professional practice placements handbook · faculty of health and life sciences professional...

Faculty of Health and Life Sciences

Professional Practice Placements Handbook

BSc (Hons) Occupational Therapy MSc (pre-registration) Occupational Therapy

(2012 validated programmes)

Northumbria University, Faculty of Health & Life Sciences Practice Placements Handbook for Pre-Registration Students of Occupational Therapy – validated 2012

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CONTENTS INTRODUCTION .............................................................................................................. 5 QUICK REFERENCE INFORMATION ............................................................................. 6 PROFESSIONAL PRACTICE PLACEMENT ................................................................... 7

Rationale of Practice Placement ................................................................................... 7

LEVELS OF STUDY ........................................................................................................ 8 ROLES AND RESPONSIBILITIES ................................................................................... 9

Students ....................................................................................................................... 9 Practice Placement Liaison Tutor ............................................................................... 10 Guidance Tutors ......................................................................................................... 10

Practice Placement Co-ordinators .............................................................................. 10 Practice Placement Educators.................................................................................... 11 Practice Placement Facilitators (PPFs) ...................................................................... 11

PLACEMENTS OFFICE ................................................................................................. 12

Procedures for the Arrangement of Placements ......................................................... 13 ROLE - EMERGING PLACEMENTS ............................................................................. 13

Student Preparation .................................................................................................... 13

Educators Preparation ................................................................................................ 14 Organisation Preparation ............................................................................................ 14 Support during Placement .......................................................................................... 14

DOCUMENTS TO ASSIST STUDENTS’ DEVELOPMENT AND LEARNING DURING PRACTICE PLACEMENT .............................................................................................. 14

Personal and Professional Development File (PPDF) ................................................ 14

Portfolio of Learning Opportunities (PoLO) ................................................................. 15 Inter-professional Learning ......................................................................................... 16 Team Assessment of Performance in Practice (TAPP). ............................................. 16

PRACTICE PLACEMENT PROCESS ............................................................................ 16 Practice Placement Visit by the Guidance Tutor......................................................... 17

ASSESSMENT OF PRACTICE PLACEMENT ............................................................... 18 Formative Assessment ............................................................................................... 18

Module Assessment (Part A) ...................................................................................... 19 Summative Placement Assessment Form (Part B) ..................................................... 19

DIFFICULTIES ON PLACEMENT .................................................................................. 20

Incident or Issue on Placement - Other Than Failure of Placement ........................... 20 Withdrawing From Placement..................................................................................... 21

Failing a Placement .................................................................................................... 21 EVALUATION OF PRACTICE PLACEMENT ................................................................ 21

Online Evaluation ....................................................................................................... 21

Practice Placement Forum ......................................................................................... 21 Following the Placement ............................................................................................ 22

POLICIES AND PROCEDURES RELATING TO PRACTICE PLACEMENT ................. 22

Dress Code................................................................................................................. 22

Student Identification .................................................................................................. 24 Personal Hygiene ....................................................................................................... 24 Jewellery / Body Piercing and Tattoos ........................................................................ 24

Transport and Accommodation ................................................................................... 25 Car Insurance ............................................................................................................. 25 Supervision in the Placement Setting ......................................................................... 25 Lone Working ............................................................................................................. 26

PLACEMENT CONTACT HOURS ................................................................................. 26 Making-up Time .......................................................................................................... 26


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UNIVERSITY GUIDED LEARNING ............................................................................... 26

STUDY TIME ................................................................................................................. 27 ABSCENCES ................................................................................................................. 27

Unauthorised Absence Including Non Attendance ..................................................... 27 Private Appointments ................................................................................................. 28

HEALTH STATUS .......................................................................................................... 28 OCCUPATIONAL HEALTH SERVICE ........................................................................... 28 HEALTH AND SAFETY CHECKLIST ............................................................................ 28 POLICE CHECKS .......................................................................................................... 28 CONFIDENTIALITY ....................................................................................................... 28

STAFF BEHAVIOUR ...................................................................................................... 29 INSURANCE AND INDEMINTY OF STUDENTS IN PRACTICE PLACEMENT SETTINGS ..................................................................................................................... 29 COMMUNICATION AND STAFF DEVELOPMENT ....................................................... 29

Practice Placement Co-ordinators Meetings .............................................................. 29

Practice Placement Educators Development Workshops ........................................... 30 Practice Placement Educators Support and Updates ................................................. 30

SUPPORTING STUDENTS ON THE MSc (pre-registration) PROGRAMME ................ 30 REFERENCES............................................................................................................... 31 APPENDIX 1 - PROGRAMME STRUCTURES ............................................................. 32 APPENDIX 2 - PLACEMENT PROCESS ...................................................................... 35

APPENDIX 3 - PRACTICE PLACEMENT LEARNING CONTRACT .............................. 36 APPENDIX 4 - STUDENT INDUCTION CHECKLIST .................................................... 37

APPENDIX 5 - FORMAL SUPERVISION RECORD ...................................................... 38 Weekly Formal Supervision Record ........................................................................... 39

APPENDIX 6 - FORMATIVE ASSESSMENT................................................................. 42

Telephone/Email Record Of Mid-Placement Contact ................................................. 42 Formative Assessment Action Plan (sample) ............................................................. 43

Elective Placement (mid-placement) Formative Assessment ..................................... 44 APPENDIX 7 – PASS CRITERIA FOR SPECIFIC PLACEMENTS................................ 49

BSc (Hons) Occupational Therapy ............................................................................. 49 Level 4 – Placement 1 ............................................................................................ 49 Level 4 – Placement 2 ............................................................................................ 49 Level 5 – Placement 3 ............................................................................................ 49

Level 5 – Placement 4 ............................................................................................ 50 Level 6 – Placement 5a and 5b ............................................................................... 50

MSc (pre-registration) Occupational Therapy ............................................................. 50 Level 4 – Placement A ............................................................................................ 50 Level 5 – Placement B ............................................................................................ 50

Level 6 – Placement C ............................................................................................ 51 Level 6 – Placement D ............................................................................................ 51

APPENDIX 8 - PROCEDURES TO BE FOLLOWED IN THE EVENT OF FAILED ASSESSMENT IN PRACTICE PLACEMENT ................................................................ 52 APPENDIX 9 - PRACTICE PLACEMENT CONTACT HOURS ...................................... 54 APPENDIX 10 - SYNOPSIS OF MODULES .................................................................. 56

BSc (Hons) Occupational Therapy ............................................................................. 56

Level 4 .................................................................................................................... 56 OT0400 Introduction to Occupational Therapy .............................................................................. 56

OT0401 Science Base for Occupational Therapy 1 .......................................................................... 56

OT0402 Foundation Occupational Therapy Skills and Practice ....................................................... 56

OT0403 Factors Influencing Occupational Therapy Practice .......................................................... 57


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PR0400 Study Skills for Professional Practice .................................................................................. 57

PR0401 Foundation Skills for Safe and Effective Practice ............................................................... 58

Level 5 .................................................................................................................... 58 OT0500 Public Health in Contemporary Occupational Therapy Practice ....................................... 58

OT0501 Science Base for Occupational Therapy 2 .......................................................................... 58

OT0502 Developing Occupational Therapy Skills and Practice ....................................................... 59

OT0503 Entrepreneurship in Occupational Therapy Practice ......................................................... 59

PR0500 Evidence and Research for Professional Practice .............................................................. 60

PR0501 Developing Skills for Safe and Effective ............................................................................. 60

Level 6 .................................................................................................................... 61 OT0600 Complexity in Occupational Therapy Skills and Practice ................................................... 61

OT0601 Leading and Improving Occupational Therapy Practice .................................................... 61

OT0602 Communities and Practice in Occupational Therapy ......................................................... 62

OT0603 Preparation for Working Life in Occupational Therapy ..................................................... 62

OT0605 Evidence-based Practice Project ........................................................................................ 63

MSc (pre-registration) Occupational Therapy ............................................................. 63

Year 1 (Levels 6 & 7) .............................................................................................. 63 OT0604 Introduction to Occupational Therapy – level 6 ................................................................ 63

OT0700 Developing Occupational Therapy Theory and Practice – level 7 ..................................... 64

OT0701 Promoting Evidence in Occupational Therapy Practice ..................................................... 64

Year 2 (Level 7) ...................................................................................................... 64 OT0702 Leadership in Occupational Therapy Practice .................................................................... 64

OT0703 Entrepreneurship in Occupational Therapy Practice ......................................................... 65

OT0704 Contexts of Occupational Therapy Practice ....................................................................... 65

PP0189 Empirical Project................................................................................................................. 66

PP0190 Practice Project................................................................................................................... 67

PP0191 Systematic Appraisal of Published Research ...................................................................... 67


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INTRODUCTION

Welcome to Northumbria University and the Faculty of Health and Life Sciences. This handbook has been designed to give you an overall picture of placement organisation and how it affects you, either as a student or practice placement educator (PPE). Please read it carefully so that you can make best use of placement experience. Practice placements are an integral part of the occupational therapy programmes. For all occupational therapy students placements constitute approximately 1/3rd of the programme and 1000 hours must be passed on placement to enable registration with the Health and Care Professions Council (HCPC), (HCPC, 2009). All placements are provided by colleagues from other organisations, these may be NHS services, social services, schools, charities, private industry, etc. It is imperative that we work closely with the staff within these organisations and that all parties are clear about the roles and responsibilities they have. Practice placement educators are encouraged to attend Educator Courses and regular updates at the University, ensuring their own continuing professional development (CPD) and helping maintain quality of placement opportunities. Northumbria University aims to ensure that students have a meaningful placement experience. As part of this process, students need to understand how placements are organised; the support provided and the policies and procedures that guide the administrator, lecturers, students and placement staff (HCPC, 2009). It is hoped that the content of this handbook is comprehensive, and assists with ensuring practice placement is a valuable and enjoyable learning experience for all those involved.


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QUICK REFERENCE INFORMATION

Name of programme: BSc (Hons) Occupational Therapy MSc (pre-registration) Occupational Therapy

Address: Northumbria University Faculty of Health & Life Sciences Coach Lane Campus Benton Newcastle upon Tyne NE7 7XA

Tel No: 0191 215 6641

Fax No: 0191 215 6303

OT programme sick line: 0191 215 6393

Placement Liaison Tutor: Samantha Shann - 0191 215 6252 [email protected]

Programme Manager: Julie Lowe - 0191 215 6061 [email protected]

Placements Administrator (OT): Kevin Sugden - 0191 215 6088 [email protected]

Occupational Therapy Lecturers: Gemma Bradley - 0191 215 6289 [email protected] Derek Jones - 0191 215 6251 [email protected] Julie Lowe - 0191 215 6061 [email protected] Sandy Moffat - 0191 215 6633 [email protected] Paul Mottram – 0191 215 6541 [email protected] Elizabeth Purcell - 0191 2156642 [email protected] Samantha Shann - 0191 215 6252 [email protected] Stephanie Whittington 0191 2156542 [email protected]

mailto:[email protected]












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PROFESSIONAL PRACTICE PLACEMENT

RATIONALE OF PRACTICE PLACEMENT

Practice placement and university learning is integrated throughout the programmes and provides progression in the development of competence to practice. In order to satisfy the requirements of The World Federation of Occupational Therapists (WFOT), the College of Occupational Therapists (COT) and the Health and Care Professions Council (HCPC) a minimum 1000 hours of practice placement must be successfully completed (HCPC, 2009; COT, 2008; WFOT, 2002). Practice placement takes place at specific times during each academic year, please see diagram of programme structures, (Appendix 1). During the full-time undergraduate programme there are five periods of practice placement, and four in the MSc (pre-registration) programme. The experience gained will represent a variety of areas of occupational therapy practice and will cover mental health and physically oriented services, community and institutional settings and across a range of age groups. The timing and length of placements has been reviewed following evaluations from students, staff and practice placement educators and to arrange placements in line with other programmes with who shared/inter-professional learning will take place. The new structure is a result of discussions with practice placement co-ordinators, practice placement educators and student representatives and combines current successful features of longer periods of placement at appropriate times at each level of study. The principle features of the structure of practice placement are that:

the student has gained the necessary theoretical and practical preparation prior to practice placement at each level.

new learning, application and rehearsal are facilitated by increasing the length of placement as the programme progresses.

the contribution the student is able to make to the delivery of occupational therapy is reflected in the length of the placements.

practice placement contextualises learning at regular periods throughout the programme and each practice placement is linked to a specific academic module.

there is adequate time for students to reflect on placement learning in respect of personal and professional development and integration with university learning.

at levels 5 and 6 practice placement is integrated with enquiry and research and assists with identifying the evidence base to practice.

the student develops professional and personal key skills as they progress through the programme.

students at different education levels have the opportunity to learn together and with other health and social care students.

Learning outcomes in the module descriptors relate to and support each of the practice placements. Students are also expected to set specific personal learning outcomes for each practice placement. For each practice placement, every student is allocated a practice placement educator who is a qualified occupational therapist and/or trained as a practice placement educator. Each student is also allocated a guidance tutor from the core team based in the university. With the exceptions of placement 4 in the BSc (Hons) programme, and placement C in the MSc (pre-registration) programme all placements are organised by university staff. University organised placements take place within the geographical boundaries of the


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NHS Northern and Yorkshire Region. Placement 4/C is an elective placement, in respect of the speciality to be experienced and the location. In consultation with the practice placement liaison tutor students will make their choice within the usual constraints of costs, travel, accommodation etc. This placement may be in the UK or overseas. The overall profile of each student’s practice placement is monitored by the practice placement liaison tutors and maintained by the placements office staff, and a spread of experience is assured for each student. As all placements are linked with specific modules the assignments are designed to encourage integration of practice and theory. While on placement the students will have time allocated to other practice setting learning which will be linked to university modules. Hours allocated to practice placement, i.e. those hours that contribute to registration and the hours for other learning will vary according to the student’s level of learning.

LEVELS OF STUDY

The areas of learning within the 2 programmes; content, depth and breadth of study, mode of learning and assessment are organised to ensure appropriate academic rigour at each level of study. It is important to remember that although the students on the MSc (pre-registration) programme study at level 7 academically they are still pre-registration students and therefore are developing the same level of competency in practice as the BSc (Hons) students. The following shows how practice placement is divided into 3 levels of study. Level 4 The student will be able to:

demonstrate a sound foundation of underpinning areas of learning necessary for subsequent development.

show appreciation of basic concepts which inform professional practice.

practice at a safe level and demonstrate interpersonal competence.

effectively use information resources. Level 5 The student will be able to:

develop personal and professional values and beliefs

relate theoretical concepts to practice.

demonstrate ability to transfer and integrate learning from a number of related areas.

show competence in specific practice related techniques and organisational skills.

integrate research based evidence into learning. Level 6 The student will be able to:

demonstrate critical analysis of theoretical concepts.

show expertise in integrating theoretical concepts to areas of practice.

deal with change and uncertainty and be prepared to challenge.

use effective strategies to inform and develop knowledge and skills.

demonstrate skills of critical analysis and research consumerism. All modules of study from a specific level of learning must be successfully completed before a student can progress to the next level.


