The Practice Education Learning Partnership (PELP) is a collaborative framework where educational institutions and practice settings (like workplaces and healthcare facilities) work together to provide practical, hands-on learning experiences for students.
Maintaining Currency as a Practice Educator
Practice Educators need to remain current and if a Practice Educator has not had a learner for two years, their PE qualification can be considered lapsed. Therefore, a Practice Educator can maintain currency through completing a Practice Educator Professional Standards (PEPS) portfolio (every two years) in order to stay up current. Once you have completed your portfolio please send it to the appropriate Workforce Development Lead in your organisation. If you think you have or are lapsed, please contact the Workforce Development Lead to discussion how to refresh your PEPS.
Templates for the Practice Educator Professional Standards (PEPS) Portfolio
This document provides detailed instructions for Practice Educators on how to compile and submit their portfolio for PEPS (Practice Educator Professional Standards) renewal.
This template is designed for continuous professional development (CPD) tracking and ensuring that your activities are translated into improved practice and outcomes.
Please Mind Your Language: Constructing Written Feedback – Dr Lou Oliver/Ros Dray
This video explores the vital role of written feedback in professional education, in particular practice learning. With a focus on social work education, it examines how feedback functions not only for correction but as a developmental tool that fosters reflection, growth, and professional judgement. You will be invited to reflect on how your unconscious bias can subtly shape the messages we convey.
Haikus: using poetry to develop critical reflection in social work practice – Dr Lou Oliver/Dr Orlanda Harvey/Kathy/Jasmine
Critical reflection is an integral part of social work education and practice, yet it is widely understood to be hard to learn, teach and assess. We introduced the idea of use of poetry in the form of haikus as a creative way of getting students to engage in critical reflection.
