrm and this presents a challenge t all invlved in the preparatin f the future dietetic prfessinal. These Eurpean Standards fr Practice Placements in Dietetics will g sme way t help make thse future dietetic prfessinals the best they can be. Placement Standards June 2010 Page 6

7 2.0 The Standards These 18 Standards shuld be established fr all dietetic placements and wrk-based learning placements as gd practice t ensure the quality f the learning experience while n placement. They are explained mre fully in 3.0 and their evidence base is at 4.0. Practice Placement Learning Outcmes Standard 1 Standard 2 Standard 3 Learning utcmes must be set fr the practice placement(s) and must demnstrate hw they cntribute t the verall aims fr the prgramme, nrmally thrugh ECTS credit rating. The learning utcmes must be clear t the practice placement teacher, student and academic member f staff. The learning utcmes must be assessed apprpriately. Respnsibilities fr Academic Standards and Quality Standard 4 Standard 5 Standard 6 The Awarding Institutin (HEI) is respnsible fr the academic standards and quality f all learning envirnments including practice placements. The Awarding Institutin (HEI) must have plicies and prcedures by which it is able t satisfy itself that i) the apprpriate standards fr the apprval f practice placement are in place and ii) their nging quality f delivery f learning is clear. The practice placement is a partner in delivery f the curriculum & must have a frmal agreement f the rles and respnsibilities including terminatin f an agreement. Respnsibilities f the Partners wrking tgether Standard 7 Standard 8 Standard 9 Bth parties will agree n the respnsibilities f each ther with respect t achieving a quality student learning experience Infrmatin, supprt and guidance materials shuld be available and drawn-up by the practice placement partners and Awarding Institutins (HEIs) in cnsultatin. Early warning systems f ptential difficulties with the placement pprtunity r student prgress must be clearly articulated. Respnsibilities and Entitlements f Students Placement Standards June 2010 Page 7

8 Standard 10 Standard 11 Standard 12 Students will be expected t demnstrate the use f reflectin and its use in lifelng learning whilst n practice placement; the Awarding Institutin (HEI) shuld prepare the students fr this prcess adequately The practice placement and Awarding Institutin (HEI) will make clear the rle, respnsibilities and entitlements the student may expect while n their placement. Clear prcedures shuld be in place and knwn t all if prblems ccur during the practice placement r a cmplaint needs t be made. Supprt fr the Practice Placement Partners Standard 13 Standard 14 The Awarding Institutin (HEI) shuld prvide clear guidance fr the practice placement partner n prcedures fr mnitring and reprting at the end f the placement. The Awarding Institutin (HEI) shuld prvide apprpriate supprt and training fr the teachers and supervisrs. Staff Develpment fr all thse teaching students Standard 15 Standard 16 All staff within the Awarding Institutin (HEI) r the practice placement must have apprpriate access and be encuraged t undertake staff develpment in rder t maintain a high quality learning experience fr students. Staff develpment shuld be mnitred and regularly reviewed t ensure maintenance f cmpetence. Mnitring and evaluatin f the student experience Standard 17 Standard 18 Regular planned meetings between the practice placement partners and awarding institutin, with student invlvement, shuld be used t imprve quality and advance understanding f the effectiveness f placement learning. Mnitring and evaluatin shuld be shwn t bring added benefit and imprvement t the develpment f the curricular, the Prfessin and academia. Placement Standards June 2010 Page 8

