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Deakin University CRICOS Provider Code: 00113B
Faculty of Health School of Health and Social Development
This manual has been developed for use by Practice Educators of Deakin University Occupational Therapy students.
Occupational Therapy Practice Educator Manual
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Authorship and publication history Attribution of authorship is provided with each part of this work. Published by Deakin University, Geelong, Victoria 3220, Australia www.deakin.edu.au First published 2009 Revised 2010 Revised 2011 Revised 2013 Revised 2015 Revised 2016 Revised 2017 Revised 2018
Unless otherwise indicated, the following notice will apply:
Deakin University CRICOS Provider Code: 00113B
COMMONWEALTH OF AUSTRALIA Copyright Regulations 1969
WARNING This material has been reproduced and communicated to you by or on behalf of Deakin
University pursuant to Part VB of the Copyright Act 1968 (the Act). The material in this communication may be subject to copyright under the Act. Any
further reproduction or communication of this material by you may be the subject of copyright protection under the Act.
Do not remove this notice.
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Contents
Occupational Therapy Practice Educators Manual
Introduction to Practice Education Deakin University Occupational Therapy Staff 4 Definition of terms 7 The World Federation of OT (WFOT) practice education requirements 8 Occupational Therapy course overview 9 Deakin practice education model 11 Learning styles 11 Practice education goals for each level of occupational therapy 12 Practice education structure 13 Practice education preparation – Student Expectations 14 Student practice education manual 14 Police Record Check (PRC) 14 Working with Children Check (WWC) 14 Practice education confirmation 14 Uniform requirements 14 Student emergency contact form 14 Immunisation 15 Insurance 15 Learning Plan 15 Practice Education - Student Expectations
Professional Behaviour 16
Confidentiality 16 Recording placement hours 16 Absenteeism 16 Assignments 17 Cultural awareness 17 The role of the Deakin Practice Education Facilitator (DPEF) 17 The role of the Practice Educator (PE) 17 Assessment 17 Timesheets 18 Student difficulties during placement 18 Withdrawal from practice education 19 Unsatisfactory completion of practice education 19 Liaising with the DPEF 19 References 20
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Staff Profile
The practice education team consists of Unit Chairs whose units contain a practice education component, Deakin Practice Education Facilitators (DPEFs) all of whom are Occupational Therapists and Practice Education Administration staff. If you have any queries regarding practice education please don’t hesitate to contact the appropriate staff member listed below.
Deakin University Occupational Science and Therapy Practice Education Staff
Kelly Barker Professional Placement Officer Phone: 5247 9432 Email: [email protected]
Kelli Nicola-Richmond Practice Education Coordinator Phone: 52278418 Email: [email protected]
Deakin Practice Education Facilitators (DPEF’s)
Tara Roberts Phone: 5227 8360 Email: [email protected]
Danielle Hitch Phone: 0406 932 734 Email: [email protected]
Nikki Lyons Phone: 0419 511 442 Email: [email protected]
Johanne Walker Phone: 5227 8333 Email: [email protected]
Chloe O’Connor Phone: 5227 8572 Email: [email protected]
Please note that the DPEF’s have requested that they be called during business hours (unless in an emergency) when using their private mobile phone numbers.
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Deakin University Occupational Science and Therapy Lecturer and Unit Chairs
Geneviève Pepin Associate Professor / Course Director Phone: 5227 8462 Email: [email protected]
Lynne Adamson Associate Professor / Unit Chair Phone: 5227 8370 Email: [email protected]
Johanne Walker Lecturer / Unit Chair Phone: 5227 8333 Email: [email protected]
Kieva Richards Lecturer / Unit Chair Phone: 52278079 Email: [email protected]
Kelli Nicola-Richmond Senior Lecturer / Unit Chair Phone: 52278418 Email: [email protected]
Chloe O’Connor Lecturer / Unit Chair Phone: 5227 8572 Email: [email protected]
Pearse Fay Lecturer / Unit Chair Phone: 5227 8322 Email: [email protected]
Val Watchorn Lecturer / Unit Chair Phone: 5227 8069 Email: [email protected]
Danielle Hitch Senior Lecturer / Unit Chair Phone: 0406 932 734 Email: [email protected]
Please note that most staff are employed on a part-time basis and therefore may not always respond immediately to messages.
