1 . Professional Behaviour (Both Streams) · 2013. 10. 9. · 1 . Professional Behaviour (Both Streams) Learning Objective: Conducts self in a professional manner. Minimum Pass Requirement:

1 . Professional Behaviour (Both Streams)

Learning Objective: Conducts self in a professional manner.

Minimum Pass Requirement: Passes all 4 core items. Halfway Result: Passing

Final Result: Passed

Performance Ratings: 1 = unacceptable, 2 = marginal, 3 = adequate, 4 = proficient, 5 = with distinction, N/A = not applicable, I/O =

insufficient observation (N/A and I/O = rating of 3, Pass = rating of 3 or more)

CORE ITEM 1. Respects rights, values, beliefs and needs of service users and staff

Eg. uses non-discriminatory and nonjudgemental language; validates others’

values and perspectives; separates own values from those of others; adheres

to relevant legislation

Halfway: N/A 1 2 3

4 5 I/O

Passing

Final:

N/A 1 2 3

4 5 I/O

Passed

Customised Examples:

CORE ITEM 2. Adheres to privacy and confidentiality requirements Eg. handles

workplace documentation appropriately; adheres to privacy policies, legislation

and codes of conduct

Halfway: N/A 1 2 3

4 5 I/O

Passing

Final:

N/A 1 2 3

4 5 I/O

Passed


CORE ITEM 3. Ensures personal, co-worker and service user safety Eg. complies with

occupational health and safety policies, procedures and legislation;

Halfway: N/A 1 2 3Passing

demonstrates awareness of potential hazards; identifies need for risk analysis;

reports incidents as required 4 5 I/O

Final:

N/A 1 2 3

4 5 I/O

Passed


CORE ITEM 4. Adheres to workplace procedures and expectations Eg. adapts to

workplace culture; maintains appropriate appearance and attire; follows

administrative procedures; manages shared spaces and resources appropriately

Halfway: N/A 1 2 3

4 5 I/O

Passing

Final:

N/A 1 2 3

4 5 I/O

Passed


5. Represents Occupational Therapy (OT) in an appropriate manner Eg.

explains OT clearly to others; assumes OT role appropriate to setting; adheres

to OT Australia Code of Ethics

Halfway: N/A 1 2 3

4 5 I/O

Passing

Final:

N/A 1 2 3

4 5 I/O

Passed


Feedback & Recommendations

Halfway Feedback/Recommendations (current behaviours/desired behaviours):

Tara has shown a high standard of professionalism during her placement. She has quickly familiarised herself with workplace policies and

processes. Tara independently completed all orientation training online as required within a designated timeframe. Tara has actively completed

administrative tasks to assist her CE’s eg. completing log books, filing paperwork. She has shown initiative and enthusiasm when doing these

activities. Tara has had limited opportunity to explain the OT role. Tara has had an opportunity to speak at the local Lion’s Club and presented

and entertaining and genuine reflection of her time in Chinchilla thus far and her experiences of a rural placement.

Final Feedback/Recommendations (current behaviours/desired behaviours):

Tara has displayed a high level of professionalism throughout her placement. She has applied core OT principles regarding professionalism,

confidentiality, privacy etc. and applied them effectively within the work setting. She has been able to maintain her composure when a number

of challenging situations have arisen during her placement; particularly within the CYMHS setting. Tara has continued to complete workplace

procedures and has become more proficient in these tasks as the placement has progressed. Tara has been able to represent the role of

Occupational Therapy throughout her whole placement and in two particular instances within the larger community, with an article in the local

newspaper for OT week and during a presentation at the local Lion’s Club Meeting.

2 . Self Management Skills (Both Streams)

Learning Objective: Demonstrates effective self management skills.

