Faculty of Health School of Health Professions BSc (Hons) OCCUPATIONAL THERAPY PRACTICE PLACEMENT HANDBOOK FOR STUDENTS AND PRACTICE EDUCATORS FOR PRACTICE PLACEMENT MODULES: OCT 110, OCT 210 & OCT305

Leading to eligibility to apply for registration with the Health Professions Council Revised: Sep 2010

Disclaimer Please note: All students undertaking programmes delivered by the Faculty of are reminded that any alteration to University documentation, including practice portfolios, involving forgery/falsification of an educator’s comments or signature/initialing will be investigated. This investigation could lead to disciplinary action, which may lead to a student being unable to achieve professional registration. All the information in this handbook is correct at the time of printing. Programmes are regularly reviewed and updated so details may change. Occasionally, a module listed in the Handbook may be replaced or withdrawn. The University of Plymouth is proud of its teaching and research and it undertakes all reasonable steps to provide educational services in the manner set out in this handbook and in any documents referred to within it. It does not, however, guarantee the provision of such services. Should industrial action or circumstances beyond the control of the University interfere with its ability to provide educational services, the University undertakes to use all reasonable steps to minimise the resultant disruption to those services.

If you require any part of this publication in larger print, or an alternative format, please contact Programme Administration at:Faculty of Health University of Plymouth Peninsula Allied Health Centre Derriford Road, Plymouth PL6 8BH Telephone number: 01752 238800

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Special Needs Notice Dear Student Important - please note: If you have a disability The University is very supportive of students with disabilities, and year–on-year we are making adjustments to assist students with special needs. It may be that we have already put in place changes which will assist you – but unless we know what your needs might be, we cannot guarantee that that will be the case. If we can identify your needs sufficiently far in advance of when you intend to start a programme at the University, we are better able to put in place appropriate arrangements – or, if there is a health and safety issue or an issue about the expectations of students on the programme, to advise you on alternative options. However, we may not be able to do so if we do not know in advance. If you have not told us about your disability please contact the University’s Disability Assist Services (DAS) on Plymouth 01752 232278 to discuss your needs. While we are making reasonable adjustments to our provision, we may not be able to meet your individual needs if we do not have the opportunity to assess them in advance, and that could impact negatively on your experience on the programme or even your ability to take up your place. If you have told us about your disability You may be asked for additional information or invited to attend an interview with Disability Assist Services. This is in order that we can properly assess your individual needs and ensure that we have the best possible chance of meeting them. Please do provide any information requested and come in to see staff if asked to do so, since otherwise you – and we - could find ourselves in a position in which it is difficult or even unsafe for you to take up your place. So please tell us about any disability – even if you do not think it will affect you while you are at the University – and respond positively to any requests for further details or for an information interview. If you do not do so, you may find yourself unable to take up your place or unable to complete the programme because we have not been able adequately to meet your needs.

For more information regarding the Special Educational Needs and Disability Act, 2001 See: http://www.opsi.gov.uk/acts/acts2001/

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CONTENTS Special Needs Notice........................................................................................... 3  CONTENTS ........................................................................................................... 4  INTRODUCTION ................................................................................................... 7  1. 

THE PURPOSE OF THE HANDBOOK ...................................................... 9 

2. 

TEACHING AND LEARNING STRATEGIES AND ASSESSMENT ......... 10 

3. 

OVERALL PROGRAMME STRUCTURE ................................................. 12 

4. 

PRACTICE PLACEMENT LEARNING ..................................................... 15  Placement overview .................................................................................. 15  Placement expectations ............................................................................ 16 

5.  

THE ASSESSMENT OF COMPETENCE IN PRACTICE ......................... 18  Assessment overview ............................................................................... 18  Assessment of Practice ............................................................................. 18  The purpose of formative assessment ...................................................... 19  The purpose of summative assessment .................................................... 20  Assessment strategies in practice at Levels 4, 5 & 6 ................................ 20  Summary of the assessment process ....................................................... 23 

6. THE PRACTICE PORTFOLIO AND LEARNING CONTRACT ....................... 24  The Practice Placement Portfolio .............................................................. 24  Introduction to the Learning Contract ........................................................ 25  When is the learning contract started? ...................................................... 25  What is the practice educator’s role? ........................................................ 26  What is the student’s role? ........................................................................ 27  7. 

PRACTICALITIES OF PRACTICE PLACEMENTS.................................. 27  Placement hours ....................................................................................... 27  Accreditation of practice educators ........................................................... 28  Allocation process ..................................................................................... 28  Transfer of Information .............................................................................. 29 

8. 

SUPPORTING STUDENTS AND PRACTICE EDUCATORS................... 32  Role of the Practice Educator.................................................................... 32  Role of the Practice Placement Tutor and Link Tutors .............................. 32 

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The Practice Quality Development Division (PQDD) ................................. 33  Supporting learners in Practice ................................................................ 33  Preparation for placement ......................................................................... 34  Support for students and practice educators during placements............... 34  Policies and procedures for visiting students on placement ...................... 35  Alternative support mechanisms available to students .............................. 37  Supporting students with special educational needs in practice................ 37  Support for students after placements ...................................................... 38  9. 

GENERAL PLACEMENT INFORMATION TO ASSIST THE PRACTICE EDUCATOR AND STUDENT ................................................................... 40  Supervision ............................................................................................... 40  The importance of giving good quality feedback ....................................... 40  Study time ................................................................................................. 41  Written work .............................................................................................. 41  Case Study – to be completed on placement ............................................ 42  The Practice Educators final report ........................................................... 43  Placement monitoring and audit cycle ....................................................... 44 

10. 

STUDENT HEALTH AND SAFETY ON PLACEMENT ............................ 46  Student induction checklist ........................................................................ 46  Student health ........................................................................................... 46  Sickness absence ..................................................................................... 46  Accidents/incidents on placement ............................................................. 47  Professional Indemnity / Insurance ........................................................... 47  Criminal Records Bureau Disclosure ........................................................ 47  Placement accommodation ....................................................................... 47  Food hygiene regulations .......................................................................... 47  Health and safety legislation ..................................................................... 48  Moving and Handling ................................................................................ 48  Basic Life Support ..................................................................................... 48  Safeguarding Children .............................................................................. 48  Home visits and community working ......................................................... 48  Student expense claims ............................................................................ 49 

11.

THE BSc(Hons) OCCUPATIONAL THERAPY PROGRAMME............... 51  Level 4 Practice Placement Assessment Form (sample) .......................... 52 

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Level 4 Module Record ............................................................................. 60 Level 5 Practice Placement Assessment Form (sample) .......................... 63 Level 5 Module Record 71 Level 6 Practice Placement Assessment Form (sample) .......................... 73 Level 6 Module Record 81 List of Appendices ............................................................................................. 84  1: Glossary ................................................................................................ 85  2: Pre-enrolment Checks – Declaration Form (sample only) ..................... 87  3: Criteria for Accreditation of Practice Educators ..................................... 88  4: Information for practice educator (sample only) .................................... 90  5: Using the Learning Contract.................................................................. 92  6: Supervision and the Learning Contract ................................................. 93  7: Reflective Supervision Record (sample only) ........................................ 95  8: Guidelines for Practice Placement Visits ............................................... 97  9: Placement visit report form.................................................................... 99  10: Student Induction Checklist ............................................................... 101  11: Advice for Car Use on Practice Placement ....................................... 102  12: Practice Placement Evaluation.......................................................... 103 

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INTRODUCTION Since September 2007 the Occupational Therapy programme has been relocated from Exeter to Plymouth. The programme is now sited at the Peninsula Allied Health Centre at the University College Plymouth, St Mark and St John site in North Plymouth. This has enabled further development of the inter-professional education agenda, by providing students ready access and opportunities to learn alongside other allied health professionals and nursing and midwifery student colleagues. This relocation has enabled different resources to be shared both within the PAHC building and within the large main University of Plymouth campus at Drake Circus, some 4 miles south in the city centre. It is recognised that since the last approval of the programme in 2003, the climate of Occupational Therapy education has been required to respond to the contemporary challenges of education, service providers and the needs of a wide range of service users. The establishment of the Health Professions Council as primary regulator for the register of all allied health professions within the UK, of which Occupational Therapy is one, has identified the rationale for revisions and guided the evaluation of previous practice and underpinned the development of the curriculum. Thinking has been informed by the Standards of Education and Training (HPC 2009) together with the Standards of Proficiency (2003). The curriculum team has been inspired to provide occupational therapists with a strong professional identity and global mobility and therefore have also been guided by the Curriculum Framework of the College of Occupational Therapists (2004) and World Federation of Occupational Therapists (2002). The team was mindful of the profession specific mechanism of the Quality Assurance Agency and their standards have been mapped against the curriculum to reflect good practice (QAA 2006, 2001). This handbook serves as a Module Handbook for each of the three practice placements: OCT 110, OCT210 and OCT305. It will provide you with information about the organisation, structure and assessment of practice placements modules that are specific to the BSc (Hons) Occupational Therapy programme. It contains a great deal of information about practice placements and explains what is expected of students and practice educators in order to enjoy and successfully complete them. As such it is an important document that you will need to refer to throughout the programme. Practice placements are an essential component for both professional and academic development of BSc (Hons) Occupational Therapy students. They provide you with an integrated continuum of education that will allow you the opportunity to develop the understanding of theoretical concepts, skills and attitudes required of an Occupational Therapist. “Practice education is central to the curriculum as a means of achieving the programme outcomes, namely fitness for award, practice and purpose” (COT, 2004) BSc (Hons) Occupational Therapy Practice Educator/Student Module Handbook 2010

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With careful supervision and guidance from practice educators, students will be able to demonstrate observation, analysis and critical evaluation, use their communication skills, and reflect on their personal and professional development. In addition to acquiring therapeutic competence you will be able to establish organisational and management strategies, enabling you to adapt to the changing needs of clients within health, social care and new areas of practice. By experiencing practice in the 'real world', you will learn how to apply skills, knowledge and understanding to occupational therapy with initiative, creativity, vision and resourcefulness, both independently and as part of a team, in a challenging interprofessional health care environment. For practice educators the opportunity to contribute towards the student's education provides exciting challenges and rewards. It promotes new approaches to practice, facilitates the acquisition of management and supervision skills and embraces the concept of continuing professional development. The College of Occupational Therapy have stated the following with regards to participating in practice education: “You have a professional responsibility to provide regular practice education opportunities for occupational therapy students where possible, and to promote a learning culture within the workplace” (COT, 2010.

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1. THE PURPOSE OF THE HANDBOOK 1.1

The Practice Educator/Student Module Handbook for the BSc Occupational Therapy programme is designed to be used by students undertaking practice placements and educators who will be supporting and assessing students. It provides information about all aspects of practice placements from preparation, induction, learning outcomes, expectations, assessment of competence, support and supervision in practice settings and evaluation of the learning experience. It also explains the wider considerations of the other modules taught on the Occupational Therapy programme.

1.2

The information provided in the handbook aims to increase your understanding of the content of the programme, how placements are managed and how students are assessed in practice. It explains the key role of practice educator and student in this process.

1.3

A glossary of terms used in the assessment of practice within the Occupational Therapy programme and the Practice Portfolio is provided in Appendix 1.

1.4

If you have any queries about the content of this handbook, please contact a member of the practice placement team at the Faculty of Health, PAHC.

The academic tutors who make up the practice placement team are:

Becky Twinley

Practice Placement Tutor [email protected]

Sarah Johnson

Lecturer, Occupational Therapy [email protected]

Marj Dawson

Lecturer, Occupational Therapy [email protected]

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2. TEACHING, LEARNING AND ASSESSMENT STRATEGIES 2.1

The programme recognises and promotes individual diversity and uses knowledge about the wide range of needs within learners and how these can be met equitably in academic and practice settings. It has close links with the Learning Development Service and the Disability Advisory Service based within the University. This learner-centered focus enables students to receive direct experience of an environment that sustains its community, promoting health through everyday actions.

2.2

Learners, practice educators and tutors are empowered to develop a healthy learning environment. Learners are encouraged to take a proactive approach to the tutoring process and the development of their progress file/professional portfolio. This proactive approach is actively transferable to the process of practice and practice supervision, in which the skills are further refined through the use of learning contracts.

2.3

The programme recognises the need for learners to become increasingly self directed. The academic curriculum, practice placements and interaction in the community provide opportunities for action, self evaluation and the potential for development. The transition into, within and out of each practice placement includes support from the practice placement team.

2.4

Student centred learning is essential for progress and a positive learning experience in this BSc (Hons) curriculum. Opportunities to develop readiness and acceptance of responsibility in the learning process is seen as essential for student practitioners (Clouston and Whitcombe 2005). This supports the development of reflective and creative skills needed for both learning and practice environments (Riley and Matheson 2005).

2.5

Students in this programme will be encouraged to engage increasingly in problem solving learning, especially in Levels 5 and 6. This will mean that students will be guided to use information in approaching professional problems and will be expected to research, evaluate and critique the evidence provided to develop and reflect on the knowledge and skills required of them as practitioners.

2.6

The inter-professional shared learning elements encourage progressive and forward thinking students, and prepare them for professional roles in health and social care, leadership, education and research. The emphasis is on high quality professional practice, preparing for future trends as well as meeting current health and social care needs. There will be some opportunities for shared learning in practice placements. However, the specific nature of these will depend on the type of placement undertaken.

2.7

The occupational therapy programme assesses, within all its modules, elements of occupational therapy theory and practice. Assessment serves to demonstrate the knowledge, skills and attitudes which underpin the

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potential of becoming an occupational therapist, one who is capable of working flexibly and in challenging environments. 2.8

Assessments are designed to build up skills introduced in Level 4, enabling increasing complexity and depth of approach as the levels of study progress. Stating more demanding modular learning outcomes as a basis for assessment design level by level, ensures that students are encouraged to develop the skills required to be fit for award and for practice.

2.9

The assessment strategy has been developed to assess a range of competencies relevant to contemporary practice. Specific skills like academic writing, problem solving and presentation are required over more than one level and will enable a progression of skills in these respects to evolve.

2.10

The assessment schedule also includes some formative elements to develop summative skills. Formative elements use peer feedback from forums like seminars to encourage critical thinking and reflection amongst the student group, as well as development of skills in team working. In recognition of the vocational essence of the curriculum, evaluation and reflection are integral to the assessment experience both with regards to practice placement and academic study experience. For further details of practice placement assessment - see page 20.

2.11

To summarise, the teaching and learning and assessment strategies will: •

place practice centre stage

•

facilitate integration of theory and practice

•

require students to accept responsibility for their own learning

•

be based on students being actively involved in their own learning, such as enquiry based and problem based learning

•

encourage students to develop and demonstrate skills of reflection

•

establish the principle of lifelong learning

•

include interactive, collaborative/shared learning involving other professions, disciplines and agencies

•

facilitate student achievement of the outcomes/competencies

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3.

OVERALL PROGRAMME STRUCTURE 3.1

The full time programme is delivered over three university years and comprises 65% academic based theory / practice and 35% practice placements. To be eligible to apply for registration with the Health Professions Council students are required to complete successfully all campus based assessments together with completion of all placements. The programme is accredited by COT for students to complete a minimum of 1000 practice hours of successful assessed practice in accordance with WFOT guidelines (Hocking and Ness 2002).

3.2

The programme is divided into three levels with academic progression between each of them. Learning and teaching will take place either in an inter-professional or Occupational Therapy specific group at the University or on practice placement. There are 32 weeks of study in Levels 4 and 6, and 34 weeks in Level 5 in order to accommodate practice placement requirements. Each year is divided into two teaching blocks; one from September to February, and the second from February to July.

3.3

The BSc (Hons) Occupational Therapy programme comprises theoretical, practice and therapeutic studies. The academic base that underpins practice placement will be emphasised and integrated with the practice placements throughout the programme. The programme structure also facilitates progressive development of key transferable skills.

3.4

Learning is delivered by modules throughout levels four, five and six (years one, two and three) of the programme. Detailed information concerning the module aims, the assessed learning outcomes and indicative syllabus content for each module is recorded on the definitive module record (DMR). Copies of all the DMRs for each level of study are included in the Programme Handbook (see pages 58, 69 & 79) and Approval Document.

