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Abstract

This paper discusses the collaborative approach between the higher education institution and the practice placement educators on this work-based learning partnership. The partnership work has highlighted the need for an inclusive approach to all practice placement settings which facilitates the creation of a clear support structure for placement mentors/assessors. A standardised, explicit assessment process that contributes to progressive skills acquisition and the requirement that practice placement is fully integrated into the academic curriculum have, furthermore, been identified. Self-directed learning, self-assessment and reflective practice are professional skills which need to be viewed as outcomes of practice placement and the training of practice placement educators must be within a process that acknowledges and uses their experience.

DOI

10.21427/D7RF1W

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