School of Health and Human Sciences MSc Occupational Therapy (Pre-registration) BSc Occupational Therapy

PRA T! "

P#A "M"$T

HA$%BOO&

Academic 'ear ()**+*(

,elcome to the -ni.ersity of "sse/ Occupational Therapy Practice Placement Hand0oo1

Practice placements are an integral part of professional education programmes and should 0e a positi.e and satisfactory e/perience for 0oth clinical educators and students2 To maintain 3uality practice education re3uires partnership 0et4een the -ni.ersity of "sse/ and all healthcare pro.iders5 0oth parties ha.e a responsi0ility to enhance the student e/perience through open communication channels2 linical placement staffs are encouraged to use the linical "ducator6s 7uestionnaire (Appendi/ * p 8*) 4hich is an effecti.e method for informing the -ni.ersity of any issues2 Ho4e.er9 if you ha.e any 3ueries a0out any aspect of practice education 4hich needs to 0e addressed promptly9 please contact:

;essica %a.ies Tel: )<=(> =8>?(> Alternati.ely5 %a.id %e2Ath Tel: )<@@)>AA>=(

#ouise Andre4s Practice Placement educator is on Maternity lea.e until May ()*(

Placement Administrators hhsplaceBesse/2ac2u1

,e aim to resol.e any issues of complaint as speedily as possi0le2 !f you 4ish to ma1e a formal complaint a0out any aspect of clinical education it should 0e

addressed to:

%r ;o ;ac1son (Head of School) School of Health C Human Sciences -ni.ersity of "sse/2

Pages ontents 8 !ntroduction and aims for placements 4ithin the programme > Placement opportunities and organisation of OT Placement Programme < Placement calendar = Student professional de.elopmentD support @ School contacts9 role of the Practice Placement Tutor9 Eisiting Tutor *) Placement educator continuing professional de.elopment support ** Resources ** Practice placement information D placement process *? Feneral placement information *= Responsi0ilities of the student and educator on placement () P% portfolio C placement

Placement assessment process (> Ad.ance information for practice placement educators C S,A!$ analysis (< Placement case presentation guidelines C consent form (@ Student hours log and attendance record forms ?( Student continuing professional de.elopment D learning contracts ?< Super.ision and super.ision logs C 4ee1ly action plan 8* Student e.aluation of placement form 8? Tutors placement half 4ay .isit monitoring form 88 Placement issue of concern form 8A "ducators placement e.aluation feed0ac1 form 8= Practice placement education 3uality assurance and monitoring 8@ Placement student information file >(

Placement process trac1ing D tas1s C resources chec1list >< Fuidelines for role emerging placements >= Monitoring of professional suita0ility A? BSc (Hons) Occupational Therapy A8 Programme structure diagram A> Programme content A@ #e.els and e/pectations <* ase study presentation guidelines <? Reflecti.e assessment guidelines <> Placement assessment forms *?> MSc Occupational Therapy *?A Programme structure diagram *?< Programme content

*?@ #e.els and e/pectations *8* ase study presentation guidelines *8? Placement assessment forms

!ntroduction to Practice Based #earning

Practice-0ased learning forms an indispensa0le part of the occupational therapy learning process2 #earning gained in practice settings is .ital to students2 educational and professional de.elopment2 "/perience gained ena0les the ac3uisition of ne4 1no4ledge and s1ills as 4ell as the application9 consolidation and reflection upon the learning gained in the uni.ersity en.ironment ( ollege of Occupational Therapy ())@)2 Therefore9 the aim of practice placement learning is to offer students opportunities to de.elop core clinical and transfera0le s1ills across a range of clinical specialities and client groups2 The Health Professions ouncil (HP ) states 4ithin their Standards of "ducation and Training9 Standard >289 that 4ithin practice learning9 teaching and super.ision must 0e designed to encourage safe and effecti.e practice9 independent learning and professional conduct2 The -ni.ersity of "sse/ deli.ers a BSc and a MSc (pre- registration) in occupational therapy2

Programme information is pro.ided to include:

2 2 2 2 2 2

O.er.ie4 of placement and academic components The o0Gecti.es and material co.ered 4ithin each academic module The rationale and o0Gecti.es for each placement %etails of the placement assessment process Placement procedures and guidelines The methods used to monitor placement 3uality assurance

Practice Placement "ducation Aims

,ithin the occupational therapy programmes9 practice placement education aims to pro.ide:

2 An interacti.e e/perience ena0ling personal and professional gro4th as an Occupational Therapist in a .ariety of settings

2 A supporti.e en.ironment 4here the student is a0le to rehearse professional s1ills 4ith constructi.e feed0ac1 to ena0le competency in practice2

2 A realistic and challenging en.ironment to ena0le the student to use their intellectual9 imaginati.e and creati.e po4ers2

2 Stimulation to adapt and transfer 1no4ledge and s1ills from classroom to a .ariety of conte/ts2

2 An en.ironment9 4hich ena0les shared learning e/periences 4ith professionals from other disciplines to support de.elopment of colla0orati.e 4or1ing ethos2

2 Opportunity to reflect upon personal and professional identity in relationship to roles9 attitudes and .alues2

2 An en.ironment that encourages critical pro0lem sol.ing s1ills and stimulates an analytical approach9 4hich de.elops independent Gudgement and self-a4areness2

Practice Based learning 4ithin the MSc (pre-registration) and BSc Occupational Therapy programmes2

%uring practice placements9 the student has the opportunity to 4or1 4ith a role model to consolidate learning9 gain ne4 e/periences and e/periment 4ith s1ills2 ,hilst on the practice placement9 the student maintains a reflecti.e diary 4hich is used as a reference for discussions during college 0ased integrated studies2 #earning and teaching 4ithin practice placements are facilitated 0y interacti.e e/periences9 ena0ling the personal and professional gro4th as an occupational therapist 4ithin a .ariety of settings2 The en.ironment is supporti.e9 ena0ling the student to rehearse s1ills 4ith constructi.e feed0ac12 This assists the student in his+her de.elopment to4ards professional competence2 are is ta1en to ensure that the e/periences of the student are sufficiently challenging to their practical9 intellectual9 imaginati.e and creati.e po4ers2 "mphasis is placed on a learning e/perience 4hich promotes transference of 1no4ledge and s1ills from the classroom to practice9 and .ice-.ersa2 Reflecti.e space ensures that students incorporate a sense of professional identity (roles9 .alues and attitudes)9 critical pro0lem-sol.ing and a gro4ing sense of self-a4areness (as 4ell as an a4areness of others)2

The practice placements also pro.ide critical appraisal and feed0ac1 on the student2s

s1ills and performance and guidance from highly s1illed therapists2 Super.ision during these modules is underta1en 0y e/perienced clinicians 4ho meet the criteria laid do4n in the Practice Placement Hand0oo12

The placements ena0le the student to focus attention on their identified learning needs and to de.elop their professional s1ills as confidence increases2

Placement opportunities and organisation

The School of Health and Human Sciences Occupational Therapy programme accesses clinical placements primarily in "sse/9 0ut students can also e/pect to access ser.ices in Hertfordshire9 Suffol19 am0ridgeshire and the fringes of #ondon2 Students 4ill 0e placed in a .ariety of multi disciplinary healthcare settings and e/perience 4ill 0e gained 4ith people 4ho ha.e physical and mental health care needs2

Students are guided in their choice of practice placement to use opportunities to de.elop and consolidate core s1ills9 4hilst also pursuing areas of specialist interest2 They are encouraged to access a range of settings across the placements9 4hich may encompass ser.ices 0ased 4ithin the $ational Health Ser.ice9 Pri.ate Sector9 Social Ser.ices9 and Primary Health are Ser.ices2 !n addition9 there can 0e opportunity to e/perience occupational therapy in ne4 and gro4ing areas such as the pri.ate and .oluntary sector 4ith access to Hrole emerging2 placement opportunities2

Placements a0road can also 0e considered2 Although9 this is in a de.elopment stage2

All placements 4ill 0e organised and allocated 0y the School6s Practice Placement Tutor in accordance 4ith accepted placement pro.ision protocols negotiated 4ith ser.ice pro.iders across the region2 Students are e/pected to ma1e arrangements to tra.el to placements and adhere to con.entional ser.ice 4or1ing hours2

Students should not approach ser.ices directly to see1 placements and any de.iance from this process 4ill not 0e sanctioned2 !n cases 4here e/tenuating circumstances inhi0it a student from underta1ing a nominated placement9 then the appropriate e/tenuating circumstances form must 0e su0mitted pro.iding the reason accepta0le 0y -ni.ersity of "sse/ regulations

Placements may 0e su0Gect to short notice or changes due to circumstances outside the control of -ni.ersity of "sse/2 Placement start C finish dates may occasionally 0e e/tended 0eyond scheduled dates to accommodate a.aila0ility although e.ery effort to secure placements for the stated periods 4ill 0e made2

Practice Placement Therapy

alendar for BSc (Hons) C MSc Occupational

Academic year ()**+*(

Placement %ates Placement $o2 of ,ee1s Froup 'ear commenced IT - full time PT - part time

Programme route

Student num0ers

(8+*)+** -*A+*(+**

? = ()*) IT MSc

( year

(8

(8+*)+** -*A+*(+**

> = ())= PT BSc

8 year

()

*8+**+** -*A+*(+**

> ()*) PT BSc

8 year

*> )@+)*+*( - )(+)?+*( 8 = ())@ PT BSc

8 year

*A *?+)(+*( - )A+)8+*( * = ()** IT MSc ( year (=

)@+)8+*( - )*+)A+*(

8 = ()*) IT MSc

( year

(8

*8+)>+*( - )A+)<+*(

? =

()*) PT BSc

8 year

*> **+)A+*( - )A+)<+*(

* 8 ()** PT BSc

8 year

*>

*A+)<+*( - )<+)@+*(

( = ()** IT MSc

( year

(= Annual ()**+*( BSc Student placement re3uirement 8 year =* Annual ()**+*( MSc Student placement re3uirement ( year *)8 Total placements re3uired

*=>

Student professional de.elopment and placements

Professional de.elopment occurs as the student progresses through the course and matures as a therapist2 !t is e/pected that9 through ongoing formal and informal placement assessment feed0ac1 mechanisms9 the student is ena0led to identify transfera0le s1ills and 1no4ledge that can 0e generalised to successi.e practice placement or academic e/periences

Specific information regarding performance le.els and e/pectations can 0e found in the Occupational Therapy Placement "/perience D #e.els and e/pectations2

Recording continuing professional de.elopment D Student Portfolio

P%

The student is e/pected to 1eep an ongoing record of their professional de.elopment during the course in portfolio format2 A portfolio frame4or1 and a range of reflecti.e practice and clinical reasoning frame4or1s are pro.ided to help structure and record folio content2

!t is strongly recommended that the student has opportunity through formal and informal super.ision practice to reflect on practice placement e/periences2 Recording reflections

4ill help inform su0se3uent academic modules and 4ill also pro.ide e.idence of continuing personal and professional de.elopment2

Presentation of a courses2

P% portfolio is no4 an assessed part of the

Placement education support

The practice placement tutor9 academic and administration teams 4ithin the School of Health and Human Sciences support the placement e/perience for the student and their placement pro.iders2

"ach mem0er of the academic staff is directly in.ol.ed in each placement e/perience 4ith close lin1s fostered 0et4een school staff9 practice educator and student through scheduled half 4ay placement monitoring .isits to all placements and other e.ents occurring through the year

!t is essential that the student and their placement educators 0e effecti.ely supported throughout the placement learning e/perience2 All are encouraged to 0e proacti.e and see1 additional support from the school as necessary 4ith negotiated Hopen access2 to the practice placement tutor9 .isiting tutor or programme manager to address concerns as they arise2

Occupational Therapy Placement contacts at the School of Health and Human Sciences9 -ni.ersity of "sse/

Administrator

,endy Singleton

)*()A =<8@<8

Practice Placement Tutors

;essica %a.ies

Gcda.iesBesse/2ac2u1 )<=(> =8>?(>

%a.id %e6Ath

ddeathBesse/2ac2u1

)<@@)>AA>=( #ouise Andre4s (On maternity lea.e until April ()*()

louiseaBesse/2ac2u1 )<=(>=8>?(>

Academic Tutors

Selena Hammond

shammondBesse/2ac2u1

Anita Stein0erg

asteinBesse/2ac2u1

Anna Pettican (On maternity lea.e until April ()*()

arpettBesse/2ac2u1

Ste.e Moores

smooresBesse/2ac2u1

Programme #ead MSc

Mar1 Irancis-,right

mfrancisBesse/2ac2u1

Professional #ead and BSc Programme #ead

Irances Sheppard

fGshepBese/2ac2u1

Role of the Practice Placement Tutor

The practice placement tutor is responsi0le for liaising 4ith practice placement coordinators and+or other identified personnel in ser.ice settings to source appropriate placement opportunities for students to access2 !t is the tutor2s role to ensure that the students are ready for placement in that they recei.e the re3uired information9 paper4or1 and preparation prior to the commencement of the placement2

The practice placement tutor 4ill plan and deli.er Placement "ducator ourses and identify educator continuing professional de.elopment support as re3uired2 Monitoring of practice placement pro.ision commensurate 4ith professional and statutory 0ody 3uality assurance standards 4ill occur through placement e.aluati.e processes and the placement tutor 4ill ta1e action as re3uired2

Role of the Eisiting Tutor on placement

Students 4ill 0e .isited 0y a tutor from the school during each placement at the half4ay stage at a time mutually con.enient to all parties2 Students are normally e/pected to

ma1e contact 4ith the .isiting tutor as soon as possi0le9 either .ia telephone or email ha.ing agreed a time 4ith their educator at an early stage in the placement2 One .isit is all that is re3uired9 ho4e.er if there are areas of concern identified9 su0se3uent .isits can 0e arranged after consultation 4ith the practice placement tutor2

Should educator or student ha.e concerns earlier in the placement then these should 0e communicated for ad.ice or action to the practice placement tutor2 The educator should complete a Placement !ssue of oncern form identifying issue and documenting an agreed action plan (page **?)2

%uring the placement the .isiting tutor 4ill discuss the follo4ing areas and record their o0ser.ations on the appropriate half 4ay .isit monitoring form

The .isiting tutor 4ill e.aluate the e/perience at this stage to ensure that the studentJs learning needs are 0eing met and that placement 3uality standards are maintained2

2 %iscuss the learning e/perience 4ith the student and educator+s indi.idually9 follo4ed 0y a Goint discussion if re3uired

2 Monitor student performance 0y re.ie4ing the learning e/perience9 the learning contract9 the assessment process and super.ision notes

2 Support the educator through re.ie4ing the student2s learning e/perience9 acting as a second mar1er if re3uired 2 %iscuss pastoral issues 4hich may ha.e a 0earing on the success of the placement 2 Raise any significant issues regarding the placement e/perience 4ith the educator and student

Placement "ducator

ontinuing Professional %e.elopment support

Practice Placement "ducators2 ourses ta1e place 0oth 4ithin the School and clinical areas at least three times a year2 T4o-day courses pro.ide an opportunity for ne4 educators to familiarise themsel.es 4ith the course curriculum and the professional de.elopment needs of the student on placement2 !t is e/pected that in attending the course that ne4 educators 4ill ha.e the re3uisite s1ills and 1no4ledge to effecti.ely support and super.ise the student placement e/perience commensurate 4ith placement education standards

To ensure currency and continuation of placement educator de.elopment opportunities across the spectrum of educator e/pertise9 a range of continuing professional de.elopment educator 4or1shops including one day update sessions ha.e 0een de.eloped 4hich aim to address themes and identified needs arising from placement education and the undergraduate curriculum2 %etails of these opportunities are circulated periodically to placement co-ordinators and + or are negotia0le 4ith the tutor responsi0le for placement educator P%2

The school also offers either a mentorship module for e/perienced placement educators to underta1e the OT Accreditation of Practice Placement "ducators2 (APP#") or support to complete the e/periential route2

Resources

There is a 4ide range of resources a.aila0le 4hich can 0e used to de.elop students understanding and e/perience in the practice setting2 They are employed most constructi.ely 4hen the placement educator uses them as a means to fulfil the learning o0Gecti.es identified for the placement and the re3uirements of the programme curriculum2 The placement educator needs to consider 4hat the student(s) should gain from each e/perience they ha.e 4hilst on a placement2 Some resources are common to all clinical areas9 4hilst others are less 4idely a.aila0le2

2 Ser.ice users are the most .alua0le component of practice-0ased education2 ,or1ing 4ith ser.ice users gi.es students the opportunity to apply 1no4ledge and s1ills they ha.e learned at -ni.ersity and o0ser.e the outcomes of their interactions and inter.entions in the real 4orld 2 The opportunity to discuss9 o0ser.e and 4or1 4ith a .ariety of other practice0ased staff9 including those from other professions9 is .ery useful2 These e/periences emphasise the importance of the holistic approach to patient management9 allo4ing the student to e/perience in.ol.ement 4ith the multidisciplinary team and gi.e different perspecti.es on patients and their pro0lems2 !nteraction 4ith the other practice-0ased staff also helps the student 0egin to understand the organisation and management structures of the area2

Related acti.ities i2e2 opportunities to attend 4ard rounds and case conferences9 help the student to understand the role of other professionals9 the function of the multi-disciplinary team and the place of occupational therapy in o.erall patient management2

2 Practice-0ased learning e/periences tend to stimulate the student2s interest and desire to find out more a0out a su0Gect and it is helpful if students ha.e access to 0oo1s and Gournals and other facilities on site such as department protocols and treatment regimes 4hich are useful in gi.ing the student information a0out the rate of progress to e/pect from patients 4ith specific conditions2

2 The placement educator is an important learning resource for the student2 One of their maGor functions is to help the student ma1e sense of their placement 0y facilitating the planning and organising their 4or1load and ser.ice user e/periences2 The esta0lishment and agreement of clinical learning goals helps to achie.e this2

Practice Placement !nformation D Placement Process

The process of o0taining9 allocating9 supporting and monitoring of placement pro.ision is the responsi0ility of the Practice Placement Tutor supported 0y the school team2

The process tas1s are outlined in the follo4ing stages and are further detailed in the Placement Process Trac1ing Tas1s and Resources information2

Pre placement 2 Practice Placement a.aila0ility form is sent annually to all occupational therapy practice placement education co-ordinators and other indi.idual placement pro.iders follo4ed 0y reminders throughout the year2

2 Placements are allocated to students follo4ing consultation and ta1ing account of indi.idual student placement needs 4hene.er feasi0le2 Students do not ha.e the right to contest their placement allocation on the grounds of9 for e/ample childcare9 tra.el9 time or financial resources2 2 Student2s long standing health issues identified 0y occupational health 4ill 0e accommodated 4here.er possi0le under the "3uality Act9 ()*)2 2 A placement allocation list is compiled and issued to .isiting tutor staff and students 2 The practice placement tutor confirms placement allocation 4ith placement education co-ordinators or indi.idual educators9 as appropriate9 8 4ee1s9 or as soon as possi0le9 0efore placement commencement2

The follo4ing information is pro.ided:

2 Student details 2 Placement module e/pectations 2 Assessment cross-mar1ing support meeting information 2 Placement educator placement e/perience e.aluation form 2 Students complete a placement ad.ance information and S,A!$ indi.idual learning needs form and send directly to their educator 4ith an introductory letter 2 "ducators respond to students introductory letter 4ith re3uisite ser.ice information 2 Students arrange a pre-placement .isit if possi0le 2 Students electronically do4nload follo4ing placement documentation Assessment forms #earning contract C Super.ision logs Student Placement Ieed0ac1 form Hours log C Placement a0sence forms

ase study consent form

Pre- placement preparation 2 %uring induction to the programme and 4ithin the first modules students 4ill 0e introduced to the follo4ing: o o o o o o o o o o !ntroduction to Mo.ing C Handling !nfection ontrol9 including hand 4ashing !ntroduction to Brea1a4ay %e-escalation hild Protection C Protection of Eulnera0le Adults ultural ompetency #a0elling9 Stigma9 Social e/clusion C anti-discriminatory practice Religion9 Spirituality9 Holistic practice2 #egal C "thical !ssues9 including important legislature !ntroduction to Basic #ife Support #one 4or1ing

2 !mmediately prior to each practice placement students recei.e5 o a practical update in mo.ing and handling o re.ie4 of paper4or1 re3uired o discussion of any issues rele.ant to the le.el of placement o discussion concerning 4ritten 4or1 and presentation of case study

%uring placement 2 Students are .isited on each placement at the half4ay stage 0y a .isiting tutor2 2 On the final day of placement9 students attend a de0rief session at the

school and sign in an original copy of their placement assessment C hours log2

Post placement 2 Placement assessment forms are ratified 0y the practice placement tutor and mar1s and hours entered on the assessment data 0ase 2 Placement educators return e.aluation of placement e/perience 2 Student and educator feed0ac1 forms collated for course e.aluation 3uality monitoring and feed0ac1 for students and educators 2 Students underta1e de.elopment re.ie4 4ith personal and or practice placement tutor and complete ne/t placement information form Feneral placement information

Hours The re3uirement of the ,orld Iederation of Occupational Therapists is that each student should complete a minimum of *))) hours in practice in order to achie.e professional status2 !n the degree programme students ha.e the opportunity to complete ?(-?? 4ee1s of full-time clinical practice of 4hich all 4ill 0e assessed2 Based on ?< hours per 4ee1 all students 4ill e/ceed the minimum of *))) hours as re3uired 0y the ,orld Iederation of Occupational Therapists2

The practice placement educator is re3uired to .erify the hours 4or1ed during each placement 0y signing the student hours log and the Practice Placement "ducation Assessment form2 The student 4ill also ha.e a Placement profile form to denote accumulated placement hours across the course of their training 4hich needs to 0e .erified 0y the school2

Students are e/pected to conform to the con.entional 4or1ing hours of the ser.ice setting they are placed in2 Ho4e.er9 4here e/tended practice hours are negotiated e2g2 to ta1e ad.antage of specific learning opportunities9 these hours should 0e 0alanced 4ith appropriate time in lieu+study time arrangements9 not as a 4ay to prolong the placement assessment period2

Study time on placement

A re3uirement of the programme is that each student is allocated a half day of study per 4ee1 4hilst on practice placement at a time agreed 4ith the placement educator2 The hours for this half-day of study are included in the total placement hours2

Sic1ness+A0sence

Time a4ay from the placement 4ill naturally impact on optimal performance time re3uired to meet placement learning outcomes2 Hence9 the student must notify the practice placement educator and the school of any a0sence from the placement2

A self-certification form should 0e o0tained if a0sence is for ? days or more2 A FP medical certificate is re3uired for a0sences of one 4ee1 or more2 All a0sences must 0e recorded on the Student Practice Placement Attendance Record2

FP medical certificates and self-certification sic1ness certificates must 0e promptly sent to the practice placement administrator and 4ill 0e entered on the student record in accordance 4ith the lothier Report (*@@>)2

Planned or unplanned a0sence from the placement for reasons other than sic1ness must 0e discussed 4ith the programme manager and practice placement tutor as early as possi0le to assess the impact on completing re3uired hours and to ena0le options to 0e considered2

Fuidance for students 4ishing to claim e/cess clinical placement tra.el and accommodation e/penses

$HS commissioned students in receipt of a 0ursary 4ho ha.e to underta1e a clinical placement 4hich in.ol.es training in hospitals or community health ser.ices rather than a classroom may 0e entitled to ha.e the cost of Gourneys 0et4een their term time residence and the clinical placement site (4hich is not part of their -ni.ersity) reim0ursed2 This is pro.iding the cost of tra.el to the clinical placement site is greater than the normal tra.el cost from their term time residence to college2

All $HS funded students should ha.e recei.ed from the $HS Student Frants -nit a Frant $otification #etter that 4ill detail the amount and type of 0ursary they recei.e2 !f the student is assessed as H"uropean Iees Only2 or Assessed Iees Only2 they 4ill not 0e a0le to claim tra.el or accommodation e/penses2

Students should also loo1 to see if there is any amount detailed on the Frant $otification #etter as a HTra.el %isregard22 !f they do ha.e tra.el disregard this means that they 4ill 0e in receipt of a H)2))2 a4ard and it is considered that students must pay the amount detailed as the tra.el disregard from their o4n resources to co.er any clinical placement e/penses they may incur2 Students may still su0mit claims 0ut no additional payments can 0e made to co.er clinical placement tra.el and+or accommodation e/penditure until the total of their claims e/ceeds that of the tra.el disregard2

A claim form must 0e completed for each clinical placement and signed 0y a lecturer 0efore 0eing sent to the $HS Student Frants -nit for processing2

Students should ensure that all tic1ets+receipts are 1ept as e.idence in the e.ent of a claim 0eing made2

laim forms and information sheets 4ith full details of ho4 to claim are a.aila0le from the Placements Office (S(2>2*?2

ar insurance information

!f it is necessary for a student to use their car for official 0usiness purposes9 other than getting to and from their placement they must chec1 that their insurance policy co.ers Kofficial 0usiness purposesL and not Gust Ksocial9 domestic or pleasure purposesL2

Accommodation

Accommodation may 0e a.aila0le close to a placement and may 0e arranged through the placement pro.ider or 0y the student as appropriate2 Students are entitled to claim reasona0le accommodation costs 4hilst on placement9 if they are in receipt of a $HS 0ursary2

Professional !ndemnity

Pre-registration students are re3uired to 0ecome student mem0ers of the ollege of Occupational Therapy ( OT+ BAOT)9 4hich pro.ides them 4ith additional professional indemnity insurance co.er for practice placement education at a reasona0le monthly cost2 Practice "ducation conte/ts are ad.ised to e/plore their policies and procedures in regard to insurance 4hilst offering student placements2

Personal

onduct

The student 4ill e/pect to 0e inducted into the placement pro.ider organisation or department and to 0e ac3uainted 4ith policy and procedures go.erning safe practice2 The student must o0ser.e these at all times2

Students are re3uired to 0e a4are of their o4n personal safety at all times and adhere to ser.ice protocols2

On placement students are e/pected to loo1 neat9 clean and professional at all times2 The student must 0e ad.ised of uniform or non-uniform dress code prior to commencing placement and 4ill 0e e/pected to adhere to it at all times2 The student should not 4ear their uniform in pu0lic unless underta1ing a clinical duty2

!nfection control procedures 4ithin clinical settings must 0e adhered to2

Students are issued 4ith school identity 0adges and these should 0e clearly .isi0le at all times2

Personal mo0ile phones are only to 0e used for professional purposes 4ithin 4or1ing hours and used according to Trust or organisation operational policy2

Mo.ing and Handling

Students 4ill co.er the 0road principles of mo.ing and handling during the course induction period during the *st t4o 4ee1s of term and recei.e annual theoretical and practical updates (using each other as models) prior to the commencement of each placement2