3.5

The structure of the overall programme can be represented diagrammatically as follows:

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Level 4 (Year One) Structure Level 4 Teaching Block A

Teaching Block B

Psycho-Social Issues in Health Care

Occupational Therapy Studies 2: Occupation and Well-being

Evidence Based Professional Practice

Professional Studies Level 4

Biological Foundations of Occupation

Practice Placement 1 ( 8 weeks)

Occupational Studies 1: Occupational Therapy Foundations

Level 5 (Year Two)Structure Level 5 Teaching Block A

Teaching Block B

Occupational Studies 3: Young Person

Practice Placement 2 11 weeks

Occupational Studies 4: Adult

Research 1

Occupational Studies 5: Older Adult

Inter-Professional Learning 1

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Level 6 (Year Three) Structure Level 6 Teaching Block A

Teaching Block B

Practice Placement 3 12 weeks

Professional Studies Level 6

Inter-Professional Learning 2

Occupational Studies 7 Person, Environment and Context

Research 2 - Project Occupational Studies 6: Occupational Performance

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4.

PRACTICE PLACEMENT LEARNING Placement overview 4.1

Over the three years of the programme students undertake three practice placements, one at each level of study. As there are only three placements in total there is no opportunity for ‘elective’ placements on this programme. Placements are carefully planned and allocated to ensure that where possible each student has gained experience of working with a range of people of all ages; - from different socio-economic and cultural perspectives - with recently acquired, and, long standing occupational needs - with health conditions that affect different aspects of physical and psychosocial functioning (Hocking and Ness 2002)

4.2

Every effort is made to balance practice education and provide opportunities for students to experience service delivery in a range of services and settings. Each student can expect to experience some of the following environments: - primary, secondary, tertiary and community care, - existing and role emerging services, - public, voluntary, and private sectors - inner city, urban and rural communities - inter professional and interagency working (COT 2004)

4.3

Given that the programme only allows three different placements, the emphasis is on depth rather than breadth of experience. It is important that students are given opportunity to explore wider contexts that the placement may be able to offer to maximise knowledge and skills.

4.4

This practice based learning comprises three ‘block’ placements; 8 weeks at Level 4, 11 weeks at Level 5 and 12 weeks at Level 6. Each module is assessed by the achievement of specified competencies on a pass/fail basis; these competencies are directly linked to learning outcomes for each of the three modules. There is a progressive development in the level of competence that must be achieved over the three years, whereby practice reflects increasing demands and expectations.

4.5

The placement team is responsible for ensuring that an appropriate range of placement opportunities are provided. Students’ preferences will be considered and where possible the team will try to accommodate choices and personal circumstances but this cannot be guaranteed. Students sign a declaration acknowledging they may be placed anywhere in the South West region (see Appendix 2). All students are expected to experience a physical health setting and a psychosocial setting (mental health/learning disability) and, increasingly, a role-emerging (non-traditional) setting. The order that these placements are allocated is not definitive as it will be determined by students learning needs and placement availability.

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Over the three years this could typically include one placement from each of the following: Physical health settings - Health/Social Care

Psychosocial setting – Health/Social Care

Social services/Social care Trusts

Community mental health/learning disability team Early intervention

Reablement Rapid response/Emergency care Orthopaedics/rheumatology Neurology

Child & adolescent Acute adult Older adult Psychiatric intensive care unit

General medicine/surgery

Forensic

Paediatrics

Vocational rehabilitation

Social Care, Role emerging, independent, charity, private sector Schools/Colleges

Homeless/Housing projects Refugees and asylum seekers Vocational rehabilitation Voluntary sector/charity e.g. Age Concern, Headway Private sector e.g. Insurance company Social Care

Placement expectations 4.6

Level 4 This module enables students to experience occupational therapy within wider contexts of inter-professional practice and work collaboratively with colleagues from other disciplines. Through supervised practice, students will develop basic skills underpinning occupational therapy relating this to campus based study. The module is assessed by the achievement of specified Level 4 competencies on a pass / fail basis. To meet these competencies the student and the practice educator will use the placement portfolio to structure learning for the duration of the placement. This will require students to complete a learning contract and weekly reflective supervision records. During this placement, students are expected, with the support of the practice educator, to demonstrate basic knowledge and apply this to the clinical/social setting, using observation, communication, and reflective skills. On completion of the level four placement students will have gained an understanding of professional knowledge and skills that underpin practice and integral to this a sense of professional identity.

4.7

Level 5 The module builds on occupational therapy knowledge, skills and experience gained during the Level 4 practice placement. During this placement, students are expected, with the support of the practice educator and other members of the inter professional team, to demonstrate greater participation in the intervention process, increasing autonomy in relation to

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their clinical area, and evidence of their personal and professional development. They are also expected to apply theoretical knowledge acquired during campus based modules. Reflective and analytical skills will be further developed. The module is assessed by the achievement of specified Level 5 competencies on a pass/fail basis. To meet these competencies the student and the practice educator will use the placement portfolio to structure learning for the duration of the placement. This will require students to complete a learning contract and weekly reflective supervision records. On completion of the level five placement students will have demonstrated the ability to complete certain tasks independently and at times with reduced supervision, to communicate effectively with professional colleagues and to document information accurately. 4.8

Level 6 This module will require the student to demonstrate a range of core skills that will be required of a competent entry level practitioner. The student will develop increasing autonomy, demonstrate clinical reasoning skills and make appropriate and safe decisions relevant to client’s needs and the contexts of practice. During this placement, students are expected to take responsibility for a small caseload and to implement the occupational therapy process working at times independently and with minimum supervision and direction. Inter-professional working is a necessary requirement to ensure the most effective and safe delivery of care. The module is assessed by the achievement of specified Level 6 competencies on a pass/fail basis. To meet these competencies the student and the practice educator will use the placement portfolio to structure learning for the duration of the placement. This will require students to complete a learning contract and weekly reflective supervision records. Further information on module aims and intended learning outcomes is available under the specific DMR’s for each of the three practice modules in the Programme Handbook (see pages 58, 69 & 79 and Approval Document).

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5.

THE ASSESSMENT OF COMPETENCE IN PRACTICE Assessment overview 5.1

Practice placement assessment should be considered as an integral part of the learning and assessment programme and not in isolation from the academic learning experience.

5.2

The theoretical content delivered through the modules of the Occupational Therapy programme is intended to provide the student with the knowledge and understanding which underpins practice. Teaching and learning in practice will reflect the novice point at which many students enter the programme. Methods such as observation, supervised practice and indirect supervision will guide the student towards confidence and competence as a practitioner.

5.3

The assessment of practice includes some formative elements to develop summative skills. Formative elements use feedback from informal and formal supervision to encourage the student’s critical thinking and reflection, as well as development of skills in team working. In recognition of the vocational essence of the curriculum, evaluation and reflection are integral to the assessment experience both with regards to practice placement and academic study experience.

5.4

Each student must complete a minimum of 1000 hours as a pre-registration requirement (College of Occupational Therapists 2003). Once the placement hours are passed, additional academic assessments at Levels 5 and 6 contribute to degree classification and must be passed as part of these practice placement modules to allow progression.

5.5

All student assessments are guided by Assess 2010, a University of Plymouth Faculty of Health document which outlines a common set of principles and guidelines for all undergraduate health and social care programmes. The content is framed within current University academic regulation, professional body requirements, QAA recommendations and the University Assessment policy. All staff and students receive an annual copy of this document which is also available on line.

Assessment of Practice 5.6

Practice placement modules occur during each year of the programme. This practice based learning comprises three ‘block’ placements: 8 weeks at Level 4, 11 weeks at Level 5 and 12 weeks at Level 6. Each module is assessed by the achievement of specified competencies on a pass/fail basis; these competencies are directly linked to learning outcomes for each of the three modules. There is a progressive development in the level of competence that must be achieved over the three years.

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5.7

There are seven broad categories for the assessment of competence. These are: Reporting information, Client focused communication skills, Interprofessional communication skills, Management of self in the working environment, Participation in the intervention process, Understanding contexts of care and, Compliance with the professional code of conduct/legal and ethical frameworks.

5.8

The assessment criteria have been derived to ensure safe and effective practice and to adhere to professional standards of conduct, performance and ethics (HPC Standards of Proficiency for Occupational Therapy 2007, COT Standard Statements, 2007; Code of Ethics and Professional Conduct 2005).

5.9

For each placement students are allocated a named practice educator(s) who has received the appropriate level of training from the university. The practice educator is responsible for facilitating learning, providing regular supervision and completing the student’s assessment in the practice setting.

5.10

A formative review of progress is carried out at the half way stage of the placement prior to the summative assessment which is completed in your final week. Students and educators should seek advice from the module team/link tutors about any issues affecting the progress or the process of assessment.

5.11

It is standard practice for a member of the occupational therapy team to make contact (via email or telephone) with the student and their educator at the time of the formative assessment. Where necessary, visits are arranged at this time to offer support and guidance in the assessment process.

The purpose of formative assessment 5.12

Formative assessments can occur at any agreed point during a placement, but will need to be formally undertaken when the student has reached the half-way stage of the placement. The formative section on the assessment form that is used by the educator to record the student’s competence must be completed at this time. It is not essential that all of the competencies are achieved at this formative assessment point.

5.13 The performance of the student in practice needs to be monitored and reviewed regularly throughout the placement. The aim of planned formative assessment is to review with the student their strengths and weaknesses. New learning objectives can then be agreed specifying how to maintain or develop strengths and improve on weaknesses. 5.14

The student's progress should be incremental. If either the educator or the student have any concerns about progress, the occupational therapy placement team must be contacted without delay. A tutor will discuss the situation and be available to offer support and advice.

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5.15

Similarly the placement team should be contacted if aspects of a student's attitude, performance or behaviour causes concern in any way.

The purpose of summative assessment 5.16

The aim of is summative assessment to identify whether the student has achieved the practice learning outcomes as described for the particular module in the assessment form. All of the specified competencies must be passed for the student to be awarded an overall pass for the placement.

5.17

The practice educator uses their objective professional judgement to decide whether the student has achieved the required standard. The educator completes this process in collaboration with the student by reviewing the evidence documented in the Portfolio to support each of the performance criteria.

5.18

The practice educator’s decision about the outcome of the assessment of practice is final. This decision will be upheld by the university providing that the assessment has been completed appropriately, in accordance with the guidelines and that there is

5.19

No grade is awarded for the placement but the student should receive verbal and written feedback about their performance. This feedback should be documented in a final report to the university; the student should retain a copy. See page 42 for guidelines on writing the final report.

5.20

Summative assessments will normally take place during the last week of the placement and must be completed by the last day of placement.

5.21

The results of summative assessment of practice are presented at the appropriate Award Assessment Boards at the end of Level 4,5,6. Any appeals will be considered under the University of Plymouth regulations.

5.22

Students are required to pass each level of practice education before progressing on to the next. Where a student has failed a placement they are given one opportunity to retrieve the placement on a subsequent occasion, in another setting and at a time to be agreed with the placement team and programme lead.

Assessment strategies in practice at Levels 4, 5 & 6 5.23

The student should provide evidence, which proves to others that the learning outcome has been achieved. Evidence of competence comes in a variety of ways: - direct observation by the educator - responding to and asking questioning statements from other professionals or clients/patients - simulation or role play - written evidence produced by the student - reflection - oral and written accounts

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5.24

It is expected that direct observation will normally be the main method of gathering evidence for each performance criterion. Direct observation, to assess the competence of the student, can be undertaken by the practice educator or an agreed member of the multi- professional care team (for example- physiotherapist, social worker, nurse).

5.25

The practice educator may obtain evidence about the student’s performance from others involved in the care of the patient/client/service user for example - an occupational therapy assistant, physiotherapist or nurse.

5.26

The student is responsible for collecting evidence in support of their competence and for maintaining their Practice Portfolio as part of their ‘Continuing Professional Development’.

5.27

The student is responsible for making the evidence in the Portfolio available to the practice educator and the visiting tutor throughout the placement and particularly at the half way and final assessment points.

5.28

The assessment of student competence by the practice educator follows the same process for all three placements. Each level is identified by a different coloured assessment form and associated programme documentation: Level 4 – pink Level 5 – yellow Level 6 – blue See Pages 50, 61 & 71 for examples of the Level 4, 5 & 6 Practice Placement Assessment form.

5.29

Practice Placement Level 4 There is one element of assessment for this practice placement. The assessment of competence will be completed by the practice placement educator(s) within the practice setting on a pass/fail basis. The assessed competencies which contribute to the overall placement assessment are not graded, and do not contribute to the degree classification.

5.30

Practice Placement Level 5 There are two elements of assessment for this practice placement. The assessment of student competence will be completed by the practice placement educator(s) within the practice setting on a pass/fail basis. The assessed competencies which contribute to the overall placement assessment are not graded, and do not contribute to the degree classification.

5.31

The second element which contributes to the degree classification will be completed following the students return to campus through an assessed presentation. The presentation will be used as a vehicle to demonstrate understanding of theory and practice through the implementation of an

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occupational therapy intervention. This will be based on a case study chosen by the student from the Level 5 placement. The student must have successfully completed the practice placement before undertaking the assessed case study presentation. 5.32

Practice Placement Level 6 There are two elements of assessment for this practice placement. The assessment of student competence will be completed by the practice placement educator(s) within the practice setting on a pass/fail basis. The assessed competencies which contribute to the overall placement assessment are not graded, and do not contribute to the degree classification.

5.33

The second element of the assessment will be completed following the students return to campus. They will be required to submit a written critical appraisal of how they have met an occupational need through an occupational therapy intervention that they have planned and implemented for a patient/client during their Level 6 placement. The student must have successfully completed the practice placement before undertaking the critical appraisal.

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Summary of the Assessment Process Start of Placement

• • • • • • •

Meet the student Review the Practice Portfolio to date Discuss all the placement opportunities and review the student’s experiences and the available resources Identify with the student their learning style Identify objectives, recording specific objectives in the learning contract, which will include the learning outcomes of the module Discuss ways in which the student will demonstrate their achievement of the placement competencies (e.g. observation or evidence which will be gathered) Learning contract agreements clarified ⇓

During the placement

At weekly supervision: • Use Practice Portfolio reflective supervision records and learning contracts, to review the student’s progress towards achieving the learning objectives for the placement. • Review progress in the assessment of practice competencies including written evidence this may include treatment plans, occupational therapy records. • Agree what still needs to be achieved, and how this will be done. • Document weekly supervision feedback and formative assessment of progress • Update weekly learning contracts. ⇓ At the half-way formative assessment stage

• • • • • •

Review the learning contract, and all evidence supporting achievement of each performance criterion under the seven competency headings. Review progress in the assessment of practice competencies. The educator completes the half-way report ‘tick boxes’ on the assessment form. The student files a copy of the assessment form in their practice portfolio. Agree what still needs to be achieved, and how this will be done. Update weekly learning contracts to reflect learning needs for remaining weeks. ⇓

By the final week of the placement

• • • •

The educator completes the final report ‘tick boxes’ on the assessment form The student keeps a copy of the assessment form in their practice portfolio. The educator and student sign the summative assessment of the practice placement module to confirm that the placement has been ‘passed’ or ‘failed’. The educator writes a detailed report and provides a copy for the student.

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Please Note: •

•

At the end of the placement the student must return to campus with all the completed placement documentation:– •

The signed original copy of the assessment form

•

The Practice Educators written report (final report)

•

Students completed and signed time-sheet

These all need to be handed in by the published deadline in order to comply with University of Plymouth Assessment regulations.

6. THE PRACTICE PORTFOLIO AND LEARNING CONTRACT The Practice Placement Portfolio 6.1

The Practice Portfolio provides a comprehensive record of the student's learning development and achievements throughout the three-year programme. The Portfolio is central to the assessment of practice and must be used by the student throughout all three placements.

6.2

The student is expected to take responsibility for his or her own learning from the beginning of each placement. Regular (weekly) updating of the Portfolio ensures that evidence is collected to support the achievement of competence in practice.

6.3

The Portfolio is used continually by the student and their practice educator(s) and by visiting academic staff. The educator should ensure that they support the student in using the portfolio during every supervision session.

6.4

The Practice Portfolio consists of: • • • • •

6.5

Information about the portfolio and the scope of occupational therapy practice. Instructions for completing learning contracts, including examples. Weekly reflective supervision records and competency based learning contracts. Assessment of practice guidelines and sample documentation, including learning outcomes. A profile of placement competencies for Levels 4, 5 & 6.

The Portfolio therefore provides evidence of the development and performance of the student, from novice to practitioner. There should be documentary evidence of the skills that have been achieved and areas needing further development.

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6.6

The practice educator is advised to review the students learning needs at the start of each placement and use any relevant information in their portfolio when agreeing learning contracts. This is particularly important as a formative assessment process.

