Health industry placements - On placement
Contents
Introduction
This section of the toolkit can support your discussions with employers when preparing for the industry placement, and planning placement midpoint reviews. It shows how to monitor progress throughout the placement and can help you set and monitor learning objectives for students on placement.
Use these resources to:
- review induction and progress reviews used in placements
- make sure T Level students receive a comprehensive introduction to their placement
- make sure T Level students know how much progress they are making towards their learning objectives.
How to use these resources
Select the relevant resources for your needs:
- Planning induction
- Monitoring progress
- Setting objectives
Use to plan induction, monitor progress, and set objectives. Decide whether they can be used as they are, or should be altered to suit your organisation.
Who are they for?
Share the templates, checklists, and examples with staff who are involved in planning students’ induction to the workplace, monitoring / reviewing their progress during the placement, and setting objectives:
- staff in employer engagement
- T Level course leaders and tutors.
Induction
The employer induction planning template and a checklist of what can be included during the induction. It can be used to:
- guide provider discussions with employers
- identify the people involved and the resources needed, such as policies and the student handbook
- help students feel settled from the start of their placement.
Template: Induction
Checklist: Induction
Induction | |
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Key questions | Suggestions |
What is the purpose of induction? |
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When will it take place? |
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Who plans it? |
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What is in it? | See a Day 1 Induction Checklist |
What does it cover and how? |
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What are the health and safety requirements? |
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What role does the supervisor play? |
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What is the role of the mentor? |
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Example 1
Northern Care Alliance has developed a T Level Student Handbook to prepare students for their industry placement and give them a point of reference throughout. It contains key information such as Trust Value Statements, what is expected of the student in terms of professional behaviour, teamwork, communications, and achieving placement goals. It also includes a questionnaire allowing students to identify areas in which they feel more, or less confident.
Monitoring progress
This resource consists of a checklist of how to prepare for and conduct an industry placement midpoint review. It also contains a template for a review and a student and employer feedback form. It can be used to:
- Prepare for midpoint review
- Ensure that the review covers all relevant aspects of the student’s experience on the industry placement
- Show how employers can contribute.
Checklist: midpoint review
Midpoint review | |
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Key questions | Suggestions |
Who designs the review process? |
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What is its main purpose? |
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What should it cover? |
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Who is involved? |
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How is it conducted? |
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What should the student know? |
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How is progress tracked? |
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How do employers give feedback? |
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What are the outcomes? |
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Templates: for midpoint review
Setting objectives
Introduction
This resource consists of examples of innovative practice in setting and monitoring learning objectives for students while they are on industry placements. It can be used to:
- Review how placement objectives are set and monitored
- Identify how the process can be improved.
Examples where colleges have introduced innovative practice
Area of innovative practice | Examples |
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1. Mentors | Frimley Health Trust has found that allocating each student two mentors provides a higher level of continuity of training and support for the student. The mentors share responsibility for the student’s learning and work opportunities. The student is also able to see different perspectives and benefit from experiencing diverse ways of working. |
2. Progress tracking | Weston College has created a bespoke system to avoid the longer-term licence costs of commercial systems. The platform holds a map of the curriculum and an overview of placement duties linked to individual learning goals. Tutors can view the student’s recorded progress and ensure they can link their learning back to their curriculum. This information is the basis of discussions for the midpoint reviews. Havant and South Downs College use Navigate, a phone-friendly app for capturing, authorising, and tracking all placement hours and progress. It includes employability skills assessments in areas including confidence and timekeeping. The results provide a focus for teaching, placement objective setting and action planning. Subsequent tests then provide the progress and distance travelled and are used to inform midpoint reviews. |
3. Roles and responsibilities | Chichester College Group has developed a detailed SLA to capture the agreed roles and responsibilities of the provider and the employer. This can also be covered using the three-way agreement between the employer, provider, and student. |
4. Sharing good practice | As T Levels are developing in a phased way, good practice is available from the T Level areas that were implemented in the earlier phases. Some providers have created an internal forum and networks with other providers to share emerging practice on setting learning goals to benefit from diverse experiences. |
5. Use frameworks | Frameworks for Delivery can be used to gain ideas for appropriate learning objectives across the different occupational specialisms. Provider teams can add to these from their own experience and the opportunities emerging from placements already underway. A bank of learning objectives, projects and activities can be centrally collated. This is a useful shared resource for current and future placements. |
Downloadable resources
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