The student 4ill identify their indi.idual mo.ing and handling learning needs and 4ill 1eep a log of mo.ing C handling e/periences (signed 0y their placement educators) as part of their portfolio2

Students should see1 re3uisite support from the placement educator to ensure that placement mo.ing and handling techni3ues are managed safely 4ithin their remit2

ode of "thics and Professional

onduct

Students are re3uired to 0e con.ersant 4ith and adhere to the ode of "thics and Professional onduct for Occupational Therapists ( OT ())>)2 Students are re3uired to 0e particularly a4are of the need to safeguard confidential information relating to clients and they must follo4 -ni.ersity guidelines for maintaining confidentiality and gaining consent 4hen conducting a client case study9 and o0taining any information for portfolios to comply 4ith the Health Professions ouncil onduct Performance and "thics (())=) and the %ata Protection Act (*@@=)

RB Police

hec1s

!t is the re3uirement of all students applying to study on $HS funded non-medical health professional to o0tain an enhanced disclosure of con.ictions2 The decision to accept students on to a course of study lies solely 4ith the -ni.ersity9 and placement pro.iders can 0e assured that each student has an enhanced riminal Records Bureau ( RB) chec1 prior to commencement of the placement and 4hich is updated annually2 Students are made a4are of the need to disclose any con.ictions ac3uired after acceptance on to the course9 and any student 4ho chooses not to inform the -ni.ersity9 and is su0se3uently disco.ered9 4ill 0e dealt 4ith under the regulations for professional suita0ility2

%isa0ility %iscrimination Act+"3uality Act ()*)

The %isa0ility %iscrimination Act 4as e/tended to -ni.ersities in ())(2 This has resulted in many changes9 in line 4ith %isa0ility %iscrimination Act legislation9 including the

amendment of the learning contract section of the clinical placement assessment forms9 to ensure that students ha.e an opportunity to disclose specific needs 4hich may impact on the learning e/perience and discuss these 4ith their clinical educator2 The legislation identifies that clinical educators act as temporary facilitators for the -ni.ersity of "sse/ students and hence students should 0e encouraged to discuss any disa0ilities and strategies 4ith them2 The -ni.ersity of "sse/ supports the social model of disa0ility and is committed to e3ual opportunities2 !t recognises its responsi0ilities under the legislation and is committed to 4or1ing in the 0est interests of people 4ith a disa0ility and therefore aims to generate a more Hena0ling2 en.ironment and to create a non-discriminatory culture9 for the 0enefit of all -ni.ersity students9 staff and .isitors2 All Staff ha.e a responsi0ility to ensure that they do not: M treat a disa0led person less fa.oura0ly than someone else for a reason relating to the person2s disa0ility M indirectly discriminate against a student 4ith a disa0ility 0y failing to ma1e a Hreasona0le adGustment2 4hen a disa0led student is placed9 or is li1ely to 0e placed9 at a Hsu0stantial disad.antage2 in comparison 4ith a person 4ho is not disa0led !f a student discloses a disa0ility to you9 you must re3uest their permission to for4ard this information to rele.ant colleagues2 Students should 0e encouraged to disclose to the %isa0ility Team in Student Support 4ho ha.e responsi0ility for assessing e.idence and notifying those people 4ho need to 1no4 once the confidentiality contract has 0een signed2

All Students ha.e a responsi0ility to:

M disclose their disa0ility to a mem0er of the %isa0ility Team in the Student Support Office at the -ni.ersity so appropriate adGustments may 0e discussed

M Apply to their funding organisation for assistance 4ith costs related to their disa0ility (further ad.ice and guidance on 4ho to approach is a.aila0le from the %isa0ility Team in student support at the -ni.ersity)2

,hilst the %isa0ility Team pro.ide initial ad.ice to all students it is the student2s responsi0ility to contact the %isa0ility Team if they re3uire indi.idual ad.ice at other times and to notify the Student Support Office of changes in their circumstances and+or re3uirements2 A good practice guide for accessi0le curricula is a.aila0le at http:++4442techdis2ac2u1+pdf+curricula2pdf

%eferred+failed placements Students must pass all practice-0ased learning placements2 !f a student fails a placement9 they 4ill 0e re3uired to underta1e and pass a full repeat placement (in the same clinical speciality) for a capped mar12 !f a student fails a placement on reassessment or fails more than ( placements at first attempt they 4ill 0e re3uired to 4ithdra4 from the programme2

!n the e.ent of a failed placement or personal circumstances9 4hich pre.ent either9 a placement from 0eing started or completed e2g2 through sic1ness or other e/tenuating circumstances then the student 4ill underta1e the placement at the ne/t a.aila0le placement time2 This 4ill result in those students 3ualifying 4hen they ha.e successfully completed the minimum *))) placement hours re3uired2

Alternati.e placement arrangements

Alterations may 0e made to placement 4or1ing arrangements to meet the needs of students 4ith diagnosed health needs e2g2 shorter hours o.er a longer placement period2 The practice placement tutor 4ill negotiate the placement arrangements 4ith the placement educator and the student2

References: OT (())<) Professional Standards for Occupational Therapy Practice2 #ondon2 ollege of Occupational Therapists2 Freat Britain9 Parliament (*@@=) %ata Protection Act *@@=2 #ondon2 Stationery Office2 Freat Britain9 Parliament (())*) The Special "ducational $eeds and %isa0ility Act ())*2 #ondon: Stationery Office 7AA (()))) 7uality Assurance Agency for Higher "ducation (()))) Benchmar1ing Academic Standards2 Floucester: 7AA2

Responsi0ilities of the Student and "ducator on placement

Student responsi0ilities: 2 To 0roadly prepare for the placement - o0tain information relating to the clinical area 2 To complete the ad.ance information+S,A!$ form and send to the educator in a timely manner 2 To arrange C underta1e a pre-placement .isit 4here possi0le 2 To confirm details of the placement 4ith the educator and as1 any rele.ant 3uestions 2 To consider personal learning needs for the stage of training9 and to use e.ery opportunity on placement to de.elop these 2 To de.elop a learning contract and learning outcomes in colla0oration 4ith the educator 2 To de.elop 1no4ledge and s1ills gained in 0oth the academic and placement settings 2 To underpin practice 4ith an appropriate theoretical e.idence 0ase 2 To constructi.ely use formal C informal super.ision processes9 engage in selfassessment and acti.ely prepare for C participate in these processes 2 To further clinical s1ills 4ith a range of clients9 4or1ing at a le.el appropriate for the stage of training reached 2 To contri0ute to4ards discussion and inter.ention as part of an inter-professional team 2 To o0ser.e the ollege of Occupational Therapy2s ode of "thics and Professional onduct (())>) in all aspects of clinical 4or1 2 As future registrants of the Health Professions ouncil students should also 0e a4are of and comply 4ith the Standards of onduct9 Performance and "thics (HP ())8)2

2 To use reflecti.e practice as a tool for further de.elopment 2 To inform the placement educator and the School of any change in personal circumstances 4hich may affect the a0ility to complete the placement 2 To follo4 the School procedures 2 To complete rele.ant paper4or1 0y the re3uired date 2 To 0eha.e in a professional manner at all times 2 To record practice e/periential learning in a professional de.elopment portfolio

"ducator responsi0ilities 2 To prepare for the student9 pro.iding information rele.ant to the clinical+ser.ice area 2 To plan and source suita0le uni-professional and multidisciplinary learning opportunities 4ith the student ta1ing into account the le.el of training9 their indi.idual learning needs and prior e/perience 2 To pro.ide support and super.ision to the student as appropriate 2 To ensure the student has a mem0er of staff to refer to in the a0sence of the educator 2 To facilitate the student in regular super.ision using the learning contract9 super.ision log and assessment criteria to guide the process

2 To assess the students performance throughout the placement and gi.e regular feed0ac1 through formal and informal discussion and assessment recording 2 To inform the school as soon as possi0le of any concerns regarding the student2s performance and to formally document these as an issue of concern2 2 To e.aluate the placement .ia the educator placement e.aluation form 2 To update and de.elop educator s1ills through P% opportunities 2 To meet practice placement education standards

Placement assessment process

Placement assessment processes ser.e t4o purposes5 that is to pro.ide the student 4ith ongoing feed0ac1 on their performance9 and to formally assess the le.el of that performance against defined criteria for the student2s stage of training2 The assessment and super.ision process pro.ides a frame4or1 to continually monitor de.elopment of professional s1ills9 1no4ledge and attitude ena0ling placement educator and student to engage in a continuing cycle of monitoring9 re.ie49 feed0ac1 and action planning2 Regular performance feed0ac1 is e/pected to occur during formal and informal super.ision times2

The student 0rings the follo4ing assessment C supporting documentation to the placement o o o o o o o o Assessment forms #earning contract Super.ision logs A0sence forms Hours log Mo.ing C handling log Student Placement ".aluation form "ducator Placement ".aluation form

All forms for educators are also a.aila0le electronically .ia hhsplaceBesse/2ac2u1

Assessment re3uirements

The placement assessment form pro.ides a comprehensi.e set of graded

performance criteria9 4hich ta1e account of increasing le.els of responsi0ility and in.ol.ement as students2 progress through placements2 The assessment form is used in conGunction 4ith the placement module description sheet9 to pro.ide guidance on the performance e/pected of the student for each le.el of placement2 Additional assessment mar1ing guidelines and information are included 4ith each assessment form to help 4ith grading performance2

Half4ay assessment

An assessment discussion 4ill occur half4ay through the placement2 The assessment form may 0e used in conGunction 4ith the completed learning contract and super.ision logs to ena0le educator and student to identify learning progression up to this point2 %e.elopment needs arising from the discussion should 0e recorded in the student2s super.ision log and 4ill also 0e reflected in re.ision of the student2s learning contract as appropriate2

Iormal final assessment A formal summati.e (final) assessment meeting is held at the end of the placement2 Both student and placement educator are re3uired to complete the assessment form2 The student2s copy of the assessment form is used to pro.ide opportunity to e.aluate their o4n performance and to prepare for half4ay discussion and the final formal report meetings2 "ach of the four sections of the placement assessment form must 0e a4arded a mar12 All performance criteria must 0e met and the student must minimally o0tain a Pass (8)N) in each of the four sections in order to satisfactorily complete placement practice components2 !t is a re3uirement that specific e/amples of the student2s performance must 0e gi.en in each section to support the mar1 a4arded and also comment on 4here and ho4 they can de.elop their practice2 MSc

After discussion 0et4een educator and student9 the placement educator 4ill ma1e the final o.erall grading decision for all placements2 BSc (Hons) After discussion 0et4een educator and student9 the placement educator 4ill ma1e the final o.erall grading decision for placements * D ? and >2 Ior placement 8 educators and students 4ill a4ard mar1s for sections *- 8 only D final placement grades 4ill 0e a4arded 0y the school after su0mission of reflecti.e assignment2

Potential failure of placement

The follo4ing process is used to pro.ide support to 0oth student and educator if it 0ecomes e.ident at any stage of the placement that the student is unli1ely to successfully complete the placement2

*2 The placement educator should notify the practice placement tutor as soon as difficulties or concerns emerge a0out a student2s performance or a0ility to attain the e/pected le.el2 (2 The placement educator should complete a placement issue of concern form identifying unsatisfactory performance and outlining e/pectations C action points for de.elopment C re.ie4 in conGunction 4ith the student9 liaising 4ith the .isiting tutor or practice placement tutor2 ?2 The placement educator should monitor student2s performance against the agreed action plan2 The practice placement tutor must 0e notified as early as possi0le 0efore the final assessment9 if it is clear that the student is una0le to meet the agreed plan o0Gecti.es and 4ill fail2 82 The practice placement tutor 4ill co-ordinate a meeting 0et4een the student9 placement educator and practice placement tutor (or .isiting tutor D as applica0le)2 >2 ,here retrie.al is not possi0le9 the practice placement tutor (or .isiting tutor) may 0e re3uested to participate in the final assessment process 0y either the student or the placement educator2

Iailure of Practice Placement modules *2 "ach of the four+fi.e practice placements has to 0e passed in order to progress through the academic le.els to achie.e final 3ualification (2 A student failing a placement must successfully retrie.e this 0efore progressing to the ne/t practice placement e/perience ?2 A ne4 placement 4ill normally 0e found 4hich 4ill pro.ide similar learning opportunities in a compara0le setting

82 A second failure of the repeat placement 4ill normally result in termination of the course and procedures are consistent 4ith those for academic modules ( OT ())=: re3uirement A2?2() >2 A student9 4ho fails one placement (at any le.el) successfully retrie.es it 0ut then fails the su0se3uent practice placement assessment9 4ill not 0e offered a repeat reassessment and 4ill 0e deemed as e.idencing persistent failure to demonstrate placement competence2 This 4ill result in termination of the course2 A2 Students 4ho fail su0mitted 4ritten reflecti.e components for placements 8 (BSc only) 4ill fail the placement pending successful resu0mission of the 4ritten component only2 <2 !f students dou0le fail on the academic component of the course 4hilst out on placement then they 4ill 0e remo.ed from placement2 A tutor 4ill .isit to 4ithdra4 the student2 This is in accordance 4ith -ni.ersity policy and guidelines2

Fuidelines for Remo.al from Placement The -ni.ersity recognises the need for termination of a placement 4here a student2s 0eha.iour seriously 0reaches codes of conduct or procedures operating in the clinical setting or the professions ode of "thics C Professional onduct2 ".idence of professional unsuita0ility or misconduct and+or ill health must 0e clearly documented9 utilising the Hissue of concern form2 process in conGunction 4ith the -ni.ersity to support the educator2s decision to e/clude the student from the 4or1place2

!n e/treme cases the placement educator has the right to send the student off site immediately9 0ut must notify the school to inform the practice placement tutor of this action2 The -ni.ersity 4ill then implement appropriate procedures go.erned 0y -ni.ersity professional conduct regulations (page *(A)2 !f the student 4ithdra4s themsel.es from placement it is deemed as a first failure2 Therefore9 the ne/t placement 4ill 0e capped at 8)N2

A student has the right of appeal through the uni.ersity appeals procedure

Half4ay .isits Half4ay through the placement a tutor from the school 4ill .isit to meet 4ith 0oth student and placement educator2 The student must contact tutor in *st 4ee1 to arrange the .isit2 Iailure to do so may result in the commencement of the professional suita0ility procedure2 The .isit is an opportunity for student and educator to re.ie4 the placement e/perience9 see1 support9 as1 3uestions and gain further ad.ice and feed0ac1 as appropriate2 !t is an opportunity to re.ie4 the student2s assessment progress and identify recommendations for further de.elopment2

Return of assessment paper4or1 Students 4ill su0mit the placement assessment form9 placement assignments (placement 8 only) hours log C a0sence form9 appropriately signed9 4ith a front sheet 4hen they return to the school for the feed0ac1 day on the last day of the placement period2 The remainder of the placement documentation: learning contracts9 super.ision logs and other reflecti.e logs+material is to 0e filed in the student2s P% portfolio and 0e a.aila0le for use in discussions and for e/ternal moderation purposes if re3uired2 Student placement e.aluation forms must 0e handed to the placement tutor after final completion of comments during the placement feed0ac1 session2

Hours of study A re3uirement of the programme is that each student is allocated the e3ui.alent to a half-day of off-site study per 4ee1 4hilst on practice placement9 at a time agreed 4ith the placement educator2

The hours for study are not included in the total placement hours unless the time is spent 4or1ing specifically on a ser.ice or organisational proGect 4hich is to 0e re.ie4ed 0y the educator2

%isclosure Any long standing medical condition identified 0y Occupational Health is not disclosed to the occupational therapy team5 therefore 4e acti.ely encourage you to do so to your personal tutor or placement tutor2 Placements are co.ered 0y legislation relating to the 4or1place and human resource departments may 0e a0le to ad.ise on reasona0le adGustments2 Should students choose to 4ithhold information there is no o0ligation to ma1e reasona0le adGustments and e/tenuating circumstances 4ill not apply

Student Ad.ance !nformation for Practice Placement "ducators Iorm

Student $ame:

Address for correspondence:

Tel $o:

"mail:

urrent Occupational Therapy ,or1ing "/perience (as applica0le)

Practice Placement "/perience (in order9 include details of name of placement9 description of e/perience gained9 role and s1ills learned)

PP*

PP(

PP?

PP8

OS,A!$6 Ior Professional %e.elopment on Placement To complete the S,A!$ analysis9 identify your percei.ed Strengths and areas of ,ea1ness for personal C professional de.elopment for the ne/t placement e/perience2 !dentify your Aspirations (4hat you hope to 0e a0le to do or achie.e during the placement) and your !nhi0itions (4hat you thin1 may get in the 4ay of achie.ing or underta1ing your aspirations)2 Outline 4hat you feel are your personal and professional de.elopment $eeds for the placement2 This information 4ill ena0le your educator to plan the placement in relation to your specific learning needs and may help form the 0asis for your learning contract2

Strengths

,ea1nesses

Aspirations

!nhi0itions

$eeds

Any special considerations for the placement:

"/pected placement start date:

"/pected placement finish date: Signature

%ate

School of Health C Human Sciences ,i.enhoe Par1 olchester O8 ?S7

Occupational Therapy Practice Placement Fuidelines

ase Study Presentation

Students are re3uired to demonstrate integration of theory and practice and the de.elopment of occupational therapy clinical reasoning s1ills through a case study presentation of their understanding and le.el of in.ol.ement in case 4or1ing practices2

Feneral guidelines for all client 0ased case studies

The study 4ill include information rele.ant to the Hoccupational therapy process2 as appropriate to the ser.ice area and to demonstrate student clinical reasoning processes at an appropriate le.el for stage of training2

2 O.er.ie4 of person referred to the ser.ice 2 Reason for referral 2 Primary and secondary Hpro0lems2 + needs 2

!mpact of condition+episode on person2s lifestyle 2 OT process D assessment - ho4 needs are identified 2 Fuiding theory D model of practice9 inter.ention approach 2 ,or1place practices guiding inter.ention D local policies+procedures+legislation 2 Aims of OT inter.ention 2 Planning C implementation of treatment+acti.ity 2 ".aluation D ho4 has person 0enefited from OTP 2 Ser.ice+resource limitations 2 Iuture plans C actions 2 ".idence 0ase for study D source references

ase Study

onsent Iorm

! consent to 0eing part of a case study9 used for the education of the Occupational Therapy student named 0elo42

! understand that all my details 4ill remain confidential and 4ill only 0e used for the purposes of this study and that this form 4ill remain 4ith the occupational therapy ser.ice2

lients $ame

lients Signature

Occupational Therapy Student $ame

Occupational Therapy Student Signature

Practice Placement "ducator6s $ame

Practice Placement "ducator6s Signature

%ate

$2B2 !t is important this form must remain 4ithin the occupational therapy practice placement education placement setting2

Record of

linical Hours

ompleted

Please ensure all hours are recorded on a daily 0asis 0y the student (Q total hours added up) and signed 0y the linical "ducator to sho4 an accurate record of attendance2

!t 4ould 0e e/pected that you 4ould achie.e at least ?? hours per 4ee1 e/cluding study time unless negotiated other4ise2 Placement preparation and feed0ac1 session time is !ncluded in these hours2

Please note: #unch 0rea1s are not included as clinical hours2

Please indicate e/pected hours per 4ee1

%ate Hours completed

%ate Hours completed

,ee1 * ++

,ee1 ( ++

Mon2

Mon2

Tues2

Tues2

,eds

,eds

Thurs2

Thurs2

Iri2

Iri2

Total

Total

,ee1 ? ++

,ee1 8

++

Mon2

Mon2

Tues2

Tues2

,eds

,eds

Thurs2

Thurs2

Iri2

Iri2

Total

Total

Monthly total

! confirm that this is an accurate record of the hours completed 0y the student2

linical "ducator $ame: RRRRRRRRRRRRRRRRRRRRRRRRRRR

Signature: RRRRRRRRRRRRRRRRRRRRRRRRRRR

%ate Hours completed

%ate Hours completed

,ee1 > ++

,ee1 A ++

Mon2

Mon2

Tues2

Tues2

,eds

,eds

Thurs2

Thurs2

Iri2

Iri2

Total

Total

,ee1 < ++

,ee1 = ++

Mon2

Mon2

Tues2

Tues2

,eds

,eds

Thurs2

Thurs2

Iri2

Iri2

Total

Total

Iinal Total

! confirm that this is an accurate record of the hours completed 0y the student2

linical "ducator $ame: RRRRRRRRRRRRRRRRRRRRRRRRRRR

Signature: RRRRRRRRRRRRRRRRRRRRRRRRRRR

Practice Placement D Attendance Record

Student name: Froup: 'ear: Title of Programme: BSc (Hons)+MSc Occupational Therapy Placement no: %ates from: To:

%ate of A0sence %uration Reason for A0sence "ducator Signature

Total Hours A0sent

"ducator Signature

Student

ontinuing Professional %e.elopment ( P%)

The student2s e/periences and learning 4hilst on placements form an integral component of their professional de.elopment from student to competent practitioner2 Placement education pro.ides an essential en.ironment for 0oth personal and professional de.elopment9 and ena0les the student to utilise a.aila0le resources to inform their learning2

Throughout the placement the student 4ill collect 0oth formal and informal e.idence of learning through the use of learning contracts9 super.ision logs9 placement assessment and feed0ac12 These form core e.idence of learning for the students P% portfolio and 4ill form part of the assessment for ompetence in OT Practice (BSc) and The ompetent OT (MSc)2 A P% portfolio frame4or1 pro.ides them 4ith a .ariety of tools to aid super.ision and reflection processes2 A mo.ing C handling log is an integral part of the portfolio frame4or12

The #earning

ontract

The #earning ontract is used to guide and indi.idualise the students learning e/perience and pro.ides a clear plan for their learning and e/perience throughout

the placement2 Student and practice educator 4ill 4or1 colla0orati.ely to negotiate and complete the #earning ontract at the end of the first 4ee1 and once 4ritten9 is fle/i0le and allo4s for changes as ne4 outcomes are de.eloped or ne4 resources identified The module reference sheet identifies specific learning outcomes for each practice placement 4hich set the standard across each placement2

Ho4e.er9 the #earning ontract reflects the self-directed nature of learning 4ithin the total programme ena0ling students to identify learning outcomes that are specific to their re3uirements2 The student 0ecomes a more acti.e participant in the learning process and ta1es responsi0ility for identifying their learning needs9 e.aluating their strengths and area for de.elopment2

The #earning ontract should 0e re.ie4ed regularly throughout the placement and used as a focus for reflection and feed0ac1 as the learning e/perience is monitored2

The #earning can 0e found o.erleaf

ontract9 4ith an e/ample of ho4 it can 0e completed9

#earning Outcomes

!n order to de.elop the learning outcomes in conGunction 4ith the practice placement educator9 students should as1 themsel.es the follo4ing 3uestions: -

2 ,hat do ! 4ant to learn or de.elop during this placement9 4hich is at an appropriate le.el to meet the module outcomesP 2 ,hat are my needs and interests9 0aseline 1no4ledge and understanding9 pre.ious e/perience and 1no4ledge gapsP

The practice placement educator offers information a0out opportunities and e/perience a.aila0le9 essential 1no4ledge for safe practice and realistic goals2

These are then translated in learning outcomes that ate realistic and achie.a0le 4ithin the timeframe of the placement2

,al1er9 "2 (*@@@) #earning ontracts in Practice: Their Role in British ;ournal of Therapy and Reha0ilitation9 A (()

P%2

"/ample Placement #earning

ontract

Super.ision (ho4 4ill super.ision occur9 for ho4 long9 4hen and 4ith 4hom) Super.ision 4ith Sue 4ill 0e one hour on Iriday mornings at @2?) in the upstairs seminar room2 ,e 4ill 0oth 0ring ideas for 4hat 4e 4ant to discuss

%ate Set #earning Outcomes $eeds and interests9 areas of essential 1no4ledge and s1ill

#earning Resources Methods and situations for ho4 and 4hen learning can occur ".idence And opportunities to sho4 that learning o0Gecti.es ha.e 0een met

Ongoing (2)

%ate Met (=+@ To understand ho4 to plan a group

Tutorial 4ee1 ? on principles of planning groups2 Te/t0oo1s2 Meet 4ith senior OT to discuss plans for setting up carers groups To choose one acti.ity and plan ho4 it could 0e used in the reminiscence group in 4ee1 >2 Ha.e plans 4ritten out for super.isor

Plans

finished in 4ee1 >2 %iscussed in super.ision (=+@ To understand ho4 groups 4or1 O0ser.e OTs in acti.ity and support group2 Tutorial on techni3ues C group processes in 4ee1 82 Te/t0oo1s Ha.e regular Kafter groupL sessions 4ith super.isor 4here ! 4ill e/plain my o0ser.ations of the group dynamics and use sociograms

(=+@ To 0e more confident and to 0e in.ol.ed in setting up and running a

group Eideo Kmoc1L group 4ith OT assistants and nursing students2 ofacilitate art and reminiscence groups To sho4 my confidence through tone of .oice9 posture9 eye contact9 clarity of e/planations9 3uestions and ans4ers

Eideo done in 4ee1 82 ofacilitating groups2 Ieeling more confident2 Plan to run groups

(*+*) To understand ho4 a family cope 4hen someone has schiSophrenia Eisit M!$%2 Meet 4ith chaplain2 Meet 4ith P$2 Spend ( days at MHT2 O0ser.e in case conferences2 Reading %iscuss in super.ision in 4ee1 <2 ,rite up 0rief notes from each .isit and lin1 to reading

%iscussed in super.ision and KpresentedL 4hat ! found out to OTA2s (=+*) To set up and run a group To use my plan for reminiscence group and run the group in

4ee1 < Sho4 my group 4or1 s1ills through choice of acti.ity9 preparation9 opening9 maintaining group interest9 encouraging all to participate9 responding to all participants9 closing

Froup run in 4ee1 < and discussed in e/tra super.ision session

Placement #earning

ontract

Super.ision (ho4 4ill super.ision occur9 for ho4 long9 4hen and 4ith 4hom)

%ate Set #earning Outcomes $eeds and interests9 areas of essential 1no4ledge and s1ill #earning Resources Methods and situations for ho4 and 4hen learning can occur ".idence And opportunities to

sho4 that learning o0Gecti.es ha.e 0een met Ongoing (2) %ate Met

Super.ision

The student2s understanding and 1no4ledge of professional practice 4ill 0e e/plored and de.eloped through super.ision 4ith their placement educator2 The super.ision process pro.ides an opportunity for education9 support9 feed0ac19 action planning and reflection2 Iormal super.ision should 0e pro.ided for a minimum of * hour per 4ee1 and should ideally 0e regularly timeta0led and ta1e place in a 3uiet en.ironment9 free from e/ternal distractions2 This formal time 4ill 0e supplemented 4ith ongoing informal feed0ac1 and discussion as appropriate2 Super.ision should 0e confidential9 safe and supporti.e9 to allo4 e/ploration of the student2s strengths and areas for de.elopment2