Introduction to the Learning Contract 6.7

The learning contract is one of the most important sections in the student’s portfolio. It provides provide a framework within which the process of learning is negotiated between the student and the practice educator. It encourages shared commitment in the learning process and provides a focus for weekly formal supervision time.

6.8

The learning contract is reviewed during supervision, when learning outcomes are evaluated and specific learning goals, in relation to the core skills of occupational therapy, are identified for the coming week.

6.9

The learning contract is the means by which student and educator both agree: what is to be learned, how the student is going to demonstrate their learning, how the student’s learning is to be assessed, and the timescale.

6.10

It is essential that the student is aware of their performance at all times during the placement, in relation to the assessment competencies. An effective learning contract should provide the reassurance that they are achieving what is required to pass the placement.

6.11

The student’s practice portfolio contains a double-sided A4 learning contract for each of the seven assessment categories on the assessment form. See Appendices 5 and 6 for an example of the learning contract and a flow chart linking supervision and the learning contract.

6.12

The student and educator do not need to identify a strategy for every one of the competency statements listed on the assessment form. For example, if the student demonstrates that they can “initiate appropriate contact with clients” there is no need to create a strategy for this element of the assessment. The student should identify the skills that he/she feels they need to develop in order to achieve competency.

When is the learning contract started? 6.13

During the first week the student should be observing and reflecting on aspects of the daily work of the educator, other therapists, and members of the inter-professional team. For example, the student may observe a patient/client assessment that they will need to be able to carry competently to pass the placement. The learning contract should then be used to start the skill development process in the area of client/patient assessment in the second week of placement.

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What is the Practice Educator’s role? 6.14

After week one of the placement, the student will have begun to understand the educator’s role in the setting. With this in mind, the educator must consider the skills and abilities their students already has, as well as those he/she needs to acquire, in order to reach the required standard of competency.

6.15 The educator's knowledge of their own work setting enables them to share with the student key information and clinical reasoning relating to their daily activities and responsibilities. This will assist the student to assimilate previous learning as well as to identify new development needs. 6.16 Throughout the programme students continue to develop their understanding of inter-professional working within different contexts, and experience shared learning opportunities. Consideration should therefore be given to the creation of opportunities for shared learning experiences with other undergraduate students (where possible). 6.17 The educator should consider the competencies on the assessment form and identify ways to create opportunities for the student to practice and demonstrate competence in, each skill area. For example, can the educator use other staff members to assist? Are there other resources, a library, internet access, or other client services that could facilitate the student’s learning? 6.18 The educator needs to ensure that the learning contract specifies who has responsibility for facilitating the achievement of each competency. For example, if the student is required to demonstrate knowledge and understanding of a particular clinical condition - where will they obtain the resource material? Is this to be provided by the educator or is the student expected to locate the material independently? 6.19

Multiple learning needs may be identified each week. However, the educator should ensure that the student is offered a realistic time-scale to achieve the competencies within the duration of the placement. The competencies as stated on the assessment form may need to be broken down or graded into achievable weekly activities.

6.20

The student is expected to discuss their personal and professional learning objectives during weekly supervision sessions. The practice educator will offer support and guidance in this process but should not write placement learning objectives on the student’s behalf.

6.21

The educator needs to ensure that they regularly ‘sign off’ objectives in the learning contract when they have been achieved.

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What is the student’s role? 6.22

The student should arrive at the placement familiar with the learning outcomes of the module and have some identified learning needs derived from the previous placement or from university preparation sessions. These should be discussed with the educator at the beginning of the placement.

6.23

The student should begin completing the learning contract no later than during Week 2, and ensure that it is referred to during each supervision session. The student needs to ensure that their educator signs the learning contract when objectives have been achieved. The student must ensure that their learning contract is regularly updated/re-negotiated to reflect new or yet to be achieved learning objectives. This serves as a measure of the student performance in relation to the competencies required to pass the placement.

6.24

The student must hand in all necessary paperwork by the published University of Plymouth deadline (see p.23-24).

7. PRACTICALITIES OF PRACTICE PLACEMENTS Placement Hours 7.1.0 To be eligible to apply for registration with the Health Professions Council students are required to complete a minimum of 1000 hours of successfully assessed practice placement. 7.2

Each student is expected to maintain a weekly record of their practice placement hours on a timesheet. At the end of each placement the timesheet is submitted so that the practice hours can be officially recorded by the programme administrator. Students should keep a photocopy of their signed hours sheets in their portfolio in order to monitor their ongoing progress.

7.3

Students are not expected to work more than 37 hours per week but they may in certain settings be required to work evening or week end shifts. It is the student’s responsibility to notify their practice educator and the programme administrator if they are unable to work due to sickness.

7.4

During all placements, the students have 'supernumerary status'. This means they are part of the practice team but extra to the allocated staff compliment. The student is therefore able to take full advantage of all learning opportunities.

7.5

Practice placements are organised into three blocks. Based on a 36 hour week, and assuming no absence, the placement hours would be achieved as follows:

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Level 4 Practice Level 5 Practice Level 6 Practice Total

(Teaching Block B) 8 weeks (Teaching Block B) 11 weeks (Teaching Block A) 12 weeks 31 weeks

= 288 hours = 396 hours = 432 hours = 1116 hours

It is not essential that the exact stated hours are completed. The additional 116 hours accrued (over and above the 1000 hours required by WFOT 2002 and COT 2004 ) allows for absence such as sickness during placement time over the three years of the programme. Timing of Placements Year

SEPTEMBER DECEMBER

JANUARY - MARCH

1

Level 4 Placement 8 weeks

2

3

APRIL - JUNE

Level 5 Placement 11 weeks Level 6 Placement 12 weeks

Accreditation of Practice Educators 7.6

The university placement team deliver twice yearly, 2-day practice educator accreditation courses at the Peninsula Allied Health Centre, Plymouth. This professional accreditation is in accordance with the standards for the practice placement education of occupational therapy students as defined by the College of Occupational Therapists (COT 2004) (see Appendix 3).

7.7

The occupational therapy team also provide regular training updates for educators within the NHS Trusts, the local authority Social Services and independent sector. These updates are recommended every two years to develop collaboration and partnership between the university and placement providers. They serve to inform educators of any changes to the curriculum and delivery of campus based modules. An update package has been designed for all team staff to use to ensure equity and parity across the region.

Allocation Process 7.8

Placements are secured under ‘service level agreements’ between the university and placement providers from across the whole of the south west peninsula. Many of these links have been long established and used by the programme over several years. Using robust processes and documentation designed by the Practice Quality Development Division (PQDD), the university has worked in collaboration with the placement providers to

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ensure sufficient placement capacity and to complete Ongoing Quality Monitoring and Enhancement (OQME). Capacity is now agreed with services directly with the placement team. Role emerging and independent placement provision is secured by the practice placement team and this continues to be a growing area for placement provision. 7.9

Only when the required number of placements have been secured can the practice placement team complete the allocation process. Each student is then allocated to a placement setting with a named, accredited practice educator who will support, supervise and assess them in their place of work in accordance with the university requirements. Careful consideration is taken during the allocation process to ensure that an appropriate range of placement opportunities are provided, and student’s learning needs are considered (see also Placement overview p.16).

Transfer of Information 7.10

University to placement co-ordinators and/or practice educators The role of the placement co-ordinator in a given Trust, organisation or geographical area is to provide the supporting link between the University and the practice educators. On completion of the allocation process the student’s contact details and a copy of the practice placement handbook, and any other pertinent information is either emailed (or sent) to the coordinator to disseminate or direct to the practice educator/s.

7.11

University to student On completion of the allocation process the student receives electronically the practice educator’s contact details, information on the type of placement, accommodation details (where applicable) and any specific requirements such as the use of a car, dress code. The students take the copy of the final report form to be completed with their educator.

7.12

Student to Practice Educator The student is required to complete a personal information form (see Appendix 4) and to send it to their named practice educator as soon as possible after the placement is confirmed. A telephone call should be made to discuss arrangements for the first day of placement. Students are also encouraged to write an introductory letters as it is useful for educators to have some knowledge about the student before the placement starts.

7.13

Practice Educator/Co-ordinator to Student Co-ordinators or educators are expected to make contact with the student and provide any relevant introductory details. Educators should inform them on the starting and finishing times of the working day, directions, accommodation details (if applicable), and any other information such as reading lists. These details may be confirmed by a telephone call.Link

7.14

Tutor to Student and Educator Link tutors are responsible for making contact with students to complete a halfway review. This will be either via telephone or, in some cases, a visit.

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7.15

Pre-placement visit Where possible it is recommended that the student is given the opportunity to visit the placement prior to the start date. This allows the student to become familiar with the requirements of the specific placement and to meet staff.

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THE PLACEMENT ALLOCATION PROCESS Annual agreement for Practice Placements for the Academic Year ‘Capacity meetings’ and correspondence takes place with OT Placement/Education Managers/Co-ordinators across health and social care settings, agreeing placements to satisfy capacity for the coming academic year

Confirming final details for allocation Prior to each placement start date, Placement Tutor contacts with OT Placement/Education Managers/Co-ordinators to request Placement Information Forms are completed with full details of placements. The aim is to have full placement capacity prior to the allocation process, as we need to consider each student’s needs (occurs in advance of each of the three placements).

Finalising details If more placements are needed or there have been cancellations, we may contact Co-ordinators to secure more placements

Student information Each student completes a form providing information needed for allocation: • Personal circumstances • clinical interests • previous experience of OT • specific learning needs

The allocation meeting Placement requirements Placements are considered in terms of the: • type of setting and clinical/social experience • need for the student to be a car driver • location of placement • special circumstances e.g. ‘split placement’

Student requirements Students are considered in terms of their: • personal circumstances • use of a car • learning needs (using a ‘lines’ system to ensure they gain the range that are based on previous placement experience) • clinical interests* • accommodation available within S/W • Special Educational Needs e.g. dyslexia

Allocation completed Using the above sets of information, each student is allocated the ‘best fit’ placement from those available. The aim is to notify students and practice educators of the allocated placement approximately 6 weeks preceding the placement, so long as there are an adequate amount of placements. Allocations may take place during the holiday period. Students must be aware that a co-ordinator working in the Trust/service to which they have been allocated may cancel a planned placement at short notice. In cases of cancellation, the placement team will ensure that another placement is allocated as soon as possible. It is the responsibility of Trusts to ‘replace’ cancelled placements. *A student’s clinical interests are taken into account provided the student experiences a broad range of placements over the three years (see p.16). BSc (Hons) Occupational Therapy Practice Educator/Student Module Handbook 2010

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8.

SUPPORTING STUDENTS AND PRACTICE EDUCATORS Role of the Practice Educator 8.1

Practice educators play an essential role in providing students with learning opportunities in the practice setting in order that they acquire the necessary knowledge and skills to be eligible for registration with the Health Professional Council.

8.2

Practice educators work alongside the student, supporting and supervising them in the practice environment. They are responsible for assessing the student’s performance against specified competencies required at each level of the programme.

8.3

Effective assessment of a student's ability to practice to the required standard is dependent upon the relationship between the student and the practice educator. The educator is the professional who makes the decision about whether the student is safe to practice. The educator is supported in this role by the university’s placement tutor(s); these may be linked into the practice setting (Practice Development Teams - NHS Trusts) or at the university.

Role of the Practice Placement Tutor Team 8.4

Practice placements are co-ordinated by the Practice Placement Tutor Team (based on campus). The team ensures that the appropriate range and number of quality placements are secured and allocated to students in a timely manner. The main role of the practice placement link tutor is to provide a link between the HEI, the student and the practice educator(s) throughout the placement.

8.5

The team can be contacted at any time by the student or practice educator to offer advice, guidance and support. Where it is either requested or considered necessary, the tutor will make arrangements to visit, or for the link tutor to visit, the placement and offer profession-specific support.

8.6

It is the tutor’s responsibility to ensure that the placement is providing learning opportunities consistent with the expectations for the particular level of study, that the assessment of the student’s competence is being carried out fairly in accordance with the university procedures and that the student is receiving an appropriate level of support. The input from the practice placement tutor and/or link tutor is particularly relevant where the student is struggling or failing the placement.

Role of the Link Tutors Each member of the Occupational Therapy academic staff team are assigned as ‘link tutor’ to a Trust/Service. It is their responsibility to make contact with and/or visit students and their educators during placements. BSc (Hons) Occupational Therapy Practice Educator/Student Module Handbook 2010

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The Practice Quality Development Division (PQDD) 8.7

The PQDD was formed in October 2004, with the aim of providing strategic direction for the management of practice based learning in the Faculty of Health for all healthcare students. The division works in partnership with other Higher Education Institutions, placement providers and healthcare commissioners to assure the provision of quality practice learning.

Supporting learners in Practice and the Role of the Placement Development Teams (PDT’s) The support for both the student on practice placement as well as the educator is key to the successful development of the students in our School. The National Standard Contract as well the Standards of Education and Training outlined by the Health Profession Council requires appropriate support mechanisms to be in place for students and educators. The programmes in the School of Health Professions have a proud record of student placement support. Overseeing the systems and processes relating to student placements is the responsibility of the Deputy Head of School (Teaching and Learning). This overarching role aims to ensure that appropriate systems are in place for each programme and that equity and fairness is applied in relationship to placement learning across all the programmes in the School. Each member of the programme team provide a link for each placement location. The contact name of the link tutor for your placement location will be published prior to your placement. You will be able to contact this member of staff by phone or e-mail. The role of this ‘link tutor’ or placement visitor is to provide support for the student as well as the Educator. The programme link will provide the following opportunities: • discuss any aspects of your placement, positive as well as negative aspects of the learning experience. The issues discussed may relate to travel and accommodation, clinical practice or may be of a pastoral nature. The aim is to optimise individual students’ use of the clinical learning environment by helping them to identify their learning needs and ways of meeting their learning outcomes. • Providing the educator with any educational support that is required during the placement. • Enabling the clinical educator to discuss student progress and to give guidance on the assessment of the student performance. • Forming an appropriate link between the practice placement unit and the university base. • Providing feedback to the University regarding the quality of individual placements. 8.9

Placement Development Teams (PDT’s) were introduced by the PQDD in Nov 2007 in response to the National Standard Contract, and to fulfil the requirements of the National Partnership Agreement (Department of Health

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2004).This is a significant development in the collaboration between HEIs and placement providers in the provision of student and mentor/practice placement educator support across all non medical professions and is a collaborative venture between the University of Plymouth and NHS Trusts throughout the South West. 8.10

PDT’s are based in Trust placement settings, each one consists, in part, of a Practice Lead and an Academic Lead, both 0.5 WTE. All university occupational therapy staff are linked to a particular PDT, they link with students placed in that area and also provide the annual Practice Educator updates and other CPD learning opportunities to their practice colleagues in the Trusts.

8.11

These teams are also responsible for managing PQDD activity in the areas of quality assessment and monitoring the delivery of education in the workplace.

Preparation for placement 8.12

Prior to each of the three placements students attend a programme of individual and group preparation on campus which includes lectures, workshops and tutorials. These timetabled sessions are designed to help students understand the expectations of the particular placement assessments and to review learning strategies that can be developed in conjunction with the practice portfolio. Students receive instruction in the use of learning contracts and reflective supervision records as part of their continual professional development.

8.13

Each student begins to prepare for their placement by reflecting on previous experiences and their academic learning. They then identify future learning needs. Students also receive support and advice from their personal tutors concerning their placement experiences, and personal and professional development.

8.14

As soon as the student has been allocated their placement they are expected to make contact with the educator and initiate the process of information exchange. A visit to the placement is recommended in advance of the placement as this will help to clarify the learning opportunities within the setting. This may also be the time for preparatory reading to occur.

8.15

Once placement allocation has occurred, the placement team within the university will identify key areas and students who are more likely to require specific support using the criteria below. The appropriate placement tutor will then contact the practice educator and their student to arrange a visit at the halfway stage of the placement.

8.16

Criteria for visits by Occupational Therapy Tutors: - new placement - new practice educator taking their first student - student with poor overall profile or retaking a placement

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-

student with significant disability support requirements visit requested from the practice educator(s) visit requested by member of programme team non Trust placement areas

8.17

All students and practice educators who do not get a visit in person from a university placement tutor will receive a phone call or email from the OT link tutor team at the halfway stage of the placement to discuss the student’s progress and provide any necessary advice and guidance.

