The specific learning and teaching strategy will be decided by the training provider. An overarching teaching strategy would usually link learning within teaching days and supervised practice, and include:
- an emphasis on experiential and skills-based workshops providing students with a strong
foundation in the ethos and practice of peer support - skills-based competences developed through experiential work and role play
- use of clinical vignettes and scenario-based learning
- self-directed study to include general and specific reading, plus reference to online
resources
It is strongly recommended that appropriate supervision with individuals with specific experience of peer support work is integrated with training.
Training is expected to be spread across several days (to facilitate learning between teaching sessions, and to help services to release staff to attend).
Specific details of formative and summative assessments of learning and clinical competence will be for training providers to identify, in part depending on whether and how credits for the programme will be assigned. However, it is assumed that supervision of peer support workers will include direct observation of their practice, in turn affording competence-based feedback, with local arrangements in place to manage any areas of significant concern.