The formal super.ision session should 0e contracted for during the preparatory 4ee19 to esta0lish ho4 super.ision 4ill ta1e place9 for ho4 long9 4hen9 4here and 4ith 4hom2 This is recorded on the #earning ontract2 !t is useful 4hen setting up super.ision9 to discuss the student2s pre.ious e/periences of the process9 clarify e/pectations and reach agreement on the use of the sessions2

The student6s responsi0ilities as super.isee include: 2 Preparing for super.ision 2 Re.ie4ing the #earning ontract and current learning needs 2 Re.ie4ing practice and le.el of in.ol.ement in the clinical area 2 Selecting issues from the reflecti.e diary to share and discuss 2 Re.ie4ing the pre.ious 4ee1Js super.ision log preparing an agenda 2 Participating e3ually in discussion2

The practice placement educatorJs responsi0ilities as a super.isor include: 2 Preparing for super.ision 2 Promoting reflecti.e dialogue 2 Fuiding learning 0y facilitating the integration of theory and practice 2 Pro.iding feed0ac1 on performance 2 Monitoring assessment of competence and confidence9 and planning assessment opportunities 2 !n the case of Goint super.ision9 agreeing ho4 sessions 4ill 0e structured or shared 2 "nsuring colla0oration 0et4een Goint super.isors

The Super.ision #og

The Super.ision #og must 0e completed after each super.ision session2 !ts purpose is to:

2 2 2 2

To To To To

record discussions and pro.ide continuity 0et4een sessions record feed0ac1 and action plans prompt discussion of learning as 4ell as future action monitor learning and de.elopment

The Super.ision #og should 0e completed 0y the student C signed off 0y the educator after each super.ision session2 !t aims to ensure that discussions ha.e

0een clearly documented and pro.ides e.idence that 4ee1ly super.ision has ta1en place2 The log 4ill ena0le the student to re.ie4 their learning and e.idence 4hat has 0een discussed 4ithin each super.ision session2 The 4ee1ly action plan 4ill 0e agreed and practical o0Gecti.es set 4ith details of ho4 these are to 0e met2

Practice Placement Super.ision #og

Practice Placement Super.ision #og

Student name:

%ate

"ducator name:

Time Agenda including re.ie4 of practice C learning+support issues to 0e discussed

!ssues discussed9 reflections9 learning points and plans for ne/t 4ee1

$e/t super.ision scheduled for:

"ducator Signature:

,ee1ly Action Plan D Student $ame: To 0e used in conGunction 4ith issue of concern form or if student or educator 4ish to use it2

O0Gecti.e D de.elopment point

Resources

Action

MetP

Student ".aluation of Occupational Therapy

Practice Placement "/perience

Student name

"ducator name Placement year 'ear * 2 'ear ( 2 'ear ? 2 'ear 8 2

ohort Please comment on each aspect Pre-placement

Organisation of placement

Placement !nformation

Placement preparation

Placement commencement

Placement induction

,or1load e/pectations

Super.ision arrangements

!ndi.idual learning contract

%uring the placement

Iormal C informal super.ision

Support

Ongoing feed0ac1 on performance

Half 4ay C final assessment report meetings

Half 4ay .isit

Placement learning resources

#earning opportunities offered

,or1ing 4ith other professionals+e/ternal agenciesP

#earning resource a.aila0ility (li0rary9 !T9 training e.ents9 etc)

Placement e/perience

omment on the 4hole learning e/perience

Personal C professional ,hat ha.e you gained and 4as there anything %e.elopment else you 4ould ha.e li1ed to ha.e achie.edP

Any other comments Ior reference for the school9 educator or future students

Post placement session

Ieed0ac1 C future de.elopment

School of Health and Human Sciences Eisiting tutor practice placement Half 4ay .isit monitoring form

Student name

ohort

Placement num0er

PP * 2 PP ( 2 PP ? 2 PP 8 2 PP > 2

Placement address

Placement type

Practice placement educator

Eisiting tutor

%ate of .isit

!SOT .isiting tutor formati.e e.aluation2 omments and any ad.ice gi.en re:student preparation C induction into placement9 e/pectations of the student9 case 4or1ing de.elopment9 learning contract9 use of super.ision C support9 clinical reasoning9 placement presentation9 a0sence9 o.erall impression of professional de.elopment C progress2

Signed:

%ate: Potential or actual issues or concerns 4hich may impact on student9 educator and+or the placement e/perience2

Signed:

%ate:

School of Health and Human Sciences Placement issue of concern Support and re.ie4 form

Student name

ohort

Placement num0er

PP * 2 PP ( 2 PP ? 2 PP 8 2 PP > 2

Placement address

Placement type

Practice placement educator

Eisiting tutor

%ate of contact

Placement issue D poor performance9 danger of failure9 other issue of concern

Action plan or recommendations made:

Eisiting tutor signature Placement educator signature Student signature %ate Agreed re.ie4 date

Re.ie4 of performance+issue of concern

Performance+issue re.ie4ed C resol.ed

"ducator signature

Student signature %ate Performance+issue unresol.ed Iollo4 up action plan or recommendation

"ducator signature

Student signature %ate !n the e.ent of continued failing performance at the end stage of placement 4hat arrangements are in place to clarify intention to notify failure 4ith the studentP

Signature (s) %ate Outcome of re.ie4 process (for school use only) !nformation for4arded if applica0le to: Student Placement educator Practice placement tutor Programme manager "/ternal e/aminer Panel

%ate

School of Health and Human Sciences ,i.enhoe Par1 olchester O8 ?S7

Practice Placement "ducator Ieed0ac1 As a .alued part of the school2s 3uality monitoring process 4e 4ould 0e grateful if you could pro.ide 4ritten feed0ac1 on your e/periences of pro.iding this current student placement2 The information 4ill 0e collated 4ith other e.aluation information to pro.ide an e3uita0le picture of the placement e/perience from placement pro.ider9 student and school perspecti.es2

"ducator

Student

Placement

%ates of Placement

Placement num0er *st 2 (nd 2 ?rd 2 8th 2 >th 2

Placement preparation D your contact 4ith the student prior to commencing placement ,as the student prepared for 4or1ing 4ith your ser.iceP Please tic1

Eery 4ell prepared 2 ,ell prepared 2 $ot 4ell prepared 2 -nprepared 2

!f unprepared9 4hat preparation 4ould you e/pect the student to ha.e doneP

Placement induction C e/pectations of the placement %id the student ha.e opportunity to engage 4ith the follo4ing in the early stages of the placementP Orientation to the ser.ice D 'es or noP Spend time 4ith other OT staff D 'es or noP Spend time 4ith other professions D 'es or noP

Ho4 4as the student a0le to discuss their learning needs 4ith youP Please tic1 Eery 4ell 2 ,ell 2 $ot .ery 4ell 2 $ot at all 2 $o opportunity 2

,as the student a0le to formulate C 4rite his+her o4n learning contractP Please tic1

Eery 4ell 2 ,ell 2 $ot .ery 4ell 2 $ot at all 2 $o opportunity 2

%uring the placement ,hat use did the student ma1e of the a.aila0le learning opportunities in your ser.ice en.ironment including interdisciplinary 4or1ingP Please tic1

"/cellent use 2 Eery 4ell 2 ,ell 2 $ot .ery 4ell 2 $ot at all 2

omments:

ontinuing professional de.elopment - Super.ision ,as the student regularly a0le to prepare for C ma1e use of formal C informal super.isionP Please tic1 "/cellent use 2 Eery 4ell 2 ,ell 2 $ot .ery 4ell 2 $ot at all 2

Ho4 4as the student a0le to reflect on and discuss their practice e/periences during formal C informal super.isionP "/cellently 2 Eery 4ell 2 ,ell 2 $ot .ery 4ell 2 $ot at all 2

%id the student use any reflecti.e structures to help discussion and e.idence their clinical reasoningP 'es 2 $o 2 ,as not discussed 2 -na4are if in use 2 ,as the student a0le to accurately record their super.ision discussions C learning needsP "/cellently 2 Eery 4ell 2 ,ell 2 $ot .ery 4ell 2 $ot at all 2

Performance or Placement considerations ,ere there any issues or concerns a0out student performance and+or placement related issues (not raised else4here) that may 0e useful for future considerationP

Eisiting tutor and school support Ho4 helpful 4as the .isiting tutor meeting for this studentP Eery helpful 2 Helpful 2 -nhelpful 2 $ot needed 2

Any other contact you may ha.e had 4ith the school for this placementP Eery helpful 2 Helpful 2 -nhelpful 2 $ot needed 2

Other comments

Than1 you for your feed0ac1 D please post or email 0ac1 to: hhsplaceBesse/2ac2u1 ,endy Singleton9 Placement Administrator9 School of Health and Human Sciences9 -ni.ersity of "sse/9 ,i.enhoe Par19 olchester9 O8 ?S7

Practice Placement "ducation 7uality Assurance and Monitoring The Occupational Therapy programme and each placement pro.ider ha.e a shared responsi0ility to ensure that the student placement e/perience offers a constructi.e C indi.idualised learning en.ironment that meets re3uisite professional and regulatory 0ody placement and educational 3uality standards and guidelines2 OT (())?)9 HP (())?)9 7AA (())*) (%oH+"$B ())*)

Placements and standards are monitored and re.ie4ed through the follo4ing processes5

2 Placement half4ay .isits D monitoring form D screened+re.ie4ed 0y academic tutor + placement tutor D action as re3uired 2 Student placement e.aluation - re.ie4ed 0y practice placement tutor D action as re3uired 2 "ducator placement feed0ac1 - re.ie4ed 0y practice placement tutor D action as re3uired 2 "ducator de.elopment e.ents+course e.aluation - re.ie4ed 0y practice placement tutor+academic staff D de.elopment as re3uired 2 ourse programme management committee meetings D student representati.es placement module e.aluation screened 0y programme manager and academic team D re.ie4ed 0y placement tutor for action as appropriate

Prior to placement commencement practice educators are re3uired to sign a placement standards agreement9 4hich summarises the standards in the follo4ing 1ey areas

2 "ducator practice placement s1ills C 1no4ledge are current and student assessment outcomes meet criteria

2 "ducator understands and negotiates the achie.ement of re3uisite student placement learning outcomes 4ith the student using a .ariety of de.elopment+monitoring tools and 4hich ta1e account of indi.idual need

2 Students recei.e formal and informal super.ision and feed0ac1 on their performance 0y their named educator

2 "ducators understand and contri0ute to the course curriculum and facilitate the students professional de.elopment on placement in partnership 4ith the school

2 Students are gi.en responsi0ility for their learning and ha.e access to ade3uately resourced 4or1place opportunities including multidisciplinary learning opportunities

The 3uality of the placement 4or1ing+learning en.ironment reflects current e.idence and legislati.e 0ased practice

2 There is responsi.e communication 0et4een the placement pro.ider and the school in all aspects of the process of placement pro.ision

Occupational Therapy Practice Placement Student !nformation Iile

An appropriately structured and up to date practice placement information file is potentially a useful learning resource for students9 their placement educators and other ser.ice pro.iders in.ol.ed in the education of occupational therapy students2 The file can 0e a reference point to assist students in their induction and orientation to the placement9 personnel and the ser.ices it pro.ides2 !t can gi.e indicators to the .ariety of general and more specific learning resources and opportunities a.aila0le to the student2 !t can also contain an outline of educator and student support and de.elopment processes and the mechanics e/pected in the pro.ision of the student6s placement learning and assessment e/perience2 At the same time the file contents can also usefully pro.ide a ready source of e.idence for meeting professional C statutory 0enchmar1 standards and guidance contained in the follo4ing documents:

ollege of Occupational Therapists Standards for "ducation: Pre Registration "ducation Standards (())=) OT9 #ondon

http:++4442cot2org2u1+pu0lic+pu0lications+free+pdf+PreReg"dStandards2pdf

ollege of Occupational Therapists: onduct (())>) OT9 #ondon

ode of "thics C Professional

%OH+"$B (())*) Placements in Iocus: Fuidance for education in practice for health care professions2 #ondon2 %epartment of Health2 http:++4442dh2go.2u1+en+Pu0licationsandstatistics+Pu0lications+Pu0li cationsPolicyAndFuidance+%HR8))@>**

Health Professions ouncil (())=) Standards of Performance C "thics #ondon

onduct9

http:++4442hpc-u12org+pu0lications+standards+inde/2aspPidQ?=

Health Professions for Students #ondon

ouncil (()*)) Fuidance on

onduct and "thics

Health Professions ouncil (())<) Standards of Proficiency2 Occupational Therapists2 #ondon

http:++4442hpcu12org+assets+documents+*)))>*(StandardsRofRProficiencyROccupat ionalRTherapists2pdf

Health Professions Training2 #ondon

ouncil (())@) Standards of "ducation C

http:++4442hpcu12org+assets+documents+*)))(<"=Standardsofeducationandtrainin g2pdf

7uality Assurance Agency for Higher "ducation (())<) ode of Practice for the Assurance of academic 3uality and standards in higher education9 Section @: ,or1-0ased and placement learning9 7AA Floucester http:++44423aa2ac2u1+academicinfrastructure+ odeofPractice+default 2asp

Hoc1ing9 2 C $ess $"29 (())() ,IOT Re.ised Minimum Standards for the "ducation of Occupational Therapists2 Sydney2 ,orld Iederation of Occupational Therapists

!n order to meet these placement standards and guidelines for occupational

therapy student education it is recommended that a student information file could usefully contain and+or ha.e signposting to material that relates to the follo4ing: Practice Placement Processes

The administrati.e9 preparatory and e.aluati.e processes underta1en 0y the occupational therapy programme9 placement pro.iders and students throughout the placement period

Ho4 placements are put into operation2

Organisation or Ser.ice Philosophy and information

,hat the ser.ice aims to achie.e and ho4

Feneral management C staffing9 multi disciplinary team and occupational therapy

#egal C ethical frame4or1s and practice

-nderpinning policies9 procedures and guidelines that students are re3uired to adhere to including health and safety and ris1 C 4or1load management

Placement ser.ice 3uality D

linical go.ernance

linical practice C ser.ice de.elopment D ho4 ser.ice and staff meet ser.ice user C corporate o0Gecti.es

Placement education 3uality

"ducator support C de.elopment structure D ho4 staff de.elop their student educator s1ills

,or1ing partnership lin1s 4ith the uni.ersity OT programme D ho4 ser.ice influences the course curriculum

Placement support processes

Ho4 the ser.ice and uni.ersity supports educators and students

#ocal useful information not already contained in a student information pac1

Promoting 4or1 life 0alance

Should you re3uire ad.ice or assistance in the compilation or updating of a student information file in relation to the standards outlined please contact the occupational therapy practice placement tutor2

Placement Process Trac1ing - Occupational Therapy programme Placement "ducator and School of Health and Human Sciences Tas1s and resources "ducator ongoing tas1s -ni.ersity OT programme tas1s+resources

%iscuss a.aila0ility for student placements for forthcoming academic year 4ith ser.ice OT student co-ordinator or 4ith OT practice placement tutor D ma1e pro.isional offers

Offer forms distri0uted 0y post+emailed to coordinators in March Offer forms a.aila0le throughout year %istri0uted .ia educator courses9 road sho4s9 .isiting tutors C on re3uest

"nsure educator and clinical area details are current C logged on a placement information form9 registered 4ith uni.ersity C copied for info in your student placement information file

!nformation forms distri0uted 0y post+emailed as re3uired

Eia Eisiting tutors9 co-ordinators9 indi.idual contact Eia "ducator courses9 road sho4s !nformation 1ept on file To form 0asis of updated placement electronic data0ase "ducators encouraged to record for placement information file

-pdate and de.elop educator 1no4ledge C s1ills P% D negotiate educator courses9 road sho4s9 and *:* support 4ith line manager in conGunction 4ith uni.ersity OT programme2 Offer input to uni.ersity OT curriculum or other forums e2g2 uni.ersity OT admissions process

"ducator de.elopment session programme distri0uted to educators ( day placement educator course offered minimum / 8 annually Ser.ices can negotiate indi.idualised 4or1shops Eisiting tutors (ET2s) ha.e de.elopment +support role during placement .isits ET2s update educators -ni.ersity OT in.ites clinician in.ol.ement in admission + other forums

"nsure that -ni.ersity OT placement

education standards agreement is signed and current

-ni.ersity OT placement standards agreement sought C signed 0y each placement educator -pdated ( yearly inter.als or on earlier notification of placement educator change + circumstances Placement education standards incorporated 4ithin "ducator course content

"nsure student information files9 student materials are current Re.ie4 file contents and update team information in line 4ith placement standards

Iile contents information C assistance a.aila0le from -ni.ersity OT placement tutor Placement standards included in educator course content9 road sho4 programme

Before student arri.es

On 0eing notified of student placement offer upta1e9 0y uni.ersity and+or student ad.ance information letterD respond 4ith a standard format letter C ans4er student 3ueries etc2 Also ensure student 4ill 1no4 ho4 to prepare ade3uately for specific placement area D re3uired 0ac1ground reading C thin1ing2 ,ill you offer a pre-placement .isit opportunity to the studentP

Student discusses outline needs for ne/t placement 4ith placement tutor PPT matches student needs 4ith placement offer Student sends ad.ance form to educator 4ith outline needs Students recei.e indi.idual C group placement preparation Placement !nformation forms C+or student contact 4ith+or .isit to educator determines specific preparation re3uired

O0tain a folder to store indi.idual student placement paper4or1

Student do4nloads placement paper4or1 and 0rings to the placement2

Refer to "sse/ -ni.ersity OT "ducator hand0oo1 D familiarise self 4ith specific learning outcomes for student le.el assessment criteria9 learning contract C super.ision recording formats

"ach educator has access to "sse/ -ni.ersity OT placement hand0oo1 Placement M%I C assessment forms included in educator pac1s Outcomes9 contract C super.ision formats discussed 4ith ET Placement standards agreed On student arri.al

%iscuss team support and plan outline introductory schedule C induction for student "nsure 4hole team a4are of student2s le.el of training and placement learning outcomes2

!ncluded on educator course content Placement induction chec1list component hec1ed 0y ET Placement student e.aluation "ducator placement e/perience feed0ac1

larify initial e/pectations of student performance for the placement and ho4 team mem0ers may contri0ute feed0ac1 for students assessment

%iscussed 4ith ET Student feed0ac1

$egotiate inter-professional learning opportunities for the student 4ith team colleagues

#earning contract e.idence ET T 4ay monitoring Student feed0ac1 "ducator feed0ac1

ontact -ni.ersity of "sse/ OT placement tutor if more information is re3uired for placement preparation

-ni.ersity OT tutor responds to educator+ student re3uests "mail+correspondence+4or1shops+.isits+tutorials

Organise a student H4or1- space29 tray9 diary etc as appropriate to 4or1 area

Ile/i0le 4or1ing+ resource arrangements discussed during student prep sessions

Organise student induction training + resources + facilities (e2g2 pass4ords + access to !T9 record 1eeping systems9 1eys+entry codes9 par1ing permit etc) rele.ant to ser.ice area

!ncluded in educator course content Student induction chec1list a.aila0le hec1ed 0y ET Student feed0ac1 "ducator feed0ac1

"nsure that student recei.es a thorough induction+orientation to ser.ice C clinical practices

!ncluded in educator course content Student induction chec1list a.aila0le hec1ed 0y ET

Student feed0ac1 "ducator feed0ac1

hec1 that student has signed C returned their Hhonorary contract2 4ith the ser.ice (if appropriate)

Student to complete trust+ organisation specific process if applica0le

larify e/pectations (and students) of formal C informal super.ision5 learning contracts9 feed0ac1 C assessment report arrangements for the placement 4ith the student2 $egotiate + arrange super.ision dates C .enues etc "nsure student understands selfassessment re3uirements2 (Refer to educator hand0oo1 for outline student C educator responsi0ilities)

Student prep + tutorial session content %ocumentation + hand0oo1 a.aila0le hec1ed 0y ET at half4ay Student feed0ac1 "ducator feed0ac1

O0tain copies of the -o" OT placement

assessment forms from the student2 "lectronic copies a.aila0le2

Student responsi0le for tas1 Source from -o" OT placement tutor

"nsure student 1no4s 4here C ho4 to access !T + student information file + other resources + information re .isits + tutorials + li0rary etc

Student has remote access to uni.ersity email

hec1 if student re3uires any assistance + adGustments made for special needs and ascertain preferred learning styles

"ducator course component Student has opportunity to declare special needs Students a4are of o4n learning styles %iscussed at T 4ay 4ith ET #earning contract

Organise date and time 4ith student for tutor to .isit at half 4ay

Students responsi0le for arranging T 4ay .isit 4ith educator C ET T .isit schedules notified to students prior to commencing placement

%uring Placement

Iormalise students2 personal learning contract 4ith them 0y end of 4ee1 * as appropriate2 %iscuss + negotiate case study or aspect of placement presentation

"ducator hand0oo1 "ducator course content ase study guidelines T 4ay .isit discussion

"nsure formal super.ision agenda is esta0lished 0y student C yourself D use student super.ision logs 4ith student to record de.elopment + action points for themsel.es2

Sign these off as true record of super.ision session discussions and de.elopment points2 Re.isit learning contract regularly D re.ise 4ith student at half4ay as appropriate "nsure all student placement paper4or1 is photocopied on an ongoing 0asis "ducator hand0oo1 "ducator course content Road sho4 de.elopment 4or1shop ase study guidelines T 4ay .isit discussion Student feed0ac1 "ducator feed0ac1

omplete informal half-4ay progress discussion and final formal assessment report 4ith student "nsure student hours C a0sences are recorded accurately C signed off T 4ay .isiting tutor monitoring Assessment+super.ision 4or1shops Hours documentation chec1ed C recorded

-ni.ersity OT .isiting tutor 4ill conduct a half-4ay .isit 4ith you C student

T 4ay .isiting tutor monitoring Eisit monitoring form completed

Iorm to placement tutor Ieed0ac1 to personal tutor as re3uired

omplete -o" OT placement e.aluati.e feed0ac1 form C return

"ducator feed0ac1 form collated 4ith student feed0ac1 information !ssues of concern noted D action ta1en (Student feed0ac1 D 0asis for de0riefing session)

ontact -ni.ersity OT Placement Tutor9 .isiting tutor9 or Programme manager for ad.ice9 guidance C support if pro0lems -ni.ersity OT tutor 4ill respond to educator+placement needs as appropriate C record action+ad.ice+follo4 up action plans

are encountered during the placement Record any specific issues of concern+danger of failing performance issues on !ssues of concern form and notify -o" OT placement tutor After the student lea.es

"nsure your copies of student paper4or1 are filed safely

"ducator course component D rationale for placement records outlined

Reflect on placement D complete portfolio - log your e/periences

P%

"ducator reflection+ P% 4or1shop + ad.ice a.aila0le Placement feed0ac1 form sent 0y practice placement tutor

$egotiate support and + or de.elopment + placement needs 4ith -o" OT Placement Tutor "ducator P% 4or1shops+support a.aila0le

-nderta1e APP#" accreditation scheme

APP#" accreditation scheme a.aila0le

"ducator C HSS Placement acti.ity trac1ing

Fuidelines for Role emerging placements

Opportunity for students on placements ?9 8 and > to e/perience 4or1ing in a setting 4here there is not an esta0lished occupational therapy role may 0e a.aila0le2

These Hrole emerging2 opportunities may occur in settings such as residential homes9 hostels9 homeless ser.ices9 outdoor pursuit centres9 independent drug agencies9 schools etc2 Students may underta1e these type of placement indi.idually or as a shared e/perience 4ith a peer2

Students 4ho are interested in pursuing and feel a0le to cope 4ith the challenges of this type of placement9 4hich re3uires Ha strong sense of professional identity2 (,ood ())>) should discuss possi0ilities 4ith the programme manager and placement tutors2

Support for the student underta1ing a role emerging placement is negotiated 0et4een the placement organisation9 the school team and may in.ol.e occupational therapists from other ser.ices or tutors from the school to pro.ide long-arm super.ision2

Iurther information a0out role emerging placements can 0e found in the guidance documents:

%e.eloping the occupational therapy profession: pro.iding ne4 4or1-0ased learning opportunities for students

.ia the follo4ing lin1 http:++4442cot2org2u1+mem0ers+education+policy+guidance2php

-ni.ersity of "sse/

Breach of Professional of Training Procedure

onduct9 Iitness to Practise and Termination

(Ior students underta1ing professional training courses)

!ntroduction

* All -ni.ersity students are re3uired to comply 4ith the regulations of the -ni.ersity regarding conduct2 Students enrolled on courses 4here a practical professional placement is re3uired (including health9 social 4or1 and education) ha.e additional responsi0ilities placed upon them regarding not only their conduct 0ut also their professional suita0ility9 as outlined in rele.ant regulatory and+or professional 0ody codes of practice2 Iailure to meet these responsi0ilities can lead to the Breach of Professional onduct and Termination of Training Procedure 0eing in.o1ed2 Students 4ill 0e notified on enrolment if their course of study is su0Gect to the terms of this procedure2

( The Breach of Professional onduct and Termination of Training Procedure applies to all rele.ant courses leading to a4ards of the -ni.ersity of "sse/9 although the office holders identified in Sections A and B 0elo4 may 0e adapted 4here the course is offered through a partner institution of the

-ni.ersity2

? !n the e.ent of one or more allegations of misconduct that does not reflect upon a student2s professional suita0ility9 these 4ill 0e dealt 4ith under the -ni.ersity2s %isciplinary Procedures (or those of the rele.ant partner institution in the case of colla0orati.e pro.ision) and+or through criminal proceedings2

8 !n the e.ent of one or more allegations of misconduct or other factors that indicate that the student may not 0e suita0le for engagement in the rele.ant profession9 the -ni.ersity2s Breach of Professional onduct and Termination of Training Procedure shall 0e in.o1ed2 A student may at any time 0e suspended or precluded from further study 0y the -ni.ersity if in 0reach9 or alleged to 0e in 0reach9 of professional conduct2

> Breaches of professional standards 0y students may in.ol.e a range of actions or omissions 0ut may include any of the follo4ing: a) actions that are harmful to ser.ice users9 other mem0ers of the pu0lic or ser.ice pro.iders 0) actions that are li1ely to constitute an unaccepta0le ris1 to the student or others c) failure to disclose information a0out pre.ious matters relating to their professional suita0ility prior to enrolment on the course9 including pre.ious con.ictions and cautions d) contra.ention of the rele.ant professional code of conduct e) actions that are preGudicial to the de.elopment or standing of professional

practice2

A !n the e.ent of an allegation of misconduct or professional unsuita0ility9 students are ad.ised to see1 impartial help9 ad.ice9 guidance and support from the Students2 -nion Ad.ice entre2