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ROLES AND RESPONSIBILITIES

STUDENTS

Students on the occupational therapy programmes are expected to function as adult learners and to take responsibility for their own learning and development. As part of this responsibility, students are required to prepare adequately for their forthcoming placements. They are assisted in this preparation by:

the university guidance tutor who assists with the student’s development of personal competencies and guides the student in the completion of their Personal and Professional Development File (PPDF).

the practice placement educator who provides detailed learning objectives for the particular placement offered.

practice placement liaison tutor who ensures placement preparation sessions have addressed professional practice issues.

The structure for preparation for practice placement is provided by the Personal and Professional Development File (PPDF). Students are responsible for:

making known to the placements office any personal circumstances which may impinge on the organisation of practice placement.

contacting the forthcoming placement centre 4-6 weeks before the beginning of the placement to ensure that all the practical arrangements are in order. The first contact should normally be by letter or email to the placement educator with a copy of the letter to placement co-ordinator.

informing the practice placement liaison tutor and/or guidance tutor and practice placement educator of any health or safety issues which may affect placement learning.

making arrangements with their guidance tutor for the pre- and post-placement tutorials.

completing the necessary pages of the PPDF and emailing these to or sharing PebblePad assets with their guidance tutor 24 working hours prior to the pre- and post-placement tutorials.

discussing the draft placement contract with the placement educator at the earliest available opportunity (normally the first day of the placement).

making good use of opportunities made available during the placement.

providing evidence of learning.

conducting themselves in an appropriate manner during all placement activities.

adhering to the rules and regulations of the placement centre when on placement.

preparing for, and contributing to, supervision sessions.

notifying any absences from placement, at the earliest opportunity, to both the placement educator and the university occupational therapy programme administrator.

making known any areas of concern to appropriate personnel in the placement centre and the university. Refer to the University’s Whistleblowing Policy.

participating in assessment discussions.

ensuring that all paperwork relating to the placement (hours contact form and summative practice placement assessment form) is submitted to the School Assignments Office on return to the university.

completing the online placement evaluation in a professional manner.

maintaining an up to date health record.


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PRACTICE PLACEMENT LIAISON TUTOR

The practice placement liaison tutor is assisted by an associate practice placement liaison tutor. They are responsible for ensuring a smooth transition for students between the university and placements setting. The practice placement liaison tutor is responsible for the placement content of modules linked with placements. They have responsibility for overseeing allocations to ensure students have a balanced placement profile and work with the placement office and practice placement facilitators (PPFs), in ensuring that appropriate placements are available and last minute arrangements are appropriate. The practice placement liaison tutor also has the responsibility for the student placement preparation sessions and policies and procedures associated with placement. The practice placement liaison tutor’s work together on activities associated with placement co-ordinators and placement educators including, preparation of new placement educators; study days; business meetings; quality assurance issues.

GUIDANCE TUTORS

All members of university staff provide guidance tutorial support to students who are undertaking practice placement; staff provide placement academic support for their guidance tutees. The guidance tutor is responsible, with the placement educator, for the student during the specific period of placement and plays an important part in ensuring a smooth transition from university based learning to placement learning and vice versa. As guidance tutors follow their students throughout the length of the programme it is envisaged that they can develop effective working relationships and support the student in the development of lifelong learning strategies. The responsibilities of the guidance tutor include:

ensuring the student has made contact with the placement centre.

the pre-placement tutorial.

formative visits/contact midway through placements.

the post-placement tutorial.

dealing with any queries or problems that arise during the placement, raised by either the student or placement educator, and if necessary, seeking the assistance of the practice placement liaison tutor.

liaising with the practice placement liaison tutor regarding any issues concerning practice placement.

PRACTICE PLACEMENT CO-ORDINATORS

The practice placement co-ordinator network provides an invaluable link in communication between university and practice placement educators. Practice placement co-ordinators represent a defined group of practice placement educators and are responsible for liaison with the practice placement liaison tutors and the School placement office. Their responsibilities are divided into four main areas:

organisation and co-ordination – including identification of staff who are able to perform the functions of a practice placement educator.

working closely with the PPFs to sustain practice placements within the work setting.

communication – including representing practice placement educators at business meetings.


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working with the PPFs regarding support and development – including facilitation of practice placement educator’s development with regard to student education, and facilitation of reflection on, and identification of, good practice.

PRACTICE PLACEMENT EDUCATORS

Practice placement educators are professionals who have undertaken a practice placement educator’s course, or are in the process of undertaking such a course. The practice placement educator is directly responsible for the student placed with them on a day-to-day basis, and is responsible for liaising with the student’s university guidance tutor and/or practice placement liaison tutors regarding issues or concerns regarding the student’s development and learning during the placement. Practice placement educators are responsible for:

detailed learning opportunities (QAA, 2007), to enable achievement of the placement assessment competencies, for the period of placement based on the student’s level of learning and reflect the service/practice area. These are required in advance of the placement commencing to assist the student to prepare for placement.

health and safety issues (QAA, 2007)

informal and formal supervision of the student

weekly formal supervision and planning for learning which is documented in the student’s Personal and Professional Development File (PPDF).

monitoring the students evidence of learning related to competencies.

documenting formative and summative assessments.

creating an environment conducive to learning.

supporting and guiding the student.

instructing the student on practical aspects of occupational therapy.

providing the student with the opportunity to rehearse knowledge and transfer skills.

providing experience in organisation and administrative procedures related to occupational therapy service delivery.

processing and ensuring completion of all necessary documentation for the student’s placement and programme requirements (formal acceptance of the student within the workplace, indemnity forms, student hours record, practice placement assessment form, etc).

Practice placement educators are responsible for communicating with the practice placement co-ordinator, university guidance tutors, practice placement liaison tutors, the placements office, and the PPFs, regarding issues related to the allocated student(s).

PRACTICE PLACEMENT FACILITATORS (PPFS)

The role of the practice placement facilitator (PPF) is to ensure the quality of the learning environment meets the minimum standards set by the professional, regulatory and statutory bodies. In order to achieve this they must work in partnership with clinicians, practice placement liaison tutors, practice placement educators and staff within the university. Broadly the role is to increase the range, quality and quantity of practice placements. Based within acute and primary care trusts across the region PPF’s support the needs of students and educators within a range of settings including local authority and the independent sector.


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Specific stratagems include the following:

To increase the range of practice placements: o the ’PPF's work with practice placement educators to identify new

opportunities and new services for student learning and to ensure placements reflect the wide range of settings in which occupational therapy is practised.

To increase the quantity of practice placements: o the PPF’s work with placement providers and the practice placement office

administrators to develop a systematic method of data collection with regard to the total number of placements offered and provided for Northumbria University students and for students from other universities. This data can then be used to identify current and potential capacity.

To ensure quality of placement provision is being monitored, maintained and improved:

o the PPF’s initiate new, and develop existing communication systems between practice placement educators, practice placement co-ordinators and academic staff to ensure:

all parties are aware of their roles and responsibilities. practice placement educators are updated regularly on changes

within the university and to the curriculum. the university remains up-to-date with changes affecting local

services. practice placement evaluations undertaken by students and practice

placement educators are passed on in an appropriate and timely manner to ensure they can influence service and academic development plans.

to work in partnership with placement providers to measure the quality of the learning environment via the collaborative review.

o PPF’s support practice placement educators to develop a Portfolio of Learning Opportunities (PoLO) to raise awareness and utilisation of all learning opportunities within a service, with the purpose of enabling students to gain a broad range of skills. This resource will support independent learning, providing information such as access to specialist practitioners, inter-professional colleagues, and library services.

o Strategies are being developed to support practice placement educators in supporting students with diverse needs to ensure compliance with the Disability Discrimination Act (1995) and Special Education Needs (2001).

PLACEMENTS OFFICE

The School Placements Office provides administrative support for the organisation of practice placements. The designated assistant placement administrator fulfils an important role in requesting practice placements through an annual trawl, and requesting further placements when there are:

short-falls in offers made by placement providers.

cancellations.

last minute necessary arrangements. The placement administrator is responsible for the initial allocation of students, taking into account personal circumstances, including wherever possible students’ financial constraints. The placement administrator works closely with the practice placement liaison tutor and is responsible for sending out appropriate documentation which


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supports each practice placement, and for ensuring that appropriate indemnity and police check requirements are in order. The placements office is also responsible for maintaining the records associated with practice placement. The Practice Placements Office is located in Room B104, Coach Lane Campus west and has the following opening hours:

Monday to Thursday: 8.30am – 5.00pm

Friday: 8.30am – 4.30pm A telephone answering machine service is in operation at all times. Further information related to Practice Placements can be obtained by visiting the Practice Placements website. To access our website, visit http://www.northumbria.ac.uk/sd/academic/sches/programmes/placements A map and details of how to get to Coach Lane by bus are provided via the following websites: http://northumbria.ac.uk/brochure/visit/campus_branch/clc_campus/clc_travel/ http://northumbria.ac.uk/brochure/visit/campus_branch/clc_campus/coach_campus/

PROCEDURES FOR THE ARRANGEMENT OF PLACEMENTS

Practice placements procedures are in place to ensure that all student placement requirements are dealt with in a systematic and objective way – ensuring equity throughout the process. It is important that students keep their Personal Circumstance Forms up to date as these are considered when placements are being allocated. Students will be allocated to suitable placements throughout their programme and notified approximately 6 weeks before commencement. This notification will be via ARC-WEB or University email (personal email addresses cannot be used).

ROLE - EMERGING PLACEMENTS

Role-emerging placements were established in the academic year 2005/06 however it was during the development of the Making It Real 2007 curriculum that they were fully integrated into the placement profile of the occupational therapy programmes. Bossers et al (1997) model of practice is adopted when establishing role-emerging placements i.e. placements occur in sites that have neither an OT service, nor an established OT role, the student is assigned to an agency staff member (on-site educator), as a contact person for agency issues and concerns, and is supervised by an off-site (OT) educator. The academic rationale for role-emerging placements is:

to encourage students to develop skills in clinical reasoning, resourcefulness and autonomy.

to encourage initiative, creativity and problem solving skill.

for students to assume responsibility for their own learning.

STUDENT PREPARATION

As well as the standard placement preparation session for placement, students undertaking a role-emerging placement also attend an extra 2 hour session, the session covers: philosophy and rationale for role-emerging placements; expectations; preparatory preparation (including discussion on government papers and agendas);

http://www.northumbria.ac.uk/sd/academic/sches/programmes/placements

http://northumbria.ac.uk/brochure/visit/campus_branch/clc_campus/clc_travel/

http://northumbria.ac.uk/brochure/visit/campus_branch/clc_campus/coach_campus/


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roles of people involved e.g. on-site educator, off-site educator; use of supervision; provision of evidence and assessment. Students carry out a pre-placement visit to the organisation and where possible have a ‘hand over’ meeting with students who have previously been on placement to the organisation. The placement process of pre- and post-placement tutorials still occurs, as does the mid-placement meeting.

EDUCATORS PREPARATION

Both on- and off-site educators receive a preparation session from the practice placement liaison tutor, where possible this will be done in small groups. The content is similar to the student preparation session plus further details on supervision requirements.

ORGANISATION PREPARATION

All organisations are visited by the practice placement liaison tutor prior to the placement being arranged, this ensures that student learning opportunities can be met. Following placements but especially after the first student placement into an organisation the placement liaison tutor will meet with the organisation, on-site and off-site educator to review the process and make adjustments and arrangements as necessary for future placements.

SUPPORT DURING PLACEMENT

Students and placement educators follow the standard placement procedure and contact the student’s guidance tutor if issues or problems occur whilst on placement. The placement organisation has regular contact with the placement liaison tutor throughout placements. Students on role-emerging placement attend the timetabled placement workshop along with their peers. Students on school based role-emerging placements also have an extra workshop during half term school holidays; the one day workshop is held at the university and aims to facilitate students reflection on placement and share experiences to date, the rest of half term is for students to use as planning time and start planning OT interventions.

DOCUMENTS TO ASSIST STUDENTS’ DEVELOPMENT AND LEARNING DURING PRACTICE PLACEMENT

PERSONAL AND PROFESSIONAL DEVELOPMENT FILE (PPDF)

To provide a structured and regularly documented approach to integrated and reflective learning, a PPDF has been developed. The PPDF aims to help students integrate university and placement learning and encourage lifelong learning in consideration of HPC’s requirement for continuing professional development (CPD) (HPC, 2006). The PPDF and Record of Placement Learning is intended to assist with the complex process of identifying learning needs and achievements related to placement. It has been developed to encourage the development of negotiation skills, self-awareness and reflection. The PPDF accompanies the student to each practice placement setting and is a central resource of details of the student’s development and needs.


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The Record of Placement Learning contains:

specific learning opportunities for each placement area which the student obtains from the placement centre.

a reflective account of the student’s learning expectations and achievements.

written statements resulting from the pre- and post-placement tutorials undertaken with the guidance tutor.

specific personal areas of development and learning outcomes identified by the student and agreed with the practice placement educator, with clear indicators of how evidence will be provided.

written records of the weekly supervision session between the practice placement educator and student.

mid-placement summary.

a summary of achievement documented by the practice placement educator at the end of the placement.

The placement documents within the PPDF are shared documents to which the student, practice placement educator and guidance tutor have access. This ensures all persons involved in the educational process are furnished with essential information and that communication is open and clearly documented.

PORTFOLIO OF LEARNING OPPORTUNITIES (POLO)

This is a document held in the placement area (some are available on the university website) and is a resource for all staff involved in lifelong learning activities; it is not only for use by occupational therapy students. The document will clearly outline learning opportunities available to all within the service and how these may be accessed. The document will include the following:

skills and resources available within the immediate service.

opportunities for multi-professional and inter-professional working/learning.

access to specialist practitioners.

the expected patient pathway/pathway of care.

library services, such as: o study space o internet access o intranet access o journals o books

in-service training opportunities The document should also demonstrate a range of learning and teaching strategies suitable for adult learners. Part of the file will provide evidence to students and other stakeholders that the placement is occurring within a quality service, which operates a learning culture. It will include:

roles/responsibilities supervision strategies support mechanisms staff/students communication systems policies and procedures health and safety personal security training record extra support for the exceptional/failing student.


