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Canterbury Christ Church University
Faculty of Health & Wellbeing
ONGOING ACHIEVEMENT
RECORD
BSc(Hons)
Occupational Therapy
Placement 3
Name:
Number:
Cohort:
Personal tutor:
RCOT Membership Number:
Submission Date:
2
3
Student’s Name:
Placement Dates:
From: To:
Placement Contact
Details (Address,
telephone and email)
Brief Description of
Placement Experience
Offered:
Total hours completed:
(37.5 hours per week expected, ½ day study per week is included)
Educator(s) Name(s):
(Print)
Designation:
Professional Registration
(HCPC) number:
Date of last practice
educator update:
Are you APPLE
registered?
Yes/No
Date of Accreditation:
Final Grade:
Pass
Pass with Merit*
Fail
(circle as appropriate)
* A merit grade does not
contribute to the degree
classification but will be
mentioned in references
provided by the University
Practice Educator(s)
Signature(s)
4
Contents
Page Number
Record of signatures 4
Mandatory Requirements 5
Practice Learning Expectations/Guidelines 6
Placement orientation 10
Emergency contact details for student 11
Initial Student/Practice educator interview 13
Assessment of Practice Tool 14
Formative assessment summary by practice educator 21
Summative assessment by practice educator 22
Learning contract and learning log 23
Supervision logs 25
Feedback from service users/carers 37
Feedback from other professionals 61
Reflections 73
Record of practice hours 97
Criteria for merit award
End of placement checklist 98
5
Record of Signatures
This page should contain a record of the signatures and designation of all practitioners
who initial and/or sign sections within this documentation.
Full Name (please print)
Initials
Signature
Designation
6
Mandatory Requirements
Each year students complete a range of mandatory requirements to ensure they are
suitably prepared and ready for practice. Successful completion of these requirements is
recorded on the Faculty placement electronic database.
Students are issued with a ‘Readiness for Practice’ certificate which should be printed and
shown to Practice Educators as part of the placement induction process to confirm their
status for commencing placement.
Mandatory requirements include:
Occupational health clearance (students are cleared initially upon joining the
programme and may be referred for a medical opinion where a change of status is
indicated during their studies)
Satisfactory police check via the Disclosure Barring Service (DBS)
Moving and Handling
Basic Life Support
Universal Standard Precautions
Safeguarding
Information Governance
Professional Code of Conduct (COT, 2015)
Health & Care Professions Council (2013), Standards of Proficiency
Responding to concerns in practice
Placement preparation
Additionally, all students are required to be a member of the British Association of
Occupational Therapists which affords professional indemnity insurance and provides
opportunity for access to learning resources relevant to their academic studies and practice
learning experiences.
7
Practice Learning Expectations/Guidelines
Roles and responsibilities:
The student will:
Review and utilise feedback from previous placements to inform their learning and
development needs
Take advantage of learning opportunities and review their Learning Contract
regularly
Provide evidence of proficiency in relation to the assessment of practice
Disclose any special needs or disability in order that reasonable adjustment can be
made by the placement provider
Comply with placement policies and procedures
Use University procedures to inform of absence
Work in a safe manner and within their scope of practice
The Practice Educator will:
Verify the evidence demonstrated through the ongoing achievement record
Facilitate learning opportunities and provide constructive feedback on progress
Ensure the student is made aware of the placement policies, procedures and
expectations
Ensure the student works safely within their scope of practice
Identify a colleague who will take responsibility for the student in his / her absence
and ensure that he / she is aware of the students learning needs and that there are
effective feedback mechanisms in place
In the absence of the nominated practice educator(s) the student will be supported and
supervised by:
The personal tutor will:
Provide ongoing support to the student
The academic link for practice will:
Monitor student progression
Be the contact point for the Practice Educator and student if there are concerns
about the assessment of practice
Attend formal meetings with student and Practice Educator
Offer advice in writing developmental action plans when concerns are raised
Liaise with personal tutor.
If any difficulties arise, in the first instance the student and practice educator should try to
resolve these together. In the event that this is not successful please contact the academic
placement team (Contact details page 9).
8
In exceptional circumstances it may be necessary to withdraw the student from the
placement immediately. The academic link will be involved in this process and keep both
the student and practice educator(s) fully informed of the process and any action required
in line with University guidelines.
Assessment of practice (pages 14-21)
Placement is assessed using a proficiency based grid. It is designed to assess the student’s
ability to demonstrate their understanding, skills and values commensurate with the stage
of training. It outlines the standards/proficiencies that are required to be achieved by the
end of the placement.
All of the proficiencies have been mapped to academic modules and HCPC Standards of
Proficiency (2013). These must be passed before a student can progress to the next stage
of the programme. If a student does not achieve a pass in one or more of the
proficiencies, they will be deemed to have failed placement.
The formative assessment should be completed mid way through the placement and is
assessed on a working towards/not met basis. The formative assessment should provide a
clear picture of strengths and areas of development in relation to the proficiencies.
The summative assessment is on a pass/fail basis. It is considered good practice for this to
be completed a few days prior to the end of the placement so that the student has time to
reflect upon the feedback and seek further clarification if necessary. The summative
assessment should provide a summary of overall achievements along with constructive
feedback to inform future practice.
Both formatively and summatively students are expected to prepare and record specific
evidence for the proficiencies in advance of the report being given by the practice
educator(s).
Each proficiency should be signed/initialled (not ticked) by the named practice
educator(s).
Merit Award
Practice educators may recommend a student for a merit award where they have exceeded
expectations for their level of education and have performed consistently and excellently in
relation to all areas of proficiency and through their supporting evidence. Students who
excel in some, but not all areas of proficiency do not meet the standard for a merit to be
awarded. However as with all feedback, both written and verbal the student’s strengths
and areas for future development should be noted as part of the routine placement
process. A placement merit will not contribute to the degree classification but will be
referred to in references provided by the University. Students who are recommended for a
merit award will have their placement documentations academically reviewed upon return
to the University and the merit award then verified. Criteria for the award of a merit are
available in the placement handbook.