8.18

The aims of the visit/phone call/email are to: - monitor the student’s progress and achievements - ensure the student is using the Practice Portfolio as expected e.g. learning contract and reflective supervision records - clarify the assessment requirements and procedures - provide support and guidance where the student may be experiencing difficulties

8.19

Summary of support arrangements during placements in Trusts

Student or Practice Educator require support

Contact Trust Placement Development Team Æ Academic lead or Practice Lead addresses the concerns Occupational Therapy practice team informed

If profession specific support is required the PDT will liaise with the university based placement team (practice placement tutors) to arrange visit asap

Policies and procedures for visiting students on placement 8.20

Practice placement tutors are committed to placing value on visits as a welcome opportunity for all parties to meet and exchange ideas, to acknowledge the student's achievements, and to discuss any necessary revisions or changes to the practice placement.

8.21

The visit is usually arranged to coincide, as near as possible, with the half way stage of the placement - approximately Week 4 at Level 4, and Week 6 at Levels 5 & 6.

8.22

Visits usually take approximately one hour. Whenever possible, and where appropriate, the student and practice educator are seen separately and then briefly together at the conclusion of the meeting. This format allows for discussion of any areas of concern, issues that need to be addressed, and as a way of monitoring student's progress in relation to achieving the assessment criteria (see Guidelines for Practice Placement Visits, Appendix 8).

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8.23

After the visit, the member of staff completes a report (see Visit Report Form). This is kept in the student's personal file and the student's personal tutor notified of anything significant requiring further action on the students return to School (Appendix 9).

8.24

What if a student is failing? If the student is experiencing difficulties or is failing the placement, practice educators should notify the Practice placement team and the PDT lead as soon as possible. A member of the placement staff will arrange to visit the placement urgently (or discuss in depth via telephone if this is not possible). At this meeting/consultation, the student and practice educator will be listened to in an open manner to ascertain the specific nature of the problems. The university tutor will summarise the outcome of the meeting so that all parties are clear about what has been said and what action is to be taken. University tutors can offer a range of support for both the student and placement educator in these circumstances. The university placement team must be informed when the practice educator(s) decide to fail a student and where they wish to terminate the placement early i.e. before the designated number of weeks stipulated for the at placement.

8.25

In the event of unresolved difficulties or where patient/client safety is compromised, the university tutor may withdraw a student from the placement at any time after consultation between all relevant parties, and provided there is clearly documented evidence to support this decision. More typically the decision to fail the student should be made at the time of the halfway or final report as this coincides with a formal assessment stage.

8.26

Failed placement Where a student has failed a placement they will be given one subsequent opportunity to retrieve the placement, in another setting. The placement tutor will only allocate a student who needs to retrieve a failed placement after negotiation with the practice educator. This is to ensure the educator is confident and able to support a retake student. The pattern for retrieving placements is as follows: •

Level 4 Students failing the Level 4 placement will be required to retrieve during the time designated for the Level 5 placement. If this retrieve is failed they will be required to withdraw from the programme.

•

Level 5 Students failing the Level 5 placement will be required to retrieve during the time designated for the Level 6 placement. If this retrieve is failed they will be required to withdraw from the programme.

•

Level 6 Students failing the Level 6 placement will be required to retrieve during the following summer vacation. If this final retrieval attempt is failed they will be required to withdraw from the programme.

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Alternative support mechanisms available to students 8.29

Additional support It is recognised that students can experience considerable isolation during the time they are away from home and separated from family and friends. In response to this situation there are a number of alternative support mechanisms that have been established for students who do not receive a visit: •

•

•

Telephone calls/ email support: Where a visit to a student is not possible they receive a telephone call/email from a member of the practice placement team or link tutor around the half way stage. They will have the opportunity to discuss their progress and receive guidance and feedback from an experienced member of staff. Practice educators and students are encouraged to contact the placement team at any time during placements. The member of staff will document what was discussed and take any necessary action. This report is kept in the student's personal file and the personal tutor notified of anything significant requiring follow up on the student's return to the university. Student peer support network: Where a number of students are on placement in a particular geographical area or within a particular NHS Trust, they receive a contact list enabling them to arrange their own peer support. Many placements provide timetabled opportunities for this support and additional teaching e.g. tutorials throughout the placement. Whilst they are on placement telephone and email support systems are in place allowing students to contact personal tutors/module leaders. This facilitates students’ learning in the practice setting and assists them with the additional demands of preparing for formal assessments linked to placements at Level II and III. Specific support in relation to the Level 5 and Level 6 assessments Support systems, such as telephone and/or e-mail are well established. These will enable students to cope with the additional demands of preparing for formal assessments whilst they are on placement. Before going on placement, all students will have tutorials and be given guidelines for these assessments

Supporting students with special educational needs in practice 8.30

Some students may require additional support from placement tutors and the University specialists in relation to specific learning / additional needs. The following procedures are followed when allocating placements that are known to have specific learning needs:

8.31

Before student placements are allocated The practice placement tutor(s) liaise with Disability Assist Services (DAS) assessors and learning development tutors to discuss the student’s special / additional learning needs. Where a student’s needs are likely to impact on their learning within the practice placement setting, an appropriate plan is

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produced in accordance with the Special Educational Needs and Disability Act (SENDA), 2001. 8.32

It is the student’s responsibility to contact their practice educator(s) and make them aware of any specific learning needs and any additional support that they may need whilst on placement.

8.33

Preparing educators for supporting students who have special educational needs is an integral component of the initial practice educator training and ongoing updates. In addition to explaining the responsibilities of the university and the placement provider under SENDA, specific examples are discussed to explore ‘reasonable adjustment’ within the practice setting.

8.35

During the placement Under the SENDA legislation, practice educators are required to make ‘reasonable adjustment’ to ensure that disabled students are not placed at a ‘substantial disadvantage’ in comparison to someone who is not disabled. The placement team are proactive in ensuring ‘best practice’ and facilitate practical links between Disability Assist Services (DAS), students and their practice educators.

8.36

Specialist assessors from DAS may be requested to work closely with students and the practice educator(s) to identify and develop supportive learning strategies during the placement. In addition students can refer to the College of Occupational Therapist guidance on disability and learning (COT 2004) which works in conjunction with the above.

8.37

There are established links within the Faculty’s Centre for Excellence in Professional Placement Learning (CEPPL) and DAS. The disability strand of the CEPPL initiative seeks to promote disability awareness and support for disabled students in this important aspect of their professional training (for further information see - www.placementlearning.org/ ).

Support for students after placements 8.38

Placement Debrief On returning to University, all students attend debriefing workshops run by the practice placement team. The aim of these sessions is for students to reflect in small groups, discuss their placements and to share their experiences. Emergent issues are explored in a sensitive and supportive manner. Staff encourage students to identify appropriate professional behaviours and develop future coping strategies.

8.39

Individual Debriefing Individual sessions with members of the practice placement staff are provided for students who have experienced difficulties/ill health on placement, or have failed.

8.40

Placement Debriefing - Educators Practice placement tutors offer further support and a debrief to educators, where there have been difficulties, usually where a student had failed.

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Student Support for Practice Placements

PRE-PLACEMENT LEARNING NEEDS IDENTIFIED

Placement providers & PDT’s • practice educator training • student induction • learning resources

Practice Placement Tutor • individual preparation • group preparation, tutorials, and workshops led by PPT

Higher Education Institution • Occupational Health screening • Disability Assist Services • Placement agreements

Informs, prepares and supports for best practice

PRACTICE PLACEMENT TEAM, LINK TUTORS & PDT’s

STUDENT

• • • •

peer support family and friends personal tutor email

• •

• • • • •

POST PLACEMENT LEARNING NEEDS IDENTIFIED

Visit/phone students around the halfway report support educators,

PRACTICE EDUCATORS day-to-day support guidance feedback reflection weekly supervision

Consolidates and directs future practice

Placement providers • Co-ordinators • Health & Social care practice managers • Others e.g. emerging roles

Practice Placement Team • evaluation, feedback and debrief with year group • individual debrief

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9.

GENERAL PLACEMENT INFORMATION TO ASSIST THE PRACTICE EDUCATOR AND STUDENT Supervision 9.1

The student and practice educator are required to engage in a formal supervision session for a minimum of an hour each week. Supervision should facilitate the development of the student’s competence and offer a formal opportunity to share constructive feedback with appropriate evidence about the student's progress.

9.2

The learning contract should be used as the tool to facilitate feedback about the previous week’s activities and to plan future learning objectives/strategies.

9.3

The student must complete a reflective supervision record before each supervision session, this record should form the basis of discussion. The reflective supervision record should be signed by both educator and student each week as an accurate and agreed account. An example of the students supervision record is shown in Appendix 7.

9.4

The following formalities of supervision should be observed: • • •

• •

Planned - a date and time for supervision should be planned in advance so that both student and educator can prepare. Regular - supervision should occur regularly (min. 1 hour per week). Time - the supervision appointment is a matter of priority and should not be altered unless absolutely necessary. Both student and educator should agree the length of time the session will last and keep to this agreement. Preparation - both student and educator must prepare for supervision, the student should use their reflective supervision records to aid discussion. Room - the room should be free from interruption from other people, telephones and bleeps.

The importance of giving good quality feedback 9.5

Be specific - all feedback must be supported with specific examples of performance or behaviour. Feedback must be constructive. If educators give constructive criticism, the information should be delivered clearly and without ambiguity.

9.6

Give regular feedback - it is essential that students are aware of their progress and their own level of competence throughout the placement. Feedback at the halfway and the final report stages should not come as a surprise to the student.

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9.7

Share ideas - both student and educator should contribute to the supervision process. Ideas about improving performance should come from both student and educator. The student should be encouraged to share information about the placement experience with the educator.

9.8

Check out understanding - the educator should ensure that the student understands the feedback being given. When feedback is negative and the student is required to improve their performance, the educator should offer clear examples as evidence.

9.9

The educator should ensure that the views held by the student about their own strengths and limitations are consistent with the educator’s assessment of the situation. For example, if the student perceives that he/she can “initiate appropriate contact with clients”, but the educator has evidence that this is not the case, the educator must raise this with the student and together they should use the learning contract to develop a strategy to address this area.

9.10

Failing student - if the student is likely to fail at halfway or at the final assessment, this must be clearly communicated to the student at the earliest opportunity, and the practice placement tutor at Plymouth notified as soon as possible. This should allow the student every opportunity to acknowledge the difficulties, seek support and develop strategies to address the concerns.

9.11

Keep a record – the educators should keep their own record of the supervision sessions in line with best practice. These records may be used to inform the educator when they are compiling the final report.

Study time 9.12

Students are allocated the equivalent of one half day each week for study throughout their placement. Study time should operate flexibly to meet the demands and routine of the placement and educator. It should not be assumed that Friday afternoon will automatically be allocated, as there may be reasons where it is more appropriate for another half day to be used.

9.13

By negotiation with the educator, it may be possible to ‘save up’ study time so that the student forfeits one half day and takes one whole day once a fortnight. The student should not assume that this will always be possible, but must negotiate this with the educator. Study time is to be included in the overall placement hours. It is not acceptable to ‘save up’ study time into a large block at the end of the placement as it is provided to integrate study alongside placement learning.

Written work 9.14

The student should participate in all placement related written work this may include assessments, reports, notes, critical incident

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reporting/reflection. The educators should not, however, ask students to complete additional essay type work.

Case Study – To be completed on each placement 9.15

During each placement the student will negotiate with the educator a suitable patient/client/service user for a case study. The selected person should be representative of the day-to-day caseload of the practice educator. The student should be encouraged to present this case study at an agreed time in the second half of the placement.

9.16

The case study presentation on placement is not always a degree requirement. However, we would expect students to complete and present a case study on all placements. In addition, the educator could usefully consider both the written work and the presentation as evidence to support their assessment of the student's competence, for example assessing the student's ability to interpret and apply knowledge in relation to the wider contexts of care.

9.17

The case study may include the following information: Choosing the case - Reasons for the choice of case. - Reason for referral to occupational therapy. - Reference to and evidence of an understanding of the presenting condition/diagnosis/prognosis (where appropriate). General information - Relevant personal history - considering social, residential circumstances, self-maintenance, work and leisure roles. Occupational Therapy Intervention - The Occupational Therapy process - assessment, intervention, goal planning, evaluation and outcome measures. - Reference to models of practice and frames of reference. Inter-professional working - Evidence of an understanding of the work undertaken by other professionals and their link with the Occupational Therapist’s role. Wider context of care - The national legislation governing intervention. The local/organisational interpretation of legislation, including the use of criteria for provision of services. Carer/support services - The role of the carer/ the impact of being a carer/ the purpose of the intervention with a carer and the outcome of such intervention. - Use of community support services (statutory and/or voluntary) Personal evaluation - Personal reflections on the intervention and time spent with client, carer and other professionals. - Conclusion and reflection on what went well and what might have been done differently.

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9.18

Depending on the nature of the placement setting not all the above information will be relevant.

N.B. for the Level 5 placement only - on return to the campus, you will use this case study as a resource for completion of the assessed presentation. For level 6 placement, you will use this case study as an attachment to your written appraisal.

The Practice Educators Final Report 9.19

The practice educator's feedback about the student is very valuable. The written report is required to be handed in along with the final report. In order to provide more consistent feedback about each student, it is requested that the following format is used for the final report. The educator should consider the following professional qualities and offer examples of how the student has demonstrated these during the course of the placement: Professional identity. How has the student demonstrated their commitment to the OT profession? Professional development. How has the student demonstrated the following; • self-confidence? • self-motivation? • self-evaluation? Interpersonal skills. How has the student demonstrated thoughtful consideration of others? Self-management. How has the student demonstrated ability to take responsibility for their own professional decisions and practice? Situational leadership. Has there been an opportunity for the student to demonstrate leadership during the placement? If so, has the student used these opportunities to develop any leadership skills? Inter-professional working. Has the student demonstrated an ability to work with other professionals during the placement? Change management. How has the student adapted to change? For example, organisational, procedural, staff and/ or client focused change.

9.20

The Educator should sign the written report, provide the student with a copy, and attach it to the practice placement assessment form. The student is then responsible for returning this documentation to the

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programme administrator at PAHC, Plymouth, by the set deadline date.

Placement Monitoring and Audit Cycle 9.21

Using robust processes and documentation designed by the Practice Quality Development Division (PQDD), the occupational therapy programme complete an educational audit of prescribed standards. These processes are designed to ensure that practice placements meet required standards and that placement learning opportunities continue to be enhanced.

9.22

Role Emerging Placements In response to the changing workplace and developments within the occupational therapy profession the programme utilises a variety of nontraditional placements e.g. ‘role emerging’ settings such as working with the homeless. In order to establish suitability a practice placement tutor visits the potential placement organisation to discuss the nature of the placement and the role of assessment and the procedures required for assessing students on placement. COT guidelines for ‘new work-based learning opportunities’ (COT 2006) are closely followed to ensure all requirements are in place for supporting student learning in new settings, this includes the provision of ‘long arm supervision’ by an academic tutor and at least one visit from a practice placement tutor during the placement.

9.23

Placement Evaluation Within the programme practice education is reviewed and evaluated throughout the year to ensure a high standard of practice. This is achieved though: - student evaluation – on return to the University students complete a Student Evaluation of the Placement Learning Area and a module evaluation questionnaires - students are required to complete an evaluation of their placement and provide their practice educators with a copy, a copy is also retained by the placement co-ordinator (see Appendix 12) - after completing visits to student placements or contacting students/practice educators academic tutors complete a written audit report, this provides qualitative and quantative data in response to practice standards adopted from the COT: Standards for Education (2004)

9.24

Using data gathered from all of the above systems a report is completed by the module leader at the end of each placement. These reports are fed into the annual programme monitoring process. In the practice setting, student evaluations are an important mechanism for enhancing the quality of teaching and learning and highlighting areas for improvement.

9.25

Reflection and feedback from previous practice has required us to make this process more transparent and rigorous. A new development to improve this quality assurance feedback loop is to aim towards providing line

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managers and heads of service with copies of the feedback about their educators each time they supervise a student. Additionally, practice educators are encouraged to reflect on their experiences of student education. 9.26

Visits from the placement team and other academic staff during the student’s placements provide a focus for this type of professional development. This collaboration between placement provider and the university promotes quality learning and supervision in the practice setting.

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10. STUDENT HEALTH AND SAFETY ON PLACEMENT Student Induction Checklist 10.1

All students should receive an induction into the organisation and be made aware of the relevant health and safety issues. They should begin completing an induction checklist during the first week of placement. This may follow particular Trust or service requirements see Appendix 10 for guidance.

