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BSc (Hons) Dietetics

Placement Handbook 2018/2019

2 BSc (Hons) Dietetics – Plymouth University September 2018 Placement Handbook

If you require any part of this publication in larger print or in an alternative format please contact: Programme Administrator (Dietetics) School of Health Professions Faculty of Health, and Human Sciences Plymouth University Peninsula Allied Health Centre Derriford Road Plymouth PL6 8BH Tel: 01752 588807 Fax: 01752 588874

PLEASE NOTE

All the information in this Handbook is correct at the time of printing. Courses are regularly reviewed and updated so details may change. Occasionally, a module listed in the Handbook may be replaced or withdrawn. Plymouth University is proud of its teaching and research and it undertakes all reasonable steps to provide educational services in the manner set out in this Handbook and in any documents referred to within it. It does not, however, guarantee the provision of such services. Should industrial action or circumstances beyond the control of the University interfere with its ability to provide educational services, the University undertakes to use all reasonable steps to minimise the resultant disruption.


Statement of Special Needs Dear Student

Important: please note If you have a disability The University is very supportive of students with disabilities, and year-on-year we are making adjustments to assist students with special needs. It may be that we have already put in place changes that will assist you - but unless we know what your needs might be, we cannot guarantee that this will be the case. If we can identify your needs sufficiently far in advance of when you intend to start a course at the University, we are better able to put in place appropriate arrangements - or, if there is a health and safety issue or an issue about the expectations of students on the course, to advise you on alternative options. However, we may not be able to do so if we do not know in advance. If you have not told us about your disability Please do contact the University's Disability Assist Services on Plymouth 01752 587676 to discuss your needs. While we are making reasonable adjustments to our provision, we may not be able to meet your individual needs if we do not have the opportunity to assess them in advance, and that could impact negatively on your experiences on the course or even your ability to take up your place. If you have told us about your disability You may be asked for additional information or invited to attend an interview with Disability Assist Services. This is in order that we can properly assess your individual needs and ensure that we have the best possible chance of meeting them. Please do provide any information requested and come in to see staff if asked to do so, since otherwise you - and we - could find ourselves in a position in which it is difficult or even unsafe for you to take up your place. So please tell us about your disability - even if your do not think it will affect you while you are at University - and respond positively to any request for further details or for an information interview. If you do not do so, you may find yourself unable to take up your place or unable to complete the course because we have not been able adequately to meet your particular needs.


CONTENTS

Statement of Special Needs ................................................ 3

FOREWORD 7

1. THE PURPOSE OF THE HANDBOOK ......................... 8

2. OVERALL PROGRAMME STRUCTURE......................... 9

3. PRACTICE PLACEMENT LEARNING............................. 9

Timing of Placements………………………………….10

Preparation for placement ........................................................................ 10

Placement hours ...................................................................................... 11

Clinical Placements ................................................................................. 11

Placement Allocation ............................................................................... 11

Placement Notification ............................................................................. 12

4. ASSESSMENT OF CLINICAL PRACTICE ..................... 13

PLACEMENT A (year 1) .......................................................................... 13

PLACEMENT B (YEAR 2) AND PLACEMENT C (YEAR 3) ................... 14

During placement B and C ....................................................................... 14

I-Can-Do-Model ....................................................................................... 14

Weekly review meetings .......................................................................... 14

Guidance on pass/fail .............................................................................. 16

5. GUIDANCE NOTES FOR B AND C PLACEMENTS ...... 17

Practice Review Forms ............................................................................ 17

Reflection ................................................................................................. 17

Action Plan sheets ................................................................................... 17

Weekly review - Learning Agreement ...................................................... 18

½ way review (6 weeks) ........................................................................... 19

Placement expectations for consolidation – Guidance ............................ 19

Final Review B and C Placements ........................................................... 20

6. ASSESSMENT EVIDENCE ............................................ 20

Case Study .............................................................................................. 21

Presentations ........................................................................................... 22


Tutorials ................................................................................................... 22

Health Promotion Project / Audit .............................................................. 22

7. PORTFOLIO 22

8. PLACEMENTS AND PLACEMENT EDUCATORS ....... 23

What is the placement educator’s role? ................................................... 24

What is the student’s role? ....................................................................... 25

9. GENERAL INFORMATION TO ASSISST THE PLACEMENT EDUCATOR AND THE STUDENT .............. 25

The importance of giving good quality feedback ...................................... 25

Study time ................................................................................................ 26

Evaluation of practice placements ........................................................... 26

10. STUDENT HEALTH AND SAFETY ON PLACEMENT 27

Student induction checklist ...................................................................... 27

Student health .......................................................................................... 27

Special Educational Needs ...................................................................... 27

Sickness absence .................................................................................... 28

Accidents/incidents on placement ............................................................ 28

Mandatory Training .................................................................................. 30

Criminal Records Bureau Disclosure ....................................................... 30

Placement accommodation ...................................................................... 30

Food hygiene regulations ......................................................................... 30

Health and safety legislation .................................................................... 30

Home visits and community working ........................................................ 30

Student expense claims ........................................................................... 31

11. SUPPORTING STUDENTS ON PLACEMENT ............. 32

Supporting learners in practice ................................................................ 32

Policies and procedures for visiting students on placement ..................... 33

Alternative support mechanisms available to students ............................ 34

Mechanisms for supporting students following placement ....................... 35

List of Appendices 36

Glossary ................................................................................................... 37


Named Dietetic Lecturers Linked to Trust in South West......................... 39

PROFILE OF PRACTICE COMPETENCIES - PLACEMENT A .............. 40

Review of Placement A ............................................................................ 42

PRACTICE REVIEW FORM .................................................................... 45

Action Plan Sheet .................................................................................... 47

APPENDIX 7 ............................................................................................ 48

I-Can-Do Model – B Placement ............................................................... 49

I-Can- Do Model – C Placement .............................................................. 50

APPENDIX 8 ............................................................................................ 51

LEARNING OUTCOMES FOR PLACEMENT B ...................................... 51

LEARNING OUTCOMES FOR PLACEMENT C ...................................... 54

APPENDIX 9 Weekly review form ........................................................... 64

APPENDIX 10 summary sheet and Reflection on prof practice ............... 66

Appendix 11 Review of Placement B ....................................................... 69

Review of Placement C ............................................................................ 72

Appendix 12 Advice for Car Use on Practice Placement ......................... 72

APPENDIX 13 ½ way reivew telephone form .......................................... 76

Appendix 14 GUIDELINES FOR PRACTICE PLACEMENT VISITS ....... 75

7

FOREWORD

This handbook has been written for placement educators, dietetic students as well as the staff at the University. This handbook will provide you with information about the organisation, structure and assessment of practice placements modules that are specific to the BSc (Hons) Dietetics programme. It contains a great deal of information about practice placements and explains what is expected of students and placement educators in order to enjoy and successfully complete them. As such it is an important document you will need to refer to it throughout the programme. Practice placements are an essential component for both professional and academic development of BSc (Hons) Dietetics students. They provide an integrated continuum of education that allows students opportunity to develop the understanding of theoretical concepts, skills and attitudes required of a registered dietitian.

With careful supervision and guidance from placement educators, students will be able to: demonstrate observation, analysis and critical evaluation, use their communication skills, and reflect on their personal and professional development. In addition to acquiring therapeutic competence students will establish organisational and management strategies, enabling them to adapt to the changing needs of clients within different health and community environments. By experiencing practice in the 'real world', students learn how to apply all of their skills, knowledge and understanding to dietetics with initiative, creativity, vision and resourcefulness, both independently and as part of a team, in a challenging inter-professional health care environment. For placement educators the opportunity to contribute towards the student's education provides exciting challenges and rewards. It promotes new approaches to practice, facilitates the acquisition of management and supervision skills and embraces the concept of continuing professional development.


1. THE PURPOSE OF THE HANDBOOK

The Placement educator/Student Handbook for the BSc (Hons) Dietetics programme attempts to answer some of the questions that are being asked in general about assessment of practice. In addition there is specific detail about the Dietetics programme and the practicalities of placement. The information provided in the handbook aims to increase your understanding of the content of the programme, the assessment of practice strategy and the role of both placement educator and student. A glossary of terms used in the assessment of practice within the Dietetics programme and the Practice Portfolio is provided in Appendix 1. If you have any queries about the content, please contact a member of the academic staff at the School of Health Professions, Peninsula Allied Health Centre, Plymouth.

The academic staff are:

Professor Mary Hickson Dr Tracey Parkin Dr Avril Collinson

Professor in Dietetics Programme Lead Academic Lead

Dr Anne Payne Jennifer Carroll

Professional Lead Lecturer / Placement co-ordinator

Dr Clare Pettinger Dr Melanie Moore

Lecturer /Admissions tutor Lecturer

Dr Desley White Jacqui Bartram Dr Raul Bescos

Lecturer Lecturer Lecturer

Administrative Staff

Dee Champion Programme administrator


2. OVERALL PROGRAMME STRUCTURE

The BSc (Hons) Dietetics programme is delivered full time over three years and comprises 65% University based theory / practice and 35% practice placement, leading to eligibility for registration with the Health and Care Professions Council (HCPC). Students are required to complete successfully all University based assessments together with 1000 hours of formally assessed practice. There are 34 programme weeks in level four and 44 weeks at levels 5 and 6 in order to accommodate practice placement requirements. The programme aims to develop dietitians who are able to reflect upon, question critically, and develop practice. Learning outcomes promote the principles of critical evaluation and evidence based practice. More detailed information on the aims, learning outcomes, learning/teaching methods and assessment of modules at years 1, 2 and 3, is set out in the programme handbook. Each module focuses on a particular area of theory and practice. The student's knowledge and competence in the learning outcomes will be summatively assessed. Students are required to pass all the theory assessments, and demonstrate competence in those practice learning outcomes identified in the module descriptors. Practice experience occurs in each of the three years. Practice placements are organised into three blocks:

Year 1 Placement A (DIET406) ~ 2 weeks (Awareness)

Year 2 Placement B (DIET506) ~12 weeks (Building skills)

Year 3 Placement C (DIET604) ~12 weeks (Consolidation) By successfully completing the programme, students will be fit for practice, fit for purpose and fit for award. Fitness for practice and purpose is determined by the criteria set out leading to eligibility to apply for registration with the Health and Care Professions Council (HCPC). Fitness for award is determined by the Quality Assurance Agency (QAA) Subject Benchmark Statements for Dietetics.

3. PRACTICE PLACEMENT LEARNING

Practice placement learning in the South West focuses on achieving levels of competencies appropriate to the three levels of learning Awareness, Building and Consolidation and forms an integral part of the academic programme. The aim is to provide a balance of clinical experience with varied client groups within a variety of settings. The three levels of practice reflect increasing demands and expectations. The placement learning outcomes are designed to demonstrate the progression of academic and professional skills expected for each level of training.


