The Best Way to Support Student Learning in Practice

Introduction
It is recognised that many barriers remain for mentors such as feelings of inadequacy, lack of educational knowledge, lack of time and lack of support in facilitating learning for students (Sandford, 2012). Students report that these perceived barriers often lead to negative experiences and rather than creating an environment where students are encouraged to think critically and question practice they are more likely to ‘just fit in’ in order to complete the placement successfully (Jack et al., 2017). In contrast to this, the role of the Academic Clinical Tutor (ACT) in USA is a bespoke role focused on facilitating learning for students in practice.
Methods
This exploratory study examined a collaborative model of supporting students in practice and specifically the role of the (ACT) and how it is implemented in USA. Objectives of the study included to gain an insight into the role of the ACT by observing them in practice, identifying how the ACT influences learning, facilitators and barriers to the role and to evaluate the effectiveness of the role.
Results

• The role is fully embedded in the curriculum to bridge theory-practice gap
• ACT is immersed in placement planning
• Do not have to compete with other clinical priorities
• Skills to encourage critical thinking and promote student learning
• Role is valued by students and staff
• Developing trusting relationships can positively influence learning

Discussion
The role of the ACT has distinct benefits to student learning in the clinical practice area, through the development of trusting relationships. Our findings indicate that it is a role that is valued by clinical staff, students and university faculty. From our discussions and observations some notable points for consideration were identified, support for teaching students in practice, reducing the theory practice gap and promoting the student experience.