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INTER-PROFESSIONAL LEARNING

Working in the practice settings may be seen as the most effective way of achieving the goal of inter-professional learning. Students will be expected to observe, participate and engage in inter-professional and inter-agency work during their placements in order to meet assessment competencies. In the practice settings, students will have opportunities to evaluate the nature of team working and their own contribution to caring for patients/clients in an inter-professional context. The students are required to meet these specific learning objectives and to provide evidence of having achieved this. Practice environments should endeavour to support students by creating a culture in which inter-professional working is the norm rather than the exception. It is then that students will be able to work within a culture in which teams are set up as coherent, interdependent units and are sustained as such.

TEAM ASSESSMENT OF PERFORMANCE IN PRACTICE (TAPP).

During this placement students are being encouraged where appropriate and through discussion in supervision to use the Team Assessment of Performance in Practice (TAPP). TAPP is a type of Multi-Source Feedback (MSF) assessment and is an instrument which has been designed specifically for the measurement of students’ performance in the workplace, around generic areas of competence such as communication, professionalism, clinical decision making, team-working and organisational skills. Through the collation and analysis of judgements from a range of individuals from within the clinical team, all of whom will have had the opportunity to work with or observe you the student over a period of time, a more valid and reliable (evidence-based) decision regarding progress / competence in these areas can be made. The combination of several different opinions can give an accurate and powerful insight into the strengths and weaknesses of students’ performance in practice, and valuable feedback that can be used to help your progression. The TAPP report can be used as evidence towards some of the competencies on the Placement Assessment Form. Further details can be found at: http://www.northumbria.ac.uk/sd/academic/sches/programmes/placements/TAPPInfo/?view=Standard

PRACTICE PLACEMENT PROCESS

After allocation of a placement, or verification of the elective placement, the following process will occur, see also Appendix 2:

the student will write to the practice placement educator, with a copy of the letter to the practice placement co-ordinator, approximately 4-6 weeks before the placement is due to start.

the student will be sent, by the practice placement educator, details of the placement, specific learning opportunities and guidelines to aid preparation.

the student will prepare for the pre-placement tutorial by identifying personal learning outcomes that will help them achieve the competency statements on the placement assessment form.

http://www.northumbria.ac.uk/sd/academic/sches/programmes/placements/TAPPInfo/?view=Standard

http://www.northumbria.ac.uk/sd/academic/sches/programmes/placements/TAPPInfo/?view=Standard


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a pre-placement tutorial will occur with the guidance tutor which will aid the student’s theoretical, practical and personal preparation. At the end of the tutorial the learning contract will be drafted in the PPDF.

On the first day of each placement the draft learning contract (Appendix 3) will be discussed with the practice placement educator in order to:

establish the student’s achievements, competency level to date and identify areas for development.

finalise the placement learning programme and learning contract, clearly identifying how evidence of learning will be provided.

ensure mechanisms are in place for continuous evaluation of the learning process and outcome.

clarify the role of learner and educator in the particular setting.

establish how the hours for placement setting learning will be organised. During the first week the student induction checklist should be completed. (A sample copy is provided in Appendix 4). Throughout the placement:

a weekly supervision session will be held which will be documented, sample documentation sheets can be found in Appendix 5.

practice setting learning will be undertaken. At approximately the halfway point in each placement, a formal review of progress and a formative assessment will be undertaken involving the student and practice placement educator. This review will ascertain the level of achievement to-date and indicate the level of performance in relation to the competencies. This review and an indication of a pass/fail mark will be documented and discussed with the guidance tutor; one copy will be placed in the students’ PPDF and another in the student’s university records. Guidance tutors will carry out formative visits/contact at approximately the halfway point of the placement. At the end of the placement the student and practice placement educator will:

ensure all competencies are reviewed.

consider statements to be made on the final placement assessment form and ensure weekly supervision statements are incorporated into the discussion.

complete the end of placement assessment form (practice educator).

complete the online placement evaluation (student).

complete necessary sections of the PPDF.

PRACTICE PLACEMENT VISIT BY THE GUIDANCE TUTOR

Midway through placements (with the exception of Placement 1 and the elective placements) guidance tutors will carry out a formative visit. This visit fulfils both a pastoral and formative assessment function; it is intended to provide both student and practice placement educator with support. It is essential that the halfway formative assessment form (see later section and appendix 6), has been discussed by the practice educator and student prior to the visit and that the opportunity is used to raise any issues and/or concerns regarding the student’s learning opportunities and/or level of performance. The visit will always follow the same format:


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private discussion between the student and guidance tutor.

private discussion between the practice placement educator and guidance tutor.

three-way discussion between student, practice placement educator and guidance tutor.

A formal review of the student’s progress and achievement to date is undertaken during this visit. The following issues will be discussed:

the structure and process of the student’s placement learning experience including supervision arrangements, use of placement setting learning and the student’s weekly timetable.

a review of the learning contract and weekly learning outcomes, including evidence provided of learning taking place.

the level of client/patient contact in relation to the student’s level of study.

the level of the students learning i.e. are appropriate theory/practice links being made.

a review of the documentation of weekly supervision sessions.

service delivery issues which are considered to have an effect on placement learning.

The outcome of the review will ascertain the student’s level of achievement to date and indicate their level of performance in relation to the competencies. This review and an indication of a pass/fail mark will be documented and a copy placed in the students’ PPDF. Samples of formative visit forms can be found in Appendix 6 Further visits can be arranged at the request of either the student or practice placement educator or if deemed advisable by the guidance tutor. On placements where students are not visited mid-placement feedback is still required via telephone, email or written forms.

ASSESSMENT OF PRACTICE PLACEMENT

FORMATIVE ASSESSMENT

The formative assessment takes place in the placement setting when the student and practice placement educator meet at approximately the halfway point in the student’s placement. At this time the student and practice placement educator will be expected to:

outline the student’s achievements to-date by providing examples as evidence.

outline areas considered to require attention during the remainder of the placement in order for the student to be able to demonstrate his/her level of the competency.

engage in discussion about the level of the student’s performance in relation to each of the competencies and indicating an overall pass/fail mark.

agree teaching and learning arrangements to aid achievement of the competencies and learning outcomes.

The outcome of the formative assessment will be discussed with the guidance tutor either at the placement visit, via telephone and/or at the student tutorial group. During the elective placement a mid-placement evaluation is completed by the practice placement educator and student, a copy is forwarded to the student’s guidance tutor or the practice placement liaison tutor.


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Please see Appendix 6 for copies of appropriate mid-placement forms.

MODULE ASSESSMENT (PART A)

Each placement is attached to a module, the structure and content of Part A assignments will vary according to the student’s level of learning, the academic content of the module and/or the type of placement. The types of assignment will encourage students to integrate theory and practice through a range of means, for example, OSCE, simulation, oral /visual presentation and written reflection.

SUMMATIVE PLACEMENT ASSESSMENT FORM (PART B)

The summative practice placement assessment form is on a pass/fail basis and forms Part B of the module assessment. The areas to be covered in the assessment form will relate to the development of personal and professional competencies and be integrated with the learning outcomes of the particular modules. The placement assessment form requires comment on 3 domains:

professional suitability (which is the key domain and cannot be overridden by achievement in the other 2 domains).

therapeutic skills.

inter-professional skills and professional development. Each placement has its own assessment form, however the format is the same for all placements. The form is competency based and encourages continuing development of skills throughout the programme. The competencies are based on The Code of Ethics and Professional Conduct for Occupational Therapists (COT, 2010), Standards of Conduct, Performance and Ethics (HPC, 2008), Standards of Proficiency (HPC, 2007), OT Benchmark Statement (QAA, 2001) and the learning outcomes of each university/placement linked module. The placement assessment form will be completed as a result of joint discussion between the placement educator and the student at the end of the placement. Each of the 3 competency domains is divided into five-competency statements as identified below: Professional Suitability The student is able to demonstrate:

1. professional accountability. 2. a duty of care to their clients. 3. the ability to provide occupational therapy services in a respectful and non-

discriminatory manner. 4. professional integrity. 5. effective use of resources.

Therapeutic Skills The student is able to demonstrate:

1. the use of theories, models, approaches and concepts of OT. 2. the ability to effectively implement the OT process. 3. knowledge and use of occupation. 4. knowledge of conditions and their effect on occupational performance. 5. the ability to facilitate change.

Inter-professional Skills And Professional Development


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The student is able to demonstrate: 1. personal development. 2. professional development. 3. the ability to establish and maintain effective therapeutic relationships. 4. the ability to establish and maintain effective professional relationships. 5. management and organisation skills.

Each of the competencies will be broken down into objective statements. At each academic level there will be a number of objectives that must be passed by the student. The objective statements will be progressive leading to the student being competent to practice by the end of the programme. For example: In the BSc (Hons) programme at level 4 each competency has two objective statements, during Placement 1, one objective statement from each competency statement must be achieved in order for the student to pass. In placement 2 both objectives must be achieved in order for the student to pass the placement and to allow for progression to level 5 placements. This repeats itself throughout the practice placements. The exception to this is the professional suitability domain where there is only one objective statement per competency and these must be achieved at each level for each placement in order for the student to pass. As this is progressive students undertaking level 5 and level 6 placements must pass objective statements at the lower levels as well as those for the present placement. The placement assessment form is available on the university website. http://www.northumbria.ac.uk/sd/academic/sches/programmes/placements/phad The specific pass criteria for each placement is available in Appendix 7.

DIFFICULTIES ON PLACEMENT

If any student or practice placement educator requires advice/help/support or encounters any problems he/she is encouraged to make contact with the students guidance tutor, or speak to the practice placement liaison tutors as soon as possible, contact details are available on page 5.

INCIDENT OR ISSUE ON PLACEMENT - OTHER THAN FAILURE OF PLACEMENT

For example a student at risk or following a health and safety issue; initial contact via student email or telephone – could be made by the student or practice placement educator.

The student / practice placement educator should document the incident or issue.

Practice placement co-ordinator, practice placement liaison tutor, programme manager and guidance tutor made aware of situation.

Contact should be made with the student / practice placement educator to confirm details of the incident (normally by the guidance tutor).

Clarification of issue with the student / practice placement educator.

Issue resolved by telephone contact – this should be documented by the guidance tutor.

Completed documentation is housed within the individual student’s file. Issues not resolved by telephone contact.

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Guidance/practice placement liaison tutor to visit ASAP to address concerns of the student/ practice placement educator.

Visit Report Form and action plan completed.

Completed documentation to be housed within the individual student’s file.

WITHDRAWING FROM PLACEMENT

If a student withdraws from placement for whatever reason the assessment will not be completed and the mark recorded will be zero.

Each case will be reviewed on an individual basis.

If the student feels that there are personal extenuating circumstances (PECs) that have affected the completion of the placement there is a university process for declaring PECs (refer to Student Handbook).

The Exam Board considers the result of the submission of PECs.

If the placement is recorded as a fail the highest mark awarded for the module on resubmission will be 40%.

If the PECs are accepted the student will take the placement as for the first attempt.

If the placement provider withdraws the placement; each case will be reviewed on an individual basis. The university will allocate a new placement at the first available opportunity.

FAILING A PLACEMENT

Further details are available in Appendix 8 however the diagram on the following page shows the procedure that should be followed if there are concerns at any stage of the placement regarding the student’s ability to pass the placement.

EVALUATION OF PRACTICE PLACEMENT

ONLINE EVALUATION

The student is provided expected to complete the university online evaluation form which requires the student to answer questions around the quality of the placement and the learning opportunities provided. The purpose of this exercise is to provide feedback for the university, practice placement providers, and to form part of the audit tool for the practice placement facilitators. Students must complete the online evaluation form to gain access to future placement details. Summaries of the completed evaluation forms are shared with placement providers via the PPF’s and/or the placement liaison tutor. Feedback should be given professionally with criticism worded in a constructive manner.

PRACTICE PLACEMENT FORUM

This takes place in the university once per semester and is linked to the student forum. The forum is student led and provides opportunity for the students, practice placement liaison tutors, and the programme manager to talk about matters related to practice placement. The discussion forms part of placement evaluation and is expected to develop themes that students have already discussed with their guidance tutors and/or practice placement educators. The forum offers a further feedback mechanism to the written evaluation every student completes at the end of each placement.


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FOLLOWING THE PLACEMENT

Students must ensure on leaving the placement they are in possession of the original copy of the completed final practice placement assessment form. The student’s completed placement assessment form and original contact hours sheet (Appendix 9) must be handed in at the Assignments Office; students will be advised of the exact dates prior to the start of each placement. On return to the university students will attend a post-placement tutorial; the post-placement tutorial aims to:

review the practice placement assessment form in relation to achievement of competencies and personal learning outcomes.

consider future personal and professional development in relation to the competencies and the students personal development.

ensure the reflections of the student and guidance tutor are entered into the PPDF.

start planning for the next placement.

POLICIES AND PROCEDURES RELATING TO PRACTICE PLACEMENT

Please access the university website at: http://www.northumbria.ac.uk/sd/academic/sches/programmes/placements/policies for the most recent versions of policies and procedures relevant to occupational therapy students on placement, below is further information for clarification.

DRESS CODE

The student must follow the uniform policy of the placement provider. In addition, it is expected that students will dress in a way that supports the perception of personal and professional integrity as this will have a direct effect on the therapist/client relationship and subsequent professional interventions, whilst helping to maintain staff and patient/client safety.

The values and religious/ cultural sensitivities of clients/patients in relation to dress should be remembered and due respect given to this, in particular when visiting their homes. In some placement areas (such as learning disabilities and mental health) it may be inappropriate to wear a uniform.

Religious requirements regarding dress will be treated sensitively and will be agreed on an individual basis with the programme manager.

Care must be taken to avoid dressing in such a way that could be seen as politically, culturally, ethnically or sexually provocative or inappropriate.

When on a hospital placement it is normal practice not to wear a uniform outside the hospital. Whilst on community placement, students should be aware of their public appearance and may not go into shops or public houses whilst in uniform.

In settings where uniforms are not worn – but students are required to dress informally, but smartly - please ensure the placement provides a uniform policy.

Hair should be tidy but can be loose as long as it does not inhibit vision or is a risk factor for the student.

Jewellery should be discreet and conservative however some Trusts may have a no jewellery policy which needs to be followed. Earrings should be limited to one pair of studs or sleepers/small rings.

Shoes should be practical i.e. no high heels/strappy unstable sandals.

http://www.northumbria.ac.uk/sd/academic/sches/programmes/placements/policies


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The following should never be worn: o torn, dirty, or generally untidy clothing o shorts or short skirts o low neck blouse or T-shirts o anything transparent o long scarves around the neck o inappropriate (high, unstable or loose fitting) footwear o tight or revealing clothing

If clothing is lost or damaged whilst on duty the local Trust/placement area policy should usually apply.