Learning Objective/Learning logs (pages 25/26)
The learning objectives should be jointly negotiated by the student and practice
educator(s) and are used to inform how specifically the placement proficiencies will be
9
demonstrated and the level of achievement that is required. Learning objectives help the
students structure their time during placement and assist in maximising learning
opportunities. These should be routinely reviewed and recorded on the learning log as part
of weekly formal supervision. Learning objectives should be completed by the student in
collaboration with the practice educator(s) and may be hand written (in black ink) or typed
with attention to presentation, spelling, grammar etc.
Learning objectives should be written in SMART format (specific, measurable, achievable,
realistic, timed) with an initial and ongoing action plan to detail how the objective is to be
achieved. There should be one learning objective per page.
New learning objectives can be added as the placement progresses and as existing
objectives are completed.
Supervision: (page 27)
The Royal College of Occupational Therapists (2014) requires appropriate supervision of
students. This may include both formal and informal supervision opportunities. Weekly
formal supervision is recommended and a contemporaneous summary should be recorded
by the student using the supervision forms. These may be hand written (in black ink) or
typed. These should be signed by both student and practice educator(s) to confirm
accuracy and agree any actions. The practice educator(s) may wish to retain a copy.
Agreed dates for formal supervision sessions:-(to be completed at induction session)
Week 1
Week 2 Week 3 Week 4
Week 5
Week 6 Week 7 Week 8
Week 9
Week 10 Week 11 Week 12
Feedback from service users/carers: (page 39)
Students will work with individuals and groups of people and their carers during their
placement experiences. Feedback from them is therefore important to inform the
professional development of the student and this should be routinely sought and recorded
throughout placement (HCPC, 2014).
Feedback from other professionals: (Page 63)
Students are required to demonstrate their ability to effectively communicate and work
with other professionals and the wider team (HCPC, 2014). It is therefore important for
them and their practice educator(s) to receive feedback on time spent with, and
interactions with, a range of professionals and for students to reflect upon these
10
experiences. Routinely during placement this feedback and reflections should be recorded
as part of the overall evidence of achievement for placement.
Reflections: (page 75)
Students should select significant learning events during the placement to provide
evidence towards the placement proficiencies. Students should reflect on new knowledge,
skills and understanding and make links to relevant theory. Students are also expected to
explore each reflection in relation to specific aspects of the Royal College of Occupational
Therapists Code of Conduct (2015) and the Health & Care Professions Council Standards of
Proficiency for Occupational Therapists (2013). These written reflections are used by the
practice educator(s) to inform ongoing discussions with the student and the assessment of
the student before the end of the placement. Therefore, the practice educator(s) should
read, review and sign all reflections.
Reflections may be hand written (in black ink) or typed, should be 500 words maximum,
with appropriate attention to presentation, spelling, grammar and referencing.
Record of Hours: (page 99)
Students should work 37½ hours per week of placement and for this placement should
accrue approximately 450 hours. Students should have half a day per week as study leave
and may if they wish, and after negotiation with the practice area, take this time as a day
per fortnight. Study time is included in the overall hours for the placement. Hours should
be recorded on a weekly basis and verified by the practice educator.
Submission of the Ongoing Achievement Record:
The submission of the Ongoing Achievement Record is required at the end of each
placement and will normally be the week after placement is completed as part of
placement de-briefing. Submitting an incomplete placement documentation is the
equivalent of submitting an incomplete assignment. It is the student’s responsibility to
ensure it is fully completed and submitted on time. Non or late submission may delay the
student’s progression on the programme.
Mid placement support:
Students and practice educators will be contacted via email/telephone approximately mid
placement to check on progress and to identify students/practice educators who may
require support/guidance. Where identified as being beneficial placement visits will be
arranged.
Contact details:
Practice Learning Unit:
Sam O’ Sullivan, Placement Administrator (Occupational Therapy)
01227 922381
otfieldwork@canterbury.ac.uk
Lindsey Keefe, Placement Lead (Occupational Therapy)
01227 922216
lindsey.keefe@canterbury.ac.uk
11
Electronic copies of this placement documentation, the placement handbook and other
placement related resources can be accessed at: http://www.canterbury.ac.uk/health-and-
wellbeing/practice-learning-unit/practice-learning-unit.aspx
Placement Orientation (to be completed in each placement area on the first day)
Standards of Education and Training Number 5 (HCPC, 2014)
Area 1 Area 2 (if applicable)
This list is for guidance. Please add/amend as
necessary/appropriate to the setting
Practice
Educator
initial/ date
Student
initial/date
Practice
educator
initial/date
Student
initial/ date
Layout of the placement environment
identifying key locations and resources
Identification of office and other work spaces
that are available for student to use
Introduction to key personnel
Procedure for summoning help in the event of
an emergency
Local fire policy
Resuscitation policy and procedures explained
Moving and handling of people and
equipment policy and procedures explained
and demonstration completed prior to use
Policy regarding safeguarding explained
Awareness of placement policies e.g. taking
messages, lone worker, accident procedure,
Health and Safety, Infection Control
guidelines, confidentiality, uniform
Record keeping policy and Information
Governance requirements explained
Confirmation of work patterns/study time and
lunch/break arrangements
Arrangements for supervision & study time
determined and booked
Notification of sickness procedures
Mail systems
Team meetings/handovers etc
Telephone/bleep/private calls
Access to IT and password
Library, text books, national/local policy
documents identified
Readiness for Practice Certificate seen and
checked
Student Emergency contact details shared
(page 11)
Other induction requirements – please detail
12
Emergency contact details for the student
This page can be removed from the Ongoing Achievement Record and allows the student
if they wish to share with their practice educator their personal contact details and
information on who to contact in case of an emergency.