Student Health 10.2

Students are required to complete a health declaration prior to the commencement of the programme. They are required to inform the university of any changes in their health status over the three years. Students are strongly advised to inform the practice educator of any health related issues that may affect the placement in order to get the support they may need.

10.3

During the first week of the programme all students are screened by Occupational Health. They are offered the opportunity to have a hepatitis B vaccination as well as any other necessary vaccinations.

10.4

Students have access to pastoral support, personal tutors and professional counsellors through the University of Plymouth.

Sickness Absence 10.5

Educators must ensure that they have given the student instructions on how to report absence through sickness. If a student is absent from placement for more than five days a fit to work certificate must be completed. After seven days a doctor’s certificate is required. This should be seen by the educator and posted to the programme administrator at PAHC, Plymouth. Students must record the dates of absence, and document these on their placement time sheets. The educator is required to sign these timesheets to verify any periods of student absence whilst on placement.

10.6

Students will have given the details of a contact in the event of an emergency on their information form (sent to the educator). Educators should ensure that they have these details readily available. In the event of an emergency the practice placement tutor at the university should be informed as soon as possible.

10.7

If the student has a prolonged period of sickness that compromises their ability to achieve a successful placement outcome, the educator must inform the placement tutor. A decision can then be reached about the continuation of the placement.

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Accidents/incidents on placement 10.8

If an accident or near miss occurs on practice placement premises, or at any other premises, the educator will be required to provide the Accident Form for the student to complete and this will be retained by the educator. Any accident must be reported to the placement team as soon as is reasonably practicable.

Professional Indemnity / Insurance 10.9

Students have the option of registering as student members of BAOT via the College of Occupational Therapists (COT) at the commencement of the degree programme and have additional professional indemnity insurance cover, provided they are supervised by a HPC registered occupational therapist. All university of Plymouth health care students are insured by the university during their academic studies, this includes all of their placements.

Criminal Records Bureau Disclosure 10.10 All students joining the programme from September 2002 have been subject to the enhanced Criminal Records Bureau check and sign an annual self declaration to state that circumstances have not changed. Students have their own copy of the processed disclosure form, which they should present as required.

Placement Accommodation 10.11 The student may be required to stay in accommodation close to the placement. It is important to note that practice educators/co-ordinators only arrange accommodation where this is available. Accommodation will usually be arranged before the offer of the placement is made. Students are therefore expected to advise educators via the personal profile form whether or not they intend to take up the accommodation offer. 10.12 If the practice educator has not arranged accommodation and the student requires somewhere to stay during the placement, it is the student's responsibility to arrange this. The placement administrator may be able to help the student in this task.

Food Hygiene Regulations 10.13 Students do not receive any formal training but are given basic instructions on the implications of these regulations and how they apply to the workplace.

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Health and Safety Legislation 10.14 During the induction week of the placement students are required to read all the relevant policies and procedures as provided by the department/establishment.

Moving and Handling 10.15 All students should attend a compulsory programme on campus in their first year before going on placement. The programme aims to ensure that principles of safe handling are practised in line with the Manual Handling Operations Regulations 1992. 10.16 All students are required to show their practice educator the certificate of attendance at the moving and handling programme during the first week of placement. This is a requirement of the placement agreement. 10.17 In the event of a student being unable to attend the moving and handling programme, they are required to inform the practice educator of this fact during the first week of placement. The practice educator can then arrange for the necessary training to be completed during the placement. 10.18 All practice educators should be aware that it is their responsibility to offer further training to their student, so that skills introduced in the classroom are developed in the workplace setting. 10.19 The practice educator must ensure that students are familiar with local policies, procedures and preferred equipment specified by the Trust or Local Authority.

Basic Life Support 10.20 This mandatory training is provided to all students during their first year before they commence the Level 4 practice placement.

Safeguarding Children 10.21 This mandatory training is provided to all students undertaking health care programmes with the University of Plymouth. It occurs during their first year studies before they commence the practice placement. It is repeated at an enhanced level during each year of the programme.

Home visits and community working 10.22 In some circumstance students may be required to carry out unaccompanied home/community visits. The student should work within

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local/departmental policies and procedures. The student should be informed of the workplace safety procedures for home/community visits. The following guidelines may also be useful: • Educators should use judgement and involve the student in the selection of appropriate home/community visits for the student to carry out alone. Educator and student should take into account the ability and experience of the student, the nature of the visit and the level of responsibility required. •

Before making unaccompanied visits, the student should have the opportunity to experience home/community visits with the educator and/or other staff.

•

Before the visit, student and educator should discuss the visit and explore anticipated issues so that the student is aware of the level of responsibility he/she is required to take.

•

After the visit, the educator should discuss and reflect on the experience with the student.

10.23 If the student is required to use their own car for working with clients/patients whilst on placement, the student should ensure that they have additional motor insurance to cover this purpose. Educators should give the student details of how a car is to be used in their earliest communication with the student. (see Advice for Car Use on Placement Appendix 11).

Student Expense Claims 10.24 Individual student's eligibility for claiming expenses depends upon their bursary award status. Students are given details about claiming expenses with their pre-placement information from PAHC, Plymouth. Those who are eligible can claim for all expenses incurred during the placement, typically this would cover travel and accommodation costs. If students have any further enquiries about expenses they should contact the OT Programme Administrator.

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11.

THE BSc (Hons) OCCUPATIONAL THERAPY PROGRAMME

University of Plymouth Level 4 HEAA116

Evidence Based Professional Practice

HEAA137

Psycho-Social Issues in Health Care

OCT 112

Biological Foundations of Occupation

OCT108

Occupational Studies 1. Introduction and Foundations of OT

OCT109

Occupational Studies 2. Occupation and well-being.

OCT110

Practice Placement 1

OCT111

Professional Studies level I.

Level 5 OCT207

Occupational Studies 3. Young Person

OCT208

Occupational Studies 4. Adult

OCT209

Occupational Studies 5. Older Person

OCT210

Practice Placement 2

HEAA218

Inter-professional learning 1. Inter-professional working

HEAA219

Research 1.

Level 6 OCT305

Practice Placement 3

OCT306

Occupational Studies 6. Occupational performance

HEAA312 OCT307

Inter-professional learning 2; Management & Leadership in the work place. Professional Studies Level III

HEAA313

Research 2. Project

OCT308

Person, Occupation and Context.

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Level 4 Practice Placement Assessment Form (sample only)

University of Plymouth Faculty of Health and Social Work BSc (Hons) Occupational Therapy PRACTICE PLACEMENT MODULE LEVEL 4 (OCT 110) Assessment Form

Name of Student ………………………….. N.B. Important information for Practice Educator It is essential that this form is completed and signed by you and your student at the end of the placement. It is then the student’s responsibility to return this together with your written final report and their time sheet to the university. As this is an academic requirement, we ask you to ensure that everything is completed and ready for the student by the end of the final week of their placement.

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LEVEL 4 PRACTICE PLACEMENT - FINAL REPORT GUIDELINES FOR WRITING FINAL REPORT Your feedback about a student's performance is very valuable. In order to gain meaningful and consistent feedback for each student, we ask that you use the following format to write a final report. This report requires you to assess the student's performance throughout the placement, and will be used in conjunction with the formal competency based assessment form. It can be hand written or word processed, minimum length - one side A4. Please consider the following professional qualities and offer examples of how the student has demonstrated these during the course of the placement: 1. Professional identity. How has the student demonstrated their commitment to the OT profession? 2. Professional development. How has the student demonstrated the following; • self -confidence? • self- motivation? • self -evaluation? 3. Interpersonal skills. How has the student demonstrated thoughtful consideration of others? 4. Self-management. How has the student demonstrated their ability to take responsibility for their own professional decisions and practice? 5. Situational leadership. Has there been an opportunity for the student to demonstrate leadership during the placement? If so, has the student used these opportunities to develop any leadership skills? 6. Interprofessional working. Has the student demonstrated an ability to work with other professionals during the placement? 7. Change management. How has the student adapted to change? For example, organisational, procedural, staff and/ or client focused change.

When you have completed your report, please sign it and ensure that the student has a copy. Attach it to the final assessment form and hand this over to your student who will then return this documentation to the university at the end of their placement.

Thank you for your feedback

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LEVEL 4 PRACTICE PLACEMENT - ASSESSMENT N.B. THIS PLACEMENT IS NOT OBSERVATIONAL. The statements for assessing competence reflect an increasing level of responsibility over the three years. The student is expected to achieve all of the competencies on this form by the end of the Level 4 placement. 1. Timing of formal assessment Please assess the student’s competency at the halfway and final stages of placement. The spaces on the right hand page of the form could be used for key words or succinct comments from the half-way assessment. It is essential however, to use the relevant week’s supervision to record educator and student feedback and complete the learning contract to identify and structure future learning needs 2. Method of recording Students are assessed as either meeting, or failing to meet the competencies in the assessment form. Please record your assessment in the appropriate boxes as follows: a = student meets the criteria X = student fails to meet the criteria N/S = not seen AT HALFWAY ONLY if any one of the criteria has not been met due to a lack of opportunity for the student to demonstrate their competence so far, please mark N/S (not seen). Please ensure that the student has opportunities to practice or demonstrate each of the competencies in order to achieve a pass/fail at halfway. If the student only has the second half of the placement to achieve success in a particular area, it can disadvantage them at the final assessment, as they will have had less time to practice and demonstrate a consistent level of competence. 3. Failure of placement A cross (‘X’) in any box in the final report column indicates the student has failed. A failed practice placement may be retrieved on one occasion only at each of the three levels during the programme. If you assess the student as failing at halfway or approaching the final report, or have cause for concern at any stage during the placement please contact a member of the Practice Placement team on 01392 286225 or 01392 219774. This will provide the opportunity to discuss difficulties and arrange a visit if required. 4. Completing assessment form and final report Please ensure at the end of the placement you have completed all sections and signed the back page of the assessment form with the student signing their section. 5 Future learning needs Please ensure that the student uses your feedback at the end of the placement to complete the Level 4 ‘future learning needs’ section in their portfolio. This provides a focus for their campus-based studies and assists in the creation of new learning contracts for their next placement.

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LEVEL 4

REPORTING INFORMATION ½ way

Make and receive telephone calls Describe how information recording systems are used within the setting Record occupational therapy interventions in accordance with systems used within the setting Convey verbal information accurately to practice placement educator Convey verbal information accurately to other members of the intervention team CLIENT FOCUSED COMMUNICATION SKILLS Demonstrate the ability to make contact with clients Demonstrate the ability to elicit information from clients and carers Demonstrate the ability to seek relevant information to enhance understanding of client needs Describe ways of maintaining client confidentiality Comply with systems of maintaining client confidentiality

INTERPROFESSIONAL COMMUNICATION SKILLS Demonstrate the ability to respond appropriately to colleagues within the setting, verbally and non-verbally Describe ways in which colleagues within the setting communicate with each other Demonstrate the ability to seek relevant information from colleagues to enhance understanding of the setting MANAGEMENT OF SELF IN THE WORKING ENVIRONMENT Comply with uniform/dress protocols appropriate to the setting Identify time management strategies used within the setting(s) Demonstrate the ability to manage own time effectively Discuss the development of own professional skills and behaviour as part of the supervision process Respond to feedback offered as part of the supervision process to identify ongoing and future learning needs BSc (Hons) Occupational Therapy Practice Educator/Student Module Handbook 2010

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LEVEL 4 This space can be used for brief statements/key words at the halfway report. More detailed feedback should be recorded in relevant weeks' supervision record and then addressed by using the learning contract. REPORTING INFORMATION Final report

CLIENT FOCUSED COMMUNICATION SKILLS

INTERPROFESSIONAL COMMUNICATION SKILLS

MANAGEMENT OF SELF IN THE WORKING ENVIRONMENT

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LEVEL 4 (continued)

PARTICIPATION IN THE INTERVENTION PROCESS ½-way

Describe the components of the occupational therapy process applicable to the setting Participate in the aspects of the occupational therapy process relevant to the setting Discuss data gathering used within the setting Discuss intervention media and activities used within the setting Describe how activities undertaken by selected professionals contribute to meeting client need

UNDERSTANDING CONTEXTS OF CARE Describe the organisational structure of the setting Demonstrate an understanding of identified policies and procedures relevant to the setting Describe clinical governance activities used within the setting Describe health promotion activities used within the setting

COMPLIANCE WITH THE PROFESSIONAL CODE OF CONDUCT / LEGAL AND ETHICAL FRAMEWORKS Demonstrate compliance with the College of Occupational Therapists Code of Ethics and Professional Conduct Demonstrate compliance with relevant health, safety and risk management procedures applicable to the setting Discuss ethical issues relevant to the setting

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LEVEL 4 (continued) This space can be used for brief statements/key words at the halfway report. More detailed feedback should be recorded in relevant weeks' supervision record and then addressed by using the learning contract.

PARTICIPATION IN THE INTERVENTION PROCESS Final Report

UNDERSTANDING CONTEXTS OF CARE

COMPLIANCE WITH THE PROFESSIONAL CODE OF CONDUCT / LEGAL AND ETHICAL FRAMEWORKS

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LEVEL 4 PRACTICE PLACEMENT The practice educator should complete the following details and both educator and student must sign this report to confirm that it has been seen and discussed. Name of Student:_______________________________________________ Dates from: ______________________

to: ________________________

Number of hours completed including study time: ______________________ Dates absent: __________________________________________________

Full name of practice placement setting: ________________________________________________ Type of clinical experience: ________________________________________________

This student has PASSED

FAILED

(please tick)

Signed by Practice Educator: __________________________ Name and designation ___________________________________________ Date __________________

Signed by Student: ____________________________________ Date__________________

Signed by Module Leader (at the university): _______________________________

Date__________________

Please ensure that you have completed and signed this page, and enclosed a copy of the student’s final report. BSc (Hons) Occupational Therapy 59 Practice Educator/Student Module Handbook 2010

University of Plymouth Module Record Module Code: OCT 110

Credits: 20

Level: I (4)

Module Title: Practice Placement 1 Pre-requisite(s): OCT111 Co-requisite(s): OCT 111 Compensatable within this Programme: No Short Module Descriptor: This module enables students to experience occupational therapy within wider contexts of inter-professional practice. In the placement setting students will experience collaborative working with colleagues from other disciplines. Through supervised practice, students will develop basic skills underpinning occupational therapy relating this to campus based study. Elements of Assessment: (P1) Practice: Pass/Fail Subject Assessment Panel Group to: Occupational Therapy Minimum pass mark: Pass all Level I competencies Module Aims: 1) To enable students to develop basic professional and therapeutic skills within the practice setting 2) To enable students to experience inter-professional and collaborative teamwork within the practice setting 3) To develop reflective practice skills Intended Learning Outcomes: At the end of the module the learner will be expected to be able to: 1. Demonstrate understanding of the occupational therapy process within the placement setting. 2. Demonstrate basic skills in communication, interviewing patients and record keeping 3. Conduct her/ himself in an appropriate professional manner and comply with the Code of Practice/ Ethics. 4. Identify inter-professional and collaborative practice within the placement setting 5. Work collaboratively with the practice educator(s) to develop weekly learning objectives to meet their own learning needs (an effective learning contract) 6. Develop skills of reflection during the supervision process. Knowledge and Understanding (LO1,4) Cognitive/Intellectual Skills (LO 1,2,4,5,6) Key/Transferable Skills (LO 2,3,4,5,6) Practical Skills (LO 2,3,5,6) BSc (Hons) Occupational Therapy Practice Educator/Student Module Handbook 2010

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Indicative Syllabus Content: • Maintenance of defensible documentation, including records and report writing •

Development of communication skills, professional skills and behaviours

•

Interprofessional team structures and collaborative practice

•

Physical and psychosocial needs of patients/clients with occupational dysfunction

•

Occupational therapy skills of assessment and intervention within occupational dysfunction

•

Models of care

•

Structure and delivery of health care services including relevant national service frameworks, client pathways, and protocols of care. Clinical governance

•

Professional conduct, maintaining safe practice, code of ethics

•

Practice portfolio - reflective practice and learning contracts

•

Continuing Professional Development

Approval:

Date of Approval: Date of Implementation: Date(s) of Approved Change:

Faculty: Health & Social Work

School: Health Professions

Partner Institution: N/A

Name of Site: PAHC

Module Leader: Becky Twinley

Session: 09/Summer Module

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Module Code: OCT110 Assessment Criteria: 1. Achievement of all specified competencies for the Level I practice placement 2. Evidence of understanding the occupational therapy process and the wider interprofessional context within the placement setting 3. Evidence of skill development; communication, interviewing patients, record keeping 4. Evidence of the ability to relate effectively with others Assessment Mode: Practice: Pass/fail specified competencies Formative evaluation of student competency completed by the practice educator(s) at the halfway stage of placement. Summative assessment completed by the practice educator(s) at the end of the placement, when students are required to have achieved all of the defined competencies for the Level I Placement. This element does not contribute to the degree classification Schedule of Teaching and Learning: 1) Lectures, workshops and tutorials to prepare students for the placement 2) Appropriate clinical placements with learning facilitated by the practice educator and wider interprofessional team members 3) Regular, documented formal supervision throughout the placement 4) Contact from HEI tutor at halfway stage of placement 5) Workshop to debrief on return from placement Recommended Texts and Sources: The recommended texts for the module are outlined below: Borcherding, S (2005) Documentation Manual for Writing SOAP notes in Occupational Therapy. Thorofare. NJ: Slack Incorporated. Clouston, T. J, Westcott L (eds.) (2005) Working in Health and Social Care : An Introduction for Allied Health Professionals. London: Elsevier Churchill Livingstone. College of Occupational Therapists (2004) Standards for Education: Pre Registration Standards. London: College of Occupational Therapists. College of Occupational Therapists (2005) Code of Ethics and Professional Conduct for Occupational Therapists London: College of Occupational Therapists. Department of Health (2001) Placements in Focus – Guidance for education in practice for healthcare professions. London: Stationary Office. Health Professions Council (2004) Standards of Proficiency - Occupational Therapists. London: Health Professions Council. Hersh G.I, Lamport, N.K, Coffey M.S (2005) Activity Analysis: Application to Occupation. 5th Edn. Thorofare. NJ: Slack Incorporated. Lorenzo T, Duncan M, Buchanan H, Alsop A (2006) Practice and Service Learning in Occupational Therapy: Enhancing potential in context. Chichester. Wiley. Recommended web based material can be found on: www.practicebasedlearning.org/ www.placementlearning.org/

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Level 5 Practice Placement Assessment Form (sample only)

University of Plymouth Faculty of Health and Social Work BSc (Hons) Occupational Therapy PRACTICE PLACMENT MODULE Level 5 (OCT 210)

Assessment form

Name of Student ………………………….. N.B. Important information for Practice Educator It is essential that this form is completed and signed by you and your student at the end of the placement. It is then the student’s responsibility to return this together with your written final report and their time sheet to the university. As this is an academic requirement, we ask you to ensure that everything is completed and ready for the student by the end of the final week of their placement.

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LEVEL 5 PRACTICE PLACEMENT - FINAL REPORT GUIDELINES FOR WRITING FINAL REPORT Your feedback about a student's performance is very valuable. In order to gain meaningful and consistent feedback for each student, we ask that you use the following format to write a final report. This report requires you to assess the student's performance throughout the placement, and will be used in conjunction with the formal competency based assessment form. Please consider the following professional qualities and offer examples of how the student has demonstrated these during the course of the placement: 1. Professional identity. How has the student demonstrated their commitment to the OT profession? 2. Professional development. How has the student demonstrated the following; • self -confidence? • self- motivation? • self -evaluation? 3. Interpersonal skills. How has the student demonstrated thoughtful consideration of others? 4. Self-management. How has the student demonstrated their ability to take responsibility for their own professional decisions and practice? 5. Situational leadership. Has there been an opportunity for the student to demonstrate leadership during the placement? If so, has the student used these opportunities to develop any leadership skills? 6. Interprofessional working. Has the student demonstrated an ability to work with other professionals during the placement? 7. Change management. How has the student adapted to change? For example, organisational, procedural, staff and/ or client focused change.

When you have completed your report, please sign it and ensure that the student has a copy. Attach it to the final assessment form and hand this over to your student who will then return this documentation to the university at the end of their placement.

Thank you for your feedback

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LEVEL 5 PRACTICE PLACEMENT ASSESSMENT N.B. The statements for assessing competence reflect an increasing level of responsibility over the three years. The student is expected to demonstrate all competencies from the Level 4 placement in addition to achieving those shown on this form by the end of the Level 5 placement. 1. Timing of formal assessment Please assess the student’s competency at the halfway and final stages of placement. The spaces on the right hand page of the form could be used for key words or succinct comments from the half-way assessment. It is essential however, to use the relevant week’s supervision to record educator and student feedback and then complete the learning contracts to identify and structure future learning needs 2. Method of recording Students are assessed as either meeting, or failing to meet the competencies in the assessment form. Please record your assessment in the appropriate boxes as follows: a = student meets the criteria X = student fails to meet the criteria N/S = not seen AT HALFWAY ONLY if any one of the criteria has not been met due to a lack of opportunity for the student to demonstrate their competence so far, please mark N/S (not seen). Please ensure that the student has opportunity to practice or demonstrate each of the competencies in order to achieve a pass/fail at halfway. If the student only has the second half of the placement to achieve success in a particular area, it can disadvantage them at the final assessment, as they will have had less time to practice and demonstrate a consistent level of competence. 3. Failure of placement A cross (‘X’) in any box in the final report column indicates the student has failed. A failed practice placement may be retrieved on one occasion only at each of the three levels during the programme. If you assess the student as failing at halfway or approaching the final report, or have cause for concern at any stage during the placement please contact a member of the Practice Placement team on 01392 286225 or 01392 219774. This will provide the opportunity to discuss difficulties and arrange a visit if required. 4. Completing assessment form and final report Please ensure at the end of the placement you have completed all sections and signed the back page of the assessment form with the student signing their section. 5. Future learning needs Please ensure that the student uses your feedback at the end of the placement to complete the Level 4 ‘future learning needs’ section in their portfolio. This provides a focus for their campus-based studies and assists in the creation of new learning contracts for their next placement.

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LEVEL 5 REPORTING INFORMATION ½ way

Report, accurately, information to colleagues verbally and in written form Demonstrate effective use of information recording systems used within the setting Demonstrate the ability to record occupational therapy interventions as appropriate to the setting Demonstrate the ability to respond appropriately to information received from clients and/or carers Demonstrate the ability to respond appropriately to information received from members of the intervention team

CLIENT FOCUSED COMMUNICATION SKILLS Initiate appropriate contact with clients Demonstrate the ability to respond appropriately to individual client needs, verbally and non verbally Demonstrate the ability to inform clients about the purpose of their occupational therapy intervention Demonstrate the ability to reflect on own interaction approaches with clients Discuss ethical issues concerning client confidentiality relevant to the setting INTERPROFESSIONAL COMMUNICATION SKILLS Communicate appropriately with colleagues verbally and in written form Discuss own interaction strategies with colleagues and other relevant personnel Discuss relevant information with colleagues to enhance understanding of client needs MANAGEMENT OF SELF IN THE WORKING ENVIRONMENT Comply with uniform/dress protocols appropriate to the setting Discuss time management strategies used within the setting Demonstrate effective time management strategies Reflect on the development of own professional skills and behaviours as part of the supervision process Participate actively in the supervision process to identify ongoing and future learning needs BSc (Hons) Occupational Therapy Practice Educator/Student Module Handbook 2010

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LEVEL 5 This space can be used for brief statements/key words at the halfway report. More detailed feedback should be recorded in relevant weeks' supervision record and then addressed by using the learning contract. REPORTING Final report

CLIENT FOCUSED COMMUNICATION SKILLS

INTERPROFESSIONAL COMMUNICATION SKILLS

MANAGEMENT OF SELF IN THE WORKING ENVIRONMENT

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LEVEL 5 (continued)

PARTICIPATION IN THE INTERVENTION PROCESS ½ way

Discuss how the components of the OT process are implemented within the setting Take responsibility for aspects of the OT process relevant to the setting Plan intervention programmes for selected clients Demonstrate appropriate application of data gathering used within the setting Demonstrate appropriate application of media and activities used within the setting Demonstrate the ability to work with identified professionals to meet client need Describe methods of evaluating intervention and outcome measures used within the setting UNDERSTANDING CONTEXTS OF CARE Discuss how the organisational structure of the setting relates to client intervention Discuss the implications for practice of identified policies and procedures relevant to the setting Discuss clinical governance in relation to intervention within the setting Discuss health promotion in relation to intervention within the setting

COMPLIANCE WITH THE PROFESSIONAL CODE OF CONDUCT / LEGAL AND ETHICAL FRAMEWORKS Demonstrate compliance with the College of Occupational Therapists Code of Ethics and Professional Conduct Demonstrate compliance with relevant health, safety and risk management procedures applicable to the setting Discuss ethical issues in relation to a clients intervention

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LEVEL 5 (continued) This space can be used for brief statements/key words at the halfway report. More detailed feedback should be recorded in relevant weeks' supervision record and then addressed by using the learning contract. PARTICIPATION IN THE INTERVENTION PROCESS Final Report

UNDERSTANDING CONTEXTS OF CARE

COMPLIANCE WITH THE PROFESSIONAL CODE OF CONDUCT / LEGAL AND ETHICAL FRAMEWORKS

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LEVEL 5 PRACTICE PLACEMENT The practice educator should complete the following details and both educator and student must sign this report to confirm that it has been seen and discussed. Name of Student:_______________________________________________ Dates from: ______________________

to: ________________________

Number of hours completed including study time: ______________________ Dates absent: __________________________________________________

Full name of practice placement setting: ________________________________________________ Type of clinical experience: ________________________________________________

This student has PASSED

FAILED

(please tick)

Signed by Practice Educator: __________________________ Name and designation ___________________________________________ Date __________________

Signed by Student: ____________________________________ Date__________________

Signed by Module Leader (at the university): _______________________________

Date__________________

Please ensure that you have completed and signed this page, and enclosed a copy of the student’s final report. BSc (Hons) Occupational Therapy Practice Educator/Student Module Handbook 2010

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University of Plymouth Module Record Module Code: OCT 210

Credits: 30

Level: 2 (5)

Module Title: Practice Placement 2. Pre-requisite(s): Successful completion of Level I Placement Co-requisite(s): None Compensatable within this Programme: No Short Module Descriptor: The module builds on occupational therapy knowledge, skills and experience gained during the Level I practice placement. Students will actively participate in the occupational therapy intervention process, demonstrating increased autonomy whilst being supervised. Knowledge and skills underpinning inter professional working will be further developed. Elements of Assessment: (P1) (C1) Subject Assessment Panel Group: Occupational Therapy Minimum pass mark: Pass all Level II competencies, Coursework: Both elements must be passed with a minimum of 40% Indicative Syllabus Content: • Occupational therapy process – information gathering, assessment, planning and intervention, media and activities, health promotion activities, clinical reasoning, recording and report writing, health and safety policies and risk assessment. Communication skill development. Reflection on practice. evidence based practice. • Health and social care legislation and policies, care pathways, national service frameworks. Clinical governance • Inter-professional collaboration working within health and social contexts of care • How to record Continuing Professional Development through effective use of the Placement Portfolio Approval: Date of Approval: Date of Implementation: Date(s) of Approved Change: Faculty: Health & Social Work Partner Institution: N/A

School: Health Professions Name of Site: PAHC

Module Leader: Becky Twinley

Session: 10/Spring/M

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Module Code OCT210 Assessment Mode: Practice: Pass/fail specified competencies Formative evaluation of student competency completed by the practice educator(s) at the halfway stage of placement plus formative seminars for case presentation. Summative assessment completed by the practice educator(s) at the end of the placement, when students are required to have achieved all of the defined competencies for the Level II Placement. This element does not contribute to the degree classification Summative 100% coursework – Each student will undertake an assessed presentation (20 minutes). The presentation will be used as a vehicle to demonstrate their understanding of theory and practice through the implementation of an occupational therapy intervention. This will be based on a case study of their choice from Level II practice. The presentation will be assessed by academic staff and clinicians. The coursework mark will contribute to the degree classification. Successful completion of the practice placement is a prerequisite for the results of the presentation to contribute to the degree classification. Schedule of Teaching and Learning: 1. Lectures, workshops and tutorials to prepare students for the placement 2. Appropriate clinical placements with learning facilitated by the practice educator and wider interprofessional team members 3. Regular, documented formal supervision throughout the placement 4. Contact from HEI tutor at halfway stage of placement 5. Workshop to debrief students on return from the placement 6. Formative seminar + peer review ‘practice’ presentations as preparation for the main assessment Recommended Texts and Sources: The recommended texts for the module are outlined below: Borcherding, S (2005) Documentation Manual for Writing SOAP notes in Occupational Therapy. Thorofare. NJ: Slack Incorporated. Clouston, T. J, Westcott L (eds.) (2005) Working in Health and Social Care : An Introduction for Allied Health Professionals. London: Elsevier Churchill Livingstone. College of Occupational Therapists (2003) Standards for Education: Pre Registration Standards. London: College of Occupational Therapists. College of Occupational Therapists (2005) Code of Ethics and Professional Conduct for Occupational Therapists London: College of Occupational Therapists. Department of Health (2001) Placements in Focus – Guidance for Education in Practice for Healthcare Professions London: Stationary Office. Health Professions Council (2004) Standards of Proficiency - Occupational Therapists. London: Health Professions Council. Hersh G.I, Lamport, N.K, Coffey M.S (2005) Activity Analysis: Application to Occupation. 5th Edn. Thorofare. NJ: Slack Incorporated. Lorenzo T, Duncan M, Buchanan H, Alsop A (2006) Practice and Service Learning in Occupational Therapy: Enhancing potential in context. Chichester. Wiley. Recommended web based material can be found on: www.practicebasedlearning.org/ www.placementlearning.org/ BSc (Hons) Occupational Therapy Practice Educator/Student Module Handbook 2010

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Level 6 Practice Placement Assessment Form (sample only)

University of Plymouth Faculty of Health and Social Work BSc (Hons) Occupational Therapy PRACTICE PLACEMENT MODULE

LEVEL 6 (OCT305) Assessment Form

Name of Student ………………………….. N.B. Important information for Practice Educator It is essential that this form is completed and signed by you and your student at the end of the placement. It is then the student’s responsibility to return this together with your written final report and their time sheet to the university. As this is an academic requirement, we ask you to ensure that everything is completed and ready for the student by the end of the final week of their placement.

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LEVEL 6 PRACTICE PLACEMENT - FINAL REPORT GUIDELINES FOR WRITING FINAL REPORT Your feedback about a student's performance is very valuable. In order to gain meaningful and consistent feedback for each student, we ask that you use the following format to write a final report. This report requires you to assess the student's performance throughout the placement, and will be used in conjunction with the formal competency based assessment form. It can be hand written or word processed, minimum length - one side A4. Please consider the following professional qualities and offer examples of how the student has demonstrated these during the course of the placement: 1. Professional identity. How has the student demonstrated their commitment to the OT profession? 2. Professional development. How has the student demonstrated the following; • self -confidence? • self- motivation? • self -evaluation? 3. Interpersonal skills. How has the student demonstrated thoughtful consideration of others? 4. Self-management. How has the student demonstrated their ability to take responsibility for their own professional decisions and practice? 5. Situational leadership. Has there been an opportunity for the student to demonstrate leadership during the placement? If so, has the student used these opportunities to develop any leadership skills? 6. Interprofessional working. Has the student demonstrated an ability to work with other professionals during the placement? 7. Change management. How has the student adapted to change? For example, organisational, procedural, staff and/ or client focused change.

When you have completed your report, please sign it and ensure that the student has a copy. Attach it to the final assessment form and hand this over to your student who will then return this documentation to the university at the end of their placement.