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This information is current at time of printing and is subject to change. Updated information will be available on the Deakin Practice Education Website:
www.deakin.edu.au/health-social-development/practice-education-and-fieldwork/bachelor-of-occupational-therapy
Occupational Science and Therapy School of Health and Social Development Faculty of Health
Deakin University – Geelong Waterfront Campus Geelong Victoria 3220
Australia
Telephone: 5227 8366
Website: http://www.deakin.edu.au
The physical address for the Geelong Waterfront Campus is:
Deakin University 1 Gheringhap St Geelong
Victoria 3220
The postal address for the Geelong Waterfront Campus is:
Deakin University Locked Bag 20000 Geelong
Victoria 3220
Deakin University CRICOS Provider Code 00113B
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Introduction to Practice Education
Definitions
Practice Educator (PE) This term refers to the primary supervisor/practice educator of the student within the agency or organisation providing the placement.
Deakin Practice Education Facilitator (DPEF) This term refers to the Deakin allocated Occupational Therapy facilitator who is responsible for supporting allocated students during their placement. The DPEF is also available to support the PE as required.
Practice Education This refers to the practical component of the OST program. In other places it may be referred to as fieldwork, field education, placement, clinical placement or student placement.
Placement provider / Agency This refers to the organisation, centre, service, agency or facility providing the student placement.
Community Based Practice Education (CBPE) (formerly the OWLS program) This innovative program provides practice education via student directed occupational therapy services to communities primarily in the Barwon South Western region. It provides the opportunity for students to develop skills not generally experienced within traditional occupational therapy environments, in local primary schools and community based settings.
Student Placement Evaluation Form (SPEF-R) This is the assessment form by which all Deakin students are evaluated during placement. The form is found in the Student Placement Evaluation Handbook (SPEH). The SPEF-R is a standardised assessment tool that has been adopted by many OT programs across Australia including the four Victorian OT programs. It is available to students via CloudDeakin. You will be given the option to use either an online or hard-copy version of the tool.
Student Placement Evaluation Form Revised Edition Package (2008) This handbook contains information pertaining to practice education evaluation such as:
Section One: User manual Appendix A: Allocating a result of pass or fail – examples of applying scoring criteria Appendix B: Applying the rating scale – an example Section Two: Student Practice Evaluation Form Section Three: Student review of professional practice placement Section Four: Resume preparation tool. Record of professional practice placement experience
World Federation of Occupational Therapy (WFOT) This term refers to the international governing body of occupational therapists.
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The purpose of practice education
The purpose of practice education: ... is for students to integrate knowledge, professional reasoning and professional behaviour within practice and to develop knowledge, skills and attributes to the level of competence required by qualifying Occupational Therapists … (WFOT 2002, p. 24)
Practice education is underpinned by the philosophy that: Learning is enhanced when students are required to actively link theory and practice within a
supportive environment Students need the opportunity to demonstrate, in a professional setting, that they can meet the
standards of competence required for graduation Practice education provides mutual benefits to students, the providers and the profession.
WFOT practice education requirement The WFOT and the Australian Association of Occupational Therapists (OT Australia) require that
accredited occupational therapy courses include 1000 hours of practice education that reflect arange of current practice areas.
Within the Deakin University Occupational Science and Therapy (OST) program, the 1000-hourrequirement is embedded within eight academic units across the four-year course.
