# data[].attributes.body
Personalised objectives

Continual feedback

Encouragement and support

# data[].attributes.headline
Time. Support. Communication. Approachable team/educator. Interesting topics and caseload. Opportunities. 

# data[].attributes.subject
Time. Support. Communication. Approachable team/educator. Interesting topics and caseload. Opportunities. 

# data[].attributes.body
Knowledge of the assessment systems

# data[].attributes.body
Environment where you can ask questions

Be allowed to make mistakes (not serious ones)

Flexible approach to teaching

# data[].attributes.headline
Car driver (domiciliary service), access to clinical systems in a timely manor

# data[].attributes.subject
Car driver (domiciliary service), access to clinical systems in a timely manor

# data[].attributes.headline
Student responsibility taking ownership of their own learning, accepting feedback well! 

# data[].attributes.subject
Student responsibility taking ownership of their own learning, accepting feedback well! 

# data[].attributes.headline
Not having protected time to complete student assessments.  Have to do all these on top of your normal duties.  Too much paperwork to fill in for student evaluations

# data[].attributes.subject
Not having protected time to complete student assessments.  Have to do all these on top of your normal duties.  Too much paperwork to fill in for student evaluations

# data[].attributes.body
Clear expectations

Collaborative working between student and educator/ shared responsibility

Safe working environment to encourage

# data[].attributes.body
Finding out the best way the student learns.

Finding out what the student believes are their strengths and weaknesses

Setting their learning outcomes early on in the placement

Giving the student enough time between patients to ensure they are getting enough time for questions

# data[].attributes.headline
Clear expectations from educator and student perspectives

# data[].attributes.subject
Clear expectations from educator and student perspectives

# data[].attributes.body
Initial meeting and safe space for student and educator to set expectations and regularly review this during placement

# data[].attributes.body
Increased work- having to work overtime++

# data[].attributes.headline
Lots of part-time staff so having to coordinate as students can have more than one educator

# data[].attributes.subject
Lots of part-time staff so having to coordinate as students can have more than one educator

# data[].attributes.headline
Clear goals / expectations for placement

# data[].attributes.subject
Clear goals / expectations for placement

# data[].attributes.headline
Time allocated for learning/supervision /teaching. constant communication. Expectation acknowledgement from placement and student. MDT involvement 

# data[].attributes.subject
Time allocated for learning/supervision /teaching. constant communication. Expectation acknowledgement from placement and student. MDT involvement 

# data[].attributes.headline
Professionalism, Eager to learn, clear expectations, interactive and understanding the placement area and communication 

# data[].attributes.subject
Professionalism, Eager to learn, clear expectations, interactive and understanding the placement area and communication 

# data[].attributes.body
Managing expectations of placement and limited insight from the students that placement might be hard-work.

Managing students after being told they are underperforming.

CPAF challenges in terms of identifying and marking poor professionalism / attitude

# data[].attributes.body
Lots of chance to practice

Chance to reflect on what they did and how could improve

# data[].attributes.headline
Part- time members of staff, meaning having to have shared educators. Finding time to meet and do feedback together.  

# data[].attributes.subject
Part- time members of staff, meaning having to have shared educators. Finding time to meet and do feedback together.  

# data[].attributes.headline
Good start with knowing who your student is and ensuring everything is set up eg nhs email, log in and training for electronic patient notes. Open attitude from student  to share any difficulties early on. A student keen to learn and with some knowledge of the speciality, or having taken time to  read the pack we send out

# data[].attributes.subject
Good start with knowing who your student is and ensuring everything is set up eg nhs email, log in and training for electronic patient notes. Open attitude from student  to share any difficulties early on. A student keen to learn and with some knowledge of the speciality, or having taken time to  read the pack we send out

# data[].attributes.body
Non car drivers in the community

A student that is not punctual

A student that is not committed and proactive

# data[].attributes.headline
what do uni tell students about placement ?  e.g. do they tell them to be proactive, autonomous, interact with all MDT 

# data[].attributes.subject
what do uni tell students about placement ?  e.g. do they tell them to be proactive, autonomous, interact with all MDT 

# data[].attributes.body
Particularly found in some clinical placements where perhaps students have no NHS experience or ward experience. Having to have conversations with students regarding mobile phone use, uniform, body language etc.