Minimum Pass Requirement: Passes both core items plus 2 other items. Halfway Result: Passing




1. Demonstrates effective time management skills Eg. is punctual;

completes work within appropriate timeframes; plans work schedule Halfway: N/A 1 2 3

4 5 I/O

Passing

Final:

N/A 1 2 3

4 5 I/O

Passed


CORE ITEM 2. Assumes responsibility for own learning Eg. articulates reflection-on-

practice; evaluates and plans for improvement of own practice; seeks

help/information/resources appropriately

Halfway: N/A 1 2 3

4 5 I/O

Passing

Final:

N/A 1 2 3

4 5 I/O

Passed


3. Demonstrates initiative and takes responsibility for actions Eg. uses

problem solving skills; offers assistance where appropriate; takes initiative for

negotiating tasks; follows through agreed actions

Halfway: N/A 1 2 3

4 5 I/O

Passing

Final:

N/A 1 2 3

4 5 I/O

Passed


4. Demonstrates appropriate stress management skills Eg. engages in

appropriate debriefing to manage stressful situations; seeks appropriate and

timely support for work and/or personal issues

Halfway: N/A 1 2 3

4 5 I/O

Passing

Final:

N/A 1 2 3

4 5 I/O

Passed


CORE ITEM 5. Responds to supervision and constructive feedback appropriately, and

modifies practice accordingly Eg. prepares for and contributes to

supervision sessions; obtains clarification of feedback from practice educator if

necessary

Halfway: N/A 1 2 3

4 5 I/O

Passing

Final:

N/A 1 2 3

4 5 I/O

Passed




Tara has demonstrated sound self management skills. She has effectively utilised reminder systems such as lists and messages to aide in this

activity. Tara has demonstrated an ability to complete tasks within a given timeframe eg. CIMHA POS’s and notes. Tara has taken initiative in

learning how to write chart notes, and has attempted such tasks admirably and then sought guidance or clarification from CE’s as necessary.

Tara has recognised the stressors posed whilst working in a rural area eg. confidentiality etc and has sought to discuss these concerns through

debriefing sessions with her CE’s. Tara has sought support and guidance appropriately and is willing to adapt practices as required.


Tara has remained diligent in her time management practices during the entire placement. She has actively sought to assist her CE’s and

complete tasks on their behalf whenever possible and appropriate. Tara has utilized stress management skills effectively and she has used

formal and informal supervision times to discuss her concerns or reflect on certain clinical situations. Tara is aware of her practice limitations and

will seek guidance or support appropriately. As the placement has progressed Tara has become more confident with asking questions and

obtaining feedback for activities she has completed.

3 . Co-Worker Communication (Both Streams)

Learning Objective: Communicates effectively within the workplace.

Minimum Pass Requirement: Passes both core items. Halfway Result: Passing




CORE ITEM 1. Negotiates, collaborates and co-operates with coworkers as

appropriate to workplace Eg. uses effective and respectful verbal and

non-verbal communication with all staff; adapts level of formality as needed;

negotiates and articulates understanding of roles; negotiates schedules and

use of resources

Halfway: N/A 1 2 3

4 5 I/O

Passing

Final:

N/A 1 2 3

4 5 I/O

Passed


CORE ITEM 2. Actively participates in workplace communications Eg. engages

appropriately in discussions and meetings; responds appropriately to team

dynamics; responds to requests for information

Halfway: N/A 1 2 3

4 5 I/O

Passing

Final:

N/A 1 2 3

4 5 I/O

Passed


3. Effectively explains information to others Eg. articulates reasoning clearly

and concisely to practice educator and relevant others; utilises sound

judgement to inform communications; presents information clearly in all workplace contexts; prepares and delivers effective learning and development

activities as required

Halfway: N/A 1 2 3

4 5 I/O

Passing

Final:

N/A 1 2 3

4 5 I/O

Passed




Tara has begun to develop an understanding of the different roles which staff play within the mental health setting. She is mindful of showing

respect to staff and clients. Tara has appropriately adapted her method of communication between different settings eg. in an intake meeting v’s

client interview v’s tea room. Tara has had limited opportunity to present information to the wider team within either CYMHS or Adult settings;

however it is envisaged that further opportunities will arise as the placement progresses.