9 3.0 The Standards mre fully explained This sectin explains mre fully the ratinale and justificatin fr the standards. 3.1 Practice Placement Learning Outcmes Practice placements are an integral part f any prgramme leading t qualificatin as a dietitian. The number, duratin and range f practice placements must be apprpriate t supprt the delivery f the prgramme and the achievement f the learning utcmes. The Awarding Institutin (HEI) must ensure that these learning utcmes are in place fr the perid(s) f practice placement. The learning utcmes: must be clearly identified fr all practice placement teachers r supervisrs, academic staff and students must demnstrate what areas f the curriculum are t be taught and assessed within the verall aims f the prgramme must be shwn t cntribute t the verall aims f the prgramme must be assessed apprpriately Varius frms f agreed learning utcmes will cntribute t the integratin f practicebased learning int a prgramme. The amunt r extent f practice placement learning that cntributes t the verall qualificatin will determine the learning utcmes. In identifying the specific learning utcmes fr practice placement learning, an Awarding Institutin (HEI) will cnsider: whether the learning utcmes are clear and specifically designed whether the student has had adequate/apprpriate pprtunities t achieve the intended learning utcmes what impact will the cmpulsry placement cmpnent have n the intended learning utcmes f the prgramme as a whle A credit value at an apprpriate level, eg Year 1 (r Level 1) r Year 2 (r Level 2) etc may be given t sets f learning utcmes linked t placement learning. The credit value indicates bth 'hw much' (the amunt) f learning is expected and 'hw hard' (the relative level f difficulty) it is. The quality assurance prcedures f the HEI will cver the allcatin f credits t sets f learning utcmes and their award t students fr achieving thse utcmes. Under the brad heading f Practice Placement Learning Outcmes, Standards 1-3 f Gd Practice in Placement are therefre: Standard 1 Standard 2 Standard 3 Learning utcmes must be set fr the practice placement(s) and clearly cntribute t the verall aims fr the prgramme; nrmally thrugh ECTS credit rating The learning utcmes must be clear t the practice placement teacher, student and academic member f staff The learning utcmes must be assessed apprpriately. Placement Standards June 2010 Page 9

10 3.2 Respnsibilities fr Academic Standards and Quality Awarding institutins are respnsible fr the design, academic standards and quality f prvisin f their awards and this includes practice placement learning. Plicies and prcedures shuld be in place and be clearly available. The design f higher educatin prgrammes including placement learning will invlve a number f partners in additin t the Awarding Institutin (HEI). An Awarding Institutin (HEI) may delegate respnsibility fr sme aspects f a prgramme, where the practice placement has the capacity t accept and discharge that respnsibility. An Awarding Institutin (HEI) tgether with its partner(s) may cnsider where devlved r shared respnsibilities can be used, fr example, by means f a service level cntract/agreement. The cntractual agreement shuld specify a system capable f mnitring all placements t ensure that they are able t meet the learning needs f the students. Clarity abut respnsibilities is imprtant, as placement learning takes place away frm the premises f the Awarding Institutin (HEI). Defined plicies and prcedures fr securing, apprving and/r allcating practice placements are imprtant. (See Appendix B fr guidance) Factrs such as the capacity and capability t help students t achieve the intended learning utcmes will be an imprtant cmpnent f these plicies and prcedures. It may smetimes be necessary fr ne r mre f the partners t terminate an arrangement and plicies/prcedures shuld be agreed at the utset f any partnership as t hw this will be carried ut. Under the brad heading f Respnsibilities fr Academic Standards and Quality, Standards 4-6 f Gd Practice in Placement are therefre: Standard 4 Standard 5 Standard 6 The Awarding Institutin (HEI )is respnsible fr the academic standards and quality f all learning envirnments including practice placements. The Awarding Institutin (HEI) must have plicies and prcedures by which it is able t satisfy itself that i) the apprpriate standards fr the apprval f practice placement are in place and ii) their nging quality f delivery f learning is clear. The practice placement is a partner in delivery f the curriculum and must have a frmal agreement f the rles and respnsibilities including terminatin f an agreement. 3.3 Respnsibilities f the Partners wrking tgether Awarding Institutins (HEIs) must ensure that all the practice placement partners are aware f the respnsibilities f the Awarding Institutin (HEI) and that the apprpriate learning pprtunities are in place fr the students. It is vital that the respnsibilities f bth are clearly set ut and available t bth parties. In all cases it shuld be all partners shuld understand and be clear abut where (amng ther things) respnsibility lies fr the prvisin f apprpriate learning pprtunities, the health and safety f students and the assessment f students. (See 5.0 fr an appraisal methd). If bth the placement partner and the Awarding Institutin (HEI) undertake regular Placement Standards June 2010 Page 10

