1 Staff in each clinical environment assign time and resources to deliberately make provision for students’ arrival.|
Provision of a daily deliberate welcome to student into each clinical environment, e.g. by introducing everyone by name in the operating theatre/clinic and briefly explaining the students’ role and current learning aims.
2 That responsibility for teaching is shared between multidisciplinary and support staff, who understand how to develop and use opportunities for teaching, e.g. teachable moments.|
Skills in teaching should be a priority focus of staff development.
|3 Teachers create opportunities to develop a healthy relationship with their students, sufficient to enhance their understanding of each students’ specific learning needs.|
|4 The potential power of teacher values on student learning (e.g. caring, respect) be understood by staff and be a focus of staff development. Similarly, how a student’s work might be explicitly valued as part of clinical practice.|
|5 Teachers understand that cultivating students values, can, and should be done in clinical practice. Specific skills to do this would be a further important focus for staff development.|