Thank you for your feedback

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LEVEL 6 PRACTICE PLACEMENT - ASSESSMENT N.B. The statements for assessing competence reflect an increasing level of responsibility over the three years. The student is expected to demonstrate all competencies from the Level 4 & 2 placements, in addition to achieving those shown on this form, by the end of the Level 6 placement. 1. Timing of formal assessment Please assess the student’s competency at the halfway and final stages of placement. The spaces on the right hand page of the form could be used for key words or succinct comments from the half-way assessment. It is essential however, to use the relevant week’s supervision to record educator and student feedback and then complete the learning contracts to identify and structure future learning needs 2. Method of recording Students are assessed as either meeting, or failing to meet the competencies in the assessment form. Please record your assessment in the appropriate boxes as follows: a = student meets the criteria X = student fails to meet the criteria N/S = not seen AT HALFWAY ONLY if any one of the criteria has not been met due to a lack of opportunity for the student to demonstrate their competence so far, please mark N/S (not seen). Please ensure that the student has opportunities to practice or demonstrate each of the competencies in order to achieve a pass/fail at halfway. If the student only has the second half of the placement to achieve success in a particular area, it can disadvantage them at the final assessment, as they will have had less time to practice and demonstrate a consistent level of competence. 3. Failure of placement A cross (‘X’) in any box in the final report column indicates the student has failed. A failed practice placement may be retrieved on one occasion only at each of the three levels during the programme. If you assess the student as failing at halfway or approaching the final report, or have cause for concern at any stage during the placement please contact a member of the Practice Placement team on 01392 286225 or 01392 219774. This will provide the opportunity to discuss difficulties and arrange a visit if required. 4. Completing assessment form and final report Please ensure at the end of the placement you have completed all sections and signed the back page of the assessment form with the student signing their section. 5. Future learning needs Please ensure that the student uses your feedback at the end of the placement to complete the Level 4 ‘future learning needs’ section in their portfolio. This provides a focus for their campus-based studies and assists in the creation of new learning contracts for their next placement.

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LEVEL 6 REPORTING INFORMATION

½-way

Disseminate accurately client information to relevant health/social care personnel, verbally and in written form Demonstrate with minimal guidance the effective use of information recording systems used within the setting Demonstrate consistent and accurate recording of occupational therapy interventions and provide evidence of decision making processes Demonstrate the ability to analyse and evaluate information received from clients and/or carers and respond appropriately Demonstrate the ability to analyse and evaluate information received from members of the intervention team and respond appropriately CLIENT FOCUSED COMMUNICATION SKILLS Discuss and evaluate own interaction strategies with clients Demonstrate the ability to develop alternative interaction approaches in response to client need Demonstrate the ability to engage clients in their occupational therapy intervention Discuss ethical issues related to an occupational therapy intervention INTERPROFESSIONAL COMMUNICATION SKILLS Communicate confidently with relevant health/social care personnel, verbally and in written form Discuss and evaluate own interaction strategies with colleagues and other relevant personnel Demonstrate the ability to advocate for a client within the intervention team MANAGEMENT OF SELF IN THE WORKING ENVIRONMENT Comply with uniform/dress protocols appropriate to the setting Evaluate time management strategies within the setting Demonstrate the ability to develop effective time management strategies Discuss and evaluate the development of own professional skills and behaviours as part of the supervision process Participate actively in the supervision process and demonstrate increasing professional autonomy

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LEVEL 6 This space can be used for brief statements/key words at the halfway report. More detailed feedback should be recorded in relevant weeks' supervision record and then addressed by using the learning contract. REPORTING INFORMATION Final Report

CLIENT FOCUSED COMMUNICATION SKILLS

INTERPROFESSIONAL COMMUNICATION SKILLS

MANAGEMENT OF SELF IN THE WORKING ENVIRONMENT

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LEVEL 6 (continued)

PARTICIPATION IN THE INTERVENTION PROCESS ½way

Participate fully in aspects of the OT process relevant to the setting Plan, implement and evaluate intervention programmes for selected clients Implement and evaluate data gathering activities applicable to the setting Implement and evaluate media and activities applicable to the setting Participate fully in the interprofessional assessment and treatment of client need Describe methods for measuring outcomes of client intervention within the setting UNDERSTANDING CONTEXTS OF CARE Discuss how the organisational structure of the setting relates to the national structure of the service Discuss the implications for practice of identified policies and procedures relevant to the setting Discuss quality assurance activities within the setting Participate in clinical governance activities used within the setting Participate in health promotion activities used within the setting

COMPLIANCE WITH THE PROFESSIONAL CODE OF CONDUCT / LEGAL AND ETHICAL FRAMEWORKS Demonstrate compliance with the College of Occupational Therapists Code of Ethics and Professional Conduct Demonstrate compliance with relevant health, safety and risk management procedures applicable to the setting Apply ethical principles to support decision making processes Discuss confidentiality issues in relation to a clients intervention

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LEVEL 6 (continued) This space can be used for brief statements/key words at the halfway report. More detailed feedback should be recorded in relevant weeks' supervision record and then addressed by using the learning contract. PARTICIPATION IN THE INTERVENTION PROCESS Final Report

UNDERSTANDING CONTEXTS OF CARE

COMPLIANCE WITH THE PROFESSIONAL CODE OF CONDUCT / LEGAL AND ETHICAL FRAMEWORKS

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LEVEL 6 PRACTICE PLACEMENT The practice educator should complete the following details and both educator and student must sign this report to confirm that it has been seen and discussed. Name of Student:_______________________________________________ Dates from: ______________________

to: ________________________

Number of hours completed including study time: ______________________ Dates absent: __________________________________________________

Full name of practice placement setting: ________________________________________________ Type of clinical experience: ________________________________________________

This student has PASSED

FAILED

(please tick)

Signed by Practice Educator: __________________________ Name and designation ___________________________________________ Date __________________

Signed by Student: ____________________________________ Date__________________

Signed by Module Leader (at the university): _______________________________

Date__________________

Please ensure that you have completed and signed this page, and enclosed a copy of the student’s final report. BSc (Hons) Occupational Therapy Practice Educator/Student Module Handbook 2010

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University of Plymouth Module Record Module Code: OCT 305

Credits: 40

Level:3 (6)

Module Title: Practice Placement 3 Pre-requisite (s): Successful completion of Level II Placement Co-requisite (s): None Compensatable within this Programme: No Short Module Descriptor: This module will require the student to demonstrate a range of core skills that will be required of a competent entry level practitioner. The student will develop increasing autonomy, working at times independently demonstrating clinical reasoning skills and decision making relevant to clients needs and contexts of practice. Elements of Assessment: (C1)Coursework 100% (P1) Practice Pass/ Fail Subject Assessment Panel Group: Occupational Therapy Minimum pass mark: Pass all Level III competencies Coursework: Both elements must be passed with a minimum of 40% Module Aims: 1) To enable students to implement the occupational therapy process for a small caseload of patients/clients, with minimum supervision and direction 2) To enable students to communicate and interact effectively with clients, carers, OT colleagues and other professional team members within a health care/social care/independent setting 3) To enable students to develop knowledge and work effectively across professional and organisational boundaries Intended Learning Outcomes: At the end of the module the learner will be expected to be able to: 1. Work autonomously, independently and safely within policies and organisational structures, to deliver therapeutic interventions for a small caseload of patients/clients 2. Work independently and safely with other professionals to ensure the most effective and safe delivery of care 3. Use critical reflection and supervision to effectively plan, implement and evaluate treatment programmes. 4. Critically apply knowledge and skills, clinical reasoning and ethical principles at an appropriate level to ensure rigorous decision making within specific areas of practice 5. Evaluate their practice and the provision of care through frameworks of quality assurance, risk management and clinical governance. Knowledge and Understanding (LO 1,3,4) Cognitive/Intellectual Skills (LO 1,2,3,4,5) Key/Transferable Skills (1,2,3,4,5) Practical Skills (LO 1,2,3,4,5) BSc (Hons) Occupational Therapy Practice Educator/Student Module Handbook 2010

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Indicative Syllabus Content: • Application of the occupational therapy process within the context of legislation, policy, care pathways and National Service Frameworks, • Proficiency in clinical reasoning skills, reflective practice, self evaluation and problem solving skills • Application of occupational therapy professional and therapeutic skills • Client centred practice • Ethical issues relating to health care • Risk management, healthcare needs assessment, health promotion, clinical governance • Management of self, resources and case load • Professional responsibilities, COT: Code of Ethics and Professional Conduct for Occupational Therapists, HPC standards • Interprofessional working • Continuing Professional Development through critical self appraisal and reflection Approval:

Date of Approval: Date of Implementation: Date(s) of Approved Change:

Faculty: Health & Social Work Partner Institution: N/A Module Leader Becky Twinley

School: Health Professions Name of Site: PAHC Session: 10/AU/M

Assessment Criteria: 1. Achievement of all specified competencies for the Level III practice placement 2. Evidence of planning to support practice placement assessed therapeutic intervention 3. Evidence of implementing and evaluating the therapeutic intervention 4. Evidence of critical appraisal of the intervention Assessment Mode: Practice: Pass/fail specified competencies Formative evaluation of student competency completed by the practice educator(s) at the halfway stage of placement. Summative assessment completed by the practice educator(s) at the end of the placement, when students are required to have achieved all of the defined competencies for the Level III Placement. This element does not contribute to the degree classification Summative 100% Coursework: On completion of the placement students will be required to write a 3,000 word critical appraisal of an occupational therapy intervention that they have implemented with a patient/client during the placement. Successful completion of the practice placement element is a prerequisite for the results of the appraisal to contribute to the degree classification.

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Module Code: OCT 305

Schedule of Teaching and Learning: 1. Lectures, workshops and tutorials to prepare students for the placement 2. Appropriate clinical placements with learning facilitated by the practice educator and wider inter professional team members 3. Regular, documented formal supervision throughout the placement 4. Contact from HEI tutor at halfway stage of placement 5. Workshop to debrief students on return from placement Recommended Texts and Sources: The recommended texts for the module are outlined below: Borcherding, S (2005) Documentation Manual for Writing SOAP notes in Occupational Therapy. Thorofare. NJ: Slack Incorporated. Clouston, T. J, Westcott L (eds.) (2005) Working in Health and Social Care: An Introduction for Allied Health Professionals. London: Elsevier Churchill Livingstone. College of Occupational Therapists (2003) Standards for Education: Pre Registration Standards. London: College of Occupational Therapists. College of Occupational Therapists (2005) Code of Ethics and Professional Conduct for Occupational Therapists London: College of Occupational Therapists. Department of Health (2001) Placements in Focus – Guidance for education in practice for healthcare professions London: Stationary Office. Health Professions Council (2004) Standards of Proficiency - Occupational Therapists. London: Health Professions Council. Hersh G.I, Lamport, N.K, Coffey M.S (2005) Activity Analysis: Application to Occupation. 5th Edn. Thorofare. NJ: Slack Incorporated.. Lorenzo T, Duncan M, Buchanan H, Alsop A (2006) Practice and Service Learning in Occupational Therapy: Enhancing potential in context. Chichester. Wiley. Recommended web based material can be found on: www.practicebasedlearning.org/ www.placementlearning.org/

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List of Appendices

Glossary Pre-enrolment Checks – Declaration Form (sample only) Criteria for Accreditation of Practice Educators Information for Practice Educator (sample only) Using the Learning Contract Supervision and the Learning Contract Reflective Supervision Record (sample only) Guidelines for Staff Visits to Students on Placement Placement Visit Report form (as used by visiting tutors) Health and Safety: Student Induction Checklist Advice for Car Use on Placement Practice Placement Evaluation

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APPENDIX 1

1: Glossary Competency

In this context we define competency as the skills and ability to practice safely without the need for direct supervision.

COT

College of Occupational Therapists

Fail

The student does not reach the required standard and does not achieve one or more of the required competencies. If this occurs at the final report, the student is required to retrieve the placement at a later date.

Faculty

The BSc (Hons) Occupational Therapy programme is based in the School of Health Professions within the Faculty of Health

Formative

The aim of formative assessment is to review the student's assessment progress towards successfully achieving the practice learning outcomes for the module and inform development. Strengths and weaknesses are identified and the learning contract is updated accordingly.

HPC

Health Professions Council

Learning contract

A written agreement between two or more people that identifies individual (student) learning objectives and how they are to be achieved. Student progress is reviewed and the objectives are updated at regular intervals.

Learning outcome Learning outcomes are detailed in the programme specification, and identify what learners should have achieved as a result of a learning process. Module

The three-year BSc (Hons) Occupational Therapy programme is comprised of modules. Each module carries academic credits at Levels 4,5,and 6 that are attained through assessment, and has specific learning outcomes that relate to the QAA benchmark statements and the COT competencies.

Placement

A practice area or place to which a student is allocated for a specified period of time.

Practice Educator

A professional member of the practice team who facilitates learning, supervises and assesses students in the practice setting. The educator is responsible for assessing the competence of the student and signing the summative assessment of practice documentation.

Portfolio

A purposeful collection of examples of learning collated over a period of time that shows detailed and visible evidence of a person's competence. The portfolio is a tool that highlights progression in

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competence development and is the responsibility of the student. Adapted from Tillema and Smith (2000). Programme

A number of modules (units) of study the successful completion of which leads to an award.

QAA

The Quality Assurance Agency for Higher Education. The QAA has a code of practice for the assurance of academic quality and standards in higher education.

Referral

The student does not demonstrate achievement of the practice competencies to the required standard. Two attempts (at the summative assessment) of a module are normally permitted before the student is deemed to have failed.

Reflection

Reflection is a form of mental processing - like form of thinking which is used to fulfil a purpose or to achieve some anticipated outcome. It is largely based on the processing of knowledge, understanding and emotions that the student already possesses. Reflection should link theory and practice and lead to professional and personal development through thoughtful, innovative and critical practice. Adapted from Moon (2002)

Eligible

The successful completion of the BSc (Hons) Occupational Therapy programme means that the student is eligible for registration with the HPC and is fit to practice as a qualified therapist.

Summative assessment

The aim of the final, summative assessment is to determine whether the student has achieved the practice competencies required for the module.

Teaching Block

The academic year is divided into two teaching blocks of 16 weeks. The autumn teaching block runs from September to January/February. The summer teaching block runs from February to June/July.

UoP

University of Plymouth

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APPENDIX 2

2: Pre-enrolment Checks – Declaration Form (sample only) Within this pack you will have received lots of information about Occupational Health, Criminal Reference Bureau and Placement/Practice issues. It is important for our records that we can confirm that you have read and understood this information. In order to progress your application we need you to sign and date the following document, in each section it outlines the key issues that you are signing to confirm you understand. It is also important to understand that as a future health or social care professional, trust and honesty are critically important elements. In all cases it is important that forms are completed honestly and that any relevant issues are raised as soon as possible. Occupational Health I understand that I should return all requests for information relating to my occupational health screening as soon as possible and that failure to do so may prevent me from enrolling on my programme. I understand that should I enrol on my programme without occupational health clearance having been obtained that, if a risk is subsequently identified, I may be withdrawn from the programme. All risks will be considered on an individual basis. I understand that failure to obtain all vaccinations required for my programme, as determined by occupational health will, unless there are justifiable medical grounds for me not doing so, lead to my withdrawal from the programme. Criminal Reference Bureau I understand that it is my responsibility to return my CRB documentation as soon as possible. If I fail to do this and clearance is not obtained prior to the start of the programme I may not be able to enrol. I understand that should I enrol on my programme without Criminal Reference Bureau clearance having been received that if a disclosure is subsequently received I may be withdrawn from the programme. All disclosures will be considered on an individual basis by our Professional Issues Committee. Placement/Practice I have read the information relating to this element of my programme and understand that there is a possibility that I may be placed in a location that requires me to travel significant distances or temporarily relocate. I understand that as a student I will be expected to undertake a full range of placement activities to ensure I participate in the total patient/client experience and see health and/or social care delivery from a range of perspectives. I understand this may require experiencing early, late, night, weekend and bank holiday shifts during the placement component of my programme. Signed

___________________________ Name ________________________

Date

___________________________ Ref No.________________________

This form should be returned to our Recruitment Team as soon as possible.

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APPENDIX 3

3: Criteria for Accreditation of Practice Educators (APPLE) The process of accreditation of new Practice Educators by the University of Plymouth necessitates that as an Occupational Therapist:1. you must appear on the live HPC register and be in practice 2. you must have been in practice for a minimum of 18 months (by the time you have your first student) 3. you must attend both days of the 2 day practice educators course at the University of Plymouth and successfully complete a written assignment (reflective practice). Submitted after the student has completed the placement 4. your placement must comply with the College of Occupational Therapists Standards for Education: Pre Registration Education Standards (June 2003) and Code of Ethics and Professional Conduct for Occupational Therapists 5.5, p13, (2000) 5. you will undertake to have a student for their Level 4, 5 or 6 placement within 12 months of completing the course N.B. Accreditation will no longer be valid where a practice educator has not taken a student for 5 years. In these instances, the practice educator will need to apply for reaccreditation and may choose to attend a 'refresher' course or 'educator’s update’. These are run by the practice placement team and usually take place in the workplace. Assessment process for the accreditation of practice educators The requirements of the assessment are as follows: Support and supervision 1.

2.

You should use self-directed study and supervision with a mentor to explore the issues relating to a period of practice education with an occupational therapy student. You should plan and implement a programme of practice education appropriate to the level of the student e.g. Level 4, 5 or 6 (to be approved by a mentor - see below*)

Written assignment 1.