Where this page is removed and given to the practice educator(s) it is their responsibility
to maintain confidentiality of this at all times, shared with others only on a need to know
basis and to ensure it is confidentially disposed of immediately at the end of the
placement.
Student Name
Placement dates
Address during placement
Telephone number (s)
Emergency contact name/relationship/numbers
Details of others who may need to be contacted (eg. schools, nurseries)
Personal Tutor at University:
Any other relevant information (eg. medical conditions)
13
This page is intentionally blank
14
Initial Student/Practice Educator Interview (within first few days of placement)
Previous placement settings/types of experiences
Student to identify personal and professional strengths
Student to identify learning and development needs (to consider previous placement experiences
and/or previous work roles etc)
Identification of any academic requirements during placement, including dates when required to
return to University
Identification and discussion of special or particular support needs including where relevant, the
Placement Learning Support Plan.
Agreed initial learning (to be formulated into learning objectives)
Student Signature: Date:
Practice Educator Signature: Date
15
Assessment of Practice Tool 3
Module
Reference
HCPC
SOP
No Proficiency
Works safely with indirect supervision
Formative
Assessment
(initial & date)
Summative
Assessment
(initial & date)
Working
towards
Not
met
Pass Fail
PIC
1.1
1.2
2.2
2.5
2.6
2.7
3.2
3.3
4.6
7.1
10.2
11.1
11.2
13.6
13.4
13.14
14.1
15.1
15.2
15.3
15.4
15.5
15.6
1
interpret and critically analyse the impact
of legislation, national policy drivers and
local policy on the practice area
PIC
2
consistently work within local policies,
procedures and the legal and ethical
standards of the Occupational Therapy
profession accordingly with reduced
levels of supervision
COF
3 critically analyse the challenges to service
delivery and the impact of this upon
service users
PIC
4 demonstrate competence in the ability to
maintain a safe practice environment
PIC
PD
5 consistently participate in informal and
formal supervision to critically appraise
own practice and use support to actively
develop both personally and
professionally
PIC
PD
6 demonstrate understanding of the
requirement to raise issues that may
impact on personal performance and
discuss ways to maintain fitness for
practice
Student’s formative evidence:
Student’s summative evidence:
16
Module
Reference
HCPC
SOP
No Proficiency
Professional Communication Skills
Formative
Assessment
(initial & date)
Summative
Assessment
(initial & date)
Working
towards
Not
met
Pass Fail
PIC
PD
2.1
2.3
2.7
4.2
7.2
7.3
8.1
8.2
8.3
8.4
8.5
8.7
8.8
8.9
9.1
9.3
9.5
9.6
10.1
10.2
14.3
14.15
7 effectively use a range of communication
strategies to engage with service users,
carers and relevant others to promote
occupational engagement
PIC
PD
8
effectively use communication strategies
to participate in
interprofessional/interagency discussions
to reach a shared understanding for
service users
PIC
PD
9 consistently use appropriate professional
language with service users and other
professionals
PIC
PD
10 consistently maintain documentation and
reports relevant to the practice setting
using appropriate technology
Student’s formative evidence:
Student’s summative evidence:
17
Module
Reference
HCPC
SOP
No Profiency
Professional Values, attitude and
conduct
Formative Assessment
(initial & date)
Summative
Assessment
(initial & date)
Working
towards
Not
met
Pass Fail
PIC
1.2
2.1
2.2
2.3
2.4
2.7
2.8
3.1
5.1
6
7.1
7.2
8.7
11.1
11.2
13.1
13.4
13.8
13.10
13.12
14.11
14.17
14.24
11
maintain confidentiality and security
of written and verbal information
acquired in a professional capacity
with due regards to disclosure of
information
PIC
12
understands the importance of and
demonstrates appropriate
communication strategies to
negotiate with people and gain
informed consent
PD
13 consistently demonstrate professional
behaviour and demeanour upholding
Occupational Therapy standards (COT,
2015) and the requirements of the
Health & Care Professions Council
Standards of Proficiency (2013)
PIC
COF
14 demonstrate increasing consistency
and ability to practice as an
autonomous professional exercising
own professional judgement
COF
15 practice in a non-discriminatory
manner
COF
16 use theory and reflection to analyse
legal and ethical dilemmas
experienced in the practice
environment
Student’s formative evidence:
Student’s summative evidence:
18
Module
Reference
HCPC
SOP
No Proficiency
Professional Collaboration
Formative
Assessment (initial
& date)
Summative
Assessment
(initial & date)
Working
towards
Not
met
Pass Fail
COF
2.3
2.4
4.3
4.5
5.1
5.2
5.3
5.4
7.3
8.1
8.4
9.1
9.2
9.3
9.4
9.5
9.7
9.9
9.10
13.6
13.8
13.9
13.13
14.15
14.18
17
demonstrate a creative approach
towards meeting desired outcomes for
individuals/communities
COF
PIC
18
demonstrate through practice the core
beliefs, values and the unique
contribution of occupational therapy
whilst supporting interprofessional
working
EOW
19 work collaboratively to promote
maximum therapeutic benefit to service
users
EOW
20 critically appraise the enablers and
barriers to effective team working that
meets the needs of service users
Student’s formative evidence:
Student’s summative evidence:
19
Module
Reference
HCPC
SOP
No Proficiency
Occupational theory and application
Formative
Assessment (initial
& date)
Summative
Assessment
(initial & date)
Working
towards
Not
met
Pass Fail
EOW
1.2
2.8
4.1
4.2
4.3
4.4
5.1
5.2
5.3
5.4
8.1
8.3
8.4
8.8
8.9
8.10
9.3
9.6
9.7
9.8
9.10
11.3
12.1
12.2
12.3
12.4
12.5
12.6
12.7
13.1
13.2
13.3
13.4
13.5
13.7
13.10
13.11
14.2
14.3
14.4
14.5
14.6
14.7
14.8
14.9
14.10
14.11
14.13
14.14
14.15
14.16
14.17
14.18
14.19
14.20
14.24
21 justify the selection of an appropriate
range of assessments
EOW
PIC
22
competently draw from best practice,
occupational therapy theory,
observational and interviewing skills to
identify the complexity of factors
impacting on a service users’
participation in occupation
EOW
23
consistently demonstrate clinical
reasoning and use of evidence based
practice to safely and independently
justify, plan and implement
interventions (or identified parts), using
a range of therapeutic tools and skills
with due regard to individual
preferences
PIC
24 apply and reflect on the therapeutic use
of self in the occupational therapy
process
PIC
25 review and evaluate the effectiveness
and outcomes of planned intervention
drawing on professional judgements
and decision making skills
PIC
26 manage work load effectively including
relevant documentation, and referral on
to services and agencies as appropriate
COF
27 confidently articulate occupational
therapy knowledge and skills and an
occupational therapy perspective to
relevant parties using identified systems
EAI
28 identify and discuss potential service
developments and/or innovations
20
Student’s formative evidence:
Student’s summative evidence:
21
Safety and Professional conduct
Students should at all times adhere to:
Royal College of Occupational Therapists Code of Ethics and Professional Conduct for
Occupational Therapists (2015)
Health & Care Professions Council Standards of Conduct, Performance and Proficiency (2013)
Local/organisational policies and procedures
Faculty of Health and Wellbeing Practice Learning guidelines
At no point should student or others’ safety, health or well-being be put at risk.