A Placement (Awareness) During this placement, students are expected, with the support of the placement

educator, to acquire and demonstrate basic knowledge. Time is spent shadowing dietetic staff using observation, analytical and reflective skills. It is designed to create awareness of dietetics and dietitians in practice.

B Placement (Building) During this placement, students are expected, with the support of the practice placement educator and other members of the inter-professional team, to build on dietetic knowledge, skills and experience gained during the 2nd year university based modules. Students should demonstrate: participation in the intervention process, a range of professional skills and increasing autonomy in relation to their personal and professional development.

C Placement (Consolidation) During this placement, students are expected to take responsibility for a small

caseload at times working independently and with minimum of supervision and direction. They should demonstrate increasing autonomy, clinical reasoning skills and decision making relevant to clients’ needs and contexts of practice.

Timing of Placements

Year AUTUMN SPRING SUMMER

1 Year 1 A Placement 2 weeks

2 Year 2 B Placement 12 weeks

3 Year 3 C Placement 12 weeks

Preparation for placement

Before each practice placement students will attend preparation sessions which include workshops and tutorials. Each student begins to prepare for the placement by reflecting on previous experiences and university based learning. They then identify future learning needs. Students receive support and advice from their personal tutors and clinical co-ordinator, concerning their placement experiences, and personal and professional development.


Placement hours

In order to achieve state registration students are required to successfully complete a minimum of 1000 hours of assessed practice. Each student is expected to maintain a personal weekly record of practice placement hours. At the end of each placement the hours must be recorded and filed in the student’s personal file. Students are not normally expected to work more than 37.5 hours per week. Students are responsible for notifying their placements and the programme administrator at the University, if they are unable to attend due to sickness.

Clinical Placements

Dietetic placements are spread across the whole of the South West. Support for dietetic students and dietetic placement educators will be provided by named dietetic tutors who will support each placement trust and their students as detailed in Appendix 2.

Additional queries with regards to placements may be forwarded to the placement team or the clinical co-ordinator for dietetic placements.

Team email address:

Role Email

Placement administrator [email protected]

Placement Co-ordinator [email protected]

Placement Allocation

The allocation process aims to ensure that over the three years each student will gain experience of working with people of all ages with a range of health conditions that affect their nutritional needs in different ways.

From summer 2019; where possible the programme placement team aim to allocate students the same clinical placement location for both A and B placement. Students are aware that this may not always be possible. It is usual to allocate students to different Trusts for their longer 12 week B and C placements to ensure maximum exposure to different patient groups and settings.

In Year 1 students are provided with a list of dietetic training teams who offer clinical placements and the types of experiences they could expect on clinical placement. Approximately 1 month later; students are asked to electronically submit their 5 preferred placement Trusts or teams. The programme placement team will aim to allocate each student either a B or C placement from their preferred list. Students are aware that this may not always be possible.

mailto:[email protected]



C placement allocation is skill matched (considering the experiences on B placement) to ensure variety in the students’ experiences. For example placements in small Trusts and or specialist settings such as paediatrics, community and mental health are matched with placements in large or medium sized Trusts. Minor adjustments may occur if the placement area changes the focus of the student experience. This ensures that students are provided with a range of experiences to be able to meet the placement learning outcomes and demonstrate competency in practice.

There is no priority system for placement (e.g. young family). Students are made aware of this from open day onwards.

Exchange of placement is not permitted between students.

If a student refuses their allocated placement, this will constitute a fail and they will have to interrupt their studies until such time that a further placement can be allocated. Where possible the repeat placement will be allocated within the following academic year but the location and timing will vary.

All students are allocated a placement tutor who will support them as required on placement and undertake a half way review of progress. This is in addition to support from their personal tutor. Placement providers allocate a clinical mentor who is not involved in the supervision or assessment of the student, instead solely providing pastoral support.

In the case of Occupational Health/ Disability issues, guidance will be sought from DAS/ OH and reasonable adjustments will be identified and negotiated with the placement provider and student if reasonable adjustments can be made.

Placement Notification

Placement notification for students and placement educators occurs 15 weeks before the first allocated start date of each year groups’ placement. Start dates and allocations can be accessed from ARC. Placement educators will need to access PEP pages to access student details on https://arc.plymouth.ac.uk/pep/UoPLivePEP.dll If problems arise with accessing PEP pages please contact [email protected] Students need to access placement information from https://arc.plymouth.ac.uk/pow/UoPLivePOW.dll If problems arise with accessing POW pages please contact [email protected] Prior to Placement The student is required to complete a pre placement review form. This is sent by the student electronically to the Placement educator at least 6-8 weeks prior to the start date of the placement. The student is advised to check ARC for details with regards to arrangements for the first day of placement and for contact information for the hospital accommodation if needed.

https://arc.plymouth.ac.uk/pep/UoPLivePEP.dll


https://arc.plymouth.ac.uk/pow/UoPLivePOW.dll



Disability Assist / Occupational Health support Students are required to discuss any additional needs that have been identified by DAS or Occupational Health with their personal tutor prior to placement. This is to ensure adequate time for the placement team to work with placement educators to ensure that reasonable adjustment can be made for the student whilst on placement. Students are encouraged to inform the placement educators of their particular needs as this will help inform the placement in making reasonable adjustments for that student.

4. ASSESSMENT OF CLINICAL PRACTICE

PLACEMENT A (year 1)

Placement A workbook Section A This section is completed by students and submitted to the university placement team for review prior to attending placement A. Section B This section is completed by students whilst on the 2 week A placement. The lead student trainer or key worker reviews section B of the workbook.

Start of placement A week 1 The placement educator will discuss learning needs and set a learning agreement with the student during the first week. During Placement A During the 2 week placement students will complete the placement A workbook. The learning outcomes in the workbook are shown in Appendix 3. Completion of the workbook is Pass/Fail. Completion of the workbook enables the student to collate information on experiences to help inform future placements and to develop some basic dietetic skills. Discussion and feedback on the evidence being collected will occur during the 2 weeks. The final review takes place at the end of the 2 week placement.


End of placement A The placement educator will meet with the student and identify strengths and areas that may require further work on return to university. These are summarised on the A placement review form. The completed signed and dated A placement review form is submitted by the student to the university (Appendix 4). The deadline for submission of the placement review form, placement work book and blue time sheets is provided in the relevant placement A module handbook. A copy of the A placement review form should be retained by students for their portfolio. Placement A referrals are managed by the University on the students return from placement. Areas highlighted as referred are addressed by the University in preparation for placement B.

PLACEMENT B (YEAR 2) AND PLACEMENT C (YEAR 3)

Start of placement week 1 The placement educator will discuss learning needs and set a learning agreement with the student for the first week.

During placement B and C

Students will use on average 4 practice review forms (Appendix 5). Each week these forms are used to guide reflection and to help identify agreed action points to address the students learning needs. The action points agreed with the placement educator are documented on the Action Plan Sheet (Appendix 6)

I-Can-Do-Model

The I-Can-Do Model is designed to provide guidance to the student and the placement educator as to the expected level of competence at various stages throughout the placement (Appendix 7). If a student is performing below the expected level then the student and the placement educator will need to work together to identify strategies to move practice forward in the identified areas.

Weekly review meetings

These are held to track student progress and to ensure appropriate support and guidance is provided. The weekly learning agreement should be used to provide the student with an overview of their current progress by identifying where they are on the I-Can-Do Model (NDCP/Communication process) resulting in an action plan that is designed to help them move through the various steps required to get them to the end point. This bird’s eye view helps to focus the student and placement educator on where in the process the student may be stuck and where the additional support or strategies are required. In addition weeks 4, 6 and 8 are highlighted as useful points in training to check with the student that professional issues are being addressed


and generic questions are provided to help assess these areas. The flow chart in Figure 1 summarises key points to address at weekly reviews and at week 4, 6, 8 and 12. Remember:- Students are being assessed on generic skills. Seeing different types of patients in different settings allows the transferability of skills to be assessed.

Weekly reviews Students must bring completed action plan sheets (on average 4) to the weekly review A learning agreement must be set for the following week 4 week review (Remember to discuss the additional questions on the Reflection on Professional Practice form) Set learning agreement and review against I-Can-Do Model Students should bring past 2-3 weeks learning agreements to session 6 week (half way review) (Remember to discuss the additional questions on the Reflection on Professional Practice form) Set learning agreement and review against I-Can-Do Model and students written reflection Students should bring past 2-3 weeks learning agreements to session 8 week review (Remember to discuss the additional questions on the Reflection on Professional Practice form) Set learning agreement and review against I-Can-Do Model Students should bring past 2-3 weeks learning agreements to session 12 week (Final review) End of placement review form completed with student and review student written reflection. Student returns end of placement review form to University and retains a copy for themselves Figure 1 Flow chart illustrating key points to address at weekly reviews


Remember:-

To check the I-Can-Do model against inpatient and outpatient work as these differing environments may reflect differing levels of performance

Guidance on pass/fail

Pass The student is consistently competent at the expected level for the placement Refer to the learning outcomes (Appendix 8) and the I-Can-Do Model Fail (repeat placement) The student is inconsistent and fails to demonstrate competency at the expected level for the placement (refer to the I-Can-Do Model and full learning outcomes for the placement) as evidenced by the action plans/ weekly learning agreements and the I-Can-Do Model. Please note:- If you as a placement educator or the student are concerned about progress, the University must be contacted without delay to provide further guidance to the both the student and the placement educator. Similarly the University should be contacted if there are aspects of a student's attitude, performance or behaviour that cause concern in any way with regards to safety in practice. The decision of the placement educator about the outcome of the assessment of practice is final. All placements must be passed to contribute to achieving the requirements for registration as a dietitian. All learning outcomes must be achieved by the end of the placement these must be achieved at the identified performance level for the specified placement. The results of summative assessment of practice are presented at the appropriate Award Assessment Boards at the end of Year 1, 2 and 3. Any appeals will be considered under Plymouth University regulations. Students must complete and achieve Placement B before progression to Stage 3 is permitted. This may require students to undertake a repeat of Placement B in the next academic year. Where a student has failed a placement they are given one opportunity to retrieve the placement on a subsequent occasion, in another setting. The timing of this is dependent on the availability of placements. Time allowed (if extenuating circumstances are not valid) is repeat of one summative placement (12 weeks).


5. GUIDANCE NOTES FOR B AND C PLACEMENTS

Practice Review Forms

Practice review forms are used as a guide to facilitate reflective discussion with the student. Students are expected to use on average 4 practice review forms a week starting from week 2. These forms are used to facilitate reflective discussion and to help the student identify strengths and areas of practice that require improving. The practice review form contains a list of generic questions which can be used to help guide reflective discussions with the student.