H355 Bachelor of Occupational Therapy 2018 This course grid/map is for illustrative purposes only. Students must meet the course rules and unit requirements as set out in the Handbook
(http://www.deakin.edu.au/students/enrolment-fees-and-money/university-handbook/2018-handbook)
2018
TRI 1 Understanding Health HBS107 Human Structure and Function
HBS109 Communication and Diversity
HDS101 Foundations of Occupational
Science and Therapy A HSO102
TRI 2
Selective – one of: Health Behaviour HBS110 OR Introduction
to Psychology A HPS111 OR Introduction to
Psychology B HPS121
Functional Human Anatomy* HSE102
(Co-requisite HSE010 Exercise & Sport Lab Safety)
Integrated Human Physiology* HSE208
(Co-requisite HSE010 Exercise & Sport Lab Safety)
Foundations of Occupational Science and Therapy B HSO104
2019 TRI 1
Neurological Structure, Function and Plasticity
HSO207
Impact of Health Conditions on Occupational Performance
HSO202
Occupations in Childhood Development
HSO205 Elective
TRI 2 Health Information and Data
HBS108 Analysis of Occupational
Performance HSO208
Occupation across the lifespan HSO206 Elective
2020
TRI 1 Evidence-Based Occupational
Therapy Practice 1 HSO302
Occupational Performance, Evaluation and Intervention 1
HSO305
Psychosocial Influences on Occupational Performance
HSO307
Interprofessional collaboration in Healthcare HBS345
TRI 2 Evidence-Based Occupational
Therapy Practice 2 HSO303
Occupational Performance, Evaluation and Intervention 2
HSO306 Work Integrated Learning A HSO304 (2cp)
2021 Pass
stream
TRI 1 OT Practice Applying Knowledge
and Reasoning HSO401 Promoting Occupational
Engagement through Assistive Technology
HSO403
Work Integrated Learning B HSO405 (2cp)
TRI 2 Occupational Therapy
Professional Development HSO417 Innovation and Evaluation in OT
HSO418 Transition to Practice HSO408 (2cp)
OR 2021 Honours stream
TRI 1 OT Honours Proposal Ethics, and
Literature HSO411
Promoting Occupational Engagement through Assistive
Technology HSO403
Work Integrated Learning B HSO405 (2cp)
TRI 2 OT Honours Analysis and Critique HSO414
Honours Research Project HSO416 (3cp)
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Deakin Practice Education Model
Practice Education is imbedded within various academic units, which also include lectures and tutorials. In each of these units practice education is a mandatory requirement. Deakin practice education is facilitated by Practice Educators and Deakin Practice Education Facilitators (DPEF’s) who are qualified occupational therapists. All students are required to undertake at least one placement in a rural or regional location.
Year Level Trimester
Unit Practice Education Focus
Level 1 Trimester 1
HSO102 The first trimester of Year 1 practice education focuses on preparation for practice education. Students will experience a range of practical workshops and site visits each week with the aim of preparing them to understand current and emerging areas of practice, OH&S issues in practice, professional behaviour and risk management.
Level 1 Trimester 2
HSO104 In second trimester of Year 1, practice education commences. The practice education consists of an experience either for one day per week for 11 weeks, or a two-week block, or a one-week block intensive camp
Level 2 Trimester 1
HSO202 Practice education consists of a one week, full time simulated placement
Level 2 Trimester 2
HSO208 Practice education consists of a one week, full time simulated placement
Level 3 Trimester 1
HSO305 Practice education options consist of a variety of formats including; one day per week for 12 weeks, two days per week for 6 weeks or a two-week block placement.
Level 3 Trimester 2
HSO304 Practice education consists of an 8-9 week full time CBPE placement.
Level 4 Trimester 1
HSO405 Practice education consists of an 8-9 week full time occupational therapy placement
Level 4 Trimester 2
HSO416 Students will undertake an 80 hour Innovation and Evaluation placement during Trimester as part of their final course units
The CBPE Program provides student-driven occupational therapy services to communities mainly in the Barwon South Western region, in partnership with local agencies. It provides opportunities for students to develop skills and competencies, which are not generally covered in traditional occupational therapy programs, such as consultancy, community development and health education. The CBPE program aims to provide services where occupational therapy service delivery gaps currently exist and to improve the access of the local community to health services. Agencies currently include local primary schools, specialized health services, adult day programs, family support services, and community mental health agencies. This innovative program is full time over 8-9 weeks and is structured as follows; all students attend a one week intensive on-campus tutorial program run by DPEF’s, and then the remaining weeks are divided 3 days at a local primary school, and 2 days at a community based agency. Students attend their agencies with a student peer. Over the past 9 years, CBPE students have taken part in projects including program development, research projects in the community, providing direct service to primary school students to achieve goal-directed school based tasks, and contributing to community mental health. In addition to the on-campus tutorial program DPEF’s provide liaison visits to agencies as required.