11 mnitring and a frmal agreement is in place, then the Awarding Institutin (HEI) will have the assurance it needs in rder t agree a placement learning pprtunity. The Awarding Institutin (HEI) and any partner placement must discuss and agree abut hw they will prvide supprt and guidance fr students n placement. Infrmatin, supprt and guidance materials develped in cnsultatin with partners will reduce duplicatin and ensure that apprpriate, cnsistent and timely infrmatin is available t students at all stages f their placement. It is als imprtant that the partners agree hw they will prvide each ther with an early warning f ptential prblems that may prevent the prgress f students r satisfactry cmpletin f their learning utcmes. Under the brad heading f Respnsibilities f Partners, Standards 7-9 f Gd Practice in Placement are therefre: Standard 7 Standard 8 Standard 9 Bth parties will agree n the respnsibilities f each ther with respect t achieving a quality student learning experience. Infrmatin, supprt and guidance materials shuld be available and drawnup by the practice placement partners and awarding institutins in cnsultatin. Early warning systems f ptential difficulties with the placement pprtunity r student prgress must be clearly articulated. 3.4 Respnsibilities and Entitlements f Students Awarding Institutin (HEIs) must infrm students f their specific respnsibilities and entitlements whist n placement, as it is expected that students will be respnsible fr managing their wn learning and prfessinal relatinships, and fr tracking and recrding their wn prgress and achievements in their placement as lifelng learners. Students must be prvided with instructin n managing their wn learning. Further, they shuld be supprted in the practice f lifelng learning using such things as persnal develpment planning and learning lgs. The Awarding Institutin (HEI) is expected t help students prepare fr managing their wn learning. Students shuld be infrmed f the prcedures that they shuld fllw if prblems ccur during their placement r if they have a cmplaint abut their placement. Under the brad heading f Respnsibilities and Entitlements f Students, Standards f Gd Practice in Placement are therefre: Standard 10 Students will be expected t demnstrate the use f reflectin and its use in lifelng learning whilst n practice placement; the Awarding Institutin (HEI) shuld prepare the students fr this prcess adequately Standard 11 The practice placement and Awarding Institutin (HEI)will make clear the rle, respnsibilities and entitlements the student may expect while n their placement. Standard 12 Clear prcedures shuld be in place and knwn t all if prblems ccur during the practice placement r a cmplaint needs t be made Placement Standards June 2010 Page 11

12 3.5 Supprt fr Practice Placement Partners Fr their placement partners Awarding Institutin (HEI) s will prvide clear infrmatin abut the bjectives f the learning (wrk-based r placement), their particular rles and respnsibilities and the nature and scpe f the activity invlved. The partners will need supprt and guidance fr mnitring prgress f students and reprting at the end f the placement. Any training fr the mentr r placement teachers r supervisrs must be prvided befre the student begins the placement. Under the brad heading f Practice Placement Partners, Standards 13 & 14 f Gd Practice in Placement are therefre: Standard 13 The Awarding Institutin (HEI) shuld prvide clear guidance fr the practice placement partner n prcedures fr mnitring and reprting at the end f the placement. Standard 14 The Awarding Institutin (HEI) shuld prvide apprpriate supprt and training fr the teachers and supervisrs. 3.6 Staff Develpment fr all staff teaching students Awarding Institutin (HEI) s shuld expect that all the staff wh are invlved in preparing students fr placement r are facilitating student learning n placement: are apprpriately qualified have adequate resurces t undertake the rle have apprpriate mnitring mechanisms t demnstrate cntinued staff cmpetence are able t prvide apprpriate staff develpment pprtunities and resurces t supprt staff in their wn learning Further, students will meet and wrk with ther staff in the placement as part f their multiprfessinal and multidisciplinary rles. It is imprtant that these staff have apprpriate guidance as t their specific rles and respnsibilities. Fr example, this might take the frm f briefing abut dietetic educatin r legislatin as it affects dietetics and nutritin and ther plicies and practices. Under the brad heading f Staff Develpment, Standards 15 & 16 f Gd Practice in Placement are therefre: Standard 15 All staff within the Awarding Institutin (HEI) r the practice placement must have apprpriate access and encuragement t undertake staff develpment in rder t maintain a high quality learning experience fr the student Standard 16 Staff develpment shuld be mnitred and regularly reviewed t ensure maintenance f cmpetence. 3.7 Mnitring and Evaluatin T gain maximum benefit frm the clse engagement with practice that is available thrugh the use f placements, the Awarding Institutin (HEI) shuld mnitr the relatinship in a planned and efficient way. A clse wrking relatinship will allw bth sides t gain Placement Standards June 2010 Page 12