Reflection

Students should reflect on practice using the practice review forms, the questions on the practice review form may help to guide this reflection. Practice review forms must be completed in a range of settings (out-patients and in-patients etc.) for patients / clients with different conditions to test the transferability of these generic skills. Students must reflect on other learning experiences that they have had whilst on placement. Students should keep a reflective log for this purpose to help guide self-development. Students will be asked to submit a piece of reflection (one side of A4) on their learning experiences on placement at week 6 and week 12. They must remember to use the weekly learning agreements to help guide this reflection on practice. Reflection should demonstrate insight into how practice has progressed over the placement. Key points for further development should be highlighted.

Action Plan sheets

Practice review forms are used to guide reflection and help identify students learning needs. The resultant strengths and areas for improvement are documented on the action plan sheet and include clear action points to address students identified learning needs. On average 4 action plan sheets are completed a week. Completion of this form is a joint effort between the student and the placement educator. The placement educator is responsible for helping the student to identify areas of practice to improve and provide guidance on a clear action plan to address this. The action plan sheet must be signed and dated by the student and the placement educator (dietitian) to indicate agreement. The action plan may be written as a result of a patient consultation. It can also be written when a professional issue requires addressing and an action plan is needed to address the issue raised. This paperwork is designed to help facilitate skill development in students and should not be reserved just for encounters that went well with patients but, also for patients


that students may have struggled with as this process will help students develop and grow whilst on placement.

Weekly review - Learning Agreement

Learning agreements provide a framework within which the process of learning is negotiated thus encouraging shared commitment. It offers a focus for weekly formal supervision time when learning outcomes will be evaluated and specific action plans, particularly in relation to the core skills of dietetic practice are identified for the coming week. The weekly learning agreement should be used to provide the student with an overview of their current progress by identifying where they are on the I-Can-Do Model (NDCP/Communication process) resulting in an action plan that is designed to help them move through the various steps required to get them to the end point. This bird’s eye view helps to focus the student and placement educator on where in the process the student may be stuck and where the additional support or strategies are required. The learning agreement is the means by which student and placement educator both agree:

What is to be learned

How the student is going to demonstrate their learning

How the student’s learning is to be assessed

The timescale - when the learning is to be achieved Students must bring all completed action plans to the weekly review meeting. Key points from previous action plans are summarised on the learning agreement to help identify progress and identify further learning opportunities that may be required (Appendix 9). Students must have reflected on and be prepared to answer the questions on progress for that week. The placement educator will complete the progress/evaluation section of this form. The learning agreement must be dated and signed by the student and the placement educator (dietitian) to indicate agreement. Weekly review meetings should on average take no longer than ½ hour. Note:- During the first week of placement the student should be observing and reflecting on aspects of the daily work of the dietitian, and other members of the inter-professional team. The learning agreement should be used from week 2 to start the skill development process.


½ way review (6 weeks)

Students should bring a written reflection of their placement learning so far to this meeting (this should be no more than 1 side of A4), students can use the weekly learning agreements and their reflective log to aid reflection on practice and identify action points to take forward. Students should also bring their placement portfolio to this meeting. This includes all weekly agreements, I-Can-Do Models and student log of patients seen this provides evidence to demonstrate progression and achievement of the placement learning outcomes. Students and placement educators should map placement learning so far to the I-Can–Do Model (how has this progressed over the weeks so far). Any discrepancies between student and placement educator evaluations should be clearly discussed. The learning agreement for following week should be set. If concerns arise about progress at week 6, then a further review of progress needs to occur by week 8. If issues arise the University should be contacted for further support and advice to allow support to both placement educators and the student. Placement educators should contact the designated link lecturer for their Trust.

Placement expectations for consolidation – Guidance

By consolidation students should be able to progress through all 4 steps of the Dietetic Care Process using communication at an appropriate level for the placement (see I-Can-Do Model and full learning outcomes for further guidance). Consolidation A session has been defined as 2½ - 3 hours long

B Placement – consolidation C Placement - consolidation

2-3 patients per session depending on complexity or whether they are new or review patients

At the end of C placement student should be working at band 5 entry level the number of patients may depend on the complexity of the case load For out-patient clinics this will mean running full clinics of 4-8 patients.


Final Review B and C Placements

Students should bring a written reflection of their placement learning to this meeting (this should be no more than 1 side of A4). Students can use the weekly learning agreements and their reflective log to aide reflection on practice. Students should also bring their placement portfolio to this meeting this includes all weekly agreements, I-Can-Do Models and student log of patients seen, this provides evidence to demonstrate progression and achievement of the placement learning outcomes. A placement review form is completed at this session this should be dated and signed by the placement educator (dietitian) and the student (Appendix 10). The student is responsible for returning the completed signed and dated placement review form to University, along with their signed blue time sheets. The deadline for submission of the placement review form and blue time sheets is provided in the relevant placement module handbook. Students should keep a copy of the completed review form from each placement in their portfolio.

6. ASSESSMENT EVIDENCE The student can gather evidence, which proves to others that the learning outcome has been achieved, in a variety of ways:

Direct observation

Review of a patient record card

Review of a care plan

Reflective discussion about a chosen intervention and the rationale

Extracts from the students reflective diary

Verified witness statement

Review of a case study

Review of any other work product such as a diet sheet, audit report, project report, plan for a talk, poster or display

Questioning, oral or written

Simulation It is expected that direct observation will normally be the main method of gathering evidence.

Direct observation can be undertaken by the placement educator or an agreed member of the multi- professional care team, (e.g. physiotherapist, nurse).


With the agreement of the placement educator, judgements may be made based on 'statements' from others involved in the care of the patient/client (e.g. speech therapist, physiotherapist, nurse etc.). Students are required to reflect on their experiences in practice. The reflections should include both oral and written accounts and are used to inform the weekly learning agreements. Written evidence is stored in the Practice Portfolio. The student is responsible for collecting evidence of their competence and for maintaining the Practice Portfolio e.g. by completing the Action Plans and weekly review forms with the placement educator. The student is responsible for making the evidence in the Portfolio available to the placement educator throughout the placement as well as at the half way and final assessment points.

Case Study

Case studies enable students to demonstrate clinical reasoning and a holistic understanding of the patient. Presentation of the case study to the department helps to develop the student’s ability to present to a group. Students may undertake mini case studies or one larger case study whilst on placement. This may be assessed via a presentation to the department. If you prefer to have a written case study; this needs to be a short concise piece of work. Please note:- students are not being assessed for their academic writing, the case study is being used to explore students ability to justify their clinical reasoning. The case study is a flexible activity that can be adjusted to suit the needs of the student and the placement team. For example; a student struggling to justify their clinical reasoning may benefit from a number of mini case studies where they discuss and ‘hand over’ the patient to a supervising dietitian. Structure and presentation of case study. Students should: - Use the Nutrition and Dietetic Care process detailed on the practice review form to guide the case study presentation. This should address the key areas of assessment, dietetic diagnosis, intervention and monitoring/evaluation. - The presentation should contain 5 slides; each of the above steps plus 1 slide on key learning points (what they have learnt and how this will influence their future practice). - Use references to support the case study including key clinical guidelines such as NICE and key local Trust policies/guidelines. 3-4 references will suffice.


Presentations

Students will be expected to deliver 2-3 presentations whilst on placement these can be to patient groups, dietitians or other health care professionals. At least one of the presentations needs to be delivered to a patient group.

Tutorials

Tutorials with practice exercises will be undertaken throughout the placement.

Health Promotion Project / Audit / Diet sheet

Students may also undertake a health promotion project /audit and/or update a department diet sheet whilst on placement. This work is designed to provide the student with an opportunity to collect, synthesise and disseminate information. It involves some independent study and requires a good level of communication with dietitians, health care professionals and members of the public. The activity also involves demonstration of organisational skills and time management.

7. PORTFOLIO

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

The student will maintain the Portfolio throughout all placements. The placement educator is advised to review the content when the student first begins their placement and when negotiating weekly learning agreements. The Portfolio therefore provides evidence of the development and performance of the student, from novice to practitioner. Both skills that have been achieved and areas needing further development are identified. Students may wish to collect the following in their portfolios as evidence to support competency attainment

Weekly- Learning Agreements

I-Can-Do model tracking progress

Feedback from presentations (checklist for assessing student presentation

skills)

Reflective writing from the 6 week review and final review

Lesson plans and talk evaluations

Case study(s) outline


Health promotion projects/audits/updated diet sheets/information leaflets

Articles reviewed for journal club etc.

Tutorials

Students are reminded of the following statement which is included in all documents provided by the Faculty to students.

"All students undertaking programmes delivered by the Faculty of Health and Human Sciences are reminded that any alteration to University documentation, including practice portfolios, involving forgery/falsification of a placement educator's comments or signature/initialling will be investigated. This investigation could lead to disciplinary action, which may lead to a student being unable to achieve professional registration."

8. PLACEMENTS AND PLACEMENT EDUCATORS

Quality Monitoring of Clinical Placements The Quality Monitoring of dietetic clinical placements occurs on a biannual basis in line with the rest of the Health Care Programmes in the School of Health Professions. In keeping with the HCPC Standards of Education and Training we also undertake annual monitoring of clinical placements via the collation of student evaluation forms following clinical placements and annual self-assessment questionnaires completed by placement educators. This activity will continue in parallel with the biannual monitoring process to ensure that the Dietetic Team maintain an on-going dialogue with placement educators regarding the quality of placement provision. The Associate Head of School (Practice Learning) School of Health Professions oversees the placement provision within the school to ensure that quality standards and procedures are met in line with changing national standards and school policies and procedures.

All placements have been approved in line with the practice quality policies and procedures.

Professional programmes require you to successfully complete periods of professional placement as a condition of progression and graduation. The University will take every care in ensuring that providers are advised of requirements in advance of securing placements for all students at the requisite time. However, you should be aware that circumstances beyond the reasonable control of the University may occur in which as a result of changes within the Health service or other external factors, it is not possible for providers to meet placement requirements. In such circumstances the University will use its best efforts to secure placements elsewhere. You should be aware that if this occurs the completion of your programme may be unavoidably delayed.


What is the placement educator’s role?

Placement educators play an essential part in enabling students’ learning as they acquire the necessary knowledge and skills for entry to the Health and Care Professions Council Register and State Registration. They work alongside the student in the practice environment, judging their performance against set learning outcomes at particular stages in the programme. Effective assessment of a student's ability to practise to the required standard is dependent upon the relationship between the student and the placement educator. The placement educator is the professional who makes the decision about whether the student is safe to practice. The placement educator is supported by the dietetic lecturers from the Faculty of Health and Human Sciences. Placement educators are registered with the Health and Care Professions Council, and are Registered Dietitians. Training in Clinical Supervisory Skills is provided by Plymouth University regularly over the year. Ongoing support and additional training sessions for individual dietetic departments are provided by the dietetic lecturers linked to Trusts.