The Simulated Placements in the second year of the course will be campus based placements that will use simulated clients. The purpose of these placements is to allow all second year students to be exposed to, and have time to practice key skills and abilities that they will need to use in third and fourth year placements (and as practising occupational therapists).
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Practice Education Styles
Collaboration This model is one of practice-based learning, which involves responsibility for more than one student at a time. It is suitable for all student levels in most practice areas. It is based on facilitation of peer assisted learning strategies by the PE in which the students learn together through discussion and practice. The aim is for students to support each other’s learning, whilst the PE provides clinical instruction and supervision. Additional student benefits of this model include practicing teamwork skills and problem solving skills whilst experiencing a sense of shared ownership of the learning experience.
Group Supervision Group supervision enables shared responsibility for learning whilst offering valuable opportunities for discussion. Often the learning gained by all parties is enhanced as a result of these shared opportunities. Group supervision can also save time for a centre and/or supervisor by supporting a number of students simultaneously.
Emerging OT roles Deakin is committed to providing a program, which prepares graduates to work in a range of new and emerging fields of employment including project management. Therefore an important part of this commitment is to recognise the learning gained by students undertaking practice education in sites where the PE may not necessarily be an OT. This type of practice education is valuable and is always co-facilitated by one of the allocated DPEF’S, all of who are OT’s. Student benefits include more opportunities for autonomous learning, increased professional growth and enhanced lifelong learning skills.
Shared Supervisors It is not unusual for agencies to share a student between PE’s, particularly in smaller agencies where a number of staff may work part-time or for a student to share two different agencies during one practice education placement. This model particularly, requires excellent communication and a clear definition of learning objectives early in the practice education to ensure that all parties are working toward the same goals. Both supervisors are responsible for student assessment. Shared supervisors provide students with a unique opportunity to observe different working styles.
Flexible Learning Flexible learning acknowledges that each student has different learning needs and utilises an individual learning style. A flexible learning environment promotes choice and negotiation to enable the development of a learning program which bests suits the individual.
Clinical Practice Education Goals for each year level in Occupational Therapy The Clinical Practice Education Goal guide was developed by a cohort representing the following Victorian University OT courses; LaTrobe, Monash, Deakin and Charles Sturt. It provides a general guide for clinical goal setting during practice education at each year level.
First year Observation and orientation to the practice environment of OT Observation and orientation to the role of the OT within the setting Development of knowledge related to OT theory Development of clinical skills such as observation, communication and patient handling Awareness of safety (self and others) and of the legal and ethical issues in practice
Second year Primarily observational Describe and critique assessments Document information and formulate goals Begin to apply theoretical knowledge to models of practice Begin to describe and discuss clinical reasoning in relation to clients observed
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Third year Active involvement in assessment, evaluation and intervention with clients Understand and apply the philosophical frameworks and approaches that underpin assessment,
evaluation and intervention Document assessment and evaluation findings and the progress of intervention plans Develop strengths-based, person-centred goals and intervention plans
Fourth year
Further development and consolidation of OT specific skills Competence in assessment, planning, implementation and evaluation Demonstrate readiness for independent practice
Practice Education Structure Each placement experience involves different opportunities; however, the basic structure of each will remain the same. The basic practice education model includes:
Practice Education Preparation Tutorial/Lecture Facilitated by Unit Chair and/or DPEF on campus prior to the commencement of placement Student contacts PE Student introduces self & discusses specific details prior to commencing placement. Student
completes Pre-Practice Education Checklist Learning Plan Student identifies learning needs, goals, activities and relevant outcome measures. Students should arrive at placement with a draft learning plan ready to discuss with their supervisor. The learning plan should be kept up to date throughout the placement by the student. DPEF introductory liaison
Phone call, email contact with both student and PE Orientation to agency
Facilitated by PE Student provides Student Emergency Contact Form to PE Student completes a Confidentiality
Agreement Student completes placement orientation