A Procedure for %ealing 4ith Allegations of Professional Misconduct or Professional -nsuita0ility

A* Allegations of professional misconduct or professional unsuita0ility against a student shall 0e made in 4riting to the Head of %epartment+School offering the professional course2

A( !t must 0e 0orne in mind that an allegation of professional misconduct or professional unsuita0ility is a serious and potentially defamatory one2 onse3uently it is essential that the proceedings should 0e conducted on a 0asis of strict confidentiality2

A? On receipt of a 4ritten allegation9 the Head of %epartment+School9 in consultation 4ith the rele.ant ourse %irector or e3ui.alent9 shall: a) ta1e such immediate action as is deemed appropriate in the circumstances to safeguard all rele.ant parties9 0ut 4ithout preGudice to the outcome of the en3uiry 0) inter.ie4 the student to inform them of the nature of allegation made9 the

action ta1en under A? (a) a0o.e and the procedures for dealing 4ith the allegation c) confirm in 4riting the nature of allegation made9 the action ta1en under A? (a) a0o.e and the procedures for dealing 4ith the allegation d) appoint9 after consultation 4ith the Academic Registrar9 a senior mem0er of academic staff to act as !n.estigating Officer2

A8 The !n.estigating Officer shall assem0le impartially the e.idence rele.ant to the allegation and shall prepare a 4ritten report for the Head of %epartment+School 4hich shall not pass Gudgement for or against the accused nor recommend a particular course of action2

A> !f the Head of %epartment+School deems that no prima facie case has 0een made against the student9 he+she shall inform the student in 4riting2

AA !f the Head of %epartment+School deems that a prima facie case has 0een made against the student9 he+she shall refer the case as e/peditiously as possi0le to a Professional Practice and onduct ommittee 4hich shall 0e appointed 0y the Pro-Eice- hancellor (#earning and Teaching)2 The ommittee shall normally comprise the follo4ing9 0ut 4ill also conform to the re3uirements of the rele.ant professional and+or regulatory 0ody: a) a senior mem0er of academic staff from another Iaculty as hair 0) t4o mem0ers of academic staff from the rele.ant su0Gect discipline 4ithin the School 4ho ha.e had no pre.ious in.ol.ement in the case

c) one practising mem0er of the rele.ant profession 4ho is from outside the -ni.ersity and 4ho has not 0een associated 4ith the teaching of the appellant2

A< $either the studentJs ad.iser+super.isor nor the !n.estigating Officer shall 0e mem0ers of the ommittee2

A= The Secretary of the Professional Practice and ommittee shall 0e the Academic Registrar or his+her representati.e2

onduct

A@ The %ean shall su0mit to the Secretary of the Professional Practice and onduct ommittee such e.idence9 including the report of the !n.estigating Officer9 as the Head of %epartment+School shall deem fitting2 The Secretary shall send copies of the e.idence to the mem0ers of the ommittee and at the same time to the student concerned and shall con.ene a meeting of the ommittee as soon as possi0le2

A*) The ommittee shall proceed in Gudicial fashion and9 in particular9 shall allo4 the student against 4hom allegations ha.e 0een made to present his+her case in person and9 if the student 4ishes9 to 0ring to the ommittee a student or employee of the -ni.ersity9 the rele.ant partner institution or the Students2 -nion to help him+her in presenting his+her case to the ommittee2

A** The ommittee shall consider the 4ritten e.idence su0mitted 0y the Head of

%epartment and any statement or e.idence pro.ided 0y the student2 !t shall ha.e the po4er to see1 such other e.idence as it deems necessary2

A*( The

ommittee shall ha.e the po4er to:

a) permit the student to recommence training 0) discontinue the placement and institute arrangements for locating an alternati.e placement if this is permitted under the Rules of Assessment c) preclude the student from further study on the course through the termination of training d) impose such other penalty as it considers appropriate9 pro.ided that no such penalty re3uires or implies a concession or e/emption under the Regulations go.erning the a4ard of degrees2

A*? ,hen the ommittee has reached its decision9 the Secretary shall inform the student and the Head of %epartment+School concerned in 4riting2 The student shall 0e informed of the right to appeal against the decision in accordance 4ith Section B (0elo4)2

A*8 !f the case of professional misconduct or professional unsuita0ility against the student is found pro.en9 the Head of %epartment+School and the Academic Registrar shall decide 4hether a report should 0e made to the rele.ant professional or statutory 0ody2

B Procedure for Appeals against %ecisions of the Professional Practice and

onduct

ommittee2

B* ,ritten notice of appeal 0y the student must 0e lodged 4ith the Academic Registrar 4ithin fi.e 4or1ing days of the student 0eing informed of the decision 0y the Professional Practice and onduct ommittee2

B( !n the e.ent of an appeal9 the Academic Registrar and the ProEice- hancellor (#earning and Teaching) shall decide 4hether the grounds for the appeal are co.ered 0y the pro.isions of paragraph B> 0elo4 and 4arrant further consideration 0y a Professional Practice and onduct Appeals ommittee2 !f they agree that there are no grounds for further consideration of the appeal9 the Academic Registrar shall inform the student in 4riting gi.ing the reasons for that decision2

B? !f the Academic Registrar and the Pro-Eice- hancellor (#earning and Teaching) decide that the appeal does 4arrant further consideration9 the Academic Registrar shall refer the case to a Professional Practice and onduct Appeals ommittee 4hich shall 0e appointed 0y the Pro-Eice- hancellor (#earning and Teaching) and 4hich shall normally comprise: a) a hairman 4ho shall 0e from a different Iaculty from that rele.ant to the course 0) one mem0er of staff from the rele.ant su0Gect and professional discipline 4ithin the Iaculty concerned 4ho shall not 0e the Head of %epartment+School or the !n.estigating Officer or a mem0er of the Professional Practice and onduct ommittee c) one senior practising mem0er of the rele.ant profession 4ho is from outside the -ni.ersity and 4ho has not 0een associated 4ith the teaching of the

appellant2

B8 The Secretary of the or his+her representati.e2

ommittee shall 0e the Academic Registrar

B> The grounds for the appeal shall 0e one or more of the follo4ing: a) that the Professional Practice and onduct ommittee did not ma1e reasona0le efforts to ac3uire all rele.ant information 0) that ne4 e.idence had 0ecome a.aila0le that could materially affect the Professional Practice and onduct ommitteeJs decision c) that there 4as e.idence of procedural irregularity or preGudice or 0ias in the conduct of the hearing 0y the Professional Practice and onduct ommittee2

BA The ommittee shall ha.e 0efore it all documents relating to the original hearing9 together 4ith a 4ritten statement su0mitted 0y the student setting out the grounds for the appeal2 The ommittee shall not proceed 0y 4ay of a rehearing9 0ut shall ha.e po4er to re3uire the presentation of such further e.idence as it deems necessary2

B< The ommittee shall ha.e the same po4ers as the Professional Practice and onduct ommittee and may confirm the decision of the Professional Practice and onduct ommittee or su0stitute such other decision as it considers appropriate2

B= ,hen the ommittee has reached its decision9 the Secretary shall inform the student and the Head of %epartment+School concerned in 4riting2

B@ !f any action had 0een ta1en under paragraph A*8 a0o.e to inform the rele.ant professional or statutory 0odies9 the Head of %epartment+%ean and the Academic Registrar shall decide 4hether any further report should 0e made to the professional or statutory 0odies concerned in the light of the decision of the ommittee2

B*) The decision of the Professional Practice and ommittee shall 0e final2

onduct Appeals

B** The Office of the !ndependent AdGudicator for Higher "ducation (O!A) pro.ides an independent course for the re.ie4 of student complaints or appeals2 ,hen the -ni.ersity2s internal procedures for dealing 4ith complaints and appeals ha.e 0een e/hausted9 the -ni.ersity 4ill issue a ompletion of Procedures letter2 Students 4ishing to a.ail themsel.es of the opportunity of an independent re.ie4 0y the O!A must su0mit their application to the O!A 4ithin three months of the issue of the ompletion of Procedures letter2 Iull details of the course are a.aila0le on re3uest and 4ill 0e enclosed 4ith the ompletion of Procedures2

&ay Thompson

Academic Partnerships $o.em0er ())>

Amended 0y: &irstie Sceats Assistant Academic Officer Registry April ())@

BSc (pre-registration) The ,orld Iederation of Occupational Therapists (,IOT) re3uires e.idence of *))) hours prior to 3ualification2 Students on the programme 4ill underta1e a minimum of *)=) hrs in practice2 Practice placement education is an integral part of the programme and accounts for one third of the final a4ard (*() credits)2 Occupational therapy professional s1ills and e/periences together 4ith colla0orati.e interprofessional practice e/perience gained during placements are integrated throughout the academic content of the programme2 The placements of .arying duration ena0le the student to focus attention on their identified learning needs and to de.elop their professional s1ills as confidence increases2 Placement * and ( at le.el 8 are of 8 and > 4ee1s duration5 placements ? and 8 at le.el > are of = 4ee1s duration and placement > at le.el A is also of = 4ee1s duration2

PROFRAMM" STR- T-R" %!AFRAM D BSc 'ear One Health 4ell 0eing and !nterprofessional Practice (!ncludes !nduction) HS*>( ?) credits9 #e.el 8

Bio-psychosocial perspecti.es of Occupation HS*>? *> credits9 #e.el 8

Ioundations of OT Practice HS*>8 *> credits9 #e.el 8

Performance and Occupation HS*>>

*> credits9 #e.el 8

Practice Placement * (Iull-time) HS*>A *> credits9 #e.el 8

'ear T4o

Reflection in OT Practice HS*><

*> credits9 #e.el 8

Practice Placement ( (Iull-time) HS*8=

*> credits9 #e.el 8

OT in Mental Health HS(>*

*> credits9 #e.el >

Physical Aspects of Occupation HS(>( *> credits9 #e.el >

Practice Placement ? Iull-time HS(>? ?) credits9 #e.el >

'ear Three

S1ills for Practice HS(>8

*> credits9 #e.el >

Research and ".idence for Practice * HS(>)

*> credits9 #e.el >

Practice Placement 8 (Iull-time) HS(>A ?) credits9 #e.el !

onte/ts of Professional Practice HS?>(

?) credits9 #e.el A

'ear Iour

Research and ".idence for Practice ( HS?>)

?) credits9 #e.el A

ompetence in Occupational Therapy Practice HS?>> 8> credits9 #e.el A including placement >

Practice Placement > (Iull-time) HS?>> #e.el A

Research and ".idence for Practice ? HS?>*

?) credits9 #e.el A

!nterprofessional onference ,or1shops

Programme #e.el 8

ontent BSc (Hons)

Health9 ,ell-0eing and !nter-professional Practice HS*>* The aim of the module is to introduce students to the models and perspecti.es of health shaped 0y culture and society2 !n addition students 4ill 0egin to e/plore the concepts of ethics and .alues in relation to the a0o.e and consider the impact that this can ha.e on the ser.ice user2 Students 4ill gain e/perience of 4or1ing in interprofessional groups and the use of a range of communication strategies to foster colla0orati.e 4or1ing9 including the use of Moodle2

Ioundations of Occupational Therapy Practice HS*>8 "/plore and identify the role of occupational therapy 4ithin health and social care pro.ision2 The meaning and .alue of the profession2s philosophy are e/amined and trac1ed through the underpinning theoretical perspecti.es of current practice2

Bio-psychosocial aspects of occupation HS*>? This module is designed to pro.ide an introduction to the 0iological9 psychological and social science 0asis of occupation2 !t is not e/pected that you 4ill ha.e any prior 1no4ledge of the disciplines9 0ut those 4ho do can 0uild upon their current 1no4ledge2 'ou 4ill 0e e/pected to ma1e use of your o4n life e/periences9 and illustrations rele.ant to occupational therapy 4ill 0e made 4here possi0le

Performance and Occupation HS*>> This module de.elops an understanding of the demands that normal acti.ity places on people2 This pa.es the 4ay for analysing 4here and ho4 people may e/perience functional difficulties in their li.es2 Opportunities are pro.ided for students to practice acti.ity analysis 4hich underpins occupational therapy inter.ention and the pro.ision of treatment and+or solutions for identified pro0lems

Practice placement * HS*>A This introductory 8-4ee1 practice placement pro.ides students 4ith the opportunity to e/perience occupational therapy practice 4here they can o0ser.e and descri0e9 4ith guidance9 the 4ays in 4hich OT professional philosophy and theory are interpreted and applied in a multi-disciplinary ser.ice pro.ider en.ironment2 The emphasis of this module is on o0ser.ation of professional practice 4ith le.els of acti.e participant in.ol.ement9 particularly in information gathering9 negotia0le as the student de.elops confidence and the s1ills of safe practice2 The student 4ill ha.e opportunity to de.elop 0asic integration of theory 4ith practice s1ills2 Professional suita0ility is assessed in detail 0y means of a proforma in 4hich professional9 interpersonal9 and a limited range of practice s1ills are assessed2

Reflection in Occupational Therapy Practice HS*>< The concept of reflecti.e practice has gained considera0le fa.our among professionals and educators in recent years2 Occupational therapists often face uni3ue and challenging situations that produce personal9 professional and ethical dilemmas9 conflicts and pro0lems2 These situations may 0e lin1ed to client inter.entions9 occupational therapy roles9 multidisciplinary and multi-agency 4or1ing and the conte/ts of practice2 Reflecti.e practice promotes fle/i0ility of approach9 a critical .ie4 of practice9 a sense of confidence in professional identity9 and a clearer focus for e.aluating the actions of self and others2 This module pro.ides a facilitating en.ironment 4here such de.elopment can ta1e place9 conte/tualised 4ithin a 4ide frame4or1 of practice en.ironments and 0ased on students2 e/periences in practice2

Practice placement ( HS*8= This fi.e-4ee1 second practice placement pro.ides students 4ith the opportunity to e/perience a different ser.ice user en.ironment2 They 4ill continue to o0ser.e and analyse9 4ith guidance9 the 4ays in 4hich OT professional philosophy and theory are interpreted and applied 4ithin a different OT practice setting and through reflection 4ill de.elop increased a4areness of OT and multidisciplinary 4or1ing practices2 Again9 the emphasis for this module is on a negotia0le le.el of participant in.ol.ement in information gathering and to e/tend this to planning C implementing inter.ention9 as the student de.elops in confidence and s1ills of safe practice2 The student has opportunity to further de.elop understanding of 0asic underpinning OT theoretical frame4or1s guiding practice2 Professional suita0ility is assessed in detail

0y means of a proforma in 4hich professional9 interpersonal9 and a limited range of practice s1ills are assessed2

#e.el >

Occupational Therapy in Mental Health HS(>* This module is designed to e/amine issues of mental health and illhealth and the impact these ha.e on human performance2 A .ariety of issues 4ill 0e e/plored from a 0io-psychosocial perspecti.e2 The comple/ities of occupation are considered and the role of the occupational therapist in ena0ling clients and carers to deal 4ith the effects of mental-ill-health 4ill 0e e/amined2 The theoretical and philosophical 0asis of occupational therapy practice 4ill 0e applied throughout this module9 using a reflecti.e approach2

Physical Aspects of Occupation HS(>( Students e/amine issues of physical health and ill-health and the impact these ha.e on human performance2 A .ariety of health issues 4ill 0e e/plored from a 0iopsychosocial perspecti.e2 The comple/ities of occupation are considered and the role of the occupational therapist in ena0ling clients and carers to deal 4ith the effects of physical ill-health created 0y trauma or disease 4ill 0e e/amined2 The theoretical and philosophical 0asis of occupational therapy practice 4ill 0e applied throughout this module9 using a reflecti.e approach2

Practice placement ? HS(>?

This first =-4ee1 placement continues the de.elopment of the students2 practice e/perience 4ith other client+patient groups ena0ling them to e/pand C de.elop professional 1no4ledge and s1ills2 The e/perience 4ill ena0le them to ta1e increased responsi0ility in the occupational therapy process 0y 0eginning to ma1e professional Gudgments 0ased on clinical reasoning processes2 Professional suita0ility and de.elopments are assessed in detail 0y means of a proforma9 4hich reflect increased demands for in.ol.ement 4ith clients and therapy and an increasingly analytical approach to practice2

Research and ".idence for Practice * HS(>< !n this module9 students 4ill 0e introduced to 3ualitati.e and 3uantitati.e data9 the data collection techni3ues and the issues surrounding .alidity9 relia0ility and trust4orthiness of data2 The purpose is for students to e/perience and learn from the realities of planning and conducting research and interpret the findings9 in the academic setting2 Froup acti.ity 4ill 0e underta1en 4ithin an interprofessional learning en.ironment2 Students 4ill 0e encouraged to 4or1 in autonomous groups to collect and analyse data appropriately2

S1ills for Practice HS(>( This module aims to de.elop the students2 understanding of therapeutic acti.ity and occupation in occupational therapy2 They 4ill gain an e/periential 1no4ledge and understanding of the components re3uired to perform a s1ill and focus on adaptation

of the en.ironment and change in the indi.idual ena0ling clients to adapt to ne4 situations and needs2

Practice placement 8 HS(>A !n this second le.el > =-4ee1 module9 students ha.e the opportunity to e/perience 4or1 4ith a third client group and to dra4 upon pre.ious 1no4ledge and e/perience to manage a small caseload9 or ta1e e3ui.alent responsi0ility9 under super.ision2 Professional Gudgements 4ill 0e 0ased upon sound theoretical 1no4ledge2 Professional suita0ility and de.elopment are assessed using a pro forma and su0mission of reflecti.e 4or1 4hich demands increased le.els of professional s1ills and increasingly critical appraisal of students2 practice from a sound 1no4ledge 0ase2

#e.el A

onte/ts of Professional Practice HS?>( This module aims to de.elop students2 s1ills in relation to leadership9 inno.ation and entrepreneurship2 Through completion of the module learning students ac3uire an understanding of the legal9 political and cultural conte/ts in 4hich occupational therapy practice occurs2 Students consider occupational therapy practice in relation to de.eloping societal trends9 go.ernment policy9 research e.idence9 legislation and ethics2 Such learning is then e/tended 0y supporting students in identifying and e/ploring no.el and emerging areas of occupational therapy practice2 #eadership9 management and 0usiness de.elopment are all included in the module teaching9 in

order for students to e/plore different ser.ice deli.ery structures and models (for e/ample9 social enterprise)2 Student learning them culminates in the completion of a

patch4or1 te/t9 4hich is focused around students2 chosen inno.ati.e area of occupational therapy practice9 for the module assessment2

Research and ".idence for Practice ( HS?>< This inter-professional module focuses on facilitating the understanding of research design and analysis 0y e/amining 3uantitati.e and 3ualitati.e methodologies2 This 4ill 0e 0uilt on the first hand e/periences of data collection and analysis for from Research and ".idence for Practice *2 The concept of critical thin1ing 4ill 0e addressed and lin1ed to assessment through the critical analysis of research papers2 Philosophies 4hich underpin research approaches 4ill 0e considered2 The implications of the nature and o.erall 3uality of professional research literature as e.idence to inform practice 4ill also 0e considered2

Research and ".idence for Practice ? HS?>= This module is designed to support students in the preparation and su0mission of an undergraduate proGect+ dissertation2 Students are e/pected to underta1e their 4or1 in an autonomous fashion9 under the super.ision of allocated tutors Students 4ill 0e e/pected to present the implications to practice of their proposal at an !nter-professional onference at the end of the module2

ompetence in Occupational Therapy Practice HS?>> This module 4ill ena0le the student to in.estigate professional practice 4ithin clinical9 ethical9 legal and managerial frame4or1s in preparation for professional practice2 There 4ill 0e an opportunity to e/plore aspects of practice and e/amine the

influence of current trends2 The student is re3uired to demonstrate the a0ility to integrate theory 4ith practice in order to pro.ide e.idence of competence to practice2 The student 4ill 0e e/pected to manage a small caseload2

The occupational therapy placement e/perience - #e.els and e/pectations

BSc (Hons) programme

The BSc students underta1e fi.e practice placements o.er the four year period9 4hich gi.es them a range of clinical opportunities9 reflecting the .ariety of settings in 4hich occupational therapy is deli.ered

Practice placement * (8 4ee1s) le.el 2 Re3uires student o0ser.ation of and a negotia0le le.el of 0asic participant in.ol.ement in practice under close super.ision 2 "na0les the practice of occupational therapy and the application of professional core s1ills9 acti.ity9 .alues and 0eliefs to 0e e/perienced and understood2 2 Student de.elops practice s1ills and understanding through o0ser.ation of and in.ol.ement in information gathering processes and discussion of planning and implementing treatment2 2 Re3uires 0asic practice s1ills to 0e demonstrated and students 4ill 0egin to de.elop the a0ility to integrate theory and practice .ia 0asic reflection and presentation of case material

Practice placement ( (> 4ee1s) le.el 8 2 This module re3uires transference and consolidation of understanding of 0asic OT core s1ills and 1no4ledge9 .alues and 0eliefs gained in placement

one into a practice setting 4ith different ser.ice user needs2 2 Iollo4ing identification of learning needs arising from the first placement e/perience the student 4ill ha.e opportunity to apply 1no4ledge and s1ills in a negotia0le increased le.el of participant in.ol.ement in occupational therapy practice 4ith a different ser.ice user group2 2 Student de.elops C consolidates 0asic s1ills and understanding through in.ol.ement in information gathering processes9 planning and implementing treatment under super.ision2 2 Re3uires 0asic practice s1ills to 0e demonstrated and students 4ill further de.elop the a0ility to integrate theory and practice .ia reflection9 reasoning and presentation of case material

Practice placement ? (= 4ee1s) le.el > 2 Re3uires acti.e participation in practice 4ith guidance from the placement educator2 2 Re3uires more responsi0ility to 0e ta1en in the occupational therapy process and in.ol.ement in ma1ing professional decisions2 2 %e.elops s1ills and understanding through in.ol.ement in assessment and use of Gudgement to plan treatment9 follo4ing through the occupational therapy process 4ith guidance2 2 Re3uires demonstration of effecti.e s1ills and ta1ing an analytical and reflecti.e approach to practice 2 Re3uires integration of theory 4ith practice .ia presentation of material 4hich considers identification C de.elopment of OT core s1ills

Practice placement 8 (= 4ee1s) le.el >2 2 Re3uires super.ised responsi0ility to 0e ta1en for managing a small caseload2 2 Re3uires professional Gudgements to 0e made 0ased on sound theoretical 1no4ledge2 2 %e.elops s1ills and understanding through independent in.ol.ement in the 4hole occupational therapy process9 ma1ing effecti.e use of super.ision2 2 Re3uires demonstration of theoretical and practical pro0lem sol.ing s1ills and critical appraisal of practice2 2 Re3uires integration of theory 4ith practice .ia academic su0mission of material 4hich e.idences de.elopment of professional therapeutic relationships

Practice placement > (= 4ee1s) le.el A This placement forms part of the 8> credit competence in practice module

2 Re3uires student to ta1e full responsi0ility for an allocated caseload2 2 Re3uires the de.elopment of inno.ati.e and creati.e ideas for practice 0ased on strong theoretical principles2 2 Re3uires demonstra0le e.idence of competent practice and readiness for transition from student to therapist2 2 Re3uires demonstration of a highly professional le.el of s1ills and the use of critical e.aluation and reflection to continually de.elop practice2

Students are assessed according to the stage of education reached9 4ith the

final outcome of competency to practice2

Assessment su0mission The student is responsi0le for returning placement documentation to the school including the final copy of the signed assessment form and any separate placement assignments for mar1ing (placement 8 BSc only)2 All paper4or1 is to 0e signed in 4ith a front sheet to the administration office 0efore attending the placement de0riefing session 4ith the practice placement tutor and must 0e su0mitted on finding a placement2 -p to * 4ee1 late can 0e negotiated 4ith "ducator6s agreement2 After * 4ee19 the assessment mar1 4ill 0e capped at 8)N2 Placement preparation and feed0ac1 are mandatory (included in placement hours)2 Please notify us if you are not a0le to attend 4ith a .alid reason2 !f the student does not attend the feed0ac1 session then the placement is not completed2

Occupational Therapy Practice Placement D Fuidelines

ase Study Presentation

Students are re3uired to demonstrate integration of theory and practice and the de.elopment of occupational therapy clinical reasoning s1ills through a case study presentation of their understanding and le.el of in.ol.ement in case 4or1ing practices2

Placement * C ( (BSc)

Students on placements * C ( should underta1e a short client+patient-0ased study and aim to present their understanding of case information to their educator and a small (negotiated) num0er of others2

Placement ? (BSc)

Students on placement ? should ta1e opportunity to demonstrate understanding and analysis of client need and OT inter.ention9 distinguishing the application of core occupational therapy s1ills guiding inter.ention 4ithin 4ider multidisciplinary team 4or1ing2 Presentations should 0e 0et4een *>-() minutes long and should 0e prepared and deli.ered in a professional manner2

Placement 8 C > (BSc)9 placement ? C 8 (MSc)

Students on placements ?+8 and 8+> may elect to choose to present a case study or an area of specific interest rele.ant to the ser.ice9 4hich is to 0e negotiated 4ith the practice educator2 The presentation 4ill 0e e.aluated 0y the educator to form one source of e.idence for the integration of theory into practice and clinical reasoning component of the assessment2

Students on placements 8 (BSc) 4ill also su0mit a 4ritten reflection to the School for assessment and material used for this 4or1 may 0e used to inform presentation approaches in negotiation 4ith the placement educator2

Feneral guidelines for all client 0ased case studies

The study 4ill include information rele.ant to the Hoccupational therapy processes as appropriate to the ser.ice area and to demonstrate student clinical reasoning processes at an appropriate le.el for stage of training2

2 O.er.ie4 of person referred to the ser.ice 2 Reason for referral 2 Primary and secondary Hpro0lems2 + needs 2 !mpact of condition+episode on person2s lifestyle 2 OT process D assessment - ho4 needs are identified

2 Fuiding theory D model of practice9 inter.ention approach 2 ,or1place practices guiding inter.ention D local policies+procedures+legislation 2 Aims of OT inter.ention 2 Planning C implementation of treatment+acti.ity 2 ".aluation D ho4 has person 0enefited from OTP 2 Ser.ice+resource limitations 2 Iuture plans C actions 2 ".idence 0ase for study D source references

School of Health C Human Sciences ,i.enhoe Par1 olchester O8 ?S7

Module

ode: HS(>A Practice Placement 8

Reflecti.e summary assessment A *))) 4ord reflecti.e summary of the de.elopment of a professional therapeutic relationship2 'our summary 4ill 0e 0ased on practice reflections from your placement diary and 4ee1ly learning +super.ision records2