The placement educator’s role is to:

Assist students to recognise their skills and knowledge in relation to the current area of practice

explore available learning opportunities

apportion responsibilities

determine the time-scale

The placement educator's knowledge of their own work setting enables them to share with the student information and clinical reasoning relating to their daily activities and responsibilities. This will assist the student to assimilate previous learning as well as new development needs. The placement educator needs to ensure that the learning agreement specifies who has responsibility for facilitating the achievement of the specified action plan to meet the competencies required for the placement.

Multiple learning needs may be identified. However, the placement educator should ensure that the student is offered a realistic time-scale to achieve the competencies within the set number of weeks.

Time - the supervision appointment is a matter of priority and should not be altered unless absolutely necessary. Both student and placement educator should agree the length of time the session will last and keep to this agreement.


Room - the room should be free from interruption from other people, telephones and bleeps.

What is the student’s role?

The student should arrive at the placement familiar with the paperwork, the learning outcomes of the placement and with learning needs derived from the previous placement. These should be discussed with the placement educator and used to inform the development of the learning agreement throughout the placement. The student should complete the learning agreement in conjunction with the placement educator during Week 2 and ensure that it is referred to during weekly supervision sessions. The student must ensure that the weekly agreement is updated/re-negotiated to reflect current objectives. This will also serve to measure the level of student performance in relation to the competencies required to pass the placement. It is essential that the student is aware of their performance at all times during the placement, in relation to the assessment competencies. The learning agreement must be updated during each weekly supervision session, and signed by both placement educator and student, in order that both parties are clear about actions required during the subsequent week (or such time-scale as is appropriate).

The placement educator should ensure that the views held by the student about their strengths and limitations are correct and provide appropriate feedback. For example, if the student perceives that he/she can “initiate appropriate contact with patients”, but the placement educator has evidence that this is not the case, the placement educator must raise this with the student and together they address this area

Preparation - both student and placement educator must prepare for the weekly supervision meeting. The student should use their weekly review forms and action plans to aid discussion.

9. GENERAL INFORMATION TO ASSISST THE PLACEMENT EDUCATOR AND THE STUDENT

The importance of giving good quality feedback

Be specific - all feedback must be supported with specific examples of performance or behaviour. Feedback must be constructive. If placement educators give negative feedback, the information should be delivered clearly and without ambiguity. DO NOT give negative feedback if you cannot identify areas for improvement.

Give regular feedback - it is essential that students are aware of their progress and their own level of competence throughout the placement. Feedback at the halfway


and the final report stages should not come as a surprise to the student. Don’t forget to give feedback to those students who are doing well.

Feedback should be given as soon as possible after an activity. For beginning students give feedback immediately, for progressing students at the end of the session for students in consolidating weeks at the end of each day. Share ideas - both student and placement educator should contribute to the supervision process. Ideas about improving performance should come from both student and the placement educator. The student should be encouraged to share information about the placement experience with the placement educator. Check out understanding - the placement educator should ensure that the student understands the feedback being given. When feedback is negative and the student is required to improve their performance, the placement educator should offer direct advice and evidenced examples. The student needs to understand how their performance will have a direct effect on the outcome of the placement. Failing student - if the student is likely to fail at halfway or at the final assessment, this must be clearly communicated to the student, and the clinical coordinator at Plymouth University notified at the earliest possible opportunity. Keep a record – the placement educators should keep their own record of the supervision sessions in line with best practice.

Study time

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

Evaluation of practice placements

Practice education is reviewed and evaluated throughout the year to ensure a high standard of practice. This is achieved at a number of different levels.

Student evaluation occurs in two stages, when they are on placement and at the end of placement when they complete an electronic evaluation form that is downloaded from ARC. Individual interviews with students are also used where more specific evaluations are required.

Placement educators are encouraged to ask students to complete a placement evaluation questionnaire during the final week of placement. This can then be discussed with other dietetic staff within the department, with a view to making any modifications.


10. STUDENT HEALTH AND SAFETY ON PLACEMENT

Student induction checklist

All students should receive an induction into the organisation and be made aware of the departmental policies relating to health and safety. They should begin completing an induction checklist during the first week of placement.

Student health

Students are required to complete a health declaration on registering into the 2nd and 3rd year. Students are strongly advised to inform the placement educator of any health related issues that may affect the placement in order to get the support they may need.

During the first week of the programme all students are screened by Occupational Health (Plymouth). They are offered the opportunity to have a hepatitis B vaccination as well as any other necessary vaccinations. Students have access to pastoral support, personal tutors and professional counsellors through Plymouth University. It may be helpful if a pastoral mentor can be provided at the placement itself, although this may not always be possible due to constraints of staffing.

Special Educational Needs

Some students may require additional support from placement tutors and the University specialists in relation to specific learning / additional needs e.g. dyslexia, hearing or sight impairments. The following procedures are followed when allocating placements that are known to have specific learning needs. Before student placements are allocated Where a student's needs are likely to impact on their learning on placement, an appropriate plan is produced in accordance with the Special Educational Needs and the Equality Act (2010). If the student has a registered learning disability, support can be obtained from Disability Assist. Students will be encouraged to make contact with DAS before placement starts to discuss any reasonable adjustments that may be required. Further details can be found in this link: https://www.plymouth.ac.uk/student-life/services/learning-gateway/disability-and-dyslexia

https://www.plymouth.ac.uk/student-life/services/learning-gateway/disability-and-dyslexia

https://www.plymouth.ac.uk/student-life/services/learning-gateway/disability-and-dyslexia


The student will then meet with their tutor to discuss their specific needs and reasonable adjustments for placement.

Students are encouraged to contact their placement educator(s) and make them aware of any specific learning needs and any additional support that they may need whilst on placement.

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

Under the Equality Act legislation, placement educators are required to make ‘reasonable adjustment’ to ensure that disabled students are not placed at a ‘substantial disadvantage’ in comparison to someone who is not disabled. The University are proactive in ensuring ‘best practice’ and facilitate practical links between Disability Assist Services (DAS), students and their placement educators. Specialist assessors from DAS may be requested to work closely with students and the placement educator(s) to identify and develop supportive learning strategies during the placement.

Sickness absence

Placement educators must ensure that they have given the student instructions on how to report absence through sickness. If a student is absent from placement for more than five days a self-certificate must be completed. After seven days a doctor’s certificate is required. This should be seen by the placement educator and posted to the programme administrator at Plymouth University. Students must contact the University to inform them of any sick leave or absence. This information needs to be recorded on the student’s record of attendance next to number of weeks completed on clinical placement.

Students will have given the details on their information form of a contact in the event of an emergency. Placement educators should ensure that they have these details readily available. In the event of an emergency the University and the practice development team should be informed as soon as possible.

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

Accidents/incidents on placement

Your placement induction should include information about health and safety issues


If you have any Health and Safety concerns during your placement you should report

these to your placement educator / mentor and where appropriate your personal

tutor. If, for any reason you are unable to do so then please contact your programme

lead or programme administration.

Accident Forms It is a requirement of the Health and Safety at Work Act that all employers have procedures for the reporting of accidents. Therefore if you are involved in an accident you must:

comply with the reporting procedures of your placement provider

report the accident to your mentor

report the incident to your personal tutor, programme leader or in their absence the programme administration or the placement team

It is important that the Faculty is aware of the accident, so that any particular circumstances or injuries can be taken into account when you return to the Faculty premises. It is in your own interests that all accidents reports are retained on your University file so that full information is available if there are long term consequences of injury which were not immediately apparent at the time of the accident.

If an accident occurs on University premises or its environs, the accident form may be obtained from Programme Administration.

If an accident occurs on Trust premises or any other placement premises, the accident form will normally be provided by staff at that location and they will retain the completed form.

If an accident does arise away from the Faculty premises, you should either ask for a copy of the completed accident form to be forwarded to the Faculty (Programme Administration) or alternatively, should, if in doubt, ask the Faculty for an accident form for completion.

If you are treated in any way while on Trust premises, the Trust Occupational Health or Accident and Emergency Department will treat you in the first instance. At a later date you will be seen by the Faculty’s Occupational Health facility at Exeter.

Incidents in the Clinical Area You may be involved in an incident while in clinical practice either as an observer or a participant. You must:

comply with the internal reporting procedures.

report the incident to your mentor

report the incident to your personal tutor, programme leader or in their absence the programme administration

You could be involved as a witness and be asked to write a statement of events.

This is not something to be worried about but you should seek the advice of your personal tutor/ programme leader. He/she will advise you on how to manage such situations and accompany you to any necessary meetings which are arranged as a result of the incident.


Please do not write any statement before seeking support from someone at the University, even if this is only through a telephone call.

Mandatory Training

Mandatory training is now essential for all students on an annual basis prior to embarking on a period of clinical training and thus all students in years 1, 2 and 3 will receive training in ‘Fire Safety’, ‘Basic Life Support’ and ‘Moving and Handling’, ‘Mental Capacity Act’, ‘Equality and Diversity’, ‘Handwashing Guidelines’ and ‘Safeguarding Children’. A register of attendance will be maintained and students will not be able to undertake a clinical placement if this training has not been fulfilled.

Disclosure and Barring Service checks

All students joining the programme from September 2004 have been subject to the Enhanced Disclosure and Barring service (DBS) (formerly Criminal Records Bureau) checks, students have their own copy of the processed disclosure form, which they should present as required. An updated records form is signed annually when students register on the programme stating that no changes have occurred to DBS status.

Placement accommodation

The student may be required to stay in accommodation close to the placement; hospital accommodation is often available. Placement educators will provide information on hospital accommodation on ARC. It is the students’ responsibility to check for this information and to book accommodation.

Food hygiene regulations

Students will all have obtained a Basic Food Hygiene Certificate prior to going out onto placement A.

Health and safety legislation

On commencing placement students are required to read all the relevant policies and procedures as provided by the department/ establishment. They may also be required to sign a declaration that they have read this information.

Home visits and community working

In some circumstance students may be required to carry out home/community visits. The student should work within local/departmental policies and procedures. The student should be informed of the workplace safety procedures for home/community visits.


If the student is required to use their own car whilst on placement for home/community visits, the student should ensure that they have additional motor insurance to cover this purpose. Placement educators should give the student details of how a car is to be used (see Advice for Car Use on Placement Appendix 11).

Student expense claims

Students are given details about claiming expenses with their pre-placement information from Plymouth University. If students have any further queries about expenses they should contact the programme administrator.


