Welcome to the Practice Placements – Information for Placement Providers page for Nursing and Allied Health.
Click for Practice Environment Profile (PEP)
Click for the ePAD user Guide
It may become apparent that a learner requires a development plan at some point during their placement. Development plans are designed to help a learner understand where they need to demonstrate an improvement in behaviours, values and performance. Development plans are meant to be supportive and developmental, and we ask that if you are considering creating a development plan for one of our learners that you contact their Academic Assessor or University Educator for support and guidance in the first instance. Guidance for development planning in the nursing ePAD can be found here
Practice supervisor
- Orientation
- Initial interview
- Assessment of proficiencies
- Timesheets
Practice assessor
- Orientation
- Initial interview
- Mid-point interview
- Final interview
- OAR
- Assessment of proficiencies
- Episodes of care
- Medicines management
Guidance for OT practice educators
Paramedic Student Mentor Cause for Concern Form
Guidance for Paramedic Practice Mentors on completing student documentation
Thank you for your time and dedication to supporting our Physiotherapy students.
Your student should email you a copy of their CPAF form for you. Please email this between you and your student to complete.
The form is available in Word or PDF format. If you are using the PDF format, you will need adobe installed to enable editing.
The student will then need to upload a completed copy of their CPAF to their Moodle submission point.
On the last day of their placement, please take a note of their grade, hours that they have completed and their student number.
Your link tutor will send you a link to a Microsoft Forms where you must log the student’s hours and grade. This information will go directly to the university and will be sent to registry to record their outcome.
Supporting Neurodiverse Learners in Clinical Practice at Birmingham Newman University
Our Commitment Birmingham Newman University is committed to creating a supportive, inclusive, and affirming learning environment for all students, including those who identify as neurodiverse. As future healthcare professionals, neurodiverse learners bring valuable perspectives and strengths to the clinical setting. This guidance outlines how we can best support neurodiverse learners in practice placements, in partnership with our placement providers.
Understanding Neurodiversity Neurodiversity simply refers to the natural variations in the way people process, experience, and respond to the world around them. Just as physical differences exist between people, so do cognitive ones. Neurodiversity is not a disorder or deficit; rather, it represents a different way of thinking and being. It is important to reject the myth that “everyone is a little bit neurodiverse,” as this diminishes the lived experiences of those who are neurodivergent.
Neurodiverse conditions include (but are not limited to):
- Autism spectrum conditions
- Attention deficit hyperactivity disorder (ADHD) or attention deficit disorder (ADD)
- Dyslexia, dyspraxia, and dyscalculia
Many individuals may identify with more than one neurodiverse profile, and each person’s needs and strengths will differ.
Common Traits and Misunderstandings Neurodiverse people may experience the world differently, with common traits including heightened sensory sensitivity, difficulties with eye contact, a preference for routines, intense interests, or a different way of processing verbal, written, or social information. These traits can be strengths in clinical environments but may also pose challenges if misunderstood or unsupported.
Unfortunately, misconceptions persist, such as the incorrect belief that neurodivergent people lack empathy or are unsuited to caring professions. In reality, many neurodiverse healthcare professionals thrive in their roles when provided with understanding and appropriate support.
Supporting Neurodiverse Learners in Practice We advocate for an affirmative and strengths-based approach that recognises the value neurodiverse individuals bring to the team. Healthcare can be a high-pressure environment with rigid expectations that may inadvertently marginalise those who do not conform to neurotypical norms. Neurodiverse students may mask their traits to fit in, which can be exhausting and lead to burnout.
Ways clinical colleagues can support neurodiverse learners:
- Accept and value neurodiverse traits as part of normal human variation
- Recognise the additional mental energy required to manage masking and social demands
- Provide opportunities for breaks in quieter areas to manage sensory input
- Understand that learners may find it hard to articulate what they need—offering support proactively is helpful
- Maintain regular check-ins and foster an open, non-judgemental dialogue
Understanding Masking Masking involves consciously suppressing or disguising one’s natural behaviours to fit in socially. While everyone adapts to some extent in professional settings, masking for neurodiverse individuals is more intense and often impacts wellbeing. Learners may avoid disclosing their needs for fear of judgement. Creating an environment of psychological safety is crucial.
Reasonable Adjustments in Clinical Practice Under the Equality Act 2010, students with disabilities (including neurodiversity) are entitled to reasonable adjustments. These are not about providing unfair advantages but ensuring equitable access to learning and clinical experience.
Adjustments should be tailored to the individual, not just the diagnosis. Examples include:
- Use of structured day planners or checklists, clear guidance around start and finish and break times
- A quieter space to complete documentation
- Adjustments to shift patterns (e.g., avoiding three consecutive long shifts)
- Clarification of expectations in advance
What is reasonable will vary depending on the clinical setting, but even small changes can make a significant difference.
Placement Support Plan (PSP) Birmingham Newman University has introduced the Placement Support Plan (PSP) to facilitate open conversations between learners, academic staff, and practice partners. The PSP centres the learner’s voice, supports self-advocacy, and promotes collaborative planning.
While not all learners will choose to disclose a formal diagnosis or request a PSP, all placement providers are encouraged to adopt an inclusive, person-centred approach. Support needs may evolve as the placement progresses, so maintaining open channels of communication is key.
Further Information and Resources
- Birmingham Newman University Disability and Inclusion Disability and Mental Health Service – Birmingham Newman University
- NHS England: Supporting Neurodiverse Learners
- Royal College of Nursing: Neurodiversity in the WorkplaceNeurodiversity Guidance | Publications | Royal College of Nursing
- The British Psychological Society: Understanding Masking Dropping the mask takes two | BPS
- A free open access module to raise understanding of neurodiversity with healthcare students: SSHINE Neurodiversity Module – Florence Nightingale Foundation
For questions or to discuss support needs in practice, please contact practicepartnerships@newman.ac.uk