The integration of the students’ role both in the identification of placements and in their feedback on placement experience back into the teaching within the programme
It was felt that students should be central to decision-making about placements. Where they may already be involved with placements, having them share these experiences was felt to be beneficial to the programme.
Using their placement experiences will add a depth and richness to the class discussions and is anticipated to deepen the value of learning on placements. Having students engaged in approaching placement providers adds ownership to that placement and develops their own networking skills, which is transferable to all settings.
What is the likely impact?
Directly, this will support improving placement opportunities by widening the resource base; it may indirectly also lead to enhancing learning from placement. Giving students choice and capacity to approach placement providers is expected to provide opportunity for reflection and personal development.
For more information please contact:
Shelly Haslam, email@example.com
Gemma Holloway, Gemma.Holloway@edgehill.ac.uk
[SOURCE: BSc (Hons) Child & Adolescent Mental Health and Wellbeing; MSc Child & Adolescent Mental Health and Wellbeing – Stage 1].