13 maximum benefit thrugh exchange f infrmatin and understanding. In particular the relatinship shuld be used t infrm abut future develpments in the prfessin and academia. Prcess and prcedures shuld be set up t facilitate sharing f infrmatin n quality and standards. Further, there shuld be mechanisms fr adpting best practice and imprvements n a regular basis. Fr example, regular review meetings (including students) may prve t be extremely infrmative and valuable. Regular visits t placement partners t mnitr quality and shared reprts can be infrmative and cntribute t effectiveness f Awarding Institutin (HEI) plicies and prcedures as well as imprve practice-based learning. Under the brad heading f Mnitring and Evaluatin, Standards 17 & 18 f Gd Practice in Placement are therefre: Standard 17 Regular planned meetings between the practice placement partners and awarding institutin, with student invlvement, shuld be used t imprve quality and advance understanding f the effectiveness f placement learning. Standard 18 Mnitring and evaluatin shuld be shwn t bring added benefit and imprvement t the develpment f the prfessin and academia. Placement Standards June 2010 Page 13

14 4.0 The evidence base fr the Standards and Gd Practice During the curse f the DIETS prject many reprts were made f the gd practice in supprting students learn while n their practice placement. This infrmatin was drawn tgether t frmulate the Standards in 2.0 and 3.0 abve. Standard Practice Placement Standard Best Practice 1 Learning utcmes must be set fr the practice Eurpean Academic and placement(s) and must demnstrate hw they cntribute Practitiner Standards fr t the verall aims fr the prgramme, nrmally thrugh Dietetics (EFAD, 2005) ECTS credit rating. 2 The learning utcmes must be clear t the practice placement teacher, student and academic member f staff. Reprt 3: Table 2 & 3 and 1st DIETS Cnference Prceedings (DIETS, 2009) 3 The learning utcmes must be assessed apprpriately. Reprt 2: Tables 16, 17 4 The Awarding Institutin (AWARDING INSTITUTION (HEI) ) is respnsible fr the academic standards and quality f all learning envirnments including practice placements. 5 The Awarding Institutin (HEI) must have plicies and prcedures by which it is able t satisfy itself that i) the apprpriate standards fr the apprval f practice placement are in place and ii) their nging quality f delivery f learning is clear. 6 The practice placement is a partner in delivery f the curriculum & must have a frmal agreement f the rles and respnsibilities including terminatin f an agreement. 7 Bth parties will agree n the respnsibilities f each ther with respect t achieving a quality student learning experience 8 Infrmatin, supprt and guidance materials shuld be available and drawn-up by the practice placement partners and awarding institutins in cnsultatin. 9 Early warning systems f ptential difficulties with the placement pprtunity r student prgress must be clearly articulated. 10 Students will be expected t demnstrate the use f reflectin and its use in lifelng learning whilst n practice placement; the Awarding Institutin (AWARDING INSTITUTION (HEI) ) shuld prepare the students fr this prcess adequately. 11 The practice placement and Awarding Institutin (AWARDING INSTITUTION (HEI) ) will make clear the rle, respnsibilities and entitlements the student may expect while n their placement. 12 Clear prcedures shuld be in place and knwn t all if prblems ccur during the practice placement r a cmplaint needs t be made. Reprt 3: Table 3 Reprt 3: Table 3 Reprt 3: Table 3 Reprt 2: Sectin 3.26 Reprt 2: Figure 8 2 nd DIETS Cnference Prceedings (Wrkshps) (DIETS, 2009) Reprt 2: Table 6 Nt reprted specifically 2 nd DIETS Cnference Prceedings (Wrkshps) (DIETS, 2009) Placement Standards June 2010 Page 14

