Below is a summary of UEA, Faculty and School policies, forms and guidance. If you are unable to find the information you need please contact with details of your enquiry.

The UEA Code of Practice for Placement and Work Based Learning (2012) aims to ensure that: 

  • students working away from the University have access to appropriate support and guidance
  • the roles and responsibilities of all parties (the UEA, the student and the placement provider) are clearly understood 

The School of Health Sciences makes every effort to adhere to the UEA Policy on Placements.

Students should be made aware on placement of any policies regarding the use of IT facilities in their placement setting. Students are governed by the UEA Conditions of Computer Use which dictate they must only access appropriate content and use IT facilities for work use only. These guidelines are available via the UEA Website policy pages.   

The students are advised to adhere to the UEA and Professional Bodies policies regarding the use of social networking sites.  Any misuse of IT facilities by students on placement will be deemed unprofessional behaviour and will be dealt with appropriately by the University.


The East of England Principles for Practice Learning have been developed in consultation with stakeholders across the region to be a reference resource for best practice. They reflect the shared commitment required of the region’s stakeholders to ensure practice learning is valuable, meaningful, and safe, with inclusion and partnership sitting in the centre of everything we do. The principles are underpinned by our shared values and framed within 7 core themes of Belonging & welcoming, Communication, Professionalism, Behaviours, Respect, and Collaboration.

Principles for practice learning 

The objective of any placement-learning experience, regardless of length, is to consolidate and complement the academic learning, knowledge and skills with experience (ASET 2013). The University has a responsibility to ensure the quality of learning experiences for all students in any setting that learning takes place, including practice placements. The UK Quality Code for Higher Education (2018) sets the University’s responsibilities, as do the HCPC standards of education and training (2017) and the NMC Standards for pre-registration education (2010) and standards for learning and assessment in practice (2011).The link below highlights resources that are used to assess and maintain quality, in partnership with practice placement providers.

UK Quality Code for Higher Education

The School of Health Sciences has provided learners with an explanation of how the regulations and guidance apply to social networking.  The guidance attached below makes clear what is expected of a learner of the University of East Anglia and what professionalism and fitness to practise mean for the professional groups found in the Faculty of Medicine and Health Sciences with regard to inappropriate use of Social Networking Media

Social Networking Guidelines (PDF) <LINK?>

The school advises learners to disclose any disability they have to their practice educator at the earliest opportunity. However the learner does have a right not to disclose this information.

Reasonable Adjustments Plan

The reasonable adjustments plan is used with learners who have been identified as having an assessed disability / specific need and are enrolled on a pre-registration programme within the School of Health Sciences. The plan outlines the steps from initial application to the course through to University based teaching and practice education.

Reasonable Adjustments Plan 


Resources - Supporting a Disabled Learner

The Equality Act 2010  - A Brief Overview (PDF) <LINK?>

Association of Dyslexia Specialists in Higher Education

ASET good practice guides for placement learning in Higher Education, health and safety for student placements, and supporting students with disabilities on placement


Practice-Based Learning for Neurodivergent Students

The purpose of this guide is to increase the awareness of neurodivergence in healthcare education, share experiences from neurodivergent students and suggest methods for students and clinical tutors or practical educators to support the neurodivergent student population within practice-based learning.

Guide to Practice-Based Learning (PBL) for Neurodivergent Students