You must produce a written assignment, reflecting on the experiences of being a practice educator (to be submitted no later than 6 weeks after completion of the student's placement).

Assessment of the written assignment will be on a credit, pass or fail basis. A mark of 40% or more is required to achieve a pass mark and 75% or more to achieve a credit. An academic tutor will mark the assignment (~30% of these will be double marked for BSc (Hons) Occupational Therapy Practice Educator/Student Module Handbook 2010

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moderation purposes). In the event of failure the course member will be given the opportunity to re-submit one other piece of work for assessment. Guidelines for the written assignment You have a choice of how you wish to present your written work: 1.

A written assignment of 1,500-2000 words demonstrating your ability as a therapist to reflect on practice. The use of 'critical incident' reporting to illustrate personal and formal theory is recommended. It is advised that you use a recognised reflective framework to guide your work eg. Strands of Reflection (Fish, 1997), see also How Professionals Think in Action - (Schon, 1983). Your assignment should conclude with an action plan that you have formulated to improve future practice as a practice placement educator.

2.

A written assignment of 1,500-2000 words reflecting on one particular issue you wish to address in depth e.g. assessing student competence, learning styles, dealing with conflict. Your assignment should conclude with an action plan that you have formulated to improve future practice as a practice placement educator.

N.B.

The confidentiality of the student must be maintained throughout. Please use relevant and current literature to support your writing and reference this accordingly (Harvard style preferable).

* The role of the mentor in accreditation The mentor can be your normal supervisor, the placement co-ordinator or another occupational therapist experienced in student education. The role of mentor includes: • • • • •

Acting as a role model for you Offering regular feedback and supervision Encouraging the creative use of teaching and learning strategies, incorporating resources available within the department Providing tutorials, particularly related to integrating educational theory with practice Providing support for dealing with borderline or failing students

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APPENDIX 4

4: Information for Practice Educator (sample only)

Information for Practice Educator from the Student Occupational Therapy Practice Placement

Personal information Name: Address where you can be contacted before the placement commences:

Telephone Number: _______________ Mobile:

University email address where you can be sent pre-placement information:

Name, address and telephone number of person to be notified in case of accident or illness

Personal profile 1. List your previous placement: Location of placement: Type of placement:

2. List any work or volunteer experience that you consider to be relevant:

3. I will need accommodation – please can you give me a list of local facilities – Yes/No 4. I have a car/ motorcycle/ bicycle available for use during the placement – Yes/No P.T.O.

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5. Write down some of your thoughts in relation to the following: i) Competencies or expectations specific to the placement ii) The learning opportunities that might be offered on your allocated placement iii) Clinical/practical skills you wish to acquire or improve in the practice area

6. Learning support (please inform your practice educator where applicable) Have you any identified learning support needs? If so please summarise your needs. This information will be really helpful so that your educator can assist you in the development of learning support strategies. In addition, please give further information on learning strategies, support or resources that you currently use and which you consider will be useful/essential to you on placement.

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APPENDIX 5

5: Using the Learning Contract There is a double-sided learning contract for each of the competency sections of the assessment form. At the end of Week 1 (induction period) identify learning opportunities and write down some weekly strategies/learning objectives to help you achieve each competency. You do not have to write something on all of the competencies every week. Decide on those competencies that you need to develop most. You can refer back to these learning contracts each week and build on these as new achievements are made.

Example competency =

INTERPROFESSIONAL COMMUNICATION

Learning objectives/strategies

Learning resources

1. Demonstrate the ability to respond appropriately to colleagues within the setting

Shadow and observe P.E. Work alongside team members

•

Attend team meeting Take notes, report back to P.E. Prepare notes for feedback, practise with P.E. first

•

To understand the purpose of team meetings To give feedback at a team meeting about a named patient/client/ service user

2. Describe ways in which colleagues within the setting communicate with each other •

To understand the role of each of the different professions within the team

•

To give feedback to the team on a named patient/client/ service user

•

To be more confident speaking at team meetings BSc (Hons) Occupational Therapy Practice Educator/Student Module Handbook 2010

Evidence

Spend time with named individuals: and question them about their role. Attend team meeting - observe, write notes.

Write brief notes in reflective supervision record Discuss in supervision P.E. to check with team

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End of Week 1 End of Week 2

Write notes P.E. to get feedback from colleagues Explain to P.E.

Attend team meetings, observe P.E. Attend meetings alone, take notes and feedback to P.E. later Write notes, 'role play' with P.E., Take opportunity to speak each week

Date to be achieved

Discuss in supervision, prepare brief notes To demonstrate - confident manner, clarity of feedback tone of voice, eye contact

End of Week 4 End of Week 4 End of Week 8

Signed as achieved

APPENDIX 6

6: Supervision and the Learning Contract HOW SUPERVISION AND THE LEARNING CONTRACT WORK TOGETHER The student completes points 1,2 and 3 of the reflective supervision record during the week preceding supervision.

During supervision, both student and educator use the reflective record to consider events/incidents and feelings from the preceding week. Student contributes evidence of their achievements using both the reflective record and the preceding week’s learning contract strategies. From these documents, student and educator agree – has the strategy and /or overall competency been achieved?

If no, consider why. Think about a new strategy or a different way of assessing competency. Complete learning contract to reflect latest strategy.

If yes, consider why. Then either; agree new strategies to enable progress to continue toward achieving the minimum level of competency as required by the assessment form or develop more challenging strategies to enable student to increase competence beyond the minimum level.

Student completes learning contract for the following week. This serves as the action plan of objectives for student and educator to follow. Both student and educator ensure that they are aware of the resources required to achieve each strategy as well as the timescale and the method of assessing competency

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APPENDIX 7

7: Reflective Supervision Record (sample only) REFLECTIVE SUPERVISION RECORD

WEEK 2

In preparation for discussion with your practice educator during supervision, carry out a self- assessment of your progress over the previous week: 1. Which areas of your practice have worked well this week?

2. Which particular aspects have you found challenging and why?

3. What are your feelings about your professional development this week? Offer specific examples/incidents as evidence for discussion with your educator.

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continued 4. After supervision, document the main points discussed with your practice educator and their feedback about your performance. Ensure that your educator has offered you examples of your practice to support their feedback. Consider the OT process and identify some new learning objectives for next week.

This is an accurate record of the supervision meeting: Signed by Practice Educator …….………………….. Signed by OT student …..……………………. Date ……………. • • • • •

Use the learning contract to review which competencies have been achieved this week. Ensure that both of you sign the learning contract once competencies have been achieved. Create new strategies to help you achieve all the competencies on the assessment form to a pass standard at both the halfway and the final stage of the assessment. For those competencies which you have achieved, can you create strategies which will develop your practice beyond that of the minimum standard required by the assessment form? If there are competencies which have not been achieved in the required timescale, consider why they have not been achieved. Do you need to create a different type of strategy to help you to achieve the competency or have another attempt at the original one?

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APPENDIX 8

8: Guidelines for Practice Placement Visits GUIDELINES FOR PRACTICE PLACEMENT VISITS BY OT LINK TUTORS Thank you very much for offering to contact or visit students. This information is intended as a guide to assist you to structure the discussion and to elicit meaningful feedback from both the student and the educator. Please note that the Level 4 placement is not an observational placement and it is essential that you are clear that the student is meeting the required competency levels at this stage. At Level 4 there is a tendency amongst educators to justify incompetent student performance in one or more skill areas with comments such as, “It’s only their first placement”, “there’s time for them to get it right in the second placement.” As there are only three placements, there is not time to address any fundamental difficulties that may have been overlooked at Level 4, as well as learn the new skills and consolidate the knowledge in order to pass at Levels 5 & 6. Format It is helpful to see the student and the educator separately. If time allows, meet with the educator and the student together briefly at the conclusion of the meeting – this helps to leave in a positive and open manner. Often the student is then reassured that the educator has not discussed anything of concern. It may not always be appropriate to see the educator and the student separately you may need to decide what to do depending on your sense of the “dynamics” of a situation. If the student is in difficulty for any reason it is often more appropriate to address this together in an open manner so that all three parties are clear about what has been said and the strategies proposed for improvement. If you encounter any difficulties which you are unable to resolve, or consider a student is heading for a failed placement, please inform the placement team. Reassure both the educator and the student that we will be in contact with them again to review the situation and arrange further visits if necessary. Discussion with the student Complete a written record of the visit using the report proforma (see Appendix 9). The following points may be used as a guide to the information needed in the report: 1. Reflection on their learning. What skills have they learnt? How did they learn these skills? What strategies has the educator used to assist the student to learn? Are they keeping a reflective log of critical learning incidents? Are they keeping up to date with their practice placement portfolio? If not they must start doing this! BSc (Hons) Occupational Therapy Practice Educator/Student Module Handbook 2010

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2. The learning contract. Ask to see the learning contract and use it as a tool to discuss the student’s achievements and current level of competency. If the student is experiencing any difficulty with the required competencies, the learning contract is a very useful way to check what has been agreed previously and then negotiate new objectives or ways to demonstrate a competency. If the student has passed at half way, ensure that they are still considering new objectives and new learning for the second half of the placement. 3. Can they link theory to practice? Try to elicit specific examples of placement learning linking with the work they have previously completed at University during campus based learning. 4. How is supervision structured? Are they contributing to supervision? If not, why not. 5. Case study. Ensure that the student has identified a client for the case study. They are expected to present this case study towards the end of the placement. In particular, students need to ensure they are demonstrating an understanding of the OT process, selection and application of purposeful activity, goals and outcome measures and the application of models/frames of reference. When they return to campus based studies they will be required to use the case studies to support their learning. At Level 5, on return to the University of Plymouth the student will also be required to present the case study as a viva based on a patient/client they will have worked with on placement. This element will be marked by academic and clinical staff. The student will receive a grade for this, which will contribute to the overall degree classification. Successful completion of the overall Level 5 placement assessment is a prerequisite for submission of the case study. Appendix 12 provides guidelines for writing up the case study. Level 6 placement: students will gather information to inform the critical appraisal assignment to be completed on return to University. Discussion with the practice educator All the above points need to be discussed with the educator. Do both the student’s and educator’s answers reflect the same understanding of the placement experience and goals to be achieved? If there is a discrepancy, this needs to be explored further in a three-way discussion. This means that issues can be addressed before the second half of the placement to allow time for improvement and adjustment. Please note any issues the educator might raise about Plymouth students in general. Also any comments or thoughts about the level of preparation for practice placements offered to students and/or educators. Thank you for your support. Please submit your report for typing. BSc (Hons) Occupational Therapy Practice Educator/Student Module Handbook 2010

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APPENDIX 9

9: Placement visit report form SCHOOL OF HEALTH PROFESSIONS REPORT FORM VISIT TO OCCUPATIONAL THERAPY STUDENT ON PLACEMENT Visit to student by: Date of visit: Student name: Placement level:

Student no: Placement location:

Name of Practice Educator(s):

For audit purposes, please mark the boxes to indicate whether each area is being sufficiently addressed by the student and practice educator 9= yes 8 = no

STUDENT The learning contract The student is using the learning contract and there is evidence in their portfolio of setting goals/identifying strategies to achieve the competencies The reflective supervision records The student is using the reflective supervision records each week and there is evidence of self-appraisal Integrating theory into practice The student can discuss their knowledge and the application of theory to practice Supervision The student is getting a minimum of 1 hour formal supervision every week Study time The student is taking a minimum of ½ day study time per week (or equiv. over 2 wks) Case study The student has identified a suitable case study and is making progress with a view to presenting it before the end of the placement Assessment (at time of half way report) The student is passing all competencies at half way Level 6 assessment - the student has started preparing for the assessment BSc (Hons) Occupational Therapy Practice Educator/Student Module Handbook 2010

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The student understands the guidelines for this assessment SENDA needs If the student has any particular learning needs, are these being adequately addressed? PRACTICE EDUCATOR Learning contract The educator knows how to use the learning contract The educator is ‘signing off’ the student’s weekly reflective records and the learning objectives as they are achieved Assessment process The educator’s expectations are realistic for this level of placement? The educator understands their role in completing the assessment forms

Borderline/failing student (if applicable) The educator has documented the student’s progress using examples from practice to support their concerns The educator has provided regular, unambiguous feedback to the student You, the educator and the student have agreed on an action plan for the remaining weeks N.B. If there are any 8’s, please ensure the student/practice educator know what they should be doing to address the situation as soon as possible. Use the following sections on your report to document further as indicated.

SUMMARY e.g. general progress/learning needs/new strategies/recommendations)

PLACEMENT e.g. briefly describe the placement, client group and the main area of OT intervention. The suitability as a supportive learning environment, the availability of learning resources/ tutorials, and opportunities for interprofessional learning.

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APPENDIX 10

10: Student Induction Checklist PRACTICE PLACEMENT INDUCTION CHECKLIST Name of student ………………………………Start date …………. Placement ……………………………………….. The following items should be included in your induction into the organisation, preferably on your first week. The list is not exhaustive and other key topics may be covered which you should include. Please enter N/A if not applicable TASK Introduction to key staff members and their roles explained Location of toilet facilities Location of rest room, canteen (if relevant) etc. Lunch, tea and coffee arrangements Orientation to place of work Dress code Work space How to answer the telephone, transfer calls, make int./ext.calls Post arrangements Car parking Photocopiers and computer facilities HEALTH AND SAFETY (IF APPROPRIATE) Emergency procedures Safety policies Location of First Aid box First Aid arrangements (including names of first aiders) Fire procedures and location of fire extinguishers Accident/incident reporting and location of accident forms/book COSHH regulations and requirements Display screen equipment regulations/procedures Manual handling procedures Protective clothing arrangements Infection control Lone working (in the community) Home visit policies Other issues: Signed (Student) …………………………… Signed (Practice educator) ……………………

Please tick

Date …………..

Please retain a copy of this checklist in your Practice Placement Portfolio

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APPENDIX 11

11: Advice for Car Use on Practice Placement ADVICE FOR CAR USE ON PRACTICE PLACEMENT

Guidelines 1.

To use your car on placement it must be covered by business insurance which names you as the business user and you may be asked to produce your insurance certificate at your placement.

2.

Under no circumstances must you carry service users or relatives in your vehicle unless a comprehensive risk assessment has been carried out with your practice educator.

3.

We advise that you do not carry service users at all but exceptional circumstances and local policies may require that you do in order to complete an intervention process. This must be agreed by your practice placement educator in advance.

4.

You are advised to refer to your practice educator and local departmental policies regarding the use of vehicles on placement

5.

If you are carrying out departmental duties e.g. home visiting, it is advisable to consult with your practice educator regarding reimbursement of fuel costs. N.B. not all placements offer refunds, see your practice placement educator for details.

6.

Always notify your practice educator when you are going out on a visit in your vehicle, where you are going to, and when you expect to return.

7.

Always carry the placement telephone number with you in case of breakdown and emergencies. Ensure that you provide placement with a mobile contact number so that they can reach you at all times.

8.

Your vehicle must be in a roadworthy condition, with valid road tax and MOT (if applicable).

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APPENDIX 12

12: Practice Placement Evaluation School of Health Professions BSc(Hons) Occupational Therapy PRACTICE PLACEMENT EVALUATION TYPE OF PLACEMENT : LEVEL :

… …………………………………………

DATE : FROM: ……………….

TO: … … … ……………………

NAME OF STUDENT : …………… ……………………………… … ………………… To be completed returned at the end of placement to the Practice Placement Tutor Please tick the appropriate box. NO

YES

1. Did you contact your placement prior to starting? 2. Did you need to stay away from home? 3. Did you receive information from your practice educator (PE) prior to starting? 4. Did this help you to prepare for the placement? 5. Did your practice educator prepare an induction programme for you? 6. If you have specific learning needs did you discuss this with your practice educator and clarify your specific learning needs? 7. Did you feel confident in using the learning contract? 8. Did you complete a learning contract each week as new learning needs emerged? 9. Do you consider the learning contract helped you to develop your competencies during the placement? 10. What other learning opportunities did your placement offer?

11. Did you visit other practice areas/ see OT's in different settings? 12. Did you receive regular supervision (min. 1hr/week)?

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NO

YES

Did you feel able to cope with the level of responsibility Required of you on this placement?

How did you use your study time whilst on this placement?

How did you use the feedback from your practice educator and the OT Link tutor to inform your learning on this placement?

If you wish to have an individual interview to discuss your placement please contact a member of the Placement Team to arrange an appointment following placement.

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