!n practice situations 4here you may not ha.e opportunity to form a sustained therapeutic relationship 4ith one ser.ice user then you may choose to pro.ide H.ignettes2 of your contact 4ith ser.ice users and others (irrespecti.e of 4hether persons 4ere already 1no4n or ne4 to the ser.ice setting)2 !rrespecti.e of the approach chosen9 you must ensure that you ha.e considered your relationship 0uilding processes and s1ills in.ol.ed2

Summary guidelines

*2 T4o copies of your reflecti.e summary should 0e su0mitted to the school 0y the due date (2 'ou must incorporate accurately referenced rele.ant theory and research in te/t

to support your summary using the Har.ard system - pro.ide a reference list at the end of your summary2 ?2 'ou should use an appropriate mi/ of first and third person 4riting styles 4hen including the theory 0ase and discussing the su0Gecti.e elements of the therapeutic relationship 4ith the identified ser.ice user(s) (or other)2 82 'ou must ensure that due confidentiality of ser.ice user name(s) and ser.ice setting and others is o0ser.ed and that the use of pseudonyms is stated as such2 >2 'our reflecti.e summary should contain the follo4ing elements: (i) An introduction 4hich outlines the Hpractice story2 and offers the rationale for the de.elopment of professional therapeutic relationships2

(ii) A main 0ody 4hich descri0es and analyses the de.elopment of the Htherapeutic relationship2 4ith the chosen person(s) 4ithin your placement practice setting2 Ongoing analysis of the Hstory2 summary should re.eal identification and application of your therapeutic relationship s1ills in use during the time of contact (iii) The conclusion of your summary should aim to offer an e.aluation of your o.erall management of the therapeutic relationship including its ending2 'ou 4ill also identify rele.ant future personal and professional de.elopment needs2 Assignment support on placement 'ou may negotiate time for assignment support 4ith your .isiting tutor during the half-4ay placement .isit if re3uired2 Please arrange this additional time in ad.ance of the .isit2

School of Health C Human Sciences ,i.enhoe Par1 olchester O8 ?S7

BSc (Hons) Occupational Therapy

Practice Placement Assessment Of Professional Suita0ility

Practice Placement *C( (BSc)

Student $ame:

Student $um0er:

Practice Placement Address:

$ame of Practice Placement "ducator:

Placement:

Iinal Frade: N

Hours

ompleted:

Placement %ates Irom: To: A0sences Recorded $um0er of days:

Practice Placement "ducation

Students must achie.e a pass mar1 in all 8 sections2 A fail in one or more sections 4ill result in o.erall failure of the placement2

"ach section 4ill 0e a4arded a mar1 form *-*))N 0ased on the criteria2 The o.erall grade is o0tained 0y adding the mar1s from all four sections together and di.iding 0y 8 to gain a final percentage2

Frade

Mar1s A4arded

Iail

) D ?@N

Pass

?rd

8) D 8@N

#o4er

redit

(2(

>) D >@N

-pper

redit

(2*

A) D A@N

%istinction

*st

<) D *))N

Assessment Summary

Sections Iinal Mar1 Tic1 0o/ if Iail

*2 ommunication S1ills

(2Professional

haracteristics

?2OT Process S1ills

82 linical Reasoning

Placement Total Mar1s

N !f fail is indicated in one or more sections do not total mar1s or attri0ute a percentage

"ducator general comments and outline future learning needs:

Signature of Practice Placement "ducator:

%ate: Signature of Student:

%ate: Signature of other contri0utor (if applica0le)

%ate:

Assessment Iorm

ompletion

!t is important that these instructions are arried out e/actly

*2 The student and educator are each re3uired to complete a copy of this form prior to the final report9 recording their o4n grading of each section (prepared grade)2 After discussion at the final report meeting9 the final grading decision is made 0y the educator2

(2 The assessment performance criteria in the four sections of the form and the o.erall grading guidelines on page > pro.ide guidance on the e/pectations for student performance for the placement module2 "ach descriptor descri0es at performance the midpoint of each range of mar1s e2g2 half4ay 0et4een >) C >@ U >>N2

The educator is re3uired to note 4hich of the performance criteria ha.e and ha.e not 0een achie.ed2 A Gudgement can 0e made 0y the educator if performance criteria are not applica0le at the final report stage and this may not necessarily incur a fail2

!f a student e/ceeds the performance criteria for the placement9 this should 0e recorded2

"ach assessment section must 0e a4arded a percentage mar1 0et4een * *))N2 Mar1s for each section are transferred onto the summary sheet (page ?) added up and di.ided 0y 8 to reach an o.erall percentage grade2 Frades appearing as percentage fractions should 0e rounded up or do4n i2e2 0elo4 2>N should 0e rounded do4n9 2>N or a0o.e should 0e rounded up to the ne/t 4hole percentage point2 e2g2 A*2(>N U A*N2 >?2>N U >8N

?2 'our comments in each section must and should reflect the le.el the student may 0e achie.ing in each grade2

82 The student must pass all sections in order to achie.e a pass mar12 Iailure in one or more sections 4ill result in failure of the placement2

>2 Iinal Report Meeting

"ducator9 student or 0oth may elect to ha.e additional therapist present 4ith the prior agreement of the other2 All those present at the final report discussion must sign the assessment summary sheet on page ? and the educator is also as1ed to pro.ide general

comments and an outline of any future learning needs for the student not documented 4ithin the assessment2

A2 The educator must also complete the assessment front co.er to include final assessment percentage9 hours and any student a0sence hours from placement2

<2 The educator and student must ta1e the opportunity to comment in each of the sections and must also pro.ide tangi0le e/amples of e.idence to support the grading a4arded and to comment on areas for future de.elopment2

=2 Student2s right of appeal D the student has the right to appeal against the assessment if there has 0een maladministration of these procedures2

lassification guidelines demonstrating placement performance: 2 IA!#: )-?@N 0anding ".en 4ith considera0le guidance9 prompting C counselling9 the student is una0le to meet criteria9 demonstrating unsatisfactory performance 4ith significant 4ea1nesses in one or more areas

2 IA!# (E"R' POOR P"RIORMA$ ") )-*@N

-na0le to use resources appropriately2 onfused and ineffecti.e communication2 -na0le to function effecti.ely2 #ittle or no a4areness of professional codes of conduct

o IA!# (POOR P"RIORMA$ ") (*-(@N

!nsufficient or inappropriate use of resources2 !nade3uate9 limited or inappropriate s1ill application2 !nsufficient and + or unclear communication2 !nsufficient a4areness of professional codes of conduct

o IA!# (!$A%"7-AT" P"RIORMA$ ") ?)-?@N

!nade3uate use of resources2 !nsufficient or significant gaps in s1ill application2 !nade3uate communication2 #imited a4areness of professional codes of conduct2

2 ?rd (PASS): 8)-8@N2

Satisfactory safe performance 4ith the student a0le to demonstrate practice at a 0asic le.el 4ith a reasona0le le.el of guidance and support ha.ing 0een pro.ided2

2 (:( (#O,"R

R"%!T) >)- >@N

Student demonstrates the a0ility to practice professionally 4ith some guidance needed as appropriate2 Student demonstrates good performance s1ills to achie.e learning outcomes and can identify and reflect on areas for impro.ement2

2 (:* (H!FH"R

R"%!T) A)- A@N

Student demonstrates competent practice 4ith minimal guidance pro.ided2 Eery good performance is demonstrated consistently in all or most areas of 4or1 practice and the student is confident in pursuing and further de.eloping their professional practice2

*st (%!ST!$ T!O$) <)-*))N 4ide mar1ing 0and re3uiring further guideline clarification for lo49 mid and high 0anding points as follo4s

2 #O, *st <)-<@N

Student consistently demonstrates an e/cellent le.el of performance in all aspects and 4ill see1 guidance independently2 Student ma1es a clearly e.idenced contri0ution to the ser.ice setting through a .ery high standard of independent reflection9 analysis and application of professional practical and theoretical s1ills2

2 M!% *st =)-=@N

Student consistently pro.ides e.idence in all of the a0o.e demonstrating professional e/cellence and autonomous practice in all areas and 4ill see1 guidance independently2 Student also ma1es a significant contri0ution to 4ider aspects of ser.ice deli.ery and management through e/cellent in.estigati.e9 planning9 implementation and e.aluati.e s1ills2

2 H!FH *st @)-*))N

These 0anding mar1s denote an outstanding e/cellence seen in all performance aspects of professional s1ill9 1no4ledge and 0eha.iour2 The student 4ill ha.e consistently demonstrated highly ad.anced reasoning s1ills together 4ith inno.ati.e and pro.en contri0ution to o.erall ser.ice impro.ement2 Personal and professional de.elopment s1ills are a natural em0odiment of the student6s a0ility to professionally practice at a remar1a0le and outstanding le.el2 Mar1s a4arded at this le.el must 0e reser.ed for outstanding performances only2

Section *:

ommunication S1ills

O.erall #earning Outcome: ommunicate appropriately 4ithin the placement setting 4ith clients9 staff and others2 2 "ncourage and facilitate to communicate 0y using appropriate non.er0al and .er0al reinforcement 2 ommunicate effecti.ely and confidently 4ith indi.idual clients and groups in face to face contact 2 ommunicate effecti.ely using appropriate language 4ith other professionals in the multidisciplinary team 2 ommunicate concisely9 clearly and accurately 0oth orally and in 4riting

Assessment criteria D learning outcome a0o.e

riteria must 0e applied in relation to the

Iail )- ?@N

".en after considera0le guidance and counselling the student is una0le to: Pass ?rd

8)- 8@N High Middle #o4 Iollo4ing guidance9 ongoing support9 and 4ith prompting is sometimes a0le to: #o4er credit (:( >)- >@N High Middle #o4 Iollo4ing guidance the student attempts satisfactorily to demonstrate the a0ility to: Higher credit (:* A)- A@N High Middle #o4 Iollo4ing minimal guidance the student attempts satisfactorily to demonstrate competence in: %istinction *st <)-*))N High

Middle #o4 After independently see1ing guidance the student consistently pro.ides e.idence of:

Iinal Mar1

Students prepared mar1

Practice placement educators prepared mar1

Practice placement educator final mar1

Section *:

ommunication S1ills

"ducators Iinal

omments

,hat are the student6s strengths and areas for de.elopment identified from performance criteriaP ,hat is your ad.ice for continuing professional de.elopmentP

Students Iinal

omments

Section (: Professional

haracteristics

O.erall #earning Outcome: %emonstrate professional characteristics9 4hich indicate his+her a0ility to 4or1 safely 4ithin a multidisciplinary professional frame4or1 as appropriate to occupational therapy2 2 Safe practice9 conforming to the standards of the 4or1place9 concerning staff9 clients and procedures 2 S1ills in organising self and 4or1 in a satisfactory manner 2 Adapting satisfactorily to the re3uirements of the placement in a professional manner 2 Recognising o4n strength and limitations and uses appropriate strategies to further de.elop their o4n professional de.elopment 2 A4areness of professional 0oundaries and 4or1ing 4ithin them

Assessment criteria D learning outcome a0o.e

riteria must 0e applied in relation to the

Iail )- ?@N

".en after considera0le guidance and counselling the student is una0le to demonstrate e.idence of: Pass ?rd 8)- 8@N High Middle #o4 Iollo4ing guidance9 ongoing support9 and 4ith prompting the student is generally a0le to demonstrate e.idence of: #o4er credit (:( >)- >@N High Middle #o4 Iollo4ing guidance the student attempts satisfactorily to demonstrate e.idence of: Higher credit (:* A)- A@N High Middle #o4 Iollo4ing minimal guidance the student is a0le to demonstrate competence in:

%istinction *st <)-*))N High Middle #o4 After independently see1ing guidance the student consistently pro.ides e.idence of:

Iinal Mar1

Students prepared mar1

Practice placement educators prepared mar1

Practice placement educator final mar1

Section (: Professional

haracteristics

"ducators Iinal

omments

,hat are the student6s strengths and areas for de.elopment identified from performance criteriaP ,hat is your ad.ice for continuing professional de.elopmentP

Students Iinal

omments

Section ?: OT Process S1ills

O.erall #earning Outcome: %iscuss and participate in the occupational therapy process as applica0le to the setting2 2 Father and select rele.ant information 0efore initial inter.ie4 or meeting 4ith an indi.idual or group 2 %emonstrate an understanding of the Occupational Therapist6s role and the a0ility to articulate it 2 Recognise and respond to the indi.idual needs of clients

Assessment criteria D learning outcome a0o.e

riteria must 0e applied in relation to the

Iail )- ?@N

".en after considera0le guidance and counselling the student is una0le to: Pass ?rd 8)- 8@N

High Middle #o4 Iollo4ing guidance9 ongoing support9 and 4ith prompting is generally a0le to: #o4er credit (:( >)- >@N High Middle #o4 Iollo4ing guidance the student attempts satisfactorily to demonstrate the a0ility to: Higher credit (:* A)- A@N High Middle #o4 Iollo4ing minimal guidance the student attempts satisfactorily to demonstrate competence in: %istinction *st <)-*))N High Middle

#o4 After independently see1ing guidance the student consistently pro.ides e.idence of:

Iinal Mar1

Students prepared mar1

Practice placement educators prepared mar1

Practice placement educator final mar1

Section ?: OT Process S1ills

"ducators Iinal

omments

,hat are the student6s strengths and areas for de.elopment identified from performance criteriaP ,hat is your ad.ice for continuing professional de.elopmentP

Students Iinal

omments

Section 8:

linical Reasoning

O.erall #earning Outcome: %emonstrate s1ills of clinical reasoning and reflection 0y identifying and analysing the safe 4or1ing practices of an occupational therapist in the 4or1 setting9 including roles9 core s1ills and use of9 in relation to the clients indi.idual needs2 2 !dentify and discuss the philosophy of Occupational Therapy 2 !dentify and discuss the Occupational Therapy process

Assessment criteria D learning outcome a0o.e

riteria must 0e applied in relation to the

Iail )- ?@N

".en after considera0le guidance and counselling the student is una0le to: Pass ?rd 8)- 8@N High

Middle #o4 Iollo4ing guidance9 ongoing support9 and 4ith prompting is generally a0le to: #o4er credit (:( >)- >@N High Middle #o4 Iollo4ing guidance the student attempts satisfactorily to demonstrate the a0ility to: Higher credit (:* A)- A@N High Middle #o4 Iollo4ing minimal guidance the student is a0le to demonstrate competence in: %istinction *st <)-*))N High Middle #o4

After independently see1ing guidance the student consistently pro.ides e.idence of:

Iinal Mar1

Students prepared mar1

Practice placement educators prepared mar1

Practice placement educator final mar1

Section 8:

linical Reasoning

"ducators Iinal

omments

,hat are the student6s strengths and areas for de.elopment identified from performance criteriaP ,hat is your ad.ice for continuing professional de.elopmentP

Students Iinal

omments

School of Health C Human Sciences ,i.enhoe Par1 olchester O8 ?S7

BSc (Hons) Occupational Therapy

Practice Placement Assessment Of Professional Suita0ility

Practice Placement ? (BSc)

Student $ame:

Student $um0er:

Practice Placement Address:

$ame of Practice Placement "ducator:

Placement:

Iinal Frade: N

Hours

ompleted:

Placement %ates Irom: To: A0sences Recorded $um0er of days:

Practice Placement "ducation

Students must achie.e a pass mar1 in all 8 sections2 A fail in one or more sections 4ill result in o.erall failure of the placement2

"ach section 4ill 0e a4arded a mar1 form *-*))N 0ased on the criteria2 The o.erall grade is o0tained 0y adding the mar1s from all four sections together and di.iding 0y 8 to gain a final percentage2

Frade

Mar1s A4arded

Iail

) D ?@N

Pass

?rd

8) D 8@N

#o4er

redit

(2(

>) D >@N

-pper

redit

(2*

A) D A@N

%istinction

*st

<) D *))N

Assessment Summary

Sections Iinal Mar1 Tic1 0o/ if Iail

*2 ommunication S1ills

(2Professional

haracteristics

?2OT Process S1ills

82 linical Reasoning

Placement Total Mar1s

N !f fail is indicated in one or more sections do not total mar1s or attri0ute a percentage

"ducator general comments and outline future learning needs:

Signature of Practice Placement "ducator:

%ate: Signature of Student:

%ate: Signature of other contri0utor (if applica0le)

%ate:

Assessment Iorm

ompletion

!t is important that these instructions are arried out e/actly

*2 The student and educator are each re3uired to complete a copy of this form prior to the final report9 recording their o4n grading of each section (prepared grade)2 After discussion at the final report meeting9 the final grading decision is made 0y the educator2

(2 The assessment performance criteria in the four sections of the form and the o.erall grading guidelines on page > pro.ide guidance on the e/pectations for student performance for the placement module2 "ach descriptor descri0es at performance the midpoint of each range of mar1s e2g2 half4ay 0et4een >) C >@ U >>N2

The educator is re3uired to note 4hich of the performance criteria ha.e and ha.e not 0een achie.ed2 A Gudgement can 0e made 0y the educator if performance criteria are not applica0le at the final report stage and this may not necessarily incur a fail2

!f a student e/ceeds the performance criteria for the placement9 this should 0e recorded2

"ach assessment section must 0e a4arded a percentage mar1 0et4een * *))N2 Mar1s for each section are transferred onto the summary sheet (page ?) added up and di.ided 0y 8 to reach an o.erall percentage grade2 Frades appearing as percentage fractions should 0e rounded up or do4n i2e2 0elo4 2>N should 0e rounded do4n9 2>N or a0o.e should 0e rounded up to the ne/t 4hole percentage point2 e2g2 A*2(>N U A*N2 >?2>N U >8N

?2 'our comments in each section must and should reflect the le.el the student may 0e achie.ing in each grade2

82 The student must pass all sections in order to achie.e a pass mar12 Iailure in one or more sections 4ill result in failure of the placement2

>2 Iinal Report Meeting

"ducator9 student or 0oth may elect to ha.e additional therapist present 4ith the prior agreement of the other2 All those present at the final report discussion must sign the assessment summary sheet on page ? and the educator is also as1ed to pro.ide general

comments and an outline of any future learning needs for the student not documented 4ithin the assessment2

A2 The educator must also complete the assessment front co.er to include final assessment percentage9 hours and any student a0sence hours from placement2

<2 The educator and student must ta1e the opportunity to comment in each of the sections and must also pro.ide tangi0le e/amples of e.idence to support the grading a4arded and to comment on areas for future de.elopment2

=2 Student2s right of appeal D the student has the right to appeal against the assessment if there has 0een maladministration of these procedures2

lassification guidelines demonstrating placement performance: 2 IA!#: )-?@N 0anding ".en 4ith considera0le guidance9 prompting C counselling9 the student is una0le to meet criteria9 demonstrating unsatisfactory performance 4ith significant 4ea1nesses in one or more areas

2 IA!# (E"R' POOR P"RIORMA$ ") )-*@N

-na0le to use resources appropriately2 onfused and ineffecti.e communication2 -na0le to function effecti.ely2 #ittle or no a4areness of professional codes of conduct

o IA!# (POOR P"RIORMA$ ") (*-(@N

!nsufficient or inappropriate use of resources2 !nade3uate9 limited or inappropriate s1ill application2 !nsufficient and + or unclear communication2 !nsufficient a4areness of professional codes of conduct

o IA!# (!$A%"7-AT" P"RIORMA$ ") ?)-?@N

!nade3uate use of resources2 !nsufficient or significant gaps in s1ill application2 !nade3uate communication2 #imited a4areness of professional codes of conduct2

2 ?rd (PASS): 8)-8@N2

Satisfactory safe performance 4ith the student a0le to demonstrate practice at a 0asic le.el 4ith a reasona0le le.el of guidance and support ha.ing 0een pro.ided2

2 (:( (#O,"R

R"%!T) >)- >@N

Student demonstrates the a0ility to practice professionally 4ith some guidance needed as appropriate2 Student demonstrates good performance s1ills to achie.e learning outcomes and can identify and reflect on areas for impro.ement2

2 (:* (H!FH"R

R"%!T) A)- A@N

Student demonstrates competent practice 4ith minimal guidance pro.ided2 Eery good performance is demonstrated consistently in all or most areas of 4or1 practice and the student is confident in pursuing and further de.eloping their professional practice2

*st (%!ST!$ T!O$) <)-*))N 4ide mar1ing 0and re3uiring further guideline clarification for lo49 mid and high 0anding points as follo4s

2 #O, *st <)-<@N

Student consistently demonstrates an e/cellent le.el of performance in all aspects and 4ill see1 guidance independently2 Student ma1es a clearly e.idenced contri0ution to the ser.ice setting through a .ery high standard of independent reflection9 analysis and application of professional practical and theoretical s1ills2

2 M!% *st =)-=@N

Student consistently pro.ides e.idence in all of the a0o.e demonstrating professional e/cellence and autonomous practice in all areas and 4ill see1 guidance independently2 Student also ma1es a significant contri0ution to 4ider aspects of ser.ice deli.ery and management through e/cellent in.estigati.e9 planning9 implementation and e.aluati.e s1ills2

2 H!FH *st @)-*))N

These 0anding mar1s denote an outstanding e/cellence seen in all performance aspects of professional s1ill9 1no4ledge and 0eha.iour2 The student 4ill ha.e consistently demonstrated highly ad.anced reasoning s1ills together 4ith inno.ati.e and pro.en contri0ution to o.erall ser.ice impro.ement2 Personal and professional de.elopment s1ills are a natural em0odiment of the student6s a0ility to professionally practice at a remar1a0le and outstanding le.el2 Mar1s a4arded at this le.el must 0e reser.ed for outstanding performances only2

Section *:

ommunication S1ills

O.erall #earning Outcome: %emonstrate effecti.e communication 4ithin the occupational therapy setting and 4ith e/ternal agencies 2 "ncourage and facilitate others to communicate 0y using appropriate non-.er0al and .er0al reinforcement 2 ommunicate effecti.ely and confidently 4ith indi.idual clients and groups in face to face contact 2 ommunicate effecti.ely using appropriate terminology 4ith other professionals in the multidisciplinary team 2 ommunicate accurately and concisely9 0oth orally and in 4riting 2 %iscuss occupational therapy at appropriate le.els 2 -se recei.ed information to ma1e o0ser.ations and interpretations9 Gustifying these 4ith clarity and accuracy 2 Present him + herself appropriately to others 2 Sustain good 4or1ing relationships 4ith multidisciplinary team mem0ers 2 Share 1no4ledge and s1ill through a .ariety of methods

Assessment criteria D learning outcome a0o.e

riteria must 0e applied in relation to the

Iail )- ?@N

".en after considera0le guidance and counselling the student is una0le to: Pass ?rd 8)- 8@N High Middle #o4 Iollo4ing guidance9 ongoing support9 and 4ith prompting is generally a0le to: #o4er credit (:( >)- >@N High Middle #o4 Iollo4ing guidance the student attempts satisfactorily to demonstrate the a0ility to: Higher credit (:* A)- A@N High Middle #o4 Iollo4ing minimal guidance the student attempts satisfactorily to demonstrate competence in:

%istinction *st <)-*))N High Middle #o4 After independently see1ing guidance the student consistently pro.ides e.idence of:

Iinal Mar1

Students prepared mar1

Practice placement educators prepared mar1

Practice placement educator final mar1

Section *:

ommunication S1ills omments

"ducators Iinal

,hat are the student6s strengths and areas for de.elopment identified from performance criteriaP ,hat is your ad.ice for continuing professional de.elopmentP

Students Iinal

omments

Section (: Professional

haracteristics

O.erall #earning Outcome: %emonstrate an a0ility to 4or1 as a professional 4ithin the occupational therapy ser.ice pro.ision 2 -nderstand professional standards9 0eha.ing in a professional manner9 identifying policies and procedures9 using resources efficiently 2 Adapt percepti.ely to the demands of the 4or1place 2 Acti.ely see1 1no4ledge and create learning opportunities in order to create professional competence 2 ontri0ute to the placement 0y see1ing to e.aluate and impro.e his + her professional s1ills 2 Be a4are of professional 0oundaries and 4or1ing 4ithin them

Assessment criteria D learning outcome a0o.e

riteria must 0e applied in relation to the

Iail )- ?@N

".en after considera0le guidance and counselling the student is una0le to: Pass

?rd 8)- 8@N High Middle #o4 Iollo4ing guidance9 ongoing support9 and 4ith prompting is generally a0le to: #o4er credit (:( >)- >@N High Middle #o4 Iollo4ing guidance the student attempts satisfactorily to demonstrate the a0ility to: Higher credit (:* A)- A@N High Middle #o4 Iollo4ing minimal guidance the student attempts satisfactorily to demonstrate competence in: %istinction *st <)-*))N

High Middle #o4 After independently see1ing guidance the student consistently pro.ides e.idence of:

Iinal Mar1

Students prepared mar1

Practice placement educators prepared mar1

Practice placement educator final mar1

Section (: Professional

haracteristics

"ducators Iinal

omments

,hat are the student6s strengths and areas for de.elopment identified from performance criteriaP ,hat is your ad.ice for continuing professional de.elopmentP

Students Iinal

omments

Section ?: OT Process S1ills

O.erall #earning Outcome: !dentify and implement the aspects of the OT Process applica0le to the setting9 from an appropriate e.idence 0ase2 2 Father and select rele.ant information to the clients situation 2 Select appropriate assessment+s and prepare the client 2 Plan appropriate inter.ention 2 !mplement inter.ention 2 ".aluate inter.ention

Assessment criteria D learning outcome a0o.e

riteria must 0e applied in relation to the

Iail )- ?@N

".en after considera0le guidance and counselling the student is una0le to: Pass ?rd 8)- 8@N High

Middle #o4 Iollo4ing guidance9 ongoing support9 and 4ith prompting is generally a0le to: #o4er credit (:( >)- >@N High Middle #o4 Iollo4ing guidance the student attempts satisfactorily to demonstrate the a0ility to: Higher credit (:* A)- A@N High Middle #o4 Iollo4ing minimal guidance the student attempts satisfactorily to demonstrate competence in: %istinction *st <)-*))N High Middle #o4

After independently see1ing guidance the student consistently pro.ides e.idence of:

Iinal Mar1

Students prepared mar1

Practice placement educators prepared mar1

Practice placement educator final mar1

Section ?: OT Process S1ills

"ducators Iinal

omments

,hat are the student6s strengths and areas for de.elopment identified from performance criteriaP ,hat is your ad.ice for continuing professional de.elopmentP