DPEF liaison May be a site visit, phone call, email or group meeting depending on need Mid-placement review of SPEF-R Facilitated by PE, discussed with student
DPEF liaison May be a site visit, phone call, email, or group meeting depending on need Final evaluation of SPEF-R Facilitated by PE, discussed with student PE or student returns SPEF-R to Deakin(or it is submitted online) Student completes & returns Student Review of Placement Form (SPEF-R)* Student completes & returns signed Timesheet Student completes Practice Education Assignment /s as per Unit Chair instructions
DPEF liaison Debrief contact by DPEF for both student and PE May be debrief tutorial, phone call or email depending on need
Increased DPEF contact may be required when the student, PE or DPEF identifies difficulties during placement or when the PE is a not an occupational therapist. * Student review of placement form will be completed at your request
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Practice Education Preparation – Student Expectations Practice Education Student Manual
Students have access to a Practice Education Student Manual which outlines the expectations of students before, during and after placement. It is expected that students will refer to the manual when required.
A separate CBPE manual is used. This is made available to students when they commence the CBPE program.
Police Record Check (PRC)
It is a requirement that all Deakin students obtain a new Police Record Check (PRC) at the beginning of each academic year
Students will not be able to commence practice education without a current PRC Students are expected to bring the original copy of their police record check with them to
placement on the first day Working with Children Check (WWC)
The Working with Children Check (WWC) creates a mandatory minimum, checking standard across Victoria. The WWC Check helps to keep children safe by preventing those known to police to pose a threat to the safety of children from engaging in either paid or voluntary work with children
It is a requirement that all students obtain a Working with Children Check (WWC) at the commencement of the course prior to the commencement of practice education. If your agency requires students to have a WWC please request to see their WWC and have it displayed if necessary.
Practice Education confirmation
Unless otherwise informed by the University, it is the student’s responsibility to contact their PE a minimum of two-weeks prior to the commencement of placement to find out the specific expectations and requirements regarding the particular centre. When speaking with the PE students should confirm; - placement address, -date of commencement, -starting time, -dress code, -pre-reading that you need to undertake and, -any other relevant information.
A Pre-Fieldwork Checklist is available to assist students with planning for their placement Uniform requirements
Every student is required to purchase a Deakin University polo shirt to wear during placement unless the PE has specifically stated that a uniform is not appropriate for the setting, for example, in some mental health facilities
If the PE requests that a uniform not be worn, the student should dress in appropriate clothes with thought given to the client population, their age, gender, culture, the setting and the duties the student will be required to perform. This generally means pants or skirt (below the knee) and to be of sufficient length so as not to reveal skin
It is the student’s responsibility to discuss the specific uniform requirements for each centre with the relevant PE
Students are advised to limit jewellery worn as it can pose an occupational health and safety (OHS) risk.
Appropriate footwear should be worn while on placement. This means supportive, enclosed footwear that minimises the risk of slips, trips or infection.
Hair below shoulder length must be tied up for OH&S reasons
Student emergency contact details In the event of a student emergency during practice education it is important that information
regarding the student’s contact details and any relevant medical alerts are accessible and up to date.
A Student Emergency Contact Form must be completed for each practice education centre the student attends. This document is to be given to the PE by the student on the first morning of placement.
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Immunisation The University expects that all students will be immunised prior to commencing placement Students must complete and submit the Immunisation form at the start of their first year of the
course The flu vaccination form must be completed annually Copies of both of these forms must be provided to the University prior to commencing placement It is strongly recommended that students have the following immunisations Hepatitis B, Influenza, Pertussis, Measles-mumps-rubella, Varicella and Tuberculosis All students are advised that failure to present evidence of up to date immunisation may
significantly limit placement options Insurance The Deakin University insurance policies provide insurance cover for students during practice education approved by Deakin University. Insurance cover is provided under the following policies:
General and Products Liability (including liability to Host Employers) – provides cover for the legal liability to pay damages or compensation in respect of personal injury and/or damage to property occurring during practice education.