A breach of any of the above could override achievement of any of the learning outcomes and could
result in a referral to the Faculty Fitness for Practice panel and/or a fail of placement overall.
22
Formative Assessment by Practice Educator(s)
Please identify students’ strengths, areas for development and (where applicable) specific concerns related to the
proficiencies. If the student has not met any of the proficiencies in this document, this feedback should enable the student
to clearly see the reason for your decision.
STRENGTHS:
DEVELOPMENT NEEDS:
CONCERNS (where applicable):
Academic link informed of concerns: Yes No Not applicable (please circle)
Details of action taken:
Educator(s) signature:
Date:
23
Summative Assessment by Practice Educator(s)
I confirm that (insert student’s name)
HAS/HAS NOT (delete as necessary) provided sufficient evidence to demonstrate that the proficiencies for the
placement have been achieved and that they have PASSED/FAILED (delete as necessary) the summative
assessment.
Practice Educator Summative feedback to include identification of strengths, progress achieved and recommendations for
future development.
Practice Educator(s) Signature:
Date:
Student Signature:
Date:
24
Learning Contract/Learning log (to be reviewed and updated weekly during formal supervision)
Learning Objective (To be written in SMART format, one per page)
No:
Date Agreed:
Educator signature: Student Signature:
Date Completed:
Educator signature: Student Signature:
Learning Log
Date Action Plan Evaluation of progress Evidence of
achievement
25
Date Action plan Evaluation of progress Evidence of
Achievement
26
Supervision Log
This record should be used (minimum weekly) to record general progress and/or to identify areas of need. It is especially
important that areas of concern are clearly documented. Practice educators may wish to retain a copy for their own records.
Week 1:
Date: Duration of session:
Attendees:
Agenda (to include review/updating of learning objectives, review of service user feedback, review of feedback from
other professionals)
Summary of Discussion:
Agreed Actions/Priorities:
Practice educator(s) signature:
Date:
Student Signature: Date:
27
Week 2
Date: Duration of session:
Attendees:
Agenda (to include review/updating of learning objectives, review of service user feedback, review of feedback
from other professionals)
Summary of Discussion:
Agreed Actions/Priorities:
Practice educator(s) signature:
Date:
Student Signature: Date:
28
Week 3
Date: Duration of session:
Attendees:
Agenda (to include review/updating of learning objectives, review of service user feedback, review of feedback
from other professionals)
Summary of Discussion:
Agreed Actions/Priorities:
Practice educator(s) signature:
Date:
Student Signature: Date:
29
.
Week 4
Date: Duration of session:
Attendees:
Agenda (to include review/updating of learning objectives, review of service user feedback, review of feedback
from other professionals)
Summary of Discussion:
Agreed Actions/Priorities:
Practice educator(s) signature:
Date:
Student Signature: Date:
30
Week 5
Date: Duration of session:
Attendees:
Agenda (to include review/updating of learning objectives, review of service user feedback, review of
feedback from other professionals)
Summary of Discussion:
Agreed Actions/Priorities:
Practice educator(s) signature:
Date:
Student Signature: Date:
31
Week 6
Date: Duration of session:
Attendees:
Agenda (to include review/updating of learning objectives, review of service user feedback, review of
feedback from other professionals)
Summary of Discussion:
Agreed Actions/Priorities:
Practice educator(s) signature:
Date:
Student Signature: Date:
32
Week 7
Date: Duration of session:
Attendees:
Agenda (to include review/updating of learning objectives, review of service user feedback, review of
feedback from other professionals)
Summary of Discussion:
Agreed Actions/Priorities:
Practice educator(s) signature:
Date:
Student Signature: Date:
33
Week 8
Date: Duration of session:
Attendees:
Agenda (to include review/updating of learning objectives, review of service user feedback, review of feedback
from other professionals)
Summary of Discussion:
Agreed Actions/Priorities:
Practice educator(s) signature:
Date:
Student Signature: Date:
34
Week 9
Date: Duration of session:
Attendees:
Agenda (to include review/updating of learning objectives, review of service user feedback, review of feedback
from other professionals)
Summary of Discussion:
Agreed Actions/Priorities:
Practice educator(s) signature:
Date:
Student Signature: Date:
35
Week 10
Date: Duration of session:
Attendees:
Agenda (to include review/updating of learning objectives, review of service user feedback, review of feedback
from other professionals)
Summary of Discussion:
Agreed Actions/Priorities:
Practice educator(s) signature:
Date:
Student Signature: Date:
36
Week 11
Date: Duration of session:
Attendees:
Agenda (to include review/updating of learning objectives, review of service user feedback, review of feedback
from other professionals)
Summary of Discussion:
Agreed Actions/Priorities:
Practice educator(s) signature:
Date:
Student Signature: Date:
37
Week 12
Date: Duration of session:
Attendees:
Agenda (to include review/updating of learning objectives, review of service user feedback, review of feedback
from other professionals)
Summary of Discussion:
Agreed Actions/Priorities:
Practice educator(s) signature:
Date:
Student Signature: Date:
38
Feedback from Service Users/Carers
Practice Educators/students should obtain consent from
service users/carers who should feel able to decline to
participate.