Any student considered inappropriately dressed may be sent home and will be reported absent until they return to the placement appropriately dressed. Any such absences will be reflected on the students’ hour sheet. If inappropriate dress is a persistent problem for a student, the practice placement liaison tutor and programme manager will be informed which may in turn lead to disciplinary action.

Assumptions regarding dress code must not be made. Students must take full uniform to all placements unless directed otherwise.

STUDENT IDENTIFICATION

Photo/identity badges stating name and identification must be worn. Patient/clients have a right to know who is looking after them (Patient’s Charter). To minimise risk when patient handling this is the only badge that may be worn whilst on placement.

University identification cards must be carried all the time for hospital security purposes. Students may also be required to hold a Trust identification card.

PERSONAL HYGIENE

Fingernails should be clean, short, and without nail varnish to prevent clients being scratched. It is possible for a varnish chip to enter a wound and cause infection.

Perfume and aftershave should be discreet and not overpowering as patients/clients can find strong smells nauseating.

Hair should be clean and well groomed, and away from the face. If hair falls below the collar line it should be tied back without adornment. Sharp points e.g. in hair fastenings, ribbons, scarves and hats are a source of infection and a safety risk and are therefore not to be worn with uniform.

Male students should be clean shaven, or if a beard or moustache is worn, this must be well groomed and of moderate length.

JEWELLERY / BODY PIERCING AND TATTOOS

Minimal jewellery should be worn in order to prevent injury to patient or self.

A wedding ring maybe accepted however Trust/department policies must be adhered to. Watches should be removed during patient contact.

Earrings – one set of stud earring are accepted. Drop or hoop earrings are unacceptable.

Facial jewellery - Nose rings, lip rings, tongue studs and eyebrow studs are not acceptable and should be removed.


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TRANSPORT AND ACCOMMODATION

Arranging accommodation/transport is the student’s responsibility. If a student requires accommodation whilst on placement, it is his/her responsibility to organise this. Therefore, it is in the students own interest to contact the placement area well in advance to check if accommodation is available and the cost. Please note, not all placements are able to offer accommodation. If the placement area is unable to provide accommodation, it is the STUDENT’S RESPONSIBILITY to find appropriate accommodation e.g. B&B. The PPF’s may also be able to provide advice regarding the availability of accommodation in specific placement areas. Students requiring guidance on claiming expenses for accommodation or travel can collect claim forms from the Student Support and Advice Centre (C011).

CAR INSURANCE

Students intending to travel to and from the placement using their own car are reminded to check with their insurance company to ensure that they are adequately insured. Travel between hospital sites will require the insurance policy to cover business use. Use for ‘social, domestic and pleasure’ does not cover a motor vehicle for travel between hospital/placement sites. It is the each student’s responsibility to ensure that all journeys are appropriately covered by their own insurance policy. Students must check their Insurance Certificates and contact their insurance company to ensure that they are adequately covered. Whilst on placement students should not use their car to transport staff, patients or equipment.

SUPERVISION IN THE PLACEMENT SETTING

Students are expected to have a minimum of one hour formal supervision per week with their named practice placement educator. This allocated time provides opportunity for the practice placement educator and student to discuss placement activities, teaching/learning opportunities, the student’s personal growth and to evaluate performance on a formal basis. It provides a forum for the practice placement educator to give advice, guidance and feedback, and for the student to express anxieties and identify learning needs. This supervision session must be carried out in a private and confidential environment, free from interruptions, and in a manner conducive to open and honest two-way communication. The student and practice placement educator must prepare for the supervision session and there should be an agenda agreed by both. The student is expected to take an active part in this important learning opportunity. The discussion should:

outline the student’s achievements to date, i.e. review the learning outcomes and examples provided as evidence of learning.

outline areas considered to require attention during the remainder of the placement in order to meet the learning outcomes and placement competencies.

engage in discussion about the level of the student’s performance.

agree teaching and learning arrangements, setting learning outcomes to aid achievement of required competencies.

discuss the location for the following weeks placement setting learning.


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The outcome of supervision must be documented in the student’s PPDF at the time of supervision and should be signed by both student and practice placement educator as a true record. A sample copy of documentation can be found in Appendix 5.

LONE WORKING

In some placement settings it may be appropriate for students to work individually; this is at the discretion of the practice placement educator who will consider their own professional code of ethics, client/patient needs and safety, student safety and the student’s ability and level of learning. At all times Trust/organisation policies and procedures related to lone working must be adhered to. The University policy is available on the university website site. http://www.northumbria.ac.uk/sd/academic/sches/programmes/placements/policies

PLACEMENT CONTACT HOURS

Occupational therapy placements are based on 37½ hours per week however during some placements the 37½ hours will be split between placement and university learning i.e. the student may actually only be on placement 24½ hours per week. Placement contact hours are those hours which are completed by a student during practice placement which are related to patient/client contact and service provision. In line with HCPC requirements, students must successfully complete a minimum 1000 hours of practice placement in order to be eligible for registration. Each student is issued with an hours contact sheet for each period of practice placement. It is the student’s responsibility to keep an accurate record of the hours worked each day and to have the weekly total agreed and signed by the practice placement educator. The lunch break period does not count in the day’s total. The hours are rounded down to the nearest quarter of an hour. NB: Any significant difference in placement hours should be discussed with the practice placement liaison tutor. (An example of an hours contact sheet is in Appendix 9).

MAKING-UP TIME

If the student does not have sufficient hours to complete the programme (i.e. if hours have been lost through sickness or absence) they are required to make up the time at the end of the programme. This is to ensure that students make up the relevant hours and type of experience in order to meet the regulations of the programme and the regulations of the Health Professions Council. Please be note that ‘make up time’ must be sanctioned through the practice placements office and practice placement liaison tutor.

UNIVERSITY GUIDED LEARNING

During some placements students are allocated set hours to carry out learning related to university based modules. These hours are the responsibility of the university academic staff who will set the students assignments. I.e. it is not the responsibility of the placement educator to set work or supervise the student during these hours. The actual timing of the learning hours is to be negotiated between the practice placement educator and student. Placement setting learning can either take place within the placement setting, or at another location e.g. home, university. Again this detail is to be



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negotiated between the practice placement educator and student and must fit in with the service provision. The purpose of this learning is to provide specific times each week in which the student will be able to enhance his/her knowledge in areas related to placement and integrate theory to practice. NB: University guided learning is NOT to be counted in the student’s placement contact hours.

STUDY TIME

On full-time placements i.e. those where the student is on placement 37½ hours per week they, the student is entitled to a half days study per week. This is to help integrate practice into theory and vice versa. The placement educator may set the student work that is appropriate to the student’s level of learning and that links clearly to the objective statements on the placement assessment form, i.e. the work should act as evidence of achieving the competencies or be directly linked to clinical practice. Study time needs to be integrated throughout the placement. Study time meeting these guidelines can be recorded as placement hours on the hours form.

ABSCENCES

Students are responsible for informing their practice placement educator of any absences at the earliest opportunity. Absence through illness or other unavoidable circumstances must be notified at the beginning of the same working day. It is the student’s responsibility to ensure that the information reaches the named practice placement educator, and that if a message is left with another member of staff, the student keeps a record of the member of staff contacted. The student is also responsible for informing the occupational therapy programme administrator at the earliest opportunity. See student handbook for further details. Planned absences must be discussed and agreed with university (programme laed) and the practice placement educator. If a student is absent from the placement for a substantial period of time (one week or more in total) then this absence must be discussed with the practice placement liaison tutor to ensure that the placement period is still viable.

UNAUTHORISED ABSENCE INCLUDING NON ATTENDANCE

Absence from the placement, such as non-attendance which has not previously been negotiated, and is not sick leave, demonstrates unprofessional behaviour that reflects negatively on the student in terms of their professional accountability, ability to communicate, show respect for others and meet the competency requirements. This should be reported to the University/students guidance tutor immediately. It will be taken up with the student at the University and could lead to disciplinary action. Absence in terms of professional conduct should also be taken up by the student’s educator who will expect the student to acknowledge that absence is unacceptable, apologise for their behaviour and provide assurances that the problem will not recur again.


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PRIVATE APPOINTMENTS

Students will be expected to arrange these types of personal appointments during their own time. Any time missed from placement will be recorded on students’ hours sheets

HEALTH STATUS

On receipt of confirmation of acceptance of a place on the programme at Northumbria University, all students are sent a joining package which includes health screening procedures. All students have to complete a Declaration of Health Form, which is returned to the university medical officer and must gain health clearance. Students have to provide evidence of up-to-date immunisations. A system of regular health checks is in operation, particularly prior to, and following, practice placement to ensure students’ and public safety, e.g. in relation to MRSA. Students are expected to declare health issues to their practice placement educator prior to the start of placement. Please note if you have been to a MRSA hotspot then it is important that you arrange for MRSA testing PRIOR to commencing your placement by contacting Occupational Health.

OCCUPATIONAL HEALTH SERVICE

WorkLife & Wellbeing Centre Building 15 Campus for Ageing & Vitality Westgate Road Newcastle upon Tyne, NE4 6BE Tel: 0191 282 1188 Fax: 0191 2821199 Email: [email protected]

HEALTH AND SAFETY CHECKLIST

Although practice placements will have their own health and safety procedures for students and will inform the student of these procedures within the first days of the placement, Northumbria University has Health and Safety Guidelines. The guidelines include a checklist, which is provided to each student for completion in each placement. Students are required to show this checklist to their practice placement educator on the first day of placement, and the practice placement educator has responsibility to ensure that the checklist has been considered by the end of the first week of the placement. NB For information a copy of the checklist is included in Appendix 4.

POLICE CHECKS

The joining package (see above section) also contains a mandatory police check to be undertaken on behalf of every student. Students are required by the university registrar to instigate a process under the 1999 Disclosure of Criminal Convictions of Those with Access to Children. Any disclosure of convictions is considered by a central University Committee as to whether the Student’s application is allowed to proceed. All students on the occupational therapy programmes require enhanced CRB clearance, see programme handbook for further details.

CONFIDENTIALITY

Confidentiality will be maintained at all times, refer to the Code of Ethics and Professional Conduct (COT, 2010):


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Students should never discuss clients/patients outside of the placement area, particularly in public places. Any theory assignments directly related to the placement should maintain anonymity for both staff and clients/patients.

Students should also think very carefully about what information is disclosed to clients/patients about themselves e.g. where they live, who they live with etc.

There are situations where it is highly inappropriate to discuss any level of personal information with clients/patients – please discuss with practice placement educators for further guidance.

Students must be aware of their rights, and the rights of others (e.g., members of staff, clients, relatives etc) to access information.

STAFF BEHAVIOUR

Where it is felt by a student that a member of staff's behaviour has been inappropriate, the student must in the first instance report and discuss the matter with their practice placement educator/placement manager or PPF. If they feel this is not possible, they should inform their guidance tutor, practice placement liaison tutor or programme manager. A copy of the Whistleblowing Policy and Procedure is available online via the Practice Placements website. http://www.northumbria.ac.uk/sd/academic/sches/programmes/placements/policies

INSURANCE AND INDEMINTY OF STUDENTS IN PRACTICE PLACEMENT SETTINGS

Students are provided with a copy of the University’s position in relation to insurance cover for essential elements of the programme, including practice placement. Students are also offered the opportunity to become student members of the British Association of Occupational Therapists (BAOT) with the associated insurance benefits. The University provides placement settings with an Indemnity Form, for each student, for each placement, which must be completed and returned to the placements office prior to the commencement of the placement. Any deviation from the University indemnity form requires attention by the University legal representatives. The processing of the Indemnity Form is the responsibility of the practice placement co-ordinator and the placements administrator.

COMMUNICATION AND STAFF DEVELOPMENT

PRACTICE PLACEMENT CO-ORDINATORS MEETINGS

The membership of these meetings comprises the practice placement liaison tutors, the programme manager of occupational therapy education, practice placement co-ordinators, PPFs, placement representatives of the occupational therapy management committee, student representatives from each of the programmes. The meetings are organised to occur once per semester and all practice placement co-ordinators are invited to attend the meetings. The aims of the meeting are:

to discuss developments in, and the maintenance of, minimum standards of practice placement.

to discuss policy changes and developments, programme requirements and developments.

to discuss matters that have an effect on:



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o comparability of university and placement assessment outcomes. o co-ordination of placement activities.

to provide practice placement co-ordinators and students with a forum for discussing matters related to practice placement.

to disseminate information about university, health and social services’ events that are relevant to practice placement.

to consider the content of workshops, study days and short course for the continuing education of practice placement educators.

PRACTICE PLACEMENT EDUCATORS DEVELOPMENT WORKSHOPS

Workshops are arranged in order that all practice placement educators have the opportunity to discuss issues relevant to practice placement. The topics for these days arise from suggestions submitted to the placement liaison tutors and through the placement co-ordinators meetings. Practice placement co-ordinators and practice placement educators contribute to the annual programme review to ensure that the placement component of the curriculum is adequately represented in the quality assurance process. In addition to regular contacts and meetings consultation with the service managers and providers takes place through, for example postal questionnaires, curriculum updating, informal meetings.

PRACTICE PLACEMENT EDUCATORS SUPPORT AND UPDATES

Trusts/departments can invite the placement liaison tutor to staff meetings to discuss specific issues. The practice placement liaison tutors are available for discussion with all PPF’s, practice placement co-ordinators and practice placement educators. Practice placement educators are encouraged to contact the guidance tutor who is allocated to a particular student, or either of the placement liaison tutors, to discuss any issue(s) that may arise and if necessary to arrange an additional visit.

SUPPORTING STUDENTS ON THE MSC (PRE-REGISTRATION) PROGRAMME

It is important to remember that students following this programme of study are pre- registration occupational therapy students. By the end of the 2 year programme the student must have completed 1000 hours of practice placement hours and achieved the necessary competencies to register as an occupational therapist. This is the same as for undergraduate students. The masters degree programme has been designed to meet the needs of graduates with a first degree in a subject related to occupational therapy. Master’s level students need to be able to quickly transfer previous learning and integrate this with specific knowledge and skills of occupational therapy. They will be expected to show mastery in academic subjects and to use this level of ability in understanding and developing competence when working with clients/patients and carers. Practice placement educators need to recognise that although these students are working at a higher academic level their practical knowledge, experience and skills are the same as for undergraduate students; therefore master’s students will still require the same level of supervision as students on the BSc (Hons) programmes. The process of practice placement is the same for the MSc (pre-registration) programme as it is for the BSc (Hons) programmes. The placement assessment form is also the same.