International Travel – provides cover for medical and additional expenses as a result of injury or
illness, emergency travel assistance, loss of baggage, loss of personal effects, personal liability, loss of deposits and additional travel expenses during approved international travel as part of practice education.
Medical Malpractice – provides cover for the civil liability resulting from the conduct of the
healthcare services provided during practice education
Personal Accident – provides capital benefits, weekly benefits and injury assistance benefits following an injury during practice education, but does not replace Medicare or any Private Health Insurance
Professional Indemnity – provides cover for the civil liability resulting from the conduct of the
professional services provided during practice education A copy of the Certificate of Currency can be provided to agencies and Practice Educators on request to the Practice Education Administrative Officer. Students are advised to discuss insurance coverage regarding driving the organisation’s vehicles with their Practice Educator. Importantly, students are not permitted to transport clients in their own vehicles. Please note - an incident or injury involving a student or patient that could potentially give rise to an insurance claim must be reported to the Unit Chair and Course Coordinator immediately as the University’s insurer may deny liability claims if the incident has not been reported to the University. If further information regarding insurance coverage is required please contact: Insurance Manager FSD Financial Control Team, Financial Services Division Deakin University Locked Bag 20000, Geelong, VIC 3220 +61 3 92468052 [email protected] Learning Plan
Students are required to develop learning goals associated with their placement setting. All students are expected to bring a draft learning plan and goals with them to placement on their first day
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Practice Education Participation – Student Expectations Professional Behaviour
Students are expected to adapt to Centre norms, culture and expectations in regards to such things as presentation, communication, dress, workload, breaks and organisational responsibilities. In instances where students are unable to adapt due to cultural or religious reasons this will be negotiated prior to the placement
Students are expected to conduct themselves in a professional manner at all times, in accordance with the OT Australia Code of Ethics which can be viewed on the OT Australia website, http://www.ausot.com.au. Search for ‘Code of Ethics’
Professional behaviour includes a responsibility of one’s own learning and students are required to undertake independent research to facilitate learning during practice education
Confidentiality
There are specific legislative requirements pertaining to confidentiality of which students must be aware, such as the Health Records Act 2001, which allows individuals to exercise new rights and choices about how their personal and health information is handled. Some states in Australia also have privacy legislation (Office of the Privacy Commissioner 2009; Privacy Victoria 2008)
Confidentiality must also be maintained for information gained directly or indirectly from organisations regarding staff, projects or other organisational business
Students are required to complete a Confidentiality Agreement during the orientation period for each placement and are required to give a copy to their PE. If the Centre does not have a Confidentiality Agreement, a copy of one is available for students to use from Deakin
Absenteeism
If a student is absent from practice education it is their responsibility to inform the PE no later than the expected start time and to inform their DPEF that same day
The student is expected to comply with the site’s policy and procedures regarding absences, including compassionate leave
If a student misses two or more days consecutively during practice education a medical certificate must be provided and attached to the timesheet at the end of placement
If a student is absent for 10% or more of their placement they must inform their DPEF and unit chair. If it is possible and appropriate, the opportunity for the student to make up time will be arranged
Students must not interrupt practice education for holiday leave or paid employment If a placement day falls during Intra-Trimester break students are still required to attend placement
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Assignments The PE may also set projects for students to complete while on practice education. These projects
will generally be of direct benefit to the site and take time precedence over University practice education projects during placement hours
University-set practice education-related work is an additional requirement to any work or projects that students are required to complete for the PE. Generally it is expected that such work should be completed in the student’s own time outside placement hours unless negotiated with and agreed by the PE. At times it may be possible for students to expand on work that they are doing within a site as a basis for a University assessment task. Such relevant project links enhance the learning of the student while also adding value to the site where the work is taking place