Service users/carers do not need to provide their name
or any other personal details.
We would like to receive your views about the way the student occupational therapist has
worked with you.
Your feedback will help the student occupational therapist’s learning
The feedback you give will not affect your care
Student’s Name:
Circle if you are: The Patient/Service user A carer/relative
How well did
the student
occupational
therapist…..
Very Well
Well
Not sure
Not well
… listen to
you?
…talk to you?
….understand
the way you
felt?
Show respect
for you?
39
What did the student occupational therapist do well?
How could the student occupational therapist improve? What could they do
differently next time?
Student reflection on feedback given and own action plan.
Practice Educator(s) signature: Date:
Student Signature:
Date:
40
Feedback from Service Users/Carers
Practice Educators/students should obtain consent from
service users/carers who should feel able to decline to
participate.
Service users/carers do not need to provide their name
or any other personal details.
We would like to receive your views about the way the student occupational therapist has
worked with you.
Your feedback will help the student occupational therapist’s learning
The feedback you give will not affect your care
Student’s Name:
Circle if you are: The Patient/Service user A carer/relative
How well did
the student
occupational
therapist…..
Very Well
Well
Not sure
Not well
… listen to
you?
…talk to you?
….understand
the way you
felt?
Show respect
for you?
41
What did the student occupational therapist do well?
How could the student occupational therapist improve? What could they do
differently next time?
Student reflection on feedback given and own action plan.
Practice Educator(s) signature: Date:
Student Signature:
Date:
42
Feedback from Service Users/Carers
Practice Educators/students should obtain consent from
service users/carers who should feel able to decline to
participate.
Service users/carers do not need to provide their name
or any other personal details.
We would like to receive your views about the way the student occupational therapist has
worked with you.
Your feedback will help the student occupational therapist’s learning
The feedback you give will not affect your care
Student’s Name:
Circle if you are: The Patient/Service user A carer/relative
How well did
the student
occupational
therapist…..
Very Well
Well
Not sure
Not well
… listen to
you?
…talk to you?
….understand
the way you
felt?
Show respect
for you?
43
What did the student occupational therapist do well?
How could the student occupational therapist improve? What could they do
differently next time?
Student reflection on feedback given and own action plan.
Practice Educator(s) signature: Date:
Student Signature:
Date:
44
Feedback from Service Users/Carers
Practice Educators/students should obtain consent from
service users/carers who should feel able to decline to
participate.
Service users/carers do not need to provide their name
or any other personal details.
We would like to receive your views about the way the student occupational therapist has
worked with you.
Your feedback will help the student occupational therapist’s learning
The feedback you give will not affect your care
Student’s Name:
Circle if you are: The Patient/Service user A carer/relative
How well did
the student
occupational
therapist…..
Very Well
Well
Not sure
Not well
… listen to
you?
…talk to you?
….understand
the way you
felt?
Show respect
for you?
45
What did the student occupational therapist do well?
How could the student occupational therapist improve? What could they do
differently next time?
Student reflection on feedback given and own action plan.
Practice Educator(s) signature: Date:
Student Signature:
Date:
46
Feedback from Service Users/Carers
Practice Educators/students should obtain consent from
service users/carers who should feel able to decline to
participate.
Service users/carers do not need to provide their name
or any other personal details.
We would like to receive your views about the way the student occupational therapist has
worked with you.
Your feedback will help the student occupational therapist’s learning
The feedback you give will not affect your care
Student’s Name:
Circle if you are: The Patient/Service user A carer/relative
How well did
the student
occupational
therapist…..
Very Well
Well
Not sure
Not well
… listen to
you?
…talk to you?
….understand
the way you
felt?
Show respect
for you?
47
What did the student occupational therapist do well?
How could the student occupational therapist improve? What could they do
differently next time?
Student reflection on feedback given and own action plan.
Practice Educator(s) signature: Date:
Student Signature:
Date:
48
Feedback from Service Users/Carers
Practice Educators/students should obtain consent from
service users/carers who should feel able to decline to
participate.
Service users/carers do not need to provide their name
or any other personal details.
We would like to receive your views about the way the student occupational therapist has
worked with you.
Your feedback will help the student occupational therapist’s learning
The feedback you give will not affect your care
Student’s Name:
Circle if you are: The Patient/Service user A carer/relative
How well did
the student
occupational
therapist…..
Very Well
Well
Not sure
Not well
… listen to
you?
…talk to you?
….understand
the way you
felt?
Show respect
for you?
49
What did the student occupational therapist do well?
How could the student occupational therapist improve? What could they do
differently next time?
Student reflection on feedback given and own action plan.
Practice Educator(s) signature: Date:
Student Signature:
Date:
50
Feedback from Service Users/Carers
Practice Educators/students should obtain consent from
service users/carers who should feel able to decline to
participate.
Service users/carers do not need to provide their name
or any other personal details.
We would like to receive your views about the way the student occupational therapist has
worked with you.
Your feedback will help the student occupational therapist’s learning
The feedback you give will not affect your care
Student’s Name:
Circle if you are: The Patient/Service user A carer/relative
How well did
the student
occupational
therapist…..