11. SUPPORTING STUDENTS ON PLACEMENT

Supporting learners in practice

The support of the student as well as the placement educator on practice placement is key to the successful development of the students in our School. The National Standard Contract as well the Standards of Education and Training outlined by the Health and Care Professions Council requires appropriate support mechanisms to be in place for students and placement educators. The programmes in the School of Health Professions have a proud record of student placement support. Overseeing the systems and processes relating to student placements is the responsibility of the Associate Head of School (Practice Learning). This overarching role aims to ensure that appropriate systems are in place for each programme and that equity and fairness is applied in relationship to placement learning across all the programmes in the School. A member of the dietetic placement team will provide a link for each placement location. The contact name for your placement location will be published prior to your placement (See appendix 2). You will be able to contact this member of staff by phone or e-mail. The role of this ‘link lecturer’ is to provide support for the student as well as the placement educator. The programme link will provide the following opportunities:

discuss any aspects of your placement, positive as well as negative aspects of the learning experience. The issues discussed may relate to travel and accommodation, clinical practice or may be of a pastoral nature.

The aim is to optimise individual students’ use of the clinical learning

environment by helping them to identify their learning needs and ways of meeting their learning outcomes.

Providing the placement educator with any educational support that is required during the placement.

Enabling the placement educator to discuss student progress and to give guidance on the assessment of the student performance.

Providing feedback to the University regarding the quality of individual placements.

Once placement allocation has occurred, the programme team within the university will identify key areas and students for specific support using the criteria below. However, all students will be contacted by telephone whilst on placement by a member of the University dietetic team. This will provide a check on student progress and provide an opportunity for early warning if a visit is felt to be necessary.


Criteria for Dietetic Lecturer visit.

New placement

New placement educator

Student with poor overall profile

Student with significant disability support requirements

Visit requested from Placement provider.

Visit requested by member of programme team

Visit requested by student.

Policies and procedures for visiting students on placement

All students are contacted via telephone whilst on placement B & C to assess their progress. However, visits may be requested by placement educators or students at any time.

Telephone contact is usually arranged to coincide, as near as possible, with the half way stage of the placement - approximately Week 5 to week 7 for placement B & C. Telephone contact usually takes between 20 and 30 minutes. Time is spent discussing the placement with the student and also with the placement educators. Opportunity is provided to discuss aspects of the programme that may have helped to prepare the students better for placement. This telephone contact is recorded and filed in the student’s personal file (Appendix 12).

Visits usually take approximately two hours. Whenever possible, and where appropriate, the student and placement educator are seen separately and then briefly together at the conclusion of the meeting. This format allows for discussion of any areas of concern, issues that need to be addressed, and as a way of monitoring student's progress in relation to achieving the assessment criteria (see Guidelines for Practice Placement Visits (Appendix 13). After the visit, the member of staff completes a report. This is kept in the student's personal file and the student's personal tutor notified of anything significant requiring further action on the students return to University.

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

In the event of unresolved difficulties, the University may withdraw a student from the placement after consultation between all relevant parties.


The pattern for retrieving placements is as follows:

B or C Placements Students failing the B or C placement will be required to repeat the 12 week placement, timing of which will depend on the availability of a placement. In the absence of awarded extenuating circumstances, studnets will be offered one repeat placement opportunity only. Failure to achieve this referred placement will result in withdrawal from the dietetic programme. Students instead can choose to proceed with the BSc. Clinical Nutrition. Students absent from placement through sickness will normally be expected to make up an agreed number of hours subject to discussion between the university and the named placement educator. This will take account of current performance and potential effects on future progression.

Alternative support mechanisms available to students

Students should be provided with a mentor whilst on placement The mentor is based within the Trust and is someone who can provide pastoral support to the student whilst on placement. This person is usually not involved with the formal assessment of the student.

University Learning Support, Health and Wellbeing Services. The university has a number of support services that students can access including;

Counselling, wellbeing and mental health appointments (e-counselling available)

The Listening Post

Disability and dyslexia services

Faith and spiritual support

Learning development

Personal development workshops

GP Services

Links to online resources https://www.plymouth.ac.uk/student-life/services/learning-gateway

https://www.plymouth.ac.uk/student-life/services/learning-gateway


Mechanisms for supporting students following placement

Placement debrief - On returning to Plymouth University, all students attend debriefing workshops run by the dietetics team. The aim of these sessions is for students to reflect in small groups, discuss their placements and share positive and negative experiences. Emergent issues are explored in a sensitive and supportive manner. Staff encourage students to identify adaptive behaviours and develop future coping strategies. Individual debriefing - Individual sessions with members of the placement staff are provided for students who have experienced difficulties on placement, or have failed, or had their placement made void. Placement Team Debriefing - Dietetic lecturers linked to Trusts and the clinical coordinator also provide support and debriefing to placement educators when difficulties have arisen particularly when a student has failed a placement. Failed Placements – Students who have failed clinical placement undergo an Informal Fitness to Practise meeting on their return to University with the Dietetics Programme Lead and Placement Lead. The aim of which is to reflect on the challenges they faced on placement and agree an action plan to help them prepare and move forward to their repeat clinical placement if appropriate.


List of Appendices

Glossary Link Lecturers contact sheet Learning Outcomes for Placement A A Placement review form Practice Review Form Action Plan Sheet I-Can-Do Model - B and C Placement Learning Outcomes for placement B and placement C Weekly Review-Learning Agreement B and C Placement review form Advice for Car Use on Placement Telephone Visit Guidelines for practice placement visits


APPENDIX 1

Glossary Competency In this context we define competency as the skills and ability to practice safely without the

need for direct supervision. Faculty The BSc (Hons) Dietetics programme is based in the School of Health Professions within

the Faculty of Health Education and Society. Formative The aim of formative assessment is a REGULAR and ONGOING means to review the

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

HCPC Health and Care Professions Council Learning Agreement A written agreement between two or more people that identifies individual (student)

learning objectives and how they are to be achieved. Student progress is reviewed and the objectives are updated at regular intervals.

Learning outcome Learning outcomes are detailed in the programme specification, and identify what

learners should have achieved as a result of a learning process. Module The three-year BSc (Hons) Dietetics programme is comprised of modules. Each module

carries academic credits at Years 1, 2 and 3 that are attained through assessment, and has specific learning outcomes that relate to the QAA benchmark statements and the Dietitians Board Learning Outcomes.

Placement A practice area or place to which a student is allocated for a specified period of time. Placement educator A professional member of the health care team who facilitates learning, supervises and

assesses students in the practice setting. The placement educator is responsible for assessing the competence of the student and signing the summative assessment of practice documentation.

Portfolio A purposeful collection of examples of learning collated over a period of time that shows

detailed and visible evidence of a person's competence. The portfolio is a tool that highlights progression in competence development and is the responsibility of the student. Adapted from, Tillema and Smith (2000).

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

award. QAA The Quality Assurance Agency for Higher Education. The QAA has a code of practice for

the assurance of academic quality and standards in higher education. Referral The student does not demonstrate achievement of the learning outcomes to the required

standard. Two retrieval attempts (at the summative assessment) of a module are normally permitted before the student is failed.

Reflection Reflection is a form of mental processing - like form of thinking - which is used to fulfil a

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


State Registered The successful completion of the BSc (Hons) Dietetics programme means that the student is eligible for registration with the HCPC and is fit to practice as a Registered Dietitian.

Summative The aim of the final, summative assessment is to Assessment determines whether the student has achieved the learning outcomes required for the

module. UoP University of Plymouth


APPENDIX 2

Named Dietetic Lecturers Linked to Trust in South West

Named link Lecturer Hospital

Dr Tracey Parkin 01752 588827

United Bristol Health Care Trust (UBHT) North Bristol (Southmead) South Devon NHS Foundation Trust (Torbay) Royal United Hospitals (Bath) North Devon NHS Trust (Barnstable) Swindon & Marlborough NHS Trust

Jen Carroll 01752 588826

Gloucestershire Hospitals NHS Trust Taunton and Somerset NHS Trust South Wiltshire PCT (Salisbury) Plymouth Hospitals NHS Trust Royal Bournemouth & Christchurch Hospitals NHS Trust Poole Hospital NHS Trust West Dorset General Hospital (Dorchester) Yeovil Hospital NHS Foundation Trust Somerset Primary Care Trust RD&E NHS Foundation Trust (Exeter) Royal Cornwall Hospitals NHS Trust Weston Area Health Authority (Weston Super-mare) Dorset HealthCare University NHS Foundation Trust (DHUFT) Avon & Wiltshire Partnership Trust Bristol Sirona care & health CIC Bristol Community Health Diabetes & Nutrition Service (DANS)


APPENDIX 3

PROFILE OF PRACTICE COMPETENCIES - PLACEMENT A

GENERAL AIMS During the placement the student should:

1. Be introduced to the work of the dietitian. 2. Have the opportunity to practise communication skills with patients and health care

workers and demonstrate basic communication skills. 3. Be aware of the interaction between the dietitian and other health care

professionals. 4. Gain experience in an institutional food production unit. 5. Be aware of the complementary roles of the catering and dietetic services. 6. Demonstrate the ability to apply knowledge of portion sizes, basic cooking methods,

standard recipes and recipe modification, and the range of food products available to the general public including nutrient modified foods.

SPECIFIC AIMS (LEARNING OUTCOMES): At the conclusion of the placement, the student should: Knowledge K1 Be familiar with the range of food products available to the general public including

major nutrient-modified foods and ready-prepared meals. K2 Be aware of how the use of nutrient-modified foods can influence the diet both

quantitatively and qualitatively. K3 Be able to demonstrate the ability to record, calculate and analyse individuals’

nutritional intake both by hand and by computer assisted analysis. K4 Appreciate the factors to be considered in all aspects of menu planning. K5 Appreciate the process of meal selection, service and delivery within an

institutional food production unit. K6 Be aware of the major health and safety issues within the working environment. Communication C7 Have an understanding of the methods by which dietitians communicate with other

health professionals, patients and the general public. C8 Have experience of communicating with patients and healthcare professionals. C9 Demonstrate an ability to talk with patients and healthcare professionals.


Professional Practice P10 Be aware of the need to respect the point of view of patients and why it is important to

avoid discrimination. P11 Demonstrate the ability to maintain confidentiality. P12 Be able to explain the reason and need for the Statement of Conduct. P13 Demonstrate professional appearance and behaviour. P14 Be able to identify those health professionals who work closely with a dietitian. P15 Be able to identify the key sources of patient information available to plan dietetic care. P16 Demonstrate an interest in and a commitment to the work of dietitians. .