15 13 The Awarding Institutin (AWARDING INSTITUTION (HEI) ) shuld prvide clear guidance fr the practice placement partner n prcedures fr mnitring and reprting at the end f the placement. 14 The Awarding Institutin (AWARDING INSTITUTION (HEI) ) shuld prvide apprpriate supprt and training fr the teachers and supervisrs. 15 All staff within the Awarding Institutin (AWARDING INSTITUTION (HEI) ) r the practice placement must have apprpriate access and be encuraged t undertake staff develpment in rder t maintain a high quality learning experience fr students. 16 Staff develpment shuld be mnitred and regularly reviewed t ensure maintenance f cmpetence. 17 Regular planned meetings between the practice placement partners and awarding institutin, with student invlvement, shuld be used t imprve quality and advance understanding f the effectiveness f placement learning. 18 Mnitring and evaluatin shuld be shwn t bring added benefit and imprvement t the develpment f the curricular, the Prfessin and academia. Reprt 2: Table 8 Reprt 2: Table 22 Reprt 2: Table 21 Reprt 2: Table 1, 21 Reprt 2: Figure 13 Reprt 2: Table 8 Placement Standards June 2010 Page 15

16 5.0 Appraising and assessing the placement r wrk-based learning envirnment All placements r wrk-based placements shuld be visited prir t a student undertaking their placement. This is t ensure that all the necessary prcedures, resurces and staff are in place t ensure a psitive and prductive learning experience. The fllwing is an example f hw this might be achieved. It is hwever up t the Awarding Institutin (HEI) with whm the student is registered t maintain and implement the necessary standards t satisfy itself that the placement prvides all the required elements f the prgramme. Apprval f Practice Placement Partners A visit t the placement r wrk envirnment is highly recmmended althugh it is pssible t d much thrugh crrespndence. 5.1 Prir t a frmal visit t the practice placement the fllwing shuld be prepared and be ready fr discussin. A reprt detailing the utcmes f the visit will als be expected and Practice Placement Visit Infrmatin shuld be available t include: Management f the Practice Placement A clear practice placement handbk must be available t demnstrate that students, practice placement teachers and supervisrs are fully prepared fr the practice placement. There shuld als be a frmal cmmitment by the practice placement partner available. The handbk will include infrmatin abut and an understanding f: the learning utcmes and cmpetences t be achieved the timings and the duratin f any placement experience and hw assciated recrds are t be maintained expectatins f prfessinal cnduct the assessment prcedures using perfrmance indicatrs and including the implicatins f, and any actin t be taken in the case f, failure in certain r all cmpetences and therefre t prgress cmmunicatin and lines f respnsibility There shuld be cnvincing infrmatin that: there is a review mechanism fr the learning utcmes that there are teaching & learning strategies The placement prviders have equality and diversity plicies in relatin t students, tgether with an indicatin f hw these will be implemented and mnitred. there is evidence f supprt fr the practice placement within the institutin and practice placement partner Placement Standards June 2010 Page 16

17 Staffing and Staff Develpment Practice placement teachers and supervisrs must have relevant knwledge, skills and experience t deliver the apprved and agreed practice placement and recrded as evidence f quality and quality assurance Practice placement educatrs must be apprpriately registered r recgnised as a dietitian within their wn Natin State, unless ther arrangements are agreed. In additin there shuld be cnvincing evidence that: staff develpment plicies are in place staff CVs have been scrutinized and cnclusins made there is a regular review f apprpriate staffing fr supprting the student audit (r research) is being undertaken t supprt the prgramme there is adequate finance t supprt staff develpment & research 5.2 A visit t the placement is highly recmmended and after the visit the fllwing shuld be cnsidered cnfirming that in the practice placement a minimum standard is achievable: there are quality assurance mechanisms in place eg there is sme evidence fr placement reprt frms and assessment utcmes that demnstrate a quality apprach an assessment methd is available t check that learning utcmes have been achieved is clear t bth staff and students 5.3 A visit can als cnfirm that Resurces & Facilities are in place t supprt the student and that the practice placement settings prvide a safe and supprtive envirnment. This can be demnstrated thrugh adequate: library facilities infrmatin technlgy facilities materials and infrmatin surces fr students ffice and living accmmdatin student-supprt facilities in place, eg mentrs 5.4 Finally a reprt shuld be prduced which demnstrates whether the Eurpean Standards fr Practice Placement in dietetics are being met and an actin plan which bth Placement Standards June 2010 Page 17