Very Well
Well
Not sure
Not well
… listen to
you?
…talk to you?
….understand
the way you
felt?
Show respect
for you?
51
What did the student occupational therapist do well?
How could the student occupational therapist improve? What could they do
differently next time?
Student reflection on feedback given and own action plan.
Practice Educator(s) signature: Date:
Student Signature:
Date:
52
Feedback from Service Users/Carers
Practice Educators/students should obtain consent from
service users/carers who should feel able to decline to
participate.
Service users/carers do not need to provide their name
or any other personal details.
We would like to receive your views about the way the student occupational therapist has
worked with you.
Your feedback will help the student occupational therapist’s learning
The feedback you give will not affect your care
Student’s Name:
Circle if you are: The Patient/Service user A carer/relative
How well did
the student
occupational
therapist…..
Very Well
Well
Not sure
Not well
… listen to
you?
…talk to you?
….understand
the way you
felt?
Show respect
for you?
53
What did the student occupational therapist do well?
How could the student occupational therapist improve? What could they do
differently next time?
Student reflection on feedback given and own action plan.
Practice Educator(s) signature: Date:
Student Signature:
Date:
54
Feedback from Service Users/Carers
Practice Educators/students should obtain consent from
service users/carers who should feel able to decline to
participate.
Service users/carers do not need to provide their name
or any other personal details.
We would like to receive your views about the way the student occupational therapist has
worked with you.
Your feedback will help the student occupational therapist’s learning
The feedback you give will not affect your care
Student’s Name:
Circle if you are: The Patient/Service user A carer/relative
How well did
the student
occupational
therapist…..
Very Well
Well
Not sure
Not well
… listen to
you?
…talk to you?
….understand
the way you
felt?
Show respect
for you?
55
What did the student occupational therapist do well?
How could the student occupational therapist improve? What could they do
differently next time?
Student reflection on feedback given and own action plan.
Practice Educator(s) signature: Date:
Student Signature:
Date:
56
Feedback from Service Users/Carers
Practice Educators/students should obtain consent from
service users/carers who should feel able to decline to
participate.
Service users/carers do not need to provide their name
or any other personal details.
We would like to receive your views about the way the student occupational therapist has
worked with you.
Your feedback will help the student occupational therapist’s learning
The feedback you give will not affect your care
Student’s Name:
Circle if you are: The Patient/Service user A carer/relative
How well did
the student
occupational
therapist…..
Very Well
Well
Not sure
Not well
… listen to
you?
…talk to you?
….understand
the way you
felt?
Show respect
for you?
57
What did the student occupational therapist do well?
How could the student occupational therapist improve? What could they do
differently next time?
Student reflection on feedback given and own action plan.
Practice Educator(s) signature: Date:
Student Signature:
Date:
58
Feedback from Service Users/Carers
Practice Educators/students should obtain consent from
service users/carers who should feel able to decline to
participate.
Service users/carers do not need to provide their name
or any other personal details.
We would like to receive your views about the way the student occupational therapist has
worked with you.
Your feedback will help the student occupational therapist’s learning
The feedback you give will not affect your care
Student’s Name:
Circle if you are: The Patient/Service user A carer/relative
How well did
the student
occupational
therapist…..
Very Well
Well
Not sure
Not well
… listen to
you?
…talk to you?
….understand
the way you
felt?
Show respect
for you?
59
What did the student occupational therapist do well?
How could the student occupational therapist improve? What could they do
differently next time?
Student reflection on feedback given and own action plan.
Practice Educator(s) signature: Date:
Student Signature:
Date:
60
Feedback from Service Users/Carers
Practice Educators/students should obtain consent from
service users/carers who should feel able to decline to
participate.
Service users/carers do not need to provide their name
or any other personal details.
We would like to receive your views about the way the student occupational therapist has
worked with you.
Your feedback will help the student occupational therapist’s learning
The feedback you give will not affect your care
Student’s Name:
Circle if you are: The Patient/Service user A carer/relative
How well did
the student
occupational
therapist…..
Very Well
Well
Not sure
Not well
… listen to
you?
…talk to you?
….understand
the way you
felt?
Show respect
for you?
61
What did the student occupational therapist do well?
How could the student occupational therapist improve? What could they do
differently next time?
Student reflection on feedback given and own action plan.
Practice Educator(s) signature: Date:
Student Signature:
Date:
62
Feedback from other Professionals
We would like to receive your views about the way the student occupational therapist has
worked with you. This feedback will help the student’s learning.
Student’s name:
Name/profession: Date: Time spent with
you:
Signature:
What did the student do well?
How could the student occupational therapist improve? What could they do differently
next time?
Student reflection on feedback given and own action plan.
Practice Educator(s) signature:
Date:
Student Signature:
Date:
63
Feedback from other Professionals
We would like to receive your views about the way the student occupational therapist has
worked with you. This feedback will help the student’s learning.
Student’s name:
Name/profession: Date: Time spent with
you:
Signature:
What did the student do well?
How could the student occupational therapist improve? What could they do differently
next time?
Student reflection on feedback given and own action plan.
Practice Educator(s) signature:
Date:
Student Signature:
Date:
64
Feedback from other Professionals
We would like to receive your views about the way the student occupational therapist has
worked with you. This feedback will help the student’s learning.
Student’s name:
Name/profession: Date: Time spent with
you:
Signature:
What did the student do well?
How could the student occupational therapist improve? What could they do differently
next time?
Student reflection on feedback given and own action plan.
Practice Educator(s) signature:
Date:
Student Signature:
Date:
65
Feedback from other Professionals
We would like to receive your views about the way the student occupational therapist has
worked with you. This feedback will help the student’s learning.
Student’s name:
Name/profession: Date: Time spent with
you:
Signature:
What did the student do well?
How could the student occupational therapist improve? What could they do differently
next time?
Student reflection on feedback given and own action plan.