APPENDIX 4

Review of Placement A This form is completed at the end of your A placement. You should discuss and agree the outcome of this final review with your key worker/supervising dietitian

This completed signed form must be submitted to programme admin at PAHC building by the stated hand in date indicated in the DIET 406 module handbook. Please keep a copy of this completed form in your portfolio

Name of Student

Signature of Student

Name of Dietitian

Signature of Dietitian

Location of Placement

Date From To

Number of Weeks Completed

Is there evidence to demonstrate that all Placement A learning outcomes have been met? If not, please identify the omissions below:

Specific Aims Not Met: (refer to learning outcomes for A placement in workbook)


You should identify any strengths or areas for improvement, using the evidence presented by the student to inform your comments, under the general headings of Knowledge, Communication and Professional Practice.

KNOWLEDGE Strengths: Areas for Improvement: Action Points:

COMMUNICATION Strengths: Areas for Improvement: Action Points:


PROFESSIONAL PRACTICE Strengths: Areas for Improvement: Action Points:

Dietitians Signature Student Signature On your return to University please meet with your personal tutor to discuss identified areas for improvement and to consider how this can be achieved before your next placement.


PPENDIX 5

PRACTICE REVIEW FORM

Nutrition and Dietetic Care Process Date………… (Week ) In-patient /out-patient Patient condition..………………………age…………… Dietitian..........................

Communication

Assessment Nutrition / dietetic diagnosis Intervention Monitoring/Evaluation/Review

Anthropometry Problem – what are we going to change? Aetiology – what caused it to be a problem? Signs & symptoms – how do I know it’s a problem?

Dietetic management Patient specific goals implementation With justification

What will you monitor/evaluate? When will you review? With justification

Biochemistry

Clinical /medical information

Dietetic (Nutritional information)

Environmental / Lifestyle / psychosocial

Start of consultation Information gathering Information provision End of consultation

Establish rapport Set agenda

Addresses patients concerns / issues raised Appropriate language used (No jargon) Speaks clearly Offers opportunities for patient to ask questions

Provides information Check patients understanding Explore options Explores barriers to change Goal setting / decisions shared

Closes consultation Summarises decisions/goals Offers a review date if appropriate


Questions to facilitate students reflection on clinical reasoning What did you identify as the nutritional / dietetic problem for this patient? What data from your assessment led you to this conclusion? What stopped you from moving to the next phase? What would help you move forward? Considering your experience of seeing this patient do you have any concerns with Knowledge / skills / understanding / or confidence when seeing this type of patient? How can we help to support you with this? Questions to facilitate reflective discussion Did the patient(s) have any concerns or issues? How did you address these (were these acknowledged)? Did the patient(s) understand the information provided, how do you know that the information provided was understood? What decisions / goals / key messages were made today? (Was the patient involved in this process?) Did you provide the patient with choices? (Use appropriate resources/supporting material?)


APPENDIX 6

Action Plan Sheet Student name: Date: Week:

Inpatient/outpatient type of patient/condition………………………………… On average 4 of these forms should be completed a week Complete one action plan sheet for every practice review form used The completed Action Plans must be taken to the weekly review meetings to inform the learning agreement for the following week. Identified strengths Areas to improve Action Plan Please ensure the agreed actions are SMART and address the areas to improve identified above. For example ‘Read the Trust refeeding guidelines and apply the key principles to the 2 patients seen this morning; discuss your findings with Hannah (RD) on Thursday’ Student signature Dietitian signature


APPENDIX 7

I-Can-Do Model – B Placement

KNOW CAN DO KNOW = knowledge and understanding of the above CAN = demonstrate with supervision and support DO = student can independently demonstrate the skill

B Block week 1

B block week 3/4

B block week 5/6

B block week 7/8

B block Week 9/10

B block week 12

LO4 Nutrition and dietetic care process

Assessment Know Know/Can Know/Can Know/Can Can Can

Nutrition/dietetic diagnosis Know Know Know/Can Know/Can Can Can

Intervention / Implementation Know Know Know/Can Know/Can Know/Can Can

Monitoring / evaluation / review Know Know Know/Can Know/Can Know/Can Can

(collecting information and record keeping) Know Can Can Can Do Do

LO1 LO2

Communication Start of consultation Know Know/Can Can Can Can/Do Do

Information gathering Know Know/Can Know/Can Know/Can Can Can

Information provision Know Know Know Know/Can Know/Can Can

End of consultation Know Know Know Know/Can Know/Can Can

Group work Know Know Know Know Can Can

LO5 Reflection Ability to reflect on practice Know Know Know/Can Know/Can Can Can/Do

LO3 Professionalism Effective communication with others and care team

Know know Know/Can Know/Can Can Can

LO7 Time management Know Know Know Know/Can Can Can

LO6 Maintain professional responsibility and attitude demonstrating ability to maintain confidentiality and ensure anti-discriminatory practice

Know Know Know

Know/Can Know/Can Know/Can

Can Can Can

Can Do Do

Do Do Do

Do Do Do


I-Can- Do Model – C Placement C Block

week 1 C block Week 3/4

C block week 5/6

C block week 7/8

C block Week 9/10

C block week 12

LO4 Nutrition and dietetic care process

Assessment Can Do Do Do Do Do

Nutrition/dietetic diagnosis Can/Do Can/Do Do Do Do Do

Intervention / Implementation Can/Do Can/Do Can/Do Do Do Do

Monitoring / evaluation / review Can Can/Do Can/Do Do Do Do

(collecting information and record keeping) Do Do Do Do Do Do

LO1 LO2

Communication Start of consultation Do Do Do Do Do Do

Information gathering Can Can/Do Do Do Do Do

Information provision Can Can/Do Can/Do Do Do Do

End of consultation Can Can/Do Can/Do Do Do Do

Group work Can Can Can Can Can Can

LO5 Reflection Ability to reflect on practice Evaluates practice

Can/Do Know

Can/Do Know

Do Know

Do Can

Do Can

Do Can

LO3 Professionalism Effective communication with others and care team

Can/Do Can/Do Can/Do Do Do Do

LO7 Time management Can Can Can/Do Do Do Do


Do Do Do

Do Do Do

Do Do Do

Do Do Do

Do Do Do

Do Do Do

KNOW CAN DO KNOW = knowledge and understanding of the above CAN = demonstrate with supervision and support DO = student can independently demonstrate the skill


APPENDIX 8

LEARNING OUTCOMES FOR PLACEMENT B

GENERAL AIMS

1. To enable the student to translate theory into practice for patients seen at level B 2. To develop confidence in obtaining information and advising clients 3. To develop interpersonal and social skills to facilitate communication with clients 4. To develop the skills of self and time management with respect to their own learning

and management of given workload 5. To gain insight into health promotion and public health strategies 6. To facilitate the development of a professional approach to dietetic practice

LEARNING OUTCOMES - B PLACEMENT LO1 Communication with individuals - information gathering and active listening, using available resources By the end of the placement the student should be able to demonstrate the ability to communicate at a level appropriate to the patient. Range statement- In at least 2 different settings e.g. in-patients and out-patients and with at least 2 different client groups e.g. young adults and elderly. Performance indicators The student demonstrates they are able to:-

consistently listen attentively to patients and care givers (active listening)

recognise and respond to the non- verbal cues of the patient

provide information and respond to patient concerns

to conduct and complete a patient/client interview demonstrating appropriate communication skills including information gathering with the use of suitable visual aids

undertake appropriate and reliable accounting, verbal feedback and written documentation

LO2 Communication (presentations and facilitating groups) By the end of the period of placement the student will be able to give oral presentations demonstrating they are appropriate for the given audience in content, presentational style, timing and use of suitable visual aids Performance indicators The student demonstrates they are able to:-

prepare and present a talk of at least 10 minutes to a group of dietitians (selecting appropriate content and delivery)


present a talk to a patient/non dietetic staff group

prepare a talk on health promotion which would help individuals to make changes LO3 Effective communication with dietitians and other health professionals By the end of the placement the student should be able to explain factors that impact on effective handover to dietetic colleagues and other members of the MDT team. Performance indicators The student demonstrates they are able to:-

explain the role of dietitian as part of Multi-Disciplinary Team (MDT) and the impact/effect that the dietitian can make on outcome working within this team

explain the effectiveness of a dietitian working outside a MDT and the strengths/limitations on outcome expected

discuss the factors that are important in effective handover to a dietetic colleague? LO4 Nutrition and Dietetic Care Process By the end of the placement the student should be able to consistently work through the Nutrition and Dietetic Care Process and be able to demonstrate the use of these skills with a range of patients. Range statement -Patient groups will contain young adults/elderly in different settings (e.g. in-patients / out-patients) where the patients seen will have reduced levels of dietetic/clinical complexity appropriate to this stage of practice placement. Performance indicators The student demonstrates they are able to:-

identify and assess nutritional need (assessment)

formulate and identify a nutritional and dietetic diagnosis (nutrition diagnosis)

formulate and plan nutrition and dietetic intervention (nutrition intervention)

implement nutritional intervention (intervention)

describe and demonstrate (if possible) monitoring, evaluation and review of nutrition and dietetic intervention

prepare a care plan, demonstrating how the collection and use of information from a variety of sources has been used

LO5 Reflection in and on practice By the end of the placement the student should be able to reflect on their practice and identify areas that could be improved. Performance indicators The student demonstrates they are able to:-


write and analyse their reflections on their practice at defined intervals, describing how their practice has changed and what has led to that change (reflection on action)

identify their own strengths and weaknesses, through the process of reflection, and develop a plan to build on strengths and overcome weaknesses.

LO6 Maintain professional responsibility and attitude demonstrating ability to maintain confidentiality and ensure anti-discriminatory practice By the end of the placement the student should be able to demonstrate through adherence to performance indicators below a level of professional behaviour / attitude and practice whilst on B placement Performance indicators The student demonstrates they are able to:-

plan care while observing confidentiality, relevant legislation, e.g. data protection act, national and local standards.

speak, write and undertake other forms of communication which are consistent with the promotion of equality and diversity.

ask relevant questions at appropriate times

listens to and respects others

use their initiative whilst being aware of the limitations of their knowledge and experience

know when and how to obtain advice and guidance.

seek opportunities for additional involvement and expand self -knowledge by seeking out others, reading current journals, partaking in journal clubs and case discussions.

LO7 Time management By the end of the placement the student should be able to manage their allocated tasks punctually and in a professional manner. Range statement- to see a minimum of 2-3 patients within the time frame allocated for new and/or follow up patients for that clinic / ward session (depending on complexity or whether the patients are new or review patients). Performance indicators The student demonstrates they are able to:-

manage available time and resources when completing tasks that are allocated

work to specific time scales e.g. being punctual, producing work such as case studies

and patient reports on time.

manage a given workload e.g. on a ward, in an outpatient clinic or group session.