Tara has interacted well with all staff during her placement. She has been mindful of limited space and resources within the office setting and

has always put other staff’s needs before her own with regards to use of resources / space. Tara has had the opportunity to present some

intakes within the CYMHS setting, and has handled these presentations well. Tara will require further experience in this area within her future

placement opportunities. Within the Adult setting Tara was able to clearly and concisely respond to questions posed to her by a Mental Health

Review Tribunal panel and managed this situation well. Tara has been present in team meetings, and has always remained alert and interested

in the information being discussed; however has had limited opportunity to contribute to such meetings.

4A. Communication Skills (Direct Service Provision)

Learning Objective: Communicates effectively with service users and significant others.

Minimum Pass Requirement: Passes all 4 core items. Halfway Result: Passing




CORE ITEM 1. Develops, maintains and closes collaborative relationships

appropriately with service users Eg. uses appropriate verbal and

nonverbal skills; uses respectful listening and questioning skills; uses

appropriate and respectful physical contact/manual handling; establishes

appropriate boundaries; engages and maintains ongoing dialogue with service

user over time

Halfway: N/A 1 2 3

4 5 I/O

Passing

Final:

N/A 1 2 3

4 5 I/O

Passed


CORE ITEM 2. Communicates effectively with significant others as appropriate Eg.

uses appropriate verbal and nonverbal skills; uses respectful listening and

questioning skills; uses appropriate and respectful physical contact/manual

handling; establishes appropriate boundaries; engages and maintains ongoing

dialogue with significant others over time

Halfway: N/A 1 2 3

4 5 I/O

Passing

Final:

N/A 1 2 3

4 5 I/O

Passed


CORE ITEM 3. Demonstrates responsiveness to service user/significant others Eg.

uses empathy and shows understanding of impact of disability/illness; modifies

plans in response to service user wishes/concerns; responds to others’

emotional status

Halfway: N/A 1 2 3

4 5 I/O

Passing

Final:

N/A 1 2 3

4 5 I/O

Passed


CORE ITEM 4. Expresses reasoning/recommendations clearly, ascertains service

user’s understanding and modifies communication as necessary Eg.

modifies language to facilitate understanding; avoids use of jargon; clarifies

information; provides opportunity for questions and feedback; uses interpreter

as needed

Halfway: N/A 1 2 3

4 5 I/O

Passing

Final:

N/A 1 2 3

4 5 I/O

Passed


5. Shows an awareness of, and/or manages group dynamics as required

Eg. adopts designated role within a group effectively; manages issues including

inclusion, power and the impact/influence of group members on each other and

over time

Halfway: N/A 1 2 3

4 5 I/O

Passing

Final:

N/A 1 2 3

4 5 I/O

Passed




Tara has emerging skills with respect to communication with clients. She is able to communicate effectively with parents / caregivers and adapt

her communication skills as required for clients of the CYMHS. Tara has demonstrated an understanding of boundary issues and is conscious of the difficulties of rural practice in respect to confidentiality and small towns. Tara has been an effective listener in the CYMHS and Adult settings

and has shown an appropriate degree of empathy towards clients. Tara has had limited opportunities to facilitate / lead sessions; however

opportunities will increase over the coming weeks. Tara has not been able to complete group activities to this point; however further

opportunities should arise with the CYHMS Gym group.


Tara has continued to have more direct contact with clients as the placement has progressed. She has been able to display an appropriate

degree of empathy. She has been conscious of the importance of maintaining a non-judgmental response - especially when clients are conveying

distressing information. Tara has noticed that it has been easier to build rapport with clients within the CYHMS setting, and has reflected on this

matter with her CE’s. Tara has been able to lead a number of sessions within the CYMHS setting and had the opportunity to complete an intake

within the Adult setting. Tara handled these activities well and was able to identify her strengths and weaknesses in the given tasks. Tara has

been able to adapt her delivery of information for clients with different needs and has also been able to modify tasks for clients within the

CYMHS setting as required to better meet client’s needs. Tara is starting to monitor client’s cues and respond to such cues appropriately.

Although limited group opportunities have arisen, Tara was able to lead a mock group activity and completed this task well.

5 . Documentation (Both Streams) Learning Objective: Develops and maintains appropriate documentation.