Students Iinal

omments

Section 8:

linical Reasoning

O.erall #earning Outcome: -se clinical reasoning and reflecti.e practice s1ills to critically analyse the current 1no4ledge 0ase underpinning safe practice 4ith ser.ice users2 %emonstrate reflection upon the e/perience of the placement including identification of his + her personal and professional gains and needs for further de.elopment2 2 S1ills of en3uiry and analysis 2 The a0ility to select and re.ie4 theories and concepts rele.ant to the practice setting 2 ".idence of the use of transfera0le s1ills 2 Reflection upon o4n and others performances and needs9 considering a .ariety of issues

Assessment criteria D learning outcome a0o.e

riteria must 0e applied in relation to the

Iail )- ?@N

".en after considera0le guidance and

counselling the student is una0le to: Pass ?rd 8)- 8@N High Middle #o4 Iollo4ing guidance9 ongoing support9 and 4ith prompting is generally a0le to: #o4er credit (:( >)- >@N High Middle #o4 Iollo4ing guidance the student attempts satisfactorily to demonstrate the a0ility to: Higher credit (:* A)- A@N High Middle #o4 Iollo4ing minimal guidance the student attempts satisfactorily to demonstrate competence in: %istinction

*st <)-*))N High Middle #o4 After independently see1ing guidance the student consistently pro.ides e.idence of:

Iinal Mar1

Students prepared mar1

Practice placement educators prepared mar1

Practice placement educator final mar1

Section 8:

linical Reasoning

"ducators Iinal

omments

,hat are the student6s strengths and areas for de.elopment identified from performance criteriaP ,hat is your ad.ice for continuing professional de.elopmentP

Students Iinal

omments

School of Health C Human Sciences ,i.enhoe Par1 olchester O8 ?S7

BSc (Hons) Occupational Therapy

Practice Placement Assessment Of Professional Suita0ility

Practice Placement 8 (BSc)

Student $ame:

Student $um0er:

Practice Placement Address:

$ame of Practice Placement "ducator:

Placement:

Iinal Frade: N

Hours

ompleted:

Placement %ates Irom: To: A0sences Recorded $um0er of days:

Practice Placement "ducation

Students must achie.e a pass mar1 in all 8 sections2 A fail in one or more sections 4ill result in o.erall failure of the placement2

"ach section 4ill 0e a4arded a mar1 form *-*))N 0ased on the criteria2 The o.erall grade is o0tained 0y adding the mar1s from all four sections together and di.iding 0y 8 to gain a final percentage2

Frade

Mar1s A4arded

Iail

) D ?@N

Pass

?rd

8) D 8@N

#o4er

redit

(2(

>) D >@N

-pper

redit

(2*

A) D A@N

%istinction

*st

<) D *))N

Assessment Summary

Sections Iinal Mar1 Tic1 0o/ if Iail

*2 ommunication S1ills

(2Professional

haracteristics

?2OT Process S1ills

82 linical Reasoning

Placement Total Mar1s

N !f fail is indicated in one or more sections do not total mar1s or attri0ute a percentage

School use only Reflecti.e assignment mar1s

Placement and academic total

Placement o.erall N a4ard

"ducator general comments and outline future learning needs:

Signature of Practice Placement "ducator:

%ate: Signature of Student:

%ate: Signature of other contri0utor (if applica0le)

%ate:

Assessment Iorm

ompletion

!t is important that these instructions are arried out e/actly

*2 The student and educator are each re3uired to complete a copy of this form prior to the final report9 recording their o4n grading of each section (prepared grade)2 After discussion at the final report meeting9 the final grading decision is made 0y the educator2

(2 The assessment performance criteria in the four sections of the form and the o.erall grading guidelines on page > pro.ide guidance on the e/pectations for student performance for the placement module2 "ach descriptor descri0es at performance the midpoint of each range of mar1s e2g2 half4ay 0et4een >) C >@ U >>N2

The educator is re3uired to note 4hich of the performance criteria ha.e and ha.e not 0een achie.ed2 A Gudgement can 0e made 0y the educator if performance criteria are not applica0le at the final report stage and this may not necessarily incur a fail2

!f a student e/ceeds the performance criteria for the placement9 this should 0e recorded2

"ach assessment section must 0e a4arded a percentage mar1 0et4een * *))N2 Mar1s for each section are transferred onto the summary sheet (page ?) added up and di.ided 0y 8 to reach an o.erall percentage grade2 Frades appearing as percentage fractions should 0e rounded up or do4n i2e2 0elo4 2>N should 0e rounded do4n9 2>N or a0o.e should 0e rounded up to the ne/t 4hole percentage point2 e2g2 A*2(>N U A*N2 >?2>N U >8N

?2 'our comments in each section must and should reflect the le.el the student may 0e achie.ing in each grade2

82 The student must pass all sections in order to achie.e a pass mar12 Iailure in one or more sections 4ill result in failure of the placement2

>2 Iinal Report Meeting

"ducator9 student or 0oth may elect to ha.e additional therapist present 4ith the prior agreement of the other2 All those present at the final report discussion must sign the assessment summary sheet on page ? and the educator is also as1ed to pro.ide general

comments and an outline of any future learning needs for the student not documented 4ithin the assessment2

A2 The educator must also complete the assessment front co.er to include final assessment percentage9 hours and any student a0sence hours from placement2

<2 The educator and student must ta1e the opportunity to comment in each of the sections and must also pro.ide tangi0le e/amples of e.idence to support the grading a4arded and to comment on areas for future de.elopment2

=2 Student2s right of appeal D the student has the right to appeal against the assessment if there has 0een maladministration of these procedures2

lassification guidelines demonstrating placement performance: 2 IA!#: )-?@N 0anding ".en 4ith considera0le guidance9 prompting C counselling9 the student is una0le to meet criteria9 demonstrating unsatisfactory performance 4ith significant 4ea1nesses in one or more areas

2 IA!# (E"R' POOR P"RIORMA$ ") )-*@N

-na0le to use resources appropriately2 onfused and ineffecti.e communication2 -na0le to function effecti.ely2 #ittle or no a4areness of professional codes of conduct

o IA!# (POOR P"RIORMA$ ") (*-(@N

!nsufficient or inappropriate use of resources2 !nade3uate9 limited or inappropriate s1ill application2 !nsufficient and + or unclear communication2 !nsufficient a4areness of professional codes of conduct

o IA!# (!$A%"7-AT" P"RIORMA$ ") ?)-?@N

!nade3uate use of resources2 !nsufficient or significant gaps in s1ill application2 !nade3uate communication2 #imited a4areness of professional codes of conduct2

2 ?rd (PASS): 8)-8@N2

Satisfactory safe performance 4ith the student a0le to demonstrate practice at a 0asic le.el 4ith a reasona0le le.el of guidance and support ha.ing 0een pro.ided2

2 (:( (#O,"R

R"%!T) >)- >@N

Student demonstrates the a0ility to practice professionally 4ith some guidance needed as appropriate2 Student demonstrates good performance s1ills to achie.e learning outcomes and can identify and reflect on areas for impro.ement2

2 (:* (H!FH"R

R"%!T) A)- A@N

Student demonstrates competent practice 4ith minimal guidance pro.ided2 Eery good performance is demonstrated consistently in all or most areas of 4or1 practice and the student is confident in pursuing and further de.eloping their professional practice2

*st (%!ST!$ T!O$) <)-*))N 4ide mar1ing 0and re3uiring further guideline clarification for lo49 mid and high 0anding points as follo4s

2 #O, *st <)-<@N

Student consistently demonstrates an e/cellent le.el of performance in all aspects and 4ill see1 guidance independently2 Student ma1es a clearly e.idenced contri0ution to the ser.ice setting through a .ery high standard of independent reflection9 analysis and application of professional practical and theoretical s1ills2

2 M!% *st =)-=@N

Student consistently pro.ides e.idence in all of the a0o.e demonstrating professional e/cellence and autonomous practice in all areas and 4ill see1 guidance independently2 Student also ma1es a significant contri0ution to 4ider aspects of ser.ice deli.ery and management through e/cellent in.estigati.e9 planning9 implementation and e.aluati.e s1ills2

2 H!FH *st @)-*))N

These 0anding mar1s denote an outstanding e/cellence seen in all performance aspects of professional s1ill9 1no4ledge and 0eha.iour2 The student 4ill ha.e consistently demonstrated highly ad.anced reasoning s1ills together 4ith inno.ati.e and pro.en contri0ution to o.erall ser.ice impro.ement2 Personal and professional de.elopment s1ills are a natural em0odiment of the student6s a0ility to professionally practice at a remar1a0le and outstanding le.el2 Mar1s a4arded at this le.el must 0e reser.ed for outstanding performances only2

Section *:

ommunication S1ills

O.erall #earning Outcome: %emonstrate effecti.e communication 4ithin the occupational therapy setting and 4ith e/ternal agencies 2 "ncourage and facilitate others to communicate 0y using appropriate non-.er0al and .er0al reinforcement 2 ommunicate effecti.ely and confidently 4ith indi.idual clients and groups in face to face contact 2 ommunicate effecti.ely using appropriate terminology 4ith other professionals in the multidisciplinary team 2 ommunicate accurately and concisely9 0oth orally and in 4riting 2 %iscuss occupational therapy at appropriate le.els 2 -se recei.ed information to ma1e o0ser.ations and interpretations9 Gustifying these 4ith clarity and accuracy 2 Present him + herself appropriately to others 2 Sustain good 4or1ing relationships 4ith multidisciplinary team mem0ers Share 1no4ledge and s1ill through a .ariety of methods

Assessment criteria D learning outcome a0o.e

riteria must 0e applied in relation to the

Iail )- ?@N

".en after considera0le guidance and counselling the student is una0le to: Pass ?rd 8)- 8@N High Middle #o4 Iollo4ing guidance9 ongoing support9 and 4ith prompting is generally a0le to: #o4er credit (:( >)- >@N High Middle #o4 Iollo4ing guidance the student attempts satisfactorily to demonstrate the a0ility to: Higher credit (:* A)- A@N High Middle #o4 Iollo4ing minimal guidance the student attempts satisfactorily to demonstrate competence in:

%istinction *st <)-*))N High Middle #o4 After independently see1ing guidance the student consistently pro.ides e.idence of:

Iinal Mar1

Students prepared mar1

Practice placement educators prepared mar1

Practice placement educator final mar1

Section *:

ommunication S1ills omments

"ducators Iinal

,hat are the student6s strengths and areas for de.elopment identified from performance criteriaP ,hat is your ad.ice for continuing professional de.elopmentP

Students Iinal

omments

Section (: Professional

haracteristics

O.erall #earning Outcome: %emonstrate an a0ility to 4or1 as a professional 4ithin the occupational therapy ser.ice pro.ision 2 -nderstand professional standards9 0eha.ing in a professional manner9 identifying policies and procedures9 using resources efficiently 2 Adapt percepti.ely to the demands of the 4or1place 2 Acti.ely see1 1no4ledge and create learning opportunities in order to create professional competence 2 ontri0ute to the placement 0y see1ing to e.aluate and impro.e his + her professional s1ills 2 Be a4are of professional 0oundaries and 4or1ing 4ithin them

Assessment criteria D learning outcome a0o.e

riteria must 0e applied in relation to the

Iail )- ?@N

".en after considera0le guidance and counselling the student is una0le to: Pass

?rd 8)- 8@N High Middle #o4 Iollo4ing guidance9 ongoing support9 and 4ith prompting is generally a0le to: #o4er credit (:( >)- >@N High Middle #o4 Iollo4ing guidance the student attempts satisfactorily to demonstrate the a0ility to: Higher credit (:* A)- A@N High Middle #o4 Iollo4ing minimal guidance the student attempts satisfactorily to demonstrate competence in: %istinction *st <)-*))N

High Middle #o4 After independently see1ing guidance the student consistently pro.ides e.idence of:

Iinal Mar1

Students prepared mar1

Practice placement educators prepared mar1

Practice placement educator final mar1

Section (: Professional

haracteristics

"ducators Iinal

omments

,hat are the student6s strengths and areas for de.elopment identified from performance criteriaP ,hat is your ad.ice for continuing professional de.elopmentP

Students Iinal

omments

Section ?: OT Process S1ills

O.erall #earning Outcome: !dentify and implement the aspects of the OT Process applica0le to the setting9 from an appropriate e.idence 0ase2 2 Father and select rele.ant information to the clients situation 2 Select appropriate assessment+s and prepare the client 2 Plan appropriate inter.ention 2 !mplement inter.ention 2 ".aluate inter.ention

Assessment criteria D learning outcome a0o.e

riteria must 0e applied in relation to the

Iail )- ?@N

".en after considera0le guidance and counselling the student is una0le to: Pass ?rd 8)- 8@N High

Middle #o4 Iollo4ing guidance9 ongoing support9 and 4ith prompting is generally a0le to: #o4er credit (:( >)- >@N High Middle #o4 Iollo4ing guidance the student attempts satisfactorily to demonstrate the a0ility to: Higher credit (:* A)- A@N High Middle #o4 Iollo4ing minimal guidance the student attempts satisfactorily to demonstrate competence in: %istinction *st <)-*))N High Middle #o4

After independently see1ing guidance the student consistently pro.ides e.idence of:

Iinal Mar1

Students prepared mar1

Practice placement educators prepared mar1

Practice placement educator final mar1

Section ?: OT Process S1ills

"ducators Iinal

omments

,hat are the student6s strengths and areas for de.elopment identified from performance criteriaP ,hat is your ad.ice for continuing professional de.elopmentP

Students Iinal

omments

Section 8:

linical Reasoning

O.erall #earning Outcome: -se clinical reasoning and reflecti.e practice s1ills to critically analyse the current 1no4ledge 0ase underpinning safe practice 4ith ser.ice users2 %emonstrate reflection upon the e/perience of the placement including identification of his + her personal and professional gains and needs for further de.elopment2 2 S1ills of en3uiry and analysis 2 The a0ility to select and re.ie4 theories and concepts rele.ant to the practice setting 2 ".idence of the use of transfera0le s1ills 2 Reflection upon o4n and others performances and needs9 considering a .ariety of issues

Assessment criteria D learning outcome a0o.e

riteria must 0e applied in relation to the

Iail )- ?@N

".en after considera0le guidance and

counselling the student is una0le to: Pass ?rd 8)- 8@N High Middle #o4 Iollo4ing guidance9 ongoing support9 and 4ith prompting is generally a0le to: #o4er credit (:( >)- >@N High Middle #o4 Iollo4ing guidance the student attempts satisfactorily to demonstrate the a0ility to: Higher credit (:* A)- A@N High Middle #o4 Iollo4ing minimal guidance the student attempts satisfactorily to demonstrate competence in: %istinction

*st <)-*))N High Middle #o4 After independently see1ing guidance the student consistently pro.ides e.idence of:

Iinal Mar1

Students prepared mar1

Practice placement educators prepared mar1

Practice placement educator final mar1

Section 8:

linical Reasoning

"ducators Iinal

omments

,hat are the student6s strengths and areas for de.elopment identified from performance criteriaP ,hat is your ad.ice for continuing professional de.elopmentP

Students Iinal

omments

School of Health C Human Sciences ,i.enhoe Par1 olchester O8 ?S7

BSc (Hons) Occupational Therapy

Practice Placement Assessment Of Professional Suita0ility

Practice Placement > (BSc)

Student $ame:

Student $um0er:

Practice Placement Address:

$ame of Practice Placement "ducator:

Placement:

Iinal Frade: N

Hours

ompleted:

Placement %ates Irom: To: A0sences Recorded $um0er of days:

Practice Placement "ducation

Students must achie.e a pass mar1 in all 8 sections2 A fail in one or more sections 4ill result in o.erall failure of the placement2

"ach section 4ill 0e a4arded a mar1 form *-*))N 0ased on the criteria2 The o.erall grade is o0tained 0y adding the mar1s from all four sections together and di.iding 0y 8 to gain a final percentage2

Frade

Mar1s A4arded

Iail

) D ?@N

Pass

?rd

8) D 8@N

#o4er

redit

(2(

>) D >@N

-pper

redit

(2*

A) D A@N

%istinction

*st

<) D *))N

Assessment Summary

Sections Iinal Mar1 Tic1 0o/ if Iail

*2 ommunication S1ills

(2Professional

haracteristics

?2OT Process S1ills

82 linical Reasoning

Placement Total Mar1s

N !f fail is indicated in one or more sections do not total mar1s or attri0ute a percentage

"ducator general comments and outline future learning needs:

Signature of Practice Placement "ducator:

%ate: Signature of Student:

%ate: Signature of other contri0utor (if applica0le)

%ate:

Assessment Iorm

ompletion

!t is important that these instructions are arried out e/actly

*2 The student and educator are each re3uired to complete a copy of this form prior to the final report9 recording their o4n grading of each section (prepared grade)2 After discussion at the final report meeting9 the final grading decision is made 0y the educator2

(2 The assessment performance criteria in the four sections of the form and the o.erall grading guidelines on page > pro.ide guidance on the e/pectations for student performance for the placement module2 "ach descriptor descri0es at performance the midpoint of each range of mar1s e2g2 half4ay 0et4een >) C >@ U >>N2

The educator is re3uired to note 4hich of the performance criteria ha.e and ha.e not 0een achie.ed2 A Gudgement can 0e made 0y the educator if performance criteria are not applica0le at the final report stage and this may not necessarily incur a fail2

!f a student e/ceeds the performance criteria for the placement9 this should 0e recorded2

"ach assessment section must 0e a4arded a percentage mar1 0et4een * *))N2 Mar1s for each section are transferred onto the summary sheet (page ?) added up and di.ided 0y 8 to reach an o.erall percentage grade2 Frades appearing as percentage fractions should 0e rounded up or do4n i2e2 0elo4 2>N should 0e rounded do4n9 2>N or a0o.e should 0e rounded up to the ne/t 4hole percentage point2 e2g2 A*2(>N U A*N2 >?2>N U >8N

?2 'our comments in each section must and should reflect the le.el the student may 0e achie.ing in each grade2

82 The student must pass all sections in order to achie.e a pass mar12 Iailure in one or more sections 4ill result in failure of the placement2

>2 Iinal Report Meeting

"ducator9 student or 0oth may elect to ha.e additional therapist present 4ith the prior agreement of the other2 All those present at the final report discussion must sign the assessment summary sheet on page ? and the educator is also as1ed to pro.ide general

comments and an outline of any future learning needs for the student not documented 4ithin the assessment2

A2 The educator must also complete the assessment front co.er to include final assessment percentage9 hours and any student a0sence hours from placement2

<2 The educator and student must ta1e the opportunity to comment in each of the sections and must also pro.ide tangi0le e/amples of e.idence to support the grading a4arded and to comment on areas for future de.elopment2

=2 Student2s right of appeal D the student has the right to appeal against the assessment if there has 0een maladministration of these procedures2

lassification guidelines demonstrating placement performance: 2 IA!#: )-?@N 0anding ".en 4ith considera0le guidance9 prompting C counselling9 the student is una0le to meet criteria9 demonstrating unsatisfactory performance 4ith significant 4ea1nesses in one or more areas

2 IA!# (E"R' POOR P"RIORMA$ ") )-*@N

-na0le to use resources appropriately2 onfused and ineffecti.e communication2 -na0le to function effecti.ely2 #ittle or no a4areness of professional codes of conduct

o IA!# (POOR P"RIORMA$ ") (*-(@N

!nsufficient or inappropriate use of resources2 !nade3uate9 limited or inappropriate s1ill application2 !nsufficient and + or unclear communication2 !nsufficient a4areness of professional codes of conduct

o IA!# (!$A%"7-AT" P"RIORMA$ ") ?)-?@N

!nade3uate use of resources2 !nsufficient or significant gaps in s1ill application2 !nade3uate communication2 #imited a4areness of professional codes of conduct2

2 ?rd (PASS): 8)-8@N2

Satisfactory safe performance 4ith the student a0le to demonstrate practice at a 0asic le.el 4ith a reasona0le le.el of guidance and support ha.ing 0een pro.ided2

2 (:( (#O,"R

R"%!T) >)- >@N

Student demonstrates the a0ility to practice professionally 4ith some guidance needed as appropriate2 Student demonstrates good performance s1ills to achie.e learning outcomes and can identify and reflect on areas for impro.ement2

2 (:* (H!FH"R

R"%!T) A)- A@N

Student demonstrates competent practice 4ith minimal guidance pro.ided2 Eery good performance is demonstrated consistently in all or most areas of 4or1 practice and the student is confident in pursuing and further de.eloping their professional practice2

*st (%!ST!$ T!O$) <)-*))N 4ide mar1ing 0and re3uiring further guideline clarification for lo49 mid and high 0anding points as follo4s

2 #O, *st <)-<@N

Student consistently demonstrates an e/cellent le.el of performance in all aspects and 4ill see1 guidance independently2 Student ma1es a clearly e.idenced contri0ution to the ser.ice setting through a .ery high standard of independent reflection9 analysis and application of professional practical and theoretical s1ills2

2 M!% *st =)-=@N

Student consistently pro.ides e.idence in all of the a0o.e demonstrating professional e/cellence and autonomous practice in all areas and 4ill see1 guidance independently2 Student also ma1es a significant contri0ution to 4ider aspects of ser.ice deli.ery and management through e/cellent in.estigati.e9 planning9 implementation and e.aluati.e s1ills2

2 H!FH *st @)-*))N

These 0anding mar1s denote an outstanding e/cellence seen in all performance aspects of professional s1ill9 1no4ledge and 0eha.iour2 The student 4ill ha.e consistently demonstrated highly ad.anced reasoning s1ills together 4ith inno.ati.e and pro.en contri0ution to o.erall ser.ice impro.ement2 Personal and professional de.elopment s1ills are a natural em0odiment of the student6s a0ility to professionally practice at a remar1a0le and outstanding le.el2 Mar1s a4arded at this le.el must 0e reser.ed for outstanding performances only2

Section *:

ommunication S1ills

O.erall #earning Outcome: %emonstrate an a0ility to 4or1 and communicate professionally 4ithin the occupational therapy setting9 4ider multidisciplinary team and 4ith e/ternal agencies 2 %emonstrate appropriate non-.er0al and listening s1ills 2 Ta1e initiati.e in communicating clearly and concisely 4ith clients9 staff and others in oral and 4ritten form 2 Offer percepti.e9 4ell reasoned statements and interpretations 2 %iscuss occupational therapy at appropriate le.els 4ith others 2 ".aluate his + her s1ills as a communicator 2 Iorm and sustain good 4or1ing relationships 2 Share 1no4ledge and s1ill 4ith clarity and professionalism

Assessment criteria D learning outcome a0o.e

riteria must 0e applied in relation to the

Iail )- ?@N

".en after considera0le guidance and counselling the student is una0le to:

Pass ?rd 8)- 8@N High Middle #o4 Iollo4ing guidance9 ongoing support9 and 4ith prompting is generally a0le to: #o4er credit (:( >)- >@N High Middle #o4 Iollo4ing guidance the student attempts satisfactorily to demonstrate the a0ility to: Higher credit (:* A)- A@N High Middle #o4 Iollo4ing minimal guidance the student attempts satisfactorily to demonstrate competence in: %istinction *st

<)-*))N High Middle #o4 After independently see1ing guidance the student consistently pro.ides e.idence of:

Iinal Mar1

Students prepared mar1

Practice placement educators prepared mar1

Practice placement educator final mar1

Section *:

ommunication S1ills omments

"ducators Iinal

,hat are the student6s strengths and areas for de.elopment identified from performance criteriaP ,hat is your ad.ice for continuing professional de.elopmentP

Students Iinal

omments

Section (: Professional

haracteristics

O.erall #earning Outcome: ".aluate and critically reflect upon his + her 4or1 as an occupational therapist9 identifying continuing professional de.elopment needs to e.idence 2 Professional 0eha.iour in all aspects of the 4or1 2 Satisfactorily 4or1 4ith all the team mem0ers9 contri0uting meaningfully to the placement 2 -sing sound professional Gudgement to select9 interpret and report information 2 The a0ility to e.aluate and critically reflect upon his + her o4n and others practice 2 Be a4are of professional 0oundaries and 4or1ing 4ithin them

Assessment criteria D learning outcome a0o.e

riteria must 0e applied in relation to the

Iail )- ?@N

".en after considera0le guidance and counselling the student is una0le to: Pass ?rd

8)- 8@N High Middle #o4 Iollo4ing guidance9 ongoing support9 and 4ith prompting is generally a0le to: #o4er credit (:( >)- >@N High Middle #o4 Iollo4ing guidance the student attempts satisfactorily to demonstrate the a0ility to: Higher credit (:* A)- A@N High Middle #o4 Iollo4ing minimal guidance the student attempts satisfactorily to demonstrate competence in: %istinction *st <)-*))N High

Middle #o4 After independently see1ing guidance the student consistently pro.ides e.idence of:

Iinal Mar1

Students prepared mar1

Practice placement educators prepared mar1

Practice placement educator final mar1

Section (: Professional "ducators Iinal

haracteristics

omments

,hat are the student6s strengths and areas for de.elopment identified from performance criteriaP ,hat is your ad.ice for continuing professional de.elopmentP

Students Iinal

omments

Section ?: OT Process S1ills

O.erall #earning Outcome: %emonstrate professional responsi0ility for an allocated caseload9 managing all aspects of 4or19 reporting to the Practice Placement "ducator as re3uired 2 Father and select rele.ant information from appropriate sources 2 Select9 participate in and adapt appropriate assessments 2 Sensiti.ely carry out assessments to determine client needs 2 "licit the re3uired information in 0oth 0readth and depth 2 ".aluate the re3uired information-gathering process 2 Managing a small caseload to professional standards9 using an e/tensi.e range of practical s1ills9 reassessing9 re.ising and e.aluating thoroughly 2 Re.ie4 and utilise appropriate theory to inform and structure practice

Assessment criteria D learning outcome a0o.e

riteria must 0e applied in relation to the

Iail )- ?@N

".en after considera0le guidance and

counselling the student is una0le to: Pass ?rd 8)- 8@N High Middle #o4 Iollo4ing guidance9 ongoing support9 and 4ith prompting is generally a0le to: #o4er credit (:( >)- >@N High Middle #o4 Iollo4ing guidance the student attempts satisfactorily to demonstrate the a0ility to: Higher credit (:* A)- A@N High Middle #o4 Iollo4ing minimal guidance the student attempts satisfactorily to demonstrate competence in: %istinction

*st <)-*))N High Middle #o4 After independently see1ing guidance the student consistently pro.ides e.idence of:

Iinal Mar1

Students prepared mar1

Practice placement educators prepared mar1

Practice placement educator final mar1

Section ?: OT Process S1ills

"ducators Iinal

omments

,hat are the student6s strengths and areas for de.elopment identified from performance criteriaP ,hat is your ad.ice for continuing professional de.elopmentP