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REFERENCES Bossers, A., Cook, J.V., Polatajko, H.J., and Laine, C. ( 1997) Understanding the role-emerging fieldwork placement. Canadian Journal of Occupational Therapy, 64 (2): pp.70-81. College of Occupational Therapists (2010) Code of Ethics and Professional Conduct for Occupational Therapists. London. College of Occupational Therapists. College of Occupational Therapists (2008) College of Occupational Therapists Pre-registration Education Standards, Third edition. London. College of Occupational Therapists.

Health and Care Professions Council (2009) Standards of Education and Training. London. Health and Care Professions Council. [Online]. Available at: http://www.hpc-uk.org/assets/documents/1000295EStandardsofeducationandtraining-fromSeptember2009.pdf (Accessed: 12 January 2014). Health and Care Professions Council (2008) Standards of Conduct, Performance and Ethics. Your duties as a registrant. London. Health and Care Professions Council. [Online]. Available at: http://www.hpc-uk.org/assets/documents/10002367FINALcopyofSCPEJuly2008.pdf (Accessed: 12 January 2014).

Health and Care Professions Council (2007) Standards of Proficiency. Occupational Therapists. London. Health and Care Professions Council. [Online]. Available at: http://www.hpc-uk.org/assets/documents/10000512Standards_of_Proficiency_Occupational_Therapists.pdf (Accessed: 12 January 2014). Quality Assurance Agency for Higher Education (2001) Subject Benchmark Statements: Healthcare Programmes - Occupational Therapy. [Online]. Available at: http://www.qaa.ac.uk/Publications/InformationAndGuidance/Pages/Subject-benchmark-statement-Health-care-programmes---Occupational-Therapy.aspx (Accessed: 12 January 2014). World Federation of Occupational Therapists (2002) Revised Minimum Standards for the Education of Occupational Therapists. Perth. World Federation of Occupational Therapists.

http://www.hpc-uk.org/assets/documents/1000295EStandardsofeducationandtraining-fromSeptember2009.pdf

http://www.hpc-uk.org/assets/documents/1000295EStandardsofeducationandtraining-fromSeptember2009.pdf

http://www.hpc-uk.org/assets/documents/10002367FINALcopyofSCPEJuly2008.pdf

http://www.hpc-uk.org/assets/documents/10000512Standards_of_Proficiency_Occupational_Therapists.pdf

http://www.hpc-uk.org/assets/documents/10000512Standards_of_Proficiency_Occupational_Therapists.pdf

http://www.qaa.ac.uk/Publications/InformationAndGuidance/Pages/Subject-benchmark-statement-Health-care-programmes---Occupational-Therapy.aspx

http://www.qaa.ac.uk/Publications/InformationAndGuidance/Pages/Subject-benchmark-statement-Health-care-programmes---Occupational-Therapy.aspx


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APPENDIX 1 - PROGRAMME STRUCTURES

Uni. Week No. 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 1 2 3 4 5 6 7 8

Prog. Week No. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52

17

-Se

p

24

-Se

p-1

2

01

-Oc

t-1

2

08

-Oc

t-1

2

15

-Oc

t-1

2

22

-Oc

t-1

2

29

-Oc

t-1

2

05

-No

v-1

2

12

-No

v-1

2

19

-No

v-1

2

26

-No

v-1

2

03

-De

c-1

2

10

-De

c-1

2

17

-De

c-1

2

24

-De

c-1

2

31

-De

c-1

2

07

-Ja

n-1

3

14

-Ja

n-1

3

21

-Ja

n-1

3

28

-Ja

n-1

3

04

-Fe

b-1

3

11

-Fe

b-1

3

18

-Fe

b-1

3

25

-Fe

b-1

3

04

-Ma

r-1

3

11

-Ma

r-1

3

18

-Ma

r-1

3

25

-Ma

r-1

3

01

-Ap

r-1

3

08

-Ap

r-1

3

15

-Ap

r-1

3

22

-Ap

r-1

3

29

-Ap

r-1

3

06

-Ma

y-1

3

13

-Ma

y-1

3

20

-Ma

y-1

3

27

-Ma

y-1

3

03

-Ju

n-1

3

10

-Ju

n-1

3

17

-Ju

n-1

3

24

-Ju

n-1

3

01

-Ju

l-1

3

08

-Ju

l-1

3

15

-Ju

l-1

3

22

-Ju

l-1

3

29

-Ju

l-1

3

05

-Au

g-1

3

12

-Au

g-1

3

19

-Au

g-1

3

26

-Au

g-1

3

02

-Se

p-1

3

09

-Se

p-1

3

O T T T T T T T T T T P P P P H H H T T A T T T T T T T T T T H H T P P P P P P T SDS A H H H H H H H H H H H

T T T T T T T T T H H H T T A T T T T T T T T T T H H T T SDS A H H H H H H H H H H H

Uni. Week No. 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 1 2 3 4 5 6 7 8

Prog. Week No. 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94 95 96 97 98 99 100 101 102 103 104

16

-Se

p-1

3

23

-Se

p-1

3

30

-Se

p-1

3

07

-Oc

t-1

3

14

-Oc

t-1

3

21

-Oc

t-1

3

28

-Oc

t-1

3

04

-No

v-1

3

11

-No

v-1

3

18

-No

v-1

3

25

-No

v-1

3

02

-De

c-1

3

09

-De

c-1

3

16

-De

c-1

3

23

-De

c-1

3

30

-De

c-1

3

06

-Ja

n-1

4

13

-Ja

n-1

4

20

-Ja

n-1

4

27

-Ja

n-1

4

03

-Fe

b-1

4

10

-Fe

b-1

4

17

-Fe

b-1

4

24

-Fe

b-1

4

03

-Ma

r-1

4

10

-Ma

r-1

4

17

-Ma

r-1

4

24

-Ma

r-1

4

31

-Ma

r-1

4

07

-Ap

r-1

4

14

-Ap

r-1

4

21

-Ap

r-1

4

28

-Ap

r-1

4

05

-Ma

y-1

4

12

-Ma

y-1

4

19

-Ma

y-1

4

26

-Ma

y-1

4

02

-Ju

n-1

4

09

-Ju

n-1

4

16

-Ju

n-1

4

23

-Ju

n-1

4

30

-Ju

n-1

4

07

-Ju

l-1

4

14

-Ju

l-1

4

21

-Ju

l-1

4

28

-Ju

l-1

4

04

-Au

g-1

4

11

-Au

g-1

4

18

-Au

g-1

4

25

-Au

g-1

4

01

-Se

p-1

4

08

-Se

p-1

4

O T T T T T T H T T T T T T T H H H T A T T T P P P P P P P P H H T T T T T T A P P P P P P P P P P H H H H

T T T T T H T T T T T T T H H H T A T T T H H T T T T T T A H H H H

Uni. Week No. 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 1 2 3 4 5 6 7 8

Prog. Week No. 105 106 107 108 109 110 111 112 113 114 115 116 117 118 119 120 121 122 123 124 125 126 127 128 129 130 131 132 133 134 135 136 137 138 139 140 141 142 143 144 145 146 147 148 149 150 151 152 153 154 155 156

15

-Se

p-1

4

22

-Se

p-1

4

29

-Se

p-1

4

06

-Oc

t-1

4

13

-Oc

t-1

4

20

-Oc

t-1

4

27

-Oc

t-1

4

03

-No

v-1

4

10

-No

v-1

4

17

-No

v-1

4

24

-No

v-1

4

01

-De

c-1

4

08

-De

c-1

4

15

-De

c-1

4

22

-De

c-1

4

29

-De

c-1

4

05

-Ja

n-1

5

12

-Ja

n-1

5

19

-Ja

n-1

5

26

-Ja

n-1

5

02

-Fe

b-1

5

09

-Fe

b-1

5

16

-Fe

b-1

5

23

-Fe

b-1

5

02

-Ma

r-1

5

09

-Ma

r-1

5

16

-Ma

r-1

5

23

-Ma

r-1

5

30

-Ma

r-1

5

06

-Ap

r-1

5

13

-Ap

r-1

5

20

-Ap

r-1

5

27

-Ap

r-1

5

04

-Ma

y-1

5

11

-Ma

y-1

5

18

-Ma

y-1

5

25

-Ma

y-1

5

01

-Ju

n-1

5

08

-Ju

n-1

5

15

-Ju

n-1

5

22

-Ju

n-1

5

29

-Ju

n-1

5

06

-Ju

l-1

5

13

-Ju

l-1

5

20

-Ju

l-1

5

27

-Ju

l-1

5

03

-Au

g-1

5

10

-Au

g-1

5

17

-Au

g-1

5

24

-Au

g-1

5

31

-Au

g-1

5

07

-Se

p-1

5

O T T T T T T P P P P P P P P P H H T A T T T T T T P P P P H H T T T T T T A SDS SDS C

T T T T T H H T A T T T T T T H H T T T T T T A SDS SDS C

BSc (Hons) Occupational Therapy September 2012

Placement 1 Placement 2

Placement 3 Placement 4- Elective

Placement 5a Placement 5b


of 67

Uni. Week No. 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 1 2 3 4 5 6 7 8

Prog. Week No. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52

16

-Se

p

23

-Se

p-1

3

30

-Se

p-1

3

07

-Oc

t-1

3

14

-Oc

t-1

3

21

-Oc

t-1

3

28

-Oc

t-1

3

04

-No

v-1

3

11

-No

v-1

3

18

-No

v-1

3

25

-No

v-1

3

02

-De

c-1

3

09

-De

c-1

3

16

-De

c-1

3

23

-De

c-1

3

30

-De

c-1

3

06

-Ja

n-1

4

13

-Ja

n-1

4

20

-Ja

n-1

4

27

-Ja

n-1

4

03

-Fe

b-1

4

10

-Fe

b-1

4

17

-Fe

b-1

4

24

-Fe

b-1

4

03

-Ma

r-1

4

10

-Ma

r-1

4

17

-Ma

r-1

4

24

-Ma

r-1

4

31

-Ma

r-1

4

07

-Ap

r-1

4

14

-Ap

r-1

4

21

-Ap

r-1

4

28

-Ap

r-1

4

05

-Ma

y-1

4

12

-Ma

y-1

4

19

-Ma

y-1

4

26

-Ma

y-1

4

02

-Ju

n-1

4

09

-Ju

n-1

4

16

-Ju

n-1

4

23

-Ju

n-1

4

30

-Ju

n-1

4

07

-Ju

l-1

4

14

-Ju

l-1

4

21

-Ju

l-1

4

28

-Ju

l-1

4

04

-Au

g-1

4

11

-Au

g-1

4

18

-Au

g-1

4

25

-Au

g-1

4

01

-Se

p-1

4

08

-Se

p-1

4

O T T T T T T T T T T P P P P H H H T T A T T T T T T T T T T H H T P P P P P P T SDS A H H H H H H H H H H H

T T T T T T T T T H H H T T A T T T T T T T T T T H H T T SDS A H H H H H H H H H H H

Uni. Week No. 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 1 2 3 4 5 6 7 8

Prog. Week No. 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94 95 96 97 98 99 100 101 102 103 104

15

-Se

p-1

4

22

-Se

p-1

4

29

-Se

p-1

4

06

-Oc

t-1

4

13

-Oc

t-1

4

20

-Oc

t-1

4

27

-Oc

t-1

4

03

-No

v-1

4

10

-No

v-1

4

17

-No

v-1

4

24

-No

v-1

4

01

-De

c-1

4

08

-De

c-1

4

15

-De

c-1

4

22

-De

c-1

4

29

-De

c-1

4

05

-Ja

n-1

5

12

-Ja

n-1

5

19

-Ja

n-1

5

26

-Ja

n-1

5

02

-Fe

b-1

5

09

-Fe

b-1

5

16

-Fe

b-1

5

23

-Fe

b-1

5

02

-Ma

r-1

5

09

-Ma

r-1

5

16

-Ma

r-1

5

23

-Ma

r-1

5

30

-Ma

r-1

5

06

-Ap

r-1

5

13

-Ap

r-1

5

20

-Ap

r-1

5

27

-Ap

r-1

5

04

-Ma

y-1

5

11

-Ma

y-1

5

18

-Ma

y-1

5

25

-Ma

y-1

5

01

-Ju

n-1

5

08

-Ju

n-1

5

15

-Ju

n-1

5

22

-Ju

n-1

5

29

-Ju

n-1

5

06

-Ju

l-1

5

13

-Ju

l-1

5

20

-Ju

l-1

5

27

-Ju

l-1

5

03

-Au

g-1

5

10

-Au

g-1

5

17

-Au

g-1

5

24

-Au

g-1

5

31

-Au

g-1

5

07

-Se

p-1

5

O T T T T T T H T T T T T T T H H H T A T T T P P P P P P P P H H T T T T T T A P P P P P P P P P P H H H H

T T T T T H T T T T T T T H H H T A T T T H H T T T T T T A H H H H

Uni. Week No. 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 1 2 3 4 5 6 7 8

Prog. Week No. 105 106 107 108 109 110 111 112 113 114 115 116 117 118 119 120 121 122 123 124 125 126 127 128 129 130 131 132 133 134 135 136 137 138 139 140 141 142 143 144 145 146 147 148 149 150 151 152 153 154 155 156