18 partners may need t cntribute t is drawn tgether with a clear list f respnsibilities and dates fr achievement. This might include That practice placement training fr placement teachers and supervisrs that shuld be prvided by the Awarding Institutin (HEI). Hw regular and effective cllabratin between the educatin prvider and the practice placement prvider can be maintained. A date shuld als be set fr the next visit r renewal f frmal agreement. Placement Standards June 2010 Page 18

19 References de Ly A, Naumann E, Gvers E, Jager MJ, Liddell J, Maramba IDC and Cuerv M (2010) Thematic Netwrk DIETS mapping dietetic educatin in Eurpe : cmparisns t the Eurpean Academic and Practitiner Standards fr Dietetics (Submitted) DIETS (2009) Prceedings f the 1st DIETS Cnference held in Plymuth and 2 nd DIETS Cnference held in Frankfurt available at DIETS (2009a) Reprt 2: Learning abut Eurpean practice placement educatin frm each ther available at DIETS (2009b) Reprt 3: Using infrmatin technlgy t share experiences and enhance cmmunicatin skills available at DIETS (2009c) Prceedings f the 3rd DIETS Cnference held in Lisbn Available at DIETS (2009d) Reprt 1: Building a technlgically infrmed infrmatin and cmmunicatin netwrk in Eurpe available at EFAD (2005) Eurpean Academic and Practitiner Standards fr Dietetics available at EFAD (2009) Eurpean Dietetic cmpetences and their perfrmance indicatrs. Available at Health Prfessins Cuncil (HPC) (2009) Standards f Educatin and Training Health Prfessins Cuncil, Park Huse, 184 Kenningtn Park Rad, Lndn SE11 4BU UK r at QAA (2007) Sectin 9: Wrk-based and placement learning. In Cde f practice fr the assurance f academic quality and standards in higher educatin (2 nd Editin) QAA, Glucester, UK r at Placement Standards June 2010 Page 19

20 Glssary Assessment The cllectin f infrmatin relating t a patient s cnditin, taking accunt f the full range f relevant cntextual factrs, that is needed t make a clinical diagnsis and plan f management. Awarding Institutin The Higher Educatin Institutin (HEI) with whm the student is registered and wh will award the final qualificatin fr the students. Benchmark statement An initiative undertaken under the aegis f the Quality Assurance Agency (QAA) t describe the nature and characteristics f higher educatin prgrammes in a specific subject, while representing general expectatins abut the standards fr an award f qualificatins at a particular level and articulating the attributes and capabilities that thse pssessing such qualificatins shuld be able t demnstrate. Campus based The academic cmpnent Clinical reasning The critical and analytical thinking assciated with the prcess f making clinical decisins Cdes f practice These may be established by the dietetic prfessin r incrprated int natinal rules and laws. They include ethical rules and principles that frm an bligatry part f prfessinal practice. Cntinuing Prfessinal Develpment (CPD) The prcess by which prfessinals update, maintain and enhance their knwledge, skills and expertise in rder t ensure their cntinuing cmpetence t practise. The prcess is systematic and nging. Critical reflectin Invlves explring reasns and appraches and the underlying cncepts/assumptins. The explratin is based upn an evaluatin f the cntext and takes accunt f scial, persnal and histrical influences upn the prfessinal setting. Dublin Descriptrs These are reprduced in full at the end f the glssary Eurpean Credit Transfer System (ECTS) ECTS is the Eurpean system fr transferring credits in further and higher educatin. ECTS has been develped within the EU t imprve academic recgnitin and t transfer credits frm studies r parts f studies btained in ther cuntries. The system is als usable fr transferring credits within a cuntry. The ECTS pint system can be used t estimate the wrklad measured in time. Evaluatin Review and assessment f the quality f care in rder t identify areas fr imprvement. Placement Standards June 2010 Page 20