# data[].attributes.headline
Time consuming with CPAF paperwork when working as a part timer.

# data[].attributes.subject
Time consuming with CPAF paperwork when working as a part timer.

# data[].attributes.body
Understanding of the students Preferred learning style.

Good communication

# data[].attributes.body
working in MDT busy clinics

# data[].attributes.headline
Balancing home and work concerns. Student not having a base of knowledge 

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Balancing home and work concerns. Student not having a base of knowledge 

# data[].attributes.body
Time

# data[].attributes.headline
Clear objectives and expectations, supportive environment to be abl to raise any questions or concerns

# data[].attributes.subject
Clear objectives and expectations, supportive environment to be abl to raise any questions or concerns

# data[].attributes.body
1) supportive environment & flexible educator

2) regular supervisions & discussions R.E learning needs & goals

3) Supportive colleagues to assist with student placements

# data[].attributes.body
Car driver helps. It can be difficult when there is limited space in patient homes

# data[].attributes.body
Having enough exposure to patient caseload with a balance of learning/teaching opportunities, aiming for the end of the placement to be able to run a band 5 level diary

# data[].attributes.body
Flexibility and understanding learners needs

# data[].attributes.body
Having the time to fill in all the objectives/ learning goals and working out pebble pad!

# data[].attributes.body
Students that have prepared for placement and are willing to learn

Well supported educators

Wide variety of opportunities on placement

Supportive environment

# data[].attributes.body
Different types of teaching

Working with different people

We complete at least 2:1 placements so the students have an opportunity to discuss things with peers and it not feel too intense when being questioned by your educator

To be able to lead their learning by setting clear objectives

Consideration of previous experience

# data[].attributes.headline
Distinguishing between failing student and a pass “significant support” .

# data[].attributes.subject
Distinguishing between failing student and a pass “significant support” .

# data[].attributes.body
Having failing or challenging students

# data[].attributes.body
Give opportunity , support to achieve objectives goals and engagement from student to aim for best outcome.

# data[].attributes.headline
Expectations- what are students told about placements.

# data[].attributes.subject
Expectations- what are students told about placements.

# data[].attributes.headline
What is expected of us as an educator, both students expectations and from the uni 

# data[].attributes.subject
What is expected of us as an educator, both students expectations and from the uni 

# data[].attributes.body
1) Students varying expectations of placement & educators

2) Pebble pad (but easier now)

3) Difficulty with taking students whilst working in the community

# data[].attributes.body
Marking scheme . Are all on CPAF now. It seems very generous compared to the old scheme.

Expectation of work the student should complete outside placement hours related to the placement. What other demands do the students have on them?

# data[].attributes.headline
Students not knowing which CPAF they should be using

# data[].attributes.subject
Students not knowing which CPAF they should be using

# data[].attributes.headline
Running caseload up to trust standards and the same time giving sufficient time to support  student .

# data[].attributes.subject
Running caseload up to trust standards and the same time giving sufficient time to support  student .

# data[].attributes.body
1) How to manage a struggling/ failing student

2) How to manage a student with additional needs

3) How to manage students expectations of placement

# data[].attributes.body
Their expectations of themselves

Students putting a lot of pressure on themselves while in an acute setting because it may be their only one before qualifying

Poor manual handling skills so need a lot of support to get up and running treating patients

Time for me to complete paperwork and navigating the paperwork and uni processes

# data[].attributes.headline
Supporting apprentices with their learning needs, caseload and progression when they’re not on placement 

# data[].attributes.subject
Supporting apprentices with their learning needs, caseload and progression when they’re not on placement 

# data[].attributes.body
What placement preparation is given?

When do they complete manuka handling and how interactive is it?

# data[].attributes.body
Managing 2:1 student placements where it develops that each of the students have very different learning needs and performance levels, ensuring an underperforming student doesn’t ride on their peer’s ‘coattails’ and vice versa the higher performing student is given the opportunity to demonstrate their abilities.

# data[].attributes.body
Expectations and allocated hours

# data[].attributes.body
Enough time to spend with student, clear expectations, open communication between student and educator.

# data[].attributes.body
what grades are students expecting. We have a lot that suggest they should be getting highest marks

# data[].attributes.headline
Do you use long arm practice educators or only traditional placement models

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Do you use long arm practice educators or only traditional placement models

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Students who are not interested in the placement speciality and make minimal effort 

# data[].attributes.subject
Students who are not interested in the placement speciality and make minimal effort 

# data[].attributes.headline
Students who are not interested and make minimal effort 

# data[].attributes.subject
Students who are not interested and make minimal effort 

# data[].attributes.body
Lack of insight from students when they are underperforming, and their impact on time / caseload and service provision

# data[].attributes.headline
Students with English being their second language ? 

# data[].attributes.subject
Students with English being their second language ? 