LEARNING OUTCOMES FOR PLACEMENT C

GENERAL AIMS

1. To enable the student to become competent in transferring theory to practice 2. To enable the student to become competent in obtaining information and advising

clients 3. To ensure that the student is able to communicate with all clients using all appropriate

interpersonal, social and counselling skills 4. To ensure that the student is competent in handling a full workload in line with given

standards 5. To enable the student to become competent in the delivery of health promotion and

public health strategies 6. To enable the student to show a commitment to the delivery of an explicit quality of

service

LO1 Communication with individuals - information gathering and active listening, using available resources By the end of the placement the student should be able to demonstrate the ability to communicate at a level appropriate to patients seen in this placement. Range statement- In at least 2 different settings e.g. in-patients and out-patients and with at least 2 different client groups e.g. young adults and elderly Performance indicators The student demonstrates they are able to:-




control and maintains the direction of the interview

summarise the meeting/interview, close the meeting/interview


undertake appropriate and reliable accounting, verbal feedback and written documentation within a given time frame

LO2 Communication (presentations and facilitating groups) By the end of the period of placement the student will be able to plan, deliver and evaluate an oral presentation demonstrating appropriate content and presentational skills including use of suitable visual aids and time management Please note: the student needs to be able to plan deliver and evaluate at least one of the talks below. All talks should be delivered within a specified time frame. Performance indicators The student demonstrates they are able to:-


prepare and present a talk of at least 10 minutes to a group of dietitians (selecting appropriate content and delivery)


prepare a talk on health promotion which would help individuals to make changes LO3 Effective communication with dietitians and other health professionals By the end of the placement the student should be able to demonstrate effective handover to colleagues and other members of the MDT team and explain the impact that dietitians have as part of the team and how this differs from working alone in primary and specialist areas. Performance indicators The student demonstrates they are able to:-

explain the impact that they have had as part of a team, using patients seen in both primary care and specialist areas and how this was different from working alone

explore and consider the effectiveness of a dietitian working on their own (outside a MDT) and the strengths/limitations on outcome expected

discuss the factors that are important in effective handover to a dietetic colleague? LO4 Nutrition and Dietetic Care Process By the end of the placement the student should be able to consistently work though all stages of the Nutrition and Dietetic Care Process and be able to demonstrate the use of these skills with a range of client groups. Range statement- Client groups will contain young adults/elderly in different settings (e.g. in-patients / out-patients) where it is expected that patients managed on this placement will be more complex than those seen previously on B Placement. Performance indicators The student demonstrates they are able to:-


formulate and identify a nutritional and dietetic diagnosis (nutrition diagnosis)

formulate and plan nutrition and dietetic intervention (nutrition intervention)


monitor, evaluate and review the nutrition and dietetic intervention

prepare a care plan, demonstrating how the collection and use of information from a

variety of sources has been used

list the factors which affect the individual’s compliance with dietary advice and describe

strategies used to overcome these in both disease states and health promotion for three

patients seen during the placement


LO5 Reflection in and on practice By the end of the placement the student should be able to demonstrate both reflection on practice and reflection in practice and be ready to identify areas that could be improved through discussion or writing. Performance indicators The student demonstrates they are able to:-

write and discuss how practice and advice was modified through acting on information obtained during the intervention (reflect in action)

through the process of reflection identify their own strengths and weaknesses and develop a plan to build on strengths and overcome weaknesses

LO6 Maintain professional responsibility and attitude demonstrating ability to maintain confidentiality and ensure anti-discriminatory practice By the end of the placement the student should be able to demonstrate through adherence to performance indicators below a level of professional behaviour/attitude and practice acceptable for an entry level dietitian. Performance indicators The student demonstrates they are able to:-

plan care while observing confidentiality, relevant legislation, e.g. data protection act, national and local standards.

speak, write and undertake other forms of communication which are consistent with the promotion of equality and diversity.


listens to and respect others

challenge and report sources of discrimination

show how they seek additional involvement/ use their initiative whilst being aware of the limitations of their knowledge and experience

know when and how to obtain advice and guidance

provide an example of how the process of audit or research has resulted in changes to dietetic practice

seek opportunities for additional involvement and expand self -knowledge by seeking out others, reading current journals, partaking in journal clubs and case discussions.

LO7 Time management By the end of the placement the student should be managing their time and working professionally at band 5 entry level. Range statement- the number of patients seen in a clinic setting will depend on the complexity of the case load but for outpatient clinics this will normally mean running full clinics of 4-8 patients.


Note:- Clinic sessions are 2½-3 hours long Performance indicators The student demonstrates they are able to:-

manage available time and resources when completing tasks

work to specific time scales e.g. being punctual, producing work such as case studies

and patient reports/consultations on time.

manage a given workload e.g. on an allocated ward, in an outpatient clinic or group

session

record activity data on patients seen as per department protocol

adhere to NHS Trust and other standards e.g. outpatient waiting times


Differences between placement B and C Learning Outcomes

Learning Outcomes

B Placement C Placement

LO1 Communication with individuals - information gathering and active listening, using available resources

By the end of the placement the student should be able to demonstrate the ability to communicate at a level appropriate to the patient. Range statement- In at least 2 different settings e.g. in-patients and out-patients and with at least 2 different client groups e.g. young adults and elderly. Performance indicators The student demonstrates they are able to:-





undertake appropriate and reliable accounting, verbal feedback and written documentation

By the end of the placement the student should be able to demonstrate the ability to communicate at a level appropriate to patients seen in this placement. Range statement- In at least 2 different settings e.g. in-patients and out-patients and with at least 2 different client groups e.g. young adults and elderly Performance indicators The student demonstrates they are able to:-




control and maintains the direction of the interview

summarise the meeting/interview, close the meeting/interview


undertake appropriate and reliable accounting, verbal feedback and written documentation within a given time frame


LO2 Communication (presentations and facilitating groups)

By the end of the period of placement the student will be able to give oral presentations demonstrating they are appropriate for the given audience in content, presentational style, timing and use of suitable visual aids Performance indicators The student demonstrates they are able to:-

prepare and present a talk of at least 10 minutes

to a group of dietitians (selecting appropriate

content and delivery)


prepare a talk on health promotion which would

help individuals to make changes

By the end of the period of placement the student will be able to plan, deliver and evaluate an oral presentation demonstrating appropriate content and presentational skills including use of suitable visual aids and time management Please note: the student needs to be able to plan deliver and evaluate at least one of the talks below. All talks should be delivered within a specified time frame. Performance indicators The student demonstrates they are able to:-

prepare and present a talk of at least 10 minutes to a group

of dietitians (selecting appropriate content and delivery)


prepare a talk on health promotion which would help

individuals to make changes

LO3 Effective communication with dietitians and other health professionals

By the end of the placement the student should be able to explain factors that impact on effective handover to dietetic colleagues and other members of the MDT team. Performance indicators The student demonstrates they are able to:-

explain the role of dietitian as part of Multi-

Disciplinary Team (MDT) and the impact/effect

that the dietitian can make on outcome working

within this team

explain the effectiveness of a dietitian working

outside a MDT and the strengths/limitations on

outcome expected

discuss the factors that are important in effective

handover to a dietetic colleague?

By the end of the placement the student should be able to demonstrate effective handover to colleagues and other members of the MDT team and explain the impact that dietitians have as part of the team and how this differs from working alone in primary and specialist areas. Performance indicators The student demonstrates they are able to:-

explain the impact that they have had as part of a team,

using patients seen in both primary care and specialist

areas and how this was different from working alone

explore and consider the effectiveness of a dietitian

working on their own (outside a MDT) and the

strengths/limitations on outcome expected

discuss the factors that are important in effective handover

to a dietetic colleague?


LO4 Nutrition and Dietetic Care Process

By the end of the placement the student should be able to consistently work through the Nutrition and Dietetic Care Process and be able to demonstrate the use of these skills with a range of patients. Range statement -Patient groups will contain young adults/elderly in different settings (e.g. in-patients / out-patients) where the patients seen will have reduced levels of dietetic/clinical complexity appropriate to this stage of practice placement. Performance indicators The student demonstrates they are able to:-


formulate and identify a nutritional and dietetic

diagnosis (nutrition diagnosis)

formulate and plan nutrition and dietetic

intervention (nutrition intervention)


describe and demonstrate (if possible) monitoring,

evaluation and review of nutrition and dietetic

intervention

prepare a care plan, demonstrating how the

collection and use of information from a variety of

sources has been used

By the end of the placement the student should be able to consistently work though all stages of the Nutrition and Dietetic Care Process and be able to demonstrate the use of these skills with a range of client groups. Range statement- Client groups will contain young adults/elderly in different settings (e.g. in-patients / out-patients) where it is expected that patients managed on this placement will be more complex than those seen previously on B Placement. Performance indicators The student demonstrates they are able to:-


formulate and identify a nutritional and dietetic diagnosis

(nutrition diagnosis)

formulate and plan nutrition and dietetic intervention

(nutrition intervention)


monitor, evaluate and review the nutrition and dietetic

intervention

prepare a care plan, demonstrating how the collection and

use of information from a variety of sources has been used

list the factors which affect the individual’s compliance with

dietary advice and describe strategies used to overcome

these in both disease states and health promotion for three

patients seen during the placement


LO5 Reflection in and on practice

By the end of the placement the student should be able to reflect on their practice and identify areas that could be improved. Performance indicators The student demonstrates they are able to:-

write and analyse their reflections on their

practice at defined intervals, describing how their

practice has changed and what has led to that

change (reflection on action)

identify their own strengths and weaknesses,

through the process of reflection, and develop a

plan to build on strengths and overcome

weaknesses.

By the end of the placement the student should be able to demonstrate both reflection on practice and reflection in practice and be ready to identify areas that could be improved through discussion or writing. Performance indicators The student demonstrates they are able to:-

write and discuss how practice and advice was modified

through acting on information obtained during the

intervention (reflect in action)

through the process of reflection identify their own

strengths and weaknesses and develop a plan to build on

strengths and overcome weaknesses


By the end of the placement the student should be able to demonstrate through adherence to performance indicators below a level of professional behaviour / attitude and practice whilst on B placement Performance indicators The student demonstrates they are able to:-

plan care while observing confidentiality, relevant

legislation, e.g. data protection act, national and

local standards.

speak, write and undertake other forms of

communication which are consistent with the

promotion of equality and diversity.


listens to and respects others

use their initiative whilst being aware of the

By the end of the placement the student should be able to demonstrate through adherence to performance indicators below a level of professional behaviour/attitude and practice acceptable for an entry level dietitian. Performance indicators The student demonstrates they are able to:-

plan care while observing confidentiality, relevant

legislation, e.g. data protection act, national and local

standards.

speak, write and undertake other forms of communication

which are consistent with the promotion of equality and

diversity.


listens to and respect others

challenge and report sources of discrimination


limitations of their knowledge and experience

know when and how to obtain advice and

guidance.

seek opportunities for additional involvement and

expand self -knowledge by seeking out others,

reading current journals, partaking in journal clubs

and case discussions.

show how they seek additional involvement/ use their

initiative whilst being aware of the limitations of their

knowledge and experience

know when and how to obtain advice and guidance

provide an example of how the process of audit or research

has resulted in changes to dietetic practice

seek opportunities for additional involvement and expand

self -knowledge by seeking out others, reading current

journals, partaking in journal clubs and case discussions.