21 Evidence-based practice A cmmitment t using the best available evidence t infrm decisin-making that invlves integrating practitiners individual prfessinal judgement with evidence gained thrugh systematic research. Fitness t practise A level f practice which demnstrates an apprpriate level f knwledge and understanding, skills and cmpetency, attitude and adherence t a cde f cnduct fr the rle currently being undertaken and a cmmitment t maintain that level. Higher Educatin Institute (AWARDING INSTITUTION (HEI) ) An institutin prviding educatin at first cycle (bachelr) degree level. Independent practitiner A persn acting in their wn right Inter-prfessinal Tw r mre prfessinals frm different disciplines wrking tgether in an integrated way resulting in new ways f wrking. Learning theries Established ideas f hw learning can be prmted. Lifelng learning The prcess f cnstant learning and develpment incrprating cntinuus prfessinal develpment in which all individuals need t engage in a time f rapid change. Multidisciplinary One r mre disciplines wrking cllabratively Nutrigenmics The study f hw different fds can interact with particular genes t increase the risk f disease. Nn-discriminatry practice Prfessinal practice within which individuals, teams and rganisatins actively seek t ensure that n-ne (including patients, carers, clleagues r students) is either directly r indirectly treated less favurably that thers are, r wuld be, treated in the same r similar circumstances, n the grunds f age, clur, creed, criminal cnvictins, culture, disability, ethnic r natinal rigin, gender, marital status, medical cnditin, mental health, natinality, physical appearance, plitical beliefs, race, religin, respnsibility fr dependants, sexual identity, sexual rientatin r scial class. Practical placement /Clinical educatin placements A perid f educatin carried ut in the wrkplace, prviding the pprtunity t translate thery int practice. Practice Placement teacher The individual respnsible fr the teaching and learning envirnment and assessment f students. Placement Standards June 2010 Page 21

22 Prblem slving Exercises and prcesses that enable students t examine their existing knwledge and develp their learning t frmulate a slutin t a presented questin r issue and that shuld deepen students learning, as well as develping their cnceptual and methdlgical skills, thereby enhancing their verall apprach t prfessinal practice. Prfessinal autnmy The pwer t make decisins regarding the management f the patient/client based n the prfessinal s wn prfessinal knwledge and expertise. Reflective practice / reflectin n actin Reflecting after the event. Often invlves thinking thrugh a situatin and discussing it with a clleague. It invlves being self-aware and shuld be actin rientated and lead t change. Reflectin in actin Being aware f what yu are ding. Knwing and ding at the same time Resurce The ptential r assets in a persn r an rganisatin, eg time, mney, equipment, staff, the specialist knwledge held by a persn, which culd be used t help r supprt thers when needed. Self-directed learning Independent learning that is initiated by the student Tl The instrument r methd User Anyne receiving a dietetic service patients, clients, the public, catering services, fd industry, custmers Wrk-based placement r learning envirnment Anther name fr a practice placement but usually refers t a placement which des nt necessarily take place in the area f the primary study eg nt a dietetic placement but a placement in a brewery Placement Standards June 2010 Page 22

23 Appendix 1 Results f a questinnaire n the draft standards Practice Placement Standards results The Standards (numbers 1-18) are fr the use f Higher Educatin when arranging placements fr the dietetic students Questin Please chse and tick Yes N Dn t knw Ttal We have natinally/lcal Standards fr Practice Our HEI(s) already has/have placement standards and they are like these Appendix B prvides a useful checklist t use when arranging placements There are t many standards prpsed The standards are t cmplicated and I d nt understand them The standards cver all the areas that need t be in place fr students There shuld be standards fr the qualificatins f the practice placement teacher as well as these standards I wuld like t see an example f standards fr a practice placement These standards wuld be gd t have acrss Eurpe and EFAD shuld adpt them** The prpsed Standards will ffer a Eurpean Benchmark** Respndents: HEIs = 20; NDAs = 12 Number f cuntries = 18 plus Israel ** these questins were sent with the first mail f the questinnaire but were nt included in the secnd mail Placement Standards June 2010 Page 23