Minimum Pass Requirement: Passes both core items. Halfway Result: Passing




CORE ITEM 1. Adheres to formal workplace documentation requirements Eg.

produces timely, accurate, grammatically correct written work; observes

confidentiality; uses appropriate language, format, frequency and distribution;

stores information appropriately; uses appropriate range of specialised

documents

Halfway: N/A 1 2 3

4 5 I/O

Passing

Final:

N/A 1 2 3

4 5 I/O

Passed


CORE ITEM 2. Writes documents in an objective manner with interpretations and

recommendations supported by relevant information Eg. uses evidence,

factual observations

Halfway: N/A 1 2 3

4 5 I/O

Passing

Final:

N/A 1 2 3

4 5 I/O

Passed


3. Targets documents appropriately to audience Eg. considers recipients’

requirements, culture, literacy skills; adapts language, content and format

accordingly

Halfway: N/A 1 2 3

4 5 I/O

Passing

Final:

N/A 1 2 3

4 5 I/O

Passed




Tara has quickly and efficiently learnt how to utilise the CIMHA system. She is able to document POS’s and record chart notes. Tara has sound

documentation skills with regards to compiling chart notes and is utilising appropriate language and formats. Tara is aware of the different

nature of information which needs to be incorporated into notes across the two settings. Tara has had limited opportunity to compile other

written material eg. intake or assessments; however these opportunities should present themselves as the placement progresses.


Tara has continued to improve in her documentation. As the placement has progressed her chart notes are more condensed and concise She has

effectively adapted between the different styles of her two CE's. Tara has become proficient with the mental health database of CIMHA and is

able to POS client activities and record chart notes appropriately. Tara has also had the opportunity to complete intake and assessment

documents within both settings. She is aware of the information which is required in these processes and has been able to develop case

formulations and identify provisional diagnoses within the information she has gathered. Tara has also been able to verbally present this

documentation within the CYMHS setting.

6A. Information Gathering (Direct Service Provision)

Learning Objective: Demonstrates effective information gathering skills.

Minimum Pass Requirement: Passes all 3 core items plus 2 other items. Halfway Result: Passing




1. Identifies own knowledge/skill needs in preparation for service

provision Eg. identifies strengths and gaps in own knowledge and skills Halfway: N/A 1 2 3

4 5 I/O

Passing

Final:

N/A 1 2 3

4 5 I/O

Passed


2. Identifies and obtains information required to prepare for service

provision Eg. seeks and obtains general information relevant to service user

illness/disability/context; refers to broader information/literature as

appropriate; sources existing service user/group information/history as

appropriate; reasons to identify possible service user/group needs/goals,

parameters of OT role; considers initial service user/group needs/preferences

Halfway: N/A 1 2 3

4 5 I/O

Passing

Final: N/A 1 2 3

Passed

4 5 I/O


3. Selects appropriate methods and sources of information gathering Eg.

identifies appropriate range of formal/informal measures, interviews and

observations; articulates potential impact of service user/significant others’

characteristics/group dynamics on information gathering methods; articulates

reasoning for information gathering methods chosen

Halfway: N/A 1 2 3

4 5 I/O

Passing

Final:

N/A 1 2 3

4 5 I/O

Passed


CORE ITEM 4. Implements appropriate information gathering methods/processes Eg.

conducts appropriate information gathering process according to

guidelines/accepted practice; selects and arranges environment appropriately

Halfway: N/A 1 2 3

4 5 I/O

Passing

Final:

N/A 1 2 3

4 5 I/O

Passed


CORE ITEM 5. Observes service user response/performance during information

gathering processes (individual/group) Eg. notices fatigue/agitation/

impulsiveness/mood/attention/concentration, quality of movement/ posture;

discerns abilities and limitations influencing response/performance

Halfway: N/A 1 2 3

4 5 I/O

Passing

Final:

N/A 1 2 3

4 5 I/O

Passed


CORE ITEM 6. Analyses and interprets appropriately the information gathered Eg.

recognises service user and environmental strengths and limitations and the

relevance to occupational performance/roles; checks consistency of

interpretation with experiences of service user and significant others

Halfway: N/A 1 2 3

4 5 I/O

Passing

Final:

N/A 1 2 3

4 5 I/O

Passed




Tara has had limited opportunities to provide direct services to clients. It is envisaged that these opportunities will increase as the placement

progresses.