LO7 Time management

By the end of the placement the student should be able to manage their allocated tasks punctually and in a professional manner. Range statement- to see a minimum of 2-3 patients within the time frame allocated for new and/or follow up patients for that clinic / ward session (depending on complexity or whether the patients are new or review patients). Performance indicators The student demonstrates they are able to:-

manage available time and resources when

completing tasks that are allocated

work to specific time scales e.g. being punctual,

producing work such as case studies and patient

reports on time.

manage a given workload e.g. on a ward, in an

outpatient clinic or group session.

By the end of the placement the student should be managing their time and working professionally at band 5 entry level. Range statement- the number of patients seen in a clinic setting will depend on the complexity of the case load but for outpatient clinics this will normally mean running full clinics of 4-8 patients. Note:- Clinic sessions are 2½-3 hours long Performance indicators The student demonstrates they are able to:-

manage available time and resources when completing

tasks

work to specific time scales e.g. being punctual, producing

work such as case studies and patient

reports/consultations on time.

manage a given workload e.g. on an allocated ward, in an

outpatient clinic or group session

record activity data on patients seen as per department

protocol

adhere to NHS Trust and other standards eg outpatient

waiting times


APPENDIX 9

Weekly review - Learning Agreement Week: Date:

Progress / Evaluation Previous weeks action plans reviewed Yes No Dietitian to complete section What has been met? Are there any actions that need to be carried forward?

Moving Forward What needs to happen during the following week to help me move forward? Student to raise any areas they are concerned about – dietitian to discuss areas raised and how to help student move forward

Consider what needs to be learned

How this will be demonstrated

How will this be assessed

Timeframe for completion These SMART goals are agreed between student and supervising dietitian


Professionalism Professional issues that need addressing Yes No If No - Ask student if they have any concerns in this area – If Yes - Discuss any concerns that have arisen and complete action plan to address identified issue

Any other issues affecting placement Yes No Opportunity for student to discuss any concerns they may have

Student progression

I-Can-Do Model map progress at weeks 4 □ / 6□ / 8 □ (please tick relevant box) Please tick appropriate box to show learning objective status at this point Discuss each LO - where the student is on the model compared to where they should be and explore any discrepancies. Know Can Do L01 □ □ □ Any other comments: L02 □ □ □ L03 □ □ □ L04 □ □ □ L05 □ □ □ L06 □ □ □ L07 □ □ □

Student signature Dietitian Signature


Summary Sheet Please add to the summary sheet following the weekly review meeting to help track progress (an example is provided in italics at the top to help guide entries)

Areas to improve/Action plans (brief summary) Raised in weeks (number)

Learning outcomes

Attention to detail – record keeping data incomplete and inaccurate

Weeks 1,3,6,8,9 LO4, LO3


Reflection on Professional Practice These need to be completed by the student and discussed at the weekly review at week 4 week 6 and week 8 Give one example of how you have demonstrated professionalism over the past couple of weeks? Give one example of how you have reflected during feedback with the practice educators? Have you encountered any situations that have highlighted limitations in your current knowledge or understanding? If yes how have you dealt with this? Have you encountered any difficulties with written communication e.g. documentation in record card /notes/letters? If yes how has this been addressed? Give an example of how you have demonstrated appropriate time management in the last few weeks? Give one example of the effectiveness of your communication with others and or the care team over the last few weeks


APPENDIX 10

Review of Placement B

This form is completed at the end of your B placement. You should discuss and agree the outcome of this final review with your key worker/supervising dietitian

This completed signed form must be submitted to programme admin at PAHC building by the stated hand in date indicated in the DEIT 506 module handbook. Please keep a copy of this completed form in your portfolio

Name of Student


Name of Dietitian



Date From To


The student needs to be consistently competent at the expected level in the following areas to pass the placement (please refer to the I-Can-Do Model and the B placement learning outcomes for guidance):-

Nutrition and Dietetic Care Process

Communication,

Reflection

Professionalism. If the student is not consistently competent in any of these areas please identify where the student has failed to achieve competency:


Particular areas which need to be developed and have been agreed with your key worker/supervising dietitian, should be incorporated into a Learning Agreement to be considered when you return to University

Strengths:- Areas for Improvement:- Action Points:-

Pass Fail Dietitians Signature Student Signature


More experience required in the following areas

Outpatient experience

In patient experience

Prescribing Enteral feeds

Experience of group work

Summary of Learning Outcomes Achieved B Placement

LO1 Communication with individuals - information gathering and

active listening, using available resources






LO7 Time management

Name of Dietitian Signed (Dietitian) Date Signed (Student) Date


Review of Placement C

This form is completed at the end of your C placement. You should discuss and agree the outcome of this final review with your key worker/supervising dietitian

This completed signed form must be submitted to programme admin at PAHC building by the stated hand in date indicated in the DEIT 604 module handbook. Please keep a copy of this completed form in your portfolio

Name of Student


Name of Dietitian



Date From To


The student needs to be consistently competent at the expected level in the following areas to pass the placement (please refer to the I-Can-Do Model and the B placement learning outcomes for guidance):-

Nutrition and Dietetic Care Process

Communication,

Reflection

Professionalism. If the student is not consistently competent in any of these areas please identify where the student has failed to achieve competency:


Particular areas which need to be developed and have been agreed with your key worker/supervising dietitian, should be incorporated into a Learning Agreement to be considered when you return to University

Strengths:- Areas for Improvement:- Action Points:-

Pass Fail Dietitians Signature Student


Summary of Learning Outcomes Achieved C Placement

LO1 Communication with individuals - information gathering and

active listening, using available resources






LO7 Time management

Name of Dietitian Signed (Dietitian) Date Signed (Student) Date


APPENDIX 12

Advice for Car Use on Practice Placement

Guidelines 1. To use your car on placement it must be covered by business insurance which names

you as the business user and you may be asked to produce your insurance certificate at your placement.

2. Under no circumstances must you carry service users or relatives in your vehicle. 3. You are advised to refer to your placement educator and local departmental policies

regarding the use of vehicles on placement 4. If you are carrying out departmental duties e.g. home visiting, it is advisable to consult

with your placement educator regarding reimbursement of fuel costs. N.B. not all placements offer refunds.

5. Always notify your placement educator when you are going out on a visit in your

vehicle, where you are going to, and when you expect to return. 6. Always carry the departmental telephone number with you in case of breakdown and

emergencies. 7. Your vehicle must be in a roadworthy condition, with valid road tax and MOT (if

applicable). The University of Plymouth accepts no responsibility if the above conditions are not adhered to.


APPENDIX 13

Telephone Assessment Form for Dietetic Clinical Placements Name: Trust:

Date of call: Wk of Placement: B /C

To be completed and emailed to your placement tutor prior to your scheduled call in week 5-7 of placement. Settling in well?

Allocated a mentor?

Allocated study time?

Progress with additional projects e.g. case study and health promotion project?

Tutorials undertaken?

Consistent and constructive feedback from supervisors?

Describe things going well e.g. but not limited to communicating with patients, gathering information, advice giving?

Current skills you are working on as detailed in action plans?

Progress against I-can-do model for all learning outcomes? Know Can Do L01 □ □ □ L02 □ □ □ L03 □ □ □ L04 □ □ □ L05 □ □ □ L06 □ □ □ L07 □ □ □

Any issues affecting placement?


For completion by placement tutor following discussion

Actions required? Visit required? yes/no Further call scheduled?


APPENDIX 13

GUIDELINES FOR PRACTICE PLACEMENT VISITS

BY Plymouth University STAFF Thank you very much for offering to visit students. This information is intended as a guide to assist you to structure the discussion and to elicit meaningful feedback from both the student and the placement educator. Please note that at B placement the placement team ensures that every student is visited this may be a telephone visit. If a visit has been requested it is essential that you are clear that the student is meeting the required competency levels at this stage. At B placement there is a tendency amongst placement educators to justify incompetent student performance in one or more skill areas with comments such as, “It’s only their first clinical skills placement”, “there’s time for them to get it right in the C placement.” As there are only three placements, there is not time to address any fundamental difficulties that may have been overlooked at B placement, as well as learn the new skills and consolidate the knowledge in order to pass B and C placements. Format It is helpful to see the student and the placement educator separately. If time allows, meet with the placement educator and the student together briefly at the conclusion of the meeting – this helps to leave in a positive and open manner. Often the student is then reassured that the placement educator has not discussed anything of concern. It may not always be appropriate to see the placement educator and the student separately - you may need to decide what to do depending on your sense of the “dynamics” of a situation. If the student is in difficulty for any reason it is often more appropriate to address this together in an open manner so that all three parties are clear about what has been said and the strategies proposed for improvement. If you encounter any difficulties which you are unable to resolve, or consider a student is heading for a failed placement, please inform the placement team. Reassure both the placement educator and the student that we will be in contact with them again to review the situation and arrange further visits if necessary. Discussion with the student Complete a written record of the visit. The following points may be used as a guide to the information needed in the report: 1. Reflection on their learning. What skills have they learnt? How did they learn these skills? What strategies

has the placement educator used to assist the student to learn? Are they keeping a reflective log of critical learning incidents? Reflect on key issues that have been raised on the action plans. Have any professional issues been raised.

2. The learning agreement. Ask to see the learning agreements and use it as a tool to discuss the student’s

achievements and current level of competency. Check current perception of progress against the I-can-Do Model. If the student is experiencing any difficulty with the required competencies, the learning agreement is a very useful way to check what has been agreed previously and then negotiate new action plans or ways to demonstrate a competency to move practice forward.

3. Can they link theory to practice? Try to elicit specific examples of placement learning linking with the work

they have previously completed during campus based learning. Are they able to demonstrate clinical reasoning skills?

4. How is supervision structured? Are they contributing to supervision? If not, why not. Discussion with the placement educator All the above points need to be discussed with the placement educator. Do both the student’s and placement educator’s answers reflect the same understanding of the placement experience and goals to be achieved? If there is a discrepancy, this needs to be explored further in a three-way


discussion. This means that issues can be addressed before the second half of the placement to allow time for improvement and adjustment. Please note any issues the placement educator might raise about Plymouth University students in general. Also any comments or thoughts about the level of preparation for practice placements offered to students and/or placement educators.

Thank you for your support.

bsc (hons) dietetics - university of plymouth€¦ · 3 bsc (hons) dietetics –plymouth university...

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