Using an indirect practice supervision and assessment model to support learning disability nursing students.
Why you should read this article: • To recognise the need to expand placement opportunities for learning disability nursing students • To enhance your understanding of indirect supervision and assessment models for nursing students in non-traditional placement settings, such as social care settings...
| Published in: | Learning Disability Practice Vol. 28; no. 6; pp. 27 - 34 |
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| Format: | Journal Article |
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Royal College of Nursing of the United Kingdom (The)
Dec2025
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| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=189941261&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 189941261 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 14658712 FTU jtl: Learning Disability Practice issn: 14658712 maglogo: N pubinfo: dt: Dec2025 vid: 28 iid: 6 pid: 6040 pub: Royal College of Nursing of the United Kingdom (The) artinfo: ui: 189941261 10.7748/ldp.2025.e2268 189941261 ppf: 27 ppct: 7 formats: tig: atl: Using an indirect practice supervision and assessment model to support learning disability nursing students. aug: au: Kennedy, Sarah affil: Senior lecturer, Faculty of Health and Wellbeing, University of Bolton, Bolton, England sug: subj: Intellectual Disability Nursing Students, Nursing Student Supervision Student Performance Appraisal United Kingdom Clinical Competence Preceptorship Educational Measurement Education, Nursing, Baccalaureate Curriculum Development Experiential Learning Mentorship Student Placement ab: Why you should read this article: • To recognise the need to expand placement opportunities for learning disability nursing students • To enhance your understanding of indirect supervision and assessment models for nursing students in non-traditional placement settings, such as social care settings • To read about a project that increased the number of placement settings available for learning disability nursing students using an indirect supervision and assessment model. People with learning disabilities live and spend time in a wide variety of settings and services, including health and social care, voluntary and paid employment, education and leisure environments. As part of their nurse education programmes, learning disability nursing students spend half their time on practice placements. Expanding the use of indirect supervision and assessment models so that this wide variety of settings can be used to increase placement capacity, which is useful to universities and gives students exposure to a broad range of experiences, may support workforce development in the longer term. The healthcare landscape is changing to enable more effective and prolific use of social care organisations, so it is essential that students from all fields of nursing and the allied health professions have opportunities for exposure to experiences away from traditional ward and clinic environments. This article presents a project that aimed to increase the number of placements for learning disability nursing students and involved the implementation of an indirect supervision and assessment model. pubtype: Academic Journal doctype: Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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