Cultural Awareness Deakin‘s Occupational Therapy course accepts a range of different individuals from different cultural backgrounds. This often provides students with both a range of opportunities and challenges when completing placement. It is important that placement settings take into account any accommodations which may need to be made for the student, for example a prayer room and a time to pray during the day or the inability to be in the same room alone with a member of the opposite sex. Students are expected to identify and discuss any needs upon commencement of the placement however Deakin will endeavour to notify agencies of any cultural accommodations that need to be made for the student prior to the commencement of the placement, if students have disclosed this information to staff. If you require any clarification or support to accommodate the student’s needs please don’t hesitate to contact the DPEF. The role of the Deakin Practice Education Facilitator (DPEF) A DPEF is allocated to each site for each student attending placement. The DPEF is responsible for supporting students during practice education. They offer student tutorial support, individual contact with students during practice education, site visits, debriefing and they mark practice education assignments. The DPEF is also available to support and assist the PE through phone contact, visits and DPEF facilitated workshops. The role of the Practice Educator (PE) Orientation to the agency It is expected that students will gain an orientation to the agency once commencing practice education. The way this is conducted is up to each individual agency. Occupational, health and safety (OHS) requirements
The agencies OHS policies and procedures should be made available to the students so that they can familiarize themselves with these.
If the student is involved in, or witness an incident, during practice education then: - The student must inform their Practice Educator - Follow the site’s policies and procedures for reporting an incident - Seek medical advice if necessary - Complete an incident form for the site and forward to the clinical supervisor - Inform their DPEF within one working day of the incident occurring Complete a Deakin University Accident and Hazard Form and forward it to their unit chair
Assessment SPEF-R This is the assessment form by which all Deakin students are evaluated during practice education. The form is found in the Student Placement Evaluation Handbook (SPEH). The SPEF-R is a standardised assessment tool that has been adopted by many OT programs across Australia including the Victorian OT programs. The completion and outcomes of the SPEF-R are usually discussed during liaison with students and their clinical educators over the duration of the placement. One copy of the SPEF-R is made available to students in hard copy prior to placement for self-evaluation. The PE will receive a link to the SPEF-R online system so that they can evaluate the student's performance during placement. The student will also receive log in details so that they can view their evaluation once it is completed.
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The SPEF will be provided electronically to all PE’s. All PE's will also receive an emailed printable copy of the SPEF-R if they would prefer not to evaluate the student using the SPEF-R online.
The PE will complete the student assessment at the midway point and the completion of the placement as outlined in the SPEH. The DPEF is available to the PE for consultation during this process if required
Students completing the CBPE program are required to self-assess themselves on the SPEF-R during their community placement and peer-assess using the SPEF-R during their school placement. It is expected that these documents are then read and approved by the centre facilitator / practice educator. The CBPE DPEF’s are also involved in marking the students SPEF-R documents.
The PE is required to sign the SPEF-R at halfway evaluation and at final evaluation or to submit the online version to the university
A copy of the complete SPEF-R with examples is available upon request if the PE feels as though they need more support to complete the SPEF-R. More information can also be found on the website: http://www.uq.edu.au/spef/
If concerns exist around a student’s performance on placement, a ‘Concerns Exist Form’ is located in the SPEF-R or can be emailed on request. It is the responsibility of the PE to complete this form and return to the DPEF. In the case of the SPEF-R online an email can be sent detailing the concerns of the PE
From a practice education perspective the final SPEF-R assessment will be either satisfactory or unsatisfactory. If a student receives a satisfactory pass for placement the grade for the unit will be determined by the other assessment tasks as stipulated in the unit guide
At the end of practice education, the SPEF-R’s are returned to Unit Chairs either via the student or you may choose to post it yourself. Please post to:
(Unit Chair Name) Occupational Therapy School of Health and Social Development Locked Bag 20000
Geelong 3220 The final decision regarding a satisfactory or unsatisfactory practice education performance is the
responsibility of the University. Timesheets
Students are required to record their practice education hours on the OST Practice Education timesheet, including the number of hours completed each day, each week and the total for each placement experience.