Practice Educator(s) signature:
Date:
Student Signature:
Date:
66
Feedback from other Professionals
We would like to receive your views about the way the student occupational therapist has
worked with you. This feedback will help the student’s learning.
Student’s name:
Name/profession: Date: Time spent with
you:
Signature:
What did the student do well?
How could the student occupational therapist improve? What could they do differently
next time?
Student reflection on feedback given and own action plan.
Practice Educator(s) signature:
Date:
Student Signature:
Date:
67
Feedback from other Professionals
We would like to receive your views about the way the student occupational therapist has
worked with you. This feedback will help the student’s learning.
Student’s name:
Name/profession: Date: Time spent with
you:
Signature:
What did the student do well?
How could the student occupational therapist improve? What could they do differently
next time?
Student reflection on feedback given and own action plan.
Practice Educator(s) signature:
Date:
Student Signature:
Date:
68
Feedback from other Professionals
We would like to receive your views about the way the student occupational therapist has
worked with you. This feedback will help the student’s learning.
Student’s name:
Name/profession: Date: Time spent with
you:
Signature:
What did the student do well?
How could the student occupational therapist improve? What could they do differently
next time?
Student reflection on feedback given and own action plan.
Practice Educator(s) signature:
Date:
Student Signature:
Date:
69
Feedback from other Professionals
We would like to receive your views about the way the student occupational therapist has
worked with you. This feedback will help the student’s learning.
Student’s name:
Name/profession: Date: Time spent with
you:
Signature:
What did the student do well?
How could the student occupational therapist improve? What could they do differently
next time?
Student reflection on feedback given and own action plan.
Practice Educator(s) signature:
Date:
Student Signature:
Date:
70
Feedback from other Professionals
We would like to receive your views about the way the student occupational therapist has
worked with you. This feedback will help the student’s learning.
Student’s name:
Name/profession: Date: Time spent with
you:
Signature:
What did the student do well?
How could the student occupational therapist improve? What could they do differently
next time?
Student reflection on feedback given and own action plan.
Practice Educator(s) signature:
Date:
Student Signature:
Date:
71
Feedback from other Professionals
We would like to receive your views about the way the student occupational therapist has
worked with you. This feedback will help the student’s learning.
Student’s name:
Name/profession: Date: Time spent with
you:
Signature:
What did the student do well?
How could the student occupational therapist improve? What could they do differently
next time?
Student reflection on feedback given and own action plan.
Practice Educator(s) signature:
Date:
Student Signature:
Date:
72
Feedback from other Professionals
We would like to receive your views about the way the student occupational therapist has
worked with you. This feedback will help the student’s learning.
Student’s name:
Name/profession: Date: Time spent with
you:
Signature:
What did the student do well?
How could the student occupational therapist improve? What could they do differently
next time?
Student reflection on feedback given and own action plan.
Practice Educator(s) signature:
Date:
Student Signature:
Date:
73
Feedback from other Professionals
We would like to receive your views about the way the student occupational therapist has
worked with you. This feedback will help the student’s learning.
Student’s name:
Name/profession: Date: Time spent with
you:
Signature:
What did the student do well?
How could the student occupational therapist improve? What could they do differently
next time?
Student reflection on feedback given and own action plan.
Practice Educator(s) signature:
Date:
Student Signature:
Date:
74
Reflection 1 (link to a proficiency) Date:
Chosen Evidence:
75
Developmental Needs:
Relevance/links to academic modules:
Links to HCPC Standards of Proficiency (HCPC, 2013)
Links to Code of Ethics (COT, 2015)
Practice Educator(s) Signature: (If the reflection is typed, sign across typing please)
76
Reflection 2 (link to a proficiency) Date:
Chosen Evidence:
77
Developmental Needs:
Relevance/links to academic modules:
Links to HCPC Standards of Proficiency (HCPC, 2013)
Links to Code of Ethics (COT, 2015)
Practice Educator(s) Signature: (If the reflection is typed, sign across typing please)
78
Reflection 3 (link to a proficiency) Date:
Chosen Evidence:
79
Developmental Needs:
Relevance/links to academic modules:
Links to HCPC Standards of Proficiency (HCPC, 2013)
Links to Code of Ethics (COT, 2015)
Practice Educator(s) Signature: (If the reflection is typed, sign across typing please)
80
Reflection 4 (link to a proficiency) Date:
Chosen Evidence:
81
Developmental Needs:
Relevance/links to academic modules:
Links to HCPC Standards of Proficiency (HCPC, 2013)
Links to Code of Ethics (COT, 2015)
Practice Educator(s) Signature: (If the reflection is typed, sign across typing please)
82
Reflection 5 (link to a proficiency) Date:
Chosen Evidence:
83
Developmental Needs:
Relevance/links to academic modules:
Links to HCPC Standards of Proficiency (HCPC, 2013)
Links to Code of Ethics (COT, 2015)
Practice Educator(s) Signature: (If the reflection is typed, sign across typing please)
84
Reflection 6 (link to a proficiency) Date:
Chosen Evidence:
85
Developmental Needs:
Relevance/links to academic modules:
Links to HCPC Standards of Proficiency (HCPC, 2013)
Links to Code of Ethics (COT, 2015)
Practice Educator(s) Signature: (If the reflection is typed, sign across typing please)
86
Reflection 7 (link to a proficiency) Date:
Chosen Evidence:
87
Developmental Needs:
Relevance/links to academic modules:
Links to HCPC Standards of Proficiency (HCPC, 2013)
Links to Code of Ethics (COT, 2015)
Practice Educator(s) Signature: (If the reflection is typed, sign across typing please)
88
Reflection 8 (link to a proficiency) Date:
Chosen Evidence:
89
Developmental Needs:
Relevance/links to academic modules:
Links to HCPC Standards of Proficiency (HCPC, 2013)
Links to Code of Ethics (COT, 2015)
Practice Educator(s) Signature: (If the reflection is typed, sign across typing please)
90
Reflection 9 (link to a proficiency) Date:
Chosen Evidence:
91
Developmental Needs:
Relevance/links to academic modules:
Links to HCPC Standards of Proficiency (HCPC, 2013)
Links to Code of Ethics (COT, 2015)
Practice Educator(s) Signature: (If the reflection is typed, sign across typing please)
92
Reflection 10 (link to a proficiency) Date:
Chosen Evidence:
93
Developmental Needs:
Relevance/links to academic modules:
Links to HCPC Standards of Proficiency (HCPC, 2013)
Links to Code of Ethics (COT, 2015)
Practice Educator(s) Signature: (If the reflection is typed, sign across typing please)
94
Reflection 11 (link to a proficiency) Date:
Chosen Evidence:
95
Developmental Needs:
Relevance/links to academic modules:
Links to HCPC Standards of Proficiency (HCPC, 2013)
Links to Code of Ethics (COT, 2015)
Practice Educator(s) Signature: (If the reflection is typed, sign across typing please)
96
Reflection 12 (link to a proficiency) Date:
Chosen Evidence:
97
Developmental Needs:
Relevance/links to academic modules:
Links to HCPC Standards of Proficiency (HCPC, 2013)
Links to Code of Ethics (COT, 2015)
Practice Educator(s) Signature: (If the reflection is typed, sign across typing please)
98
Record of Practice Hours
This sheet should be used to monitor hours throughout the placement. Please ensure that all hours and any
absences are accurately recorded and weekly totals initialled by practice educator(s). Total hours at end of the
placement should be logged on the separate ‘Overall Record of Hours’ sheet.