Students Iinal

omments

Section 8:

linical Reasoning

O.erall #earning Outcome: ".aluate and critically reflect on the Occupational Therapy process from an e.idence 0ase in order to de.elop practice2 2 -se a 4ide range of en3uiry s1ills to effecti.ely analyse and articulate the e.idence 0ase for practice 2 !ntegrate theory and practice transferring 1no4ledge and s1ills to a 4ide range of situations 2 "ffecti.ely critically appraise and reflect on all facets of practice

Assessment criteria D learning outcome a0o.e

riteria must 0e applied in relation to the

Iail )- ?@N

".en after considera0le guidance and counselling the student is una0le to: Pass ?rd 8)- 8@N High

Middle #o4 Iollo4ing guidance9 ongoing support9 and 4ith prompting is generally a0le to: #o4er credit (:( >)- >@N High Middle #o4 Iollo4ing guidance the student attempts satisfactorily to demonstrate the a0ility to: Higher credit (:* A)- A@N High Middle #o4 Iollo4ing minimal guidance the student attempts satisfactorily to demonstrate competence in: %istinction *st <)-*))N High Middle #o4

After independently see1ing guidance the student consistently pro.ides e.idence of:

Iinal Mar1

Students prepared mar1

Practice placement educators prepared mar1

Practice placement educator final mar1

Section 8:

linical Reasoning

"ducators Iinal

omments

,hat are the student6s strengths and areas for de.elopment identified from performance criteriaP ,hat is your ad.ice for continuing professional de.elopmentP

Students Iinal

omments

MSc (pre-registration)

The MSc (Pre-registration) occupational therapy accelerated programme aims to offer suita0ly 3ualified graduate applicants the opportunity to register as an occupational therapist 4ithin t4o years2 The programme is clinically orientated 4ith o.er *))) hours of clinical practice complemented 0y rigorous academic content2

The aim of the programme is to produce an occupational therapist that is capa0le of 4or1ing in the changing healthcare en.ironment2 On completion of the programme the student should ha.e the capa0ilities to Gustify9 critically appraise9 systematically analyse and reflect on his or her o4n professional clinical practice9 in the conte/t of recent research findings and e.idence-0ased practice2 Iurthermore they should 0e committed to their o4n continual professional de.elopment and a0le to contri0ute to occupational therapy and other health-related professions2

The philosophy of the programme is to 0uild on transfera0le s1ills and com0ine a strong emphasis on e.idence-0ased clinical practice along 4ith critical and analytical reflecti.e learning2

The ,orld Iederation of Occupational Therapists (,IOT) re3uires e.idence of *))) hours prior to 3ualification2 Students on the programme 4ill underta1e a minimum of *)=) hrs in practice through the completion of four practice placements2 (The first assessed at le.el >9 the second at le.el A)2 The first t4o placements aim to promote

the de.elopment of competence in occupational therapy practice9 encouraging effecti.e clinical reasoning and facilitating the integration of theory 4ith practical s1ills2 The final placements aim to consolidate practice and to prepare the student for the transition to independent autonomous practitioner2 Students2 placement acti.ity is assessed 0y practice educators using the standard occupational therapy assessment forms2

Programme Structure %iagram D MSc *st 'ear

Ioundations of OT Practice HS=<) ) credits le.el A

Occupational acti.ity and performance HS=<* ) credits le.el A

#earning in Practice * HS=<A ) credits le.el >

Occupational performance in practice HS=<( ?) credits le.el <

#earning in practice ( HS=<> ) credits le.el A

Research in Healthcare HS=>= #e.el <

!nterprofessional 4or1ing and practice HS=8@ *> credits le.el <

(nd 'ear

Transformation through occupation HS=<? ?) credits le.el <

#earning in practice ? HS=<= ) credits le.el A

onte/ts of Occupational therapy Practice HS=<8 ?) credits le.el <

#earning in Practice 8 HS=<@ ) credits le.el A

The competent Occupational Therapist HS=<> ?) credits le.el <

Research acti.ity HS=>@

?) credits le.el <

Programme

ontent MSc (pre registration) programme

Occupational Therapy modules

Ioundations of Occupational Therapy Practice HS=<) This module is an introduction to occupational therapy 4hich ena0les the students to e/plore the .alues9 philosophy9 1no4ledge 0ase and responsi0ility of the profession2 These themes 4ill 0e further e/panded in su0se3uent modules2

Occupational Acti.ity and Performance HS=<* Students 4ill de.elop an understanding of the demands that normal acti.ity places on people introducing them to the core s1ill of tas1 and acti.ity analysis2 "/periential opportunities ena0le students to understand this essential s1ill 4hich underpins occupational therapy inter.ention2 The student 4ill then ha.e the opportunity to de.elop the s1ills in practice as part of the module learning outcomes2

#earning in Practice * HS=<A This first eight 4ee1 placement pro.ides students 4ith their first e/perience of a practice setting2 !nitially students 4ill o0ser.e9 gradually increasing their participation and ena0ling them analyse9 4ith guidance9 the 4ays in 4hich OT professional philosophy and theory are interpreted and applied 4ithin an OT practice setting2

Occupational Performance in Practice HS=<( The impact of physical and psychological health and ill-health and the impact on the

indi.idual 4ill 0e e/plored and criti3ued from a 0io-psychosocial perspecti.e2 The comple/ities of occupation are considered alongside the role that the OT has in ena0ling clients and carers to deal 4ith the effects of psychological and physical ill health9 underpinned 0y the theoretical 0ase2 A practice placement is integral to this module and 4ill allo4 students to integrate 1no4ledge gained in practice2

#earning in Practice ( HS=<< This module ena0les the student to de.elop and 0uild on academic and professional s1ills of analysis9 application and synthesis and under guidance of the placement educator continue to integrate their academic learning into practice2 Students continue the practice placement e/perience9 ena0ling them to e/tend their 1no4ledge of 4or1ing 4ith a di.erse range of client groups2

Transformation through occupation HS=<? This e/periential module e/poses students to a .ariety of s1ills used 4ithin OT inter.ention and ena0les them to gain an 1no4ledge and understanding of the components re3uired to perform a s1ill2 "mphasis is placed on adaptation of the en.ironment and change in the indi.idual ena0ling clients to adapt to ne4 situations and needs2 Students ha.e the opportunity to consolidate these s1ills on placement2

#earning in Practice ? HS=<= !n this third =-4ee1 module9 students ha.e the opportunity to e/perience 4or1 4ith a third client group and to dra4 upon pre.ious 1no4ledge and e/perience to manage a small caseload9 or ta1e e3ui.alent responsi0ility9 under super.ision2 Professional Gudgments

4ill 0e 0ased upon sound theoretical 1no4ledge9 demonstrating the a0ility to integrate theoretical perspecti.es from pre.ious learning into practice2 Professional suita0ility and de.elopment are assessed using a pro forma2

onte/ts of Occupational Therapy Practice HS=<8 This module aims to de.elop students2 s1ills in relation to leadership9 inno.ation and entrepreneurship2 Through completion of the module learning students ac3uire an understanding of the legal9 political and cultural conte/ts in 4hich occupational therapy practice occurs2 Students consider occupational therapy practice in relation to de.eloping societal trends9 go.ernment policy9 research e.idence9 legislation and ethics2 Such learning is then e/tended 0y supporting students in identifying and critically analysing no.el and emerging areas of occupational therapy practice2 #eadership9 management and 0usiness de.elopment are all included in the module teaching9 in order for students to critically appraise different ser.ice deli.ery structures and models (for e/ample9 social enterprise)2 Student learning then culminates in the completion of a patch4or1 te/t9 4hich is focused around students2 chosen inno.ati.e area of occupational therapy practice9 for the module assessment2

#earning in Practice 8 HS=<@ !n this final =-4ee1 practice placement9 students supply e.idence of competence to practice2 All pre.ious learning supports the effecti.e management of a small caseload2 The completion of the P% portfolio pro.ides e.idence of critical e.aluation of self in readiness for transition into professional practice2

The

ompetent Occupational Therapist HS=<>

This module consolidates students learning o.er the t4o years and prepares the student for professional practice2 Students 4ill in.estigate professional practice 4ithin clinical9

ethical9 legal and managerial frame4or1s and e/plore aspects of practice e/amining the influence of current trends2

!nter-professional modules

Healthcare Research (*> credits) and Research Acti.ity (?) credits) HS=>< Students2 research and pro0lem sol.ing s1ills9 gained during undergraduate study9 are de.eloped in these modules 4ith an emphasis on critical analysis and creati.e thin1ing2 Students pursue an area of interest9 identify practice issues and translate one of these into a research 3uestion2 The modules pro.ide students 4ith the opportunity to demonstrate in-depth understanding of a specific area of practice2

!nter-professional 4or1ing and practice HS=8@ To facilitate the transition from student to effecti.e practitioner9 this module engages the student in interagency and inter-professional colla0orati.e 4or1ing9 lifelong learning and reflecti.e practice in the 4or1place2

The occupational therapy placement e/perience - #e.els and e/pectations

The MSc students underta1e four practice placements 4hich pro.ides them 4ith a range of clinical opportunities9 reflecting the .ariety of settings in 4hich occupational therapy is deli.ered2

#earning in Practice * (= 4ee1s) 2 This module re3uires transference and consolidation of understanding of 0asic OT core s1ills and 1no4ledge9 .alues and 0eliefs gained in the academic component of the module into a practice setting2 2 Iollo4ing identification of learning needs the student 4ill ha.e opportunity to apply 1no4ledge and s1ills in a negotia0le increased le.el of participant in.ol.ement in occupational therapy practice 4ith a different ser.ice user group2 2 Student de.elops C consolidates 0asic s1ills and understanding through in.ol.ement in information gathering processes9 planning and implementing treatment under super.ision2 2 Re3uires 0asic practice s1ills to 0e demonstrated and students 4ill further de.elop the a0ility to integrate theory and practice .ia reflection9 reasoning and presentation of case material

#earning in Practice ( (= 4ee1s) 2 Re3uires acti.e participation in practice 4ith guidance from the placement educator2 2 Re3uires more responsi0ility to 0e ta1en in the occupational therapy process and in.ol.ement in ma1ing professional decisions2

2 %e.elops s1ills and understanding through in.ol.ement in assessment and use of Gudgement to plan treatment9 follo4ing through the occupational therapy process 4ith guidance2 2 Re3uires demonstration of effecti.e s1ills and ta1ing an analytical and reflecti.e approach to practice 2 Re3uires critical integration of theory 4ith practice .ia presentation of material 4hich considers identification C de.elopment of OT core s1ills 2 #earning in Practice ? (= 4ee1s)2 2 Re3uires super.ised responsi0ility to 0e ta1en for managing a small caseload2 2 Re3uires professional Gudgements to 0e made from a sound critical e.idence 0ase2 2 %e.elops s1ills and understanding through independent in.ol.ement in the 4hole occupational therapy process9 ma1ing effecti.e use of super.ision2 2 Re3uires demonstration of theoretical and practical pro0lem sol.ing s1ills and critical appraisal of practice2

#earning in Practice 8 (= 4ee1s) 2 Re3uires the student to ta1e full responsi0ility for an allocated caseload2 2 Re3uires the de.elopment of inno.ati.e and creati.e ideas for practice 0ased on strong theoretical principles2 2 Re3uires demonstra0le e.idence of competent practice and readiness for transition from student to therapist2

2 Re3uires demonstration of a highly professional le.el of s1ills and the use of critical e.aluation and reflection to continually de.elop practice from a ro0ust e.idence 0ase2

Occupational Therapy Practice Placement Fuidelines

ase Study Presentation

Students are re3uired to demonstrate integration of theory and practice and the de.elopment of occupational therapy clinical reasoning s1ills through a case study presentation of their understanding and le.el of in.ol.ement in case 4or1ing practices2

Placement * MSc On return from placement students 4ill 0e re3uired to construct a poster demonstrating the 0iopsychosocial impacts on a ser.ice user seen on practice placement2 The information re3uired can 0e gathered and presented to a small num0er of others in the form of a case study2

Placement ( (MSc) Students on placement ? should ta1e opportunity to demonstrate understanding and analysis of client need and OT inter.ention9 distinguishing the application of core occupational therapy s1ills guiding inter.ention 4ithin 4ider multidisciplinary team 4or1ing2 Presentations should 0e 0et4een *>-() minutes long and should 0e prepared and deli.ered in a professional manner2

Placement ? C 8 (MSc) Students on placements ?+8 and 8+> may elect to choose to present a case study or

an area of specific interest rele.ant to the ser.ice9 4hich is to 0e negotiated 4ith the practice educator2 The presentation 4ill 0e e.aluated 0y the educator to form one source of e.idence for the integration of theory into practice and clinical reasoning component of the assessment2

Students on placements 8 (BSc) 4ill also su0mit a 4ritten reflection to the School for assessment and material used for this 4or1 may 0e used to inform presentation approaches in negotiation 4ith the placement educator2

Feneral guidelines for all client 0ased case studies

The study 4ill include information rele.ant to the Hoccupational therapy process2 as appropriate to the ser.ice area and to demonstrate student clinical reasoning processes at an appropriate le.el for stage of training2

2 O.er.ie4 of person referred to the ser.ice 2 Reason for referral 2 Primary and secondary Hpro0lems2 + needs 2 !mpact of condition+episode on person2s lifestyle 2 OT process D assessment D ho4 needs are identified 2 Fuiding theory D model of practice9 inter.ention approach 2 ,or1place practices guiding inter.entionD local policies+procedures+legislation 2 Aims of OT inter.ention

2 2 2 2 2

Planning C implementation of treatment+acti.ity ".aluation D ho4 has person 0enefited from OT Ser.ice+resource limitations Iuture plans and actions ".idence 0ase for study D source references

School of Health C Human Sciences ,i.enhoe Par1 olchester O8 ?S7

MSc Occupational Therapy

Practice Placement Assessment Of Professional Suita0ility

#earning in Practice * (MSc)

Student $ame:

Student $um0er:

Practice Placement Address:

$ame of Practice Placement "ducator:

Placement:

Iinal Frade: N

Hours

ompleted:

Placement %ates Irom: To: A0sences Recorded $um0er of days:

Practice Placement "ducation

Students must achie.e a pass mar1 in all 8 sections2 A fail in one or more sections 4ill result in o.erall failure of the placement2

"ach section 4ill 0e a4arded a mar1 form *-*))N 0ased on the criteria2 The o.erall grade is o0tained 0y adding the mar1s from all four sections together and di.iding 0y 8 to gain a final percentage2

Frade

Mar1s A4arded

Iail

) D ?@N

Pass

?rd

8) D 8@N

#o4er

redit

(2(

>) D >@N

-pper

redit

(2*

A) D A@N

%istinction

*st

<) D *))N

Assessment Summary

Sections Iinal Mar1 Tic1 0o/ if Iail

*2 ommunication S1ills

(2Professional

haracteristics

?2OT Process S1ills

82 linical Reasoning

Placement Total Mar1s

N !f fail is indicated in one or more sections do not total mar1s or attri0ute a percentage

"ducator general comments and outline future learning needs:

Signature of Practice Placement "ducator:

%ate: Signature of Student:

%ate: Signature of other contri0utor (if applica0le)

%ate:

Assessment Iorm

ompletion

!t is important that these instructions are arried out e/actly

*2 The student and educator are each re3uired to complete a copy of this form prior to the final report9 recording their o4n grading of each section (prepared grade)2 After discussion at the final report meeting9 the final grading decision is made 0y the educator2

(2 The assessment performance criteria in the four sections of the form and the o.erall grading guidelines on page > pro.ide guidance on the e/pectations for student performance for the placement module2 "ach descriptor descri0es at performance the midpoint of each range of mar1s e2g2 half4ay 0et4een >) C >@ U >>N2

The educator is re3uired to note 4hich of the performance criteria ha.e and ha.e not 0een achie.ed2 A Gudgement can 0e made 0y the educator if performance criteria are not applica0le at the final report stage and this may not necessarily incur a fail2

!f a student e/ceeds the performance criteria for the placement9 this should 0e recorded2

"ach assessment section must 0e a4arded a percentage mar1 0et4een * *))N2 Mar1s for each section are transferred onto the summary sheet (page ?) added up and di.ided 0y 8 to reach an o.erall percentage grade2 Frades appearing as percentage fractions should 0e rounded up or do4n i2e2 0elo4 2>N should 0e rounded do4n9 2>N or a0o.e should 0e rounded up to the ne/t 4hole percentage point2 e2g2 A*2(>N U A*N2 >?2>N U >8N

?2 'our comments in each section must and should reflect the le.el the student may 0e achie.ing in each grade2

82 The student must pass all sections in order to achie.e a pass mar12 Iailure in one or more sections 4ill result in failure of the placement2

>2 Iinal Report Meeting

"ducator9 student or 0oth may elect to ha.e additional therapist present 4ith the prior agreement of the other2 All those present at the final report discussion must sign the assessment summary sheet on page ? and the educator is also as1ed to pro.ide general comments and an outline of any future learning needs for the student not documented 4ithin the assessment2

A2 The educator must also complete the assessment front co.er to include final assessment percentage9 hours and any student a0sence hours from placement2

<2 The educator and student must ta1e the opportunity to comment in each of the sections and must also pro.ide tangi0le e/amples of e.idence to support the grading a4arded and to comment on areas for future de.elopment2

=2 Student2s right of appeal D the student has the right to appeal against the assessment if there has 0een maladministration of these procedures2

lassification guidelines demonstrating placement performance: 2 IA!#: )-?@N 0anding ".en 4ith considera0le guidance9 prompting C counselling9 the student is una0le to meet criteria9 demonstrating unsatisfactory performance 4ith significant 4ea1nesses in one or more areas

2 IA!# (E"R' POOR P"RIORMA$ ") )-*@N

-na0le to use resources appropriately2 onfused and ineffecti.e communication2 -na0le to function effecti.ely2 #ittle or no a4areness of professional codes of conduct

o IA!# (POOR P"RIORMA$ ") (*-(@N

!nsufficient or inappropriate use of resources2 !nade3uate9 limited or inappropriate s1ill application2 !nsufficient and + or unclear communication2 !nsufficient a4areness of professional codes of conduct

o IA!# (!$A%"7-AT" P"RIORMA$ ") ?)-?@N

!nade3uate use of resources2 !nsufficient or significant gaps in s1ill application2 !nade3uate communication2 #imited a4areness of professional codes of conduct2

2 ?rd (PASS): 8)-8@N2

Satisfactory safe performance 4ith the student a0le to demonstrate practice at a 0asic le.el 4ith a reasona0le le.el of guidance and support ha.ing 0een pro.ided2

2 (:( (#O,"R

R"%!T) >)- >@N

Student demonstrates the a0ility to practice professionally 4ith some guidance needed as appropriate2 Student demonstrates good performance s1ills to achie.e learning outcomes and can identify and reflect on areas for impro.ement2

2 (:* (H!FH"R

R"%!T) A)- A@N

Student demonstrates competent practice 4ith minimal guidance pro.ided2 Eery good performance is demonstrated consistently in all or most areas of 4or1 practice and the student is confident in pursuing and further de.eloping their professional practice2

*st (%!ST!$ T!O$) <)-*))N 4ide mar1ing 0and re3uiring further guideline clarification for lo49 mid and high 0anding points as follo4s

2 #O, *st <)-<@N

Student consistently demonstrates an e/cellent le.el of performance in all aspects and 4ill see1 guidance independently2 Student ma1es a clearly e.idenced contri0ution to the ser.ice setting through a .ery high standard of independent reflection9 analysis and application of professional practical and theoretical s1ills2

2 M!% *st =)-=@N

Student consistently pro.ides e.idence in all of the a0o.e demonstrating professional e/cellence and autonomous practice in all areas and 4ill see1 guidance independently2 Student also ma1es a significant contri0ution to 4ider aspects of ser.ice deli.ery and management through e/cellent in.estigati.e9 planning9 implementation and e.aluati.e s1ills2

2 H!FH *st @)-*))N

These 0anding mar1s denote an outstanding e/cellence seen in all performance aspects of professional s1ill9 1no4ledge and 0eha.iour2 The student 4ill ha.e consistently demonstrated highly ad.anced reasoning s1ills together 4ith inno.ati.e and pro.en contri0ution to o.erall ser.ice impro.ement2 Personal and professional de.elopment s1ills are a natural em0odiment of the student6s a0ility to professionally practice at a remar1a0le and outstanding le.el2 Mar1s a4arded at this le.el must 0e reser.ed for outstanding performances only2

Section *:

ommunication S1ills

O.erall #earning Outcome: %emonstrate effecti.e communication 4ithin the occupational therapy setting and 4ith e/ternal agencies 2 "ncourage and facilitate others to communicate 0y using appropriate non-.er0al and .er0al reinforcement 2 ommunicate effecti.ely and confidently 4ith indi.idual clients and groups in face to face contact 2 ommunicate effecti.ely using appropriate terminology 4ith other professionals in the multidisciplinary team 2 ommunicate accurately and concisely9 0oth orally and in 4riting 2 %iscuss occupational therapy at appropriate le.els 2 -se recei.ed information to ma1e o0ser.ations and interpretations9 Gustifying these 4ith clarity and accuracy 2 Present him + herself appropriately to others 2 Sustain good 4or1ing relationships 4ith multidisciplinary team mem0ers 2 Share 1no4ledge and s1ill through a .ariety of methods

Assessment criteria D learning outcome a0o.e

riteria must 0e applied in relation to the

Iail )- ?@N

".en after considera0le guidance and counselling the student is una0le to: Pass ?rd 8)- 8@N High Middle #o4 Iollo4ing guidance9 ongoing support9 and 4ith prompting is generally a0le to: #o4er credit (:( >)- >@N High Middle #o4 Iollo4ing guidance the student attempts satisfactorily to demonstrate the a0ility to: Higher credit (:* A)- A@N High Middle #o4 Iollo4ing minimal guidance the student attempts satisfactorily to demonstrate competence in:

%istinction *st <)-*))N High Middle #o4 After independently see1ing guidance the student consistently pro.ides e.idence of:

Iinal Mar1

Students prepared mar1

Practice placement educators prepared mar1

Practice placement educator final mar1

Section *:

ommunication S1ills omments

"ducators Iinal

,hat are the student6s strengths and areas for de.elopment identified from performance criteriaP ,hat is your ad.ice for continuing professional de.elopmentP

Students Iinal

omments

Section (: Professional

haracteristics

O.erall #earning Outcome: %emonstrate an a0ility to 4or1 as a professional 4ithin the occupational therapy ser.ice pro.ision 2 -nderstand professional standards9 0eha.ing in a professional manner9 identifying policies and procedures9 using resources efficiently 2 Adapt percepti.ely to the demands of the 4or1place 2 Acti.ely see1 1no4ledge and create learning opportunities in order to create professional competence 2 ontri0ute to the placement 0y see1ing to e.aluate and impro.e his + her professional s1ills 2 Be a4are of professional 0oundaries and 4or1ing 4ithin them

Assessment criteria D learning outcome a0o.e

riteria must 0e applied in relation to the

Iail )- ?@N

".en after considera0le guidance and counselling the student is una0le to:

Pass ?rd 8)- 8@N High Middle #o4 Iollo4ing guidance9 ongoing support9 and 4ith prompting is generally a0le to: #o4er credit (:( >)- >@N High Middle #o4 Iollo4ing guidance the student attempts satisfactorily to demonstrate the a0ility to: Higher credit (:* A)- A@N High Middle #o4 Iollo4ing minimal guidance the student attempts satisfactorily to demonstrate competence in: %istinction *st

<)-*))N High Middle #o4 After independently see1ing guidance the student consistently pro.ides e.idence of:

Iinal Mar1

Students prepared mar1

Practice placement educators prepared mar1

Practice placement educator final mar1

Section (: Professional

haracteristics

"ducators Iinal

omments

,hat are the student6s strengths and areas for de.elopment identified from performance criteriaP ,hat is your ad.ice for continuing professional de.elopmentP

Students Iinal

omments

Section ?: OT Process S1ills

O.erall #earning Outcome: !dentify and implement the aspects of the OT Process applica0le to the setting9 from an appropriate e.idence 0ase2 2 Father and select rele.ant information to the clients situation 2 Select appropriate assessment+s and prepare the client 2 Plan appropriate inter.ention 2 !mplement inter.ention 2 ".aluate inter.ention

Assessment criteria D learning outcome a0o.e

riteria must 0e applied in relation to the

Iail )- ?@N

".en after considera0le guidance and counselling the student is una0le to: Pass ?rd 8)- 8@N High

Middle #o4 Iollo4ing guidance9 ongoing support9 and 4ith prompting is generally a0le to: #o4er credit (:( >)- >@N High Middle #o4 Iollo4ing guidance the student attempts satisfactorily to demonstrate the a0ility to: Higher credit (:* A)- A@N High Middle #o4 Iollo4ing minimal guidance the student attempts satisfactorily to demonstrate competence in: %istinction *st <)-*))N High Middle #o4

After independently see1ing guidance the student consistently pro.ides e.idence of:

Iinal Mar1

Students prepared mar1

Practice placement educators prepared mar1

Practice placement educator final mar1

Section ?: OT Process S1ills

"ducators Iinal

omments

,hat are the student6s strengths and areas for de.elopment identified from performance criteriaP ,hat is your ad.ice for continuing professional de.elopmentP

Students Iinal

omments

Section 8:

linical Reasoning

O.erall #earning Outcome: -se clinical reasoning and reflecti.e practice s1ills to critically analyse the current 1no4ledge 0ase underpinning safe practice 4ith ser.ice users2 %emonstrate reflection upon the e/perience of the placement including identification of his + her personal and professional gains and needs for further de.elopment2 2 S1ills of en3uiry and analysis 2 The a0ility to select and re.ie4 theories and concepts rele.ant to the practice setting 2 ".idence of the use of transfera0le s1ills 2 Reflection upon o4n and others performances and needs9 considering a .ariety of issues

Assessment criteria D learning outcome a0o.e

riteria must 0e applied in relation to the

Iail )- ?@N

".en after considera0le guidance and

counselling the student is una0le to: Pass ?rd 8)- 8@N High Middle #o4 Iollo4ing guidance9 ongoing support9 and 4ith prompting is generally a0le to: #o4er credit (:( >)- >@N High Middle #o4 Iollo4ing guidance the student attempts satisfactorily to demonstrate the a0ility to: Higher credit (:* A)- A@N High Middle #o4 Iollo4ing minimal guidance the student attempts satisfactorily to demonstrate competence in: %istinction

*st <)-*))N High Middle #o4 After independently see1ing guidance the student consistently pro.ides e.idence of:

Iinal Mar1

Students prepared mar1

Practice placement educators prepared mar1

Practice placement educator final mar1

Section 8:

linical Reasoning

"ducators Iinal

omments

,hat are the student6s strengths and areas for de.elopment identified from performance criteriaP ,hat is your ad.ice for continuing professional de.elopmentP

