Towards a model of the expert practice educator – interpreting multi‐professional perspectives in the literature

Abstract

The health and social care professions all rely on the use of practice placements for a substantial element of their pre‐qualifying professional education, and these practice‐based professions have roles for existing practitioners to oversee the education and training of students when they are on practice placements. Practice educators play a vital role in the development of new practitioners and also in the development and perpetuation of professional values and standards. In this paper, we argue that the practice educator role is thus fundamentally an ethical function, requiring moral commitment from the practice educator but also playing a critical role in maintaining the ethical values of the profession.

Developing clinical expertise in musculoskeletal physiotherapy; Using observed practice to create a valued practice-based collaborative learning cycle

“…The mentor is required to acknowledge their professional responsibility to support and facilitate less experienced colleagues. This finding resonates with existing interprofessional opinion which suggests a practice-based educator has moral responsibility to support the sustainability of the future healthcare workforce (King et al 2009). The authors of this opinion piece suggest that the moral integrity of a health practitioner is primarily acquired through instruction and example, positioning the practice-educator as the most influential character in the development of a future moral workforce.…”

Clinical educator expertise: A scoping review

“…Rodger et al 42 noted “[students] perceived that the quality of the supervisory relationship was a hallmark of excellence … excellence was recognised in relationships that were open to questions and focused on the students' development as therapists.”(p.162). King et al 40 argued that the core functions of clinical educators are ethical and that authenticity and integrity are fundamental characteristics of high‐quality educators as they welcome new members into their community of practice, build trust with learners and maintain the moral virtues of their profession.…”

“…The values and attitudes of expert clinical educators were described across several sources. [37][38][39][40][41][42][43][44] Expert clinical educators were described as supervisors who prioritise building positive relationships with students as learners and who allocate time and effort to being collegial with learners. 45 Rodger et al 42 F I G U R E 2 How allied health clinical educator expertise is conceptualised.…”

PLUS Framework: guidance for practice educators

“…Practice educators are the practitioners in their disciplinary field who assume a critical guiding and educating role for students when they embark on placements. Practice educators are required to supervise, coach, act as role models and assess the competency of students as they learn and apply theoretical knowledge and skills in the workplace 2 …”

“…The practice educator role is complex and this complexity has been exacerbated by changes in placement configurations since the COVID‐19 pandemic. In addition to maintaining usual professional roles, a practice educator is required to offer relevant opportunities for students’ skill development, observe students’ performance, provide constructive feedback and complete assessments of students’ professional competencies 2 . Given these demands on practice educators, it is important that they use their limited time and resources with students effectively.…”