Date Hours Initials Date Hours Initials
Mon Mon
Tues Tues
Weds Weds
Thurs Thurs
Fri Fri
Sat Sat
Sun Sun
Weekly total Weekly total
Mon Mon
Tues Tues
Weds Weds
Thurs Thurs
Fri Fri
Sat Sat
Sun Sun
Weekly total Weekly total
Mon Mon
Tues Tues
Weds Weds
Thurs Thurs
Fri Fri
Sat Sat
Sun Sun
Weekly total Weekly total
Mon Mon
Tues Tues
Weds Weds
Thurs Thurs
Fri Fri
Sat Sat
Sun Sun
Weekly total Weekly total
Mon Mon
Tues Tues
Weds Weds
Thurs Thurs
Fri Fri
Sat Sat
Sun Sun
Weekly total Weekly total
Mon Mon
Tues Tues
Weds Weds
Thurs Thurs
Fri Fri
Sat Sat
Sun Sun
Weekly total Weekly total
TOTAL HOURS THIS PLACEMENT:
99
Criteria for the award of a merit
The award of a merit is for those students whose performance is exceptional and beyond
that expected for their stage of training. At the end of each placement the Practice
Educator has the ability to recommend a student for the award of a merit. Students
recommended for this award will be reviewed by the University’s moderation panel. The
panel will consider the Ongoing Achievement Record which includes the assessment of
practice tool completed by the Practice Educator and other supporting evidence from the
student. For a merit to be awarded the following criteria for each component of the
ongoing achievement record should be answered positively.
Component of Ongoing
Achievement Record
Criteria for merit Achieved?
(yes/no)
Assessment of Practice
Tool (APT)
All proficiencies passed
Written feedback from PE indicates high
level of achievement for all proficiencies
Examples of words to describe someone
performing at merit level include:
thorough, outstanding, exceptional,
excellent, highly professional, attention
to detail, broad range and depth,
comprehensive, ability to link theory
and practice
Student has completed self-evaluation
indicating high levels of performance
and learning which correlates with
feedback from the Practice Educator
Learning Contract,
objectives and log
Well written, challenging and relevant
learning objectives that consistently
evidence level of achievement higher
than expected for stage of training
Learning objectives are written in
SMART format
Additional learning is identified showing
an ability to work beyond the required
levels of proficiency
Learning logs routinely updated to
record progress and actions
Range of evidence to support learning
documented
Learning logs dated and signed by
student and PE
Supervision logs Clear and concise supervision logs
completed by student
Professional language used throughout
Well presented and legible
100
Cross referenced to other related
evidence eg learning logs, feedback
from service users/other professionals
Ability to respond to feedback and
integrate into practice evidenced
Signed by both student and Practice
Educator
Service user feedback Feedback consistently sought and
evidenced throughout placement
Feedback indicates high level of
satisfaction with student
Other professionals
feedback
Feedback consistently sought and
evidenced throughout the placement
Feedback indicates high level of
satisfaction with student
Ability to work collaboratively with a
range of professionals evidenced
Written reflections Correct number for the placement
completed
Style of writing appropriate to stage of
training
Work is reflective in nature and evidence
of application and integration of theory
is present
Appropriate references to literature is
made
Completion of accurate list of references
is given
Links to HCPC standards of proficiency
are included and relevant to reflection
Action plans for future learning
identified and if appropriate cross
referenced to learning objectives
Moderation Panel Members:
Merit Awarded (Please delete as appropriate) Yes No
Date of panel:
101
End of placement checklist:
Student and practice educator(s) details recorded on pages 1 & 2
Sample signature completed for practice educator(s) on page 5
Formative assessment (working towards/not met) initialled and dated
by practice educator(s) for each proficiency
Summative assessment (Pass/Fail) initialled and dated by practice
educator(s) for each proficiency
Practice educator(s) feedback on assessment of practice tool
completed and signed page 23
Overall pass or fail deleted as appropriate on page 23
Overall hours recorded onto student record of hours sheet (for passed
placements only)
Emergency contact detail form returned to student or confidentially
destroyed page 12
All learning objectives/learning logs signed by student and practice
educator(s)
All supervision logs signed by student and practice educator(s)
Service user/carer feedback forms signed by student and practice
educator(s)
Feedback forms from other professionals signed by student and
practice educator
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