Students Iinal

omments

School of Health C Human Sciences ,i.enhoe Par1 olchester O8 ?S7

MSc Occupational Therapy

Practice Placement Assessment Of Professional Suita0ility

#earning in Practice ( C ? (MSc)

Student $ame:

Student $um0er:

Practice Placement Address:

$ame of Practice Placement "ducator:

Placement:

Iinal Frade: N

Hours

ompleted:

Placement %ates Irom: To: A0sences Recorded $um0er of days:

Practice Placement "ducation

Students must achie.e a pass mar1 in all 8 sections2 A fail in one or more sections 4ill result in o.erall failure of the placement2

"ach section 4ill 0e a4arded a mar1 form *-*))N 0ased on the criteria2 The o.erall grade is o0tained 0y adding the mar1s from all four sections together and di.iding 0y 8 to gain a final percentage2

Frade

Mar1s A4arded

Iail

) D ?@N

Pass

?rd

8) D 8@N

#o4er

redit

(2(

>) D >@N

-pper

redit

(2*

A) D A@N

%istinction

*st

<) D *))N

Assessment Summary

Sections Iinal Mar1 Tic1 0o/ if Iail

*2 ommunication S1ills

(2Professional

haracteristics

?2OT Process S1ills

82 linical Reasoning

Placement Total Mar1s

N !f fail is indicated in one or more sections do not total mar1s or attri0ute a percentage

"ducator general comments and outline future learning needs:

Signature of Practice Placement "ducator:

%ate: Signature of Student:

%ate: Signature of other contri0utor (if applica0le)

%ate:

Assessment Iorm

ompletion

!t is important that these instructions are arried out e/actly

*2 The student and educator are each re3uired to complete a copy of this form prior to the final report9 recording their o4n grading of each section (prepared grade)2 After discussion at the final report meeting9 the final grading decision is made 0y the educator2

(2 The assessment performance criteria in the four sections of the form and the o.erall grading guidelines on page > pro.ide guidance on the e/pectations for student performance for the placement module2 "ach descriptor descri0es at performance the midpoint of each range of mar1s e2g2 half4ay 0et4een >) C >@ U >>N2

The educator is re3uired to note 4hich of the performance criteria ha.e and ha.e not 0een achie.ed2 A Gudgement can 0e made 0y the educator if performance criteria are not applica0le at the final report stage and this may not necessarily incur a fail2

!f a student e/ceeds the performance criteria for the placement9 this should 0e recorded2

"ach assessment section must 0e a4arded a percentage mar1 0et4een * *))N2 Mar1s for each section are transferred onto the summary sheet (page ?) added up and di.ided 0y 8 to reach an o.erall percentage grade2 Frades appearing as percentage fractions should 0e rounded up or do4n i2e2 0elo4 2>N should 0e rounded do4n9 2>N or a0o.e should 0e rounded up to the ne/t 4hole percentage point2 e2g2 A*2(>N U A*N2 >?2>N U >8N

?2 'our comments in each section must and should reflect the le.el the student may 0e achie.ing in each grade2

82 The student must pass all sections in order to achie.e a pass mar12 Iailure in one or more sections 4ill result in failure of the placement2

>2 Iinal Report Meeting

"ducator9 student or 0oth may elect to ha.e additional therapist present 4ith the prior agreement of the other2 All those present at the final report discussion must sign the assessment summary sheet on page ? and the educator is also as1ed to pro.ide general comments and an outline of any future learning needs for the student not documented 4ithin the assessment2

A2 The educator must also complete the assessment front co.er to include final assessment percentage9 hours and any student a0sence hours from placement2

<2 The educator and student must ta1e the opportunity to comment in each of the sections and must also pro.ide tangi0le e/amples of e.idence to support the grading a4arded and to comment on areas for future de.elopment2

=2 Student2s right of appeal D the student has the right to appeal against the assessment if there has 0een maladministration of these procedures2

lassification guidelines demonstrating placement performance: 2 IA!#: )-?@N 0anding ".en 4ith considera0le guidance9 prompting C counselling9 the student is una0le to meet criteria9 demonstrating unsatisfactory performance 4ith significant 4ea1nesses in one or more areas

2 IA!# (E"R' POOR P"RIORMA$ ") )-*@N

-na0le to use resources appropriately2 onfused and ineffecti.e communication2 -na0le to function effecti.ely2 #ittle or no a4areness of professional codes of conduct

o IA!# (POOR P"RIORMA$ ") (*-(@N

!nsufficient or inappropriate use of resources2 !nade3uate9 limited or inappropriate s1ill application2 !nsufficient and + or unclear communication2 !nsufficient a4areness of professional codes of conduct

o IA!# (!$A%"7-AT" P"RIORMA$ ") ?)-?@N

!nade3uate use of resources2 !nsufficient or significant gaps in s1ill application2 !nade3uate communication2 #imited a4areness of professional codes of conduct2

2 ?rd (PASS): 8)-8@N2

Satisfactory safe performance 4ith the student a0le to demonstrate practice at a 0asic le.el 4ith a reasona0le le.el of guidance and support ha.ing 0een pro.ided2

2 (:( (#O,"R

R"%!T) >)- >@N

Student demonstrates the a0ility to practice professionally 4ith some guidance needed as appropriate2 Student demonstrates good performance s1ills to achie.e learning outcomes and can identify and reflect on areas for impro.ement2

2 (:* (H!FH"R

R"%!T) A)- A@N

Student demonstrates competent practice 4ith minimal guidance pro.ided2 Eery good performance is demonstrated consistently in all or most areas of 4or1 practice and the student is confident in pursuing and further de.eloping their professional practice2

*st (%!ST!$ T!O$) <)-*))N 4ide mar1ing 0and re3uiring further guideline clarification for lo49 mid and high 0anding points as follo4s

2 #O, *st <)-<@N

Student consistently demonstrates an e/cellent le.el of performance in all aspects and 4ill see1 guidance independently2 Student ma1es a clearly e.idenced contri0ution to the ser.ice setting through a .ery high standard of independent reflection9 analysis and application of professional practical and theoretical s1ills2

2 M!% *st =)-=@N

Student consistently pro.ides e.idence in all of the a0o.e demonstrating professional e/cellence and autonomous practice in all areas and 4ill see1 guidance independently2 Student also ma1es a significant contri0ution to 4ider aspects of ser.ice deli.ery and management through e/cellent in.estigati.e9 planning9 implementation and e.aluati.e s1ills2

2 H!FH *st @)-*))N

These 0anding mar1s denote an outstanding e/cellence seen in all performance aspects of professional s1ill9 1no4ledge and 0eha.iour2 The student 4ill ha.e consistently demonstrated highly ad.anced reasoning s1ills together 4ith inno.ati.e and pro.en contri0ution to o.erall ser.ice impro.ement2 Personal and professional de.elopment s1ills are a natural em0odiment of the student6s a0ility to professionally practice at a remar1a0le and outstanding le.el2 Mar1s a4arded at this le.el must 0e reser.ed for outstanding performances only2

Section *:

ommunication S1ills

O.erall #earning Outcome: %emonstrate effecti.e communication 4ithin the occupational therapy setting and 4ith e/ternal agencies 2 "ncourage and facilitate others to communicate 0y using appropriate non-.er0al and .er0al reinforcement 2 ommunicate effecti.ely and confidently 4ith indi.idual clients and groups in face to face contact 2 ommunicate effecti.ely using appropriate terminology 4ith other professionals in the multidisciplinary team 2 ommunicate accurately and concisely9 0oth orally and in 4riting 2 %iscuss occupational therapy at appropriate le.els 2 -se recei.ed information to ma1e o0ser.ations and interpretations9 Gustifying these 4ith clarity and accuracy 2 Present him + herself appropriately to others 2 Sustain good 4or1ing relationships 4ith multidisciplinary team mem0ers 2 Share 1no4ledge and s1ill through a .ariety of methods

Assessment criteria D learning outcome a0o.e

riteria must 0e applied in relation to the

Iail )- ?@N

".en after considera0le guidance and counselling the student is una0le to: Pass ?rd 8)- 8@N High Middle #o4 Iollo4ing guidance9 ongoing support9 and 4ith prompting is generally a0le to: #o4er credit (:( >)- >@N High Middle #o4 Iollo4ing guidance the student attempts satisfactorily to demonstrate the a0ility to: Higher credit (:* A)- A@N High Middle #o4 Iollo4ing minimal guidance the student attempts satisfactorily to demonstrate competence in:

%istinction *st <)-*))N High Middle #o4 After independently see1ing guidance the student consistently pro.ides e.idence of:

Iinal Mar1

Students prepared mar1

Practice placement educators prepared mar1

Practice placement educator final mar1

Section *:

ommunication S1ills omments

"ducators Iinal

,hat are the student6s strengths and areas for de.elopment identified from performance criteriaP ,hat is your ad.ice for continuing professional de.elopmentP

Students Iinal

omments

Section (: Professional

haracteristics

O.erall #earning Outcome: %emonstrate an a0ility to 4or1 as a professional 4ithin the occupational therapy ser.ice pro.ision 2 -nderstand professional standards9 0eha.ing in a professional manner9 identifying policies and procedures9 using resources efficiently 2 Adapt percepti.ely to the demands of the 4or1place 2 Acti.ely see1 1no4ledge and create learning opportunities in order to create professional competence 2 ontri0ute to the placement 0y see1ing to e.aluate and impro.e his + her professional s1ills 2 Be a4are of professional 0oundaries and 4or1ing 4ithin them

Assessment criteria D learning outcome a0o.e

riteria must 0e applied in relation to the

Iail )- ?@N

".en after considera0le guidance and counselling the student is una0le to: Pass

?rd 8)- 8@N High Middle #o4 Iollo4ing guidance9 ongoing support9 and 4ith prompting is generally a0le to: #o4er credit (:( >)- >@N High Middle #o4 Iollo4ing guidance the student attempts satisfactorily to demonstrate the a0ility to: Higher credit (:* A)- A@N High Middle #o4 Iollo4ing minimal guidance the student attempts satisfactorily to demonstrate competence in: %istinction *st <)-*))N

High Middle #o4 After independently see1ing guidance the student consistently pro.ides e.idence of:

Iinal Mar1

Students prepared mar1

Practice placement educators prepared mar1

Practice placement educator final mar1

Section (: Professional

haracteristics

"ducators Iinal

omments

,hat are the student6s strengths and areas for de.elopment identified from performance criteriaP ,hat is your ad.ice for continuing professional de.elopmentP

Students Iinal

omments

Section ?: OT Process S1ills

O.erall #earning Outcome: !dentify and implement the aspects of the OT Process applica0le to the setting9 from an appropriate e.idence 0ase2 2 Father and select rele.ant information to the clients situation 2 Select appropriate assessment+s and prepare the client 2 Plan appropriate inter.ention 2 !mplement inter.ention 2 ".aluate inter.ention

Assessment criteria D learning outcome a0o.e

riteria must 0e applied in relation to the

Iail )- ?@N

".en after considera0le guidance and counselling the student is una0le to: Pass ?rd 8)- 8@N High

Middle #o4 Iollo4ing guidance9 ongoing support9 and 4ith prompting is generally a0le to: #o4er credit (:( >)- >@N High Middle #o4 Iollo4ing guidance the student attempts satisfactorily to demonstrate the a0ility to: Higher credit (:* A)- A@N High Middle #o4 Iollo4ing minimal guidance the student attempts satisfactorily to demonstrate competence in: %istinction *st <)-*))N High Middle #o4

After independently see1ing guidance the student consistently pro.ides e.idence of:

Iinal Mar1

Students prepared mar1

Practice placement educators prepared mar1

Practice placement educator final mar1

Section ?: OT Process S1ills

"ducators Iinal

omments

,hat are the student6s strengths and areas for de.elopment identified from performance criteriaP ,hat is your ad.ice for continuing professional de.elopmentP

Students Iinal

omments

Section 8:

linical Reasoning

O.erall #earning Outcome: -se clinical reasoning and reflecti.e practice s1ills to critically analyse the current 1no4ledge 0ase underpinning safe practice 4ith ser.ice users2 %emonstrate reflection upon the e/perience of the placement including identification of his + her personal and professional gains and needs for further de.elopment2 2 S1ills of en3uiry and analysis 2 The a0ility to select and re.ie4 theories and concepts rele.ant to the practice setting 2 ".idence of the use of transfera0le s1ills 2 Reflection upon o4n and others performances and needs9 considering a .ariety of issues

Assessment criteria D learning outcome a0o.e

riteria must 0e applied in relation to the

Iail )- ?@N

".en after considera0le guidance and

counselling the student is una0le to: Pass ?rd 8)- 8@N High Middle #o4 Iollo4ing guidance9 ongoing support9 and 4ith prompting is generally a0le to: #o4er credit (:( >)- >@N High Middle #o4 Iollo4ing guidance the student attempts satisfactorily to demonstrate the a0ility to: Higher credit (:* A)- A@N High Middle #o4 Iollo4ing minimal guidance the student attempts satisfactorily to demonstrate competence in: %istinction

*st <)-*))N High Middle #o4 After independently see1ing guidance the student consistently pro.ides e.idence of:

Iinal Mar1

Students prepared mar1

Practice placement educators prepared mar1

Practice placement educator final mar1

Section 8:

linical Reasoning

"ducators Iinal

omments

,hat are the student6s strengths and areas for de.elopment identified from performance criteriaP ,hat is your ad.ice for continuing professional de.elopmentP

Students Iinal

omments

School of Health C Human Sciences ,i.enhoe Par1 olchester O8 ?S7

MSc Occupational Therapy

Practice Placement Assessment Of Professional Suita0ility

#earning in Practice 8 (MSc)

Student $ame:

Student $um0er:

Practice Placement Address:

$ame of Practice Placement "ducator:

Placement:

Iinal Frade: N

Hours

ompleted:

Placement %ates Irom: To: A0sences Recorded $um0er of days:

Practice Placement "ducation

Students must achie.e a pass mar1 in all 8 sections2 A fail in one or more sections 4ill result in o.erall failure of the placement2

"ach section 4ill 0e a4arded a mar1 form *-*))N 0ased on the criteria2 The o.erall grade is o0tained 0y adding the mar1s from all four sections together and di.iding 0y 8 to gain a final percentage2

Frade

Mar1s A4arded

Iail

) D ?@N

Pass

?rd

8) D 8@N

#o4er

redit

(2(

>) D >@N

-pper

redit

(2*

A) D A@N

%istinction

*st

<) D *))N

Assessment Summary

Sections Iinal Mar1 Tic1 0o/ if Iail

*2 ommunication S1ills

(2Professional

haracteristics

?2OT Process S1ills

82 linical Reasoning

Placement Total Mar1s

N !f fail is indicated in one or more sections do not total mar1s or attri0ute a percentage

"ducator general comments and outline future learning needs:

Signature of Practice Placement "ducator:

%ate: Signature of Student:

%ate: Signature of other contri0utor (if applica0le)

%ate:

Assessment Iorm

ompletion

!t is important that these instructions are arried out e/actly

*2 The student and educator are each re3uired to complete a copy of this form prior to the final report9 recording their o4n grading of each section (prepared grade)2 After discussion at the final report meeting9 the final grading decision is made 0y the educator2

(2 The assessment performance criteria in the four sections of the form and the o.erall grading guidelines on page > pro.ide guidance on the e/pectations for student performance for the placement module2 "ach descriptor descri0es at performance the midpoint of each range of mar1s e2g2 half4ay 0et4een >) C >@ U >>N2

The educator is re3uired to note 4hich of the performance criteria ha.e and ha.e not 0een achie.ed2 A Gudgement can 0e made 0y the educator if performance criteria are not applica0le at the final report stage and this may not necessarily incur a fail2

!f a student e/ceeds the performance criteria for the placement9 this should 0e

recorded2

"ach assessment section must 0e a4arded a percentage mar1 0et4een * *))N2 Mar1s for each section are transferred onto the summary sheet (page ?) added up and di.ided 0y 8 to reach an o.erall percentage grade2 Frades appearing as percentage fractions should 0e rounded up or do4n i2e2 0elo4 2>N should 0e rounded do4n9 2>N or a0o.e should 0e rounded up to the ne/t 4hole percentage point2 e2g2 A*2(>N U A*N2 >?2>N U >8N

?2 'our comments in each section must and should reflect the le.el the student may 0e achie.ing in each grade2

82 The student must pass all sections in order to achie.e a pass mar12 Iailure in one or more sections 4ill result in failure of the placement2

>2 Iinal Report Meeting

"ducator9 student or 0oth may elect to ha.e additional therapist present 4ith the prior agreement of the other2 All those present at the final report discussion must sign the assessment summary sheet on page ? and the educator is also as1ed to pro.ide general

comments and an outline of any future learning needs for the student not documented 4ithin the assessment2

A2 The educator must also complete the assessment front co.er to include final assessment percentage9 hours and any student a0sence hours from placement2

<2 The educator and student must ta1e the opportunity to comment in each of the sections and must also pro.ide tangi0le e/amples of e.idence to support the grading a4arded and to comment on areas for future de.elopment2

=2 Student2s right of appeal D the student has the right to appeal against the assessment if there has 0een maladministration of these procedures2

lassification guidelines demonstrating placement performance: 2 IA!#: )-?@N 0anding ".en 4ith considera0le guidance9 prompting C counselling9 the student is una0le to meet criteria9 demonstrating unsatisfactory performance 4ith significant 4ea1nesses in one or more areas

2 IA!# (E"R' POOR P"RIORMA$ ") )-*@N

-na0le to use resources appropriately2 onfused and ineffecti.e communication2 -na0le to function effecti.ely2 #ittle or no a4areness of professional codes of conduct

o IA!# (POOR P"RIORMA$ ") (*-(@N

!nsufficient or inappropriate use of resources2 !nade3uate9 limited or inappropriate s1ill application2 !nsufficient and + or unclear communication2 !nsufficient a4areness of professional codes of conduct

o IA!# (!$A%"7-AT" P"RIORMA$ ") ?)-?@N

!nade3uate use of resources2 !nsufficient or significant gaps in s1ill application2 !nade3uate communication2 #imited a4areness of professional codes of conduct2

2 ?rd (PASS): 8)-8@N2

Satisfactory safe performance 4ith the student a0le to demonstrate practice at a 0asic le.el 4ith a reasona0le le.el of guidance and support ha.ing 0een pro.ided2

2 (:( (#O,"R

R"%!T) >)- >@N

Student demonstrates the a0ility to practice professionally 4ith some guidance needed as appropriate2 Student demonstrates good performance s1ills to achie.e learning outcomes and can identify and reflect on areas for impro.ement2

2 (:* (H!FH"R

R"%!T) A)- A@N

Student demonstrates competent practice 4ith minimal guidance pro.ided2 Eery good performance is demonstrated consistently in all or most areas of 4or1 practice and the student is confident in pursuing and further de.eloping their professional practice2

*st (%!ST!$ T!O$) <)-*))N 4ide mar1ing 0and re3uiring further guideline clarification for lo49 mid and high 0anding points as follo4s

2 #O, *st <)-<@N

Student consistently demonstrates an e/cellent le.el of performance in all aspects and 4ill see1 guidance independently2 Student ma1es a clearly e.idenced contri0ution to the ser.ice setting through a .ery high standard of independent reflection9 analysis and application of professional practical and theoretical s1ills2

2 M!% *st =)-=@N

Student consistently pro.ides e.idence in all of the a0o.e demonstrating professional e/cellence and autonomous practice in all areas and 4ill see1 guidance independently2 Student also ma1es a significant contri0ution to 4ider aspects of ser.ice deli.ery and management through e/cellent in.estigati.e9 planning9 implementation and e.aluati.e s1ills2

2 H!FH *st @)-*))N

These 0anding mar1s denote an outstanding e/cellence seen in all performance aspects of professional s1ill9 1no4ledge and 0eha.iour2 The student 4ill ha.e consistently demonstrated highly ad.anced reasoning s1ills together 4ith inno.ati.e and pro.en contri0ution to o.erall ser.ice impro.ement2 Personal and professional de.elopment s1ills are a natural em0odiment of the student6s a0ility to professionally practice at a remar1a0le and outstanding le.el2 Mar1s a4arded at this le.el must 0e reser.ed for outstanding performances only2

Section *:

ommunication S1ills

O.erall #earning Outcome: %emonstrate an a0ility to 4or1 and communicate professionally 4ithin the occupational therapy setting9 4ider multidisciplinary team and 4ith e/ternal agencies 2 %emonstrate appropriate non-.er0al and listening s1ills 2 Ta1e initiati.e in communicating clearly and concisely 4ith clients9 staff and others in oral and 4ritten form 2 Offer percepti.e9 4ell reasoned statements and interpretations 2 %iscuss occupational therapy at appropriate le.els 4ith others 2 ".aluate his + her s1ills as a communicator 2 Iorm and sustain good 4or1ing relationships 2 Share 1no4ledge and s1ill 4ith clarity and professionalism

Assessment criteria D learning outcome a0o.e

riteria must 0e applied in relation to the

Iail )- ?@N

".en after considera0le guidance and counselling the student is una0le to:

Pass ?rd 8)- 8@N High Middle #o4 Iollo4ing guidance9 ongoing support9 and 4ith prompting is generally a0le to: #o4er credit (:( >)- >@N High Middle #o4 Iollo4ing guidance the student attempts satisfactorily to demonstrate the a0ility to: Higher credit (:* A)- A@N High Middle #o4 Iollo4ing minimal guidance the student attempts satisfactorily to demonstrate competence in: %istinction *st

<)-*))N High Middle #o4 After independently see1ing guidance the student consistently pro.ides e.idence of:

Iinal Mar1

Students prepared mar1

Practice placement educators prepared mar1

Practice placement educator final mar1

Section *:

ommunication S1ills

"ducators Iinal

omments

,hat are the student6s strengths and areas for de.elopment identified from performance criteriaP ,hat is your ad.ice for continuing professional de.elopmentP

Students Iinal

omments

Section (: Professional

haracteristics

O.erall #earning Outcome: ".aluate and critically reflect upon his + her 4or1 as an occupational therapist9 identifying continuing professional de.elopment needs to e.idence 2 Professional 0eha.iour in all aspects of the 4or1 2 Satisfactorily 4or1 4ith all the team mem0ers9 contri0uting meaningfully to the placement 2 -sing sound professional Gudgement to select9 interpret and report information 2 The a0ility to e.aluate and critically reflect upon his + her o4n and others practice 2 Be a4are of professional 0oundaries and 4or1ing 4ithin them

Assessment criteria D learning outcome a0o.e

riteria must 0e applied in relation to the

Iail )- ?@N

".en after considera0le guidance and counselling the student is una0le to: Pass ?rd

8)- 8@N High Middle #o4 Iollo4ing guidance9 ongoing support9 and 4ith prompting is generally a0le to: #o4er credit (:( >)- >@N High Middle #o4 Iollo4ing guidance the student attempts satisfactorily to demonstrate the a0ility to: Higher credit (:* A)- A@N High Middle #o4 Iollo4ing minimal guidance the student attempts satisfactorily to demonstrate competence in: %istinction *st <)-*))N High

Middle #o4 After independently see1ing guidance the student consistently pro.ides e.idence of:

Iinal Mar1

Students prepared mar1

Practice placement educators prepared mar1

Practice placement educator final mar1

Section (: Professional

haracteristics

"ducators Iinal

omments

,hat are the student6s strengths and areas for de.elopment identified from performance criteriaP ,hat is your ad.ice for continuing professional de.elopmentP

Students Iinal

omments

Section ?: OT Process S1ills

O.erall #earning Outcome: %emonstrate professional responsi0ility for an allocated caseload9 managing all aspects of 4or19 reporting to the Practice Placement "ducator as re3uired 2 Father and select rele.ant information from appropriate sources 2 Select9 participate in and adapt appropriate assessments 2 Sensiti.ely carry out assessments to determine client needs 2 "licit the re3uired information in 0oth 0readth and depth 2 ".aluate the re3uired information-gathering process 2 Managing a small caseload to professional standards9 using an e/tensi.e range of practical s1ills9 reassessing9 re.ising and e.aluating thoroughly 2 Re.ie4 and utilise appropriate theory to inform and structure practice

Assessment criteria D learning outcome a0o.e

riteria must 0e applied in relation to the

Iail )- ?@N

".en after considera0le guidance and

counselling the student is una0le to: Pass ?rd 8)- 8@N High Middle #o4 Iollo4ing guidance9 ongoing support9 and 4ith prompting is generally a0le to: #o4er credit (:( >)- >@N High Middle #o4 Iollo4ing guidance the student attempts satisfactorily to demonstrate the a0ility to: Higher credit (:* A)- A@N High Middle #o4 Iollo4ing minimal guidance the student attempts satisfactorily to demonstrate competence in: %istinction

*st <)-*))N High Middle #o4 After independently see1ing guidance the student consistently pro.ides e.idence of:

Iinal Mar1

Students prepared mar1

Practice placement educators prepared mar1

Practice placement educator final mar1

Section ?: OT Process S1ills

"ducators Iinal

omments

,hat are the student6s strengths and areas for de.elopment identified from performance criteriaP ,hat is your ad.ice for continuing professional de.elopmentP

Students Iinal

omments

Section 8:

linical Reasoning

O.erall #earning Outcome: ".aluate and critically reflect on the Occupational Therapy process from an e.idence 0ase in order to de.elop practice2 2 -se a 4ide range of en3uiry s1ills to effecti.ely analyse and articulate the e.idence 0ase for practice 2 !ntegrate theory and practice transferring 1no4ledge and s1ills to a 4ide range of situations 2 "ffecti.ely critically appraise and reflect on all facets of practice

Assessment criteria D learning outcome a0o.e

riteria must 0e applied in relation to the

Iail )- ?@N

".en after considera0le guidance and counselling the student is una0le to: Pass ?rd 8)- 8@N High

Middle #o4 Iollo4ing guidance9 ongoing support9 and 4ith prompting is generally a0le to: #o4er credit (:( >)- >@N High Middle #o4 Iollo4ing guidance the student attempts satisfactorily to demonstrate the a0ility to: Higher credit (:* A)- A@N High Middle #o4 Iollo4ing minimal guidance the student attempts satisfactorily to demonstrate competence in: %istinction *st <)-*))N High Middle #o4

After independently see1ing guidance the student consistently pro.ides e.idence of:

Iinal Mar1

Students prepared mar1

Practice placement educators prepared mar1

Practice placement educator final mar1

Section 8:

linical Reasoning

"ducators Iinal

omments

,hat are the student6s strengths and areas for de.elopment identified from performance criteriaP ,hat is your ad.ice for continuing professional de.elopmentP

Students Iinal

omments