Tara’s ability to gather information from clients within both settings, is a skill which she has continued to develop throughout the placement.

Tara has gradually become more confident with asking questions and is aware of the reasoning behind gathering information in a mental health

intake and assessment. Tara has been astute to respond to client cues and is aware of her limitations or areas which she requires additional

practice eg. liaising with parents of children in the CYMHS setting.

7A. Service Provision (Direct Service Provision)

Learning Objective: Develops and conducts/manages effective service provision.

Minimum Pass Requirement: Passes all 4 core items plus 1 other item. Halfway Result: Passing




CORE ITEM 1. Collaborates with service users, significant others, and other service

providers to establish/support priorities Eg. incorporates information

gathered; considers specific service user needs/preferences; considers

occupational roles and performance; recognises environmental factors,

community/personal networks...

Halfway: N/A 1 2 3

4 5 I/O

Passing

Final:

N/A 1 2 3

4 5 I/O

Passed


CORE ITEM 2. Defines goals in objective terms Eg. articulates and documents

individual/group goals which reflect occupational roles; uses measurable

outcomes

Halfway: N/A 1 2 3

4 5 I/O

Passing

Final:

N/A 1 2 3

4 5 I/O

Passed


CORE ITEM 3. Selects and/or co-ordinates service provision methods/programme

(individual/group) in response to established goals Eg. demonstrates

awareness of appropriate practice frameworks; explains rationale using

supporting evidence; selects most appropriate environment/service providers;

identifies available resources (human and physical); justifies decision re

Halfway: N/A 1 2 3

4 5 I/O

Passing

allocation of resources

Final:

N/A 1 2 3

4 5 I/O

Passed


4. Makes adequate preparation for direct service provision Eg. becomes

familiar with equipment/activities/individual or group processes chosen;

ensures necessary requirements in place; books shared space/resources;

arranges workspace appropriately

Halfway: N/A 1 2 3

4 5 I/O

Passing

Final:

N/A 1 2 3

4 5 I/O

Passed


CORE ITEM 5. Implements/manages planned service provision effectively Eg.

complies with safety requirements; demonstrates responsive and creative

practice in individual and/or group contexts; provides

support/advocacy/information as required

Halfway: N/A 1 2 3

4 5 I/O

Passing

Final:

N/A 1 2 3

4 5 I/O

Passed


6. Engages significant others and other service providers to support

service provision Eg. recognises expertise of others; contacts and involves

others appropriately such as family members, educators, workplace personnel,

other professionals, support workers

Halfway: N/A 1 2 3

4 5 I/O

Passing

Final: N/A 1 2 3

Passed

4 5 I/O


7. Prepares adequately for handover/completion of service provision Eg.

provides appropriate information/resources to all relevant individual/group

service users and stakeholders; complies with confidentiality and privacy

requirements

Halfway: N/A 1 2 3

4 5 I/O

Passing

Final:

N/A 1 2 3

4 5 I/O

Passed




Within the CYMHS setting, Tara has started to prepare items for sessions. She is developing an understanding of different activities which can be

utilised with clients in different settings. Tara will have further opportunities to deliver direct service provision as the session’s progress.


Opportunities have arisen during the placement for Tara to provide direct service provision to a few clients within the CYMHS setting. At all times

Tara was aware of her target audience and was mindful of client’s reactions to activities they were asked to complete. Tara was able to set-up,

implement and informally evaluate activities, which she completed with clients within the CYMHS setting. Tara had limited opportunity to provide

direct service provision within the Adult setting however, she has a developing knowledge of the different activities which could be utilised and

some clinical reasoning behind why certain activities would be selected. Tara is familiarising herself with treatment models eg. Recovery Model.