14

-Se

p-1

5

21

-Se

p-1

5

28

-Se

p-1

5

05

-Oc

t-1

5

12

-Oc

t-1

5

19

-Oc

t-1

5

26

-Oc

t-1

5

02

-No

v-1

5

09

-No

v-1

5

16

-No

v-1

5

23

-No

v-1

5

30

-No

v-1

5

07

-De

c-1

5

14

-De

c-1

5

21

-De

c-1

5

28

-De

c-1

5

04

-Ja

n-1

6

11

-Ja

n-1

6

18

-Ja

n-1

6

25

-Ja

n-1

6

01

-Fe

b-1

6

08

-Fe

b-1

6

15

-Fe

b-1

6

22

-Fe

b-1

6

29

-Fe

b-1

6

07

-Ma

r-1

6

14

-Ma

r-1

6

21

-Ma

r-1

6

28

-Ma

r-1

6

04

-Ap

r-1

6

11

-Ap

r-1

6

18

-Ap

r-1

6

25

-Ap

r-1

6

02

-Ma

y-1

6

09

-Ma

y-1

6

16

-Ma

y-1

6

23

-Ma

y-1

6

30

-Ma

y-1

6

06

-Ju

n-1

6

13

-Ju

n-1

6

20

-Ju

n-1

6

27

-Ju

n-1

6

04

-Ju

l-1

6

11

-Ju

l-1

6

18

-Ju

l-1

6

25

-Ju

l-1

6

01

-Au

g-1

6

08

-Au

g-1

6

15

-Au

g-1

6

22

-Au

g-1

6

29

-Au

g-1

6

05

-Se

p-1

6

O T T T T T T P P P P P P P P P H H T A T T T T T T P P P P H H T T T T T T A SDS SDS C

T T T T T H H T A T T T T T T H H T T T T T T A SDS SDS C

BSc (Hons) Occupational Therapy September 2013

Placement 1 Placement 2

Placement 3 Placement 4- Elective

Placement 5a Placement 5b


of 67

Uni. Week No. 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35

Prog. Week No. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52

25

-Ma

r

01

-Ap

r-1

3

08

-Ap

r-1

3

15

-Ap

r-1

3

22

-Ap

r-1

3

29

-Ap

r-1

3

06

-Ma

y-1

3

13

-Ma

y-1

3

20

-Ma

y-1

3

27

-Ma

y-1

3

03

-Ju

n-1

3

10

-Ju

n-1

3

17

-Ju

n-1

3

24

-Ju

n-1

3

01

-Ju

l-1

3

08

-Ju

l-1

3

15

-Ju

l-1

3

22

-Ju

l-1

3

29

-Ju

l-1

3

05

-Au

g-1

3

12

-Au

g-1

3

19

-Au

g-1

3

26

-Au

g-1

3

02

-Se

p-1

3

09

-Se

p-1

3

16

-Se

p-1

3

23

-Se

p-1

3

30

-Se

p-1

3

07

-Oc

t-1

3

14

-Oc

t-1

3

21

-Oc

t-1

3

28

-Oc

t-1

3

04

-No

v-1

3

11

-No

v-1

3

18

-No

v-1

3

25

-No

v-1

3

02

-De

c-1

3

09

-De

c-1

3

16

-De

c-1

3

23

-De

c-1

3

30

-De

c-1

3

06

-Ja

n-1

4

13

-Ja

n-1

4

20

-Ja

n-1

4

27

-Ja

n-1

4

03

-Fe

b-1

4

10

-Fe

b-1

4

17

-Fe

b-1

4

24

-Fe

b-1

4

03

-Ma

r-1

4

10

-Ma

r-1

4

17

-Ma

r-1

4

O T T T T T T T A P P P P T T T T T H H T SDS P P P P P P P P A T T T T T T T T T T H H T T T T T T T T T H H

T T T T T T A T T T T T H H T SDS A T T T T T T T T T T H H T T T T T T T T T H H

Uni. Week No. 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35

Prog. Week No. 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94 95 96 97 98 99 100 101 102 103 104

24

-Ma

r-1

4

31

-Ma

r-1

4

07

-Ap

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O T T T T T T T T T T T A P P P P P P P P P H H H T T T T T A P P P P P P P P P H H H T A T T T T T T A SDS H

T T T T T T T T T T A H H H T T T T T A H H H T A T T T T T T A SDS H

MSc Occupational Therapy March 2013

Placement A Placement B

Placement C Placement D

Uni. Week No. 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35

Prog. Week No. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52

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O T T T T T T T A P P P P T T T T T H H T SDS P P P P P P P P A T T T T T T T T T T H H T T T T T T T T T H H

T T T T T T A T T T T T H H T SDS A T T T T T T T T T T H H T T T T T T T T T H H

Uni. Week No. 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35

Prog. Week No. 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94 95 96 97 98 99 100 101 102 103 104

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O T T T T T T T T T T T A P P P P P P P P P H H H T T T T T A P P P P P P P P P H H H T A T T T T T T A SDS H

T T T T T T T T T T A H H H T T T T T A H H H T A T T T T T T A SDS H

MSc Occupational Therapy March 2014

Placement A Placement B

Placement C Placement D


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APPENDIX 2 - PLACEMENT PROCESS

S. Shann (16/02/07) adapted from Boud & Walker (1991)

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APPENDIX 3 - PRACTICE PLACEMENT LEARNING CONTRACT

This contract is to be discussed and agreed by the practice placement educator and you (the student) at your initial meeting. Please summarise discussion and document the agreed learning outcomes for the placement. The learning outcomes MUST relate to the competency domains and the relevant coloured statements within the practice placement assessment form. For each learning outcome the following will need to be considered:

what do you (the student) want to learn/develop? Personal key skills and placement opportunities need to be considered.

what learning strategies and resources will be utilised e.g. where can this be best learnt?

how will evidence be provided to demonstrate learning as taken place. What are the criteria for success?

who will assess that the learning outcome has been achieved i.e. who will check the evidence?

(The last sheet of the supervision sheets may help) The guidance tutor will review this learning contract during the formative placement assessment visit.

Signatures: Student: Date:

Placement Educator: Date:

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APPENDIX 4 - STUDENT INDUCTION CHECKLIST

NAME OF STUDENT:

Start Date:

PLACEMENT LOCATION:

The following items should be included in your induction into the organisation within the first week. Please check off the items below when they occur and inform your placement organiser of any items not covered within one week of the start of your placement. This list is not exhaustive and other topics may be covered, which you may not if you wish; if areas do not apply to the placement area please identify as not applicable (N/A). TASK DATE

Introduced to key staff members and their role explained

Location of toilet facilities

Location of rest room, canteen (if relevant) etc

Lunch, tea and coffee arrangements

Place of work

Dress code

Work space

How to answer the telephone, transfer calls and make calls both internally and externally

Post arrangements

Car parking

HEALTH & SAFETY ISSUES DATE

MRSA and vaccination status

Emergency procedures

Safety policy received or location known

Location of First Aid Box

First Aid arrangements (including names of first aiders)

Fire procedures and location of fire extinguishers

Accident reporting and location of accident book

COSHH regulations

Display Screen Equipment regulations/procedures

Manual handling procedures

Protective clothing arrangements

Instruction on equipment participant will be using (list equipment)

Other issues



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APPENDIX 5 - FORMAL SUPERVISION RECORD

Students are expected to have 1 hour minimum of formal supervision per week.

The supervision session must be documented at the time that it occurs.

Supervision must include regular reviews of the learning contract and the competency domains within the final report.

Supervision must include educator and student generated items.

Specific evidence should be provided to enable documentation of student progress and achievement of learning outcomes.

Learning outcomes for the following weeks should be identified, including how evidence will be provided.

The following form (3 pages in length) may be photocopied and used for each supervision session.

The guidance tutor will access records of supervision during the formative placement assessment visit and post-placement tutorial.

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WEEKLY FORMAL SUPERVISION RECORD

Date:

Agenda Items:

Student Educator

Review of items carried forward from previous supervision session

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Strengths Identified Areas for Development

SUMMARY OF SUPERVISION SESSION

ACTIONS AGREED See learning outcomes sheet.

Date of next supervision:



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Action Plan

Date:

Identify learning outcomes related to competencies on the placement assessment form

Plan to evidence of learning by: (e.g. observation, demonstration, discussion, case study, review of related literature)

Review of progress (completed prior to next supervision meeting). Please tick completed activities identifying where the evidence is filed and highlight areas not completed for discussion at supervisory meeting

Educator Signature - Student Signature –

Educator Signature - Student Signature –

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APPENDIX 6 - FORMATIVE ASSESSMENT

TELEPHONE/EMAIL RECORD OF MID-PLACEMENT CONTACT

PRACTICE PLACEMENT:

STUDENT’S NAME:

PRACTICE PLACEMENT EDUCATOR:

DATE(S) AND METHOD OF CONTACT:

WITH THE STUDENT

WITH PRACTICE PLACEMENT EDUCATOR

TOPICS TO COVER:

LEARNING CONTRACT

WEEKLY TIMETABLE

WEEKLY SUPERVISION

IS EVIDENCE OF LEARNING BEING PROVIDED

CLIENT CONTACT

STUDENT RESPONSIBILITIES IDENTIFIED

IMPACT OF ANY SERVICE CHANGES

IS THE STUDENT EXPECTED TO MEET THE NECESSARY COMPETENCIES TO PASS THE PLACEMENT?

RECORD MARK TO-DATE

SUMMARISE THE STUDENTS STRENGTHS TO DATE:

PLEASE RECORD ANY PROBLEMS/DIFFICULTIES IDENTIFIED AND INCLUDE ACTIONS TO BE TAKEN AS A RESULT OF THE DISCUSSION.

ANY FURTHER COMMENTS

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FORMATIVE ASSESSMENT ACTION PLAN (SAMPLE)

To be discussed before the guidance tutor visit and completed at the end of the formative meeting

STUDENT: Programme: Placement: Type of experience:

GREEN ACTION PLAN AMBER ACTION PLAN RED ACTION PLAN

Is working successfully towards all learning outcomes/competencies/elements on the placement assessment form. No remedial action is necessary; to continue as per action plan. Educator/Mentor: Student: Guidance Tutor: Date:

Is working towards most of the learning outcomes/competencies/elements on the placement assessment form. However needs to pay particular attention to the identified outcomes /competencies/elements listed on the action plan. The educator/mentor and student have agreed an action plan for learning and have identified how opportunities and evidence will be provided. The action plan will be regularly reviewed.

Educator/Mentor: Student: Guidance Tutor: Date:

Is not progressing as required to meet the expected learning outcomes/competencies/elements on the placement assessment form. Failure to achieve these outcomes/competencies by the end of the placement will result in the student being unsuccessful on the placement and associated module to which this placement is attached. The learning outcomes/competencies/elements not being achieved are listed, along with criteria for their achievement in action plan. The educator/mentor and student will have regular meetings to discuss progress and provide regular feedback to the guidance tutor. Educator/Mentor: Student: Guidance Tutor: Date:

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Faculty of Health and Life Sciences

Occupational Therapy Programmes

BSc (HONS) OCCUPATIONAL THERAPY MSc (PRE-REGISTRATION) OCCUPATIONAL THERAPY

ELECTIVE PLACEMENT (MID-PLACEMENT) FORMATIVE ASSESSMENT

NAME OF STUDENT:

PRACTICE PLACEMENT EDUCATOR:

GUIDANCE TUTOR:

PLACEMENT LOCATION:

TYPE OF EXPERIENCE:

PRACTICE PLACEMENT DATES:

DATES OF ABSENCES (if any):

DATE FORM COMPLETED:

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NOTES FOR GUIDANCE

Before completing this form, the student and practice placement educator should carefully study the content of the summative practice placement assessment form.

The detail within this form and the student’s level of performance must reflect the students current level of performance; areas of strength and any areas of concern must be documented on the form.

The student and practice placement educator must consider the provision of learning to date.

The student and practice placement educator are expected to engage in detailed reflection and constructive evidence-based feedback. At this stage, details of strengths and any areas of concern/weakness will help to facilitate the student’s future professional development. Consideration of the appropriate coloured objective statements on the assessment is needed.

The mid-placement evaluation form must be signed by the student and the practice placement educator.

Return of the completed form is the responsibility of the student. A copy of the form must be submitted to the guidance tutor as soon as the form has been completed.

If a student is failing at any point in the placement then contact MUST be made with the guidance tutor and/or the practice placement liaison tutor. It is important that reasons for failing are recorded. The student must be made aware that he/she is failing the placement.

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Outline of student’s achievements to date Please comment on the following:

competencies/coloured objective statements being achieved to date

types of evidence of learning being provided by the student

personal and professional strengths of the student

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Outline of area’s considered to require attention during the remainder of the practice placement experience: (Relate these to specific competencies and coloured objective statements on the placement assessment form)

Teaching and learning arrangements agreed by practice placement educator and student to aid achievement of the above stated competencies/aims:

Actions Agreed:

Student Target Date Educator Target Date

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FORMATIVE MARK

By Student: PASS / FAIL

By Practice Placement Educator: PASS / FAIL

COMMENTS AS A RESULT OF FORMATIVE MARK



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APPENDIX 7 – PASS CRITERIA FOR SPECIFIC PLACEMENTS

BSC (HONS) OCCUPATIONAL THERAPY

Level 4 – Placement 1

The student’s expected level of learning for this placement is evidenced by the GREEN objective statements on the placement assessment form. In order to pass Practice Placement 1 students MUST achieve the following in the 3 competency domains:

PROFESSIONAL SUITABILITY – all 5 competency statements must be passed i.e. ALL the green objective statements must be passed.

THERAPEUTIC SKILLS – all 5 competency statements must be passed however, only one of the green objective statements needs to be passed under each competency statement.

INTERPROFESSIONAL SKILLS & PROFESSIONAL DEVELOPMENT - all 5 competency statements must be passed however, only one of the green objective statements needs to be passed under each competency statement.


The student’s expected level of learning for this placement is evidenced by the GREEN objective statements on the placement assessment form. In order to pass Practice Placement 2 students MUST achieve the following in the 3 competency domains:


THERAPEUTIC SKILLS – all 5 competency statements must be passed i.e. ALL the green objective statements must be passed.

INTERPROFESSIONAL SKILLS & PROFESSIONAL DEVELOPMENT - all 5 competency statements must be passed i.e. ALL the green objective statements must be passed.


The student’s expected level of learning for this placement is evidenced by the BLUE and GREEN objective statements on the placement assessment form. In order to pass Practice Placement 3 students MUST achieve the following in the 3 competency domains:

PROFESSIONAL SUITABILITY – all 5 competency statements must be passed i.e. ALL the blue and green objective statements must be passed.

THERAPEUTIC SKILLS – all 5 competency statements must be passed i.e. 2 BLUE objective statements and ALL the green objective statements under each competency statement must be passed.

INTERPROFESSIONAL SKILLS & PROFESSIONAL DEVELOPMENT - all 5 competency statements must be passed i.e. 2 BLUE objective statements and ALL the green objective statements under each competency statement must be passed.

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The student’s expected level of learning for this placement is evidenced by the BLUE and GREEN objective statements on the placement assessment form. In order to pass Practice Placement 4 students MUST achieve the following in the 3 competency domains:

PROFESSIONAL SUITABILITY – all 5 competency statements must be passed i.e. ALL the blue AND green objective statements must be passed.

THERAPEUTIC SKILLS – all 5 competency statements must be passed i.e. ALL the blue AND green objective statements under each competency statement must be passed.

INTERPROFESSIONAL SKILLS & PROFESSIONAL DEVELOPMENT - all 5 competency statements must be passed i.e. ALL the blue AND green objective statements under each competency statement must be passed.

Level 6 – Placement 5a and 5b

The student’s expected level of learning for this placement is evidenced by the RED, BLUE and GREEN objective statements on the placement assessment form. In order to pass Practice Placement 5 students MUST achieve the following in the 3 competency domains:

PROFESSIONAL SUITABILITY – all 5 competency statements must be passed i.e. ALL the red, blue and green objective statements must be passed.

THERAPEUTIC SKILLS – all 5 competency statements must be passed i.e. ALL the red, blue and green objective statements must be passed.

INTERPROFESSIONAL SKILLS & PROFESSIONAL DEVELOPMENT - all 5 competency statements must be passed i.e. ALL the red, blue and green objective statements must be passed.

MSC (PRE-REGISTRATION) OCCUPATIONAL THERAPY

Level 4 – Placement A

The student’s expected level of learning for this placement is evidenced by the GREEN objective statements on the placement assessment form. In order to pass Practice Placement A students MUST achieve the following in the 3 competency domains:


THERAPEUTIC SKILLS – all 5 competency statements must be passed i.e. ALL the green objective statements must be passed.

INTERPROFESSIONAL SKILLS & PROFESSIONAL DEVELOPMENT - all 5 competency statements must be passed i.e. ALL the green objective statements must be passed.

Level 5 – Placement B

The student’s expected level of learning for this placement is evidenced by the BLUE and GREEN objective statements on the placement assessment form. In order to pass Practice Placement B students MUST achieve the following in the 3 competency domains:

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PROFESSIONAL SUITABILITY – all 5 competency statements must be passed i.e. ALL the blue AND green objective statements must be passed.

THERAPEUTIC SKILLS – all 5 competency statements must be passed i.e. ALL the blue AND green objective statements under each competency statement must be passed.

INTERPROFESSIONAL SKILLS & PROFESSIONAL DEVELOPMENT - all 5 competency statements must be passed i.e. ALL the blue AND green objective statements under each competency statement must be passed.

Level 6 – Placement C

The student’s expected level of learning for this placement is evidenced by the RED, BLUE and GREEN objective statements on the placement assessment form. In order to pass Practice Placement C students MUST achieve the following in the 3 competency domains:

PROFESSIONAL SUITABILITY – all 5 competency statements must be passed i.e. ALL the red, blue AND green objective statements must be passed.

THERAPEUTIC SKILLS – all 5 competency statements must be passed i.e. 2 RED objective statements and ALL the blue and green objective statements under each competency statement must be passed.

INTERPROFESSIONAL SKILLS & PROFESSIONAL DEVELOPMENT - all 5 competency statements must be passed i.e. 2 RED objective statements and ALL the blue and green objective statements under each competency statement must be passed.

Level 6 – Placement D

The student’s expected level of learning for this placement is evidenced by the RED, BLUE and GREEN objective statements on the placement assessment form. In order to pass Practice Placement D students MUST achieve the following in the 3 competency domains:

PROFESSIONAL SUITABILITY – all 5 competency statements must be passed i.e. ALL the red, blue and green objective statements must be passed.

THERAPEUTIC SKILLS – all 5 competency statements must be passed i.e. ALL the red, blue and green objective statements must be passed.

INTERPROFESSIONAL SKILLS & PROFESSIONAL DEVELOPMENT - all 5 competency statements must be passed i.e. ALL the red, blue and green objective statements must be passed.

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APPENDIX 8 - PROCEDURES TO BE FOLLOWED IN THE EVENT OF FAILED ASSESSMENT IN PRACTICE PLACEMENT

Should a student fail a placement it must be retrieved at the time of the next scheduled placement, a failed placement must be retrieved prior to consideration for progression to the students next level of learning. This may have the effect of the final academic year being extended until September. A failed placement at Level 6 must be retrieved in order that the programme may be deemed to be complete and for the student to sit their final university assessments/exams. A student may fail a placement as a result of not meeting the professional suitability requirements. The outcome of the judgement on professional suitability (Domain 1 on the placement assessment form) overrides all other aspects of the practice placement assessment. The outcome of a period of practice placement is whether the placement is deemed to be:

passed

non-viable and retrievable

non-viable and not retrievable

failed Non-viable and not retrievable or failed will usually require the student to repeat the placement should the Progressions and Awards Board (PAB) determine that this is acceptable. The repeat placement will be in a similar clinical area to the failed placement. A minimum 1,000 hours of practice placement must be successfully completed before the requirements of the programme have been satisfied. Viability of practice placement will be explored with each student on a case by case basis as required. Extenuating circumstances e.g. illness, bereavement, will need to be discussed with the Practice Placement Liaison Tutor/Programme Manager in order to guide the student in the submission of personal extenuating circumstances which could lead to the PAB decision, (depending on the outcome of the Extenuating Circumstances Board meeting), to the placement being considered, for example non-viable and being taken again as for the first time. Students must successfully undertake 2/3rds of the total placement practice hours before taking the assessments in the last semester of the final year. Procedure to be followed in the event of failed assessment of Professional Suitability in Practice Placements Should a student fail to gain a pass grade in the professional suitability aspect, (Domain 1) of practice placement he/she will be deemed to have failed the placement and the associated module.

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The following statement has been an accepted measure of suitability for the occupational therapy programmes and it is proposed that it will continue.

1. A professionally unsuitable person is one who is deemed to be guilty of an act, practice or breach of the Code of Ethics and Professional Conduct for Occupational Therapists (College of Occupational Therapists, COT, 2010). Such an act or practice may involve a patient, client, member of staff or person with whom the student is in contact. The Code of Ethics and Professional Conduct for Occupational Therapists (COT, 2010) of the British Association of Occupational Therapists sets out guidance on the expected level of professional conduct to be maintained by occupational therapists.

2. A student who is stated as being professionally unsuitable will normally be

required to retake the module or to withdraw from the programme depending on the nature of the act(s) which deemed the student to have failed the placement/module. This procedure is in accordance with the university’s ‘Procedures for requiring a student to withdraw from the University for unsatisfactory academic progress and the procedures for a student to appeal against such a decision’ (see Handbook of Student regulations).

3. Failure to satisfy the competencies required under the Domain 1,

‘Professional Suitability’ cannot be compensated by achievement in Domains 2 and 3 or areas of assessed work.

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APPENDIX 9 - PRACTICE PLACEMENT CONTACT HOURS

PRACTICE PLACEMENT:

(Please indicate which practice placement is being completed e.g. 1, A)

Student Name:

Practice Placement Educator:

Placement Location:

DAY DATE AM PM DAILY TOTAL

WEEKLY TOTAL

EDUCATORS SIGNATURE

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DAY DATE AM PM DAILY TOTAL

WEEKLY TOTAL

EDUCATORS SIGNATURE

TOTAL HOURS Physical/Mental Health/Other (please state)

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APPENDIX 10 - SYNOPSIS OF MODULES

BSC (HONS) OCCUPATIONAL THERAPY

Level 4

OT0400 Introduction to Occupational Therapy

This module will provide students with an introduction to the core principals and philosophy underpinning occupational therapy practice. The module will enable students to define, demonstrate & develop their base line knowledge of occupational therapy in relation to understanding occupation, creativity, the OT process, models & approaches, activity analysis, and the use of reflection. On successful completion of the module, the student will be able to:

1. show understanding of relevant occupational therapy philosophy & practice. 2. undertake activity analysis underpinning human occupational performance

using professional terminology. 3. demonstrate awareness of relevant models and approaches underpinning

occupational performance in relation to the occupational therapy process. 4. demonstrate the use of reflection on their learning.

OT0401 Science Base for Occupational Therapy 1

This module will provide students with an introduction to psychosocial and psychomotor concepts underpinning occupational performance. An integrated approach to learning and teaching will ensure that students can place new knowledge in the context of health and social care and the practice of occupational therapy. This will be facilitated by themed workshops which highlight both behavioural and physical sciences underpinning of health related topics. Links will be made to learning in previous, concurrent and subsequent modules. The assessment will be a short answer examination. On successful completion of the module, the student will be able to:

1. demonstrate understanding of relevant anatomy and physiology theory underpinning human occupational performance.

2. demonstrate understanding of relevant psychological and sociological theory underpinning occupational performance.

3. discuss how anatomy and physiology and psychological and sociological theories integrate to enable occupational performance.

4. use correct professional terminology when discussing anatomy and physiology and psychological and sociological aspects of human performance and behaviour.

5. demonstrate knowledge of lifespan development of cognitive, affective and psychomotor skills and abilities.

6. integrate anatomical, physiological, psychological and sociological knowledge when discussing human behaviour.

OT0402 Foundation Occupational Therapy Skills and Practice

This module is designed to introduce students to foundation knowledge and skills which underpin the delivery of occupational therapy. For identified areas of practice, students will be introduced to knowledge and skills which enable practitioners to

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identify occupational need and to plan and deliver occupationally focussed interventions. Students will utilise cases shared with the module [underpinning sciences 1], where they will build on scientific knowledge underpinning occupational participation to make links to common health conditions and reasons for occupational disruption across the lifespan. Students will apply this knowledge to develop understanding of occupational therapy assessment and intervention in the identified practice contexts for the example client groups. At the end of the module, students will be able to:

1. discuss their understanding of the OT process in identified practice contexts. 2. identify occupational need for individuals and groups. 3. demonstrate occupational therapy skills, techniques and interventions

appropriate to identified practice contexts. 4. discuss links between theory, evidence and practice skills.

OT0403 Factors Influencing Occupational Therapy Practice

This module will introduce students to the key aspects of legislation, policies and governance that impact on occupational therapy practice. The College of Occupational Therapists’ (2009) Curriculum Guidance for Pre-registration Education (Revised Edition) state that graduates should be aware of the broader context in which services are delivered. The purpose of this module is to introduce students to the policy and legislative context within which practice takes place and develops. By the end of the module the student will be able to:

1. identify current policies and legislation in health and social care (locally, nationally and internationally) that impact on occupational therapy.

2. describe key influences on the development of health and social care policy. 3. describe at a basic level the process by which occupational therapy services

are commissioned. 4. understand the concept of ethical decision making.

PR0400 Study Skills for Professional Practice

This module is designed to be delivered to students embarking on programmes leading to a professional health qualification. It will provide an introduction to academic study skills and the differing forms of evidence, including research, which supports professional practice. On successful completion of the module, the student will be expected to:

1. develop the skills and attributes to become an effective lifelong learner. 2. recognise the different forms of evidence and research and their importance

in supporting professional practice. 3. develop effective searching techniques and retrieve and utilise information

from a variety of professional sources. 4. demonstrate an ability to write in an appropriate academic style, utilise an

appropriate referencing system and understand the implications of academic misconduct.

5. demonstrate an understanding of assessment processes including the use of formative feedback.

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PR0401 Foundation Skills for Safe and Effective Practice

This module is designed to be delivered to all students on pre-registration health programmes. The module will introduce the professional skills and knowledge which are common to the competence and/or proficiency to be achieved by all students preparing for registration with the Health and Care Professions Council or the nursing and Midwifery Council. Integral to the module are the key themes which explore and examine issues around becoming a safe, effective and efficient healthcare professional. These include communication and collaboration with other professional and agencies, the concept of health and assessment of health or care needs, and ensuring patient safety. On successful completion of the module, the student will be expected to:

1. demonstrate the professional expectations of healthcare practitioners within current healthcare delivery systems.

2. demonstrate communication skills which enable effective and efficient collaborative practice.

3. identify the impact of professional assessment and intervention on the health, well-being and safety of all service users.

4. demonstrate competence in identified mandatory skills in line with professional requirements.

5. articulate the guidelines and evidence which underpin contemporary healthcare practice.

Level 5

OT0500 Public Health in Contemporary Occupational Therapy Practice

The aim of the module is to offer students the opportunity to explore the concepts of promoting health and wellbeing in relation to contemporary public health policy. Students will be able to explore epidemiological and demographic data in regard to geographic / service user population relevant to their own role. The relationship between wider health determinants of health, wellbeing and health inequalities will be explored incorporating health needs assessment. On successful completion of the module, the student will be expected to:

1. discuss public health, health screening and the wider determinants of health and appraise the value of their profession specific contribution in public health and health promotion and associated challenges.

2. examine epidemiological and demographic data in regard to geographic / service user population and health inequalities through a health needs assessment or community profile.

3. debate the relevance of different health promotion approaches and models relevant to their professional role and practice, demonstrating effective use of a health promotion strategy by utilising behaviour change theory.

4. Review their profession specific contribution to public health and also their individual learning and their implications for their own personal and continuing professional development.

OT0501 Science Base for Occupational Therapy 2

This module will develop previous knowledge of anatomy, physiology, sociology and psychology allowing students to apply that knowledge to a range of neurological and

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mental health conditions. Emphasis will be placed on theories which have particular relevance to occupational therapy practice. Links will be made to the occupational therapy practice modules through shared scenarios to enable transfer of learning through increasingly complex situations. On successful completion of the module, the student will be able to demonstrate application and analysis of:

1. key psychological concepts and their relevance to participation in occupation. 2. the relationship between body structures, function and engagement in activity. 3. the interdependency of physical and psychological functioning . 4. the influence of the social environment on participation in occupation.

OT0502 Developing Occupational Therapy Skills and Practice

This module is designed to further develop and apply knowledge and skills which underpin the delivery of occupational therapy in a range of practice contexts. Students will further develop knowledge regarding a range of approaches to assessment and interventions and refine practice skills including for example, therapeutic use of self, activity and environments which underpin the delivery of occupational therapy. Alongside these skills, students will also examine the theory and evidence which informs clinical reasoning underpinning the occupational therapy process leading to safe and effective practice. By the end of the module, the students will be able to:

1. apply clinical reasoning and problem solving skills to the OT process in a range of practice contexts.

2. analyse occupational need for individuals and groups. 3. select and apply a range of practical skills, techniques and interventions in a

variety of practice contexts. 4. compare and contrast therapeutic approaches which facilitate change in

occupational performance. 5. appraise theory and evidence contributing to safe and effective occupational

therapy practice. 6. achieve the required competencies relevant to the practice placement

experience.

OT0503 Entrepreneurship in Occupational Therapy Practice

This module aims to develop the students understanding and confidence in developing and marketing the benefits of occupational therapy in a variety of contexts. Students will be expected draw upon their learning and understanding about occupational therapy's professional philosophy and their own developing professional identity. Entrepreneurial principles will be used to explore the range and variety of contexts in which an occupational therapy may be effective in enhancing and facilitating occupational performance Students will explore and critique the contexts which impact on occupational performance and debate the opportunities and barriers to professional practice. A period of practice placement experience will enable students to identify and critique the opportunities and limitations of the promotion of occupation in practice and to apply the development of enhanced personal and professional qualities and skills.

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On successful completion of the module, students will be able to: 1. demonstrate understanding and analyse the political, social, institutional and

physical environments impacting on people's occupational performance and occupational therapists practice.

2. demonstrate the use of the entrepreneurial skills and qualities required by occupational therapists working in a range of service environments and contexts.

3. demonstrate effective personal, organisational and management skills for effective professional practice.

4. demonstrate the ability to plan for the development and promotion of the use of occupation to both service users and organisations to enhance the wellbeing of individuals and communities.

5. achieve the required competencies relevant to the practice placement experience.

PR0500 Evidence and Research for Professional Practice

This module will encourage students to engage with published research and other forms of evidence that inform healthcare practices. Students will be given the opportunity to explore research terminology, methodologies and methods through the consideration of relevant research studies in an enquiry-based learning approach. Students will begin to appreciate features of methodological design, apply frameworks for critically appraising research evidence and consider ethical issues in evidence generation. The role of service users and carers in research will also be explored. On successful completion of the module, students will be able to:

1. demonstrate an understanding of the evidence-based practice cycle and be able to relate this to the practice of healthcare professionals.

2. analyse the key features of methodological design in both qualitative and quantitative approaches to research in the evidence-base for healthcare.

3. apply recognised frameworks for the critical appraisal of published research for evidence-based practice and use research terminology appropriately.

4. demonstrate awareness of the ethical dimensions of research. 5. discuss the importance of service user and carer involvement within the

research process for evidence-based practice.

PR0501 Developing Skills for Safe and Effective

This module will enable the student to further develop the professional skills and knowledge which will be common to the competence and/or proficiency to be achieved by all students preparing for registration with the Health and Care Professions Council or the nursing and Midwifery Council. Opportunities will be provided to enable students to enhance their understanding of professional practice and apply relevant theories thus developing further the skills and knowledge required for safe, effective and efficient practice leading to increased patient safety. On successful completion of the module, the student will be expected to:

1. discuss the evidence-base underpinning skills for safe and effective practice. 2. demonstrate an appreciation of risk assessment and management in the

development and implementation of safe practice skills.

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3. examine the uniqueness of their professional role in the provision of holistic care.

4. demonstrate an understanding of professional issues associated with effective collaborative practice and patent safety.

5. reflect critically upon their own contribution to the implementation of practice skills.

Level 6

OT0600 Complexity in Occupational Therapy Skills and Practice

This module will enable students to synthesise theories of occupation and participation with core scientific knowledge and apply within a range of practice contexts. Using an independent learning approach, students will reflect on the development of their skills in applying the occupational therapy process from referral to outcome measurements, through a range of scenarios and simulations which increase in complexity. Simulated clinical experience including the development and utilisation of professional supervision will enable student to achieve the level of clinical reasoning expected of an entry level practitioner. On successful completion of the module, the student will be expected to:

1. justify the selection of specific practice skills taking into account diversity and complexity within individual cases and broader service contexts.

2. critically analyse the underpinning theory and evidence-base in relation to the application of practice skills with a range of contexts.

3. evaluate factors influencing the application of occupation as a core skill for occupational therapists.

4. critically analyse the role of occupational therapists within a diverse range of practice contexts.

5. critique strategies intended to identify and manage risk factors to ensure safe practice.


OT0601 Leading and Improving Occupational Therapy Practice

The purpose of this module is to facilitate student further in advancing professional skills to enhance their practice in preparation for their role as an independent occupational therapy practitioner. To promote this approach students’ will work collaboratively with other members of the multi-professional team to improve the patient/client journey. The module will also provide opportunities to enable students to examine and appraise their role in being accountable for patient safety and to ensure that they assume responsibility to work to the occupational therapy professional standards. Student will critically analyse the elements of the role of leadership and change management within the context of improving service delivery. On successful completion of the module, the student will be expected to:

1. appraise present professional skills knowledge and practice and provide evidence of how those areas have developed through leading and implementing a service improvement.

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2. analyse professional relationships with service user’s, carers and other disciplines in order to evaluate how collaboration improves patient outcomes and adheres to professional standards.

3. critically analyse risk assessment processes and the collaborative management of patient safety in professional practice.

4. demonstrate critical awareness of cost effectiveness, organisational barriers and sustainability when developing and implementing a collaborative service improvement.

5. critically analyse change management tools and decision making processes which inform and underpin all professional practice.

OT0602 Communities and Practice in Occupational Therapy

The aim of the module is to enable students to develop and evaluate their understanding of the delivery of health and wellbeing through occupationally focused practice in a range of communities with a broad spectrum of individuals. The module will examine occupation: specifically a critical analysis of models, approaches and interventions which may be utilised by occupational therapist to promote health and wellbeing in communities. By the end of the module the student will be able to:

1. debate key concepts contributing to the development of health and wellbeing in communities through the use of occupation.

2. underpin needs assessment in relation to the health and wellbeing of communities utilising key occupational science concepts.

3. critically evaluate the delivery of health and wellbeing through occupation in a range of communities with a broad spectrum of individuals.

4. argue for the introduction of sustainability strategies associated with human occupation.

OT0603 Preparation for Working Life in Occupational Therapy

This module has been planned with the other final year modules to enable students to consolidate the required skills and knowledge to practise as graduate occupational therapist. The module aims to prepare students for their role as autonomous occupational therapists, by undertaking critical evaluation of the components and complexities of the role and the evidence that underpins contemporary approaches to professional practice. The module also aims to support a period of integrated practice during which the student will address aspects of their development as an occupational therapy, which includes experience of management and service delivery, to enable students to effectively lead, manage and prioritise services for clients. By the end of the module the student will be able to:

1. critically debate ethical issues and legalisation impacting on professional occupational therapy practice.

2. undertake a rigorous review of own learning needs in order to produce a training needs analysis in relation to own development as a preceptor.

3. critically analyse evidence pertaining to occupational therapy intervention in order to ensure research informed, evidence-based practice.

4. demonstrate the management skills and knowledge required as an autonomous practitioner.

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5. critically analyse the process of clinical decision making in the practice environment.

6. develop a portfolio of transferable skills applicable to a variety of practice environments.

OT0605 Evidence-based Practice Project

The module aims to develop students’ ability to make informed use of published research and other sources of information; to be able to synthesise several sources of evidence and be able to apply research findings from published research to evaluate and enhance practice situations. The student will self-select a practice relevant question/topic and undertake a literature review. By successfully completing this module, the student will be expected to:

1. articulate and justify an evidence-based issue relevant to their own practice and profession.

2. critically appraise and synthesise evidence from arrange of sources. 3. debate different methodological designs and ethical implications and apply

research findings appropriately in context. 4. evaluate levels of evidence and the implications for building the evidence-

base for their profession. 5. discuss clinical reasoning/decision-making based on arrange of factors,

including research, practice evidence and impact of collaborative working with service users, carers and other professional groups.

MSC (PRE-REGISTRATION) OCCUPATIONAL THERAPY

Year 1 (Levels 6 & 7)

OT0604 Introduction to Occupational Therapy – level 6

This module aims to assist the student to share relevant aspects of previous learning and debate how these compliment and inform their learning of occupational therapy. It will enable students to critically debate the theoretical base of the profession and the origins of values, beliefs and cultural differences on which occupational performance develops. Historical developments will be discussed in the context of current occupational therapy practice. The module will also consolidate the basic sciences of anatomy, physiology, psychology and sociology through the use of guided workbooks. These will include simulation and include aspects such as collaboration and patient safety. By successfully completing this module, the student will be expected to:

1. critically analyse a variety of occupations/activities reflecting occupational performance areas.

2. critique the purpose and role of occupational therapy within collaborative working, within health and social care settings.

3. evaluate the importance of factors underpinning occupational performance including anatomy, physiology, psychology, sociology and occupational science.

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4. debate how occupational therapists respond to the uniqueness of individuals, groups and others in facilitating and promoting occupational performance.

5. different methodological designs and ethical implications and apply research findings appropriately in context.


OT0700 Developing Occupational Therapy Theory and Practice – level 7

The module will enable students to synthesise theories of occupation and participation with core scientific knowledge and apply within a range of practice contexts. It is intended that students will, justify their clinical reasoning throughout the occupational therapy process from referral to outcome measurement through a range of scenarios which increase in complexity. Students will explore occupational therapy delivery in a diverse range of practice contexts and identify and debate risk factors and their reduction to ensure safe and effective practice. By successfully completing this module, the student will be expected to:

1. critically analyse the underpinning theory and evidence-base in relation to the application of practice skills with a range of contexts.

2. evaluate factors influencing the application of occupation as a core skill for occupational therapists.

3. critically analyse the role of the occupational therapists within a diverse range of practice contexts.

4. Synthesise strategies intended to identify and manage risk factors into safe and effective practice.


OT0701 Promoting Evidence in Occupational Therapy Practice

This module will require students to consolidate synthesise and further develop critical thinking skills to influence future practice and the development of the profession. The module will enable students to evidence the use of occupation to develop health and wellbeing within communities through the exploration of contemporary research, consideration of modern service delivery and the future potential professional development in relation to a range of practice contexts. By successfully completing this module, the student will be expected to:

1. critically analyse and debate key concepts contributing to the development of evidence for occupational therapy through the use of occupation.

2. critically evaluate service delivery in a range of practice contexts. 3. critically analyse the effect of contemporary research skills to the future

development of the profession. 4. set realistic goals for their future professional development.

Year 2 (Level 7)

OT0702 Leadership in Occupational Therapy Practice

This module will consider the concepts of leadership and change theory. Students will engage in in-depth reflection and student-led debate to inform their professional

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development. Students will critique the impact of leadership and change theory on the practice of occupational therapy in a variety of health, social care and community based contexts. This will enable students to consider their own professional growth and the future development of the profession. Students will reflect on how they can act as agents of change within their practice to determine service improvements and developments within traditional areas of health and social care provision and in emerging areas. By successfully completing this module, the student will be expected to:

1. critically evaluate theories of change and leadership in relation to contemporary occupational therapy practice.

2. critically analyse the factors contributing and the barriers to successful collaborative and team working.

3. critically reflect on a chosen area of practice (traditional or role-emerging) in order to establish evidence-based need for service improvements and development.

4. synthesise module learning and apply in specific area of practice. 5. argue for change (service improvements, developments) in a specified area of

practice.

OT0703 Entrepreneurship in Occupational Therapy Practice

This module aims to develop the students understanding, ability and confidence in developing and marketing the benefits of occupational therapy in a variety of contexts. Students will be expected draw upon their learning and understanding about occupational therapy's professional philosophy and their own developing professional identity. Entrepreneurial principles will be used to explore and critically analyse the range and variety of contexts in which an occupational therapy may be effective in enhancing and facilitating occupational performance. Students will explore and critically analyse the contexts which impact on occupational performance and debate the opportunities and barriers to professional practice. By successfully completing the module, the student will be expected to:

1. critically analyse the political, social, institutional and physical environments impacting on people's occupational performance and occupational therapists practice both nationally and internationally.

2. demonstrate the critical use of the entrepreneurial skills and qualities required by occupational therapists working in a range of service environments and contexts.

3. critically reflect upon effective personal, organisational and management skills for effective professional practice.

4. critically appraise available evidence to plan for the development and promotion of the use of occupation to both service users and organisations to enhance the wellbeing of individuals and communities.


OT0704 Contexts of Occupational Therapy Practice

This module will introduce students to the policy and legislative framework that shapes current and future practice. The module aims to encourage students to identify a range of policy, governance and economic influences on occupational

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therapy practice and to critically appraise contemporary occupational therapy practice in this context. By successfully completing the module, the student will be expected to:

1. evaluate current policies and legislation in health and social care (locally, nationally and internationally) that impact on occupational therapy.

2. debate key influences affecting the development of health and social care policy.

3. analyse the processes by which occupational therapy services are commissioned.

4. analyse and apply the concept of ethical decision making. 5. critically evaluate how risk management contributes to safe and effective

practice in occupational therapy. 6. achieve the required competencies relevant to the practice placement

experience. One of the following three level 7 dissertation modules

PP0189 Empirical Project

This module focuses on the student as a researcher and provides an opportunity for the collection and analysis of primary qualitative and/or quantitative data for the purpose of answering a specific research question. A range of methodologies and methods may be appropriate and experimental and non-experimental research is equally acceptable. Research questions must be relevant within the student's field of practice/expertise and may be characterised as follows:

descriptive questions, which examine general patters, tendencies or sets of facts.

theoretical questions, which may seek to generate new theory or test existing theory by exploring factors that contribute to or underpin a condition, event, process or phenomenon

causal questions, which are hypothesis driven and ask whether a change in one variable will lead to change in another

explanatory questions, which seek to explore relationships between variables which may or may not be of a cause-effect nature

The Empirical Project should aim to develop new or verify existing knowledge. The relevance and potential application of that knowledge to the student’s field of practice and/or body of professional knowledge should be made explicit. However, if the primary purpose of the research question is to develop or enhance practice in a specific organisational context, students should access PP190, Practice Project, rather than the Empirical Project. Students will undertake a small-scale study with the support of an experienced academic research supervisor. Assessment of the module is by a final project report (15000 words) in which the project is presented in an appropriate academic style, supported from the current literature based and accurately referenced.

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PP0190 Practice Project

The module seeks to bring together action, reflection, theory and practice. It provides an opportunity for practitioners/students to engage in practice development using a relevant framework. Students will negotiate and collaborate with relevant stakeholders and colleagues to design a framework for the project, which will include evaluating the impact of any resulting change. Whilst undertaking the project students will engage in reflective practice, conceptualisation, literature evaluation, relevant data collection and project planning and change management. A reflexive analysis is expected in the project write-up. Explicit support and permission must be obtained from the organisation within which the project will be located so that any necessary resources can be accessed and in order to provide an open environment for relevant context specific recommendations arising from the process. Students will work within the appropriate research governance and ethical principles for their professional discipline. Assessment of the module is by a final project report (15000 words) in which the project is presented in an appropriate academic style, supported from the current literature based and accurately referenced.

PP0191 Systematic Appraisal of Published Research

This module focuses on the role of the practitioner as a research user/consumer. It provides an opportunity for the student to make effective and systematic use of published research to inform health, social and education practice and/or policy. Through the process of the systematic appraisal the student will develop enhanced critical appraisal skills, including skills of analysis and synthesis. The systematic appraisal project will address research questions which arise from the student’s specific practice/field of expertise. These questions may address:

effectiveness of single/definable interventions in order to state and recommend best practice/provide evidence based guidelines for practice.

evaluation of appropriateness/acceptability, process/outcomes of complex human services in order to improve/develop/inform practice.

the service user experience of health, social and education services.

relationships between practitioners ad service users.

theoretical and ideological issues of relevant to health, social and education practice and/or policy.

Published work to be included in the appraisal may be either entirely quantitative, entirely qualitative or mixed method. The philosophical perspective of both the research question and the appraisal methodology must be critically examined. The focus of this module is a small scale systematic appraisal which students undertake with the support of an experienced academic research supervisor. Peer support is also encouraged through student led seminars. Assessment of the module is by a final report (15000 words) in which the review is presented systematically, in an appropriate academic style, supported from the current literature base and accurately referenced.

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