It is the student’s responsibility to bring a Practice Education timesheet along to their placement each day.
The total hours for each day are calculated from starting and finishing times; that is, lunch and tea breaks are included. If the student is participating in a camp where they are required to be on call throughout a 24 hour period, the total camp hours are to be included. Public holidays, ADO’s and RDO’s are not included unless they have been worked.
Timesheets are to be signed by the PE or by someone, other than the student, who can verify the student was participating in practice education.
Flexibility of hours may be possible in some circumstances, if negotiated with and agreed by the student, PE and DPEF. The site providing the practice education has the final say regarding hours of attendance.
Requests for additional practice education time (e.g. to make up for multiple occasions of sick leave or for extra time needed to reach competence) will be discussed and agreed upon by both the university and practice educator
Timesheets are to be submitted by students to a locked box at the University for verification.
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Student difficulties during practice education
Most problems that arise during practice education can be resolved through negotiation The support of the DPEF for both the student and the PE is crucial to aiding early identification and
subsequent resolution of problems Difficulties with attaining learning competencies or interpersonal problems between the PE and
student are expected to be identified early in placement and are to be dealt with in consultation with all parties
Difficulties that remain a problem at the mid-placement review, must be discussed in person with the student, PE and DPEF present. A Concerns Exist Form located in the SPEF-R and must be completed by the PE
When completed, the Concerns Exist Form must be forwarded to the DPEF or Unit Chair for the student.
When an issue is identified management strategies will be developed with the student, PE and DPEF. These will be documented. This provides the student with clear objectives and strategies for implementing change in order to enable them the opportunity to successfully complete placement. This process is closely monitored by the DPEF.
It is important that students see such opportunities for negotiation and development of documented management strategies as valuable learning experiences, which will enhance their preparation for entering the professional work environment.
It is important that students are involved in opportunities for negotiating outcomes and developing a solution with their PE, which can also be supported by the DPEF. Learning contracts may be used to facilitate this process
Withdrawal from Practice Education
The PE and/or DPEF may request that a student be withdrawn from practice education by the unit chair (which would usually result in a fail grade) in circumstances including:
- Illegal behaviour - Unethical behaviour (breaching the OT Code of Ethics). - Gross negligence or misconduct. - Consistent unsatisfactory performance after due instruction, guidance and mentoring - Serious health issues that impact on the student’s ability to undertake their placement Either the Unit chair or the placement provider may decide that a student will be withdrawn from
placement. The unit chair has the final responsibility for allocating the unit grade and the specific circumstances
surrounding practice education withdrawal will be considered when doing so Practice education may need to be repeated at an appropriate time in an appropriate centre in
order that the student has an opportunity to pass the placement and to meet the 1000-hour practice education requirement prior to graduation
Unsatisfactory completion of Practice Education
The decision to determine that a student’s performance is unsatisfactory is not an easy one A student should never expect to reach the end of practice education and be informed for the first
time that they have not achieved a satisfactory level of performance It is expected that PE communicate unsatisfactory performance and provide ample opportunity to
liaise with their PE, DPEF and unit chair in order to develop and implement relevant performance management strategies
Liaising with the Deakin Practice Education Facilitators The DPEF is there to support you as the PE while supervising Deakin OT students as well as supporting the student during their practice education experience. As discussed above, you are encouraged to contact the DPEF if any concerns or discussion points arise during the placement.
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The Occupational Therapy team would like to thank you for supporting Deakin University students.
References Office of the Privacy Commissioner. (2009). Office of the Privacy Commissioner, Sydney. Retrieved December 17, 2009, from <http://www.privacy.gov.au/> Privacy Victoria. (2008). Office of the Victorian Privacy Commissioner. Retrieved December 17, 2009, from <http://www.privacy.vic.gov.au/>. World Federation of Occupational Therapists. (2002). Minimum standards for the education of occupational therapists. Forrestfield, WA: Author
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