She has identified the purpose of “occupation” amongst people with a mental illness and has reflected on this during her placement. Tara has

been able to provide a good handover to CE’s after sessions, and at the start/end of a working day/week as appropriate.

8 . Service Evaluation (Both Streams)

Learning Objective: Demonstrates effective evaluation skills.

Minimum Pass Requirement: Passes the core item plus 2 other items. Halfway Result: Passing




1. Identifies need to evaluate personal service provision/organisational

processes and identifies appropriate evaluation strategies Eg. selects

appropriate formal and informal methods; links evaluation methods to

individual/group/project goals; recognises factors that influence service

provision outcomes; consults with service users/stakeholders and other

service providers as required

Halfway: N/A 1 2 3

4 5 I/O

Passing

Final:

N/A 1 2 3

4 5 I/O

Passed


CORE ITEM 2. Implements evaluation strategies during and following service

provision Eg. reflects on service provision in action and recognises change;

describes positive and negative aspects of service provision; engages in

quality/continuous improvement processes

Halfway: N/A 1 2 3

4 5 I/O

Passing

Final:

N/A 1 2 3

4 5 I/O

Passed


3. Interprets evaluation information appropriately Eg. analyses information gathered; articulates interpretation of information in light of strategies used,

Halfway: N/A 1 2 3

Passing

own professional skills and the broader context of environmental/service

user/stakeholder factors; identifies potential recommendations 4 5 I/O

Final:

N/A 1 2 3

4 5 I/O

Passed


4. Adapts service provision in response to ongoing collaboration and

new/evaluation information Eg. reviews progress/outcomes with service

user/stakeholders; modifies strategies if required in a timely, flexible and

creative manner

Halfway: N/A 1 2 3

4 5 I/O

Passing

Final:

N/A 1 2 3

4 5 I/O

Passed




Tara has started to analyse sessions and reflect on the effectiveness of activities utilised during sessions - particularly within the CYHMS setting.

Tara has also had some hypothetical discussions with CE's regarding evaluating the service as a whole. Tara will again have further opportunities

in this area as the placement progresses.


Tara has been able to evaluate some direct service provision. She has also been able to explore some hypothetical situation related to evaluating aspects of the service as a whole. Tara has developing skills in this area and will require further experience to enhance these skills in future

placement settings. Tara was able to evaluate some management and service structure issues and reflect on events that occurred during the

placement and propose other manners in which these events could have been more effectively handled.

Overall Result

Submitted Halfway Result:

Passing Tara has quickly adapted to her role within the Western Downs Mental Health Service - Chinchilla. She always displays a high level of professionalism. She has quickly

familiarised herself with the processes within the service and has quickly stepped into assist CE's at every opportunity. Tara is utilising effective time management and stress

management skills within the setting. She has started to have an increased interactive role with clients and is no longer just an observer. Tara has been empathetic and

demonstrated effective listening and communication skills with clients. As the placement progresses it is envisaged that Tara will have a greater opportunity for direct service provision and further opportunities to evaluate service delivery. Keep up the great work –

Tara!

Submitted Final Result:

Passed As placement progressed, Tara became more confident in her role and participation, and in her interactions with clients and their families. She continued to maintain a high level of professionalism and was consistently helpful and considerate in

her interactions with all other staff. She effectively sought clarification on allocated tasks and worked efficiently, responding with flexibility to varied and competing demands. Tara

demonstrated a good capacity for observation and used this information to contribute to information gathering , and to evaluate and question various aspects of therapy planning

and delivery. Her ability to reflect upon therapy sessions developed to a high level and was a useful method for developing her clinical knowledge. Tara's written documentation

became more succinct. She was aware of her limitations but was also willing to accept new and more challenging tasks as the placement progressed. Tara was able to identify

areas in which to obtain more experience and knowledge which would enhance her skills as a therapist if she were to work in mental health. Tara was an asset to the workplace.

Documents

1 . Professional Behaviour (Both Streams) · 2013. 10. 9. · 1 . Professional Behaviour (Both Streams) Learning Objective: Conducts self in a professional manner. Minimum Pass Requirement: