Guidance for Placement Providers, Employers and Practice Partners
The University of Wolverhampton values the vital role that placement providers, employers and practice partners play in supporting student learning, development and professional identity.
Placements provide students with opportunities to apply knowledge, develop skills and prepare for future professional practice. They can also be periods of significant personal and professional growth.
Successful placements rely upon strong partnerships between students, placement providers and the University.
This page outlines what placement providers can expect from the University, what we ask of our partners, and how we can work together when concerns arise.
Our Shared Commitment
Together we aim to:
- Promote safe and effective learning environments.
- Support student development and professional growth.
- Protect service users, patients, clients and the public.
- Identify concerns early.
- Address issues fairly and proportionately.
- Provide support where difficulties arise.
- Maintain professional standards.
- Promote inclusion, equality and wellbeing.
Our approach is based upon partnership, transparency and early intervention.
What Placement Providers Can Expect From Us
The University will:
Provide Clear Information
We will provide students with information regarding:
- Professional expectations.
- Codes of conduct.
- Placement requirements.
- Fitness to Practise obligations.
- Professional standards.
Respond Promptly to Concerns
Where concerns are raised, we will:
- Acknowledge concerns promptly.
- Consider risks and safeguarding implications.
- Liaise appropriately with placement providers.
- Identify appropriate support pathways.
- Ensure concerns are reviewed through the appropriate University process.
Take Concerns Seriously
Concerns relating to:
- Professional behaviour;
- Professional boundaries;
- Safeguarding;
- Conduct;
- Health and safety;
- Placement readiness;
- Service user safety;
will be reviewed through the appropriate University processes.
Work Collaboratively
We recognise that placement providers often have valuable insight into a student's performance, conduct and support needs.
We will seek to work collaboratively and proportionately when concerns arise.
Promote Student Success
Where concerns emerge, our first consideration will usually be:
What support, intervention or adjustment may help the student succeed safely?
Wherever possible, we seek to support progression rather than simply react to difficulties after they have escalated.
What We Ask of Placement Providers
We ask placement providers to support students in a manner that reflects professional standards, fairness and educational good practice.
This includes:
Creating Safe Learning Environments
Students should be able to learn and develop within environments that are:
- Safe;
- Inclusive;
- Respectful;
- Professionally supportive;
- Free from bullying, harassment and discrimination.
Providing Appropriate Supervision
Students should receive:
- Appropriate induction;
- Suitable supervision;
- Constructive feedback;
- Opportunities for learning and development.
Raising Concerns Early
One of the most important things placement providers can do is raise concerns promptly.
We encourage concerns to be raised when they first emerge rather than waiting until a situation becomes serious.
Early conversations often prevent problems escalating.
Concerns raised early are usually easier to address and more likely to result in positive outcomes for everyone involved.
If You Have Concerns About a Student
Not all concerns require immediate escalation.
Where appropriate, we encourage supervisors to:
Have a Supportive Conversation
Discuss concerns directly with the student where safe and appropriate to do so.
Students should have an opportunity to:
- Understand concerns;
- Reflect on feedback;
- Explain relevant circumstances;
- Identify support needs.
Be Clear and Specific
Focus on:
- Behaviours;
- Actions;
- Observations;
- Professional expectations.
Avoid assumptions about motives, health conditions or personal circumstances.
Document Conversations
It is important to maintain accurate records.
Records should include:
- Dates and times;
- Individuals present;
- Concerns discussed;
- Advice given;
- Student responses;
- Agreed actions;
- Review dates.
Contemporaneous records are often invaluable if concerns later require formal review.
Consider an Action Plan
Where concerns are identified, it may be helpful to agree:
- Clear expectations;
- Support arrangements;
- Learning objectives;
- Timescales for improvement;
- Review dates.
Students are more likely to succeed when expectations and support arrangements are clearly understood.
When Should You Contact the University Immediately?
The University should be contacted promptly where concerns involve:
Safeguarding Concerns
Including:
- Risk of harm;
- Abuse;
- Neglect;
- Exploitation;
- Self-harm;
- Suicidal ideation;
- Significant welfare concerns.
Professional Conduct Concerns
Including:
- Serious breaches of professional standards;
- Boundary violations;
- Dishonesty;
- Confidentiality breaches;
- Behaviour placing service users or colleagues at risk.
Health and Safety Concerns
Where there are concerns regarding:
- Student safety;
- Service user safety;
- Patient safety;
- Public protection.
Placement Viability Concerns
Where the provider believes the placement can no longer continue safely without University involvement.
Supporting Students Through Difficulty
Students may experience challenges during placement including:
- Health difficulties;
- Mental health concerns;
- Disability-related issues;
- Pregnancy;
- Caring responsibilities;
- Financial pressures;
- Family difficulties;
- Personal crises.
Experiencing difficulty does not automatically mean a student is unsuitable for their profession.
We encourage providers to focus on:
- Support;
- Reasonable adjustments where appropriate;
- Early intervention;
- Clear communication;
- Collaborative problem-solving.
Fit to Train and Fitness to Practise
Placement providers are often unsure which concerns should be managed through Fit to Train and which may require Fitness to Practise consideration.
As a general guide:
Fit to Train
Focuses on:
- Readiness;
- Functional capability;
- Support needs;
- Adjustments;
- Safe participation in placement.
Fitness to Practise
Focuses on:
- Professional suitability;
- Serious misconduct;
- Public protection;
- Significant breaches of professional standards.
If you are unsure, contact the University. We can help determine the most appropriate pathway.
Partnership Working
The most successful outcomes occur when:
- Students are supported early;
- Expectations are clear;
- Concerns are raised promptly;
- Conversations are documented;
- Support plans are developed collaboratively;
- Communication between placement providers and the University remains open and constructive.
Together, we can help students develop into safe, competent and compassionate professionals whilst maintaining the highest standards of professional practice, public protection and student support.